Search results for: Teacher training

This paper intends to demonstrate how within the current contentious environment for teacher education in the U.S., two small teacher preparation programs, two sister programs, the Jewish Teacher Education Program (JTEP) of Massachusetts (MA) and California (CA), conducted a voluntary coordinated long-term self-evaluation study, that partially responded to external accountability pressures by the Federal administration, state agencies and various private and non-governmental organizations. In particular, we focus on findings about graduates’ preparation experiences and sense of preparedness for teaching, as well as how they perceived their faculty strengths and weaknesses and programs’ effectiveness.

The current study examined the case of religious students who opted to study in a secular teacher-training college despite the fact that there are religious colleges that would have suited their needs. This phenomenon is unusual because the education system in Israel is segregated and each educational sector has its own teacher-training colleges. Findings of this qualitative study indicate that the majority of participants did not wish to depart from the religious framework, but rather sought to forge reciprocal relations with the secular society and carve a space for themselves where they could express their identity, which does not entirely conform to the demands of the religious society.

The Pardes Institute of Jewish Studies (www.pardes.org.il) and Hebrew College (www.hebrewcollege.edu) announced a new joint program to train outstanding students as combined rabbi-day school educators. Set to launch fall 2019, a new track of the Pardes Day School Educators Program (PEP) will host talented students in a vibrant and innovative six-year program. The program will include a two-year teacher training program in Jerusalem with a Master in Jewish Education from Hebrew College, followed by four years in Hebrew College Rabbinical School.

The Mandel Teacher Educator Institute (MTEI), now in its 23rd year. is a program that strengthens the Jewish community by developing educational leaders – “teachers of teachers” – who are spearheading powerful and innovative professional development experiences for their institutions and communities. We believe that ongoing, substantive professional development for educational leaders and teachers is central to revitalizing Jewish education. MTEI’s intensive two-year program that consists of six, 4-day seminars with assignments in the field between meetings, practicing havruta text study, investigating teaching and learning practices in small and large groups, learning skills of communication and relational learning for leaders is a building block toward this goal.