Educational Leadership Grants

Congratulations to the recipients of the 2018 Educational Leadership Grants!
 

  • April 2018

Deerfield, MA

The purpose of this grant is to support Athena. An online platform for teachers to share practices, lesson plans, questions, activities, assignments, and multimedia. A tool for professional development, it connects teachers across and within schools, building teacher networks and advancing a professional knowledge base for the field of education.

Grant Amount: $250,000
Match: 1:1


Read more about Deerfield Academy
  • April 2018

Saint Louis, MO

The purpose of this grant is to expand and enhance the work of The Equity Exchange, a week-long summer training for diversity practitioners, experienced teachers and administrators from independent, private and public schools by: supporting need-based registration fees, faculty curriculum planning, web portal development, and intra-institute programming.

Grant Amount: $250,000
Match: 1:1


Read more about John Burroughs School
  • April 2018

Bloomfield Hills, MI

The purpose of this grant is to seed funding for a public-private partnership among The Roeper School, The Roeper Institute, Detroit Public Schools and higher-ed to serve low-income and culturally diverse gifted and high-ability students through evidence-based professional development for a cohort of Roeper and Detroit teachers and other initiatives designed to promote equity in education.

Grant Amount: $250,000
Match: 1:1


Read more about The Roeper School
  • April 2018

Los Angeles, CA

The purpose of this grant is to support the Institute Model, a new way of cultivating essential 21st-century skills, students staff and lead institutes organized around BIG ideas, and take collaborative action in partnership with universities, entrepreneurs, and nonprofits. With guidance from faculty mentors, students devise the pathways to acquiring necessary knowledge and do original, real-world work.

Grant Amount: $250,000
Match: 1:1



Read more about Wildwood School
  • April 2013

St. Johnsbury, VT

To provide a Summer Job Corps so that every rising 8th grader in St. Johnsbury gets a work-like experience in which they learn how to succeed in college and the workplace, including financial management, essential job skills, teamwork, entrepreneurial skills, and goal-setting.

Grant Amount: $250,000
Match: 1:1


Read more about St. Johnsbury Academy
  • April 2012

La Cañada Flintridge, CA

To develop a new organizational model to develop initiatives in cosmopolitan and civic engagement, the Idealab, and to spark the entrepreneurial and collaborative creativity of students and teachers, while providing an administrative design for other schools, and to address specific needs of the region and the world.

Grant Amount: $250,000
Match: 1:1


Read more about Flintridge Preparatory School
  • April 2008

Owings Mills, OH

To create a Center for Public Purpose Partnerships, to expand and unify programs in four key areas: Science and Public Health, civic engagement and service learning, financial literacy and social entrepreneurship, and pathways to leadership.

Grant Amount: $250,000
Match: 1:1


Read more about Garrison Forest School
  • April 2008

Philadelphia, PA

Project Flow. To create a multicultural environment that reflects our urban neighborhood and demonstrates that a common educational enterprise in the context of a 21st century classroom can be successful in removing barriers of race and class.

Grant Amount: $250,000
Match: 1:1


Read more about Germantown Friends
  • April 2009

Honolulu, HI

To develop a community of international youth leaders that deepens student engagement and understanding of common global challenges to encourage positive action toward social change.

Grant Amount: $250,000
Match: 1:1





Read more about Punahou School
  • April 2009

Atlanta, GA

To expand and enhance the Center for Teaching Faculty Cohort Program – an innovative, research-based professional development model designed to capitalize on rare and collaborative partnerships among public and independent schools to develop teaching and learning for all students.

Grant Amount: $250,000
Match: 1:1

Read more about The Westminster Schools
  • April 2009

Pittsburgh and Allison Park, PA

To transform the Upper School experience at Winchester Thurston over the next five years through the expansion of its City as Our Campus Initiative, which will be organized around the following paradigm: Independent schools are interdependent with their communities – each school's destiny is tied to that of its region.

Grant Amount: $250,000
Match: 1:1

Read more about Winchester Thurston School
  • April 2009

Los Angeles, CA

To provide additional support to develop and refine the Windward Studio Physics First program and to expand the active learning model to chemistry and biology, programs which align with emerging best practices at the college level.

Grant Amount: $250,000
Match: 1:1

Read more about Windward School
  • April 2010

Nashville, TN

The purpose of this grant is to establish The Center for STEM Education for Girls to increase girls' participation in STEM studies in high school and college and to encourage girls to aspire to STEM careers.

Grant Amount: $250,000
Match: 1:1


Read more about Harpeth Hall School
  • April 2010

Norfolk, Virginia

The purpose of this grant is to develop a selective complement to its academic program that will cultivate in students an aesthetic, civic, and ecological engagement with the Chesapeake Bay by articulating opportunities for interdisciplinary inquiry, independent research, and leadership both within and beyond the school community.

Grant Amount: $250,000
Match: 1:1


Read more about Norfolk Academy
  • April 2010

Racine, WI

The purpose of this grant is to establish the Center for Developing Excellence, a dynamic, four-week, summer enrichment program for students entering grades 8, 9 & 10, whose goal will be to increase students' passion for, preparation toward, access to, and success in the highest level AP/IB math and science courses.

Grant Amount: $250,000
Match: 1:1

Read more about The Prairie School
  • April 2013

Palo Alto, CA

To design, implement, study and share a cutting-edge Partnership for 21st Century Assessment. This Partnership will support Castilleja and fellow independent schools as we foster curricular and programmatic innovation, engage in authentic assessment of experiential learning and 21st century skills, collaborate with peer institutions to share results and formulate best practice for the academic community.

Grant Amount: $250,000
Match: 1:1


Read more about Castilleja School
  • April 2014

Atlanta, GA

To design, develop, and implement The City as Laboratory, a non-residential semester school in Atlanta for public and independent school sophomores. The City as Laboratory will re-imagine the school day and leverage blended learning to immerse students in a deep exploration and study of Atlanta's issues and opportunities. In partnership with the city of Atlanta and in collaboration with its vast educational and cultural institutions and enterprises, students will develop exemplary innovation and entrepreneurship skills as they design, test, and develop solutions for a vibrant and sustainable city of the future.

Grant Amount: $250,000
Match: 1:2


Read more about The Lovett School
  • April 2011

Rochester, NY

The purpose of this grant is to formalize, validate and provide teacher education and professional development for the pedagogy of teaching empathy to high school students; and to establish the Center for Mindfulness and Empathy education (CMEE) in support of this work.

Grant Amount: $250,000
Match: 1:1


Read more about The Harley School
  • April 2011

Santa Fe, NM

The purpose of this grant is to create a Summer Teachers' Colloquium at Santa Fe Prep School, whose intent shall be to provide a place for all teachers to renew their passion for their areas of study, using the considerable local resources of Santa Fe, NM and the resources found within the faculty of the school.

Grant Amount: $250,000
Match: 1:1


Read more about Santa Fe Preparatory School
  • April 2012

New York City, NY

To create an opportunity for a team of educators from several different school settings to work on a common set of projects together, make their schools better places by applying design thinking, develop case studies of the design thinking process in action, and offer the possibility of replication for the broader educational community.

Grant Amount: $250,000
Match: 1:1


Read more about Riverdale Country School
  • April 2012

Ojai, CA

To improve the quality of senior year independent academic research projects, the capstone, and to improve the quality and efficacy of such programs in other schools that employ them, via a summer colloquium in which best practice will be shared and exploited using online resources and message boards for current and future program leaders.

Grant Amount: $250,000
Match: 1:1


Read more about The Thacher School
  • April 2013

Watertown, CT

To create and develop the Center for Global Leadership and Service programs, including: Mentorship Programs, the Global Leadership Institute and a Service Learning course that provides an opportunity for Taft and Waterbury students to serve and learn together.

Grant Amount $250,000
Match: 1:1



Read more about The Taft School
  • April 2013

Washington, DC

To host annually a one-week summer institute to provide professional development for educators from District of Columbia Public Schools and local public charter, parochial and independent schools. The institute will have an explicit focus on effective ways to build a culture of thinking in schools that aim to educate for global competence.

Grant Amount: $250,000
Match: 1:1


Read more about Washington International School
  • April 2015

Troy, NY

To implement a comprehensive talent management program linking annual performance feedback with mission-aligned and personalized professional development planning, and compensation and to distribute information on the program and train other interested independent schools

Grant Amount: $250,000
Match: 1:1

Read more about Emma Willard School
  • April 2015

Owings Mills, MD

To create a platform with FolioCollaborative to help the "B-" teachers move the needle by leveraging and validating the best practice of "A+" teachers. To deliver a powerful, yet approachable, process and tool to help schools develop excellent educators

Grant Amount: $250,000
Match: 1:1

Read more about McDonogh School
  • April 2015

Dallas, TX

To create a Center established by independent schools in Dallas for the training of transformational educational leaders in partnership with Simmons School of Education and Human Development at Southern Methodist University

Grant Amount: $250,000
Match: 1:1

Read more about Parish Episcopal
  • April 2015

Potomac, MD

St. Andrew's Episcopal School and its Center for Transformative Teaching and Learning will use the grant to initiate a week-long Science of Teaching and School Leadership Academy in the summer of 2017 that will train hundreds of growth-minded public and independent school teachers and leaders in Mind, Brain and Education Science and excite them about continuing their futures in education. The CTTL, in partnership with faculty at The Johns Hopkins School of Education and Harvard's Graduate School of Education who lead Research Schools International, will design, deliver, and evaluate the academy through a longitudinal study of Academy participants

Amount Granted: $250,000
Match: 1:1.4


Read more about St. Andrew's Episcopal School
  • 2016

Cate School Inquiry Collaborative

The Cate Inquiry Collaborative will serve as the vehicle through which Cate fully integrates our Culture of Inquiry experience and methodology into all grade levels – allowing each student to demonstrate mastery and become the architect of his or her own learning. By strategically overstaffing, the Collaborative will utilize Cate teachers who have become experts in the pedagogy's use and application. These Inquiry Fellows (three to five), whom we will rotate, will be released from a portion of their traditional academic and residential duties in order to facilitate the integration. Projected to be in full and active use for three years, the Collaborative will function as the School's pedagogical think-tank and align perfectly with the subsequent implementation of a new school schedule currently under construction and designed to more fully support this evolving curriculum.

The Fellows will facilitate further collaboration through the Cate Inquiry Institute. In the true spirit of inquiry, this annual, ongoing opportunity will invite teachers from outside our community to join forces with Cate faculty and our professional partners. An addition to our Cate Summer Institutes – a full residential experience for teachers and students in the practices and purpose of inquiry – this effort will allow us to teach teachers as well. The development of highly trained, deeply committed teachers expands the focus of inquiry methodology and better prepares students to embrace its role in their learning. Our partnership with E.E. Ford in this endeavor is a perfect example of the collaboration upon which inquiry is built – and which helps us to guide our students in using the power of their own unique voice in service to our world.

Learn More about Cate School
  • 2016

The College Preparatory School writes on behalf of our school and four other Bay Area independent schools: The Athenian School, Lick-Wilmerding High School, Marin Academy and Urban School of San Francisco. For the past three years, these schools have worked together to create and launch the Bay Area BlenEd Consortium. We are in our second year of offering courses--a mix of online and face-to-face instruction--on an engaging variety of topics and math, science, humanities and the arts.

Our consortium grew out of a series of questions that the heads of school shared and began to discuss in 2013: Given the increasing influence of digital technology, how might we combine demonstrated best practices for online learning with our proven strengths in direct classroom instruction and experiential learning? Could a local consortium leverage the educational assets of its region in distinct and beneficial ways? Can we help students reach beyond the confines of our schools while preserving the core relational culture that lies at the heart of our schools' educational missions?

Learn More about College Preparatory School (on behalf of BlendEd)
  • 2015

To implement a comprehensive talent management program Emma Willard is linking mission-aligned and personalized professional development and compensation with annual performance feedback. E.E. Ford Foundation funding will support the curriculum development for internal professional training, the talent management program oversight and tracking systems required to sustain this program across school departments and functions. Additionally, funding will support a program that accumulates and distributes information on talent management programs, and trains other independent schools interested in integrating talent management and development systems with school-wide strategic priorities and compensation

Learn More about Emma Willard School
  • 2015

Folio 2.0: Inspiring Faculty Growth through Conversation and Collaboration

Who We Are

In 2011, McDonogh School created the FolioCollaborative, a non-profit organization dedicated to inspiring informed conversations for faculty growth in independent schools. The Collaborative has grown to include over 90 member schools in the US, Canada, and the UK. Our current Folio suite provides a system to ensure teachers receive feedback from administrators. As faculty look for ways to deepen their learning, we believe that the solution could be found in the classroom next door or in classrooms of Folio member schools across the country. At McDonogh, our goal is to create an ongoing "horizontal" conversation among peers to enhance the work of the existing "vertical" conversations between faculty and supervisors through an expanded Folio platform, Folio 2.0.

 

Our Objective

Teachers benefit from conversations about their teaching. They also benefit from an environment where they are encouraged to try new things and learn from each other. With the generous support of the Edward E. Ford Foundation, we seek to develop a more concrete framework for inspiring these collegial conversations around practice, which will break down traditional school silos and simultaneously ensure follow-through. 

Through our work with some of our Collaborative schools, it has become apparent that they, too, are wrestling with the facilitation of effective learning communities to enhance their professional development and evaluation process. We would like to incorporate participants from some of these innovative schools to bring a variety of perspectives to the research and development of an extended platform. These teams will envision, collaborate, create, and field test new tools in Folio 2.0. To this end, McDonogh and partner schools in the Collaborative will leverage the generous grant from the E. E. Ford Foundation to pursue the following objectives:

  • Develop an understanding of the different models and protocols for professional discourse around teaching
  • Develop a resource bank of tools, articles, and links to reinforce the findings
  • Develop a one-day workshop for Folio member schools interested in creating a peer professional development program with supporting software for independent schools
  • Create a pre- and post- evaluation tool to measure the effectiveness of the program in participating schools
  • Design features for the Folio software to reflect new practices around collaboration and peer interactions to enable facilitation and accountability of these conversations

Outcomes and the Future

"How do we attract and retain the best teachers?" As we consider this question posed by the E. E. Ford Foundation, we think the answer lies within one of our biggest investments as schools -- the faculty themselves and their gifts. The process we wish to design for Folio 2.0 will demonstrate to prospective teachers that Folio schools support their faculty in the delivery of services, expect a higher level of communication, collaboration and innovation, and provide a more coordinated educational experience for students. The software will be a collection mechanism to facilitate individual and team objectives. Additionally, it will create a system of accountability and a repository for tracking the development of new ideas and interactions between team members. Above all, we want Folio 2.0 to be a system where teachers feel encouraged to take risks in their teaching, brainstorm with colleagues to develop more effective practices, drive their own learning and professional development, and work collegially rather than in isolation.

Learn More about McDonogh School
  • 2015

Parish will partner with the new Institute for Leadership Impact at the Annette Caldwell Simmons School of Education and Human Development at Southern Methodist University to rethink, redesign and recreate transformative professional development experiences for high potential school teacher-leaders. Joining Parish and Simmons is a consortium of twelve leading independent schools in Dallas and the Independent Schools Association of the Southwest.

 

The Edward E. Ford Foundation grant, which must be matched dollar for dollar, will provide the start-up funding necessary to launch a to-be-named center which features next generation training

opportunities for teacher leaders, those aspiring to lead schools, and those already leading schools.

Learn More about Parish Episcopal
  • 2015

There is no greater challenge or opportunity facing schools today than attracting and retaining the next generation of teachers and school leaders. But what if teachers and school leaders knew more about how the student and adult brain learns and thrives?

Research has shown that better understanding the science of learning provides educators enhanced professional satisfaction, confidence, and self-efficacy. As schools strive to ensure that our next generation of students learn from well-trained and high-performing teachers and leaders, knowledge of the principles and strategies of Mind, Brain, and Education (MBE) Science will be essential. That realization inspired St. Andrew's to found its Center for Transformative Teaching and Learning (CTTL), to form powerful partnerships with Teach For America (D.C. Region) and top-tier research universities, and to help teachers from dozens of peer private and public schools become more effective, research-informed educators.

Based on this experience, the CTTL will use its E.E. Ford Educational Leadership Grant to initiate a week-long Science of Teaching and School Leadership Academy in order to train hundreds of exceptional public and independent school educators in the research and strategies of Mind, Brain, and Education Science and excite them about their future careers in education.

The first Science of Teaching and School Leadership Academy will be held at St. Andrew's in the summer of 2017 and is scheduled to take place in the school's new Student Center

Learn More about St. Andrew's Episcopal School