The AATJ K-12 Growing Program Award recognizes Japanese language programs that effectively use their available resources to provide high-quality education to students and to positively impact the local community with clear vision and potential leadership for the future of Japanese learning and teaching. These programs successfully provide students with preparation for future study and careers related to Japan.

Candidate Programs

A growing program is here defined as a program for which the school district that hosts the program employs no more than a single full-time, or one or two part-time Japanese language instructors. Any program that meets this definition is eligible for nomination for the growing program award.

Nominators

Anyone familiar with the Japanese language program may nominate the program, provided that nominators who are Japanese language teachers are current members of AATJ.

Nomination Process

The nominator completes a Nomination Form, assembles the required supporting documents, and submits all documents electronically to aatj@aatj.org. Please note: The nomination form may download itself to your computer rather than popping open on your screen.

NEXT NOMINATION DEADLINE:
June 30, 2025.

NOMINATION MUST INCLUDE:
1. A completed Nomination Form;
2. The nominator’s letter and two additional letters of recommendation, signed and scanned.

Selection Process

A selection committee of 3-5 members, which may include AATJ Board members, examines the dossiers submitted and chooses the recipient programs. Instructors in finalist programs may be contacted for an interview. The selection committee may be the same as for the AATJ teacher awards.

  • History of the program. For example, how long the program has existed; how much the program has grown since its inception, in number of students, number of sections, levels offered, etc. Note that recent growth is not necessary to be considered for the award.
  • The quality of students who have exited the program. Some possible indicators would be students who have gone on to use Japanese or do Japan-related things in their careers, students who have passed the AP exam or obtained an IB diploma, students who have continued their study of Japanese in college, innovative teaching methods used in the classroom, etc.
  • The impact the program has had on the local community and beyond. Some possible indicators would be participation in or sponsoring of Japan-related clubs or events, support of interdisciplinary Japan-related curriculum, students who have studied abroad, support of the program by parents or other local individuals or organizations, etc.
  • Any other information about the program that relates to how the available resources have been effectively used to positively impact students and the local community is welcome, such as support of marginalized or underrepresented students, innovation with AI and technology, etc.