Teachers and side hustles go together like peanut butter and jelly. Like Coloradans and skiing. Like freshmen and…that unique smell.
Finding a side hustle that relates to the education world can feel like striking gold. I have the good fortune of being an education grant reviewer, and it has been a rewarding--and enlightening--process! I have reviewed grant proposals that excite me, make me want to be in that teacher’s classroom, and literally say out loud, “Yes! I want to give you money!” Conversely, I have reviewed grant proposals that have left me frustrated, disappointed, and audibly saying, “You better not ever complain that your students don’t follow directions…”
A significant number of grants that are not awarded are not winners not because the project isn’t solid or the candidate isn’t qualified, but because the questions weren’t answered well. If a question isn’t answered well, it’s hard to score the application high…and if you can’t score it high, it can’t compete. By following the tips below, you give your proposal a leg up.
What TO Do
Answer the question directly.
Underline the key parts of the grant questions, and then answer each part with specific language. For example, if a question asks you about your goals, it’s not helpful to respond with, “My students will learn X, Y, and Z”. That’s what they’ll learn, not what your goals are. Instead, say, “My goals are A, B, and C,” using strong verbs and, ideally (for goals) a list format. The reviewers’ rubrics are based on the questions themselves, so the extent to which you respond directly matches the extent to which your proposal can score high.
Separate individual parts of the question to the greatest extent possible.
Since the scoring rubric is tied to the questions, if you separate your answers to the different parts of each question, it’s far easier for the reviewer to parse out your answers and figure out to what extent they have been sufficiently answered.
Incorporate THEIR words.
Take a good look at the grant questions and the website of the organization or person awarding the grant. Make a list of key words they repeatedly use. They are telling you what’s important to them through those words, so it’s in your best interest to “speak their language” and include (a modest amount of) what they’re showing you they value.
If possible, look at the scoring criteria before, during, and after you write your answers.
Sometimes an organization will post the scoring criteria, and if not, sometimes you can ask for it. If you have access, after you write your proposal, grade your proposal against their criteria, just like you would grade students’ work.
Write a detailed, frugal budget using a table.
First, create a table. Include the necessary items for your project, how many units are needed for each item, the cost per item (ideally, with a link to the item/cost), and the total amount requested. I once scored a grant whose budget also had a line for why that item was necessary; it wasn’t required, but it was helpful, interesting, and a nice touch. Second, be frugal. Let’s say you’re requesting money for a travel program. In the opinion of some reviewers, asking for money for food isn’t frugal; after all, if you weren’t traveling, you’d be buying your own food at home. Lastly, include anything that will be covered by you or anyone else. For example, you may be covering food cost, airport parking, and transportation to/from the airport. Include those items, and don’t forget the cost. Many organizations like to see that the applicant also “has some skin in the game.”
What NOT To Do
Don’t use flowery language.
It’s not uncommon to read beautiful proposals…that don’t answer the grant questions at all. A grant proposal is (usually) not the appropriate place for you to showcase creative writing genius. It can be helpful to think of it like a lab report in science: stick to the facts and be completely thorough.
Don’t use acronyms without defining them first.
The person reviewing your grant may not have the same background as you. In fact, assume they don’t. Define your acronyms before using them. For example: I intend to use these funds for a project in my International Baccalaureate (IB) class. From that point on, feel free to use the acronym!
Don’t round up an obnoxious amount.
If your budget comes to $3643, for example, do not round to $4000. Try $3645. (Some grants, however, may want an exact number, so pay attention to the directions.)
Don’t write an answer that’s shorter than the question.
This is an odd one, but it happens far more than it should. If your short answer is literally shorter than the grant question itself, you did not adequately answer the question, and the grant will not be funded.
Don’t apply for something you’re not qualified for.
Hooray! You found a grant for educators that will fund exactly what you want to do! But it says the grant is for teachers in Title I schools, and yours is not. Do not apply. Or it says that the grant is for teachers who are members of their local union, but you are not. Do not apply. Or it says it’s for teachers, and you’re a school nurse. Do not apply.
Are most of the ideas above obvious to most people? I sure hope so. But as a grant reviewer, I can tell you something with absolute certainty: the amount of people--teachers!--who don’t adhere to this advice is astounding. If you follow the Ten Commandments for Grant Proposals, it will put you ahead of at least half of the applicants. Good luck, and go get those projects funded!
Have you had success applying for a grant for teachers? Put the link to the grant below!
The 2023 CCFLT Teacher of the Year, Erin E.H. Austin is also a National Board Certified French teacher in Fort Collins and the author of The Ultimate Guide to Selling Your Original World Language Resources and Going Global in the World Language Classroom. Follow her on Twitter @Erin-EH-Austin or on YouTube here.
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