“Those words are worth their weight in gold,” says Board President Emeritus Charlie Cunningham and volunteer teacher of Advanced English and Citizenship, an eight-week program, which he presented to Project Light, when he began volunteering for the nonprofit organization in 2016, having relocated from Northern VA to Bradenton.
Charlie’s experience and expertise as a teacher started in 2013, coinciding with his retirement from the federal government, having served more than 35 years in executive-level positions. At that time, he began teaching English and Citizenship for the Hogar Center (Catholic Charities/Hogar Immigration Services).
Epitomizing the consummate Project Light teacher, Charlie inspires, guides, and touches lives.
According to Executive Director Elena Farkas, “His contributions have been diverse and invaluable. He has served as a board president (January 2020-January 2023), vice president (2017-2019), teacher, mentor, and above all, a deeply caring human being.”
She continues: Charlie's leadership has steered the school through the COVID-19 turmoil, and his teaching has inspired not just students but also other teachers. His guidelines and patience have been a pillar of support for me. And his caring nature has fostered a warm educational and working atmosphere in the school community. I am deeply indebted to Charlie for his unwavering belief in me and consistent support.
Charlie dedicates his time teaching English and the Hogar Citizenship course, incorporated into the PL curriculum. Of the 36 students who have taken this unique one-on-one training, 35 have passed the naturalization exam, becoming US citizens.
Although all courses continue to align with the Project Light mission, the organization is first and foremost an English language school, as retired teacher Ann Griffin will attest. Bolstered by her experience and expertise gained in her career, she co-founded Project Light in 1994 with her late husband, Ed, and Sister Nora.
Charlie promotes our vision for a program that would help non-native adults become competent and confident in their learning of English so that they could contribute to our community while helping their children with homework and communicate effectively with their teachers.
Having worked with Charlie on the board, Ann says, “As president, he showed a type of leadership that was friendly and relaxed, inspiring board members and others to want to do their share in a way that enhances our vision.”
Impressed by his caring and accepting ways, Ann says, “Charlie quietly went about his work for Project Light that most were not aware of how fully engaged he was in fostering the organization’s welfare.”
When asked whether he would write a testimonial about his past Advanced English teacher, Samuel Dalus said that he feels flattered and honored to be able to write a few words in honor of Mr. Charlie Cunningham.
Mr. Cunningham used an original method in his courses. He not only covered the theoretical framework of the course, but he also talked to us about how this learning can be useful in our daily lives. He showed us that it can help us find a better job, communicate more effectively, and, above all, move forward with our plan to continue our university studies in the USA. He always gave us some principles to apply in order to better succeed in our studies.
Samuel’s ending sentence speaks volumes of Charlie’s inspiring his students: “It was a privilege for me to attend his classes.”
It’s interesting to note that Samuel has accolades of his own: a bachelor’s degree in economics from the State University of Haiti (2020); and a master’s in economics from Public University of North in Cap-Haitian (2023) before arriving in the US.
From personal experience, Charlie conveys to his students that he believes his grandparents, Italian immigrants, would have had fewer challenges had there been such a school as Project Light.
Elena, board members, fellow teachers, and, especially, students are beholden to Charlie’s decision to share his experience, experience, and, most important, his commitment and altruism.
Elena captures Charlie’s essence, saying, “Throughout my life in the US, I have been fortunate to be surrounded by people who remain modest and well-rounded, despite their knowledge and expertise. Charlie epitomizes these qualities. He shines!
After retiring, I was looking for something to keep me busy. I responded to an ad in my church bulletin requesting volunteers to teach English to Hispanic immigrants at Hogar Center, a nonprofit organization. I was intrigued by the statement “no teaching experience or bilingual skills necessary.” Accepted as a volunteer teacher, I have never looked back. I taught English and Citizenship for three years before my wife and I relocated to Bradenton. I wanted to continue my volunteer work, so I chose Project Light over other local literacy organizations because it came closest to recreating the classroom environment that I cherished in VA.
I’ve always enjoyed challenges involving organizational and/or people skills, especially as they may relate to new programs or volunteer situations like coaching young men’s basketball and baseball, which I did for nine years in the Fairfax County Recreation League. Teaching at Project Light was merely a logical follow on to my teaching experiences developed while volunteering in VA. I also teach PL adults the Hogar Citizenship course, which uses Civics and Literacy (Citizenship Passing the Test). The ten-chapter textbook, enhanced by illustrations and examples, helps our students prepare for their interview to become US citizens. I work one-on-one with these applicants. When required, I help them complete their applications.
I encountered the same issues that beset most nonprofit organizations: outreach, fundraising, and maximum board-member participation. We serve a great community need. Through the gift of English, we help the underserved help themselves. Students tell me “they want a hand up and not a handout.” Fundraising has improved over the years, allowing us to serve additional students. Project Light has made substantial gains in other areas, owing to the dynamic leadership of our Executive Director Elena Farkas: the curriculum has been overhauled, and student progress is tested yearly. Student enrollment has increased by more than 200% over the last five years, and waiting lists are common. Student retention rate is 60% (the nominal retention rate when I taught in VA was only 35%). During the pandemic, Project Light went to great lengths to keep its doors open to serve our students, whereas other organizations shut down. Thanks to an infusion of grant money from the Selby Foundation, PL has undergone much-needed extensive internal and external upgrades.. In sum, Project Light is a great place to work!
The course helps students develop the skills needed to succeed in college and in the workplace. Student workbooks, collaborative worksheets, and teacher-supplied materials are also used to supplement the ten topic-focused textbook chapters.
Students often help their peers by providing the “right” English word or phrase when engaged in classroom conversations with their partner or instructor. The more socially-minded students also exchange phone numbers for networking and getting together outside class.
Students will use their English proficiency for higher educational advancement, attend a trade school to get a better job, join PTA meetings, or become confident enough to serve as a volunteer at their children’s school.
Although everyone likes to be recognized for his or her achievements, the major significance of this award for me was that Project Light received a $500 grant as part of the award—money sorely needed at that time.
I am a sports junkie—passionate about college basketball—love classical music, and enjoy gardening.
Many people may feel their life is too crowded to volunteer. Others may feel they lack requisite skills. Taking the first step and jumping in is the most difficult. It’s best if the volunteer opportunity you are considering fits your personality, and you have a strong desire to help the underserved. In my 11 years as a volunteer teacher, I never tire of hearing my students say, “Thank you teacher,” as they file out after every class. For me that reward is priceless!
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