University of Haifa will select outstanding candidates to train as 5-unit mathematics teachers, with a strong emphasis on classroom practice
In the past decade, only a few dozen mathematics degree graduates have chosen to pursue a career in teaching. At the University of Haifa, for example, approximately 10 students register for a teaching diploma track in mathematics each year. As a result, primary efforts to train the next generation of mathematics teachers are targeted towards high caliber career changers in their forties, who are retraining and moving into teaching in significant numbers.Nevertheless, due to the high profile public discourse around mathematics, the universities are now reporting increased registration rates to their regular teaching certificate programs as well. In 2015, Tel Aviv University noticed that almost 60 students applied to study teaching, and in collaboration with the foundation, decided to open a designated clinical training track for the most talented candidates. The track includes a significant praxis component in schools and greater concentration on student-centered skills and techniques.
In line with this emerging trend, the University of Haifa has 40 candidates registered so far this year for a dual degree in mathematics and teaching. They report that about 30 of the students are Arab and 10 are Jewish, they are of high intellectual caliber, and are highly motivated to go into teaching. Therefore, the university is proposing a one-year teacher residency program for 15 of the most promising students, for the next three years.
The program will involve a selective screening and interview process of candidates who have applied to begin teacher training at the university’s next academic year, and will invite those with the highest potential and motivation for teaching five-unit mathematics to apply to the program. As the training places a strong emphasis on classroom practice, two groups of students will spend a full day each week in assigned training schools (one Arab-speaking, one Hebrew-speaking), guided by an experienced mathematics teacher from the school, and an instructional coach from the university.
Additionally, students will practice teaching, observe the experienced teachers, and then analyze their classroom experiences with their coaches. Academic courses will be modified to include the use of filmed lessons and discussion of arising issues. Following their training, graduates will receive individual coaching on a monthly basis for two years, and will meet as an alumni group to discuss common challenges and dilemmas.
* The text above shows the grant as approved by the Foundation’s Board of Directors / Grant 213