Career Awards for STEM Teachers is sponsored by Burroughs Wellcome Fund. This award recognizes outstanding STEM teachers in North Carolina public primary and secondary schools. It provides funding and opportunities for professional development and collaboration, aiming to empower teachers as leaders in their field.

Career Awards for STEM Teachers - Burroughs Wellcome Fund Career Awards for STEM Teachers Share this Grant Apply Now The Burroughs Wellcome Fund’s Career Award for STEM Teachers recognizes outstanding STEM teachers in North Carolina public primary and secondary schools. The award provides $175,000 over five years.

It is available to North Carolina teachers with an outstanding performance record in educating children and demonstrating a solid knowledge of STEM content. This award presents opportunities for professional development and collaboration with other master STEM teachers who will help ensure their success as teachers and their satisfaction with the teaching field.

The award allows schools and school districts to develop and fully empower teachers as leaders in the field. Teachers working in hard-to-staff, economically deprived classrooms in North Carolina will receive special consideration. Efforts to integrate environmental science and climate change into STEM-related curricula will also receive special consideration.

The Fund and the State Board of Education recognize that improving STEM education in North Carolina will require systemic revision of K-12 instruction. Teachers who are content-area experts with pedagogical skills are critical to ensuring students’ success in understanding STEM subjects. These teachers can make a difference by serving as change agents for their students and other educators across the state.

Progress and Financial Reporting Progress and financial reports are required for all BWF grants and are due on the date specified in the award letter or contract. The Advisory Committee and staff depend heavily upon progress and financial reports to evaluate progress. Late reports inconvenience advisory committee reviewers and impede BWF's evaluation of its programs.

Failure to submit progress or financial reports in a timely fashion will result in the termination of funding. BWF provides the following progress report guidelines to assist in preparing and submitting Progress Reports acceptably. Awardees must provide BWF with an annual progress report detailing performance records in educating children.

School districts must provide an annual financial report. According to the instructions below, both reports must be submitted by the due date, August 15. Failure to submit any portion of the report by the due date will interrupt or cancel your funds.

All forms and instructions referenced on this page are accessible below. No-cost extensions allow awardees to carry over unused funds beyond the original end date of the award. Progress and financial reports are required during the no-cost extension.

The same standards required for the award of progress and financial reports also apply to the no-cost extension period. BWF will request the return of all no-cost extension funds if the report requirements, deliverables, and deadlines are not met.

Progress Reporting for Awardees Sections of the Progress Report The Cover Sheet for your Progress Report (see below) may be completed online and should contain the following information: Progress report period and due date BWF Request ID number for your grant The year of the award for which you are reporting (year 1, 2, 3, 4, or 5), or no-cost extension The written text of the Progress Report should be submitted in ProposalCentral.

You should integrate evaluation data and lessons learned in the following categories and other areas of interest into the report. Student Achievement . Include an overview of the advances made by your students during the academic year.

Pedagogical Skills . Describe the continued development of content knowledge and new skills you have learned over the past year to demonstrate value to you as a professional and to your students’ achievement. Demonstrate exemplary and innovative teaching skills that used engaging hands-on activities with new approaches to questioning and problem-solving.

Classroom Advancements . Describe how you developed a learner-centered, knowledge-centered, assessment-centered, and community-centered classroom environment for your students. Curricula.

Describe progress made toward using high-quality curricula in your classroom or school. Explain how this aligns with your plan's original aims and describe any changes from that plan. Leadership.

Describe the significance of the award on your development as a teacher leader. Training Plan. Describe your plans to advance learning and growth for the forthcoming year.

II. Principal Letter of Evaluation and Logic Models It is the teaching professional's responsibility to have the school's principal write a letter summarizing your teaching and career growth during the award period. This letter should describe how the principal and superintendent contributed to your growth and development as an instructional leader at your school and in your district.

This should include any career development plans instituted on behalf of the teaching professional, collaborations created to improve the environment for teaching, and networking opportunities created to advance teaching and learning at the school or school district. This letter is due by the same date as the Progress Report. Convert the letter to a PDF and submit it with your report.

Logic models. Include logic models you developed for the past year. The Principal Letter and the Logic Model can be attached in ProposalCentral.

The Financial Report must be completed by the school district’s financial officer using the CAST financial report form in ProposalCentral. It should contain the financial officer's signature. The CAST Project Financial Report is a fillable online form designed to capture a detailed picture of project expenditures.

Financial Reports usually cover award costs between September 1st and August 31st. For unexpended funds, please fill out the Carry Forward Column. Please submit the Project Financial Report on ProposalCentral by August 15th.

Questions may be directed to cast. progress@bwfund. org .

Using the deliverable in ProposalCentral, provide a budget for the upcoming year of the Career Award for STEM Teachers grant. Is the BWF application deadline firm? Can I submit a paper application?

No. BWF requires that all applications for this program be submitted electronically. Paper applications will not be accepted. If you are having trouble using the electronic process, contact Proposal Central at 1-800-875-2562 (8:30am to 5:00 pm ET M-F, except holidays) or pcsupport@altum.

com for assistance. Do North Carolina public charter school teachers qualify to apply for these awards? Teachers from charter and magnet schools in North Carolina are considered public school teachers and are eligible to apply for the Career Awards for STEM Teachers.

What type of licensure is required to apply for the Career Award? Teachers with the following license may apply: Biology, Chemistry, Earth Science, Physics, a Comprehensive Science License (secondary), or middle grades science. Mathematics teachers can hold a license in either secondary or middle grades mathematics.

Elementary teachers should hold an elementary (K-6) license and must spend at least 30 percent of their time teaching science or mathematics. If a teacher is effectively integrating STEM in the classroom and would like to apply for the award highlighting both areas, licensure will be required, as previously noted. Teaching professionals certified in Career and Technical Education are eligible.

Can a teacher currently not teaching in the classroom apply and return to the classroom if the award is received? The Career Award for STEM Teachers is available only to teachers who are currently in the classroom at the time of application. Can teachers from the North Carolina School of Science and Mathematics apply?

NCSSM is a public residential high school and is supported primarily by state funds. Teachers from this school can apply for Career Awards for STEM Teachers. However, some elements of the award may not be eligible.

Do you need to have five complete years of teaching experience at the time of application? Applicants for the Career Award for STEM Teachers are required to have completed five years of teaching prior to the application deadline. Therefore, teachers beginning their fifth year of teaching in the current school year are not eligible.

Applicants must be active classroom teachers. Do the five years of teaching experience need to be in North Carolina? No, applicants for the award are only required to have completed three years of teaching in a NC public school prior to the application date.

Do I need to submit a Letter of Intent before beginning an application? No. BWF does not require a letter of intent for this program before beginning an application. Accessing the Application How should the applications be formatted?

All documents should be in 12-point font and have one-inch margins. All required documents must be submitted and uploaded to BWF's Grant Application System as Adobe Portable Document Format (PDF) files.

Standard word processing software (e.g., MS WORD, WordPerfect) can be used to prepare the attachments; however, all documents must be converted from standard Word processing format to Adobe Portable Document Format (PDF) files prior to being uploaded. Do I need to outline all professional development activities over the entire five-year period?

Applicants do not need a detailed professional development plan for all five years - as it may change depending on what is learned through opportunities in year one and year two. The committee anticipates all applications will have a clear plan for year one and tentative plans for years two through five. Who should write the training plan?

Ideally, the training plan should be developed by the teacher with support and input from the principal and/or superintendent. Both the principal and superintendent should clearly endorse the plan in their letters of nomination and describe how they support the teacher in his/her efforts. Is the sample lesson plan and sample of student work limited to five pages?

Do I need to complete the application in one session? No, you may start the application and return at a later time to complete the application. When beginning a new application, you are required to establish a log-in and password.

At any time during the application process, you may click the "save " button, exit the application, and return at a later time. Please note that all applications must be submitted by the posted application deadline. Can I receive a copy of my online application form?

You may print a copy of your application as you are completing the online application form by clicking the "Print Application" button under the “Sign and Print” tab. How do I return to an incomplete application that I saved, but have not yet submitted? At the time of application, you were required to create a login and password.

The same information can be used to access the saved application. I completed my application. How do I submit?

Once the application has been completed and all attachments have been uploaded, you will need to click the "Validate" button under the “Validate” tab. Review your application. If the application is not missing the required items, a submit button should be available at the bottom of the page.

If a submit button is unavailable, the application is missing (one or more) required fields or attachments. Scroll to the top of the page; any missing items should be highlighted in red. You will receive an email confirmation once you have completed all required items and hit the submit button.

If you do not, please get in touch with Proposal Central at 1-800-875-2562 (8:30am to 5:00 pm ET M-F, except holidays) or pcsupport@altum. com . Can I change my application once it is submitted?

No. Once your application is submitted, it cannot be changed. If you need to make changes to a submitted application (before the application deadline date), please contact the Program Associate or Program Coordinator. I forgot my User ID and/or Password.

What should I do? For a forgotten Password or User ID, visit the Proposal Central log-in page and click the forgotten password link. If you have questions or difficulty with the conversion process, Proposal Central at 1-800-875-2562 (8:30am to 5:00 pm ET M-F, except holidays) or pcsupport@altum.

com . Youth Enrichment of Wilson, Wilson, NC Jonas Albano Almerino is an accomplished science educator with over two decades of experience teaching biology and chemistry across diverse educational landscapes in the Philippines, Indonesia, and the United States.

His career is marked by a dedication to fostering innovative, student-centered learning environments and a commitment to advancing science education through modern pedagogical strategies. Born and raised in the Philippines, Jonas began his teaching career in 2003, where he quickly developed a reputation for his engaging teaching style and deep content knowledge.

Over the next eleven years, he taught various science courses in high schools and international schools, including Biology and Chemistry. During this time, he became well-versed in different educational standards and curricula, notably the Cambridge International General Certificate of Secondary Education (IGCSE), Advanced Subsidiary (AS) and Advanced (A) Levels, and the International Baccalaureate Diploma Programme (IBDP).

In 2014, Jonas expanded his teaching career to Indonesia, where he continued to excel in delivering high-quality science education. His international experience further enriched his understanding of diverse learning environments and assessment systems. His role as an IBDP examiner allowed him to contribute to maintaining rigorous assessment standards on a global scale.

This international exposure honed his differentiated instruction and assessment skills, providing him with a comprehensive perspective on global education practices. Since 2017, Jonas has been teaching in North Carolina, United States, where he has continued his journey as a high school science teacher, focusing on the North Carolina High School Science Standards.

He has been instrumental in aligning his teaching practices with state standards and implementing innovative teaching models. Notably, Jonas piloted and fully launched the Modern Classroom model in Biology. This blended learning approach incorporates self-paced structures, mastery-based grading, and digital resources to enhance student engagement and achievement.

His commitment to educational innovation further demonstrates his integration of CERCA (Claim, Evidence, Reasoning, Counterargument, and Audience) in his Chemistry classes, promoting critical thinking and effective communication among his students. Jonas is not just an educator but also a leader in educational initiatives. He developed the "SUP NC?!

A Science Program Initiative for Chemistry Classes," which engages students with real-world scientific issues such as Human Health, Environment, Agriculture, Biomanufacturing, Water Quality, and Soil Quality. This program encourages students to collaborate with experts and present their findings to the school community, bridging the gap between classroom learning and real-world application.

In addition to his classroom achievements, Jonas is a candidate for National Board Certification, reflecting his commitment to ongoing professional development and excellence in teaching. As a member of the American Chemical Society (ACS) and the American Teachers Association, he remains actively involved in the professional community, continually seeking opportunities to learn and contribute to science education.

His role as a participant in the Nourish the Future Teacher Leader Class IV further emphasizes his dedication to experiential and inquiry-based learning. Jonas's approach to teaching is characterized by his belief in the power of inquiry-based learning and the importance of fostering a growth mindset among his students.

He utilizes Process Oriented Guided Inquiry Learning (POGIL) methods and digital platforms like Savvas Realize to cater to different learning styles, ensuring all students have access to quality science education. His dedication to student success is evident in his meticulous preparation for the End-of-Course (EOC) Biology exams, where his students consistently perform at high levels.

Jonas Albano Almerino's professional journey is a testament to his passion for science education and unwavering commitment to student success. His rich experience, innovative approach, and leadership in the field continue to inspire both his students and fellow educators. Salem Elementary School, Morganton, NC Jamie Dale has spent the past 18 years dedicated to education.

She earned her undergraduate and master’s degrees in Elementary Education from Appalachian State University, where she also discovered a deep passion for teaching and mentorship. This passion led her to join the university as an Adjunct Professor in the Department of Curriculum and Instruction, where she has taught various courses for the past 14 years.

Jamie holds an AIG (Academically & Intellectually Gifted) Licensure Add-On from UNC Pembroke and is a National Board Certified Teacher and a Certified Teacher in North Carolina. Throughout her career, Jamie has received numerous accolades, including WA Young Beginning Teacher of the Year (2007), Parkway Elementary School Teacher of the Year (2014), and Watauga County Math Teacher of the Year (2015).

She frequently leads professional development workshops across Watauga and Burke Counties and at Appalachian State University. Jamie played a key role in organizing and facilitating the university’s first EdCamp, which brought together educators from across the state to share innovative classroom technology strategies.

Her professional development topics have included grant funding for teachers, classroom technology (including iPads and the SAMR model), SEL strategies, and first-grade best practices. Jamie has mentored numerous student teachers and interns and served as a Teacher Mentor Trainer in 2017–2018, equipping other educators to serve effectively as mentors.

Her leadership roles include PBIS ambassador, School Improvement Team (SIT) member, grade chair, and member of county-level curriculum and ESL committees. She also participated in a year-long Digital Learning PLC involving educators across Western North Carolina. Jamie has advocated for the integration of technology and innovation in education to elected officials, including NC Representative Craig Horn.

She helped implement the Science Pals Program in Watauga County and organized Duke Energy Science Days and Nights at Parkway and Drexel Elementary Schools, which have since become annual traditions. Jamie is an educator at Salem Elementary School in Burke County, where she remains committed to advocating for public education and ensuring all students receive high-quality, forward-thinking instruction.

She believes every student deserves the best and strives to stay at the forefront of educational practices to make that belief a reality. Rocky River Elementary School, Concord, NC Adam Haas has been an educator for eighteen years at Rocky River Elementary School in Union County. While there, he taught both fourth and fifth grade.

He is currently the K-5 STEM teacher, focusing on teaching all students how to become resilient and adaptive problem solvers. He has built and maintained an exemplary science program at Rocky River and regularly works with teachers throughout the building and district to build unmatched science experiences for all students.

He works hard to provide students at Rocky River with extraordinary, hands-on experiences that promote problem-solving, innovation, critical thinking, and clear communication. Students use many materials to solve real-world problems that strengthen and fine-tune these skills.

Mr. Haas has used his grant writing skills to secure materials and get them into all his students' hands to provide them with the authentic STEM experiences every child deserves. His love of teaching science goes beyond the classroom. He leads and supports multiple science and STEM clubs for all grade levels throughout the year.

He runs the school’s Science Olympiad and Sea Perch robotics team. He also organizes and runs the school’s student-led STEM Community Night, where students from all grade levels show their love and knowledge of STEM to the school and the community. He is a National Board Certified teacher, a two-time Presidential Award of Excellence state finalist, and a North Carolina Science Teacher Association Fellow.

He earned a bachelor of science in elementary education from the State University of New York at Cortland and a master of arts degree from Wingate University. Mr. Haas grew up in East Aurora, New York, and has made his home in Indian Land, SC, where he now resides with his family. He is the husband of Karen, a 3rd grade math teacher at Rocky River Elementary School.

He is also the proud father of Beckett, who is beginning his school career in Kindergarten, and Paisley, his nine-month-old daughter. Megan Lovins is an experienced educator passionate about integrating STEM education into elementary classrooms. She holds a Master’s in Elementary Education from Appalachian State University, National Board Certification, and a K-12 Technology Education license.

With 24 years of teaching experience, Megan has dedicated much of her career to creating engaging learning environments, particularly for students who struggle with traditional, lecture-based teaching methods. For the past two years, Megan has served as the K-5 STEM Specialist at Hudson Elementary School, where she designs and implements innovative STEM lessons.

Her journey in STEM education began in 2010 when she collaborated with North Carolina State University (NCSU), Appalachian State University (ASU), and the North Carolina Center for Engineering Technologies (NCCET) to train in new STEM teaching strategies. She also taught summer camps focused on engineering, which sparked her passion for making STEM accessible to all students.

Megan has expanded STEM opportunities within her community by partnering with local businesses and a community college to bring NCSU STEM camps closer to students. She currently directs a grant-funded summer STEM camp at the Patterson School Foundation, providing hands-on learning experiences for students in Caldwell County.

In addition to teaching, Megan has contributed to developing the county's digital literacy curriculum, collaborating with a team to integrate LEGO Spike Essentials with the county’s reading program. She is also an accomplished grant writer, securing funding for classroom and school resources through the local Education Foundation, Bright Ideas, and other community partners.

Megan’s dedication to STEM education has earned her recognition, including being named Teacher of the Year in 2014 and 2019. She has also coached after-school programs such as Science Olympiad and GEMS, encouraging students to explore science and technology outside the classroom. Looking forward, Megan aims to expand STEM education throughout her school district.

She plans to advocate for its integration in every elementary classroom and mentor fellow educators through professional development opportunities. With continued support, she hopes to build a system of STEM-trained teachers and provide classrooms with the resources they need to engage students in meaningful, hands-on learning experiences.

Wilkes Early College High School, Wilkesboro, NC Kelly Norton Pipes was raised in rural East Tennessee by working-class parents—her father, a mechanical craft specialist at the local aluminum plant, and her mother, a bookkeeper for a human services agency. The family grew produce, raised cattle, and built utility trailers to supplement their income—especially useful during strikes at the plant.

From an early age, Kelly balanced intellect and athleticism. She made the junior high basketball team and played through high school and into college, where she was valedictorian of her class. Scholarships in academics and athletics took her to Walters State Community College, where she led in Phi Theta Kappa and helped her team to a 54-10 record and an 8th-place national finish.

Though her passion for the game dimmed, she followed a basketball scholarship and her interest in medicine to UNC Wilmington. After a sports injury, she returned home to finish her degree at the University of Tennessee. When her father was diagnosed with Parkinson’s Disease, Kelly began to question a future in medicine.

Instead, she leaned into what brought her joy: helping others excel. Coaching volleyball and basketball eventually led her to a career in academic and student affairs and a doctoral degree in university administration. At a small university in North Carolina, she wore many hats, discovering a love for the outdoors and student travel.

When asked to lead the school’s first “Study America” program, she designed a 29-day hosteling and ferry-hopping expedition through Alaska’s Inside Passage, teaching kayaking, first aid, and backcountry fishing. She also launched an alternative break program that served over 15,000 people across the U.S. and rural Guatemala.

Today, Kelly and her 10-year-old son live in Wilkes County, where the foothills remind her of home near Maryville and Alcoa. She sees small-town life as fertile ground for a community that raises kids well—centered around schools and anchored by relationships. Whether as a teacher or a parent, her advice is simple: “Learn something new and create a solution.

” During the COVID-19 pandemic, Kelly earned her school administration license, thinking she’d pursue a leadership role. But her passion for science pulled her back to the classroom. Through the NC Biology Leadership Team, she began collaborating with teachers statewide.

She launched the Trailblazer Club with her students, using outdoor exploration to build teamwork, resilience, and confidence. Now, she’s connecting Biology classrooms with North Carolina’s state parks to create hands-on learning experiences that inspire young minds.

With a doctoral degree, stamps from 13 countries, a Class V raft guide certification, and countless park visits behind her, it’s hard to imagine Kelly as the shy third grader from the farm who never thought she’d leave East Tennessee. Yet that girl still drives her today—motivated to remove barriers she once faced: financial hardship, self-doubt, lack of direction.

Like a downed tree on the trail, she helps students find ways around, climb over, or push through—with grit, curiosity, and critical thinking—leaving a path for others to follow. Ben Davis is a science teacher at Robbinsville High School, where he has taught a variety of science courses for the past eleven years. Prior to his time at RHS, he taught seventh-grade science at Robbinsville Middle School for five years.

A 2000 graduate of Robbinsville High School, he returned home in 2007 after earning a bachelor of science degree in microbiology and a master's degree in microbial biotechnology from NC State University. He is a National Board Certified teacher in adolescent and young adult sciences and was chosen as the 2019 Teacher of the Year for Robbinsville High School.

For the past four years, Mr. Davis has led an afterschool program funded by a Burroughs Wellcome Fund Student STEM Enrichment (SSEP) grant. The program, called SciGirls, focuses on increasing STEM-related career and college awareness, skills, and experiences for girls in grades 6-8. This program allows a typically underserved student population to experience a variety of STEM activities and mentoring.

With the CAST Award, Mr. Davis plans to share equipment and professional development funds with all the science teachers in Graham County Schools, to ensure that the award will have a maximum impact on GCS students.

A portion of the award will be used to build an outdoor classroom on the campus of Robbinsville Elementary as well as add an environmental science enrichment class for fourth-grade students, based on the Project WILD curriculum. Mr. Davis lives in Robbinsville with his wife Amber, who is the counselor at Robbinsville Elementary and his two daughters, Charlotte and Cora.

Burke County Public Schools Andrea Gladden has taught hands-on science and STEM for over 20 years. She teaches Project Lead the Way and Career and technical education with grades 6-8 at East Burke Middle School. There she facilitates Design and Modeling, Energy and the Environment, and Automation and Robotics.

She also integrates CORE curriculum concepts through engineering, inquiry, project, and problem-based learning. Gladden serves as a coach for Girls in Engineering Math and Science (GEMS), and the TSA/Robotics Team. Mrs. Gladden has a Master's degree in Elementary Education K-6 from Appalachian State University with certifications in AIG K-12 and Technology Education.

She also has National Board Certification. Gladden attended Mickelson ExxonMobil Teachers Academy and was a case study teacher for the E4 Engineering Research Study with NC State University and the Museum of Science in Boston. She is a certified Engineering is Elementary Facilitator and received the NCSTA District 7 Outstanding Elementary Science Teacher Award in 2018.

Gladden is a Duke Energy Literacy Fellow and was chosen as the Burke County Public Schools District Teacher of the Year in 2020. She is also a North Carolina state finalist for the Presidential Awards in Mathematics and Science Teaching in Secondary Education for 2021. Gladden leads at the district, state, and national levels by facilitating STEM professional development workshops at conferences and through collaborative webinars.

She also organizes and hosts district middle school summer engineering camps. As a space enthusiast, Gladden’s proposal utilizes innovative and immersive technology allowing all students to experience ways engineers work together towards a common goal. Through virtual reality, 3-D printing, sustainable gardening, and robotics, students will work to distribute food sources to dwelling places on Mars.

In addition, Gladden will be working to help teachers integrate STEM with CORE instruction school-wide. Polk County Middle School Leslie Rhinehart graduated from UNCA with a BS in chemistry and later from UNCC with an MS in Analytical Chemistry.

As a lateral entry teacher, Leslie Rhinehart found her calling as a chemistry, physics, and engineering teacher for all levels; from college-level Organic Chemistry to middle school STEM classes. Her 18 years of teaching experience has seen many changes in education, but her beliefs in hands-on science education and the growth mindset have never wavered.

She has utilized her grant writing skills to acquire equipment to give her students as many experiences in the science classroom as possible. Mrs. Rhinehart is a Kenan Fellow, a Presidential Award of Excellence State Finalist, and is Nationally Board Certified.

Her quest to engage young minds in all aspects of hands-on science has led her to the current position of STEAM teacher at Polk County Middle School where she teaches an exploratory, project-based science class to all grades. Mrs. Rhinehart grew up in the mountains of western North Carolina and made her home in Polk County where she and her family currently live with her many rescued animals. She is the very proud mother of Sesalie D.

Rhinehart , Doctorate of Pharmacology and Samuel Rhinehart, physics and engineering teacher. Mrs. Rhinehart’s plans to use this award to enable her students to have a myriad of experiences in STEAM by acquiring reusable kits that can be utilized in a variety of lessons both in her class and in the various science classes at her school.

She hopes to build a lending library of equipment to be utilized throughout the district to serve as many students as possible as well as build a training system to encourage teachers in their use. She also wants to utilize professional development funds to inspire and grow her fellow science teachers and herself with new ideas and equipment focusing on renewable resources and environmental stewardship.

Henderson County Early College Henderson County Public Schools Tom Savage has served as a science teacher at the Henderson County Early College since it first opened in 2009 and has been a science teacher for nineteen years. Prior to the early college, he taught six years at Chase and RS Central High Schools in Rutherford County.

He currently teaches Chemistry, Earth Science, and Physical Science along with coaching the Science Olympiad team, the MIT Invention team and coordinating the elementary outreach effort, “Young Scientist” he began in 2015.