Our Selection Process
The Selection Process – January of that year
Nominees are assumed to be “well-liked”, “kind”, “hard-working”, and may be “involved” in many organizations or have received many awards from civic organizations. They may also be recognized as being very “good at their job” or have worked in an “educational setting”. However, as laudable as these qualities are, they alone are not reasons an individual should be nominated for Branford’s Education Hall of Fame. Specific examples of the inductee’s contributions are required. It is not enough to say they are “hands on” educators or “personalize their teaching for each student”. Examples of specific lessons showing creativity and innovation should be included. In general, how they disseminated their information. Nomination to Branford’s Education Hall of Fame is intended to honor individuals who are extraordinary, exceptional educators.
If your nomination does not fit our criteria, it will be returned to you with an explanation of how it should change and specifically what should be included.
We have provided sections of nomination letters we feel fit our criteria below. Please read them.
Jean was a primary organizer of Branford High School activities celebrating National Foreign Language Week. She also used a modified version of the game show Concentration to engage her students in grammar and vocabulary review. Jean designed a unique lesson for teaching students how to form commands in Spanish, the products of this lesson were a solid understanding of the grammatical structure and an edible Hispanic treat! Jean had the idea of students using commands to order another student to follow a recipe for a tasty Hispanic treat. Mastery of the command forms of Spanish verbs resulted in successful preparation of the recipe. She initiated many new projects to make language learning become alive. She initiated the project of writing letters to hotels in Latin America in which students could have a possible stay. I remember the excitement of Jean and the students when the hotels answered the letters and sent pamphlets describing the hotel and region. The language learned in the classroom was used in a real-life situation. Jean created games, projects, felt boards etc. to motivate the students.
He lectured on many occasions at these organizations (listed) and contributed articles for their journals. His numerous writings have appeared in several horticultural periodicals.
For more than 40 years, Mr. Proctor led wildlife tours throughout the world, visiting 90 countries, and making 23 safaris to East Africa. He received great joy in teaching and showing his guests the remarkable wildlife in our world. He wrote about all of these experiences hoping to inspire and teach the next generation.
Nominees are assumed to be “well-liked”, “kind”, “hard-working”, and may be “involved” in many organizations or have received many awards from civic organizations. They may also be recognized as being very “good at their job” or have worked in an “educational setting”. However, as laudable as these qualities are, they alone are not reasons an individual should be nominated for Branford’s Education Hall of Fame. Specific examples of the inductee’s contributions are required. It is not enough to say they are “hands on” educators or “personalize their teaching for each student”. Examples of specific lessons showing creativity and innovation should be included. In general, how they disseminated their information. Nomination to Branford’s Education Hall of Fame is intended to honor individuals who are extraordinary, exceptional educators.
If your nomination does not fit our criteria, it will be returned to you with an explanation of how it should change and specifically what should be included.
We have provided sections of nomination letters we feel fit our criteria below. Please read them.
Jean was a primary organizer of Branford High School activities celebrating National Foreign Language Week. She also used a modified version of the game show Concentration to engage her students in grammar and vocabulary review. Jean designed a unique lesson for teaching students how to form commands in Spanish, the products of this lesson were a solid understanding of the grammatical structure and an edible Hispanic treat! Jean had the idea of students using commands to order another student to follow a recipe for a tasty Hispanic treat. Mastery of the command forms of Spanish verbs resulted in successful preparation of the recipe. She initiated many new projects to make language learning become alive. She initiated the project of writing letters to hotels in Latin America in which students could have a possible stay. I remember the excitement of Jean and the students when the hotels answered the letters and sent pamphlets describing the hotel and region. The language learned in the classroom was used in a real-life situation. Jean created games, projects, felt boards etc. to motivate the students.
He lectured on many occasions at these organizations (listed) and contributed articles for their journals. His numerous writings have appeared in several horticultural periodicals.
For more than 40 years, Mr. Proctor led wildlife tours throughout the world, visiting 90 countries, and making 23 safaris to East Africa. He received great joy in teaching and showing his guests the remarkable wildlife in our world. He wrote about all of these experiences hoping to inspire and teach the next generation.