By Edmee CR Hasler
There was cause for celebration at the Salem School Board meeting on Tuesday, Dec. 10. Aside from the normal order of business, four teachers were honored with Cox-Hurley-Rowe Professional Development Scholarships. Endowed by the Richard H. Fisher family in 2015-16, the scholarship honors the work of three former South Salem teachers – Jori Cox, Betsy Hurley, and Linda Rowe. The scholarships give recipients financial support for professional development or for use in their classroom. The scholarship nurtures innovative instructional strategies. This year, the Salem Educational Foundation has awarded $250 to each of the recipients, one at each of the four elementary schools.
The Honorees
Jori Cox, Betsy Hurley, and Linda Rowe were beloved and respected educators who dedicated their careers to Salem’s schools and students. Cox began teaching mathematics at Andrew Lewis Middle School before moving to West Salem and later South Salem, where she earned a master’s degree from UVA. Hurley started at South Salem Elementary in 1989, teaching for over 22 years until illness led to her retirement. Rowe began teaching at South Salem in 1983, earned a master’s in reading, became a reading specialist, and received National Board Certification, earning Teacher of the Year honors in 2006. Despite their careers being cut short by illness, all three teachers left a lasting legacy of excellence, commitment, and love for their students. To honor them, funds will support professional development and instructional innovation for Salem’s elementary teachers who carry on their inspiring work.
SY 2024-2025 Scholarship Recipients
The four recipients of a $250 scholarship are Brenda Casler, Meghan Murphy, Anna Watts, and Devon Watty.
Brenda Casler, a preschool teacher at G.W. Carver Elementary School plans to use her scholarship funds to purchase a subscription in the Musically Minded program. With this program, preschool students learn literacy, math and communication skills through music and play. The Musically Minded program includes a monthly subscription with access to new songs, circle time activities, virtual music therapy and teacher training. Casler’s goal is to increase concept development and language modeling. The impact will be assessed through students’ progress in self-regulation, enhanced vocabulary, and improved math and literacy skills within a supportive and positive learning environment.
First year teacher Meghan Murphy is a 4th grade language arts teacher at East Salem Elementary School. Murphy plans to use the funds to introduce flexible seating options for her students, such as wobble stools, seat cushions, kick bands, balance balls, and lap desks for use during instructional time. The goal is to enhance student engagement and focus, which Murphy will measure through improvements in student attention and time spent actively learning.
Anna Watts, a 3rd-grade teacher at South Salem Elementary, plans to use the funds to expand her classroom library. As a first-year 3rd-grade teacher, she aims to create a diverse collection of books to engage her students. This would provide them with a variety of reading options, encourage participation in a classroom book club, and foster excitement about reading. Having a well-stocked library in the classroom would also minimize trips to the school library, allowing students to remain in the classroom and stay focused on instruction.
Devon Watty is a 4th grade teacher at West Salem Elementary School. Watty plans to use the funds to enhance math instruction through hands-on, engaging activities for both small group and whole group lessons. He is particularly interested in tools like Versatiles, which can be adapted for various units and used independently or in small groups. Additionally, he hopes to invest in the premium version of Peardeck, a tool he already uses, to access more interactive features. The impact will be measured through student engagement as well as formative and summative assessments.
It’s important to note that while these funds could be used for professional development or other classroom needs, these four teachers chose to prioritize tools, materials, and resources that directly benefit their students. Instead of using the funds for themselves, they have selflessly invested in their classrooms.
Courtesy photo
