Become a TDP Fellow

 We invite school teams that consist of teachers, paras, administrators, parents, and/or community members who are passionate about making schools more democratic, equitable, restorative and affirming of student experiences to form or join a team of others willing to work on one of our 4 priority areas. Fellowships will involve working at the school-level and connecting the work to a larger systemic change framework.

Each project should include a culminating event or campaign of some kind. Stipends up to $1,800 are available. A fellow can pursue up to two fellowships in a school year. The stipend amount depends on the scope of the work each team member takes on. Other resources include: funds for travel and conferences;  targeted workshops and trainings; event planning support; help with promotional materials and communications; identification of additional resources and relevant readings; sharing research on what works in other places; connecting projects to partners; and help making videos..  

We expect to meet regularly with teams at school and to bring the whole cohort of fellows together once per month. Meetings will allow fellows and other invited guests to discuss project successes and challenges, learn new skills, share resources, and surface larger advocacy and policy issues that pertain to different groups.  We also welcome applications from individuals who want to work primarily on policy and who are willing to take a leadership role in our TDP Policy Collaborative.


Our four issue areas are:

  • Creating Democratic Schools. The reality of teachers, parents and students should inform and guide decisions at all levels of the school system. This could mean a team works on building a PTO or School Family Council and/or works at the policy level to a push for School Family Councils that have real decision-making power.

  • Designing an Equity Framework. Advocate for a policy that requires  the district to use an equity framework when developing policy and when making all major decisions so that sufficient resources are available to all students.  These resources must include: high level, thought-provoking curriculum; strong teachers; and positive, trauma-free school climates. There may be some school based organizing but much of this work will be at the policy level.

  • Transforming Culture and Climate. Transform school culture and climate through using restorative approaches to community building and problem solving. (A fellow must have a school team for this part of the work to be effective.) This fellowship also involves providing feedback to the district on how to incorporate restorative language in policies and to embrace restorative principles internally and at all levels.

  • Fostering Social Justice Curriculum. Creating classrooms where learning is connected to student and community realities and building a movement of teachers who share their practices and push to reduce the barriers to doing this work in school.