Arthur Zankel Urban Fellowship

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Office of School and Community Partnerships

Office of School and Community Partnerships

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Arthur Zankel Urban Fellowship

‌The Arthur Zankel Urban Fellowship is a financial aid award in the amount of $10,000 per academic year for Teachers College students to work with disadvantaged inner-city youth. The Zankel Fellowship is made possible by a gift from the estate of Arthur Zankel, who was an esteemed trustee of Teachers College. The Zankel Urban Fellows carry on Mr. Zankel's legacy of passion for education by contributing their expertise to programs serving disadvantaged inner-city youth. 

Zankel Fellows undertake an internship during the academic year in an approved educational program. They are required to spend at least five hours per week working directly with youth. A list of current  approved internship sites is maintained by the Office of School and Community Partnerships and made available on this site. During the application process, students request and are matched to an approved internship site according to their skills, interests and experience. The internship is supervised by a TC sponsor, who is a faculty/staff member. 

‌Eligibility Criteria

‌Students must:

  • Be matriculated or fully-admitted to a masters or doctoral degree program at Teachers College (international students are not eligible during their first year of study)
  • Have consecutive enrollment for a minimum of six credits in the fall and spring semesters
  • Have demonstrated financial need, as determined by TC's Office of Financial Aid based on the central college application
  • Exhibit the interests, skills, experiences and/or characteristics that are a good match to the purpose of the fellowship and the approved service internship
  • Be available to complete the required internship during the normal school day in both fall and spring semesters (not all the sites are compatible with a student teaching schedule)

The application for the 2018-2019 academic year will be live on March 2, 2018. Check back here for the link at that time.

Please click the tabs above for more information and to review the list of internship sites that recruited students for 2017-2018.

To read the most recent Zankel Fellows' activity reports, click on the links below.

Fellowship Requirements

  • Intern at least five hours (and up to ten hours) per week throughout the academic year in an approved educational program intended to benefit disadvantaged inner city youth. In addition to the five to ten hours of direct service to youth, fellows undertake other responsibilities, as outlined in the list of approved internship sites (available by clicking the tab above).
  • Attend an administrative orientation session at the beginning of the fall semester, as well as any orientation/professional development sessions scheduled by the fellow's site sponsor.
  • Complete a background check through the New York City Department of Education prior to start of work in schools.
  • Complete a final report to the Zankel family at the end of the academic year.

List of Internship Sites, 2017-2018

The internship sites listed below have been approved for the 2017-2018 academic year and will host a total of 50 Zankel Fellows. In a typical year, approximately one third of the awards are given to returning Zankel Fellows. Students wishing to apply for a fellowship award should review the site descriptions and selection criteria carefully before they rank their top three site preferences on the application form. Given the large number of applications we receive for a limited number of awards, it is essential that applicants address how their experience and skills match the internship criteria for the sites they select in their application.

Sponsor(s): Lalitha Vasudevan

Department: Mathematics, Science and Technology

The Media and Social Change Lab (MASCLab) is a hub for multimodal scholarship and projects that creatively engage media in service of understanding and effecting social change. In addition to community screenings, media production, and research in and about media settings, the Lab has also partnered with community organizations to facilitate after-school workshops with youth. These  experiences  are  designed  to  increase  participation  of  youth  as  storytellers  and knowledge-makers about their lives for audiences of educators.

The MASCLab Zankel Fellows will be involved with Community Media Story-Mapping projects at two sites. The parameters of each project will be adapted to each site’s specific needs, but will maintain these shared characteristics:

  • To work with youth, using media tools and mapping approaches, to call attention to social issues of significance for youth and their communities and re-present them in a way that is accessible for new audiences
  • To make these artifacts publically available for use by multiple audiences
  • To engage in a “collegial pedagogy” with youth by working on a digital artifact in service of social change (the format of the artifact may vary to accommodate the youths’ and organizations’ needs: i.e., video or film, audio podcast, photographs, digital platform, etc.)
  • To work with MASCLab faculty to design a media engagement guide that can be paired with the community mapping projects and shared with educators, afterschool program staff, and others to support their use of media for social change in their pedagogies

One  fellow  will  be  placed  at  the  Educational  Video  Center (EVC),  a  non-profit  youth  media organization dedicated to  teaching documentary video as  a  means to  develop the  artistic, critical  literacy,  and  career  skills  of  young  people,  while  nurturing  their  idealism  and commitment to social change. EVC youth recently launched the transmedia project, Bridging the Gap: Community and Police Justice, that aims to inspire dialogue between youth, community, and the police toward more just policing practices and community safety.

A second fellow will be placed at Choices Alternative to Detention (ATD) Program, which seeks to use a young person’s early involvement in the justice system as an opportunity for interventions that reduce recidivism while promoting positive, sustainable youth development. Through individualized plans that focus on engagement with peers, family, and the community, the program allows youth to avoid detention in a correctional facility, remain with their families, and continue in school. Choices is open to expanding ongoing media literacy workshops to focus on media production and digital mapping, particularly in ways that allow young people to have their voices heard by decision makers who make decisions that affect their lives daily: teachers, social workers, judges, counselors, parents, and community members.

Fellows will meet weekly with MASCLab faculty to share their experiences, receive feedback on their media work, and will have the opportunity to work with and support one another. Fellows will also have the opportunity to periodically visit both sites and find ways for both groups of youth to collaborate.

Internship criteria:

  • Interest in out of school learning, literacies, media, and forms of representation
  • Experience teaching or facilitating workshops with youth – experience inside or outside of schools welcome
  • Experience with and willingness to experiment with a variety of technologies and media tools, social media platforms, commonly used applications (Google drive, Dropbox, Mac iLife suite)
  • Strong communication skills, as this position will require fellows to be engaged in writing, speaking, listening, and creating media for multiple audiences with youth from diverse linguistic and cultural backgrounds
  • Ability and willingness to work collaboratively in a team setting and demonstrate strong interpersonal skills
  • Ability to work independently to problem solve and demonstrate strong organizational skills
  • Willingness to be flexible and responsive to dynamic teaching and learning circumstances
  • Sense of humor

Internship site(s): TC’s Media and Social Change Lab (MASCLab), the Educational Video Center, and Choices – Alternative to Detention Program

Estimated time commitment per week: Fellows will spend 5-7 hours per week working directly with students and an additional 5 hours per week planning and preparing for on-site work.

Weekly schedule (if known): Fellows will spend 2-3 days/week at their assigned site, working alongside youth as mentors and facilitators of community mapping projects. They will also participating in weekly MASCLab meetings, where they will have a chance to interact with other students using media to explore teaching, research, production, and representation in the context of social change. 

Number of fellows in 2017-18: 2

Sponsor(s): Richard Jochum
Department: Arts & Humanities

The Creative Technologies Certificate (CTC) track is a new program expansion within the art and art education program. It has been designed to help students become leaders in technology-infused art education. In AY 2017-2018 the program is entering its second year; students of the two-year program are expected not only to deepen what they have learnt about technology in art education but apply their knowledge in real life, educational settings. In order to facilitate this, the program includes an outreach component, through which students will teach technology-infused art education, i.e. digital fabrication, physical computing and creative coding, among others, in underserved schools in the metropolitan area in partnership with institutions such as the Teachers College Community School (TCCS), The Beam Center or The Dreamyard Project.

The proposed project will involve two STEAM fellows in developing an afterschool program in creative technologies in partnership with TCCS. The afterschool program will allow kids to engage in collaborative making-projects including but not limited to digital story telling (stop-motion animation, videography), digital fabrication (3D modeling and printing), physical computing (with Makey-Makeys, electronic circuits and crafts material), and creative coding (with building blocks such as Scratch). The program will provide pupils with opportunities to personalize and integrate what they have learnt in their day-to-day classrooms and engage in additional hands-on explorations, collaboration, creative inquiry, and play. It will enable them to approach technologies as creators, not consumers, while activating rich connections between art, technology, and education.

This project has particular importance since it serves as a pilot project for the CTC track. It will provide two CTC students (STEAM Fellows) with an opportunity to work with inner-city youth, apply what they have learnt and become stewards in technology-infused learning environments. The two fellows will be expected to develop and teach an afterschool program pilot in partnership and alignment with TCCS. Apart from preparing and teaching the making sessions, they will be asked to critically reflect and evaluate their experience in order to determine best practices and subsequently identify and reach out to a growing network of future partners.

Internship criteria: Candidates are expected to have completed the first year of TC’s Creative Technologies curriculum, which will teach them basic skills in digital storytelling, creative coding, physical computing, and digital fabrication. They should be excellent communicators, reflective practitioners, and show a deep care for learning communities.

Internship site(s): Teachers College Community School after school program

Estimated time commitment per week: Fellows will spend seven hours per week working directly with students and an additional ten hours per week planning and preparing for the school-based work.

Weekly schedule (if known): Fellows will lead three after school sessions per week between the hours of 2:45 and 5:00PM. An additional two afternoons per week will be dedicated to preparing for the afterschool sessions, as well as to evaluation and outreach to future partners.

Number of fellows in 2017-18: 2

Sponsor(s): Carolyn Riehl    
Department: Education Policy and Social Analysis

The Zankel Fellows will support the service component of a research project that studies teachers’ use of student data for instructional planning in four Title 1 elementary schools in New York City. The research has focused on whether and how teachers gather and use different types of information about their students as they make decisions about their teaching and attempt to respond to student learning needs.

Each Fellow will be placed in two of the project schools, for an average of one day per week spent at each school. At each school, the Fellows will work with one classroom and will provide assistance to students in three major ways: 1) in-class support; 2) tutoring; and 3) homework help. The assistance will focus primarily on mathematics, the curriculum area for which teachers have asked for additional support, but support will also be provided for other subjects when requested.

For at least two class periods each day, the Fellows will assist small groups or individual students with the material being taught, as designated by the teacher. During lunch and pull-out periods, the Fellows will tutor students through math games or directed practice. Tutoring will focus on math fundamentals such as multiplication tables and the steps of multi-digit division. After school or during designated periods, the Fellows will assist students with homework or projects. In total, each Fellow will devote an average of about 8 hours per week to direct help to students. In addition to this time, the Fellows will spend another 3 hours per week having informal conversations with the teachers, preparing tutoring materials, writing field notes, and coding data or preparing analytic memos.

The extra support in the classroom will more than offset the requests we make for teacher time for the research component of the project. Our  overall objective is  to  develop a fine-grained analysis of  how  student information is  used  by teachers to manage what Richard Elmore calls the instructional core (the interactions among teacher, student, and content that comprise the technical core of schooling) and how the wider system of the school (i.e., administrators, instructional coaches, peer teachers, available instructional resources, routines for planning and assessment, and so on) works as a facilitating or limiting context for this use of student information.

Internship criteria: The Zankel Fellows for this project should have experience working with elementary school students and be able to work productively with students in sometimes unruly classroom settings. They should have strong skills in mathematics. They will also need to be competent in working with NVivo (a qualitative analysis software program), though training for this will be provided.

Internship site(s): PS 36, PS 154, PS 130 (Brooklyn), and/or PS 317 (Queens)

Estimated time commitment per week: Fellows will spend an average of 8 hours per week working directly with students, as well as an additional 2-3 hours per week preparing games or lessons to reinforce math fundamentals, talking with the teachers to learn the curriculum, debrief lessons, and identify student needs, and preparing research field notes for data analysis.

Weekly schedule (if known): The final weekly schedule will be determined in the fall based on school needs. Tentatively, fellows will spend two days per week at partner schools, assisting with four classroom periods, as well as during lunch (tutoring), and after school (homework help and other projects).

Number of fellows in 2017-18: 2

Sponsor(s): Deanna Kuhn
Department: Human Development

The fellow will assist the project sponsor in implementing a curriculum to develop argumentative thinking and writing
skills among students in a local public middle school. These skills are critical in academic learning and fundamental to the Common Core Standards. The curriculum is centered around electronic peer communication and the experience greatly benefits both the public school students as well as the TC student involved in the project. The program is described in detail in the book authored by Kuhn, Hemberger, and Khait Argue with me: Argument as a path to developing students’ thinking and writing (Routledge, 2015, 2nd ed.).

Internship criteria: The ideal candidate will have strong interpersonal skills and the ability to interact with inner-city minority youth.

Internship site(s): M.S. 421

Estimated time commitment per week: The fellow will spend five to ten hours per week working directly with students, depending on the school schedule. When not working at the school, the fellow will work with the project sponsor to document and analyze student progress.

Weekly schedule (if known): The schedule will be determined in the fall in coordination with school staff.

Number of fellows in 2017-18: 1

Sponsor(s): David Hansen
Department: Philosophy and Education, Arts & Humanities

The Zankel fellow will work closely with faculty involved in the Big History Program at Brooklyn Collaborative School (BCS). Big History is an interdisciplinary course that incorporates perspectives and ideas from history, science, social studies, philosophy, and related fields. Its focus is on helping students develop a holistic picture of the human condition, as well as of their place within it and how they can themselves influence it through their own agency. The intent of Big History is to inspire students’ intellectual curiosity and passion, especially minority students from economically disadvantaged communities who, it is hoped, will aspire to go on to higher education. BSC is a Title I institution; some 85% of the school population are students of color, the majority of whom participate in a school lunch program.

The lead teacher with whom the Zankel Fellow will work, Mr. Scott Henstrand, is a highly experienced teacher whose work on the curriculum and pedagogy of Big History has been featured in numerous forums. Mr. Henstrand will help mentor the fellow in the arts of engaging urban youth—whom society has all too often relegated to the margins—in serious, thoughtful academic inquiry in the classroom setting.

The fellow will attend classes, interact with Mr. Henstrand and other core faculty during the school day, and prepare materials and lessons for classroom use as guided by faculty. During the course of the school year, the fellow will move step-by-step into pedagogical roles: mentoring, one-on-one work, small group work, and eventually whole class activities.  In addition, as the year unfolds the fellow will engage in both school-wide and out-of-school activities related to the interdisciplinary curriculum of Big History. Finally, the fellow will also participate as a mentor and judge of students’ oral presentations at the end of each term.

Internship criteria: The ideal candidate will have done some school-based teaching. Experience with interdisciplinary teaching at the high school level is preferred, yet not required. The fellow will bring to bear his or her pedagogical experience, a developing philosophical perspective on the critical values in educating city youth, and a strong sense of commitment to exemplary teaching.

Internship site(s): Brooklyn Collaborative School

Estimated time commitment per week: The fellow should expect to devote a minimum of ten hours per week working with students at BCS. The fellow will also meet with the project sponsor at least once a week to review his or her work, and to discuss subsequent classroom- and school-based activities with youth that pivot around the philosophy and practice of the Big History curriculum. The fellow will also undertake several hours a week of systematic reading on the dynamics of culturally responsive pedagogy for urban young people.

Weekly schedule (if known): A typical weekly schedule will involve ten hours of work with you in the classroom, one-two hours dedicated to meetings with the project sponsor, and seven to eight hours devoted to systematic reading and research on urban education.

Number of fellows in 2017-18: 1

Sponsor(s): Erica Walker, Alexander Karp
Department: Mathematics, Science and Technology

This project continues to build on work that Professors Karp and Walker completed previously in Harlem schools and at Columbia Secondary School for Science, Mathematics, and Engineering (CSSME) in recent years. In conversations with parents and teachers at CSSME, the sponsors have identified a need for professional development and curriculum development related to the Common Core State Standards, as well as for mathematics enrichment opportunities for students attending the school. The Zankel Fellow will assist in designing activities for and implementing an after school mathematics club for high school students at CCSME.

After school activities in many urban schools are centered on tutoring and remediation, rather than enrichment and exploration. CSSME is a natural setting for ensuring that students are exposed to additional mathematics experiences beyond the mathematics learned in the classroom, and Professors Karp and Walker’s experience with gifted and high achieving students is a natural fit for supervising TC students developing and implementing such a program.

Internship criteria: The ideal candidate will have a strong background in mathematics and experience teaching middle school/high school mathematics.

Internship site(s): Columbia Secondary School for Science, Mathematics, and Engineering

Estimated time commitment per week: The fellow will spend an average of 6 to 8 hours working directly with Columbia Secondary students during the after school hours and an additional 2 to 4 hours per week will be spent planning and preparing for the school-based work.

Weekly schedule (if known): Fellows should expect to spend at least 2 days per week, for at least 3-4 hours per day at the school.

Number of fellows in 2017-18: 1

Sponsor(s): Oren Pizmony-Levy, Sonali Rajan, Pam Koch
Department: International and Transcultural Studies, Health & Behavior Studies

Environmental and Sustainability Education (ESE) is a growing educational movement that is focused on the interactions between environmental, social, health, and economic issues that together promote the long-term health of complex living systems. The TC Working Group on ESE was launched in the spring of 2015 in response to growing concerns about global and local environmental challenges and brings together faculty from across the College. Overall, the Working Group is interested in exploring and enhancing the role of the College in ESE-related research, teaching, and policy work.

Over the past year, in collaboration with the NYC DOE Office of Sustainability, the group has investigated ways in which public schools engage with ESE. One of the striking patterns is that schools serving marginalized populations are less likely to collaborate with community-based organizations that help schools with implementing educational programs (e.g., improving recycling in the cafeteria) and with reducing the school’s impact on the environment (e.g., installing solar panels). Therefore, schools with high number of students receiving free and reduced price lunch often are not able to infuse ESE into the curriculum. Interviews with stakeholders and sustainability coordinators (a required, but unpaid position) suggest that schools with high needs and low capacity do not engage their students with ESE topics.

With support from the Working Group on ESE, the Zankel Fellow will begin ameliorating this gap by supporting educational change on two levels: 

  • First, the Fellow will work with students on enhancing the school engagement with ESE topics by establishing and mentoring a student-led Green Team. As an after school program, the Green Team will be open to all students in the school and empower students (and the schools community as whole) to address sustainability challenges through waste reduction, recycling, composting, energy conservation, and pollution prevention. The Fellows will help the Green Team to coordinate events and will serve as a bridge to community-based organizations and the NYC DOE Office of Sustainability.
  • Second, the Fellow will collaborate with teachers in order to introduce ESE to the school curriculum. For example, the Fellow could prepare a module on ways to measure air pollution in the school’s neighborhood at different time points. This module could be linked to subjects such science, math, and computer science. The Fellow could also prepare a lesson plan on environmental activism in the school’s neighborhood, which could be linked to social studies and civics.

Internship criteria:

  • Interest in working with K-12 students
  • Interest in environmental education, sustainability, and climate change
  • Strong communication and presentation skills
  • Ability to work independently
  • Classroom leadership skills

Internship site(s): NYC Department of Education public schools TBD

Estimated time commitment per week: The fellow will spend an average of 10 hours working directly with public school students and an additional 3 to 5 hours per week will be spent planning and preparing for the school-based work, inclusive of meetings with faculty affiliated with the ESE Working Group.

Weekly schedule (if known): The weekly schedule will be determined at a later date in collaboration with the partner school(s). The fellow will visit schools once a week to work with students on the Green Team and to support in-class teaching of environmental and sustainability curriculum,

Number of fellows in 2017-18: 1

Full project title: Leveraging Linguistic and Cultural Diversity to Improve Student Achievement and College
Sponsor(s): Regina Cortina
Department: International and Transcultural Studies

The project’s site is the International High School at Prospect Heights (IHSPH), a high school within the Internationals Network for Public Schools, which serves newcomers to the U.S. who have arrived to the country within four years prior to enrollment. The majority of students are emergent bilinguals (ELLs) who represent diverse ethnic, religious, and cultural backgrounds, having arrived from French, Spanish, and Creole speaking countries of the Caribbean, Central and South America, as well as from West Africa, Pakistan, China, Uzbekistan, Tibet, and Yemen among other regions. At IHSPH, roughly 38% of students are classified as Hispanic, 30% Black, 19% Asian, and 13% White, and the majority qualify for free lunch. This school represents a diverse learning environment in which the opportunities to engage in intercultural and pluri-lingual teaching and learning strategies are abundant.

The Zankel Fellow assigned to this project will work at an INPS school as tutor/mentor to a group of approximately 10 to 15 students, who are in need of support in one or more overlapping areas: e.g. literacy/academic support for preparation of portfolio projects, academic science competency, or college-preparatory support through the college application process (including essay writing, college knowledge, placement exams). In addition to supporting a classroom teacher during the school day and working closely with students in a small group setting (most likely during lunch or after school hours), the Fellow will collaborate with school teachers and staff, including literacy coaches and guidance/college counselors, in order to discuss and incorporate teaching strategies that empower students to utilize their diverse cultural and linguistic resources to support their learning. The Fellow will develop materials and facilitate group activities that will enhance the literacy and content knowledge that students need in order to create quality portfolio presentations and to develop skills for post-secondary studies. The Fellow will also have the opportunity to attend teacher meetings meetings and professional development opportunities in order to learn about culturally and linguistically relevant pedagogical strategies.

Internship criteria:

  • Written and spoken fluency in a language other than English preferred (preferably Spanish, Chinese, Arabic, or Haitian-Creole)
  • Prior experience teaching, tutoring and facilitating educational programs and/or working in public schools, especially with adolescents or young adults
  • Knowledge and/or experience in bi/multilingual education and of culturally relevant curricula/pedagogy; intercultural communication skills and empathy
  • Ability to build and maintain relationships with a variety of stakeholders
  • Highly collaborative and proactive; strong outreach and interpersonal skills
  • Commitment to social justice
  • Commitment to advancing the field of international educational development

Internship site(s): The International High School at Prospect Heights (IHSPH), Brooklyn, NY

Estimated time commitment per week: 6-9 hours working directly with inner city youth and 2-3 hours per week planning and preparing

Weekly schedule (if known): Assistance in class and facilitation of group study/tutoring sessions at school site (2 to 3 days per week for 2 to 3 hours per session)

Number of fellows in 2017-18: 1

Sponsor(s): Robin Blanc
Department: Office of School and Community Partnerships

Through the Raising Educational Achievement Coalition of Harlem (REACH), Teachers College convenes a group of local public schools across the PK through 12 grade span to work collaboratively to improve students' academic achievement. REACH implements a set of coherent and strategic actions that increases access to comprehensive educational opportunity. The main areas of focus are school leadership, pedagogical practices, expanded learning experiences, early childhood education, physical and mental health, and family engagement.

Zankel Fellows will provide students in five partner public schools with high-quality expanded learning opportunities that expose them to new ideas as well as support the development of their academic skills and content knowledge. Fellows work directly with students and engage them in hands-on, inquiry-based projects that are aligned to the Common Core State Standards. They also attend professional development sessions designed to support their work around the development, implementation, monitoring, and refinement of activity plans for their work in schools. Fellows benefit from the opportunity to share their skills and knowledge with youth from high need public schools in Harlem.

Internship criteria: Fellows must have at least six months' previous experience working with students of color and/or low-income students, with a preference for candidates who have worked either in under-resourced urban public schools or community-based organizations serving youth and families. Strong organization, lesson planning, writing, and facilitation skills required. Preference for applicants with experience in fine arts, chess, or STEM instruction, as well as those with an interest in youth development, storytelling/narrative writing, and/or service learning.

Internship site(s): Frederick Douglass Academy II, Wadleigh Secondary School for the Performing and Visual Arts, PS 154, PS 36, Academy for Social Action

Estimated time commitment per week: At least five hours working directly with inner city youth and an additional three to six hours planning, preparing lessons, and participating in professional development activities.

Weekly schedule (if known): Fellows will work two or three days a week, at one or two school sites; most fellows will work in the afternoon (2-5pm), though some will work in the morning or at other times. Exact schedules TBD depending on placement. Additional training sessions (approximately 3-5 per semester) will be scheduled throughout the year based on the fellows’ schedules, and meetings at schools will be scheduled on an as-needed basis.

Number of fellows in 2017-18: 11

Sponsor(s): Dolores Perin, Susan Masullo
Department: Reading Specialist MA Program in the Department of Health and Behavior Studies

In the fall and spring semesters each Fellow, under the supervision of the designated school contact and the Zankel Sponsor/Supervisor, will:

  • Provide individualized assessment and intervention services to target students identified by the school as performing significantly below grade level expectations in reading, writing and/or language skills. These and other related tasks as described below to be provided in the fall and spring semesters.
  • Intervention sessions to be done on a push-in or pull-out basis as determined by the needs of the students and the nature of classroom instruction.
  • Work closely with teachers, attend planning meetings to align remedial intervention with classroom instruction, share weekly progress notes.
  • Submit weekly logs to Zankel Sponsor/Supervisor detailing activities and student response to instruction.
  • Meet twice per month with Zankel Sponsor/Supervisor for guidance and feedback.
  • Attend approximately three meetings each semester with the designated school contact, the Zankel Sponsor, classroom teachers, and a member of the REACH team to review and analyze student progress and teaching methods and materials, as well as to plan next steps for instruction.

In the spring semester, and under the supervision of the school’s designated contact person and the Zankel Sponsor/Supervisor, each Fellow will work with a teacher willing to participate in a brief series of four professional development assignments based on a model of cognitive coaching (Costa & Garmston, 1985). This collaborative and non-evaluative professional development effort is designed to improve student performance by enhancing the teacher’s ability to weave literacy strategies into content area instruction. The activities are done in the hope that each teacher will turn-key the activity with colleagues in the school (as has been done in the past), and are based on a needs assessment done in the beginning of the term with the teacher.

Internship criteria: The Fellows must apply the knowledge and skills they are learning in their classes in the Reading Program to the work they will be doing with both students and teachers at the school:  cognitive, linguistic and socio-cultural aspects of reading and writing acquisition; formal and informal methods and materials for literacy assessment and intervention – particularly for students who struggle; and principles of adult learning and conducting collegial professional development.
Internship site(s): Frederick Douglass Academy II

Estimated time commitment per week: Fellows will spend five to six hours per week working directly with inner city youth and will dedicate an additional four to five hours each week to preparing materials for initial assessment and subsequent intervention sessions; meeting with classroom teachers during planning periods; and planning and preparing activities and materials for professional development activities.

Weekly schedule (if known): Weekly schedules (to be determined in September) will be coordinated between the Fellows and the FDA II teachers to whom they are assigned by the school’s designated contact person. Fellows will meet with their Sponsor twice a month at TC and also participate in regular meetings with their Sponsor, the school’s designated contact person, the cooperating teachers, and a representative from the Office of School and Community Partnerships.

Number of fellows in 2017-18: 2

Sponsor(s): Helen Verdeli, Nancy Eppler-Wolff
Department: Counseling and Clinical Psychology

SBMHC is an integrative and prevention focused, school-based mental health collaboration between Teachers College (Department of Counseling and Clinical Psychology and the Office of School and Community Partnerships) and NYC public schools. SBMHC is a unique interdisciplinary and integrative clinical program that uses an evidence- based consultative and preventative mental health model in which doctoral students, from clinical, counseling and child/school psychology programs, can broaden and deepen their clinical skills by working and consulting with children, parents, teachers and administrators in underserved community settings. Particularly, SBMHC aims to address social and emotional health issues of children in inner-city public schools through preventative SEL (social and emotional learning) curricula, consultative, psychoeducational, and early intervention services.

The Zankel Fellow will join the SBMHC to carry out part of the project’s school-based work. Specifically, s/he will design and co-teach, in cooperation with classroom teachers, an SEL curriculum based on PATHS (Promoting Alternative Thinking Strategies, Channing Bête) in cooperation with classroom teacher. The curriculum is tailored to meet the specific needs of children in each classroom to address student behavior difficulties, promote empathy, good decision-making behavior, and self- regulation. The Fellow will also conduct clinical observations, informal assessments, and behavioral interventions (e.g. mindfulness, self-regulatory and other therapeutic techniques) for children in K-5th grade classrooms (1-2 days per week). S/he will work collaboratively with teachers during academic classes, as well as during special activities such as gym, music, and lunch/recess. The Fellow and sponsor will confer weekly with classroom teachers to discuss progress and to help the teachers understand and implement their own effective behavioral strategies and interventions.

SBMHC will provide the Fellow with training and supervision in community/classroom consultation, the delivery of an adapted SEL curriculum (PATHS), interpersonal psychotherapy training (IPT), and mindfulness techniques for individuals and groups within an integrative psychodynamic foundation. Furthermore, the Fellow will be integral to the development of the SBMHC program model.

Internship criteria: The ideal candidate should have completed a course in child psychotherapy or equivalent and must have prior experience (and supervision) in child treatment.

Internship site(s): P.S. 268 The Hamilton Heights School and/or the Teachers College Community School

Estimated time commitment per week: The Fellow will spend 5-10 hours per week working directly with inner city youth and also participate in 2 hours of direct supervision per week. Fellows will have the opportunity to participate in program development (time commitment TBD).

Weekly schedule (if known): The weekly schedule will be determined in the fall in collaboration with partner schools. The Fellow should expect to spend 1-2 days per week in a classroom setting and set aside time for group and individual supervision.

Number of fellows in 2017-18: 1

Sponsor(s): Carol Ewing Garber
Department: Biobehavioral Sciences

SKIP!  is  a  creative,  culturally  appropriate,  physical  activity  program  designed  for  young  children  to  facilitate acquisition of essential fundamental movement patterns and to support social and cognitive development among diverse children of low resourced families. The program is evidence based, using theories of child development, movement sciences, and pedagogy and includes a classroom and an at-home component. The program provides a program that is absent from the school curriculum, but which is considered by experts to be an essential component of comprehensive school health programs and important for facilitating academic readiness.

The Zankel Fellows will be trained to provide the SKIP! program within the classrooms at the Early Head Start (EHS; toddlers ages 18-36 months and their parents) and in the Head Start Program (HS; children ages 3-5 years). The program works with one group of classes in Fall and a different set of classes in the Spring to reach the most students possible.

Internship criteria:

  • Ability to lead movement and physical activities for preschool children and their families
  • Ability to work with young children
  • Understanding of motor and cognitive development of preschool children
  • Good communication skills
  • Ability to work in a team
  • Fluency in Spanish is highly desirable

Internship site(s): Columbia Head Start and Early Head Start, 4467 Broadway, New York, NY

Estimated time commitment per week: Fellows will work with children nine to ten hours per week during school hours and dedicate an additional one to two hours per week to staff meetings for planning and evaluation of the program.

Weekly schedule (if known): Students must be able to be at the Head Start to lead SKIP! during full morning and/or afternoon shifts on Mondays through Fridays when school is in session. A typical schedule may include one full day and one half day or three half days. A weekly staff meeting will be scheduled at a mutually convenient time for Zankel Fellows, faculty and doctoral students who work with the program.

Number of fellows in 2017-18: 2

Sponsor(s): Ruth Vinz, Cristina Compton
Department: English Education, Arts & Humanities

For over a decade, The Center for the Professional Education of Teachers (CPET) has been inspiring students and their teachers to take their learning beyond the classroom and into the world. Through project-based public pedagogies, CPET initiatives such as Literacy Unbound, the Student Press Initiative and Youth Inc, partner with public, charter and schools within the court systems, across New York City, to co-create opportunities for students to share their learning with multiple audiences and, at the same time, develop their reading, writing, performance, and communication skills. As students share what they learn with others through multiple venues of publication, we hope to foster students’ curiosity of spirit, hone their inquiry skills, and nurture their willingness to speak up and out on issues important to them, their communities, and the world—regardless of their age.

Zankel Fellows, partnering with experienced CPET coaches and teaching artists, will work directly with students in diverse, in-school and after-school projects. Helping students and their teachers “Go Public” with their work, to speak out and into their communities, is a powerful experience, driven by student- centered, project-based learning pedagogies.  With the support of CPET personnel, the Zankel Fellows have a unique opportunity to advance their knowledge, interests, and expertise by engaging with groups of  teachers  and  students  across  the  City,  to  help  them  share  their  stories,  understandings,  and reflections on various topics of study. Projects most often culminate in digital, print, or performance- oriented productions with a community celebration of students’ progress and work. Zankel Fellows should expect to engage in activities such as: classroom visits, leading presentations with classes or small groups, individual support to students, collaborative planning with teachers, curriculum design, digital design and layout support, and facilitation of publication celebrations.

Internship criteria: CPET is looking for candidates with a minimum of 2 years of teaching experience, ideally with students in grades K-12. Knowledge of writing and performance pedagogies is optimal, but a desire to support student learning and relationship-building is central to the internship.

Candidates should demonstrate strong organizational, interpersonal and communication skills. We seek Fellows who will enjoy working collaboratively with young people and with other adults, who are self-motivated, who can chart their own course of action and seek opportunities that combine their vision(s) with CPET’s mission, and who are able to plan for long-term projects that are responsive to the needs and interests of a particular school.

Additionally, Fellows should have experience with using Microsoft Office, and familiarity with Google Apps. Knowledge of multi-media platforms such as images, video and music is preferred but not required.

Internship site(s): NYC public schools (K-12+)

Estimated time commitment per week: Fellows will work approximately 6 hours a week, during the school day or after school, with teachers and students at a particular school/site. Additionally, they will spend approximately 4-6 hours a week planning for their on-site projects, attending meeting and trainings, and/or working collaboratively with other Fellows and CPET personnel. Fellows should be available for 10 hours a week, divided between on-site and Center work.

Weekly schedule (if known): Fellows should expect to reserve at least one day a week (approximately 6 hours) at a particular site. This day is often determined once the school year begins and is based upon the needs of the school.

Additionally, Fellows should  reserve  Fridays  as  a  day  they  will  attend  meetings,  participate  in professional development, dedicate time to planning, and/or concentrate on a “Center Project.” Center projects provide opportunities for Fellows to imagine a project, inspired by their individual skills/interests, and which contributes to their growth as well as to the initiatives of CPET. Examples of Center projects include developing curriculum frameworks and conducting participatory research with students to evaluate the efficacy of student-authored, publication projects on writing attitudes, skills, strategies, and performance-skills.

Number of fellows in 2017-18: 5

Sponsor(s): Patricia Martínez-Álvarez
Department: Arts and Humanities

Zankel Fellows will be placed in bilingual schools with integrated co-teaching classrooms (ICT) where children with and without IEPs (with and without labeled disabilities) are learning in two languages. Such classrooms have a high need for individualized instruction and innovation. Fellows will work with a total of at least 10 elementary level bilingual children categorized with disabilities in and out of school (after school) contexts. They will work with children 5 hours a week during the school day (8:20am – 2:40pm) and 2 additional hours a week in an afterschool context (2:30-4:30pm). Fellows will be working for five additional hours to design, coordinate, run, and document our day and afterschool work. During after school hours, the program will provide children with iPads and cameras with which the students will generate photographs and videos. Participating children will use the technology to explore their communities and bilingual/bicultural knowledge. An interdisciplinary exploration integrating multimodality in literacy, science, and art will be facilitated to learn about how children can expand what counts as knowledge and learning as they work with teacher candidates and researchers. The Zankel Fellows will also observe and teach the children, and learn from them during their regular schooling hours to deepen their knowledge of the children’s ways of learning and to facilitate bridging mediators between the after school and in school learning.

As part of the project, the fellows will be part of a research team tasked with co-designing a technology-rich curriculum for the afterschool program and collecting and analyzing data to measure the children’s progress. They will explore ways in which the learning and the mediators from after school can be infused into the regular instructional day for the participating children and they will have an opportunity to prepare/present a conference proposal. Fellows will meet weekly twice for two hours each time to design the curriculum for the afterschool, dedicate time to data collection, organization and analysis weekly. An additional hour will be dedicated to prepare teaching artifacts and write learning reflections individually.

The fellows applying for this position will be involved in the following project activities:

  • Work within the school context, including fully running the afterschool and collecting data for a total of 7 hours a week (must be available one day weekly for 5-hours during school hours and one day weekly for 2 hours afterschool)
  • Planning the afterschool at a design team meeting for 2 hours a week
  • Organizing and analyzing data arising from their work at a research team meeting for 2 hours a week
  • Preparing/presenting a conference proposal with the lead professor based on the teaching and research experience

Internship criteria:

  • Native-like skills in Spanish and English
  • Interest in working with bilingual children categorized with mild disabilities
  • Knowledge of foundational theories in bilingual education and bilingual special education
  • Familiarity with the use of instructional technologies and common applications such as the following (or similar ones): Note Taking, Comic Life, Photo Voice, photographs and videos
  • Some formal or informal teaching experience
  • Be highly dependable, independent and responsible and be able commit to the time and effort needed to run the different activities of the project

Internship site(s): PS 103 Dos Puentes Elementary School (District 6)

Estimated time commitment per week: A total of 12 hours per week dedicated to: observing and teaching during the school day and after school (7 hours per week); curriculum planning and data collection and analysis (4 hours per week); and teaching artifacts preparation and crafting learning reflections (1 hour per week).

Weekly schedule (if known): Fellows will attend to project activities three days a week. Specific schedule details are to be determined and flexible but within certain restrictions (availability required during the school day and after school hours).
Number of fellows in 2017-18: 2

Sponsor(s): Sonali Rajan
Department: Health and Behavior Studies

The Zankel Fellow will directly implement and support an evidence-based health education and life skills after-school program, Girls on the Run, in three low-income public schools in New York City. This project will take place with the support of community-based partner organization Girls on the Run: NYC (, whose program reaches over 50 elementary and middle schools in New York City and a total of 200,000 across the country annually.

The Girls on the Run program is comprised of two 10-week seasons per year. The program addresses a range of critical social emotional learning skills (managing emotions cultivating empathy, thoughtfully making decisions, addressing impulsivity) via a creative curriculum that fosters an affinity for physical activity and also discusses key health topics (including nutrition, bullying, and substance use/misuse). Program sessions take place twice a week and are led by volunteer coaches who are trained at the beginning of the school year by Girls on the Run staff.

The Zankel Fellow will attend this 5-6 hour training workshop at the beginning of the year and serve as a program coach at a high need school site (Site A) twice a week during the fall 2017 and spring 2018 seasons. The Fellow will spend an additional 4 hours per week providing critical programmatic support to two other low-income public schools (Sites B and C) that are also implementing Girls on the Run. Specifically, this portion of the fellowship will involve the Fellow in assessing program implementation and fidelity (via measurement tools developed by the project sponsor in conjunction with the executive director of Girls on the Run), providing instructional support and assistance to the team of coaches at Sites B and C, and working with the coaches and Girls on the Run staff to use data to improve program fidelity and ultimately maximize the effectiveness of the program.

Each Girls on the Run season concludes with a community-wide 5K running event that celebrates the 650-750 girls participating in the program each season through their schools. The Zankel Fellow is expected to participate in this event in both the fall and spring.

Internship criteria: The project is seeking a high-energy, passionate, and reliable Fellow, dedicated to fostering the well-being of young girls.

Internship site(s): NYC Department of Education public schools TBD

Estimated time commitment per week: The Fellow will spend four hours per week implementing the Girls on the Run program in a high need Title I public elementary school (Site A), working with a team of 12-18 early adolescent girls. S/he will spend an additional four hours per week providing critical programmatic support to two other low-income public schools (Sites B and C), working with a team of 12-18 early adolescent girls at each of these two sites.
To prepare for the project, the Fellow will be expected to complete a 5-6 hour Girls on the Run coach training workshop as well as obtain CPR certification through a 4-hour course provided by Girls on the Run.

Weekly schedule (if known): The final internship schedule will be determined in the Fall; the Fellow should expect to split their time as follows:

  • Day 1: 2 hours coaching Girls on the Run at Site A
  • Day 2: 2 hours providing programmatic and implementation support at Site B
  • Day 3: 2 hours coaching Girls on the Run at Site A
  • Day 4: 2 hours providing programmatic and implementation support at Site C

Number of fellows in 2017-18: 1

Sponsor(s): Audrey Cox
Department: Office of School and Community Partnerships

Teachers College Community School (TCCS) is an inclusive, non-screened choice elementary school that opened in September 2011. TCCS is a demonstration site for educational research, preparation of educators, and implementation of comprehensive educational services including out-of-school time learning opportunities and social and health services that support children's ability to learn. In 2017-18, TCCS will enroll 350 students in grades PreK-6.

To effectively educate students who have a range of learning needs and language backgrounds, TCCS uses a model of inclusion that provides all students with a home base in a regular classroom, coupled with flexible services across a continuum of needs. Over the past few years, Zankel Fellows have been an invaluable part of the TCCS community. They have worked in collaboration with classroom teachers and the school’s administration to plan and deliver individual or small group instruction to students who needed support in math and reading. Some have also assisted with classroom management, recess, and other activities. Through their dedication and hard work Zankel Fellows develop strong relationships with students, parents and TCCS staff during their year(s) of service at the school.

Most of the TCCS Zankel Fellows will provide instructional support to students in grades PreK to 6, with a particular focus on math. Two or three of the fellows will teach specialty subjects (i.e. science, art, technology, music) during the school day and/or after school. Fellows will be selected and assigned according to the school's highest priority needs, which may be classroom management, student assessment, or subject-specific support and instruction. The fellows will benefit from their exposure to how educational activities are planned and delivered within a community school model as well as the instructional rigors of TCCS, which embraces high expectations for its diverse community of learners.

Internship criteria: Interns must have at least six months’ classroom experience at the elementary and/or middle school level working with children from linguistically and culturally diverse backgrounds. Strong knowledge of early literacy and math is preferred. Interns teaching specialty or after school enrichment classes must have demonstrated experience in their respective subject areas. Knowledge of the NYC public school system is preferred.

Internship site(s): Teachers College Community School

Estimated time commitment per week: Four or five of the TCCS fellows will work directly with children ten hours per week, during the school day. Two or three of the fellows will devote a total of ten hours per week teaching specialty/enrichment classes during the school day and/or after school and planning/preparing for the classes they teach.

Weekly schedule (if known): Most fellows will intern during the school day (8am-3pm) and some will also teach during after-school hours (3pm-5pm). Typically, fellows are at TCCS two or three days per week, depending on their schedule and the school’s needs.

Number of fellows in 2017-18: 7

Sponsor(s): Yolanda Sealey-Ruiz
Department: English Education, Arts & Humanities

For decades, the notorious Rikers Island Jail Complex has been marked by violence and corruption and impervious to substantive reform. The #CLOSErikers campaign was formed in 2016 to break the political gridlock and achieve real solutions that are guided by directly impacted communities. By closing Rikers, New York City can focus on healing and rebuilding the communities where Rikers has brought suffering. The campaign to #CLOSErikers is calling for New Yorkers to boldly reimagine the city’s failed criminal justice system and become a national leader in ending mass incarceration. Led by JustLeadershipUSA, in partnership with the Katal Center for Health, Equity, and Justice, the #CLOSErikers campaign includes community groups, researchers, business leaders, faith and human rights leaders, criminal justice experts, health and housing service providers, advocacy and legal groups, and more.

“The Art and Literacy of Justice: Creating Life After Rikers Island” (#CLOSErikersALJ) is an arts based program that will bring together 12-15 high school age youth (per site) who are connected to the #CLOSErikers campaign. These youth, who attend schools in New York City, have been impacted by mass incarceration (either directly or through family members.) Youth will meet each week in a group that specifically engages the following question through creative arts: What can happen when we close Rikers Island? The Zankel Fellows will facilitate the weekly sessions. Work created in the workshop sessions which will culminate in two curated symposia where the participants present the ideas they developed and created over the duration of the semester (Fall 2017 & Spring 2018).

Internship criteria: #CLOSErikersALJ is seeking two fellows who have an interest in the impact of mass incarceration on school-age children, and those individuals who are interested in civically engaging youth in discussion on mass incarceration’s impact. Fellows should have experience in working with high school age children within school or in out-of-school settings for a minimum of one year (this includes tutoring and mentoring). Strong organizational, interpersonal, and communication skills are necessary. The fellows should feel comfortable with an arts-based literacy approach to learning and discovering knowledge. The fellows should have comfort in participating in and facilitating workshops that involve writing, art, and/or various media-making activities. Familiarity with social media platforms, Google, MS Office is not required but a plus.

Internship site(s): 2 sites TBD

Estimated time commitment per week: Fellows will spend time with #CLOSErikersALJ youth up to 5 hours per week. This includes the 2-hour
#CLOSErikersALJ workshop session, and an additional 3 hours offering school support and mentoring. Additionally, they will spend approximately 3 hours per week working with the Zankel faculty sponsor to assist in creating session activities, and organizing materials for the weekly literacy arts workshop.

Weekly schedule (if known): Youth, fellows and the faculty sponsor will meet each week for 2 hours to participate in the
#CLOSErikersALJ session. Fellows will spend an additional 3 hours at their project site offering school support and mentoring. The two project sites will be JustLeadership-affiliated locations in New York City.

Number of fellows in 2017-18: 2

Sponsor(s): Amy Stuart Wells
Department: Education Policy and Social Analysis  

The racial identity of our nation is shifting rapidly, as the percentage of residents who are white, non-Hispanic continues to decline. Nowhere is this phenomenon more apparent than within our public school population, where white, non-Hispanic students are now a minority of the total. Launched in 2015, the Public Good is research and advocacy initiative combining the expertise of faculty and researchers at Teachers College with the talents of several TC doctoral students to provide research-based services to schools on the front lines of demographic change. The current mismatch between the policies and the needs of an increasingly racially diverse society inspire us to fill the void with compelling success stories of diverse public schools. The project team gathers in-depth data to inform school improvement and strategic communications strategies, to allow it to publicize the efforts of these schools in a manner that will enable them to “trickle up” and inform educational policy both regionally and nationally.

Currently, the project works closely with three racially, ethnically and socio-economically diverse public schools in Brooklyn. In each of these schools, the students of color, mainly Black and Latino students, are underperforming on standardized assessments, even as all the students in these schools are learning from each other about how to be more open minded and accepting of “difference” while learning their academic subjects. We know from the educators in each of these schools that most disadvantaged student—mostly the low-income Black and Latino students—would greatly benefit from more academic tutoring and homework support.

The Zankel Fellows will work alongside the project team (consisting of the faculty sponsor, 5 doctoral students, 3 master's students, one free-lance journalist, and an alum who works for NY Appleseed and assists with parent engagement) to support the educators in the three partner schools by supporting their struggling students. The Fellows will benefit from working within a larger research-based project and will learn about research and advocacy work and the connection between the two.

Internship criteria: TC students who have some background in teaching or tutoring elementary or high schools students, particularly in reading or math would be the best fit. A strong interest in working with elementary or middle schools students from disadvantaged backgrounds as a "homework helper" and tutor is the most important qualification.

Internship site(s): P.S. 307, P.S. 84, and Park Slope Collegiate (all schools are in Brooklyn)

Estimated time commitment per week: Fellows will devote 8 hours per week to school-based work (including commuting time to Brooklyn) and an additional two hours per week participating in Public Good project meetings. The project holds weekly or bi-weekly meetings with the entire team. The Zankel Fellows will become members of the team and help identify school-site needs and how to best use their services to provide direct academic support to the disadvantaged students in these schools.

Weekly schedule (if known): Fellows’ weekly schedule will be determined based on their availability and the needs of the schools. Fellows should expect to spend one or two afternoons per week at one or more of the three schools. Project meetings occur on Wednesday afternoons.

Number of fellows in 2017-18: 2

Sponsor(s): Ansley Erickson
Department: History and Education, Arts & Humanities

Youth Historians in Harlem has been working for four years to develop an after-school learning model that links youth participatory action research and local African-American history in Harlem. The project has been underway at Frederick Douglass Academy II for four years; for the 2017-18 year, we are planning to continue at that site and initiate work at a second site. Both school sites serve high-needs populations of students of color from the immediate Harlem community and from other parts of New York City.

Youth Historians engages high-school-aged youth in learning about the history of their local community and conducting original historical research on that community. They do so in small-group, after-school settings with support and direction from Teachers College (TC) graduate students, usually in History and Education or Social Studies Education. Youth Historians participants, who are recruited through formal school events as well as informal networks and recommendations from current students and school staff, participate in twice-weekly after-school sessions at school sites, on campus at TC, or at other locations as scheduled for special trips or events.

Over the course of the year, Youth Historians participants engage in historical research practices including primary document analysis in archives and via on-line sources, oral history interviews, and public presentations of their work in person and via digital projects. One school site will continue its focus on the history of the central and southern Harlem community close to Frederick Douglass Academy II. The other school site will focus on the history of Harlem’s Sugar Hill, a storied African American middle-class and elite neighborhood home to dozens of leaders in activism, the arts, and commerce.

TC graduate students working as Zankel Fellows would be responsible for leading twice-weekly afterschool  sessions  with  Youth  Historians  (totaling  six  hours  weekly),  and  engaging  in  planning, reflection, and documentation efforts for an additional four hours.

Internship criteria: Fellows will need to have skills in classroom leadership, individual and small-group work with diverse learners, and the ability to work collaboratively to design history-focused and youth-participatory curriculum. Fellows will also need to have willingness to learn digital humanities tools and practices that are used in the program.

Internship site(s): Frederick Douglass Academy II and other site TBD

Estimated time commitment per week: Fellows will work directly with high school students for approximately six hours per week and spend an additional four hours per week participating in planning meetings (including research, curriculum development, and class planning time), as well as to reflect on and document student and project work.

Weekly schedule (if known): The exact weekly schedule will be determined in the fall. Fellows will meet with students in two after-school sessions of roughly 2.5 hours each and will identify other times that they can meet with other Fellows and the project sponsor, as well as times for regular planning meetings with the other Fellows.

Number of fellows in 2017-18: 2

Sponsor(s): Laura Smith
Department: Counseling Psychology

In addition to the characteristic psychological and concerns encountered by adolescents generally, students attending New York City schools often face developmental and emotional obstacles that stem from sociocultural stressors. Activities that help youth to become active interpreters of the world and their own options and to find and use their own voices can help students envision themselves advancing to college and beyond.

In the proposed project, Zankel Fellows will collaborate with teams of New York City public middle- and/or high-school students to consider, discuss, and study issues of importance to their community’s well-being (specific topics to be chosen by the students themselves) in participatory action projects. “Participatory” refers to the fact that the projects are collaborative and students will be involved in creating the parameters of what they study. “Action” refers to something that students create to convey the results of their work. These projects are therefore rooted in the philosophy that underlies participatory action research (PAR) more generally, but unlike true PAR, will be a time-limited school-year-based activity.

In the past, our youth PAR groups have chosen to study such issues as wellness and health disparities in their communities, the antecedents and consequences of leaving school to pursue a GED, and images of young women of color in the media. Their actions have included the creation of websites, pamphlets, and/or presentations. As part of such projects, students become involved in processes of introspection, group discussion, and critical thinking, as well as the analysis of individual, community, and social factors in their lives.

Internship criteria:

  • General knowledge of and ability to teach research methodology
  • Group facilitation skills
  • Multicultural knowledge, skills, and self-awareness
  • Youth leadership skills

Internship site(s): HEAF (the Harlem Educational Activities Fund) after-school programming

Estimated time commitment per week: Fellows will spend five hours per week working directly with inner city youth and will dedicate an additional five hours each week to planning and preparation.

Weekly schedule (if known): TBD

Number of fellows in 2017-18: 2

Site Sponsorships

TC departments, centers, programs and individual faculty are encouraged to apply to sponsor an internship for one or more Zankel Fellows. Internship proposals are reviewed by a committee comprised of representatives from the Dean's Office, Office of School and Community Partnerships, Office of Development and TC faculty. The Zankel Fellowship Committee also determines the number of fellows for each internship. Every effort is made to fairly and equitably represent TC's ten academic departments in the allocation of internships.

Faculty members wishing to sponsor Zankel Fellows in 2018-2019 may access the application form here. Full time faculty are eligible to apply and preference is given to tenure-track or tenured faculty. If you have any questions about the application process and selection criteria, please contact

Zankel fellows must engage fellows in at least five hours a week of direct service with disadvantaged inner city youth. Each fellow must be overseen by a TC sponsor. Interns may provide more than five hours a week in service and/or planning, with an average total commitment expected to be approximately ten hours a week during the fall and spring semesters. The internship may include a research component, as long as the primary service requirements of the fellowship are met.

The sponsor serves as liaison with the schools or agencies where students provide service and with the Office of School and Community Partnerships (OSCP), which manages the program. The internship sponsor mentors his/her fellow, provides updates and reports as requested by the OSCP, and troubleshoots internship issues as needed

It is a requirement of the fellowship that students and faculty working directly with children complete any fingerprinting and/or background checks that are mandated by the Department of Education and/or Department of Health policy. The OSCP is able to assist Sponsors and students with the fingerprinting process. 

For Applicants

The number of awards fluctuates from year to year. For the 2017-2018 award year, we received 355 applications for 50 places.

Students interested in applying for a fellowship should visit the website in early spring to review the eligibility information, learn which internship sites are accepting fellows for the upcoming school year, and submit an application. The online system opens for four weeks every spring, starting in April. Students are notified of awards on a rolling basis starting in May. The application form requires students to provide information about their education and work experiences, as well as well as an explanation of why they wish to serve as a Zankel Fellow at one or more internship sites of their choice.

If you are shortlisted, a Zankel site sponsor may contact you for an updated resume, a longer personal statement or to schedule an interview. Please do not submit additional materials unless solicited. 

Your personal statement should describe how your interests, experiences and educational plans fit the fellowship criteria and requirements, as described on this web site. Your statement could be a customized version of what you submitted for your general admission to the College. The personal statement should be one-page, single-spaced, Times New Roman font, size 12.

You are eligible to apply if you are taking or intending to take at least six credits per semester at Teachers College during the Fellowship year. 

No. The College admits students on a rolling basis from mid-March to August, so if you are a new student you may not be admitted at the time of making your application. However, you must have completed the admissions process and submitted your FAFSA to be considered. Awards will be made on a rolling basis from June and following confirmation of your enrollment status.

New international students are not eligible to apply for the fellowship, only continuing students. In other words, international students must have completed one year at Teachers College at the time they would be due to start the Fellowship. For example, you may apply in the Spring of 2019 for the September 2019 award if you began your studies at TC in September 2018.

Yes, so long as you are also enrolled for at least six credits in both the fall and spring semesters.

Students must:

-Be matriculated or be fully-admitted to a masters or doctoral degree program at Teachers College (international students are not eligible in their first year of study)
-Have consecutive enrollment for six credits in both the fall and spring terms
-Have demonstrated financial need, as determined by TC's Office of Financial Aid based on the central College application

-Exhibit the interests, skills, experiences and/or characteristics that are a good match to the purpose of the fellowship and the approved service internships 

-Be available to complete the required internship during the normal school day in both fall and spring semesters (not all sites are have schedules compatible with student teaching commitments)

TC faculty members and project directors who oversee the internship placements (the “Site Sponsors”) will judge the merit of your application based on the relevance of your skills, experience and interests in their placement site. Some Sponsors conduct interviews, others do not. They then select their first choice candidates and a small number of “back-up” candidates.

The Financial Aid Office determines fellows' need based on their FAFSA. Applicants are advised to submit their FAFSA prior to submitting their Zankel Fellowship application. Late submission of the FAFSA will delay the decision on whether an applicant is eligible for an award.

Yes. The Fellowship is a one-year award and is not automatically renewable. However, students are eligible to receive up to two years of funding as a Zankel Fellow, so you may re-apply for a second year.

While most internships will take place during the school day, some sites require the fellow to be at school during after school. Your award is contigent of upon your meeting the time commitments of that placement. 

Each site operates on its own schedule; some with more flexibility than others. If you anticipate a student teaching commitment during the fellowship year, it is recommended that you contact the site sponsor for your first preference site and to discuss whether the site accepts candidates involved in student teaching.  It is recommended that you contact your Site Sponsor as soon as you receive notice of your award, to confirm the schedule. Use the menu at the top of the page to find internship site information.

Interships take place only at pre-approved sites; applicants may not propose a new site or research project. Typically, there are 10-15 sites a year, working with 15-25 schools/organizations. All sites are overseen by a sponsor who is a TC faculty member or project director. Use the menu bar at the left of the page to find internship site information.

All placements take place in New York City. It is not a requirement of the fellowship that you live in New York City or in New York State, provided you can attend your site at the required times. 

No. The application form automatically goes offline at the time of deadline and no late applications are accepted. Exceptions are made only when a technical fault of the applications system has prevented your completion of the process.

You will be asked on the application form to state your top three site preferences. While applicants are required to indicate at least one preference, we recommend that you state two or three preferences, so that several site sponsors consider your application.

In most cases, sites do not require that your placement interest align with your studies, but it might serve as an advantage if the site you are aiming for is Department-based or looking for specific subject-area skills that your studies support.  

Please rank your top three preferences when you submit the application. You will be considered for all of those sites.

Notification of awards will be made on a rolling basis from early June. 

Yes, we will be notifying all applicants, so if you have not received a response by August, contact as there might be a problem with your registered email address.

Successful applicants have seven to ten days to accept the award. If they decline or fail to respond, it is immediately offered to sponsors' second choice candidate and so on down the waiting list. We will not disclose to candidates whether they are on a waiting list, but they may remain on the waiting list throughout the year and be contacted if a fellow withdraws at any point. 

For Fellowship Award Winners

Once you have accepted the Fellowship, this is a good question for your Site Sponsor, whose name and contact information are provided in the award notification. It is recommended that you contact your Sponsor early to discuss the placement schedule and confirm your availability.

You are required to attend a one-hour orientation session, which is usually scheduled during the first two weeks of September. Your site sponsor may excuse you from this session if there is a conflict with your internship schedule. In addition, you will be invited to complete the NYS Mandated Reporter Training course online. While this is not mandatory, it is strongly recommended that anyone working with children participate as it covers identifying and reporting child abuse and the course leads to a certificate. Details of these training opportunities will be emailed to fellows at the beginning of the fall semester. In terms of reporting, the fellowship requires that you submit a final report at the end of your internship , which is given to the Zankel family. All other professional development and reporting requirements are set by your site sponsor, and your should check with them at the beginning of the year.

It is a good idea to contact your site sponsor soon after you have accepted the award, to introduce yourself, thank them for selecting you and to discuss your internship schedule. Some sponsors have limited availability over the summer, but if you still have not managed to reach them by September 1, feel free to contact us at

Your site sponsor sets your schedule and hours, and it is a requirement of the Fellowship that you are able to attend at these times. Some sponsors have flexibility with the schedule, others do not. It is a good idea to contact your sponsor soon after accepting the award, to discuss the hours and confirm your availability.

If an agreement on hours cannot be reached, your site sponsor may legitimately choose to withdraw the fellowship and offer it to another candidate.

You are only exempt from the orientation if your site sponsor releases you on the basis that it conflicts with your internship schedule.

The $10,000 stipend will be paid in two installments of $5,000, one for each semester. The funds will be deposited directly into your student account approximately 4-5 weeks into each semester and following confirmation from your site sponsor that you are fulfilling the requirements of the fellowship.

The Zankel Fellowship is set up for tuition purposes (deposited directly into your student account each semester). However, if you are receiving other aid/stipends and overpay on the cost of your tuition and expenses, Student Accounts will refund you that money in the middle of the semester. You can therefore potentially receive the Zankel funding as a refund, which can be used for other expenses.

For Site Sponsor applicants

A site sponsor is a project/program/department representative or an individual TC faculty member who supervises one or more Zankel fellows on an internship that involves working in direct service with disadvantaged urban youth for one academic year, for a minimum of five hours a week. The internship could take place in a school or organization, so long as it involves direct service with disadvantaged urban youth in New York City. The internship may include a research component, as long as the primary service requirements of the fellowship are met. There are a finite number of sponsors selected every year and the sponsorship lasts for one academic year.

Site Sponsors are responsible for:

  • Selecting their own Zankel Fellow(s) from the applicant pool according to the fellowship selection criteria and their own project needs
  • Working with the academic departments to identify their preferred candidates
  • Setting the schedule for fellow(s) to ensure at least five hours a week of direct service in addition to planning and preparation time
  • Setting and overseeing any reporting requirements that are necessary for the internship placement
  • Liaising with the schools or agencies where the fellow(s) provide service, including corresponding with Principals regarding any fingerprinting or background checks that are required for the placement
  • Securing Institutional Review Board approval where necessary for any human subjects research undertaken off-campus in association with the Zankel fellowship
  • Mentoring the fellow(s), providing updates as requested by the Zankel Fellowship Team and facilitating the completion of an end-of-year report by the fellow(s)

Faculty members are invited to apply to sponsor Zankel Fellows through campus wide announcements in the early spring. Only full time faculty members are eligible to apply. If you would like to apply to sponsor a Zankel fellow, or have questions about the process and criteria for selection, please contact

Yes. It is not possible to recruit Zankel fellows to participate in a project unless you apply to be a sponsor.

No. The site must be located in New York City, and it is advised that you consider the commute a fellow would have to undertake to reach your site.

Internship proposals are reviewed once a year by a committee comprised of representatives from the Dean’s Office, Office of School and Community Partnerships, Office of Development and TC faculty. The Zankel Fellowship Committee also determines the number of fellows for each site. Every effort is made to approve internships from a broad spectrum of Departments. Selections are based on the following considerations:

  • How closely the internship aligns with the donor’s requirements i.e. working with disadvantaged inner-city youth for five or more hours a week
  • The number of site applications submitted/approved for each Department

In addition to the five or more hours of direct service with youth, you may schedule appropriate hours for planning and preparation. The total weekly commitment for each Fellow is typically 10-12 hours and should not on average exceed 15 hours. 

If you still have questions about the selection process, contact:

Contact Us

Please check the FAQ section of this web site before contacting us with your inquiry. Paper applications for the Fellowship and supporting materials sent by mail will not be accepted. Applications will only be accepted through the online system.




Or mail:


Zankel Fellowship Inquiry

Office of School and Community Partnerships

Teachers College

525 West 120th Street, Box 49

New York, NY 10027

Please check back on March 2, 2018 for the 2018-2019 academic year application.