Fund for Teachers is working to compile a trove of resources on Education Equity from diverse sources for the collective learning of our Fellows and everyone in our community. Check back often for updates. Have a resource you’d like to share? Email liza@fundforteachers.org.

• Teaching Anti-Racist, Anti-Bias Themes in a Racial Pandemic: Fund for Teachers Fellow and Teaching Tolerance advisory board member Jamilah Pitts suggests that when teachers choose to remain silent about moments of racial tension or violence—violence that may well touch students’ own communities or families—these children are overtly reminded of their inferior place in society. Engaging in dialogue about mass incarceration rates; the militarism of police and the killing of innocent black men and women is but one antidote to systemic racism.  Apple podcast | Spotify
• Scaffolded anti-racism resources: We love how this document is organized by the stages of identity development in relation to race. It is an amazing collection of resources to facilitate white persons’ growth.
• Teaching for Black Lives:  A collection of materials and resources highlighting the ways educators can make their classrooms and schools places of resistance to white supremacy and anti-Blackness, as well as sites for knowing the hope and beauty in Blackness.

In one week, many will commemorate Juneteenth, the day the Emancipation Proclamation – issued on January 1, 1863 – was read to enslaved African Americans in Texas. Today’s Fellow Friday highlights Chris Dolgos (Genesee Community Charter School – Rochester, NY): the inspiration for his 2020 fellowship researching Frederick Douglass’s UK speaking tour, and resources you can use in your own classroom.

Chris is a veteran teacher within EL Education, an innovative network of schools across the nation dedicated to equal emphasis on students’ mastery of knowledge and skills, high-quality work and character. The school’s unique approach to curriculum divides the school year into distinct, cross-curricular “expeditions” culminating in a final products. The inspiration for Chris’ 2020 fellowship focusing on Frederick Douglass was catalyzed by such a product that, interestingly, had its roots in Chris’ 2015 fellowship research on how Romans constructed public works projects (such as Hadrian’s Wall) to divide, as well as unite, people in a multicultural society.

Chris’ sixth graders’ AdobeSpark presentation Whose Renaissance Is It? led to a grant from Teaching Tolerance for a collaboration with community-based artists, to four murals the painted across Rochester. And just last week, the students presented this final presentation to the Genessee Comunity Charter School board of directors via Zoom. The board immediately motioned to revise the school’s code of conduct based o the recommendations of students’ work.

“After a year like this – it was satisfying and timely to see the students’ work received so warmly,” Chris said.

One of four murals painted by Chris’ students around Rochester, NY.

Read about the Teaching Tolerance grant and watch this video about the mural project. #ROCBeliever

We asked Chris how he arrived at this particular fellowship (his previous ones focused on Hadrian’s Wall, bird migration and Neanderthals – what can we say, there’s a reason why he’s one of 5 four-time FFT Fellows). Chris’ response mirrored his path toward becoming the the anti-racist and abolitionist teacher he wants to be.

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“Working with amazing  Shawn Dunwoody, our kids helped paint four murals across the four quadrants of Rochester. It was the first time we’d engaged the class to see neighborhoods beyond their own and see our city as a whole – flaws and all and it was a powerful moment for all of us,” Chris said. “It also laid bare just how much work there is to do in understanding the inequity in our city. Seeing it through my students’ eyes forced me to see the systemic barriers and my own role in upholding them.”

Chris dug into Layla Saad‘s “Me and White Supremacy” workbook, which launched months of facing up to “biases, classism and even racism that had no doubt seeped into my interactions with kids.”

[minti_blockquote]”I picked up the work and with other white people, dug in. I wrestled with my prejudice and sat with the guilt of not doing enough – or even worse – just enough. I cycle back through that workbook every few months. A few weeks later came the news that a Frederick Douglass statue – one of many celebrating the bicentennial of his birth – had been vandalized. I don’t really know why that hit me as hard as it did, but I was furious.”[/minti_blockquote]

“We talked about it as a teaching team and with the class (now a new group of students) and posed the question – what do we do?” said Chris. “Naturally, the kids had the answer : ‘We show up.’ So we did – we alerted parents that we’d be taking a walk to the site where the vandals struck on the day a new statue took its place to show that hate and ignorance has no place in our community. Highlight of the day? Seeing Margaret Finch, my mentor from my first year of teaching (20 years ago!) thanking me for making time in the day to have our students be a part of this. That day was really the day I knew I needed to commit to becoming and anti-racist teacher and anti-racist human being. I had started with baby steps, head down making sure I didn’t trip over my words and actions and now was ready to look up and fail forward, as often happens when taking risks.”

“That year our students were examining food justice and the need for a food policy council in our city. A lot of our work was around the intersection of race and class. The data told the story of systems of oppression and discrimination towards people of color. Diminished health outcomes, food deserts and nutritionally empty foods in black and brown communities, poverty and time constraints that limit food choices – the kids learned about all of it. It was a privilege check time and I realized I still had more to do and more to learn.”

“For the 2019-20 school year, Alexis and I were approached by our school leader and members of our board to examine our school’s code of conduct and have the kids help us reframe the rules through the lens of restorative justice. That was eye-opening work and we’re just about ready  to share those recommendations with our board.  That and lots of reading and reflection of the past few years’ projects helped bring into focus my 2020 FFT Fellowship – to explore what it means to be an anti-racist educator and abolitionist teacher.”

Chris’ reading list included: Dr. Ibram Kendi (How to Be an Anti-Racist) and Bettina Love (We Want to Do More than Survive: Abolitionist  Teaching and the Pursuit of Educational Freedom). His other inspiration was local hero Frederick Douglass.

Read about Frederick Douglass’ deep connection with Rochester here.

“Douglass’ travels to Great Britain, where he spoke to white people to reject and dismantle slavery and join the abolitionist cause, were unfamilar to me. It was on these trips that enough money was collected and donated that would allow him to purchase his freedom and buy the printing presses that gave birth to his abolitionist newspaper, The North Star.  I made contact with professor Hannah Murray in the UK who had done the research on Douglass in Great Britain that shaped the itinerary I proposed,” Chris said.

“And then came COVID. Schools closed. Travel was suspended. Fear and anger raged as the death toll climbed. FFT made the wise decision to postpone all fellowships until summer 2021. And then Breonna Taylor was murdered. Then came Ahmad Aubrey. Then came George Floyd. Then came the righteous anger of hundreds of thousands of Americans, followed by many more thousands around the world. A lot of folks were in the shallow end of anti-racist work when this tidal wave hit. Being only a few years into this work myself with any real sense of commitment, I struggled with how to best serve my students – but our team opted to simply listen and let them share and process through a listening circle. It was a start and a conversation that is hard to maximize through the tiny boxes of a Zoom meeting. And with the year drawing to a close, we want the kids to know they should keep speaking and keep listening and be active in questioning the status quo. Several went to the protests. Others joined in the clean up of the looting and vandalism that followed. I keep thinking, “Man, I could REALLY use that fellowship this summer!” but a lot of the work that needs to be done in my classroom needs to be done internally, by me.

• Listening more.
• Revisiting my reflections on Layla Saad’s workbook.
• Working with other white educators to check our bias and challenge the assumptions we have of our students.
• Decolonize our curriculum and make sure the policies and systems within our schools are culturally affirming so when we say Black Lives Matter, the students believe it.Taking a virtual abolitionist walking tour in London with Dr. Murray later this month. And,
• Participating in a Gilder Lehrman Institute online course about the History of American Protest.

“While it’s no substitute for my fellowship, current events and these activities are already conspiring to shape the direction we’ll be taking with next year’s sixth graders. And in June of 2021, as I begin to follow in Frederick Douglass’ steps in the UK, I will already be one step closer to becoming the anti-racist and abolitionsit teacher I want to be.”

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Chris joined Lee Klingenstein, EL Education’s founding board chair (lfar left) for the on-stage at the EL Education 2016 National Conference in Detroit.

Chris is a sixth-grade teacher at Genesee Community Charter School in Rochester, NY and is a three-time Fund For Teachers Fellow. History and geography are two passions he brings to life in his classroom, through field work, guest experts and product-driven Learning Expeditions. Chris has contributed to EL Education publications and Common Core curricular efforts, was awarded EL Education’s Top Teacher Honor for the nation, and is a NY Educator Voice Fellow. Follow him on Twitter at CJDTeaches.

On Monday, we shared the work of an FFT Fellow to educate his Tulsa students about the 1921 Tulsa Race Massacre for the first time. Today, as Pride Month begins, we elevate another lesser-known, yet seminal event in our nation’s quest for social justice — this time for the LGBTQ+ community.

On June 27-28, 1969, New York City police raided Stonewall Inn, a Greenwich Village bar known for its gay, lesbian and transgender patrons. The BBC story “Stonewall: A riot that changed millions of lives” proposed that Stonewall was to the gay rights movement what Rosa Parks was for the civil rights one. “And just as Ms Parks’ refusal to give up her seat on a bus in Alabama to a white man had the effect of animating the civil rights movement 14 years before,” wrote author author Tom Geoghegan, “so Stonewall electrified the push for gay equality.”

For more information, watch this “Stonewall Uprising” episode of PBS’ American Experience.

Use these Learning for Justice resources on this topic in your classroom.

Five miles south of Stonewall Inn sits Eleanor Roosevelt High School, with the mission of “challenging students to act with courage, integrity and leadership [while] preparing them to embrace the moral, social, and intellectual challenges to come.” Leading this work is Tony Cacioppo, humanities teacher and faculty advisor for the Gender & Sexuality Alliance.

In 2015, Tony was named the Live Out Loud Educator of the Year for ensuring his LGBTQ+ students receive the highest quality education and feel supported emotionally and socially throughout the process. To support this work, he designed a Fund for Teachers fellowship to explore how London schools give voice to the LGBTQ community in their curriculum and to strengthen representation and support of LGBTQ students and their allies.

“Statistics show that when compared to heterosexual students, queer students all across the country miss more days of school, experience higher levels of depression and other mental health issues, and are much more likely to drop out of school,” wrote Tony in his grant proposal. “I want my school to do more to fight this trend.”

Tony’s guiding questions throughout his month-long tour of the United Kingdom included:

Peter Tatchell, founder of The Peter Tatchell Foundation

1. How do we ensure that all students—queer or not—truly understand the history and current lives of LGBTQ people?
2. How do we eliminate bias, even when it’s unintentional, from the school community?
3. How do we include LGBTQ achievements, concerns, and topics in the curriculum of all courses in a way that feels authentic and purposeful? And,
4. How do we ensure that queer students are not singled out and or marginalized in any aspect of school life, including in classes, sports teams, extracurricular activities, school dances and field trips?

His exemplars were individuals and organizations at the forefront of the effort to expand the inclusion of LGBTQ voices and issues in schools through the 2017 Children and Social Work Act in England, which requires all schools to teach sex and relationship education (SRE) from the age of 11 on, with plans in place to begin this fall. Tony’s itinerary included:

Gay Pride Flag, National Museum of Dublin

• An interview with a former SRE educator/current staff member at Stonewall (a London advocacy helping to make schools more LGBTQ inclusive) that led to introductions at Stonewall’s School Champions network, where staff have been trained on best practices for LGBTQ inclusion.
• Meeting with Peter Tatchell, a longtime human rights activist and founder of The Peter Tatchell Foundation that turned into a strategy session on implementing his recommendations for inclusion of marginalized students at Eleanor Roosevelt High School.
• Workshops through Bish Training, a group that specializes in providing SRE training for schools, and Brook, an organization dedicated to ensuring the sexual health and well being of young people, which yielded best practices to better support the development of healthy sexual identity in adolescents and teenagers. And,
• Discussions with Dr. Polly Haste, the Head of training and Practice for the Sex Education Forum, focusing on ensuring that LGBTQ content is embedded into curriculum rather than discussed for one day so that the school can say it has “covered” the topic.

“One unexpected result was being told by several of the professionals that I spoke to that when it comes to addressing the mental and physical health needs of young people, doing certain things badly is worse than not doing them at all,” said Tony. “We must be extremely careful and thoughtful when talking to students about healthy relationships, sexuality and gender, drug use and eating disorders, etc. We don’t want to do more damage to an already fragile student who is in need of support.”

Tony’s long-range plans include incorporating more LGBTQ+ literature into his 11th and 12th grade English classes.
The culmination of the school year, pre-COVID, was to be a unit specifically on the Stonewall Riots, which he provides here.

Tony with members of the Gay Straight Alliance at Eleanor Roosevelt High School

“This fellowship helped me to see that there is amazing work going on all over the world if you take the time and have the opportunity to go exploring,” said Tony. “The people that I met and learned from were not just other classroom teachers; they were activists and advocates who care about the same things I do–namely the well-being of young people–and have chosen another path for helping to achieve a similar goal. This showed me the power of educators forming partnerships with anyone who is willing to help.”

“As teachers we get extremely focused on what is going on directly in front of us and with the things that we need to do by the end of the day, week, semester, or year,” he continued. “This project gave me to the opportunity to step out of my own small world and see the big picture. I now recognize that lesson plans and grades have their place, but that teaching can truly be powerful and transformative when it supports who students are and helps them become the people that they are meant to be.”

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Listen to Tony’s acceptance speech at the Live Out Loud Educator of the Year Award Ceremony.

We are so proud of our 2020 class of Fund for Teachers Fellows and believe Teacher Appreciation Week is the perfect time to begin a weekly series that introduces! Through individual profiles, as well as those focusing on themes these exemplary teachers will pursue in the summer of 2021, you will appreciate these Fellows commitment to their profession, students and school communities.

Today, meet Laurel Cardellichio, science teacher at Croton-Harmon High School in Croton-on-Hudson, NY. Currently, she teaches AP Environmental Science and Regents Chemistry, but she’s also taught Biology, Animal Physiology, Forensic Science, and Psychology. Prior to being named a 2020 FFT Fellow, Laurel earned recognition as a Fulbright Teachers for Global Classrooms Fellow, Regeneron STEM Teacher Fellow, and her National Geographic Certification.

On her CardClassroom global education guide/blog, Laurel shares her mission statement:

[minti_blockquote]“Create scientifically and geographically literate students who, have passion for discovery of the natural world around them have the knowledge, the confidence and the skills to communicate ideas respectfully and, have the drive to become positive agents of change as globally competent citizens”[/minti_blockquote]

The Fund for Teachers fellowship Laurel designed, not surprisingly, is right in line with her mission. With her grant, Laurel will research traditional knowledge-based agricultural practices in Italy to create partnerships with local farms and learning that promotes traditional farming methods:

• mitigating climate change
• improving food security, and
• conserving biodiversity.

Laurel explained the reasoning behind this fellowship in her proposal:

“Just like my students, I learn best through experience and I propose to immerse myself in the history and culture of traditional agriculture ecosystems of Italy. There are two Globally Important Agricultural Heritage Systems (GIAHS) in Italy designated by the Food and Agriculture Organization of the United Nations (FAO). These GIAHS, dominated by olive groves and vineyards in the Umbria and Veneto regions of Italy, provide significant examples of historical and modern human agricultural practices in harmony with nature. The traditional knowledge based practices conducted in these regions date back to the Roman Empire and smallscale family farms are exemplars for sustainability, biodiversity, and climate change mitigation. My teaching practice will be strengthened as I learn how historic food ecosystems reflect culture and sustainable land management, and how modernization and climate change has impacted them.”

Laurel’s goal for her students is for them to learn how sustainable management of agricultural land must be approached as an ecosystem and how that supports the Slow Food Movement. While she will pursue experiences and information across Italy to support this goal, her students’ work will be tied to farms surrounding their school community north of New York City. Three small-scale farms in Westchester County (Stone Barns Center for Food and Agriculture, Hilltop Hanover, and Cabbage Hill) will serve as her “homebase” from which she and students will learn best practices and develop mentoring relationships for future research projects.

Her keen interest in land sustainability stems from her personal interest in gardening, professional love of teaching environmental science and unique professional learning experiences.

“As a Regeneron Fellow, I took a course centered on the impacts of climate change on the ability of Athabascan Indians of Alaska to preserve their heritage largely centered on seasonally-based traditional methods for obtaining food,” said Laurel. “When I learned that I was going to Morocco [through the Fulbright program], I immediately started researching environmental issues in the country and the preservation of oases came up. I had never thought beyond movie depictions of the oasis mirage. I am thankful to my host teacher, who brought me to an oasis upon my request. When my research lead me to the GIAHS – completely by surprise – I found out the the FAO also has an interest in preserving human culture in the form of traditional agriculture.”

According to Laurel, the postponement of 2020 grant recipients’ fellowships until next summer gives her that much more time to prepare for an even more meaningful learning experience. COVID permitting, she plans to go ahead with her stateside portion of her fellowship, filming interviews at local farms and aligning her research for use in the classroom this year. This initial contact will lay the groundwork for students’ participation in the farms’ hands on workshops, guided tours and internship opportunities for seniors.

“Although I wish I could have carried out my fellowship this summer, I believe the delay for the Italy part will be very beneficial for multiple reasons. This extra time will allow me to: further develop my video production skills this summer for lesson plans, conduct the local farm research/visits/filming this summer giving me valuable time to better prepare for the two weeks that I will be in Italy ; and learn a lot more Italian so that I may communicate respectfully and effectively to the people I meet on my adventure.”

By school days, Laura Nunn is an elementary reading interventionist with Chicago Public Schools. By weekends & pandemics, she teaches yoga. Laura is offering a free virtual class this Friday at 12:30CST. Register with this link to usher in your weekend in peace. 

Laura designed her fellowship to retrace the steps of Odysseys through Sicily, Malta and Greece to give birth to a cross-curricular unit on The Hero’s Journey, modern-day perceptions of Greek myths and the meaning of “home” as it relates to travelers and immigrants.

Hearing about Friday’s event hosted by the Chicago Foundation for Education prompted us to check in with Laura and see how she and her students are managing the pivot to distance learning.

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[minti_dropcap style=”box”]Q[/minti_dropcap] What does “virtual” literacy look like with your students at Patrick Henry Elementary?

[minti_dropcap style=”box”]A[/minti_dropcap] Virtual literacy is such a change from the norm, especially with English learners!  Books are magic and we need to continue to treat them as such, even at a distance, so children can grow up believing in that magic. 

I’m currently seeing students in grades PK-8 for intervention with the majority of my work focusing on first grade ESL and schoolwide computer literacy.  I’m trying to stick to routines that mirror what we did in the classroom; we all need a bit of consistency in this upside-down world, and our children need it even more not only to get back into a positive learning environment, but also to feel safe and secure in an unknown time.  My literacy block is made up of interactive lessons made through Powerpoint or SMART Notebook with short games to keep their attention (guess the rhyme, match the middle sound, what’s the missing letter?), daily read alouds with puppets and, my number one, creating anticipation and familiarity with themed units and exciting incentives.

My best incentive is the A-Z Countdown for the last 26 days of school.  We just finished Day A, Animal Day, where students could come dressed as an animal, bring a pet or bring a stuffed animal to our virtual class to read a non-fiction animal book.  They were so excited… even though the beak of my owl costume muffled a bit of the sound!  We’re sharing our favorite books on B Day (I’ll be dressed as Ms. Frizzle!), reading under pillow forts on F’s Fort Day and we’ll act as outdoor phonics detectives on W Day’s Walking Scavenger Hunt. To me, true success is when my students are excited to read, so I do my best to bring reading to life and make life adventurous.  

[minti_dropcap style=”box”]Q[/minti_dropcap] How is your school community pivoting?

[minti_dropcap style=”box”]A[/minti_dropcap] Virtual learning will look different in every school and every classroom and, among other things, I think this pandemic has shed light on the economic inequalities within our schools and the very real digital divide that is often overlooked. We’re located within Albany Park, Chicago’s most ethnically diverse neighborhood and one of its most dense.  Based on household incomes, 100% of our school qualifies for free-lunch and 90% are English learners. Once the quarantine started, our biggest concern was getting technology into homes.  Often, only 1 or 2 students in class had a computer or tablet which had to then be shared between multiple people. Once we passed out every bit of portable technology to students, our next challenge was teaching the students themselves how to join virtual meetings and check their email: many members of our school community are unable to work from home and don’t have access to child care.  I’ve dedicated my Fridays to safe-distance home visits, often demoing computer skills from the driveway, and calling and texting families to do troubleshooting.  I’ve recorded video tutorials and created step-by-step pages. Sometimes all we can do is drop off school supplies and paper-based packets to families without wifi (it helps to do so in an inflatable unicorn costume).

[minti_dropcap style=”box”]Q[/minti_dropcap] What is your main takeaway from this time?

[minti_dropcap style=”box”]A[/minti_dropcap] Love. In my first year of teaching, my then mentor and now dear friend Edith said to me, “Just love them like they’re your own and it’ll all be perfect.” It’s stuck with me and has been formative in developing who I am as an educator.  So, for teachers out there, just love them like they’re your own, it’ll all be perfect.   We all feel overwhelmed and even the most distinguished of educators are questioning their effectiveness.  Trust in yourself that you’re doing enough and let tomorrow’s lesson be guided by great waves of love and understanding– no matter if you’re dividing equivalent fractions on your refrigerator’s whiteboard or singing songs about rainbows.  

The love in my school and professional community has made me feel that, despite the distance, we’re somehow closer than ever.  Our lunch staff, security officers and administrators are at school daily passing out free breakfasts and lunches, managing safe-pick up of technology and checking in with families.  Our Assistant Principal records her daily announcements and the pledge of allegiance and wishes kids a happy birthday.   My colleagues check-in with self-care reminders and have gone above and beyond to creatively celebrate our 8th graders’ graduation.  My after-school knitting club still meets once a week.  Sometimes all you hear is our needles clicking and then sometimes they’re talking over each other about pom-pom sizes.  What’s important is to hold that space for their voices and be present so they know they’re loved. 

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This year, Laura entered a give away contest sponsored by actor Busy Phillips and she was one of ten teachers chosen from across the country to get have her list cleared on Amazon. Her letter to Phillips read as follows:

 “Hi Busy! I’m an academic interventionist in my tenth year working for Chicago Public Schools in a low-income, high-need community where 100% of our students are far enough below the poverty-line to qualify for free lunch. Very few students come with school supplies and, due to issues at home, often their most structured, loving, and happy moments (as well as their meals) come from school. Typically, I work out of a classroom but this year, since we’re short on rooms and I believe in the wonder of reading, I’ll be taking over the library.

Here’s the thing, Busy, and it breaks my heart: due to budget cuts, we haven’t had a librarian since 2010. The room became a dumping ground for old furniture and broken materials. I’ve spent ten months working before and after school and on weekends to restore it. Come September, I’ll not only house my interventions there, but also lead PK-2nd grade library classes. The only chairs I could find are adult sized, the tables are enormous and old, and the rugs are stained. The walls are all ancient blackboard. I want my little ones to not only feel safe and successful, but also to capture the love of books that brought me to where I am. My Amazon list mostly has items to create a library space for small bodies– rugs they can take with them, chairs their size, stuffed animals to hug while they read. You’ll also see markers and hand sanitizer!

I thought I wanted to join the Peace Corps but, after working abroad in my undergraduate degree to study human rights issues, I found that the great equalizer that saved women and children alike was education. I moved to Chicago, changed my field of study, got a masters, and here I am!”

Enjoy these photos of Laura receiving donations from Phillips’ fans. You can also follow Laura on Instagram @nunn.chucks, where she’ll be posting lessons, videos and free materials.

We are so proud of our 2020 class of Fund for Teachers Fellows and believe Teacher Appreciation Week is the perfect time to begin a weekly series that introduces! Through individual profiles, as well as those focusing on themes these exemplary teachers will pursue in the summer of 2021, you will appreciate these Fellows commitment to their profession, students and school communities.

Today, in conjunction with Asian Pacific Heritage Month, we introduce Joey Cumagun, a special education teacher with the Adult Transition Community Based Instruction (CBI) team at Deer Valley High School in Antioch, CA. Joey currently he has also taught Special Day Class K-3, SDC 6-8 and autism intensive classrooms. A teacher for 32 years, his awards include Mary Allan Teacher Fellow 2019, National History Day Fellow 2016-17, Special Olympics Northern California Teacher of the Season 2015.

Joey enrolled in the Ateneo de Manila University with the intention of pursuing a degree in Engineering; however, after volunteering as a tutor his junior year, he switched his major to Education and started teaching social studies in a general education setting. After meeting his late wife who was a Special Education teacher, Joey added a second certification in this sphere, as well.

In designing his fellowship, Joey recognized a gap in the transition of his students from school to life post-graduation. He teaches 15 students (primary eligibility are (8 students with primary diagnosis of autism, 5 intellectual disability, 1 other health impairment (cerebral palsy), 1 with specific learning disability). Their learning goals cover:

• functional academics, which is how to apply reading and math skills in the real world such as following a calendar or reading a bus schedule
• appropriate communication and social skills to successfully navigate their community, and
• vital employment skills which is the primary rationale of this fellowship.

“As important a goal of getting a job is after high school is to my students, none of them actually gets employed after graduation,” explained Joey. “All my students end up in sheltered, non-work settings. In the state of California, only one out of every four workers with developmental disabilities are working in a community employment settings (according to CA Transition Alliance). On the national level, while unemployment rate is at an all time low, there is no evident increase in the rate of employment of people with disabilities. In my constant effort to find how I can best prepare students with special needs for employment, I researched top companies and best countries that employ people with disabilities. Then I discovered about Omron Taiyo in Japan with a long and reputable history of employing people with disabilities.”

[minti_pullquote align=”left”]Joey will use his Fund for Teachers grant to tour two Omron Taiyo manufacturing factories where the majority of employees have a disability to design a system for a workplace (simulated in the classroom) that is both conducive and motivating for students with disabilities.[/minti_pullquote]

“With this fellowship I will be able to see for myself a work flow system designed for workers with disabilities that I would never see in a textbook or curriculum,” said Joey. “In addition, I will learn more effective ways how to instill positive work values in the classroom, learn ways that Omron implements visual materials, automated signals, and workflow design to support workers with disabilities, and document methodologies and use of Japanese technology that I can bring to my classroom.”

Upon his return, Joey envisions a six-step plan for applying all he experiences in Japan:

1. Create workstations that incorporate workflow systems observed at Omron
2. Implement technology that supports work skills performance
3. Teach and practice positive work values, such as the attitude of punctuality
4. Introduce guided practice lessons that parallel work designs seen at the Omron factory
5. Present a training session during the school’s professional development day and provide handouts and support to
   teachers who are willing to implement whatever they have learned, and
6. Network with community organizations and businesses and policy makers by promoting my students
   employability

Joey has completed 62 marathons, en route to his goal of 100 races.

Joey’s ultimate goal is to see his students enter the workforce through this network, as opposed to attending adult day programs (bowling, library visits, etc.) in which most students remain for the rest of their lives.

“Essentially, the goal of school is to learn ‘skills to pay the bills,’ said Joey, “but in civic terms, the end outcome of education is to create productive citizens in the community both local and global. This fellowship will help develop a good success story for the community’s effort to engage students in real world learning. This fellowship will be particularly special because it caters to the needs of the special needs population, sending an inspirational message to the students and the school community that all students can succeed, no matter the challenges.”

Today marks the 50th anniversary of Earth Day, an initiative that got its start at a school (college, to be exact). According to EarthDay.org, a Wisconsin senator was inspired by student activism surrounding the Vietnam War and he wanted to direct the same level of passion to protecting the environment. Senator Gaylord Nelson proposed a “teach-in” on college campuses and that idea mobilized so many people that he hired a staff, the teach-in morphed into a nation-wide event and 20 million people demonstrated against the impacts of 150 years of industrial development which had left a growing legacy of serious human health impacts.

Fifty years later, protecting the planet is a major focus of FFT Fellows’ self-designed experiential learning each summer. This year’s theme is climate action, and we’re extremely excited to see how these members of the 2020 class of grant recipients will bring new ideas and inspiration to their pk-12 students about this topic after their fellowships:

• Laurel Cardellichio will research traditional knowledge-based agricultural practices in Italy and create partnerships with local farms to create classroom and field lessons promoting traditional farming methods that mitigate climate change, improve food security, and conserve biodiversity.
• Kathryn Hendrix will explore and photograph unique geographic characteristics of Iceland and Greenland while simultaneously witnessing how these populations manage climate change and renewable resources to prepare students as critical thinkers who can problem solve the challenges their generation will face, both in terms of global warming and for minimizing natural disasters.
• James Janski will explore Alaska’s Denali, Kenai Fjords and Wrangell-St. Elias National Parks to learn firsthand about glaciers, climate change, and the tilt of the Earth, and enhance students’ understanding of these science concepts.
• Jaclyn Lawlor will conduct research on climate change in Montana to enhance math education through the creation of an interdisciplinary senior seminar course that conflates math, earth science and naturalist writings to examine current issues.
• Barbara Niziolek and Micheal Niziolek will study the impact man made climate change has on Hawaii and investigate how advocacy and new technology are working to counteract its effects to develop a unit that empowers students to create their own environmental focused advocacy projects.
• Christopher Purdy will explore Alaska’s Denali and Kenai National Parks, Chugach National Forest, and the glaciers of Prince Williams Sound to learn how global climate change impacts glacial melting and rising sea levels and how extreme environments influence natural selection as aligned with Next Generation Science Standards.
• Ryan Roberts will research Norway’s environmental policies and how statistics influence these policies to infuse the AP Statistics curriculum with climate change and give students an authentic example of data collection that connects to one of the biggest current events of our lives.
• Charles Solarz will study the effects of climate change in the Osa Peninsula of Costa Rica and its impact on biodiversity and ecosystems of the Isla de Cano Biological Reserve and Golfo Dulce and Corcovado National Parks to create a NGSS curriculum that encourages students to be curious about the world around them and develop the skills necessary to be analytical, evidence-based thinkers.
• Katherine Soltys will join an educator expedition throughout Southern Africa, gathering gather data and evidence for student analysis of the effects of climate change, to teach students methods for monitoring and minimizing human impacts on the environment and inspire them to become environmental activists.
• Mary Elizabeth Sugden will join an organized expedition through Tanzania to collaborate with local experts and other educators in designing learning that increases students’ understanding of the impact of global climate change on biodiversity and supports Next Generation Science Standards and the AP Environmental Science course framework.
• Jacqueline Theoharidis will learn from scientists and UNESCO experts about environmental issues affecting the coastal cities of Venice, Italy, and Zakynthos, Greece, to bring real world experiences about the global nature of climate change into the classroom via case studies, modeling of concepts, and inquiry lessons. And,
• Peggy Weinhoeft-Renfro will explore in Canada and Iceland the impact of climate on the electric grid and innovative efforts to avoid a possible infrastructure and energy crisis to provide students with engaging, real-world curriculum that will provide experiences that instill confidence to engage with STEM topics and future STEM careers.

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You can read about previous FFT Fellows’ eco-experiences at the following links:

Climate Change from A (activism) to Z (Zanzibar) – A Brooklyn teacher explores the methodology and best practices of community-based efforts in the Maldives and Solomon Islands to mobilize youth in island nations and Brooklyn confronting climate change.

Bomb Clone = Climate Change? – Two Boston teachers investigate the impact of climate change on Iceland’s society, educational system and natural environment to develop instructional resources that empower students to address climate change and its impacts on Boston.

Changing a School’s Climate Regarding Climate Change – Two NYC teachers toured Alaskan boreal forest, coastal, tundra, and glacial ecosystems and collect first-hand evidence of climate change for a sixth grade unit called Human Impacts. And,

A Grand Education – A husband and wife teaching team investigated in five national parks the impact of climate change, with a specific focus on drought and indigenous peoples, to guides students’ creation of a local service project based on water conservation.

Earth Day 2019 FFT Round Up

…not a drop to drink. That’s what Richard Lebowitz discovered on his Fund for Teachers fellowship last summer in Indonesia. For two weeks, he collaborated with Balinese municipalities, scholars, citizens and tourists to research the country’s inability to overcome its water shortage crisis. Richard’s inspiration came from observing water waste at The SEEALL Academy in Brooklyn, NY, where his students are now implementing sustainability practices as a result of his research.

“An environmental sustainability practice that my school fails to address is our overconsumption of freshwater,” said Richard. “Our sinks and water fountains often break, and excess water pours out of these faucets while they are not in use. They are eventually fixed, but only after wasting potable water. The school’s sinks and toilets are outdated and overconsume freshwater because they lack modern water saving technology, like reduced water volume sinks and toilets.  I am committed to transforming our school culture, first by transforming the way my students view their roles as environmental stewards within our school and community.”

The most effective way to do that, he decided, was to show students what happens when a community fails to advocate for its environment.

Throughout his fellowship, Richard witnessed and documented the implications of a freshwater shortage crisis:

• More than 60% of the country’s waterways have dried up;
• Densely populated areas along the coastline have lowered the water table level, causing saltwater to leach into aquifers;
• Agricultural runoff pollutes bodies of water; and,
• Tourism creates an increased demand for freshwater.

Back at school, Richard introduced students to the topic of Bali’s water crisis through his fellowship pictures, videos and interviews. Then the students got to work, proposing solutions to four primary challenges listed above. The process included creating visual representations of their solutions through a classroom model, as well as science fair tri-folds.

This project sparked further student activism around the school, including elimination of single-use plastics and a new recycling program.

“Before the fellowship, my professional obligation as a science teacher was to inspire students to develop a love for learning while aiding their growth and development,” said Richard. “Now, my job continues to be what it was plus to inspire students to become positive contributors to society, the community, and the world within areas of science such as environment conservation. I have an obligation to share my experiences with others. I am grateful that I was able to have this opportunity to learn.”

We’re proud to share Richard’s story in celebration of World Water Day. Learn more about his fellowship by clicking here.

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Richard is a middle school science teacher, sustainability coordinator, and science department chairperson in Brooklyn, New York. Currently, Richard is leading an effort that would bring recycling into his middle school. He spearheaded the construction of a greenhouse with a roof rainwater collection system. Next year, he plans to bring a reusable water bottle filtered refill station into his school. He is a Math for America Master Teacher and Greentree Foundation member.

Abraham Lincoln High School, located on the west side of San Francisco, is far from the traditional ethnic neighborhoods of Chinatown and the Mission District; centers of the city’s Asian and Latinx communities. Eighty percent of Lincoln’s students identify with these ethnic groups so AP Human Geography teacher Leon Sultan decided to utilize his own city to design a research project in these well-known locations in order to help his students dig deeper into their own communities and see them in a new light.

“Concepts of identity, culture, language, ethnicity, nation and the concept of the ‘nation-state’ are all central to our course – as well as to the lives of my students,” said Sultan. “I sent students on field trips into their own communities to research these concepts through new lenses.”

And by lenses, Leon means figurative and literal. Mirroring  research he conducted on the Catalan independence movement in Barcelona last summer, Leon’s students took photographs, shot videos and recorded audio to document Sense of Place.  They then worked in mixed ability groups to produce Vlogs (video blogs) using a clear narrative structure, voice-over narration, text graphics, and montages of still photo/videos and interview footage. The result were research projects that effectively demonstrate course concepts, utilize academic vocabulary and connect learning to their lives.

Project 1: “What is the impact of gentrification in the Mission” and “Is Chinatown Authentic?”

Project 2: “Chinatown district through the lens of Human Geography”

“Students benefit from seeing their teachers as role models and life-long learners,” said Sultan. “This summer, they watched me conduct field research through Vlogs I produced on my fellowship. When I arrived back to school this fall, students I had never met before were already well acquainted with me, and with key course concepts. Then, they engaged in the same type of learning that I did. Ultimately I want this project to serve as a template for other teachers to follow as our school moves towards more technology integration and interactive project-based learning.”

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In celebration of Lunar New Year, we are also proud to highlight the learning of a few additional
2019 FFT Fellows:

Dory navigates Fiery Furnace in Arches National Park.

Today marks the anniversary of Theodore Roosevelt declaring the Grand Canyon a national monument. Many FFT Fellows share our 26th president’s commitment to environmental stewardship and use their grants to pursue learning related to the 1.7 billion year old formations, albeit each with a different focus.

Dory Manfre (Ashford, CT) designed a solo adventure of backpacking, backpacking and “canyoneering” in six different parks within the Grand Canyon. Researching  biodiversity of flora and fauna, including areas affected by the Kolob Fire of 2006, added to her biome expertise and now enhances her teaching with fourth graders, which includes video conferencing with Park Rangers she met.

Julie McGowan (Albertville, AL) chose the Grand Canyon as her fellowship destination to show students the relationship between land and water. Her tour included a float down the Colorado River with a guide who incorporated her Navajo Indian heritage into the learning. Her experiences not only enhance new “Land and Water” unit that aligns with the Alabama Course of Study Science Standards, but also enriches teachers she trains as part of the Alabama Math, Science and Technology Initiative.

Rob and Bekah navigate Antelope Canyon.

Husband and wife team of Rob and Bekah Polemeni (Branford, CT) combined empathy with environmentalism in their fellowship to the Grand Canyon. The impact of climate change, specifically on indigenous peoples, now informs their high school students’ creation of a local service project based on water conservation.

“My students have the opportunity to make a difference on the local, national and global level because water scarcity is a global issue that is also happening in our backyard,” said Rob. “They are creating local educational campaigns while researching national and global water-related charities and microfinance opportunities. By posting their campaigns in local schools and businesses, they will see the impact of the learning on their community.”

Bekah added:

“As we explored, I noticed the impact of humans on each park’s level of biodiversity and sustainability. We also interviewed many scientists and park rangers who passionately discussed the impact of climate change on the health of the Arizona ecosystem. These experiences led me to a greater understanding of the need for preservation and care for these national treasures. Over the course of this year, students within my General Environmental Science class identified their level of water usage and conducted a debate focused on the development of land and urbanization in an area facing issue linked to water scarcity. This experience has helped me add personal insights and antidotes to class discussion.”

Reagan on a hike with her “Geology on the Edge” professor.

Reagan Kiser and Ashton Booher (Sandy Springs, SC) opted to learn from the experts by enrolling in the Grand Canyon Association’s “Geology on the Edge” class. Under the direction of a Ph.D. in geology, the duo learned how the Grand Canyon was formed and how fossil records teach history while embarking on hikes along multiple trails and the east rim. Their third graders in a rural, Title I school now benefit from a new “Rocks, Minerals and Landform” unit aligned with the South Carolina Science Standards.

On this day in 1908, President Roosevelt declared of the Grand Canyon, “Let this great wonder of nature remain as it now is. You cannot improve on it. But what you can do is keep it for your children, your children’s children, and all who come after you, as the one great sight which every American should see.” Today, especially, we honor these teachers committed to carrying on his vision.

For more “Grand” Fellow stories, click here to learn about Cassie Pierce’s “Parks & Rec” fellowship and here for how Mary Beth Werner’s fellowship eroded her educational philosophy.

On Pearl Harbor Day, we remember the 2,403 people killed in the surprise attack by the Imperial Japanese Navy Air Service. The “date which will live in infamy” launched America’s entry into World War II; the bombings also resulted in the internment of 7,000 Japanese American citizens in relocation centers by order of President Franklin D. Roosevelt. Teaching the complexities of this time is complex in and of itself for Tim Barry. His students at Nathan Hale Middle School in Coventry, CT, fall within a wide range of ability levels.

“This drastic range creates difficulty when choosing and providing engaging and appropriate text for students of all abilities,” explained Tim. “Fortunately, with the broad scope of our World War II unit, we are able to provide high interest and appropriately leveled options so that all students may contribute and draw connections to classroom discussion and produce work that they can be proud of.”

But that unit lacked dialogue about the domestic impact of the war. Tim designed a Fund for Teachers fellowship fill that gap and, last summer, examined life in and around Japanese Relocation Camps in Utah and Colorado to help students:

• Connect to the past and apply that knowledge to the current climate in the United States?
• Draw parallels between the treatment of Japanese Americans in the United States and Jewish (and other minority) people in Europe during WWII?
• Understand the Pyramid of Hate and how the act of dehumanization impacts individuals and large groups through self reflection and journaling, and
• Support other disciplines across the curriculum such as math (budgeting), social studies (constitutional questions), and science (geographic significance of camps and land features that made them ideal).

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Last summer, I was fortunate to travel to Colorado and Utah to study Japanese Internment Camps as part of my Fund For Teachers fellowship.  My intention was to supplement our current World War II unit with experiences from the home front to allow students to draw parallels in today’s climate of cultural bias.  I want my students to draw inspiration my own curiosity and go out and explore the world.  I want them to challenge what they know or think they know and I want them to be acutely aware of how history has a tendency to repeat itself.

Granada Relocation Center memorial

Trip Details: I spent nine days traveling from the Topaz Camp in Delta, Utah to the Moab Isolation Center in Moab, Utah and finally to Granada Relocation Center (Amache) in Granada, Colorado.  In Delta, I was struck by the beautifully curated Topaz Museum which highlighted the blending of traditional Japanese culture with the easily recognizable American identity of the time.  High school yearbooks, recounts of baseball games, and a letterman’s jackets sat side-by-side with instruments of the Japanese tea ceremony and watercolor paintings.  Despite the dramatic civil rights violations perpetrated by the United States government, these proud people still created a sense of normalcy and everyday life.  The message of their resilience is one that I hope will resonate with my students.

Pictured with Mr. Kitajima and Dr. Clark

The highlight of my trip was being able to connect with Denver University at their biennial open house at the Amache site in Colorado.  There, I was introduced to Dr. Bonnie Clark who is the Project Director of the DU Amache Research Project.  I was able to meet several former internees of the camp, including 87 year old, Mr. Ken Kitajima who was a resident of the camp from ages 12-15.  My hope is that I can provide my students with a first hand account of what it was like to be of middle school age in a Relocation Camp.  I plan to connect with Mr. Kitajima virtually to conduct interviews and provide insight into his experience.  Perspective is one of the most important things I can offer to my students.

Middle school is a trying time and although the experiences of my students will be different than those of the past, the challenges will not be unique.  My hope is that my journey will foster a sense of intellectual curiosity as my students create their own world view and tackle the test of growing up in an increasingly demanding world.

The digital world in which we live allows people to instantly access information and make snap decisions based on their own experiences and biases, yet we don’t often slow down to assess all sides of a story. Ultimately, I want my students to be willing to challenge what is accepted by society and greet people from all walks of life with an open mind.

On this day in 1911, Suffragettes stormed Parliament in London. All were arrested and chose prison terms. Their leader was Emmeline Pankhurst – the focus of Eric Reid-St. John‘s fellowship.

Eric, a theatre teacher at Spain Park High School in Hoover, AL, researched Pankhurst and the suffrage movement they incited. While in London, he found in Trafalgar Square the location of the 1908 rally for which Mrs. Pankhurst was also arrested (pictured). He then studied with three avant-garde theatres, laying the groundwork for his students’ creation of a play about Lady Constance Lytton, an English aristocrat who disguised herself as a working woman to support suffragettes.

“Through research, I found that I could relate a lot to Constance,” said Rachel Ponder, who played the lead. “However, most of all, I was so in awe of her dedication towards the suffrage movement. Being a part of this creative process has inspired me both as a woman and as a human being.”

 

Ponder and 23 students representing each grade spent three months researching the suffrage movement in the United States and Britain before collaborating on a script and set. Each performer created a character journal comprised of photos, newspaper articles and other primary resources they uncovered. An Oxford professor who authored a book on Lytton Skyped into class to inform students’ research, as well.

“Current events were on my mind when I began this process and they continue to bring about a sense of urgency surrounding women’s rights,” said Eric. “My students took the history of this topic and explored its correlation with today’s headlines. They created a story that allowed people to see that the expansion of equal rights is the natural progression of a free society.”

Reviews are in, and at a state theatre competition, Ponder won Best Actress, her cast mates won Best Actor, Best Supporting Actress and Best Ensemble and Deeds Not Words was named Best in Show.

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Update from Eric:

“Several of our seniors from that year’s show have gone on to study theatre at various universities, including Viterbo in Wisconsin (our lead actress from Deeds Not Words studies musical theatre there), University of Alabama in Tuscaloosa; Samford University and Birmingham-Southern in Birmingham; and Emory in Atlanta.

That ended up being my last year teaching in Alabama, as I took a position at a school in Middlebury, VT, the following year. This marks my second year directing the Addison Repertory Theatre at the Hannaford Career Center teaching ART – a class that allows students from area schools to focus on either technical theatre or performance during the school day.

The techniques of devised theatre that I studied along with the suffragettes while in England that summer still impact the way I teach. The students and I have created two plays using devised methods over the past year; one took fables and folk tales and turned them into a children’s show that we toured to five local elementary schools, while the other challenged students to develop a series of short plays that were presented to sold-out crowds over two nights.

The theatre creation techniques I learned will continue to affect the way I teach for years to come. The research into the suffragettes will always continue to influence the way I view the struggle for equal rights. (I have also since been able to take my mother and daughter to the Women’s Rights National Park in Seneca Falls, NY, and have now attended two Convention Days there, annual celebrations that commemorate the first conference on women’s rights in the US).

Thank again for thinking of Deeds Not Words. I believe that was one of the most immediate and important works I’ve been a part of.”

Program officers are Fund for Teachers’ primary point of contact for grant recipients. These individuals field applicants’ questions; support new Fellows throughout the summer; and continue to encourage them once back in the classroom. Other than living vicariously through the Fellows with whom they work, program officers’ favorite part of the job is meeting those teachers in person — which Alycia Johnston did this month at Reflection events in Oklahoma, Tennessee and Chicago.

Reflections are just that, evenings in which Fellows convene to reflect on all they accomplished over the summer. We asked Alycia to share a little about these inspiring nights when she witnesses the impact of Fund for Teachers grants…

[minti_dropcap style=”circle”]Q[/minti_dropcap] You see Fellows twice a year: at Orientations in the spring and Reflections in the fall, after they’ve had a few months to process their fellowships. What’s the “before and after” you observe?

[minti_dropcap style=”circle”]A[/minti_dropcap] At Orientations, I hand teachers checks for up to $10,000 and say, “We believe in you and your ideas.” Because they rarely hear this sentiment, the teachers look shocked — even though they worked diligently on their proposals for months and received their award notifications via email weeks earlier. During these “pre-fellowship” events, the teachers are reserved, cautious and sit far apart from each other. During the Reflections, however, the same teachers are chatty, warm, laughing and sharing their learning. Getting their attention can be a challenge because they are eager to network and leverage each other’s fellowships to benefit more students.

[minti_dropcap style=”circle”]Q[/minti_dropcap]What are the most common things Fellows say during Reflection events?

[minti_dropcap style=”circle”]A[/minti_dropcap] Hands down, that they’ve never been trusted with so much autonomy as educators. Teachers live in a one-size-fits-all/cookie cutter/prescribed environment when it comes to professional development, so the freedom represented by a Fund for Teachers grant is unprecedented for most. Fellows talk about walking back into their classrooms after their fellowships with a confidence they didn’t previously have. They feel like experts on topics they pursued during the summer and that impacts how they teach the rest of the year. I also hear:

• “I’ve never seen an organization that meets me where I am.”
• “At every turn, Fund for Teachers says, ‘Yes! Do that!'”
• “Throughout the process of designing a blueprint for learning, executing my plans and bringing it back to students, I felt honored, trusted and respected as a professional.”

Read more about the Tennessee Reflection here.

[minti_dropcap style=”circle”]Q[/minti_dropcap]You’ve been a program officer for eight years. What advice do you have for teachers preparing their application for a 2020 grant?

[minti_dropcap style=”circle”]A[/minti_dropcap] In my opinion, the most important part of crafting a solid proposal is identifying one’s passion. It’s so clear when someone wants to travel to Italy and writes a proposal for that purpose versus when someone finds a need in their practice or gap in their knowledge and then creates a road map for how they are going to address those learning goals. Also, no matter what teachers want to learn or where they want to learn it, their proposals should be personal and capture their passion for the topic. If a teacher can make a case for why it’s vital for them to make this fellowship happen and their passion shines through, that’s a great start.

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Click here to meet three of our program officers and hear their tips for crafting a strong grant proposal.

(Pictured L-R: Salma Zaky, Alycia Johnston and Stephanie Ascherl while filming a Facebook Live tutorial. Watch for upcoming Wednesday Webinars led by these experts on November 13, December 11 and January 8. Register here.)

Barbara Walters said, “Most of us have trouble juggling. The woman who says she doesn’t is someone whom I admire but have never met.” FFT Fellow Helen Dole, however, seems to be managing fairly well. Helen teaches sixth grade at Lower Manhattan Community Middle School in New York City. With her teammate Molly Goodell, she and five-month-old daughter Sophie Tilmant set off for Alaska this summer to tour boreal forest, coastal, tundra, and glacial ecosystems and collect first-hand evidence of climate change for a sixth grade unit called Human Impacts. She shares some of her experiences below…

Why was it vital for you to pursue this particular opportunity/experience?

An educator in Denali shares with us about the methane that is being released as a result of permafrost melting.

We teach in a school that has students from a wide range of socio-economic backgrounds. Some students have second homes in the Hamptons, while others have grandparents/aunts/uncles cousins all under the same small roof in Chinatown. We previously did a Human Impact project; students relied on internet searches to source information. Now we have brought real data; photos, interviews, and our stories to ALL of our students–we are bringing the world to them even if they have yet to board a plane.

I now see the bigger picture in a deeper way and I’m more passionate about making my students ‘see’ it, too. It’s easy to read articles about climate change and cognitively understand what is happening. It’s an entirely different boat to stand by the sign showing where a glacier was just 10 years ago (and now it’s ice-free) and not viscerally feel how the world is being affected.

Why was this opportunity transformative for your teaching on a macro-level?

On our heli-hike adventure, we learned how about it’s not how warm it is, but rather the length of the growing season that is changing the vegetation.

Teaching is a joy and a grind. You are always “on;” engaging with students in person, families via email, via google docs with colleagues, or in person at staff meetings. This opportunity allowed me to turn my brain to a different mode from the regular routine. I was learning, yes, but in a more open and unencumbered way than the minute-by-minute schedule of a middle school environment. I landed back in NYC feeling enriched and invigorated for the year ahead.

Also, we experience the world through storytelling and now, our stories are going to be much richer and more vivid; filled with cutting edge science and personal anecdotes from our time in Alaska. They will be able to cite specific examples — equisetum plants spreading, the number of days above 50 degrees Fahrenheit North of the Arctic Circle, soil that doesn’t hold rain, roadways decimated from melting permafrost, increased frequency of wildfires, heavier snowfalls in winter, methane gas being released at an alarming rate, the list goes on — and then have teacher stories/images to connect to these sometimes hard-to-internalize science facts.

How did your fellowship changed your personal and/or professional perspective?

In 2010, the ice used to be where we’re standing.

I went into this fellowship with the understanding that I was traveling with my co-teacher, Molly, and that we would strengthen our co-teaching skills on this trip. I didn’t know how much so, though! I traveled with my 5-month-old infant, so I relied on Molly in SO many ways for support and sanity. This journey to Alaska was like the ultimate trust-builder. If students thought we completed each other’s sentences BEFORE this trip, now they’re going to think communicate telepathically!

Additionally, living in a city, it is easy to go about my day and not feel fundamentally affected by climate change. My food, my transportation, my workplace, and home are all far enough removed from Mother Earth that I am not forced to see how climate change is a real thing affecting real people, animals, and plants. On this fellowship, I was able to witness how ice has shifted, plants and animals have migrated, and people have altered their ways of life because of a warming planet.

And finally, what we’re all here for…What did Sophie think?

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Helen is in her 15th year of teaching. She is a New York City Teaching Fellow, Math for America Master Teacher, and former Department of Energy Teacher as Scientist. She believes in helping students to see science in their everyday lives; continually striving to make connections between their world and the science they are learning about. Outside the classroom she is a passionate runner. She’s a proud mom to two young children.

On this day in 1945, an atomic bomb flattened Hiroshima – one of two bombings that induced the Japanese to surrender and end World War II. FFT Fellow Kelly Loubier (Orville H. Platt High School-Meriden, CT) participated in the anniversary ceremonies at the Hiroshima Memorial Peace Park, where she also delivered to the Children’s Memorial paper cranes folded by her students in keeping with the novel Sadako and the Thousand Paper Cranes.

Kelly designed this fellowship to document the nuclear legacy in Nagasaki, Hiroshima, Osaka and Fukushima and demonstrate how these events continue to impact citizens and the greater world community in relation to policy decisions regarding war, nuclear weapons, nuclear energy, peace and disaster relief.

She continues to share experiences on her Instagram and we’re honored to include a portion of her learning below in recognition of this momentous day in history…

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[minti_dropcap style=”circle”]I[/minti_dropcap] headed to the memorial service this morning around 7:30 and I joined crowds of people who I thought were just going to work. I was so wrong about that. They were all headed to the cenotaph and the ceremony at 8 am. I read online afterwards that 70% of all citizens of Hiroshima have attended a memorial service for the atomic bomb victims. It’s not a recognized day off, so kids still have school, men and women still go to work. The ceremony took place from about 8-8:45 and it included adding names to the cenotaph, a moment of silence at 8:15, an address from the mayor renewing calls for peace and decrying nationalism and addresses from students. They also sang a song of peace and released doves. After, people lined up to deliver flowers and offer a prayer. It’s 2pm and there is still a line. There have been groups promoting peace and youth groups, high schools and universities teaching people about the atomic bombs and interviewing others about peace in the park. More cranes are being brought to various monuments and people are purchasing lanterns for later. The sense of community is unreal, even 74 years later.

[minti_dropcap style=”circle”]O[/minti_dropcap]ne of my major take aways from Hiroshima is that the knowledge about the atomic bomb is so ingrained in the fabric of the city that it isn’t something that just happened in the past and that’s it. It’s something that the people of Hiroshima must learn about and teach others about so that we as a global community don’t let it happen again. There were so many people in the park today, but what really amazed me was the amount of students involved. The Boy Scouts handed out programs and cold towels before the ceremony. Sixth graders gave the children’s address during the ceremony and other students sang or played music. A group of fourteen year old girls gave me a peace declaration their high school drafted. University students interviewed me about peace. Other kids were involved in music, tours, tea ceremonies, peace demonstrations, delivering cranes, reading Sadako’s story (in English and Japanese) and presenting their art. So many families were out with their young children tonight helping them to send out lanterns, color wax candles and present flowers and prayers to the cenotaph. My mind has constantly been thinking of the Margaret Mead quote, “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.” The people of Hiroshima are leading the charge to a more peaceful world.

[minti_dropcap style=”circle”]T[/minti_dropcap]he face you make when a small Japanese woman grips you by the hand, puts you in a line of other confused foreigners, and puts a necklace of paper cranes around your neck. Turns out, I was given a Croatian flag to wave and lead the crowd in a prayer for peace for Croatia. All countries were represented. The artwork pictured represents 193 countries, their flags and a message of peace in their language.

[minti_dropcap style=”circle”]I[/minti_dropcap]want to give thanks to Yuji @fellanandez_tokugiwa and Holly @hiroshimayasuko from @magicaltripcom for a wonderful tour of the Hiroshima Peace Memorial Park and the pictures. I learned quite a bit during the Heiwa Walking Tour that I’m looking forward to bringing back to my classroom and the Meriden community. I learned a lot today and I’m still trying to process everything and put it into words. I did go to the Children’s Peace Monument this afternoon to drop off the cranes. They’re in the second cabinet at the monument and I filled out a sheet so they will be recorded.

[minti_dropcap style=”circle”]I[/minti_dropcap]n Japan, the atomic bomb is taught with the stories of the people who were affected through their clothing, their pictures, their art and their stories. I learned that many of the victims were school aged children between the ages of 12-14. They had been reporting to school on August 6 at 8:15 am to clear buildings to create buffer zones in case of an air raid to prevent fires from spreading. Many of their stories are told in the Hiroshima Peace Memorial Museum, allowing visitors to bear witness and connect with the human aspect of this terrible tragedy. It is not until the end of the museum when you learn about the science of the atomic bomb, the reason it was used and what the global community did with nuclear weapons after World War 2. We need to teach these stories in the United States.

[minti_dropcap style=”circle”]T[/minti_dropcap]here is a rumor that persists that claims nothing would grow in Hiroshima for 75 years after the atomic bomb. I heard the rumor as a student and I still hear it from my students today. Hiroshima is actually very green and there are trees everywhere. This is because during the recovery period, citizens and organizations from Japan and the global community and governments around the world donated trees. There are also 170 Hibakujumoku (survivor trees) in various locations around Hiroshima that are marked with plaques. The organization, Green Legacy Hiroshima works to spread saplings from these trees around the world. I’d love to talk to @ctca19 in September more about this organization.

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Thank you, Katie, for the exemplary job you’ve done in designing, pursuing and sharing your learning with us. You can follow her entire fellowship on Instagram @kcloubier. Katie teaches 9th grade world history and 11 and 12th grade human rights at O.H. Platt High School in Meriden, Connecticut. As a third year teacher, she believes that students should walk away from her classroom with a greater understanding of the world around them. She has worked with exchange students from around the world and traveled to places such as Egypt, El Salvador and Iceland, bringing her experiences with her into the classroom.

Fund for Teachers invites PreK-12 educators to design learning adventures wherever their imaginations can take them, which is the same thing author Mary Pope Osborne does for young readers through her Magic Tree House series. These award-winning books transport main characters Jack and Annie on quests that pursue people and topics they previously only read about.

This summer, librarian Riley Grant (Pelzer, SC) is writing her own learning adventure and is bringing Jack and Annie along.  We caught up with her (and Jack and Annie) as she’s investigating European settings found in the book series to produce springboard book trailers and book talks for project-based learning that helps students identify ways to explore and improve their community…

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So, I am half way through with the travel part of my Fund for Teachers Fellowship…it has been nothing short of incredible!!

It truly is all about relationships —

Planning her itinerary this spring

I have spent my adult life building relationships in my personal and professional life and I claim to know some of the best people in the world…honestly!! But, most of my relationships are contained in my small southern state. And, while that is very wonderful, I’m so glad to have this opportunity to build relationships around the world! It is through these relationships that I learn history, geography, cultural similarities and differences and most of all, how to be a good and kind friend.

I am a librarian in a rather rural elementary school but it is close to an up and coming large city. My dream is that by using literature, Project-Based/International Baccalaureate Learning projects, and videos from this fellowship, I can inspire my young students to build meaningful relationships in their small community, our large city, our beautiful state and the world!

To be honest, I’ve also learned a lot about myself. Last fall my principal asked to think of a word for our school year and I chose “execute”… as in “to make things happen.” I had heard about the Fund for Teachers program and decided I wanted to make that fellowship happen. I was nervous and after I pushed the submit button, I did nothing put doubt myself. And, the day the grants were announced, it was late in the afternoon before I received my acceptance email. But getting the fellowship was only the beginning! I overcame my anxiety about going to a country where I did not speak the language, getting lost in a foreign country, meeting total strangers, riding trains between countries and generally “executing” this project. I am truly humbled and proud to be a part of the Fund for Teachers Fellowship program.

Meanwhile I am living my dream of exploring Europe and meeting amazing people from Paris, London, and look forward to building relationships in Edinburgh, Belfast and Dublin.

Thank you, FFT!!

“I love teaching,” said Mary Pope Osborne. “It’s a job that lasts forever. Whatever you teach children today travels with them far into the future.” We agree and can’t wait to see where Riley, Jack and Annie take the students of Fork Shoals Elementary!

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Follow the rest of Riley’s Magical Mystery Tour on Instagram @graceorileysreadingclubhouse.

Middle school language arts teacher Amy Taylor designed her Fund for Teachers fellowship to accompany Holocaust survivor Eva Kor back to Auschwitz to learn about her subjection to Mengele’s twin experiments, her liberation from the camp in 1945, and her ability to forgive. It would be the last such tour Ms. Kor hosted. She died in her hotel room in Krakow, Poland, the day after taking Amy and others on a tour of the death camp she survived with her twin sister, Miriam.

Amy is now back home in New London, CT, processing all she learned, including being told by Ms. Kor’s son that his mother had passed away during the night. Amy generously shares details of Ms. Kor’s final days spent fulfilling her calling: telling her story “to create an empowered community of critical thinkers who will illuminate the world with hope, healing, respect, and responsibility.”

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I would be honored to talk about Eva. When I discovered this trip through her museum, CANDLES, [Children of Auschwitz – Nazi Deadly Lab Experiments] I knew that I had to go. I felt it in my heart. This experience was the driving force for me to apply for this fellowship and to go through the rigorous application process. I am so glad that I followed my gut instinct and went on this trip. I used her book, Surviving the Angel of Death and her newest documentary Eva A-7063 in my classroom this past spring. I knew from my research about her that she was a remarkable human being. Meeting her in person confirmed that.

From the moment I met her that first night at dinner, (Monday, July 1) I adored her. She was real with us. She was willing to be an open book. She wanted us to ask her anything, to take as many pictures and videos as we wanted, so that when we go home we would share with others our experiences with her and our experiences at the camps. We were there to bear witness to what the Nazis did to Eva and the millions of others.

On Tuesday, July 2nd, we were with Eva again at dinner and after dinner we had a viewing of her documentary. She was there throughout the whole viewing. Some of us were surprised that she was there to watch with us because she has seen it numerous times, but she wanted to be there.  It was rather late (10:30-10:45) when the documentary was over, but Eva was still willing to take a few questions from us. The documentary does a really great job of documenting Eva’s story. You can see how angry and misunderstood she was when she came to America. But once she discovered the idea of forgiveness, you can see the change and the impact that one act had on her entire life. A weight was lifted off of her and she wasn’t angry anymore. Many other survivors do not understand how she could forgive the Nazis for what they had done to her. They think she’s crazy for doing that. But Eva has found a peace within herself and that is all that matters.

Wednesday, July 3rd was a big day. Nothing really prepares you for seeing the tracks leading up to the guardhouse of Birkenau. It was a powerful moment for me. Knowing that millions of people went down those tracks in cattle cars packed beyond capacity never to come out again, hit me like a ton of bricks. I had tears in my eyes before I even got off the bus. Walking up to the gate from the parking lot was surreal. We toured Birkenau with our guides in the morning and after lunch, Eva would be joining us to talk about her experiences there in Birkenau.

When we were coming back to the camp from lunch, Eva was surrounded by a group of young men from the Los Angeles Children’s Chorus Young Men’s Ensemble. They had sung three songs for Eva. I missed the performance, as I was busy buying just about every book in the book store! When she heard there was a group of young men that wanted to sing for her, she immediately asked for Sherman (which is what her purse is called: Sherman tank, because it is so big!) so that she could get her lipstick and put some on! That little side note really cracked me up. She loved talking with those boys and that fact that she needed to get “dolled up” to do it was pretty funny.

People were drawn to Eva. When other visitors to the camp heard that she was a survivor, they stopped and joined our group to listen to her talk. Eva talked about her experiences at three different locations around the camp. It was an incredibly moving experience that I will never forget. I recorded everything she said to us that day and I am forever grateful that I did that. Little did I know what the next day would bring.

Eva’s first stop was at the selection platform in front of the cattle car. Here she described the conditions she experienced in the cattle car as well as the last time that she saw her parents and her older sisters on that same selection platform. She described being on the cattle car for four days. They had asked for water and were told by the train’s guard to hand over five gold watches. They passed the watches through the barbed wire of the window and in return the guard threw a bucket of water into the car. Eva recalls putting her cup on her head to try and catch water, but never caught enough water to drink, just enough to wet her lips. She also described her arrival into the camp as the craziest place she had ever been in her life, everything happened very quickly and without explanation. She also went on to explain the moment that her mother was taken to the right, away from Miriam (her twin sister) and herself, which meant she was going to the gas chamber. She described the pain in her mother’s eyes as well as her outstretched arms.

She went on to read two letters to us. One she wrote to her father and another she wrote to her mother. These letters were brutally honest and heartfelt. She forgave her father for his harshness toward her because she was a girl. She forgave him for not taking the family to Romania to try to escape. She said that his disappointment in her made her strong, strong enough to survive Auschwitz. Her letter to her mother was so sad. She loved her mother so much and never had the opportunity to say goodbye. She took the opportunity to tell her mother that she was strong for Miriam and herself and that she was proud of the mother that she was for the ten years that she had her. This letter hit me hard. I had done a pretty good job of keeping it together for the majority of the day, but listening to her read that letter on the same selection platform in which she was ripped away from her mother added another layer to the meaning. It gave me a perspective that I would never have had if I were not sitting in the exact place that it had occurred. I really don’t think there was a dry eye in the group at that point and after she read the letters she noticed people crying.

She asked, “Why are you crying? It’s a happy story. I survived.” (We all then laughed.) She said, “Look at it this way, I sometimes joke about it, but it’s true. I beat Hitler, I beat Mengele, I beat the Nazis, I beat the Communists, and I am here to tell my story.”

She doesn’t like when people cry. She doesn’t think we should cry, but her staff tried to get her to understand that she has had many years to come to terms with what she has experienced in her life. We need to be allowed to process what she shares with us and sometimes that involves tears. She somewhat understands that.

The second stop of the day with Eva was in front of the remains of Crematorium II and III. Here she talked about wanting to find the other twins that had also survived. She guessed that there would be about 180-200 of them out in the world somewhere. She tried for six years to get the news organizations to help her and no one responded. She decided that if she created her own organization and made herself president then maybe someone would pay attention to her. Thus her organization CANDLES was born. (Children of Auschwitz Nazi Deadly Lab Experiments Survivors) After locating about 80 twins, the media then wanted to talk with Eva and she started getting the attention she was looking for. She went back to Auschwitz with six twins for the 40th anniversary of the liberation of Auschwitz in January of 1985. She also talked about her interactions with Mengele. She talked about how they were like little soldiers and that he would raise hell if a child had died. She also talked about how she didn’t like him. She said his eyes were very evil and they were penetrating and so she tried not to look at him.

The final place Eva spoke at was in front of where her barrack was located. Her barrack is no longer standing. All that remains is the foundation where it once stood. Here she talked about what life was like in the barrack. Her treatment was a little better because she was one of Mengele’s twins. She and Miriam had a bunk to themselves. They were in the bottom bunk on the right hand side of the barrack. They didn’t have to share it with four or five other people like most prisoners did. They were able to go to the bathroom whenever they wanted, while other prisoners were generally relegated to one bathroom break in the morning and one in the evening. Eva talked about one of the supervisors of her barrack, she called her Snake. She hated this particular supervisor because she was mean. She would make the kids play games that she liked and the kids hated just for her entertainment. She also talked about how she learned to knit from an older twin using pieces of barbed wire. She knitted hats for Miriam and herself to help keep warm. She also talked about the routine of daily life, like roll call. She remembers waiting for hours outside if someone was missing. She also recalled seeing planes flying overhead and the air raids. She really liked the air raids because the Nazis would go crazy when they happened and it meant that the Nazis were getting closer to being defeated.

Thursday, July 4th: We knew something was not right this morning. Normally, the CANDLES staff and her son, Alex, join us on the bus. This morning, only two of the five staff members were with us. They told us that Eva had a difficult night and that she wouldn’t be joining us today. They said that we would get an update at dinner. We continued on with our day touring Auschwitz. I was sitting with Michelle on the bus and I remember sharing a look of concern with her. We had hoped that she would be okay. We knew that she had some medical issues over the last six months or so and was currently battling an upper respiratory infection. We figured that maybe she did a little too much yesterday. Eva was very headstrong and did not want to cut back her time and interactions with us. She was going to do what she wanted to do.

When we were on the bus heading back to the hotel, CANDLES director, Leah, broke the news to us that Eva had passed away that morning. I was shocked. I was hoping against all hope that I misheard what she said, but I didn’t. I buried my head in my hands and cried. I could believe that the person I had just spent the day with yesterday was now gone. Never in a million years did I think that would ever happen. The staff and our guides knew that Eva was gone, but they wanted us to be able to experience Auschwitz without the cloud of her death over us. I am thankful for that. I was able to focus on the exhibits and my guide’s wisdom, rather than feeling her loss. I spent most of the rest of the day in tears. Every time I thought about her and the happiness I felt being around her, I would cry. We have truly lost an incredible soul. We were told that her son and staff were with her when she passed. Every effort was made to try and save her, but her passing was fairly quick and peaceful. I firmly believe she has been reunited with her family.

We came together as a group and comforted each other. We were the only ones who could understand what we were going through and we needed to come together as a family to support each other. Even today, I still can’t believe she is gone.

I am forever grateful for the three days that I had with her. In that short time, I was able to see her passion for educating others, her fiesty and funny side, and her strength and willingness to be so open about everything she has experienced in her life.

We had two opportunities to honor and remember Eva. When we returned to Birkenau on Saturday, we had a candle lighting ceremony where we lit candles at the memorial in honor of Eva and anyone else we whose memory we wanted to honor. We also placed a beautiful wreath at the memorial in honor of Eva. Alex and the staff spoke at the ceremony. It broke my heart to listen to Alex break down as he talked about his mother. He shared that one of his mother’s favorite songs was, “The Impossible Dream,” from the Man of La Mancha. He read the lyrics out loud and then played the song. While he played it, the group spontaneously started to sing along. It was a beautiful moment.

We ended the ceremony by reciting Kaddish, the Jewish prayer for the dead.  It was somewhat awkward to be back at Birkenau. This was one of the last places we spent time with Eva. Walking by the selection platform where we sat and listened to her just three days earlier, felt really weird. On Sunday morning, there was a memorial service at the hotel. A rabbi was there to lead us in the memorial. It was another opportunity for us to honor Eva and remember all of the lessons she has taught us. It is our charge to carry on her legacy and message. I will forever remember my time with her and will help to teach her message and her life lessons the best that I can to my students:

1. Never give up. Eva always believed that she would make it out of the camp and because of that positivity she survived.
2. Be kind to and respect each other. The Holocaust was born out of hatred toward others.
3. Forgiveness. Be able to forgive your enemy and yourself. It will free your soul.
4. Wake up every day with the intention to do good things. Make a difference in your world for the better.

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Amy teaches 7th grade language arts at the Interdistrict School for Arts and Communications in New London, CT, where she also serves as team leader. She is eager to incorporate her time with Ms. Kor, as well as her tours of additional museums and death camps in Germany and the Czech Republic, to strengthen a Holocaust unit about hope, survival, empathy and voice. You can see more images and descriptions Amy’s fellowship on her Instagram.

This month, 230 prek-12 teachers are learning around the world with Fund for Teachers grants, making this our busiest “Fellow Season.” Highlighting one teacher for our weekly Friday Fellow post is tough, as our exemplary grant recipients are checking in from near and far with updates that inspire wanderlust from behind our computers. In light of this holiday weekend, however, Jean Molloy‘s learning seems most timely.

Jean teaches American History at Robbins Middle School in Farmington, CT. She is currently in the middle of her fellowship exploring Civil War landmarks, monuments, and museums in four southern states to document how historians preserve and honor the past while maintaining values respectful to all Americans. We caught up with Jean to see how the research is going…

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Why this fellowship? Why now?

The Museum of the Civil War Soldier in Petersburg, VA

As a U.S. history teacher, I need to develop the critical thinking and reasoning skills of my 8th graders. Students tend to accept non-fiction text without questioning or extending their thinking and they struggle when reading primary sources. Middle school students sometimes have difficulty understanding the perspectives of others. One of the social studies standards that we want them to master in my district is the ability to analyze both primary and secondary sources to determine claims, evidence, and perspective. One of my goals is to help them improve this skill which is imperative to creating lifelong learners as students navigate through controversial issues throughout their education and beyond.

My fellowship will help me frame the following key questions for my U.S. History course:

1. How should Americans preserve history and at the same time be respectful to all humanity?
2. How do decisions about preserving our past impact how we live today? And,
3. What actions can we as citizens of a democracy take to make sure we preserve our history and learn from the past?

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What’s on the itinerary?

At Lee’s Chapel in Lexington, VA

A great focus of the fellowship is on National Parks where significant events took place, but I’m also visiting some state- and privately-funded museums and engaging in conversations with curators, docents, and volunteers to help in my evaluation of how Americans are preserving our history.  In Gettysburg, I’m participating in two professional workshops for teachers: What was the Civil War really about? and Why do we preserve and protect Battlefields? In Richmond, I plan to meet with a member of the City Historic Preservation Committee to discuss the five Confederate statues on Monument Avenue. I hope to secure an interview with representatives of a movement to remove the statues as well.  According to a survey conducted by the Southern Poverty Law Center in 2017, “…our schools are failing to teach the hard history of African enslavement.” I chose destinations that will inform my teaching of this history in a balanced and coherent manner and also help students see the connections between our past and our society today.

Have you experienced any “A Ha!” moments you particularly want to share with students?

I am about half-way through my Civil War exploration and it is hard to process all that I have learned so far! Speaking with park rangers, museum docents and volunteers has deepened my understanding of this great conflict in American history and especially of the key people who were making critical decisions on each side. I have also learned that Virginians are very proud of their history and they want to talk about it. In addition to interacting with professional historians, I have been speaking with people in restaurants, B&Bs, and with other tourists at historical locations. I would have walked right by a slave auction block on a Fredericksburg street corner if I had not been chatting with my waitress at dinner. She explained how the city council recently voted to remove the block to a museum. I had to stop and think about what it must be like to walk by this every day which prompted me to dig a little deeper. The Fredericksburg website states that, “It is important to recognize that the City Council decision-making process, specific to the future of the auction block, has been taking place within the larger context of a community dialogue about race, history, and memory.”

In most of the Civil War Museums, there have been exhibits that also document the story of slavery in America, its role in the Civil War, and in American economics. Although I have grappled with how this story should be preserved, what I have seen so far in Virginia has helped me learn and is helping me frame questions for my students.

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Jean teaches 8th grade U.S. History, which includes a project based learning event on local history. Previously, she taught 7th grade Asian studies and participated in a teacher exchange program with the Republic of Korea organized by the East-West Center for UNESCO and also a teacher study tour in China with the National Consortium for Teaching about Asia. You can follow Jean’s FFT fellowship on Twitter @IARMolloy.