Fri, Apr 19|
A Guide for Reflective Teaching Practice: The 7 Intentions of Belonging
A field-based travel course in Sindhupalchok, Nepal building collaborative learning partnerships with Nepali Teachers
Time & Location
Apr 19, 2024, 7:00 PM – Apr 28, 2024, 7:00 PM
About the Course
Bring the world, and a new perspective, to your practice as an educator. Join Go Global VT as we travel to the Sindhupalchok region of Nepal and collaborate with local educators, to examine our cultural assumptions about who, how and what should be taught in schools. The Seven Intentions of Belonging encourages the practice of inquiry as a vehicle for both individual and cultural transformation.
This April we travel to the ancient and bustling city of Kathmandu, Nepal and onward into the Himalayan foothills to the north where we’ll immerse ourselves in the diverse cultures of the local Tamang, Hyolmo, and Sherpa people. We’ll spend our time working with a group of local educators to develop personal global partnerships to bring back to our individual classrooms. Our work will be informed by visits to rural community schools, meetings with community members, policy makers and education thought leaders. Upon our return to Kathmandu, we’ll visit an urban school, contrasting our rural community observations, and finally visit a school serving children with specialized needs. While in Kathmandu, the group will have ample time to explore area sites reflective of Nepal’s historic, religious and political traditions. We’ll stay near the massive Boudhanath Temple, walk the streets of Durbar Square and retreat to the oasis-like Garden of Dreams in the Thamel district to relax and reflect on what we’ve learned and its application to our own students. The course syallabus can be accessed here.
Course Cost: $4300 + $145/credit
AXA platinum level travel insurance
Visa, permits and fees
Shared accommodations with optional upgrade to individual rooms
Licensed guide as needed
Contribution to local partner Education Organization, Helambu Education Livelihood Partnership
What’s Not Included:
Gratuity for guides/porters/drivers (highly encouraged)
Any other item not described above
February 16, 2024 5:00 - 8:00 pm Montpelier, VT.
March 15, 2024 5-8:00 pm Montpelier, VT.
April 4 3:30 - 6:30 virtual
April 11 3:30 - 6:30 virtual
May 10, 2024 5 - 8:00 pm, Montpelier, VT.
April 19: Boston to Kathmandu Via Doha, Qatar
Depart at Approximately 9:00pm from Boston Logan Airport
April 20: Air Travel Day
As we fly east, lose 12 hours
April 21: Kathmandu to Melamchi
Arrive in Kathmandu around 9:00am local time and once clear of the airport, jump right into it, traveling by Jeep through the city of Kathmandu and north out of the valley to the town of Melamchi. We’ll eat lunch along the way, check into a guesthouse, and rest for a few hours before regrouping for our in-country orientation and introduction with our Nepali colleagues.
April 22: Melamchi
Wake up and walk along the Melamchi river before breakfast. We’ll spend our morning visiting local cultural sites with our Nepali colleagues and our afternoon sharing about our classrooms and teaching practices.
April 23: Panchpokhari Municipality
Traveling by 4x4 vehicle, we’ll head further into the mountains to visit a rural community school. Here we’ll have a chance to engage with community members, students, and teachers, witness community life, and see how the art of education is implemented in rural Nepal.
April 24: Melamchi
Having spent a few days getting to know each other and developing a shared vocabulary for education, work in teams to develop unique partnerships, programs and shared lessons.
April 25: Bhaktapur & Kathmandu
After breakfast in Melamchi, we’ll say goodbye to our Nepali teacher colleagues and travel by jeep into the Kathmandu Valley, touring the ancient city of Bhaktapur, a UNESCO World Heritage Site, on the way to our hotel in Boudha, Kathmandu. We’ll welcome local educators and policy makers for dinner, and after, engage in a discussion exploring the future of global education, contrasting the experience of Nepal & Vermont.
April 26: Kathmandu
The Kathmandu Valley has been continuously inhabited for over 2000 years. While impossible to see it all, we can try! We’ll spend the day visiting historical and cultural sites around the city, and time at an Urban school serving students with disabilities.
April 27: Kathmandu
On our last day in Kathmandu, we’ll wake up early and walk at Boudhanath before the sun comes up. Visit a Buddhist temple and meander narrow streets of incense merchants. Return to the hotel for breakfast before exploring the vibrant Thamel District. Gather at the Garden of Dreams to reflect on our past week. After dinner, return to the hotel to pack and prepare for the return trip.
April 28: Kathmandu to Boston
Depart Kathmandu at 2:00am and arrive in Boston at 2:00pm.
About the instructors:
In her 11th year as a school administrator, Ms. Denise Russel currently serves as the principal of Northfield Elementary School in Northfield, Vermon and previously the principal of Brighton Elementary School in Island Pond, Vermont. Ms. Russell obtained her BA at Indiana University in Bloomington, Indiana during which time she conducted further studies at New York University and Antioch College (Bodh Gaya, India). Ms. Russell obtained her initial teaching certification from San Francisco State University in the Clinical Schools Project with an emphasis on cultural and linguistic diversity. In 2013 Ms. Russell was awarded a masters degree in Educational Leadership and Public Policy from the University of Vermont where she received the George W. Henderson Aspiring Principal’s Award. Ms. Russell has ten years of experience working with teachers to implement the principles of Universal Design for Learning (UDL), and extensive experience developing systems of support to meet the social-emotional needs of students. Ms. Russell supports her staff in experiential and blended learning opportunities across content areas to improve engagement and relevance in an inclusive environment. Ms. Russell believes that students learn best in a thoughtfully designed student-driven learning environment and that instructional fit matters. Through her work as a participant in the Snelling Center for Government, Vermont School Leadership Project class of 2022, Ms. Russell’s leadership goals centered on Social-emotional and Physical Wellness, Inclusion and UDL. The aspect of school leadership that Ms. Russell is currently most passionate about is belonging. Ms. Russell believes that being valued, accepted, included, and encouraged aids in cognition across all categories of learners and that inclusive practices strengthen the experience of belonging for all students in all school environments. Sponsored by Go Global VT, Ms. Russell was fortunate to travel to Nepal and Bhutan in 2019 to visit schools and work with educators to learn about both the Nepalese and Bhutanese education systems, providing some professional development to aspiring Nepalese teachers. Ms. Russell hopes to continue this partnership and learning opportunities with the Nepalese educators through further collaboration with Go Global. firstname.lastname@example.org
Kim Chouinard received her undergraduate degree and certification as a special educator from Trinity College and her masters degree from UVM, also in special education. Ms. Chouinard is embarking on her 30th year as a special educator at Northfield Elementary School in Northfield Vermont, her 16th year as an intensive needs special educator. Ms. Chouinard received the Vermont Council of Special Education Administrators Golden Apple Award in the year 2009 and was the Vermont Teacher of the Year, 2015. Ms. Chouinard’s passion is creating spaces and strengths-based educational opportunities for children with complex needs. Ms. Chouinard is inspired by her day to day work with students, families and colleagues. Ms. Chouinard has extensive knowledge and experience working with educators to actualize the three principles of UDL in all classrooms throughout the school. Ms. Chouinard aspires to inspire a shift in school culture to eliminate the deficit model of special education by teaching Belonging to all students. Ms. Chouinard champions for every student having a place and purpose in our classrooms. email@example.com