Search results for: Teacher education
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Fellowship Opportunity: The Matan Bellows Eshkolot Educators Institute for Tanakh and Jewish Studies
Matan is pleased to inform you of an exciting opportunity for aspiring female Jewish educators who are eager to make a positive lasting impact upon the Jewish community: The Bellows Eshkolot Educators Institute for Tanakh and Jewish Studies. In August 2016, Matan opened The Eshkolot Institute to train a cadre of expert female teachers and leaders who are equipped to tackle the specific needs of Jewish schools and their students, and spark passion for Jewish learning, the State of Israel and Am Yisrael. Eshkolot offers current educators and recent college graduates pursuing a career in Jewish education the opportunity to study at Matan’s Jerusalem campus, and an option to earn an MA in Jewish Education from Hebrew University—all within one year.
Updated: Nov. 30, 2016
Gleanings is the ejournal of the William Davidson Graduate School of Jewish Education of the Jewish Theological Seminary. What should we believe about leadership? How can we effectively educate for leadership? How might we build collaborative leadership for our communities? “Leading Places to Work: Are Jewish Organizations Great Places to Work?” compiled by the organization Leading Edge, shows evidence that our community has significant challenges in recruiting and retaining professional talent. Previous to this report, the Bridgespan Group, noting that over the next five years, 75 percent of the CEOs and EDs of our institutions will be retiring, raised questions about professional pipelines and succession plans to ensure strong, effective leadership for the future. To stimulate conversation, we’ve invited respected community thinkers to address these issues.
Updated: Nov. 16, 2016
'When you change me, you change what I do': Challenges and Possibilities in Transformative Learning for Teachers
This dissertation explores the complexity of collaborative professional development by analyzing the learning experiences of participants in a Fellowship for Israel educators. Using a practitioner inquiry approach, I asked how the practice of Critical Friendship and other group learning experiences shaped teachers’ thinking, assumptions, and beliefs about their teaching practice. Data collection took place over the course of the year, and included facilitation and observation of monthly meetings, classroom observations, and interviews with each of the seven participants in the study.
Updated: Nov. 09, 2016
“Don’t Sell Me the Enemy’s Literature”: A Self-Study of Teaching Literature in Politically Fraught Contexts
This article describes a self-study pursuant to a clash between a lecturer and a student concerning the teaching of literature in a politically fraught context. The learning group is composed of Arab and Jewish teachers at a college in northern Israel. The work read by the group expresses a Palestinian perspective. The incident, discussed with reference to the concepts of ethical reading and in-between space, is explained against the background of the lecturer’s professional views and the complexity of teaching literature in a polarized and conflicted society.
Updated: Nov. 09, 2016
The Jim Joseph Foundation created the Education Initiative to increase the number of educators and educational leaders who are prepared to design and implement high-quality Jewish education programs. The Foundation granted $45 million to three premier Jewish higher education institutions--Hebrew Union College–Jewish Institute of Religion (HUC-JIR), the Jewish Theological Seminary (JTS), and Yeshiva University (YU)--(each institution received $15 million) and challenged them to plan and implement programs that used new content and teaching approaches to increase the number of highly qualified Jewish educators serving the field. As with nearly every major Foundation grant, independent evaluation was built into the grant from the outset. Annually, American Institutes for Research (AIR) provided the Foundation with a comprehensive evaluation of nearly every aspect of the Initiative – number of program enrollees and their experience in the workplace; how the institutions were working together; progress on programs achieving sustainability; and more. Now, with the final evaluation, recently completed, we believe the field has much to learn from the Foundation’s and grant partners’ experience with this investment.
Updated: Nov. 02, 2016
I'm excited to share with you my first foray into the world of podcasting. The idea came about as part of our planning for teacher professional development at Yeshiva Lab School. Taking a page from the contemporary classroom, we decided to 'flip' our teacher induction this year by providing our new faculty members with some of our basic on-boarding material in short video segments which they can watch on their own and then come together to discuss. As part of the Kohelet Foundation's mission in creating Yeshiva Lab School is to share our work and help advance the field of Jewish Education, we decided that rather than make our videos available only to our teachers, we'd share them with anyone else who might be interested as well.
Updated: Aug. 03, 2016
Leading a System-Wide Pedagogical Change: How a Faculty of Education Invests in Developing Communication Proficiencies?
The article presents a system-wide change initiated in the faculty of education at a major teachers’ college aimed at developing students’ reading, and written and oral communication proficiencies, while focusing on clarity and coherence, and the use of rich, correct and precise language for purposes of studying, teaching and research. The ‘philosophy’ section introduces the theoretical basis of the process, defines the essence and the nature of the academic change and explains its context and timing. The ‘process’ section reports on the survey, which addresses students’ perspectives on the subject of academic writing, describes how the agenda was implemented and how the commitment among the faculty members was developed. The ‘outcome’ section presents the characteristics of the agenda as were designed by the steering committee and the analysis of the discourse that took place during the faculty seminar sessions. The advantages of a participatory action research approach when implementing a broad academic-pedagogical change are discussed.
Updated: Jul. 19, 2016
In November of last year, Beit Berl, a teachers college in Kfar Saba, north of Tel Aviv in Israel, held a graduation for bachelor of education students. The ceremony was unremarkable but for the students it honored: All 63 of them were ultra-Orthodox Jews. They were the first cohort in a new program to educate better teachers in Haredi schools. Because Beit Berl is a secular institution — usually shunned by ultra-Orthodox, or Haredim — these men were pioneers of sorts.
Updated: Jun. 01, 2016
Pardes Day School Educators Program – 2-Year Master of Jewish Education in Collaboration with Hebrew College
The Pardes Day School Educators Program – training outstanding Jewish studies teachers for day schools since 2000 – is a vibrant and innovative two-year program in Jerusalem that combines intensive text study at the Pardes Institute of Jewish Studies with a Master of Jewish Education from Hebrew College. This program is highly selective, seeking outstanding applicants for whom day school teaching is their calling. The Pardes Day School Educators Program includes core components of the Pardes Year Program, plus: holistic education courses preparing teachers for the 21st-century Jewish studies classroom; customized Hebrew language ulpan with Ulpan Or; student teaching at Jewish day schools for one month each year in North America; seminars on Jewish history, spirituality, conflict resolution, Jewish thought and Israel education; one-on-one mentoring with expert teaching coaches; career coaching, job placement assistance and alumni support.
Updated: May. 26, 2016
'Touch It Lightly”: Israeli Students' Construction of Pedagogical Paradigms About an Emotionally Laden Topic
Early childhood educators are increasingly being called upon to deal with emotionally charged topics, which include natural and manmade disasters, war, terror, death, and other traumatic events. At our teachers college, we prepare students to deal with a challenging issue, memory of the Holocaust, through a series of activities and workshops spread over 3 years. In this study, we examined the students' emerging pedagogical paradigms for dealing with the Holocaust in the early childhood classroom in Israel. The results of this research shed light on development of pedagogic content knowledge (PCK) related to emotionally laden topics among preservice teachers.
Updated: May. 22, 2016