Israeli Ministry of Education's District Managers' and Superintendents' Role as Educational Leaders--Implementing the New Policy for Teachers' Professional Development

Autor/inn/en	Avidov-Ungar, Orit; Reingold, Roni
Titel	Israeli Ministry of Education's District Managers' and Superintendents' Role as Educational Leaders--Implementing the New Policy for Teachers' Professional Development
Quelle	In: International Journal of Leadership in Education, 21 (2018) 3, S.293-309 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2016.1164900
Schlagwörter	Superintendents; Administrator Role; Faculty Development; Teacher Educators; Teacher Effectiveness; Foreign Countries; Educational Change; School Districts; Educational Policy; Qualitative Research; Administrator Attitudes; Instructional Leadership; Elementary Secondary Education; Guidelines; Familiarity; Policy Analysis; Semi Structured Interviews; Israel + Suchen Sie Ihr Suchwort? Schulrat; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Bildungsreform; School district; Schulbezirk; Politics of education; Bildungspolitik; Qualitative Forschung; Instruction; Leadership; Bildung; Erziehung; Führung; Richtlinien; Politikfeldanalyse
Abstract	In Israel, the Ministry of Education determines all aspects of educational policy, including teachers' initial teacher education, licensing and professional development. As part of the New Horizon educational reform, the Ministry announced in 2010 a new plan for the professional development of teachers in Israel. The Ministry assigned a mediating role to its district managers and superintendents, placing them in charge of introducing and implementing this policy. The current study describes the findings of a qualitative, narrative-based research, which examined the attitudes of 25 Ministry of Education district managers and superintendents regarding the implementation of the new professional development policy. Interviewees noted both the major advantages of this policy, e.g. organizing the professional development process and including all of the teachers, as well as its many disadvantages, e.g. overburdening the teachers, the lack of high-quality teacher trainers, etc. This study sheds light on the process of implementing a top-down reform in teachers' professional development. Moreover, it sheds light on the main tasks of superintendents as educational leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01