2027-2028 We the Teachers Rubrics

We the Teachers Application Rubric

Program Description:

The “We the Teachers: Preparing the Next Generation Through History & Civics” program was launched in 2026 by William & Mary in partnership with the National Council for History Education. Timed to the nation’s 250th anniversary in 2026, the initiative aims to strengthen K-12 history and civics education. It will equip teachers with deep content knowledge, evidence-based pedagogy and classroom-ready tools that connect America’s founding principles to civic life. The result will be stronger learning outcomes for students across the country.

The three-part program includes:

The Congress of Educators: A four-day, immersive experience for 100 educators from across the country Congress of Educators in Williamsburg, VA (2026), Denver, CO (2027) and Minneapolis, MN (2028), featuring substantive, insightful, and inspiring content and pedagogy sessions paired with visits to and VIP experiences with leading museums in the region.
lilyPD Microcourses: Build impactful teaching skills through 5-hour online microcourses, focusing on topics including historical inquiry, civil discourse, non-fiction reading strategies, artifact analysis, exhibits in the classroom and more; all courses are accredited by the W&M School of Education.
Local Learning Communities: Lead workshops and/or peer learning communities in their home states—bringing the spirit of 1776 into today’s classrooms.

Year Two delegates will convene in Denver, Colorado in 2027 for the second Congress of Educators. Congress dates will be announced by mid-October. Prior to attending the Congress, delegates will be required to complete two 5-hour online microcourses. This will prepare all delegates for a productive time together in person at the Congress of Educators. After participating in the Congress, delegates will be challenged to take something of their choice that they learned from the program back to their states and engage at least 15 other educators in a learning community, workshop, or other outreach effort. Delegates who complete all three components of the “We the Teachers” program will receive a $2500 stipend.

The ideal “We the Teachers” Fellow is a k-12 educator who:

Teaches U.S. History, Civics, Government, or related humanities with strong alignment to the program’s focus.
Uses inquiry-driven, evidence-based, and/or student-centered pedagogy, demonstrating thoughtful reflection on teaching in today’s civic landscape.
Has experience or keen interest in assisting other teachers learn new content or skills in various ways, such as facilitating PD, mentoring colleagues, or leading collaborative teams.
Articulates a clear, compelling vision for how the fellowship will impact their classroom, colleagues, and community.
Receives a strong, enthusiastic letter of support affirming their excellence and alignment with the program’s goals.

Rubric

Rubric detailing scoring for We the Teachers applications
Criteria	Exemplary (3)	Proficient (2)	Needs Development (1)
Teaching Experience	The applicant’s current role and courses (e.g., U.S. History, Civics, AP Government) show direct and strong alignment with the fellowship's focus on history and civics.	The applicant’s current role and courses show reasonable alignment with the program’s focus.	The applicant's current role and courses show limited or indirect alignment with the fellowship's primary focus.
Pedagogy	The letter provides a compelling, detailed description of the applicant's experience and approach to teaching civics and/or American history. The response to teaching at this moment in history is deeply insightful and reflective, demonstrating a nuanced understanding of the discipline.	The letter describes the applicant's experience and approach to teaching civics and/or American history. The response to teaching at this moment in history is thoughtful and relevant.	The letter offers a vague or superficial description of the applicant's teaching experience/approach to civics and history. The reflection on teaching at this moment in history is absent or lacks depth.
Supporting Other Educators	The letter provides either (a) a specific, powerful example of leading professional learning, mentoring, or collaboration that demonstrates a proactive, sustained leadership role, or (b) a compelling and well-articulated vision for the kind of professional learning the applicant hopes to lead, grounded in genuine reflection on their own teaching practice and a clear sense of what they'd want to share with colleagues.	The letter includes a clear example of leading professional learning, mentoring, or collaboration, or it expresses genuine interest in developing as a teacher leader along with some specific ideas about what the applicant might offer colleagues. The application suggests the applicant has the capacity and motivation to share their learning and support colleagues, even if that capacity hasn't yet been tested in practice.	The letter offers only a general or vague statement of interest in leadership, without specific examples, ideas, or reflection, or any leadership example given lacks clarity about what leading professional learning would actually look like for this applicant.
Anticipated Impact	The letter provides a thorough, explicit, and inspiring explanation of how the program will impact the applicant, their community, and/or their classroom.	The letter explains how the program would impact the applicant, their community, and/or their classroom.	The letter offers a generic or minimal explanation of the program's impact.
Letter of Support	Applicant’s Supervisor expresses strong, enthusiastic endorsement of the applicant’s participation and clearly explains how the applicant exemplifies the qualities of an exceptional program fellow.	Applicant’s Supervisor provides a solid endorsement of the applicant’s participation and identifies several ways the applicant aligns with the qualities of a program fellow.	Applicant’s supervisor offers limited or general endorsement of the applicant’s participation and provides minimal detail about how the applicant aligns with the qualities of a program fellow.