Become a GARC Fellow

The Global Action Research Collaborative on Girls’ Education is the world’s first action research program that engages girls’ school educators from around the world in informed, collaborative, and disciplined, action research. The program builds both a network of girls’ school educators from around the world and a library of valuable and relevant research on girls’ education.

Join us at one of the following information sessions:

• September 18 at 3:00 p.m. EST. Register here to join.
• September 25 at 5:00 p.m. EST. Register here to join.

Program Benefits

• GARC Fellows receive training in action research that can be shared with other faculty in the school.
• Teachers have the time and space to reflect on how they teach and assess how girls learn best, and to share their findings with their colleagues and through presentations at other regional or national programs in their home country and abroad.
• Participation in GARC demonstrates a school’s thought leadership. It provides a platform for showcasing the ongoing work in developing best practices for teaching girls while creating an environment among faculty members where research is incorporated in best and reflective practice.
• All of this results in better retention for educators, who are encouraged to learn and grow, and it creates improved outcomes for students as well.

Program costs and commitment

• An 18-month commitment begins in December after acceptance. See other requirements below.
• There is a one-time participation fee of $1250 USD
• Fellows are required to attend two consecutive ICGS Conferences, the first to participate in training and the second to present their findings. Schools are responsible for the registration fees and travel costs associated with conference attendance.
• A GARC Researcher of the Year award will be given annually to a fellow whose project demonstrates exceptional quality and innovation and provides a significant contribution to girls’ education.

Participation Requirements

• Applicants must be currently teaching classes at an ICGS member girls’ school.
• Research will be conducted with the fellow’s own class or group of students.
• The time commitment might make it difficult for those in leadership roles to successfully complete the program.
• Participation includes the following regular commitments:
  • Monthly online full cohort training meetings
  • Monthly online meetings with small group and research advisor
  • Taking part in the ICGS Conference and training workshop in June of the first year for a total of approximately 5-6 days
  • Participating in the ICGS Conference for presentation of findings in the following year.
  • The sponsoring school is responsible for registration, travel, accommodations, and associated expenses for both conferences.
• Fellows must follow the guidelines and deadlines for the action research process, including assignments, research and writing deadlines, and submissions.
• Attendance at all trainings and workshops, online and in person, is required to participate in the program.
• Each fellow will produce an original written research report, a video or podcast, and potentially other materials for the conference, and an in-person presentation during the annual ICGS Conference.
• Read the Intellectual Property Statement for GARC fellows.

For the 2026–27 Global Action Research Collaborative (GARC) cohort, we invite fellows to investigate the role of creativity in schools—both as a powerful pedagogical approach and as a critical educational outcome, particularly within the context of girls’ education.

Across disciplines and sectors, creativity has been recognized as essential not only for innovation, but also for navigating complexity, uncertainty, and change. Sir Ken Robinson contended that “creativity now is as important in education as literacy, and we should treat it with the same status” (Robinson 2018). He urged educators to reimagine systems that foster, rather than stifle, original thinking. As automation and artificial intelligence continue to evolve, those skills associated with creativity, including flexible thinking, strategic decision-making, and the ability to generate original ideas—are increasingly vital for students’ long-term success.

Although often linked to the arts, the skills associated with creative thinking—like generating original ideas or exploring problems from new angles—are just as vital in fields such as science and mathematics. A student designing an experiment to test an unexpected hypothesis, or devising multiple strategies to solve a complex math problem, is exercising the same creative capacity as a writer crafting a story or an artist working with a blank canvas. When students are encouraged to think flexibly and imaginatively across disciplines, they become more engaged, empowered, and prepared to navigate unfamiliar challenges.

This work is especially significant in girls’ schools, where educators have a unique opportunity—and responsibility—to nurture creativity in ways that amplify student voice, affirm agency, and foster self-efficacy. Creative thinking empowers girls to challenge assumptions, explore identity, imagine alternative futures, and lead with confidence and empathy.

As part of the Global Action Research Collaborative, fellows will investigate how creative thinking shows up in their own classrooms—how it’s expressed by students, encouraged (or constrained) by instructional choices, and cultivated through daily practice. We invite fellows to explore questions such as: What does it look like when students engage in creative thinking during a lesson? How can we design learning experiences that invite originality, inquiry, or risk-taking? How might assessment practices shift to capture the value of creative thinking and process?.

Through this inquiry, we aim to surface new insights about how girls’ schools can cultivate the conditions for creativity to thrive—and, in doing so, prepare students to meet the challenges and opportunities of the future with imagination and courage.

Reference:

Robinson, Ken and Chris Anderson. Sir Ken Robinson (still) wants an education revolution [Video]. TED Interview. 2018 December. https://www.ted.com/talks/the_ted_interview_sir_ken_robinson_still_wants_an_education_revolution

Please note that we receive many more applications than we have spots for in the program. We suggest putting adequate time and thought into your application.

Applications are due October 24, 2025

General steps:

• Identify an In-School Mentor who will be able to provide advice and support for you and your project. Mentors will be asked to complete a pledge of support for you to submit with your application.
• Complete the Permission Form, review the expectations of the program, including time commitment and cost to the school, and ask your Head of School/President/Principal to sign it.
• Review the expectations and requirements of a GARC fellow. This form will be submitted upon acceptance to the program.
• Record your two-minute video introducing yourself, including your name, school, and position; sharing why you are applying to become a part of the Global Action Research Collaborative on Girls’ Education, what you hope to get out of the program, and why the topic appeals to you.
• Complete and submit your Online Application, where you will be asked to upload your mentor form and permission form, and you will need to share a link to your application video.

For more information or questions, email garc@girlsschools.org.