Mirta Valdés-Bradner
Mirta Valdés-Bradner is a teacher of world languages at North Caroline High School in River Road, Maryland.
She is a dedicated support of AP programs and one of only 23 State Advocate Leads in the country. In that role, she worked to pass legislation supportive of the AP Program—later awarded the Medal of Excellence by Governor Hogan in 2021, the Caroline County Teacher of the Year for 2022-23, the Maryland Language Educator of the Year for 2023-24, and other subsequent awards.
Valdés-Bradner teaches in a rural area, where over 60% of the students are free and reduce lunch, and she finds local opportunities for traveling and guest speakers to come in.
Her nominator said, “Through her work as a Fund for Teachers Fellow in Panama and as an NEA Global Learning Fellowship participant in Costa Rica, she has been able to bring authentic cultural perspectives directly into her rural classroom. She transforms these experiences into ‘lived curriculum’ by using her own photos, stories, and observations as primary sources, allowing students to analyze daily life, cultural practices, and community challenges in Spanish-speaking countries.”
From the Nominator:
How does this educator incorporate travel into their program?
As a global educator, Sra. Valdés-Bradner intentionally incorporates virtual exchanges and guest speakers to humanize global connections and give students opportunities to engage in meaningful communication in the target language. Central to her teaching is the integration of the United Nations Sustainable Development Goals, which provides a framework for students to explore global issues such as education, sustainability, and equity while developing language proficiency. By simulating travel experiences through projects, cultural comparisons, and inquiry-based learning, this helps students who may never have the opportunity to travel see themselves as global citizens.
From Mirta Valdés-Bradner:
Why are you passionate about student travel?
Growing up on my small island of Puerto Rico, one saying I heard my Papi say was “Viajar es vivir” (To travel is to live) and there were two things that captivated me: reading and traveling. Both opened windows to the world beyond what I could see. Through books and journeys, I discovered new places, perspectives, and possibilities. I was fortunate to have parents who nurtured that curiosity, taking my brother and me on adventures, some close to home, others far away. Each experience deepened my sense of wonder and helped me grow.
Today, as a teacher in a rural community, I am mindful that many of my students do not have access to the same opportunities. As a world language educator, I believe that the world is our classroom. Even when travel is not financially possible, I strive to bring the world to my students by engaging them with diverse perspectives, cultures, and voices.
Through these experiences, my goal is to help students build empathy, curiosity, and a broader understanding of others. I hope that one day they will have the opportunity to explore beyond their own communities and that they will carry with them the same love of learning and discovery that travel has given me.
What is a major highlight from any of your experiences?
A major highlight of my students’ global learning experiences is that travel, for us, is not defined by distance but it is defined by connection. While our experiences are often funded through grants and donations that I actively pursue, the true impact comes from how we bring the world into our classroom and community.
My students have engaged with educators and speakers from across the globe, learning about life in Peru, connecting virtually with Argentina to explore cultural traditions like mate (which they even get to sample), and hearing directly from individuals in Guatemala about fair trade practices. These moments make learning tangible and personal.
We also extend our experiences locally by visiting a nearby college to explore future opportunities and attending language and cultural events. Trips to Washington, DC allow students to encounter French and Spanish art firsthand, helping them see language as something living and relevant beyond the classroom.
These experiences are powerful because they help students understand that people around the world may live, think, and experience life differently and yet share many of the same hopes. As a 2024 NEA Global Learning Fellow, I deepened my understanding that global competence begins locally. What we do in our classroom connects to the wider world, and these opportunities help my students see themselves as part of something much bigger.
How do you bring travel back to the classroom?
I intentionally bring travel experiences back into my classroom through hands-on, meaningful projects that make learning tangible. After studying Costa Rica, students create traditional oxcarts, and through our work on Panama, they design molas that reflect cultural identity and storytelling. We also connect global learning to real world impact, such as growing lettuce in our tower garden to explore sustainability and solutions to hunger. Beyond projects, I focus on building confidence through everyday, real-life skills in the target language from ordering food, navigating transportation, and understanding cultural norms. Even when we are not traveling abroad, I recreate that sense of exploration in the classroom. My students use colorful “passports” to document their learning as we “travel” together, helping them see themselves as active participants in a global community.
Photo courtesy of Mirta Valdés-Bradner.