Distributed leadership focuses on harnessing the skills and knowledge of the partnership for school improvement.
The great complexity of the craft of reading, as well as the emotional aspects associated with it, assign teachers an important role that includes supporting young readers in coping with reading
Demonstration in education is the presentation of specific teaching practices conducted by an experienced demonstrator with the aim of supporting teachers' professional learning.
Modeling is a training practice considered effective for learning, typically implemented by experienced teachers or instructors in teacher training settings by experienced educators.
Literacy coaching is ongoing professional development that takes place in the context of teachers' daily work and is tailored to teachers' needs and challenges.
Differentiated instruction assumes that learning should be adapted to the learner, rather than the learner having to adapt to the learning process. This assumption is based on the understanding that a learner's ability to construct knowledge and use it depends on their prior experiences and knowledge.
Literacy coaches working in underperforming schools with populations of poverty and marginalization often function as agents of change in the schools, who must decide on a daily basis where to direct their efforts and resources (toward rapid improvement of student achievement or toward long-term professional development for teachers).
The case studies were developed and written as part of research conducted by the Center for the Study of Pedagogy on academia-field partnerships
on behalf of Ben-Gurion University in schools accompanied by the Misharim initiative.
As part of a school-based research project, the educational staff engages in collecting and analyzing empirical data with the aim of improving the work at the school. When the process has run its course, it is important to take action to mark the conclusion of the project.
The purpose of descriptive statistics is to help us present the values of a variable's distribution in a concise and reliable manner.
Design research is a creative process that typically involves developing products or processes aimed at addressing challenges, improving processes, or enhancing outcomes.
Design research is a creative process that typically involves developing products or processes designed to address challenges, improve processes, or enhance outcomes.
Each interview we conduct will yield substantial information related to the research questions. To ensure this information serves us effectively, we will process it according to the stages detailed below. This document includes a detailed reference for each stage.
The research questions will guide the level of observation: classroom, grade level, teacher group, entire school.
Qualitative Research
How can we conduct a school-based inquiry process that will help us build a data-driven picture of the situation—one that can sometimes illuminate different perspectives from those reflected in our feelings and intuitions?
Fostering an inclusive environment by pedagogical instructors can create a sense of belonging and acceptance among students (Gay, 2010). This action involves continuous appreciation alongside genuine acceptance of diverse perspectives, backgrounds, and experiences. When students feel included, they are far more likely to engage actively in learning, share their thoughts and concerns openly, and develop a sense of ownership and personal responsibility for their educational journey.
How do they manage the division of labor between them? How can they address—together and separately—student teachers who do not meet their obligations in the professional training? Does there exist—or should there exist—a defined division of roles between the academic-pedagogical instructor and the mentor teacher? What are the role definitions of the academic-pedagogical instructor and the mentor teacher? The representation at the center of this tool provides a glimpse into the shared management between an academic-pedagogical leader and a mentor teacher. The tool includes a facilitation guide for a meeting and a brief theoretical background addressing the "supervision triad."
How can we motivate a student teacher who is not meeting their goals to take action? How can we inspire motivation in them? This tool is designed for academic-pedagogical leadership teams facing this issue and offers an approach based on exploring representations. The tool includes a facilitation guide for a meeting, theoretical background on motivation among student teachers, and a motivation taxonomy table based on Self-Determination Theory (SDT).
How can we promote effective communication between an academic-pedagogical leader and a student in a situation of resistance from the student? This resource addresses this issue and is designed for team meetings of academic-pedagogical leaders working in various teacher training settings. It includes a representation-based facilitation framework and a brief theoretical background on effective communication.
The document includes: theoretical background, guidance framework, guidance for working with representations, and an activity to promote collaboration between the pedagogical instructor and the mentor teacher.
The video presents five minutes from the beginning of a private art lesson. The lesson was attended by students—Alma, Dana, Itay, and Omer. The teacher placed objects and materials on the table representing the work process planned for the upcoming lessons in order to present the process to the students.
The video presents five minutes from the beginning of a private art lesson. The lesson was attended by students—Alma, Dana, Itai, and Omer. The teacher placed objects and materials on the table representing the work process planned for the upcoming lessons in order to present the process to the students.
The video presents six minutes from a mathematics lesson conducted in a fourth-grade classroom. The teacher demonstrated, with the help of the students, a working method for solving multiplication of a two-digit number by a one-digit number using a rectangle. Subsequently, she asked them to consider how the rectangle could be used to solve a two-digit by two-digit multiplication problem, and invited three students to present their solutions to the class.
The video presents six minutes from a mathematics lesson conducted in a fourth-grade classroom. The teacher demonstrated, with the help of the students, a working method for solving multiplication of a two-digit number by a single-digit number using a rectangle. Subsequently, she asked them to consider how the rectangle could be used to solve a two-digit by two-digit multiplication problem, and invited three students to present their solutions to the class.
The video shows six minutes from a language lesson held in a second-grade classroom. While the rest of the class worked on an independent assignment, the teacher worked individually with a group of students - Alma, Oren, Asaf, Daria, Gili, Yuval, and Yaheli. The teacher and students discussed how to write a story and focused on opening sentences.
The video shows six minutes from a language lesson conducted in a second-grade classroom. While the rest of the class worked on an independent assignment, the teacher worked individually with a group of students - Alma, Oren, Asaf, Daria, Gili, Yuval, and Yaheli. The teacher and students discussed how to write a story and focused on opening sentences.
The video presents five minutes from a geometry lesson conducted in fifth grade, focusing on quadrilaterals. The students worked in groups and classified quadrilaterals. After the students completed their group work, they shared with the whole class the principles according to which they classified the quadrilaterals.
The video shows five minutes from a geometry lesson held in fifth grade, focusing on quadrilaterals. The students worked in groups and classified quadrilaterals. After the students completed their group work, they shared with the whole class the principles by which they classified the quadrilaterals.
How Does Middle Leadership Work in Our School?
Reflection on Action
Winning Team
Reflection Activity
School Principal - Grade Level Coordinator
Framework for Discussion and Role Planning
