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Writing a grant proposal is a bit like building a ship. Any holes in the structure can cause your idea not to float with the person on the other end reading your proposal and deciding how to distribute funding. In this third installment of the How to Write Grants series, we’ll look at some tips for making your grant “sink proof” with some extra writing tips and a word about budgeting. 7. Don’t complain. Those reading your grant know classrooms are overcrowded, that there isn’t enough money for r esources, and teachers are strapped to provide the best for their students. Otherwise they wouldn’t be funding classroom projects. Don’t waste valuable space (some grants have a word limit) telling them the obvious. There's a difference between describing your students' needs and restating what’s wrong in public education. For example, including the number of students in your classroom without access to technology at home would be stating a fact that would help someone understand your unique needs, as opposed to writing something along the line of “teachers never have enough resources for the students.” Share what you do to promote student learning in spite of the circumstances. Come across as someone who has a solution to improve your students’ learning environment, not one who dwells on the problems. This will help your grant request be view as a solution - and a good investment. 8. Negatives are your positives. Securing funding isn't just about getting "stuff;" it's about making improvements. This goes back to Part One of this blog post series about thinking in terms of project, not product. Don’t forget about your demographics and test data. It’s not that these things are negative or “bad,” but they are aspects that are obstacles to reaching your students needs - making your grant request all the more vital. Many grants request the demographic information for your school and/or classroom. Emphasize in your application how a particular demographic benefits through your project (example: low socio-economic, status high special education population, etc.). If there is the potential to bring up a weak academic area as evidenced through assessment data, include that, too. Make your statistics work for you, and your students will benefit when your grant is awarded. 9. It’s all about the money. Budget wisely and sensibly. Just because you can write a grant for up to $10,000 doesn’t mean you should. Those awarding grants want to spread their funds as much as possible, unless it’s a grant for a fixed amount of money. Think of your goals. While many projects do warrant great expenditures to make an idea a reality, keep in mind the materials you request should adequately and appropriately fulfill the intent of your project. Do your research so you can include the best prices in your budget for the requested materials. You need to be exact when you get to that all-important page where you need to list your materials and quantity of each. Remember to include any other extras that may be necessary to get your project off the ground, such as batteries or bulbs. Another good rule of thumb: break it up. Write grants for smaller amounts of money and fewer materials at a time to gradually build up to a large scale project. A well-written grant with a lower dollar figure stands a better chance than an over-the-top project that isn't clearly expressed. As mentioned in Part Two of this series, make sure you read the directions regarding what expenses will and will not be funded. Those guidelines will be adhered to by the granters regardless of how well-written or intentioned you are in your request. There’s one more installment in the How to Write Grants series before we “anchors away” and you can sail away with all the valuable tips you need to begin securing funding for your classroom. In the last post of this series, I’ll share how to maintain connections with those funding grants to build lasting relationships and trust.

To listen to this post on the Next Chapter for Teachers Podcast, click here. What have you been feeding yourself lately? I’m not talking about the food on your plate (although that’s important too) - I’m talking about your social media news feed. We rely on the internet to keep us connected during this time when we can’t be face to face, but what you read and see impacts how you see yourself and how you teach. Today we’re talking about social media and how it impacts your life and practice as a teacher. It was an important topic before COVID hit, and is even more so now. We are online like never before - not just to teach our students, but to communicate with one another, search for ideas, inspiration, shop - the virtual world has become a necessity while the physical world is not fully available or safe to us. Before going any further, let me say there is a lot to gain from the ideas and connections we form online. The technologies, apps, and programs that we have at our fingertips today are making this season of life much more doable than had it occurred 10, 15 years ago. It's also improved our outreach as teachers and our ability to connect virtually with students. I share more about this in The Thrive Guide: Beginning a Teaching Career in Uncertain Times, which you can download here. But the volume of information we are consuming and the amount of time we are spending in isolation are cause for a pause. It’s how we are internalizing what we are reading and viewing, at what is for many of us the lowest point of our careers or lives, that we need to take a look at. Social media is not only our place to connect, but where we go for ideas, curiosity, and boredom. It’s easy to fall down the rabbit hole of viewing glossy feeds, stylized photos, and catchy quotes. The longer you scroll, the harder it is to separate it from reality. I’ll share a personal experience from three years ago. I was on Instagram after a long day at school in the Spring - and we all know what are students are like around Spring Break. I was tired and feeling defeated - in several areas of my life. Then, I came across a quote on someone’s grid - I can even remember it was in black and white, in a very trendy font. It read, "If you’re not giving your students your best, don’t expect them to give you theirs." It pierced my heart, because I was going through a difficult experience personally where I felt devoid of energy and unable to be the teacher I wanted to be for my students. I could not give my students my best. Reading that message, although not intended directly for me, made me feel even more hopeless and negligent as a teacher. Now, in hindsight, I can see the fallacy of that quote, because as adults with many responsibilities and demands outside of teaching, there are many times when we can’t be our best - especially right now. And just because you can’t be your best teacher self doesn’t give your students a free pass to misbehave or complete their work to the best of their ability. We know that our students can’t always do their best because of what’s going on in their lives, either, it’s a two way street. But back to how this relates to what you’re feeding yourself on social media. What you see in posts on Facebook and Instagram (or any other outlet you use, those are just the ones I’m familiar with) is not the whole picture of that person’s life, much less yours. You have to keep in mind these three things: 1. We’re all in different stages of our lives. Our chapters may be similar in some instances, but they have different settings, plots, and characters - especially characters. Someone just starting out in their teaching career or just beginning life on their own is going to have a different perspective than someone who has been in the classroom a while and has experienced more of life. That’s not to say that’s a bad thing, it’s just the truth. You don’t know what you don’t know. But before you take something you read or see to heart, remember that. 2. Many people, including teachers, use social media to connect with potential customers and clients. Social media has changed the advertising and marketing game. And again, that’s not a bad thing either, because I am a big supporter of small businesses and run one myself! It’s a great way for people to get to know you and your platform or product. I mean, that’s probably how you found this podcast! But remember. you are a demographic that is being targeted for sales. When people want you to know, like, and trust them, they are going to “sell” the best version of themselves. You’re not likely to see the messy tables, wrinkled clothes, and dark circles because that doesn’t make the best advertisement. 3. You aren’t seeing that person’s entire story. Even when people share things about their lives that aren’t so glamorous or aren’t so great, it’s often getting shared through a filter - literally. It looks better than what it really is, and there’s bound to be more there than what you see. In a way, that’s good - because I believe, even when you are trying to connect with people and be real, that certain elements of our lives need to be unapologetically closed off to others. Not every aspect of my life is for public consumption (sorry not sorry). But see it for what it is - highlight reels, filters, and poses. Even the feet up Fridays with the cute shoes. It’s feet up Friday because that’s cuter to look at than frazzled hair on a Friday afternoon, you know? So are you ready to clean up what you’re feeding yourself on social media? The first step is to determine what is making you SICK - that’s an acronym, S-I-C-K. If the things on your social media diet are making you SICK, it’s time to unfollow, block (if you’ll still be tempted to look them up), or unsubscribe - even if it’s me that’s making you feel that way! Let’s begin with the “S” in SICK - it stands for Sad. Depression and anxiety are running rampant right now, and our executive function has been taxed to the max as this pandemic has played out. If scrolling through your news feed of other teacher’s brightly lit classrooms, engaged students, colorful commentary is making you feel even more blue than you already may be, you’ve got to do something about it. Don’t keep consuming things that make you sad - protect your mental health at all costs. The “I” is for imitate. There are many great ideas that I have gained from IG, Pinterest, and YouTube over the years. But you have to put those ideas in context of who you are as a person and teacher and who your students are and their needs. As I like to say, Pinterest isn’t Pedagogy! In fact, I remember the days of teaching where we didn’t have Pinterest to look through for ideas, we had to look within ourselves to come up with creative and different ways to reach our students. And that is still possible - you have good ideas all on your own with no prompting from the internet! If you feel that you have to be just like someone else, don’t. Your students are different, your teaching style is different. Your way of adapting your classroom environment to 2020 is unique to you. If you feel you just have to be someone else - it time to unfollow. Because we need you, just as you are! On to “C” - Compare. It goes along with imitate, but it’s a little different. There’s a saying that goes “Comparison is the thief of joy,” and it’s no lie. We’ve all done it. We’ve scrolled and said “I’m not as accomplished as her, I never look like that at the end of the day, I don’t do those kind of activities with my students.” The end thought is always something to the effect of “she’s great and I’m not.” It’s a deep pit that we fall into with comparison, and the further you go, the harder it is to climb out. It goes back to that you don’t see that person’s entire life, entire story. And that person may very well be doing the same things after she posts - looking at other people’s feeds and thinking how she’s not enough! If what you are consuming has you pitting yourself against a filtered reality, it’s time to let comparison stop stealing from you. And last, the “K” - Keep you from taking action. Total defeat. Overwhelm. Hopelessness. I’m not talking about 2020, I’m talking about just feeling in complete despair over what you read and watch on social media. It’s the feeling that there is no use in even trying, you could never be like that or you are a failure before you even start. Just being in complete paralysis from all those that seem to be ahead of you. We can’t live that way. We can’t live in defeat or think our ideas or dreams are unattainable because of people who are great at editing photos and writing copy and ultimately selling themselves put themselves out their into the digital beyond (again not a bad thing, just see it for what it is). This year has brought enough despair and distress for several lifetimes. If your social media feed makes the words “never,” “impossible,” or “not me” creep into your heart, clean it up. So that’s SICK: Sad, Imitate, Compare, Keep you from Taking Action. Now... In contrast, let’s talk about what can make your social media feed WELL - another acronym. Connecting online is here to stay. I’m not here to knock it by any means, just think it shouldn’t control our self-esteem. So here’s what can stay in your feed with WELL: “W” stands for Want to Take Action. In contrast to what keeps you from taking action with SICK, we all need people who motivate us to be the best versions of ourselves. And there is a difference between motivation and imitation/comparison. At a time where we’ve lost our normal and every day seems to blur into the next, sources of initiative are a much needed boost. If it boosts your morale, makes you excited for the next day, or keeps you putting one foot in front of the other, by all means keep that on your feed! The “E” is for empower. This is very important, because even pre-pandemic, it was easy to feel as an educator that the big decisions are out of your control. However, you do have more control over your life and your classroom than you think. It just often takes bold, empowered people to help us see it for ourselves. A favorite saying I have come across is “When you start seeing what you’re worth, you stop giving people discounts” - meaning when we recognize how worthy we are of respect and happiness, you won’t permit others to do and say things that take that away from you. People that make you see your options and your value in the classroom and in your life are keepers. The first “L” in WELL is for Look Forward To. Do you always anticipate when someone is about to put out new content or scroll for a certain account because you’ve figured out they usually post on a certain day? I personally look forward to getting an email every Sunday night from one of my favorite bloggers and podcasters because of her encouraging, realistic perspectives on education. We all need things to look forward to and be excited about right now, when we can’t get out and engage in person. And the second “L”? It stands for Like Yourself. I’d go for love yourself, but that’s a tall order for a social media influencer to fill! People who make you feel good about yourself and make you smile are who we all need to aspire to be - if not online, then in real life. We could all use a jolt of joy right now. There’s an account I follow that’s pretty much all quotes that lift me up. If someone resonates with you, “gets” you with their posts and messages, keep those accounts around. Not only are we the consumers of content, but we are also the producers. If you’re someone that posts on social media channels, think about what you are putting out there and its intent. I’m not saying walk on eggshells, but we all need to think about the why and what behind our communications. Is your post going to make someone SICK or WELL? It’s worth considering, especially when many of us are feeling fragile and insecure about the future. Ultimately, we are all responsible for our own happiness. But with the way that the online world has become ingrained in our reality, we need to take steps to process the content we’re taking in so that it builds us up instead of tearing us down. It goes along with setting boundaries, which I discuss in this post. To review, we’re all in different stages in our lives that influence our views and what we post. Social media is a modern means of marketing, and the same advertising techniques that are used in traditional print media apply. Remember you are viewing someone’s highlight reel, not everyday life. Take a moment over the next few weeks, or the next time you tap on Facebook or Insta, to see if your news feed is making you SICK or WELL. Think about who you want to be when the chaos of COVID is over - and make sure it’s reflected in your social media diet.

As the school year continues to proceed in an uncertain fashion, let’s continue to direct some energy into the things that remain in your control. Do you have an idea for a project or supplies that could make your socially distanced classroom situation a bit brighter for your students? There’s probably a grant for that. Part one covered how to focus your idea, showcase it in a title, and plan how you will connect with your audience of grant writers. In part two of the How to Write Grants blog post series, we’re going back to the basics: here are three simple things you can do to make your grant idea stand out and look like the professional that you truly are to those reading your proposal. These may seem like very ordinary, run-of-the-mill ideas, but when competing for the same funds as other educators or institutions, it’s the little things that show granters that you are a serious and trustworthy awardee. 4. Follow the directions. Seriously. One way grants are sifted through is by eliminating those who didn’t read the instructions. Always read and follow the fine print, down to font size and margins. Your grant application is like a job application. If you don’t follow the word limit, include the required information, or meet the deadline, it’s already over. You’ve shown you don’t really want the “job.” If you have questions about how to complete the grant, there is usually an e-mail or phone number listed for you to contact for information. Better to be safe than sorry in the end. Another point that I go into more in the next post in this series: be sure to provide any requested information regarding items and expenses in the budget. Not doing so is also a deal breaker. 5. Grammar and spelling count. Word choice does, too. Whatever you do, check your work before you turn it in. Nobody likes to read through a paper that’s a minefield of mechanical errors (not even you, teacher). The appearance of your grant application is just another way of showing you do or don't care. No one wants to read something that goes over his or her head, either. Don’t use jargon in attempt to impress the reader. A grant application is not a college essay. Remember from the first blog post on writing grants how important it is to consider your audience and what they may or may not know about classrooms and teaching. Just be your best self, and you may be surprised at the outcome. 6. Avoid using “filler words.” I consider any word that can be left out and still maintain the flow of your writing a filler word. Fillers are fluff, the adult version of adding "I hope you liked my story" or "The end" to your essays in grade school. They are little, repetitive words that distract a reader from the purpose of your grant. Although you want to provide as much information as needed, you also want to be concise. Getting your point and ideas across with clarity and brevity will stick in the reader’s mind much more so that unnecessary rambling just to fill space. For example: the word “will” takes up a lot of space, especially if you have a word limit for your application. You will find yourself using "will" over and over and over...because your project hasn't happened yet. The solution: write your grant in the present tense and the reader can better visualize your project in action. Personally, I think it makes it sound like you have a better vision for your project when you use present tense and allows for more visualization on the reader’s end. Another good word to leave out as much as possible: that. That takes up a lot of room, too. I'm also not too fond of “also,” as it, too, becomes repetitive. Your new assignment: take a hard look at your own writing. Often as teachers we get so caught up in the teaching of writing (if that is a subject you are responsible for teaching) that we don’t take time to look at our own craft. Being able to write well is a gateway to improving your communication and sharing your voice with others. You’ll feel more confident expressing yourself as a professional, whether it’s sending a parent email or addressing your school board. Writing well is a ticket to getting others to take a closer look at what you have to say. Use grant writing as a means better your classroom environment along with your ability speak for yourself.

This blog post is based on a podcast I did on setting boundaries. You can listen to it here. Today’s topic, boundaries, is extremely important considering the mounting stress teachers are under as the school year resumes in the midst of a global pandemic. Whether you’re teaching face-to-face, remotely, or in a hybrid model, the demands are unlike anything I have experienced in my 18 years in the classroom. If you’re a new teacher and you have nothing else to compare it to, I’m sure you are wondering what you’ve walked into. The expectations and uncertainty of what the future holds for this school year have not only caused disruptions to work-life balance, but to the physical and mental health of teachers. Fearing for your safety unfortunately is not a new thing in education - only the threat now isn’t just an active shooter or other acts of violence, but not having the necessary PPE or social distancing to protect yourself during the day and to avoid potentially bringing COVID home to your loved ones. Aside from health concerns, the technology transition that most schools are undergoing is a source of overwhelm in itself. Even if you are back in a physical classroom, the move to put resources online and teach students how to use technology to complete and submit work - basically making things as touch-less and paperless as possible - is no easy feat, six feet apart and wearing a mask. Everyone has a different level of comfort with implementing technology, appearing on camera, and adapting their teaching style and resources for a digital format. If it feels like too much, it’s because it is. No one, I assure you, ever signed up for this. Worst of all, this is a long haul situation. It’s not going away next month, next semester, and who knows, maybe not even next year. It’s not the normal that we want - but it’s the normal that we have. Which leads to our discussion about boundaries. The line in the sand. A brick wall, if you prefer. The point before the breaking point. Boundaries are how you protect your family, your health, and your soul. It’s a topic I discuss in The Thrive Guide: Beginning a Teaching Career in Uncertain Times, which you can download at this link. Creating boundaries is the only way to sustain a teaching career for the long term. It’s you, as an intelligent, worthy individual, recognizing the necessity of a division between work and home. Being a first year teacher is overwhelming - pandemic or not - but no teacher of any experience level is meant to work themselves into physical and emotional exhaustion. As I like to say, you are more than a teacher, and you deserve to set limits on how you spend your time outside of school. Setting boundaries will save your career before it starts. But no one can set those boundaries but yourself. How long to stay after school, when to stop responding to emails for the day, the amount of time to spend writing lessons, grading papers, or troubleshooting technology. That’s for you to decide. And believe me when I say I know it’s hard, because I have struggled saying no and reducing the blur between my work life and home life. However, a saying that I have come to abide by is “What you allow, will continue.” You have to speak up for your needs as a human being, or no one else will. And you are allowed to have needs and limits - even in a pandemic. One of the reasons why setting boundaries is so hard - is because teaching is a profession dominated by women. As women, we often feel it our duty to be the nurturers, to sacrifice our time and needs for the safety and security of others. I refer to this as the “martyr mentality” and the “busy badge.” Maybe you’ve felt that you’re not good enough unless you’re giving all you’ve got until you have nothing left. I couldn’t disagree more. No career should lead to the destruction of your health, family, and happiness. Not even the noble pursuit of teaching. Setting boundaries is not selfish - in fact, it’s more selfish to run yourself into the ground because you feel you need to do it all. Who will you be, what will have left to give others, if you’re burnt out and not able to serve anyone? And a very real point to consider, especially in the age of COVID19, is the value of your life. I recently wrote a blog post about this for NNSTOY, titled “You Are Not Essential,” that addresses this topic. But let’s go back to that “martyr mentality” and “busy badge.” We hold on to those with an iron grip in education, and they will keep you from sticking to your boundaries every time. It comes down to confronting your own ego. You alone are not meant to save the world, do everything, or make all the trains run on time. The issues that abound in education prior to and in the midst of COVID19 were created by many longstanding problems out of your control. We can all do our part - but we have to recognize our own frailty as human beings. Others have created issues and look to you to clean up a mess you did not create. And often, what’s being asked of you isn’t necessary or could be approached in another way. If public education is to succeed, there needs to be systemic change, but internal change from teachers as well. It starts with creating boundaries. Not because you are lazy. Not because you don’t care. But because you recognize your worth as a human being who was made not only for service to others but to experience peace and joy - even in a pandemic. I'm sure even if you agree with me, you’re thinking, “Okay, but how do I get there? How do I make boundaries?” Learning to create and stand by boundaries is a growth process. You will cave and have to start over. You’ll be wracked by guilt. But ultimately, you will gain self esteem, confidence, and be an even better teacher than you ever could have dreamed of being because you will have the energy to focus on the things that matter - in your classroom and in your life. Here are five ways to get started with setting boundaries today. 1. Make lists and prioritize your tasks. Focus on completing the things that are due first and what is most important for student learning. The popular Steven Covey quote, “The main thing is to keep the main thing the main thing” applies here. There’s a lot being thrown at you to do right now - but you know as well as I do, as a talented, well educated professional, what is most important for your students to experience this school year. When faced with an onslaught of tasks, choose the things that are the must dos and most important dos. There’s no doubt in my mind you have the intelligence and intuitiveness to find them. 2. Be intentional with how you spend your time. This has become even more difficult with our need to use technology for teaching and to keep updated on an ever changing situation, but by being intentional , you can be, well, intentional. If you have things that you need to finish, close the door, silence your phone, and get to work. This often means being firm about not being interrupted, especially at home, but if the intention is to create more time with your family and you are upfront with that, the ones that love and truly care about you will get on board. It may mean having to change your habits, but think of it as exchanging one habit for a better one. You'll feel better when you can cross things off your list. 3. Choose certain days to complete necessary tasks. Make one day your day to stay late to plan lessons or upload assignments for the upcoming week, instead of doing it at the last minute or staying after school each day. Use a calendar to schedule your times for when you will work on these things so you have a visual reminder to keep you accountable. What if that doesn’t give you enough time to get everything finished? Go back to number one - prioritize what matters most to student learning. The concessions you may have to make are worth the peace you gain. 4. Have a time where you "turn off" school for the day - and stick to it. I know - this year that’s like asking for the sun not to rise. But if you’re going to make it to June, it’s probably the most important thing you do. Even if you feel you must bring work from school home, set a time where work will stop and life for the evening begins. You and your family need to have time to connect and prepare for the following day, with no interference from work. It will be there tomorrow waiting for you - but this moment with your family will not. Your "turn off" time also includes responding to emails and parent communication. Emergencies happen, and parents are just as stressed as teachers regarding the changes to education, but your time as an adult, spouse, and parent yourself needs to be respected outside of school. Leave correspondence about work and student issues to the hours you are at school or holding “office hours” if teaching remotely. 5. Find or keep your hobbies and activities you enjoy that are not school related. Don’t let those go by the wayside in spite of everything that’s going on. Being a well-rounded person will make you a happier, healthier human being, not to mention teacher. With the emotional distress that we are under from this crisis, they are necessary for maintaining your mental health. Work out, learn how to paint, have a Zoom meet up with friends - the endorphins gained from having fun will only help you with the work ahead. Before I close, I feel I need to address the act of saying “No,” because in order to set and maintain boundaries, you’re going to have to do this, and not everyone will like and respect that. I’ve been there, and it doesn’t feel good to be looked down on. It requires a level of bravery that didn’t come easy for me. Teacher guilt is a real thing. You can be giving your all to the point of exhaustion and feel as if you aren't doing enough. Being asked to be on a committee or to take on another responsibility may feel important while at the same time like one more thing on an already full plate. You need to do what's fair for yourself and your family at all times. Not everyone is going to have this mindset, but not everyone is you. More people need models of healthy boundaries, and you can be that person by speaking up for yourself. If you need a script for something to say when you know you need to say no, you can use this: "With my other commitments, I cannot give that my full attention right now. That is something I would be interested in doing at another time. Please keep me in mind for the future." (Only say the last two sentences if that is true.) I’ll leave you with this. Another one of my favorite quotes is "every day you teach others how to treat you." Teach others now that your "yes" is valuable. The pandemic has forced us all to look at the value of life differently. Use this moment to establish boundaries that will sustain you the rest of this season of education and beyond. The teaching profession needs your talents just as much as it needs you to be healthy and whole.

In a time where nothing seems certain and plans for the start of the school year get more scrambled by the minute, focusing on the future may seem futile. Picking a theme and decorations for your classroom environment? Hard to do in earnest when having a physical classroom isn’t a guarantee. Creating lesson plans and activities for your students? Without knowing if you’ll be virtual or in-person, you don’t know who or what you’re really planning for. Everything is subject to change, and the unsettledness of it doesn’t feel good. Something I discuss in detail in The Thrive Guide is dealing with disappointment, and it’s running rampant right now. The joy and anticipation of beginning a new chapter in your life has been marred by a broken world. While none of it is fair, your mindset is going to determine how you come out of this experience. You are in control of what you learn and how you prepare yourself to be successful. I debated on what would be a good blog post series to accompany The Thrive Guide, but with the continuing uncertainty over how many of you will be teaching this year, it’s difficult to pick something that would be useful to everyone. So I am going to veer in a different direction and teach you how to write grants. This may seem to be a completely irrelevant topic right now while you’re trying to piece together information about your classroom arrangements or are waiting in angst for someone to let your know what will be your reality for this year. In a world of unknowns, this I know to be certain: you will spend an enormous amount of your own money to not only set up your classroom, but to teach your students your entire career. You will have needs, you will have ideas, you will want something better than what you have to reach your kids - and it will all cost money. That’s where grants come in. What is a grant? There are organizations, non-profits, and companies that award money for projects and resources to schools and individual classrooms. After reviewing applications to see which proposals best fit the mission of the organization and make the best use of funds, money is awarded to those selected for the completion of the project. A grant doesn’t need to be paid back; you will often have to provide documentation of how the money was spent and share the results of the project or impact of the materials. I will be posting grant opportunities on my Twitter this fall, but a good place to start looking for funding sources is Donors Choose and GetedFunding. I recommend every new teacher set up a Donors Choose account, as they provide many ways for teachers projects to be funded through businesses and donors. A quick Google search will bring up more grant opportunities that you can imagine, and your school district may even offer funding opportunities throughout the year as well. Grants open up the possibilities of what you can do in your classroom and save you money. They also help you build relationships with organizations and businesses in your community. There will always be things that you either need or want to purchase for your classroom, no matter how long you have been teaching. This school year may pose some unique needs in order to teach your students at a distance, especially with technology. The only caveat to writing grants is that the success of your application depends on how well you write it and put it together. I will share 12 grant writing tips over four blog posts to teach you the best way to share your ideas and needs with funders so you can secure resources for your classroom. Learning the skill of grant writing from the beginning of your teaching journey will serve you well throughout your entire career. These are time tested tips from my experience of writing grants and securing funding for projects over 17 years in the classroom. 1. Think project, not product. Start by brainstorming a list of ideas or things you feel would improve your ability to reach your students. Then, prioritize the things on that list by importance through these questions: Which ideas or resources on your list are the most urgent for helping your students? Consider their needs, strengths, and weaknesses. What are your instructional goals? Can certain items be together into one project idea or need? “Clustering” your ideas can help you settle on the project you want to focus on and give you a blueprint for future ideas.There’s nothing wrong with wanting a document camera or a math manipulative set for your classroom. Those are valuable resources that can improve your ability to teach. The fact that you simply want one, however, shouldn’t be the focus of your grant. Develop an experience or project for your students that has them use the materials requested in an innovative manner. That alone should drive the focus and content of your grant. 2. The title of your grant is like a headline… Or a book cover - only your title will be judged. Just like the headlines you view while scrolling the news on your phone, certain ones are going to grab your attention: the ones that are most interesting and most aligned with your interests. In this case, the interests of the grant reviewer are their organization’s mission and purpose in providing the funding. A title that is unique and pertinent will “stop the scroll” and encourage the reviewer to turn the page. The title of your grant is also like a movie preview. A snazzy, catchy, play-on-words will capture the reader’s attention and set your application apart from the rest, even before it has been read. Acronyms are also a great way to name your project and set its purpose. When possible, try to include the outcome of your project in the title. Example title for a geology project: Can You Dig It? Sleuthing Students Excavate Learning with Fossils Example title for a math and geography integrated project: Off the Grid: Using Map Skills for Math Mastery Another important note on titles: don’t be misleading. Your grant title should describe the true content and nature of your project. 3. Consider your audience and funding source. Those reading your grant and distributing funds are most likely not teachers, especially if the funding is coming from a company or non-profit organization. They are usually business professionals who aren’t familiar with educational terms and lingo. You have to step into their world and write clearly, concisely, and persuasively. Keep the education jargon to a minimum - especially acronyms (IEP, ESOL, and TTI aren't going to mean anything to them unless you explain what they stand for). Help them “see” your classroom by describing life with your students on a daily basis - in plain English. This is an opportunity for people outside of education to get an understanding of the needs and issues of actual classrooms. Alway tie the outcome for students back to your project and requested materials. How is this going to improve learning for students in a way that won’t happen otherwise? Grants also serve as public relations (PR) for the organizations that fund and award them. It's school–business partnership where both parties benefit. If your grant application is accepted, you are being chosen to represent their mission and goals for being viewed as a supporter of education. Project proposals that best represent the mission of the company or funding source are going to become front runners. Learn about the organization awarding the funds. What do they produce or support? What types of projects have they funded in the past? Do your homework and apply it to your writing - so you make them want you to represent them as a grant recipient. My assignment for you: think about some of the needs you or your students may have coming into this school year and what resources may be needed to meet them. Do a search for at least three grant funding sources (I highly recommend Donors Choose if you at least know what grade and/or subject you will be teaching). While it may seem a little out of order to be doing this now, the world as we know it has been “out of order” for much of this year. This is your way of taking control and being proactive about your needs in the classroom. In the end, it really will make “cents.”

Friday, March 13th. A day steeped in superstition, report card comments, and writing St. Patrick’s Day themed lesson plans for the upcoming week abruptly transformed into the marker of the last day of traditional school instruction. The announcement thundered over the airwaves when the clock struck noon, and teachers frenetically created learning packets for students to complete during the anticipated three-week classroom hiatus. Little did we know those three weeks would stretch into the three months leading to the finale of the school year. Little did we know those carefully designed learning packets would render themselves useless as the severity of the COVID-19 crisis precluded students from returning to the classroom. Not one teacher anticipated the fourth nine weeks becoming a crash course in distance learning, and certainly no one hoped it would serve as basic training for continuing remote instruction into the upcoming school year. One day I was helping 10 and 11-year-olds navigate the angst and drama of adolescence (with many a sentence ending in “…and this is why there is NO LOVE in the 5th grade”), and the next I was assisting them in setting up their student accounts on Edmodo via screencast. The energy put into trying to convince my class of the relevance of dividing fractions and the need to start sentences with capital letters now went into posting resources, managing discussion threads, and conducting lessons via ZOOM. The plane wasn’t just being built in the air - the pilot was simultaneously learning to adjust the flight course so the passengers didn’t crash into middle school in the fall. Everyone’s situation is different, so I will share the context of my experience this spring. My school district is 1:1 technology integrated in grades 3-12, with all grades 3-5 students having iPads to use for instruction. The majority of my students (23 out of 28) had regular, reliable access to the Internet and participated in our online classroom environment, attending video meetings and completing assignments. Prior to this crisis, I had taught online graduate level courses for teachers and had used learning management systems (LMS) for years to organize and enhance my teaching. I’m in favor of a balance of technology use in learning; while the benefits (and current necessity) of digital learning can’t be denied, kids still need to to be making, writing, and experiencing things by hand. Integrating those opportunities into a distance learning environment is essential. While remote learning wasn’t the ideal means of closing (and likely beginning) a school year, there were several things from my experience that are indicators of the potential this season of distance teaching has to change education for good. Here are seven positives that came out of my crash course in remote learning with my 5th grade class: 1. I could focus more on teaching the content. Without assemblies, special events, bathroom breaks, and other scheduling deviations, my attention went into the most important things to cover by the end of the year. I was probably more invested in finding new resources and different ways to teach the topics we had left to learn about because my school hours didn’t include the things that normally take my time and energy. Did my class miss out on the end-of-the-year fun and rights of passage they would normally enjoy? Absolutely, and it’s a shame they had to end their time in elementary school this way. However, the time we spent together for instruction zeroed in on the essentials. Without the normal distractions, remote learning can be an opportunity to focus on finding and creating the best content for instruction. 2. There were fewer classroom distractions when working with students. You can have the best classroom management in the world and still lose instructional time due to student behaviors and interruptions. It’s a natural part of face-to-face instruction. Every students’ home environment provided some sort of distraction, from having siblings crash math class to someone’s television show providing the soundtrack to the day’s lesson. However, my attention to students when working with them in a small group or one-on-one in our Zoom meetings wasn’t compromised by having to correct or be on the alert for students who were off task. When they had my attention, they truly had all of me - and although our time together was shorter, the fact that the normal classroom distractions were not present worked in their favor. 3. Many parents were more communicative. All of us - students, parents, guardians, and myself - were united in that this was the first time we had ever experienced complete remote classroom instruction. The ever changing situation, especially at the beginning, had many families ready and waiting for the latest updates on how instruction would be conducted, how to complete assignments, and how to submit work. More importantly, it gave us a chance to connect as people. Frustrations over navigating remote learning, the loneliness of self isolation, fear of the future - all of it came out in emails and Class Dojo messages. I chose to address every interaction with empathy and compassion. With all the life-and-death issues in the world, confusion over where to upload a document or retrieving a forgotten password deserved nothing but grace. It also made me more aware how to communicate concisely and thoroughly to families to ensure they had everything they needed. I like to think we both came out of this experience with greater respect for what each of us are responsible for during this time. You can learn more about how to communicate with parents effectively in The Thrive Guide. 4. There was more flexibility regarding when we held class. Online learning is a combination of synchronous and asynchronous instruction. While I had resources and assignments students could access on Edmodo at anytime (or by a given date), we also had times when we met for direct and small group instruction using Zoom. I surveyed my students and parents using a Google form about when the best times were for our class to meet together. There were many things to consider as far as when students would be able to participate (parents working from home, times students may have to be in child care, access to wifi), but it was also a chance to meet when my students would be most alert and ready to participate. They were getting a say in something they had never been able to control: the best time for them to learn. While not everyone could be accommodated, the majority of my class was able to meet for our synchronized instruction during our scheduled times in the afternoon. My students used the morning to “wake up” and complete assignments. Many body changes happen to 5th graders in the spring, and that slower start to the day was helpful. By the afternoon, they were ready to go. Students could always watch the replays of our meetings if they missed. If students needed help or to work in a small group, we could meet when needed, for however long was needed. It made for a relaxed atmosphere where students were focused and ready to learn - and we appreciated those times together a lot more. 5. Automating tasks gave me more time to focus on teaching. This is one of the advantages of using a learning management system (LMS), which is an online classroom. Although it takes a while to get set up and going, I save more time later once I have a system established. Assignments can be uploaded and discussion posts for students to respond to can be written ahead of time and scheduled for when they are to be posted. Using the features in an LMS to create tests and quizzes that can be automatically graded undeniably is a game changer for teachers. The best thing of all is that archiving anything you create for a class lets you keep it to use and modify in future years. Using an LMS for automation allowed me to have time to concentrate on how I would teach when we had time together and to have time to look for new, creative ways to reach students - time that I otherwise wouldn’t have had. 6. It was a reminder of what matters most. I have a lot of regrets about how I spent that last week of school before remote learning took over. Certain things I expected out of my kids now seem irrelevant. Did it really matter if the kids wrote in gel pen as long as they were getting their work finished? I don’t know if I’l ever pick that battle again. Yes, I was over hearing the same joke asked at least ten times, but what would I give now to hear them laugh and just be carefree kids, together again? And the time we wasted this year doing benchmark assessments and “practicing” for a yearly standardized assessment that couldn’t even take place? Those were hours, had we known how this year would unfold, that could have been spent learning new things and making memories while we had the chance. Remote teaching has validated everything I believe to be important about education. Building relationships with and making connections to students are the things that move the needle towards improvement. It’s what has held us together during this time of crisis, not nit-picky rules or over gleaned data. There are things that I can’t wait to see go back to normal when this is over, and there are elements of “normal” that I never wish to see again. Testing is one of them. 7. I had time to focus on self care. I’ve been a full-time elementary school teacher since I’ve been 21. My work days have been filled with more quiet in the past five months than they have been in 17 years. That hard, fast halt to life back in March was a chance to evaluate where I was physically and emotionally, particularly when the news was saturated with minute updates on a global health crisis. Teaching no doubt takes a toll on your head, heart, and soul. While I’ve improved tremendously on creating balance and establishing boundaries over the years, being knocked out of what I call my “teacher tunnel” during this time has made me reexamine how I care for myself. Now more than ever it’s important to prioritize your health and that of your family above all else. You are essential to the future of this profession, and it will require you to be your best self. Yesterday afternoon while I was finishing this post, it rained. Not just a shower: a rowdy thunderstorm with pelting drops and vibrations that made the windows quake in their frames. Just when the sun started to peek through the clouds and the worst was over, it started to pour from the sky again, straight through the sunbeams. It was the perfect metaphor for this year of upheaval. An idiom we learn about during our figurative language unit is “when it rains, it pours.” No truer words could be said about the deluge of uncertainty that has beset us this year. Also true: when it rains, it grows. Difficult circumstances, no matter how torrential or their duration, are always temporary. All that “rain” seeps down into the essence of who we are. Growth comes from the storm. We won’t be the same again, nor should we be. If we can use what we learn from remote teaching to improve how we approach learning, Friday, March 13th, may turn out to be the luckiest day of all.

Every good story has to start somewhere.This one begins with a bear puppet. Hey, now. Stay with me. This isn't exactly how I ever pictured things working out. For the past 15 years, I've been a classroom teacher. That's what I went to school to become, what I've been recognized for, what's become a huge part of my identity. I thought that was all there was to do and be - and it wasn't too bad a deal or bad that I thought that way. I just had no idea what was about to happen next. 2014 brought a lot of changes that you can read all about on my other blog. The short version is that it gave me a new purpose and outlet for what I hope to do with my life. The fun, fuzzy version is that a furry black bear puppet became the catalyst for writing and illustrating my first children's book. The sad, achy version is that things often don't go back together to the way they were. Sometimes what you think is the destination is really just a place to grow and prepare for the rest of the journey. That being said, the joy in this journey over the past three years has been in rediscovering how much I love to write and draw. It was a part of me that I forgot existed. Maybe God waits to give us back or introduce us to the best parts of ourselves when we are truly ready for it. It's taken me two months to squeak out this blog post. I'm writing this feeling a little foggy from it being late and a school night. Right now I'm balancing being a teacher during the day and navigating the waters of marketing a book while also inching my way towards finishing a course for my doctorate. This isn't a humble brag so much as it is an acknowledgement that the past few months have felt like treading water, with my head dangerously close to bobbing under the waves. I want to tell you all about how this came to be. There's a lot in my heart and my mind that I'm eager to share. But I may need to get some sleep first. Welcome to the end of the beginning. And West Virginia, meet Berkeley.