1.3 Policies, Procedures, Programs & Funding
Candidates research, recommend, and implement policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. Funding strategies may include the development, submission, and evaluation of formal grant proposals. (PSC 1.3/ISTE 1c)
Artifact: Tech Integration Grant Proposal
Reflection:
The Technology Grant Proposal was completed as an assignment in ITEC 7410, Instructional Technology Leadership and selected as the artifact for Standard 1.3. The purpose of the Technology Grant Proposal was to identify a technology need at Gainesville High School, analyze funding source opportunities, and complete a grant proposal/application. I chose to focus on identifying tools that could help GHS Math classes link abstract Algebra concepts with engaging activities and applications. My project, Making Math Meaningful, with Graphs, Data, & Science, would provide students with opportunities to collect data and analyze graphs of functions in meaningful ways. The requested funding, for motion sensors and temperature probes, will supplement existing GHS technology (graphing calculators and Chromebooks) and help model real world situations through graphing, while successfully integrate technology at a higher LoTi levels.
Standard 1.3 establishes the expectations for candidates to research, recommend, and implement policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. The Technology Grant Proposal demonstrates mastery of Standard 1.3 by documenting my ability to research, recommend, and implement funding strategies to support student-centered, technology-infused learning. The process included researching and evaluating numerous grant opportunities and identifying grant opportunities specific to the desired content area and application. I also consulted with peer teachers and our department chair to verify needs and opportunities, and to recommend various grants to apply for that would result in technology supplements to our curriculums. The Technology Grant Proposal also outlined a plan for implementing the new technology, including policies and procedures for sharing the resources among a large math department.
By completing the Technology Grant Proposal Application, I learned how to research and evaluate grant opportunities, and how to write a grant proposal. I have always been an excelling writer, and in my 6 years of teaching at GHS, my colleagues often told me that I would be good at grant writing. I enjoyed the opportunity to dip my feet into this process and found it fulfilling and rewarding. After this introductory experience, I look forward to identifying opportunities and applying for grants for my classroom, department, and school in the future. If given the opportunity to improve the process of creating this artifact, I would have submitted the proposal to both of the funding sources/grant opportunities. This assignment was completed in the midst of the Covid-19 pandemic, and at the time I wrote it, we had just been informed that we would not be returning to the classroom for the remainder of the academic year. I would have loved to submit my application- and even more so, to have been awarded the grant for our Math department. Regardless of the outcome, I believe submission would have made the experience more empowering.
This artifact impacted school improvement, student learning, and/or professional development by providing me with an opportunity to advance my skills and knowledge about funding strategies for our department and school. It helped me to realize that, regardless of budget allowances, teachers can be empowered to identify resources to supplement their budgets through grant opportunities. Grant opportunities provide pathways for school improvement and student learning. Upon completing this project, I approached our department chair and professional development administrator to discuss hosting a grant writing workshop/collaboration with peer teachers to identify other areas of opportunities for supplementing our technology and curriculums and providing a grant writing overview. Unfortunately, the pandemic put this idea on hold, but I look forward to revisiting it in the future.
The Technology Grant Proposal was completed as an assignment in ITEC 7410, Instructional Technology Leadership and selected as the artifact for Standard 1.3. The purpose of the Technology Grant Proposal was to identify a technology need at Gainesville High School, analyze funding source opportunities, and complete a grant proposal/application. I chose to focus on identifying tools that could help GHS Math classes link abstract Algebra concepts with engaging activities and applications. My project, Making Math Meaningful, with Graphs, Data, & Science, would provide students with opportunities to collect data and analyze graphs of functions in meaningful ways. The requested funding, for motion sensors and temperature probes, will supplement existing GHS technology (graphing calculators and Chromebooks) and help model real world situations through graphing, while successfully integrate technology at a higher LoTi levels.
Standard 1.3 establishes the expectations for candidates to research, recommend, and implement policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. The Technology Grant Proposal demonstrates mastery of Standard 1.3 by documenting my ability to research, recommend, and implement funding strategies to support student-centered, technology-infused learning. The process included researching and evaluating numerous grant opportunities and identifying grant opportunities specific to the desired content area and application. I also consulted with peer teachers and our department chair to verify needs and opportunities, and to recommend various grants to apply for that would result in technology supplements to our curriculums. The Technology Grant Proposal also outlined a plan for implementing the new technology, including policies and procedures for sharing the resources among a large math department.
By completing the Technology Grant Proposal Application, I learned how to research and evaluate grant opportunities, and how to write a grant proposal. I have always been an excelling writer, and in my 6 years of teaching at GHS, my colleagues often told me that I would be good at grant writing. I enjoyed the opportunity to dip my feet into this process and found it fulfilling and rewarding. After this introductory experience, I look forward to identifying opportunities and applying for grants for my classroom, department, and school in the future. If given the opportunity to improve the process of creating this artifact, I would have submitted the proposal to both of the funding sources/grant opportunities. This assignment was completed in the midst of the Covid-19 pandemic, and at the time I wrote it, we had just been informed that we would not be returning to the classroom for the remainder of the academic year. I would have loved to submit my application- and even more so, to have been awarded the grant for our Math department. Regardless of the outcome, I believe submission would have made the experience more empowering.
This artifact impacted school improvement, student learning, and/or professional development by providing me with an opportunity to advance my skills and knowledge about funding strategies for our department and school. It helped me to realize that, regardless of budget allowances, teachers can be empowered to identify resources to supplement their budgets through grant opportunities. Grant opportunities provide pathways for school improvement and student learning. Upon completing this project, I approached our department chair and professional development administrator to discuss hosting a grant writing workshop/collaboration with peer teachers to identify other areas of opportunities for supplementing our technology and curriculums and providing a grant writing overview. Unfortunately, the pandemic put this idea on hold, but I look forward to revisiting it in the future.