The Varkey Foundation recently announced the ten finalists for the second annual Global Teacher Prize. Often referred to as the Nobel Prize for teaching, it awards $1Million to “one exceptional teacher who has made an outstanding contribution to the profession.”
The winner of the prize will be announced at the Global Education and Skills Forum in Dubai on Sunday, March 13th. That conference is probably best described as “the Davos of education.” It brings together thought-leaders, educators, policy-makers, statesmen, and teachers to discuss the most pressing issues in global education.
(Photo credit: Jordan Shapiro)
Fittingly, the Global Education and Skills Forum concludes with an awards ceremony that celebrates outstanding teachers. An ending like this reminds participants that even though education involves considerable administrative, political, and economic issues, ultimately it is what happens between teachers and students that matters most. As Stephen Hawking said in a video announcing the Global Teacher Prize finalists, “There was a teacher behind every great artist, every great philosopher, every great scientist. However difficult life can be, teachers have always been there, behind the scenes, showing us the way forward.”
Last year’s prize was awarded to Nancie Atwell of Maine’s Center for Teaching and Learning, who’s best known for her book, In The Middle: A Lifetime of Learning About Writing, Reading and Adolescents. The book, like Atwell, is quietly subversive. It promotes a style of teaching that prioritizes student autonomy, voice, and empowerment. The teacher is imagined as a facilitator of self-directed learning more than an instructor. What’s more, Atwell recognizes that language arts skills—reading, writing, poetry, narrative—are the very foundation of meaning-making and, therefore, of every subject, discipline and discourse. She donated $1Million prize to the school that she founded in order to cover facility repairs and tuition assistance.
This year over 8000 teachers from 148 different countries applied (or were nominated) for the Global teacher prize. That lists was reduced to 50 exceptional teachers and then the top-ten were presented to the judges. I’m proud to say that I serve as academy member that votes to choose a winner from among the 10 finalists.
Here are the top-ten outstanding teachers in line for the $1Million Global Teacher Prize (with descriptions written by the Global Teacher Prize organization, not me).
Use the comments to let me know who you think should win.
Joe Fatheree (USA) approaches teaching media production by combining project-based learning with real-life job opportunities. Joe engages his students, many are low-performing readers, by developing unique approaches that include using hip hop to explore literature. Joe’s students produce music, books and short films to industry standards covering topics such as poverty, bullying and homelessness. He was Illinois Teacher of the Year in 2007 and received the NEA Member Benefits Award for Teaching Excellence in 2009.
Michael Soskil (USA) has created a global classroom that uses technology to connect his students to international projects. His students have interacted with over 70 countries and the International Space Station. Soskil’s students have achieved real-world success by raising more than $12,000 for water filters for Nairobi’s Kibera slum. They have traded math lessons for Swahili lessons with students in Kenya. Michael’s school has exceeded state averages in tests, despite poverty in the area. He is a Microsoft Innovative Educator Expert, NGO advisor and has received the Presidential Award for Excellence in Math and Science Teaching.
Robin Chaurasiya (India), a former US Air Force Lieutenant, moved to India after serving in the military and helping to repeal Don’t Ask Don’t Tell. She founded a non-profit school in Mumbai that serves girls aged 12-20. Students are survivors of trafficking and daughters of sex workers. Her curriculum focuses on issues that affect the girls’ lives, such as caste, class, religion, environment and healthcare. Robin’s students often become teachers and community leaders.
Ayub Mohamud (Kenya) teaches business in Nairobi. His curriculum equips students with the skills to become social entrepreneurs. One idea developed by his students produces roofing tiles from waste could change the lives of millions of slum dwellers. Ayub combats terrorism, extremism and radicalism through engagement programs in Kenyan schools.
Colin Hegarty (United Kingdom) teaches math in London to students ages 11-18. He believes there is no such thing as “being bad at math,” but rather, it is a matter of tuition and support. He has developed more than 1,500 math videos that have been viewed more than 5 million times.
Hanan Alhroub (Palestine) grew up in a refugee camp and after seeing the impact of violence on children, Hanan decided to pursue primary education. Hanan has devoted her work to helping students that require special support at school because of exposure to violence. The ongoing conflict has made Palestinian schools tense environments. Hanan develops trusting relationships with her students and emphasizes the importance of literacy. Her approach has led to a decline in violent behaviour in school and inspired colleagues to adopt similar methods.
Kazuya Takahashi (Japan) developed a program to harness students’ creativity that includes LEGO-based instruction and, with help from the Japan Space Elevator Association and JAXA, organized the first space elevator competition for high school students. He encourages his students to be creative and independent in a culture where conforming is the norm.
Maarit Rossi (Finland) teaches math to students in Finland by asking them to solve real-life problem in fun ways. Maarit works to prove that math is a fun and useful tool that helps make sense of the world. She has co-authored 9 text books and her school consistently ranks above average in national tests.
Richard Johnson (Australia) is a science teacher that launched the country’s first science lab for students, for which he received the Prime Minister’s Prize for Science Teaching. Since the lab was set up, the school has seen academic performance improvements.
Aqueela Asifi (Pakistan) is an Afghan refugee who has taught at Pakistan’s Kot Chandana camp for over 20 years and has set up a school for girls. Today, there are 9 schools in the camp with over 1,500 students, including 900 girls. She was presented with the UNHCR’s Nansen Refugee Award in 2015.
