2021-22 American Distinguished Teaching Award grantees

Samantha Brant

Samantha Brant

School of Education, Durham University - STEM Education

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Samantha Brant

Samantha Brant

School of Education, Durham University - STEM Education

Samantha Brant is a 4th grade teacher at Siegrist Elementary School in Platte City, MO and has been with the Platte County R-3 school district for ten years. She is a member of the school leadership team and the district Math Curriculum Council. In addition to teaching, Samantha shares her love of music with the community by playing in two community orchestras, accompanying the Siegrist Elementary Choir, and teaching piano lessons. Samantha received a Bachelor of Science in Elementary Education with an emphasis in Music from William Jewell College in Liberty, MO and a Master of Science in Curriculum and Instruction from the University of Kansas. Samantha’s inquiry project is titled “Integrating Academic Subjects at the Primary Level Through a Thematic Curriculum” which seeks to learn how to plan and implement a thematic curriculum in order to provide teachers in her community with a comprehensive and effective method of integrating STEM subjects with language arts.

Vickie Crockett

Vickie Crockett

Institute of Education, University College Education - SEL (Social Emotional Learning)

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Vickie Crockett

Vickie Crockett

Institute of Education, University College Education - SEL (Social Emotional Learning)

Vickie M. Crockett is an English teacher who has spent 20 years working with both middle and high school students. She has a passion for supporting marginalised student communities and her collaborative spirit has seen her support her professional colleagues as a department chair, mentor, gifted instruction liaison and professional development coach. Vickie received a dual major BA in Afro-American Studies and Political Science from Smith College in 1994, before going on to receive an MSE and EdS in Curriculum Instruction from Walden University in 2009 and 2013, respectively. She has a myriad of interests including international travel, film noir, theatre, and jazz. She also serves in her community as a grassroots advocate and organiser as well as being active in her local church.

Vickie's Fulbright project plans to study how diverse schools can use brain-based, culturally relevant strategies to promote greater academic success for marginalised learners. Vickie's goal is to use her research and findings to develop a more culturally inclusive curriculum that schools can use to better serve all students and aggressively narrow the achievement gap for non-majority students in the USA and abroad.

Ellie Walsh-Moots

Ellie Walsh-Moots

School of Education, University of Strathclyde - History

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Ellie Walsh-Moots

Ellie Walsh-Moots

School of Education, University of Strathclyde - History

A graduate of The College of William and Mary (2012, B.A., History) and Vanderbilt University's Peabody College (2013, M.Ed., Secondary Social Studies Education),  Ellie Walsh-Moots is in her eighth year teaching social studies at Pope John Paul II High School in Hendersonville, TN. She spends her days guiding freshman students to be practicing student-historians through World History and empowering senior students to be active citizens through AP U.S. Government and Politics. She also facilitates a project-based learning course in which students use historical research skills to reconstruct celebrations of the past. She has previously taught Forensics (Speech and Debate) and U.S. History. When not in the classroom, Ellie enjoys travel and trivia with family and friends. Like many teachers, her passion for pedagogy and commitment to growth has led her to also take on school leadership roles, including positions as a house leader, technology integration lead, and department chair. 

Kyle Berry

Kyle Berry

Institute of Education, University College London - Music Education

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Kyle Berry

Kyle Berry

Institute of Education, University College London - Music Education

Kyle Berry is the Music Teacher at Rainier Valley Leadership Academy where he instructs students ranging from 6th to 12th grade in Digital Music Production, AP Music Theory and String Orchestra.

Kyle has served his school community as a mentor teacher, enrichment coordinator, student radio club leader and, most keenly, as the after-school Dungeons & Dragons group faculty advisor. Kyle earned a Bachelor of Music in Music Education from the University of South Carolina and Master of Music in Music Composition from the University of Edinburgh Reid School of Music.

In his spare time Kyle enjoys writing chamber music, rock climbing and building electric bass guitars. Kyle’s inquiry project “Technology-Based Music Instruction: Autonomy and Exploration in the Music Classroom”, aims to develop an alternative system for classroom music education which focuses on the unique intra-musical qualities of electronically mediated sound. Kyle hopes to utilize his research to develop materials which empower music teachers to deliver rigorous 21st century music instruction to 21st century students.

Elana “E.M.” Eisen-Markowitz

Elana “E.M.” Eisen-Markowitz

School of Education, University of Strathclyde- Social Studies and Restorative Justice Education

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Elana “E.M.” Eisen-Markowitz

Elana “E.M.” Eisen-Markowitz

School of Education, University of Strathclyde- Social Studies and Restorative Justice Education

Elana “E.M.” Eisen-Markowitz has been working in the New York City public schools since 2006 — as a social studies teacher, a union chapter delegate, a Gender & Sexuality Alliance facilitator, and as a Restorative Justice Coordinator at a secondary school serving students ages 16-22.

From Jan-March of 2020, E.M. was in Glasgow, Scotland working on a DA inquiry project about the possibilities and limitations of LGBTQI+ inclusive school policy. When the COVID-19 pandemic pushed Fulbrighters back to the U.S., E.M. taught virtually at her school in NYC part time, and also began working with Eskolta School Research & Design to facilitate school teams in Boston around equity-focused continuous improvement projects. E.M. grew up in Washington, D.C. and Takoma Park, Maryland and maintains a collaborative art presence on social media called @Vent_Diagrams (www.ventdiagrams.com). E.M. is excited to return to the U.K. with a similar project, and to continue working with queer teachers & students.