The NEA Urban Grants Program

What are Urban Grants?

Since 1985, the National Education Association’s Urban Grants Program has supported local NEA affiliates in the development of education reform leadership programs for PreK-12/Graduate School faculty and education support professionals. Each year the NEA awards 25 Urban Grants in the amount of $5,000 each to NEA local affiliates to help support them with these programs.

The 2004-05 grant winners from six regions and 27 states were announced at the Dec. 1-4, 2004 meeting of the National Council of Urban Education Associations in Portland, OR. The winners received funding for projects that will help members complete college coursework needed to meet new federal requirements, encourage high quality classroom-focused professional development for teachers, help develop professional development geared toward elevating Latino students’ academic proficiency, and help develop a cadre of teacher mentors, among others.

The NEA Constituent Relations Department administers the program and looks for proposals that contribute to restoring public confidence in public education by reflecting some aspect of the NEA’s Strategic Priorities which include:

• Student Achievement: Students with the skills and knowledge to function successfully in school so that they also may succeed as adults in the 21st century.
• Teacher Quality: A qualified teacher in every classroom.
• Education Support Professional Quality: Qualified education support professionals in classrooms and at worksites.
• Quality School Systems: A quality public school for every student.
• Public, Parental, and Business Support: A financial, technical, and political environment that promotes student achievement and great public schools.
• Membership and Affiliate Support: Organize, mobilize, and manage resources to strengthen state and local affiliates in leading the movement for great public schools.

Who is eligible for an Urban Grant?

NEA local affiliates of 500 members or more who are listed with the NEA membership office or the largest local NEA affiliate of any state regardless of membership number are eligible to apply.

What is the Program Procedure?

1. Applicants submit a proposal to the NEA Constituent Relations/NCUEA Office. Proposals must be postmarked by September 30.
2. The Constituent Relations staff will correspond with each applicant as well as their respective state association and regional office, notifying them of receipt of the proposal.
3. Urban Grant winning affiliates are announced at the National Council of Urban Education Associations Fall Conference and publicized in NEA publications.*

* NEA reserves the right to publicize, reproduce, or use the reports and/or products resulting from any of the Urban Grants projects.

What are the responsibilities of Grant Recipients?

1. Submit interim and final progress reports to NEA Constituent Relations/NCUEA. Interim reports are due May 31 and final reports are due January 31.
2. Urban Grants recipients must be willing to share what they have learned from their projects at the NCUEA Fall Conference and in local Association-sponsored forums.
3. Any publications or media presentations prepared in conjunction with an Urban Grant must include the following statement: This project is supported by the National Education Association through its Urban Grants program.

NEA reserves the right to request the refund of grant monies from any recipient that does not comply with these guidelines. Extenuating circumstances may be approved.

Important Dates:

• Proposal Deadline:  September 30
• Grants Awarded:      By December 31
• Project Duration:     One year (December of the following year)
• Interim Report:        May 31
• Final Report:             January 31 following project completion

Proposal Review and Selection

A carefully selected committee of NEA local affiliate presidents and NEA staff reads and evaluates all parts of the applications and makes its judgments using the following criteria:

• Application is complete  and adheres to all instructions
• Complies with NEA policy
• Benefits the local Association
• Involves local members in the project
• Objectives are attainable and measurable
• Promotes partnership and collaboration with school districts and other stakeholders
• Demonstrates innovation, originality, and creativity
• Meets identified needs
• Shows potential for successful completion and replication
• Timeline for activities is adequate for successful completion of project
• Uses funds appropriately; estimates costs realistically
• Confirms that project can continue after grant monies end

Decisions by the Evaluation Committee are final.

Questions?

Please direct any questions you may have to:

NEA Constituent Relations/NCUEA
1201 16th Street, NW
Washington, DC 20036

(202) 822-7155
e-mail: urbaned@nea.org

Application Guidelines

Provide clear, complete responses to Parts I–VI below. To be considered, all parts must be answered and all requirements must be met.

PART 1

Applicant Information

1. Provide name, address, telephone number, fax number and e-mail address of local affiliate. Two or more affiliates may submit a joint proposal for a cooperative effort; complete applicant information is required for each affiliate.
2. Provide name, telephone number, fax number, and e-mail address of a) local affiliate president, b) local affiliate executive director/UniServ director, and c) project coordinator(s), who will be the contact person(s) for the duration of the project.
3. Indicate if the applicant has previously received an Urban Grant and if so, when. Proposals for continuing projects are only eligible for funding for three consecutive years.

PART II

Project Summary

1. Provide a 50-75 word summary description of the project.

PART III

Statement of Need

1. Provide a brief description of the need for the project and how it was determined. Indicate the number of Association members and other people involved, how the project will increase student achievement, and how teachers, education support professionals, and the Association will benefit from the completion of the project.

PART IV

Project Description

1. Objectives: List the specific objectives to be accomplished in the program, preferably in measurable terms.
2. Activities: State the activities that will take place to accomplish the objectives.
3. Products: Describe any products that will result from the project, if applicable.
4. Roles and responsibilities: List the principal people involved and their major responsibilities.
5. Timeline: Construct a timeline for the project. Note when major activities will take place. The project, or the phase of the project to be funded by an Urban Grant, must be completed by the following December.

PART V

Projected Budget

1. Estimate project expenses, such as travel, supplies, and printing. Note additional funding source(s) if applicable. Funding from other sources (e. g., school system, private sector) supports the importance and viability of the project. No more than 25 percent of grant monies can be used for stipends, substitute teachers, release time, outside speakers, or consultants.

PART VI

Signatures

Three dated signatures are required:

1. Project Coordinator(s)
2. Local Affiliate President
3. Local Affiliate Executive Director/UniServ Director

Local Example

Committed to Peaceful Resolution in Brookhaven, Pennsylvania

The Chester Upland Education Association (CUEA) is taking the lead in efforts to curb student violence.

“Students in the Chester Upland School District are in dire need of conflict resolution programs,” notes CUEA President Melody Subashi. “Our school administration changes so frequently, we had to take on the responsibility for these programs.”

This CUEA program focuses on providing better training to educators on how to recognize the signs of violence, how to prevent it, and how to cope with it should it unfold. It also examines how violence in the home or community leads to violence in the schools.

“NEA, the Pennsylvania State Education Association, and CUEA are committed to finding ways to reduce violence in our schools. The NEA Urban Grant was a first step in that commitment,” Subashi adds.

Urban Grant Project Ideas

Cooperation, collaboration, and community are the trademarks of the many innovative programs developed by large urban locals of the National Education Association under this mini-grant program. Successful Urban Grant applicants have focused on NEA’s Strategic Priorities and have contributed to restoring public confidence in public education through their projects. Listed below are project ideas.

          Making Low Performing Schools A Priority

          Forming Literacy Programs For At-Risk Students

          Teacher/Student Mentoring

          Involving The Broad Community In Education

          Electronic Networking With Community

          School Safety Programs

          Professional Development Activities

          Community Awareness Of School Effectiveness

          Partnerships To Help Students Learn

          Technology In Urban Schools

          Promoting Diversity And Equity In Urban Schools

          Team Building Innovations

          Teacher Recruitment And Retention

          Encouraging Young People To Enter The Teaching Profession

          Dropout Prevention Programs

NEA Regional Offices

NEA Mid-Atlantic Regional Office  1201 16^th Street, N.W. Washington, DC Suite 412, 20036 Tel: (202) 822-7111 FAX: (202) 822-7170

NEA Midwestern Regional Office  Alamo Plaza 1401 17^th Street, Suite 950, Denver, CO 80202 Tel: (303) 294-3541 FAX: (303) 293-8797

NEA Northeast Regional Office  1201 16^th Street, N.W. Washington, DC, Suite 412, 20036 Tel: (202) 822-7111 FAX: (202) 822-7170

NEA Pacific Regional Office  1350 Bayshore Hwy, Burlingame, CA, 94010 Tel: (650) 347-8983 FAX: (650) 347-8983

NEA Southeastern Regional Office  1745 Phoenix Boulevard, Suite 330, Atlanta, GA 30349 Tel: (770) 996-9047 FAX: (770) 996-2212

NEA Western Regional Office  Alamo Plaza 1401 17^th Street, Suite 950, Denver, CO 80202 Tel: (303) 294-3544 FAX: (303) 293-8797

NEA Headquarters  Membership and Organizing/Urban Initiatives, 1201 16th Street, N.W., Washington, DC 20036-3290 Tel: (202) 822-7155

NEA Resources

Guide for School Leaders Sorts out Legal 
Issues Regarding Sexual Orientation, Identity

A consortium of national organizations — including NEA — has issued “Dealing with Legal Matters Surrounding Students’ Sexual Orientation and Gender Identity.”  ( PDF, 409 KB, 21 pages ) It provides practical guidance on schools’ legal rights and responsibilities with respect to students, school programs, and curriculum. Using a question-and-answer format, the publication addresses everything from student organizations and clubs to dress codes.

NEA Offers Values/Character Education Resources

Without taking a position on any specific approach to values/character education, the NEA has compiled a wealth of authoritative and respected resources to assist members, other educators, and concerned citizens in finding the approach that will work best in their communities.

Learning First Alliance Offers Guidance on ESEA

The Learning First Alliance, a partnership of NEA and 11 other leading national education groups, has developed and released a comprehensive set of materials to help schools and communities understand and respond to the federal Elementary and Secondary Education Act (ESEA). NEA members can get professional onsite assistance in conducting community “conversations” aimed at increasing understanding of the new regulations.

The package gives special attention to schools that are labeled “in need of improvement” under the new federal requirements of ESEA, which was officially renamed the Leave No Child Behind Act. The entire set of materials (in PDF) is available for download at the Learning First Alliance Web site.

NEA Offers Resources to Improve School Quality

Keys to Excellence for Your Schools (KEYS) is a survey tool and school reform process to help NEA members work with administrators, parents, and the community to improve local schools. The KEYS program is a major part of NEA’s efforts to make public schools great for every child.

NEA Report Offers Teachers’ Views on Reading

The Report of the NEA Task Force on Reading 2000 (76k PDF, 30 pages) moves beyond the ongoing debate about the best ways to teach reading and calls for a focus on “complete” reading programs. The report states that “…amid all the discussion by special panels of experts and statements by policy makers, the voices of teachers — the people whose expertise is based on real teaching experiences in real classrooms — are not usually heard.”

NEA’s report was written by teachers and offers guidance for practitioners and policy makers seeking to make a difference in real classrooms.

The NEA Task Force on Reading agreed on three key points around which the report’s recommendations revolve.

• There is no one way to teach reading that works for all children all the time.
• The teacher, not the method, makes the real difference in reading success.
• Teachers cannot do the job without the support of the community and good policy.

The report also describes 10 key elements of what should comprise a complete reading program.

Bookstore

NEA “Professional Library” books can help you and your colleagues manage classrooms, inspire students, and transform learning. You can read most of our newest titles free online. Ordering what you need to succeed is simple, secure, and just a mouse click away!

Web Site Points Hispanic Students to Scholarships

Get easy access to more than 1,000 sources of college financial aid at the Hispanic Scholarship Directory Web site. Sponsored by NEA and the National Hispanic Press Foundation, the site includes college application guidelines and a scholarship database searchable by state, college, and field of interest.

Good News: State-by-State

Explore the NEA State Affiliate where you live and take a look at the good things going on in your community’s public schools.

NEA Foundation for the Improvement of Education

The NEA Foundation for the Improvement of Education (NFIE) awards grants to educators who propose innovative and promising ways to help all students experience academic success and reach their full potential, especially those who have been historically underserved by society’s institutions.

NEA Today

NEA Today is the Association’s flagship publication. Published eight times a year, it presents a collaborative exploration of the hottest challenges and solutions facing today’s teachers.

Urban Grants Program

Grassroots initiatives that promote a spirit of cooperation among local educators, students, and urban communities are recognized by the NEA Urban Grants Program. Each year, NEA awards 25 grants of $5,000 each to local NEA affiliates. Hurry! This year’s deadline is September 30.

President’s Columns

NEA’s President offers a regular commentary on the education scene. He addresses everything from teacher quality to student achievement in his Washington Post column.

Substitute Teachers

Substitute teachers perform a vital function in the maintenance and continuity of daily education. They serve as educational bridges when teachers are absent. Learn more about these professionals and find out what states are doing to recognize them.

Works4Me

The NEA’s popular Works4Me program provides an ongoing supply of classroom tips from fellow educators. Each week, Works4Me subscribers receive an e-mail message with two practical classroom tips submitted by the real education experts - your colleagues.

NEA members also can read the weekly tips on OWL.org, an NEA Web site that provides members with practical tips, strategies, and education materials. Free registration is required for this member-only site; once you have registered and logged in, go to the My Profession section and scroll down to the Works4Me feature.

To join the mailing list, simply send an e-mail message to: lyris@list.nea.org. Type: “subscribe works4me” in the message field.

Works4Me Tips

NEA’s Works4Me tips library contains hundreds of ideas and solutions you can use in your classroom right now. They are divided by topic. All activities and techniques are submitted by fellow teachers to enhance effectiveness and interaction with parents, students and peers.

Topics

NEA can help you discover and understand all the key issues in education today — from charter schools and vouchers, to teacher quality and professional development. Teachers may find the following topics especially interesting:

• Accountability and Testing
• ESEA (”No Child Left Behind”)
• National Board Certification
• Social Security
• Teacher Quality
• Teacher Shortage

Character Education:

Background and Discussion

• Background and Discussion National Organizations and Programs State Programs Resource Clearinghouses Research References

  Is Character Education the Answer?
  Education World School Administrators Article, 1999.
  “As incidents of in-school violence become more common, and strict disciplinary techniques and increased security measures fail to control the problem, many parents, educators, politicians, and social leaders are looking for reliable methods of prevention. Is character education the answer?…”

• Character Education. ERIC Digest.
  Evelyn Holt Odden, 9/2000.

  (Some points from this digest…

  • Those who say schools do not reinforce social values have failed to examine the underpinnings of the educational system and its expectations. Education is value-laden, as the society determines what will or will not be modeled. Morals are “caught, not taught,” and “classroom life is saturated with moral meaning that shapes students’ character and moral development.”
  • In character education, the school community identifies the core values of the school and works to teach and reinforce those shared values within the students’ lives. Consensus must be reached to develop the shared vision of what character traits should be fostered. Those character traits should permeate the child’s learning environment, whether in the classroom, hallway, gymnasium, cafeteria, sports arena, or local restaurant. The character traits are part of the fabric of the whole community, and all stakeholders model the desired behaviors.
  • “To become grounded in basic values, students must see good examples in all aspects of school life and be taken seriously.”
  • Some critics consider character education to be indoctrination in values contrary to those taught at home. If the selected values, however, are outcomes of decisions involving all stakeholders in the school community, then they should not conflict with those taught at home…
  • Many schools with successful character education programs have observed fewer disciplinary referrals for misbehavior, improved school attendance, fewer student drop-outs, and higher performance scores on standardized achievement tests. If schools become welcoming, supportive places for students, students are more likely to attend and stay on task. Student achievement is likely to improve…)

• Essays regarding the philosophical foundations of moral education, character education, values education…
  
  • Empathy and Morality
    Susan Verducci, Stanford University, Philosophy of Education 1999
  • The Role of Sympathy in Kant’s Philosophy of Moral Education
    (This essay is a response to Verducci, above.)
    Michael B. Mathias, University of Rochester, Philosophy of Education 1999

• See what “Modeling Respect” looks like (in Web Video)
  • How to Pay Attention with Respect/Modeling Respect
    “Too often teachers and other adults expect children to be respectful in the way they talk to them but may actually model disrespect when they talk to children…”