Search results for: Principals
Page 1/2 14 items
The purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools. In-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four Israel educational districts participating in a pilot programme to achieve in-service teacher professional development through supported PLCs.
Updated: Jun. 20, 2019
Principals’ Emotional Support and Teachers’ Emotional Reframing: The Mediating Role of Principals’ Supportive Communication Strategies
This article seeks to understand how leaders in non-Orthodox American Jewish communities squared an emerging affinity for Jewish day schools with their liberal commitments to public education. Focusing on the period between the mid-1960s and the mid-1970s, and taking 1968 as a turning point, this article explores the ways in which American Jewish leaders understood and formulated a new vision for Jewish education that could allow for both an increased commitment to the education of Jews within exclusively Jewish contexts, yet did not compromise their liberal political commitments to public education. Sensitive both to claims of antisemitism and to fears that they would be seen to endorse "white flight," American Jewish leaders carefully constructed a vision of day school education that they hoped would align both with liberal political commitments and to a concern for the transmission of Jewishness to the next generation.
Updated: May. 10, 2018
Extant research indicates that principals are expected to serve as instructional leaders. Instructional leadership practices of principals in Israeli and US Jewish schools have, until recently, been unexplored. Therefore, this mixed-methodological study explores instructional leadership perceptions and behaviors among Israeli and US principals. Data, via questionnaires and interviews, were collected from 90 principals from each country. Findings suggest that US principals demonstrated significantly higher levels of instructional leadership. In both groups, women principals demonstrated higher levels of instructional leadership. Our interviews provided unique insights leading to our suggestions for ways of promoting greater attention to instructional leadership by principals of both countries.
Updated: May. 09, 2018
Although most Jewish supplementary religious school principals have graduated from various academic training programs, there are no data about how these programs sufficiently prepare educational leaders. This study examined the essential leadership and management skills of effective Jewish religious school leaders and assessed their preparation to undertake the key challenges of this complex job. This study also investigated the principals’ perceptions about their training and whether they experienced a knowledge gap as school leaders. The respondents felt unprepared to conduct essential tasks—such as working with lay leaders, managing human resources, and planning budgets—after completing their training programs.
Updated: Mar. 13, 2018
In this research, we examine strategies school principals have used to assist struggling teachers. In an open-ended questionnaire designed for this study, we asked 219 school principals to describe a successful intervention they held. The results show that principals prefer supportive assistance to organizational changes (such as moving the teacher to another class). They rarely used confrontational approaches.
Updated: Oct. 25, 2017
The Contribution of Privatization and Competition in the Education System to the Development of an Informal Management Culture in Schools: A Case Study in Israel
Regulation and privatization of education systems has led to a “league standing” mentality regarding school achievements. The present study examines how school principals deal with the pressures of competition and achievements while aspiring to imbue pupils with values and a broad education. Twelve Israeli high school principals were interviewed about external demands imposed on them, their educational policy and modes of operation.
Updated: Mar. 16, 2016
Applications Now Open for AVI CHAI Sponsorship For the 2016 Principals' Center Summer Institute at The Harvard Graduate School Of Education!
This summer, AVI CHAI is excited to once again sponsor day school leaders to attend one of two institutes at The Principals’ Center at the Harvard Graduate School of Education. New candidates, as well as those who have previously attended a summer institute prior to 2014 (with or without AVI CHAI sponsorship), are welcome to apply. The AVI CHAI Foundation believes that effective Jewish day schools require committed and competent leaders who both work to improve their students’ learning and Jewish experiences, and prioritize their own professional growth. We have therefore developed a year-long program, structured around the Harvard Summer Institutes, to help day school leaders achieve these goals.
Updated: Mar. 09, 2016
This paper reviews the research on principalship in the Israeli educational system conducted by Israeli researchers since 2000 till 2013 (53 works) and sheds light on varied aspects of this managerial career. The major conclusion arising from this review refers to the varied, inchoate, diverse, and fragmented nature of the research on principalship in Israel, stemming, at least in part, from the very small number of researchers in the field of educational administration in this country. Thus, the research into principalship in Israel involves activities in a loosely connected array of sites of inquiry rather than a single or even coherent field of study along the lines of problem foci and clear scholarly directions that continue to exist for a long time.
Updated: Dec. 02, 2015
Leadership for Equity and Social Justice in Arab and Jewish Schools in Israel: Leadership Trajectories and Pedagogical Praxis
The research investigated how principals in Israel’s Jewish and Arab school systems perceive and practice their role in promoting equitable education to bridge socio-economic and pedagogic gaps. It asked how Jewish and Arab principals understand the concept of social justice and what they do in order to promote social justice reality in their schools. Semi-structured interviews were conducted with 10 Arab and Jewish principals. Analysis of interviews indicated that Israeli education policy perpetuates ethnic and social gaps. The principals reported different personal trajectories that shaped their perceptions of social and described strategies used to promote social justice.
Updated: Mar. 10, 2015
This study seeks to investigate the teacher shortage from the school perspective. It was guided by the assumption that activities occurring on the micro level, i.e., strategies implemented by school principals in order to cope with the shortage, mask the situation. Following this assumption the study aimed to reveal these strategies and their impact on teaching and learning in schools. The research methodology included surveys of school principals and regional inspectors and examination over two years of job advertisements appearing on teacher union internet sites. Findings reveal an ongoing search for teachers throughout the school year and a balance between supply and demand toward the beginning of the school year.
Updated: Jun. 25, 2014