For hundreds of teachers, today changes everything. Because today, Fund for Teachers’ 2024 grant application opens. Empowered by experiential learning fueled by $5,000 (for individuals) or $10,000 (for teams of two or more), our grant recipients are inspired to rethink their practice and reignite their passion for teaching, which consequently impacts their classrooms, school communities and careers for years to come.
PreK-12 teachers from across the country are invited to propose a summer fellowship that is:
- professionally centered on students, and
- personally supports their development as experts and exemplars for students and colleagues alike.
Our application deadline is January 18, 2024, and members of the 2024 FFT Fellow cohort will be notified on April 4, 2024.
Are You Eligible?
YES, if you:
- Teach full-time in a public/private/charter or religious school with at least 50% of instruction in a classroom or classroom-like setting (including a library, gym or pull-out scenario);
- Will return to the classroom the following year; and,
- Have completed three years of teaching by the conclusion of the 2023-24 school year.
What’s Your Re?
This year, we’re asking potential applicants to consider “What’s your Re-?” In other words, what could a Fund for Teachers grant help you accomplish?
- Reengage students in learning that centers them?
- Recharge from burnout?
- Reconsider narratives you’ve taught?
- Revisit topics that once held your curiosity and could inspire your students?
During the next few months, Fund for Teachers will offer webinars and workshops designed to facilitate fellowship proposals that have the best chance of being awarded. (Watch our website for updates and registration links).
“Fund for Teachers is the country’s largest investor in teachers’ professional learning, with approximately 10,000 educators awarded $32,000,000 in grants for self-designed fellowships since 2001,” said Karen Eckhoff, executive director. “Now it’s time to add to our cohort of teacher leaders committed to their profession and their students’ learning.”