Teach First Israel

• In Event: 35.045 - Toward Clinical Participatory Teacher Education: One College, Four Models

Abstract

Model: An Israeli version of the international network 'Teach for All', the national TFI program, named Chotam, has taken place in our college for the last five years in partnership with a local university and a funding organization. STs are recruited from outstanding university graduates who have the zeal for social change and the capacity to boost student achievements and aspirations. They are placed in the weakest schools around the country for a two-year commitment, one of which is their on-the-job training program. Prior to the first year of teaching they participate in a summer institute where they are provided with fundamental educational and pedagogical concepts and some limited experience of working with pupils. During the academic year they teach in the schools four days a week and attend classes in the College once a week.
STs have an ongoing support from a school mentor, a college instructor and a regional coordinator whose role is to help integrate Chotam's vision in teaching. The program includes many extra-curricular activities to develop the Chotam spirit and educational leadership skills. The partners of TFI collaborate through various forums to ensure that the clinical immersion of the STs as beginning teachers works well and is supported by the academic curriculum.
Framework: 'Teach for All' was developed by Kopp (2003, 2011) on the premise that effective teachers need to provide all children with transformational education that would allow them access to opportunities they deserve and to conditions to achieve high levels of learning. TFI aims to address issues of social disadvantage, inequity and low aspiration. Therefore, participants are rigorously assessed and those selected are chosen for their drive, ambition and commitment to pursuing the cause of social justice.
Method: Data for this case study were collected by structured questionnaires, open interviews and observations. Both qualitative and quantitative analyses were performed.
Results: Supplementing the key clinical experiences in schools by simulations, micro teaching and case-based learning in the academic program is a useful combination. Principals seek to place these STs in their schools because of their leadership skills and strong commitment to the profession. Some positive improvement of student learning is noticeable and some veteran school teachers feel energized by Chotam's STs. Extensive support to STs on site is the most meaningful and helpful part in the program. Retention rate after two years of teaching is 85% for the three first groups. Yet, the biggest challenge is the dual, and at time conflicting, position of being a ST and a beginning teacher at the same time and entering teaching with a minimal knowledge-base and practical experience.
Contribution: Despite the criticism on alternative routes like TFI in Israel and abroad, it seems that Chotam's design and support system provide a positive example of how on-the-job-training of excellent candidates can develop highly esteemed teachers. It shows the importance of the academic overall coordination and quality assurance to overcome some of the weaknesses embedded in the model. As such, this CPTE helps reduce the negative image of Teach First initiatives.

Authors

• Ilana MIlstein, Beit Berl College

• Orit Almog, Beit Berl College