k 12 education fellowship

Career Pathways Initiative

October 10, 2018

The Walton-UNCF K-12 Education Fellowship

The Walton-UNCF K-12 Education Fellowship is a leadership and talent development initiative aimed at building a robust pipeline of high-achieving African Americans engaged in education reform in America. The program selects undergraduate juniors from select historically black colleges and universities (HBCUs) to participate in a leadership development and paid intern placement program that partners with innovative K-12 educational reform enterprises.

A pplication Deadline is January 13, 2019

General Eligibility Requirements:

* At least a 3.0 grade point average on a 4.0 scale

* Must be African American

* U.S. citizen or a permanent resident

* Must be enrolled in an HBCU institution

* Must be classified as a Junior

* ALL majors are welcome!

* Willingness to relocate for the summer

* Have demonstrated leadership experience within college campus and/or community

* One recommendation from a school administrator or faculty member. The recommendation will be required and reviewed at the time of the finalists’ interview submission.

For more info:https://scholarships.uncf.org/Program/Details/168a43fc-3a41-4dc1-a15c-929ebad6b57e

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800.397.0330

Applications Open for Cosmosphere K-12 Educator Fellowship

Kansas K-12 Educators are invited to apply for a new fellowship program hosted by the Cosmosphere. The LaunchLearning Fellowship begins March 9. Completed applications must be submitted by February 11, 2022.

The LaunchLearning Fellowship is designed to inspire excellence and engagement with space science and STEM through:

• In-person meetings with Astronauts and leaders of the space industry
• Fellowship Summer Camp experience that inspires STEM educators’ creativity and leadership as only a Cosmosphere Moon or Mars Mission can
• More than $800 worth of benefits at no charge, including one online professional development course through LaunchTeaching
• Monthly virtual strategy sessions to dig deep into a STEM topic, to share best practices and to meet amazing space science subject matter experts

Applications and more information are available now  here .

To learn more, contact Nathan Meyer, Cosmosphere’s vice president of education and strategy, at  [email protected] .

Inspire the future through space exploration.

• 1100 N. Plum St. Hutchinson, KS 67501
• 800.397.0330 620.665.9312 Box Office Contact Us Online

The renovated galleries in the Hall of Space are open. While many artifacts are on display during this time, the exhibits and graphics won’t be fully completed until late 2024.​

Education Pioneers Doubles Size of Fellowship Program to Develop Systems-Level Leaders in K-12

FOR IMMEDIATE RELEASE November 17, 2021 Contact for Education Pioneers: Terrence Kneisel VP, External Relations [email protected]

 Education Pioneers Doubles Size of Fellowship Program to Develop Systems-Level Leaders in K-12

Nonprofit announces 49 rising leaders selected for 2021-2022 Impact Fellowship cohort

Boston, MA – Today, Education Pioneers (EP) announced that 49 new leaders are joining its 2021-2022 Impact Fellowship at a crucial time to address unmet learning for students amidst the COVID-19 recovery. The new cohort of data analysts and project managers is more than double the size of the previous year’s cohort. Together, the 49 new Impact Fellows serve 38 school districts, charter school organizations, and other support organizations that reach 2.5 million students nationwide.

“For nearly twenty years, Education Pioneers has fueled the leadership and management capacity necessary to transform K-12 public education into a lever for equity,” said Melissa Wu, CEO. “Especially today, the education sector can’t lose sight of the fact that talent is the critical driver of impact. The rapid growth of the Impact Fellowship shows that systems-level leaders–especially those with the skills to support data-driven decision making and implement promising strategies–are needed more than ever. We are hopeful and proud that EP Fellows entering into the sector today will become the organizational and system leaders our students and communities need in the long term.”

Launched in January 2018, Education Pioneers’ Impact Fellowship catalyzes early career leaders while adding critical capacity to school districts, charter school organizations, and other education support organizations nationwide. During the program, Impact Fellows complete a 10-month paid work placement with a leading education organization, where they apply targeted data and strategic project management experience to advance key priorities. This year’s Fellows are helping drive and implement initiatives such as effective teaching and learning, family and community engagement, and ensuring effective use of ESSER funding. 

“We are proud to continue our partnership with Education Pioneers,” said Dr. Leslie Torres-Rodriguez, Superintendent of Hartford Public Schools in Connecticut and a returning EP Partner. “Our three Impact Fellows will help ensure that we can execute against key strategic plans and monitor the impact of our district’s ESSER funds. Our Fellows will be critical to accelerating student learning, and will also serve as a model for strong management and execution that can have a lasting impact on district operations.” 

EP’s Impact Fellowship cohort represents a diverse group of early career professionals, with an intentional focus on leaders who represent the marginalized communities public school systems typically serve. 47% of Fellows self-identify as people of color, with 31% identifying as Black or Latinx; 29% are Pell Grant recipients.

“Building a diverse and representative leadership pipeline is one of Education Pioneers’ top priorities,” said Tracy Session, Chief Impact Officer. “The professionals who lead and manage K-12 systems rarely reflect the populations they serve. To disrupt existing inequities in education, we need to improve representation inside and outside the classroom.” 

Impact Fellows also come from a variety of professional backgrounds, bringing their analytic or project management experience from previous roles in education, the broader social sector, or the private sector. 51% of Fellows bring previous education sector experience; 37% of Fellows are brand new to K-12. 

“After spending six years working at a consulting firm, I was seeking an opportunity to apply the skills I had developed in strategy, program management, and data & analytics to a sector that I have always been personally passionate about: education,” said Karen Wisniewski, Impact Fellow placed at Citizens of the World Charter Schools in Los Angeles. “The Education Pioneers Impact Fellowship was the bridge that I was looking for to transition from business into education.”

The full list of Fellows and their placement organizations can be found at  www.educationpioneers.org/blog/announcing-our-2021-2022-impact-fellowship-cohort .

To complement their work placement, Fellows engage in cohort-based professional development where they gain skills, mindsets, and orientations that can help them accelerate equity and excellence throughout their careers. Fellows become part of Education Pioneers’ nationwide network of education leaders, which includes 4,500 Alumni at all stages of their careers – 70% of whom continue to work in education following their EP Fellowship and 50% of whom self-identify as leaders of color.

Education Pioneers is currently accepting applications for its next upcoming program: the 2022 Summer Fellowship, a 10-week program that provides exposure to systems-level roles in education. The Summer Fellowship program will be offered exclusively in Chicago, Illinois during Summer 2022. Interested graduate students and professionals can learn more at  www.educationpioneers.org/SummerFellowship  or apply online at  www.educationpioneers.org/apply . The priority deadline is December 21, 2021.

About Education Pioneers

Education Pioneers builds the pipeline of leaders outside the classroom who enable teachers and students to be successful inside the classroom. Since 2003, Education Pioneers has recruited and trained over 4,500 leaders in partnership with more than 900 education organizations nationwide.

Of the organization’s Alumni in the workforce, more than 70% serve in education and lead or contribute to work that impacts public school students in major cities across the nation, most of whom are students of color and growing up in underserved areas. Learn more:  www.educationpioneers.org/our-impact .

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Pulitzer Center Update September 4, 2024

Teacher Fellows Empower Students to Connect Their Communities to Global News

Lesson Plans

Investigating, informing, influencing: exploring current issues on a national and global scale.

Students use a thinking routine to analyze a curated list of seven news stories on a global issue they select. Working in groups, they evaluate connections in the reporting, formulate claims about the...

18 teachers who participated in the 2023-2024 Teacher Fellowship inspired 1,300 students in grades 4-12  across 12 states to engage critically with global news stories and apply their learning to projects that demonstrate empowered action. 

"I have a new understanding of AI algorithms and how they are developed, especially within social media platforms. I wonder if this algorithm is used on my posts."- student from Marietta, GA 

“I learned how broad the issue of global public health is. Before, I thought about public health as being about medicine and hospitals, but the reporting I read went into period poverty and other niche issues I had never thought of before…I feel more connected and more passionate about this issue now…It made me more interested in learning what I can do to help.”- Toni, a high school student from Marietta, GA

As part of the fellowship program, educators explored reporting on several of the Pulitzer Center’s focus issues and evaluated how engaging students in global news stories could help students strengthen the skills they are working on in their courses while also cultivating local and personal connections to global issues. Educators ultimately developed and taught standards-aligned unit plans that guided students in an analysis of Center reporting and other media to increase their understanding of global issues and practice the skills and content they were learning in class. All fellows were ultimately asked to build final projects into their units that challenged students to apply the content and skills that they learned. Several educators designed projects that invited students to share the key details and themes from reporting they explored with students, educators, and families in their communities. They prepared students by creating engaging presentations, comprehensive graphic organizers, group reading exercises, and other activities to help students work together to analyze the key themes in reporting.  

Over 500 students in five states ultimately applied what they learned from their teachers’ units to the creation of infographics, Instagram galleries, posters, public events, and more that connected the key themes from global news stories to their school communities. Read on to see what they created, and to explore the teaching instructions and materials that teacher fellows created to guide their students to their final projects.

U.S. Literature Students in Georgia Analyze Rhetoric and Themes in Seven Global News Stories to Create Social Media Campaigns to Inform Other Teens

Alexandra Yeganegi, a U.S. literature teacher in Marietta, GA, engaged Pulitzer Center reporting to teach her students about how authors engage rhetorical devices in non-fiction texts and how readers can synthesize details from multiple sources to communicate themes. First, students evaluated their connections to news outlets and their experiences engaging with the news. They compared and contrasted different news sources, and then evaluated headlines from different news outlets for stories related to a global issue selected by the class.  Students used  guiding questions  to analyze  a curated list of seven news stories on a global issue they selected . Working in groups, they evaluated connections in the reporting, formulated claims about the issue, supported the claims with strong evidence from the texts, and then used digital media tools to create Instagram carousels that inform their school audience about the issue they selected. Carousels also ended with a call to action.

• Student-created Instagram carousel focused on reporting about migration to the U.S.
• Student-created Instagram carousel focused on homelessness in Georgia
• Student-created Instagram carousel focused on women's rights worldwide  

Click here for Ms. Yeganegi’s unit plan, “Investigating, Informing, Influencing: Exploring Current Issues on a National and Global Scale”

Visual Arts students in Michigan leverage masks as symbols of social activism to highlight issues that reflect their culture or community

Olivia Miller, a high school visual arts educator in Kentwood, MI, explored the connection between masquerade and social activism in her Advanced Ceramics and Sculpture class. Students first explored the themes and ideas that shape and define communities. Then, students considered how art unites communities, often helping them process the impact of social and global challenges and inviting audiences to understand their experiences. Students engaged with Pulitzer Center projects   The 'Spider-Man' of Sudan and  Shipibo-Konibo: An Indigenous Community Resists With Medicinal Plants Against the COVID-19 Virus , exploring how art and performance capture the spirit of communities most affected by systemic global issues like peace & conflict and health inequities. Finally, students worked with  Masquerade Mind Map handouts [ canva ] [ .pdf ], Masquerade Sketch handouts [ canva ][ .pdf ], and  Artist Statement Templates [ canva] [ .pdf ] to design masks that communicate issues that reflect their cultures and communities. In their masquerade event, students highlighted a range of stories and identities including bi-racial and trans identities, important historical events like the conflict in Kosovo and the role of the Trung Sisters, Vietnamese military leaders who led rebellions against China’s occupation.  

Click here for Ms. Miller’s unit plan “Unmasking the Story: Masquerades as Social Lessons”

Students analyze how social media algorithms connect with underreported global news stories

Students from Katherine Smith’s class in Chicago presenting their research on how social media engaged with the topic of traditional healing in Taiwan. Image by Katerine Smith. United States, 2024.

Katherine Smith, a high school English and ESL educator in Chicago, IL, designed a unit that encouraged students to use their social media prowess to evaluate whether bias played a role in their research about global news topics. Smith began this unit by exploring our connection to social media, encouraging students to evaluate the messages they see daily and analyze how the algorithm curates the content they are consuming. Students used a variety of teacher-created analysis tools developed to encourage metacognitive reflection and text analysis. These tools included a Pulitzer Center Reporting Analysis Tool [ .docx ][ .pdf ] and an Analysis Tool for Social Media Posts [ .docx ][. pdf ]. Ultimately, students chose a global issue, selected a Pulitzer Center article, and researched the topic through their social media platforms. They then created a google slides presentation to share their findings. Topics ranged from climate change in the Amazon to the use of AI to monitor student protests.

Click here for Ms. Smith’s unit plan, “Fake News + Text Analysis”

Students Employ Pulitzer Center Reporting About AI to Analyze The Health of the First Amendment 

In Kerri-Jean Furtado’s 8th-grade civics class in Fall River, MA, students analyzed how rapidly advancing AI technologies have impacted the health of the First Amendment in the United States. This learning journey begins with a foundation in the five fundamental rights protected by the First Amendment. Students consider how these rights are expressed in different contexts by our increasingly digital world. After reading  Peering Into The Black Box , a reporting project by AI Reporting Fellow Arijit Sen for  The Dallas Morning News that explores how colleges use AI to monitor student protests, students craft an artistic representation that conveys the impact of AI on First Amendment rights. 

Click here for Ms. Furtado’s unit plan, "The (Evolution of the) First Amendment in a Digital Landscape "

Students Analyze Reporting on Migration to Explore Push/Pull Factors and Evaluate Themes of  Querencia , or Belonging

In Robert Frausto’s high school Mexican American Studies class in Albquerque, NM, students  examined underreported stories related to immigration and related the articles they read to themes of querencia. Working in groups, they present the story they investigated to the class, and apply their analyses to the development of digital cuentos telling stories of migration from their communities.As defined in the book,  Querencia : reflections on the New Mexico homeland , the term querencia comes from bullfighting culture. In that respect it means, "...a place which develops in the course of the fight where the bull makes his home. It does not usually show at once, but develops in his brain as the fight goes on. In this place he feels that he has his back against the wall and in his querencia he is inestimably more dangerous and almost impossible to kill.” It is also defined as, "...a place where one feels safe, a place from which one's strength of character is drawn, where one feels at home." Frausto created  interactive slides to model the article analysis for students, and created a resource to teach them how to write precís statements for their presentations. He also guided students in applying their analysis of querencia in the reporting on others’ experiences of migration to then research and present their own “digital cuentos” documenting stories of migration in their communities and how those stories also reflected querencia.   

The following are examples of students’ presentations and projects they created to document stories of migration from their communities. 

• Student analysis of "‘We’re Going to Find You.’ Mexican Cartels Turn Social Media Into Tools for Extortion, Threats, and Violence" by Rebecca Plevin and Omar Ornelas for The Desert Sun
• Student analysis of "A Country That Welcomes Migration" by Patrick Ammerman for Yes!
• Student analysis of "Deported to Haiti Even Though He Wasn't Born There" by Jacqueline Charles for The Miami Herald
• Aaliyah interviews the older brother of a friend about his experience migrating from Mexico
• Abby reflects on an interview with her grandmother about migrating from Cuba to the U.S. at an older age

Frausto shared that a highlight from his project was when one of his students chose to create a digital cuento about his mother, who was a former student of Frausto’s. In a post-program email, Frausto wrote, “The cuento from Cruz R. is pretty special. His mom was pregnant in her jr/sr year and was in my English class when she delivered. When she couldn't find daycare she would bring him to class. I would carry him while she worked. He is a very special young man.”  

Click here for Mr. Frausto’s unit plan, “Our Immigration Cuentos.”  

All Fellowship units and examples of students’ work will be published throughout fall 2024 and highlighted in our weekly K-12 Education newsletter. S ubscribe to the Pulitzer Center’s education newsletter for more on the Fellowship program, including the full unit plans from all 2023-2024 Teacher Fellows and applications for the fall 2024 Teacher Fellowship program.

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Merrimack College’s K-12 Teacher Education Fellowship: An Interview with Alex Surro & Ketene Arante

A single teacher has the power to positively impact hundreds of students throughout their career. That’s why choosing to go into the education field can be one of the noblest and most rewarding career choices. The K-12 Teacher Education Fellowship at Merrimack College is a fully-funded Master’s program that gives Fellows an opportunity to spend a year earning their Master’s in Education while also gaining hands-on experience in the classroom. During their fellowship year, Fellows also earn licensures in their chosen area of specialization. To practice the skills gained during their studies, Fellows spend an entire academic year in a northeast Massachusetts school to gain hands-on experience in the classroom.

We spoke to Alex Surro and Ketene Arante, recent recipients of the K-12 Teacher Education Fellowship to learn more about how this program helped them feel ready to take on a career in the classroom.

Tell us about your background and professional journey. What led you to the K-12 Teacher Education Graduate Fellowship at Merrimack College?

Alex Surro: I grew up in a small town that is about an hour away from Merrimack College and as someone who is afraid of change and uncertainty, the decision for where to go for my undergraduate degree was easy. I went with the state college that was about 20 minutes away and that cost almost half of the other surrounding schools. The more classroom opportunities I experienced, the more confidence I began to feel, not just in myself but in my career path. Teaching is such a special profession because no two days are alike and it requires you to think on your feet, literally and figuratively. It’s a lot of work but continues to fill me with so much joy that I can’t imagine anything different.

Although I had grown a lot in my four years at Framingham State, I still didn’t feel mentally prepared to face my first year of teaching quite yet. That doubt combined with the state’s requirement to earn a master’s degree within five years motivated me to search for graduate schools. I was hoping to find a program that was financially smart as well as fast-paced to allow me the ability to just focus on the courses before jumping into the workforce. With a little bit of research, I found Merrimack’s Teacher Education Fellowship and I thought it was too good to be true! I applied in October of my fourth and final year of undergrad and received my acceptance about 2 months later. 

Ketene Arante: I am a Brazilian native who has made Boston her second home for over a decade now. While residing in the United States of America, I had the privilege of attending distinguished, American educational institutions that opened the door to great opportunities in my life. In the fall of 2011, I started school at Boston University, where 3 years later, I went on to obtain my undergraduate degree in social sciences. Being the first generation in my family to obtain a college degree felt simply surreal. Shortly after my graduation from Boston University, I started working in a K-5 elementary school, where I soon developed a passion for teaching along with a desire to help students achieve both academic and emotional growth. When I first got introduced to the Fellowship program at Merrimack College, I had been looking at different colleges and universities for 2 years, longing to get my master’s in Education. Luckily, at the right time, I got connected with the Fellowship program at Merrimack and everything fell into place. I immediately recognized that this Fellowship was exactly what I was looking for and needed as a jump start to my educational career.

Can you describe what a week in the life of a Teacher Education Fellow is like? How did this opportunity allow you to advance your career and expand your professional network?

Alex: From Day 1, I truly felt like I was a part of my placement school’s community and staff. All Teacher Education Fellows are expected to follow the same rules and schedule as their colleagues, which includes arriving at school before the first bell and leaving after all students are sent home. We are also strongly encouraged to attend all Professional Development training and any meetings that pertain to your students. Every fellow has a mentor teacher, known as a Supervising Practitioner (SP), and they are responsible for explaining everything that goes into their position. Depending on the school’s schedule/routines, the week in the life of a Teacher Education Fellow can look very different but in my experience, my main tasks included: supporting diverse learners in general education classrooms, providing various accommodations based on students’ Individual Education Plans (IEPs) and leading some full-class or small group lessons.

This opportunity advanced my career, specifically in the special education world, but I have heard nothing but wonderful reviews about the other Teacher Education Fellowships that are offered, including ESL or subject-specific concentrations. Everything I know about the world of special education is because of Merrimack’s Fellowship, including how to collaborate with colleagues on creating and revising IEPs, strategies to best support students, and how to best handle the stress of the job. In terms of expanding my professional network, I was introduced to so many different types of teachers, educators and administrators and created a reputation for myself without even trying. Working closely with so many people allows for your name to spread, and as long as you are putting forth your best effort, that will help you build a career!

Ketene: Words that would describe a week in the life of a teacher education fellow: busy, immersed, exhausted & excited. Being able to juggle a full-time teaching fellowship along with college classes at night proved to be a challenge for me that I never thought I would be able to handle. When I look back to a year ago, I did not think it at the time, but I was really being stretched to become the professional I am today. This Teacher Education Fellowship opportunity opened the gates to my educational career. I was able to meet and connect with educators from different parts of the state of MA, whereas if not for this Fellowship program, this would have never happened for me.

The K-12 Teacher Education Graduate Fellowship is a fully-funded master’s program that allows fellows to earn their Master of Education in Teacher Education while also gaining hands-on experience in classroom instruction. What aspects of this program most appealed to you when choosing fellowships? How has this program shaped your skills as a teacher?

Alex: Everything about Merrimack’s Teacher Education Graduate Fellowship appealed to me when choosing fellowships. A key component of Merrimack’s fellowship is that it is only a year long whereas most Master’s programs can take two or more years! While it could be difficult to manage working full-time without pay for a year, gaining real-world experience made up for it. The direct connection between what I was learning in my master’s courses and what I was involved in at my placement school was beyond beneficial. When I first applied, I was so eager to receive another classroom opportunity to add to my resume, but it became so much more than that. 

This program has shaped the way I teach in so many ways. From the strategies that I learned in courses from professors or heard from my peers to the countless experiences I had in my placement school, I grew so much as an educator. As I said before, I truly did not feel ready to apply to teacher positions when I was near the end of my bachelor’s degree but once I reached the final page of my journey at Merrimack, I was motivated and excited to start applying! After a year as a Fellow, you will gain so much experience that you’ll be able to confidently help students for years to come.

Ketene: Honestly speaking, both aspects of this program were highly appealing to me. First, the main reason why I delayed getting my Master’s in Education was that I could not afford it. When I heard that this Master’s program was fully funded and I would get hands-on experience in classroom instruction, it all seemed too good to be true! As I have previously mentioned, this teacher fellowship program was exactly what I needed when I needed it. Through this fellowship program, I got to work side by side with amazing educators, who have been in the field for 20+ years. The experiences and lessons learned working with these educators are something that I will cherish and take with me for the rest of my educational career. Because I learn best by observing others and doing it myself, I knew the ability to gain hands-on experience in a classroom would be beneficial for me. Throughout my teaching fellowship, I learned many different skills that are all key components to my teaching career. I believe the ability to sit down and reflect on my lessons, for instance, determining what went well and what should be different, will be key for my educational career advancement.

What advice do you have for others applying for the K-12 Teacher Education Graduate Fellowship?

Alex: The biggest piece of advice that I have for those applying to the K-12 Teacher Education Graduate Fellowship is that the more you put into this experience, the more you will get out of it. I remember feeling nervous and hesitant to involve myself in the student’s learning journey but I constantly had to remind myself that I had earned my position and deserved to take risks. As I’ve mentioned, you are held responsible for a decent amount during the year but it’s also an incredible opportunity to discover and ask questions about anything you are unsure about. This is a unique time when you are placed in front of many students who will view you as a real teacher but still have the safety net of clarifying anything with your SP whenever necessary! Feeling afraid is natural, but pushing past the fear will pave the path for your future so I urge you to take all of the opportunities that come your way and make the most of them before it’s over!

Ketene: My advice to new fellows would be to make the best of this amazing opportunity given to you! Observe and honor your mentor teachers and seek out their advice, especially those who have many years of experience in this field. Listen to other teachers, they have A LOT to teach you. Make connections with educators around you, and most importantly, always try your best. See yourself being the best in your field and always give grace to yourself and to those around you.

Interested in applying to the K-12 Teacher Education Fellowship at Merrimack College? Bookmark it to your free ProFellow account!

Alex Surro graduated from Framingham State University with a bachelor’s degree in Elementary Education and completed Merrimack College’s K-12 Teacher Education Graduate Fellowship in June 2022 with a master’s degree in Special Education. He has had many classroom experiences ranging from 1st to 6th grade, each preparing him to be fully integrated into the education world. Currently, he is working in the Newburyport district as a Second Grade Special Education Co-Teacher and couldn’t be happier. He loves to support students and colleagues of all kinds and appreciates what makes them unique!

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Education Fellowships , Fully Funded Master's Programs , Master's in Education , Masters Fellowships , Teaching Fellowships

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UNCF K-12 Education Fellowship Alumni Council 2021-2022

Chioma Iheanacho

Ambassador, 2020 UNCF-K12 Fellowship cohort

Ambassador for Cohort 2020

• Cohort Year: 2020
• Alma Mater: Howard University
• Current Role: Social Media Coordinator, Charter School Growth Fund

Dearra Walters

Ambassador, 2018 UNCF-K12 Fellowship cohort

Ambassador for Cohort 2018

• Cohort Year: 2018
• Alma Mater: Oakwood University
• Current Role: English Language Arts Teacher, Beaufort County Schools

Shevon King

Ambassador, 2012 and 2013 UNCF-K12 Fellowship cohorts

Ambassador for Cohorts 2012 & 2013

• UNCF Cohort Year: 2012
• Alma Mater: Bennett College
• Current Role: Chief of Staff, Strategic Community Partners

Antonia Hill

Ambassador, 2011 and 2017 UNCF-K12 Fellowship cohorts

Ambassador for Cohorts 2011 & 2017

• Cohort Year: 2015
• Alma Mater: Spelman College
• Current Role: Policy Advisor, House Majority Leader, Congressman Steny H. Hoyer

Isis Spann, M.Ed.

Ambassador, 2010 and 2019 UNCF-K12 Fellowship cohorts

Ambassador for Cohorts 2010 & 2019

• Cohort Year: 2010
• Alma Mater: Johnson C. Smith University
• Current Role: CEO of FUNdamentals of Learning, LLC. & Creator of Kindergarten Kounts®

Tamieka Welsh, MSW

Ambassador, 2014, 2015, and 2016 UNCF-K12 Fellowship cohorts

Ambassador for Cohorts 2014, 2015 & 2016

• Cohort Year: 2016
• Alma Mater: North Carolina A&T University
• Current Role: Team Lead, New York State Office of Mental Health