Search results for: Professional development
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Using Social Media to Engage Students in Technology-enhanced Learning Environments – A MOFET Webinar
Online classes pose special challenges for teaching and learning. Notable among these challenges is the tendency for students to feel like anonymous spectators rather than active, collaborative participants. MOFET International’s Online Academy invites you to join Dr. Danny Glick, Director of Pedagogical Implementation at Edusoft, Research Affiliate at University of California, Irvine’s Digital Learning Lab, and the editor of Targeted Interventions for Student Success in Online Courses, for an interactive and engaging webinar on how to engage students in technology-enhanced learning environments using social media on February 9, 2020 at 9 PM Israel Standard Time.
Updated: Jan. 15, 2020
Professional Development for Disruptive Jews: The Lippman Kanfer Sensibilities Project as a Learning Agenda for Jewish Professional Education
Jewish learning in the context of professional development for Jews working in the “disruptive”, or engagement sector has emerged as a domain into which millions of dollars are invested annually, with very little hard data on how those investments correlate to educational growth. This article considers the Sensibilities Framework, promoted by the Lippman Kanfer Foundation as an initial attempt to theorize this domain, and suggests further avenues for research by theorists of American Jewish education.
Updated: Jan. 07, 2020
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
Sixteen Camp Directors from across North America graduated the Executive Leadership Institute (ELI) at a commencement ceremony this past week. The Executive Leadership Institute was created by Foundation for Jewish Camp (FJC) in 2006 to improve Jewish summer camps by significantly upgrading the leadership and management skills of camp directors.
Updated: Nov. 27, 2019
A new program, Aleinu: Safeguarding our Children, will launch on November 25th and serve as a unique and critical resource to New York Jewish organizations.
Updated: Nov. 20, 2019
This year a Collaborative online project developed in Israel is shortlisted for the prestigious international Reimagine Education Award for best project to nurture 21st century skills. The project consists of 3 MOOC courses (Massive Open Online Courses) in Hebrew Arabic and English entitled Introduction to multiculturalism.
Updated: Nov. 20, 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: Nov. 07, 2019
How Middle Grades Teachers Experience a Collaborative Culture: An Interpretative Phenomenological Analysis
The purpose of this research was to investigate the experiences of the teachers in a creative, instructional collaboration. This study yielded several observations. The first was that teachers can experience successful, high-level collaboration in which they perceive a sense of satisfaction, mutuality, trust, and growth. For five middle grades teachers in a private, Jewish day school, their satisfactory experience with collaboration was teacher-initiated.
Updated: Nov. 07, 2019
Lamorim was launched in 2017 to support French Jewish schools in their educational efforts in Jewish studies and Hebrew and in the adoption of innovative tools and methods. Lamorim is a fund, the fruit of a partnership between the State of Israel and philanthropic institutions in France and Europe. It addresses all French Jewish school and helps them to define a strategic vision, consistent with its identity and its educational project.
Updated: Nov. 06, 2019
This issue of Jewish Educational Leadership is devoted to giving voice to the internal life of Jewish educators – a voice with which other educators will identify as they read, and which non-educators should be familiar so that they understand one element of the complexity of what it means to be a Jewish educator.
Updated: Oct. 07, 2019