Cofunded by the Erasmus Programme of the European

"Co-funded by the Erasmus+ Programme of the European Union" ERASMUS + PROTEACH Promoting teachers’ success in their induction period

Insights from the process There a few significant changes when compared with the traditional induction workshop as conducted in previous years. • Responsibility for the content and execution of the workshop: This shifted from the college facilitator to all members of the MIT, including the principal, mentors, policy makers and others, whereby each was responsible for planning and conducting the workshop making every effort to succeed. For example, the management presented the school vision, the role and place of new teachers and ways they can be empowered in school.

Insights from the process There is a significant change for the benefit of the interns, who are more proactive and are more comfortable to initiate, ask for their specific needs and confront their challenges with more confidence. There is significant improvement among schools teachers and staff, as they are open to hear NT’s voice.

Insights from the process There is a change in perceptions from viewing interns and NT’s as needy and dependent to viewing them as equal partners, who contribute new knowledge to the education sphere.

Insights from the process • Interns planned an event for the entire school, which improved their confidence and sense of belonging. The school staff lead the topic of creating a teacher's tool kit for teaching children with ASD. This type of distribution of strengths and proactive sharing of knowledge enhanced the connection between the various position holders and improved the sense of belonging, as a joint learning community within the educational organization.

Insights from the process Shifting between open and closed: It was difficult for the MIT members to shift their roles from leaders and facilitators to learners, listeners and collaborators. For example, the management found it difficult at times to give up their leading role and shift to a different mode- equal participants.

Insights from the process Deepening the knowledge related to special education and ASD As new teachers, interns requested to expand deepen their knowledge in this field. As a result, the professional experts in the school took responsibility and conducted special activities with the interns. For example: the workshop lead by the occupational therapist, using 'Snooezelen stimulation therapy', workshop on sexual behavior, speech therapist and more.

MIT Syllabus: Schools: 'Gil' & 'Yahdav' for ASD teachers Transition process: Insights & differences "Regular Workshop MIT College/HEI: The college is the center of College/HEI: Knowledge is built and knowledge and has the sole responsibility shared by all partner as equals for the knowledge Facilitator's Role: MIT facilitator is in charge and responsible for content and execution of meetings Facilitator: Shift from facilitator only to facilitator PLUS COORDINATOR

MIT Syllabus: Schools: 'Gil' & 'Yahdav' for ASD teachers Transition process: Insights & differences "Regular Workshop Stakeholders: Are NOT involved. Are NOT responsible MIT Stakeholders (Local Authorities, MOE, school principals) Partners, share responsibilities for content and execution (e. g: change in school principal) NT & Interns: Passive, less involved NT & Interns: Proactive, Full participants inchoosing content and its execution, use a for content and execution, Syllabus is general syllabus for Special Education (not oriented for ASD teachers only specific for ASD)