NIET Fellows Program 2025 - 2026

The NIET Fellows Program is a one-year opportunity for teacher leaders in K-12 school systems. The program is designed to provide teacher leaders with opportunities to deepen their knowledge of NIET’s systems of improvement in order to more effectively support the work taking place within and beyond their school and district. The next cohort of fellows will begin the program in Summer 2025. Through the NIET Fellows Program, candidates will BUILD their skills to advance educator effectiveness by:

• Building a strong foundational understanding of leadership best practices
• Understanding how leadership structures provide opportunities to grow and support their own learning and the learning of their colleagues
• Increasing foundational perspective and understanding of the role successful distributed leadership plays
• Learning how instructional practices lead to positive change in districts and schools
• Deepening their instructional skills and their abilities to coach others

Fellowship Responsibilities

Over the course of the year-long fellowship, July 2025 - June 2026, fellows will take on a variety of responsibilities through which they will engage in multiple types of professional development. Fellows will:

• Deepen their knowledge of NIET’s systems of improvement
• Attend a five day in person Boot Camp from July 14-18, 2025
• Shadow NIET Senior Specialists providing support to other districts regionally for up to five days during the school year
• Attend virtual learning experiences throughout the program year
• Write one blog post that will be used on NIET’s social media
• Create one video that contributes to the field of teacher leadership
• Assist with and attend the NIET National Conference
• Assist with and attend NIET Summer Institute (NSI)
• Provide feedback to NIET on the NIET Fellows Program

Fellows are expected to attend all in person events including:

• Fellows Boot Camp, July 14-18, 2025
• NIET National Conference, April 1-2, 2026
• NSI, June 2026

Fellowship Structure

• Fellows will maintain their employment as a full-time district employee (including salary and benefits aligned with their district’s salary schedule and structure), while being released from their district to participate in the program activities throughout the year.
• Travel costs associated with required program travel will be covered by NIET.
• Each fellow will receive a $7,500 stipend from NIET for their participation.

If you have any questions, take a look at this FAQ Page or send an email to fellows@niet.org.

Fellows Cohort of 2026

Carin Hart, Academic Coach, Alhambra Elementary School District, Arizona

Carin Hart holds a Bachelor of Science in Education from Georgia Southern University, a Master’s in Educational Administration from Grand Canyon University, and an Education Specialist degree in Administrative Leadership from Walden University. With 17 years in the Alhambra Elementary School District, Hart has taught junior high math and grades 2–5, served as an Outreach Coordinator (Assistant Principal), and currently works as an Academic Coach. A servant leader and lifelong learner, she is passionate about empowering teachers to believe in themselves, knowing that their confidence directly impacts students’ sense of accomplishment and success.

Danielle Helem, Instructional Coach, Tempe Elementary Schools, Arizona

Danielle Helem has served as an instructional coach for Tempe Elementary Schools for three years. She holds a Bachelor of Arts degree in Elementary Education and a Master of Science degree in Education with a specialization in Elementary Reading and Math. As a member of her school’s Instructional Leadership Team, Helem collaborates with other school and district leaders to develop systems to improve overall school performance. She also facilitates school-wide professional development, leads weekly data-driven team meetings, and provides individualized coaching and support to K-5 teachers.

Emma Clay, Assistant Principal, Springdale Public Schools, Arkansas

With a background in elementary education, Emma Clay holds endorsements in Special Education and English as a Second Language. Clay specializes in classroom instruction and developing learning opportunities to build teacher capacity. Clay has led initiatives that improve student outcomes and teacher effectiveness at Southwest Junior High in Springdale, Arkansas. Currently, she is focused on integrating Universal Design for Learning (UDL) into instructional coaching and lesson design. As a 2026 NIET Fellow, Clay is excited to collaborate with educators committed to creating inclusive, high-quality learning experiences for all students.

Jacinda Mapes, Instructional Coach, Hamilton Southeastern Schools, Indiana

Mapes is an instructional coach with 33 years of experience in elementary education. Throughout her career, she has served in diverse settings and held multiple roles, including classroom teacher, Mentor, lead teacher, and Master teacher. For the past six years, she has supported educators in achieving excellence and advancing student success through instructional coaching. Mapes earned a Bachelor of Science and a Master of Arts in Education from Ball State University and served on the inaugural Indiana Education Reform Cabinet. She is passionate about fostering collaborative partnerships and promoting a culture of continuous learning within educational communities.

Jamie Claywell, Master Teacher, Nettle Creek School Corporation, Indiana

Jamie Claywell is an accomplished educator with over 25 years of experience across grades K-12. was most recently appointed to be the assistant principal at Hagerstown Junior-Senior High School, where she has served as a Master Teacher for the past four years. Claywell began her career teaching first grade in St. Petersburg, Florida, and continued to teach for 15 years in the state before moving to Indiana, where she now calls home. Known for her commitment to professional growth, Claywell brings passion, leadership, and a results-driven mindset to every role. Her work reflects a belief that strong teacher leadership and teamwork can create transformative outcomes - even in the smallest school settings.

Molly Fritz, Master Teacher, Saydel Community School District, Iowa

Molly Fritz has been teaching at Cornell for nine years - two years in fourth grade, five years in second grade, and two years as a Master Teacher, which is her current role. In addition to her leadership role, Fritz provides intensive one-on-one reading interventions for students. Throughout her time at Cornell, she has served in various leadership capacities, including Induction Mentor, Mentor Teacher, and member of several school committees.

Candace Shaidaee, Literacy Mentor, Livingston Parish Public Schools, Louisiana

Candace Shaidaee was raised in Jarreau, Louisiana, and earned a Bachelor of Arts in Mass Communication from LSU in Baton Rouge and a Master’s in Educational Leadership from LSU Shreveport. Over the years, she has taught High School French, Speech, and Drama, as well as 3rd and 4th grades. She spent six years serving as an Instructional Coach at Southside Elementary. In 2025, Shaidaee accepted a position as a Literacy Mentor and will now be supporting teachers in 12 Livingston Parish Schools with high and growing ELL and Special Education populations.

Dominique O’Conner, Dean of Instruction, South Baton Rouge Charter Academy, Louisiana

Dominique O’Conner holds a Bachelor’s degree from Southern University A&M College and a Master’s in Education from Grand Canyon University. With over 10 years of experience in education, O’Conner began her career as a middle school teacher and later transitioned to working in elementary education. She has served as an instructional coach for the past four years, focusing on growing teacher capacity and advancing instructional practices to improve student outcomes. In fall 2025, she will assume the role of Dean of Instruction at South Baton Rouge Charter Academy. Her work is grounded in a deep commitment to instructional excellence and lasting student success.

Cherie Tan, Math Specialist, Oak Ridge Schools, Tennessee

Cherie Tan is a dedicated educator with 14 years of teaching experience and began her career in Knox County Schools, teaching first and second grade. While at Sarah Moore Green Elementary, she deepened her instructional pedagogy with the support of her Master Teacher and NIET Specialist, propelling her toward leadership roles. She has taught at Oak Ridge Schools as a 4th Grade Math and Science Teacher, leading her students to achieve over 70% proficiency on state testing. Currently, she serves as a Math Specialist at Willow Brook Elementary, collaborating with teachers to enhance instructional strategies, providing guidance on effective teaching practices, and curriculum implementation.

Marco De La Rosa, Instructional Coach, Southwest Independent School District, Texas

Marco De La Rosa received his Bachelor of Arts in History from Texas State University and his Master of Education in Educational Leadership from the University of Texas at Tyler. De La Rosa began his career in 2016 at Uvalde High School, where he taught U.S. History, AP Government, and AP Economics. He later transitioned his career to the middle school setting in San Antonio, where he continued teaching at Dwight Middle School, assuming a leadership role as department chair. In July 2024, De La Rosa transitioned to the role of an instructional coach at Resnik Middle School.

Michelle Esquivel, Master Teacher, South San Antonio Independent School District, Texas

Michelle Esquivel is a dedicated educator with 25 years of experience serving in diverse roles, including Pre-K, Special Education, 2nd and 4th grades, instructional specialist, coordinator, and is most recently entering the role of Master Teacher for the 2025-26 school year. Prior to her role as Master Teacher, Esquivel served as a district academic coordinator for two years in South San Antonio ISD. A proud second-generation American and the first in her family to graduate from high school and earn a Bachelor’s degree, Esquivel is deeply committed to education’s transformative power. She began her career serving as a paraprofessional for 14 years at Beacon Hill Elementary School - the very school she once attended - and has remained focused on empowering both students and fellow educators through every stage of her journey.