Teaching Fellows Program

Purpose
The initiative is a response to growing evidence that promising, early-career teachers are leaving the profession— and particularly urban schools— in ever-increasing numbers. Our ability to meet the ambitious goals we have established for student performance depends on a pipeline of teachers building experience and committing to stay on as classroom leaders through a second stage of their careers. The future of public education depends on those just starting their careers now, and we seek to give voice to these very teachers.

Our areas of focus are:
• Retention, especially through a second career stage
• Teacher leadership
• Compensation

Program Structure and Impact
The Fellows have formed a working group to study and devise reform strategies on issues related to retention through a second career stage. The group convenes in monthly sessions that are conceived as one part seminar, one part network and one part research team. Our staff and expert education leaders in Massachusetts engage Fellows in research and cases of innovative practice. Ultimately, Fellows will participate in the policy process by hosting public events, contributing to position papers and policy briefs, and helping to motivate change in their schools and districts, as well as at the state level.

Read more about the Teaching Fellows initiative in an Education Week piece published in April 2008.

Click here to learn about the 2007-2009 Teaching Fellows.

Click here to read about the Teaching Fellows Program news and events.

FREQUENTLY ASKED QUESTIONS

What is the time commitment?

The Fellows have committed to participate for two years, spanning the 2007-08 and 2008-09 school years.

What are the expectations for participation?

Fellows are expected to attend monthly meetings and participate in online conversations and reading between meetings.

When are meetings?

Meetings are held on the first Tuesday of every month from 4pm to 8pm at the Citizens Bank Community Room in Harvard Square, Cambridge.

What areas of policy are the focus of the work?

 
Focus areas include: (a) retention, specifically developing a second stage of the teaching career, (b) Teacher leadership roles, and (c)reforming teacher pay. On each topic, Fellows will examine cases of innovative practice and consider the opportunities and obstacles that exist in districts around Greater Boston. Fellows are appointed for a two-year term. Work spans the 2007-08 and 2008-09 school years.
 

What is the format of meetings?

Meetings are conceived as one part seminar, one part network, one part research working groups. We believe that Fellows will be able to serve as key advocates for the teaching profession if they have (1) access to information,  (2) the time to discuss these ideas with colleagues, and (3) a platform to make their voices heard. The format of the fellowship program is centered on creating such an opportunity. Working with Rennie Center facilitators and experts in the field, Fellows will gain knowledge of policy and then use that to formulate ideas and perspectives with peers. Their work will result in a series of policy briefs and events that articulate the voice of early career teachers on the future of their profession.

How will teachers become advocates for the profession?

Fellows attract public attention to such issues as teacher retention and performance pay by producing a series of policy briefs. The Rennie Center ensures visibility for Fellows’ work by connecting them to a broad network of education leaders and policy makers and by hosting a series of public events and targeted meetings.

Why is the Rennie Center inviting early-career teachers into the policy dialogue?

The quality of classroom teachers is the single most important factor in student achievement, yet the profession is not organized to reward excellence, promote teacher development, or retain top performers in the classroom. Promising young teachers are leaving the field in ever-increasing numbers. In the Boston Public Schools alone, 47% of teachers leave within their first three years, costing the system approximately $3.3 million annually. We cannot meet the ambitious goals we have established for student performance without fundamentally altering the teaching career to meet the expectations of a 21st century workforce. The strength of the overall education system depends on a pipeline of teachers building experience and committing to stay on as classrooms leaders through a second stage of their careers.

 
Which districts and charter schools are included?

The Teaching Fellows represent the Boston, Cambridge, Malden, and Revere school districts, and several charter schools including Prospect Hill Academy in Somerville, Boston Collegiate Charter School, Boston Prepatory Chater School, and Excel Charter School.