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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.
The application for the 2018-2019 academic year is here. Applications will be accepted on a rolling basis. THE PRIORITY DEADLINE FOR APPLICATIONS IS MONDAY, APRIL 16, 2018.
Zankel Fellows undertake a fellowship during the academic year in an approved project. They are required to spend an average of ten hours a week for the fellowship with five of those hours working directly with youth. During the application process, students request and are matched to an approved project according to their skills, interests, and experience. The fellowship is supervised by a TC sponsor, who is a faculty/staff member.
A list of current approved projects is available under the "Projects" tab above.
- 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. The most current FAFSA should be completed for fellowship consideration.
- Exhibit the interests, skills, experiences and/or characteristics that are a good match to the purpose of the fellowship and the approved project.
- Be available to complete the required fellowship during the normal school day in both fall and spring semesters.
Please click the tabs above for more information.
To read the most recent Zankel Fellows' activity reports, click on the links below.
Dedicate an average of ten hours of service per week to the fellowship project, including a minimum of five hours spent working directly with youth.
- Attend an administrative orientation session at the beginning of the fall semester, in early September, 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, in April-May.
Fellowship Projects, 2018-2019
The fellowship projects listed below have been approved for the 2018-2019 academic year and will host a total of 60 Zankel Fellows. Students wishing to apply for a fellowship award should review the project descriptions and selection criteria carefully before they rank their top three project preferences on the application form. Given the large number of applications received for a limited number of awards, it is essential that applicants address how their experience and skills match the fellowship criteria for the projects 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.
- 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
Fellowship 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 3-5 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 participate 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 2018-19: 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 2018-2019 the program is entering its third 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.
Fellowship 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.
Fellowship 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 several additional 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 2018-19: 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 one of the project schools, for an average of one day per week. At each school, the Fellows will work with one classroom and will provide assistance to students in two ways: in-class support, and pull-out tutoring. The assistance will focus primarily on mathematics, the curriculum area for which teachers have asked for additional support.
For part of 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.
Each Fellow will devote an average of about 6 hours per week to direct help to students. In addition to this time, the Fellows will spend another 2-3 hours per week having informal conversations with the teachers, preparing tutoring materials, writing fieldnotes, 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.
Fellowship criteria: The Zankel Fellows for this project should have experience working with elementary school students and be able to work productively with students individually and in small groups. They should have strong skills in mathematics instruction. They will also need to be competent in working with NVivo (a qualitative analysis software program), though training for this will be provided.
Fellowship site(s): PS 36, Manhattan, and PS 130, Brooklyn
Estimated time commitment per week: Fellows will spend an average of 5-6 hours per week working directly with students, as well as an additional 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): Each Fellow will spend one day per week in a school, from about 9 am to 2:30 pm. The time will be spent coordinating with teachers, observing in-class instruction and providing support to students in classrooms, and pull-out work with individual students or small groups of students. Each Fellow will devote 2-3 hours per week in planning and reviewing their work, and writing notes and memos to document it. The team will also meet for 1-2 hours biweekly.
Number of fellows in 2018-19: 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.).
Fellowship criteria: The ideal candidate will have strong interpersonal skills and the ability to interact with inner-city minority youth.
Fellowship 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 2018-19: 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.
Fellowship 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.
Fellowship site(s): Brooklyn Collaborative School
Estimated time commitment per week: The fellow should expect to devote approximately ten hours total per week doing the following: working with students at BCS; meeting with the project sponsor at least once a week to review his or her work; discussing subsequent classroom- and school-based activities with youth that pivot around the philosophy and practice of the Big History curriculum; and undertaking systematic reading on the dynamics of culturally responsive pedagogy for urban young people.
Weekly schedule (if known): Ten hours per week including work in the school, meeting with the faculty sponsor, and undertaking systematic reading on urban education.
Number of fellows in 2018-19: 1
Sponsor(s): Oren Pizmony-Levy
Department: International and Transcultural 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.
- 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
Fellowship 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 including 2-3 hours per week 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 2018-19: 2
Sponsor(s): Maria Hartman and Ye Wang
Department: Deaf and Hard of Hearing Education, Health and Behavior Studies
The National Institute on Deafness and Communication Disorders (NIDCD) estimates that 1-3 per 1000 babies born in the United States have some degree of hearing loss, making it the most common disabling condition identified at birth (2014). While universal newborn hearing screening, early intervention, and advances in hearing technology have significantly improved outcomes for this population, students with hearing loss still lag behind their hearing peers in language development and overall academic achievement (Cole & Flexer, 2007).
Providing rehabilitation to children with hearing loss is a matter of educational equity. Hearing loss disproportionately affects children from minority backgrounds (Lee et al., 1998), and children who are Caucasian and of higher socioeconomic status are more likely than their poor or minority peers to receive cochlear implants and appropriate rehabilitation (Geers & Brenner, 2003).
The Zankel Fellows assigned to this project will work within the classroom as a tutor/mentor to individual students, who are in need of support in language/literacy skills. In addition to supporting the classroom teacher during the school day and working closely with students individually the Fellow will collaborate with the children’s teachers, speech language therapists and audiologist in order to discuss and incorporate teaching strategies that support deaf children using either Spoken English or American Sign Language. Intervention will be centered on the use of specific children’s literature to support enthusiasm for reading and exposure to texts that are representative of the children’s cultural background. Texts with characters with hearing loss will also be highlighted to encourage positive self-identity and self-advocacy.
Fellowship criteria: Fellows will be expected to apply the knowledge and skills they are learning in their classes in the Education of the Deaf and Hard of Hearing Program to the work they will be doing with both students and teachers at the schools: psycho-social aspects of deafness, teaching speech, language and communication skills to the deaf and hard of hearing, language and literacy for the deaf and hard of hearing, auditory verbal therapy, American Sign Language.
Fellowship site(s): NYC Department of Education District 75, Hearing Education Services (HES) sites in Manhattan and Bronx
Estimated time commitment per week: Fellows will spend five to six hours per week working directly with deaf children in their schools. Fellows will dedicate an additional four to five hours each week to meeting with classroom teachers during planning periods and planning and preparing activities and materials to support literacy interventions.
Weekly schedule (if known): Weekly schedules (to be determined in September) will be coordinated between the Fellows and the HES teachers to whom they are assigned. Fellows will meet with their faculty sponsor twice a month at TC and also participate in any associated meetings with their sponsor, designated contact person from HES, and the classroom teachers.
Number of fellows in 2018-19: 2
Full project title: Leveraging Linguistic and Cultural Diversity to Improve Student Achievement and College Readiness
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.
- 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
Fellowship 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): Facilitation of class and group study/tutoring sessions at school site (2 to 3 days per week for 2 to 3 hours per session).
Number of fellows in 2018-19: 2
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.
Fellowship 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.
Fellowship site(s): Frederick Douglass Academy II, Wadleigh Secondary School for the Performing and Visual Arts, PS 154, PS 36, Heritage School
Estimated time commitment per week: At least five hours working directly with inner city youth and an additional three to five 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 2018-19: 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.
Fellowship 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.
Fellowship 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 2018-19: 2
Sponsor(s): Michelle Knight-Manuel and Sandra Schmidt
Department: Curriculum and Teaching, Arts and Humanities
The Sankofa Clubs are designed as spaces of sharing, inquiry, community-building, discussion, and potentially advocacy. At each school, we will work directly with an administrator and/or teacher to add support to the group and connect with the schools. The Zankel Fellows will work directly in co-constructing these clubs at two NYC high schools. The Fellows need to be good self-starters who can take initiative but are simultaneously listeners ready to adapt to a setting.
The Fellows will have a wonderful opportunity to work directly with high school students by serving as co-leaders of a Sankofa Club at two schools in the Bronx. They will meet weekly at each school, checking in with school leaders and then facilitating the club and supporting students before and after the meeting. The fellows will work with African youth in four ways.
First, they will conduct an initial survey to assess the interests and needs of the group. The fellows and students will co-construct a plan for the year and by week, thinking together about discussion topics, strategies for learning, and opportunities to share their learning. Second, the fellows will specifically design opportunities within the club to work on writing and other college-ready skills within the activities. Third, the fellows will work with youth leaders and school leadership to plan activities in the city that support the curiosity of the youth and serve as texts for writing or thinking about/discussing the negotiations of their identities as African and/or Muslim, female, ELLs. Finally, the fellows will position themselves and act as mentors to the youth, by spending one afternoon at each school outside of the Sankofa Club meetings.
- Experience working with high school youth, experience working with African diasporic youth and/or immigrant youth highly valued
- Willingness to listen and learn in cross-cultural context
- Highly Collaborative approach - must work with a team from TC and communicate and work with school leaders, teachers, and youth at school
- Values and/or has experience with critical reflection
- Ability to develop and lead weekly session at the two schools
- Ability to build and maintain relationships with a variety of stakeholders
Fellowship site(s): Truman High School, Bronx International High School
Estimated time commitment per week: Fellows will spend at least 6 hours working directly with youth and approximately 4 hours planning and preparing each week.
Weekly schedule (if known): The time breakdown is approximately:
- Three hours for club meeting and three hours for tutoring time with students at Bronx International High School.
- Three hours for club meeting and three hours for tutoring time with students at Truman High School.
- Two-hour weekly project meeting to debrief previous week and develop activities for current week.
- Two-hour individual work to reflect following meeting and prepare individual aspects for meetings at schools.
Number of fellows in 2018-19: 2
Sponsor(s): Nancy Eppler-Wolff
Department: Counseling and Clinical Psychology, Office of School and Community Partnerships
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 proposed responsibilities of Zankel Fellows are to:
1. Work in Kindergarten-Grade 5 classrooms as “Clinical Educational Consultants” doing on-going clinical observations, informal assessments, and behavioral interventions for the children (1-2 days per week). Clinical consultants work collaboratively with the teacher in the academic classrooms, and in special activities such as gym, music and lunch. Careful records documenting children’s behavior are maintained. Behavioral interventions consist of self-regulatory techniques, mindfulness, and other therapeutic techniques. On-going logs of behavioral interventions are kept; and Supervisor and Fellows meet weekly to assess effectiveness of interventions. Additionally, Fellow and Supervisor confer weekly with Classroom Teachers to discuss these findings, and to help the teacher understand, and to implement his/her own effective behavioral strategies and interventions. (In 2017-2018, clinical consultants are working in 12 classrooms across two schools. SBMHC will expand to more classrooms in 2018-2019. Number of classrooms TBD.
2. Design and co-teach an SEL curriculum (based on PATHS -Promoting Alternative Thinking Strategies, - Channing Bête; Second Step, SEL Curriculum) in cooperation with classroom teacher. SEL curriculum is tailored to meet the specific needs of the children in each classroom to address student behavior difficulties, promote empathy, good decision-making behavior, and self-regulation. Fellow will work with teacher to integrate the SEL concepts into the classroom culture.
3. Co-lead an on-going parenting group or in creating other parent activities.
4. Create and lead psychoeducational workshops for faculty and/or parents.
5. Participate in consultations with parents (in collaboration with school personnel and SBMHC supervisor) to create an effective plan to address mental health issues for children who require services beyond the scope of the classroom. Fellows work with professional staff to triage referrals for off-site psychotherapy and psychiatric referrals, and to also coordinate on-going services.
SBMHC is based in contemporary developmental and integrative psychodynamic theory, and all interventions follow from this model. Fellows receive training and supervision in community/classroom consultation, the delivery of an adapted SEL curricula (PATHS; Second Step), mentalization techniques (Fonagy et al), use of CBT strategies in the classroom, and mindfulness for individuals and group. Furthermore, Fellows are integral in program development of our model.
Fellowship criteria: The ideal candidate should have completed a course in child psychotherapy or equivalent and must have prior experience (and supervision) in child treatment.
Fellowship site(s): Teachers College Community School, Hamilton Heights School
Estimated time commitment per week: The Fellows will spend at least 8 hours per week working directly with inner city youth and also participate in 2 hours of direct supervision per week.
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 2018-19: 2
Sponsor(s): Carol Ewing Garber
Department: Biobehavioral Sciences/ Movement Sciences and Education
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.
- 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
- Interest in collecting outcomes data and being involved in presentation and publication of the results is desirable, but not required.
Fellowship site(s): Columbia Head Start and Early Head Start, 4467 Broadway, New York, NY
Estimated time commitment per week: Fellows will work with children five hours per week during school hours and dedicate an additional five hours per week to staff meetings for planning and evaluation of the program.
Weekly schedule (if known): Program takes place during school hours. Fellow must be available for at least two, 2.5-3.0 hour time blocks (approximately 8:30-11:30 am or 11:30-3:00am) on Monday-Friday. Scheduling for meetings and preparation are very flexible. Schedule is determined according to fellow’s class schedule and the school schedule at the start of each semester.
Number of fellows in 2018-19: 2
Sponsor(s): Ruth Vinz, Cristina Compton
Department: English Education: Center for the Professional Education of Teachers
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.
Fellowship 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 fellowship.
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.
Fellowship site(s): East River Academy, Bronx High School for Business, Morris Academy for Collaborative Studies, Claremont International HS, Academy for Software Engineering, Global Learning Collaborative.
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 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 2018-19: 5
Sponsor(s): Patricia Martínez-Álvarez
Department: Bilingual/Bicultural Education, 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 five hours a week during the school day and two additional hours a week in an afterschool context. Fellows will be working for three 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:
- Teaching up to 4 bilingual children with disabilities during 5 hours a week during their regular schooling hours across all content areas during their dual language instruction in Spanish/English.
- Implementing an innovative interdisciplinary curriculum for 5 hours a week with a group of up to 16 elementary-level children (four teacher candidates with one group of up to 16).
- Co-designing a technology-rich curriculum to learn about the ways of learning of a group of bilingual children with learning disabilities for the afterschool during weekly meetings with Dr. Patricia Martínez-Álvarez and another instructor from BBE (research team).
- Collecting, organizing and analyzing the data generated as a result of the work with the children.
- Exploring ways in which the learning and the mediators from the after school can be infused into the regular instructional day for the participating children.
- Potentially preparing/presenting a conference proposal based on the teaching and research experience for the New York State Association of Bilingual Education (NYSABE) and the Ethnography Forum organized by the University of Pennsylvania.
- 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
Fellowship site(s):PS 513 Castle Bridge School or PS 103 Dos Puentes Elementary School
Estimated time commitment per week: Fellows will spend approximately seven hours per week working directly with youth. Three additional hours per week will be equally distributed for designing the innovative curriculum and for collecting, organizing and analyzing the data collected.
Weekly schedule (if known): The fellows will meet with the faculty sponsor in the morning once a week for designing and organizing the after school and for determining data to be collected and methods for the organization and analysis of data. Teacher fellows will then go in schools to observe and infuse activities into the regular schooling time of the children for at least five hours a week. The teacher fellows will then plan and teach the after school once a week that will sum up to a total of five hours a week of afterschool teaching and planning. The exact days of the week will be determined with teacher candidates and schools.
Number of fellows in 2018-19: 4
Full project title: Supporting the Academic and Social-Emotional Development of At-Risk Youth with Special Needs
Sponsor(s): Laudan Jahromi
Department: Programs in Intellectual Disability/Autism, Department of Health & Behavior Studies
Association to Benefit Children (ABC) is a non-profit, community based program aimed at strengthening family wellbeing and protecting some of New York City’s most vulnerable youth, including those affected by poverty, homelessness, and abuse and neglect. The mission of ABC is very much in line with that of Teachers College and the Zankel Fellowship in particular, specially, “ABC's mission is to defend the right of every child to a joyful and nurturing childhood by creating compassionate programs in urgent response to the needs of New York City’s most vulnerable children and families”.
The Graham School at Echo Park is an early childhood and inclusive education program in East Harlem serving children with and without special needs who are in the greatest need and most seriously at risk. In addition, Echo Park has a comprehensive service model, which includes afree, therapeutic after-school program for youth. The Zankel fellow will work directly in service with youth in the after-school program by:
- Working directly with youth to support their academic and social development through tutoring and homework support.
- Helping to facilitate a Youth Leadership Council program using a Community Based Participatory framework to facilitate the empowerment of youth in the development of a meaningful project of their choosing that would promote positive social skills, leadership skills, and research/critical thinking skills.
- Providing professional development workshops and training to support after-school staff in the use of effective strategies when working with youth with special needs.
Fellowship criteria: Fellows will need a background in special education. As there are increasing numbers of students with special needs, including Autism Spectrum Disorder (ASD), being served by these programs, fellows should have experience working with these populations in particular. Fellows will ideally have experience and/or strong interest working with culturally diverse families, under-resourced families, those living in poverty, and those affected by homelessness.
Fellowship site(s): Association to Benefit Children (ABC) Graham School at Echo Park in East Harlem.
Estimated time commitment per week: Each fellow will work directly with youth at the after-school program for a minimum of 7 hours per week. In addition, each fellow will work on planning youth council activities, lessons, curriculum, and in conducting professional development training/workshops for the after-school staff for a minimum of 3 hours per week.
Weekly schedule (if known): Fellows will work on two days per week to support the after school program. The after school program takes place Monday to Friday from 2:30 to 6pm.
Number of fellows in 2018-19: 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 2018 and spring 2019 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.
Fellowship criteria: The project is seeking a high-energy, passionate, and reliable Fellow, dedicated to fostering the well-being of young girls.
Fellowship 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 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 2018-19: 1
Sponsor(s): Amy Hawley
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 2018-19, TCCS will enroll 350 students in grades PreK-7.
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. Others have led after school enrichment clubs in various aspects of STEAM. 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. Zankel Fellows will provide tutoring to students grades 2nd-7th at Teachers College Community School during the 2018-2019 school year.
Fellowship 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.
Fellowship site(s): Teachers College Community School
Estimated time commitment per week: Zankel Fellows will spend 8-9 hours a week working at Teachers College Community School as math, reading and science interventionists, classroom assistants, or after school club leaders. Fellows will spend an additional one to two hours a week planning and preparing for the project.
Weekly schedule (if known): The final weekly schedule will be determined in the fall based on school needs.
Number of fellows in 2018-19: 8
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. Ideas created in the workshop sessions which will culminate in a Spring 2019 symposium where the participants present their ideas created over the duration of the semester.
Fellowship 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.
Fellowship site(s): James Baldwin High School
Estimated time commitment per week: Fellows will spend approximately 5 hours a week working directly with youth, and an additional 5 hours devoted to planning and preparation.
Weekly schedule (if known): 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.
Number of fellows in 2018-19: 2
Sponsor(s): Amy Stuart Wells
Department: Education Policy and Social Analysis, Sociology in Education
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 Fellow 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 Fellow will benefit from working within a larger research-based project and will learn about research and advocacy work and the connection between the two.
Fellowship 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.
Fellowship site(s): P.S. 307
Estimated time commitment per week: The fellow 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.
Weekly schedule (if known): The fellow's weekly schedule will be determined based on their availability and the needs of the schools.
Number of fellows in 2018-19: 1
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; in the 2017-18 year, we have begun a relationship-building phase that will help support a proposed expansion to Wadleigh Secondary School for the 2018-19 year. 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.
Fellowship 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.
Fellowship site(s): Frederick Douglass Academy II, Wadleigh Secondary School for the Performing and Visual Arts
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. Two afternoon sessions per week and selected Saturday mornings for work with students; planning meetings with fellows and other student leaders weekly.
Number of fellows in 2018-19: 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.
- General knowledge of and ability to teach research methodology
- Group facilitation skills
- Multicultural knowledge, skills, and self-awareness
- Youth leadership skills
Fellowship site(s): Center for Alternative Sentencing and Employment Services (CASES)
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 2018-19: 2
Please note that the application process to SPONSOR a Zankel Fellowship project for 2018-2019 is now closed. The application process for 2019-2020 will begin in February 2019. Please check back here at that time.
IF YOU ARE A STUDENT, THE 2018-2019 APPLICATION IS NOW OPEN AND CAN BE FOUND HERE.
TC departments, centers, programs, and individual faculty are encouraged to apply to sponsor a project for one or more Zankel Fellows. Project proposals are reviewed by a committee comprised of representatives from the Dean's Office, the Office of School and Community Partnerships, the Office of Development, and TC faculty. The Zankel Fellowship Committee also determines the number of fellows for each project. Every effort is made to fairly and equitably represent TC's ten academic departments in the allocation of fellows.
Zankel fellows must engage fellows in a total of ten hours of service per week to urban schools, including a minimum of five hours spent working directly with youth. Each fellow must be overseen by a TC faculty or staff sponsor. A project 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 fellowship program. The sponsor mentors his/her fellow(s), provides updates and reports as requested by the OSCP, and troubleshoots fellowship issues as needed
It is a requirement of the fellowship that students and sponsors 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.
If you have any questions about the application process and selection criteria, please contact firstname.lastname@example.org.
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 projects are accepting fellows for the upcoming school year, and submit an application. The online application opens in March. 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 for one or more projects 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 submitting 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 May 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.
-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 and staff ("Sponsors") who oversee the fellowship placements will judge the merit of your application based on the relevance of your skills, experience, and interests in their projects. 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 projects require the fellow to be available during after school hours. Your award is contingent upon you meeting the time commitments of that placement. Each project has 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 Amy Hawley in the Office of School and Community Partnerships at email@example.com.
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.
Yes. The priority deadline is mid-April, but applications are accepted on a rolling basis until all fellowships are filled.
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 May.
Yes, we will be notifying all applicants, so if you have not received a response by August, contact Zankel_info@tc.edu 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 a sponsor's second choice candidate and so on down the waiting list. All candidates remain on a waiting list throughout the year and might 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 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 sponsor may excuse you from this session if there is a conflict with your fellowship 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 fellowship , which is given to the Zankel family. All other professional development and reporting requirements are set by your sponsor, and you should check with them at the beginning of the year.
It is a good idea to contact your 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 firstname.lastname@example.org.
Your 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 sponsor may legitimately choose to withdraw the fellowship and offer it to another candidate.
You are only exempt from the orientation if your sponsor releases you on the basis that it conflicts with your internship schedule.
The $10,000 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 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 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 fellowship could take place in a school or organization, so long as it involves direct service with disadvantaged urban youth in New York City. The fellowship 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.
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, as appropriate, 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, to an average student commitment of 10 hours/week.
- Setting and overseeing any reporting requirements that are necessary for the fellowship 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 email@example.com.
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.
Project 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 project. Every effort is made to approve projects from a broad spectrum of departments. Selections are based on the following considerations:
- How closely the project aligns with the donor’s requirements (i.e., working with disadvantaged inner-city youth for five or more hours a week)
- The number of project applications from 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 is ten hours.
If you still have questions about the selection process, email: firstname.lastname@example.org or contact Amy Hawley, Assistant Director for School and Community Partnerships at: email@example.com .
Please check the FAQ section of this website 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 call Amy Hawley at: 212-678-3143