- A practice teaching experience in a Phoenix summer school classroom, with an opportunity to observe, and gradually lead, classroom instruction with on-site guidance from experienced teachers
- Curriculum sessions with experienced educators, designed to delve into student standards, foundations of teaching, classroom management, and other skills necessary to become an effective teacher in a high-need school
- Engaging discussions and activities about the challenges and benefits of teaching in a diverse, urban educational setting
- An opportunity for networking with other Fellows who have made the same commitment to improve the quality of education for Phoenix’s school children
The Training Institute consolidates a great deal of training time into only a few weeks; thus, training is extremely demanding. Fellows must attend training five days a week from approximately 8:00 a.m. to 6:00 p.m. daily. All dates are subject to change, but the Training Institute is expected to begin in June and to end in mid-July.
Due to the critical role that training plays in preparing Teaching Fellows for success in the classroom, Fellows cannot miss any portion of the Institute. Fellows will not start receiving their teaching salary until the start of the school year, so all Fellows should prepare themselves financially for this transition. However, while Fellows will be responsible for covering certification-related costs, the Institute has no tuition costs, and all Fellows will receive a $2,000 pre-tax stipend for successful completion of training, to help defer the cost of living. For more information on Fellows’ accelerated route to certification, click here.
Fellows join a network of educators committed to ongoing professional development in their new teaching careers. A new teacher’s first year is particularly challenging, and Teaching Fellows should anticipate long hours and intense effort, especially during the first semester. As Fellows work in Phoenix’s high-need schools, often with limited resources, candidates are chosen for their ability to solve problems creatively and independently—an important factor in their success. As new teachers, Fellows have access to sources of support at their school site and in the district.
In addition, one of the most important sources of ongoing connection and professional growth for Fellows is the network of other Fellows in their cohort with whom they form close relationships through training and as they begin teaching. The Fellows cohort offers a natural place to share best practices and challenges during the first year in the classroom, as well as for the years ahead in Fellows’ teaching careers. Upon entering the program, the Teaching Fellows office assists with logistical support, such as helping Fellows to manage the process of becoming full district employees and enrolling in the certification program, and keeping Fellows informed through periodic program emails messages and newsletters. Fellows may also have the opportunity to attend special events and social gatherings throughout the year. However, the Fellows program office is not intended to serve comprehensive ongoing classroom support.
Most teachers prefer to draw on support and resources within their schools. Although every situation is different, Fellows may collaborate with co-teachers at their school, district instructional specialists, assistant principals, principals or a grade- or subject-level team. The most successful new educators proactively reach out to maximize these resources – collaborating, observing excellent teachers, and constantly refining their practice. Districts and schools work hard to offer a range of support services to all new teachers; however, they sometimes face resource limitations that may hinder these services. As a result, Fellows often find that the most important avenue of ongoing support comes from both within their school community and from other new Fellows who are experiencing similar successes and struggles. New Teaching Fellows can draw on these connections as a resource for planning, reflection, and shared encouragement as they strive for excellence in their individual classrooms.
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