Section archive - Teacher Education
Page 1/24 235 items
Personalized learning seeks to increase student enthusiasm and learning by tailoring the instructional environment – what, when, how and where students learn – to address the individual needs, skills and interests of each student. We are proud that the Jewish day school field is making strides in the use of personalized learning to encourage students to take ownership of their own education while developing deep connections with one another, their teachers and other adults.
Updated: Jul. 14, 2019
Lesson study is a form of professional development where a group of teachers identifies a problem of practice on which they would like to make progress in their teaching. Over an extended period of time, the teachers study the topic and plan a lesson together. One member then teaches the lesson while the others observe; the group reflects afterwards on student learning. The cycle repeats, building teachers’ professional knowledge and their shared views of pedagogy over time. In this article, we argue that lesson study is a collaborative form of practitioner research and we show how this is so by sharing an example of a lesson study cycle conducted in a synagogue school.
Updated: Jul. 11, 2019
In this article, the authors describe and discuss applications of the Group-Level Assessment/Understanding (GLA/GLU) process, an innovative participatory action research methodology. The authors first describe the GLA/GLU application in the Mandel Teacher Educator Institute (MTEI) and the creation of an MTEI interpretive community to deeply analyze the collected data. The authors then describe adaptations of the process in their home communities to address community-identified dilemmas, tensions, and problems. The article concludes with reflections on common themes that emerged in the GLA/GLU applications–shared power, risk-taking, and methodological innovation.
Updated: Jul. 07, 2019
Israeli Teacher Educators’ Perceptions of Their Professional Development Paths in Teaching, Research and Institutional Leadership
Teacher educators have three main paths for career development: teaching, research and institutional leadership. These may be mutually supportive, but also, sources of tension. Recent national and institutional policies encourage teacher educators to increase their research activities. This study aims to describe Israeli teacher educators’ perceptions of the three paths, and their interrelationships, as influenced by their work contexts. Semi-structured interviews were conducted with 16 experienced, research-orientated teacher educators who work in various teacher education colleges in Israel.
Updated: Jun. 23, 2019
The most important determinant of a teacher’s success in her profession, not just in her first year but throughout her career, is the strength of a school’s plan of support for new teachers. Here are composite portraits of four typical first-year experiences, based on research I’ve done with graduates of the Legacy Heritage Jewish Educators Program at Stern College over the past 10 years. The program is an undergraduate major at Stern, in which students major in Judaic studies with a concentration in Jewish education. They take classes in psychology and pedagogy, and participate in a robust program of fieldwork and student teaching.
Updated: Jun. 23, 2019
Apply Now for Dual M.A. in Jewish Professional Leadership and Ed.M. in Jewish Educational Leadership at Brandeis University
The Hornstein M.A./Ed.M. Program In partnership with Brandeis University's Education Program invites applications from talented, motivated, young professionals seeking the knowledge and skills to lead in Jewish educational settings: camps, experiential educational programs, Hillels, synagogues, day schools, museums, federations, and more.
Updated: May. 15, 2019
This course will be different from any you have taken until now, both pedagogically and technologically! The assignments and activities on the course take place in a unique virtual world. Until now the emphasis in courses on multiculturalism has been to introduce the student to the other by means of films, stories and articles. But it hasn't been possible to get to know the other personally, and even to step into his/her shoes. On this course, in order to get to know the other and be exposed to different cultures, we will approach multiculturalism from a number of angles; we will enter a virtual space where we will meet people and get to know something of their worlds.
Updated: Mar. 06, 2019
The Hebrew University of Jerusalem’s Melton Centre for Jewish education will launch the Melton Fellows Program in the forthcoming academic year with track in social entrepreneurship. Over a period of two years, the Melton Fellows will grapple with challenges in social entrepreneurship. They will study Jewish education and its eco-system in depth and, in addition, will acquire an in-depth knowledge of social entrepreneurship.
Updated: Feb. 27, 2019
The Pardes Institute of Jewish Studies (www.pardes.org.il) and Hebrew College (www.hebrewcollege.edu) announced a new joint program to train outstanding students as combined rabbi-day school educators. Set to launch fall 2019, a new track of the Pardes Day School Educators Program (PEP) will host talented students in a vibrant and innovative six-year program. The program will include a two-year teacher training program in Jerusalem with a Master in Jewish Education from Hebrew College, followed by four years in Hebrew College Rabbinical School.
Updated: Feb. 13, 2019
Outcomes in the inter- and intra-personal realms are central to the goals of Jewish education, yet educators often struggle to address them in a meaningful way. In this article, we describe what we learned from facilitating an online community of practice for congregational school leaders and day school educators seeking to enhance their work in promoting social, emotional, and spiritual growth.
Updated: Jan. 30, 2019