Search results for: Winter Jeffrey S.
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An innovative model of mentoring teachers in Jewish day schools: A pathway to professional development and teacher well-being
The purpose of this paper is to describe an innovative model of mentoring that evolved over the past ten years as a result of experience, research and self-study. This research, conducted in Orthodox Jewish day schools will raise awareness of potential benefits of mentoring as an effective means for supporting Q1 teachers’ classroom effectiveness and sense of well-being. An original aspect of this paper is the analysis of exemplary cross-cultural mentoring intentional training, ongoing support and solicitation of feedback. Findings are based on samples from data collected over several years and are analyzed using qualitative tools.
Updated: Dec. 11, 2019
In this article the authors describe and analyze the first 2 years of a mentoring program designed to support teacher retention and growth. The program, planned between a Jewish education agency and university faculty, was implemented in several Orthodox Jewish day schools. Mentoring was provided by university faculty and the relationship between the mentor and teacher was non-evaluative and fully collaborative. Data collected from mentors, teachers, and principals are analyzed and presented, and implications for Jewish day schools are discussed.
Updated: Dec. 18, 2012