ALABAMA

Summer Brooke Williams, Auburn
6th Grade Teacher
J. F. Drake Middle School

To improve students’ writing skills, Mrs. Williams participates in an internship at the Center for Teaching and Learning, a kindergarten to eighth grade non-profit demonstration school in Maine that emphasizes literacy across the curriculum. Mrs. Williams observes expert literacy instruction, consults with other teachers, conferences with students, and reflects upon best practices. Returning to her school, Mrs. Williams collaborates with colleagues to revise the curriculum and incorporate reading and writing instruction into all content areas.

ALASKA

Jennifer Waisanen-Herman, Thorne Bay
Primary Grade Teacher
Thorne Bay School, Southeast Island School District  

Mrs. Waisanen attends the International Reading Association Conference in Chicago to learn about recent research and resources for literacy instruction. To share her learning, Mrs. Waisanen explains and models best practices for the staff of her remote district through interactive two-way video sessions. Drawing on the knowledge acquired at the conference, she makes a presentation to the school board and helps identify necessary materials for the new budget.

CALIFORNIA

Sarah Bremer, Oakland
7th to 8th Grade English and Social Studies Teacher
Far West School

To inform the development of culturally relevant curriculum for her diverse students, Ms. Bremer attends a summer seminar for teachers on South East Asian history and culture run by the University of Hawaii’s East-West Center. Ms. Bremer travels to Vietnam, Thailand, and Cambodia and participates in home-stays, visits to historical sites, and meetings with local leaders and educators. Using these experiences, Ms. Bremer works with her colleagues in the humanities department to develop standards-based curricular units on South East Asia.

Yvonne Kroneberger, Long Beach
2nd Grade Teacher
Tucker Elementary School

Ms. Kroneberger attends a week-long institute on the teaching of writing at Teachers College, Columbia University to improve the writing skills of the large population of English language learners in her school. To expand the impact on student performance, Ms. Kroneberger shares her learning with first and second grade teachers at Tucker Elementary School.

Shelly Wade, Lancaster
Kindergarten to 5th Grade Reading Consultant
Tierra Bonita South Elementary School

To learn best practices for reading instruction, create a community of readers in her school, and share insights and new practices with colleagues, Mrs. Wade attends a summer reading institute at the Reading and Writing Project of Teachers College, Columbia University. In her roles as a reading consultant, Mrs. Wade disseminates her knowledge through grade level meetings, staff meetings, parent workshops, and study groups focused on best practices for reading instruction.

FLORIDA

Barbara Blakeslee, Palm Springs
6th to 8th Grade Teacher
Palm Springs Community Middle School

To meet the needs of diverse learners in her classes, Ms. Blakeslee attends the University of Connecticut’s Confratute. She studies differentiated instruction, high-end learning, and enrichment teaching. With the goal of motivating and challenging both struggling and talented readers, Ms. Blakeslee presents workshops at her school and during district professional development days.

MARYLAND

Rebecca Grandin, Olney
7th Grade Science Teacher
William H. Farquhar Middle School
Partners: Kim Dodson, Matthew Green, Daniel Herschler, Annie Presbury

Working with a special educator from Johns Hopkins University, Mrs. Grandin and her partners form a study group to learn about effective co-teaching models for inclusion classrooms in which a regular educator and paraeducator are providing instruction. To address the achievement gap between students in regular education and special education in science and social studies, the group researches methods of teacher collaboration, studies student data, reflects on strategies, and plans future experimentation and lessons. The group posts their findings on the school district’s website and makes a presentation at an in-service training session.

MASSACHUSETTS

Valerie Penniman, Amherst
5th Grade Teacher
Wildwood Elementary School
Partners: Amy Jackendoff, Ann Kieser, Rebecca Keenan, Mark Prince, Susan Radtke, Susan Secco, Gina Simm

In collaboration with facilitators from Wheelock College and Westfield State College, Mrs. Penniman and her partners explore ways to differentiate reading instruction to increase student achievement. Study group participants at every grade-level review student work and data, identify questions about differentiating reading instruction across the curriculum, use new strategies to respond to student needs, and review subsequent data to inform future instruction. To share their learning, the group gives workshop presentations for all Amherst school district teachers and administrators, and makes presentations at local conferences for schools of teacher education.

NEW YORK

Roberta Sullivan, Buffalo
Instructional Designer/Adjunct Faculty Member
The State University of New York–University at Buffalo 

Recognizing that the majority of University at Buffalo faculty choose the lecture method of instruction, Ms. Sullivan attends the University of Prince Edward Island Faculty Development Summer Institute, Active Learning and Teaching in University and College to increase awareness and knowledge of active learning among her colleagues. Ms. Sullivan shares her learning by providing workshops for faculty, applying new skills to the curriculum, and developing resources on active learning for the Education Technology Center’s website.

OHIO

Erin Porter, Sparta
Kindergarten to 5th Grade Intervention Specialist
Highland Central Elementary School
Partners: Karen Boylan, Kerry Davis, Stephanie Hamm, Kim Lovely, Joan Orsborne

Mrs. Porter and her partners form a study group focusing on instructional reading strategies to improve the teaching of benchmarks on which students have not been performing well. With the help of a reading specialist, teachers research instructional strategies, visit schools where successful strategies are being used, and observe and critique each other’s classroom instruction. The group shares its findings with colleagues and makes a presentation about the classroom changes to parents and the board of education.

WASHINGTON

Shelley Gibson, Seattle
Kindergarten to 5th Grade English Language Development Teacher
Whitworth Elementary School

Responding to her school’s need for bilingual teachers as it inaugurates a dual language program, Ms. Gibson participates in a four-week immersion program in Puebla, Mexico. She develops her Spanish speaking, reading, and writing skills through study at the Spanish Institute of Puebla, and she gains a better understanding and appreciation of the culture and language of her Mexican students by living with a family in the town. Continuing in her role as a liaison between her school and the non-English speaking community, Ms. Gibson uses her improved language skills to assist fellow teachers with parent conferences and home contact.