An International ONLINE Study-Day

A Corner Stone:

Building Education and Teacher Education Systems
in Times of Crises and Changes

June 30, 2020

Rationale

The corona pandemic has raised global questions – questions that cross borders, countries, societies and cultures. This makes it possible to hold worldwide reciprocal discussion everywhere and, on every level – from the country, through the region, and down to the individual educational institution. Some of the questions raised are: Are we prepared to cope with the difficulties and phenomena created?  What damage was caused to the learning process, to the students as well as to the system? What are the methods we chose to cope with the crisis, what did we give up, and why? In retrospect, if we had been able to anticipate what happened, how could we have better prepared ourselves? And most important, what are the immediate lessons to be learned from this period in order to be prepared for future catastrophes? It is important to clarify what positive insights arose from our coping, in what direction we expect to continue what started or was strengthened during this period. And more, that is, to try to image how we would like to see the further development of the education and teacher education systems in the coming decades.
During this study day, we will try to learn from each other, from system to system, from practice to research and from theory to practice, and to feel our mutual responsibility for the system in which we believe.


Agenda

Prof. Chen Schechter, Head of the  MOFET Institute
Chen Schechter, Full Professor, Leadership, Organizational Development and Policy in Education. Aiming to integrate theory with empirical evidence and practice, his research areas include reform implementation, educational change, professional learning communities, organizational learning, collaborative learning from success, educational leadership, leadership development, and systems thinking for school leaders. Prof. Schechter earned his Ph.D. in K12 Educational Administration and Leadership from The Ohio State University.
 
Dr. Sara Ziv, Head of MOFET’s International Channel
Dr. Ziv holds a Ph.D. in Practicum in Teacher Education from The Hebrew University of Jerusalem​ and a second Ph.D. in Hebrew Literature from The Center for Yiddish Studies at the Bar Ilan University​.
She is the founder of The MOFET Institute. From 1992 until 2007, she served as Director of the Department of Teacher Education at the Israel’s Ministry of Education​. She was formerly an elementary and high-school teacher as well as a coordinator of elementary school education at a college of education in Israel. ​
Her fields of expertise include teacher education, training of teacher educators (induction), and planning and advancing system-wide programs in teacher education and in the training of teacher educators.
Prof. Chen Schechter, Head of the  MOFET Institute
Chen Schechter, Full Professor, Leadership, Organizational Development and Policy in Education. Aiming to integrate theory with empirical evidence and practice, his research areas include reform implementation, educational change, professional learning communities, organizational learning, collaborative learning from success, educational leadership, leadership development, and systems thinking for school leaders. Prof. Schechter earned his Ph.D. in K12 Educational Administration and Leadership from The Ohio State University.


 
Dr. Sara Ziv, Head of MOFET’s International Channel
Dr. Ziv holds a Ph.D. in Practicum in Teacher Education from The Hebrew University of Jerusalem​ and a second Ph.D. in Hebrew Literature from The Center for Yiddish Studies at the Bar Ilan University​.
She is the founder of The MOFET Institute. From 1992 until 2007, she served as Director of the Department of Teacher Education at the Israel’s Ministry of Education​. She was formerly an elementary and high-school teacher as well as a coordinator of elementary school education at a college of education in Israel. ​
Her fields of expertise include teacher education, training of teacher educators (induction), and planning and advancing system-wide programs in teacher education and in the training of teacher educators.


 

Dr. Liat Josefsberg Ben-Yehoshua, Study-Day Moderator
Dr. Liat Josefsberg Ben-Yehoshua (Israel), Head of the Post-Doctoral program in MOFET , and head of the intercollegiate Information Center at MOFET Institute. Following a scientific career in cell cycle control of reproduction and cancer, Liat has formally joined the Davidson Institute of Science Education as a teacher and research and development coordinator of curriculum to gifted pupils. Liat received her B.Sc. and Ph.D. in Biology from the Weizmann Institute of Science. She completed a post-doctorate at Howard Hughes Medical Institute in Denver, Colorado. Liat holds an additional B.A. in Talmud and Jewish education.  Her main research interests now are teacher educators’ career progression and cultivation, academic productivity,  secular Jewish identity, and Jewish pluralistic education.







  • Prof. Chen Schechter, Head of The  MOFET Institute
  • Dr. Sara Ziv, Head of MOFET’s International Channel
  • Dr. Liat Josefsberg Ben-Yehoshua, Study-Day Moderator
Prof. Chen Schechter, Head of the  MOFET Institute
Chen Schechter, Full Professor, Leadership, Organizational Development and Policy in Education. Aiming to integrate theory with empirical evidence and practice, his research areas include reform implementation, educational change, professional learning communities, organizational learning, collaborative learning from success, educational leadership, leadership development, and systems thinking for school leaders. Prof. Schechter earned his Ph.D. in K12 Educational Administration and Leadership from The Ohio State University.
 
Dr. Sara Ziv, Head of MOFET’s International Channel
Dr. Ziv holds a Ph.D. in Practicum in Teacher Education from The Hebrew University of Jerusalem​ and a second Ph.D. in Hebrew Literature from The Center for Yiddish Studies at the Bar Ilan University​.
She is the founder of The MOFET Institute. From 1992 until 2007, she served as Director of the Department of Teacher Education at the Israel’s Ministry of Education​. She was formerly an elementary and high-school teacher as well as a coordinator of elementary school education at a college of education in Israel. ​
Her fields of expertise include teacher education, training of teacher educators (induction), and planning and advancing system-wide programs in teacher education and in the training of teacher educators.
Education under siege: How the world’s education systems operated during the Covid-19 closures
In March 2020 and with no early warning, schools around the world closed their doors for an unknown period. Educators, parents and students were forced to stay at home and to practice physical distancing measures.  Some countries used the planned Spring Break to start organizing and preparing possible alternatives to the class-based teaching. Others had to react instantly by providing immediate online solutions to ensure educational continuity.
This presentation will outline some similarities and differences between several education systems, in the ways they chose to respond to the challenge. It will look into the unique choices they made after waking up from initial shock, as closures sustained, and when exit strategies started to take place. It will seek to explore the effects of public trust in teachers, their professionalism and the level school autonomy.

 

Mr. Eli Hurvitz, Executive Director of the Trump Family Foundation
Eli Hurvitz is the Executive Director of the Trump Foundation and a member of the National Board of Education. Formerly, from 2000 to 2011, Hurvitz served as the Deputy Director of Yad HaNadiv, a Rothschild family philanthropic foundation in Israel. He is a member of the Board of Directors of Hemda, a science teaching center located in Tel Aviv and was among the initiators and founders of Avney Rosha – the Israel Institute for School Leadership. In 2012 and 2016 Hurvitz was nominated by the “The Marker’ Magazine as one of Israel’s ‘100 Most Influential People’. In 2015, the ‘Yedioth Ahronot’ Newspaper selected him as one of Israel’s ’50 Top Social-Entrepreneurs’.







Education under siege:
How the world’s education systems operated during the Covid-19 closures
Mr. Eli Hurvitz, Executive Director of the Trump Family Foundation
Prof. Chen Schechter, Head of the  MOFET Institute
Chen Schechter, Full Professor, Leadership, Organizational Development and Policy in Education. Aiming to integrate theory with empirical evidence and practice, his research areas include reform implementation, educational change, professional learning communities, organizational learning, collaborative learning from success, educational leadership, leadership development, and systems thinking for school leaders. Prof. Schechter earned his Ph.D. in K12 Educational Administration and Leadership from The Ohio State University.
 
Dr. Sara Ziv, Head of MOFET’s International Channel
Dr. Ziv holds a Ph.D. in Practicum in Teacher Education from The Hebrew University of Jerusalem​ and a second Ph.D. in Hebrew Literature from The Center for Yiddish Studies at the Bar Ilan University​.
She is the founder of The MOFET Institute. From 1992 until 2007, she served as Director of the Department of Teacher Education at the Israel’s Ministry of Education​. She was formerly an elementary and high-school teacher as well as a coordinator of elementary school education at a college of education in Israel. ​
Her fields of expertise include teacher education, training of teacher educators (induction), and planning and advancing system-wide programs in teacher education and in the training of teacher educators.
Adapting teacher education to online environments: Reinventing established practices?
The COVID-19 pandemic has affected education, and teacher education in particular, in various ways. With the closure of universities and schools, both teachers and students had to rapidly adapt to online teaching. The need to create learning environments for student teachers doing their teacher education preparation implied decisions, choices and adaptations in order to meet not only the expectations of students but also the requirements of teacher education as well as the conditions in which both universities and schools had to operate. A major challenge relates to the practice of teaching. In this talk, I will focus on some of the implications of the COVID-19 for the process of learning to teach by drawing on policy and institutional responses as well as on teacher educators and student teachers’ views.

Prof. Maria Flores, Co-Editor of the European Journal of Teacher Education
Maria Assunção Flores, University of Minho, Portugal
Co-editor of the European Journal of Teacher Education
Chair of the SIG-Research on Teacher Induction of the American Educational Research Association






Adapting teacher education to online environments:
Reinventing established practices?
Prof. Maria FloresCo-Editor of the European Journal of Teacher Education


5:10 PM – 5:20 PM: Break

Prof. Chen Schechter, Head of the  MOFET Institute
Chen Schechter, Full Professor, Leadership, Organizational Development and Policy in Education. Aiming to integrate theory with empirical evidence and practice, his research areas include reform implementation, educational change, professional learning communities, organizational learning, collaborative learning from success, educational leadership, leadership development, and systems thinking for school leaders. Prof. Schechter earned his Ph.D. in K12 Educational Administration and Leadership from The Ohio State University.
 
Dr. Sara Ziv, Head of MOFET’s International Channel
Dr. Ziv holds a Ph.D. in Practicum in Teacher Education from The Hebrew University of Jerusalem​ and a second Ph.D. in Hebrew Literature from The Center for Yiddish Studies at the Bar Ilan University​.
She is the founder of The MOFET Institute. From 1992 until 2007, she served as Director of the Department of Teacher Education at the Israel’s Ministry of Education​. She was formerly an elementary and high-school teacher as well as a coordinator of elementary school education at a college of education in Israel. ​
Her fields of expertise include teacher education, training of teacher educators (induction), and planning and advancing system-wide programs in teacher education and in the training of teacher educators.
The effect of COVID-19 on teacher training in Israel
The Teaching Personnel Administration is an administrative sub-division of the Israel Ministry of Education. It is charged with supervising the training and professional development of some 180,000 people classified as teaching personnel as well as the training and professional development of about 10,000 new teachers a year and about 50,000 teachers in training. 30,000 of these are at universities and colleges and 20,000 at Ultra-Orthodox seminaries and teacher training institutes. It also administers the management and operation of 64 PISGAH Centers (Professional Development Centers for Teaching Personnel) throughout Israel, as well as the training and professional development of some 40,000 people classified as non-teaching support personnel.
This talk will present the manner in which the Israel Ministry of Education has handled the COVID-19 crisis, with particular emphasis on higher education, the transition toward distance and remote learning, and the manner of handling the challenges and opportunities associated with the crisis.

 

Mr. Eyal Ram, Deputy Director General and Director of Teaching Personnel Administration, Ministry of Education, Israel
Eyal Ram is the Director of the Teaching Personnel Administration. He is responsible for the entire continuum of teacher development, from training in academic institutions, through absorption in schools, to supporting their professional development throughout their careers. His job also involves work force administration. As such, he has under his supervision about 200,000 teaching personnel and about 50,000 teacher students.
Eyal previously served as the executive director of the Center for Democratic Education and directed a change process in Holon for disseminating PBL pedagogy in the spirit of HTH, while serving as a consultant for and leading processes of establishing and changing educational systems, schools, institutions and training. While at the Center for Democratic Education, and among other things, Eyal directed the Educational Entrepreneurship Incubator – an academic program at the Center for Democratic Education and the Kibbutzim College of Education – for training educators and teachers. He also served as the Ministry of Education’s Director of Knowledge, Academia and Training. Eyal also taught at the Kibbutzim College of Education’s Honors Program, and served as a member of the Junior Faculty in the Department of Educational Policy at Tel Aviv University’s School of Education.






The effect of COVID-19 on teacher training in Israel
Mr. Eyal Ram, Deputy Director General and Director of Teaching Personnel Administration, Ministry of Education, Israel
Prof. Chen Schechter, Head of the  MOFET Institute
Chen Schechter, Full Professor, Leadership, Organizational Development and Policy in Education. Aiming to integrate theory with empirical evidence and practice, his research areas include reform implementation, educational change, professional learning communities, organizational learning, collaborative learning from success, educational leadership, leadership development, and systems thinking for school leaders. Prof. Schechter earned his Ph.D. in K12 Educational Administration and Leadership from The Ohio State University.
 
Dr. Sara Ziv, Head of MOFET’s International Channel
Dr. Ziv holds a Ph.D. in Practicum in Teacher Education from The Hebrew University of Jerusalem​ and a second Ph.D. in Hebrew Literature from The Center for Yiddish Studies at the Bar Ilan University​.
She is the founder of The MOFET Institute. From 1992 until 2007, she served as Director of the Department of Teacher Education at the Israel’s Ministry of Education​. She was formerly an elementary and high-school teacher as well as a coordinator of elementary school education at a college of education in Israel. ​
Her fields of expertise include teacher education, training of teacher educators (induction), and planning and advancing system-wide programs in teacher education and in the training of teacher educators.
Teacher education in the time of Corona Virus – the case of Kibbutzim College
The global coronavirus pandemic opened up an entirely new set of challenges for the education system, and we can see just how important it is to build a more adaptable and agile approached to learning and to re-imagine education and teacher education.
Our mission has never been more relevant than it is now. New challenges have emerged and we must adapt to new realities. There are particular concerns about how this crisis is opening discussions on many issues concerning teaching and learning.
At the same time, as the world takes a moment to rethink education, we are beginning to see opportunities and the sprouting of seed of hope.
This lecture will focus specifically on one large college of education in Israel, discussing some of the challenges it faces in this new learning ecosystem.
Prof. Zipora Libman, President of the Kibbutzim College of Education, Israel
Prof. Zipora Libman is the President of the Kibbutzim College of Education in Tel-Aviv, Israel. Her research interests lie in the area of assessment and research methodology, ranging from theory to design in education.
In the past, Prof. Libman served as a member of the Israeli Council for Higher Education, providing expertise on teacher training and on issues relating to policy and quality assurance in higher education.
Prof. Libman serves as a reviewer for the following periodicals: Dapim, Guilui Da’at, Studies in Educational Evaluation and International Review of Education.






Teacher education in the time of Corona Virus –
the case of Kibbutzim College
Prof. Zipora Libman, President of the Kibbutzim College of Education, Israel


6:20 PM – 6:30 PM: Break

Prof. Chen Schechter, Head of the  MOFET Institute
Chen Schechter, Full Professor, Leadership, Organizational Development and Policy in Education. Aiming to integrate theory with empirical evidence and practice, his research areas include reform implementation, educational change, professional learning communities, organizational learning, collaborative learning from success, educational leadership, leadership development, and systems thinking for school leaders. Prof. Schechter earned his Ph.D. in K12 Educational Administration and Leadership from The Ohio State University.
 
Dr. Sara Ziv, Head of MOFET’s International Channel
Dr. Ziv holds a Ph.D. in Practicum in Teacher Education from The Hebrew University of Jerusalem​ and a second Ph.D. in Hebrew Literature from The Center for Yiddish Studies at the Bar Ilan University​.
She is the founder of The MOFET Institute. From 1992 until 2007, she served as Director of the Department of Teacher Education at the Israel’s Ministry of Education​. She was formerly an elementary and high-school teacher as well as a coordinator of elementary school education at a college of education in Israel. ​
Her fields of expertise include teacher education, training of teacher educators (induction), and planning and advancing system-wide programs in teacher education and in the training of teacher educators.
Safety, well-being, progression, attainment and some silver linings for equity:
Findings from 2200 responses to Exeter’s rapid response Covid-19 education research
To contain COVID-19, the UK Government closed all nurseries, schools and colleges on 20.03.2020. School closure effectively slowed the H1N1 pandemic in 2009 (Cauchemez et al., 2009; Jackson et al., 2014 – but see Viner et al., 2020). Social scientists in the UK and elsewhere predicted that school closure will deepen existing inequalities related to education (Banks, 2020); attainment, skills, progression, and social and emotional development.  While state education does not fully close socioeconomic gaps in children’s education, it is effective in reducing the magnitude (Raudenbusch and Eschmann, 2015; Roberts et al., 2017). 
We conducted research with parents, teachers, admissions staff at universities and young people themselves (aged 16-18) to  understand the impact of the school closure.  Perhaps surprising, teachers and parents were more concerned about well-being than education.  General well-being among all respondents was lower than in usual times. However, students were very concerned about the impact of the school closure on their attainment and progression. We also found that universities were working creatively to move to online activities to support young people in their higher education choices.  There are thus opportunities that the school-closure may lead to some more equitable and accessible practices in education long-term. The presentation builds on a project report that will be available here by early June:  www.exeter.ac.uk/socialmobility/projects/rapidresponseproject


Prof. Anna Mountford-Zimdars, University of Exeter, UK
Anna Mountford-Zimdars is Professor of Social Mobility and Academic Director of the Centre for Social Mobility at the University of Exeter. Anna has a particular interest in issues around university access and admissions and policy solutions to mitigate inequality in education access, progress and success. 






 

Safety, well-being, progression, attainment and some silver linings for equity: Findings from 2200 responses to Exeter’s rapid response Covid-19 education research
Prof. Anna Mountford-Zimdars, University of Exeter, UK
Prof. Chen Schechter, Head of the  MOFET Institute
Chen Schechter, Full Professor, Leadership, Organizational Development and Policy in Education. Aiming to integrate theory with empirical evidence and practice, his research areas include reform implementation, educational change, professional learning communities, organizational learning, collaborative learning from success, educational leadership, leadership development, and systems thinking for school leaders. Prof. Schechter earned his Ph.D. in K12 Educational Administration and Leadership from The Ohio State University.
 
Dr. Sara Ziv, Head of MOFET’s International Channel
Dr. Ziv holds a Ph.D. in Practicum in Teacher Education from The Hebrew University of Jerusalem​ and a second Ph.D. in Hebrew Literature from The Center for Yiddish Studies at the Bar Ilan University​.
She is the founder of The MOFET Institute. From 1992 until 2007, she served as Director of the Department of Teacher Education at the Israel’s Ministry of Education​. She was formerly an elementary and high-school teacher as well as a coordinator of elementary school education at a college of education in Israel. ​
Her fields of expertise include teacher education, training of teacher educators (induction), and planning and advancing system-wide programs in teacher education and in the training of teacher educators.
 

Dr. Reuma De-Groot, Moderator
Expert of design and implementation of learning environments that focuses on dialogic learning and argumentation. Currently she is head of the European Union unit for projects’ coordination at The MOFET Institute. She has extensive experience in management of EU-funded large-scale European projects and other complex inter-institution collaborations.


 
The changes made to a teaching education programme without access to schools and children.
This presentation will describe the necessary changes made to a one year teacher education course in response to COVID-19. This included the development of a new online course and the effective approach taken to replace a final practicum.  Jane will share the trainees’ feedback and the teaching team’s reflections on what has been learnt about remote learning in ITE with no access to schools or children.

 

Ms Jane Warwick, Programme Director of Primary Teacher Education at University of Cambridge, UK
Jane is currently Course Manager for the Primary PGCE course, a role she has had for 15 years.  During that time, the course has had three successful ‘outstanding’ Ofsted inspections and has been the highest ranked primary PGCE course nationally across all routes into teaching.  Jane has responsibility for overseeing all elements of the course including managing the Partnership with over 250 local schools and settings.  
Jane’s research interests are teachers’ professional development, specifically in the area of mentoring, beginning teachers’ developing professional identity and men in primary.
Jane has been involved in teacher education since 1999. Her teaching has focused on primary Professional Studies (including pedagogy, assessment and general professional issues) Physical Education, primary Science and Design & Technology. Prior to this, Jane taught in primary schools for 15 years and was a senior manager in a junior school. During this time she was responsible for the induction of NQTs in the school and science subject leader. She also worked as a science advisor and as a support teacher for PE.


 
The rapid shift to online education in Hong Kong and mainland China
Universities in Hong Kong and mainland China were the first to suspend in-person teaching due to coronavirus. Students and faculty went home for the Lunar New Year holidays in late January, and have not returned since then. (In Hong Kong, some class suspensions started even earlier, in November 2019, due to protests). 
Universities in these two areas were also the first to set up online teaching systems to replace in-person instruction. This happened with impressive speed — within several weeks — at Hong Kong’s eight main public universities and at some of the higher-ranked universities in mainland China.
But however technically advanced these institutions are, there are some types of teaching which simply cannot be replicated digitally, like laboratory work, performing arts, and medical studies.
Teacher training is another one of these fields, as it is highly dependent on human interaction.
I will use some of my interviews with academics – most notably at Education University in Hong Kong and Tsinghua University in Beijing – to discuss how the shift to online education may be affecting teaching.

Ms Joyce Lau, Asia Editor Times Higher Education, Hong Kong
Joyce Lau joined Times Higher Education as Asia editor in September 2019. A Hong Kong-based journalist, she had previously covered global education for The New York Times and had also worked for the University of Hong Kong. Joyce studied English at McGill University in her native Montreal, and was also a fellow at the Reuters Institute for the Study of Journalism at Oxford. 


 
Re-defining teacher education for the present and beyond: What is our aim?
Discussion about the future of teacher education and about desirable teacher education practices aligned with the demands of the complex task of teaching, has been sustained in the last three decades. Cochran-Smith (2000), Darling-Hammond (2006), Biesta (2012) and Rust (2018) are just some examples. Regardless different paradigmatic positions, beliefs and assumptions about the nature and purposes of teacher education and teaching, the idea of creating more integrated, global and inquiry-based teacher education programmes is common. Currently, we have witnessed how a world pandemic prompted a collective call to connect, reflect and discuss with international colleagues about core assumptions and ideas to move the field forward. In this presentation, I will briefly expose an online collaborative activity, that connected preservice teachers from two different countries and three different institutions to discuss about the use of digital technology for teaching and learning. A reflection about how these online activities could be the basis for the creation of more integrated teacher education programmes aligned with the new socio-educational scenario will be shared.
References
Biesta, G. (2012). The future of teacher education: Evidence, competence or wisdom? Research on Steiner Education, 3, 8-21.
Cochran-Smith, M. (2000). The future of teacher education: Framing the questions that matter. Teaching Education, 11, 13-24.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57, 300-314.
Rust, F. (2018). Wrestling with complexity: The work of teacher educators in uncertain times. In K. Smith, (Ed.), Norsk Og Internasjonal Lærerutdannings-Forskning. (pp. 47-62). Bergen: Vigmostad & Bjorke AS.

Dr. Antonio Calderón
Dr. Antonio Calderón is a teacher educator in the Department of Physical Education and Sport Sciences at the University of Limerick, Ireland. He is the Course Director of the Professional Master of Education in Physical Education and member of the European Educational Research Association. Antonio’s research interests are mostly focused on digital technology for teaching learning in teacher education.
About him



Agentically Engaged Students during the Coronavirus Outbreak
Tomer Elementary School in Be’er Sheva is an experimental school that promotes self-determination and autonomously motivated learners. The school works in collaboration with the Center for Motivation and Self-Determination at Kaye Academic College and the Division for R&D, Experimental Schools and Initiatives at the Ministry of Education.
In this panel, I will present the school’s worldview and how during the Coronavirus outbreak, the staff supported the sense of belonging, ability, and autonomy of students in distance learning. I will present examples of students’ creations, modes of communicating with the community of parents, what contributed to success, and what can be adopted to promote a higher quality system of education.
Ms. Ilanit Bar-Tov, Principal of Tomer Elementary School in Beer-Sheva, Israel
Ms Bar Tov holds an M.A. in Administration, Society and Education Policy from the Ben Gurion University of the Negev, and is also a graduate of its academic training program for school principals.
She has been working in the Israeli education system for 26 years: She starts out as an elementary school teacher, specializing in science, technology and mathematics. This position included training teachers in science and technology; She continues as principal of the experimental elementary school Tomer in Beer Sheva; She then became a member of the evaluation team of the center for candidate evaluation at the Avney Rosha Institute for principal training; And now she is also chairperson of the Beer Sheva Principals Association and a member of the National Principals Association.






Insights and lessons learnt regarding the impact of COVID-19 on education
(teaching and learning)
Dr. Reuma De-Groot, Moderator
Presenting:
The changes made to a teaching education programme without access to schools and children.
Ms Jane Warwick, Programme Director of Primary Teacher Education at University of Cambridge, UK

The rapid shift to online education in Hong Kong and mainland China
Ms Joyce Lau, Asia Editor Times Higher Education, Hong Kong


  •  
Re-defining teacher education for the present and beyond: What is our aim?
Dr. Antonio Calderón, University of Limerick, Ireland


Agentically Engaged Students during the Coronavirus Outbreak
Ms. Ilanit Bar-Tov, Principal of Tomer Elementary School in Beer-Sheva, Israel


8:00 PM – 8:10 PM: Break

Prof. Chen Schechter, Head of the  MOFET Institute
Chen Schechter, Full Professor, Leadership, Organizational Development and Policy in Education. Aiming to integrate theory with empirical evidence and practice, his research areas include reform implementation, educational change, professional learning communities, organizational learning, collaborative learning from success, educational leadership, leadership development, and systems thinking for school leaders. Prof. Schechter earned his Ph.D. in K12 Educational Administration and Leadership from The Ohio State University.
 
Dr. Sara Ziv, Head of MOFET’s International Channel
Dr. Ziv holds a Ph.D. in Practicum in Teacher Education from The Hebrew University of Jerusalem​ and a second Ph.D. in Hebrew Literature from The Center for Yiddish Studies at the Bar Ilan University​.
She is the founder of The MOFET Institute. From 1992 until 2007, she served as Director of the Department of Teacher Education at the Israel’s Ministry of Education​. She was formerly an elementary and high-school teacher as well as a coordinator of elementary school education at a college of education in Israel. ​
Her fields of expertise include teacher education, training of teacher educators (induction), and planning and advancing system-wide programs in teacher education and in the training of teacher educators.
COVID -19 boosted digital learning and pedagogy
Finland closed all schools and universities on the last week of April. Primary and lower secondary schools were opened again on 14th of May. Other institutes remained closed. All students left for summer vacation at the end of May. Kindergartens were partly open for kids whose parents had to work outside their homes (e.g. medical staff). Students with special needs were allowed and encouraged to go to school but only few used that possibility. Under the lockdown, schools were demanded to provide distant teaching for all students.  National Agency of Education composed guidelines for schools before and after the lockdown. Digital solutions worked pretty well, but were demanding for most teachers. Numerous pedagogical innovations were developed. Daily practices varied considerably between schools and teachers. Even 10 % of students were never reached by their teachers during the lockdown. Some students felt difficult to concentrate on studies at home but, on the other hand, many of them were shining in digital learning environments. Bullying was reported to diminish under lockdown. Results of some net surveys will be introduced, too.
 

Prof. (emeritus) Jouni Välijärvi, the Committee for Investigating the Impacts of Corona Virus in Finnish Society Finland
Jouni Välijärvi has been a professor on education policy at the University of Jyväskylä, Finland until 2019. He was the director of the Finnish Institute for Educational Research 1996-2017. He has been National Project Manager of the OECD PISA almost 20 years 1998 and represented Finland in the IEA 1996-2017. He has been a member of expert groups e.g. in OECD, EU, Finnish Ministry of education, Trade Union of Education, and Council of Finnish Municipalities. He was a member of the Finnish Education Evaluation Centre and chair of Higher Education Evaluation Committee 2014-18. He has been a member or chair in more than 30 expert or advisory group intended to develop e.g. pedagogy, curriculum, evaluation, STEM and education system on national and international level.  He has long and diverse experience about collaboration with teachers, principals, policymakers and officials from the parliament, ministry, municipalities and teacher union.  






COVID -19 boosted digital learning and pedagogy
Prof. (emeritus) Jouni Välijärvi, the Committee for Investigating the Impacts of Corona Virus in Finnish Society Finland
Prof. Chen Schechter, Head of the  MOFET Institute
Chen Schechter, Full Professor, Leadership, Organizational Development and Policy in Education. Aiming to integrate theory with empirical evidence and practice, his research areas include reform implementation, educational change, professional learning communities, organizational learning, collaborative learning from success, educational leadership, leadership development, and systems thinking for school leaders. Prof. Schechter earned his Ph.D. in K12 Educational Administration and Leadership from The Ohio State University.
 
Dr. Sara Ziv, Head of MOFET’s International Channel
Dr. Ziv holds a Ph.D. in Practicum in Teacher Education from The Hebrew University of Jerusalem​ and a second Ph.D. in Hebrew Literature from The Center for Yiddish Studies at the Bar Ilan University​.
She is the founder of The MOFET Institute. From 1992 until 2007, she served as Director of the Department of Teacher Education at the Israel’s Ministry of Education​. She was formerly an elementary and high-school teacher as well as a coordinator of elementary school education at a college of education in Israel. ​
Her fields of expertise include teacher education, training of teacher educators (induction), and planning and advancing system-wide programs in teacher education and in the training of teacher educators.
Preparing leaders for crisis and beyond:  Educational leadership for community development and sustainability
Now more than ever, leaders in educational institutions are emerging as the stable forces in communities around the world.  They are expected to provide guidance and leadership under unprecedented circumstances.  This presentation will highlight the skills and dispositions necessary to serve as an educational leader in today’s world.

 

Dr. Brian Perkins, Director of the Summer Principals Academy at Columbia University Teachers’ College, USA
Dr. Brian Perkins (USA), director of the Summer Principals Academy at Columbia University Teachers’ College Department of Organization and Leadership. He has served as a consultant to school districts throughout the U.S., Brazil, Thailand, the People’s Republic of China and the Republic of South Africa. Dr. Perkins was the President of the New Haven (CT) Board of Education. Dr. Perkins was the national chair for CUBE: Council of Urban Boards of Education, and was the chair for the National Black Caucus of School Board Members. Perkins was also the national chair of the Leadership for Healthy Communities’ Initiative of the Robert Wood Johnson Foundation. His research is focused on urban school climate and leadership development.  Dr. Perkins received his Bachelor of Science Degree in Chemistry from Grambling State University, his Master’s Degree in Public Health from the Yale University School of Medicine, and his Doctor of Education Degree from Columbia University Teachers’ College.

 







Preparing leaders for crisis and beyond:  Educational leadership for community development and sustainability
Dr. Brian Perkins, Director of the Summer Principals Academy at Columbia University Teachers’ College, USA
Prof. Chen Schechter, Head of the  MOFET Institute
Chen Schechter, Full Professor, Leadership, Organizational Development and Policy in Education. Aiming to integrate theory with empirical evidence and practice, his research areas include reform implementation, educational change, professional learning communities, organizational learning, collaborative learning from success, educational leadership, leadership development, and systems thinking for school leaders. Prof. Schechter earned his Ph.D. in K12 Educational Administration and Leadership from The Ohio State University.
 
Dr. Sara Ziv, Head of MOFET’s International Channel
Dr. Ziv holds a Ph.D. in Practicum in Teacher Education from The Hebrew University of Jerusalem​ and a second Ph.D. in Hebrew Literature from The Center for Yiddish Studies at the Bar Ilan University​.
She is the founder of The MOFET Institute. From 1992 until 2007, she served as Director of the Department of Teacher Education at the Israel’s Ministry of Education​. She was formerly an elementary and high-school teacher as well as a coordinator of elementary school education at a college of education in Israel. ​
Her fields of expertise include teacher education, training of teacher educators (induction), and planning and advancing system-wide programs in teacher education and in the training of teacher educators.
Dr. Ainat Guberman, Head of MOFET’s Research Authority
Dr. Ainat Guberman is Head of the Research Authority at The MOFET Institute in Tel Aviv, Israel. She is a lecturer at David Yellin Academic College of Education, as well as in the Department of Education at the Hebrew University, both located in Jerusalem, Israel. Dr. Guberman is a council member of the International Forum of Teacher Educators Professional Development. Her main fields of interest are teacher educators’ professional development as well as cognitive development in early childhood. 

 







Dr. Ainat Guberman, Head of MOFET’s Research Authority