Become a 5oaks Fellow or Educator
Learn More and Apply Today!
For a brief summary of the one year Educator Program that includes competency-based professional development with one-to-one mentoring and support, click here (pdf).
Now accepting Educator and Fellow applications for the 2014-2015 school year!
The 5oaks Educator or Fellow project aims to increase teacher efficacy and retention through mentoring and training, leadership and advocacy, and expanded teacher support networks.
Who are the 5oaks Educators?
What are the Program Components for 5oaks Educators?
What are the Intended Outcomes for 5oaks Educators?
Who are the 5oaks Fellows?
What are the Program Components for 5oaks Fellows?
What are the Intended Outcomes for 5oaks Fellows?
What is the Application Process and Timeline for Educators and Fellows?
5oaks Educators are PreK-2nd grade teachers in their second or third year of teaching. The 5oaks Educator program is a one-year teacher training and support program. Educators receive 5oaks mentoring and competency-based professional development in Foundations in Reading, Early Mathematics, and Teaching Each Learner. 30-40 Educators will be selected to participate in the first year.
If you are interested in the 5oaks Educator program, please click here to apply.
5oaks Educators participate in a one-year program that pairs competency-based professional development with one-to-one mentoring and support.
Each 5oaks Educator is paired with a mentor. 5oaks Mentors are retired teachers who receive specialized training to provide intensive, personalized support to new teachers. The powerful relationships that form between mentors and new teachers anchor the 5oaks program.
Mentors support their mentees in analyzing and improving their teaching practices and effectiveness. Throughout the year, Educators and Mentors meet weekly to work towards development goals, engage in classroom observation and feedback, and collaborate on professional development practicum assignments. For more information, visit the 5oaks Mentoring page.
Competency-Based Professional Development:
5oaks Educators receive competency-based professional development in three areas: Foundations in Reading, Early Mathematics, and Teaching All Learners. Each training sequence consists of in-person, online, and practicum components. Practicum components' implementation and assessment is supported by 5oaks Mentors. Each training sequence includes:
- Hybrid Instruction
- In-Person: Courses meet approximately once a month.
- Online: Online coursework includes videos, readings, discussion boards, and practicum assignments.
- Mentor Supported Practicum
- Following instruction, 5oaks Educators engage in classroom implementation of new practices with coaching from mentors. Mentors will also help the educators reflect on their learning, and assess their competency-based professional development.
Competency-based professional development is designed in partnership with Boston Public Schools and school partners, and eligible for in-service credits and required mentoring hours.
During the program year, Educators will receive high-quality, individualized professional development and coaching.
In the short-term, we expect that this will lead to:
- Educators demonstrating new and improved teaching competencies, and making progress towards personal and professional goals;
- Educators' sense of self-efficacy and effectiveness increasing, and Educators feeling supported and capable of supporting their students.
In the long term, these improvements will lead to:
- Increased Educator efficacy and retention;
- Improved student learning outcomes.
5oaks Fellows are PreK-12th grade teachers of color in their second to fifth year of teaching. The 5oaks Fellows Program is a two-year intensive leadership training and teaching efficacy program.
Fellows participate in 5oaks mentoring and cohort-based professional development in teacher leadership. Fellows receive a stipend to complete school-based action plans focused on demonstration of leadership skills and roles, and teaching efficacy. Ten Fellows will join the first 5oaks Fellows cohort. If you are interested in the 5oaks Fellowship program, please click here to apply.
5oaks Fellows participate in a two-year leadership program that pairs cohort-model professional development with one-to-one mentoring and support.
During the program's first year, Fellows receive training in instructional leadership and topics related to school instructional efficacy, cultural competency, and advocacy for equity and access in public education. For their practicum work, Fellows complete school action plans focused on instructional efficacy, cultural competency, advocacy for equity and access in education, and assessment of their instructional leadership development needs.
During the program's second year, Fellows continue to work with their mentors and peer Fellow cohort members to carry out their action plans, and reflect on and assess the development of their instructional leadership knowledge and skills.
Each 5oaks Fellow is paired with a Mentor for two years. The mentors for the 5oaks Fellows are experienced teachers of color who receive specialized training to provide intensive, personalized support to their mentees.
Fellow Competency-Based Leadership Development:
Mentors support their mentees' action plans which focus on instructional efficacy, cultural competency, advocacy for equity and access in education, and assessment of instructional leadership development. Throughout the year, Fellows and Mentors meet weekly to work towards development goals, engage in classroom observation and feedback, and collaborate on the creation and revision of fellows' action plans.
5oaks Fellows join a select cohort of emerging leaders of color in public education. The Fellows participate in coursework designed to help them work collaboratively with students, families, teachers, staff, and administrators to identify strategies for improving instructional efficacy, cultural competency, advocacy for equity and access in education in their schools. Fellows will also develop instructional leadership acknowledge and skills for implementing plans and strategies that are contextually relevant and responsive to their particular school communities. Cohort-based coursework will support Fellows in the development and acquisition of target growth in the areas of instructional efficacy, cultural competency, advocacy for equity and access in education; and instructional leadership development.
Fellowship Action Plans:
Fellows research barriers to effective instructional culture in their school buildings and create and implement school action plans to improve instructional efficacy, cultural competency, advocacy for equity and access in education; and instructional leadership development in collaboration with mentors, cohort members, school administration, and Aspire program staff.
In year one, Fellows self-assess and review school data on instructional efficacy, cultural competency, advocacy for equity and access in education practices; and their instructional leadership development knowledge and skills. Fellows will also facilitate at least one focus group (or survey) of school stakeholders (i.e. teachers, staff and administrators) on the instructional efficacy, cultural competency, advocacy for equity and access in education practices; and instructional leadership development of their schools.
In year two, this data will be used to create the fellow's action plan for year two implementation. Fellows receive an annual honorarium to support the implementation of school action plans.
Fellows are emerging leaders of color who receive leadership training and mentoring to complete school-based action plans.
Fellows are demonstrating new and improved teaching and leadership competencies, and making progress towards personal and professional action plan goals. In the short-term, we expect that this will lead to:
- Fellows' sense of self-efficacy and effectiveness increasing, and Fellows feeling supported and capable of supporting their students;
- Fellows feeling capable of advocating for themselves and others and of taking on leadership roles in their school.
- Fellows belonging to a supportive network of teachers of color.
In the long term, these improvements will lead to:
- Increased Fellow efficacy, retention, and promotion;
- Strengthened learning and peer support networks among teachers of color;
- Improved instructional efficacy, cultural competency, advocacy for equity and access in education, and instructional leadership development within partner schools;
- Improved student learning outcomes.
We are seeking 30-40 Educators and 10 Fellows to join the 5oaks New Teacher Support program. All 50 members of the first 5oaks cohort will have the opportunity to engage with the All Teacher Program Support Network; 5oaks will offer a variety of events, discussions, and celebrations to build a community of practice.
Educators will be nominated by school principals and invited to apply through this site.
Application: Apply online at this link.
Selection: Educators and Fellows will be notified of their acceptance on a rolling basis. All candidates will be notified of their acceptance and orientation process by October 15th.
Matching: Educators and Fellows are paired with 5oaks Mentors prior to our training and orientation in October.
Training: Training and orientation will occur in October. Professional development will begin in the fall.
Photos from Flickr and used under a Creative Commons attribution license. Attributions from top to bottom of page: US DOE, Penn Charter, Cybrarian77, Herald Post.