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DEVELOPING TEACHERS’ DEVELOPING TEACHERS’ LEADERSHIPLEADERSHIP

IN A MINORITY IN A MINORITY COMMUNITYCOMMUNITY A Case Study A Case Study

Ben-Hur Yehuda, The Davidson Institute of Science EducationBen-Hur Yehuda, The Davidson Institute of Science Education

Oren Miri, The National Teachers’ Center for Science & Oren Miri, The National Teachers’ Center for Science & TechnologyTechnology

Cohen Rachel, The Ministry of EducationCohen Rachel, The Ministry of Education

Shaham Rachel, The Ministry of EducationShaham Rachel, The Ministry of Education

Wagner Tilly, The National Teachers’ Center for Science & Wagner Tilly, The National Teachers’ Center for Science & TechnologyTechnology

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Professional Development is a long Professional Development is a long and complex processand complex process

It demands many resources of time It demands many resources of time and moneyand money

Developing teachers’ leadership is Developing teachers’ leadership is even more demandingeven more demanding

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Scarcity of meansScarcity of means Lack of timeLack of time Special populationSpecial population

What happens when there is a need for developmentWhat happens when there is a need for development of teachers’ leadership under unusual conditions?of teachers’ leadership under unusual conditions?

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Development of teachers’ Development of teachers’ leadership leadership

in the Druze sectorin the Druze sector

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BackgroundBackground

Druze are a religious and cultural minorityDruze are a religious and cultural minority Druze society is a traditional and conservative Druze society is a traditional and conservative

societysociety The Druze minority in the Middle East is The Druze minority in the Middle East is

concentrated in three contiguous countries: Syria, concentrated in three contiguous countries: Syria, Lebanon and Israel.Lebanon and Israel.

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The Druze ethnic group in Israel The Druze ethnic group in Israel comprises approximately 115,000 comprises approximately 115,000 people.people.They lived mostly on Mount Carmel, in They lived mostly on Mount Carmel, in Galilee and the Golan heightsGalilee and the Golan heights..

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The Science and Technology curriculum taught The Science and Technology curriculum taught in schools in Druze villages is the formal in schools in Druze villages is the formal program of the Israeli Ministry of Education.program of the Israeli Ministry of Education.

Learning materials and textbooks are actually Learning materials and textbooks are actually being written and taught in Arabicbeing written and taught in Arabic..

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Science teachers in the Druze sector are Science teachers in the Druze sector are insufficiently exposed to training insufficiently exposed to training opportunities, continuing education and opportunities, continuing education and professional development programs.professional development programs.

The Druze female teachers’ participation The Druze female teachers’ participation level in conferences, workshops and level in conferences, workshops and meetings is low. They come from a relatively meetings is low. They come from a relatively conservative society whereconservative society where

women's absence from home for long periods women's absence from home for long periods of time or distant traveling is not acceptable.of time or distant traveling is not acceptable.

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Limiting factorsLimiting factors

DistanceDistance Language difficultiesLanguage difficulties Cultural and traditional Cultural and traditional

obstaclesobstacles

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The populationThe population

16 junior high school teachers were 16 junior high school teachers were chosen by the Science Teaching chosen by the Science Teaching Supervisory Board of the North Supervisory Board of the North County and were recommended by County and were recommended by their schools’ principals. their schools’ principals.

Most of them possess vast teaching Most of them possess vast teaching experience and seniority.experience and seniority.

Several teachers dropped out during Several teachers dropped out during the course and 9 teachers graduated.the course and 9 teachers graduated.

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LocationLocation

The continuing education program and the The continuing education program and the meetings took place in the northern part of meetings took place in the northern part of the country, at a reasonable driving the country, at a reasonable driving distance from the participating teachers’ distance from the participating teachers’ residenceresidence..

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Course planning and Course planning and operationoperation The Planning and operation of the course was The Planning and operation of the course was

based on the Standards for Professional based on the Standards for Professional Development for Teachers of Science (NSES).Development for Teachers of Science (NSES).

The course was jointly planned by scientific The course was jointly planned by scientific knowledge specialists, science teaching knowledge specialists, science teaching professionals, supervisors, teachers’ professionals, supervisors, teachers’ instructors and the participants themselves.instructors and the participants themselves.

The program of the course was designed The program of the course was designed throughout its implementation by joint throughout its implementation by joint discussion between all involved parties and the discussion between all involved parties and the teachers.teachers.

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Training and Instructions Training and Instructions ProcessProcess

The model was based on the three stages of The model was based on the three stages of Teachers’ Leadership Development Teachers’ Leadership Development (Rosenfeld, Schertz, Orion, Eylon, 1997):(Rosenfeld, Schertz, Orion, Eylon, 1997):

1. The Teacher as Learner1. The Teacher as Learner

2. The Teacher as Instructor in the 2. The Teacher as Instructor in the classroomclassroom

3. The Teacher as Innovator 3. The Teacher as Innovator

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Course programCourse program

Three intertwined Three intertwined tracks:tracks:

Content knowledgeContent knowledge Pedagogical Pedagogical

knowledgeknowledge Learning skillsLearning skills

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Stage 1 – The Teacher as Stage 1 – The Teacher as LearnerLearnerContent knowledgeContent knowledge

EcologyEcology Teachers were exposed to main ideas in Teachers were exposed to main ideas in

Ecology.Ecology. For each idea, a demonstrative and For each idea, a demonstrative and

illustrative experiment or activity was illustrative experiment or activity was presented (Benchmark Experiments).presented (Benchmark Experiments).

All the experiments and activities were All the experiments and activities were carried out by the teachers.carried out by the teachers.

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Ecology – main ideasEcology – main ideas

There are interactions between organisms There are interactions between organisms and their environment and between and their environment and between themselves. These interactions determine themselves. These interactions determine the abundance and the distribution of the the abundance and the distribution of the organisms in an environment. Organisms organisms in an environment. Organisms influence their environment while also influence their environment while also being influenced by it.being influenced by it.

There is a correlation between the There is a correlation between the structure, the way of life and the behavior structure, the way of life and the behavior of Organisms and their environmentof Organisms and their environment

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Stage 1 – The Teacher as Stage 1 – The Teacher as LearnerLearner

EnrichmentEnrichment

Teachers attended a scientific lecture about Teachers attended a scientific lecture about Biodiversity and Sustainable Development.Biodiversity and Sustainable Development.

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Stage 1 – The Teacher as Stage 1 – The Teacher as LearnerLearner

Learning environmentsLearning environments

During the activities the teachers experienced During the activities the teachers experienced and were exposed to various learning and were exposed to various learning environments: environments:

LaboratoryLaboratory ComputerComputer OutdoorOutdoor

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Stage 1 – The Teacher as Stage 1 – The Teacher as LearnerLearner

Data gathering and presentationData gathering and presentation Working with microscopesWorking with microscopes Measuring various variables in Measuring various variables in

outdoor environmentsoutdoor environments Reading and analyzing graphsReading and analyzing graphs Conducting experiments and Conducting experiments and

drawing conclusionsdrawing conclusions

SkillsSkillsDuring the activities the teachers During the activities the teachers experienced and were exposed to various experienced and were exposed to various skillsskills::

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Stage 1 - Teacher as Stage 1 - Teacher as LearnerLearner

Pedagogical knowledgePedagogical knowledge

The teachers were introduced to misconceptions The teachers were introduced to misconceptions and experienced these through examples from and experienced these through examples from ecology content. ecology content.

The teachers experienced the process of concept The teachers experienced the process of concept map construction and realized its contribution as a map construction and realized its contribution as a tool for teaching and learning improvement. tool for teaching and learning improvement.

The teachers experienced the process of scientific The teachers experienced the process of scientific explanation construction and analyzed the explanation construction and analyzed the components of such an explanation through components of such an explanation through examples from the content. (Claim-Evidence-examples from the content. (Claim-Evidence-Reasoning).Reasoning).

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Stage 2 – The Teacher as Stage 2 – The Teacher as Instructor in the classroomInstructor in the classroom

The teachers taught the subject “Ecological The teachers taught the subject “Ecological systems” in their classessystems” in their classes

The teachers used the benchmark experiments The teachers used the benchmark experiments with their students. with their students.

Teaching in the classroom was assisted by course Teaching in the classroom was assisted by course instructors.instructors.

At the end of this episode, a teachers’ meeting At the end of this episode, a teachers’ meeting was assigned for reflection, feedback and was assigned for reflection, feedback and planning of the next stage.planning of the next stage.

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Stage 3 - Teacher as InnovatorStage 3 - Teacher as InnovatorEpisode AEpisode A

The teachers taking part in the course were given the task to The teachers taking part in the course were given the task to organize a one day seminar for science and technology organize a one day seminar for science and technology teachers from Druze schools in the northern county.teachers from Druze schools in the northern county.

The seminar took place in the center for science education in The seminar took place in the center for science education in

one town of the northern region. Around 40 teachers from all one town of the northern region. Around 40 teachers from all Druze schools in the area took part in the seminar, organized Druze schools in the area took part in the seminar, organized in the format of a scientific conference.in the format of a scientific conference.

The one-day seminar included plenary lectures and workshops.The one-day seminar included plenary lectures and workshops.

All the administrative and professional organization was carried All the administrative and professional organization was carried out by the teachers participating in the course, guided and out by the teachers participating in the course, guided and supported by their mentors.supported by their mentors.

At the end of the day, a concluding session was run for At the end of the day, a concluding session was run for feedback and reflection.feedback and reflection.

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Teacher’s conferenceTeacher’s conference

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Stage 3 – The Teacher as Stage 3 – The Teacher as InnovatorInnovator

Teachers who took part in the seminar Teachers who took part in the seminar were requested to implement the were requested to implement the experiments and activities they experiments and activities they experienced during the workshops in experienced during the workshops in their classrooms. their classrooms.

Every “leader Teacher” guided, Every “leader Teacher” guided, mentored and escorted the mentored and escorted the implementation efforts of colleagues implementation efforts of colleagues from their schools and from others in from their schools and from others in the vicinity. the vicinity.

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Stage 3 – The Teacher as Stage 3 – The Teacher as InnovatorInnovator Episode BEpisode B

Teachers taking part in the course are Teachers taking part in the course are initiating another conference in which initiating another conference in which students present the products of their students present the products of their activities. activities.

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Stage 3 – The Teacher as Stage 3 – The Teacher as InnovatorInnovator Episode BEpisode B

Teachers and students conference took Teachers and students conference took place on the indicated date.place on the indicated date.

Around 200 students from 16 schools Around 200 students from 16 schools participated in the conferenceparticipated in the conference

The conference included students’ The conference included students’ presentations of activities, a poster session presentations of activities, a poster session and a professional lecture.and a professional lecture.

The conference was organized and operated The conference was organized and operated entirely and solely by the “leader teachers” entirely and solely by the “leader teachers” who participated in the original course. who participated in the original course.

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Students’ ConferenceStudents’ Conference

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Teachers’ feedbackTeachers’ feedback During the course we conducted interviews During the course we conducted interviews

with the participants and received feedback with the participants and received feedback after each stage.after each stage.

During the first stage, teachers expressed their During the first stage, teachers expressed their concern and doubts.concern and doubts.

Following the success of the one-day teachers’ Following the success of the one-day teachers’ seminar, teachers’ confidence and sense of self seminar, teachers’ confidence and sense of self - capability increased significantly. - capability increased significantly.

During the preparations for the students’ During the preparations for the students’ conference, the teachers experienced greater conference, the teachers experienced greater self-confidence.self-confidence.

They reported a high level of satisfaction and They reported a high level of satisfaction and status improvement among their colleagues status improvement among their colleagues and headmasters.and headmasters.

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ConclusionConclusion Collaboration between several parties: Collaboration between several parties:

supervisors, principals and an academic supervisors, principals and an academic institutioninstitution

Teachers’ willingness and motivationTeachers’ willingness and motivation

Close support from teachers’ instructorsClose support from teachers’ instructors

Contributed to a success beyond Contributed to a success beyond anticipationanticipation

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ConclusionConclusion

Course participants were given Course participants were given opportunities to try new approaches.opportunities to try new approaches.

Continuing programs were Continuing programs were implemented allowing time for implemented allowing time for significant changes.significant changes.

Personal and challenging support Personal and challenging support was offered throughout the change was offered throughout the change process.process.

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ConclusionConclusion

This model can be implemented in other This model can be implemented in other special populations (teachers from special populations (teachers from Bedouin or ultra-orthodox sectors, etc.)Bedouin or ultra-orthodox sectors, etc.)

Continued observation and monitoring of Continued observation and monitoring of these teachers is recommended in order these teachers is recommended in order to ascertain their continuing leadership to ascertain their continuing leadership and implementation of innovations and and implementation of innovations and change in all the Druze minority schools.change in all the Druze minority schools.

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Thank youThank you!!