Number

Awarded

State

Affiliate

Original Description

1

2013-14

Alaska

Kenai Peninsula Education Association

Kenai Peninsula Education Association will use its GPS Fund Grant to help Kenai Peninsula Borough School District develop a cadre of teacher instructional observers who will help provide individual teachers critical feedback in the classroom. Interacting with highly skilled observers (both teachers and administrators) improves teacher quality as it allows for much more growth than a standard evaluative observation.

The program will develop 12 teacher instructional observers using the Danielson Framework for Teaching, alongside a cadre of administrative observers to develop a valid and reliable teacher evaluation process.

2

2013-14

Alaska

NEA-Alaska

NEA-Alaska will use its GPS Fund Grant to support appropriate implementation of Alaska Common Core State Standards; direct its Leading the Profession Committee to publicize its six-principle position statement advocating for positive change in Alaska public schools; and engage Alaska public education stakeholders and policymakers around Alaska State Standards/Common Core. The goal is to effectively change Alaska’s existing anti-public education, pro-privatization movement.

3

2013-14

Arkansas

Arkansas Education Association

Arkansas Education Association will use its GPS Fund Grant to identify and train ESP members on school safety. Funds will be used for three identified regional training sites, materials, and expenses for in-state UniServ directors to assist in the training and forums. The participants will be responsible for sponsoring regional community forums and sharing the importance of school safety and the vital role of ESP's on this issue.

4

2014-15

California

Associated Pomona Teachers

Associated Pomona Teachers will use its GPS Fund Grant (Year 1) to expand and strengthen school and family/community partnership to promote student success by familiarizing parents and communities with the Common Code State Standards (CCSS) and enabling them to be better able to support their children’s school work.

5

2014-15

California

Associated Pomona Teachers

Associated Pomona Teachers will use its GPS Fund Grant (Year 2) to continue expanding and strengthening school and family/community partnership to promote student success by familiarizing parents and communities with the Common Code State Standards (CCSS) and enabling them to be better able to support their children’s school work.

Number

Awarded

State

Affiliate

Original Description

6

2013-14

California

California Teachers Association

California Teachers Association (CTA) will use its GPS Fund Grant (Year 1) to ensure the successful implementation of the Common Core Standards (CCSS) in the California. With the support of NEA, CTA will partner with the California Department of Education and the West Ed to pool and coordinate material and human resources in a multi-year implementation support program.

The grant will support day-long invitational meetings of teachers and administrators (approximately 1,000 educators) to an orientation to the CCSS. Those teachers will then bring back what they’ve learned to their local districts. The meetings will be conducted jointly by the California Department of Education (CDE), WestEd, and CTA staff.

The grant will also provide funding to develop a program to train and coordinate regional teams of mentor teachers who will be available to deliver practical coaching as their colleagues learn the skills necessary to implement the content in the CCSS. These teams will cultivate knowledge, skills, and abilities needed to support their local colleagues through face-to-face and online collaboration.

7

2014-15

California

California Teachers Association

California Teachers Association (CTA) will use its GPS Fund Grant (Partial Year 2) to continue to ensure the successful implementation of the Common Core Standards (CCSS) in the California. With the support of NEA, CTA will partner with the California Department of Education and the West Ed to pool and coordinate material and human resources in a multi-year implementation support program. In addition, Year 2 work builds an online training and support component so that more educators can benefit from statewide communities of practice.

8

2014-15

California

California Teachers Association

California Teachers Association (CTA) will use its GPS Fund Grant (Remaining Year 2, plus Year 3) to continue to ensure the successful implementation of the Common Core Standards (CCSS) in the California. With the support of NEA, CTA will partner with the California Department of Education and the West Ed to pool and coordinate material and human resources in a multi-year implementation support program.

9

2013-14

California

Community College Association and College of the Canyons

The Community College Association and College of the Canyons will use its GPS Fund Grant over three years to develop a union-led, replicable program around curriculum development and teaching. The program will engage diverse low-income high school, community college, and university students and focus on Social Science, Chicana/o Studies, and English teaching in schools, community after-school programs, community colleges, and university settings. The program will also endeavor to change the communities’ perceptions of the union, especially among parents and community organizations.

10

2013-14

California

Moreno Valley Education Association

The Moreno Valley Education Association (MVEA) will use its GPS Fund Grant to train members on the two-day “Unconscious Bias” program, a California Teachers Association program that teaches recognition of biases and encourages change in behaviors toward others in order to be more sensitive to each other and to students. The MVEA will train approximately 210 high school staff members at each of three trainings per year, and it will also hold a parent forum each year to discuss “unconscious bias.”

Number

Awarded

State

Affiliate

Original Description

11

2015-16

California

Moreno Valley Educators Association

Moreno Valley Educators Association (MVEA), in collaboration with the Moreno Valley Unified School District (MVUSD) and multiple other partners, will use its GPS Fund Grant to continue Years 2 and 3 of the “Increasing Purposeful Excellence, Reducing Unconscious Bias” project. The objectives are: to expand Unconscious Bias trainings to reach at least 50% of the 1,650-member association across all sites; to engage key external partners; and to generate significant, measurable impact on student success in the high-needs MVUSD.
The goals for Years 2 and 3 are to continue activities to benefit students, professionals, and leaders, while increasing collaboration among stakeholders; to create school cohorts based on greatest suspension rates in Cohort 2 and 3 Schools; and to train over 600 educators and members of partner organizations.

12

2013-14

California

Oakland Education Association

The Oakland Education Association will use its GPS Fund Grant to reach and empower students and their families toward establishing priorities and strategies for improving instruction and institutional cultures in schools. This initiative will be completed in partnership with The Excellence Network (TEN)—a mobile, web-based platform designed to amplify teachers’ voices—and will build on gains made in 2013 when more than 800 families, students, and teachers piloted TEN in Oakland, Berkeley, and San Francisco schools, creating healthier, more collaborative educational environments for all stakeholders.

13

2013-14

California

United Educators of San Francisco

The United Educators of San Francisco will use its GPS Fund Grant over three years to partner with public and private institutions toward implementation of the San Francisco Teacher Residencies Program. The program takes the combined expertise and resources of schools, unions, and universities to address issues of teacher recruitment, preparation, and retention in high-needs schools, effectively transforming how teachers are prepared to serve in urban public schools and serving as a model for new teacher education pathways.

14

2015-16

Colorado

Central Adams UniServ

Central Adams Uniserv will use its GPS Fund Grant to implement a plan to develop a professional development program called Core Collaborative (C2). C2 is a teacher-led professional learning series through which teachers come together to collaboratively learn from each other and selected Teacher Leader experts. C2 is built on the gradual release model. This work is union-led; student centered and includes improving teaching practice, improving outcomes for students, establishing a model for teacher collaboration around instruction across schools, and provides leadership opportunities for effective teachers in order to keep them in the classroom.

The work will take place within four high performing local associations in the Central Adams UniServ Unit and carried out by 20 pre-screened teaching experts partnered with Teach Plus in order to build the capacity to offer high quality professional development courses to all teachers in four Colorado school districts.

15

2013-14

Colorado

Colorado Education Association

Colorado Education Association (CEA) will use its GPS Fund Grant to develop a partnership with the Durango Education Association, Durango School District, and the Public Education Business Coalition (PEBC) to design cooperative a process that invests in professional learning embedded in the classroom.

The GPS Fund Grant will allow CEA to emphasize the successful implementation of Common Core, student learning assessments, educator accountability and other issues related to teacher’s practice.

The CEA believes that the value of Association membership is inextricably linked to its success in promoting issues related to teaching and learning and advancing the profession. The CEA believes that educator leadership is essential in facilitating improvements in instruction and promoting practices that will encourage the success of all students.

The CEA will also partner with EnetColorado to provide online resources to help with the implementation of Common Core State Standards (CCSS).

Number

Awarded

State

Affiliate

Original Description

16

2014-15

Colorado

Colorado Education Association

Colorado Education Association (CEA) will use its GPS Fund Grant, in partnership with the Maine Education Association, to facilitate the More & Better Learning Time (M&BLT) program, which is an enabled process to design a school day that supports student success and professional collaboration using time-optimization as a key resource. This project will focus on a cross-state collaboration of two teacher-lead schools that are part of the NEA Priority Schools Initiatives. These schools are strategically focused on extended learning time, strong teacher leadership, differentiated and engaging teaching, high academic expectation for all students, frequent performance monitoring, and a safe, supportive learning environment.

The M&BLT Time program builds on a proven framework of essential time-optimization elements found in our most effective schools to maximize student learning opportunities and to expand professional time-optimization practices for our teachers.

The M&BLT program builds capacity for collaboration between school teams and their partners to create a 21st century learning environment that meets the needs of all learners and maximizes the skills of our teachers and ESP through careful leveraging of school time and resources.

17

2015-16

Colorado

Colorado Education Association

The Colorado Education Association (CEA), in partnership with the National Center on Time & Learning will use its GPS Fund Grant to implement Year 2 of its More & Better Learning Time (MBLT) initiative.

This work includes customized support to Denver. It builds on Year 1 support and develops the school redesign team as co-facilitators of the process for a new cohort of schools, while enhancing their capacity to initiate, lead and sustain positive school change. This capacity building will contribute to the longer-term replication and sustainability of the work for CEA.

MBLT initiatives includes: building capacity of the state affiliate, participating local affiliates and individual members to design, lead and manage a school redesign process; enhancing teacher capacity and satisfaction; creating a highly facilitated and reflective knowledge and skill development process with a strategically selected school-based instructional leadership team; and establishing a culture with a clear data driven instructional focus that positively impacts teacher practice and student outcomes.

18

2015-16

Delaware Education Association

Delaware State Education Association (DSEA), in collaboration with Schools That Lead will use its GPS Fund Grant to continue the work of the Teacher Leadership Initiative: Growing and Supporting Teacher Leadership Professional Development.

The Teacher Leader Initiative is a program for teacher leaders, principal(s), and peers. The work includes 8 days of professional development for teacher leaderd and 4 days of professional development the principal(s) involved. This work focuses on engaging teachers in the examination of how student learning takes place in the classroom.

This work includes creating and supporting networked cohorts of teacher leaders, focusing on teachers to advance student learning, increasing student achievement, and engaging teachers in pursuit of their goals for instruction.

19

2015-16

Federal

Federal Education Association

The Federal Education Association (FEA) will use its one-year grant to create professional development opportunities for international music educators. FEA will partner with the European Music Educators Association and the Department of Defense Education Association to develop curriculum resources and make them internationally available them through an online resource bank accessible by Federal Education schools. FEA will share the created opportunities with educators around the world.

20

2015-16

Federal

Federal Education Association

The Federal Education Association will use it GPS Fund Grant to create the Enhancing the Professional through Real Collaboration project. The objectives for this work are to provide teachers and educational aides with opportunities for receiving instruction on best practices and earning re-certification credit at the same time.

The goals are to identify 2-3 excellent teacher leaders in each of the relevant areas; Stateside schools, Europe, and the Pacific [Asia], who will collaborate as a team, to create the details of a professional development/leadership course.

The courses will focus on collaboration and differentiation within the implementation of the CCSS/CCRS to bring educational aides and teachers together to provide the best educational practice for the benefit of all students.

21

2013-14

Florida

Brevard Federation of Teachers

The Brevard Federation of Teachers will use its GPS Fund Grant over three years to create a sustainable plan for increasing teacher retention by supporting teacher development and building a foundation for a model teacher support and empowerment plan. Over the span of three years, the retention rate of 0- to 2-year Brevard teachers will increase annually by a minimum of 2 percent; select 5-plus-year teacher leaders will be empowered with mentor responsibilities and direction over the induction program; and student achievement, as measured by the baseline composite weighted aggregate for 0- to 2-year teachers, will increase.

Number

Awarded

State

Affiliate

Original Description

22

2014-15

Florida

United Teachers of Dade

The United Teachers of Dade (UTD) will use its GPS Fund Grant to fund The Flying Classroom Project, which will provide the support educators need in order to accomplish what we know works for our students and will also create conditions for excellence in our public schools in Miami. Our highly-skilled education professionals and Captain Barrington Irving, National Geographic Explorer, will partner to support our schools with the greatest needs. This STEM/Aviation-inspired partnership with UTD has already captivated students throughout our district during previous engagements.

The Flying Classroom is an exciting, innovative, fresh approach that is revitalized annually. Through interactive, high-quality, standards-aligned activities that touch all academic subjects, this partnership provides opportunities for our most fragile students to explore the limitless possibilities for their futures.

This project will provide union-led enriching opportunities to union members that will initially impact approximately 3,000 students and 50 teachers in eight of the lowest achieving schools in Miami-Dade County. It will incorporate a National Common Core/Florida Standards STEM/Aviation-aligned enrichment opportunity for our urban students to encourage future careers in math, science, engineering and technology and will spark interest for both teachers and their students. It will include 16 world expeditions from 2014-15 and eight new world expeditions that will be made during the 2015-16 school year. Providing high quality professional development opportunities, along with support and resources to teachers throughout this partnership will promote unionism and professionalism that will grow union membership while bringing national recognition to UTD, Florida Education Association, and NEA.

23

2014-15

Hawaii

Hawaii State Teachers Association

Hawaii State Teachers Association (HSTA) will use its GPS Fund Grant to continue its business internship program. In 2010, HSTA started a program that connected teachers with local businesses so that teachers could help students become college and career ready. To accomplish this, HSTA partnered with the Hawaii Business Roundtable (HiBR) and Hawaii Children’s Foundation (HCF). The Stacy Nishina Teacher Internship Program (TIP) is a successful partnership with the HiBR and HCF, giving teachers real-world business experience and culminating in the creation of lesson plans based on the experiences teachers had as an intern with a local business.

24

2013-14

Hawaii

Molokai Chapter of the Hawaii State Teachers Association

The Molokai Chapter of the Hawaii State Teachers Association will use its GPS Fund Grant over two years to address local education issues—including maximizing student learning time in schools and the job security of education professionals, especially credentialed teachers—thus demonstrating leadership in enhancing the quality of public education, a quality that can then be replicated throughout the state.

25

2015-16

Idaho

Idaho Education Association

Idaho Education Association (IEA) will use its GPS Fund Grant to develop a Summer Institute Professional Development program.

The grant will assist in the next phase of development such as preparing and training a cadre of knowledgeable and practicing IEA educators with a focus on professional learning opportunities that would occur through IEA; provide on-demand workshops; provide a stipend for IEA member-trainers for the time spent creating and delivering lessons. Additionally, the work includes entails creation of a group site for IEA trainers.

26

Illinois

Illinois Education Association

Illinois Education Association will use its GPS Fund Grant to partner with Education Analytics, Inc. to contribute to the improvement of teaching and learning in Illinois by: (1) engaging the help of a teacher advisory group to create both a product(s) and a process for implementing student learning objectives in Illinois teachers’ classroom(s) which will include an inventory of existing assessments and step-by-step guide for the SLO process; (2) developing training and supports that will assist classroom teachers in writing effective Student Learning Objectives (SLOs) which includes: SLO process guide, curriculum-specific “big ideas” and setting growth targets for students; and (3) using the Illinois State Board of Education (ISBE) developed SLO template with prepopulated/drop-down fields as the model for creating sample SLO exemplars in an electronic template.

Number

Awarded

State

Affiliate

Original Description

27

2013-14

Illinois

Illinois Education Association

The Illinois Education Association (IAE) will use its GPS Fund Grant to lead a cohesive train-the-trainer program in an effort to train educators state-wide to implement Common Core State Standards (CCSS) in Illinois.

The grant will fund the training of up to 20 members in five locations across the state with the expectation that the trainers will support others at the school level. Online supports will also be provided, which will include online module training for use at the school level with technical assistance being provided by the cadre, program coordinator, and the CEI department within IEA/NEA. The continued development of resources will be accessible through the IEA website.

The plan includes providing training and support to educators statewide through a CCS program coordinator (IEA member) who is an expert in Common Core Standards. The grant will also support the Living Library, a valuable online resource that will house Common Core materials that are updated regularly.

28

2015-16

Illinois

Illinois Education Association

Illinois Education Association (IEA), in collaboration with IEA’s staff union and IEA management, will use its GPS Fund Grant to continue to support, provide and sustain high quality online and face-to-face professional learning opportunities for association members and to expand partnerships to other high quality professional development providers. IEA currently offers over 70 courses online. The goal of this work is to develop and/or connect powerful professional learning opportunities for our members and to develop a research-based roadmap to address the physical and emotional health of our students and their families.

29

2014-15

Indiana

Fort Wayne Education Association

The Fort Wayne Education Association (FWEA) will use its GPS Fund Grant to work in cooperation with the Indiana State Teachers Association (ISTA) to identify, locate, and engage current National Board Certified Teachers (NBCTs) in Indiana in order to build the capacity for FWEA to support candidates in the NBCT process.

As FWEA’s capacity for this project grows, the local association would like to be a resource to other associations in the region. FWEA will encourage the Fort Wayne Community Schools to consider the strengths of members who engage in the NBCT process in district roles. Once there are NBCTs in the community, FWEA and ISTA will utilize the talents of these teachers to actively facilitate the communication of accurate and reliable information to community constituents, policy makers, legislators, and other stakeholders.

30

2014-15

Indiana

Indiana State Teachers Association

The Indiana State Teachers Association (ISTA) will use its GPS Fund Grant to resource its state-wide Professional Resource Center (PRC) to engage and empower (1) leaders, (2) members, and (3) staff. This will assist in organizing around professional issues, promoting high quality teaching and learning practices, building local capacity through leadership development and National Board Certification, and empowering ISTA members to lead their profession and impact student success in a positive manner (by allowing ISTA to accelerate the creation and implementation of this member-focused professional learning and resource center). Establishment of the PRC allows ISTA to establish itself as the primary provider of high quality professional learning to teachers and other public school employees across the state.

More than 15 percent of ISTA members participated in a recent Professional Development Survey and the results were clear: the vast majority of members do not believe they are getting effective professional development at their job sites and want ISTA to take a much greater role in delivering and supporting effective and embedded professional learning across the state.

This project allows for ISTA’s Professional Resource Center to engage and empower teachers through: (1) high quality professional learning events and activities; (2) the ability to recertify their professional licenses by participating in PRC events and activities; and (3) networking and organizing with colleagues around the state on professional issues.

31

2013-14

Iowa

Iowa State Education Association

The Iowa State Education Association (ISEA) will use its GPS Fund Grant over three years to embark on a statewide system of teacher leadership, with specific plans being developed by local school districts and funded by the state. The ISEA will develop a Teacher Leadership Institute to provide quality learning opportunities and support to teachers; professional development events four times a year; ongoing online collaboration opportunities; and coaching for teacher leaders.

32

2015-16

Louisiana

Louisiana Association of Educators

The Louisiana Association of Educators (LAE) will use the one-year GPS Fund Grant to develop and help implement three cadres of Board Certified Teachers to help Louisiana teachers receive professional development in Board certification. LAE will create a well-trained, stable, teaching-and-learning community specifically designed to nurture younger educators, career educators, and education support professionals as they progress through their careers. LAE will share both resources and learnings with education stakeholders, Louisiana schools, and the general public.

Number

Awarded

State

Affiliate

Original Description

33

2013-14

Maryland

Maryland State Education Association

The Maryland State Education Association (MSEA) will use its GPS Fund Grant to assist with implementation of the Common Core State Standards (CCSS). A key to success in implementing the CCSS, and ensure student success, is to provide teachers with support, training, and resources to assist in instruction. MSEA’s goal is to create a diverse cadre of leaders from around the state to deliver CCSS professional development programs and activities directly to educators to improve their professional practice. The professional development will be delivered regionally for a variety of audiences, from MSEA members to parents, community representatives, and other education stakeholders.

34

2015-16

Maryland

Montgomery County Education Association

Montgomery County Education Association (MCEA) will use its GPS Fund Grant to build strong affiliates local to local. The goals of the project are to develop the content, build the structure, and deliver coaching and support to NEA target locals on the specific topics of: using NBPTS programming and NBCTs to build strong locals, piloting a union-led Pipeline to the Profession intern program, organizing new members to own their profession, and leading the profession for equity and justice. This work addresses the issue of membership value using authentic content, differentiated strategies and an organizing focus; and provides pilot and case study programs to test membership growth and retention using professional issues.

35

2015-16

Massachusetts

Massachusetts Teachers Association

The Massachusetts Teachers Association (MTA) will create a sustainable restorative practices program at Fuller Middle School in Framingham, Massachusetts. MTA will partner with the Framingham Teachers Association and the Town of Framingham Public Schools to create a program at Fuller Middle School that will serve as a model for redefining and redirecting traditional state and local disciplinary practices in ways that have been proven to foster a culture of student success.

MTA will also partner with TeachPlus and other external organizations, in order to promote readiness for the implementation for these new standards.

36

2013-14

Massachusetts

Massachusetts Teachers Association

The Massachusetts Teachers Association (MTA) will use its GPS Fund Grant to engage educators in helping shape the implementation of Common Core State Standards (CCSS) and define the policies around the effective measurement of student learning to ensure student success. This grant will support locals who actively bring educators into the decision-making process of the Board of Elementary and Secondary Education concerning the effective implementation of CCSS and adoption of effective measurement of student learning.

MTA will also partner with TeachPlus and other external organizations, in order to promote readiness for the implementation for these new standards.

37

2013-14

Massachusetts

Massachusetts Teachers Association

The Massachusetts Teachers Association (MTA) will use its GPS Fund Grant over three years to develop a Safe School Summit to bring together educators, elected officials, law enforcement personnel, judicial staff, social and health services providers, and parents and community members to consider how to ensure that our schools are safe, healthy environments in which students can learn and educators can teach. The Safe School Summit concept is one that has been embraced nationwide.

38

2013-14

Michigan

Michigan Education Association

The Michigan Education Association (MEA) will use its GPS Fund Grant to create an instructional leadership program for union teacher leaders. In partnership with Central Michigan University, the MEA will develop a master’s degree program that will benefit members by providing 15 academic credits from Central Michigan University’s College of Education, creating a path to advanced certification with the Michigan Department of Education.

Number

Awarded

State

Affiliate

Original Description

39

2014-15

Michigan

Michigan Education Association

The Michigan Education Association (MEA) will use its GPS Fund Grant – in response to the Michigan State Board of Education adopting the Common Core State Standards (CCSS) for English and math – to conduct the research necessary to first learn from the experiences of other state education systems that have adopted CCSS and then engage in a statewide campaign involving public meetings and public relations activities to build support for recommendations to lawmakers toward improving CCSS implementation in Michigan.

40

2015-16

Minnesota

Saint Paul Federation of Teachers

The Saint Paul Federation of Teachers (SPFT), an Affiliate of Education Minnesota, will use its three-year GPS Fund Grant to create opportunities for professional development that support teachers. SPFT will create, and then implement a range of high-quality professional development opportunities not only benefits teachers but also students in their classrooms. SPFT will share information with education stakeholders, Minnesota schools, and the general public.

41

2014-15

Minnesota

Education Minnesota

Education Minnesota will use its GPS Fund Grant over three years to create and maintain a virtual professional learning network — Minnesota ConnectED — which will unite new with exiting cohorts of teachers in Minnesota toward improving their professional practice. Members will be able to access an openly networked, production-centered learning ecosystem driven by a shared purpose: eliminating achievement gaps for students of color and students living in poverty.

42

2013-14

Minnesota

Stadium View School

Stadium View School in the Hennepin County Juvenile Detention Center (Minnesota) will use its GPS Fund Grant to support the project “Restorative practice, social connectedness and resiliency.” Stadium View serves students in the 11-21 age range (the average age is 16) and the majority of the students are two to three years behind in terms of school; their average length of time in the center and school is 14 days. Science teacher Tarri Levine works with the students to find something they are passionate about and uses it to build up their self-worth, honing in on wanting them to continue with academics and increase the amount of quality time they spend learning. The grant money will also be used for self-publishing examples of poetry and music produced by students. The Hennepin County libraries have agreed to house the poetry books. Levine is working with students to self-publish a poetry book and music CD.

43

2013-14

Mississippi

Mississippi Association of Educators

The Mississippi Association of Educators (MAE) will use its GPS Fund Grant to partner with the Jackson Education Association to make the local association an indispensable resource for Jackson teachers. Through the program, teachers will enhance their skills, learn how to navigate educational changes, including Common Core and the state’s new teacher evaluation system, and become leaders for what’s best for teaching and learning in Jackson and, by extension, in Mississippi. This MAE initiative will test, document, and prove that relevance for association membership and engagement is based on establishing the association as the path to educator effectiveness and, ultimately, to student success.

44

2013-14

Montana

Bozeman Education Association

The Bozeman Education Association will use its GPS Fund Grant to form a New Teacher Advisory Program that will increase student achievement at four schools—selected because of their high proportion of low socio-economic students—through the creation of an induction program that provides ongoing support for probationary teachers in their first three years of employment. This program will enable master teachers to establish school environments in which new teachers can identify what they need to learn in order to thrive in their chosen profession.

Number

Awarded

State

Affiliate

Original Description

45

2015-16

Nevada

Nevada State Education Association

The Nevada State Education Association (NSEA) will use the one-year GPS Fund Grant to create a Professional Development Academy so early career educators, rural educators, and Education Support Professionals can acquire and enhance skills demonstrated as most effective in fostering student success. NSEA will create and implement an Academy that provides both face-to-face and web-based opportunities. NSEA will share the Academy with education stakeholders, Nevada schools, and the general public.

46

2013-14

Nevada

Clark County Education Association

The Clark County Education Association (CCEA) will use its GPS Fund Grant over three years to build a strong local association for students and educators in the nation’s fifth largest school district. CCEA will scale up member organizing through robust professional development offerings, including those targeting English Language Learners, and take the lead on successful implementation of Common Core State Standards. CCEA recognizes that one crucial use of these funds will be developing strong ties to parents of Latino students and other students of color.

47

2014-15

Nevada

Clark County Education Association

Clark County Education Association will use the GPS Fund Grant to develop and support a research study on the Clark County School District (CCSD) PAR Program. This project is a collaborative effort between (CCSD), the Clark County Education Association (CCEA), Clark County Association of School Administrators and Professional-Technical Employees (CCASAPE) and a working group of educators, trustees, and community leaders who worked to improve instruction by supporting new, and ultimately, under-performing teachers. The PAR program will be implemented in 22 schools; 19 schools constitute the Turnaround Zone within Clark School District, and 3 schools were a part of the Turnaround Zone during the 2014-15 school year. Of the 22 schools: 13 are elementary schools, 2 are middle schools, and 7 are high schools. All are chronically underperforming schools and traditionally are the hardest to staff in the district. The pilot program will take place in schools that require the most support.

48

2013-14

New Hampshire

NEA-New Hampshire

NEA-New Hampshire will use its GPS Fund Grant in collaboration with the New Hampshire Department of Education, the New Hampshire Technical Institute, the New Hampshire IHE Network, the Digital Opportunity Consortium, the New Hampshire School Library Media Association, the American Association of School Librarians, and Granite State College to inculcate the “Habit of Mind” (HOM) approach among current and future educators to encourage them to use evidence-based practices when addressing particularly important and vexing challenges concerning students’ learning and well-being.

49

2015-16

New Jersey

Woodbridge Township Education Association 

Woodbridge Township Education Association (WTEA), in collaboration with Woodbridge Township School District (WTSD) and community partners, will use its GPS Fund Grant to establish a Motivational Personalized Achievement Contact Team (M-P.A.C.T.) pilot program at Woodbridge High School. The objective is to address the social and emotional needs of students most at risk of dropping out of high school, traveling the school-to-prison pipeline and who practice unhealthy lifestyles due to food insecurity and impoverished households. Work outcomes include:  student motivation, positive reinforcement, and strengthened whole-school/community relationships between students and amongst all educational stakeholders.

50

2014-15

New York

Cambridge Faculty Association

The Cambridge Faculty Association, in conjunction with numerous other partners including the Cambridge Central School District, will use its GPS Fund Grant to launch a Probe Year to work with stakeholders and partners creating a Teacher Candidate Residency program for graduate level students. This would be done in partnership with SUNY Plattsburgh, which would allow candidates to be embedded in a school district placement with a highly effective attending teacher each year, for a two year period (comparable to the traditional Master’s Program length at SUNY Plattsburgh). This would create a robust, clinically rich experience and provide the foundation for their work as they transition into their own classrooms, serving their own students, and proving their professional readiness through authentic field experience.

Number

Awarded

State

Affiliate

Original Description

51

2013-14

New York

New York State United Teachers

New York State United Teachers will use its GPS Fund Grant over three years to mobilize resources and expertise around enhancing teacher and student understanding of New York State Common Core Learning Standards and their application to classroom teaching and learning. The resources and expertise comprise 12 subject area specialty committees and 21 professional associations. Increased understanding of the standards and their application will lead directly to improved student preparedness for college and post-secondary career opportunities.

52

2013-14

New York

North Syracuse Education Association

The North Syracuse Education Association will use its GPS Fund Grant over three years to enable North Syracuse Central School District teachers to participate in lesson study to improve their Science, Technology, Engineering, and Math (STEM) instruction. With the advent of Common Core State Standards and Next Generation Science Standards, even experienced teachers are faced with planning and implementing content with which they are not familiar. Sixty teachers will be involved over the three years: 40 in the first year and 10 each year thereafter.

53

2015-16

New York

United Federation of Teachers

The United Federation of Teachers Local #2 (UFT) will use its one-year GPS Fund Grant to improve the teacher preparation program for Masters-level students who want to be teachers. Working in partnership with the Council of School Supervisors and Administrators and the New York City Department of Education, UFT will create programs of professional training in mentoring relationships, formal teacher leadership roles, and continuous and shared learning opportunities. UFT will share the created programs with education stakeholders, New York State schools, and the general public.

54

2013-14

New York

United Federation of Teachers

The United Federation of Teachers Local #2 (UFT) will use its one-year GPS Fund Grant to improve the teacher preparation program for Masters-level students who want to be teachers. Working in partnership with the Council of School Supervisors and Administrators and the New York City Department of Education, UFT will create programs of professional training in mentoring relationships, formal teacher leadership roles, and continuous and shared learning opportunities. UFT will share the created programs with education stakeholders, New York State schools, and the general public.

55

2015-16

North Dakota

North Dakota United

North Dakota United (NDU) will develop literacy and instructional coaching frameworks proven to positively impact student achievement. NDU will use the three-year GPS Fund grant to partner with a broad cross-section of North Dakota education stakeholders to develop frameworks identified by the U.S. Department of Education as fostering student achievement. NDU will share created frameworks with education stakeholders, North Dakota schools, and the general public.

56

2013-14

Ohio

Ohio Education Association

The Ohio Education Association (OEA) will use its GPS Fund Grant to strengthen educators’ voices in school improvement while advocating for the effective implementation of Ohio’s New Learning Standards (ONLS). The funding will be also be used to help educators develop resources for the implementation of the Common Core State Standards (CCSS) as well as advocate for the teaching and learning conditions necessary for student and educator success.

The driving issues for the OEA will be ONLS and the Ohio Teacher Evaluation System. They will support educators in becoming leaders and messengers advocating for quality teaching and learning conditions in their schools. The immediate goal is for educators to succeed at school district integration with the new standards, assessments and evaluation.

OEA’s goal is to lead a student-centered agenda, improve the quality of public education and elevate the teaching profession.

57

2014-15

Oklahoma

The Education Association of Moore

The Education Association of Moore (TEAM) will use its GPS Fund Grant on a Peer Assistance and Reflection (PAR) Program to create an initial system of voluntary peer assistance and reflection in Moore Public Schools (MPS) in Moore, Oklahoma. Teachers will enter this local-association designed and driven PAR system as either novice or entry-year teachers, as teachers desiring to improve their instructional practice or reduce professional isolation, or as an administrative or peer-recommended resource.

The TEAM PAR program is as a mentoring network which is designed to mentor novice teachers entering the profession and teachers at risk of leaving the profession; partner with MPS to improve the retention rate of teachers during a crisis of teacher shortage; build and sustain a culture of collaboration and teacher leadership in the district; broadly improve instructional practice and professional learning across the district through reflective analysis; and define TEAM as a leader in sharing best teaching practices, thus providing value to our members.

Number

Awarded

State

Affiliate

Original Description

58

2015-16

Oregon

Ashland Education Association

Ashland High School will use its GPS Fund Grant to explore ways to distribute leadership among the staff using a leadership model, and will assist with recruiting and retaining excellent teachers by providing career pathways that leverage various skill sets.

This project is a collaboration of teachers, administrators, classified staff and one school board member. This work includes researching leadership models, using a rubric to evaluate the models, and pulling out ideas that may work in the context of Ashland High School. The goal of the leadership model includes: increase student achievement, increase teacher voice and leadership, improve instructional quality, and build more capacity in teacher leadership. .

59

2013-14

Oregon

Oregon Education Association

The Oregon Education Association (OEA) will use its GPS Fund Grant to take the lead on the effective implementation of Common Core State Standards (CCSS) while engaging with parents and community leaders to positively influence the classroom experience for students and educators.

OEA will engage and empower educators to advocate on professional practice and education policy issues; lead local quality education initiatives; and build a continuum of support for the education profession and strategies for educational transformation.

The grant will support OEA to: (1) work with partners to create a comprehensive, sustainable long-term plan for CCSS implementation, including professional development; (2) develop a tool or utilize an existing tool to assess educator and school district implementation needs and inform professional learning opportunities; (3) develop and/or adopt professional development modules and materials that can be used by individual educators, local associations and school districts; and (4) engage in regional parent and community town halls to help the public understand how important it is to implement CCSS successfully.

60

2014-15

Collaboration of NEA Pacific Region States: Alaska, Hawaii, Idaho, Montana, Nevada, and Oregon (lead affiliate)

NEA-Alaska, Hawaii State Teachers Association, Idaho Education Association, Montana Education Association/Montana Federation of Teachers, Nevada State Education Association, and Oregon Education Association

The NEA Pacific Region National Board Collaborative, with Oregon Education Association as lead affiliate, will use its GPS Fund Grant to help grow National Board Certified Teacher (NBCT) candidate support systems, and engage and organize NBCTs as leaders.

This project will: 1) establish initial and ongoing communications with all 2,027 NBCTs in these six states, 2) engage at least 20% of these NBCTs (405) in face-to-face relational meetings, and 3) cultivate leadership readiness and connect at least 10% of each state’s NBCTs (202) with formal and informal association leadership roles. Though data sources are currently insufficient to determine the number of NBCTs currently in Association leadership roles, the percentage is low. (Note: Proposed database work will allow for a “baseline” retroactive identification of NBCTs in Association leadership roles.)

61

2013-14

Pennsylvania

Pennsylvania State Education Association

The Pennsylvania State Education Association (PSEA) will use its GPS Fund Grant to enable a unique partnership to support York City schools in their implementation of numerous educational reforms, including professional development and follow-up coaching to build needed infrastructure to implement and sustain site-based management. The partnership comprises the PSEA, the York City Education Association, the Pennsylvania Department of Education, the Pennsylvania Training and Technical Assistance Network, and Performance Learning Systems/3^rd Learning.

62

2015-16

Pennsylviania

Pennsylvania State Education Association

The Pennsylvania State Education Association (PSEA) will use its GPS Fund Grant to enable a unique partnership to support York City schools in their implementation of numerous educational reforms, including professional development and follow-up coaching to build needed infrastructure to implement and sustain site-based management. The partnership comprises the PSEA, the York City Education Association, the Pennsylvania Department of Education, the Pennsylvania Training and Technical Assistance Network, and Performance Learning Systems/3rd Learning.

Number

Awarded

State

Affiliate

Original Description

63

2013-14

Tennessee

Tennessee Education Association

The Tennessee Education Association (TEA) will use its GPS Fund Grant to provide improved instructional opportunities for students and teachers by positioning itself as a leader of Tennessee’s education profession through the establishment of a Teacher Leader Network facilitated by members who serve as Teacher Leader Organizers (TLOs). The Association’s goal is to have a lead TLO in every Tennessee school district that uses the Interdependent Leadership Model and to recruit a TLO for every work site.

64

2014-15

Texas

Port Arthur Teachers Association

The Port Arthur Teachers Association (PATA) will use its GPS Fund Grant to help strengthen its capacity to organize around professional issues, develop its program to meet the needs of teachers, and sustain its activism and advocacy for all educators. Working in collaboration with the Port Arthur Independent School District (PAISD), the local association is establishing a network to support all PATA members and potential members through quality professional development.

The grant work includes: collaboration with the local school district on professional development; rebranding the local association as the professional association; establishing the association as the authority on professional development; and positioning the association as a source of mentors for great teaching in the district.

65

2013-14

Utah

Alpine Education Association

The Alpine Education Association (AEA) will use its GPS Fund Grant to help students and teachers stay ahead of the curve in an environment where standards are evolving to meet the dynamic needs of students as they prepare to compete in the global economy. AEA, in partnership with the Utah Education Association (UEA), will support teacher quality in schools by providing each AEA member with a toolkit that includes guidelines to assist in successfully meeting the new teacher standards recently established by the Utah State Office of Education.

66

2015-16

Utah

Utah Education Association

Utah Education Association (UEA) will use its GPS Fund Grant to develop the “Making the Change: Moving to a Teaching and Leadership Agenda” program with the purpose of establishing changes to organizing around teaching and learning at the UniServ and Local level by working with eight UniServs to align their missions, strategic goals and actual organizing with that of UEA.

UEA, in collaboration with leaders, members, staff, allies and other community groups, will focus on advancing the cause of great public schools in Utah using UEA's Education Excellence Plan, National Board teachers, Teachers of the Year, and Teacher Leadership Initiative graduates to meet with community members and policy members.

The goals of this work are to elevate the profession through professional development on education evaluation, Assessment Literacy, and student learning objectives; and to change the student program to organize around professional learning. .

67

2013-14

Utah

Utah School Employees Association

The Utah School Employees Association (USEA) will use its GPS Fund Grant over three years to support a multi-year organizational transformation that can serve as a model for other affiliates that want to build strong, member-led associations focused on supporting student success and serving members’ on-the-job needs. This initiative will embed students’ needs and teachers’ professional development needs in the day-to-day activities of USEA staff and leaders, producing a membership increase sufficient to sustain the initiative.

Number

Awarded

State

Affiliate

Original Description

68

2013-14

9-State SLO Consortium: Hawaii, Idaho, Maryland, New Hampshire, South Carolina, South Dakota, Utah, Vermont (lead affiliate), and Wyoming

Hawaii State Teachers Association, Idaho Education Association, Maryland State Education Association, NEA-New Hampshire, South Carolina Education Association, South Dakota Education Association, Utah Education Association, Vermont-NEA, and Wyoming Education Association

The nine-state consortium, with Vermont-NEA as lead affiliate, will use its GPS Fund Grant over three years to create a large cadre of teacher leaders who, upon engaging in their own professional learning around Student Learning Objectives (SLOs), will train and encourage teachers, support professionals, and administrators in creating high-quality SLOs and assessments toward improving student learning and ensuring student success. Each affiliate will have the autonomy necessary to ensure that all participant educators develop the capacity to effectively implement SLOs in their own states and they also will share the best and most effective practices across all the states.

69

2013-14

Washington

Federal Way Education Association

The Federal Way Education Association (FWEA) will use its GPS Fund Grant to create a cadre of exceptional educators to help craft quality improvement plans for educators who are not meeting teaching and learning standards. Specifically recruited and trained, these educators will be viewed as ‘exceptional’ by their peers and evaluators. They will successfully assist principals in crafting fair and reasonable improvement plans to help struggling colleagues meet the standards of the new evaluation system. The goal is that feedback on the work of the cadre to help advance the Association’s goal of a quality educator in every classroom will be highly favorable. FWEA aims to continue this important body of work and to expand it to include teachers in the development of teacher evaluations and lead the effort to promote teacher growth/improvement.

70

2015-16

Washington

Washington Education Association

The Washington Education Association (WEA) will develop and implement culturally responsive classroom management practices with its three-year grant. WEA will partner with the University of Washington and the Community of Color Organizations to develop and implement culturally responsive classroom management practices. WEA will share the developed practices with education stakeholders, Washington State schools, and the general public.

71

2013-14

Washington

Puget Sound UniServ Council

The Puget Sound UniServ Council will use its GPS Fund Grant to reach out to new educators to identify their professional needs so that they can develop tailored programming. They will then implement a SPARKS program to provide the specific information and training that will build the quality of the new educator’s practice. The grant will allow the Puget Sound UniServ Council to provide professional development to educators directly, both on the implementation of the Common Core State Standards (CCSS) and in building the skills and knowledge that could lead educators to National Board Certification.

The Puget Sound UniServ Council will also develop a training that will help educators reach out to the community and engage parents in the successful implementation of CCSS.

72

2013-14

Washington

Seattle Education Association

The Seattle Education Association will use its GPS Fund Grant over three years to build a stronger union that improves student achievement. The association will tap esteemed educators to carry out teacher effectiveness programs and conduct outreach to parents; lead efforts to reduce class size and increase access to early childhood education; and direct professional development for teachers and para-professionals during this time of Common Core State Standards-driven changes.

73

2013-14

Washington

Washington Education Association

The Washington Education Association (WEA) will use its GPS Fund Grant on the Common Core State Standards (CCSS), which represent the next wave of reform affecting members and students in every K-12 public school. The state of Washington is the Smarter Balanced Assessment Consortium (SBAC) Lead Procurement State and a “Governing State,” as well as a Next Generation Science Standards “lead state partner.” WEA is developing and implementing a new, integrated statewide professional development network that will engage and professionally develop members, train leaders and staff, build stronger locals and collaborate with local communities. With this grant, WEA’s professional development network will significantly enhance CCSS implementation and thus positively affect members and students.

Number

Awarded

State

Affiliate

Original Description

74

2013-14

Washington

Washington Education Association

The Washington Education Association (WEA) will use its GPS Fund Grant over three years to launch a statewide Professional Development Network to engage and empower leaders, members, and staff to advocate, bargain, organize, and promote high-quality public education practices and policies in their communities and statewide. This will increase WEA’s member relevancy, build its local capacity, and empower members to lead the profession and ensure student success.

75

2013-14

Washington

Washington Education Association

The Washington Education Association will use its GPS Fund Grant over three years to expand its organizational capacity toward enabling educators to make general education classrooms more accessible to special populations of students and, in the process, improve instruction and learning outcomes for all students. The goal is for all students to be engaged in learning experiences that are referenced to common standards while responsive to the unique abilities and talents of individual students.

76

2013-14

Washington

Washington Education Association

The Washington Education Association will use its GPS Fund Grant to facilitate and convene a School Safety Series, which aims to identify 36 interested ESP members for a School Safety Cadre, hold one two-day training session for interested cadre members, and identify 25 interested local teams of 3 (district/ESP/community member) to attend a statewide one-day safety symposium.

77

2014-15

Wisconsin

Green Bay Education Association

The Green Bay Education Association (GBEA), in collaboration with The Green Bay Area Public School District (GBAPSD) will use its GPS Fund Grant to create the Teacher Effectiveness and Continuous Improvement for Students Project. The objectives of this work are to provide training that strengthens teacher performance for students, and to ensure that individual teachers master skills and knowledge useful to showing continuous improvement based upon the district’s and DPI’s system.

The goals of this work are to: provide GBEA members advanced and continuous trainings on improvement and workload management skills; provide trainings through Accomplished Professionals; create the Empowered Leaders training plan; and create a dynamic collaboration that will give leaders the opportunity to engage a wide variety of stakeholders moving forward.

78

2013-14

Wisconsin

Milwaukee Teachers Education Association

The Milwaukee Teachers Education Association (MTEA) will use its GPS Fund Grant to organize 70 percent of Milwaukee teachers to join the association by focusing on professional issues, including successful implementation of the Common Core curriculum and a new state teacher evaluation system. MTEA will determine whether organizing a critical mass of teachers, parents, and students around the needs of Milwaukee students will build the power base needed to improve schools and ensure high academic achievement and student success.

79

Wisconsin

Wisconsin Education Association Council

The Wisconsin Education Association Council (WEAC) will use its GPS Fund Grant over three years to implement Wisconsin’s new Department of Public Instruction Educator Effectiveness system, designed to improve student learning by supporting continuous improvement of educator practices through performance-based evaluation. WEAC will provide leadership and assistance to local associations and members, increasing its capacity to ensure that Wisconsin students have highly effective teachers and schools.