I’m pleased to tell you about an exciting new learning opportunity from The Walt Disney Company called Disney’s Planet Challenge, a project-based environmental competition for students in grades 4-6. With collaboration from curricular experts at the K-12 Alliance and the National Science Teachers Association, Disney’s environmental team has crafted a program that gets children to think and act environmentally at school and at home.

Disney Planet Challenge

Until now, Disney’s Planet Challenge was available in the United States only to schools in California and Florida, but the program has been expanded to school districts nationwide this year to address growing demand.

Hailed as an empowering, one-of-a-kind experience by participating educators from previous years, this is one of the most significant initiatives of its kind ever to be offered to K12 schools. My colleagues at District Administration and I are proud to be working with Disney on this project, helping to inform school leaders like yourself about this valuable program. In fact, you may already have seen information about Disney’s Planet Challenge in the pages of our magazine and on our Web site. I encourage you to get involved with this important program. To learn more, visit www.districtadministration.com/disney

Digg Your Way to Better Critical Thinking with Diigo!

Recently, I wrote a post about social bookmarking in the classroom, and focused on a tool called Diigo.  This post is a followup. 🙂

After seeing the education community embrace Diigo with so much excitement, the good folks that run it decided to create an educator-specific incantation of the popular tool.  They listened to what teachers had to say- what special features they’d like to see in order to better use Diigo with their students- and recently introduced Diigo Educator Accounts.

What are Diigo Educator Accounts?

These are special, FREE premium accounts provided, specifically to K-12 & higher-ed educators. Once your Diigo Educator application is approved, your regular Diigo account will be upgraded to have additional features.  So, you need to create a basic Diigo account first, then upgrade to the free education account after wards.  The upgraded educational features include:

  • You can create student accounts for an entire class with just a few clicks (and student email addresses are optional for account creation)
  • Students of the same class are automatically set up as a Diigo group so they can start using all the benefits that a Diigo group provides, such as group bookmarks and annotations, and group forums.
  • Privacy settings of student accounts are pre-set so that only teachers and classmates can communicate with them.
  • Ads presented to student account users are limited to education-related sponsors.

Here’s a link to the offical Diigo Educator Account FAQ Sheet.  You’ll find loads of valuable information there to help you set up your educator account, get your students registered, and get started digging with Diigo!

Here’s an example of what I plan on doing with my Diigo Educator account (I’ll let you know how it goes 🙂 )

  • Every week, I have one student choose a current event article & pose a question about it.  It started out great, but after a while, everyone just started reading previous posts & trying to mimic them instead of thinking critically on their own.  I am going to shake things up a bit by using a  Diigo Education account for our current event conversations.
  • Every week, I will choose a current event article and begin marking it up in Diigo with a question (bubble annotation).  My students will have to choose segments of the article to annotate themselves.  They must make a statement AND ask a question in their annotation.
  • I’m just fleshing this out now, so any feedback you can provide is GREATLY appreciated!

Students & Internet Resources: 21st Century Cavemen?

While doing some research for this post, I can across an interesting article by Miguel Guhlin that I think does a really great job of explaining the rationale for this post.  In his article, “Spending that Internet Gold”, Guhlin makes a good argument for effective website searching by quoting Dr. Judi Harris:

1. We all begin on the Web by “telegathering” (surfing) and “telehunting” (searching. This we can do pretty well. What we don’t do very well yet is to take educationally sound steps beyond telegathering and telehunting).
2. We need to help our students and ourselves “teleharvest” (sift through, cogitate, comprehend, etc.) the information that we find, and “telepackage” the knowledge that results from active interaction (application, synthesis, evaluation, etc.) with the information.
3. Then, we need to “teleplant” (telepublish, telecollaborate, etc.) these telepackages by sharing them with others…who use them as information in their…
4. …telegathering & telehunting, and the process cycles back around again.
Most of us are at the tele-gathering and hunting stage, finding and collecting web sites that we believe are useful. How many educational web sites do you visit that have a list of lists, collections of fantastic sites on the web? Impossible to keep track of and maintain, these lists are just more information that each of us has to wade through, each time creating our own links. The pack mules can’t carry all the gold that we’ve found out there. Maybe, now that we’ve accumulated the gold, it’s time to do more than look at it. To do that, we have to know what’s valuable, what’s not. According to Jim McNamara (jmcn@tenet.edu), evaluating something means being able to extract the value out of it.

QUESTION: “How do we help out students determine and extract the value of web resources?” or as Guhlin puts it, “pan for internet gold”.  How do we help our students to think critically in such a fast-paced, multi-tasking culture, when they typically have ten internet tabs open at once, an IM’ing window open as well, a Youtube video streaming AND their iPod playing in the background?

ANSWER: The best way to help our students better evaluate internet resources is to get them (students) to interact with them (websites).  That’s what Web 2.0 is all about-Collaboration, Evaluation & Synthesis

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TOOL: A great way to harness the power of Web 2.0  and interact with websites is Social Bookmarking

DIIGO.com is my favorite social bookmarking tool because it has AMAZING educational possibilities. The social aspect of learning is important, especially with our increasing focus on conversations that add value to what we are learning! What sets Diigo apart from other social bookmarkers is that Diigo not only lets you bookmark Web sites but also have online conversations about them… on the actual sites themselves!.

As soon as you start playing around with Diigo, you’ll figure out countless applications for your own personal use & communication with colleagues, so I’ve decided instead, just to share a few really great ways to use Diigo with your students:
  • Create a slideshow of clickable web sites grabbed from your bookmarks (A great way to present awesome resources for children, parents and colleagues)
  • Annotate and add comments to a web page via Diigo, and invite your students to do the same.  You will essentially be hosting online, critical thinking & writing excercises about internet content on the actual webpages themselves!  (All of the comments you & your students make will remain on the webpage for you all to see anytime you are signed in on Diigo & visit the site)

  • If you have students posting their own work online (ex. Literary students writing their own blogs), you can use highlighting & sticky notes (annotations) to leave public feedback of their work with invisible ink.  A wonderful modeling tool for your students to learn how to appropriately & meaningfully comment on each others work.

Clay Burell: 3 Uses of Diigo in the Classroom

Innovative teachers all over the world are constantly discovering new ways to use Diigo with their students.  If your interest is peeked,  check out some of the following videos:

As you begin to use Diigo & develop your own educational uses, join the conversation and share your ideas with the rest of us 🙂

Now that you know about Diigo, you can help your students evolve from Internet Cavemen, hunting & gathering information that can sometimes be harmful and can often be useless, into modern Digital Citizens, harvesting information in a safe & sustainable manner, which includes contributing their own thoughts and ideas to online conversations.  Sure that takes more work, and the results may seem slower to realize, but as any responsible farmer will tell you, it’s the only way to ensure that future generations will also be able to reap the benefits of the seeds we plant now…

Free Curriculum Helps Students Rock Their Way to Good Digital Citizenship

Ok. Some of you might be tired of hearing me say it, but I’ll say it again anyway.  One of the best ways to learn is through stories.  Stories help us put facts in context and allow us to apply more of our senses to the learning experience.  That’s why I’m so excited about the new, free, curriculum recently released by Microsoft that uses realistic storytelling to help students learn about intellectual property rights and how to be responsible digital citizens.

Here’s the essential thinking behind the curriculum:  Students interact with music, movies, software, and other digital content every day. But, do they really understand the rules that dictate the ethical use of these digital files, and, more importantly, do they understand why these issues are relevant?

The goal of the Digital Citizenship and Creative Content program is to create an awareness of the rights connected with creative content. Because only through education can students gain an understanding of the relevance of and a personal respect for creative rights and grow to become good digital citizens.

Through the Microsoft Innovative Teachers Program, Microsoft reached out to teachers across the country to test the curriculum materials and provide feedback over the past year.  As a member of the program (FYI- any educator can apply 🙂 ) I was able to take part in that “testing” phase.  Along with 93% of the other teachers who participated, I highly recommend the materials and plan on using them again.  Here are a few of the top reasons I think you should check out the curriculum:

  • The program focuses on creative rights in the world of digital citizenship so it’s excellent for raising student awareness about proper behavior with technology.      Image
  • It’s relevant and fun for students because it enables them to have the experience of creating their own digital property in the form of a ring tone on the student Web site (MyBytes.com). In addition, the curriculum explores the topic using examples like Facebook and MySpace.
  • The program focuses on the positive aspects of the creative process and is not enforcement-based like other programs on the same topic.
  • The program supports differentiated and cross-curricular instruction

The Digital Citizenship and Creative Content program was designed for students in grades 8-10 but can certainly be adapted for 6th-12th graders. It’s organized into four thematic units that include the following subject areas: Civics, Computer Science, Debate, Economics, Fine Arts, Government, Journalism, Language Arts, Drama, and Video Production.

Each unit has a set of standalone, yet complimentary project-oriented activities that play off a creative rights scenario presented through a case study. There are guiding questions to help focus students learning, and pre/post assessments to establish baseline knowledge and gauge student learning. There are also suggestions and tips for engaging parents and peers outside of the classroom.  Here’s part of the basic scenario- one that I think our students can definately relate to:

A high school sponsors a school-wide Battle of the Bands. A student not involved in the production decides to videotape and sell copies of the show to students and family members. Later, one of the performers (“Johnny”) learns his image has been co-opted by the maker of a video game without his permission. Students research intellectual property laws to see who owns the “rights” to the Battle of the Bands as a whole, as well as the rights of individual performers, to determine three or four steps that Johnny can take.

Sounds interesting & engaging, right?  Check out the materials & share your thoughts with the rest of us 🙂

Transforming Our Schools- One Century @ a Time

What comes to mind when you hear the phrase “21st Century Schools”?

I immediately think of the following quote (often attributed to a variety of people):

21st Century Schools strive to prepare students for their future, not our past.

So, what kind of “skills” do we still insist (some of us fighting tooth & nail in the process) need to be “taught”, but in reality, are not helping to prepare our students for their fast-paced, information-driven, digital lives?  Here are a few that come to mind:

  • Cursive handwriting
  • Rote/repetitive memorization
  • Memorizing historical facts/figures
  • Memorizing just about anything for that matter!
  • Pencil & paper note-taking
  • Outlining text book chapters
  • Sitting still at a desk by yourself for 45 minutes
  • Keeping you work to yourself
  • Running from classroom to classroom on  a “bell schedule”

I could go on, but in the interest of moving this conversation in a more positive direction, I’ll stop the “old-school” list here.  🙂

Now, on to a fresher list.  A list of skills/attributes that actually FIT our modern students.  The following is a list of what Don Tapscott refers to as the “Eight Norms of the Net Generation”:

  • Collaboration
  • Innovation
  • Scrutiny
  • Flexibility
  • Freedom
  • Customization
  • Integrity
  • Speed

What do you think are “old-school skills” that we need to stop “teaching”, or at least stop emphasizing so much?  More importantly, what skills do you think we need to START “teaching” more of? Please comment 🙂

Obama’s Inauguration- MANY Teachable Moments

Many educators across the country and around the world used today’s Presidential Inauguration of Barak Obama as a teachable moment.  But just because the inauguration itself is over, that doesn’t mean the teaching opportunities attached to it have expired as well.

Here are a couple of quick ideas for how to use free, online tools to talk with your students about the Inauguration of January 20th, 2009 as well as Obama’s impending presidency:

  • Create a Word Cloud.
    • Wordle is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery to share with your friends.

Obama’s “Inaugural Speech” Word Cloud
http://www.wordle.net/

Barak Obama’s Complete Inaugural Speech

Alexander’s Inaugural Poem Word Cloud

http://www.wordle.net/

Elizabeth Alexander’s Poem for Barak Obama’s Presidential Inauguration

Message from the Future: Collaborate or Get out of the Way!

Ok, Ok, I know that title is a bit harsh, but it got your attention, right 🙂

Responsible 21st Century Teaching requires us to ask ourselves:

Are we preparing our students for their future or our past?

In an earlier post, I discussed the Nine Elements of Digital Citizenship and how, as educators, we must help students move toward appropriate, effective use of technology at school and at home, as these elements set the stage for how students will work with each other in a global, digital society.  In the past, we were given information and encouraged to memorize it.  In other words, education of the past focused on Information Acquisition. Education of the future (and remember, the future is NOW), needs to primarily be concerned with Information Management.

With that in mind, I thought it timely to share a video that I just came across on YouTube: “The Networked Student”.  I hope you enjoy the video and that it encourages you to think about the many different ways your students can collaborate online.  Below the video I’ve listed the different tools it mentions so you can explore them further.  In upcoming posts, I’ll discuss each of those tools seperately, as they are each POWERFUL tools for learning.

Collaborative Tools Discussed in the Video:

Do the Du(pont) Science Essay Challenge!

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The DuPont Challenge© Science Essay Competition is one of the foremost student science and technology prize programs in the U.S. and Canada. Now in its 23rd year, The DuPont Challenge© has two primary objectives:

  1. Help increase science literacy among students
  2. Motivate students to excel at communicating scientific ideas

THE CHALLENGE:

  • Write a 700-1000 word essay discussing a scientific discovery, theory, event, or technological application that has captured their interest.

HOW STUDENTS APPLY:

  • All student essays must meet the requirements and follow the official competition rules.
  • To enter, have each student complete the Official Entry Form. All essays must be submitted electronically. No essays submitted in hard copy via mail or any other carrier or courier service will be accepted.
  • All essays must be submitted by midnight January 31, 2009.

Official Rules regarding entries from children under 13 years of age.

TEACHERS WIN TOO!

  • sponsoring teachers of the First, Second, and Third-place winners in each division will receive an expenses-paid trip with their student to THE WALT DISNEY WORLD® RESORT in Orlando, Florida and the Kennedy Space Center in Spring, 2009!
  • Here’s a detailed list of Teacher Awards.

Last year, more than 11,000 essays were submitted in the competition. So, to be sure that your students’ essays have the best chances of reaching the later stages of judging, The Challenge Team says it’s essential that students adhere to the correct rules of grammar, syntax, mechanics, and of proofreading and editing.”

Why not encourage your students to take the challenge?  You could even work the challeng onto your curriculum plans & have ALL of your students write an essay…

Good Luck & don’t forget to let us know, by commenting on this post, if you decide to take The Challenge 🙂

Have a Picnik with Your Pictures!

Picnik is a free, online tool that makes photo-editing fun and easy.  Picnik began its life with one purpose: To bring photo editing awesomeness to everyone!

Picnik is the default editor on Flickr and also integrates seamlessly with a variety of websites Picnik Pictureincluding Facebook, MySpace, Picasa Web Albums, Photobucket, Webshots, Lexmark and Box.net. In December, 2007, Picnik won the Macworld Editors’ Choice Award in the Web category.

Picnik is very user friendly, quick & clean, and you don’t even need to register to use the free, basic editing tools.  They do offer a premium version of their editing tool that will give you more advanced features for around $25 a year and they are adding new features at a rate of about one/month.

To get started, you just have to click the “Get started” button, then you’re off to the races!

  1. Go to Picnik.com & click “Get started”

picnik log in by you.

2. Click on the Library Tab

picnik6 by you.

3. Choose where you want to upload your photo from- the possibilities are virtually endless!  I am choosing Picasa for this demo.  Picnik will now access my Picasa account so I can view all of my Picasa pictures and before you can say “Picnik Rules!”, I’m able to edit any of the pictures I have stored on my Picasa account.  Here’s my Holiday card from last year:

and here’s a picture I made after my son’s 1st swim meet this past summer:

After you create you edited picture you can save it to your computer AND to the photo site of your choice.  So now, I have the original swimming picture AND the edited version on my Picasa account.  Disclaimer:  My son, Connor, didn’t want me to use the swimming picture because he said there’s no way he could ever be as good at swimming as Michael Phelps is..I twisted his arm to let me use it anyway 🙂

I cannot express how easy Picnik is to use.  If you try it once, I promise you’ll be hooked AND you’ll find one-thousand and one ways to use it with your students.

Grants Alert Weekly Update

The following information is brought to you via Grantsalert.com, whose focus “is on helping teachers, administrators and counselors find the resources they need to educate our children.”  For more complete information on all these and more funding and grant opportunities please visit: www.grantsalert.com.


Entered: Oct 22nd, 2008
Type: Foundations
Source: The Muzak Heart & Soul Foundation’s
Program: Music Matters Grants
Purpose:

The Muzak Heart & Soul Foundation’s mission is to support and redefine music education. Through music education, a child can better achieve his/her full potential and stimulate personal and educational growth.

Music Matters Grants for 2009 will focus on educational reform in school music programs and independent music programs. Grants will be awarded in April 2009 (money will be distributed by October 2009), to schools and music programs throughout the United States. Grant amounts for this cycle are between $1,000-$12,000 each and are made on an annual one-time basis.


Entered: Oct 21st, 2008
Type: Foundations
Source: Mitsubishi Electric America Foundation
Program: MEAF Inclusion Champion Award
Purpose: The MEAF Inclusion Champion Award honors individuals who have made significant efforts to promote the full inclusion of youth with disabilities in society. The focus of the efforts may include, but is not limited to, helping to create a culture of inclusion within an organization or community or developing innovative strategies for inclusive programming in: school activities, after-school programs, community service, and leadership development.

Entered: Oct 21st, 2008
Type: Foundations
Source: Horace Mann Educators Corporation
Program: Horace Mann Scholarships
Purpose: Horace Mann is dedicated to serving the needs of the educational community. The Horace Mann Companies is offering $30,000 in scholarships for public and private school K-12 educators to take college courses.

In May 2009, The Horace Mann Companies will announce the recipients. One recipient will receive $5,000 in scholarship funds payable over four years, and fifteen other recipients will receive $1,000 each in scholarship funds payable over two years. Twenty additional recipients will each receive one-time $500 awards.

Scholarship money will be paid directly to each recipient’s college or university for tuition, fees and other educational expenses.

Scholarship applicants will be judged on a written essay and school and community activities. Financial need is not a consideration, but applicants who have all educational expenses paid through other scholarships and/or grants are ineligible


Entered: Oct 21st, 2008
Type: Foundations
Source: WILLIAM T. GRANT FOUNDATION
Program: WILLIAM T. GRANT FOUNDATION DISTINGUISHED FELLOWS PROGRAM
Purpose:

The William T. Grant Foundation announces a Request for Proposals (RFP) for the William T. Grant Distinguished Fellows Program, a fellowship program for mid-career influential researchers, policymakers, and practitioners. The program is intended to help researchers strengthen the ways in which their work reflects an understanding of policy and practice, and help policymakers and practitioners enhance their capacities to recognize and use high-quality research.


Entered: Oct 21st, 2008
Type: Foundations
Source: FMA FOUNDATION and the Nuts, Bolts, & Thingamajigs Foundation
Program: Grants for Manufacturing Camps
Purpose: A demographic shift in the U.S. work force caused by retiring baby boomers is taking place, and the manufacturing sector is already feeling the impact. While improvements in technology have increased efficiency rates and reduced the amount of unskilled labor needed, there is an ever-increasing demand for highly skilled professionals such as engineers who can design, program, and operate technology being employed.

The purpose of manufacturing camp grants is to provide a positive, hands-on experience so young people will consider manufacturing as a future career option.

Suggested curriculum for a week of manufacturing camp might include a day or two of introduction to CAD software, a day or two in a fabrication shop or training facility, and a day of touring regional fabricating or tube & pipe facilities. If assistance is needed, the FMA Foundation is a resource for locating local manufacturers in the metal forming industry. Please see the application procedures before applying.

Grant funds may be used for the expenses related to curriculum development and instruction, as well as direct expenses such as housing, meals, transportation, and supplies. Expenses related to the purchase of software or other capital expenditures do not qualify.


Entered: Oct 21st, 2008
Type: Foundations
Source: The Bill of Rights Institute
Program: Being an American: 2008-2009 Essay Contest
Purpose: The Question: What civic value do you believe is most essential to being an American? Trace the enduring importance of this value throughout the American story by discussing: a Founding document that reflects this value; a figure from American history who embodies this value; and ways you can personally put this value into practice.

Both teachers and students can win cash and other prizes for submitting an essay. Listed below are the prizes that will be given out in each region during the 2008-2009 competition. To see which region you are in, click here.

Cash prizes for Students in the 2008-2009 Competition

  • First place – $5,000
  • Second place – $2,500
  • Third place – $1,250
  • Honorable Mentions (7 prizes awarded in each region) – $250

Cash prizes for Teachers in the 2008-2009 Competition
If you are the teacher-submitter of the essay, you will win an amount equal to what the student wins for First, Second, or Third place.

  • First place – $5,000
  • Second place – $2,500
  • Third place – $1,250

Win a trip to Washington, D.C. for an Awards Weekend!

The top three essays’ writers and their teachers will win an expenses-paid trip to Washington, D.C. for the 2008-2009 Essay Contest Awards Weekend and Gala! To see what last year’s winners did on their weekend in Washington, D.C., please click here


Entered: Oct 21st, 2008
Type: Foundations
Source: Space Frontier Foundation and United States Rocket Academy
Program: Teachers in Space Program
Purpose: Every journey begins with a single step. The Pathfinder program is the first step in the journey toward our goal of putting a thousand astronaut teachers into American classrooms.

Pathfinders will be the first astronaut teachers to fly in space and return to the classroom. These Pathfinders will not only fly in space, they will also help us design the three-week training course for the large number of teachers who follow. We hope that Pathfinders will also return each summer to help us teach the course. (Can you think of a more exciting summer job?)

We are currently accepting applications for the first two Pathfinders. (We aren’t sure how many Pathfinders there will eventually be. This is the first time we’ve run a program such as this—in fact, the first time anyone has—so we’re learning as we go.)

We’re looking for one Pathfinder who is knowledgeable in science, technology, engineering, or math (STEM) subjects. Applicants for the STEM Pathfinder slot are asked to submit a proposal for an experiment that could be performed on a suborbital flight.

We’re looking for another Pathfinder who has strong skills in lesson plan development. Applications are asked to submit a lesson plan or curriculum module based on any aspect of human spaceflight. Teachers from all subject areas, STEM and non-STEM, are encouraged to apply.


Entered: Oct 21st, 2008
Type: Foundations
Source: VSA arts and MetLife Foundation
Program: Arts Connect All
Purpose: The goals of Arts Connect All are to:

  • Enable more students with disabilities to experience social, cognitive, and cultural development through arts learning alongside their peers without disabilities;
  • Create educational access and inclusion in the arts for students with disabilities; and
  • Document the contributions that arts organizations make to inclusive education in public schools

Entered: Oct 13th, 2008
Type: Foundations
Source: American Association of Physics Teachers
Program: AAPT High School Physics Teacher Grant
Purpose: It is the goal of the AAPT to encourage high school teachers to experiment and improve on their teaching practices. It is our belief that as teaching practice improves, then physics enrollment and excitement among students increase. As a result, we offer the High School Physics Teacher Grant. We hope that this grant can provide the funds to kick start the implementation of these practices.

Entered: Oct 13th, 2008
Type: Foundations
Source: Surdna Foundation
Program: Surdna Arts Teachers Fellowship Program
Purpose: Recognizing that such teachers often lack the time and resources to reconnect with the artistic processes they teach, the Program provides grants of up to $5,500 to enable selected teachers to make art with professionals in their disciplines and stay current with new practices and resources. A complementary grant of $1,500 is awarded to each Fellow’s school to support related post-Fellowship activities.

The program offers teachers the opportunity to immerse themselves in their own creative work, interact with other professional artists, and stay current with new practices.


Entered: Oct 10th, 2008
Type: Foundations
Source: Laura Bush 21st Century Librarian Program
Program: 2009 Laura Bush 21st Century Librarian Program
Purpose:

In 2009, the Laura Bush 21st Century Librarian Program will support projects to develop faculty and library leaders, to recruit and educate the next generation of librarians, to conduct research, to attract high school and college students to consider careers in libraries, to build institutional capacity in graduate schools of library and information science, and to assist in the professional development of librarians and library staff.

This program addresses the field’s need to conduct research on the library and information science profession, and also to advance the work of new faculty in library and information science by supporting an early career development program for untenured, tenure-track faculty.

Research conducted under the early careers program should be in the faculty member’s particular research area and is not restricted to research on the profession.

We invite all members of the library community to play an active role in ensuring that the profession is prepared to meet the challenges of the twenty-first century by recruiting a new generation of faculty and librarians, preparing library leaders, and strengthening our schools of library and information science.


Entered: Oct 9th, 2008
Type: Foundations
Source: Veterans of Foreign Wars of the United States
Program: VFW’s National Citizenship Education Teachers’ Award
Purpose: The VFW’s National Citizenship Education Teachers’ Award recognizes the nation’s top elementary, junior high and high school teachers who teach citizenship education topics regularly and promote America’s history and traditions. Nearly 1,000 teachers are from every state, the District of Columbia and overseas. Fellow teachers, supervisors or other interested individuals can submit nominations by November 1 to your local Post.

Entered: Oct 9th, 2008
Type: Foundations
Source: Education Commission of the States
Program: 2009 ECS Award Nominations
Purpose: Each year at our National Forum on Education Policy, the Education Commission of the States presents several awards to persons, states and organizations that have made significant contributions to public education.

James Bryant Conant Award

Frank Newman Award for State Innovation

ECS Corporate Award