Developing Comprehensive Induction in Jewish Day Schools: Lessons from the Field

Autor/inn/en	Birkeland, Sarah; Feiman-Nemser, Sharon
Titel	Developing Comprehensive Induction in Jewish Day Schools: Lessons from the Field
Quelle	In: Journal of Jewish Education, 75 (2009) 3, S.240-257 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
Schlagwörter	Jews; Day Schools; Judaism; Beginning Teacher Induction; Beginning Teachers; Mentors; Teaching Conditions; Religious Education + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Day school; Halbtagsschule; Judaismus; Junior teacher; Junglehrer; Lehrbedingungen; Unterrichtsbedingungen; Kirchliche Erziehung; Religionserziehung; Religionspädagogik
Abstract	Effective school-based induction for new teachers involves much more than mentoring; it requires a comprehensive array of supports buttressed by a collaborative professional culture. Yet few schools are able to offer such a nourishing environment to their new hires. What would it take to bridge the gap between the real and the ideal? In 2005 team of researchers and practitioners launched a three-year project with two goals: a) to help the leaders of four Jewish day schools create comprehensive systems of induction for their new teachers and b) to carefully document the process. This paper presents the theory behind our work, our strategies for effecting change and lessons learned along the way. (Contains 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10