Chicago Teaching Fellows :: Making a difference in our city's classrooms.

Training and Resources

Pre-service Training Institute

Candidates accepted into the program begin their commitment with approximately seven to eight weeks of training through a Summer Training Institute designed specifically for members of the Chicago Teaching Fellows. The CTF Summer Training Institute includes hands-on practice teaching in a CPS summer school classroom with an experienced teacher as well as seminars and professional development activities that focus on the foundations of effective teaching, such as lesson planning and classroom management. During this training, Fellows also participate in discussions and activities focused on the challenges and benefits of teaching in a diverse educational setting. Fellows will also begin their certification coursework at a local university during the summer.

The summer training consolidates a great deal of training time into only a few weeks; thus, training is extremely demanding. Fellows must attend training five days a week from approximately 8:00 a.m. to 6:30 p.m. daily. Due to strict CPS guidelines and the critical role that training plays in the classroom success of Chicago Teaching Fellows, Fellows cannot miss any portion of the CTF Summer Training Institute. Attendance is mandatory. Please note that the summer is unpaid and Fellows should prepare themselves financially for this period of time.

Additional Resources for Fellows

A new teacher’s first year is particularly challenging, and Fellows should anticipate long hours and intense effort, especially during the first semester. Because Fellows work in high-need schools that often have limited resources, our candidates are chosen, in part, for their ability to solve problems creatively and independently — an important factor in their success.

As new teachers, Fellows will have access to several available resources. Upon entering the program, the Chicago Teaching Fellows office will assist with logistical support, such as facilitating the process of becoming a full-time CPS employee through the Employee Service Center. Fellows can also expect program communications and special events, such as meetings and social gatherings, that will enable Fellows to make connections with other program participants. New Teaching Fellows can draw on these connections as a resource for planning, reflection, and shared encouragement as they strive for excellence in their individual classrooms.

Fellows often develop their most basic, ongoing support network at the school level. Although every situation is unique, Fellows may collaborate with other teachers at their school, district instructional specialists, assistant principals, principals, or a grade-level or subject-level team. Fellows will also have access to a greater support network that includes other district teachers, university faculty, and Chicago Teaching Fellows staff.

In addition, Fellows will receive a mentor to work with on a non-evaluative basis throughout their first year of teaching.

Through their university certification program, Fellows also take a range of courses that help them understand instructional theories and develop the skills that they need to drive student success in the classroom. University-based supervisors will also visit Fellows’ classrooms to observe and provide feedback on teaching practices as part of their certification process.

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1 District employee processing is contingent upon a Fellow’s ability to meet all pre-employment District requirements.