July/August 2017 – Vol. 29 No. 8

Grant Writing for Your Classroom

Posted: Thursday, November 1st, 2012

by Laura Henriques

Wouldn’t it be wonderful if schools were funded at levels that would allow us to do everything we wanted to in our classrooms to support student learning? Imagine if we had the resources to do quality hands-on science, with enough money for equipment and all the necessary consumables. Remember when schools had money for field trips? Don’t you long for the days when there was a budget for your science department? While schools should be cathedrals of learning, and funded at levels that enable us to teach with technology and do inquiry investigations, the reality of today’s fiscal environment is quite different.  With this in mind, I am hoping to inspire you to be proactive and look for grant funding resources to bolster your science classroom. Whether your dream is to plant a school garden, incorporate technology to engage your students, or buy materials for use in lab, the steps to obtaining a grant are the same.

What do you want to do? Your first step must be to have a project in mind and find a funding source that aligns with your goals. (There are some potential funding sources listed at the end of this article.) You don’t want to write a grant to get money for something you don’t really want to do. Remember, if you get the money you have to do the project. That’s no fun if it isn’t a good fit!

When you develop your project you need to identify goals, determine who the key people and partners are (ensure that you have their support and buy-in), determine a timeline and figure out what your deliverables are. What kind of budget is needed for the project to work? There should be a direct match between what you want to do and how you are going to spend the money. When you think of deliverables, think in terms of the life of the project. Develop a timeline and determine what you will have done each month/quarter/year. What data will you collect and how will you know you are successful?

Writing the Proposal: When you find a potential funding source, read through their materials carefully. Unfortunately, it doesn’t matter if you have the best idea in the world, if it is not a good fit with their goals your proposal will get rejected. Reviewing the list of past grantees and their projects can provide insight into the types of programs the funders like. It may also give you ideas to incorporate into your own proposal.

At this point in the process you will want to be in touch with your school administrators to determine how the grant will have to be processed. Although the paperwork to get a project submitted can be cumbersome, many school districts have an educational foundation that serves as the fiscal agent for your project. Talk to your administration early in the process so that they know what you are trying to do, what you need from them, and when the deadlines are. Sometimes you can submit a proposal on your own, but more often than not you need administrators’ authorization.

Actually writing the proposal and putting everything together in a readable format is critical. Be specific enough that funders know you’ve thought through your program and know how the pieces fit together. Include data where appropriate, and indicate the type of data you will collect throughout the grant. Your district’s research office might be of help at this stage. Although it may seem obvious, it’s important to follow the granting agency’s guidelines in terms of page number, font size, etc. It would be a shame to lose funding because you didn’t get the proposal in by 5 PM or your margins were the wrong size.

I like to tell beginning grant writers to copy the call for proposals into a word processor and then write to each section. Use tools that will help the reviewer have an easy time reading your proposal. For example, bold or underline key points, use headers, restate key ideas from the proposal, and include diagrams or charts if that will help make your case. Perhaps most importantly, write your proposal early enough so you have time to have others read the it and give you feedback. A critical review from a friend can tell you where it’s not clear or needs more data to support a claim.

Submitting the Grant: Pretend it is due a day before it really is. Murphy’s Law tells us that anything that can go wrong will go wrong. This is particularly true for grant submissions! The day you want to submit is the day the Internet will crash at school or the person who was supposed to send you a letter of support is sick. Plan well ahead so those glitches won’t be too stressful. Give yourself even more time if you need district approval to submit. If you are collecting data from human subjects you will need to talk to your district’s research office and seek IRB consent. The IRB consent does not always have to be done prior to submitting a proposal but it must be done prior to collecting data.

When you get funded, celebrate and start your project! Remember to thank your funders, and be sure to acknowledge them if you (or your school) do any press releases. Keep them informed of progress and be sure to submit a final report. Even if you don’t get funded you should try again. Read the comments from the granters (if there are any), make revisions, and try again next time. Again, looking at the list of the projects that were funded as this may give you some ideas about the agency’s priorities and help you tweak your proposal for the next submission.

Sampling of Funding Sources: Below is a sampling of funding sources. I have not included places like NSF or NIH, as most classroom teachers are not going to be writing a proposal of that scope. As you look at the different websites and proposals you will see that they vary dramatically: some literally take just a few minutes while others are more extensive.

Donor’s Choice – you post a request for your classroom and donors give directly to you.

Digital Wish – submit a technology lesson plan be eligible to win a grant

Target – funding for field trips

BestBuy – funds technology for the classroom

Lowe’s Toolbox for Education – funds project with permanent impact (indoor/outdoor facilities, landscaping, gardening projects, etc.)

American Chemical Society’s Hach High School Chemistry Grants provides support for supplies, lab equipment, instructional materials, professional development, field studies, and science outreach activities for secondary chemistry teachers/programs.

EPA’s 2012 Environmental Education Grant Program funds environmental education projects that enhance the public’s awareness, knowledge, and skills to make informed decisions and take responsible actions towards the environment. (application due 11/21)

BP A+ for Energy

Westinghouse provides schools grants emphasizing innovative math and science programs

NSTA has a list of grant opportunities on their website as well.

Good luck and let me know if you submit (or get) a grant as a result of reading this article.

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and a past-president of CSTA.

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CTC Seeking Educators for Science Standard Setting Conference

Posted: Wednesday, August 16th, 2017

The Commission on Teacher Credentialing (CTC) and Evaluation Systems group of Pearson are currently seeking California science educators to participate in a Science Standard Setting Conference for the California Subject Examinations for Teachers (CSET) program. Each standard setting panel is scheduled to meet for one-day, in Sacramento, California. The fields and dates are listed below:

Multiple Subjects Subtest II (Science), Monday, October 2, 2017
Science Subtest II: Physics, Monday, October 2, 2017
Science Subtest II: Chemistry, Tuesday, October 3, 2017
Science Subtest II: Life Sciences, Wednesday, October 4, 2017
Science Subtest II: Earth and Space Sciences, Thursday, October 5, 2017
Science Subtest I: General Science, Friday, October 6, 2017

The purpose of the conference is for panel members to make recommendations that will be used, in part, by the Commission on Teacher Credentialing (CTC) in setting the passing standard, for each field, in support of the updated California Subject Examinations for Teachers (CSET).

Click here to nominate educators. If you are interested in participating yourself, complete an application here for consideration.

Eligibility:

Public school educators who are:

• Certified in California
• Currently practicing (or have practiced within the last school year) in one or more of the fields listed above. 

College faculty who are:

• Teacher preparation personnel (including education faculty and arts and sciences faculty)
• Practicing (or have practiced within the last school year) in one or more of the fields listed above, and
• Preparing teacher candidates in an approved California teacher preparation program.

 Benefits of Participation Include:
• Receive substitute reimbursement for their school (public school educators only),
• Have the opportunity to make a difference in California teacher development and performance,
• Have the opportunity for professional growth and collaboration with educators in their field,
• Be reimbursed for their travel and meal expenses, and
• Be provided with hotel accommodations, if necessary.

For more information, visit their website at www.carecruit.nesinc.com/cset/index.asp

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.