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Professional Development Grants for Teachers
Professional Development Grants for Teachers in the USA
88
Available grants
$9.7M
Total funding amount
$10K
Median grant amount
Professional development grants for teachers provide funding to support advanced training, certifications, and workshops. The following grants help educators stay updated with the latest teaching methods, foster innovation, and improve student outcomes.
Search Instrumentl's Professional Development for Teachers Grants Database
Find 88 funding opportunities for teacher professional development, with $9.7M available. Instrumentl supports educators with specialized funding searches, deadline alerts, and funder intelligence to enhance skills and classroom effectiveness.
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McCune Charitable Foundation Grant
The McCune Charitable Foundation
Background
The McCune Charitable Foundation supports community-based work in the State of New Mexico that aligns with our nine Foundation Priorities and their corresponding Leverage Points. The best fit for our funding are organizations that work collaboratively across our priority areas to support community well-being and create long term impact, and whose leadership and expertise come from those who are closest to and most affected by the organization's work.
Priority Areas
Capacity Building in the Non-Profit Sector
The McCune Foundation supports initiatives that build operational capacities for non-profits, making expertise in communications, finance, leadership development, organizational development and other areas more broadly available in service of a more structurally equitable and resilient sector
Economic Development & Family Asset Building
A Foundation priority is to create and expand the economic base in New Mexico and to view its grant making through an economic development lens whenever possible, in particular supporting programs and organizations that seek to foster entrepreneurship across sectors. The Foundation also supports programs and initiatives that support and help drive growth in family assets across the diverse communities of the state, enabling a broader base of economic stability for our families.
Education Transformation
The McCune Charitable Foundation holds equity as a core value, and sees equitable access to engaging and culturally relevant education as a key component of thriving, prosperous communities. New Mexico is blessed to be home to diverse cultures, languages, and traditions that make learning and growing up here in the 21st century an experience that is uniquely rooted in place and community. This is an asset that was unfortunately ignored by 20th century models of education, but is beginning to be recognized now.
Leveraging Opportunities in Health Care
After many generations in relationship with the land, vegetation and elements in New Mexico, communities have developed ways to sustain physical and mental health and wellness that often involve uses of medicinal plants, traditional practices and community support. Many of these traditions have endured and been adapted to contemporary contexts as alternatives and complements to modern approaches. Introduction of newer, less healthy diets and practices have taken a toll, however, with many New Mexicans facing challenges that traditional modalities sometimes cannot address.
Local Food Industry Development
Far too often, existing food systems (referring to all the processes, infrastructure and activities related to feeding a community) in the state of New Mexico contribute to poor nutritional outcomes for individuals and families, especially those considered low income. Not only does New Mexico have among the highest obesity and diabetes rates in the nation as a result of these significant shortcomings, the systems in question also contribute little to the state economy, with as much as 80 percent of all money spent on food and nutrition leaving the state, according to the New Mexico State University Extension Service.
Building Links Between Arts and Community Engagement
The arts play a significant role in the culture and history of New Mexico and contribute substantially to the state’s economic and civic livelihoods. The McCune Foundation supports efforts that seek to leverage arts, creative expression, and culturally relevant, transformative experiences for the purpose of inspiring and driving higher levels of community and civic engagement.
Stewardship in Community
As we face growing disruption due to climate change, it is our frontline communities–those who experience the "first and worst" of the consequences of climate change–that will be the primary focus of the Foundation's support. Frontline communities include tribal and rural communities, and in urban areas, lower and middle income families and communities of color living in areas that have been negatively impacted by poor infrastructure and industrial practices.
Influencing Planning of Built Environments
Well-conceived built environments provide a key platform for many functions of family and civic life and are fundamentally connected to many factors that contribute to community health. These functions include economic development and higher levels of community and civic engagement, among others. The Foundation supports the development of built environments across the state that seek to take advantage of the role these environments can play to move New Mexican families toward a more prosperous and healthy future.
Strategies for Rural Development
New Mexico is the fifth largest state in the nation in terms of land area and, somewhat conversely, it is the 36th most populous state. This means that New Mexico is largely rural, with 26 out of 33 counties considered “frontier counties” (six or fewer people per square mile). While a majority of the population in the state lives in four urban areas (Albuquerque, Las Cruces, Rio Rancho and Santa Fe), New Mexico maintains a significant population base that honors its rural roots. Among many New Mexico communities, a rural way of life supports a fundamental cultural connection with the landscape of the state and to the values that many families honor and maintain.
Please refer to FAQ for additional guidelines.
Robert W. Woodruff Foundation: Education Grant
Robert W Woodruff Foundation Inc
Robert Winship Woodruff
Robert Winship Woodruff was a remarkable businessman and philanthropist. He became president of The Coca-Cola Company in 1923 and guided it until his death in 1985, helping to shape the company from a local soft drink business into the world’s best-known brand.
The Robert W. Woodruff Foundation is an independent private foundation that seeks to improve the quality of life in Georgia by investing in health, education, economic opportunity and community vitality.
Our Approach
We pursue our mission by responding to community needs, typically making grants to institutions and projects with strong leadership and a broad base of support. The Foundation seeks to help organizations with a proven track record of success stretch further to seize new opportunities or to meet extraordinary needs.
Generally, the Foundation prefers not to be the only funder for a project, but to participate with the community in supporting initiatives led by others. The Foundation will occasionally make leading grants when the need is great and the initiative is compelling.
Education
The Robert W. Woodruff Foundation believes education is vital to the quality of life in our region. It drives economic development and can end generational poverty. Although Mr. Woodruff did not attain a college degree himself, he recognized the value of education and made generous gifts to Atlanta’s academic institutions during his lifetime.The Foundation’s investments in education make up a significant part of our average grants portfolio (see graph). The Foundation maintains a particular focus on higher education and invests in institutional priorities of the state’s private colleges and public research universities. The Foundation occasionally makes grants for public K-12 education and for select independent schools in metro Atlanta.
Priorities
- Development of Georgia’s public research universities
- Institutional priorities of Georgia’s private colleges and universities
- K-12 education at the state level and within Atlanta Public Schools, with an emphasis on improving educational standards, teacher quality and school leadership development
Gladys Brooks Foundation Grants
The Gladys Brooks Foundation
The Gladys Brooks Foundation was created under the will of Gladys Brooks Thayer of New York.
Its purpose is to provide for the intellectual, moral and physical welfare of the people of this country by establishing and supporting non-profit libraries, educational institutions, hospitals and clinics.
Scope of Grants Considered
The Foundation will consider major grant applications for innovative projects in the fields of libraries, education, hospitals and clinics.
Grants for Libraries
Grant applications will be considered generally for resource Endowments (print, film, electronic database, speakers/workshops) capital construction and innovative equipment. Projects fostering broader public access to global information sources utilizing collaborative efforts, pioneering technologies and equipment are encouraged.
Grants for Educational Institutions
Grant applications from universities, colleges and secondary schools will be considered generally for:
- educational endowments to fund scholarships based solely on educational achievements, leadership and academic ability of the student;
- endowments to support fellowships and teaching chairs for educators who confine their activities primarily to classroom instruction in the liberal arts, mathematics and the sciences during the academic year;
- erection or endowment of buildings, wings or additions thereto of buildings, and equipment for educational purposes;
- capital equipment for educational purposes.
Grants for Hospitals & Clinics
Grant proposals from hospitals and clinics where the proposal addresses a new health need, an improvement in the quality of health care or reduced health costs with better patient outcomes will be considered generally for:
- endowments for programs;
- erection or endowment of buildings, wings of or additions to buildings;
- capital equipment.
Robert Noyce Teacher Scholarship Program
National Science Foundation (NSF)
The National Science Foundation Robert Noyce Teacher Scholarship Program (Noyce) invites innovative proposals that address the critical need for recruiting, preparing, and retaining highly effective elementary and secondary mathematics and science teachers and teacher leaders who persist as classroom teachers in high-need Local Education Agencies (LEA), (a.k.a. high-need school district). To achieve this goal, Noyce supports talented science, technology, engineering, and mathematics (STEM) undergraduate majors and professionals to become effective K-12 STEM teachers. It also supports experienced, exemplary K-12 STEM teachers to become teacher leaders who continue as classroom teachers in high-need school districts. NSF welcomes submission of proposals to this funding opportunity that include the participation of the full spectrum of diverse talent in STEM, e.g., as PI, co-PI, senior personnel, postdoctoral scholars, graduate or undergraduate students or trainees. In addition, the Noyce program supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.
The program offers four tracks:
- Track 1: The Robert Noyce Teacher Scholarships and Stipends Track,
- Track 2: The NSF Teaching Fellowships Track,
- Track 3: The NSF Master Teaching Fellowships Track, and
- Track 4: Noyce Research Track.
In addition, Capacity Building proposals are accepted from proposers intending to develop a future Track 1, 2, or 3 proposal.
Overview
The Daniels Fund provides grants to support highly effective nonprofit organizations in Colorado, New Mexico, Utah, and Wyoming through the Daniels Fund Grants Program.
Bill Daniels helped a tremendous number of people during his lifetime, and continues to do so in extraordinary ways through the foundation he established. The Daniels Fund honors Bill’s direction and carries forward his legacy of generosity. We strive to be compassionate, approachable, and responsive.
The Daniels Fund focuses on supporting highly effective and ethical nonprofit organizations that achieve significant results in the community. The geographic regions we serve, as well as our grant funding areas, were personally defined by our founder, and they do not change.
Funding Areas
These funding areas were established by our founder and they do not change:
Aging
Bill helped to fulfill his mother's wish to remain in her own home and maintain her independence as she aged. In his later years, Bill gained additional insight from his own personal experiences.
- Older adults achieve maximum independence and quality of life.
- In-Home Services:
- Seniors receive the services they need to live independently in their own homes for as long as possible. Respite care and navigator services are readily available to support family members caring for their elderly loved ones.
- Community Engagement:
- Seniors enjoy the benefits of remaining physically and mentally active, and participate in meaningful activities that contribute to their sense of purpose.
- End-of-Life/Palliative Care
- Seniors nearing the end of their lives have access to high quality, compassionate hospice and palliative care.
Amateur Sports
Bill loved sports and knew from personal experience that participation in sports and the influence of quality coaches could change the direction of a young person's life for the better.
Youth experience the benefits of participating in sports programs. Elite amateur athletes have the opportunity to participate in national and international competition.
- Youth Sports
- Affordable, community-based, multi-sport activities are available for youth, led by coaches trained to build a positive youth sports culture that promotes confidence, discipline, teamwork, and sportsmanship.
- Competition
- National and international amateur sports competitions take place in the community. The costs of participation in national or international competitions — such as training and travel expenses — are offset for elite athletes.
Disabilities
One of Bill's sisters was born with developmental disabilities. Bill observed how his parents' choice to provide compassionate care at home enhanced his sister's health and happiness. Later in life, he suffered from his own disability — severe hearing loss.
People with disabilities achieve dignity through maximum independence and quality of life.
Drug & Alcohol Addiction
Bill suffered from alcoholism and embraced sobriety after seeking treatment. He talked openly about his ongoing recovery as a way to educate and provide hope to others. Bill personally helped countless friends and business associates seek treatment and regain control of their lives.
Adults and youth with drug and alcohol addiction challenges achieve and maintain stability.
- Prevention (Emphasis on Youth)
- The risks and repercussions associated with drug and alcohol addiction are effectively conveyed to young people, resulting in positive behavioral and perceptional changes.
- Treatment & After-Care Services (Recovery)
- Individuals maintain long-term sobriety by having access to high quality treatment programs and supportive after-care services.
Early Childhood Education
Bill saw the need for healthy, safe, and nurturing early childhood experiences in the home and beyond. He wanted to ensure early childhood education started children on a path to success.
Kindergarten readiness is ensured through an improved early childhood system.
- Teacher/Leadership Quality
- Teachers, leaders, and caregivers receive the essential training and support that ensures children in their care are well-prepared for kindergarten.
- Program Quality
- System-level investments improve curriculum, materials, and resources across multiple learning sites.
- Parental Engagement
- Parents and other caregivers are empowered to become "first teachers" by gaining awareness of important developmental milestones and knowledge of effective strategies to ensure children reach them.
Homeless & Disadvantaged
Bill's great compassion for people struggling to meet basic human needs fueled his desire to help them get back on their feet. He wanted to offer disadvantaged individuals and families a hand-up and spark their motivation to reenter the workforce.
Homeless individuals and families achieve and maintain self-sufficiency without the need for public assistance.
- Transitional Housing & Supportive Services
- Individuals and families who are homeless or in danger of becoming homeless break the cycle of poverty and attain economic self-sufficiency by receiving access to transitional housing, comprehensive supportive services, and employment opportunities.
- Emergency Services*
- Individuals and families experiencing the initial stages of homelessness move from crisis toward economic self-sufficiency by receiving overnight shelter and food assistance in a structured manner that encourages both accountability and participation in case management.
* Our investment in this area is limited
K-12 Education Reform
Our Strategy: Support innovative efforts to reform the K-12 education system, resulting in a wider range of high quality school choices and increased student achievement.
Desired Outcomes:
- Reform/School Choice
- Achieve systemic education reform by supporting high-performing charter schools and tuition assistance programs (portable vouchers) that broaden quality educational options for families. Competition prompts challenges to the status quo.
- Teacher/Leadership Quality*
- Teachers and school leaders receive innovative training and support to maximize student achievement.
- Parental Engagement
- Parents are better educated in the areas of school quality and choice, and understand how to be effective advocates for their children.
* Emphasis is on charter schools
Youth Development
Bill supported character-building programs that help youth become confident, patriotic, and independent. He wanted kids to develop personal accountability and responsibility. He also wanted them to understand the value of money, the free enterprise system, and that success is earned through hard work.
Youth develop character and gain the necessary life skills to become successful adults.
- Career & Technical Education
- All youth — whether planning to earn a college degree or not — develop clear pathways to meaningful employment through opportunities for career exploration, job shadowing, internships, and apprenticeships.
- Civic Engagement
- Youth actively contribute to bettering their communities as engaged, informed citizens with strong American values.
- Financial Literacy & Free Enterprise
- Youth become active participants in the free enterprise system by developing a strong understanding of economics, business, financial literacy, and entrepreneurship.
We Would be Delighted to Visit with You
The Daniels Fund grants team spends time visiting the communities we serve to get to know area nonprofits, learn about effective programs and projects, and understand how needs vary from place to place.
We continually look for opportunities to support excellent programs that align with our funding priorities. We look forward to speaking with you.
Our State-Specific Grantmaking Approach
The Daniels Fund has tailored its grantmaking strategies and objectives for Colorado, New Mexico, Utah, and Wyoming to address specific needs in each state.
National Grant Funding
The Daniels Fund supports select programs with a nationwide focus by invitation only. We do not provide funding for regional, local, or community-based programs outside our four-state region.
Due to our focused strategy, we do not accept unsolicited national grant applications.
Braitmayer Foundation Grant
Braitmayer Foundation
Braitmayer Foundation Grant
The Braitmayer Foundation seeks to support organizations advancing equitable access to experiential learning that is meaningful and relevant to students’ lives, including project-based and other active learning approaches. Grants will support efforts that increase the quality and quantity of teacher-facilitated projects and programs that amplify and spread the practice of experiential learning in K-12 schools. The Foundation will focus on projects and programs serving low-income students in coastal New England and coastal Pacific Northwest.
Background
The Braitmayer Foundation is a 4th generation family foundation that seeks to honor our shared values and continue our family legacy of giving to strengthen education. We seek to fund organizations that are increasing access to quality education for all students, especially in the communities with the least resources.
The Braitmayer Foundation has a history of supporting experiential education. Over the years, it has observed how experiential learning aligns with the demands of the global world and helps students be adaptable, innovative, and self-directed learners and leaders in their communities. It knows teachers have been the leading advocates of experiential learning in schools, addressing its challenges and spreading its practice. The Foundation has also seen how experiential learning centers young people as visible leaders and problem-solvers in their schools and communities.
The Foundation seeks to continue championing experiential learning in schools and support efforts that increase the quality and quantity of teacher-facilitated projects in schools serving low-income students.
Defining Experiential Learning
The Foundation is not dogmatic about the definitions of experiential, active, authentic, or project-based learning pedagogies. The Foundation encourages organizations taking creative approaches to advancing equitable access to student-centered learning to apply, even if they do not directly identify with experiential learning.
What the Foundation looks for in a project or program
The Foundation seeks to learn from projects and programs that can help build the field and spread the pedagogy, systems, and tools to a broad audience. It is especially interested in projects that have inclusive strategies for students – specifically student populations that are often overlooked, such as students with disabilities, including mobility, sensory, or are considered neurodiverse.
While the concept applications will provide more of a summary, we are looking for full proposals that communicate most or all of the following:
- Familiarity with the theory and practice. As leaders, applicants should be grounded in the field and the challenges of active learning, problem-based learning, experiential education, etc.
- Equity. The project explicitly tries to address equity – racial, class, gender, ability, etc.
- Universal design. Projects are accessible to people with various abilities, disabilities, and other characteristics.
- Clear goals and objectives. The project is outcome- and results-oriented.
- A learning orientation. The project addresses exciting questions about the challenges of the work that is useful to others.
- Experiential learning is core to the mission. Providing experiential or active learning for young people is a central aspect of the organization’s mission and a driver of the organization’s creativity, innovation, and ongoing partnerships.
- The proof is in the projects. Participants take leadership in producing tangible and authentic products, services, or experiences that benefit the larger community, build social capital, and showcase their talents. Does it feel real to the students?
Funding
The Foundation’s funding opportunity this year offers a limited number of one-year grants of $35,000 – $50,000 to organizations at various levels of capacity. The Foundation anticipates inviting a limited number of follow-up requests for continued and sustained support from this cycle’s pool of grantees, depending on progress and interest.
MHJF Open Grants
Martha Holden Jennings Foundation
Mission
- To Foster the development of young people to the maximum extent possible in Ohio’s PK-12 schools.
- To provide a greater means for accomplishment on the part of Ohio’s teachers by encouraging creativity in teaching and bringing greater recognition to the teaching profession.
Jennings Grants Program Overview
ALL of our grants are awarded to projects that align with one of our two themes, DEEP LEARNING or EXCELLENT TEACHING, as outlined below.
Characteristics for a DEEP LEARNING project:
- The project DIRECTLY involves work with public school students
- Students acquire new content or skills learned through multiple steps with multiple levels of analysis or processing and apply in ways that change thinking or behaviors
- There are clear and developmentally appropriate learning targets for students
- The experience involves various cycles of wondering, thinking, acting, assessing, considering varied perspectives, and iterating
- The result/output is clear about how students will demonstrate whether learning targets have been met and consider the next steps
- The work thoughtfully contributes to students experiencing these conditions
Characteristics for an EXCELLENT TEACHING project:
- The project DIRECTLY involves work with public school teachers
- The plan for professional engagement and learning includes guided implementation, coaching, or professional collaboration, as well as a structure for formative or summative reflection. Using thoughtful and deliberate improvement cycles
- The activities of the project promote the growth and development of their skills in:
- Creating an environment and designing experiences to support the whole child and mastery of learning
- Creating and communicating effective learning targets
- Checking for understanding during daily lessons
- Using data with students
- Using models, critique, and descriptive feedback
- Designing student-centered learning experiences, engaged assessment practices, ownership, thinking, decision-making, and agency
- Ensuring meaningful celebrations and demonstrations of learning
Open Grant Details
The Open Grant program is designed to make a positive lasting impact on student learning and teaching across Ohio. Any public school district, non-religious private school or non-profit organization working in conjunction with public schools, in any county of Ohio, can apply.
The typical size of an Open Grant is $15,000, but they can range from $2,000-$55,000. While providing a picture for the larger scope of the work is helpful, the Foundation only approves funds for one year. An organization may re-submit a proposal for continued funding based on the Final Evaluation Report responses.
Clowes Fund: New England - Massachusetts
Clowes Fund
New England Funding Priorities
The Clowes Fund supports organizations and programs that focus primarily on socioeconomically disadvantaged individuals. New England funding is concentrated in four geographic regions, including parts of Massachusetts, New Hampshire and Maine, and the State of Vermont.
In New England, we accept Introductory Applications for first-time Immigrant Services and Workforce Development grants. All current and recent grantees, including those focused on K-12 Education and Arts Education, are welcome to submit a Continuation Grant Statement of Intent.
Massachusetts
Geographic Priorities
The Fund supports immigrant services, workforce development, K-12 education and arts education requests serving Suffolk, Middlesex, Essex and Worcester counties, as well as other communities with significant populations of immigrants, refugees and asylees.
Funding Priorities
- Immigrant Services – We are interested in supporting efforts to address the economic, linguistic, legal, and mental and emotional hurdles that immigrants, refugees and asylees and their children face during integration into the United States society and its economy.
- Workforce Development – We are interested in ensuring that all individuals have access to both jobs skills training and the support services necessary to enable them to participate fully in the economic life of their communities. In addition, we are interested in supporting youth development efforts that prevent students (ages 15 to 25) from dropping out of school and assist in their return to school or their pursuit of an alternate course to economic self-sufficiency.
- K-12 Education – We support primary and secondary education through efforts that emphasize classroom instruction, such as professional development for educators or programs that are fully integrated into the school day. We do not fund after-school or summer enrichment programs for elementary and middle school students. We consider such programs for teens as youth development within our workforce development interests. Note: In Boston, the Fund primarily supports education through EdVestors.
- Arts Education – We support arts education programs that foster critical thinking skills and creativity.
Grant Application Process & Funding
There are two entry points to applying for a Clowes Fund grant, after you have reviewed Where and What We Fund and What We Do Not Fund. Your answer to the following question determines your application type (due November 1).
- Has your organization received a Clowes Fund competitive grant payment within the past five years?
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If No - Apply for an Introductory Grant: $40K over 2 years ($20K/year) - For Immigrant Services or Workforce Development
- Most Introductory Grants are awarded to organizations with operating budgets less than $2.5 million.
- If Yes - Apply for a Continuation Grant - $60K, $90K or $150K over 3 years ($20K, $30K, $50K year, respectively) - For Immigrant Services, Workforce Development, Arts Education or K-12 Education
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If No - Apply for an Introductory Grant: $40K over 2 years ($20K/year) - For Immigrant Services or Workforce Development
Transparency is core to strong relationships, so we are compelled to share that fewer than 10% of Introductory Applications will result in an Introductory Grant. The likelihood of funding is much higher for returning grantees seeking Continuation Grants.
Sauer Family Foundation Grant
Sauer Family Foundation
- Reducing child welfare placements away from family through parent support and family treatment services.
- Increasing family finding and natural connections for children & youth in child welfare. Our focus is reunification with primary caregiver, supporting kinship foster care & kinship permanency.
- Meeting the social emotional needs of foster children & youth and decreasing time to permanency, stopping the exit to homeless youth services.
- Increasing opportunities for the voice of foster youth in advocacy and increasing public awareness of the foster care experience.
- Early intervention models for preK-12 schools that support children to develop adaptive and flexible coping skills towards self-regulation.
- Professional development in trauma-informed practices in child welfare, children's mental health and education; including resiliency to secondary trauma.
Building Educational Success for Children: Literacy Skills and Learning Disabilities in Reading, Writing and Math PreK – 8th Grade
- Expansion of structured literacy and interventions based on the Science of Reading.
- Adoption of assessments that are indicated for learning disability screening and identification.
- Expansion of the accessibility and affordability of learning disability assessments and interventions.
Building a Workforce that Reflects the Diversity of Minnesota’s Children: Racially Equitable Career Pathways in our Funding Areas
- Programs that remove barriers to licensure for Black, Indigenous and People of Color to enter careers in child welfare, children’s mental health or education.
- Nontraditional pathways that lead to licensure and can move candidates from paraprofessional to professional positions in child welfare, children’s mental health, or education.
- Programs that increase support and mentoring for professionals of color in child welfare, children’s mental health or education allowing them to thrive.
Imagine Learning Foundation: Signature Grant Program
Imagine Learning Foundation
About the Imagine Learning Foundation
Imagine a world where the well-being of learners is a priority.
At the Imagine Learning Foundation (ILF), our mission is to foster the well-being of learners and the people who support them at home and in their communities.
Imagine Learning, our primary sponsor, ignites learning breakthroughs with innovative and accessible digital-first K-12 products and services. The Imagine Learning Foundation embraces and extends this mission by focusing on the powerful connection between the well-being of students and the people who support them to bolster academic success.
Schools are better able to develop healthy and supportive learning environments when social and emotional learning (SEL) programs are extended from classrooms into homes and communities. At the Imagine Learning Foundation, we aim to bridge connections between classroom learning and positive learning environments outside the classroom by promoting and expanding access to SEL at home and in the community.
At the Imagine Learning Foundation, we aim to tap into this meaningful connection between SEL in the classroom and SEL outside the classroom by facilitating access to social emotional learning at home and in the community. By bringing SEL into life beyond the classroom, we activate a learner’s full community and support system to ignite more breakthroughs in every learning environment.
As we expand SEL into life beyond the classroom, we ignite more learning breakthroughs by engaging a learners’ broader family and community support system -making every space a positive learning environment.
What We Do & How We Work
Social and emotional learning has the power to create positive environments and more engaged communities. We work to introduce SEL knowledge and skills to families and community leaders to better equip them to deal with the emotional and social challenges facing our youth. Our efforts are geared to drive family and community support for the well-being of learners and the people who support them so that these students thrive both in and out of the classroom.
SEL is the process of learning and applying the knowledge and skills to care for emotions, social relationships, and each individual’s sense of self which has the potential to foster healthy learning environments and address longstanding disparities in student opportunities and outcomes. Learner well-being fuels learning success. SEL skills and knowledge help improve learner well-being. These tools become more powerful when they extend into the home.
In addition, community support —be it from family, allies or educators —has a meaningful positive impact on students’ social and emotional health. Students will be in a better position to succeed personally and academically if their learning environments and experiences at school and beyond include social and emotional learning. We engage students and connect families and communities to SEL outside the classroom to help students apply these foundational life skills and strategies in all aspects of their lives and relationships.
Imagine Signature Grant Program
Part of our funding and resources will be directed toward the Imagine Signature Grant Program, which seeks to amplify national non-profit organizations’ efforts aligned with the ILF’s mission.
The Imagine Signature Grant Program has established two funding priorities to advance our mission:
- supporting social, physical, mental, and emotional well-being programs, activities or services that foster the learning well-being of youth, families and educators within the home and community environments; and
- studying the current impacts that social, physical, mental, and emotional well-being has on accelerating student achievement across diverse communities.
The foundation will release a national competitive grant application for eligible participants and ultimately fund national organizations whose activities align with our mission and can make the greatest impact.
ILF will fund and partner with a variety of national or regional organizations that align to our mission and whose activities can make the greatest impact. To be eligible for a grant as part of the Imagine Signature Grant program, organizations must meet one or more of the funding priorities identified, and meet the current grant guidelines established under the Imagine Signature Grants Program.
Founded in 2022, ILF is entering the third year of its $5 million grant campaign and will award $400,000 or more in Imagine Signature Grants in 2024 to organizations dedicated to ILF’s mission of supporting the well-being of learners outside of the classroom, either at home or in their communities.
2025 Funding Priorities
Support eligible organizations addressing and/or studying critical issues related to chronic absenteeism and student housing insecurity in K-12 learning environments. In 2025, the ISGP grants will continue to prioritize the areas that ISGP funded in 2024, such as basic needs support and wraparound services for students and families experiencing homelessness, and also other needs in line with our mission and addressing chronic absenteeism and housing insecurity's impact on K-12 learning.
Additionally, in response to the recent wildfires and rebuilding efforts in the Los Angeles Metropolitan Area and San Diego County, ISGP will allocate a portion of its 2025 grants to initiatives that are both aligned with its mission and focus on recovery and support in affected communities.
1954 Project - Luminary Award
Cleveland Avenue Foundation for Education Group
Background
The 1954 Project invests in visionary nonprofit leaders advancing educational equity for Black students and communities. We select Luminaries, to whom we award $1 million in catalytic funding along with leadership development and membership in a powerful network driving systemic change. Through their bold innovations and community-rooted solutions, these leaders create transformational impacts that benefit all.
Our Impact AreasLuminaries see the potential for transformation and are willing to lead the charge. These established nonprofit leaders’ organizations operate in one of our impact areas:
- Innovation in Teaching and Learning
- Create more effective, equitable, and culturally affirming education models that center Black students and ultimately serve all students.
- Diversity in Education
- Increase the number of Black educators and leaders through innovative initiatives and programs.
- Pathways to Economic Mobility
- Strengthen pathways from education to career to increase Black students' and families' economic mobility.
Selection Criteria
- Leader
- Are you a visionary who leads with love, hope, and boundless possibility? Does your personal influence extend beyond your organization's boundaries, contributing to the collective well-being and advancement of the Black community?
- We're seeking leaders who:
- Are Visionary:
- You demonstrate a strategic and pragmatic mindset, articulating a transformative vision for significant, positive change.
- Show Demonstrated Commitment:
- You embody steadfast dedication to your cause, inspiring and influencing others, and galvanizing community involvement.
- Are Adaptive:
- You assertively tackle challenges, turning setbacks into opportunities for innovation, while maintaining humility and thoughtfulness in problem solving.
- Are Visionary:
- Organizations
- Does your organization drive significant, lasting change, anchored in a deep love for people and driven by the genius within communities of color?
- We're looking for organizations that:
- Have a Defined Problem:
- You clearly identify the issue you're addressing and explain in detail how your organization tackles root causes.
- Take a Strategic Approach:
- You have clear, measurable, and achievable organizational goals with a well-defined strategy informed by thorough analysis.
- Show Demonstrated Impact:
- You have a tested model that has produced positive results, incorporating continuous learning and iteration.
- Have a Transformation Plan:
- You present a clear plan for using the $1M award to advance your organization's mission, vision, and long-term goals.
- Embrace Collaboration:
- You use collaboration as a strategic tool, building partnerships based on trust, love, and common goals.
- Have a Defined Problem:
- Radical Imagination
- Are you a pragmatic idealist who wields radical imagination to transform visions into tangible change? Do you challenge and redesign societal norms to craft a just and equitable future?
- We're seeking leaders who demonstrate:
- Community-Rooted Leadership:
- You maintain and cultivate genuine community ties, integrating professional expertise and personal commitment to drive visionary, impactful strategies.
- Long-Term Commitment:
- You're in it for the long haul, committing to sustained impact across generations and prioritizing long-lasting solutions over short term gains.
- Collectivism:
- You embody the philosophy of "I am because we are," actively engaging in collaborative networks and fostering community-reflective solutions.
- Community-Rooted Leadership:
Stranahan Foundation Early Childhood Education Funding
Stranahan Foundation
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.
NewSchools: Teaching Reimagined Grant
NewSchools Venture Fund
We support early-stage organizations and new initiatives within existing organizations in the following areas:
- Learning Solutions
- Teaching Reimagined
- Innovative Schools
Cross-Cutting Priorities
Across our portfolios, we seek solutions that:
- Leverage generative artificial intelligence to improve teaching and learning
- Embrace learning that happens outside of school, and support students in achieving college and career success
- Enhance teaching and learning for students with learning differences within and beyond our three main focus areas
Teaching Reimagined
We’re excited to launch our $5M funding opportunity. If you have a bold idea to reimagine the role of educators, empower students with learning differences, or accelerate literacy or math outcomes, we are eager to hear from you. This is your chance to bring your vision to life with a one-year grant of $150,000 to $250,000.
Overview
Investing in talent solutions isn’t a new priority. Since our inception, NewSchools has invested in early-stage talent focused organizations that have grown their impact and reach. More recently, our Diverse Leaders portfolio focused on growing the number and improving the quality of diverse teachers and leaders to keep pace with shifting student demographics. While the sector has made great strides to recruit and retain a more diverse workforce in education, we haven’t done enough to fundamentally shift the profession to make it a more viable and desirable vocation.
It’s time to reimagine the role of teachers and right-size the job. We must evolve beyond the one teacher to 30 students classroom model to design engaging learning environments that meet the academic and social-emotional needs of students.
What We're Looking For
NewSchools will invest in innovative ideas that evolve how teachers work and strategies that involve caregivers and community experts in supporting student success. Our goal is to build on current efforts, catalyze new approaches and leverage generative AI to accelerate progress and make teaching a more sustainable, effective, and joyful profession that attracts a diverse group of educators.
- Evolve how educators work: Innovations that redesign the teacher role and reimagine how we organize talent
- Leverage generative AI: Generative AI solutions that increase teacher effectiveness by expanding access to content, research and/or feedback and learning
- Surface new roles and talent: Solutions that leverage caregivers and community experts in new school roles to support student success
What We Offer
- Funding: A one-year grant of $150,000 to $250,000, depending on the stage of the organization or idea. After one year, ventures become eligible for additional support.
- Communities of Practice: Opportunities to build relationships with and learn from other leaders who are doing similar work.
- Management assistance: Access to relevant, timely and customized support from our team and external experts.
Hearst Foundation: Education Grant
William Randolph Hearst Foundation
Mission
The mission of the Hearst Foundations is to identify and fund outstanding nonprofits to ensure that people of all backgrounds in the United States can build healthy, productive and satisfying lives. Through its grantmaking, the Hearst Foundations support well-established nonprofit organizations that address significant issues within their major areas of focus—culture, education, health and social service—and that primarily serve large demographic and/or geographic constituencies. In each area of funding, the Foundations seek to identify those organizations achieving truly differentiated results relative to other organizations making similar efforts for similar populations. The Foundations also look for evidence of sustainability beyond their support.
Whether providing a scholarship to a deserving student, supporting a rural health clinic or bringing artists into schools so children can see firsthand the beauty of the arts, the Foundations’ focus is consistent: to help those in need, those underserved and those underrepresented in society. Since the Foundations were formed in the 1940s, the scale and capabilities of the grant making have changed, but the mission has not.
Education Grant
The Hearst Foundations fund educational institutions demonstrating uncommon success in preparing students to thrive in a global society. The Foundations’ focus is largely on higher education, but they also fund innovative models of early childhood and K-12 education, as well as professional development.
Funding Priorities in Health
The Hearst Foundations are only able to fund approximately 25% of all grant requests, of which about 80% is directed to prior grantees and about 20% is targeted for new grantees.
In the recent past, 30% of total funding has been allocated to Education. Organizations with budgets over $10 million have received 80% of the funding in Education.
Types of Support
Program, scholarship, capital and, on a limited basis, general and endowment support
Funding
Minimum grant size is $100,000.
NEA Federal Rescue Implementation Network Grant
National Education Association Staff Organization
The ARP Implementation Network Grant Program provides an NEA grant to a state affiliate up to $100,000 per year, for a maximum of two years, to reimburse the affiliate for compensation to hire or backfill one person to be on point and serve as the coordinator for implementation of the American Rescue Plan to support public education (and possibly other federal recovery initiatives) within the state affiliate. The recipient must hire or backfill a coordinator to perform the work. In order to be entitled to the grant funding, the funded position must be filled for a minimum of ninety days.
Research on Advancing Rural Postsecondary Education
ECMC Foundation
Background
Roughly 46 million Americans live in what the U.S. Department of Agriculture designates as rural areas, yet federal policy and philanthropy have seemingly left rural America behind. Today, many rural communities experience persistent intergenerational poverty, face staggering unemployment rates, and continue to lack access to healthcare, broadband internet, and postsecondary education. Further, discussions surrounding postsecondary education often center urban and suburban contexts, while the data, experiences, assets, and needs of rural learners and institutions remain overlooked and insufficiently addressed. In turn, there is a clear need to better understand both rural learners and the institutions that serve them, and ultimately, articulate policies and practices that center rural learners.
To this end, ECMC Foundation seeks to invest in research that will support policymakers, practitioners, and funders in identifying strategies to promote equity and success in rural postsecondary education, removing structural barriers faced by rural learners enrolled in higher education institutions, and understanding the role of postsecondary institutions in rural development.
About this Request for Proposal
This request for proposal (RFP) invites researchers committed to producing knowledge about rural learners and rural postsecondary institutions to apply for grants of up to three years and $450,000. ECMC Foundation expects to award up to seven grants that will begin on or after November 1, 2024.
Research projects selected for funding through this RFP will be those that examine one of three priority areas:
- college experiences of rural learners with intersecting identities;
- roles of rural postsecondary institutions; and/or
- policies that affect rural postsecondary education.
These research priorities are guided by ECMC Foundation’s strategic framework and North Star as well as complementing ongoing research in rural education. By addressing these research priorities, we aim to advance knowledge, inform policy, and ultimately improve outcomes for rural learners across the nation. Through collaborative efforts among researchers, policymakers, practitioners, funders, and community stakeholders, we can work towards a more equitable and inclusive postsecondary education landscape that serves the needs of all learners, regardless of their geographic location.
Successful projects will demonstrate how research findings inform actionable strategies for practitioners; local, state, and federal policymakers; and/or intermediary partners and funders in advancing the postsecondary success of rural learners.
Principal Recruitment Grant Program
Illinois State Board of Education
Purpose
The Principal Recruitment Program will provide funding to approved entities to attract and support talented and diverse educators to and through leadership preparation programs to become principals in Illinois public schools.
Program Description
This NOFO/RFP will enable the state superintendent to identify one or more entities to implement and administer the Principal Recruitment Program. Approved entities will receive grant funding to recruit diverse candidates into principal preparation programs, support candidates as they progress through and complete their programs, and assist candidates as they seek a principalship.
Program Objectives
The program objectives are:
- Strong match between candidates and the principal preparation programs in which they are enrolled.
- Quality internship supports to prepare candidates for principal roles.
- Strong partnerships between principal preparation programs and districts facilitated by approved entities.
Funding
At the requested level, awards are expected to range between $80,000 and $1.8 million. There will be two one-year renewals contingent upon a sufficient appropriation and satisfactory performance in each preceding grant year.
Development of State and Local Charter Schools Grant
Connecticut State Department of Education
Application Package for the Development of State and Local Charter Schools Grant
Applications are being sought for the creation of state and local charter schools. The SBE has the legal authority to grant initial certificates for approval of charters for local and state charter schools. If the SBE grants an initial certificate, it must report this to the appropriate committees of the General Assembly, which then has the exclusive authority to appropriate sufficient funding for the operation of a school as set forth in C.G.S. § 10-66bb. The SBE will grant an initial certificate of approval for a local or state charter school based on an applicant’s ability to operate a high-quality public school in Connecticut as determined by the overall quality of the application.
Teacher Pipeline Competitive Grant (DC)
District of Columbia Office of the State Superintendent of Education
About
The Scholarships for Opportunity and Results (SOAR) Act grants support the public charter sector through a combination of formula and competitive grants to public charter local education agencies (LEAs) and nonprofit charter-support organizations.
Teacher Pipeline Competitive Grant
The purpose of this funding program is to impact the quality and quantity of the educator supply for DC charter schools.
Educator pipeline projects are initiatives that:
- recruit high-quality candidates new to teaching for DC charter school teacher residency, teacher, or school leader roles, and
- train and/or certify these educators.
All projects should be designed to have direct and rapid impact on academic achievement and outcomes for students.
Funding
At least $1,500,000.00 is available in total for awards through this RFA. OSSE will provide up to $500,000.00 per award. Grant awards will be made on a per-teacher basis and may not exceed $10,000 per teacher. Awards are limited to one per organization. The total award period for this grant is three years.
Third-Party Competitive Grant (DC)
District of Columbia Office of the State Superintendent of Education
About
The Scholarships for Opportunity and Results (SOAR) Act grants support the public charter sector through a combination of formula and competitive grants to public charter local education agencies (LEAs) and nonprofit charter-support organizations.
Third-Party Competitive Grant
The purpose of this funding program is to provide support to DC-based nonprofit organizations with a demonstrated history of success working with DC public charter schools on projects that are designed to:- have a direct and rapid (within three years) impact on the academic achievement and outcomes for public charter school students across multiple charter LEAs; or
- designed to impact student outcomes at multiple charter LEAs indirectly by enhancing the organizational capacity of charter LEAs to operate as fiscally and operationally sound nonprofit organizations and schools.
Funding
Funding is available for two types of assistance to charter schools, direct assistance projects and indirect assistance projects.
At least $2,00,000.00 is available for awards through this RFA. OSSE will provide up to $400,000.00 per “direct assistance” award and up to $400,000.00 per “indirect assistance” award. Awards are limited to one per organization.
Agriculture Education Pre-service Internship Program (IL)
Illinois State Board of Education
Agriculture Education Pre-service Internship Program (IL)
Program Purpose
The goal of the Agricultural Education Pre-service Teacher Internship Program is to address the educator shortages experienced by middle school and secondary agricultural education programs in Illinois by developing a highly qualified and effective agricultural education candidate pool that is sufficient in size to meet the workforce need. The intent of this program is to provide a statewide internship program for pre-service agricultural educators in the state to strengthen the relationships among pre-service teachers from all teacher preparation programs, enhance the effectiveness of educators through the development of in-depth agricultural content knowledge, and increase the integration of industry partnerships in agricultural education.
Funding
- Estimated Total Program Funding- $120,320.00
Office of Elementary and Secondary Education (OESE): Office of Indian Education (OIE): Indian Education Discretionary Grants Program: Professional Development Program (PD)--Native American Teacher Retention Initiative (NATRI) 84.299B
US ED: Office of Elementary & Secondary Education (OESE)
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.
Landmarks of American History and Culture (358508)
National Endowment for the Humanities (NEH)
Institutes for Higher Education Faculty and K-12 Educators (358507)
National Endowment for the Humanities (NEH)
System of Professional Learning Grant
Maryland State Department of Education
Purpose
This grant provides funding to design and implement a system of professional learning tied to the career ladder for teachers to build their capacity in various educational areas to advance the goals of the Blueprint for Maryland’s Future.
RiverSmart Schools Maintenance Education, and Training RFA
District of Columbia Department of Energy and Environment
RiverSmart Schools Maintenance Education, and Training
DOEE seeks eligible entities to design and implement the RiverSmart Schools (RSS) Education program. The amount available for the project is approximately $75,000.
The RSS program:
- Restores selected schools’ green infrastructure (GI) installations,
- Teaches teachers in selected schools how to use the GI sites as educational tools, with students’ hands-on GI care, and
- Provides “light” assistance and/or resources to schools not selected for the more intense work.
The candidate schools must (a) have participated, or are preparing to participate, in DOEE’s RiverSmart Schools program, (b) be DOEE-approved to participate in the RSS Education Program, or (b) be DOEE-approved to receive the “light” resources that this grant funds.
DOEE launched the RiverSmart Schools program in 2009 to help schools transform their outdoor schoolyards and blacktops into vibrant, green spaces to teach, learn, play, and manage stormwater runoff. The program uses green infrastructure (GI) elements to manage stormwater runoff. DOEE has worked with 66 RiverSmart schools throughout the District. Each year, DOEE selects 3-5 schools to participate.
Advanced Placement and International Baccalaureate Course Expansion-Competitive Grant
New Jersey Department of Education
Purpose:
The intent of the FY25 Advanced Placement – International Baccalaureate Course Expansion grant program is to expand access to college-level coursework for traditionally disadvantaged students. This initiative will provide funding to a cohort of Local Education Agencies (LEAs) to train additional educators to teach Advanced Placement (AP) or International Baccalaureate (IB) courses. Through this program, LEAs will receive financial support to train educators in AP or IB instruction, thereby increasing opportunities for students who have historically faced barriers to advanced coursework.
As part of the application process, LEAs must submit plans detailing how educator training and professional development initiatives will achieve the following overarching outcomes:
- Expanding the number of educators credentialed to teach AP/IB courses;
- Increasing AP/IB course offerings within the district;
- Strengthening existing AP/IB programs to better serve New Jersey’s disadvantaged and high-need student populations.
The New Jersey Department of Education (NJDOE) has established a nineteen (19) month grant program. This limited-competitive grant program is open to New Jersey LEAs with at least one school that qualifies for the federal definition of a schoolwide Title I program in the current year.
Based on the availability of FY25 state appropriations, this grant program will begin June 1, 2025, and will end on December 31, 2026. Applicants may apply for $50,000 or $75,000 based on student enrollment.
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Grant Insights : Professional Development Grants for Teachers
Grant Availability
How common are grants in this category?
Uncommon — grants in this category are less prevalent than in others.
88 Professional Development Grants for Teachers grants for nonprofits in the United States, from private foundations to corporations seeking to fund grants for nonprofits.
28 Professional Development Grants for Teachers over $25K in average grant size
25 Professional Development Grants for Teachers over $50K in average grant size
15 Professional Development Grants for Teachers supporting general operating expenses
63 Professional Development Grants for Teachers supporting programs / projects
700+ Grants on Instrumentl focused on STEM / STEAM Education
400+ Grants on Instrumentl focused on Teacher Development & Training
Grant Deadline Distribution
Over the past year, when are grant deadlines typically due for Professional Development grants for Teachers?
Most grants are due in the fourth quarter.
Typical Funding Amounts
What's the typical grant amount funded for Professional Development Grants for Teachers?
Grants are most commonly $10,000.
Frequently Asked Questions
What types of nonprofits can qualify for Professional Development for Teachers grants?
Professional development grants for teachers are open to nonprofits, school districts, education groups, and teacher training programs. Organizations providing training or learning opportunities for teachers that can improve classroom practices, teaching skills, leadership, or offering new ideas for curriculum may be eligible.
Based on Instrumentl’s live grant database for professional development for teachers, grant deadlines are most common in Q4, accounting for 29.2% of all submission dates. The slowest period for new grant opportunities in this category falls in Q2, making it a less competitive time for preparation and strategic planning.
Why are Professional Development for Teachers grants offered, and what do they aim to achieve?
The goal of professional development grants is to give teachers the tools, knowledge, and resources they need to improve their teaching skills and, in turn, improve student success. These grants aim to boost the quality of education as a whole by ensuring that teachers are well-prepared to address current challenges in the classroom. Funders are interested in programs that focus on teacher growth and leadership, fostering lifelong learning and making a lasting impact on student achievement.
Funding for professional development grants for teachers varies widely, with award amounts ranging from a minimum of $250 to a maximum of $2,550,000. Based on Instrumentl’s data, the median grant amount for this category is $10,000, while the average grant awarded is $146,277. Understanding these funding trends can help nonprofits set realistic expectations when applying.
Who typically funds Professional Development for Teachers grants?
Professional development grants for teachers are typically funded by education-focused foundations, government agencies (Department of Education), and corporate sponsors (Google for Education) committed to improving education. Private foundations like the Gates Foundation or the Walton Family Foundation also support educational efforts to improve teaching quality.
What strategies can nonprofits use to improve their success rate for Professional Development for Teachers grants?
To improve the chances of getting professional development grants for teachers, applicants should:
- Design relevant training programs – Focus on addressing current challenges teachers face and offering practical, effective solutions.
- Set measurable development goals – Establish clear professional development objectives and provide data or metrics to track success with.
- Collaborate – Work with universities, education specialists, and policy organizations to strengthen your application.
Need help writing a strong funding request? Follow our step-by-step guide to crafting compelling grant proposals.
How can Instrumentl simplify the grant application process for Professional Development for Teachers grants?
Instrumentl simplifies the process of applying for professional development grants for teachers by offering an intuitive platform that helps nonprofits discover relevant funding opportunities, track deadlines, and analyze funder-giving patterns. The platform's automated alerts ensure users never miss a deadline, while detailed funder insights help organizations tailor their applications to align with grantor priorities.
Learn how NYU Langone saved significant time prioritizing their best-fit funding opportunities.