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Foundations & Grants Online
from PROGRESS Winter 2004
by VALRC
and an unbiased picture of a class. The to reach beyond their comfort zone – to indicators validate good teaching prac- think and learn beyond what they knew tices, and are a clean way of expressing they could do. Isn’t it only fair to ask the the program and state expectations.” same of ourselves as teachers?”
When asked if the process is any The Observation Project is ceneasier with teachers of particular back- tral to reflective ways of teaching and grounds, Frye explained, “I believe that will encourage good teaching praca person’s background doesn’t influ- tices. For complete information on ence their response to the observations the project, check out the website at: as much as their inherent personality. www.aelweb.vcu.edu/projects/observation/. Some people resist feedback, but the All of the tools and forms are included observation process makes the feedback there. For the human touch, Holt sugeasier to accept.” The key, it seems, is to gests that teachers call on their Regional not be threatened by the process. Specialists or the VALRC staff, who can
Susan Holt, a member of the de- direct you to someone in your area who velopment team, suggests that teachers, can help you with the process. .: “…pair up with another teacher and conduct an informal ‘peer observation.’ Debby Cargill is the Lead for ESOL Learn from each other. There’s nothing and Program Developer for Prince Willike having someone observe you in your liam County Public Schools, Adult Educlassroom.” She also explained that the cation. Debby is earned an MEd. in Adult process is not only for new teachers. Education from George Mason University “We are always calling on our students in 2000.
The Teacher Observation Project includes forms, sample letters, guides, and suggestions to make the process easier and less intimidating for both program managers and teachers. All of the resources are available on the project website at: www.aelweb.vcu.edu/projects/observation/
Grant seekers spend an enormous amount of effort searching for funders. While many grant-seeking resources already exist, especially on the Internet, few directories offer a comprehensive list of funders that have had a history of offering grants to literacy organizations and adult education programs in Virginia. Addressing the need for such a directory, the Literacy Support Center, a project of The Virginia Adult Learning Resource Center, The Virginia Literacy Foundation, and Virginia Commonwealth University, compiled the 2003-2004 edition of the Foundations and Grants for Community-Based Literacy Organizations in Virginia.
For convenience, this resource guide is divided into ten sections (see Table of Contents). The Grant Match Rubric and Prospect Worksheet from the Foundation Center can be photocopied as many times as needed, and additional grant seeking tips from important sources are also provided. If you find inaccuracies or information on additional resources, please contact: Victoire Gerkens Sanborn, Director of the Literacy Support Center, at 1-800237-0178 or vjsanbor@vcu.edu. .:
