Teaching in the United States
The Alliance for Catholic Education offers talented, faith-filled college graduates the opportunity to renew and transform Catholic school classrooms through their Teaching Fellows program. ACE teachers form a select cohort of the nation's top emerging Catholic school teachers and leaders, and through ACE's innovative instructional model, they develop the skills and knowledge necessary to serve some of the most under-resourced schools in the United States.
ACE Teaching Fellows do not just get the chance to serve a school in need--they get professional preparation that will enable them to make a deep and profound difference in the lives of the children they serve. The ACE M.Ed. intensively prepares teachers by integrating graduate level coursework with an immersion teaching experience. Throughout their two years teaching in under-resourced Catholic schools, ACE teachers earn a cost-free Master of Education degree from the University of Notre Dame. Upon graduation, they are eligible for state licensure as a teacher.
Blue Engine partners with school leaders, teachers, and Blue Engine Teaching Apprentices (BETAs) to create a powerful classroom environment for students in which teachers and BETAs teach together as a team, resulting in dramatic academic gains in gateway subjects. Blue Engine recruits, trains, and matches a team of three BETAs with a certified lead teacher in English/Language Arts or Algebra in 8th, 9th or 10th grades. More educators in the classroom reduces the teacher to student ratio from about 1:30 to 1:6, enabling teachers to build authentic relationships with students, provides significantly more instructional hours during class and before/after school, and differentiates, individualizes and personalizes instruction. The teacher-BETA collaboration enables daily student-centered reflection and learning that improves teacher practice. At the same time, Blue Engine's hybrid model helps a diverse, local wave of educators enter the teaching profession through an apprenticeship (as a BETA and AmeriCorps member), teaching alongside a team for one or two years with the opportunity to earn their teaching credential in their second year through the Relay Graduate School of Education.
City Year Americorps members serve in 28 cities nationwide. They spend 11 months working full-time in more than 300 schools to give students the extra support they need to graduate and to become college and career ready. City Year partners with Americorp in their work to bridge the gap in high-poverty communities between the support that students actually need and what their schools are designed and resourced to provide. In doing so, City Year mentors and tutors help increase graduation rates across the country and change the lives of the students they serve.
Established in 1983 the Fellows program currently offers a rich experience for recent college graduates who want to explore various career opportunities at an independent boarding school. While our program focuses mainly on those whose interests lie in teaching, we also offer fellowships in such areas as wellness, communications, technology, and athletics. This program provides apprenticeships through which individuals gain the knowledge and experience necessary to pursue successful careers in secondary independent schools as well as valuable work experience for dynamic and highly motivated young adults pursuing opportunities outside of the educational field. Culver Fellows participate fully in the life of the Academies under the direction of mentor teachers, counselors, and coaches. These mentors help the Fellow learn the basics of teaching and coaching methodologies, classroom management and group dynamics, as well as parent/student relationships. In addition to working in their chosen academic field, Fellows assist with extracurricular activities, working with an impressive array of student athletic teams or in the Academies’ rich and active Fine Arts program. Fellows live in furnished dormitory apartments and assume duties that allow them to become an integral part of the residential community.
Deerfield Academy, located in western Massachusetts and founded in 1797, is a private boarding and day school for students in grades 9-12. Deerfield seeks innovative and energetic recent graduates to serve as Teaching Fellows. Fellows work with an experienced mentor, teach several classes, and participate in the rich and varied life of a boarding school while pursuing a two-year master's degree with a cohort of peers through the University of Pennsylvania. Strong candidates for the Teaching Fellows position will have demonstrated scholarship and initiative, will enjoy working with bright and motivated adolescents, and will thrive in an environment what asks for community engagement.
The Free School, a democratically run preK-8th grade independent school in the south end of Albany, New York, offers a comprehensive, yearlong residential internship program that includes valuable learning experiences both in and outside of school. The program offers the opportunity to intern at the longest running urban free school in the United States, and with ongoing support and guidance from members of the teaching staff, gain firsthand experience in a uniquely child-centered learning environment. Many former interns have gone on to teach at other alternative schools, public schools, and some have even gone on to start their own schools. This residential internship program is a typically a full school year commitment, but the school is open to 3 or 6 month internships as well. The school year (including a staff orientation and work week) generally runs from the last week in August to the second week in June.
The GCDS Co-Teacher Program employs 20 college graduates in a one- or two-year placements, facilitating entry into the elementary and early childhood teaching profession. Through this program, Greenwich Country Day School, located in Greenwich, Connecticut, offers opportunities to explore all aspects of an elementary classroom, while teaching under the mentorship of a lead teacher and enjoying the benefits of participation in a vibrant cohort. In addition to placement in a nursery through grade 3 classroom, co-teachers gain broad professional experience working with multiple age groups as responsibilities include coaching athletic teams in grades 6–9 or teaching in the after-school enrichment program for grades 1–3. Classroom experience is supplemented with a professional development program featuring noted guest speakers and a seminar series. The program includes housing on campus or nearby; an annual stipend of $27,000 in the first year of the program, $28,500 in the second year; full medical and dental benefits; and up to $5,000 annual tuition assistance for graduate school.
Groton School, a coeducational boarding school in Groton, Massachusetts, welcomes applicants to the Charles C. Alexander Teaching Fellow Program. This program serves recent college graduates interested in working under supervision to develop the varied skills required of secondary boarding school teachers. The program offers as wide an exposure as possible to all aspects of boarding school life. The teaching fellow's responsibilities will include teaching two classes under the supervision of an experienced member of the department as well as observation of other classes. The fields open to fellows are English, History, Mathematics, Classics, French, Spanish, Chinese, Biology, Chemistry, Physics, Religion, and the Arts (not Art History), but the departments with openings vary from year to year. Openings will be listed on this page. Fellows also help coach athletics during at least two but preferably three seasons, assist in dormitory supervision one or two evenings per week and every fourth Saturday evening (or as needed), and participate in other areas of school life commensurate with their interests and talents. Teaching fellow appointments are one-year, salaried positions, with room and board included.
The Kenan-Lewis Fellowship Program at Woodberry Forest School (located in Woodberry Forest, Virginia) gives recent college graduates a two-year appointment to the school’s faculty. Established by the William R. Kenan Jr. Charitable Trust in honor of alumni Frank Hawkins Kenan ’31 and Lawrence Lewis, Jr. ’37, the program provides a guided, hands-on teaching and coaching apprenticeship designed to create a solid foundation in the profession. As the two years unfold, fellows gain independence, and by the end, they are qualified to seek full-time positions at top independent schools and will have attained a masters degree in education from the Curry School at the University of Virginia. Fellows are assigned to an academic department, where they work with experienced mentors, observe master teachers, and learn to design lessons and teach classes. Outside the classroom, they serve as assistant coaches in one of our extra-curricular programs such as athletics or the arts, where again they work with mentors to gain practical experience, from running practices and teaching skills to coaching a game or directing a scene. Living on campus--supervising dormitories and extra-curricular activities--they experience fully the work of the school and the life of the community, and they learn the art of guiding students in daily life and building substantial relationships. Each fellowship carries a salary of $26,000 plus living quarters, meals in the school dining room, and health care benefits.
The MTC also offers the Mississippi Teacher Fellowship, designed as an innovative partnership to address Mississippi’s teacher shortage. The purpose of the program is to attract qualified teachers to the critical teacher shortage areas of Mississippi. Scholarships will be made available to persons seeking a Master of Education or Educational Specialist degree at a Mississippi institution of higher learning in exchange for a three-year teaching commitment in these geographical shortage areas. The vision for the Mississippi Teacher Fellowship Program is to provide educational experiences to students enrolled in at-risk schools that will allow these students to participate fully in the economic and social opportunities of our nation.
Noble and Greenough School, located in Dedham, Massachusetts, hires Teaching Fellows in various academic disciplines for a one or two-year position each year. Designed for early-career educators and recent college/university graduates, a Teaching Fellowship is a full-time commitment that goes from late August until early June. Compensation is paid to Teaching Fellows on a twelve-month basis and includes a salary and health and dental insurance. Housing is often a part of the compensation package. Fellows usually teach one course, work with a mentor teacher, become fully immersed in the academic life of the school and their academic department, as well as coach and mentor students in our afternoon and residential programs: athletics, community service, and the arts. Some Teaching Fellowships involve progressively increased teaching opportunities over the course of the year, depending on the Fellow’s qualifications and the needs of their department. Fellows are assigned a faculty mentor within their academic department and are also supported, observed and evaluated by a member of the Faculty Evaluation Team. Thus, while working in the classroom throughout the year as teachers, our Fellows are also students of education, learning not only from their faculty mentors but also from self-examination of their own work.
Public Allies Eagle Rock is the only residential Public Allies program; our Allies come from across the country and live and work at their placement for a full year. Public Allies Eagle Rock is a program of Eagle Rock School and Professional Development Center, and a proud member of the AmeriCorps national service network. The Public Allies Eagle Rock Fellowship provides thirteen individuals with an advanced year-long service and leadership development experience at the nationally recognized Eagle Rock School and Professional Development Center, located in Estes Park, Colorado. A full-scholarship residential high school, Eagle Rock serves students between the age of 15 and 21, from diverse backgrounds and neighborhoods around the country, who have not found success in conventional school settings. The Public Allies Fellowship at Eagle Rock is a residential, community-based opportunity for individuals who are passionate about alternative teaching and learning strategies, youth development and empowerment, educational equity, social justice, and re-engaging high-school students in their education.
The New Teacher Project (TNTP) is a national nonprofit committed to ending the injustice of educational inequality. Founded by teachers in 1997, TNTP works with schools, districts, and states to provide excellent teachers to the students who need them most and advance policies and practices that ensure effective teaching in every classroom. TNTP Teaching Fellows is a rigorous alternative certification program that recruits and trains talented career changers and recent college graduates to be outstanding teachers in high-need schools across the country. Fellows choose where they want to teach. There are programs in Baltimore, Charlotte, Washington D.C., Fort Worth, Indiana, Nashville, New York City, and New Orleans. After an intensive summer training program to learn the fundamentals of great teaching, Fellows enter the classroom, teaching full-time, earning a full teacher's salary. Throughout the year, Fellows receive personalized coaching and helpful feedback about their performance. They also participate in seminars to help them master more advanced teaching techniques.
In 1990, the Town School for Boys in San Franciso, CA, launched the New Teacher Institute, a two-year program that combines both theoretical and practical aspects of classroom teaching. There have been 186 individuals who have completed the two-year program, and many have gone on to hold a number of teaching and administrative jobs in the field of education. This two-year program emphasizes daily teaching, curriculum planning, and professional growth and gives the Resident Teachers the opportunity to integrate and apply the theoretical and practical aspects of classroom teaching. Each year there are 15 Resident Teachers on a two-year rotation. In the Lower School (kindergarten through fourth grade), there is a Resident Teacher and a Head Teacher in each self-contained classroom. The Upper School (fifth through eighth grade) is compartmentalized, with Resident Teachers working in the Humanities and STEM departments. The Art Resident Teacher works in both Lower School and Upper School. New Teacher Institute Resident Teachers are chosen from a large and competitive pool of applicants from around the globe.
Concord Academy, located in Concord, Massachusetts, established The Wilcox Fellows Program in 2000 to honor retiring Headmaster Thomas E. Wilcox, whose commitment to nurturing teaching talent and to increasing diversity were hallmarks of his nineteen years of distinguished leadership. The program celebrates its 15th anniversary in 2014-15 and with this milestone comes an opportunity to reaffirm its mission and advance its value and contributions to the School. These endowed Fellowships allow the School to identify and work with promising young people from populations under-represented in independent schools. Through mentoring, encouragement, and supportive supervision from seasoned and devoted teachers, recent college graduates are provided with an opportunity to test their interest in making teaching a career. In return, the School benefits from the presence, perspective, and insight of enthusiastic and evolving teachers.
What distinguishes this program from others of its kind is its commitment to one primary goal: helping talented people learn how to teach. Fellows meet regularly with other teachers new to the School to talk about teaching and learning. They are mentored by a colleague and supervised by the Dean of Faculty and Department Chair. Wilcox Fellows are not required to coach, advise students, or live in a student house, though they may choose to do so with the guidance of their mentor. Fellows carry half-time teaching or subject loads and are able to put their full energy into developing expertise and skill in their chosen subject or area of school life, while nurturing a commitment to working with adolescents in a stimulating and supportive academic setting.
The Woodrow Wilson Teaching Fellowship program offers intensive master’s-level teacher preparation, including a year of classroom experience, for exceptionally qualified candidates. Eligible applicants may be graduating seniors or recent grads/alumni; they should have a commitment to teaching in the urban and rural schools that most often lack strong STEM teachers; and they must have completed STEM degrees. The Fellowships are available this year in Georgia and New Jersey (with more states now in the works). Fellows attend a partner institution in one of these states and commit to teach for three years in the same state, but they need not be from that state. Fellows receive a generous stipend ($30,000 or more, depending on location) to complete the master’s program. Throughout their three-year teaching commitment, they continue to receive mentoring and support from both their universities and their schools.