Congratulations to all of our Voya Unsung Heroes winners. Each year, 50 finalists receive $2,000 while three of them are selected as Top Winners to receive additional grants of $25,000, $10,000, and $5,000. You can find winners for your state or for a specific year using the controls below.
Susan Smith (2019)Takotna, AK
“Arts in Academics” is Smith’s innovative idea to introduce various types of art that many students in the school have never been exposed to. The school is in a remote part of the state so students often have to fly to the nearest city for opportunities to study in art classes. Through academic assignments, students will use watercolors, acrylics, chalks, and pencils to paint, illustrate, weave, and design projects to compliment their academics. The project will allow students time outside exploring their environment and animals they live around and become visually aware of details in nature. Students will use quality materials, have quality time to design, create, and produce their artworks, and showcase their work in their community. Smith hopes the program will benefit the students in reading, math, and science as art awakens parts of the brain used for those subjects and that the students’ work will demonstrate the commitment to excellence in not only academic subjects but also in fine arts.
Ashley Clary (2019)Greensboro, AL
Clary’s innovative teaching program, “Flying Into 21st Century Math,” is designed to support the various learning levels of the students, including those 50 percent who are performing below grade level in the area of math. With school being one of their main avenues for success, innovative drones purchased with the Voya grant funds, offer an avenue to excite the students and teach math standards at the same time. Clary believes she will more effectively engage her students and increase their ability to think critically with drones. Their math lessons will focus on coding equations into an app, which will allow the drones to fly the route that students’ code. Clary will use drones to check the values of equations with her lower level students while differentiating the equations for more advanced students. Students will be able to visualize abstract concepts of algebra using the drones. Clary hopes the use of drones within the class standards will engage learners in their math instruction and increase their critical thinking skills.
Beverly Sims (2019)Northport, AL
Sims’ innovative teaching idea involves “Using CI to Teach Spanish”. Comprehensible Input (CI) is a teaching method with a focus on authentic communication rather than focusing on more traditional constructs. It employs techniques to make language comprehensible for students by focusing on language acquisition instead of language learning where students gain communicative competence in a second language and not just memorized vocabulary lists and grammar rules. Students have a very different learning experience than with more traditional programs. They drive the class-tailored lesson content while the teacher serves as facilitator. They learn to say the things that are most relevant to them while engaging in communicative interactions with their instructor and classmates. The content is important and relevant to them which helps with motivation and retention. Sims is excited that her students are becoming invested in learning Spanish more quickly and successfully than ever before.
Rachel Morrow (2019)Little Rock, AR
Morrow’s innovative teaching idea, “Wonder Lab,” focuses on exposing students to the creativity that STEM allows. The lab space will have coding tools, such as the dash robot, code-a-pillar, code and go mouse robot, math breakout room boxes, engineering mechanic sets that interact with computers, and even online programs that would allow students to create their own websites and products. Many of these projects will also entail the use of a computer, which will benefit the students’ technological skills. The Voya grant will be used in the purchase of all materials needed for the lab. Each K-6th classroom will be allotted a time slot within the lab space at an hour per week. Through this project, Morrow hopes all grade level students will have a chance to interact, be creative, and dig deeper into STEM content while also working on social skills.
Teri Knapp (2019)Chandler, AZ
Knapp’s innovative teaching idea, “Text to Speech,” focuses on helping elementary students with reading disabilities or those who are English Language Learners develop reading independence and confidence. Traditionally, these students rely on an adult or peers to guide them through readings. This method results in feelings of helplessness, frustration and anxiety. To combat this and arm her students with self-efficacy, Knapp plans to utilize the Voya Grant to provide her students with C-Pen Reader devices. These special pens scan text and read it back to the children, while also giving a visual. The pen gives children the freedom to read independently and expand their understanding of the content for themselves and not distilled by another. Knapp hopes to foster motivation and confidence in her students who are at a disadvantage by giving them the tools to succeed.
Jolene Vincent (2019)Phoenix, AZ
Vincent’s innovative teaching idea, “Personal Finance Education”, focuses on introducing middle school students to entrepreneurship by having them create a business plan for their own food truck. The student’s projects involve creating an identity and local presence for their food truck in additional to being functional. From outlining managerial tasks, running social media campaigns, conducting market research and adhering to budget restrictions, the students form a comprehensive and encompassing business plan. At the end, the students will pitch their ideas to community leaders and entrepreneurs as “investors” to foster a greater sense of community within the area. Vincent’s hope is to facilitate an environment where creativity meets real world experience so her students can benefit from the wisdom of those before them in order to create a better tomorrow as the future work force.
Carly Starn (2019)Ventura, CA
Starn’s innovative teaching idea, “Write Like a Historian,” focuses on the implementation and expansion of an online Document Based Questions (DBQ) source program, which currently is only offered to eighth graders. Starn’s aim is to expand the program to the rest of the middle school to create a consistent and reliable writing development tool that fosters grade appropriate growth. The program allows for both guided and independent conclusions to be drawn to appeal to both advanced and special education students. To further develop critical thinking skills, the program institutes projects such as essays or multimedia presentations so students can demonstrate their understanding of the topic in both structured and creative ways. The long term results are students who are better equipped for high school level writing and analysis in a world that is constantly evolving around them.
Henry Grumet (2019)Huntington Beach, CA
Grumet’s innovative teaching idea, “Robotics for All,” focuses on pioneering the first A-G approved robotics course for his district. In this course, students will build multiple versions of a robot, programming it to drive by itself and design 3-D printed objects. The goal is to solve a community issue of making an Earth Science replacement that was aimed at the same demographic and would allow Grumet to turn a low-level science class into an exciting, introductory robotics/programming course. With the Voya grant, students will learn about physics, engineering, 3-D design and programming, all while working on a physical robot that they can design, build, improve and test. Students will be focused on making a meaningful impact in a place they care about, and their work throughout the year will be guided by that goal. Grumet hopes to make his Earth Science class more engaging and hands-on for his low-income students.
Kathryn Levenson (2019)Piedmont, CA
Levenson's innovative teaching, "You've Got Skills/ Life Skills" focuses on helping to prepare students for their lives outside of an academic context. With the Voya Grant, Levenson plans to launch a lesson plan on her school's online learning platform pertaining to various aspects of one’s life beyond school. The program involves healthy coping mechanisms, personal finance, resume building and writing, interpersonal relationships, taxes and more. Levenson's goal is to prepare her students to care for themselves adequately in not only an academic sense but a domestic sense as well. By helping students balance their lives, Levenson is working against the toll of poor mental health and ill preparation to create a better society of well-rounded individuals.
Rebecca Fulop, Kati Maxkenzie, and Kasey Blackburn-Jiron (2019)Oakland, CA
The team’s innovative teaching idea, “Oh Baby!” focuses on giving students a clinical perspective on how physiology is applied at the patient level. Students will attend a simulation lab in groups of 25 once a week for six weeks. During this time, they will hone their skills in applying respiratory therapy techniques, complete blood draws, practice resuscitation methods, and use personal protective equipment and learn correct hygiene techniques. They will also participate in patient scenarios, in which they will conduct hospital visits with a pregnant patient, monitor her vital signs and treat her for various digestive, respiratory and urinary ailments. To add to their experience, actual health care providers from the hospital will supervise and support students during the scenarios. Toward the end of their rotation, students will collaborate with their health care team to deliver public written and oral medical reports to hand off care to the next medical team, the next cohort of students. The culminating event is Birth Day, when they will deliver the patient’s baby via C-section, natural delivery, and epidural.