Lessons Learned

"Acholi are proud people. We want to sweat for our food." ~Robert

2009-07-29T06:55:00.000-07:00

Northern Uganda needs rain. "Famine" and "Drought" have been headlines in the newspaper these past few weeks that I've been here, which sparked a conversation with Robert, by partnering teacher, about the UN World Food Supply here in Gulu. There are 12 huge barns that house maize, beans, and rice for distribution in this region.

Now that it is safe for displaced villages to move back to their original locations, relief is slowing down, however the weather is not cooperating! Much of the land hasn't been farmed for as many as 20 years because the government didn't allow people to leave the camps or town centers for fear of their safety. So just when things are starting to look up for this area, they are faced with a new challenge.

I know that the war is hard for northern Ugandans to talk about, so any time Robert mentions something I try to be sensitive, but also use it as an opportunity to understand what life was truly like during the time of conflict. My heart hurt when he said, "We don't want these hand-outs Jill. We are proud people who want to sweat for our own food."

Through our conversations I learned that there is a whole generation that doesn't know peace and prosperity.

Northern Uganda needs rain.

"You look very smart in your glasses." ~Simon

2009-07-29T06:53:00.000-07:00

Another Ugandan phrase that I like hearing :) When they say 'smart' is means, good, nice, pretty, well-kept, etc.

We frequently hear Ugandans talking about the 'smartness' of someone and students are always told that they should look smart. I might have to borrow this phrase when I get home!

Are you looking smart today?

"Truth. Everyday." ~Daily Monitor Newspaper

2009-07-29T06:50:00.000-07:00

It is encouraging that one of the daily newspapers here in Uganda uses the phrase, "Truth. Everyday." as their marketing slogan.

I forget just how valuable my first amendment freedoms truly are. Hopefully the free press continues to thrive here in Northern Uganda!

"You are right, but not here." ~ Jennifer

2009-07-29T06:47:00.000-07:00

One of the Ugandan IC staff members said this to us and we all had to chuckle. It was related to spelling something I think. They use British English here in Uganda so words like colour, realise, and recognise are spelled different. They also "keep left" when they drive; all the result of colonization, or is it colonisation? I'm a terrible speller either way!

What we are comfortable with might be right, like Jennifer said, but it isn't the only way. Such an important lesson for Americans to learn and to take to heart.

"The big elephant is now down." ~Denison

2009-07-22T06:28:00.000-07:00

I've had the privilege of working with one of the student teachers at Gulu HS for one of the classes of S2 students. The other day he said this elephant quote after a girl answered a problem correctly on the board. I found the analogy funny; the idea of referring to an obstacle as an elephant just reminded me that I was still in Africa :)

However, the comment was said to simply encourage this young woman and her pursuit of an education. In general, there are more boys than girls who are able to attend secondary school in Uganda because of the school fees. For example, in this class of 75 students, only 25 are girls. When it comes to finances, it is very challenging for families to send all their children to school and the priority is usually the boys.

In several of our conversations with Ugandan teachers they remind us of the importance of providing the girls with extra support and encouragement in light of this.

Week 4's Top 10

2009-07-22T06:25:00.000-07:00

10. SAFARI this weekend
9. Safari bingo :)
8. Trip to Anaka ~ the IDP camp that half of our teachers work at
7. Half way point of trip: "Hump" week
6. Guitar sing-a-longs continuing
5. Running at Pece Stadium in the mornings
4. Hanging out with Catherine this week
3. Hand-made dresses and skirts~ the fabric here is incredible!!
2. Meeting people
1. Team -teaching (of course!)

How can we keep the momentum going? ¬Catherine

2009-07-21T08:00:00.000-07:00

Today marks the half way point of my time in Gulu, where the newness of the experience has wore off some, yet there is still work to be done. Momentum seems to be the theme for the week as we strive to take advantage of all that the experience has to offer despite missing certain things about the comforts of home. (Cold milk randomly!)

With so many things in life, maintaining energy and enthusiasm after an experience is critical; the Teachers Exchange programs likes the word sustainability to define this idea and often asks, 'How can our time here have a lasting impact?' And 'Are we even being effective?'

We will have a unique opportunity tomorrow afternoon to watch our partnering teachers facilitate a lunch discussion among the entire staff at Gulu HS that addresses school-wide concerns. This is in response to the things they learned at the Teachers Conference our fist weekend here. It is our hope that through their dialogue and leadership that the other teachers wouldn't feel complacent or cynical, but that they would gain excitement through the sharing of ideas and solutions. Also that our partnering teachers would continue to feel like they have a voice so that these types of conversations about teaching would continue even after we board our flight 3 weeks from today.

"You should be the agents of change." ~Presenter from WATSON

2009-07-18T01:37:00.000-07:00

I have constantly been impressed by the amount of student leadership that I've seen at Gulu High School. On Thursday we went to the "Hand Over" ceremony, which was a swearing in of the new head prefects, head boy and head girl, and the dorm captains. Students also run the weekly assemblies with huge success.

On Friday the school had a presentation from the clean Water and Sanitation Department, but it was attended primarily by students, to my surprise, instead of teachers. At the end of the presentation, it was the students who were asked to develop a School Health Action Plan.

The presenter went on to give the students the charge to be the agents of change at their school and in their villages. He spoke to them about the responsibility that this knowledge now gives them. At the end he said, "You need to be very skillful when telling people." And I love this because it reminds them that people need to hear this information, but in a loving and non-threatening way so that they will adopt the simple changes that will lead to better health and sanitation.

This type of responsibility, ownership, and leadership I believe leads to empowerment; the theme of our trip :) I'm looking forward to bringing some of these ideas about student leadership back to my high school this fall.

Students are ready for it!!

"Due to the civil unrest, rhinos were poached to extinction. The last rhino in Uganda was seen in 1982." ~Zima Rhino Sanctuary

2009-07-18T01:25:00.000-07:00

Our first of 3 weekend trip was to the Zima Rhino Sanctuary. It was such a perfect weekend trip mixed with the outdoors, quiet, good sleep, starry nights, a bonfire, guitar sing-a-longs, and.... RHINOS!!

This sanctuary had rhinos donated from Kenya and Disney's Magic Kingdom (obviously not native to Florida) and as a result on June 24th, 2009 the first rhino was born in Uganda in 28 years!

We got "dangerously close" as our guide phrased it, to seeing 3 out of the 7 rhinos. While we were busy taking pictures, our guide told us that if they start to charge at us to "find a tree". What?! :) Such a cool experience. The countdown to Safari has begun... 1 week!!

"While no one liberates himself by his own efforts alone, neither is he liberated by others. The correct method lies in dialogue." ~Freire

2009-07-18T01:20:00.000-07:00

I loved this quote from "Pedagogy of the Oppressed", one of the books we were asked to read for the Teachers Exchange. It speaks about the necessity of obtaining freedom as a joint effort.

As much as we, as Americans, just want everyone to experience the First Amendment freedoms like we do, we can't do it for them. People have to have ownership in their freedom and it must come from the people who aren't free.

As free people we still have a role though. We can support them and partner with them, but ultimately we can't do it for them. The link, as Paulo Freire mentions, is in the dialogue; opening up and having honest conversations.

"The emphasis now is in the 'software' " ~ Schools 4 Schools

2009-07-14T06:57:00.000-07:00

It's been very exciting to be a part of the Teacher Exchange program because of the rich dialogue that I get to have with other teachers; North American and Ugandan. Just last night over dinner several teachers and I were talking about if completely free education creates a culture that doesn't value education as much as they should. And today Robert and I were talking about the effects of 'result-oriented' education; when test scores for me and National Exams for him, rule our curriculum.

I love conversations like this!

However, building into the 'software', investing in relationships and in people, can be hard. It takes time and energy and it isn't always a smooth process because there is no simple plan to follow. During one of our orientations the first week here, the Schools for Schools staff was sharing with us how the shift in their programing is going to be in the 'software', the investment of relationships instead of the buildings.

The IC clubs in the States have worked tirelessly to raise funds to build dorms and flush toilets for all the 11 schools, which is referred to as the 'hardware.' Their work has made a huge impact on the beautification of the schools.

As part of the Teacher Exchange we're now working on building the energy around the schools through our teaching partnerships.

"Take with food"

2009-07-14T06:55:00.000-07:00

I have to take my malaria meds with food.... a quick lesson learned!

"I have kept time." ~Okema Robert

2009-07-14T06:48:00.000-07:00

Everywhere I go time is viewed differently. We are frequently told by other muzungus to meet at 6pm "Africa time", meaning around six, but don't count on it. It's something I've gotten used to when traveling, but it's been a source of frustration for other teachers in our group. Especially since our schools lecture students about being punctual, but aren't necessarily modeling it themselves.

However, my partnering teacher, Robert, is very proud of how well he "keeps time." He's made it to every meeting and event on time and always greets me by saying, "I have kept time."

One of the student teachers at Gulu High and I were talking the other day about how he thinks Americans are successful because they keep time. I'm not sure if that's it and I tried to explain that there are some flaws to how we view time; that as Americans we are sometimes too rigid with our time because we are always in a hurry and because we are so busy. He wasn't convinced though.

I would hate for Africans to lose their relaxed and easy-going spirit becuase it is actually kind of refreshing not to rush around all the time.

There has to be a balance. I'll keep you posted if I find it :) In the meantime, I'm still getting used to military time!

TOP 10 lists for Weeks 2 and 3

2009-07-14T06:41:00.000-07:00

Forgot to post last week's Top 10. I've got the whole group contributing now :)

Week 2:
Feeling a bit more settled (moved from hotel to house)
Rhino tour this weekend
Meeting the students
Doreen's cooking
Baby Jerry (cutiest acoli kid!)
Downtime (we've been running around week 1)
A potential hot shower
Morning runs
More than 1 skirt to wear (luggage arrived!)
Feeling excited/ "full"

Week 3:
Team-teaching
Getting something hand-made
Book discussions
Doreen's cooking (again!)
A free Saturday
More space (Group 1 left so communal living is managable)
Trying new restaurants
Being with the students
Visiting St. Judes orphanage

"Now they are invested." ~Andrew

2009-07-09T07:34:00.001-07:00

Last week we learned about the model that IC uses when they are starting a construction project at the schools. Most of the funding comes from the 'Schools for Schools' partnership with high schools in the States, however one of their policies is to have the Ugandan schools raise 5% of the money needed for the project.

The idea is that even a 5% contribution of funds creates ownership in the new facility and school.

Andrew went on to share that one of the schools wasn't able to fund all of the money necessary to complete the project, but that the school proposed the idea of parents molding the bricks needed for the structure to off-set that cost.

I simply love the image of parents working hard to create the foundation of this new building. Now they are invested.

So why couldn't this be done in the States? Okay, so maybe parents wouldn't be molding bricks, but I know that school fees, for gym uniforms, etc, are a huge burden for parents at my high school.

What if parents could work off the debt by chaperoning school events or working as a greeter for Open House? Wouldn't this create the investment and ownership that we desire from our parents just as effectively as a check with the full amount of money?

"Leave Gulu High School better than you found it." ~GHS motto

2009-07-09T07:19:00.000-07:00

The school's motto that is screen-printed on the back of the uniform t-shirts is a perfect reminder to students to take pride in their school and dorms.

GHS Facts:
*Boarding school of 1,300 students
*government-funded school
*More boys than girls
*Education model is similar to a British School system ~ morning tea included :)
*S1 - S6 students: I work with S2 which is close to our 8th grade in the States
*One of the only schools in the area for blind students
*First school that Invisible Children worked with (since 2006)~ now they partner with 11 schools in the area
*Most teachers live in housing on the school campus~ they have plots of land to farm and raise animals
*Currently working on building flush toilets

This motto about leaving a place better than you found it, has been a perfect reminder to me as well! 5 weeks seems so insignificant in the grand scheme of time and this school's history, but when I get to dialogue and share ideas that build camaraderie with fellow teachers I truly believe that this will leave a lasting impression. Not me personally, but that fellowship of teaching.

I can't help but also link this idea to all the aid programs, Invisible Children included, that are present in northern Uganda.

Are we leaving Gulu better than we found it?

I know that our hearts are in the right place, but it's easy for us to not see the larger picture and to miss the significance and implications of our actions. I think this is especially true when aid programs leave too early or are not working with locals, just for them.

"I'm going to be real with you... " ~Amy

2009-07-07T09:20:00.000-07:00

....the Teacher's Exchange Program will not change the way education is done in Northern Uganda. But what is does is build into an often forgotten, disgruntle group of people, who need attention, professional development and empowerment." ~ Amy Teachers Exchange Coordinator

Our first day of school is tomorrow and we were meeting as a group to answer questions and go over expectations and plans for the week. Our conversation somehow shifted and Amy said this statement about the program in general.

As Americans we often want to show up places and "do" something, so that we have something tangible to show for our time, but the value of this program is in the "being." Spending time with our partnering teacher and in building that professional relationship.

It was a good reminder as we head into the schools for the next 5 weeks!

"So many negative things can be said about you, but you decide if you want to accept them as truth." ~Patrick

2009-07-07T09:17:00.000-07:00

All over the world teachers are often criticized, however those that tirelessly work to enrich and empower young people know where they stand and can encourage one another, like Patrick, the Ugandan Schools for Schools director, did for us.

There was positive energy as we left the conference because of our time together and the solidarity of teachers everywhere.

"We must effectively use the resources we currently have." ~Ugandan Teacher from Scared Heart

2009-07-07T09:14:00.000-07:00

So many times we advocate for more money in schools and believe it to be the only solution to success, but it was humbling to hear this Ugandan teacher challenging all of us to responsibly use what we've been given as a solution to limited resources.

A true lesson learned!

"There is no room for people who second guess themselves." ~Patrick

2009-07-07T09:00:00.000-07:00

The joint conference on Teaching & Learning was held the first weekend we arrived in Gulu. This is where I met my partnering teacher Okema Robert.

Eight of the 11 schools presented focus questions and solutions to generate discussions. The presentations on the first day focused on Teacher Empowerment and were done by the team teachers from Groups 1 & 2.

Here's a list of the questions that were discussed:
*How can teachers work together to improve their economic standing?
*How can we effectively communicate between home and school?
*How can we effectively communicate as a staff community?
*How can teachers affect curriculum?
*How can teachers overcome the obstacle of limited resources?
*How can teachers overcome the obstacle of large class sizes?
*How can teachers balance personal and professional life?
*How can teachers overcome the obstacle of minimal contact time with students?

It was so inspiring to see the Ugandan teachers developing ideas that represented both short and long terms solutions and for them to gain solidarity across the 11 schools present.

They hardly needed our suggestions, just the platform to meet and unify. They are trained professionals with ideas that will work because they know their schools, government, communities and students better than we ever will.

The second day shifted the focus to "Student Empowerment." 25 students from the local schools were asked to demonstrate activities that could be used to enrich the classroom. Each modeled an activity that modeled an activity that provided participatory learning and self-exploration. We rotated through the activities with our partnering teacher so that we could discuss together what we saw and how it could be tailored to fit our subject.

I learned several new teaching strategies that specifically incorporated dramatization in the classroom that I am looking forward to implementing in my school as a result of talking with Robert and watching other teachers present.

It was exciting to see how much the students were enjoying themselves through these activities and through their interactions with each other.

"Because an eye for an eye, leaves everyone blind." ~Matthew Headmaster of Aware

2009-07-07T08:52:00.000-07:00

Aware is one of the displaced schools that has a current facility set-up in Gulu. We had the privilege of learning about the culture and customs of northern Uganda from Matthew who is the Headmaster of this school one afternoon. (See highlights below)

The Aware schools were destroyed during the conflict, bu the hope is that they will return to a functioning school by the end of the year. You would not believe this man's attitude and graciousness despite the situation. He was just so thankful for what they had and what was being done for their village. Such a good reminder for me.. for all of us!

Some Acoli Traditions:
*Discipline and marriage are a concern of everyone's
*Families provide a payment for the bride in order to marry
*Teachers are expected to be positive role models in society (held to a much higher standard)
*"Dry season" is a time of relaxation because the work of planting is done
*There are 27 royal dances
*There is a huge level of respect for the innocence of a child (ie: if parents are fighting they would stop when a child enters the room)

"There are teachers by chance and then there are teachers by choice. " ~Jennifer IC Department of Education

2009-07-07T08:44:00.000-07:00

During one of the orientation sessions about the history of education in northern Uganda, Jennifer, the Ugandan IC Department of Education representative, said this statement that truly resonated with me.

For many adults here, teaching is one of the only options for steady pay. They might have dreamed of doing something different, yet for a variety of circumstances, mainly how they scored on their National Exams, they became a teacher.

On the flip side, there are people who've embraced the obstacles of the profession and chose to be a teacher despite inadequate funding by the government and high student drop out rates.

"Our money is little, but it's a matter of priorities." ~ Jennifer

May they see the fruit of their labor at some point in their lifetime!

"You coming here gives them the most hope." ~Jolie

2009-07-04T07:23:00.000-07:00

I got all choked up when Jolie, the Ugandan director of Invisible Children, said this during our orientation our first day in Gulu.

I learned today how Ugandan teachers are the least respected and are paid the lowest amount of all government employees in Uganda.

Many are teaching students who have been tramatized by war, they teach in schools without textbooks or resources, and have 80+ students in one classroom!

She asked all the teachers in Group 3 to invest in the relationship with our host teacher, "this relationship will be enough. That is all we ask of you during your time in Gulu."

Not on modifying the curriculum or painting classrooms, but on supporting and pouring into the professional capacity of our host teacher.

"I will not give hand-outs or money to anyone. I will direct them to long-term programs for assistance." ~ IC handbook

2009-07-04T07:07:00.000-07:00

This statment was in the contract I signed on my way to Gulu and it represents why I love the mission and vision of Invisible Children. It's not about providing immediate relief, although there is a place for that in some NGOs, but rather in developing a program that will eventually become a sustainable operation run completely by Ugandans.

So while the statement seems harsh, and my heart breaks everytime someone asks me for money, I learned that for real change to take root in Gulu I have to pour my energy into a program that will empower Ugandans to establish solutions to the poverty that plagues their country.

You would not believe the number of NGOs in Gulu alone, but I appreciate that IC works directly with seondary schools that are government funded. When this organization was established in 2003, they specifically asked what needs were not being met and the overwhelming response was support for higher education. In this respect, IC believes in taking something that is already established by Ugandans, namely secondary schools, and partnering with them until they reach that level of excellence that you and I know.

"I am the new future." ~Bavubuka All Star

2009-07-04T07:00:00.000-07:00

Our last stop in Kampala before heading north to Gulu was at the Bavubuka All Starz house. This establishment was founded by a famous Ugandan hip hop artist who believes in getting the youth out of the streets and providing them a place to find community.

He believes in empowering the next generation through hip hop, music, and the arts.

We heard live performances from mc's sampling "Luga flow flava" :) , saw where the youth did screen-printing (I picked up an awesome t-shirt!), and left feeling really encouraged.

I learned, yet again, how critical a community is to changing how a person views him/herself.

Another mc rapped repeating the word, nakatuka or "I just got here." She went on to explain to us that she finally reached a point in her life where she felt loved, accepted and excited for life and that this feeling took root once she moved into the Bavubuka house.

"We are tired, we are weary, but we aren't worn out." ~ Jewel

2009-07-03T07:16:00.001-07:00

The lyrics from an old Jewel song randomly came to mind the other night when the group was out to eat.

We were tired becuase many us hadn't slept in days. Long overnight flights that continent hop just don't justify a full night of sleep.

We were weary because of all the unknowns.
~Why is US AID here? ~ What would it be like to work in a Ugandan school? ~ How would we be received? ~ And when would our luggage arrive?

But there we sat waiting for authentic Indian cuisine (the influence is great in this part of Africa) with heavy eyelids, yet huge hearts and in deep conversations. We aren't worn out.

We just had this incredibly packed day meeting a representative from US AID and visiting one of Ugandan's premier schools and our minds were spinning with thoughts as we attempted to process it all using each other as a sounding board.

I can tell that I will love our group dynamatic!

"We don't have a bathroom, but we have a toliet." ~ US Embassy Guard

2009-07-03T07:15:00.000-07:00

Oops! I forgot that a 'bathroom' in most countries means that I'm asking for a place to take a shower! At least it provided a good chuckle for both me and the embassy guard.

"The national goal in Uganda is U.N.I.T.Y" ~ Ugandan Education Rep for US AID

2009-07-03T06:47:00.000-07:00

We had the amazing privilege our first day in Kampala to meet with the Ugandan education representative from US AID to talk to her about how the ministry of education receives and and works with funding for schools in the north.

She outlined a current program called UNITY, that targets core concerns in the schools. The acronym doesn't translate well, but here's the basic overview of this initiative:

1. Expanding professional capacity of teachers

2. HIV/AIDS prevention program

3. Increasing the role of the community and parents in the schools

4. Making policies functional and easy to implement

After this meeting I realized that these concerns were not unique to Ugandan schools. Choose to disagree if you want, but I literally felt like I was back in Chicago talking about education reform with my colleagues. Yes, these issues are magnified because of this country's history and the root causes for them are different, however I learned that the core challenges of education are universal.

*Teacher prep
*Parent Involvement
*Students dropping out
*Lack of Implementation in programs
*Accountability in initiatives
*Dependence on aid
*Professionalism of teachers

So what's the answer to it all?!

Jill's Top 10 ~ Sunday June 28th

2009-07-02T10:26:00.000-07:00

So I make a "Top 10" every Sunday night of things I'm looking forward to in the coming week. I didn't see the need to stop during my time in Uganda :)

(In no specific order)

10. Safe travels ~ arriving in Gulu

9. Lubiri School tour~ One of the premier schools in Kampala

8. Meeting Ugandan education rep from US AID at the US Embassy

7. Learning to speak Lwo

6. Trying Acholi food

5. Luggage arriving.... (hopefully by Friday?!)

4. 4th of July picnic with Ugandans & North Americans
(Favorite holiday even though I'm never in the States for it..)

3. IC Teaching and Learning Conference : Advocacy and Empowerment

2. Learning to dance like the locals :)

1. Meeting my host teacher Robert!!

"The more you look at the world, the more you recognise how people value things differently." ~HSBC ad

2009-07-02T10:16:00.000-07:00

I absolutely loved this HSBC advertisement that littered the London Heathrow airport. One ad had this same quote and then 2 pictures of the same piece of artwork, but one was labeled "ART" and the other one "RUBBISH".

Another ad featured this same quote about valuing things differently and had 3 different pictures of people each with the word "ACCOMPLISHMENT" as the title; someone winning a gold metal, another of someone graduating, and the third was a picture of someone moving the lawn.

So what should be considered "art"? And what is the definition of an 'accomplishment'?

I was reminded once again that this depends on a person's perspective and where they are coming from. The idea of embracing differences in cultures is something that I know and believe, but it was good to re-learn it before I began my trip. It definitely set the tone for my time in Africa.

"And where are you off to this summer?"

2009-06-17T16:49:00.000-07:00

My dentist asked me this question when he first walked into the waiting room last February when I saw him for a routine cleaning. I had to laugh ~ guess my heart for traveling is evident even at a place that I visit twice a year.

So, to answer the question, I'm taking my passport and adventurous spirit to Uganda for a 6-week Teacher Exchange Program!!

Yet for me it's not just about getting another stamp in my passport. Each of my experiences abroad has shaped my ideas and opinions of who I am, my country, and the world we live in. I travel not just so I can say I went someplace, but because I know that I learn more about my role as an advocate of social justice as a result.

I also believe that the best way for teachers to improve their teaching is to engage in the practices of peer observation and discussion, critical analysis and reflection. I will be incorporating all of these strategies in the Teacher Exchange program during my stay.

I am especially excited about this trip because I’ve never been to Africa. I think that living in a Western nation we often hear about Africa, but primarily and unfortunately only about the extreme poverty that exists. However, I have to believe there is more. I want to go to witness the hope and the potential of this continent. And more specifically, I believe and am thrilled about the work that I'll be doing with the Teacher Exchange Program, a part of Invisible Children. (Check out the post below)

I also feel very grateful that I have the time and the energy to go on trips of this nature and that my family, friends, and colleagues are supportive of my endeavors.

I am always a little anxious about my safety abroad, yet when I truly believe in the work that I get to be apart of, I realize it's worth it. Vale la pena, my all time favorite Spanish phrase!

Thanks for your interest in following my experience through this blog. I'll try to post at least twice a week, but I’m a rookie to the blogging world.

Keep me in your thoughts and prayers! Much love, JiLL

"Fund for Teachers salutes those who find valuable ways of transforming their classrooms and communities."

2009-06-17T15:59:00.000-07:00

I was half asleep on the bus one early morning this fall when a tiny paragraph in the Chicago Teachers Union magazine caught my eye. It was a blurb about "funding for teacher experiences aboard" for the coming summer. It sounded too perfect since I was in the middle of completing my application with Invisible Children for the exact dollar amount listed in the grant!

The letter that I received in March stating that I had received the funding for my trip was the confirmation that I needed to go ahead and commit to the 6-week Teacher Exchange Program.

It is empowering to know that I am being supported by donors through this foundation that believe in pouring into teachers as a means to impact student learning. I am thankful for the work that Fund for Teachers does to support teachers to grow in their practice through travel experiences. I firmly believe that a teacher can use an international experience to awaken the classroom by linking cultures and people from around the world.

Teacher Friends, check out this link to learn more about how you can receive funding for an experience aboard:

http://www.fundforteachers.org/

Here's a list of the 2009 recipients in Chicago. I was moved to tears when I met these people this spring because of their energy, passion for teaching, and desire to bring the world to their students:

http://www.fundforteachers.org/fel2009/mini_posters/chi09_grant.pdf

"...all with the purpose of generating collaboration among teachers from around the world."

2009-06-17T15:24:00.000-07:00

I heard about Invisible Children through my dear friend Catherine Hanna who I taught with in Honduras in 2005-06. More specifically I was drawn to their Teacher Exchange Program under the Schools for Schools initiative.

When I read the sentence, stated above, describing the Teacher Exchange Program I knew it was something I had to be a part of. The goals of collaboration and holistic education that build the foundation of the Exchange Program are education models that I strongly support even here in the States. Team-teaching is strategic in implementing reform in education because the alliance builds a professional community. I've experienced this partnership in the way that the school I currently teach conducts Peer Observations & in our grade-level teams. This model provides a framework for professional conversations to take place, which allows teachers to learn from each other. Teacher growth and refinement of practice has a direct impact on student learning, the ultimate goal of education!

I simply love the idea of collaborating with other teachers to expand my capacity as an educator. This is an opportunity I can't pass up, yet I am humbled by the fact that I might have something to offer another teacher!

The link below describes the Teacher Exchange Program in more detail. I hope you are as inspired as I am as you read more about it:

http://www.invisiblechildren.com/theMission/Teachers_Exchange