Teacher (English & Student Leadership HS teacher, 9-12), Rochester High School, Rochester Community Schools, Rochester, Michigan

Kelley Cusmano is the 2024-2025 Michigan Teacher of the Year. She is also an English & Student Leadership Teacher Leader at Rochester High School in Rochester, MI. She is in her 20th year of teaching and has taught in Rochester since 2008. In addition to her teaching position, she also serves as a district secondary ELA curriculum consultant for Rochester Community Schools. In March 2017 she was named MASC Adviser of the Year by the Michigan Association of Student Councils. Previously, in 2016 she was an ASCD Emerging Leader and in 2018, she was part of a team of educators that organized the MI Governor’s Summit on Education and Talent. Currently, she is an at-large representative for the Michigan ASCD organization and serves on the CEO Board for the Teach Plus Organization.

“”

Teacher (8th grade), Milton Middle School in Cabell County West Virginia

Brian Casto is the 2022 West Virginia Teacher of the Year. He is an eighth-grade West Virginia Studies teacher at Milton Middle School in Cabell County. He is a 15-year education veteran having received a degree in Social Studies, Grades 5-12, from Marshall University. He prides himself on creating lessons and two-minute animated videos that preserve the history and culture of the state titled West Virginia History in 2 Minutes or Less, videos exploring his home state to encourage people to explore their communities and emphasizes activities that create curiosity and excitement titled Where in West Virginia is Mr. Casto?. For his efforts in and out of the classroom, he is a 2021 Honorary Golden Horseshoe Recipient, and was invited into the 2023 Class of Apple Distinguished Educators for his use of technology to enhance student learning. Additionally, Brian was inducted into the Class of 2024 Leadership West Virginia for his leadership attributes in and out of the classroom. Additionally, he was the 2024 Gilder Lehrman History Teacher of the Year. He has collaborated with the West Virginia Department of Tourism, West Virginia Public Broadcasting, and the Civil War Trails Organization to promote history, culture, and tourism in the state. Brian is a deacon and children’s director at New Baptist Church in Huntington, West Virginia.

"As a veteran educator I strive to give students the best education possible through interactive learning. I am humbled by this recognition, and I plan to use the funds to take students on an educational field trip in West Virginia which is related to the West Virginia Studies course I teach. Thank you to NASDTEC for this honor and for the fund that will go towards a core memory for students."

Teacher, (Geometry, Algebra and Calculus), Advanced Technologies Academy, Clark County School District, Las Vegas, NV

Mike Patterson is a veteran educator with a passion for mathematics and a dedication to fostering student success. With over three decades of teaching experience, Patterson's journey in education has been marked by innovation, leadership, and a commitment to excellence. One of Patterson's most notable innovations has been the integration of board games into his classroom to teach geometric concepts. By gamifying the learning experience, Patterson has been able to make math more accessible and enjoyable for his students, leading to increased engagement and understanding. In recent years, Patterson has continued to innovate his classroom by transitioning to a flexible seating environment and moving his curriculum into an online format to accommodate more flexible learning styles. By embracing new technologies and teaching methods, Patterson remains dedicated to ensuring that his students have the tools and resources they need to succeed in an ever-changing world. As Patterson looks back on his 30 years in education, he is proud of the impact he has made on the lives of countless students and colleagues. His unwavering commitment to excellence, coupled with his innovative spirit and passion for teaching, have truly set him apart as a leader in the field of mathematics education.

Teacher (High School Literature and History), Winooski High School, Winooski, Vermont

Caitlin MacLeod-Bluver is the 2025 Vermont Teacher of the Year. She teaches 10th grade American Literature and 10-12th grade history at Winooski High School in Winooski, Vermont. She teaches students to read critically, write bravely, and find their voice and aims to empower students to advocate for justice in their world. She creates powerful, culturally responsive learning environments where students’ full identities are affirmed and honored in the classroom, school, and community. She designs curriculum that recognizes students’ diverse backgrounds and elevates students’ voices, including history courses focused on the countries many of Winooski students call home. In addition, she works to connect the school to the wider community by organizing events that honor and celebrate students and families, such as publication celebrations to highlight student writing and the Winooski Community Iftar. Caitlin also has led various art for social justice initiatives, advises the Literary Magazine, supports students’ participation in the state-wide Poetry Out Loud competition, and serves as a class advisor.

In addition, Caitlin works as an instructional coach and facilitator for Better Lesson and is a part-time lecturer at the University of Vermont. Caitlin has a Bachelors of Arts from Wesleyan University and a Masters of Education from University of Massachusetts-Boston. She also has an Advanced Certificate in Literacy and Language from Massachusetts General Hospital Institute for Health Professions and an Advanced Certificate in Leadership from the Peronne-Sizer Institute for Creative Leadership. She was a National Geographic Grosvenor Teacher Fellow, a NOAA planetary steward, and a National Geographic Summer Institute fellow.

“I am incredibly humbled and grateful to have the support of the Forward Fund and NASDTEC. Being a classroom teacher is the most amazing, inspiring, and hopeful job. I get the opportunity to create classroom spaces where students know that they matter: that their languages, backgrounds, heritage, and dreams are all affirmed and valued. Then, I get to help students to find their voice and hone their voice so that they can share their genius with the world. Knowing that the NASDTEC values this important work is beyond humbling. I am forever grateful and look forward to using this grant.”

Teacher (Kindergarten), Canton Charter Academy, National Heritage Academies, Grand Rapids, MI

Vanessa Robert (Roa - bear) is a Kindergarten teacher at Canton Charter Academy in the Wayne County District. Vanessa is approaching her 15th year of teaching with it being her 6th year at Canton Charter. Vanessa serves as a lead for her kindergarten team, is a mentor for new teachers in her building, is a content leader in her district, and is part of the Michigan Teacher Leadership Advisory Council. She is serving as the 2023-2024 Regional 9 Teacher of the Year.

“Thank you so much, NASDTEC members, for this wonderful award and funds! I am extremely proud of our students and the community I serve. This thoughtful gift will support our students at Canton Charter Academy and provide resources to excel their learning. Thank you for being part of our village in helping young minds reach their fullest potential!”

Teacher (1st grade), McKinley Elementary School, East Baton Rouge, East Baton Rouge Schools, Baton Rouge, LA

Mrs. Kylie Altier is a first-grade teacher at McKinley Elementary School in Baton Rouge, LA. She earned her Bachelor of Science in Early Childhood Education from Florida State University and her Master of Elementary Education with a focus on reading from Stephen F. Austin University. Altier believes that all students deserve to feel immensely loved in school and be excited by an engaging curriculum while having their learning tailored to their individual needs and interests. To that end, she has pursued grants to enrich not only her students' educational experiences but also the whole school community. With these grants, she brought life to a school garden focused on sustainable urban agriculture, created a mobile kitchen where students cook fresh vegetables they harvest, and designed a curriculum employing virtual reality headsets to boost experiential learning. She fills her classroom with experts to help students learn more about their passions. Altier’s students have gotten to interview and learn from a New York Times Best Selling Author, the National Championship winning Tiger Girls, curators from the Museum of Natural Science, and more! Last year, her students showed an average of 2.5 years of reading growth. While in Texas, Altier received many accolades, including being named Teacher of the Year for her school, district, and region in 2019 and the Mentor Teacher of the Year for Stephen F. Austin University in 2019. At Buchanan Elementary, Altier has started an extracurricular Garden Club, coordinated the first science fair, and led professional development in her district.

“As a teacher sometimes when the door of our classroom shuts, it can feel like we are all alone advocating for our kids, but it is work like this award that screams to teachers we are not alone. It truly takes a village to educate children, and I am so grateful for NASDTEC for being a part of our village.”

Teacher (English 9-12), Southwest Career and Technical Academy, Clark County School District, Las Vegas, Nevada

Laura Jeanne ("Jeannie") Penrod's journey as a high school educator has spanned 18 years in the Clark County School District, and she is the 2024 Nevada State Teacher of the Year. Jeannie teaches disciplines ranging from special education to English language learners and varying English language arts and career technical education teachers and training programs. She facilitates meaningful learning experiences with students using project-based learning (PBL) and social-emotional learning (SEL) to foster student reflection and advocacy. Passionate about teacher leadership, Jeannie has engaged in local, statewide, national, and global fellowships. She is a contributing columnist with The Nevada Independent, a published author, and has spoken and provided professional development at local and national conferences.

“Winning the NASDTEC Forward Fund award for the Western region is an incredible honor. I am excited to continue advocating and implementing strong Social-Emotional Learning (SEL) practices for our students, which are partnered with content they learn. I am deeply grateful and honored to be chosen this year to represent the award. I will continue to advocate and create opportunities for all educators and young people to feel seen, valued, heard, and appreciated every day through strong SEL practices.”

Teacher (Special Education Adapted Physical Education, P-12), John G. Leach School, Colonial School District, New Castle, DE

Frank Hughes is an Adapted Physical Education and Aquatics teacher at the John G. Leach School in Delaware. Over the last 14 years, Frank has designed a unique physical activity program, driven by equipment and devices that he designs and builds himself, to provide his students with an equal opportunity to participate in physical activities and sports catered to their specific abilities. For the last 5 years, through a partnership with two local high school engineering programs, Frank and his program have won multiple awards including two national awards in the Samsung Solve for Tomorrow competition. He has earned the honor of being named the 2016 Adapted Physical Education Teacher of the Year for the State of Delaware, as well as the 2019 Teacher of the year at the John G. Leach School. Frank's students are his motivation as he continues to grow as an educator and an advocate for people with disabilities.

“This award is a great honor, and I am humbled to have been nominated and selected as a recipient of the NASDTEC Forward Fund. This award means that my students will continue to have the opportunity to explore a variety of movement concepts and focus towards lifelong fitness.”

Teacher, 11th grade English, Oak Park High School, Oak Park Schools, Oak Park, Michigan

Owen Bondono (he/they) teaches English at Oak Park High School in Oak Park, Michigan, and is the 2021 Michigan Teacher of the Year. His teaching is focused on growing student empathy, critical thinking, and communication skills in spaces where they are safe and empowered. Bondono believes advocacy drives all good teaching and works to grow anti-racist and queer-affirming practices in classrooms. With this goal in mind, he is one half of Anti-Racist Education Avengers (AREA), which uses lessons learned from supporting teacher cultural competency to develop teacher leaders into DEI leaders and advocates within their own buildings. Bondono is also a faculty advisor for Oak Park High School’s Gender and Sexuality Alliance (GSA) and the Distinguished Knights, a student advocacy and action club. In his spare time, Owen is a writer, the Detroit Municipal Liaison for National Novel Writing Month, and a Dungeons and Dragons player.

Teacher, 7th Grade Science, Charles R Drew Charter School- Junior Academy, Atlanta Public Schools, Atlanta, Georgia

Candice Neal Price is a passionate educator, of over 25 years, with a strong passion for designing innovative curriculum and building capacity in educators to create/implement engaging curriculum for students of all levels. For the past 10 years, she has been dedicated to engaging underrepresented minorities in STEM/STEAM through Project Based Learning and innovation. In her current role as an Academic Integration Specialist, she uses her background in science and PBL to build rigor in her students, while providing leadership to her staff. With a zest for Project Based Learning, science, STEAM integration, instructional strategies, unpacking standards, creating assessments, and positive learning environments, she supports teachers by engaging with them in professional development. Through her efforts, she has been an integral part in Drew Charter School’s state STEAM certification.

Teacher, Kindergarten, Diedrichsen Elementary School, Washoe County School District, Reno, Nevada

Connie Hall is a Kindergarten teacher at Lloyd Diedrichsen Elementary School in Sparks, Nevada. She is enthusiastic about teaching, helping other teachers and families, and supporting her community. Hall’s primary goal is to build meaningful relationships with all in her sphere of influence. This helps her teach students, fellow teachers, and parents and includes the community in supporting education.

Hall began her teaching career in 1994 and has taught children from Nursery to third grade. She earned a Bachelor of Science in Early Childhood Education and a Bachelor of Science in Elementary Education from Oakwood University in Huntsville, Alabama, as well as a Master of Education degree in Curriculum and Instruction with a Minor in Common Core State Standards from Concordia University-Portland in Portland, Oregon.

In addition to teaching, Hall serves on the school Leadership Team. She is the Director of Comprehensive Children’s Activities: Global Coordination & Early Childhood Interest for Messages of Hope International Ministries, serves on the Nevada State Superintendent’s Teacher Advisor Cabinet, Nevada Kindergarten Think Tank member, and Washoe County Early Childhood Advisory Council member.

Hall has done presentations throughout the continental United States, Hawaii, and internationally on varied topics both in the educational realm and for children’s, youth, women’s, and family ministry programs.

Hall was named the 2023 Nevada State Teacher of the Year and the 2019 Certified Employee of the Year for Washoe County School District. She has received two Certificates of Commendation from United States (Nevada) Senator Catherine Cortez Masto. Her classroom was filmed and featured in articles for several district and national projects. One project demonstrated her culturally responsive classroom for teacher training in her district. She and her students were one of five classrooms chosen nationally to be featured in The New Teacher Project Room to Run project, “showing what kids can do with challenging, inspiring schoolwork."

In June, Connie will be celebrating her 30th Wedding Anniversary with her husband David. They have one adult son and daughter-in-law, and one adorable granddaughter.

Teacher, Secondary English, North Providence High School, North Providence, Rhode Island

Lisa has taught English at North Providence High School for the entirety of her 23-year career. A lifelong voracious reader and movie buff, she spends every day sharing her passion for stories with her students, connecting their experiences with those found in print and on film. Lisa hails from a family of teachers, and has known since she was a child that she belonged in the classroom. Her utmost focus is encouraging her students to open their minds to new perceptions of the world and to share their opinions with others, developing lasting connections through narrative.

4th grade Teacher, Natchez Elementary School, Washhoe County School District, Nevada

I am honored to have been selected to receive the NASDTEC Forward Fund. I appreciate this opportunity to fund Natchez’s commitment to establish a community where every student embraces and showcases their talents and passions.

English as a Second Language Teacher, Alice Buffett Magnet Middle School, Omaha Public Schools, Nebraska

This recognition means a lot to me personally and I'm honored and humbled to have received this to help support my English Language Learners (ELLs). I want to thank my family, wife Mariana, Principal/school, and also Brad Dirksen at the Nebraska Department of Education for nominating me for this recognition. I'm truly blessed to be a teacher of some truly amazing students who are my joy each and every day. Thank you!

2nd Grade Teacher, Portlock Primary School, Chesapeake Public Schools, Virginia

Our kiddos deserve the opportunity to succeed without limitation. This means they should have access to excellent teachers, excellent resources, and an excellent environment that facilitates creative inquiry, that makes learning enjoyable, and that empowers them to reach beyond their imaginations. I am grateful to have been awarded the NASDTEC Forward Fund so that I can use it to pour into the students at Portlock Primary in Chesapeake, Virginia. Thank you!

Secondary English Teacher, Brandywine High School, Brandywine School District, Delaware

As stated in the NASDTEC vision statement, “...all students should have educators who are held to high standards.” I feel challenged and honored to utilize these funds for the recruitment and retention of special education teachers. Thank you NASDTEC for this award.

K1 Inclusion Teacher, Young Achievers K-8 Science and Math Pilot School, Boston Public Schools, Massachusetts

3rd Grade Teacher, Placitas Elementary School, Bernalillo Public Schools, Placitas, New Mexico

How the Forward Funds will be used: The Forward Funds will be used to give elementary students the opportunity to engage in both teaching and learning that will nurture a school-wide environment of empathy, while cultivating relationships rooted in self-respect and respect for others. As teachers, we know the impact an environment can have in shaping a child’s identity. My goal is to provide the mirrors that all children need in creating healthy self-images and to provide the windows that allow them to see the world through others’ experiences.

To work toward this goal, the first step is purchasing culturally diverse books for our school library that provide such windows and mirrors. Teachers will have access to culturally authentic texts and can therefore feel more confident in planning for culturally and linguistically responsive instruction across the curriculum. Students can feel validated in their own identities, while also building bridges to others. The next step will include peer teaching and learning, giving our grades 4-5 students a chance to be school leaders. Our older students will work with teachers virtually to plan activities for our younger students around empathy and acceptance of ourselves and others. Through virtual collaboration and use of these text connections, our student leaders will first learn with the texts and analyze them. They then will be equipped to teach and lead important conversations with our younger students. These students will make visits into virtual classrooms, using the texts to lead learning with our younger students.

Expected Outcomes: With all that is happening in their worlds and with all that they see and hear about what is happening outside of their immediate worlds, forming a positive self-identity is crucial to student well-being. When students can do this in a peer-supported environment, it opens the door wider to empathy and understanding. One overall goal is to foster a strong sense of community in our school, especially during this time when our students are in remote learning and have been since March. One of the things that is special about our small school is that the students all know each other and interact with each other regularly. Having our older students, who often act as role models, drop into the virtual classrooms of our younger students will serve to renew this connection that our students are missing due to the COVID-19 pandemic. The enduring goal is to help students create strong sense of self, which stems from my personal story. My own school experience left me unsure of myself and my place, which motivates my commitment to ensuring that my students are validated and affirmed in their identity. Though people change in their identities as they journey through life, having the skills to be able to understand and express themselves and to think critically about how the world shapes their views will be something they can carry with them throughout their lives and through their process of growth as human beings.

About the Forward Fund: This recognition is meaningful because of NASDTEC’s long-standing tradition of bringing respect to the teaching profession and empowerment to our teachers and school leaders. Guiding educators, as well as students, in an environment of fairness, responsibility and equity is work that motivates myself and so many others around the country. Now more than ever we need the public trust that NASDTEC works to bring to our education system. I am honored to receive recognition from an entity that is committed to supporting teachers, while appreciating and setting the standard for what makes a quality teacher. I am grateful for the opportunity to work with other teachers and with students across our grades to instill in them self-confidence and to provide them with a lens of empathy that is needed in order to move our nation forward on a path that ensures dignity and liberty for all.

Special Education Teacher, Ashland Middle School, School District of Ashland, Ashland, Wisconsin

How the Forward Funds will be used: As an advisor to the Native American Club at the Ashland Middle School, I plan on using the funds to support youth mental health by facilitating virtual spaces where students in the club can celebrate culture and keep it alive through the renewal of healthy relationships, practice of building consensus, and sharing of knowledge through use of story. I am honored to work with students from the Bad River Band of Lake Superior Ojibwe and the surrounding Ashland community on youth empowerment projects that emphasize strengthening a sense of self and understanding one's own brilliance.

For the past few years the students have been developing a powwow dance troupe called Mashkiziibii Bawaajigans Dance Troupe. The name is in the Ojibwe language and translates to English as the Bad River Little Dreamers. The students are planning a virtual performance to be used as a community outreach event which will allow them to continue the work they have been doing pre-COVID around teaching educators and peers about Ojibwe culture by sharing their stories of who they are and where they come from. This is a performance intended to be presented multiple times to various classrooms across the district and schools around the state.

The funds will be used to purchase equipment needed to support virtual learning and sharing such as a recording device/camera, speaker, and microphone. The equipment will stay with the school club to support future culture-share projects. The students have also wanted to develop a logo and club design for a few years now in order to create camaraderie with one another. I would like to use part of the funds to support their efforts and surprise them by having hoodies made for members of the Native American Club.

Expected Outcomes: The opportunity to come together and reconnect with one another will offer students a sense of belonging during a time where connection is needed more than ever. The expected outcomes include renewing and creating relationships by developing shareable, educational programming about Ojibwe culture that is for and by the youth. Empowering Indigenous youth to tell their story helps build a positive, strengthened identity, which is a sustainable and powerful tool to have and carry forward.

About the Forward Fund: Receiving the Forward Fund recognition means a shared honor with the communities I am a part of, the students I am blessed to work with, past, present, and future, and my family. This is an opportunity to engage with my responsibility as an educator and continue facilitating learning in ways that are holistic and demonstrate education is the work of the heart, mind, and spirit. This recognition provides support and space for me to share with others in ways that are sustainable and healing by leading with love, compassion, and respect.

High School Math Teacher, West High School, Hamblen County Schools, Knoxville, TN

How the Forward Funds will be used: The funds will be used to create a virtual symposium centered around the role of honor in education. Honor is an essential part of any thriving school setting, and guest speakers will share how teachers, principals, and other leaders in education can assess and improve the culture of honor within their own schools. Funds will be used toward the online platform and as a thank-you for our speakers.

Expected Outcomes: Honor is part of the answer to many issues currently in school settings. From teacher recruitment and retention to student behavior management, honor is required for everyone in the world of education to have happy, fulfilling experiences. Our audience will be open to anyone in the field of education. Teachers, principals, superintendents, and all other people groups will learn how to recognize the honor all others deserve and receive tools to share that honor with one another. The goal of this initiative is to bring awareness to an issue that currently receives little attention. By doing so, the expectation is that all people in the educational setting can learn how to transform the cultures around them in a positive way. My hope is that all people connected to schools would find their spheres of influence to be happier, healthier places in which to walk out their callings.

About the Forward Fund: It is an awesome HONOR to steward this opportunity. The funds and other resources offered by NASDTEC have helped make something deep in my heart a reality. I can't think of a greater gift for a person.

Elementary Teacher, Morningside Elementary School, Atlanta Public Schools, Atlanta, Georgia

How the Forward Funds will be used: Working directly with the Intervention and ESOL departments at my school, the Forward funds will provide critical literary and technological needs for both groups, including leveled ESOL based reading materials and Chromebooks/iPads. To go along with the civic based initiative we have been providing for both intervention and ESOL students, both departments will also purchase read aloud books that will focus on civic education. Being a 21st Century Learning Skills cluster within our district, these reading and technology tools will increase our students' skills of the 4C’s of critical thinking, creativity, collaboration, and communication. Furthermore, our cluster has added an extra "C" to the 4 C's and that is Citizenship, a perfect fit with the election season and civic focus to drive the importance civic engagement to our underrepresented students.

With the technology that will be purchased, students will register as members of iCivics, an online civics education program. As members, they will have access to games that focus on different aspects of our Constitution and government (aligned with the standards of their 4th and 5th grade Social Studies Georgia Standards of Excellence curriculum). The read aloud books will be read to them by their teachers and by me. The students will then read the books to K - 3 students (virtually or in person). For the inauguration in January, the students will put together a presentation to present to the whole school through the morning announcements. The presentation will cover their understanding of the Three Branches of Government and how we as citizens have the power to decide who leads us, even if they decide to grow up and become that leader whether on a local, state, or federal level.

Expected Outcomes: The expected outcome is to provide content that will be mastered by our students in Intervention and ESOL. The read aloud books will provide the modeling needed to show fluent reading, and the technology will provide a strong visual online resource that allows students to learn more about civic engagement. This online resource is called iCivics. I was selected to become a founding member of the National Teacher Council for iCivics in 2010 and was provided an opportunity to meet the founder of the site, Justice Sandra Day O'Connor, and spread the word of the site to different districts. I will work with the students, enroll them to the program, and guide them to the many games they will play, along with lessons that is a part of the program. With the read aloud and online source, we will use the resources purchased to expand the knowledge of our student's civic responsibility. Students will also document their experiences of this online program and books they will read to journal their growth as citizens. This experience will be shared with their parents either in person (socially distancing event) or through Zoom at a date that will be determined. This event will also include members of our district's cluster and administration. We will also present this presentation through the morning announcement for the whole school to experience.

About the Forward Fund: Receiving the Forward Fund is a great honor!! Working at an affluent school where our underrepresented students do not have the voice that they deserve, I have worked closely with the ESOL department and was an intervention teacher myself last year. This fund is presenting me the pleasure of working with my team of like-minded educators to bring forth the importance of providing our students the power of their responsibility of civic engagement.

Special Education Math Teacher and Case Manager, Robert J Lister Academy, Portsmouth School Department, Portsmouth, NH

How the Forward Funds will be used: The Forward Funds will be used to create a children's book that will be collaboratively designed by the 3rd graders and high school students involved in the RJLA Maple Syrup Makers project. The book will include first hand experiences, authentic photos of students' participation, and important facts and processes. The plan is to work with a local author to help create the book, then have it professionally printed.

The Maple Syrup Makers is a district wide, interdisciplinary, hands-on, real-world teaching experience. Robert J Lister Academy high school students teach 3rd grade students about the maple syrup process. Students take part in the entire process, from tapping trees to our finished product. The Maple Syrup Makers is part of our Farm to School initiative and provides another opportunity for our at-risk students to make connections within our community.

Expected Outcomes: The goal is to develop a book that we would be able to give to every student that takes part in the RJLA Maple Syrup Makers project. It will serve as a documentation of learning, a memory book, and a way to teach others about maple syrup. Students will be able to share their experiences with others. They will be able to take pride in their work and their ability to share their knowledge with others. This recognition and funds are going to allow me to create something that all the students involved will get to keep forever.

About the Forward Fund: Receiving the Forward Fund recognition is a great honor. The work that NASDTEC does and the opportunities that it creates for teachers and programs, especially for at-risk students, is invaluable. Being able to share the Maple Syrups Makers program with other educators across the country is exciting and humbling.

Self-contained Special Education Teacher, Maryvale High School, Phoenix Union High School District, Phoenix, Arizona

Use of the Funds: Journals and materials for Social Justice camp aimed at developing leadership and positive connection with peers

What can you share as far as progress on your FF initiative? We had our trip and used the funds to buy journals and boards that students used to "break" through their obstacles. I'll attach some pictures. The camp was a huge success. We had 95 students attend. We did a range of activities starting with The 6 Levels of Prejudice on the first night. On subsequent days we covered disability/ability, gender, sexuality, bullying, and stereotyping (I'll attach the schedule and some samples of the curriculum, so you get a better idea).

What impact are you seeing? Since we came back from camp on November 27th, so many of the Panthertown kids have started their personal journeys on improving the school. This week, we have had interviews for the student leaders for the upcoming year, and 40 applied! During the interviews, one student talked about her journey in improvement and how it started at home. She said that her two sisters often use many of the words (B word, N word) that we talked about at camp, and how engaging them about it has been difficult. She said that they made fun of her sudden change in behavior, but she has been steadfast in keeping the faith. She said, "In time, they will change". Another student talked about how she has put aside one lunch period each week to sit with someone who is alone at lunch. Another student talked about how she joined an outside agency called Bloom360 that deals with teen dating violence. I have about 30 more stories like that.

What challenges did you have or are having? The biggest challenge is having the resources to expand our camp to take more students. We are limited by funding on how many students we can take and how often we can do the camp. We would love to do two camps a year, but we are not quite there, yet. It is really difficult to turn down students who want to do something positive.

What are your next steps or remaining action? My co-sponsor and I are holding interviews for student leaders in Panthertown the next 3 weeks. When we choose them, we will immediately get started on next year's curriculum and the details of our monthly meetings that are open to the entire school. We will also name officers of the club, so that we can assign the individual tasks. We have a website that is run by the historian. We have a store that is run by the treasurer. And the President and Vice President put together the monthly meetings that highlight issues that prevent students from connecting (e.g. race, gender, sexuality, ability, etc.).

Any take-aways, so far? The biggest takeaway from this year's camp has been that students are more aware of social justice issues because of social media. We really had to focus on bringing fresh ideas and dynamic discussion to tackle the topics from camp. The journals really helped connect discussions to their lives, which many needed because of the varied levels of students' knowledge of the topics. Another takeaway is that given rich content that students are interested in, you don't have to worry about cell phones and attention. For the entire 5 day trip, no student was allowed to have their cell phone. None of them missed it. Many students actually said that they weren't happy to get their phones back when we gave it back on the bus ride home.

Anything else to share? We really appreciate the generosity that you showed us. I wish you could feel what goes on at our camp. It's truly a life changing experience that pictures don't do justice.

EL (English Learner) English Teacher, Fargo South High, Fargo Public Schools, Fargo, North Dakota

Use of the Forward Funds: To support English Language Learners. Diversity Night/ field trips for New Americans/Supplies for activities, etc.

Expected Outcomes: To give EL students educational support and resources to succeed and assimilate into society.

Eighth grade science teacher, Crisfield High School and Academy, Somerset County Public Schools, Crisfield, Maryland

How the Forward Funds will be used: To strengthen my partnership with the Teacher Academy of Maryland schools- a high school student to teacher pipeline program in 3 specific ways:

1. Touring TAM schools to recruit more high school students to become teachers, with a special emphasis on male teachers of color.
2. Sponsoring TAM students with active memberships in the national Educators Rising program.
3. Attending the national Educators Rising conference for profession development in order to help build the instructional capacity of TAM students.

What can you share as far as progress on your FF initiative? I have toured over 10 different Teacher Academy of Maryland (TAM) Schools to reaching 15 male teachers of color. A mentor to mentee relationship has formed, and I have sponsored 11 TAM students with active memberships in the national Educators Rising program. I am presenting waiting to attend the national Educators Rising conference this summer.

What impact are you seeing? I remember going into a particular TAM school and seeing a few males of color who were disengaged initially. After I began speaking about the marvels of the teaching profession and sharing my story these gentleman made the decision to pursue teaching. They fully committed and sent me their acceptance letters into education programs at the college level. This reminded me that sometimes all someone needs is an example that being a male teacher of color is possible.

I know there is hope in education and that the transformational power of education can come through their willingness to become teachers. This is why I will continue to share my story and inspire male students of color to become teachers.

What challenges did you have or are having? There are few challenges besides the anticipation of attending the conference to bring back the knowledge to increase TAM Student instructional capacity.

What are your next steps or remaining action? Attend the Educators Rising conference to follow through with the workshop that I want to provide to the TAM students.

Any take-aways, so far? Less than 2% of teachers are black males, yet research suggest that all students benefit from having a black male educator. Fortunately, this Forward Fund is helping to change this narrative for our students in Maryland. I am forever grateful and look forward to making a difference.

Anything else to share (comments, needs), etc? Continue the Forward Fund. It is making an impact!

Special Education Resource Teacher, Starr Elementary School, Anderson District Three Starr, South Carolina

Use of the Forward Fund: Focus on Teacher Leadership and Family Engagement for Students with Disabilities, creating a replicable model to increase family engagement through positive teacher/family/student interactions while providing professional development for teachers to increase knowledge and skills to facilitate this exchange.

Expected Outcomes: The project goals are 1) to increase teacher leadership by providing opportunities for professional growth in communication and interaction with parents of students with disabilities; 2) to increase family engagement in their child’s school and educational progress; and 3) to increase student progress through positive school/family relationships.