Professional Development Grants for Teachers

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

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.

Mission Statement

It is the mission of the Dunn Family Foundation to support programs that utilize education to build a better society and employ innovative approaches to the use of testing and support materials for educational initiatives.

Values

The work of the Dunn Family Foundation expresses the values of its founders, Lloyd and Leota M Dunn. They believed that education is prime a vehicle for the betterment of society. Their belief was that excellence in testing allows educational assets to be employed most efficiently and that professional materials support the teachers in their educational environment. 

Areas of Interest

At this time, the Dunn Family Foundation has three main areas of interest: 

• The development and implementation of educational testing materials for children and adults.
• The development and implementation of educational support materials for use by teachers in the education of society's children and adults.
• The innovative use of education to build a better society.

Types of Grants

Initial grants will be given for project funding only. After an initial grant is made, the Foundation may make general operating grants to continue supporting the organization. 

Capital funding is only available for projects connected to previous Foundation support. No endowment funds will be granted.

For reference, the average grant size generally ranges from $5,000 to $25,000. 

Dunn Family Foundation Policy on F&A Costs

The Dunn Family Foundation recognizes that organizations often require Facilities and Administrative (F&A) costs (a.k.a. indirect costs) be added to all grant requests. While we recognize that F&A costs are real, we work to focus our funding on direct costs and trust the sponsoring organizations will "keep the lights on" as part of their support for funded research. 

Extraordinary circumstances, when indirect costs exceed 15%, may be considered on a case by case basis. 

Since 2013, the Autism Speaks Local Impact Grant Program has awarded over $3.6 million to 750 organizations across the country and served tens of thousands of people with autism, their caregivers and families, teachers, therapists and neurotypical peers.

The Autism Speaks Local Impact Grant Program accepts applications from non-profit, 501(c)3 organizations for grant awards up to $5,000.

The objective of the Autism Speaks Local Impact Grants is three-fold:

• to promote local services that enhance the lives of those affected by autism spectrum disorders
• to expand the capacity to effectively serve the ASD community
• to increase the field of national service providers

Autism Speaks places a significant emphasis on the product or deliverable of each proposal to benefit the autism community beyond those participating in the program. Deliverables include videos, manuals and curricula that may be shared on the Autism Speaks website for the broader community. In addition, Autism Speaks seeks to ensure proposals provide opportunities for individuals with varying levels of need. Careful consideration will also be given to applications that specifically address the needs of underserved communities - which can include rural towns, non-English speaking populations, and other vulnerable groups.

The grant period is seven-nine months, beginning once the check is received.

Grant Categories

We provide funding to support programs at existing organizations in the following categories:

•  Education
• o Building the field and scope of educators and other professionals who support individuals with autism, by providing continuing education and training
• Providing funding for consultation and hands on training to improve educational programs for individuals with autism
• Providing a specific service such as ABA, legal service, etc. to people with autism and the community
• Recreation/Community Activities
• Social skills training to provide peer modeling and inclusion with age-matched, typically developing peers; social learning; social relatedness; social awareness; and social communication. We fund both integrated and non-integrated programming. 
• Recreation and athletic programs 
• Equine programs
• Museums, arts, dance, music programs
• Young Adult/Adult Services
• Pre-vocational and vocational training
• Transition planning
• Residential services
• Recreation programs specifically for adults
• Life/Community integration skills
• Health/Safety
• Sensory Equipment/Supportive Technology
  • iPads
  • Smartboards
  • Sensory equipment (occupational therapy equipment, toys, etc.)
  • Equine therapy equipment 

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

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

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. 

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.

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.

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.

About Us

The International Literacy Association (ILA), formerly the International Reading Association, is a global advocacy and membership organization of more than 300,000 literacy educators, researchers, and experts across 128 countries. For more than 65 years, ILA has set the standard for how literacy is defined, taught, and evaluated.

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

We publish cutting-edge, peer-reviewed research; create and disseminate practical, evidence-based resources for educators; set standards for literacy professionals; recognize outstanding teacher preparation programs; support teachers, researchers, and literacy leaders with awards and grants; and provide impactful professional development and learning experiences through our digital events.

Our vision

We believe that every child, everywhere must be given equitable access to the education, opportunities, and resources needed to learn how to read, write, and communicate—not only to realize their full potential, but also to allow them to become citizens capable of participating in and contributing to their communities at every level.

Celebrate Literacy Award

The International Literacy Association seeks to promote literacy worldwide by improving the quality of reading instruction through the study of the reading process and teaching techniques. 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).

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.

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. ​

YSA’s Vision & Mission

Youth Service America believes that youth, communities, and our democracy thrive when we all work together for the common good. YSA is a leading global nonprofit that activates young people, ages 5-25, to find their voice, take action, and acquire powerful civic and 21st Century skills as they solve problems facing their communities. YSA supports its activation campaigns with grants, training and resources, and recognition programs for young people and their adult champions. Youth-led projects use Awareness, Service, Advocacy, and Philanthropy (ASAP) strategies to create social and environmental change.

• Young people thrive when they are able to use their Sparks (passions, interests, and skills) to help others while building 21st Century Skills (Critical Thinking; Creativity, Collaboration, Communication) necessary for success in school, work, and life.
• Communities thrive when youth “Lead ASAP” through Awareness, Service, Advocacy, and Philanthropy to achieve the Sustainable Development Goals and meet critical health, education, human service, human rights, and environmental needs.
• Our democracy thrives when everyone has the civic skills, knowledge, habits, and dispositions to actively and effectively participate.

 Our vision is that youth participation in working together for the common good becomes the common expectation and common experience of all young people in America. Even though youth participation rates are at or near record-high levels, we’re still leaving 3 of every 4 young people out, and participation rates are even lower among youth from underserved low-income communities and communities of color.

Afterschool Service-Learning Experience Program

Exciting Opportunity for Afterschool Professionals to Learn How to Design & Implement a Meaningful Service-Learning Experience 

Are you ready to elevate your afterschool program to new heights? Thanks to the Charles Stewart Mott Foundation, YSA is thrilled to announce an exclusive opportunity for afterschool professionals to enhance their skills in engaging youth in meaningful service-learning projects.

Here’s what you can expect from this opportunity:

In collaboration with Arizona State University’s Mary Lou Fulton Teachers College, we’re bringing you a cutting-edge online course designed to empower afterschool educators and support professionals. Led by Scott Ganske, YSA Vice President of Education, this Designing and Implementing a Meaningful Service-Learning Experience course will equip you with the tools and knowledge to guide your students through impactful service-learning projects. Plus, your registration fee is covered!

• Stipend for Professional’s Time:
  • We value your dedication, so we’re offering a $100 stipend for your time spent completing the 15-hour course.
• Project Implementation Grant:
  • Upon course completion, you’ll receive a $200 implementation grant to bring your service project to life. With two technical assistance calls, resources, and reporting support, we’re here to ensure your project’s success every step of the way.
  • Whether you’re new to incorporating service or looking to enhance your existing programs, this opportunity is tailor-made for you! Let us help you enrich the lives of your students while making a difference in your community. 

Apply now to secure your spot and embark on a journey of service and learning with YSA! This opportunity is open to 75 afterschool professionals. Implementation grants will be awarded to your employer for your use. Stipends will be paid to the individual. 

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

The Directorate for Geosciences (GEO) supports the Pathways into the Geosciences - Earth, Ocean, Polar and Atmospheric Sciences (GEOPAths) funding opportunity. GEOPAths invites proposals that specifically address the current needs and opportunities related to education, learning, training and professional development within the geosciences community through the formation of STEM Learning Ecosystems that engage students in the study of the Earth, its oceans, polar regions and atmosphere. The primary goal of the GEOPAths funding opportunity is to increase the number of students pursuing undergraduate and/or postgraduate degrees through the design and testing of novel approaches that engage students in authentic, career-relevant experiences in geoscience. In order to broaden participation in the geosciences, engaging students from historically excluded groups or from non-geoscience degree programs is a priority.This solicitation features three funding tracks that focus on Geoscience Learning Ecosystems (GLEs): 

• GEOPAths:Informal Networks(IN).Collaborative projects in this track will support geoscience learning and experiences in informal settings for teachers, pre-college (e.g., upper level high school) students, and early undergraduates in the geosciences.
• GEOPAths:Undergraduate Preparation(UP).Projects in this track will engage pre-college and undergraduate students in extra-curricular experiences and training in the geosciences with a focus on service learning and workplace skill building.
• GEOPAths:Graduate Opportunities(GO).Projects in this track will improve research and career-related pathways into the geosciences for undergraduate and graduate students through institutional collaborations with a focus on service learning and workplace skill building.

The goal of the Discovery Research PreK-12 program (DRK-12) is to catalyze research and development that enhances all preK-12 teachers’ and students’ opportunities to engage in high-quality learning experiences related to the sciences, technology, engineering, and mathematics (STEM). The program’s objectives are to:

• build knowledge about how to develop preK-12 students’ and teachers’ STEM content knowledge, practices, and skills;
• support collaborative partnerships among STEM education researchers, STEM education practitioners and school leaders with the goals of extending relevant scientific literatures while developing more effective practice; and
• build the field of STEM education by supporting knowledge synthesis, interdisciplinary interactions across fields and stakeholders, and the development of novel and robust ways of assessing teacher and student learning, engagement, and skills.

Outcomes of DRK-12 projects can include but are not limited to promising, evidence-based products that can be used by others to support the success of all teachers and all students (e.g., curriculum, teaching and research tools, and models of collaboration). The program solicits proposals along two strands: Learning and Teaching. While these strands certainly overlap and have synergy, proposals should identify one strand that is most consistent with the proposal’s objectives and research questions (e.g., are the project’s methods and outcomes focused primarily on teacher development and teaching or student development and learning?). Research project types under both Strands include exploratory, design and development, impact, implementation, measurement and assessment, and synthesis studies.

The program also supports other project types including Partnership Development Grants and Workshops/Conferences. Successful proposals demonstrate how they build on fundamental research in STEM education and on previous or current applied research and development efforts. They also explain their theoretical and empirical justification (e.g., Why is the project designed as it is?) and outline related specific aims and methods with potential to yield new understandings of STEM teaching and learning contexts, processes, and outcomes. The program welcomes proposals focused on teaching and learning in any STEM field(s) and on priorities identified in the National Science Foundation’s strategic plan. Efforts focused on facilitating the reciprocal exchange or mobilization of knowledge between the research and preK-12 formal education professional communities are strongly encouraged.

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

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.

This program aims to provide all U.S. students with the opportunity to participate in computer science (CS) and computational thinking (CT) education in their schools at the preK-12 levels. With this solicitation, the National Science Foundation (NSF) focuses on both research and research-practice partnerships (RPPs) that foster the research and development needed to bring CS and CT to all schools. Specifically, this solicitation aims to provide:

• high school teachers with the preparation, professional development (PD) and ongoing support they need to teach rigorous computer science courses;
• preK-8 teachers with the instructional materials and preparation they need to integrate CS and CT into their teaching; and 
• schools and districts with the resources needed to define and evaluate multi-grade pathways in CS and CT.

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.

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 (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.

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.

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 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.

The purposes of the PD Program that are relevant to this competition are to improve the skills of qualified Indian individuals who serve in the education field; and develop and implement initiatives to promote retention of effective teachers, principals, and school leaders who have a record of success in helping low-achieving Indian students improve their academic achievement, outcomes, and preparation for postsecondary education or employment. Assistance Listing Number (ALN) 84.299B.