Penn Fellows Residency

With an innovative and comprehensive curriculum, the program provides aspiring teachers an opportunity to receive a Master of Science in Education (M.S.Ed.) in concert with the exceptional fellowship program offered at Gilman. The flexible format is also designed to accommodate the rigorous schedule of the Fellows and their host schools: brief, intensive on-site sessions that rotate between the Penn campus and the campus of each day school, paired with innovative and collaborative distance learning.

The program lasts for two years and requires the completion of 10 course units. Over that period, Penn Teaching Fellows will complete the following:

• Summer work at Penn each year.
• Online work with the cohort of Fellows from the other schools.
• One weekend each term at one of the consortium schools with faculty from the schools and Penn.
• Coursework with a mentor at Gilman.

Michael Howard Cooper Penn Teaching Fellow

The Michael Howard Cooper New Teacher Development Fund supports one or more Michael Howard Cooper Teaching Fellows who serve for one year. Established by the Cooper family in 1981 as a memorial to Michael, a member of the Gilman class of 1985, Cooper Teaching Fellows are new to teaching, excel in both character and potential, and combine a concern for academic excellence with an appreciation of those personal and spiritual qualities that lead students to a mature respect for themselves and for all persons.

Class of 1955 Henry Callard Penn Teaching Fellow

Class of 1955 Henry Callard Teaching Internships, created in honor of 1955's 50th reunion, supports two teacher candidates in an intelligent and thoughtful internship that captures the model for teaching at Gilman School.

Note: Regardless of track, Penn Teaching Fellows at Gilman have the same workloads and program requirements.

The regular workload for a teaching fellow at Gilman is:

• To be involved with the teaching of 1-2 classes each semester.
• To coach, or assist, an interscholastic team for two seasons.
• To meet with the other ISTR Teaching Fellows once a week and with their mentors, formally, at least that often.

The ISTR program is built, from the foundation up, with the understanding that teacher training must be solidly grounded in both theory and practice. For this reason, their program curriculum is designed to integrate the expertise of professional educators from a host of leading institutions, combining the perspectives of scholars and practitioners alike.

The ISTR program prepares participants to be:

• Outstanding Teachers: Trained to meet the growing needs of a dynamic teaching landscape.
• Self-Reflective Professionals: Willing and able to develop strategies for studying and improving their own teaching.
• Leaders: Equipped to plan, build, and evaluate new curricula and programs.