The Chinquapin Teaching Fellowship takes people dedicated to becoming outstanding teachers and provides targeted training to help them achieve that goal. The program centers around building a strong foundation in curriculum design and instructional practices, before working with new teachers toward helping them develop their own style and identity in the classroom. Using a strong support model, we seek to develop fantastic teachers in a limitted stress environment.


Program Overview:

The program is divided into three phases. The first phase encompasses a summer induction period. This period is designed to provide a basic knowledge basis of curricula writing, unit and lesson planning, and the basics of setting up a successful classroom. Professional development sessions and workshops will get teachers prepared for the first few weeks of school.

Phase two occurs during the first semester of the school year and is focused on the implementation of strong instructional practices. There will be two or three meetings per month that will reinforce and expand on the concepts covered during the summer. The topic for each meeting will vary based on feedback from the new teachers, their mentors, and the school director. Mentors are all experienced teachers at Chinquapin who will be informally observing and guiding the fellows throughout the year. The Academic Dean also performs frequent walk-throughs and full-length observations and provide feedback based on those observations.

In the third phase of the program, which occurs in the second semester, the new teachers will be working to expand past the basic topics covered in the first two phases. While support will continue for the fellows in the basics of teaching, the emphasis will largely be on becoming a classroom leader as opposed to “just a teacher”. Topics for the semester will include character development, fostering global citizens, teaching in the 21st century, etc.

New teachers will also be expected to contribute to each others' growth. There will be an observation and research project in which each teacher will shadow a student of interest and will present the findings in the third quarter. Finally, new teachers will also be expected to observe another new teacher and a veteran teacher at least once each quarter.


To summarize, New Teachers have access to:

  • Guidance in building a professional network
  • Open discussion of professional best practices
  • Experienced teacher-mentors
  • Critique and review by peers and supervisors
  • Instruction and practice in course design and delivery
  • Practical experience in and advice about classroom management


Inquiries to: 

Jeremy Goodreau
Academic Dean
This email address is being protected from spambots. You need JavaScript enabled to view it.
281-426-5551 ext 132

2015-2016 Chinquapin Fellows

Nick Alden
Texas Tech
John Baker
Washington and Lee University
Chris Horton
California State University, Chico
Kacie Horton
California State University, Chico
Joaquin Rangel
University of Houston

2014-2015 Chinquapin Fellows

Aby Cisneros
Houston Baptist University
Jason Moreno
Texas A&M University

2013-2014 Chinquapin Fellows

Cody Shilling
Rice University

Enrique Jasso
University of Texas at El Paso

2012-2013 Chinquapin Fellows

Jessica Edwards
Rice University

Michaela Reynolds
Rice University

2011-2012 Chinquapin Fellows

Lee Bryant
Rhodes College

Jeremy Goodreau
Rice University

Robert Long

Grinnell College

Christina Mairs

Harvard University

Stephen Vrla

Williams College

2010-2011 Chinquapin Fellows

Amulya Iyer
Williams College

Andrew Prince
Harvard University

Molly Socha
University of Dayton

Lauren Vargas
Harvard University







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