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Nearly half of all teachers leave the classroom within five years. In schools that serve low-income students, the turnover is even higher—leaving the most vulnerable students with the least experienced teachers. The Hollyhock Fellowship Program addresses these complicated educational realities by encouraging and supporting highly motivated, early-career high school teachers to persist and thrive in the classroom by providing them with rich learning opportunities with colleagues nationwide.

A two-year professional development experience building excellence in teaching.

Learn more.

Program Details

The fellowship is a competitive program that selects teacher candidates from across the country. Applicants apply with at least two other teachers from the same high school and make a commitment to remain at their current school for the duration of the two-year fellowship so that they can support one another in the process of growth as educators. Applications are reviewed carefully in an effort to create a diverse fellowship class in regard to school context, geography, and teacher experience. Space is limited each year to 100 participants per cohort, ideally split evenly among the four content areas.

Features of the Fellowship

  • A 2-year program of professional development
    • 2 weeks in residence each summer at Stanford U. with workshops focused on teaching one’s core content area & examining issues of equity in schools
    • Online coaching sessions throughout each school year with expert practitioners & peers
  • A $2000 stipend for participation
  • Travel, room, and board expenses paid during each summer residency
  • Continuing education credits

Criteria for Selection

Highly qualified applicants will have
  • Between 2-7 years of teaching experience in science, math, history, or English
  • A teaching position at a high school where >50% of students qualify for free and reduced lunch
  • At least two or more colleagues from the same school who also apply
  • A belief in equitable outcomes for all students
  • Commitment to professional growth as a classroom teacher
  • Support from school administration


Hollyhock Fellow Perspectives

“Before attending the Hollyhock Fellowship this past summer, I felt like I didn't have enough time to work on me, both as a teacher and a leader. Hollyhock not only nurtures these aspects, but it shows you how learning can become a continuous practice in our busy, everyday lives. As teachers, we all know what it's like to worry about everyone else before yourself, but Hollyhock staff and fellow members really do care, and my support group has grown immensely! I went back to school this year revitalized with new ideas and a new perspective, and I look forward to the rest of my Hollyhock journey.”

-Lauren Midgette, 2015 English Hollyhock Fellow from Bulkeley High School

"Since I was going to be entering into my seventh year of teaching this fall, I was skeptical I would gain a lot of new knowledge while attending the Hollyhock Institute. However, I could not have been more wrong! Not only was I able to make some lifelong friends, I was able to profoundly deepen my content knowledge and gain awareness on how to create equity for all of my students. I have been able to see a growth in my teaching and connection to students that would have not been possible without the skills and training I received at Hollyhock. Now, just like the Hollyhock flower, I am able to adapt to any need of my learners and truly be the teacher they need me to be. "

-Tony Morales, 2015 History Hollyhock Fellow from Chalmette High School

“It was amazing. We felt inspired and encouraged by working with all the highly-qualified teachers from around the country. The sessions were meaningful and extremely applicable to what we do back at our school. We came away refreshed and ready to implement the strategies we took away from the program. We highly recommend this exceptional fellowship to any new teacher.”

- Josh Olson & Holly Besmer, Mariner High School

“Our Hollyhock Fellowship provided us with an opportunity to be reflective professionals. We have been infused with a sense of urgency and encouragement to promote academic excellence in our students.  Our coaches engaged us as they modeled effective uses of content, pedagogy and leading for equity.  We will continue in our commitment to have a deep respect for intellectual values and social awareness. The Fellowship will support us as we educate our students to make value judgments and informed choices. This education will allow them to become adults who lead lives of personal integrity. It was an above-and-beyond professional development!”

- Rowena Adalla & Judith Jackman, 2015 Science Hollyhock Fellows from Bronx High School for theVisual Arts