The Woodrow Wilson State Teaching Fellowship has two goals: 1) to recruit high ability people with undergraduate degrees in science and math to prepare to teach those subjects in high-need in-state schools for a minimum of three years, preferably for their careers, and 2) to transform the teacher education programs that prepare science and math teachers at participating universities with the goal of creating models for the state and nation. The Fellowship program seeks to attract very able people to careers in teaching in math and science, the most understaffed fields in the country. They are career changers, college seniors, recent graduates, veterans and a host of others who have completed undergraduate majors in science, technology, engineering or math (STEM). They have strong academic credentials and demonstrate—via application essay, interviews, and recommendations—strong potential and a clear commitment to teaching in high-need populations in high-need schools. Graduates and career changers are permitted to provide alternative demonstrations of potential, such as awards, professional certifications, service records, etc. Fellows take a three semester (12- month) Master’s degree program in teacher education at a participating university. They receive a stipend of $30,000 for the year and their program tuition is paid in full Woodrow Wilson Teaching Fellowship.
Upon completion of the teacher education program, Fellows make a commitment to teach for a minimum of three years in high-need in-state urban or rural middle or high school. In order to reduce teacher attrition and have Fellows consider teaching as a career rather than an episode in their lives, Fellows receive three years of mentoring. The participating universities, the Woodrow Wilson Foundation, and the local schools create a “double mentoring” program for the Fellows. Each Fellow has two mentors in the first three years of teaching—a mentor teacher from the school where each Fellow is placed and another mentor from the university where the Fellow completed his or her master’s degree. Research has demonstrated that “double mentoring” reduces the dropout rate of new teachers by almost a third. The teacher education program is outcome-based, focusing on educating teachers with the ability to promote student learning in the classroom.
The teacher education program is outcome-based, focusing on educating teachers with the ability to promote student learning in the classroom.
· The programs are field- or school-based, integrating academic and clinical instruction. Clinical instruction is full-time, begins in the earliest days of the program, continues throughout, provides frequent student assessment, and gives students increasing responsibility as a teacher.
· Program faculty is composed of academic and clinical faculty, professors and teachers, who are engaged jointly in program planning, design, implementation, teaching, and assessment.
Content specific methodology courses taught by professors with middle or high school teaching experience
Yearlong clinical internship
· in KSU’s partner school districts: Cobb County School District, Marietta City Schools, and Paulding County School District
· with co-teaching preparation
Multi-dimensional teacher assessments;
· including an impact on student-learning analyses;
Strategies for addressing the needs of diverse learners;
· including inclusive education and English learners
Classroom technology course;
Mentoring throughout the Fellow’s internship and during the first three years of teaching;
Accessibility and affordability
· attend professional development workshops with their assigned cooperating teacher
· attend either the Georgia Mathematics Conference, the Georgia Science Conference, or another content specific professional development conference (as approved by the content advisor)
· Complete clinical experience, four (4) full days per week in the fall and spring semesters, part of the spring semester will be five full days.
· Full days are defined as teacher report time to teacher dismissal time. These times may vary based on the school district and school assignment.
· Fellows must obtain employment and teach in a high-need middle school or high school in Georgia for a minimum of three (3) years.
· High-need schools are those that have documented high rates of teacher attrition, student poverty, teachers teaching out of their primary field of certification or low percentage of students meeting standards on high-stakes assessments in science or mathematics.
· Fellows must participate in a three-year double mentoring program.