Search results for: Teacher education
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Lisa Eisen and Charles Edelsberg outline how young people can form relationships with Israel by engaging with the state, land and people in a variety of formal and informal settings.
Updated: Feb. 04, 2013
Yeshiva University Is Now Accepting Applications and Nominations For Cohort III of the Certificate Program in Experiential Jewish Education
The YU Certificate Program in Experiential Jewish Education is an immersive training program designed for outstanding Jewish educators. It aims to strengthen, professionalize and transform the field of Experiential Jewish Education and its impact on Jewish identity, life and community. The program application process is open until February 25, 2013
Updated: Feb. 04, 2013
In a new partnership, six American academic institutions have teamed up to offer their graduate students a Master’s Concentration Program in Israel Education. Students study a common curriculum, gather together for eight colloquium days, receive individual mentoring, and create their own learning experience in Israel.
Updated: Dec. 18, 2012
Brandeis MAT Day School Leadership through Teaching (DeLeT) Program Accepting Applications for the 2013-2014 Cohort
DeLeT (Day School Leadership through Teaching; the Hebrew word for “door”), the Jewish day school concentration of the Master of Arts in Teaching program at Brandeis University, is accepting applications for the 2013-2014 cohort. Within DeLeT, there are three tracks that prepare elementary general and Judaic studies teachers, high school Tanakh/Bible teachers, and Hebrew teachers.
Updated: Dec. 04, 2012
Repair the World has released a new report, Teaching to the Moment: A Study of Immersive Jewish Service-learning Educators. This study, provides a comprehensive look at the qualities of effective immersive Jewish service-learning (IJSL) educators and the training they need to continue providing deep and engaging IJSL experiences.
Updated: Dec. 03, 2012
In the third article in a series on professional development, Sarah Garland writes about Tiferes Bnos, an all-girls school located on the first floor of an apartment building near the border of the Williamsburg and Bedford-Stuyvesant sections of Brooklyn. The vast majority of the school's 430 students, come from poor Yiddish speaking homes, yet for the past decade Principal Miriam Amsel, has coaxed excellence out of both students and teachers.
Updated: Dec. 03, 2012
Applications for the Fall, 2013 session of The Pardes Educators Program (PEP) are now available. PEP, training excellent day school teachers since 2000, is a vibrant, innovative, and highly selective two-year teacher training program in Jerusalem that combines intensive text study at the Pardes Institute of Jewish Studies with a Master of Jewish Education (MJEd) from Hebrew College.
Updated: Oct. 22, 2012
Diego Melamed tells of the marked growth of Latin America's Jewish communities. Nearly wherever one looks, Jewish life is growing in Latin America, which is now home to an estimated 500,000 Jews. The growth comes as the region continues to transform economically as part of a social evolution following the end of military dictatorships that ruled many countries into the 1980s.
Updated: Oct. 14, 2012
The Teacher Learning Project Team at the Mandel Center for Studies in Jewish Education at Brandeis University has made available an Interactive Online Toolkit, a series of teaching modules. Each module focuses on one aspect of comprehensive, school wide induction. The exercises in each module are designed for use with school administrators or faculty who are interested in thinking deeply about how the current professional culture and structures in their school facilitate -- or hinder -- ongoing teacher learning.
Updated: Aug. 28, 2012
We are sometimes told that practitioners have a hard time with theory. But those who are committed to nurturing a certain kind of intellectual capacity among Jewish educational practitioners—the capacity to identify and critically engage with vision in Jewish education, a capacity that we can call a “philosophical disposition”—must accept the challenge to develop ideas, questions, resources, and learning activities appropriate to that goal. In this article, Levisohn presents a study of his own teaching of novice educators in order to contribute to a conversation about how we might contribute to the development of practical intellectuals in Jewish education in various ways and in various settings.
Updated: Jul. 04, 2012