Search results for: Professional development

The Leadership Institute for Congregational Educators invites NY area educators to apply to join their third cohort beginning in February 2011. The Institute offers congregational school educators the opportunity to expand their knowledge and build a new vision for school leadership in a two and a half year journey that will address many essential issues of Jewish Educational Leadership. This program is open to candidates from all denominations in the New York, Long Island, Westchester and the greater metropolitan area extending to New Jersey, Connecticut and Pennsylvania.

Panim for Jewish Renaissance in Israel will be holding a 'Hakhel for Schools', to give principals and teachers from state elementary and high schools all over Israel the chance to become acquainted with the variety of approaches within pluralistic Judaism and with Jewish pluralistic organizations, as well as the tools, teaching methods, and government budgets available for education towards Jewish, Israeli, and democratic identity. It also provides an excellent opportunity for the organizations involved in Jewish pluralistic renewal to market themselves and make connections with educators from participating schools. This year's conference will be held on June 24, 2010 at The Levinsky Teacher's College in Tel Aviv.

The Third International Online Conference, 'Opening Gates in Teacher Education, 2011: Teacher Education in the Age of Globalization,' will be held on Tuesday and Wednesday, January 25-26, 2011. This Conference continues the Mofet Institute's tradition of international online conferences devoted to teacher education and education in general. This conference offers educators and teacher educators in particular, two days during which they can hear well-known personalities in the field of teacher education and hold discussions around issues related to their profession.

A number of afternoon synagogue community schools are making a serious attempt to improve their way of teaching. They have hired full-time teachers, paying them salaries and benefits comparable to starting day school teachers. These young college grads say having more time to plan and evaluate their teaching and to work collaboratively makes for more rewarding and effective classroom experiences.