Search results for: Professional development
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New Jewish Educator Portal is One-Stop Shop for Curated Content, Professional Development, and Convenings for Jewish Educators
As the school year begins, The Jewish Education Project is launching a dynamic new Jewish Educator Portal – a one-stop-shop for Jewish educators to access curated content and resources, ongoing professional development, and eventually a mechanism to create community by holding their own convenings and gatherings. The platform, which will be updated frequently, includes everything from teacher mental health resources, to an introduction on teaching outdoors, to a digital boot camp, and more. In the coming months, The Portal will add more features to support teachers who are teaching virtually, in-person, or any hybrid of both.
Updated: Sep. 09, 2020
Back to school is in the air, and Sefaria is ready with new resources for you and your learners to transition to a new school year. Students and educators alike shared stories of amazing growth and experimentation as they used Sefaria to adapt and innovate—despite the challenging end to this past school year. Whether you will be teaching online or in person, Sefaria's Learning Team is eager to help you
Updated: Aug. 18, 2020
The Hashkafa Program as a Framework for the Professional Development of Teachers: The Perceptions of Principals
Professional development communities (PDCs) are professional learning communities for teacher development in schools. Israeli educational reforms made principals responsible for staff professional development and introduced a teacher-led, PDC-based program called Hashkafa for teacher development. The current study examined principals’ views regarding: the teacher characteristics necessary to lead a PDC; the facilitators and barriers to effective PDCs; and the effect of Hashkafa on teacher professional development.
Updated: Jul. 15, 2020
During MOFET's study day “A Corner Stone: Building Education and Teacher Education Systems in Times of Crises and Change” that took place online on June 30, 2020, we addressed the following questions: (1) What common difficulties did we face? (2) What solutions were found? (3) What can we learn for the future, to work better even in routine days? Lecturers from England, Ireland, USA, Hong Kong, Portugal, Finland, and of course, from Israel, participated in this day of collaborative learning. They spoke about their lessons, learned as teachers, teacher educators, administrators, education ministry officials, and third sector members.
Updated: Jul. 14, 2020
Professional Development Sessions on Pedagogies for Distance and Blended Learning for Jewish Day School Faculty
As day schools plan forward, even in today’s uncertainty, the need to innovate, iterate and improve the remote learning experience is clear. What also has become clear is that some of the teaching methodologies used for at-home learning can also elevate student learning in the physical classroom. With collaborative funding provided by JEIC (the Jewish Education Innovation Challenge) and UnitED (the Diaspora Initiative of the State of Israel), Prizmah is coordinating professional development sessions on pedagogies for distance and blended learning for Jewish day school faculty. Sessions, taught by seasoned coaches from BetterLesson and UnitED, leading experts in the field, will begin in July and continue throughout the summer.
Updated: Jul. 12, 2020
Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field – An Open Access eBook
The COVID-19 pandemic significantly impacted education, forcing teachers and teacher educators into emergency, remote instruction. While there were noted challenges, there also were global success stories of innovation in preparing current and future teachers. This AACE and SITE-published, open access eBook contains 133 chapters with over 850 pages documenting best practices, strategies, and efforts by teacher educators, professional developers, researchers, and practitioners.
Updated: Jun. 21, 2020
CASJE will present findings during a webinar series for Jewish Early Childhood Leaders, "Leadership in the COVID-19 Wilderness." This project is a joint initiative of The Paradigm Project, the Jewish Early Childhood Collaborative, The Jewish Education Project, The Jewish Community Federation & Endowment Fund, The Jewish Federation of Greater Pittsburgh, The Jewish Federation of Greater Washington, and JECELI.
Updated: Jun. 10, 2020
While many fine institutions exist to teach Torah to the next generation of Jewish leaders, rarely are these scholars taught how to teach the Torah that they have learned. Despite the lack of teacher training, Jewish professionals are simply expected to be able to teach Torah well. Pardes institute believes that a significant increase in the number of highly-trained Torah teachers has the capacity to radically change the Jewish community’s relationship to its spiritual and intellectual heritage. Through this teacher training bootcamp (June 21-July 2, 2020), Pardes aims to significantly improve the quality of adult Jewish education in the North American Jewish community.
Updated: May. 13, 2020
This issue looks at ways that school stakeholders experiment to use their time more effectively or in service of particular goals. Time is considered one of the “commonplaces” of education, something assumed to be as unchanging as the classroom walls and the sports field. There are the daily schedule, weekly schedules, and annual calendars; calendars for development, admissions, sports, assemblies, and more. And then COVID-19 burst into our lives, ripping up all of those calendars, throwing our best-laid plans out the window and challenging us to recreate them as best we can, in the eye of an ongoing storm.
Updated: May. 13, 2020
Learning, Teaching and Curating: Situated Digital Experience in Museums - A free course during the 2020 Coronavirus global pandemic
MOFET International invites you to attend this free course which will help you create your own online museum to share with your students, colleagues and acquaintances. Museums are the repository of our cultural heritage and thus should become destinations to explore and learn scientific, historic and artistic themes. Students can feel and sense valuable artefacts and handmade objects that shape their lives. The main question is: How do we encourage our visitors to satisfy their curiosity in the museum? Experimental methods and their didactics are the core of this online course. We will see how all museums and heritage sites can be used as places of learning with the UNESCO Best Mobile Practice innovative technology – the Wandering Platform. The free course will begin on April 5 and will include seven synchronized meetings that will take place via the ZOOM™ platform. Notice: This is not a MOOC. As so, the number of participants is limited so hurry and sign up! Free registration ends on 02.04.2020.
Updated: Mar. 29, 2020