Some reflections on the syllabi MITs DR KAREN

Some reflections on the syllabi (MITs) DR KAREN WALSHE BRYAN SMITH

AIMS OF THE PROJECT To improve the quality of teacher training in higher education institutions in Israel through multilateral stakeholder partnerships in the teacher induction process (MITs - Multiplayer Induction Teams) 2. To amplify beginning teachers’ voices. 3. To improve retention rates of beginning teachers in the profession, as well as their contribution to and integration into schools. 1.

): Constituent elements of professional knowledge 1 2 3 4 5 Type of Knowledge Subject/phase specific content knowledge Subject/phase specific pedagogic knowledge Orientative knowledge Definition The content knowledge related to the specific subject/phase of schooling Knowledge of subject/phase specific pedagogical methods Knowledge pertaining to the aims and purposes of the specific subject/wider curriculum/schooling in general Generic pedagogical Knowledge of generic pedagogic methods knowledge Professional identity, role Knowledge of the professional identities, roles and responsibilities of teachers. knowledge (adapted from Freathy et al 2016)

MIT: Hadassim High school PROFESISONAL KNOWLEDGE EXAMPLES FROM SYLLABUS CONTENT PROJECT AIMS Orientative knowledge Familiarisation with school First-year teachers’ presentation: How my expertise contributes to the school Improve integration of BTs into schools Amplify BTs’ voices Professional identity, role and responsibilities knowledge Forming a professional Identity Preparation for key tasks/events such as parents’ days and report cards Resilience First-year teachers’ presentation: How my expertise contributes to the school Classroom discipline Positive relationships with students as key to learning Supporting students for whom Hebrew is not their first language Experiential learning Managing whole class discussions Congruence between teachers’ perceptions of their roles and the school’s vision How to manage difficult situations such as when the head-teacher disagrees with teacher’s comments on a report card. Amplify BTs’ voices Improve integration of BTs into schools Improve retention rates of beginning teachers Improve integration of BTs into schools Improve the quality of teacher training Generic pedagogical knowledge Relationship between types of knowledge Amplify BTs’ voices Improve integration of BTs into schools

MIT: Mekif Vav Comprehensive School PROFESISONAL KNOWLEDGE Professional identity, role and responsibilities knowledge EXAMPLES FROM SYLLABUS CONTENT Orientative knowledge Relationship between types of knowledge PROJECT AIMS Introduction of oneself, strengths, capabilities, efficacies. Myself as a student/learner/teacher and the dialogue between them. My core professional identity and values The intern in the induction stage: building the identity of the novice teacher and the identity of the group. Challenges in teaching: how do I act? Focus on proactivity and autonomy Amplify BTs’ voices Improve integration of BTs into schools Improve retention rates of beginning teachers Initial familiarization with the organization and with its culture and procedures. Questions and dialogue on values that arise in the teaching process Improve integration of BTs into schools Amplify BTs’ voices Joint development of rules for safe discourse. Improve integration of BTs into schools Amplify BTs’ voices

MIT: Gil & Yahdav PROFESISONAL KNOWLEDGE Professional identity, role and responsibilities knowledge EXAMPLES FROM SYLLABUS CONTENT PROJECT AIMS Introduction, needs analysis (professional and personal) What is the place of the BT in the school? 'From ideal to real': strengths and weakness, successful experiences, specific challenges. 'The light in me'. Learning from success stories Dreams and initiatives Is my voice heard? Discourse and communication tools Amplify BTs’ voices Improve integration of BTs into schools Improve retention rates of beginning teachers Orientative knowledge The school as an organization and a learning environment'. Diving deep: from theory to practice. Subject/phase specific pedagogic knowledge Classroom management skills in the special education class (ASD) Ways of communicating with parents of ASD children Sexual behaviour among children with special needs Improve integration of BTs into schools Improve the quality of teacher training Generic pedagogic knowledge Mid-year assessment and evaluation Between assessment and support: mentoring and its challenge Improve integration of BTs into schools Improve the quality of teacher training

Key Strengths �Focus in all three syllabi is clearly on providing opportunities and frameworks for genuine dialogue between beginning teachers, mentors and coordinators/school leaders �Activities clearly relate to the aims of the project �Activities clearly relate to key elements of professional knowledge �Aim of all syllabi is to help beginning teachers to be proactive and autonomous

Things to consider 1. Some syllabi focus on some of the projects aims more than others. For example, the Mekif Vav Comprehensive School syllabus includes a column which asks (in relation to each topic) ‘How does one give the interns a voice? ’ This reflects the overall focus of this syllabus on strengthening BTs’ voices which includes a session on the joint development of rules for safe discourse.

2. There is less attention paid to subject/phase specific content and pedagogic knowledge. Does this matter? To what extent do/should/could these teachers identify themselves as subject/phase specialists?

3. Hadassim High school: First-year teachers’ presentation: ‘How my expertise contributes to the school’. Is this something that could be done earlier than May? Or even twice, at the beginning of the year and again at the end of the year?

4. How useful is the notion of an Incubator model which aims to create a school environment designed for optimal absorption? The idea of absorption into a system may be at odds with the idea of helping BTs to shape their school environment (e. g. through various BT led initiatives). Moreover, the idea of an incubator may give the impression that the BTs are not actively involved in their growth and development. Notions of ‘empowerment’ and ‘integration’ may be more helpful.

�How useful is the idea of ‘amplifying’ BTs’ voices? To amplify is to make louder – no matter how loud one talks, it is possible not to be heard. May be better conceptualised as strengthening BTs’ voices and enabling those voices to be heard.