BTU is a proud local partner of Fund for Teachers, a national organization dedicated to enriching the personal and professional growth of teachers by recognizing and supporting them as they identify and pursue opportunities around the globe that will have the greatest impact:
- on their practice
- the academic lives of their students and
- on their school communities.
Teachers may apply for grants of $5,000 (individuals) or $10,000 (teams) to design a professional learning experience that inspire and sustain them as people and professionals.
Fund for Teachers awards grants directly to pre K-12th grade teachers for self-designed professional development experiences. The 2018 grant application will be available on October 1, 2017. Visit here for eligibility requirements and for more information
2017 BTU Fund for Teachers Fellows Announced
Congratulations to the first cohort of educators awarded Fund for Teachers grants since the BTU became the local partner for this wonderful program! This summer, we are proud to have awarded 11 fellowships to 19 educators from 15 schools who will be traveling and learning in 16 countries on 5 continents. You can also follow them We look forward to following your travels and learning from you when you return!
|Names||School||Destination Country||Fellowship Description||Blog||Social Network|
|Suzanne Roddy||Harvard-Kent||Costa Rica||Study the ecology of tropical habitats in Costa Rica and volunteer with a Sea Turtle Conservation project to protect sea turtles and helping with local environmental education.|
|Joshua Tetenbaum||Snowden||Mexico, Argentina, Colombia, Ecuador||Study conversational Spanish in Quito, then study cultural contexts of Jorge Luis Borges and Gabriel García Márquez in Buenos Aires, Cartagena and Mexico City, to show how English Language Arts texts inform and are informed by literary and cultural contexts.||@jshttnbm on Instagram|
|Paula Bowles||Brighton High||Ireland, United Kingdom||Research Northern Ireland's violent thirty-year conflict known as the Troubles and learn how the peace process unfolded to show students that conflicts, whether global, local or personal, can be resolved.||Lessons of Conflict and Strife in Northern Ireland|
|Nicole Da Silva||Boston International and Newcomers Academy||United States, CA||Participate in the Trauma Resource Institute and Writers Week workshop at Idyllwild Arts in Southern California to design lessons that combine the healing power of creative writing and trauma resiliency strategies for immigrant teens.||@nicoletdasilva on Twitter|
|Kayla Hoff and Teresa Siarnacki||Henderson K-12 Inclusion School||Kenya||Observe inclusive practices at sister school in Nairobi to provide creative and innovative supports for students with visual impairments and integrate safari experiences into literacy/science units.|
|Katharine Atkins-Pattenson and Alice Laramore||Gardner Pilot Academy, Frederick Pilot Middle||Dominican Republic, Haiti, Arizona, California, New Mexico||Join an exploration of language arts and immigration on the border of the United States and Mexico to create a unit that reflects the identities and experiences of current students. ||Writing Is Thinking||@kat_at_pat on Instagram, @alicemccl on Instagram|
|Paulena Papagiannis||O'Bryant||Bosnia-Herzegovina||Investigate how Bosnian history teachers’ identities and educational philosophies impact the teaching of contested history in a diverse society with a polarized past and present to 1) inform school’s approach to teaching politicized content and 2) collect primary source material about education and nationalism.|
|Christopher Day, John Morris, and Francis Swoboda||Charlestown High, McKay K-8, English High||El Salvador, Guatemala||Investigate cultural, artistic, political and literary aspects of diversity, identity and social change in Guatemala and El Salvador to enrich curriculum and better represent the rising number of students from Central America.|
|Deborah Arlauskas, John Arlauskas, and Margaret Arlauskas||Tynan, Blackstone, Alighieri||Netherlands||Complete immersion program in The Netherlands to study Dutch culture and Montessori school system and early childhood learning to enhance cultural competencies and better teach/reach our English Language Learners and their families.|
|Matthew Godino, Maureen Magee-Quinn, and Lisa Schad||Alighieri Montessori School||Czech Republic||Attend the International Montessori Congress in Prague, focusing on Montessori as a path to social change, to better offer a high-quality education that cultivates children who are life-long learners and responsible citizens.|