Month: August 2013

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Author Bio: Genein Letford is a music teacher at NEW Academy Canoga Park. She is a finalist for the 2013 PEOPLE Teacher of the Year Award! Voting ends September 5th, 2013. Please show your support and vote http://specials.people.com/teacherofyear © Genein Letford

Grant writing is like the chicken and the egg dilemma. Do you start with a great project idea and no funding source, or begin by identifying a possible funding source to then develop a project to match?

Why not do both?

Brainstorm a list of great ideas and look for funding sources to match. At the same time examine all possible funding sources and see if one of your ideas could be modified to fit their requirements. Here are our best tips!

1. Be Organized – After you visit the website pages listed, bookmark your favorites on your web browser with the due date at the beginning of the bookmark title. This way you can see which grants are coming up soon. Bookmark the grants that you and your school can definitely qualify for (i.e. low income, Title 1, High school, etc.)

2. Be Mindful of the Reader – Some grants have distinguished board members who review them while other grants are read by the plumber next door, (everyday people read Donorschoose grants) so when writing, use terms and language that will be understood by that particular audience. Don’t use teacher lingo (NCLB, IEP, etc) with non-teachers – or at least spell them out.

3. Be Succinct with Official Grants – Most grants that have official reviewers read hundreds to thousands of submitted grants. Submitting a grant is not the time to utilize your creative writing skills and/or phrases. Get to the point and state the need, the project and other responses specifically asked by the grant committee. Do not write flowery colorful statements to state something matter of fact.

4. Donorchoose.org (DC) Grants – Everyone has his or her own style with DC grants but this is what works for me. Since readers of these grants are everyday people and/or corporations looking to give a lending hand to students in need, you have more wiggle room to connect on an emotional level with your writing. DC requires you to describe student need (basically that school funds are low or students don’t have access to requested materials) while this is an important beginning part of your proposal DON’T go into a four page essay about how your students are disadvantaged. You want to certainly connect to their emotions but the power of your proposal should be in the project and how it will benefit the students (why they need these materials). Most of my proposals are succinct yet still successfully connects the reader to my disadvantaged students. People may not have all day to read proposals and some search for short yet powerful projects to sponsor.

5. Be Realistic with Supply Request – If you’re writing a grant that requires an itemized list of supplies for a project that you have not done before, carefully plan to make sure you will not be short on supplies or have an excess of supplies. Grant reviewers frown upon projects that request too much money for a simple project, so be sure to do your research and explain your need for the requested supplies.

6. Sample Other Past Winning Projects – Numerous grant sites post past winning proposals and projects on their site for public view. Therefore, while you aren’t copying a past winning project, you can be inspired and cognizant of the elements needed to create a winning project.

7. Use Their Key Words – Terms like ‘inner city’, ‘low-income’, and ‘Low SES’ are often used interchangeably when describing the requirements of a grant. Try to use the key words that the grant description uses when describing your student base. If you are trying for the ‘Urban Teacher Award’, use the word ‘urban’ to describe your student’s community (if applicable) instead of another word.

8. Don’t Give Up On the First ‘NO!’ – The first few grants I wrote were not accepted and I had the option of not applying anymore or to “keep on truckin”. Now, five years later, every grant or fellowship I have applied for in the past two years has been accepted. So don’t give up!

9. Keep Submitted Grants and an Updated Resume – If a grant is not accepted with one program, save it to possibly submit to another program if the requirements are acceptable. Many of the teacher fellowships need resumes, so it is imperative to keep your resume up to date. Email me if you would like to see a copy of mine. Also, sign up for grant search engines in order to directly receive grants and fellowship information.

10. Think Outside the Box! – Try to submit projects that are unique and will be a special experience for your students. I received a FEDCO grant to take my students to tour UCLA and study math and architecture by drawing all the geometrical shapes of Royce Hall. They then had to build their own college campus that incorporated mathematical and geometrical skills acquired on the UCLA field trip. Unique and never done before!

Last Words: Your students deserve the best and you deserve to be able to give them the best. During these hard economic times, don’t become discouraged because funds are low but become tenacious in finding different ways to make things happen. Be proactive and diligent and it will pay off for you and your class. Feel free to email me with any questions or clarifications. I can email this document to you so you can easily cut and paste the web addresses in your browser. Thank you and WRITE ON! God bless!

Websites and Resources

GRANT RESOURCES

1. Grant Writing Tips: http://uhaweb.hartford.edu/schatz/Articles/CPB__Grant_Proposal_Writing_Tips.pdf
2. Teachers Count (Grant Search Engine) http://www.teacherscount.org/
3. Grant Wrangler Search Engine: http://www.grantwrangler.com/

GRANT WEBSITES

1. Donorschoose.org: www.donorschoose.org
2. BIG LOTS (Need to submit a short video) www.lots2give.com
3. Best Buy Technology Grants: https://www.bby.com/community-grants/
4. Nike Michael Jordan Grant for Middle and High Schools: http://www.nike.com/jumpman23/features/fundamentals/overview.html
5. Kids in Need Grants: http://www.kinf.org/grants/
6. Great American Classroom Makeover: http://www.gaclassroommakeover.com/
7. FEDCO LA County Teacher Grants: https://www.calfund.org/page.aspx?pid=779
8. HP Technology Teacher Grants: http://www.hp.com/hpinfo/grants/us/programs/tech_teaching/index.html
9. ASM Science Grant K-12: http://www.asminternational.org/portal/site/www/foundation/educators/k-12-grants/
10. 2011 Realize Science Technology Grant For Agriculture In the Classroom: http://www.schooltr.com/Teacher_Resources/realize_science_grant.html
11. The NEA Foundation: http://www.neafoundation.org http://www.neafoundation.org/pages/educators/grant-programs/grant-application/
12. Staples Grants: http://www.staplesfoundation.org/
13. National Endowment for the Arts: http://www.nea.gov/grants/apply/
14. Literacy Grant (CA, NY, NV): http://www.readingisthewayup.org
15. ING Unsung Heroes Awards Program: http://www.ing-usa.com/us/aboutING/CorporateCitizenship/Education/INGUnsungHeroes/index.htm
16. ING Run For Something Better: http://www.orangelaces.com/
17. Toyota Tapestry Grants for Science Teachers: http://www.nsta.org/pd/tapestry/
18. Fender Music Grants: http://fendermusicfoundation.org/grants/
19. Mr. Holland Opus Music Grants: http://www.mhopus.org/teachers.asp
20. Target Field Trip Grants: https://targetfieldtripgrants.target.com/
21. Target Arts/Early Reading Grants (Opens March 1st!!): https://corporate.target.com/corporate-responsibility/grants/early-childhood-reading-grants
22. Lowe’s Building Grant: http://www.toolboxforeducation.com/

TEACHING FELLOWSHIPS

(Travel during the summer to learn!)

1. Murdock-Thompson: Summer Fellowship for Innovative Teachers: http://www.murdockthompson.com/forms/
2. Horace Mann Abraham Lincoln Fellowship: http://www.alplm.org/education/teacher_workshops.html
3. National Endowment for Humanities (NEH): http://www.neh.gov/projects/landmarks-school.html
4. The Gilder Lehrman Institute of American History: http://www.gilderlehrman.org/education/seminar_overview.php
5. Fund for Teachers: http://www.fundforteachers.org/
6. Science Summer Opportunities: http://www.marine-ed.org/bridge/teacher_summer.html
7. FulBright-Hays Seminar Abroad: http://e-grants.ed.gov/egWelcome.asp
8. Earthwatch Teacher and Student Fellowships: http://www.earthwatch.org/aboutus/education/
9. Goethe-Institute USA: Transatlantic Outreach Program to Germany: http://www.goethe.de/ins/us/lp/prj/top/txl/app/enindex.htm
10. Asia in the Classroom Seminar: http://china.usc.edu/ShowArticle.aspx?articleID=189
11. Korean Teaching Fellowship: http://www.koreasociety.org/korean_studies/fellowships/
12. National Consortium for Teaching About Asia: http://www.nctasia.org/states/CA/index.html
13. Dar Al Islam Teacher Institute: http://www.daralislam.org/Programs/TeachersInstitutes/tabid/92/Default.aspx

Teaching Awards
(Win money for you and your school for being a GREAT teacher!!)

1. PEOPLE Teacher of the Year Award: http://specials.people.com/teacherofyear/
2. Sontag Prize Fellowship for Urban Teachers: http://www.lawrence.k12.ma.us/sontag-about-us
3. ASCD Outstanding Young Educator Award: http://www.ascd.org/programs/Outstanding-Young-Educator-Award/Outstanding-Young-Educator-Award-Program.aspx
4. National Science Teachers Assoc Award: http://www.nsta.org/about/awards.aspx
5. National Assoc for Gifted Children: Harry Passow Classroom Teacher Scholarship Award K-12: http://www.nagc.org/index.aspx?id=1255
6. National History Teacher of the Year Award: http://www.gilderlehrman.org/education/app_hty/index_anonymous.php
7. Outstanding Earth Science Teacher Program: http://nagt.org/nagt/programs/oest.html
8. Presidential Awards for Excellence in Math and Science Teaching: http://www.paemst.org/controllers/about.cfc?method=view

 

…and so much more! Google them!
The money and opportunities are out there…now go GET THEM!

 
 

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Author Bio: Henry Hoagland, Editor at www.pavoh.org Today’s musician has heard more music than any previous generation. He or she has more diverse influences and outlets than ever before. The choice to pursue a college music program should reflect the unique way the modern musician experiences his or her craft. For many, this translates into study at a liberal arts music education program. The music scene at Wesleyan University has been the subject of books and countless news articles, all while capturing the attention of young artists and musicians around the country. And why not? Recent graduates, including Santigold, Himanshu Suri and Victor Vazquez of Das Racist, Dylan Rau and Ted Feldman of Bear Hands, as well as Ben Goldwasser and Andrew VanWyngarden of MGMT, have been fixtures of the indie music scene of the past decade. Even aside from the musical success of its recent graduates, the university boasts a popular music department with ensembles ranging from an Early Music Collegium to a renowned gamelan. “Empirically, Wesleyan is unique,” says Professor of Music Mark Slobin. “Our department and music scene is bigger and more diverse than any other school of its size.” At the heart of Wesleyan’s musical culture, both in and outside of the classroom, is a vision that redefines how we view music academically and culturally. “Our program’s philosophy is simple: all musics deserve study, all musics are equal. That concept has guided our department for the last fifty years.” Wesleyan is by no means alone in redefining how today’s musicians should think about music. Enter Music 151, an intermediate music theory course at Bowdoin College. Rather than analyzing Bach, Beethoven, or Brahms to learn the basics of how to write and arrange music, students cut their teeth on a more familiar musical role model - the Beatles. Speaking to the Interests of a New Generation “How do we bring students to us?” asks Bowdoin Music Department Chair Robby Greenlee, “We connect what we teach to what they listen to. We want our students to leave our department being able to engage with all kinds of music thoughtfully and, for our majors, to be in a position to pursue graduate degrees in performance, composition, or musicology. In order to do this, we need to meet students where they’re coming from.” In interviews with faculty members from Wesleyan, Bowdoin, Bates, Williams, and Amherst, it became clear that academics are now looking at a different teaching model, because the musical backgrounds and interests of students have drastically shifted over the last few decades. While many majors, minors, and participants have received training in European Classical music, professors report that more and more of their students have grown up in jazz, popular, and world musics with little to no instruction in Classical theory and performance. In adopting a new model to address the changing nature of music in our culture, academic departments have redesigned their curriculums and focused on bringing in new faculty who can speak to the interests of a new generation of musicians. “We want to stay abreast of changes in the disciplinary scene, the educational philosophy. In many ways, we want to lead that academic change. Our must recent hire, Tracy McMullen, has a background in jazz and popular music. Right now, she’s teaching a course on Hip Hop. She has the ability to go into the central musical lives of students, and then she can expand their understanding of that music,” says Greenlee. Like Bowdoin, Amherst College has worked on redesigning their curriculum and augmenting their faculty to connect to student interests. “Our last full time faculty hires have been in ethnomusicology and popular music/jazz. We want to be able to teach the music of the Middle Ages right up through the music of the present,” says chair of the Music Department Eric Sawyer. Out of a department of five to six full-time music faculty at Amherst, having two professors with non-Classical background represents a significant commitment to broadening the idea of ‘significant’ music. Aside from hiring faculty whose primary research is in popular or world musics, departments have also added an array of courses to their curriculum. “We offer multiple courses in Asian and African music and have two ensembles devoted to African musical traditions,” says Professor W. Anthony Sheppard of Williams College. “Starting next year, our majors will be required to take at least one course in world music/ethnomusicology.  We have recently begun offering lessons in the singer/songwriter tradition and we also offer courses in popular music, including rock and global popular musics." Perhaps the best illustration of student interest meeting faculty demand exists in what tends to be the most popular concentration of music students at these liberal arts institutions: composition. “Our student composers’ pieces really highlight the diversity of the department,” says Associate Professor of Music at Bates College Dale Chapman. “I’ve heard string quartets, minimalist electronic compositions, a rock/pop oratorio, original jazz compositions, as well as film and multimedia projects by students. It’s a very inclusive list, and you really get the sense of bringing in the whole gamut of creative impulses.” Professor Sawyer, resident composer at Amherst, stressed that he does try to meet his students at their points of interest, but also hopes to engage them with new ideas. “Most of my students come from a jazz or pop background. It’s what they’ve played and often what they are more interested in. However, they are open-minded. I try to balance their natural voice and comfort zone with the unencountered.” While Retaining The Old Given the decrease of popularity in classical music among young musicians nationwide, it comes as no surprise that music departments, which traditionally have been run by academics trained in Western Classical music, have had some difficulty in reaching students. Despite the vast resources these colleges are able to devote to bringing dynamic and talented performers to their respective campuses, classical concerts are more often attended by aging community members than students. “Student attendance is strongest in jazz and popular concerts. Yes, the student audiences for classical performance are generally smaller, but we’re trying to counter that trend,” says Chapman of Bates. “We are always pushing students out of their comfort zone, asking them to confront the new and relook at the old.” Even as a more inclusive vision of music takes root in the academic philosophies of these departments, they continue to stress the importance of Classical and contemporary classical music. “We want to have it all: to answer student demand for technology-related music, popular music, and world music while not wanting to throw out Western art music,” says Sawyer. Amherst, like many of these music departments, still requires a course in Western Music history and teaches music theory through the language of Western Art music. “We embrace a wide range of global and popular traditions, but our focus remains on European classical music,” says Professor Sheppard of William’s Music program. While stressing that these departments have all made considerable efforts to modernize, Western art music, from classical through the modern repertoire, remains an important if not fundamental element of these music departments. “Ideally, all forms of musical study are interwoven and prove mutually reinforcing for our majors,” says Sheppard of Williams. “We want to ensure that our majors pursue a broad and multifaceted approach to studying music, while also focusing on a particular area such as composition, performance, music history or theory, or ethnomusicology.  Our majors are living out the liberal arts ideal as they travel on any given day from a music history class, to a private lesson, to the library to study a score, to a rehearsal, and to experiencing live music as audience members.” ---------------------------------------------------------------------------------------------------------------------------- Pavoh is a non-profit 501(c)(3) organization advancing music education. Pavoh's mission is to provide information and create a supportive network and community for young musicians – connecting the dots (the name Pavoh is based on a constellation) and breaking down barriers between musicians and the opportunities that await them. Our hope is to create more access and affect social change while encouraging teens to “make their music” – in whatever genre or style. If you are a teacher who tutors, register with us for just $12 for a year. This is the only fee! Teachers keep 100% of the money. Parents, “teachers are great tutors!” Find one in your area today!

@MyTownTutorsFL is in the process of identifying the top twitter accounts for Florida Educators. Our research team has spent several years researching. It is not an exact science and at times we may miss some quality accounts, but we promise to do our best!
The good news is, if you feel we have missed an account, tweet @MyTownTutorsFL and we will consider your recommendation.
We are focusing our list on Florida educators, but there will be a few accounts we pick that are outside of Texas.
Here is the #1 choice for Florida teachers.
@cybraryman1 – Educator & Writer trying to catalog the internet for students, educators and parents. http://cybraryman.com. ÜT: 27.179819,-80.236438 · cybraryman.com
Jerry has been kind enough to share a guest blog:
Teachers, Follow that Hashtag! – Jerry Blumengarten AKA Cybrary Man. @cybraryman1 is an authority on #edchats.
If you are a teacher who tutors, register with us for just $12 for a year. This is the only fee! Teachers keep 100% of the money.
Parents, “teachers are great tutors!” Find one in your area today!