Gilman Teaching Fellowships

Each year, Gilman School offers fellowships to recent college graduates who have a strong interest in teaching. Fellows benefit from the coaching of a mentor teacher and a range of unique professional development experiences. They also participate in regular seminars dedicated to the exploration of critical issues in education. To help assess and demonstrate growth, fellows maintain a digital teaching portfolio that highlights the tools, documents, and experiences that both represent and inspire their learning.

Specific classroom responsibilities for fellows vary based on both divisional placement and demonstrated readiness. Some initially observe and shadow their mentor, gradually assuming instructional leadership as the fellowship unfolds. Other fellows, particularly those placed in the Middle or Upper School, teach a section or two of their own students for the duration of the fellowship.

Fellows coach interscholastic and intramural sports and support co­curricular programs, in addition to their work in the classroom. They often assist with advising as well.

Penn Fellows 

Gilman is a partner in the Penn Fellows Independent School Teaching Residency (ISTR), an innovative collaboration between the Graduate School of Education of the University of Pennsylvania and a consortium of the nation’s leading independent day schools.

The other consortium schools include Greenwich Academy, Hopkins School, North Shore Country Day, Princeton Day School, Riverdale Country School, Roxbury Latin School, The Shipley School, St. Anne’s Belfield, and Trinity School.

Learn more about the Penn Fellows at Gilman.

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Gilman teaching FELLOWS

Successful candidates share several traits. They:
  • Have an excellent academic record and show sustained interest in teaching and learning as demonstrated by work in camps or youth programs, teaching internships, or advanced academic study in their discipline.
  • Exhibit a commitment to Gilman’s mission to educate the whole boy and a capacity to develop healthy relationships with students and colleagues.
  • Demonstrate excitement about joining an inclusive community and supporting the School’s many programs.
  • Express enthusiasm about teaching and have the capacity to reflect on and learn from experience.

What to Expect

Teaching Fellows receive support from experienced teachers and special programming throughout the fellowship year.

Supportive Mentors

Mentors are veteran teachers who provide fellows support and guidance through cycles of feedback, observation, and conversation. Mentors organize and design curriculum and instruction effectively, and they have capacity to counsel, encourage, and assess their colleagues’ classroom skills. Most importantly, mentors model a dedication to students and the pursuit of mastery of the art of teaching.

A Strong Formal Program

Gilman's Assistant Head for Teaching and Learning oversees all components of the fellowship: the application process, the development of mentors, and the coordination of the fellows’ professional development. At the end of each year, the Assistant Head conducts a review of the fellowship experience, implementing appropriate enhancements to the program.

On- and Off-Campus Professional Development

Fellows take advantage of professional development opportunities at Gilman:

  • Shadow Day - observing a boy in his division from the time he steps on campus in the morning until the moment he heads home for the evening.
  • Campus Learning Walk - Observing, in brief, five­minute sessions, as many Gilman teachers as possible during a single school day.
  • Department and division meetings, Community and Diversity events, and school-wide professional days.
  • Fellows also engage in professional development outside of Gilman, attending conferences, workshops, and seminars designed for teachers early in their careers. Fellows also will spend a day observing students and faculty at another independent or public/charter school.

Instructional Coaching

Fellows benefit from instructional coaching rooted in cycles of observation, feedback, and conversation. Mentors regularly observe fellows teach, sharing constructive feedback during following coaching sessions. Conversely, fellows routinely observe their mentors employ effective classroom techniques in support of the boys’ learning.


Fellows gather for regularly scheduled seminars to share their teaching and professional development experiences as well as to discuss readings and case studies addressing many of the following topics:

  • Lesson design
  • Assessment
  • Relationship with students
  • Implicit bias
  • Blended learning
  • Preparing for the job search

Former Fellows, Current Faculty

Gilman teaching fellowships, by design, encourage young professionals to build careers in education. Several chose to do so here at Gilman.
John Xanders '77

Michael Howard Cooper Teaching Fellow

Donell Thompson '91

Michael Howard Cooper Teaching Fellow

Owen Daly

Michael Howard Cooper Teaching Fellow

John Rowell

Reginald S. Tickner Writing Fellowship

Matthew Tully '02

Michael Howard Cooper Teaching Fellow

Christopher Bendann '03

Class of 1955 Henry Callard Teaching Fellow

Hannah Stauffer Kolkin

Class of 1955 Henry Callard Teaching Fellow

Essie Mallonee

Michael Howard Cooper Teaching Fellow

Bryn Holmes

Michael Howard Cooper Teaching Fellow

Sean Byrne

Class of 1955 Henry Callard Teaching Fellow

Christopher Flint '07

Michael Howard Cooper Teaching Fellow

Richard Shock '08

Class of 1955 Henry Callard Teaching Fellow

Alex DeWeese '11

Class of 1955 Henry Callard Teaching Fellow

Interested Applicants

Please click here to apply for a Gilman Fellowship opportunity.

Please click here to apply for a Gilman-Penn Fellow opportunity.


For more information regarding Gilman Teaching Fellowships, contact:

Peter O. Kwiterovich, III

Assistant Head of School 

410-323-3800, ext. 177

Our Fellowships

Class of 1955 Henry Callard 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.

Michael Howard Cooper 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.

Johnnie L. Foreman, Jr. Fellow

The Johnnie L. Foreman, Jr. Faculty Fellowship introduces aspiring teachers to careers in education by giving a recent college graduate the opportunity to explore the profession of teaching at Gilman School. The fellowship honors Director of Community and Diversity Johnnie L. Foreman, Jr., has taught, coached, mentored and advised generations of Gilman men. Mr. Thomas H. Broadus III ’86, P’20 and Mrs. Anne Eggleston Broadus P’20 established the fellowship in 2015.

Tickner Writing Fellow

The Reginald S. Tickner Writing Fellowship is an annual writer-in-residence position named in honor of Reginald Tickner, whose 41-year career at Gilman impacted thousands of Gilman students. The first fellow, poet Mary Azrael, taught at Gilman during 1995-96. Learn more about the Tickner Writing Fellow.

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