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The ARAMFO Teacher Leader Fellowship Program Abroad

aramfo the teacher leader fellowship program abroad

MISSION: The ARAMFO Teacher Leader Fellowship Program Abroad is designed to provide US Pre K-12 teachers, teachers leaders, administrators and policy makers who support them an experience in countries that are recognized globally as educational super-powers in order to learn about their policies and practices first-hand and consider what, if any, of those policies and practices could be modified or implemented wholly in their local settings.
In addition, we bring educators to countries that have developed recognized programs used extensively throughout the world, and to countries whose culture, history and artistic traditions would be of interest to social studies, art and world language teachers/administrators.


TEACHERS who want to remain teachers and have an interest in effecting change beyond their classroom walls to thrive in a supportive environment that allows them to take ownership of the programs, practices, policies and priorities that affect student learning;

ADMINISTRATORS who support teacher leaders to create collaborative, creative and innovative school cultures in the service of student learning;

to share best practices, programs, policies and priorities across districts in the US and other countries that are recognized for their ability to support the profession and student learning; and

US POLICY LEADERS who have an interest in education policy and practices and want to consider what, if any, of the policies implemented in other countries have promise for their local setting.


Pre-visit readings and discussions – Prior to departure for the country, important readings about the education system in the country are shared. At least one meeting in the US is held prior to departure to discuss them.

Departure to target country.

Orientation to culture and education of target country – A brief tour of the target city from the airport to a centrally located 4 – 5 star hotel (that includes breakfast) orients participants to the physical location. A welcome dinner with a representative of the education community who orients the group to the education system is provided.

Visits to Schools – Over the course of the week, program participants will visit schools that serve pre-K through high school level students. School visits will include a discussion with the head of the school and teachers, and classroom visits to allow discussion with students and observation of the interaction between students and teachers.

Visit to Teacher/Administrator Preparation Institution(s) – Depending on the way each target country prepares teachers, discussions and/or visits to teacher preparation universities/colleges/schools are scheduled with professors and pre-service teachers/administrators.

Visit to Ministry of Education and/or City Central Office and/or Legislature – Depending on the target country and schedule, at least one visit to policy making bodies of the country and/or centralized administration are scheduled.

Post-Visit Meeting and Discussions – At least one post-visit meeting is held so that the participants can de-brief, review what they experienced and analyze what they believe they can apply in their local settings.

On-Going Interaction and Discussion between US schools and Target Country Schools – Sister school pairing will be made such that students, teachers, administrators and policy makers can have continued dialogue using the latest technological tools.


FINLAND has been recognized globally as an education super-power. Generally, their students are happy, healthy and are consistently achieving top scores on the PISA exam. Teachers are highly valued, highly educated (they all have masters degrees), and treated as true leaders in their schools. Trust is key to the educational success of all in the system. read more (itinerary and cost)...

Canada was the third highest performing country on PISA in 2015. In Ottawa in particular a major focus has been on enabling students’ “curiosity, creativity, imagination and innovation.” They want students to “explore and discover their own pathways to success.” They organize themselves to involve all people connected with schools – from janitors to directors – to have input into students’ educational lives. read more (itinerary and cost)...

Italy is the founding home to the Reggio Emilia approach to pre-school and early childhood education. Reggio Emilia is a pedagogy described as student-centered and constructivist that uses self-directed, experiential learning in relationship-driven environments. The program is based on the principles of respect, responsibility, and community through exploration and discovery through a self-guided curriculum. At its core is an assumption that children form their own personality during early years of development and are endowed with "a hundred languages" through which they can express their ideas. The aim of the Reggio approach is to teach how to use these symbolic languages (e.g., painting, sculpting, drama) in everyday life. It was developed after World War II by pedagogist Loris Malaguzzi and parents in the villages around Reggio Emilia, Italy, and derives its name from the city.
The description above is quoted from https://en.wikipedia.org/wiki/Reggio_Emilia_approach. After visiting Reggio Emilia, we will be guided through Florence, Venice and Milan. read more (itinerary and cost)...

Morocco and Southern Spain are interesting countries to study from the perspective of Art, World Language and Social Studies. It is an area of the world in which various religions, cultures, art/architecture and languages live and work together and have affected each other over thousands of years. The trip includes two unique experiences, one in Morocco to Volubillis, a Roman ruin from 40AD that comes alive with the skilled discussions of our guide, and a visit to the active arche-paleontological site of Orce, Spain in which we watch young people from all over the world collaborate under the guidance of skilled, experienced archeologists to unearth and identify relics from the beginning of time thousands of years ago. Teachers of art and architecture will especially enjoy a guided visit to 13th-century Moorish Alhambra Palace in Granada. read more (itinerary and cost)...

Professor Betty Sternberg

Dr. Betty J. Sternberg

CT Commissioner of Education, Emerita
Executive in Residence
Director, Teacher Leader Fellowship Academy
Farrington College of Education

Sacred Heart University
5151 Park Avenue
Fairfield, CT 06825
This email address is being protected from spambots. You need JavaScript enabled to view it.
860-463-5871 (cell)

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