Teacher
Fellowship.
The Ethnic Studies Curriculum Innovation Fellowship recognizes exemplary California high school educators, publishes their classroom-tested modules, and shares them with teachers across the state.
At a glance
- Awards$500 – $1,000
- Applications dueOct 29, 2026
- Fellows announcedDec 17, 2026
- ApplyOnline form
New here? Register free
ESResources.org is pleased to award Curriculum Innovation Fellowships to a cohort of exemplary California high school educators.
Award Amounts
Premier Fellow: $1,000
Distinguished Fellow: $750
Curriculum Innovation Fellows: $500
ES Resources guarantees funding for one Premier Fellow, one Distinguished Fellow, and three Curriculum Innovation Fellows, with additional fellowships subject to funding availability. Applicants should submit an original classroom-ready module for a 2-, 3-, 4- or 5-day high school unit.
What You Get
Selected Fellows will help shape a growing library of educator-created instructional materials and receive:
Designation as an ES Resources Ethnic Studies Curriculum Innovation Fellow
Monetary award
Professional development spending funds for select programs and opportunities
Publication of curricular materials on ESResources.org
A professional educator profile page on ESResources.org and a fellowship certificate.
Opportunities to connect with educators and leaders across the field, including consideration for future mentoring and curriculum development initiatives, invitations to contribute as featured educators in workshops, speaker series, and professional learning opportunities, and an invitation to the Education Leaders’ Summit—an annual convening attended by more than 100 educational leaders from across Los Angeles County.
Dates and Deadlines
Applications Due: October 29, 2026
Fellows Announced: December 17, 2026
To apply, submit your application materials using the 2026 Teacher Fellowship Application.
About the Fellowship
The ESResources.org Curriculum Innovation Fellowship exists to recognize exceptional educators, amplify effective classroom practice, and build a growing collection of high-quality, classroom-tested Ethnic Studies resources for districts, teachers, and educational programs across the state.
Exceptional Ethnic Studies teaching is already happening in classrooms across California. In-service teachers are developing innovative lessons that help students engage complex histories, examine identity and culture, develop historical literacy, and build understanding across communities. Yet much of this work remains known only within individual classrooms or districts. This Fellowship was created to identify, celebrate, and share exemplary educator-created curriculum that brings the goals of the California Ethnic Studies Model Curriculum to life.
It provides an opportunity to honor the work teachers are already doing, learn from it, and share exemplary models with a wider community.
What We Are Looking For
Applicants do not need to teach a course formally titled Ethnic Studies. Educators from any discipline are encouraged to apply and eligibility is not limited to a single subject area. We welcome modules from various subject areas, including but not limited to History, Social Science, ELA, ESL, Literature, Government, Visual and Performing Arts, World Languages, STEM, Career Technical Education, and interdisciplinary programs. We are interested in curricula that help students explore complex questions, engage multiple perspectives, and develop the skills necessary for thoughtful participation in a diverse society: curiosity, evidence, empathy, agency, and dialogue. For example, a science lesson might explore the environment and justice through non-Western ecological knowledge. A literature lesson might center storytelling, intergenerational memory, and migrant testimony.
Strong Submissions Will
-
Model empathy across communities and experiences by encouraging critical thinking and building historical literacy.
-
Make complex identities, histories, and social realities more legible to students.
-
Showcase their adaptability for diverse student populations, classroom settings, and varying levels of classroom teacher experience.
-
Support students in engaging with challenging ideas thoughtfully and compassionately by fostering curiosity, inviting reflection, and empowering student agency.
-
Teach using evidence, primary sources, and research; utilize primary sources and cultural sources meaningfully.
-
Connect local, national, and global histories where appropriate.
-
Promote and evidence meaningful student engagement participation, and impact.
How to Apply
Interested teachers should submit the following materials via the 2026 Teacher Fellowship Application. Units must be designed to extend for at least 2 and no more than 5 class periods.
REQUIRED
Personal Statement and/or Resume
Lesson Plans
Slide Deck(s)
Student Handouts
Student Testimonials: click here to print the “Student Reflection” form.
OPTIONAL
Teacher guides and notes
Assessments and/or rubrics
RECOMMENDED
Homework Assignments
A letter of support from a supervisor, department chair, instructional coach, colleague, or educational leader.
A list of teacher preparation or professional development recommendations for others to use if they were preparing to teach your module/unit.
For inquiries, email contact@esresources.org. Please submit your application materials using the 2026 Teacher Fellowship Application. You can find formatting guidelines in the FAQ under “Application Materials.”
Who We Are
ES Resources, an initiative of the Jewish Federation Los Angeles, provides a growing collection of instructional materials for high school Ethnic Studies educators. We support educators through overlapping initiatives, including a monthly Ethnic Studies Educator Support Bulletin, microgrant funding, professional learning opportunities, and an original and expanding Ethnic Studies curriculum that centers close reading of primary source documents to teach curiosity about history and encourage student agency.
We are committed to maintaining a platform that is collaborative, responsive to the realities of classroom teaching, and centered on the evolving needs of educators. In direct response to feedback from ESResources.org users, we are excited to launch an innovative AI-assisted lesson planning platform—currently in development—that will support educators in designing standards-aligned, differentiated, historically accurate, and culturally responsive Ethnic Studies classroom learning. We encourage applicants to explore our website to discover exceptional Ethnic Studies instructional resources, educator-created modules, and classroom resources that integrate historical inquiry, interdisciplinary learning, and the principles of the California Ethnic Studies Model Curriculum.
Why is the Jewish Federation funding this initiative? Jewish Federation Los Angeles (“JFEDLA”) supports AB 101 and the teaching of diverse cultures, history, and narratives as outlined in the California Ethnic Studies Model Curriculum and applied in the ESMC Lesson Plans. JFEDLA recognizes the benefit of an Ethnic Studies education for all students. ESResources.org is one element of our support for K-12 teachers in the field. To learn more, you can visit esresources.org/about-us and jewishla.org.Our Advisory Committee
Submissions will be evaluated by a review panel composed of experienced educators, researchers and scholars, curriculum developers, and educational leaders.
-
Jeff Kim, Ed.D., MPH
Author of the nation’s first high school Korean American Ethnic Studies course (Anaheim UHSD) | Education Committee, Asian American Museum at Grant Park, and Board President of Irvine Unified School District.
Dr. Jeff Kim has served in education for over two decades—as a K-12 teacher, administrator, instructional coach, civic leader, and adjunct professor. He is a National Board-Certified Teacher (NBCT) and earned his Educational Doctorate in Educational Leadership from the University of Southern California with an emphasis in Teacher Education in Multicultural Societies. Dr. Kim was awarded the 2022 Roy Erickson Civic Leadership Award, the 2023 Outstanding Ethnic Studies Community Partner Award, the 2024 City of Irvine Wall of Recognition, and the 2025 Civic Engagement Champion Award from the Asian Pacific Islander School Board Members Association. Dr. Kim is a featured speaker on educational leadership, teacher training, and Ethnic Studies and founded the YouTube channel, EdFamily w/ Dr. Jeff.
-
Marissa López, PhD
Associate Dean and Professor of English & Chicana/o Studies at the University of California, Los Angeles (UCLA).
Dr. Marissa López is the immediate past Vice President of the Latina/o Studies Association, a national organization. She is the author of Racial Immanence: Chicanx Bodies Beyond Representation (2019) and Chicano Nations: The Hemispheric Origins of Mexican American Literature (2011). Her scholarship explores 19th century Chicanx/Latinx histories, connecting local history to broader patterns of migration, relationships to land, and cultural change over time. Through Picturing Mexican America, a digital humanities and public history initiative, she has led the development a mobile app teaches about Mexican Los Angeles using interactive maps, historical photographs, and other archival materials.
-
Katya Gibel Mevorach, Ph.D.
Professor Emerita of Anthropology & American Studies at Grinnell College and former Chair of the Africana Studies and American Studies Concentrations.
Professor Gibel Mevorach is the author of Black, Jewish and Interracial: It’s Not the Color of Your Skin but the Race of Your Kin, and Other Myths of Identity (Duke University Press, 1997). Her work examines public discourse, the historical and contemporary use of racial categories, antisemitism, medicine, and the legacies of racism in curriculum. Most recently, Professor Gibel Mevorach co-developed “Unteaching Racism: Understanding and Handling Misuse of Racial Categories,” a workshop designed to provide educators with a comprehensive understanding of the historical context, deployment, and impact of racial categories. In 2010, she became first Black faculty member promoted to the rank of Professor at Grinnell College.
-
Marisa Palacios, Ed.D.
Director of Secondary Education at Alhambra Unified School District.
-
Jazmin Kent, MA
Ethnic Studies educator and curriculum mentor specializing in culturally responsive instruction.
Jazmin Kent brings nine years of classroom experience teaching History and Ethnic Studies in South Gate, Los Angeles. Formally trained in Reconstruction Era and Black history, she mentors new Ethnic Studies teachers and supports the development of culturally responsive, standards-aligned, project-based instructional content.
-
Marc Dollinger, PhD
Richard and Rhoda Goldman Chair in Jewish Studies and Social Responsibility at San Francisco State University.
Dr. Marc Dollinger has written numerous books, including Quest for Inclusion: Jews and Liberalism in Modern America (2000) and Black Power, Jewish Politics: Reinvesting the Alliance in the 1960s (2018). His co-edited publications include the primary source reader, American Jewish History (co-edited with Rabbi Dr. Gary P. Zola) and a historical overview of Jewish immigration and the Gold Rush, California Jews (co-edited with Ava Fran Kahn). He is the Chair of URJ Camp Newman, Faculty at the Spertus Institute, and serves on the Executive Board of the Union for Reform Judaism (URJ).
-
Vivek Venkatesh, Ph.D.
Dean of the Faculty of Education and Professor in the Department of Integrated Studies and Education at McGill University | UNESCO Co-Chair in the Prevention of Radicalization and Violent Extremism.
Dr. Vivek Venkatesh is an educator, social science researcher, and filmmaker whose work addresses discrimination, counters extremism, and helps build community resilience. His research has supported large-scale education and community initiatives across Canada, Mexico, Scandinavia, the Middle East, and Southeast Asia, including Project SOMEONE—a social media-based initiative to promote pluralism and counter xenophobia—which impacted more than 21,000 participants across 13 countries. He is co-editor of a book series titled Extremity in Society and Culture, which included the 2026 volume The Ethics of Extremity: On Hearing, Seeing and Feeling Each Other. Dr. Venkatesh’s current projects use film, music, and the arts to explore the roots of discrimination and promote dialogue across communities.
-
Jay Greenlinger, Ed.D.
Dean, Masor School for Jewish Education & Leadership at American Jewish University (AJU) | Former Assistant Superintendent (SSSD) and Director of Curriculum & Instruction (OPUSD).
Dr. Jay Greenlinger is a nationally recognized educator with more than 20 years of experience in K–12 and higher education. He served as Assistant Superintendent of Personnel and Pupil Services for Sulphur Springs Union School District (SSSD), where he oversaw human resources, student services, enrollment, and compliance across nine schools. Previously, he served as Director of Curriculum and Instruction for Oak Park Unified School District (OPUSD), overseeing educational services for preschool-12th grade; and was Director of Instructional Technology for the Pleasant Valley School District (PVSD). Prior to that he was an elementary school teacher and principal. His expertise spans curriculum and instructional leadership, educator development, accreditation, instructional innovation, student wellness, and Jewish educational engagement.
Frequently Asked Questions
[ 08 entries ]Eligibility
-
Applicants must:
Be current or former California educator serving high school students.
Have previously taught the submitted module with students. The module submitted must can be designed for in person or online learning.
Be willing to have selected materials published on ESResources.org with appropriate attribution and institutional acknowledgment. Fellows will be credited as the creators of their original materials.
Submit modules aligned with the California Ethnic Studies Model Curriculum (“ESMC”). Learn more at the California Department of Education’s website.
-
Applicants may submit modules from any high school course level, including Remedial, Standard/College Prep (P), Special Education, Honors, Advanced Placement (AP), or International Baccalaureate (IB). Dual Enrollment courses will be considered on a case-by-case basis.
Application Materials
-
Complete and submit the 2026 Teacher Fellowship Application by October 29, 2026.
-
Include your full name in the title of each document: “Title_Last Name, First Name.”
All teaching materials must be submitted as Word (.docx) or PowerPoint (.pptx) unless otherwise noted. We do NOT accept Google Documents or Google Slides links. If you need to transfer documents from Google Drive, click “File” → “Download” → “.docx” or “.pptx”.
Lesson plans: Combine all lesson plans into a single .docx. Include headers that clearly show reviewers the transitions between Day #, HW, and other activities. External resources, including videos and readings, should be hyperlinked in the document. In addition to the hyperlink, write out the title, date, and author/publisher of the linked resource, whether it is a video, reading, or something else.
Homework assignments: These may be included inside the lesson plans or submitted as separate .docx. Please ensure that you title and label each document accordingly. If selected, you will need to provide editable versions for design purposes.
Slide decks: These may be submitted as one .pptx document or multiple, but transitions between lessons must be clear. We cannot accept .pdf files for slides.
Student handouts: These may be submitted as .docx, .jpeg, or .pdf. If selected, you will need to provide editable versions for design purposes.
Personal statement and/or resume: You may submit these as .pdf or .docx.
-
Understanding that the length of a school period is variable to individual applicants and the norms of their school or district, we accept lessons designed for both 50-60- and 80-90-minute class periods.
-
Applicants must submit at least two, and no more than five, testimonials from students reflecting on their learning experiences completing the module submitted. Please find the worksheet here: Student Reflection (PDF).
-
You may submit either or both a resume and a personal statement. You are required to submit at least one for consideration that includes your school’s name and district as well as your education, credentials, job title/role, and courses taught—including subject, title, grade level, student level, and online or remote.
The personal statement should be no longer than 1,000 words, written in your own voice, and address what you would like the review committee to know about you, your background, experience, educational vision, and the fit of your module/unit with the Fellowship criteria.
You might address:
Why should the module be selected as a Fellowship resource?
Summary of student outcomes and impact related to the student reflections.
Rationale: Why did you design the module? How does the module reflect Ethnic Studies principles? Why do the topics in the module matter for students?
Approach: Your approach to teaching Ethnic Studies. What educational or pedagogical need the module fills. Why do you believe the module is an effective and responsible model for Ethnic Studies education?
Reflection: The experience of teaching the module. Reflections on student engagement. What did you learn through implementation? What would you refine or improve in future iterations?
Positionality statement and experiences that inform your work.
Fit within high school Ethnic Studies education as outlines in the California Ethnic Studies Model Curriculum.
-
Reviewers will evaluate:
Alignment with Ethnic Studies principles and the California Ethnic Studies Model Curriculum (ESMC, 2021).
Historical accuracy and responsible content coverage.
Potential value for other educators and/or the broader field of high school Ethnic Studies education.
Effective and meaningful use of primary sources and cultural sources.
Student engagement and instructional impact, including evidence of classroom success.
Adaptability for diverse classrooms, including teacher preparation, humanizing pedagogy, integration of student skills development, and differentiated instruction.
Interdisciplinary thinking and instructor creativity.
Teachers only
Sign in to continue
Sign in to apply for the Fellowship. We will bring you straight back to this page.
No account? Register