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2020 | 21 | 41-54

Article title

The principal’s role in promoting a revised model of teachers’ in-service professional development – the case of Israel

Authors

Content

Title variants

PL
Rola dyrektora w promowaniu zmodyfikowanego modelu doskonalenia zawodowego nauczycieli – przypadek Izraela

Languages of publication

EN

Abstracts

EN
A 2008 report by Avney Rosha, the Israeli National Institute of School Leadership, to the Ministry of Education (MOE), outlined and redefined the principal’s role as a pedagogical leader. Among the expected outcomes from school principals at the start of their career is the professional development of the school staff. This paper will introduce a model of in-service professional development applied in the Israeli Education system: The Pedagogical Flexibility in Teachers’ Professional Development. This model has been applied and administered in Israeli schools by school principals recently. In addition, this paper will illuminate the two state reforms operating in the Israeli education system, which constitute one of the contexts in which principals work. It will be argued that among the plethora tasks school principals are in charge of, this task is less prioritised. Furthermore, it will be argued that implementing the model in the contexts in which Israeli schools operate, the education reforms and school practices limit the principal’s potential to maximise the benefits of this model, despite its significance to promote school outcomes.
PL
Raport Avney Rosha, Izraelskiego Narodowego Instytutu Kierowania Szkołą, dla Ministerstwa Edukacji z 2008 r., nakreślił i na nowo zdefiniował rolę dyrektora jako lidera pedagogicznego. Wśród rezultatów oczekiwanych od dyrektorów szkół na początku ich kariery znalazł się rozwój zawodowy kadry szkolnej. W niniejszym artykule przedstawiono model doskonalenia zawodowego w izraelskim systemie edukacji: elastyczność pedagogiczna w rozwoju zawodowym nauczycieli. Model ten został ostatnio zastosowany i jest realizowany w izraelskich szkołach przez ich dyrektorów. Niniejszy artykuł naświetla ponadto dwie reformy państwowe przeprowadzane w izraelskim systemie edukacji, tworzące jeden z kontekstów pracy dyrektorów. Przedstawiony został pogląd, że pośród wielu zadań, za które odpowiedzialni są dyrektorzy szkół, to zadanie ma niższy priorytet. Co więcej, zaprezentowano argument, że przy wdrożeniu modelu w kontekstach, w których funkcjonują izraelskie szkoły, reformy edukacji i praktyki szkolne ograniczają potencjał dyrektora do maksymalizowania korzyści płynących z tego modelu – i to pomimo jego znaczenia dla wspomagania rezultatów osiąganych przez szkołę.

Year

Volume

21

Pages

41-54

Physical description

Dates

published
2020

Contributors

author
  • “Ort Psagot”, high school and college, Karmiel, Israel

References

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Document Type

Publication order reference

Identifiers

ISSN
2084-2740

YADDA identifier

bwmeta1.element.desklight-a435cdf5-d877-4813-89e4-91decd3613d7
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