DEVELOPING TEACHERS’ LEADERSHIP IN A MINORITY COMMUNITY A Case Study. Ben-Hur Yehuda, The Davidson Institute of Science Education Oren Miri, The National Teachers’ Center for Science & Technology Cohen Rachel, The Ministry of Education Shaham Rachel, The Ministry of Education
Ben-Hur Yehuda, The Davidson Institute of Science Education
Oren Miri, The National Teachers’ Center for Science & Technology
Cohen Rachel, The Ministry of Education
Shaham Rachel, The Ministry of Education
Wagner Tilly, The National Teachers’ Center for Science & Technology
of teachers’ leadership under unusual conditions?
The Druze ethnic group in Israel comprises approximately 115,000 people.They lived mostly on Mount Carmel, in Galilee and the Golan heights.
women's absence from home for long periods of time or distant traveling is not acceptable.
16 junior high school teachers were chosen by the Science Teaching Supervisory Board of the North County and were recommended by their schools’ principals.
Most of them possess vast teaching experience and seniority.
Several teachers dropped out during the course and 9 teachers graduated.
The continuing education program and the meetings took place in the northern part of the country, at a reasonable driving distance from the participating teachers’ residence.
The model was based on the three stages of Teachers’ Leadership Development (Rosenfeld, Schertz, Orion, Eylon, 1997):
1. The Teacher as Learner
2. The Teacher as Instructor in the classroom
3. The Teacher as Innovator
Three intertwined tracks:
Teachers attended a scientific lecture about Biodiversity and Sustainable Development.
During the activities the teachers experienced and were exposed to various learning environments:
During the activities the teachers experienced and were exposed to various skills:
The teachers taking part in the course were given the task to organize a one day seminar for science and technology teachers from Druze schools in the northern county.
The seminar took place in the center for science education in one town of the northern region. Around 40 teachers from all Druze schools in the area took part in the seminar, organized in the format of a scientific conference.
The one-day seminar included plenary lectures and workshops.
All the administrative and professional organization was carried out by the teachers participating in the course, guided and supported by their mentors.
At the end of the day, a concluding session was run for feedback and reflection.
Teachers taking part in the course are initiating another conference in which students present the products of their activities.
Contributed to a success beyond anticipation
This model can be implemented in other special populations (teachers from Bedouin or ultra-orthodox sectors, etc.)
Continued observation and monitoring of these teachers is recommended in order to ascertain their continuing leadership and implementation of innovations and change in all the Druze minority schools.