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Tag Archives: K-12 education grants

Social, economic, and political trends directly impact the possible roles of American teachers in winning grants for classrooms and schools. Public schools, as workplaces, are ever more labor-intensive and capital-intensive. Demographic shifts are eroding traditional bases of support for public schools. Public willingness to pay ever-higher taxes to support public education is declining. Doctrines of continuous improvement compel adoption of effective (or best) practices. Standards-based educational accountability perpetuates calls for systemic reform.

 

Teacher Roles Graphics

 

This post identifies several trends and roles teachers can and do play as incubators and planners of proposals, as implementers of funded projects, and as evaluators of project outcomes. Such roles are not yet universal, but they are frequent.

 

Incubators

  1. Many teachers seek to improve results of teaching and learning.
  2. Often teachers seize the initiative in embracing change in their classrooms.
  3. Many teachers pursue their pedagogical enthusiasms with passion and creativity.
  4. Often teachers seek and do what works best for learners.
  5. Many teachers serve as critical vectors for continuous school reform.
  6. Often teachers care about the children they are charged to teach.

 

Planners

  1. Adults learn better by doing, applying, and practicing what they learn.
  2. Those asked to do the work of educational reform need to have a hand in shaping it.
  3. Adults resist change less when they own a problem and its solution.
  4. Schools are communities in microcosm, as well as workplaces and social institutions.
  5. Active participation in decision-making is critical to democratic self-government.
  6. Policies of shared decision-making compel input from school-based staff.

 

Implementers

  1. Many teachers test and refine new, research-based instructional practices.
  2. Often teachers develop and use integrated, thematic curricular materials.
  3. Teachers often design, pilot, and use new authentic assessments.
  4. Teachers often design and use collaborative and inclusive learning spaces.
  5. Often teachers set priorities for site-specific professional development.
  6. Many teachers engage in continual, reflective self-development.
  7. Teachers often collaborate as members of teams of change agents.
  8. Many teachers incorporate community resources in their classrooms.

 

Evaluators

  1. Assessment often uses both criterion-based and norm-based measures.
  2. Assessment often reflects stages in child development as well as universal academic standards.
  3. Many teachers are encouraged to act more as guides on the side, rather than always as sages. on the stage
  4. Reflective self-assessment is integral to life-long learning as professional teachers.
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Proposals that win grants for K-12 education have many predictable information needs. Applicants that have already such information on hand before the announcement of a grant opportunity greatly improve the likelihood of funding.

 

Ed Grants Personnel Graphics

 

Applicants may not need to provide every item listed here in every staffing plan; however, among the proposal narrative elements they should anticipate are: local non-discriminatory employment plans, position descriptions, résumés or vitae, time commitments, and local salary/wage schedules.

 

Non-Discriminatory Employment Plans

 

  1. Description of local staff recruitment and retention plan
  2. Description of local non-discriminatory employment (or affirmative action) plan
  3. Evidence of compliance with local non-discriminatory employment (or affirmative action) plan
  4. Number and ratio of proposed staff members by categories such as: elderly, racial/ethnic minorities, persons with disabilities, and women
  5. Number and ratio of existing staff members by categories such as: elderly, racial/ethnic minorities, persons with disabilities, and women

 

Position Descriptions

 

  1. Position descriptions for all personnel to be paid for out of a new grant
  2. Position descriptions for all other project-related key personnel

 

Résumés and Curricula Vitae

 

  1. Résumés for all personnel to be paid for out of a new grant
  2. Résumés for all other project-related key personnel to be involved in the proposed project

 

Time Commitments and Wages/Salaries

 

  1. Time commitments for all anticipated personnel as percent of full-time equivalent (or % FTE)
  2. Local salary and wage schedules for all positions to appear in the proposal’s itemized budget
  3. Analysis of anticipated time and effort for all positions (sorted by key functions/tasks)

 

Later posts will cover information needs for other aspects of educational grant proposals.

Proposals that win grants for K-12 education have many predictable information needs. Planning a project budget is no exception! Applicants that have their budget basics ready before responding to a grant opportunity greatly improve the likelihood of funding.

 

Ed Grants Budgets Graphics

 

Although applicants may not need every item listed here for every proposal budget, among the elements it is prudent to anticipate are: salaries and fringe benefits, travel, consultants, and indirect costs.

 

Salaries and Fringe Benefits

 

  1. Local established salary schedules for all positions
  2. Percentages used in calculating fringe benefits: workers compensation, retirement (pensions), health insurance, dental insurance, life insurance, professional development incentive increments, and social security (FICA)
  3. Local fringe benefits rate for all administrative staff
  4. Local fringe benefits rate for all certified staff
  5. Local fringe benefits rate for all classified staff
  6. Local fringe benefits for all staff already on payroll for non-contract work on a consultant basis

 

Travel

 

  1. Typical round-trip airfares
  2. Typical round-trip ground transportation fares (subways, trams, taxis)
  3. Typical per diem lodging costs
  4. Local round-trip highway tolls
  5. Round-trip mileages to frequent destinations
  6. Local established per diem rates
  7. Local established mileage reimbursement rates
  8. Federal per diem schedule
  9. Federal vehicle use per mile rate

 

Other Items

 

  1. Typical consultant hourly and daily rates
  2. Typical evaluation hourly and daily rates
  3. Course tuition rates per credit hour
  4. Applicant indirect charges rate and its basis

 

Later posts will cover information needs for other aspects of educational grant proposals.

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