Being a Fellow

Teaching Positions

Indianapolis Teaching Fellows is recruiting teachers to teach in the areas of math, science, special education, and Spanish. Candidates interested in teaching one of these subjects must meet the eligibility requirements as outlined in the Eligibility Requirements section of this website. Please note, ITF may identify opportunities for Fellows to also teach art, general elementary, English/language arts, ESL, and/or social studies depending on school needs in 2011. Fellows interested in teaching these content areas MUST first be accepted into the 2011 cohort to teach math, science, special education or Spanish.

In order to secure a teaching position, Fellows will participate in a number of job search activities, such as interview workshops, Fellow Interview Days, and use a variety of tools and resources to identify teaching opportunities. Fellows should understand that they will teach at schools where they are needed most.

Teaching Math

The facts:

• 63% of Indianapolis 10th graders perform below proficiency on the state-wide Mathematics exam.
• Math students taught by a math major average one full year ahead of peers taught by a non-math major.
• Students in disadvantaged communities are twice as likely as their counterparts in non-low-income schools to have math teachers with a non-math major or minor.

Indianapolis Teaching Fellows needs accomplished individuals to teach math, a critical shortage subject area in Indianapolis. Specific subject-area knowledge is needed in the classroom to provide students with a strong math background in order to set them up for success in their academic and professional future.

Please note: the math Praxis II requires a working understanding of calculus. If you are interested in teaching math, plan to devote significant time to preparing for the Praxis II.

For more information on teaching math, visit the National Council of Teachers of Mathematics website.

Teaching Science

The facts:

• Fewer than 30% of Indianapolis 6th graders were proficient on the 2010 ISTEP science test
• Nationally between 17 percent and 28 percent of public high school science teachers, depending on field, and 20 percent of mathematics teachers lacked full certification in their teaching field in 2002; the problem was proportionally higher for middle grades.

Indianapolis area schools need science teachers who are knowledgeable in both life sciences and chemistry, and who can use their knowledge to help students master the state standards and prepare them for the next phase in their academic career. All science Fellows must take and pass both the biology Praxis II and the chemistry Praxis II.

For more information on teaching science, visit the National Science Teachers Association website.

Teaching Spanish

Our schools need teachers who will use their language skills to impact students' achievement and choices. In today's global economy, acquiring a second language prepares students intellectually for higher education, increases their earning power as adults, and broadens their cultural understanding. Fellows who teach Spanish will bring their language skills to ensure that our students gain the language and academic skills necessary to succeed in the classroom and in life.

Indianapolis Teaching Fellows typically teach Spanish as a foreign language at the middle and high school levels in classes ranging from seventh through twelfth grade. Fellows typically teach beginning or intermediate Spanish and deliver lessons focused on language usage and structure. At the high school level, Fellows may also teach Spanish for native speakers, which focuses on culture and literacy.

Spanish is the second most widely spoken primary language by Indianapolis students and their families and is the most common language spoken by our English Language Learners. Students who study a second language also gain skills that translate to academic success in other subject areas. Students become aware of the interconnectivity of all people and are motivated to learn more about the history, geography, and culture of the people whose language they are studying.

Teaching Special Education

Indianapolis needs teachers to take on the role of educator, advocate, and specialist in a classroom for children with special needs. As of 2009, more than 6,200 children in Indianapolis Public Schools alone received special education services and need a teacher who will work hard for them.

All special education Fellows are licensed to teach Mild Interventions. Students who fall into this category often have learning disabilities and are considered emotionally handicapped. Special education teaching positions can take many forms depending on the school, grade level, and needs of students. The most common settings for current Fellows teaching special education include:

• Inclusion - special education teachers work with the classroom teacher to ensure that appropriate teaching strategies and activities are being used for the students in that class who have special needs.
• Self-contained - only students with special needs are in the classroom being taught by the special education teacher.
• Other – the special education teacher works one-on-one with students and small groups as needed.

Many Fellows work in a combination of the different teaching settings described above and many teach multiple subject areas.

What is special education?

Special education is a legal definition for programs that provide greater support for certain students. "Special education" does not refer to a specific location or fixed concept but rather includes a broad range of student services from a smaller, more individualized learning environment, to assistive technology, to a modified curriculum that capitalizes on a student’s particular strengths. Under the law in the Individuals with Disabilities Education Act (IDEA), all students are provided services that support their needs.

Every teacher in the public education system works with children with disabilities and needs a basic understanding of the system. Special education teachers work largely or exclusively with students who qualify for services.

Indianapolis Teaching Fellows who are placed in a special education setting will work with students who have mild-to-moderate disabilities, such as difficulties in reading, math, or writing.

For more information on the history of special education and the movement to provide all children with a free and appropriate education (FAPE), visit the Council for Exceptional Children website.

What are the benefits of teaching special education?

Special education is designed around the concept of individualized curriculum. Classes are smaller, and the teacher has the opportunity to get to know students and their families at a much more personal level. The teacher’s job is to meet educational goals that have been tailored to the needs of a particular student and write new goals each year, as (s)he meets with a team that assesses the child’s progress and determines next steps in the student’s education. Fellows teaching special education will likely have the opportunity to team teach or use other teachers as a resource, building relationships throughout the school building to support the classroom. Fellows in this setting may also design individualized schedules, so that students participate in academic classes with their grade-level peers for a portion of the day.

One of the most exciting aspects of a placement in special education is the opportunity to be both advocate and teacher. While teachers are first and foremost responsible for academic goals, they also work to develop a positive school environment for students with special needs. Teachers encourage students to participate in all aspects of school life and become a liaison to ensure that students receive the same opportunities as their counterparts taking a mainstream course load. As a case manager, special education teachers monitor students’ progress and report to families and other teachers, while at the same time relying on organizational skills to develop individualized tracking systems and manage case-related paperwork. In addition, Fellows will receive specialized training and support through their credentialing program.

While there are many challenges in this placement—students are often far behind their academic potential, many have internalized negative assumptions about their abilities, and special education teachers need to balance the demands of teaching and case management—there are enormous rewards. Teachers in a special education setting have the potential to see significant growth in students’ abilities and join a civil rights movement to ensure that all children have access to an outstanding education.

Most teachers of special education cite strong personal relationship with students and their families, as well as smaller class sizes, as top reasons for teaching in a special education setting.