Israeli Ministry of Education’s district managers’ and superintendents’ role as educational leaders—implementing the new policy for teachers’ professional development

Coordination in Planning and Implementing Professional Development Programs for Teachers: A Much-needed Component in Rural Areas

“…Lack of any efforts from this department in streamlining PD program and catering them to the real needs of teachers shows their lack of concern and commitment to the PD of teachers and improvement of their schools. Research from other contexts, for example, Avidov-Ungar and Reingold (2018) have shown from Israel that organizing effective PD for teachers is more likely when district education managers take the lead involving other stakeholders.…”

Understanding teacher leaders’ behaviours: Development and validation of the Teacher Leadership Inventory

“…In particular, teacher leaders are inclined to focus on behaviours beyond classrooms. For example, they encourage team members’ professional learning and the use of data, aiming for teaching improvement (Harris et al, 2017; Wieczorek and Lear, 2018), stimulate the student-learning process (Campbell et al, 2018), and inspire collegial collaboration at different levels (Avidov-Ungar and Reingold, 2018). Furthermore, these teacher leaders are more likely to emphasize their engagement in school culture re-structure and school management in terms of goal setting, curriculum, and other management matters and coordination as a bridge between school leaders and teachers (Wieczorek and Lear, 2018).…”

“…It is good to see that existing literature has identified the significance of teacher leadership for teacher leaders, colleagues, school leaders, and schools, or even beyond (Harris et al, 2019). Some literature indicates that teacher leadership can increase positive feelings and professional growth (Avidov-Ungar and Reingold, 2018), leadership capacity (Chamberland, 2009), change teacher leaders’ relationships with colleagues (Nicholson et al, 2017) and school leaders (Margolis, 2012), and well-being (Cherkowski, 2018). On the contrary, teacher leaders may suffer from stress and difficulties when fulfilling their daily job duties plus the additional role as a teacher leader (Baecher, 2012).…”

Distance E-Learning in the System of Professional Development of Corporation Managers: Challenges of COVID-19

“…Therefore, we consider it appropriate to carry out this analysis in the following areas: philosophical and conceptual foundations of personality development in the context of civilizational transformations (Jamali, Karam, & Blowfield, 2017); fundamental provision of professional development in the system of continuing vocational education for adults, in accordance with the concept of lifelong learning (Chen, Xu, & Zhai, 2019); conceptual principles of human resources development and knowledge management in accounting organizations (Drobyazko, Barwińska-Małajowicz, Ślusarczyk, Zavidna, & Danylovych-Kropyvnytska, 2019;Drobyazko, Okulich-Kazarin, Rogovyi, Goltvenko, & Marova, 2019); organizational and pedagogical aspects of corporate/in-house training organization (Deering & Sá, 2018); and methodological and didactic features of training, retraining, and advanced training of managers (Avidov-Ungar & Reingold, 2018). In general, the problem of professional and personal development of specialists is not new -throughout human history it has been, and still is, the subject of study by philosophers, scholars, educators, and practitioners (Milner, McCarthy, & Milner, 2018).…”