Search results for: Feiman Nemser Sharon

Teacher retention and effectiveness stem from a clear vision of good teaching, strong alignment between coursework and field experiences, a focus on subject matter preparation, and a year-long internship. That view is supported by a new report from the Mandel Center for Studies in Jewish Education and funded by the Jim Joseph Foundation, which finds that graduates of the DeLeT (Day School Leadership Through Teaching) Program at Brandeis University and Hebrew Union College-Jewish Institute of Religion feel well prepared for their responsibilities as day school teachers.

Effective school-based induction for new teachers involves much more than mentoring; it requires a comprehensive array of supports buttressed by a collaborative professional culture. Yet few schools are able to offer such a nourishing environment to their new hires. What would it take to bridge the gap between the real and the ideal? In 2005, a team of researchers and practitioners launched a three-year project with two goals: a) to help the leaders of four Jewish day schools create comprehensive systems of induction for their new teachers and b) to carefully document the process. This paper presents the theory behind their work, their strategies for effecting change and lessons learned along the way.