Search results for: Mentoring
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The AVI CHAI Foundation and BetterLesson have recently agreed to a partnership to support 140 teachers in North American Jewish day schools to develop their capacity to bring blended and personalized learning strategies to their students in the 2016-17 school year. The expanded partnership follows a successful pilot of PersonalizedPD, BetterLesson’s innovative professional development platform, in the spring of 2016. Forty-three teachers from 15 Jewish day schools across the U.S. and Canada received design coaching and ongoing support throughout the spring semester from BetterLesson’s coaches to develop and use strategies to solve important teaching challenges having to do with increasing student agency, creating opportunities for deeper student collaboration and communication, and fostering students’ creative thinking skills. The partnership is primarily geared towards supporting teachers who have already introduced some blended or personalized learning strategies in their classrooms, but participants need not be advanced blended learning practitioners.
Updated: Jul. 06, 2016
‘Students Get Bogged Down’: How Religious Israeli Elementary Teachers View Problems and Solutions in Bible Teaching
Bible teachers in contemporary society confront serious problems related to the nature of the biblical text and the socio-cultural context of their teaching. This study, based on semi-structured interviews, examines the problems that five expert religious Israeli elementary school teachers encounter in their teaching and the solutions they employ. Our findings show two major domains of pedagogic issues: unfamiliar biblical linguistics and problematic content. Teachers reported student difficulties in understanding biblical Hebrew. Problematic content includes irrelevant topics, emotionally laden material, and age inappropriate issues.
Updated: May. 22, 2016
Room on the Bench: A Project of the Luria Academy of Brooklyn works to transform the experience of students with special needs and their families into one that fully integrates them as members of the Jewish day school community, collaborating with schools to create an inclusive environment through modeling best practices, online guides, and consulting services. Room on the Bench works within existing frameworks and engages teachers, outside service providers, and parents, to create more integrated schools. The project is grounded in the belief that students with special needs belong in our classrooms, at our play dates, and at our birthday parties, as full members of Jewish Day School communities.
Updated: May. 04, 2016
The RAVSAK Head of School Professional Excellence Project (HoSPEP) embraces the idea that rising educational leaders greatly benefit from mentorship and coaching by more experienced peers. RAVSAK carefully select PEP Fellows, talented and motivated new heads of school, and pair them with experienced Deans, who offer one-on-one advice and encouragement over the course of a year. Through this partnership, Fellows gain access to experienced, supportive leaders who understand what is needed to succeed and are prepared to guide them to lead their schools into a vibrant Jewish future.
Updated: May. 04, 2016
The National Mentoring Program was created in 2009 by the Division for Gifted and Outstanding Students in the Ministry of Education and is implemented by the Szold Institute. The program aims to cultivate future leaders in Israel. Highly gifted 10th and 11th graders are matched with top rate professionals in students’ areas of interest. They work for a year on a project of mutual interest. Forty-four per cent of students live in geographical or social periphery.
Updated: Apr. 13, 2016
Teaching Approaches of Beginning Teachers for Jewish Studies in Israeli Mamlachti Schools: A Case Study of a Jewish Education Teachers’ Training Program for Outstanding Students
This article presents findings from a longitudinal qualitative study that examined teaching approaches of neophyte teachers in Israel during their 4-year exclusive teachers’ training program for teaching Jewish subjects and first two years of teaching. The program wanted to promote change in secular pupils’ attitudes toward Jewish subjects. We found a high incidence of teaching using positivistic approaches of knowledge transmission and the teachers adopted a particular teaching approach early into their training program that they continue to employ. Can teaching oriented in the transmission of central cultural value knowledge, with pupils as passive receptacles, create a meaningful encounter?
Updated: Oct. 07, 2015
On Monday, June 8, and Tuesday, June 9, 2015 (immediately preceding the annual NRJE conference at the Hebrew Union College-Jewish Institute of Religion, NYC), the Network for Research in Jewish Education, with support from the Consortium for Applied Studies in Jewish Education and the Jack, Joseph and Morton Mandel Center for the Studies in Jewish Education at Brandeis University, will hold a mentoring seminar and collaborative research workshop for emerging scholars (graduate students, recent PhD recipients, and junior faculty members).
Updated: Feb. 04, 2015
Designed to support a school’s long term ability to address the needs of struggling learners, the ICP program provides training in understanding and teaching to diverse learning styles, behavior management, facilitation skills, and mentoring to selected faculty members to be resident Hidden Sparks “Internal Coaches.” Training begins Spring 2015 to prepare Internal Coaches to begin coaching in their schools during the 2015-16 school year.
Updated: Jan. 01, 2015
Instead of Dividing Classrooms by Half, Israel Education Ministry Moves to Double Teachers Per Class
The Israel Education Ministry is devising another reform in the wake of the “sardine protest” against crowded conditions in the classrooms. According to the new plan, students in their third year of teacher training would join veteran teachers in the classroom and run them jointly, thereby lowering the number of students per teacher without a need for opening new classrooms, a complex, expensive proposition.
Updated: Oct. 22, 2014
To further support Jewish day school teachers and to retain them in the field, the Jim Joseph Foundation and The AVI CHAI Foundation have announced combined grants of nearly $1.8 million to the New Teacher Center for its Jewish New Teacher Project, an initiative that offers teacher induction, ongoing support and training, and mentorship opportunities for day school teachers. The grants are a vote of confidence for the twelve-year-old organization following an intensive business planning process with Wellspring Consulting that charts a path to sustainability.
Updated: Jul. 16, 2014