Teaching in the United States
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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.
The Boston Teacher Residency (BTR) is an innovative program in urban education that combines graduate coursework toward a master's degree in Education with a full year of co-teaching under the guidance of an experienced Mentor Teacher before placement as a full-time teacher in the Boston Public Schools (BPS). BTR recruits talented, committed individuals of all ages and diverse backgrounds to enter a 13-month Teacher Residency modeled on a clinical teaching hospital approach; residents apply theory to practice, taking rigorous coursework and gaining extensive hands-on, practical experience in the classroom. They then continue to receive formal support and professional development during the first three years and beyond of their teaching careers. BTR's mission is to drive significant student achievement gains through the recruitment, preparation, and support of exceptional teachers in Boston.
Founded in 1978 in San Francisco, Breakthrough Collaborative has changed the lives of tens of thousands of students, utilizing a unique dual mission to: increase academic opportunity for highly motivated, underserved students and put them on the trajectory of a successful college path; and to inspire and develop the next generation of teachers and educational leaders. Breakthrough Collaborative’s innovative Students Teaching Students model serves two key constituencies: underserved, middle-school students and teaching fellows, the high school and college students who teach and advise their middle school peers during multiple six-week academically rigorous summer sessions. Fellows teach and mentor under the aegis of professional educators drawn from public and private schools across the country, who supervise and guide teaching fellows as they embark on their first steps as educators. Breakthrough summer teaching appointments are throughout the United States.
KIPP DC and E.L. Haynes public charter schools have joined forces to create the Capital Teaching Residency (CTR) program in Washington D.C. CTR is an intensive year-long teacher training program based in the highest performing charter schools in Washington, DC. This highly selective program focuses on the areas of Math and Science, Special Education, and Early Childhood.
The National Teaching Fellowship is a unique, two-year professional and leadership development program. The Fellowship is a paid service program that offers a diverse range of experiences to people of varied backgrounds who have high potential as educators and leaders in the non-profit sector. Teaching Fellows (TFs) are essential to the success of the Citizen Schools' program. These engaging, dedicated, and caring adults work closely with urban middle-school students and their families to help transform lives. Each TF leads a group of approximately 18-23 students, supporting their academic achievement through structured academic support and by facilitating hands-on, learning activities led by community volunteers. The Citizen Schools' program offers TFs the opportunity to engage students in a diverse range of educational experiences and provides leadership development support--with the ultimate goal of preparing students for high school success and enhanced college and career access.
The City on a Hill Urban Teaching Fellowship is an on-site licensure program focused on training effective urban educators. The fellowship is a one-year program (beginning in late August) intended to train and certify individuals interested in a career teaching in urban public high schools. Fellows are trained and mentored by veteran City on a Hill teachers while taking graduate courses at Boston University toward a Master of Education (M.Ed.) degree. They receive a $16,000 stipend and significantly reduced tuition in exchange for teaching in an urban public school for two years upon completion of the program.
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.
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 Inspired Teacher Certification Program is a state-accredited, 24-month teacher preparation program that prepares, supports, and certifies highly qualified individuals to become teachers in the District of Columbia. Inspired Teaching Fellows begin their teacher career with a residency year, working under the guidance of a lead teacher, gaining knowledge and experience to enable a smooth transition into their teaching career. In the second year, Fellows, as teachers of record, continue with coursework and mentoring. The Inspired Teacher Certification Program prepares educators in two areas: Early Childhood and Elementary Education.
The Knowles Science Teaching Foundation (KSTF) is a non-profit organization dedicated to providing new math and science teachers with professional development, resources and support to improve STEM education in schools. During this 5-year program, Fellows receive professional development from experienced educators and financial support for professional development, classroom materials, and other resources. Approximately 35 individuals are selected each year to receive KSTF Fellowships. KSTF is looking for dedicated, passionate individuals who are committed to teaching, who demonstrate the potential to develop exemplary teaching practices, and who have the potential to lead and drive change in education.
Math for America is a nonprofit organization that has the mission to improve math education in secondary public schools in the United States. The MfA Fellowship is a highly selective, five-year program where recent college graduates and mid-career professionals make a commitment to teach mathematics in public secondary schools. The Fellowship includes one year earning a master’s degree in education and four years teaching math and participating in MfA corps activities and professional development. MfA Fellows are mathematically sophisticated individuals who are new to teaching and use their talents to make a difference in students’ lives. There are Math for America placements in Los Angeles, San Diego, Washington DC, and New York City.
Match, a non-profit organization, works to close the achievement gap among primary and secondary school students through innovations in full-time tutoring and teacher training. Match operates high-performing urban public charter schools, a unique graduate school of education that trains teachers for high-poverty schools, and a hybrid college and jobs program that seeks unprecedented degree completion rates and employment outcomes. Recent college graduates can apply for the Sposato Graduate School of Education, which seeks to create unusually effective rookie teachers and school leaders for low-income students. At the end of the two-year program, students are awarded a master's degree in Effective Teaching. The program is mapped backwards from the demands of working in the highest performing urban public schools in America. Recent college graduates can also apply for the Match Corps-Boston, a program ideal for a gap year opportunity before going to graduate or professional school, which allows Corp members to get into education policy or reform as well as learn more about how and where they can make a difference with urban youth and families.
Modeled after the Peace Corps, the Mississippi Teacher Corps (MTC) is a two-year program that trains non-education majors to teach in high-poverty public schools in Mississippi. In addition to teaching, participants earn a Master of Arts Degree in Curriculum & Instruction from the University of Mississippi. Because the program accepts between only 25-35 candidates each year, the MTC can offer individualized support and all participants move as a cohort through each stage of the training and coursework. During the school year all the MTC participants teach in critical-needs school districts in Mississippi and attend graduate classes at the University of Mississippi.
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 committment 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.
The Paraclete Academy in Boston, MA seeks mission-driven teachers who want to work for social justice through education. Paraclete students come from low-income families (about 60% live below the poverty line) and are fiercely dedicated to their studies. Paraclete teachers are dedicated to making a difference to the children of the South Boston community while looking for an opportunity to acquire expertise in the fields of education and community service. The Paraclete Academy works in the after-school setting and has three overarching goals: to support students' academic development, to enrich their educations through explorations, and to help families navigate the Boston school landscape.
Teach for America places recent college graduates in teaching positions in public schools across the country. Corps members teach grades K-12, in all subjects. The mission of TFA is to reduce the educational gap among American students. Baylor Alumni have served all across the country with TFA.
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.
Concord Academy, located in Concord, Massasschusetts, 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.
Abaarso School of Science and Technology looks for teachers interested in training the top secondary students in a deeply underprivileged section of the world. This new boarding school, based in the Horn of Africa, focuses on math, science and English. Teachers spend approximately 20 hours per week in the classroom, plus significant work outside of class. Many Abaarso teachers also assume management roles, and all are expected to lead extra-curricular activities by coaching sports teams, running student clubs, or leading work-time activities. Abaarso is always seeking professionals with experience in finance, business, IT, computer networking, communications, marketing, and/or management experience to strengthen the organization. While most teachers will be based in the boarding school, there are opportunities to teach in the Adult English, School of Finance, MBA, and Primary School Tutoring programs in Hargeisa.
The Republic of Austria offers, each year, more than 140 college graduates from the United States the opportunity to teach in Austria under the auspices of the Austrian Federal Ministry of Education and Women's Affairs (BMBF) Foreign Language Teaching Assistantship Program. The purpose of this program, which draws assistants not only from the English-speaking world but also from France, Italy, Russia, and Spain, is to bring talented and enthusiastic young people from abroad into the classrooms of secondary schools in communities large and small all over Austria. Ultimately, it is the job of these native speakers as teaching assistants to make learning a foreign language a lively cross-cultural encounter for their students.
Since 1947, CIEE: the Council on International Educational Exchange has been in pursuit of its mission, "to help people gain understanding, acquire knowledge, and develop skills for living in a globally interdependent and culturally diverse world." CIEE offers paid teaching positions in seven countries: Chile, China, Dominican Republic, South Korea, Spain, Thailand and Vietnam for university graduates looking to teach English abroad and immerse themselves in a foreign community.
The English Program in Korea (EPIK), affiliated with the Korean Ministry of Education, Science and Technology, was established in 1995 to improve the English speaking abilities of students and teachers in Korea, to develop cultural exchanges, and to reform English teaching methodologies in Korea. Teaching committments are for one year, and EPIK teachers can expect to assist Korean teachers with their English classes, and/or jointly conduct English classes with Korean teachers; to conduct English conversation classes for Korean students and teachers; to prepare teaching materials for English language education; to assist in developing teaching materials for English language education; and to assist with activities related to English language education and other extracurricular activities. EPIK evaluates candidates thoroughly for their mastery of the English language, both written and spoken.
This program offers students the opportunity to work in France for 7 to 9 months teaching English to French students of all ages. This teaching program sponsored by the French Government offers 1,600 teaching assistant positions in French primary and secondary schools and in the French teaching colleges ("IUFM") in all regions of France and the DOM-TOMs (overseas departments) in French Guiana, Guadeloupe, Martinique, and Reunion. The goal of the program is to strengthen English-language instruction in the French educational system through the establishment of a native speaker presence. Several Baylor students have participated in this program throughout the years.
Interac is Japan's leading private provider of Assistant Language Teachers (ALTs). Interac recruits highly motivated and qualified teachers to serve thousands of schools and boards of education throughout every region of Japan, working with children from kindergarten to high school. The ALT's job is two-fold: language instructor and cultural ambassador. You can expect to teach classes on your own, with a Japanese teacher present to help manage the classroom. Although there are three types of Japanese schools, you can reasonably expect to teach in at least two. The most common situation is as an ALT in elementary and junior high schools, with a majority of your time teaching spent at the junior high school level. As a point of clarification: "ALT" is a title coined by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) to describe native-level speakers of English working in Japanese classrooms.
For over 60 years, International School Services (ISS) has been dedicated to supplying international schools with everything they need to provide their students with a world-class education. Headquartered in Princeton, New Jersey, ISS offers only the best in staff recruitment and job placement. ISS has managed nearly 100 company-sponsored schools and currently works with more than 300 international schools. You can explore their website for teaching positions throughout the world.
The Council of Local Authorities for International Relations (CLAIR) administers the JET Programme in cooperation with the Ministry of Internal Affairs and Communications (MIC), the Ministry of Foreign Affairs (MOFA), the Ministry of Education, Culture, Sports, Science and Technology (MEXT), and local government organizations in Japan. CLAIR provides support for JET participants by arranging each participant's arrival and holding orientation seminars, as well as providing counselling and distributing a wide variety of essential resource materials and information.
Each year the JET Programme recruits more than one thousand new JET participants to come to Japan and work as (1) Assistant Language Teachers (ALTs) who provide language instruction in elementary, junior and senior high schools, (2) as Coordinators for International Relations (CIRs) who work in communities on international exchange activities, or (3) as Sports Exchange Advisors (SEAs) who promote international exchange through sports. Appointments are for one year.
The North American Language and Culture Assistants Program is an initiative of the Ministry of Education, Culture and Sport of Spain to provide North American students who are native speakers of English or French with the opportunity to assist teachers in the English or French programs in elementary, secondary or language schools in Spain (12 to 16 class periods a week). The program is addressed to US and Canadian university students--majoring in any subject--and graduates, with some proficiency in Spanish. Students will spend a full academic year in Spain, typically from the beginning of October through the end of May. Preferred placement in different Spanish regions can be requested. Participants in the program will receive a monthly stipend and medical coverage.
The NYU Shanghai Writing and Speaking Fellowship enables accomplished individuals with a passion for teaching to provide academic support and enrichment
to NYU Shanghai’s multicultural student body. Fellows provide academic support to current undergraduate students through one-on-one writing consultations. Working closely with faculty and staff, Fellows can be found tutoring at the Academic Resource Center (ARC), teaching workshops in and out of the classroom, and
pursuing their own research and creative projects. The fellowship provides a US$25,000 stipend, round-trip transport to Shanghai, health insurance, and housing during the 10-month placement.
National Deadline: 9 January 2018
Teach and Learn in Korea, also known as the TaLK Program, is a unique scholarship opportunity for undergraduates who are seeking a personal, professional and educational experience in the Republic of Korea. The program, which began in April of 2008 under the direction of South Korean President Lee Myung-Bak, is designed to support public English education in the rural areas of Korea, where the access to higher quality educational resources are limited.
It is the only government-sponsored English program in South Korea that provides an opportunity for undergraduates with at least 2 years of post-secondary education to come to South Korea for an once-in-a-lifetime experience. TaLK committments are typically one year in length. All participants begin their scholarship term with an intensive, month-long training which provides a safe and supervised environment for our participants to adjust to their new surroundings. The training program provides the new Scholars with information on Korean culture, education, classroom management, practical teaching experience, and much more aimed at preparing the participants for both teaching and living in Korea.
Teach and Learn with Georgia (TLG), a progressive education movement initiated by the Georgian government, recruits native English, French, and German speakers to co-teach English, French, and German alongside local teachers in public schools throughout the country of Georgia. TLG aims to improve Georgia’s nationwide foreign language proficiency in an effort towards further globalization. TLG requires volunteers to have completed two years of their undergraduate education; thus, current students or recent graduates are eligible to apply. Committments are for one academic year.
TeachingChile is a recruitment and placement company, headquartered in Santiago, Chile. We provide full-service assistance for qualified applicants to receive a job offer from a reputable Chilean school, visa processing arrangements, and preferred housing reservations, all of which are confirmed before the applicant boards the airplane to teach in Chile.
TeachingChile works closely with Chilean schools and universities, all with the common goal to advance the nation’s working knowledge of English. The company offers teaching opportunities to work with students in three distinct categories: children ages 5 to 18 (grades Kindergarden-12), university level, and adult learners, based upon the teacher's interest and experience level. The schools within the TeachingChile network are not seeking volunteers to work for free or for a small monthly stipend. Instead TeachingChile program participants receive a full monthly salary, directly from the school, comparable to what local Chilean teachers earn.
Chile’s school system is divided into two semesters:the first commencing roughly the 1st of March and the second around the 1st of August. TeachingChile’s opportunities are typically five- and ten-month programs which include an in-country orientation and extensive training prior to each semester’s session commencing. Some institutes require teachers from abroad commit for one full year; others are flexible. As a participant in this program, teachers will be afforded opportunities to learn more about Chile’s culture and the impact their contributions will have on its economy.
Teach For China (formerly known as the China Education Initiative or CEI) recruits, selects, trains, and supports outstanding US and Chinese graduates to work side-by-side to deliver an excellent education in high poverty, rural Chinese communities. In the short-term, Teach For China’s Fellows are placed in full-time, two-year teaching commitments at under-resourced schools, where they meet the pressing need for exceptional educators. In the long-term, Teach For China supports its alumni--equipped with the experience, conviction, and insight that comes from leading children to fulfill their potential--to be a force for change, working from across sectors to expand educational opportunity.
Teach Thailand Corps (TTC), established by the American-Thai Foundation in collaboration with Yonok Foundation, focuses on strengthening primary and secondary school education in Thailand, particularly in high-need areas. TTC recruits and places American graduates in schools in less-developed provinces to teach English and other subjects. Thai students equipped with English proficiency are better positioned to succeed in school, work, and life, and to make an impact in their communities. TTC aims to fill the needs of underserved schools in English-language education and offers an overall enhancement in the quality of teaching and community/school involvement. In developing the program, we have learned from and applied elements of the Peace Corps philosophy of service and learning.
In return, for our teachers' service, Teach Thailand Corps provides invaluable experience to support each volunteer’s goals of personal and professional development, in preparation for their future careers. Opportunities abound for travel and internships in various fields of interest, including social work, business, medicine and public health, and international development during school breaks or following the end of the school year. Importantly, our volunteers/teachers will have firsthand exposure to international development in the midst of the dynamic and rising ASEAN (Association of Southeast Asian Nations) region.
The EDGE Educational Academy is a premier after-school enrichment center in Taiwan, catering to international students needing assistance in English, math, science, SATs and more. EDGE teachers also coach scholastic teams, organize academic competitions such as spelling bees and math competitions, and assist with college applications. The EDGE prides itself on their curriculum- focusing on creativity, originality, and analytic thought- and on the quality of their teachers. The EDGE's goal is to help students excel in their coursework, attain their desired grades, provide opportunities to achieve and reach their full potential.
World Teach is a non-profit, non-governmental organization founded in 1986 in response to the need for educational assistance in developing countries. WorldTeach has placed thousands of volunteer educators in communities throughout Asia, Latin America, Africa, Eastern Europe, and the Pacific. Volunteers are placed in schools and host communitities that specifically request WorldTeach volunteers and would otherwise be unable to afford or locate qualified teachers. Volunteers receive training, language preparation, and field support empowering them to make an impact that will last long after they leave.