Developing Comprehensive Induction in Jewish Day Schools: Lessons from the Field

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dc.contributor.author Birkeland, Sarah
dc.contributor.author Feiman-Nemser, Sharon
dc.date.accessioned 2018-09-17T16:31:07Z
dc.date.available 2018-09-17T16:31:07Z
dc.date.issued 2009-09-03
dc.identifier.citation Birkeland, S. & Feiman-Nemser, S. (2009). Developing Comprehensive Induction in Jewish Day Schools: Lessons from the Field. Journal of Jewish Education, 75(3), 240-257. doi: 10.1080/15244110903079078
dc.identifier.issn 1554-611X
dc.identifier.issn : 1524-4113 print / 1554-611X online
dc.identifier.uri https://hdl.handle.net/10192/35929
dc.description.abstract Effective school-based induction for new teachers involves much more than mentoring; it requires a comprehensive array of sup-ports buttressed by a collaborative professional culture. Yet few schools are able to offer such a nourishing environment to their new hires. What would it take to bridge the gap between the real and the ideal? In 2005 team of researchers and practitioners launched a three-year project with two goals: a) to help the leaders of four Jewish day schools create comprehensive systems of induction for their new teachers and b) to carefully document the process. This paper presents the theory behind our work, our strategies for effecting change and lessons learned along the way.
dc.language English
dc.language.iso en
dc.publisher Routledge
dc.rights Copyright by Network for Research in Jewish Education 2009
dc.subject Jewish day schools
dc.subject practitioner research
dc.subject teacher induction
dc.subject professional development
dc.title Developing Comprehensive Induction in Jewish Day Schools: Lessons from the Field
dc.type Article
dc.identifier.doi 10.1080/15244110903079078


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