NISD Education Foundation increases funding for teacher grants

The Northwest ISD Education Foundation this year has committed to expanding the scope of its teaching grants, offering $80,000 in funding across the district.

NISD educators who work directly with students can apply for these grants either individually or as part of a team. Individual educators may request up to $2,500, while teams can apply for up to $7,500. Educators have until September 26 to submit their grant applications.
  
“It’s always exciting to see the inspired ideas that our teachers come up with,” said Alyssa Pry, NEF director of communications and public relations. “Our grant committee is passionate about funding innovative projects that enhance education and positively impact student learning.”
 
This pledge comes on the heels of last year’s success, where the foundation awarded $65,755 in grants, contributing to a total of over $1.8 million since the foundation’s inception. These grants enable educators to infuse creativity into their teaching by funding initiatives that aren’t covered by traditional tax dollars.

Sarah Hallin, a biology teacher at Byron Nelson High School, was immediately inspired to apply for a grant upon learning about the opportunity. She wanted to provide her ninth-grade students with a hands-on, real-world application of the skills they had developed throughout the year, particularly in argument-driven inquiry through the study of sharks. After discussing her idea with her colleagues, the entire team collaborated on the application.
 
“We knew we wanted to do something impactful, but we weren’t sure what form it would take or how it would come together,” Hallin explained. “As we brainstormed together, we realized we could turn this into a larger project that involved parents and the community. It became something much bigger than we originally imagined.”
 
The result was a lesson titled "Exploring the Hidden Depths of Sharks," where students formulated a claim, conducted research, and dissected a Dogfish shark to gather evidence. They concluded the project by defending their claims in a final poster presentation.
 
“I’ve done dissections before, but I’ve never seen students so engaged,” Hallin noted. “Every student was involved in some way. We created a strong sense of community, and the students were deeply invested in the outcome. This wouldn’t have been possible without NEF.”
 
Hallin encourages teachers who might feel overwhelmed by the grant application process to collaborate with others.
 
“I think that there are so many teachers that have so many great ideas, but with the funding in our education system, it’s not always feasible to be able to do that,” she said. “We are fortunate enough to have NEF as a partner, helping make our dream of what we want for our kids come to reality.”
 

Jaime Jensen, a librarian at Cox Elementary, echoed Hallin’s sentiments. With the help of NEF’s grants, she was able to bring her dream of a more robust Robotics team to life. The funds allowed her to purchase additional robotics equipment for her third, fourth, and fifth graders, eventually expanding the program to include second graders.
 
Robotics not only taught her students coding, problem-solving, and teamwork, but it also introduced them to storytelling.
 
“It gives them a chance to see learning in a whole new way. They’re learning story – like telling a story,” she said. “That’s what it’s all about to me is seeing them thrive. Seeing them start in one place and get somewhere totally different that I didn’t expect them to go. I love it.”
 
Though she was initially apprehensive about writing a grant application, Jensen received encouragement and advice from colleagues. She suggests that teachers start with what they already do well in their classrooms and consider how grant funding could elevate those projects.
 
“Think about what you’re most passionate about—what you already do well—and then consider how you could take it to the next level. What resources could enhance your students' excitement and learning?” she said.
 
Ultimately, it was her desire to see her students succeed that motivated her to apply for the grant. The impact on her students was profound.
 
Lucas Welch, a third-grader who described himself as shy, said the robotics team not only helped develop his problem-solving skills but also made learning fun.
 
“I learned sometimes I do stuff alone, but it taught me teamwork,” he said.