ERASMUS PROTEACH Case Study Municipal preschool Kindergarten teachers

ERASMUS PROTEACH Case Study Municipal pre-school Kindergarten teachers

MIT- early childhood kindergarten teachers began in 2016 -17 uniting 15 kindergartens in Holon city serves as a unifying framework for interns & NTs in K-N in 1 city insulated by professional and emotional support nurtures a mutual sense of belonging provides a sensitive process of absorption into particular needs of city kindergartens

2 facilitators: co- teaching A unique set up Joint planning & implementation Unified & clear educational message Clear communication of information

Meetings Conducted in a pedagogical spirit that characterizes the kindergarten-teaching system in the city Enables teachers who came from various colleges in the country, to learn the "local language & norms" Position holders and teachers used same terminology Officials from the municipality – how services are provided for the teachers and how the liaison works between the teacher and that specific body Provided both practical & professional solutions simultaneously

Officials & position holders Representative from: ■ Educational Psychological Services ■ Special Education ■ The head of the kindergarten dep. in the municipality n e d a bro to d e id g c n i e r i d s fh a o l ■ Superintendents w o e t o i g h r to c a re s h o n f c r o e i e t in ft a ■ Mentors er a c e h l t f u p o o nd Ed e e v a f p i t l o e a a i t y h ■ Supervisors r c t n t u e s r i g s in e c invitin repre M r e e w h t y a s b , g m s r t o r n tin t yea f a e t e e m sis ntativ ex s. n c a t e n e m the rgarte repres alary, s e kind rams, a power, prog ss man u disc ■ The head of the Department of Educational Welfare and Parenthood

Data collection Survey for interns and NTs: selfascribed perceptions on 5 issues (N=13) 1 Observation Interview with: 2 facilitators Efrat & Shifra 2 inspectors 2 counselors Group interview with the interns & NTs

Survey for interns and NTs – perceptions on ■ MIT’s contribution to induction process - support ■ Mentor’s support ■ Supervisors and staff support ■ Peer support ■ Contact with college ■ Open questions: how they perceive their induction, contact with mentor, absorption in the kindergarten

Findings ■ Quantitative – very small sample (N=13) ■ Descriptive statistics on the 5 topics: workshop support, mentoring support, supervisors’ support, peer support, contact & collaboration with the college. ■ Qualitative – content analysis of interviews.

Workshop Support Likert scale 1= low 5= high Overall mean 4. 14 = high satisfaction I would warmly recommend to new kindergarten teachers to participate in the same workshop that I did The workshop facilitator helps me develop tools for coping with difficulties in my work The workshop facilitator enriches my theoretical and conceptual knowledge about teaching Mean Std. N Deviation 10 4. 70 4. 50 . 68 10. 71 10 4. 60 . 52

Mentor’s support ■ Likert scale 1= low 5= high ■ Overall mean 4. 24 = high satisfaction The meetings with the mentor help me in my teaching I tend to share my difficulties with my mentor I tend to share my experiences with my mentor The meetings with the mentor help me develop my special direction The mentor helps me have a sense of belonging to the kindergarten staff Overall mean Mean 4. 56 Std. Deviation N . 73 9 1. 17 9 1. 36 9 . 88 10 1. 32 9 . 95 10 4. 11 4. 10 4. 00 4. 24

Supervisors & staff Support ■ Likert scale 1= low 5= high ■ Overall mean 3. 64 = medium satisfaction Mean Supervisors relate to interns and new kindergarten teachers with respect and professionalism 4. 18 Supervisors helped me in the induction process I’m satisfied with my induction process at kindergarten Beginning kindergarten teachers at my kindergarten receive a clear explanation on procedures and routines The supervisor is involved in processes taking place in the workshop Overall mean Cronbach's Alpha Std. Deviation N . 98 11 4. 18 . 98 11 3. 67 1. 23 12 1. 36 12 1. 54 12 . 86 12 3. 25 3. 00 3. 64 . 78

Peer Support ■ Likert scale 1= low 5= high ■ Overall mean 4. 10 = high satisfaction Std. Deviation I feel comfortable sharing my experiences with my peers at the workshop I feel comfortable sharing my difficulties with my peers at the workshop My peers at the workshop are my good friends Overall mean Cronbach's Alpha Mean N . 98 11 . 94 12 3. 85 1. 07 13 4. 10 . 73 13 4. 18 4. 17 . 54

Internship & college I feel that kindergarten staff and the college ‘speak the same language’ The college prepared me well for the reality I encountered at kindergarten Overall mean ■ Likert scale 1= low 5= high ■ Overall mean = 2. 50 = low satisfaction Mean Std. Deviation N 1. 44 12 1. 24 12 1. 15 13 2. 67 2. 42 2. 50. 65 Cronbach's Alpha

Support Factors: Summary 5 4. 14 4. 24 4 4. 1 3. 64 3. 5 3 2. 5 2 1. 5 1 0. 5 0 Workshop Support Mentoring Support Garden Staff Support Peer Support Collaborations between Garden Staff & the College

Observation Unique collaboration and communication between the 2 facilitators Attentive listening to each other Maximum engagement and participation of interns

Facilitators ■ Directed towards NTs’ specific needs of preschool educators of Holon. ■ Transparent syllabus ■ Each participant is responsible for the meeting s/he holds ■ They see the workshop as part of a continuum platform from the training period to professional development period and vice versa. ■ Efrat: “the connection between the academia and the field is critical… for joint development…suited for the particular needs of K-N… avoids double messages”. ■ Shifra: “this deepens the connections between theory and practice from the understanding that the educational act, whatever it is, is based on both theoretical and practical building blocks”

Interviews Interns and New Teachers: ■ Extreme difficulties – parents, pressure, last minute requests, challenging children ■ “it was really difficult for me at the beginning. . Like jumping into the big ocean not just into the sea” ■ “I got the kindergarten in the last minute with the big mess left over from the previous teacher… I had so much to do… my mentor helped me… she and my assistant are my pillars. . without them I wouldn't be here”. ■ “my assistant was with me from the beginning …in the summer. . she stood by me the whole time…. we developed a good connection…. in fact she helped me more than the mentor or anyone else”.

Interviews Interns & new teachers – cont. ■ Re the mentor: “My mentor was attached to me and we were together… we arranged the kindergarten together…. so we were 2 k-ns that cooperate – it is like this till today” ■ Re the workshop: “This workshop… at first it was a real burden… I thought WOW ANOTHER course? ? ? I first thought it would be redundant … but I now I see the facilitators give us what we really need…” ■ Re NTs’ Voice: “my voice as a K-N teacher is dominant mainly with the children. I can think of a particular child… I helped him learn how to hold a pencil… I am surprised at my own achievement…that I can make such an impact”.

Interviews Interns & new teachers – cont. ■ “The municipality of Holon welcomed us. A few days before the beginning of the school year they invited all the new K-N school teachers and explained people’s roles in the municipality – because logistics and administration is also part of our role. So its very important to say that we received full backing and support from the beginning”. ■ “My inspector in the ministry is very helpful and supportive, she ‘has my back’ when I need her.

Discussion & implications ■ Kindergarten MIT in Holon is sustainable: continues successfully with the same facilitators and will hopefully continue in the future. ■ The advantages are evident and explicit. ■ When something works- people are happy and want to keep it up. However, there are still some problems: ■ Lack of connection with the college – needs to be addressed. ■ Issues of teachers’ preparedness- “thrown into the ocean” - needs to be addressed. ■ The role and place of kindergarten teacher’s assistants – needs to be increased.

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