How can engagement with underreported global news stories support existing curricula, while also preparing students to engage curiously, critically, and empathetically with the world?
The Pulitzer Center Teacher Fellowship is a paid, virtual program that connects a small cohort of educators with other passionate Fellows, award-winning journalists, and the Pulitzer Center education team. Fellows develop short units (three–ten class periods) that engage their students in making local connections to global news, practicing media literacy skills, and building empathy. Fellows then implement their short units, evaluate student outcomes, and share their projects publicly through the Pulitzer Center's online lesson library and virtual professional development programs.
Eligibility: This Fellowship is open to all classroom teachers (grades four–12) working in public, charter, independent, and alternative schools in the United States and U.S. territories. Educators working with adults and youth in jails, prisons, or youth detention facilities are also encouraged to apply.
Teacher Fellow Alumni
“I learned the importance of exposing my students to underreported stories and to dive deeper into current events, as these are the topics that are relevant to the students' lives. I loved how we were exposed to journalists and teachers with diverse backgrounds, as it created a richer learning experience. I also loved the opportunity to receive direct feedback about my unit, as it's often hard to bounce ideas off of someone else when creating curriculum. I had such a wonderful experience and loved how this Fellowship forced me to try different methods of teaching and engaging my students. Thank you!”
Tania Mohammed, two-time Teacher Fellow and high school English Language Arts teacher in New York, NY
Explore Fellows’ Curricula and Student Work
Read more about Fellows’ experiences
"The Fellowship reinforced the importance of content-specific professional development for teachers, the power of building and participating in collaborative teacher spaces (across schools), as well as the importance of empathy and modeling vulnerability as a pedagogical practice.”
- Keith Calix, 9th grade World History teacher in Washington, D.C.
"I've come away with a wealth of knowledge and inspiration. I think that this unit creation has helped me be able to apply common core standards to topics that will resonate with my young people and how to extend my current curricular resources…This was a powerful and memorable experience for my professional journey."
- Comfort Agboola, 5th grade teacher in Chicago, Illinois
“This Fellowship helped me solidify the notion that journalism can and should be creative. This gave me permission to lean into the creative projects I do in my journalism class and add more of them, rather than thinking of them as ancillary to the 'real' journalistic work.”
- Nataliya Braginsky, high school Social Studies and English teacher in New Haven, Connecticut
“I learned that I have the skills and capacity to authentically design and execute project-based arts integrated, standards-aligned curriculum, in the midst of a pandemic. It is a value I set out in the beginning through the mantra, 'pedagogy is your protest,' and the experience has only re-invigorated my long-term goals.”
- Cortnie Belser, middle school Humanities teacher in Baltimore, Maryland