ACE Teaching Fellows

Eight weeks of coursework introduce the important relationship between strong planning, effective instruction, and quality assessment. Requirements include a teaching practicum serving in public and diocesan schools in the morning and graduate-level coursework in the afternoon.

• Introduction to Teaching Courses present general methods and approaches to classroom management and instructional planning
• Content Methods Courses provide middle and high school teachers with methods for successful teaching in: English/language arts, mathematics, science, or social studies. Elementary teachers take courses in the teaching of reading, mathematics in elementary education, and science and social studies.
• Integrative Seminar prepares students to integrate the professional, communal, and spiritual dimensions of living in community and teaching in a Catholic school.

Seven weeks of coursework build on prior learning and first-year teaching experiences to strengthen planning and teaching practices with attention to differentiation and data-based decision-making. Requirements include a capstone summer learning experience in the form of a conference presentation.

• Inclusive Teaching Practices & Moral Development Courses invite deeper exploration of student differences.
• Content Methods Courses help to hone skills in planning, assessment, and analysis that were discussed in the first summer.
• Integrative Seminar continues to provide time and processes for the integration of the three pillars that animate ACE Teaching Fellows.
• The ACE Teaching Fellows Conference exhibits the educational research that ACE teachers undertake to connect their experience in the classroom with bodies of scholarship.

During the academic year, the ACE Teaching Fellows M.Ed. faculty and pastoral administration team work closely with school and (arch)diocesan leadership to provide ongoing support and formation of our ACE teachers. Supports include:

• Supervision by ND Graduate School Faculty in the form of in-person and virtual observations, as well as pastoral visits.
• School & (Arch)diocesan Support & Guidance to provide local school mentoring.
• Advent Retreat to support continued integration of the three pillars that animate ACE Teaching Fellows.

We place ACE teachers in:

• Elementary (2nd - 5th) 
• Middle/High School
  • English/Language Arts
  • Mathematics
  • Science
  • Social Studies (including History, Government, Economics, etc.) 
  • Religion/Theology

In addition, ACE teachers may lead elective courses as determined by school need. 

In addition to serving in their assigned faculty roles, ACE teachers contribute to the vitality of their school community in a variety of capacity, often assuming additional responsibilities in extracurriculars including coaching, club moderation, campus ministry, and more. 

If interested, our partner schools may also receive additional support from the broader suite of services in the Alliance for Catholic Education - including the Remick Leadership Program (which forms aspiring school leaders), English as a New Language Program, and Program for Inclusive Education. For a full listing of such services, please click here.

Our teacher placement process is driven by two factors:

1. The expressed needs of the schools who request ACE teachers
2. The composition of our applicant pool

We learn the needs of our current and prospective partner schools through year-round engagement with (arch)diocesan and school leaders, culminating in each school submitting a School Profile & History Form [link coming soon!] and a visit to the school campus. 

We work to know each applicant through a rigorous process that includes a formal application (including writing samples and letters of recommendation) and an interview. 

As we progress through our selection and placement process, if we believe we have found a candidate that matches well with a particular school's request, we present the school and (arch)diocesan leader with the candidate's file for review. Upon approval of the candidate's file, we notify the candidate of the school placement. School leaders do not traditionally interview candidates.

Yes. We encourage school leaders to submit requests for any anticipated faculty openings. School leaders are welcome to submit as many request as they see fit. However, we cannot guarantee that any placement requests will be filled.

It is especially important that every request that a school submits be held open until our office is in touch in late March. 

In addition to submitting a request for an ACE teacher, each prospective school partner must also submit an ACE School Profile Survey. Before completing the survey electronically, we encourage schools to use the attached School Profile Guide to compile requested information and data. 

Schools must commit to holding open any and all requests submitted to ACE until after they have heard from the ACE office about our selection and placement decisions (early April). In the rare event in which a school placement request changes, immediately contact the ACE team member assigned to work with your school.

The salary for an ACE Teaching Fellow is the school’s starting salary for a first-year, non-Master teacher broken down into two parts:

1. Living Stipend (paid directly by school to ACE teacher, determined by ACE)
2. School/Administrative Fee (paid to ACE Business Office to cover the expenses of the M.Ed.)**

_{** No FICA paid on Administrative Fee (Estimated savings of $7,000-10,000/placement). Additionally, the school does not provide health insurance.} 

Health benefits are not assumed by the (arch)diocese or school in which an ACE teacher is placed. Health benefits are provided by the University of Notre Dame.

On average, this typically provides an estimated savings of approximately $8,000 to our partner schools. 

1. Complete the School Profile & History Form 
2. Communicate any changes to the teacher request immediately. 
3. Assign the ACE teacher to a majority teaching load in the content area of their intended licensure.
4. Assign a mentor teacher to work with the ACE teacher in a supportive role.
5. Sign a standard school/(arch)diocesan contract with the ACE teacher.
6. Ensure the new ACE teacher receives textbooks/course materials at Notre Dame by May 31, 2024.
7. Include the ACE teacher in standard training and professional development for new employees/first-year teachers. 
8. Pay the stipend to the ACE teacher and administrative fees to ACE.
9. Conduct at least one formal observation each semester.
10. Meet with members of the ACE team during on-site visits (typically 2x per semester) to discuss ongoing teacher support and anticipated school needs. 
11. Grant the ACE teacher any leave time necessary to attend the annual ACE Advent Retreat, Dec. 6 - 8, 2024. 
12. Ensure the first-year ACE teacher is able to return to Notre Dame for their second summer course session beginning on Monday, June 9, 2025.
13. Update ACE with any changes in school/(arch)diocesan leadership or contact information.