Section archive - In-Service Training
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Twenty-nine educators have recently gathered at the National Museum of American Jewish History in July 2019 for its fourth annual National Educators Institute (NEI) – The Art and Science of Teaching American Jewish History. Representing eleven states and twenty cities, and split evenly between day schools and congregational schools, participants immersed themselves in workshops and experiences led by notable scholars and Museum staff.
Updated: Jul. 31, 2019
At Ayeka, we believe that Jewish education must be broadened to engage the whole student in his or her uniqueness: mind, body, heart, and imagination. Only when students personally connect with the material will they find it truly meaningful. We partner with six day schools of different denominations across the country to train teachers in our unique pedagogy of Soulful Education. Our goal is to nurture the inner lives of the teachers themselves and to provide them with the tools to personally, emotionally, and spiritually engage their students. As we near the end of year one, we have successes, challenges, and questions to share.
Updated: Jul. 17, 2019
Relational Learning as a Foundation for Professional Development in Technology Integration for Jewish Educators
This study explores how the relationships between congregational school Jewish educators built during ongoing havruta (partner-based) text study can carry over into a professional relationship that is aimed toward learning to integrate technology. Participants cited multiple relational contexts as prominently supporting both text and technology learning.These relational building blocks formed a foundation for a rich, supportive community of Jewish educator-learners expanding pedagogy to include new technologies.
Updated: Jul. 11, 2019
The purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools. In-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four Israel educational districts participating in a pilot programme to achieve in-service teacher professional development through supported PLCs.
Updated: Jun. 20, 2019
This study examined Communities of Practice (CoPs) composed of senior teacher educators. Our goals were: (1) to identify factors that contribute to or hinder the success of CoPs, (2) to consider the characteristics that help CoP coordinators be effective leaders. The research used qualitative data-collection and analysis. It targeted inter-organizational CoPs supported by the MOFET Institute in Israel, interviewing 23 participants and 12 coordinators of 13 different CoPs.
Updated: Jun. 05, 2019
One very powerful weapon in our educator support arsenal is mentorship, part of the larger framework for supporting new teachers that is provided by our partnership with the Jewish New Teacher Project (JNTP) of New Teacher Center (NTC). At Yeshiva University High School for Boys (MTA), each new teacher is paired with an experienced teacher who serves as their mentor for the entire school year. JNTP engages our experienced teachers in an intensive 2-year mentor training program and works with participating new teachers in ongoing workshops both in person and online.
Updated: May. 28, 2019
YOU Lead is a nine-month leadership development program for day school professionals at all levels of educational leadership. YOU Lead combines online and in-person learning, convening, and cohort activities to lead participants through a broad survey of the topics that are most important to successful leadership in Jewish day schools.
Updated: May. 15, 2019
This case study is an investigation of the teaching and learning of a teacher in the congregational school of which the author was the director, whose classroom practice was strongly reflective of relational learning theory. It explores the pathways through which this teacher was in turn supported in learning and teaching by relationships with peers, supervisors, and teen madrichim in the Relational Learning Community in which the faculty participated. Most significantly, this study examines how such support provided a source of resilience during a period of intense stress and disconnect, and explores the wider implications for teacher growth and retention.
Updated: May. 01, 2019
This study explores how structured reflective practice by teachers in a Reform congregational school contributes to relational growth and the development of an inquiry stance in teaching. Analysis of teachers’ responses to weekly prompts about their classroom experiences reveals three prominent themes: classroom management as inquiry, the tension between focusing on creating community and focusing on Jewish content, and thinking explicitly about how intention can influence teaching practices.
Updated: May. 01, 2019
Ivrit B'yachad: A Five-Day Immersive Hebrew Experience at Huc-Jir's Taube Family Campus In Jerusalem
Come to Jerusalem this summer to be part of a new initiative to enhance Hebrew language learning for Reform religious leaders. Ivrit B’yachad: HUC-JIR Jerusalem Ulpan for Alumni offers a five-day (July 1-5, 2019) immersive Hebrew experience, in and outside of the classroom, with a focus on Hebrew conversation relevant to Reform clergy and educators.
Updated: Mar. 07, 2019