teachers in israel - אתר מכון מופ"ת...number of teachers 43,426 46,610 54,198 11,001...
TRANSCRIPT
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Teachers in IsraelDr. Michal Golan
MOFET Institute
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Outline
• Teachers Data
• Teaches Status
• Teacher Education, Induction and
Professional Development
• Issues on the Agenda
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Teachers Data
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Number of Teachers
43,42646,610
54,198
11,00115,209
19,362
2000 2007 2013
Elementary School- Jews Elementary School-Arab
.מורים ותלמידים:מגמות בהתפתחות מערכת החינוך
לחקר המדיניות החברתית בישראלטאובמרכז
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Age Distribution (2012)
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
Jews Arabs
age 50+
age 29
.מורים ותלמידים:מגמות בהתפתחות מערכת החינוך
לחקר המדיניות החברתית בישראלטאובמרכז
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Academic Education
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
2000 2007 2012
Jews
Arabs
.מורים ותלמידים:מגמות בהתפתחות מערכת החינוך
לחקר המדיניות החברתית בישראלטאובמרכז
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Working Hours per Week( Avg)
22.621.1
2724.9
23.4
29.9
0
5
10
15
20
25
30
35
2000 2007 2012
Jews Arabs
.מורים ותלמידים:מגמות בהתפתחות מערכת החינוך
לחקר המדיניות החברתית בישראלטאובמרכז
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Gender, Age Group and Sector
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
JewishEducation-Elementary
JewishEducation-High School
ArabEducation-Elementary
ArabEducation-High School
Women
Men
.מורים ותלמידים:מגמות בהתפתחות מערכת החינוך
לחקר המדיניות החברתית בישראלטאובמרכז
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Working Week*
26
5
5
Frontal teaching
Individual teaching
staying at school
*100% positionAge: up to 50
.מורים ותלמידים:מגמות בהתפתחות מערכת החינוך
לחקר המדיניות החברתית בישראלטאובמרכז
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Clock rings06:15
Drop kids in day care07:30
Made it on time08:00
3 pupils sick, 1 for 2 consecutive
days (remember to call
parents)
08:00-12:00
Pedagogical consultation12:00-13:00
Individualized teaching –
excelling
12:00-13:00
Make photocopies of exams13:00-14:00
Personal time14:00-19:00
Grade exams19:00-20:00
Parent Teacher Association20:00-22:00
Prepare lesson for tomorrow22:00-23:30
Teachers Daily Plan
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Teachers Status
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Entry Profile
Education
Skills & Expertise
Professional Development
ResourcesWage
Work Environment
Autonomy
Social Impact
Teacher
Status
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Entry Profile
• Matriculation Certificate (Average Grade 85)
• Psychometric Exam (Minimum Grade: 475 )
• Interview
483 481476
478
502
509 507 512
450
460
470
480
490
500
510
520
1997 1998 1999 2000 2007 2008 2009 2010
Psy
cho
me
tric
exa
m G
rad
e
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Wages- In Comparison to OECD
27,17424,997
21,316
38,13639,934
41,665
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000
Elementary School Junior High School High School
Israel OECD
Average teachers salary - 2011
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Wage Relative to other academic employees
עבודהשכר ותנאי , הסמכה, הכשרה–OECD-מעמד המורה בישראל ובמדינות ה
והמידע של הכנסתמרכז המחקר
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Work Environment
• 80-90%
Average Teachers' Satisfaction with Their
Working Environment (Central Bureau of Statistics 2008)
ConPro
Low wageEmployment security
Lack of prestigeComfort & ease
Demanding JobSelf fulfillment
Harsh working environment National Mission
Lack of professional development
Impact
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Annual Working Hours and Days
0
100
200
300
400
500
600
700
800
900
ISRAEL
OECDDays
Hours
OECD, Education at a Glance, 2012
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Teachers Autonomy
• Central System with Different Ranks of
Freedom
• Self Responsibility of Professional
Development
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New-Horizon
“Ofek Ha-Dash” Reform
• Strengthening Teaching Professional
Knowledge Base
• Construction Professional Development
• Individual Instruction to Students
• Strengthening the Management Qualities
• Improved Wages
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“Oz La-Tmora” Reform
• Building Teachers Professional Communities
and Collaboration
• Quality Time for Small Group of Students
According to Their Needs
• Empower School Principals
and Management
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Teachers Education, Induction
and Professional Development
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Academic Colleges of Education
Schools of Education within
Universities
B.Ed BA Teaching certificate for BA
in subject areas
M.ED
Practicalproject
?
M. each MA
PhDResearch thesis
Internship of 1-3 yearTeaching license Total of 3-4 years
Teacher Education
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Alternative Routes in Teacher
Education
• Excelling Students
(High Psychometric Exam Grade)
• Atidim – Pre-Military Students
(Sciences & English)
• Nachsonim – Post Military
CombatField- Units
• Chotam – Excelling University Graduates
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The Driving Forces of
Alternative Routes
• Economic Forces, To Reduce School Years
• Attract High Quality Candidates
• Ideology Reasons
• Second Career
• Academic Conversion
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Reform in Teacher Education
Academization
• Separate Routes for Teacher Education
• Combination of University and Colleges
• Experimental College as a Laboratory for
Teachers Education
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Reform in Teacher Education
Ariav- Katz Guidelines
• Reducing the Number of Academic Colleges
for Education
• Reducing Number of Courses
• Widening Equity Between Universities and
Colleges
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Induction
• Three- Year Structured Program of
Cooperation Between the College, System
and the Ministry of Education
http://bvsd.org/HR/educatorsupport/Pages/Induction.aspx
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Induction
Program Principles:
• First Year- Support Workshops in the
Teacher College.
Summative and Formative Evaluation
• Second Year- Working at School and Guidance
by Mentor.
40 Hours Course in the College + 20 Mentoring Hours
at School
• Third Year- Support By Choice
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Professional Development
Learning according to outline:
• Organizational Learning
• Discipline Learning
• Child Development
• Pedagogy and Didactics
• Determined by Teacher
& School Principal
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Issues on the Agenda
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Gap Between Israel and OECD
Half of Israeli schools lack good teachers. Haaretz
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Classrooms Overcrowding
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Class StructureSpecial needs 12.8%
Immigrant 9.1%
Learning disabilities 10-50%
Learning aid 6.2%
Single parent 8.6%
Refugee
Below the poverty line 33.3%
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Some Final Remarks
• Israeli Teachers are Culture Agents
(Immigration)
• Teaching Profession Is/Was(?) Defined as
a Mission
• Teacher is Defined as “Educator”
• Individual Teachers are Very Creative and
Innovative (The System is Slow and Heavy)
• There are Lot of Alternative Schools,
Teaching and Teachers
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Personal remark
• Teaching is the Most Difficult and the Most
Rewarding Profession at the Same Time
• It’s a Great Privilege to be Part of a
Becoming Human Being
• “Do What You Love and You Will Not Have to
Work One Day” (Confuzious)
• “Each Person is a Whole World”
(Old Hebrew Saying)
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Thank You For Your Attention!
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טאובמרכז . ותלמידיםמורים :בהתפתחות מערכת החינוך מגמות (.2013. )נ, בלס•
.בישראלהמדיניות החברתית לחקר
מדינת ישראל משרד החינוך . רפורמות במערכת החינוך(. 2011. )מ, וידיסלבסקי•
.המנהל הפדגוגי האגף לחינוך יסודי
הכיתות ? איך נראית מערכת החינוך בישראל OECD-ח ה"דו(. 2013. )ל, דטל•
.שכר המורים עדיין נמוך למרות הרפורמות, צפופות
http://www.themarker.com/news/1.2054600
1953, ס גורדון בכפר אתא"בבי' כיתה א•
http://www.pikiwiki.org.il/?action=gallery&img_id=33482
•Skop, Y. (2014). OECD survey: Half of Israeli schools lack good
teachers. Haaretz
http://www.haaretz.co.il/news/education/1.2359038
מרכז . החינוךמרכזיות בעבודתה של ועדת סוגיות –החינוך בישראל מערכת (. 2009)•
המחקר והמידע של הכנסת
שכר ותנאי , הסמכה, הכשרה OECD-מעמד המורה בישראל ובמדינות ה(. 2013)•
. והמידע של הכנסתמרכז המחקר . עבודה
http://www.knesset.gov.il/mmm/data/pdf/m03321.pdf
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With thanks to:
• Dr. Liat Josefsberg Ben-Yehoshua
(Head of the Intercollegiate Information Center)
• Dr. Nathan Berber (Editor in chief Portal MASA)
• Dr. Pnina Katz (Editor and Coordinator of the
Academic Journal "Dapim“ and Portal MASA)
• Yael Shertzer- Glaser (Information specialist)