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Fall, 2006

Realize Your Classroom Vision, Write a Grant

Susan Sharp, a 2005 Toyota TAPESTRY awardee (In Your Pocket: Grantwriting for Teachers, NSTA Reports, Sept. '06), suggests that one should "use the grant writing process to build support." She explains that you don't necessarily need to receive the grant to become a "winner." Thinking about and working through the grant-writing process with all the ideas and procedures one must wrestle with cultivates a better understanding of what you need, and you experience a sense of achievement. Susan explains, "although some of my best ideas were never lifted off the ground with grant funding, they soared when I introduced them to my classroom."

Sharp describes how grants can change old habits and outlooks. She favors bringing people together to create coalitions, even partnering with other schools, universities, etc. Support from other organizations for your ideas and from those willing to provide funding will contribute to your success. Your school needs to value your efforts to improve educational experiences of students. As most schools struggle with funding, teachers who work to seek new funding sources for innovative activities and new classroom resources contribute to school success.

Susan points out several efforts that enhance grant-seeking success in schools:
•  Add a grant-alert section to the school's website.
•  Create a mini-grants program within the district.
•  Develop a district/school demographics background sheet for use in proposals; make it available to all who need it.
•  Encourage the district's business managers to become active advocates for teachers' grant seeking.
•  Offer grant proposal-writing workshops to for all district teachers or send teams to grant proposal-writing workshops.

In conclusion, Susan stresses that grant-seeking is a very powerful tool that educators can use to develop their plans and realize their vision. School systems should value the purposes of grant-seeking, since grant funding can enhance educational experiences