Postponed until a later date: Israel EDU Leadership Study Seminar 2024

June 16-June 27 2024


POSTPONED UNTIL A LATER DATE. The EDU Study Seminar Abroad (EDU SSA) for Educational Leaders offers a unique opportunity for educators to combine academic study of educational systems with international pragmatic studies. This seminar focuses on a global approach to systems design, exploring political, social, economic, and educational components through intensive learning experiences.

  • Key Features of EDU SSA:
  1. Experiential Learning: Participants engage in personal visits to the areas of study, enhancing their understanding of global approaches, systems, and methodologies employed by international counterparts in education.
  2. Grounded in Theory, Research, and Practice: The program integrates theory, research, and practical experiences to provide educational leaders with a comprehensive understanding of global systems.
  3. Active Participation: All participants play an active role in the learning process, fostering opportunities to learn, share knowledge, and grow together.
  4. Project-Based Learning: The program emphasizes project-based learning through field experiences, integrative seminars, collaborative mentor pairing, and cultural immersion during international travel.
  5. Focus on Educational Leadership: The seminar explores educational leadership through international examples, enabling participants to gain valuable insights and perspectives.
  6. Commitment to Collaborative Learning: EDU SSA believes in the power of collaborative learning, viewing practitioners in the field as active participants in their own learning and as partners in shaping the future of the profession.
  7. Cohort Model: Participants work collaboratively and learn from one another, building a professional network of support and collective learning.

EDU SSA aims to empower educational leaders to observe and understand similarities and differences between global systems, ultimately inspiring positive influence within their own educational systems. By immersing educators in project-based learning experiences and fostering collaborative learning environments, EDU SSA strives to enhance their knowledge, skills, and professional networks.

  Israel has a strong and dynamic educational system, and there are several best practices in educational leadership that have contributed to its success. 
  1. Teacher Professional Development: Emphasizing continuous professional development for teachers is a crucial aspect of educational leadership in Israel. Providing opportunities for ongoing training, workshops, and collaborative learning allows teachers to enhance their skills, stay updated with current research and methodologies, and improve classroom practices.
  2. Collaborative Learning Communities: Promoting a culture of collaboration among educators is another best practice in Israel. Encouraging teachers to work together, share ideas, and engage in professional learning communities fosters a supportive and innovative environment that benefits both teachers and students.
  3. Empowering School Leadership: Effective educational leadership in Israel involves empowering school leaders to make autonomous decisions and take responsibility for their schools' overall performance. Giving principals and school administrators the autonomy to develop their unique vision and implement strategies tailored to their specific school context is crucial for fostering success.
  4. Student-Centered Approaches: Israel places a strong emphasis on student-centered learning and personalized education. Implementing teaching strategies that cater to individual student needs, promoting critical thinking, and encouraging student engagement and active participation are key aspects of educational leadership in Israel.
  5. Integration of Technology: Israel recognizes the importance of technology in education and its potential to enhance teaching and learning. Educational leaders in Israel promote the integration of technology into classrooms, providing educators with resources and support to effectively incorporate digital tools into their teaching practices.
  6. Community Involvement: Educational leadership in Israel involves actively engaging parents, families, and the wider community in the educational process. Building strong partnerships with stakeholders and involving them in decision-making processes creates a sense of ownership and strengthens the overall educational experience.
  7. Focus on Values and Citizenship Education: Israel places a significant emphasis on values education and promoting democratic principles. Incorporating values education and citizenship into the curriculum helps develop responsible and engaged citizens who contribute positively to society.
It's important to note that educational leadership practices can vary across different schools and contexts within Israel. These practices serve as general guidelines and reflect some of the successful approaches used in the country's educational system.




Here are a sampling of some scholarly articles related to Israeli education:

  1. Golan, N. (2019). Education in Israel: Historical overview. Prospects, 49(2), 233-247.
    • This article provides a historical overview of the Israeli education system, examining its development from the pre-state period to the present day. It discusses key educational policies, challenges, and reforms throughout the years.
  2. Grossman, Y., & Zibman, S. (2018). Teacher education in Israel: Evolution, reforms, and challenges. Journal of Teacher Education, 69(1), 48-61.
    • This article focuses on the evolution of teacher education in Israel, exploring the historical context, policy changes, and current challenges. It discusses the various teacher education programs, their structure, and the efforts to improve the quality of teacher preparation.
  3. Barak, N., & Shavit, Y. (2018). Higher education in Israel: Access, stratification, and inequality. Research in Comparative and International Education, 13(3), 366-382.
    • This article examines the access and stratification patterns in Israeli higher education, discussing the factors that contribute to educational inequality. It analyzes the role of social background, school resources, and the impact of the matriculation system on higher education opportunities.
  4. Sagie, A., & Barak, Y. (2020). School leadership in Israel: Challenges and practices. Educational Management Administration & Leadership, 48(4), 557-574.
    • This article explores the challenges and practices of school leadership in Israel, discussing the roles and responsibilities of school principals, their professional development, and the impact of leadership on school effectiveness and student outcomes.
  5. Melamid, E., & Ariav, T. (2019). The integration of educational technologies in schools in Israel: Policies, challenges, and future directions. Education and Information Technologies, 24(6), 3977-3992.
    • This article examines the integration of educational technologies in Israeli schools, discussing the policies, challenges, and future directions. It addresses issues such as infrastructure, teacher training, pedagogical approaches, and the potential impact of technology on teaching and learning.
These articles provide insights into different aspects of Israeli education, including its historical context, teacher education, higher education, school leadership, and the use of educational technologies. They can serve as valuable resources for further understanding the Israeli educational system and its challenges.

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