Search Through Professional Development Grants for Teachers in the U.S.

The Division of Earth Sciences' Education and Broadening Participation Program (EBP) facilitates activities that engage a wide range of audiences in Earth Sciences research efforts, which are:

• Research Experiences for Undergraduates and Teachers: This program provides funding to academic institutions that allows them to offer summer internships to undergraduate students and opportunities for teachers who would like to participate in earth sciences related research efforts

• EAR Postdoctoral Fellowships: The Division of Earth Sciences (EAR) awards 2-year Postdoctoral Fellowships to highly qualified investigators within 24 months of obtaining their PhD to carry out an integrated program of independent research and professional development.

• Faculty Early Career Development (CAREER): This program supports pre-tenure researchers who would like to combine their research efforts with excellent educational programs.EAR EBP prioritizes co-funding of CAREER awards that include a focus on broadening participation in the geosciences.

• Unsolicited (“ad hoc”) Proposals: Creative efforts to support recruitment and retention of talented individuals in Earth sciences are also supported as “ad hoc” proposals submitted through EAR Education & Broadening Participation.

PIs are advised that they must submit a concept outline prior to submission of an ad hoc EBP proposal. This will aid in determining the appropriateness of the work for consideration by this program. Outlines should be submitted by email to a cognizant program officer. See the Proposal and Award Policy and Procedures Guide (PAPPG) Chapter I.D.1 for additional information on concept outlines.

Program Outline

STEM Sprouts was created to promote and encourage early learners to thrive in STEM subjects from the earliest of age.

Our Early Education STEM (Science, Technology, Engineering, and Mathematics) program is designed to fund organizations introducing young children, generally between the ages of 3 and 10, to the foundational concepts and skills within these four fields. Such programs should aim to foster curiosity, critical thinking, problem-solving abilities, and a love for STEM learning from an early age.

Grants will be made to organizations supporting STEM initiatives geared towards providing Pre-K to 5th-grade students with a solid, hands-on early experience with in-depth STEM subjects. Organizations should have invested in careful planning and consideration of various elements of their STEM program and are or will be providing young learners with a comprehensive and engaging educational experience. Some key aspects of Early Education STEM programs that we are seeking to fund are:

• Hands-On Learning:
  • STEM education for young children should emphasize hands-on, experiential learning. This means providing opportunities for children to engage with materials, conduct simple experiments, build structures, and solve age-appropriate problems.
•  Age-Appropriate Curriculum: 
  • The curriculum should be tailored to suit the developmental stages and abilities of young children. Concepts should be introduced in a way that is accessible and engaging, with a focus on concrete experiences before moving to more abstract ideas.
• Play-Based Approach: 
  • Play is a natural way for young children to learn. STEM programs should incorporate play-based activities that integrate STEM concepts. For instance, building with blocks can introduce engineering principles, while exploring nature can teach basic biology. With that being said, we are hoping to partner with organizations going a step further than these basic principles of STEM and who plan to build on more basic concepts to push the limits of what we can expect from our young learners. 
• Inquiry-Based Learning:
  • Children are encouraged to ask questions and explore answers through guided inquiry. This promotes critical thinking and problem-solving skills.
• Integration of Subjects:
  • STEM subjects are often interconnected. Programs are encouraged to integrate elements of science, technology, engineering, and mathematics to show how they relate to each other in real-world contexts.
• Use of Technology:
  • Depending on the age group, technology may be introduced in age-appropriate ways. This could include using educational applications, simple coding activities, or interactive simulations.
• Parent Involvement:
  • Parents play a crucial role in supporting STEM education at an early age. Programs are encouraged to provide resources and guidance for parents to continue STEM learning at home.
• Assessment:
  • Evaluation in early STEM programs should be qualitative and observation-based, focusing on children's engagement, problem-solving skills, and curiosity rather than formal testing for reporting purposes.
• Safety:
  • Safety is a paramount concern, especially when conducting experiments or using materials. Proper supervision and age-appropriate safety measures are essential.
• Professional Development:
  • We encourage teachers and educators working in Early Education STEM programs to pursue specific training and continuing education courses to effectively implement these curricula and will accept applications for continuing education and professional development seminars and courses.
• Resources:
  • Adequate resources and materials should be available to support STEM activities. This includes access to educational materials, equipment, and age-appropriate books. Early Education STEM programs can have significant benefits, including preparing children for future STEM-related careers, fostering a love for learning, and developing essential skills for success in the 21st century. When well-designed and implemented, these programs can be both enjoyable and educational for young learners and will help to launch a lifelong aptitude in STEM subjects.

Amount

Grant awards for the STEM Sprouts program are capped at $25,000 per grant.

Program Outline

Grants will be made to organizations supporting Middle and High School students participating or interested in advanced STEM programs and who ultimately want to pursue a college degree in a STEM-related field. Organizations that have invested in careful planning and consideration of various elements of their STEM program who are providing students with a comprehensive and engaging educational experience and who meet some or all of the below objectives should apply:

•  Basic Objective:
  • The supported programs’ primary goals should include but are not limited to, fostering a love for STEM, preparing students for college and careers in STEM fields, and promoting problem-solving and critical thinking skills.
• Curriculum Development:
• Have developed or are developing a rigorous and integrated STEM curriculum that aligns with national and state standards and could offer a mix of core STEM subjects, including mathematics, science, technology, and engineering.
• Integrate hands-on, project-based learning to encourage students to apply their knowledge and solve real-world problems.
• Include interdisciplinary courses that emphasize the connections between STEM disciplines and careers.
• Grade Levels and Progression:
  • Programs that are designed with a curriculum that progressively builds on concepts and skills year by year.
• Specialized Tracks:
  • Programs that offer specialized tracks within their existing framework, such as computer science, biomedical science, environmental science, or robotics, based on student interests and local industry demands.
• Highly Qualified Teachers:
  • Programs that emphasize hiring and retaining experienced, certified STEM teachers who are passionate about their subjects and skilled in project-based learning methodologies.
• State-of-the-Art Facilities:
  • Programs that have access to well-equipped laboratories, maker spaces, and technology resources for hands-on experimentation and innovation.
• Partnerships and Externships:
  • Programs that forge partnerships with local universities, research institutions, and STEM-based companies to provide students with opportunities for internships, mentorships, and real-world experiences.
• Enrichment Activities:
  • Offer extracurricular activities such as STEM clubs, science fairs, hackathons, and robotics competitions to extend learning beyond the classroom.
• Professional Development:
  • Provide ongoing professional development opportunities for teachers to stay current with STEM advancements and teaching methodologies.
• Assessment and Evaluation:
  • Develop a system for assessing student progress and program effectiveness. Consider using a mix of standardized tests, project assessments, and teacher evaluations.
• Parent and Community Engagement:
  • Involve parents and the community in STEM education by hosting events, workshops, and STEM-related family activities.
• Resources and Funding:
  • Organizations seeking funding should be able to show a history of secure and adequate funding through grants, partnerships, and budget allocations to support the program's infrastructure, materials, and technology needs.
• Continuous Improvement:
  • Establish mechanisms for continuous program evaluation and improvement based on feedback from students, teachers, and stakeholders.
• College and Career Guidance:
  • Provide college and career counseling services to help students navigate STEM-related educational and career paths.
• Showcase Achievements:
  • Celebrate student achievements and projects through exhibitions, showcases, and publications to inspire and motivate others.
• Adapt to Technological Advancements:
  • Stay current with emerging technologies and trends in STEM fields and update the curriculum accordingly.
• Sustainability:
  • Develop a long-term sustainability plan to ensure the program's viability over time understanding that the success of funded programs will depend on a collaborative effort involving educators, administrators, parents, and the community. Organizations should be regularly assessing and adjusting their programs to meet the evolving needs and interests of their students.

Amount

Grant awards for the STEM Stars program are capped at $25,000 per grant.

Our Mission

Established in 1992 by Lisa and Douglas Goldman, the Lisa and Douglas Goldman Fund is a private foundation committed to providing support for charitable organizations that enhance our society. As natives of San Francisco, the Goldmans place a high priority on projects that have an impact upon the San Francisco community. Within its grantmaking areas, the Fund strives to be responsive and flexible as well as to make informed and responsible grants to support qualified projects. We invite you to review the Lisa and Douglas Goldman Fund’s newly stated Interests and Priorities.

Interests & Priorities - Education & Literacy

Education and Literacy

• Goal: Strengthen public education for grades kindergarten to 12
  • Geographic Area: San Francisco
  • Strategies:
    • Promote education and literacy projects that support the strategic priorities of the San Francisco Unified School District
    • Support community-wide literacy projects.
• Goal: Advance civic education for grades kindergarten to 12.
  • Geographic Area: Projects that are implemented nationally, regionally, and/or in multiple states.
    • This program area does not currently accept applications for projects that are implemented in a single city or state.
  • Strategies:
    • Promote efforts to prioritize civic education on the state and national levels.
    • Support professional development for teachers to refresh and expand their knowledge of civics and develop skills for teaching it effectively.

The Goldman Fund considers requests by invitation only from organizations in the following fields:

• Health & Recreation
• San Francisco Bay Area Institutions & Projects
• Special Projects & Initiatives

About Us

The International Literacy Association (ILA) is a professional membership organization for literacy professionals across 128 countries. It was founded in 1956, under the name International Reading Association, and for nearly 70 years has supported educators, researchers, and experts from every corner of the world.

ILA is committed to diversity, equity, inclusion, and belonging—core values reflected in our mission and dedication to fostering a culture of acceptance in which every person feels safe and supported as their authentic selves.

We advocate for children’s rights to read and to excellent literacy instruction in reading, writing, communicating, and critical thinking and seek to ensure that every child, everywhere, is guaranteed these basic human rights.

Our mission

ILA connects research and practice to improve the quality of literacy learning across the globe in ways that are respectful, responsive, and ethical. We advocate for equitable access to literacies among individuals of all ages and diverse communities as a basic human right and a matter of social justice.

Our work

For more than 65 years, ILA has set the standard for how literacy is defined, taught, and evaluated. We are the professional home for literacy educators across the globe.

What We Do

• Publish cutting-edge, peer-reviewed research
• Create and disseminate practical, evidence-based resources for educators
• Provide impactful professional development and learning experiences
• Recognize outstanding teacher preparation programs
• Support teachers, researchers, and literacy leaders with awards and grants

Celebrate Literacy Award

The Celebrate Literacy Award recognizes organizations, institutions, and individuals that have made significant literacy contributions at the local, state, or provincial level. The hope is that the celebration will familiarize the public with literacy activities in the community and call attention to the work that is being done by the schools and the International Literacy Association to promote literacy worldwide.

Candidates who have shown exemplary accomplishments in any of the following areas may be suggested for consideration as Celebrate Literacy Award recipients:

• Direct teaching at any level
• Organizing local literacy programs
• Promoting support from the public relative to enhancing literacy
• Producing teaching materials or special media for literacy programs
• Conducting research in field related to literacy
• Conducting special surveys of importance for literacy planning
• Providing young people the opportunity to help in literacy activities Celebrate Literacy Award Guidelines
• Conducting informal educational activities of a social, cultural, economic, or political nature in which literacy activities are included (i.e., social media programs, publications and press, library programs, and projects for special populations such as the handicapped and the aged).

The Japan Foundation, Los Angeles

The Japan Foundation, Los Angeles, offers grants to teachers, institutions, and students engaged in Japanese language, as well as arts and cultural programs. In addition, we provide information on grants and scholarships from other organizations including the Center for Global Partnership's Intellectual and Grassroots Exchange programs.

Japanese-Language Education Project Grant

The Japan Foundation, Los Angeles (hereafter “JFLA”) provides financial assistance for projects which promote Japanese language education in a wide area (nationwide/statewide/region-wide). The project should benefit multiple Japanese language programs and as many teachers as possible.

Type A: Workshop/Seminar/Conference

JFLA encourages workshops/seminars/conferences which invite guest speakers not only from Japanese language education but also from the field of Japan Studies (Japanese Literature History, Social Studies, etc.) so that Japanese language teachers can learn about Japan-related contents as well as how to incorporate the information pedagogically into their Japanese language classrooms (content-based learning, project-based learning, etc.). 

Type B: Original Projects

Any nationwide/statewide/region-wide projects which can benefit multiple Japanese language programs are welcome; however JFLA encourages the following types of projects.

•  Projects which can bridge Japanese language education and Japan Studies.
• Advocacy projects to increase the visibility of Japanese-language education in a wide region.
• Articulation projects for improving vertical articulation between different educational levels as well as horizontal articulation within the same educational level, in order to maximize students' learning environment in multiple Japanese programs in a wide region.
• Survey/Research projects that will be conducted in order to grasp/analyze the current condition of Japanese-language education or to gather demographic information related to Japanese-language education.
• Teaching Material Development projects that will benefit educators/learners nationwide.

Laird Norton Family Foundation

The Laird Norton Family Foundation (LNFF) is a private family foundation in Seattle, Washington, with a mission to honor and reflect the family’s shared values through giving and engage the family in philanthropy as a platform for strengthening family connections.

Primary Grantmaking Programs  

Our grantmaking reflects the values of the Laird Norton family. We give in program areas that reflect the family's shared interests:

Arts in Education

Our Arts in Education grantmaking program supports equitable educational opportunities for students using arts integrated and culturally informed instruction, including sustained professional development for public school teachers. Funding will be directed toward programs that seek to enhance students’ educational outcomes in public Pre-K through grade 12 classrooms rather than to simply increase participation in, or appreciation for, the arts.

• Our current support focuses on organizations that provide: long-term, push-in, professional development opportunities for public Pre-K through grade 12 teachers and schools; programs that aim to serve students furthest from educational justice; and programs with culturally relevant instruction and are focused on the whole child.

Climate Change

Climate change is a global, complex challenge facing our world. The goal of our Climate Change program is to help the planet heal and mitigate adverse impacts of climate change for all people, communities, and the natural world. Grantmaking is centered around carbon sequestration work and recognizes organizations as the experts and stewards to advance climate and environmental justice. Grantmaking is focused in the West Coast of the US.

•  We are focused on supporting work that increased the abilities of forests, coastal ecosystems, and agricultural lands to sequester carbon. Through projects involving healthy forests, blue carbon, and regenerative agriculture, we seek to learn from and follow the lead of communities impacted first and worst as our planet changes. 

Human Services

• Our Human Services grantmaking program supports organizations working directly with youth and young adults (age 12-25) who are experiencing or at risk of experiencing homelessness, and/or involved with child welfare, juvenile legal or behavioral health systems. Grantmaking is currently only with organizations in King County, WA. 

• Our current support prioritizes organizations that are created and led by the communities they seek to serve, that acknowledge and seek to address racial and social injustice in their work, and that offer programming with the aim of preventing youth and young adult homelessness and creating systems change.

Watershed Stewardship

​Watersheds have social, ecological, and economic significance. The goal of the Watershed Stewardship program is to create enabling conditions for long-term social and ecological health and resilience in places of importance to the Laird Norton Family. Currently, we prioritize work in Minnesota and Wisconsin as well as a few key watersheds in the Western United States, consistent with the Laird Norton family's priorities.

We take a long-term view on healthy watersheds and invest in organizational capacity with an eye to future resilience. We encourage our partners to focus not on single-species recovery or restoration to historical conditions as a primary end-goal, but to also consider the potential value of significantly altered — but functioning — ecosystems as we continue to face the impacts of climate change and other natural and human-caused changes into the future.

​We believe the wellbeing of the people who live in a place must be considered alongside ecological goals; understanding the diverse interests and values of a watershed’s human inhabitants is an important component of long-term success. ​

Our Mission

Our mission is to empower women in education and health initiatives, and give them the opportunities to promote peace and positive changes in their communities.​

Who we are

We work with other organizations and academic institutions to support projects that positively impact women’s lives, increase cross-cultural understanding, and encourage women to become leaders in their communities.

We believe that given the opportunity, women can promote positive changes in their communities and society at large. Access to education and health care are fundamental needs that go unmet many social environments. By supporting projects that promote women’s health and education, we ultimately support women as potential leaders and encourage womens empowerment.

​Due to the current high conflict situations and gender inequities in many parts of West Asia and the Middle East, we are specifically focusing on women in or from these areas.

At Unique Zan Foundation our goal is to directly and indirectly:

• Invest in women’s human rights
• Support refugees and immigrant communities
• Educate and train teachers in the Middle East
• Provide technical assistance and health education and outreach
• Train nurses and community health workers in developing countries
• Provide educational grants to nurses, teachers, and similar professionals
• Provide funds for building girls’ schools and health clinics in developing countries
• Provide women with training to become leaders in their professions
• Support pilot and evaluation research on women’s education, health, and peace-promoting efforts that will ultimately help the communities to promote program development and expansion

Unique Zan Foundation Grant

​Our Work

We have a number of current and pending projects through other non-profit organizations and educational institutions. All of these projects contribute to advancing the status and care of women in or from West Asia, as well as promoting understanding of West Asian and Muslim communities. Further, our partners work directly in the communities served in order to identify needs and maximize community involvement and support.

Giving and Grants

Our funding priorities are aligned around Digital Inclusion, Climate Protection and Human Prosperity. New applications are by invitation only. Verizon and the Verizon Foundation do not respond to unsolicited inquiries for funding.

Verizon and the Verizon Foundation are inclusive

Neither Verizon or the Verizon Foundation discriminate on the basis of race, color, sex, sexual orientation, gender identity and expression, age, religion, national or ethnic origin or physical disability. As a company with a highly diverse workforce serving an equally diverse set of customers, Verizon through its Foundation, supports a wide range of programs through direct and matching grants that benefit diverse communities, including without limitation minorities, veterans, gay/lesbian/bisexual/transgender and others. Verizon and the Verizon Foundation each expect its grant recipients to comply with all applicable laws, including those governing tax-exempt status and non-discrimination laws.

All organizations must:

• Not duplicate or significantly overlap the work of public agencies on the federal, state or local level.
• Keep books available for regular independent outside audit and make the results available to all potential contributors.
• Comply with applicable laws regarding registration and reporting.
• Observe the highest standards of business conduct in its relationships with the public.
• Use the funding for initiatives that will benefit the broader community.

Guidelines

If you are eligible to apply, your grant application to either Verizon or the Verizon Foundation for consideration should abide by the following guidelines:

• At least 85% of the total grant funds should be composed of direct costs (costs that are directly attributable to the project.)
  • Accordingly, indirect (or “overhead”) costs should be no more than 15% of the total grant funds.
  • Grants with indirect costs greater than 15% will require a business justification to be considered for funding.  
• Grants with IT-infrastructure related costs (such as computer hardware, software, data or networks) that total more than 20 percent of the grant’s total direct costs should provide an explanation detailing the use of the IT assets and whether cellular connectivity is involved.

 For education grants, Verizon and Verizon Foundation funding is intended to support projects that promote digital skills development for students and teachers in grades K-12. This includes, for example, summer or afterschool programs in Science, Technology, Engineering, and Math (STEM), teacher professional development, and research on technology-infused pedagogy. Schools and districts that apply for grants from Verizon and are eligible for the Education Rate (E-Rate) program may not use grant funding to purchase technology hardware (computers, netbooks, laptops, routers), devices (tablets, phones), data or Internet service and access, unless approved by Verizon compliance.

Pre-College Education Grant

The United States-Japan Foundation supports innovative education projects that help young Americans and Japanese learn about each other’s society, culture, and country as well as learn to work together on issues of common concern. The Foundation focuses on K-12 education and throughout its history has been at the forefront of supporting teacher professional development projects that train US teachers to teach about Japan and Japanese teachers to teach about the United States. In addition, the Foundation funds projects that work directly with students, that develop top quality curriculum materials on America or Japan for educational audiences in the other country, that connect schools and classrooms in the US and Japan, and that develop and improve instruction in Japanese language.

The Foundation seeks to respond to needs at the pre-college level as identified by experts in US-Japan education and practitioners in the field. We are open to diverse methodologies for engaging teachers and students in the study of Japan and the United States that range from history, art, and music to science and society. The Foundation also proactively leads efforts to develop educational programs and projects when a significant need is discerned.

USJF seeks to support programs that: 

• Build human networks among teachers on both sides of the Pacific with a mutual interest in teaching and learning about Japan, the US, and US-Japan relations, particularly in the fields of social studies, science, and Japanese language instruction (support for language instruction is currently limited to Japanese-language programs in the United States)
• Invest in programs in regions in both countries that have been underserved in terms of exposure to and resources for learning about the other country
• Take advantage of new technology to bring Japanese and American teachers and students together
• Enlist the expertise residing at institutions of higher learning and other NGOs in support of US-Japan studies programs at the elementary, middle and high school levels in both countries
• Present the products of research and policy studies and media programs on US-Japan issues to an audience of pre-college students and their teachers, with the aim of fostering mutual learning and understanding among the young people who will be the future leaders in both countries, forced to come to terms with making policy and responding to the changing nature of the US-Japan relationship
• Enhance, expand and preserve the study of the Japanese language at the pre-college level in the United States through teacher professional development opportunities, national standards, and performance assessments
• Develop curricula and other products focused on Japan and/or the United States that area immediately relevant to and useful in meeting the demands faced by teachers at the pre-college level
• Continue to support and enhance the US-Japan knowledge of the vast network of teachers and students who have been exposed to US-Japan studies over the years through USJF-sponsored programs

Proposed projects should seek to incorporate one or more of these elements in a way that is particularly suited to the need(s) in pre-college education they seek to address. 

With a focus on two-year Institutions of Higher Education (IHEs), the Advanced Technological Education (ATE) program supports the education of technicians for the high-technology fields that drive our nation's economy. The program involves partnerships between academic institutions (grades 7-12, IHEs), industry, and economic development agencies to promote improvement in the education of science and engineering technicians. It is strongly recommended that projects be faculty-led and required that courses and programs are credit-bearing, although materials developed may also be used for incumbent worker education. Materials may also be adapted and implemented as credit-bearing courses. The ATE program supports curriculum development; professional development of college faculty and secondary school teachers; career pathway development for both students and incumbent workers; and other activities including applied research projects that advance the knowledge base related to technician education.

Our Mission

The Society for American Music is dedicated to the study, teaching, creation, and dissemination of all musics in the Americas. As a scholarly, collegial, and inclusive organization, we serve a wide and diverse array of academics, librarians, composers, performers and members of the general public. We instill passion and appreciation for all aspects of American music and musical cultures by:

• holding collegial annual conferences that feature scholarly presentations, musical performances, and opportunities for social interaction and professional development of its members;
• disseminating high-quality research and thoughtful articles and reviews through the peer reviewed Journal and the online Bulletin;
• offering financial support for research at libraries, archives, and other venues in the United States and abroad
• presenting annual awards that recognize outstanding scholarship, dedicated service to the Society, lifetime professional achievement, and significant contributions to the American musical culture;
• partnering with other local and national organizations to sponsor outreach initiatives designed to engage the general public with innovative programming;
• furnishing creative curriculum support for K–12 and university educators interested in integrating American music into their classrooms;
• advocating for the sustained support of humanities research, music librarianship, and musical composition, as well as greater access to the resources of American music; and
• serving as a resource for media outlets and the general public.

Hampsong Education Fellowship in American Song

The Hampsong Education Fellowship in American Song is awarded competitively to educators at any phase of their careers who wish to help students and the general public understand American history and culture through the medium of song, by developing curricular or co-curricular projects that utilize materials from the Song of America database and Voices Across Time, or other primary resources in American song. Song of America is an online database created by the Hampsong Foundation for the purpose of understanding American culture through classic song; Voices Across Time is a resource guide created by the Society for American Music and the University of Pittsburgh Center for American Music, offering materials and strategies for using historic American songs as primary sources for studying American history and literature.

The Fellowship (up to $1,000) may support the development of print and / or online curricular resources, performances with associated curricular resources, collaborative ventures that include non-musicians or non-music scholars and educators, lecture-recitals, illustrated performances or other innovative approaches, as long as the focus of the project is in keeping with the related goals of Voices Across Time and Song of America.

Mission Statement

The National Council of Teachers of Mathematics advocates for high-quality mathematics teaching and learning for each and every student.

Designing Innovative Lessons and Activities for Mathematics Teaching (K–8)

The Mary P. Dolciani Halloran Foundation sponsors this grant to support synergy of ideas. Mary Dolciani was a prolific and innovative author of mathematics teaching materials. This grant encourages the time-honored tradition of writing and supports the research showing that collaboration with educators on new ideas can increase the breadth and depth of the mathematics content knowledge of mathematics teaching and learning.

Purpose

The purpose of this grant is to encourage teams of mathematics educators to engage in the process of writing and editing materials for mathematics teachers.

Proposals

PreK-8 lessons and activities should:

• provide students rich, challenging, relevant, and nonroutine experiences.
• be piloted in classrooms and revised as the project progresses.
• focus on a mathematical theme.

Grant Amount

$5,000 will be awarded in the first year. Grants may be renewed annually for a maximum of two additional years for a maximum of $15,000 for the lifetime of any grant.

Mission Statement

The National Council of Teachers of Mathematics advocates for high-quality mathematics teaching and learning for each and every student.

Emerging Teacher-Leaders in Elementary School Mathematics Grants

Purpose

The purpose of this grant is to increase the breadth and depth of the mathematics content knowledge of one elementary school teacher who has a demonstrated commitment to mathematics teaching and learning.

Proposal

• The desired outcome of the funded project is the development of an elementary school mathematics teacher with mathematics content expertise.
• The grant recipient will be expected to provide ongoing professional development to teachers within the school or district to strengthen their mathematical understandings and instructional practices.
• The professional development must include sustained in-service programs focusing on improving the content knowledge of the elementary teachers within the school or district and working with teachers in their classrooms through demonstration teaching or co-teaching.

Mission Statement

The National Council of Teachers of Mathematics advocates for high-quality mathematics teaching and learning for each and every student.

Fostering Support of Mathematics Learning For Multilingual Learners (PK-12) Grant

The purpose of the TODOS - MET funded grant is to provide funding for in-service professional development/ learning to PK–12 schools to increase understanding and expertise for fostering support of multi-language development when teaching mathematics. The proposed project must explicitly support the implementation of equitable and rigorous mathematics teaching that incorporates students’ languages and cultures in their learning of mathematics. To this end, the proposed project should specifically address:

• the development of classroom materials with a consultant. The consultant must have expertise in both teaching mathematics and teaching language. AND/OR
• the purchase of materials to implement professional learning with educators towards the above-stated goal

Mission Statement

The National Council of Teachers of Mathematics advocates for high-quality mathematics teaching and learning for each and every student.

Teacher Professional Development Grant (9-12)

The purpose of this grant is to support professional development to improve the competence in the teaching of mathematics of one or more classroom teachers.

Mission Statement

The National Council of Teachers of Mathematics advocates for high-quality mathematics teaching and learning for each and every student.

Teacher Professional Development Grant (Pre-K-5)

The purpose of this grant is to support professional development to improve the competence in the teaching of mathematics of one or more classroom teachers.

Mission Statement

The National Council of Teachers of Mathematics advocates for high-quality mathematics teaching and learning for each and every student.

Teacher Professional Development Grant (6-8)

The purpose of this grant is to support professional development to improve the competence in the teaching of mathematics of one or more classroom teachers.

Our Vision

We envision an education system that keeps its promise to all students. That’s why we invest in the ideas and energy of education leaders and entrepreneurs who are advancing innovative solutions that expand the definition of what works. 

There’s a better way to advance education through philanthropy — one that is more equitable, more collaborative, and more courageous–and we’re proving it every day.

We invest in visionary, early-stage education leaders and entrepreneurs with bold ideas that expand the definition of what works. Our focus is on creating new possibilities and a just future for all students, especially those furthest from opportunity — including students of color, students experiencing poverty, and students with learning differences.

Ideas must align with at least one of our investment areas:

• Innovative Schools
• Learning Solutions
• Teaching Reimagined
• Learning Differences

Learning Differences Grant Program

Overview

The 1 in 5 students who learn and think differently deserve school communities that believe in their potential and are prepared to meet their needs. Sometimes these students have formally diagnosed disabilities and for others, these differences are undiagnosed, resulting in a lack of personalized support.

Students with learning differences who are also further marginalized by racism and poverty are especially vulnerable to the effects of school systems that are not designed to meet their needs. Yet, with the right instruction and support, research shows that the majority of students with learning differences have the potential to achieve outcomes at the same rate as their general education peers.

They need access to new school models, educators with the skills to create communities of belonging and provide instruction that works, and new content and tools designed for their unique needs. Students with learning differences are entitled to a great education that allows them to thrive — in and out of the classroom — and we all have the opportunity to make that possible.

What We’re Looking For

As a result of what we’ve learned and the opportunities we see for innovation, we will invest in ideas that enhance teaching and learning for students with learning differences through our core  investment areas — Innovative Schools, Learning Solutions, and Teaching Reimagined — and make a small set of direct investments in critical opportunities that fall outside of these areas, including:

• Special education teacher recruitment and retention initiatives:
  • Ideas that increase the number of highly qualified special education teachers in schools and improve retention rates by providing support throughout their careers
• Professional development and instructional tools: 
  • Professional learning and related tools designed to accelerate an educator’s ability to translate research into practice, create communities of belonging and improve outcomes for students with learning differences
• Postsecondary readiness solutions: 
  • Experiential learning opportunities and transition support services uniquely designed for students with learning differences as they move through high school and prepare for college and career

What We Offer

• Funding
  • Direct financial support to advance your work. One-year, general operating support grants range from $150,000 to $250,000.
• Expert Support
  • One-on-one coaching and access to national experts.
• Community
  • Connection with peer organizations across the country.

Overall Program Goal & Approach 

The Stranahan Foundation’s Early Childhood Education Strategy focuses on increasing access to high-quality early care and education for low-income children (birth to five) by investing in developing and retaining a high-quality, thriving early educator workforce. 

Context

The spring 2025 funding cycle will support nonprofit organizations and projects focused on advancing our Innovation and Proven Professional Development strategies. These strategies are outlined below:

• Innovation: This strategy focuses on developing, piloting, and refining new approaches to improve the knowledge, skills, or practices of aspiring and existing early childhood professionals. To be considered under this strategy, your project must have:
  • A clearly defined logic model.
  • Incorporated best practices in adult learning.
  • An evaluation plan that (a) assesses the model’s impact on classroom environments, teacher practices, and, ideally, child learning and (b) advances our collective understanding of “what works, for whom, and under what conditions” by the end of the grant period.
  • Plan to repeat or scale the innovative approach to other settings or geographies if proven successful.
• Proven Professional Development: This strategy focuses on expanding or modifying a clearly defined, proven professional development model to enable future expansion or implementation in a new childhood setting. To be considered as part of this strategy, your professional development model must have:
  • A clearly defined logic model.
  • Substantial third-party evidence of positive outcomes for early childhood professionals, classroom environments, and, ideally, child learning. The Foundation generally defines “substantial” as consistent with the definitions of What Works Clearinghouse or ESSA Tier 1 or 2 evidence.
  • Clear evidence of repeated, successful implementation in multiple early childhood settings or various geographies.

FUNDING OPPORTUNITY

This cycle has up to $1.5 million in funding available to support innovation and proven professional development proposals. Based on the highest needs surfaced through the Foundation’s recent engagement and discussions with ECE leaders and educators in our 2024 Provider cycle, we are exclusively interested in models and approaches designed to do one of the following:

• Build the capacity of early childhood leaders, coaches, or mentor teachers to deliver or support instructional coaching.
• Support early childhood professionals in building the skills necessary to support children’s social-emotional health and effectively address challenging behaviors.
• Grow the pipeline of high-quality, well-trained early childhood leaders and teachers.

Our Mission

The Longview Foundation seeks to build a more peaceful, just, and sustainable world by equipping youth with a global perspective and understanding of political, social, and environmental issues worldwide.

We accomplish this by supporting teacher preparation, state initiatives and coalitions, and innovative programs focused on internationalizing education in the United States.

Founded by William L. Breese, the Longview Foundation for World Affairs and International Understanding has been helping young people in the United States learn about world regions and global issues since 1966.

Grants

Longview funds proposals for one-year grants focused on increasing global dimensions within K-12 education in the U.S. Successful applications will contribute to the field and/or will impact significant numbers of students.

In response to the current covid epidemic and the impact on schools in the U.S., we are placing a priority on applications that support professional development for teachers and access to strong on-line global content.

Innovations in International Education

This program supports strategic, field-building activities that help address gaps in knowledge or capacity. Projects will also be reviewed for their potential to have a broad impact and remain sustainable beyond the grant period. The foundation is particularly interested in the following areas:

• Bringing international knowledge and skills into virtual learning experiences
• Bringing international knowledge and skills to career pathways
• Bringing international knowledge and skills to career and technical education
•  Including international children’s literature in literacy building initiatives
• Using Artificial Intelligence to bring the world into your classroom

About the Motorola Solutions Foundation

At Motorola Solutions, we are good citizens by design. Our work makes a difference in the critical moments that shape lives, businesses and the world, but our contributions don’t end there. The Motorola Solutions Foundation acts as the charitable and philanthropic arm of Motorola Solutions and focuses on giving back to the community through strategic grants, employee volunteerism and other community investment initiatives. The Foundation is one of the many ways in which the company lives out its purpose to help people be their best in the moments that matter.

Grant Program Focus

The Motorola Solutions Foundation, which has donated $100 million over the past 10 years, aims to partner with organizations that are creating safer cities and thriving communities, and prioritizes underrepresented and/or underserved populations, including people of color and women, within the three focus areas below:

• Technology and engineering education
• First responder programming
• Blended first responder programming and technology/engineering education programs

Overarching Priorities

• Reach people of color, women and other underrepresented and/or underserved populations within our focus areas
• Leverage robust partnerships with other nonprofit organizations and institutions
• Support organizations that exhibit strong financial health
• Support organizations with data-driven evaluation methods, including quantifiable metrics

Focus Areas

First Responder Programming

• Provide leadership development and training opportunities for underrepresented first responders, including people of color and women
• Provide mental wellness and stress management trainings for first responders and their families
• Provide wellness and scholarship support to families of fallen first responders
• Prepare youth and young adults for careers in public safety through outreach, scholarship and educational programs
• Offer safety preparedness and response training to schools, adults, students and first responders
• Lead safety and disaster preparedness trainings for the public

Technology & Engineering Education

• Engage students in innovative, hands-on technology and engineering activities, such as design, coding and robotics
• Provide vocational skills, scholarships, certifications and workforce placement opportunities in engineering, information technology and data science
• Equip teachers with the skills and training necessary to enhance instruction in technology and engineering
• Prioritize school-aged students ages 8-18, college/university students and young adults

Our Mission

Our mission is to strengthen American Indian economies to support healthy Native communities. We invest in and create innovative institutions and models that strengthen asset control and support economic development for American Indian people and their communities.

With the support of individuals, foundations, corporate and tribal donors, First Nations Development Institute improves economic conditions for Native Americans through technical assistance & training, advocacy & policy, and direct financial grants in multiple key areas:

• Achieving Native Financial Empowerment
• Investing in Native Youth
• Strengthening Tribal & Community Institutions
• Nourishing Native Foods & Health
• Stewarding Native Lands

Founded in 1980, First Nations began its national grantmaking program in 1993. Through year end 2023, we have successfully managed 3,385 grants totaling $79.9 million to Native American projects and organizations in 45 states, the District of Columbia, and U.S. Territory American Samoa.

Native Language Immersion Initiative

First Nations originally launched the Native Language Immersion Initiative (NLII) in 2017 as a three-year project to build on longtime efforts to support the revitalization and perpetuation of Native languages. The NLII program is designed specifically to build the capacity of and support Native language immersion education programs in tribal communities. With generous support from several foundations and numerous individual donors across the U.S., the NLII program has continued beyond the initial investment.

During this funding cycle, First Nations will award 10 grants ranging from $45,000 to $75,000 to build the capacity of and directly support Native-controlled nonprofit organizations and tribal government programs actively advancing Native language immersion programs.

Language is the foundation through which traditions are deeply rooted and values – such as respect for elders, community, and the Earth – are taught. Research has shown that learning a language increases the social, emotional, intellectual, cultural, and physical development of children. Fortified by learning their Native language, Native youth build a positive cultural identity and resiliency to face life’s challenges.

Since the NLII began, more than 30 Native organizations and tribes have received over $4 million in funding to build the capacity of and directly support their Native language immersion programs. In addition to direct financial resources, this initiative seeks to build a dialogue and community of practice among Native language immersion grantees and momentum for supporting Native language programs.

Funding under this grant will support capacity-building activities designed to improve and enhance the language immersion program’s ability to achieve its mission. This may include curriculum development, technology access, instructional courses and materials, mentorships, teacher training and other kinds of organizational infrastructure.

Background

For over 70 years, the Calvin K. Kazanjian Economics Foundation, Inc. has supported efforts to raise the nation’s level of economic literacy. Working with and funding a variety of institutions the Foundation has projects ranging from the development of National curriculum guides and standards for the schools in economics, to more focused materials for teaching economics and personal finance at all grade levels and through a variety of disciplines. The Foundation has taken a leadership role in applying new technologies to economics education including the development of a nationally broadcast educational film series for schools and colleges in the 1950s-1980s, and computer assisted instruction in the 1990s. The Foundation has recently underwritten the development of on-line games and activities for students.

With the knowledge that even the best materials will remain unused unless the gatekeepers of the classroom feel knowledgeable and comfortable with them, the Kazanjian Foundation has invested heavily in teacher education. As an initial and longtime supporter of the Developmental Economics Education Program the Foundation helped build a network of school districts committed to initiating and enhancing economics and personal finance instruction. This work and other efforts of the Foundation helped make economics and personal finance instruction a required part of the school curriculum in 38 states.

The Kazanjian Foundation has not limited its support to only traditional K-12 classrooms. Working with the American Economic Association and other professional organizations the Foundation has helped improve economics instruction in the college classroom. The Foundation has also underwritten the development of various instruments to measure economic and personal finance knowledge and supported research to determine the most effective way to teach economics.

Understanding that schools and colleges are not the only conveyance for increasing economic literacy, the Kazanjian Foundation has invested in programs to help clergy of all denominations convey basic economic concepts to their congregations. The Foundation has also supported efforts to increase economic knowledge among social workers and their colleagues in the hopes that they in turn can improve the basic personal finance skills of those they serve.

Though pleased with the success of its efforts in economic and personal finance education to date, the Foundation is none-the-less determined to further its mission set by Calvin K. Kazanjian, the founder and first president of Peter Paul Almond Joy.

Funding Interest

Foundation’s current funding interest includes but not limited to:

• The delivery of economic education to youth in non-school settings
• Behavioral economics with a focus on environmental issues
• Economic education initiatives to under-served communities in the local states
• On-line competitions
• Entrepreneurship education
• Marketing capabilities to serve more population in economic education
• Programs to generate more excitement for economic and financial education
• Economic education programs in a recently mandated state

Mission Statement

The National Council of Teachers of Mathematics advocates for high-quality mathematics teaching and learning for each and every student.

Enhancing Student Mathematics Learning through the Use of Tools and Technology Grants (Pre K-12)

The purpose of this grant is to encourage the innovative use of technology and other tools to help teachers and students visualize and concretize mathematics abstractions.

Proposals

• The focus of the proposal should be on the mathematics being taught and innovative uses of the tools and technology. 
• Proposals must include a plan for evaluating materials and the anticipated impact on students' learning.
• Materials may include, but not be limited to, books, calculators, tablets, computers, or related equipment as well as professional development in the use of the designated tools and technology. 

Peer Education Grant

Children who learn about autism develop better, more inclusive relationships with their autistic peers. OAR is committed to increasing autism acceptance through the Peer Education Grant by delivering Kit for Kids materials and funds to support relevant educational activities.

Funding

Starting this year, OAR will award grants of up to $10,000 for school district-wide projects; OAR will continue to award grants ranging from $500 to $5,000 for all other projects of lesser scope. Up to $50,000 has been set aside to award grants ranging from $500-$10,000.

NEA’s Collective Bargaining and Member Advocacy Department (CBMA) will be awarding grants to affiliates to design and implement student-centered initiatives through collective bargaining or other forms of advocacy. Affiliates have used these grants to:

• Unite educators with parents, communities, and students to advocate and bargain for the schools that students deserve.
• Open up negotiations and make collective bargaining a more transparent process.
• Advocate for students away from the bargaining table.
• Join the Red for Ed movement to improve educator pay, preserve health care and pensions, increase education funding, and achieve student-centered victories through collective bargaining and other forms advocacy.
• Bargain for the Common Good.

What is student-centered bargaining and advocacy?

Student-centered bargaining and advocacy is a model of unionism that fuses organizing, collective bargaining, and other collective action with community engagement and social justice activism to enhance student learning and improve educator working conditions. Student-centered bargaining and advocacy does not supplant our traditional advocacy roles. Rather, it augments these roles, building a culture and implementing practices that place the needs of students at the forefront of our cause.

Is grant eligibility restricted to affiliates that collectively bargain or to projects directly related to a collective bargaining campaign?

No. While we are especially interested in funding proposals that seek to advance student-centered policies and practices through the bargaining process, affiliates that are willing and able to engage in student-centered practices to influence board policies that promote healthy and positive learning environments for students are also encouraged to apply.

Can a student-centered bargaining and advocacy grant be combined with other grants, such as a community organizing grant?

Yes. We encourage affiliates to consider, for example, submitting a proposal to engage parents and minority communities as part of an overall advocacy and organizing plan to meet students’ needs. This grant cannot, however, be combined with a state media grant or with a ballot measure or legislative crisis grant.

Can a student-centered bargaining and advocacy grant involve stakeholders in the use of American Rescue Plan and other Federal Funds?

Yes, we welcome proposals focused on lifting up the educator voice provisions in using ARP Funds. Proposals centered on developing strategies and campaigns that include fighting for safe and healthy schools, increased mental health support, and education equity are especially encouraged to apply.