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From dialogue to a training field. The next challenge of professional learning of novice school principals in Israel

100%

Nets M.

Rocznik Pedagogiczny

2018

vol. 41

161-170

Year 2008 was a dramatic turning point in Israel concerning the professional development of school principals. This shift is reflected in the conception of the principal as an „instructional leader”, thus Israel has formally adopted the integrative approach to principal development that emphasizes principal’s work in the post-modern era alongside the development of individual „managerial identity”; and the reflective abilities to strengthen implicit knowledge. The professional development of novice principals provides a significant touchstone in the examination of the new training program that has been underway for the tenth year. This program assisting novice principal through two central mechanisms: peer support and personal guidance provided by veteran and retired principals. Key data from the evaluation of the training program for the novice principals in the Northern District will be presented. The main challenges of the current training program will be discussed, with questions to consider changes to increase the impact of personal guidance on the managerial capabilities of novice school principals.

Conservative Perceptions for a Changing Reality. A Critical Look at the Professional Development of School Principals in Israel

87%

Nets M.

Studia Edukacyjne

2016

issue 42

517-533

As a part of the worldwide trend, in Israel the issues of accountability in management, the school improvement, and the learners’ achievements are topics on the public agenda. In the attempt to address these challenges, Israel implemented a reform in the professional development of the principals, which was applied to the system with the establishment of the School Leadership Institute, Avnei Rosha (2007). The theoretical model of the professional development is based on the career stages approach,1 which originated in the research studies on the career circles of teachers2 and principals. These models examined characteristics of different stages in the professional life track of the teacher3 as well as the mental aspect of the principals’ perception of management throughout the career.4 The Israeli model adopted these theories as the basis for the professional development of principals and formed a comprehensive program of learning from the stage of the entry into the role to the stage of the retirement.5 The article will propose a critical look at the professional development program of the school principals from the third year in the role and onwards, on the background of the new challenges with which the Israeli educational system copes. The article will focus on the theoretical and practical aspects of the question of the professional development of principals, will review the influences of recent reforms on the professional development of principals from the third y ear i n t he position, will p resent t he i mmanent g aps of t he I sraeli p rogram a pplied to t hese principals, and will suggest issues for future thought.

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1 Rocznik Pedagogiczny

1 Studia Edukacyjne

2 Nets M.

1 2019

1 2016

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From dialogue to a training field. The next challenge of professional learning of novice school principals in Israel

Conservative Perceptions for a Changing Reality. A Critical Look at the Professional Development of School Principals in Israel