The Foundation will form a joint task team to learn the possibilities and opportunities, and to recommend practical steps towards an Institute for Advanced Teaching
Master teachers are at the core of clinical teaching. They tutor new teachers, orchestrate the school-based teaching community, coach veteran teachers and lead evidence-based learning in communities of practice. This cadre of professionals is a crucial cornerstone for improvement in teacher learning and practice, however they still have no formal position, nor recognition as such within the educational system.
In theory, these teacher-leaders are expected to work with their peers in order to develop from practice and to implement a student centered instructional system. They do so by using diagnostic assessments to discuss student learning, watching classroom-based videos to analyze the effects of their teaching on student learning, acquiring evaluation and feedback techniques, and implementing individualized learning plans for each student.
However, in practice, using temporary funding from government, local authorities and philanthropy, these teacher-leaders operate independently and in a scattered manner. You may find them leading teachers for an academic institution, mentoring new teachers for a teacher training program, introducing a specific pedagogic technique for an intervention program, or organizing collaboration between local teachers.
As a result, their professional capacity is idiosyncratic, they were trained by separate organizations, if at all, they were exposed to limited aspects of clinical teaching and they do not share professional standards. As long as their role is not defined nor structured into the system, there is a risk that their impact will be marginal and short-term and they themselves could seek alternative career paths.
To study this topic and propose recommendations, in 2013 the foundation approached the Israel National Academy of Sciences. In collaboration with the Ministry of Education and Yad Hanadiv (the Rothschild Foundation), we commissioned the Academy to convene a learning group around the issue, chaired by Professor Lee Shulman and with the participation of teachers, researchers and policy makers.
This process culminated in a report which led to a decision by the Ministry of Education to take a step forward. However, it was soon revealed that the mathematics and science teachers have very distinct professional characteristics, and that Yad Hanadiv schemed to operate with the Ministry to pilot test a district-based initiative focused on generic pedagogy in mostly elementary and middle schools.
Therefore, in discussion with the Minister of Education, the General Director and the Heads of the Teachers and the Pedagogy Departments, we decided to explore the possibility of a designated effort for the master teachers of mathematics and the sciences. We agreed that there is a need to create a professional infrastructure with these teachers, which will sustain the effort that is currently being promoted by the national program.
At this point we propose to form a joint task team to study what other countries are doing, to learn the possibilities and opportunities in Israel, and to recommend practical steps. The team will be comprised of 5-6 members, representing teachers, researchers, the Ministry and the foundation. It will work for 10 months to address the following questions:
The task team will commission a literary review of reports from around the world, will conduct a study visit to an exemplary education system abroad and will interview master teachers and leaders of programs and organizations in Israel. Then it will convene a sounding board of 30 experts and a teachers group of 20 members to receive feedback on insights and interim conclusions. Finally, the team will prepare a detailed report with policy recommendations, which will also be presented in a short video clip and an infographic presentation.
* The text above shows the grant as approved by the Foundation’s Board of Directors / Grant 200