Corbin teachers take two-week trip to Egypt

Chris Parsons
The News Journal
Corbin, Kentucky

They may not have walked like Egyptians on their recent trip to the Middle East, but a pair of Corbin Middle School teachers walked with the Egyptians for two weeks.”

Thanks to the Fund for Teachers, a program that provides teachers with opportunities for summer sabbaticals, Melissa Evans and Michele Anderson were treated to a two-week trip to Egypt, but it didn’t come easy.”

The two had to submit a proposal detailing how they would use the information gained on their trip would make them better teachers and how their improved skills would be implemented classroom, benefiting their students, curricula a dn school. According to the Fund for Teachers website, teachers are awarded based on application quality and merit as judged by a committee.”

“We put a lot of time and effort into our proposal, so it wasn’t easy,” Evan said. “We had to detail how we would use what we learned while we were there and give examples of how we would put that in the form of a lesson plan.”

“We have to bring in all the different subject areas from art to history and science to math, and write multiple lessons” Evans added.”

For Anderson, who teaches math, she said that her lessons would focus more on the economical front. Explaining some vast differences in Egypt and the U.S.

“For me, since I teach math, I will do something pertaining to how much it will cost to plan a trip to Egypt,” Anderson said. “It will based a lot on money conversions dealing with the Egyptian pound to the U.S. dollar.”

“It will also show the difference in the quality of living between the two places and the money that can be earned, for example, working two jobs there, people make around $60 a month,” she added.”

During their stay, the two said they got the full experience of Egypt, traveling from one end of the country to the other.”

They first arrived in Cairo and on day two of their trip they visited pyramids in Giza and the Sphynx, as well as a trip to the el-Khalili bazaar, described as a shopper’s paradise. On day three, they traveled to Alexandria, the second largest city in Egypt which is known as “the pearl of the Mediterranean.” They also visited Pompey’s pillar and the catacombs before strolling around Bibliotheca Alexandria.”

On days four through six, they traveled to Egypt’s southern-most city, Aswan, which is set along the Nile River. While there, they visited the temples of Abu Simbel, built by Ramses II in the 13 century BC. Days seven through nine were spent on a Nile cruise en route to Luxor, the capital of Egypt.”

Day 10 took them to several ancient sites on the west bank, two mammoth statues of Amenophis II at the Colossi of Memnon, the Queen Hatshepsut Temple and the Tomb of Tutankhamun. On day 11they saw the Egyptian Museum, with its most significant showpiece, the magnificent Tutankhamun (King Tut) collection. Shop at the largest souk in the Middle East, legendary for copper, perfume, silver, gold and start.”

According to the group’s Website, The Fund for Teachers is the brainchild of Raymond Plank, founder and Chairman of the Board of Houston-based Apache Corp. Planks explains why he started the organization in a letter from the founder.”

“Growing up in the Midwest, the most important influence in my life other than my father was a man named Noah Foss,”

Plank stated. “He was a Latin teacher, a towering figure who inspired, challenged and motivated countless young men at the small country day school I attended in the 1930s. But for Foss, who gave me the focus and self-respect I needed, I wouldn’t have received an honors score on my college entrance exams. And, almost certainly, I never would have gone to Yale.”

“There are many Noah Fosses in this country; teachers who each day inspire, challenge and shape young lives in countless ways,” he added. “A decade ago I began a modest grant program in Minnesota to reward deserving grades K-12 teachers who wanted a chance to enhance their skills, stimulate their minds, and bring new-found excitement back into the classroom. A chance to study volcanoes in Hawaii. Architecture in Florence. Language in Chile.”

As a result of their trip, Evans and Anderson agreed that they would eventually like to collect donations in some form and possibly send money back to the area they visited in hopes of offering a helping hand to those in need, citing the differences in lifestyles as a main reason.”

“I can’t begin to describe the difference in the way people live over there as compared to here,” Anderson said. “Here, education is something I think we all take for granted, while over there, it is considered a privilege.”

“In our country, a lot of people succeed and have opportunities to do so because of the possibility of an education,” Evans said. “No matter where you come from in our country, you have the opportunity to get an education, but over there it is not that way. Success in anything is rare over there, so when given the chance to get an education they feel really lucky, so I think we really learned a lot about how lucky we all in America.”

A San Francisco elementary school teacher is spending her summer in Madagascar.

Patti Riesling
KCBS 740 AM

SAN FRANCISCO (KCBS) — A San Francisco elementary school teacher is spending her summer in Madagascar studying one of the most critically endangered primates in the world, hoping to bring her experience in the rain forest into the classroom this fall. Dierdre Fitzgerald is studying lemurs.

“There are 51 species of lemurs that live in this country, and all of them are facing a huge threat from slash and burn agriculture,” said Fitzgerald.

Thanks to a $5,000 grant from the nonprofit organization “Fund for Teachers,” Fitzgerald is in the midst of a scientific expedition looking specifically into the silky Sifaka lemurs’ eating habits.

Fitzgerald is taking photos and video while in Madagascar to show her third-grade students at Tenderloin Elementary in the hopes of vividly illustrating some pretty lofty themes.

“It’s very difficult to have 8-year-olds understand some of these concepts of bio-diversity and adaptation, and the kinds of situations that animals face in their ecosystems,” said Fitzgerald.

Listen to Patti Riesling’s interview of FFT Fellow, Dierdre Fitzgerald.

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A World of Knowledge

Fund helps teachers learn lessons about other cultures

Rich Fahey
The Atlanta Educator

The Atlanta Education Fund and a nationally-known non-profit group that supports teachers have joined forces to help 18 APS teachersí dreams come true… and students will benefit as well.

This summer, those 18 teachers who have received Fund for Teachers fellowships worth $77,114 will embark on adventures such as helping to conserve and expand the population of Giant Pandas in China or assisting teachers and students in Ghana in harvesting bio diesel fuel from household resources, while offering English instruction.

The Fund for Teachers is a non- profit group that helps teachers pursue self designed programs that promote summer learning and exploration. Teachers submit proposals detailing how their fellowship will make them better teachers and how their improved skills will be implemented in the classroom. Teachers are awarded grants based on merit.

To date, more than 4,000 teachers from across the United States have received more than $12 million in grants to study and travel in 110 countries on all seven continents. In 2008, the Atlanta Education Fund became the Fund for Teachers’ newest community partner. The AEF’s mission is to galvanize community support to accelerate and sustain student achievement in Atlanta Public Schools.

ìI am excited about this partnership between the Atlanta Education Fund and Fund for Teachers,” said Hosanna Johnson, AEF President. “In all oftheworkwedoto support the district, the quality of Atlanta’s schools is only as good as the quality of the teachers. We are happy to be part of a program that gives back to those who most deserve it.”

Last summer, Michell Carter of Sarah Smith Elementary School volunteered with the Earthwatch Institute,
assessing the endangered hawksbill turtles on a remote island off Australia’s Great Barrier Reef. In the evenings she collected vast amounts of plastic products that washed up on the once pristine shoreline.

When she returned to Atlanta, Carter documented the amount of trash each student produced, and led the effort to reduce the amount of plastic waste by up to 60 percent in some classrooms.

Last summer, through the Atlanta Fund for Teachers, Gideons Elementary teacher Darlene Dobbs explored the discoveries of ancient Egyptians in the areas of science, math and linguistics.

Sarah Smith Elementary teacher Michell Carter assisted scientists in gathering data on the hawksbill turtles, an endangered species, in the Great Barrier Reef last summer.

Here are the 2009 Atlanta Fund for Teachers Fellows, their schools and what each will be doing this summer.

Sam Bean, Langston Longley
Stanton D. H. Elementary
Travel to Japan to observe and learn various techniques for teaching critical thinking math skills.

Terri Dunson
Rivers Elementary
Volunteer with the Chengdu Research Base of Giant Panda Breeding in Chengdu, China, focusing on wildlife conservation and scientific research.

Sabrina Harris
Bolton Academy
Live with a family in Playa Tamarindo, Costa Rica, taking daily Spanish classes through the Study Abroad, Inc., program.

Charon Kirkland, Woodson Elementary, and Lorrae Walker, Scott Elementary
Attend a tropical ecology and conservation workshop on the island Dominica through the Atlanta Botanical Gardens to identify better strategies for teaching ecology in the classroom.

Angela Nelson
Garden Hills Elementary
Observe teaching strategies and cultural differences in Jordan and Egypt as related to ESL students.

Xylecia Taylor
Williams Elementary
Assist teachers and students in Ghana to harvest biodiesel fuel from house- hold resources while offering English instruction.

Traci West
Bolton Academy
Study Hispanic culture through the Equinox Spanish School in Ecuador to develop and enhance teaching and learning skills.

Reosha Bush and Tiedra Hutchings
Crim Open Campus High School
Study the English perspective of American colonist James Oglethorpe by exploring early colonial England, and research information on the founding of Georgia.

Sydney Butler
Crim Open Campus High School
Attend an international special education conference in Spain to acquire knowledge about the practic of special education in other countries.

Reginald Colbert, North Atlanta High School, and Nat Colbert, Sutton Middle School
Participate in the Verbier Festival Academy in Verbier, Switzerland, to observe and research strategies used in master classes and chamber music coaching.

Amy Leonard
Grady High School
Explore life, death and entertainment in ancient Rome through a tour of archaeological sites in southern Italy.

Neville McFarlane
Jackson High School
Attend a photovoltaic design & installation workshop at Solar Energy International in Colorado, to promote renewable energy in schools.

Beverly Easterling
Kennedy Middle School
Study racial reconciliation and restorative justice in South Africa to develop a more positive climate in the school setting and community.

Breverly Littles
Young Middle School
Benefit from an immersion program in Spain to enhance language skills, improve knowledge of the country and research African influences on Spanish culture.

My Summer Vacation

A nonprofit organization allows teachers to bring the world back to their classrooms.

Roy Deering
Oklahoma Magazine

Mary Kathryn Moeller is an Oklahoman who considers London her “spiritual home.” After visiting the city full of history years ago, she vowed to someday return. This summer, thanks to the Fund for Teachers program and the Oklahoma Foundation for Excellence, she’ll have her chance.

Moeller is one of dozens of Oklahoma teachers taking exotic Fund for Teachers trips this summer, spending four weeks in London attending the Sotheby’s Institute of Art. For Moeller, it’s a chance to revisit her favorite city in the world.

“I am thrilled to be going back,” says the AP art history teacher at Jenks High School.

Fund for Teachers is a nonprofit group that funds summer sabbaticals for thousands of teachers across the country every year. The program is set up to enrich the personal and professional growth of teachers by recogniz- ing and supporting them as they identify and pursue opportunities around the globe that will have the greatest impact on their prac- tice, the academic lives of their students and on their school communities.

Jenks art history teacher Mary Kathryn Moeller will visit London this summer thanks to the nonprofit group Fund for Teachers.

“I never realized my inner passion for art and art history until I started teaching the class three years ago,” Moeller says. “Now, I have this burning desire to learn more, to experi- ence it and to teach it to the best of my ability. This trip gives me the chance to do all of that.”

During her month-long stay at the Sothe- by’s Institute, Moeller will study contempo- rary art at one of the premier facilities in the world. Taking part in the Sotheby’s Institute will provide her with knowledge that cannot be learned anywhere else in the world, allow- ing her to better pass along this knowledge and passion to her students back in Jenks.

Audrey Nelson, French and Spanish teacher at Shawnee High School, is also liv- ing her dream through the Fund for Teachers program. Nelson, along with good friend and fellow teacher Kim Earle of Ada, will travel on horseback across the Pyrenees Mountains between France and Spain during their two- week excursion.

“I’m still pinching myself because it doesn’t seem possible,” Nelson says. “It’s like a fantasy that I’ve dreamed about and it’s really hard to believe it’s actually going to take place.”

Nelson and Earle will arrive in France in early June, spend two days in Paris and take a train to Bayonne where they will begin their week-long journey through the mountains. Riding five to seven hours per day, their tour group will cover hundreds of miles through some of the most incredible scenery on earth, following a pilgrimage route that has been used for thousands of years.

“This is the route that so many people throughout history have taken,” Nelson says. “This trip will not only allow us to see and experience the landscapes of this incredible region, but will help us to become engulfed in the culture and the language and allow us to be much more capable of teaching these cultures to our students when we return to Oklahoma.”

Teacher of Islamic Studies Dispels Biases

Carl Glassman
Tribecatrib.com

At Millennium High School, the Lower Manhattan school founded in the wake of the Sept. 11 attacks, Corey Pickering is determined to do her part to end Muslim stereotyping.

Last month, she received national recognition for her efforts.

Pickering, 31, teaches one of the few Islamic studies courses in the city’s public schools. She designed the course following her travels last summer in Turkey. The trip, paid for by a Fund for Teachers grant, changed her own prejudices about the religion, she said.

“The imagery that has been pounded into our brains has had an effect and it had an effect on me, too,” she said.

Out of the more than 500 teachers around the country who traveled on the grant, Pickering won the National Plank Fellowship Award based on an essay she wrote on the impact of the Turkish experience on her teaching, and on herself.

A Kentucky native with an infectious exuberance for her subject and her students (“They’re so funny. They make me laugh all day”), Pickering has taught global studies at Millennium for four years. She introduced Islam to the school two years ago with an elective for juniors and seniors that first dealt only with art and architecture.

It was a safe way, as she put it, “to approach Islam from the side.”

“But when I came back from [Turkey] I decided, no, the class works much better when we tie the conversation into foreign policy and modern conflicts and current events.”

At the risk of upsetting some students and parents, Pickering wanted to explore all aspects of the Muslim world. Many of her students, now juniors and seniors, were 4th and 5th graders in Downtown schools who were personally affected by the attacks. But for them, in particular, she said, the course is important.

“Part of the founding of this school was based on 9/11 recovery,” she said, “and it was just so relevant locally, and for this student population.” The school’s connection to the renewal of Lower Manhattan after Sept. 11 also opened the course to controversy and criticism. Pickering credits the school’s principal, Robert Rhodes, with the courage to support her.

“The fact that my principal trusts me at a public school to teach this kind of content, and would stand up and back me if anybody challenged it, I think that’s very brave on his part.”

Rhodes said he received half a dozen calls from parents who were concerned about the course.

“I invited them to look at the curriculum and talk to me but no one has taken me up on it,” he said.

Pickering said she does not shy away from discussing the violent and oppressive strains of Islam, but tries to separate the politics from the religion and what is-and is not-true to Muslim tradition.

“I don’t want to demonize anybody,” she said, “but I also don’t want to devilify anybody either.”

In interviews, many of Pickering’s students said the class, and especially a trip to a mosque on 96th Street that included a meeting with an imam, transformed their image of Muslims.

“This class changed my whole entire view,” said senior Lena Hong. “When I got to learn about their religion, how they prayed and why they believed in stuff it opened me up—it has opened my mind.”

Another student, Robert Corrales, said it is not just what Pickering teaches, but how she teaches it, that makes her stand out.

“It’s obvious how much she cares about her students and how much she cares about being a good teacher,” Corrales said. “It’s really the career she wants.”

Oakland teacher brings African experience back to classroom

Elizabeth Skow
Oakland Tribune Correspondent

When she awoke each day in Mali, Oakland teacher Kathryn Parman took a bucket to the neighborhood spigot to fetch water for her shower. Then she sat with the community women and helped prepare food, an all-day affair in Mali.

Evenings, Parman, 31, tagged along with her host family’s son as he performed his duties as a Griot, a traditional Malian musician and oral historian, at celebrations and parties.

Parman, who teaches Humanities to seventh- and eighth-graders at Oakland’s Lighthouse Community Charter School, traveled to Mali and Ghana on a 2008 fellowship from Fund for Teachers, a nonprofit that sends teachers on self-designed summer sabbaticals around the globe.

“It was interesting to be in Africa,” Parman said. “I was surprised at how comfortable I was there. I felt at home right away.”

In March, Parman’s students will study Africa, focusing in particular on the history of West African music and its influence on American music. They will study traditional African music through spirituals, blues, jazz and hip-hop, and learn how it came from Africa to Oakland.

Parman has been interested in African-American history since she was a college student at New York University’s Gallatin School of Individualized Study and always dreamed of traveling to Africa. She heard about the FFT fellowship from Lighthouse science and math teachers Megan Jensen and Robert Feldstein, who won a fellowship in 2007. They traveled to the Galapagos Islands to study science and urged Parman to apply last year.

Parman knew Africa was her destination.

She had a friend from Mali and his family invited her to visit with them in Bamako. The family has passed down traditional Griot music and storytelling skills for many generations. Parman said living with them gave her a firsthand look at traditional Malian life.

“There is a real sense of community and it’s organic and it’s natural and it’s necessary,” Parman said. “It’s really inspiring to see a different way of structuring your society that values community.”

She noted that “coming from a very individualistic society and going to a place like Mali where people are 100 percent dependent on one another (one notices) they have very tight-knit communities and everybody knows everybody.”

Creating a safe, tight-knit community is also a focus at Lighthouse Community Charter School, where about 80 percent of the students come from families that have severe financial challenges and 73 percent are English language learners.

In addition to academics, the students participate in an advisory “crew,” a group of 12 to 14 students plus an adviser, to practice community- and character-building skills and work on their guiding principles.

“Nothing will happen until we look at what makes people successful in groups. These kids are coming from Oakland, and that has its challenges. Some kids lack a stable, safe environment. So we need to create that safe environment here before we can do academic work,” Parman said.

Along with the broader study of Africa, Parman’s students also will study the African slave trade and look at people’s historic resistance to slavery.

Fund for Teachers enables teachers like Parman to enhance their teaching skills through the sabbatical program.

“Most good teachers become administrators eventually,” said Karen Kovach, executive director of FFT. “Our goal is to help good teachers stay inspired. We want to keep these teachers in the classroom.” She said FFT is trying to bridge the disconnect between the people with the money and those who need it, and going local is the only way to make that happen.

FFT fellows are chosen with help from local partners, in this case Oakland’s Marcus A. Foster Education Institute.

Leo Lamanna of MAFEI said that one-third of the selection panel is made up of former fellows, with the remainder being school administrators, community members and MAFEI donors. He said Fund for Teachers awarded 18 fellowships to Oakland teachers in 2008.

“Teaching can be a pretty thankless thing,” Parman said, “and if someone wants to give money to teachers, I am willing to take that money. If I go and have this experience and bring it to my students, that’s pretty powerful.”

The hardest thing about her job, said Parman, is keeping her life balanced. She helps create the curriculum for her classes as well as teaching, often putting in 60 to 70 hour weeks. She knows she can’t keep it up forever, so she hopes to create a system that is easier to follow when she’s no longer there.

To Parman, the most rewarding thing about being a teacher is “those ‘aha!’ moments, where they get something they didn’t get before. It’s great to see them gain confidence and buy into the possibilities that they have in life.”

Los Angeles Teacher Confronts South Africa’s History of Apartheid Rule

LOS ANGELES, CA – Almost 20 years ago, Nelson Mandela walked out of Victor Verster Prison and effectively marked the end to Apartheid rule in South Africa. With an education grant from Fund for Teachers, Ariel Neaderthal immersed herself in this culture to take a closer look at the emerging democracy.

This period of racial segregation still strikes a chord with many, particularly during February’s Black History Month, and the teacher grant Ariel designed allowed her to travel to Cape Town to research the history and legacy of Apartheid rule and the challenges still facing the populations of both races. As part of her summer travel, she volunteered with a women’s rights NGO and as an aide in a mixed-race nursing home. This extraordinary experience provided a broad view of the country’s complicated and troubled history, as well as a realistic view of its uncertain yet hopeful future.

Neaderthal commented: “My experience as both tourist-outsider and volunteer-insider allowed me not only to see South Africa as she wished to be seen, but also to uncover what she wished to hide.”

Ariel’s first-hand experience compelled her to augment her school curriculum on discrimination, while also imparted a fresh appreciation of and enthusiasm for the education system in the United States.

Fund for Teachers Executive Director Karen Kovach Webb said: “We empower teachers to decide what they need most, personally or professionally, and then we make those dreams a reality. We believe in the power of teachers to transform learning for themselves, their students and their communities.”

Similar opportunities are available to teachers through the donor-supported Fund for Teachers. Over the last eight years, Fund for Teachers has given $209,241 in teacher grants to 59 teachers in the Los Angeles area and more than $10 million in grants nationwide. In April 2009, the organization will announce its new Fellows who will travel this summer.

Do you know a great teacher who should take advantage of this opportunity? See examples of what other teachers have done with their grants by visiting Fund for Teachers education grants: www.fundforteachers.org.

Houston Teacher Prepares to Study Bahamian Coral Reefs

Doug Delony
Myfoxhouston.com

HOUSTON – A teacher from Houston is preparing to embark on a scientific adventure, and she’ll be taking her students along for the ride in a unique way.

Daphine Rawlinson stopped by FOX 26 Morning News to discuss the trip.

As a science instructor at J. Will Jones Elementary School, she’ll leave Friday to study the coral reefs in the Bahamas.

She says the study is part of a mission by a group called Earthwatch.

Rawlinson was part of a similar mission two year ago during a trip to Antarctica.