Independent School Teaching Fellows Program

Independent School Teaching Fellows Program of Greater Philadelphia seeks to recruit, train and retain talented college graduates who are aspiring educators from diverse backgrounds, particularly people of color, to become effective, empathic and creative teachers.

Through this process, Teaching Fellows become integral members in a variety of independent schools and learning communities that aim to educate students to become contributors to their school and home communities, enhancing those communities to continue to build spaces that value and embrace educators from diverse backgrounds.

2024-2025 ISTF Teaching Fellows Cohort
(L-R) Stacey Williams, Faith Jones, Aurora Seamon, Zoe Maddox, and Daniel Whaley

About the Program

The Creation of the ISTF Program to Address a Need

In 2016, Darryl Ford and Jacquelyn Hamilton created the ISTF program to address the perennial need for teachers from underrepresented identities, particularly aspiring educators of color, in independent schools. The program’s mission is to recruit, train, and retain talented college graduates from diverse backgrounds to become effective, empathic, and creative teachers.

Since its inception, William Penn Charter School has served as the lead institution responsible for managing and administrating this program, which has grown from a partnership with two schools to a multi-school collaborative with five independent school partners and one higher education partner.

The ISTF program is a two-year teaching fellowship that includes hands-on classroom experiences, mentorship, weekly professional development, and an opportunity to earn an advanced degree at a reduced cost. While some teaching fellowship programs are based solely in one school, the ISTF program is a unique multi-school collaborative.

The program follows a cohort model and is designed to provide its teaching fellows with vital building blocks for success in independent schools:

Hands-on classroom teaching experience in a variety of independent school communities;
Teaching Fellows rotate each semester to a different school and gain insight into a variety of independent school communities;
Mentorship and opportunities for collaboration with experienced teachers and education specialists;
Professional development each week where the facilitators and cohort work collaboratively to explore best practices in teaching and learning, salient cutting-edge research in education, and culturally responsive approaches to teaching;
Options for an advanced degree in education through a partnership with Rosemont College.

Where are they now?

The ISTF program has launched our Teaching Fellows into a variety of independent schools across the region and beyond: Shady Hill School, Moses Brown School, Georgetown Day School, William Penn Charter School, Community Partnership School, and St. Peter’s School. Some of our Teaching Fellow alums work in public or charter schools and other mission-aligned institutions. All of our teaching fellows who completed the program in 2023 and 2024 have been hired to teach in independent schools.
Several of our Teaching Fellows have pursued advanced degrees in education and related fields.

Founding & Early Years of the ISTF Program

Impact

The impact of the ISTF program reverberates with a ripple-effect throughout the school communities and varied constituents they serve. The feedback from people involved in different aspects of the program has been filled with gratitude. Administrators have appreciated having emerging educators from diverse backgrounds who bring fresh thinking and unique perspectives to their classrooms. Mentor teachers have raved about the benefits they have reaped from having Teaching Fellows in their classrooms. One mentor teacher noted, “Not only is it helpful to have another teacher in the classroom, but it is extremely valuable to have a fresh perspective.” Another mentor shared, “Although my role as a mentor is to support the Teaching Fellow, I have found that our partnership has pushed me to be more reflective about my teaching. We have worked together to plan and bring new ideas to the classroom. In the process, we are modeling collaboration and the power of life-long learning for our students.” Parents and caregivers have taken time to send heartfelt messages about the positive impact that our Teaching Fellows have had on their children.

Program Support

ISTF Partner Schools 2024-2025

ISTF Stories

Marten Brown
ISTF Teaching Fellow Alum 2024
Kindergarten Associate Teacher,
William Penn Charter School

Marten Brown is an alum of the Independent School Teaching Fellows Program and he will join the Kindergarten team as an Associate Teacher at the William Penn Charter School. Marten holds a B.S. degree from Chestnut Hill College in Early Childhood Studies and he graduated Magna Cum Laude in December 2022. He has an MA degree in education from Rosemont College. This summer, Marten completed the Orton-Gillingham certification program at Delaware Valley Friends School.

“For me the ISTF program has been a great experience. The program is a step in the right direction to becoming an educator. It provides valuable classroom experience alongside encouragement and support from a team of expert educators. All of this has prepared me necessary tools to succeed in the field of education. Each person in the ISTF program has given me new and creative teaching techniques as well as professional development experiences.”

Spotlight on ISTF Alum: LaTasha Vassor
ISTF Teaching Fellow 2020-2022 Cohort
1st Grade Teacher, William Penn Charter School

“As I look back on my experience as a teaching fellow in independent schools, I am filled with a sense of gratitude and growth. This transformative journey has had a profound impact on my confidence as a teacher, my ability to engage in internal self-reflection, the discovery of a supportive community, and the ignition of an unyielding passion for teaching.

"You can’t wait until life is not hard anymore before you decide to be happy."Nightbirde

Confidence in the Classroom

Entering the fellowship, I was filled with a mixture of excitement and apprehension. The prospect of teaching in a classroom on my own felt daunting, but the structured support system provided by the fellowship gradually eased my concerns. Under the guidance of experienced educators, I was exposed to diverse teaching methods and classroom management techniques. As I gradually took on more responsibilities, my confidence began to soar. The continuous feedback and encouragement from mentors and colleagues further bolstered my belief in my capabilities. Through this experience, I learned that effective teaching involves a balance of knowledge, adaptability, and empathy, which in turn helped me gain the confidence to navigate the challenges of the classroom independently.

Spotlight on ISTF Alum: Aarionna Goodman
ISTF Teaching Fellow 2019-2021 Cohort
Middle School Teacher, Georgetown Day School

Internal Self-Reflection

One of the most valuable aspects of the teaching fellowship was the opportunity for internal self-reflection. Engaging in regular self-assessment and observing experienced teachers allowed me to analyze my teaching style, strengths, and areas for improvement. Through this introspection, I gained a deeper understanding of my teaching philosophy and the values I wanted to instill in my students. Moreover, it enabled me to acknowledge and address my insecurities, allowing personal growth as an educator. This newfound self-awareness not only positively impacted my teaching but also permeated into other aspects of my life.

Supportive Community

Discovering a supportive community during my fellowship was a significant turning point. Collaborating with like-minded educators who were passionate about teaching created a network of invaluable support and inspiration. Our shared experiences and challenges led to meaningful discussions, brainstorming sessions, and resource sharing. This communal atmosphere allowed me to feel understood and nurtured, reinforcing my dedication to becoming a better teacher. The connections forged during the fellowship have continued beyond its conclusion, providing a continuous source of guidance and camaraderie throughout my fellowship which has continued into my teaching career.

Igniting Passion for Teaching

Above all, the teaching fellowship ignited an unwavering passion for teaching within me. Witnessing the transformative power of education and its potential to shape lives left an indelible mark on my heart. The interactions with students, witnessing their growth, and being instrumental in their learning journey filled me with a sense of purpose and fulfillment. The challenges and triumphs experienced throughout the fellowship solidified my commitment to the profession, making it more than just a job but a calling to make a positive impact on the future generation.

Life-Changing Experience

In conclusion, the impact of the teaching fellowship in independent schools has been nothing short of life-changing. It not only honed my teaching abilities and boosted my confidence but also facilitated deep introspection, connected me with a supportive community, and ignited an unyielding passion for teaching. This enriching experience has not only made me a better educator but has also shaped me as an individual, dedicated to the pursuit of knowledge and the betterment of the students in my care.”

Aarionna Goodman is an ISTF alum who is now a middle school English teacher at Georgetown Day School. In the spring of 2023, she earned an MA degree from Teachers College at Columbia University in the Teaching of English. To hear more about Aarionna’s transformative experiences in the ISTF program,

Video Testimonial by Aarionna Goodman

Founders and Partners

We are grateful for the individuals and institutions who have supported the ISTF program in a variety of ways:

Darryl Ford and Jacquelyn Hamilton for their leadership and visionary work that led to the creation of the ISTF program. Through their dedication, they were able to turn a dream into a reality in service of the larger independent school community.
The E.E. Ford Foundation’s Leadership Grant which will allow the program to continue to grow and support schools in the greater Philadelphia region.
The Lehr Fund for providing financial support and for embracing the mission of the program.
The Alumni Society of the William Penn Charter School for its financial support and its commitment to the mission of the program.
Our 2023-2024 partner schools: Community Partnership School, Friends' Central School, Holy Child School at Rosemont, Springside Chestnut Hill Academy, and William Penn Charter School.
Rosemont College for being our higher education partner.
Members of the ISTF Advisory Board for being thought-partners, supporters, and valued advisors.
The William Penn Charter School and Alyson Goodner, Director of Penn Charter’s Center for Public Purpose for taking the lead with administering and managing the program.
William Penn Charter School Office of DEI for the on-going support of the teaching fellows and the program.

2023-24 Cohort

ISTF 2023-24 Cohort and ISTF New Hires at PC

*Standing L-R:* **Luciany Melo da Silva** - Kindergarten Associate Teacher, Penn Charter, **Nadirah Morgan** - 2nd Year Teaching Fellow in 5th Grade, Penn Charter, **Geoff Trotter** - 6th Grade Teacher & Admissions Associate, Penn Charter, **Marten Brown** - 2nd Year Teaching Fellow, Early Childhood Division, Holy Child School at Rosemont, **Cameron Hodges** - 1st Year Teaching Fellow, 2nd Grade, Springside Chestnut Hill Academy, **Raichl Davenport** - 5th Grade Teacher, Penn Charter, **David Burgess** - 1st Year Teaching Fellow, Middle School Science, Penn Charter. Seated L-R: **Karen Warren Coleman** - Head of School, Penn Charter, **Francheska Perez** - 2nd Year Teaching Fellow, 2nd Grade, Community Partnership School, **Naveena Bembry** - Coordinator, ISTF Program, **Jacquelyn Hamilton** - PD Facilitator, ISTF Program. *Not pictured:* **LaTasha Vassor**, 1st Grade Teacher, Penn Charter).

ISTF Partner Schools 2022-2023

Photo Gallery

Leadership Team

Naveena Bembry

Titles: Coordinator of Independent School Teaching Fellows Program; SEED Facilitator

Alyson Goodner

Titles: Director for the Center for Public Purpose; Religious Studies Teacher

Jim Pilkington

Titles: English & Social Studies Teacher, ISTF Mentor Coach

Naveena Bembry: Prior to taking on this leadership role, Naveena was a classroom teacher for 25 years at the William Penn Charter School, where she taught 3rd grade and 5th grade. As a 5th grade teacher, she taught history through a social justice lens by highlighting diverse voices and multiple perspectives, while uncovering hidden figures in history. As a life long educator, Naveena has been active in DEIB work both at Penn Charter as well as in the larger independent school community. Naveena has presented at several conferences including the Cheryl Irving Cultural Competency Institute at the Multicultural Resource Center (MCRC) and the Innovation Summit sponsored by the Association of Delaware Valley Independent Schools (ADVIS). Naveena is a trained facilitator for the National SEED (Seeking Educational Equity & Diversity) Project. She has led SEED groups for faculty and staff as well as SEED cohorts for parents, caregivers, and senior administrators.

From 2021 - 2023, Naveena served as a professional development facilitator and mentor for the Independent School Teaching Fellows Program of Greater Philadelphia (ISTF). In 2023, she took on this new leadership role, and she is excited to continue supporting the mission of the ISTF program and steward its commitment to cultivating the next generation of educators.

Breadcrumbs

Independent School Teaching Fellows Program