Janet Erskine Stuart Teaching Fellows Program Application
Each year, Carrollton offers fellowships to recent college graduates who have a strong interest in teaching. Fellows benefit from the coaching of mentor teachers and a range of unique professional development experiences. They also participate in regular seminars dedicated to the exploration of critical issues in education. To help assess and demonstrate growth, fellows maintain a digital reflective journal that highlights the tools, documents, and experiences that both represent and inspire their learning.
Specific classroom responsibilities for fellows vary based on both divisional placement and demonstrated readiness. Some initially observe and shadow their mentor, gradually assuming instructional leadership as the fellowship unfolds. Other fellows, particularly those placed in the Middle or Upper School, teach a section or two of their own students for the duration of the fellowship.
Fellows coach interscholastic and intramural sports and support co-curricular and extra-curricular programs, in addition to their work in the classroom.
Research by Robert Boice (Advice for New Faculty, 2000) and others indicates that new faculty often find teaching the most challenging and time-consuming part of their jobs. Engaging in a structured set of professional development activities will help you become what Boice calls a “quick starter” in your faculty career.
The Janet Erskine Stuart Teaching Fellows Program is designed to help you:
Learn from the teaching experiences of colleagues at Carrollton.
Develop skills that will enable you to analyze and improve your teaching over time.
Enjoy the community of teachers at Carrollton.
Learn to balance and integrate your teaching and research.
Who Should Apply?
A recent BA, MA, or equivalent;
An interest and desire to work with and learn about teaching girls;
Prior substantive experience working with children in a volunteer or paid capacity (such as summer camp, Head Start program, child-care setting, scout leader);
High energy, exemplary work ethic, flexibility, initiative, and creativity;
“Coachability”: a strong desire to grow personally and professionally;
An earnest, active, and ongoing commitment to increasing her/his cultural competency and to valuing and respecting the myriad of diverse differences among members of the Carrollton community and beyond;
A positive attitude and the talent and interest to contribute to school life.
Teaching Fellows receive support from experienced teachers and special programming throughout the fellowship year.
Carrollton's Co-Chairs of the JESTFP oversee all components of the fellowship: the application process, the development of seminar topics, and the coordination of the fellows’ professional development. At the end of each year, there is a review of the fellowship experience, implementing appropriate enhancements to the program.
A capstone project is a multifaceted assignment that serves as a culminating intellectual experience for Fellows. The project “synthesizes classroom study and real world perspective” through a project that focuses on a Fellow’s personal interest. Teaching Fellows will engage in an inquiry experience that involves an investigation of a problem, question, or area of interest related to a field of study.
While similar in some ways to a college thesis, capstone projects may take a wide variety of forms, but most are investigative projects that culminate in a final product and presentation to a panel of teachers, experts, and community members who collectively provide feedback on the project’s impact on the community.
Fellows benefit from instructional coaching rooted in cycles of observation, feedback, and conversation. Fellow will be observed regularly, receiving constructive feedback. Conversely, fellows routinely observe other faculty who employ effective classroom techniques in support of the girls’ learning.
Fellows gather for regularly scheduled seminars to share their teaching and professional development experiences as well as to discuss readings and case studies addressing many of the following topics:
Mentors are veteran teachers who provide Fellows support and guidance through cycles of feedback, observation, and conversation. Mentors organize and design curriculum and instruction effectively, and they have the capacity to counsel, encourage, and assess their colleagues’ classroom skills. Most importantly, mentors model a dedication to students and the pursuit of mastery of the art and science of teaching.
One year agreements; max of two years
How to Apply?
The JESTF Program hiring team will be reviewing applications and interviewing candidates. Offers of employment will be made on a rolling basis. However, applications will be accepted and reviewed until all available positions are filled.
For questions about Teaching Fellow positions, contact the co-chairs of the JESTF Program:
Applicants should submit the following items through the submission form below.
Application Letter – A letter describing how participation in the program will support the applicant’s growth as a teacher. This letter should describe the applicant’s past teaching experiences, and identify the applicant’s strengths as a teacher and areas for future improvement.
Teaching Statement – A brief statement that reflects the applicant’s current approaches to teaching. This document should communicate the applicant’s perspectives on teaching and methods of enhancing student learning.
Resume/Transcripts – The applicant’s resume and transcripts should be submitted as well.
Since the JESTF Program promotes teaching as an ongoing and collaborative process of inquiry, experimentation, and reflection, applicants will be selected primarily on the basis of how participation in this program will benefit their individual professional development trajectories. The current quality of applicants’ teaching skills is less important than their interest in developing those skills through this program.