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The Hagedorn Teacher Fellowship Program

Teach Where it Matters

| ABOUT THE PROGRAM | QUALIFYING | UNDERGRADUATE TERMS | GRADUATE TERMS | APPLICATION |

To support academically qualified teachers who wish to work with high-needs students and to encourage new Hofstra graduates to teach in high-needs school districts on Long Island, Hofstra University and the Horace Hagedorn Foundation have established the Hagedorn Teacher Fellowship Program.

In the course of our work with students and graduates in Long Island school districts, we have recognized that there are disparities between high-needs districts and other school districts. High-needs districts have higher teacher turnover and fewer resources; student scores are significantly lower on standardized tests in reading and math; and higher numbers of students with special needs fail to complete secondary school.

Recently, New York State Commissioner of Education Richard Mills resolved to “overturn unfair teaching” and directed teacher educators to inspire and prepare their students to “teach where it is hard, to teach where it matters.” The Horace Hagedorn Foundation partnership with Hofstra University will encourage promising teacher education students to accept that challenge.

Hofstra University’s School of Education has a long record of service to Long Island’s high-needs school districts: student teacher placements, in-service offerings, funded programs, University and district partnerships, and the support of HNET (elementary education) and the Hofstra New Teacher Network (secondary education). The Hagedorn Teacher Fellowship Program will provide the financial support to students who are dedicating themselves to working with students in the greatest need.

The Hagedorn Teacher Fellowship Program’s loan forgiveness program, based on need, is designed to assist academically qualified students who plan to work in high-needs districts.

Hagedorn Hall

The Hagedorn Teacher Fellowship Program’s loan forgiveness program, based on need, is designed for academically qualified students who plan to work in high-needs districts.

High-needs districts have higher teacher turnover and fewer resources; student scores are significantly lower on standardized tests in reading and math; and higher numbers of students with special needs fail to complete secondary school.