Tips on Submitting a Winning Proposal

Toyota TAPESTRY grant proposals should demonstrate creativity, involve risk-taking, possess a visionary quality, and model a novel way of presenting science. Proposed projects should promote exciting and innovative activities to motivate students in science and be limited only by the creative imaginations of the applicants.

There are a number of ways to improve your chances of winning a Toyota TAPESTRY grant. First and foremost, carefully follow the directions provided.

The summary is a critical part of your proposal. After the deadline, NSTA will e-mail copies of every summary from every eligible proposal we have received to each judge of the applicable committee. This gives members of each committee the opportunity to read each summary and get an overall impression of the competing ideas. While judges eventually read each proposal in its entirety at the committee meeting, the first impressions gained from the summaries are important. Make your summary as tight and descriptive as possible. In the summary, highlight what makes your project stand out. This is where you really have to sell your proposal to the judges. The summary should be easy to read, interesting and comprehensive. It needs to grab the judges' attention and make him/her want to read your proposal. Make clear in the summary why your project is unique, its impact, and what your goals for the project are. Avoid jargon, generalities and cliches.

Proposals that simply ask for equipment without describing an innovative application of the same will be quickly eliminated. Your proposal must be creative and be able to motivate students to do science. It should have unique qualities that make it stand out from the other proposals. You could look to solve a real problem with a project that has community linkage. Your project could include community outreach, involving parents and local people in a problem unique to your area. You might want to work with a scientist from a local company or organization that will support your project with supplies, manpower and/or financial support. You should include a letter of support from an official of that organization that shows evidence of the involvement and contribution of that organization. You should keep in mind about the legal rights to do whatever you are proposing. For example, if your proposal involves collecting endangered plants from a National Park, you must obtain legal permission to enter and do the work that is needed.

You can encourage student/scientist partnerships to conduct inquiry-based learning by exploring questions and seeking answers using data they generate; engage in real science by exploring problems on the leading edge of field science; use scientific processes and problem solving skills as they plan for and use data; use technology to access data in real time and to telecommunicate with other students and scientists; and integrate science disciplines as they explore issues that combine meteorology, ecology, geology and hydrology. Exploring is not enough. Something ought to come of it.

Proposals must have a clear goal and sense of purpose. Project directors should possess solid organizational skills and show expertise in the issues that the project will address, giving the project a good chance of meeting its goals. Do not assume outcomes. You must clearly show how the project will be implemented and what direct assistance you will receive. You need to prove to the judges that your project will work and that it will be a success. Leave no doubt in their minds that your project will succeed and impact the lives of your students. There should be an end point to the project. TAPESTRY is not a continuing search for knowledge but a project to work through some conclusion.

Proposals can take a multi-disciplinary approach, but must have a firm basis in science. The judging committee will look for projects that provide students with instruction that creates a stimulating, hands-on learning environment.

There should be evidence in your proposal of strong administrative support from your school and district. A letter indicating active support is much stronger than a vague letter of general support.

The judges examine the proposal's individual components. For example, they look for an evaluation plan that provides feedback for refining and revising the project. They look at the number of students involved in the project and how it will advance these students' attitudes toward science. Mentoring between scientists, teachers and students may be a plus. Also, older students may mentor younger students, increasing the impact of a project to different schools and grades.

The judges look for budget amounts that are realistic and clearly relate to items mentioned in the body of the proposal. Make sure you clearly state what you are going to do with the equipment you are purchasing. It is crucial that you justify your budget and clarify the need for your big-ticket purchases. Proposals that have mismatches between the project and fund allocations will not likely be funded.

Projects with clearly stated goals and objectives that serve educational and local needs are more likely to be funded. The project should include a representative number of students and teachers. Show the judges something new that makes them say, "Wish I had though of that." Do not clone recent winning projects and remember that what was innovative five years ago may not be innovative today. Make sure your project is student centered and that you have a solid plan to show evidence of the success of the project.

Once you have completed and fine-tuned your proposal, set it aside for a few days. Then come back, read it with fresh eyes and look for ways to improve it. Also, have some uninvolved colleagues read your proposal and give their suggestions. Other educators can be the best critics to help you submit the best possible proposal. Don't be discouraged if you aren't selected for a grant the first time you submit a proposal. The most successful grant writers often have many rejection letters in their files. You might re-work your proposal for different grant programs, or for re-submission to Toyota TAPESTRY the following year.

Successful proposals may include ...

• Novel instructional strategies
• Curriculum development and implementation
• Creative uses of technology
• Involvement with the community or industry
• Collaborative programs among students and teachers
• Professional and staff development
• Innovative uses of educational equipment
• Involvement of at-risk or minority students
• Multidisciplinary or interdepartmental participation
• In-class or extracurricular activities

Successful TAPESTRY proposals …

• Demonstrate creativity
• Involve risk taking
• Possess visionary quality
• Model a novel way of presenting science
• Promote exciting and innovative activities to motivate students
• Have director(s) with clear goals
• Are firmly based in science
• Have focused achievable goals and expectations

Unsuccessful TAPESTRY proposals …

• Do not possess vision or creativity
• Focus primarily on the purchase of materials and equipment
• Suggest money alone will solve a given problem
• Lack experienced staff
• Have unclear objectives
• List procedures which are unsuited to stated objectives
• Have little likelihood of securing productive results

Components of a summary

• Problem statement
• Objectives of the proposal
• Brief set of procedures
• Statement of evaluation procedure
• Commitment and expertise of submitting institution

Tips on writing grant proposals

• Identify a need or problem to address
• Cite evidence of need
• State procedures for addressing the problem
• Highlight creativity or innovation of your approach
• Describe individuals, schools, other organizations involved
• Be specific about costs
• Refer to additional funding source/cost sharing, if any
• Limit your scope
• Make sure your letters of support are specific
• Give to someone to read
• Submit by deadline