Search results for: Feiman Nemser Sharon
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Induction and mentoring are widely considered in the United States and in the Organization for Economic Co-operation and Development (OECD) countries as a basic universal and critical intervention for a successful launch of new teachers. Based on an expanded set of survey data, this article focuses on how Jewish day schools offer professional support and learning opportunities from the head of school, the administration, colleagues, parents, and the school community and how useful teachers perceive these resources to be.
Updated: Aug. 09, 2017
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.
Updated: Oct. 22, 2014
This article discusses the research we have and the research we need in both general and Jewish teacher education. First, the author discusses three recent efforts to synthesize and assess existing research in teacher education and to identify needed research. Next, she reviews a handful of recent studies in Jewish teacher education, which illustrate various research genres and provide a taste of what more coordinated studies could generate in the way of usable knowledge. She concludes by proposing three programs of research on the education of Jewish educators.
Updated: Sep. 18, 2014
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.
Updated: Oct. 14, 2009
This paper examines the Beit Midrash for Teachers , an integral part of the DeLeT (Day School Leadership Through Teaching) program at Brandeis University, as a rich learning opportunity in its own right and an important component in a coherent program of teacher education for Jewish day school teaching.
Updated: Apr. 01, 2008
Professional Culture and Professional Development in Jewish Schools: Teachers' Perceptions and Experiences
In this article, the authors report a study of professional culture and professional development in Jewish schools based on surveys of teachers and other staff and interviews with principals. The study suggests the need for a sustained effort to make Jewish schools better places for teacher learning and growth. To accomplish this, schools need to adopt structures and practices that permit teachers to interact with one another around teaching and learning.
Updated: Mar. 24, 2008