Locating and Assessing Funding For Teacher Technology Training

Overall, the need for and the requirements of effective training tend to be dramatically at odds with the predominate funding and fiscal practices which view training as nonessential. And it is for this reason that the search for and procurement of funding is so significant to developing effective and ongoing training.

The materials presented in this section are designed to assist those administering training programs to begin the hunt for funding. The first step in locating funding is to determine how much the training program will cost. For this, administrators will need to have a clear understanding of what the technology training will entail. They should have a plan in place: one that connects learning outcomes and faculty needs with the training model(s) to be used. Connecting learning outcomes to training will enable training administrators to demonstrate whether or not the training impacts student learning. If the outcome is positive, the results can be used to make a stronger case for future funding. The training models used will also help to determine what infrastructure, technology, and human resources will be needed. Training that provides ongoing instruction and mentoring via knowledgeable faculty in a department run lab will require different resources than a training program that offers a series of short workshops presented by technology experts in general purpose labs. (See the heuristic Determining Resources Needed and the Budget worksheet )

Once training administrators have an outline of what is needed, they can begin to identify possible sources of funding (see Determining Possible Sources). The key is to always start locally. Consult with the Chair about sources that may be available through the department -- you may be one of the lucky few who has a department that has set some funds aside for professional development. The Chair may also be able to work out a deal regarding release time, TAs, tuition remission, credit hours, or even access to equipment. Maxine Mott goes so far as to suggest forming a committee whose sole purpose is to go on a treasure hunt to canvas the department and the university for needed resources in whatever forms they might take.

Be creative, if training teachers for a particular course that has multiple sections and a large enrollment, an administrator might consider putting a team together to create a custom textbook -- royalties from the sales could go to the department to support the training needs for that course.

The next step is to check sources outside of the department but still within the institution. Check with the Dean's office or other University units to see if they offer funding for instructor training. Be aware that funding opportunities may be hidden and not easy to find. Be sure to use multiple information sources (online web resources, news groups, and word of mouth).

Once the possibilities on campus have been fully explored, an administrator will want to look to outside sources. Before beginning the search for external funding, check with the institution's administration about limits and restrictions that may be in place. Some Universities do not permit faculty to pursue certain external funding opportunities.

There are three primary sources for external funding: governments, corporations, and foundations. There are two categories of foundations: private and public. The Foundation Center web site provides a useful overview of the differences between the various types of foundations. (See What is a Foundation.)

As the search for funding sources proceeds, keep track of the search. Here are some tips for tracking and following up on funding sources:

• Develop a list of sites and resources that provide information on funding opportunities (see Web Resources)
• Check known sites regularly for new funding programs or to track due dates
• Check multiple sources for information (some opportunities are not easy to find -- news groups, word of mouth, bulletins, etc.)
• Consult multiple directories (paper versions available in the library may provide a clearer sense of categories and key words). The foundation center will list foundations by state. The TAFT directories have better key word categories. Under Faculty Development, for example, it lists over 400 corporate and foundation givers (1999 3267). (See Guides)
• Use a prospect sheet to track what you find. (Prospect worksheets are also available at the Foundation Center site)