King established Summer Sabbatical grants for faculty in 2006. These grants were established to provide funding to support teachers who wish to explore topics and ideas and to develop their knowledge and expertise in a manner that will positively impact the work that they do with students at King.
Each year, King awards four one-time Summer Sabbatical grants in late May or early June, to be used for work that summer. Summer sabbaticals are intended to ease the financial commitment that is generally associated with this sort of summer enterprise. Each summer sabbatical consists of a one-time grant awarded in late May or early June, to be used for work that summer. Sabbatical proposals are not meant to include requests for graduate study courses or clearly defined Professional Growth and Development (PGD) workshops and conferences. The school has separate funding for programs of this sort. Summer sabbaticals can consist of a wide variety of activities, including but not limited to travel associated with the faculty members desired area of growth, in-depth research that requires devoted attention and time away from one’s day to day affairs, or an opportunity to reflect upon their practice in a longer-term disciplined way.
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Past Examples of Sabbatical Experiences
Shevon continued her 2015 Venice research on the MOSE Project in 2023, focusing on the impact of recent droughts on the city. Interviewing residents and officials, she explored measures like elevated walkways and waterproofing to address rising water levels. She applied these insights to create lesson plans for her lower school classes, using Venice's challenges to teach about global issues like climate change and geological engineering.
During his summer sabbatical, Daniel researched digital wellness trends and proposed a book titled "Calling All Meta-Activists." Emphasizing that responsible tech use is key to digital citizenship, he aims to empower youth through his work at King and the book, encouraging them to advocate for systemic change in technology and politics.
Rachel's research in Berlin delved into the city's history, exploring how memories of 20th-century catastrophic events are transmitted through generations. Immersing herself in historical sites, museums, and memorials, she focused on Berlin's role in the Holocaust and post-World War II reconstruction. Inspired, she designed two Grade 10 World History projects, one examining the 1936 Olympics and the other exploring the responsibility of ordinary Germans for the Holocaust. Students delve into the complexities of historical events and motives.
Tom conducted an archaeological study and excavation of the 1845 Huffman Farmstead in Phelps, NY, a rare cobblestone structure. He aimed to unveil its history by cross-referencing findings with records and genealogy. Sharing results with the local historical society, Tom applied research skills from this project to enhance his archaeology curriculum. The study provided valuable insights into the region's past, contributing to historical preservation and education in Phelps, and emphasizing the practical application of archaeological methods in academic settings.
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