As part of an ongoing effort by Governor Josh Shapiro’s administration and the state of Pennsylvania’s “Attract, Prepare, and Retain” campaign, 77 school entities were recently awarded over $1.4 million as part of the Developing Special Educators Grant, to help fund programs benefiting the next generation of educators. Chestnut Hill College’s Center for Education, Advocacy, and Social Justice (EASJ) was among the grantees, securing $20,000 over the two year grant period, the highest amount allotted per entity, for its proposal of an alternative spring break program with nearby Lindley Academy.
“Creating a future for our learners starts with having enough well-qualified, well-paid teachers in our classrooms, and this grant funding will bolster our efforts to generate a robust educator workforce in the Commonwealth,” said Secretary of Education Dr. Khalid N. Mumin in the state’s official press release. “By inspiring today’s students to become tomorrow’s teachers—and by investing in hands-on learning and career exploration opportunities—we are laying the foundation to support Pennsylvania’s students for decades to come.”
The grant program aims to create immersive experiential learning opportunities for secondary and post-secondary students in learning about and working with students with disabilities to inspire the next generation of special educators. For Jane Ammon, Ed.D., assistant professor of education, the grant was a perfect fit for the work Chestnut Hill College is already doing in the classroom.
“I was thrilled when I found out about this opportunity,” Ammon, who was instrumental in helping the College secure the funds, says. “With just two weeks to act, we decided to go for it. CHC has always supported new ideas, and this grant is a fantastic way to elevate our education department and engage students in meaningful ways.”
One of these new ideas came by re-engaging an old partner, Lindley Academy, a charter school in Philadelphia which serves traditionally underserved populations that Ammon has partnered with previously for both the undergraduate and graduate education programs at the College.
Through the relationship with Lindley, Ammon and her colleagues came up with the idea of ‘Spring Break in the City of Brotherly Love,’ an alternative spring break program, engaging both college and elementary school students along with teachers at the academy. “Lindley Academy, with their strong commitment to educational excellence, has previously hosted alternative spring breaks,” says Ammon. “These programs have provided valuable opportunities for reflection and professional growth for participating students.”
The alternative spring break program, designed to offer students a unique perspective on the teaching profession, will be open to all undergraduate students, not just those majoring in education. The program seeks to address the growing need for passionate and committed educators by giving students a first-hand look at the rewards and challenges of teaching.
According to Ammon, each morning, when the CHC students arrive to Lindley, they will be engaged in a morning meeting circle to help them learn more about Lindley, as well as the career opportunities available in a school setting with a focus on special education. Next they will spend their day in a variety of classrooms at Lindley, exploring how special education is delivered in a co-teaching model. Through this model, students will have the chance to pair up with new teachers to gain insights into general special education settings. At the end of each day, CHC students will be engaged in an end of the day debrief session, led by Lindley faculty, titled REAL curriculum.
All participants will stay on Chestnut Hill College’s campus and use the school’s meal plan, which comes at no cost. For commuter students, flexible options will be available to allow them to participate without the need for overnight stays.
Within a month of completing the spring break week, each student who participated will meet individually with special education faculty to discuss and reflect upon the experience. Students will be counseled on options for pursing a special education degree (undergraduate, certification only or graduate) at CHC.
“The goal of the program is to attract potential freshman and/or sophomore CHC students to a special education teacher preparation program and to prepare current education and special education preservice teachers (freshman through seniors) through a unique opportunity for learning and engagement over their spring break for Spring 2025,” says Ammon.
There are 15 spots open for the alternative spring break program. For more information on the program and how to get involved, students are encouraged to Jane Ammon.
- – Jaime Renman