Teachers in IsraelDr. Michal Golan

MOFET Institute

Outline

• Teachers Data

• Teaches Status

• Teacher Education, Induction and

Professional Development

• Issues on the Agenda

Teachers Data

Number of Teachers

43,42646,610

54,198

11,00115,209

19,362

2000 2007 2013

Elementary School- Jews Elementary School-Arab

.מורים ותלמידים:מגמות בהתפתחות מערכת החינוך

לחקר המדיניות החברתית בישראלטאובמרכז

Age Distribution (2012)

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

Jews Arabs

age 50+

age 29

.מורים ותלמידים:מגמות בהתפתחות מערכת החינוך

לחקר המדיניות החברתית בישראלטאובמרכז

Academic Education

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2000 2007 2012

Jews

Arabs

.מורים ותלמידים:מגמות בהתפתחות מערכת החינוך

לחקר המדיניות החברתית בישראלטאובמרכז

Working Hours per Week( Avg)

22.621.1

2724.9

23.4

29.9

0

5

10

15

20

25

30

35

2000 2007 2012

Jews Arabs

.מורים ותלמידים:מגמות בהתפתחות מערכת החינוך

לחקר המדיניות החברתית בישראלטאובמרכז

Gender, Age Group and Sector

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

JewishEducation-Elementary

JewishEducation-High School

ArabEducation-Elementary

ArabEducation-High School

Women

Men

.מורים ותלמידים:מגמות בהתפתחות מערכת החינוך

לחקר המדיניות החברתית בישראלטאובמרכז

Working Week*

26

5

5

Frontal teaching

Individual teaching

staying at school

*100% positionAge: up to 50

.מורים ותלמידים:מגמות בהתפתחות מערכת החינוך

לחקר המדיניות החברתית בישראלטאובמרכז

Clock rings06:15

Drop kids in day care07:30

Made it on time08:00

3 pupils sick, 1 for 2 consecutive

days (remember to call

parents)

08:00-12:00

Pedagogical consultation12:00-13:00

Individualized teaching –

excelling

12:00-13:00

Make photocopies of exams13:00-14:00

Personal time14:00-19:00

Grade exams19:00-20:00

Parent Teacher Association20:00-22:00

Prepare lesson for tomorrow22:00-23:30

Teachers Daily Plan

Teachers Status

Entry Profile

Education

Skills & Expertise

Professional Development

ResourcesWage

Work Environment

Autonomy

Social Impact

Teacher

Status

Entry Profile

• Matriculation Certificate (Average Grade 85)

• Psychometric Exam (Minimum Grade: 475 )

• Interview

483 481476

478

502

509 507 512

450

460

470

480

490

500

510

520

1997 1998 1999 2000 2007 2008 2009 2010

Psy

cho

me

tric

exa

m G

rad

e

Wages- In Comparison to OECD

27,17424,997

21,316

38,13639,934

41,665

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

Elementary School Junior High School High School

Israel OECD

Average teachers salary - 2011

Wage Relative to other academic employees

עבודהשכר ותנאי , הסמכה, הכשרה–OECD-מעמד המורה בישראל ובמדינות ה

והמידע של הכנסתמרכז המחקר

Work Environment

• 80-90%

Average Teachers' Satisfaction with Their

Working Environment (Central Bureau of Statistics 2008)

ConPro

Low wageEmployment security

Lack of prestigeComfort & ease

Demanding JobSelf fulfillment

Harsh working environment National Mission

Lack of professional development

Impact

Annual Working Hours and Days

0

100

200

300

400

500

600

700

800

900

ISRAEL

OECDDays

Hours

OECD, Education at a Glance, 2012

Teachers Autonomy

• Central System with Different Ranks of

Freedom

• Self Responsibility of Professional

Development

New-Horizon

“Ofek Ha-Dash” Reform

• Strengthening Teaching Professional

Knowledge Base

• Construction Professional Development

• Individual Instruction to Students

• Strengthening the Management Qualities

• Improved Wages

“Oz La-Tmora” Reform

• Building Teachers Professional Communities

and Collaboration

• Quality Time for Small Group of Students

According to Their Needs

• Empower School Principals

and Management

Teachers Education, Induction

and Professional Development

Academic Colleges of Education

Schools of Education within

Universities

B.Ed BA Teaching certificate for BA

in subject areas

M.ED

Practicalproject

?

M. each MA

PhDResearch thesis

Internship of 1-3 yearTeaching license Total of 3-4 years

Teacher Education

Alternative Routes in Teacher

Education

• Excelling Students

(High Psychometric Exam Grade)

• Atidim – Pre-Military Students

(Sciences & English)

• Nachsonim – Post Military

CombatField- Units

• Chotam – Excelling University Graduates

The Driving Forces of

Alternative Routes

• Economic Forces, To Reduce School Years

• Attract High Quality Candidates

• Ideology Reasons

• Second Career

• Academic Conversion

Reform in Teacher Education

Academization

• Separate Routes for Teacher Education

• Combination of University and Colleges

• Experimental College as a Laboratory for

Teachers Education

Reform in Teacher Education

Ariav- Katz Guidelines

• Reducing the Number of Academic Colleges

for Education

• Reducing Number of Courses

• Widening Equity Between Universities and

Colleges

Induction

• Three- Year Structured Program of

Cooperation Between the College, System

and the Ministry of Education

http://bvsd.org/HR/educatorsupport/Pages/Induction.aspx

Induction

Program Principles:

• First Year- Support Workshops in the

Teacher College.

Summative and Formative Evaluation

• Second Year- Working at School and Guidance

by Mentor.

40 Hours Course in the College + 20 Mentoring Hours

at School

• Third Year- Support By Choice

Professional Development

Learning according to outline:

• Organizational Learning

• Discipline Learning

• Child Development

• Pedagogy and Didactics

• Determined by Teacher

& School Principal

Issues on the Agenda

Gap Between Israel and OECD

Half of Israeli schools lack good teachers. Haaretz

Classrooms Overcrowding

Class StructureSpecial needs 12.8%

Immigrant 9.1%

Learning disabilities 10-50%

Learning aid 6.2%

Single parent 8.6%

Refugee

Below the poverty line 33.3%

Some Final Remarks

• Israeli Teachers are Culture Agents

(Immigration)

• Teaching Profession Is/Was(?) Defined as

a Mission

• Teacher is Defined as “Educator”

• Individual Teachers are Very Creative and

Innovative (The System is Slow and Heavy)

• There are Lot of Alternative Schools,

Teaching and Teachers

Personal remark

• Teaching is the Most Difficult and the Most

Rewarding Profession at the Same Time

• It’s a Great Privilege to be Part of a

Becoming Human Being

• “Do What You Love and You Will Not Have to

Work One Day” (Confuzious)

• “Each Person is a Whole World”

(Old Hebrew Saying)

Thank You For Your Attention!

טאובמרכז . ותלמידיםמורים :בהתפתחות מערכת החינוך מגמות (.2013. )נ, בלס•

.בישראלהמדיניות החברתית לחקר

מדינת ישראל משרד החינוך . רפורמות במערכת החינוך(. 2011. )מ, וידיסלבסקי•

.המנהל הפדגוגי האגף לחינוך יסודי

הכיתות ? איך נראית מערכת החינוך בישראל OECD-ח ה"דו(. 2013. )ל, דטל•

.שכר המורים עדיין נמוך למרות הרפורמות, צפופות

http://www.themarker.com/news/1.2054600

1953, ס גורדון בכפר אתא"בבי' כיתה א•

http://www.pikiwiki.org.il/?action=gallery&img_id=33482

•Skop, Y. (2014). OECD survey: Half of Israeli schools lack good

teachers. Haaretz

http://www.haaretz.co.il/news/education/1.2359038

מרכז . החינוךמרכזיות בעבודתה של ועדת סוגיות –החינוך בישראל מערכת (. 2009)•

המחקר והמידע של הכנסת

שכר ותנאי , הסמכה, הכשרה OECD-מעמד המורה בישראל ובמדינות ה(. 2013)•

. והמידע של הכנסתמרכז המחקר . עבודה

http://www.knesset.gov.il/mmm/data/pdf/m03321.pdf

With thanks to:

• Dr. Liat Josefsberg Ben-Yehoshua

(Head of the Intercollegiate Information Center)

• Dr. Nathan Berber (Editor in chief Portal MASA)

• Dr. Pnina Katz (Editor and Coordinator of the

Academic Journal "Dapim“ and Portal MASA)

• Yael Shertzer- Glaser (Information specialist)