Past Recipients

The list of past recipients showcases individuals who have made significant contributions to the field of education. These educators have demonstrated outstanding dedication and commitment to excellence in teaching, helping to inspire future generations of learners. Their achievements serve as a testament to the vital role that effective educators play in shaping the academic landscape.

Blair Middle School and Old Dominion University

Recipient of the School-University Partnership Project Award

The goals of the BMS-ODU partnership reflect the focus on preservice and in-service teacher education inherent to the partnership:

  • Significantly increase the number of students who will become science, technology, engineering, and math (STEM) teachers in Virginia and across the country.

  • Develop outstanding STEM teachers who will make a positive impact on their students.

  • Promote mathematics, science, and technology in the community and improve the quality of STEM education in local schools.

  • Increase the rigor of teacher preparation through embedding courses at a school site.

  • Recruit, retain, and create high quality, culturally sustaining teachers to meet the needs of our future young leaders in area urban schools.

  • Recruit and retain teachers of color for our students because representation matters.

The BMS-ODU partnership includes three different initiatives: MonarchTeach, Teacher in Residence (TIR), and site-based instruction of teacher education courses. The MonarchTeach program includes ODU undergraduate mathematics, science, and technology majors who are interested in expanding their professional skills and exploring a career in secondary teaching. Traditionally, TIR participants are substitutes already working in our districts, paraprofessionals, recent math/science undergraduates, mid-career changers, and veterans from the Armed Forces. On-site courses include ODU undergraduate students preparing to teach history, English, theater, art, and dance. Approximately 15 BMS teachers and their students support these initiatives.

Project coordinators include Dr. Kala Burrell-Craft, Director of Teacher in Residence; Ms. Mary Gregory, Lead Supervisor for Clinical Residency Coaches and Lead Master Teacher for MonarchTeach; Dr. Mary Enderson, Co-Director; Dr. Christina Steel, Co-Director; Dr. Patrick Doyle, Principal of Blair Middle School; Dr. Jori S. Beck, School-University Partnership Committee Co-Chair.

Outstanding Student in a Virginia Initial Licensure Program

Katherine Vander Vennet, Christopher Newport University, MAT English as a Second Language

“To use a cliched (but true) saying, ‘I didn’t choose teaching, teaching chose me.’ I never necessarily chose to be a teacher, but I have a conscious memory of being passionate about teaching as early as kindergarten. Although I did briefly consider business and law as alternatives. It’s always been clear that I would be a teacher. I like to say this is because I actually love being a student and learning, so I never wanted to leave the learning environment and hoped to pass this passion on to my students.” Read Katherine’s story.

Glynnis Farleigh, University of Mary Washington, MED Secondary Education: History and Social Sciences

“I am excited to begin my teaching career in the 2021‐2022 school year as a middle school social studies teacher with Virginia Beach City Public Schools. I look forward to making my classroom a space where students can explore and engage with the rich social studies curriculum while discovering themselves and the world around them. Preparing me for this journey has been the completion of my full‐time student teaching assignment at a middle school in Stafford County, at which I presently serve as a daily substitute teacher. I am elated to have received the VACTE Initial Licensure Scholarship and would like to thank my professors and peers with UMW’s College of Education, as well as my friends and family, for their support.” 

Hannah Croyle, Christopher Newport University, MAT Elementary Education

“I am so excited for my future in education and am very appreciative of the generosity of this scholarship for assisting me in fulfilling that dream!  I have accepted a kindergarten teaching position at a brand‐new elementary school and am so excited to teach this fall! I am looking forward to a promising first year in the classroom and plan on continuing my research articles on teacher efficacy outside the classroom.”

Lydia Donihe, Hollins University, MAT Secondary Education: English

“I am honored to have been selected for the VACTE Initial Licensure Scholarship.  During my preparation at Hollins University, I was privileged to work with incredibly inspiring professors and equally motivating peers who all helped me discover a true passion for working with students.   As of yesterday (May 19, 2021), I am a very proud graduate of the Hollins University M.A.T. program!  I am excited to report that, in the fall, I will be teaching eighth grade writing and English at Lucy Addison Middle School, in Roanoke, VA.”  

Outstanding Student in a Virginia Advanced Preparation Program Award

Aretha Livingston, Regent University, MED Reading Specialist

“My next steps are to complete my M.Ed. with a Reading Specialist certification  from Regent University. I am almost at the end. I am super excited to become a Reading Specialist and start sharing all that I have been learning.  I just want to impact lives and do what is best for kids.  I want teachers to know that they matter too and that teaching reading can be fun.  I think further down the road, I would like to teach on a collegiate level and impact new teachers as they embark on this wonderful profession that we call teaching.”  

VACTE Educator-Researcher Award

Brigette Parker, Sweet Briar College

The purpose of Brigette’s study is to analyze the teacher’s usages of the SIOP model to foster student development in Spanish language acquisition. The objectives of the study are to explore student level of engagement based on the number of instructional supports, to understand the effects of various instructional supports, to analyze the effects of sheltered instruction on student learning, to create strong connections with the Spanish language through the use of instructional supports, to evaluate the teacher’s usage of scaffolding in Spanish language classrooms, as well as, to impact the student development in Spanish language acquisition.

Faculty or Staff Impact Award