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Search Results for 'Mentoring' (Keyword)
49 items found 1 / 5
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1   |   From section Teacher Education
Assisting Struggling Teachers Effectively
In this research, we examine strategies school principals have used to assist struggling teachers. In an open-ended questionnaire designed for this study, we asked 219 school principals to describe a successful intervention they held. The results show that principals prefer supportive assistance to organizational changes (such as moving the teacher to another class). They rarely used confrontational approaches.
Publication Year: 2017    |    Updated in JTEC: October 30, 2017
2   |   From section Teacher Education
What Makes a Good School Leadership Program? A Qualitative Study of the Lookstein Center Educational Leadership Advancement Initiative (ELAI)
How do educators become successful leaders? This qualitative study set out to learn more about The Lookstein Center ELAI program as well as mentoring and leadership training in general, with the hope of offering insights to other school leadership programs. The mentor-mentee relationship was seen to develop into a collaborative partnership, with the reflective relationships becoming enriching for both the mentor and mentee.
Publication Year: 2017    |    Updated in JTEC: September 5, 2017
3   |   From section Education & Administration
How Day School Teachers Perceive Their Working Conditions: A National Study
Induction and mentoring are widely considered in the United States and in the Organization for Economic Co-operation and Development (OECD) countries as a basic universal and critical intervention for a successful launch of new teachers. Based on an expanded set of survey data, this article focuses on how Jewish day schools offer professional support and learning opportunities from the head of school, the administration, colleagues, parents, and the school community and how useful teachers perceive these resources to be.
Publication Year: 2017    |    Updated in JTEC: August 9, 2017
4   |   From section In-Service Training
Personalize Your Instruction with BetterLesson
Following a successful year supporting 145 teachers in 34 schools across North America, The AVI CHAI Foundation is expanding its partnership with BetterLesson and will be offering more PersonalizedPD to support Jewish day school teachers to personalize student learning in their classrooms. Day schools throughout North America are invited to apply for up to 10 teachers to receive a year of 1:1 personalized coaching from blended learning experts, and incorporate new blended learning strategies into their practice to personalize student learning in their classroom.
Publication Year: 2017    |    Updated in JTEC: May 23, 2017
5   |   From section In-Service Training
Announcing a Partnership with BetterLesson to Bring PersonalizedPD to More Day Schools
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.
Publication Year: 2016    |    Updated in JTEC: July 20, 2016
6   |   From section Formal Education
‘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.
Publication Year: 2016    |    Updated in JTEC: June 9, 2016
7   |   From section In-Service Training
RAVSAK Head of School Professional Excellence Project 2016 Applications Being Accepted
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.
Publication Year: 2016    |    Updated in JTEC: May 9, 2016
8   |   From section Formal Education
Room on the Bench: A Project of the Luria Academy of Brooklyn
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.
Publication Year: 2016    |    Updated in JTEC: May 9, 2016
9   |   From section Formal Education
The National Mentoring Program in Israel – Challenges and Achievements
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.
Publication Year: 2016    |    Updated in JTEC: April 13, 2016
10   |   From section Teacher Education
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
Author Ori Katzin
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?
Publication Year: 2015    |    Updated in JTEC: October 18, 2015
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