I feel like I have been neglecting my blog lately (because I have;). Besides all the normal spring duties of a principal, it is also grant writing season. I don’t profess to have all the answers in this area. In fact, I won’t know until later this spring if any of our grants will be awarded (our school has three applications out there and one more to write). What I do know has been discovered through trial and error plus listening to others more knowledgable than myself.
Consider the Building’s Needs
I don’t ask for funding or resources just because it is available. Throwing money at something does not necessarily improve student learning, which should be the focus of any school improvement initiative. For me, I am a new staff member in my school this year. I needed to watch, listen and talk with everyone for a good six months before I really had a strong understanding of our needs. For Howe, we could use support in math intervention, technology, parent literacy education and collaboration.
Apply for the Grants You Think You Can Win
If your inbox is anything like mine, you are bombarded with emails from consultants announcing new grants available. While I appreciate this service, the types of grants can range across the educational spectrum. Knowing the needs of my building, I can now filter through the sea of opportunities and select the grants that best meet the needs of my school.
I also apply for grants closer to home. Half of our applications are for opportunities in my own county. The other two are through my state’s department of instruction. We can put a name with a face with the organizations offering resources. At the very least, I can make a phone call to the funding coordinator with questions about the grant. When they receive our application, the hope is we will stand out because of the personal contact we made.
Ask for Permission Rather than Forgiveness
The resources we are requesting will affect everyone involved with my school. Not being in the know can make others upset, even if the request is for something as benign as more books. I recently made the mistake of not informing my staff about pursuing a large grant before I put myself on a school board agenda to receive approval. To fix this, I now announce any intentions to my staff prior to pursuing a grant. If there are any reservations, communicating with other grant recipients about the pros and cons has helped.
During the grant writing process, I give unfinished drafts of the grant to those interested in reading and revising it. For larger grants, I do this once a week. Their suggestions are invaluable because it provides multiple perspectives. Once completed, I throw a copy of the application in the staff lounge for faculty to peruse. We also share our pursuits at PTO meetings with parents. The buy-in is better because there has been a process for everyone to provide input.
The grant opportunities that have been popping up lately have a shorter window for writing them. What has helped me “eat the elephant” is to complete the application one bite at a time. For example, if there are 30 days to complete a 30 page form, simple math says how much to complete per day. When does this get done? I either block some time during the school day or bring the laptop home. I also try to get these applications done ahead of time. For one grant, I set a deadline one week before the actual due date. This allowed for time to add district codes and get appropriate signatures.
Read the Fine Print
I am only guessing, but I would bet a number of applications that get denied are because the writers didn’t follow directions. For example, one grant asked for four copies of the application when submitting it. To help, most grants have a companion guiding document. I refer to it often. Some guides even provide the rubric the grant approval team will use when deciding which schools receive funding. I read each section of the guiding document before completing the corresponding section of the grant application. Very similar to showing our students a rubric before starting their writing in class!
Use Key Words and Phrases
Reading and discussing the latest topics in education, thanks to Twitter and other forms of social media, has helped me stay current with best practices. Many of the grant reviewers are also looking for these same practices in initiatives to be funded. Here are examples along with the key word or phrase translation:
Collaborating with Families = Parent Partnership
Increasing Math Understanding = Numeracy
Integrating Science and Technology = Science, Technology, Engineering and Mathematics (STEM)
Making Learning Relevant = Project-Based Learning (PBL)
Budget for a Coordinator
Most grants have lots of paperwork required. I don’t plan to clone myself, so I budget for a coordinator to handle the administrative tasks associated with the grant. This person should be organized, a self-starter and someone not working in my school. Having a teacher or office staff member handle this load along with their regular duties may lead to burn out. In one school we have been communicating with, they hired a capable parent as their coordinator. They state this allows the faculty to focus on the learning activities that is supported by the grant.
These ideas are not original or necessarily my own. Again, it takes a team to crank these out and considerable buy-in from staff for a possible grant award to lead to success in school. I’ll revisit this post at some point in the future, revising my thinking as I continue to learn on the job.