Are you prepared to become an excellent teacher who leads students toward tremendous academic gains? There are seven steps:
1. Read this website carefully.
2. Check your eligibility status. Applicants must meet all eligibility requirements to be considered for the program, so please make sure that you're eligible before you apply.
3. Apply! Applying is easy using our online application. Candidates are considered on a rolling basis so we strongly encourage you to apply as early as possible.
All prospective Fellows will apply using a common TNTP Teaching Fellows application. When completing the application, you may indicate a preference for more than one program site, including DCTF. You will be considered independently for each site you preference and we hope you will list DC Teaching Fellows as one of your preferences.
You will need to be familiar with the site-specific eligibility requirements and available subjects offered at each of your preferred site(s). A complete application includes the electronic application form, your résumé, and responses to three application questions.
Our program requires
the submission of a $25 processing fee. Before your application is considered
complete and ready to be reviewed, you must download our Processing Fee Guide and follow the instructions to submit your processing fee
Your application will only be reviewed when all of these elements are completed. Please take particular care with your responses to each of the application questions; they enable us not only to evaluate your writing and critical thinking skills, but also to gain a sense of your commitment to teaching high-need students.
Prospective Fellows who demonstrate strong potential to be an effective teacher for a preferred program site will be contacted directly by that Teaching Fellows program within 3-4 weeks of submitting their application.
4. Register and take PRAXIS exams. Fellows must pass the Praxis II tests administered by the Educational Testing Service (ETS) prior to June 1, 2013. You can learn more about these exams by visiting the Testing Requirements section of this website. To register for the tests, please visit the ETS website. Candidates are strongly encouraged to register and take the Praxis tests as soon as possible. Failure to take and pass required tests within the required time frame will prevent candidates from moving through the application process or being able to enroll in the program. It is therefore imperative that you are proactive about registering and taking required tests.
5. Participate in a Phone Interview. Candidates who demonstrate strong potential to be effective teachers based on their written application materials will be invited to participate in a phone interview via email notification. The phone interview is the first of the two-part interview process. During the 20 minute phone interview, candidates will be asked a series questions to assess fit with DC Teaching Fellows Program.
6. Request your transcripts. If you are invited to an Interview Event, you will be required to provide an unofficial transcript from every college or university that you attended. You will provide your unofficial transcript electronically via TeacherTrack.
If accepted into the program, you will be required to provide four official (sealed) transcripts to the DCTF program office. Because it often takes several weeks to process requests for official transcripts, we recommend that you request all four official transcripts from each school you attended upon submitting your application to the program.
Please note: Graduates of foreign universities must have transcripts evaluated by a foreign credential evaluation agency. Please visit the Eligibility Requirements section for additional information.
7. Attend an in-person Interview Event. The interview process varies from site to site. More information will be sent to those prospective Fellows who demonstrate strong potential in the application. In addition to bringing official transcripts to an interview event, you are also required to bring proof of test registration to the event. Interview Events are designed to give us a strong sense of candidates’ attitudes and the talents they would bring to the classroom.
8. Wait for a Decision. Admission to DC Teaching Fellows is highly competitive and will be based on the strengths of the submitted application materials and successful participation in an Interview Event. All interviewees will be notified of their status within two weeks after their interview date. Candidates who received an offer to join the program will have an additional two weeks to enroll. We understand that being denied admission is disappointing, and it is natural to want to know the reasons behind the decision. Unfortunately, because of the large number of applications we receive, we cannot accommodate requests for personalized feedback on individual applications or performance during an Interview Event.
1. DCPS operates under the fundamental understanding that teachers, more than any other factor, are the most critical lever to raise student achievement. Teacher salaries in DC Public Schools are among the highest in the nation, and teachers have the potential to earn bonuses based on the IMPACT plus compensation system. Click here for more information on DCPS teacher compensation.
2. The students of Washington D.C. need excellent teachers like you! There are 125 public schools and more than 50 public charter schools in Washington D.C., the majority of which serve low-income and minority students. For more information about DCPS’s demographics, click here.
3. Washington D.C. is on the forefront of education reform. There is still a long way to go, however, until all students are performing at high levels. Read more here.
4. DCPS teachers receive extraordinary support from IMPACT Master Educators, as well as school-based Instructional Coaches. Full-time TNTP coaches also support first-year Fellows. To learn more about DCPS support for teachers, click here.
5. Museums, Monuments, Metro and More! Washington D.C. is an exciting and diverse metropolis with a rich cultural history, countless places to eat and shop, and a variety of social groups and professional organizations. Check out this website to see more!
As part of the application process, you must provide a 200 - 400 word response for each of the questions below:
1) Nearly all Fellows are hired to teach in 'high need' schools that are located in low-income communities. Why do you want to teach specifically in a high need school? What challenges do you expect raising student achievement in your classroom and what experiences have prepared you for overcoming these challenges? How will you translate that experience to prepare for your first year of teaching in a high need school?
2) You are a first year teacher in a high need school, with two months left until the end of the academic year. You implement fun and engaging activities in class and offer tutoring 3‐4 times a week; however, one third of your students failed the last grading period. Several of these students consistently break established classroom rules by listening to their iPods, not turning in work, or engaging in off‐topic conversation. Many of your students worry that because of all the distractions in class, they will not be prepared to pass the end‐of‐year standardized exam, which is required to move to the next grade level. You reach out to your principal for help. The principal states that other teachers with the same level of experience are more effective and you assure her that you already reached out to them, as well as more experienced teachers, for advice. What are the likely causes of the challenges in your classroom? Explain your top two priorities for addressing these challenges, including why you chose these priorities. Given the strategies you've identified, what is the likelihood you could ensure high academic achievement for all of your students, and why?
3) Three weeks into the school year at a high need school, you notice that one of your third grade students is consistently disengaged during lessons. She rarely answers questions, and when you call on her, she typically shrugs her shoulders and says, "I don't know." Even when other students are engaged, you often find her looking out the window or putting her head down on her desk. Your assessments show that the student is well-below grade level in reading and mathematics. To address this situation, you arrange a meeting with the student and her mother after school. What academic outcomes do you expect for this student? What messages will you share with the student and her mother? Are there any other steps you would take outside of this meeting to address the situation?