For hundreds of teachers, today changes everything. Because today, Fund for Teachers’ 2024 grant application opens. Empowered by experiential learning fueled by $5,000 (for individuals) or $10,000 (for teams of two or more), our grant recipients are inspired to rethink their practice and reignite their passion for teaching, which consequently impacts their classrooms, school communities and careers for years to come.

PreK-12 teachers from across the country are invited to propose a summer fellowship that is:

1. professionally centered on students, and
2. personally supports their development as experts and exemplars for students and colleagues alike.

Our application deadline is January 18, 2024, and members of the 2024 FFT Fellow cohort will be notified on April 4, 2024.

Start Your Application Here

Are You Eligible?

YES, if you:

• Teach full-time in a public/private/charter or religious school with at least 50% of instruction in a classroom or classroom-like setting (including a library, gym or pull-out scenario);
• Will return to the classroom the following year; and,
• Have completed three years of teaching by the conclusion of the 2023-24 school year.

What’s Your Re?

This year, we’re asking potential applicants to consider “What’s your Re-?” In other words, what could a Fund for Teachers grant help you accomplish? 

• Reengage students in learning that centers them? 
• Recharge from burnout? 
• Reconsider narratives you’ve taught? 
• Revisit topics that once held your curiosity and could inspire your students? 

During the next few months, Fund for Teachers will offer webinars and workshops designed to facilitate fellowship proposals that have the best chance of being awarded. (Watch our website for updates and registration links).

We also encourage applicants to take advantage of our Online Learning Center, which has links to the scoring criteria, grant writing tips, and a timeline for managing the process.

“Fund for Teachers is the country’s largest investor in teachers’ professional learning, with approximately 10,000 educators awarded $32,000,000 in grants for self-designed fellowships since 2001,” said Karen Eckhoff, executive director. “Now it’s time to add to our cohort of teacher leaders committed to their profession and their students’ learning.”

Today California’s state legislature will officially apologize to Japanese Americans sent to internment camps during World War II. This aspect of World War II is one many students don’t learn about during history classes, but one that many FFT Fellows seek to understand and share. Today, we share the learning of Timothy Nagaoka, whose grandfather fought for the United States in the European Theatre during the war.

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At the Minidoka National Historic Site in Idaho

I teach Japanese as a foreign language to elementary and middle school students, many of whom come from immigrant families. Some families are from Central and South America, some from the Caribbean Islands, and others from Southeast Asia. I share this heritage. I grew up in Japan. My mother is sansei (third-generation Japanese American) from Hawaii; her father, a nisei (second-generation Japanese American), was one of many Japanese Americans on the island who enlisted after Pearl Harbor. He wanted to prove his loyalty to the country that had become very suspicious of his people, so he fought with other nisei from Hawaii in the 100th Infantry Battalion, which became one of the most decorated in military history.

Growing up, I heard my grandfather tell stories of fighting in Europe in World War II. Not until much did I learn of another battle fought by Japanese Americans on the mainland. It was not a battle of bombs and bullets, but a battle of patience and perseverance. Like my grandfather, who demostrated his patriotism by enlisting, many Japanese Americans proved their loyalty by enduring relocation to internment camps.

To fully understand and better teach this period of American history, I designed my Fund for Teachers fellowship to explore the Japanese American experience during World War II and – more specifically – the US government’s handling of these citizens.

With Secretary Norman Mineta and Senator Alan Simpson at Heart Mountain

I drove 3,500 miles through 8 Western States over 11 days to research 10 monuments and former internment sites. I also stopped at the Japanese American National Museum in Los Angeles (where I took a selfie with  George Takai). An unplanned experience was attending the Annual Pilgrimage at Heart Mountain Relocation Center in Wyoming, where we honored those who who advocated, resisted and fought for Japanese Americans. It was this stop where I met former Secretary of Transportation Norman Mineta and Senator Alan Simpson.

Throughout my fellowship, I focused on two topics:
• What Japanese Americans endured throughout relocation, and,
• How relocation of the Japanese Americans is remembered today.

At the Gila River War Relocation Center in Arizona

During the fellowship, I filmed interviews with former internees about their experiences, which I’m using as resources with students and colleagues. I am also designing two curricular units that teach about the Japanese American internment experience: one for Japanese language teachers that incorporates phrases and dialogues used in camps; and one for English Arts and Social Studies teachers who want to teach about the topic. Upon completion, I will offer workshops throughout Boston Public Schools and through local non-profit teacher training organizations.

In my classes, I’m using the knowledge and connections I gained through my fellowship to teach about the forced internment of Japanese Americans during the war. Previously, I’ve taught Japanese customs, traditions, history and culture, but I’d never considered teaching the Japanese American immigrant story. I now incorporate into my language lessons words and phrases, such as gaman (perserverance) and shikata ga nai (can’t be helped), that were often used by the Japanese Americans to describe their confinement. I’ve come to understand that by teaching my culture’s extraordinary circumstances, I can deepen connections with students whose lives reflect similar themes, old and new.

Tule Lake Segregation Center in California

On January 2nd, 1945, restrictions preventing resettlement in the 100 mile Exclusion Zone along the West Coast was removed. I believe a strong democracy lies in not forgetting the past, especially not the mistakes. My fellowship researching the plight of tens of thousands Japanese Americans was humbling and allowed me to gain a more complete perspective of the American immigrant experience. I am using this perspective to better understand (and teach) my students from immigrant families themselves.

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Timothy Nagaoka teaches Japanese in six schools around the greater Boston area and has dedicated his career to creating opportunities for students and colleagues to connect with Japan. In recognition of his work, Timothy has received the John E. Thayer Award from the Japan Society of Boston, and the Henry L. Shattuck Public Service Award from the Boston Municipal
Research Bureau.

Read about another FFT Fellow’s experience researching life in and around Japanese Relocation Camps in Utah and Colorado here.

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.

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.

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.

Alexander Graham Bell’s most well-known accomplishment is the invention of the telephone; however, his first job was as a teacher. In fact, he was teaching at the Boston School for Deaf Mutes when he began creating a machine that changed the way we communicate forever.

Deborah Tubbs and Dana Smith share a lot in common with Bell: They are deaf education teachers and are also intent on changing the way their second- and third-graders not only communicate, but also integrate and socialize with their hearing peers. Ostensibly our most excited grant recipients judging from this video, Deborah and Dana designed their fellowship to attend the AG Bell Association for the Deaf‘s Global Listening and Spoken Language Symposium in Madrid.

In advance of the symposium, Dana and Deborah toured London schools with programs similar to theirs and with whom their students interact via a pen pal program. En route to Spain, they visited the National Institute for Young Deaf in Paris, established in 1760 as the first public school in the world for deaf students.

We caught up with Dana and Deborah in Madrid as their fellowship is drawing to a close…

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What are your main takeaways so far?

“Deaf Awareness. Not just for a select few but for the entire staff and student body, including our students who are deaf. Everyone needs to understand and appreciate the potential challenges that can arise when communicating with individuals who are deaf. And it is up to all parties to anticipate and recognize when they occur in order to overcome them. For our students who are deaf, they must learn to advocate for themselves.”

How will this impact your students?

“As we come back to Davis Elementary School in Plano, TX and apply what we have seen and learned, our students who are deaf will become more confident in who they are and how they communicate. Our short term plan for our own learning goals can be summed up in two words: learn and connect. Each leg of our fellowship is providing us with both of these opportunities. We are learning from and and connecting with our historical predecessors, our British colleagues and our global professional mentors. Long term, we’ll use these unique experiences to help students become more confident in challenging listening situations, develop skills necessary to repair communication breakdowns, and evolve from a fixed mindset, where they are too intimidated to speak up for their communication needs, to a growth mindset, where they recognize the challenges they face and have the tools and strategies they need to become successful and effective communicators.”

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Follow the remainder of this fellowship on the teachers’ Instagram feed @deborah_dana_fft.

Interactive map at the Woody Guthrie Museum

The primary distinction of Fund for Teachers grants is the freedom we give teachers to design fellowships THEY consider most vital to students’ learning. That can be across the world or across the state, which is the case for Nathalie Lee and Janet DeMarco, teachers at Cedar Ridge Elementary School in Tulsa, OK. They are currently embarking on day trips (collecting video, pictures, and artifacts at historic and cultural sites) to re-prioritize the intellectual art of social studies and help students understand and analyze the state’s history and government. We checked in with them on the road…

On Why They Designed This Fellowship

Social Studies provides a context in which to fit all other learning, but we believe the intellectual art of social studies has been de-prioritized in the wake of No Child Left Behind and its great emphasis on reading and math. Because Social Studies isn’t an academic priority, teachers don’t receive
as much professional development on the subject — so we used a Fund for Teachers grant to create our own.

Together, we represent generations of native Oklahomans, and one of us is a member of two Native American tribes. We are proud of the people and the history of Oklahoma and want our students to be as well. For two weeks, we’re acquiring resources and insight that will give students a chance to identify with their history as Oklahomans and also provide opportunities to analyze what good citizenship looks like.

What’s On the Itinerary?

The Oklahoma Standards direct us to “Describe the connection between the historic significance of past events and people and the symbols of Oklahoma’s history” and “Describe relationships between people and events of the past.”  To do that, we’re experiencing:

• The Great Salt Plains
  The Great Salt Plains is one of Oklahoma’s major land forms that students need to be able to identify on a physical map. We will teach that, in the early 1800s, whichever tribe controlled the Great Salt Plains knew that it would have to fight to protect this valuable resource (salt).
• Pioneer Woman Museum & Conoco Museum
  The former will help demonstrate to how pioneers  adapted to and modified their environment including sod houses, windmills, and crops.  The latter displays the growth of a company from the “early days of a kerosene distributor and the wildcat days of the Cherokee Outlet, to an international energy empire.”
• Nellie Johnstone No. 1 and The Woolaroc Museum
  Nellie Johnstone No. 1 was the first commercially productive oil well in Oklahoma, opening oil exploration and development in Oklahoma.  The Woolaroc Museum relates the story of Oklahoman’s cultural development in the New World.
• Tahlequah’s Cherokee Heritage Centerand Muskogee’s Five Tribes Museum
  The Cherokee Heritage Center is a historical society and museum that has preserved the historical and cultural artifacts, language, and traditional crafts of the Cherokee.  The Five Civilized Tribes Museum  houses the art, history and culture of the Cherokee, Chickasaw, Choctaw, Muscogee, and Seminole tribes.
• Oklahoma City’s History Center, Oklahoma City Memorial, National Cowboy and Western Heritage Museum & State Capitol
• The Woody Guthrie Museum – for learning about the Dust Bowl, Woody Guthrie, and the meaning of song lyrics such as “This Land is My Land.”
• The Creek Council Oak Tree – the landmark that showed the Creek Indians where to stop after a journey to their new home along the Arkansas River). We will also visit the Muscogee (Creek Nation) Cultural Center in Okmulgee where we will learn from a Creek tribe member to hear tales of the tree’s significance and stories from Creek heritage.
• Tulsa’s Gilcrease Museum (which houses authentic Oklahoman art, artifacts from the American West, and collections of Native American art and materials); Philbrook Museum and, finally,
• The Will Rogers Museum to learn about Oklahoma’s favorite son.

What Hasn’t Been on the Itinerary?

Nathalie and Janet at the Philbrook Museum

While the Great Salt Plains used to be an ocean millions of years ago, it’s now a five-mile, sandy ocean bed in the middle of Oklahoma. Except when it rains! The area received 10 inches of rain in the past 30 days, making one of the state’s most valuable natural resources unreachable by car. After learning to maneuver a drone, we captured footage of the area that historically was an important asset — not only for salt’s preservation purposes, but also as a hunting ground for animals. We also learned that the salt bed is the only place in the world where selenite crystals with an embedded hourglass formation are found.”

“I know we’re not pursuing fellowships in Italy or France, but we love Oklahoma and our educational standards are based here,” Janet and Nathalie said during their phone call. “We really get excited about teaching our students who our people are! We are all Oklahomans — with wonders of nature, the beauty of architecture, and profound culture history and heritage all around us. We want students to realize they don’t have to travel across an ocean or even across the country to learn rich history about the people and places that came before us. It’s right under our feet in what we Okies like to call ‘our stomping grounds.'”

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You can follow the remainder of Nathalie and Janet’s fellowship on Instagram @okiesteachfft.

Each Friday throughout the summer, we are highlighting one of our 2019 Fellows — their inspiration, itinerary, and plan for transforming student learning going forward. Today, we highlight our first team, which named themselves “Spainward Bound.” Erin Strack, Andrew Murphy, Juan Carlos Lara and Pato Cabral will use their $10,000 Fund for Teachers grant to attend the International Colloquium on Languages, Culture, and Identity in Schools and Society in Soria, Spain, this summer. Because they work at a dual language school in Kansas City, they designed this fellowship to address topics in the forefront of dual language educational practices and inform a new Spanish/English poetry unit inspired by Spanish architecture and landscapes.

Why This Experience?

We’re an urban elementary school (grades K-6) with a population of about 80% Latino students, the remaining 20% being mainly comprised of African American students. While being part of such a unique form of education is engaging and rewarding, it can also be frustrating and confusing at times:

• We say frustrating because our student population has very different needs than the typical student population of a monolingual school, yet we’re expected to instruct, assess, and perform according to the same rigid guidelines put in place for those monolingual programs, and our students’ test scores are measured by the same district-wide metric used for their monolingual peers.
• We say confusing because there aren’t a whole lot of schools like ours out there, especially given our geographical location. We’re one of only a handful in our state, so finding relevant professional development opportunities, appropriate classroom resources, and effective instructional practices can be extremely challenging.

There simply aren’t enough teacher education agencies in the US that can appropriately train and prepare teachers how to competently teach both English and Spanish literacy simultaneously.

1. Having the opportunity to attend sessions on effective bilingual teaching practices presented by people who have more knowledge and experience in dual language education than anyone we could find in the US will be immensely beneficial to our program, our teachers, and most importantly our students.
2. There are also many sessions on identifying culturally as a bilingual child in society and how “living in two worlds” can be as equally enlightening as it is alienating. We hope to learn how to better support our students with this unique cultural identification.
3. Finally, we anticipate networking with authors and booksellers at the conference and around the city, in order to obtain authentic Spanish literacy resources to take back to our classrooms.

The Planned Itinerary

The Colloquium will highlight topics that are in the forefront of dual language educational practices. When not in sessions, we’ll scour the city of Soria for natively written literature for both children and adults. There is a huge need for Spanish books in content areas such as science, as well as fiction books and comics. Most of our Spanish teachers have to create much of their content area resources themselves, as it’s next to impossible to find this variety of resources in the US.

Upon completion of the Colloquium, we’ll explore the Casa de los Poetas, which describes the lives and works of three famous Spanish poets. We also plan to visit the nearby village of Calatanazor, which was a location for Orson Wells’ Chimes at Midnight, and Agreda,
the village of three cultures: Arabic, Jewish, and Christian. In visiting these local points of interest, we can enliven our classroom teaching with vivid descriptions of Spain’s history, architecture, and natural beauty.

Panoramic view of Calatanazor (courtesy of sorianitelaimaginas.com)

Plans for Students

Our team consists of a 5th/6th grade Spanish math teacher, a 4th grade Spanish literacy teacher, a 3rd grade English literacy teacher and literacy coach, and an ESL teacher that co-teaches in 3rd and 4th grade. Working collaboratively, we’ll use our newly learned strategies and newly acquired resources to create a Spanish/English poetry unit. This would include author studies, poetry reading and writing, and shared presentations of written poetry. Both 3rd and 4th grade have poetry standards that have been notoriously
tricky to cover in Spanish. None of the nuances of poetry that make it so beautiful (rhythm, imagery, descriptive language, word play) can be translated well, so finding famous poems written in English and then translating them is not an option. This fellowship would provide our students with this brilliant new learning opportunity, to engage in a linguistically balanced poetry study unit.

Closing Thoughts

We’re incredibly grateful for the opportunity to attend the colloquium on dual language education in Spain. The knowledge, experiences, and resources we expect to return with are beyond measure. Our colleagues are equally excited, as we’re all well aware of the positive and direct impact this fellowship will have on our students and school community as a whole. We’re deeply honored, and of course, more than a little excited!

Each Friday, we highlight one of our 2019 Fellows — their inspiration, itinerary, and plan for transforming student learning going forward. Today, however, we celebrate the completion of our first fellowship of the year!

Kristin Gladish (Newcomer Program – Indianapolis) obtained permission from her administration to embark on her fellowship during the first week of May — the only time UCLArts & Healing offers facilitator training for Beat the Odds, a trauma-informed program that integrates activities from group drumming and counseling to build core strengths such as team building, leadership, stress management, empathy and gratitude.

“In short, my fellowship was amazing!” said Kristin. “As a student, then practicing as the facilitator, I learned how to mix in drum circle facilitation with affirmations, rhythm games, and activities to increase students’ focus, listening, self-awareness, and self-expression. The goal behind all of this is to incorporate counseling techniques into drum circles and help students who have experienced trauma.”

For Kristin, that includes all of her students — refugees or newly arrived immigrants hailing from 15 countries and speaking 21 languages. Of her 257 music students in grades 2-10, 100 percent are minorities and qualify for free and reduced lunch.

An extension of her fellowship includes working with a local “Beat the Odds” trainer, which will help Kristin build local partnerships and community collaborations. In addition to the musical implications of her fellowship, she is also learning how to measure the results of the program through documented observations, pre- and post- student surveys, video evidence of musical/rhythm/social improvements, and attendance and grade data.

Kristin, who holds a bachelor and Master’s degree in Vocal Music, wasted no time implementing her fellowship. For the final three weeks of school, she is introducing the new drumming curriculum on instruments she also purchased with FFT grant money.

“Every country has some sort of drumming, and each student, no matter what language they speak, can learn to play a rhythmic pattern together and to keep a beat together,” said Kristin. “Beyond that, students will learn methods to relieve stress and to express their
feelings through drumming and words — valuable coping methods for students who experienced trauma and violence in their home countries and come to school struggling with inattention, depression, PTSD and anxiety.”

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Kristin has taught music for 11 years in Lousiana, Texas, and now Indiana. She was the 2019 Teacher of the Year, and was a Top 10 Finalist for the Indianapolis Public Schools District Teacher of the Year. Kristin has completed her Level 1 Orff Training, and enjoys sewing and hiking in her free time.

[minti_dropcap style=”circle”]B[/minti_dropcap]ack in the ’80s, when Saturday Night Live was funny, Jon Lovitz did a skit called “Get to Know Me!” espousing how the lives of people (i.e. Steve Martin) benefited from knowing him. We believe the same is true of our 2019 Fellows and are, therefore, beginning a blog series to introduce many of our grant recipients throughout the summer.

For our first installment, we introduce you to a Fellow whose fellowship ranks among the most unique we’ve funded in almost twenty years. Get to know Mick Posner of Conrad High School in West Hartford, CT.

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On why he designed this fellowship…

I am now in my 10th year of teaching American Sign Language (ASL), which was actually the first language I learned as a child because I was born deaf. As a faculty member of my high school’s World Languages department, I work with students in 9th through 12th grade. Students take my class to fulfill their World Language credit and to learn about the deaf community. More than 90% of my students have not been exposed to a sign language system until they take my class. I believe that students enjoy my class because they are being introduced to an entirely different culture that, in a sense, intertwined globally and for many of them, the challenge of communicating in different environments and situations is mutual.

Many people do not know that there are 200+ sign language systems around the world, each with their own grammar, vocabulary, influences and origins. Twice a year, my students complete a survey in order to share their feedback about my ASL classes. Consistently I receive the same inquiries — students have a strong interest in learning about unique deaf communities in other countries, particularly those shaped by linguistic and geographical barriers (such as the fact that deaf people in Cuba who are not allowed to drive and work full-time, among other government imposed restrictions.

(photo courtesy of Nunatsiaq News)

After conducting extensive research, I found very little exists regarding the Greenland Deaf Community (and deaf Inuits), thus leading me to the following learning experience that I wish to pursue: understanding how such an unique population survive in such a remote part of the world, despite their deafness, by becoming a student of Inuit Sign Language (ISL), which is the official sign language system of the Greenland Deaf Community. This fellowshipwill deepen students’ understanding of the human spirit’s resiliency and the importance of continuing learning and pursuing knowledge in sign language systems.

ISL is a dialect that is centralized around vocations (a large percentage of their vocabulary is focused on being able to communicate related to hunting and fishing) and survival skills.  It is a language based purely on livelihood and survival in a very remote section of the world and would be a strong evidence of sign language’s relevance to a community that depends so much on a particular dialect to survive. There’s not many other languages like this, particularly in the form of a sign language system.

Celebrating the news with Principal Julio Duarte (left) and Superintendent of Schools Tom Moore

From this FFT experience I will have my students actively involved in the creation of online resources regarding different deaf communities around the world. In this project, students will include locations of community, what makes them unique, how they interact with the rest of their community at large, and the identification of unique signs necessary for survival.

On learning he is a 2019 Fellow…

When I first found out I was an FFT Fellow, I was overcome with an extraordinary sense of relief. The grant was something I had worked diligently on for four months, stemming from an idea I had from over a year ago based on articles I read the previous summer — quickly, that feeling turned into so much joy. My students were really excited for me — after it was announced, I asked if I could have a few minutes to call my wife. My 5th period class (that was when it was announced) voiced their support and understanding.

The impact on students already exists — I received several congratulatory and well-wishes emails from parents who shared that their students came home and told them about the FFT award. Along with a few additional parents who contacted me via social media, some of my seniors shared that they wish they could stay in high school for another year so they could hear about the experience (of course, I will see if I can extend an invitation to them when the time comes.)

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Mick is the only member of his family who was deaf, yet his parents believed in having ASL as his first language, which he learned before English. You can learn more about his life experiences and his own family from the A&E documentary “Born this Way Presents: Deaf Out Loud.” He and his wife also own Posner Inclusion, a consulting firm that creates bridges between businesses and unique markets, such as the deaf population.

Sculpture outside the Anne Frank House

[minti_dropcap style=”circle”]T[/minti_dropcap]ara Holmin is a Learning Disabilities Special Education Teacher in Saint Paul, MN. In order to help her high school students mainstream into “regular” classes, she also co-teaches English 11 in the general education setting. The majority of her special needs students read and write between two-to four-years below grade level and one of her goals is to show them that writing can be a therapeutic and positive outlet for anxiety and frustration.

Just as it was for Anne Frank.

To introduce her students to Anne’s life and legacy, Tara designed a fellowship to research the young woman, as well as author and Holocaust survivor Elie Wiesel, in The Netherlands, Germany and Poland. The itinerary included the Anne Frank House (where Tara took the above photo) and National Holocaust Museum in Amsterdam; The Holocaust Memorial, Reichstag and Topography of Terror Museum in Berlin; and Auschwitz in Krakow, Poland. The driving motivation throughout her learning was to increase personal knowledge on the Holocaust and lead students in the recording of their own stories on the school district’s podcast.

Prisoners shoes at Auschwitz

“I am passionate about having my students connect to others in history who have gone through hard times and used writing to help them cope,” said Tara. “Previously, my students considered writing a chore, but now it’s not just a task assigned in school, but a tool that can be used to express themselves and to get their story out of personal struggles and triumphs.”

Tara’s students accomplished this by first writing, then voicing, their stories using iPads and Anne’s example.

“While reading The Diary of Anne Frank in class, my students journaled every other day – improving their writing and self-expression skills,” said Tara. “By the end of the unit, they created podcasts on a snippet of their lives based on the journals they wrote. After interviewing people for their particular stories, they then created, edited, narrated and produced their stories, even adding music and side effects using their iPads.”

Anne Frank died of typhoid seventy-four years ago today in the Bergen-Belsen death camp, but her legacy continues in the lives and learning of students around the world, including Tara’s. They are the embodiment of Anne’s quote:

“The good news is that you don’t know how great you can be! How much you can love! What you can accomplish! And what your potential is!”

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Tara (pictured at right on the Amsterdam leg of her fellowship) teaches Fusion Reading to students who have a learning disorder in the area of reading and writing. She has taught this course for five years and helped create the curriculum for the 3rd year of the program that did not exist previously.

On Tuesday, we shared on article on our Facebook related to resources for helping students celebrate Chinese New Year. FFT Fellow Liz Kleinrock (also the 2018 Teaching Tolerance Award Winner) brought to our attention that many Asian countries celebrate Lunar New Year during this time period, not just China.

Indeed, from January to the middle of February, China, Korea, Vietnam, Laos, Singapore and many Asian countries celebrate the Lunar New Year as national holidays. According to Voice of America, all celebrations have one common feature: family reunions. Many go back home to spend time with family, even if they live far away, and have New Year’s Eve dinner – the most important holiday dinner in China and many other Asian countries.

To clarify the broad scope of the holiday, Liz suggested using the picture book New Clothes for New Year’s Day  by Hyun-Joo Bae with younger students. “I think it could also be beneficial to use Lunar New Year as a lens to explore how different Asian countries celebrate (China, South Korea, Vietnam, etc.) including food, clothing, and traditions,” she said.

We chose to highlight some different countries that celebrate Lunar New Year by sharing images of our Fellows who designed fellowships to learn directly from those who live there. Enjoy the video above and this Year of the Pig!

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).

We are grateful that Tim shared his experiences and insights from his fellowship below.

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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 in 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.

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For more than a decade, Tim has empowered his students to take ownership over their education and to become independent learners while focusing on character and integrity. Throughout his teaching career, he has coached athletics at both the middle and high school levels and views the competition field as an extension of the classroom where students can push themselves.

In honor of Mahatma Gandhi’s birthday today, we share the thoughts of teachers who analyzed his practice of ahimsa, or non-violence on their 2015 FFT fellowship. Katie Seltzer and Eric Berge spent five weeks in India learning about the teaching of non-harm present in Jainism, Hinduism, and Buddhism. They share some of their experiences and insights below:

[minti_dropcap style=”circle”]Q[/minti_dropcap] Can you briefly describe your fellowship — where you went and why?

[minti_dropcap style=”circle”]A[/minti_dropcap] We were truly immersed in the culture of non-violence during our participation in the International School for Jain Studies Teaching for Peace Program by living, (even eating!) and studying nonviolence. Additionally, with our side trip to Varanasi, we explored the Buddhist roots of nonviolence in India by visiting Sarnath, the site of the Buddha’s first sermon, where he taught the origins of suffering and the method for overcoming suffering. In Varanasi, we explored the Hindu practice of cremation on the sacred Ganges River—a returning of body and soul to the earth in a non-violent burial practice. From these experiences, we deepened our understanding of ahimsa through the study of Gandhi’s writing and visiting his home in Mumbai, his home in New Delhi and site of his assassination, and the site of his cremation. We were impressed with Gandhi’s commitment to simple living, exemplified by the exhibit on his few possessions. The inspiration for our learning was to determine how schools and students can be agents of peace in the midst of diverse cultures and religious illiteracy.

On the Ganges River in Varanasi.

[minti_dropcap style=”circle”]Q[/minti_dropcap] How did your fellowship translate to the classroom?

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Eric: I incorporated the religion of Jainism into my teaching of World Religions. In India, we had the opportunity to learn about the Jain teaching of nonviolence directly by spending a month living in Jain communities. Students were fascinated to learn about how the Jain teaching of nonviolence extends to animal and plant life. I shared with students the strictures of the Jain vegetarian diet—eating no meat, leafy green vegetables, and root vegetables. I had the students read the story of the Mango Tree, which we learned about in India, to teach about why Jains follow this diet. Students read the story, which talks about a group of friends walking through the forest and encountering a mango tree. In order to get the mangos, one friend suggests cutting down the tree, another cutting down a branch, and another picking the mangos off the tree. However, the final friend tells them that if they look around, there are enough mangos on the ground to feed all of them. This friend illustrates ahimsa by limiting his harm of the natural world, and ensuring that there will be enough for everyone to go around. We also learned about the Jain commitment to nonviolence by learning about the lives of Jain monks. After watching an Indian cartoon about Mahavir, the founder of Jainism, and his commitment to nonviolence, students looked at photos of Jain monks and nuns that I took in India. I shared stories of the Jain monks that we met, and we watched a short video I filmed of a woman taking the vows to become a Jain nun. Students then reflected on what Jainism can teach them about nonviolence. Students realize that nonviolence can include what we eat, how we interact with others, and living simply. These Jain truths are relevant to all students regardless of religious traditions.

Katie: I incorporated my experience of Gandhi into my teaching of Religion and Social Justice.  We begin by studying the life of Gandhi through images of him, a brief documentary on his movement, and primary source documents, including his own writings. Students explore how nonviolence is an active, not a passive, method of working for social change. A new student project has students find their own injustice in society and create the idea for a nonviolent movement to address the problem, using the methods of Gandhi. Additionally, students look at how Gandhi’s methods can help them resolve conflicts in their own lives. We watch a Bollywood movie, Lage Raho Munna Bhai, about Gandhi coming back to life to teach a mobster about how ahimsa is more powerful than physical force. The humorous movie builds on the concepts of Gandhi that students explore earlier in the unit. The students then work on applying Gandhi’s techniques in case studies of interpersonal conflicts and then to conflicts in their own life. The goal is to make Gandhi’s teachings of ahimsa relevant, and have his movement educate a new generation of students.

Katie and Eric pictured with FFT Fellow Monica Shah (Chevy Chase, MD) who participated in the same nonviolence immersion program at the Mahaveer Public School in Jaipur.

[minti_dropcap style=”circle”]Q[/minti_dropcap] What do you consider the lasting impact of your learning in India?

[minti_dropcap style=”circle”]A[/minti_dropcap]In a sense, words fail to describe how fully we were able to deepen our study of ahimsa by experiencing it in our daily life. We maintained a strict vegetarian diet, which may not sound life-altering, but the impetus behind it (that non-violence starts with how you sustain your life at the most basic level) is a completely different world view from an American one. Participating in the ISJS Teaching for Peace Program enabled us to live as and among Jains who are firmly committed in all that they do to reducing violence in the world. While we won’t be testing our students on how to be vegetarian, we will be better equipped to answer questions about belief-systems that are so radically different from mainstream American views. Our fellowship enabled us to meet and with students, teachers, monks and lay people daily striving for ahimsa. Their example became an example to us—ahimsa made visible in their welcoming of us and their daily practices. So our main take away from the fellowship really came from those whom we met as living examples of Gandhi’s quote: “There is no path to peace, peace is the path.”

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At the time of their fellowship, Eric and Katie both taught at Cristo Rey New York High School in Harlem, but have since moved to Portland Oregon and teach at Valley Catholic High School and Oregon Episcopal High School, respectively. They are proud that that their fellowship is affecting three schools on two coasts. Eric received his BA in Religious Studies from Gonzaga University and an MS in Conflict Resolution from Portland State University. Katie is a graduate of the College of the Holy Cross and Harvard Divinity School.

[minti_dropcap style=”normal”]A[/minti_dropcap]s part of the “follow up” portion of an FFT fellowship, grant recipients complete a Passport that documents their learning and where they plan to go from here. Teachers answer brief questions in three categories:

1. Personal and Professional Growth
2. Impact on Your Classroom, School & Community, and,
3. Imagining the Future.

During the month of August, we’ll share some of our Fellows’ Passports to get us all in the “Back to School” mode. Today, we’re proud to share the reflections of Nolan Hanson, teacher at Oscar F. Mayer Elementary in Chicago, IL. He described the threefold nature of this fellowship in his grant proposal:

Shopping for paints at Sennelier, where Picasso purchased supplies.

The knowledge and insights I gained into the cultures and environments that impacted Picasso’s life and art have grown immeasurably as a result of my fellowship. Coupling this with my newfound knowledge of him as a person and an artist, as well as the complexity of his background, provided me with an understanding of how each of these elements are displayed in his work. I now feel capable of presenting these characteristics and experiences to my students and school community effectively.

First and foremost, my capacity to teach art in Spanish now exists, which it previously did not (except on a superficial level) as a result of: 1) the instruction I received from multiple museum staff members on art creation, appreciation and analyzation; and 2) having now observed, analyzed and appreciated the art of so many Spanish and Latin artists. Where I previously included art in my instruction, I will now be able to embed art in my instruction as a means for dialogue and inspiration.

Living for a month in Spain has to be the greatest personal accomplishment of my fellowship. During the writing of my proposal, I regarded being a Spanish teacher who had never been to Spain as a personal and professional deficiency. I can now state that deficiency has been satisfied with incredibly memorable experiences and professional growth. The fact that the entire fellowship was centered around the study of one of my Spanish heroes enhances the richness of each experience.

Impact on Your Students, School & Community

On a walking tour of Picasso’s Paris, at the St. Germain studio where he painted “Guernica.”

I will now be able to provide my students with the opportunity to use art in their weekly Spanish instruction. The authentic resources I was able to collect during my fellowship will provide them with quality enrichment tools to better connect with the experiences of Picasso and the culture of Spain. Using all of these resources together will allow us to create a positive social emotional learning environment that up to this point has been challenging to build within a language classroom.

In collaboration with the humanities teachers at my school we developed an interdisciplinary unit to cover the life and times of Picasso. Students will research and discuss the major world events that parallel Picasso’s lifetime in tandem with a micro focus on specific events that happened to Picasso. We will then combine these into an evaluation of his work and what influences we can see in his choice of subject, color, technique and message before students begin making their own artwork.