King provides a program to support graduate study for Faculty.

Since the inception of the program in 2005-2006, King faculty members have pursued graduate degrees at a variety of universities and colleges including the following institutions:

• Bank Street College
• Boston University
• Columbia University
• Fairfield University
• Manhattanville College
• Michigan State University
• Middlebury College, Bread Loaf School of English
• New York University
• Penn State University
• Sacred Heart University
• University of Pennsylvania
• Wesleyan University
• Western Connecticut State University

The Graduate Study Funding program is designed to fund full-time permanent faculty, full-time administrative faculty, or members of the leadership team, for courses taken towards a master’s or doctorate degree, second master’s degree, or Certificate of Advanced Study where applicable. Priority will be given to applicants who are applying to take courses towards their first master’s degree. Applicants must obtain their supervisor's approval prior to applying for this program. Approval from the Graduate Study Funding Committee is required.

The full funding of the program is dependent upon budgetary constraints, which will be reviewed on an annual basis, and the number of individuals participating in the program. To the extent that the total cost of the program for any one year significantly exceeds the amount that is budgeted, the funding per participant may be proportionately scaled back.
 

The courses taken should enable the employee to improve or maintain performance in their current division or department.

Courses must be taken at an accredited college or university. This program is separate from King’s Professional Growth and Development program.

What will the Graduate Study Funding Program pay for?

If you are approved to participate in the Graduate Study Funding Program, the following costs will be covered:

• Course tuition
• Registration fees
• Laboratory/Studio fees
• Library use for approved courses
• Additional costs – Required textbooks and course-related software for each course up to $200. The cost of transportation, meals, and other non-course-related materials is not covered.

Program Stipulations

The applicant can apply to receive funding for up to nine credits per calendar year (not to exceed $5,250 per calendar and academic year). The employee must be employed for one full contract year before becoming eligible for the program. Application for the program can be made prior to one year of employment, but the coursework cannot begin until after one year of employment.

To qualify for this benefit, the employee must be employed by King for one year following the completion of the course(s). If the employee chooses to resign in less than one year after completion of the course(s) they will be responsible for the cost of the course(s) taken in the prior twelve months. The employee must be registered in a program leading to a master’s or doctorate degree, or certificate program in an accredited college or university.

How do I participate in the Graduate School Funding Program?

To participate in the Graduate School Funding Program one must be an eligible employee, have their supervisor’s approval, must complete the application, and provide the necessary paperwork. The funding committee must approve the application. A detailed course description, as well as a description of the program from the institution, must accompany the application.

The application for funding must be submitted by March 24. In the application, the employee will set forth the courses that will be taken for the upcoming semester(s), including summer courses that begin in June, and the anticipated costs to be incurred. The Graduate School Funding committee will notify the employee of acceptance by mid-April. Tuition and other fees will be paid directly by King to the educational institution. The employee will submit a request for reimbursement with receipts for the additional covered costs.

The courses must be taken outside of the employee’s normal working hours. The participant must submit a transcript or notification of grade to King after completion of the course(s).

To continue eligibility under the program the participant must complete the course with a grade of “B” or better. If such grade is not achieved the participant will refund the covered costs to King within 30 days of receipt of grade notification. Once the degree is conferred, the participant must provide a copy of the diploma or transcript in order to be eligible for an increase in base salary of $3,000 for completion of a first master’s degree, and $4,000 for completion of a doctorate degree.

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.

King faculty summer sabbatical provides funding to support teachers who wish to explore subjects and ideas and develop their knowledge and expertise in a manner that will positively impact the work that they do with students here at King. 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 of $3,500, 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 (PG&D) 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.

In order to apply for a King Faculty Summer Sabbatical, you must have completed three consecutive years of employment at King. Preference will be given to teachers with extensive experience in schools – here and elsewhere. A teacher who is awarded a summer sabbatical must wait at least four years before applying for a second time. Applicants must be full-time King educators – in good standing. A sabbatical recipient must be contracted for employment at King for the upcoming school year. A committee, consisting of the Head of School, the Director of DEIB, and members of the Professional Growth and Development Committee, will review applications. A maximum of three sabbaticals will be awarded annually.

Recipients will not be required to submit receipts detailing the spending of this grant money.

Recipients will be granted the stipend, and will then be in a position to plan their experience and spend in a manner consistent with the details of their proposal. This will be considered taxable income rather than reimbursable expenses.

A teacher who is awarded a King Summer Sabbatical will be asked to give a 10-15 minute presentation to the entire faculty and staff. In addition to this presentation, recipients will be asked to write a clear, two or three-page written summary of the experience. This will be submitted to the Head of School, before the end of September. If a sabbatical recipient does not complete the activities detailed in the application, the award will be returned to the school.

There is a fourth summer sabbatical awarded annually: The Patricia McDermott Summer Grant for King Faculty. This $4,500 grant is the largest Sabbatical grant and represents the highest honor we bestow on a teacher. This grant is presented each year to the faculty who propose doing significant academic-related work that will enhance their professional development and their contribution to the classroom. The strongest application will be awarded this sabbatical and will be presented at Commencement. Upon conclusion of the sabbatical, the recipient will give a presentation to the entire faculty and staff, as well as meet with and present to the McDermott family.

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.

Faculty and Staff members are committed to growth and development on a regular basis.

Our teachers meet weekly to discuss best practices as aligned with our commitment to a student-centered approach that challenges our students to be their best.
 

In addition, King commits two full days and several half days to ongoing Professional Growth and Development throughout the year.

Some of these in-house workshops are facilitated by our current faculty and staff members. For example, we host "King Talks" where faculty and staff can share their experiences from recent professional development conferences or programs, professional research projects, and common best practices from their area of expertise. Our Technology department shares updates and best practices throughout the year.

In some cases, we invite expert speakers to campus. Recent past speakers have included:

• Patricia Vitale Reilly, Consultant, Teacher and Author, hosted a Humanities Retreat on literacy instruction.
• Kyati Joshi, Co-Founder of the Institute for Teaching Diversity and Social Justice presented about DEIB best practices.
• Tamar Gendler, Dean of the Faculty of Arts and Sciences and Professor of Philosophy, Psychology, and Cognitive Science at Yale University presented on the the evolving world of Artificial Intelligence (AI) and its multifaceted implications on student learning and future career landscapes.
• Zack Etter, CEO of the Holistic Athlete presented about mental performance, mental skills, and mental health of our athletes.

Additional training and programs have included:

• Developmental Designs hosted an Advisory training.
• Narrative 4, facilitated a story exchange workshop for all faculty and staff.
• Suzanne Battinelli, Founder of The U, spoke about nutrition, health, and wellness.
• Eric McEvenny, US Paralympic Athlete and Retired Marine Corps Officer, spoke about embracing challenges and building pride.

Each year King sends individuals and groups to dozens of conferences.

Below is a listing of some of the workshops and conferences individuals have attended in recent years:

• National Council of Teachers of English – National Convention
• National Social Studies Convention
• National Council for the Teaching of Mathematics
• National Conference for Teachers of Science
• CAIS Beginning Teachers Institute
• Silvermine Art Courses
• Orff Certification Program
• Massachusetts College of Art Seminar
• The Harvard "Brain" Conference
• Harvard Mental Health Series Conference
• AP Training Courses
• American Library Association Conference
• Fairchester Fellows Program
• Connecticut Writing Workshop
• Foreign Language COLT Conference
• Chicago Institute on Student Behavior
• Teachers Against Prejudice Workshop
• The "Value of Play" Workshop
• Association of College Counselors in Independent Schools

Below are some examples of workshops and conferences where King has sent groups of teachers:

• Northeast Conference on the Teaching of Modern Languages
• National Association of Biology Teachers
• Rubicon Atlas Curriculum Mapping Training
• NAIS People of Color Conference (POCC)
• CAIS: Pieces of the Puzzle Conference
• Learning and the Brain Conference
• National Association of College Admission Counselors Convention
• New England Association of College Admission Counselors