Being a Fellow
Training and Resources
Summer Institute
New Fellows begin their commitment in mid-June with a six-week Summer Training Institute designed specifically for members of the Indianapolis Teaching Fellows program. (Please note that there are pre-training assignments and school observations required of new Fellows in the spring before they start training.)
Training will address the interrelated components of instructional design and delivery and classroom culture and management. Fellows prepare for their classroom and students by participating in an intensive, full-time, six-week pre-service training that includes:
- Practice teaching in a classroom setting under the supervision of an IPS teacher
- Seminars and professional development activities on the theories and practices of teaching
- Continuous on-site guidance from experienced teachers
- Discussions and activities around the challenges of teaching in urban schools
Some specific topics include:
- Teaching for student achievement
- Classroom culture and management
- Planning and delivering effective lessons
- Parental involvement
The Indianapolis Teaching Fellows training 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. Due to the critical part that training plays in the Indianapolis Teaching Fellows program, Fellows are not allowed to miss any portion of the training.
Professional Development
All Fellows are required to attend New Teacher Orientation with IPS or with a charter school, depending on your placement. New Teacher Orientation provides all new teachers with very specific information about teaching in either IPS or a charter school. During Orientation, Fellows are introduced to representatives from key departments and provided information on the school district or charter school culture, initiatives and goals for the coming school year.
A new teacher’s first year is particularly challenging, and Teaching Fellows should anticipate long hours and intense effort, especially during the first semester. Because Fellows work in schools that often have limited resources, candidates are chosen for their ability to solve problems creatively and independently—an important factor in their success. Throughout the school year, Fellows are invited to professional development workshops that are hosted by various divisions within the school district. These workshops are aimed at improving instructional strategies and addressing the needs of all students.
Marian University
Marian University also provides each Fellow with a supervisor who is responsible for supporting them in the classroom. Supervisors make regular visits to the Fellows’ classroom to observe and provide feedback on how to improve the delivery of their instruction by using many different methods, including those learned in their licensure courses.
Teaching Fellows Program Administration
The Teaching Fellows office assists with logistical support, such as helping Fellows to manage the process of becoming full district or charter school employees, and keeping them 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 provide 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.
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. Summer training events will facilitate connections among Fellows who will be teaching the same subject areas. 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.
