R&D Centers for Supporting Ministry of Education Initiatives

MOFET’s varied knowledge centers all combine professional development, research and academic study aimed to support systemic initiatives planned by the Ministry of Education.
Head: Nachum Hofri
The need to train teachers of mathematics and sciences pushed the Ministry of Education together with the Trump Foundation, to create a program retraining hi-tec people to teach in high schools. The Ministry of Education sees great importance in training hi-tec people as school teachers, teachers with great knowledge in areas of teaching and rich experience in its implementation. This is a national program and will fulfill the needs of the entire educational system.
Candidates are accompanied at every stage of the re-training process, from the initial registration through the training process itself and finally – in the field and on the job.
Head: Gil Chadash
The “Academia-Classroom” program has taken upon itself to strength the partnership between academia, schools and the regions. The main goal is to respond to three central challenges:
1. Promoting significant learning in the classroom by having two teachers present at all times;
2. Improving both the teacher training and the professional development of experienced teachers;
3. Developing career paths at various levels: the student, the intern and the teacher trainer and pedagogical instructor from the academic institution.
The program is currently applied in 27 training institutions and in 10 ultra-Orthodox seminars, and includes 1,800 students in some 350 different educational institutions.
The ‘ETGARIM’ program was founded in order to encourage the colleges to develop ways for coping with challenges in teacher education in general and in the Arab society in particular. The program aims to consolidate a ‘work culture’ that grasps studies in colleges as a WHOLE. That is, a broad framework in which students advance in a variety of directions that influence each other.
The first year of the program focuses on getting started, that is, running courses and in-service programs in the colleges; conducting a small study in the field of practical training; establishing units for social involvement and giving workshops on social subjects to students; granting scholarships to outstanding students, etc.
Activities in this year are designed for the first-year students, based on the assumption that laying down good foundations at the very beginning, will make the continuation of studies more effective.
In addition, MOFET has activated work groups who deal with evaluation research as well as design and develop various modes of operation. The purpose of these teams is to promote the culture of professional observation and improvement on the job. The basic assumption is that the work of these teams will bring about learning through progress, improvement and considerations of a ‘second order change’ which will remain in the colleges after the end of the “ETGARM” program.
Head: Tali Hagshoury
To advance instructors’ interpersonal-relations skills by simulating teaching situations – a technique which reinforces skills that encourage and promote communication of trust and respect.
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Head: Dr. Tali Shapira
About
  • The model of Teachers PLC’s emerged in different configurations and manners, in school systems around the world. The, occasionally developed as an alternative to the traditional methods of advanced teacher training meetings.
  • In Israel this method of professional development, for disciplinary teachers, began, mostly, at the initiative of teachers and/or of academia and was budgeted (until recently) by third sector organizations.
  • In 2016 The MOFET Institute established an R&D unit for this purpose. The unit’s tasks include: Regularization of disciplinary communities in the Israeli education system; management of forums for those interested in research and arrangement of communities; preparation of systemic research to examine the influence of communities on those participating in them; organization of study days and conferences on the subject of PLC’s; management and sharing of knowledge, etc.
  • The regularization process, which started in 2017, included the characterization of PLC’s in the education system, the definition of ‘operating models’ for communities, the recruitment of academic bodies to accompany the communities and the definition of ‘managing the development’ of communities.
  • The research and development unit aims to continue this process, to support existing communities and to guide the establishment of new communities.
Head: Doron Niv
Who Are We?
The MESILA program was established with the intention of bettering the quality of of teaching by choosing the most suitable candidates for the job, thus filtering out the less suitable students.
The MESILA test examines the personality characteristics needed for a teacher to teach and educate, thus complementing the psychometric test and the matriculation grades, which basically test cognitive ability and knowledge.
Head: Keren Claster
The ‘ALUMOT’ program was built in cooperation with the Ministry of Education and “ATUDOT for Israel” Project – an inclusive government process for the development of management and leadership reserves for public sector employees in Israel.
The Goal of the ATUDOT Process
To consolidate the senior management level in the Israeli teacher education system. It aspires to create a common language around the core challenges of the training system; to strengthen the trust between the ‘top players’ in various influential focal-points; to create a network of leaders who will generate significant changes in this field.
Biographies of the Graduates
This is a comprehensive national process aimed to improve the quality of teaching and learning through changing in the culture of teachers’ professional development.
The process focuses seeks to develop of a new professional culture, based on teachers’ PLB’s (professional learning communities) and guided by leading teachers.
The current trend of sharing knowledge, experience, insights and resources through various means of communications, offers extraordinary possibilities to create fruitful communities and a pedagogic dialogue. These communities form connections between people as well as between theoretical wisdom and practical intelligence. In this they promote common and shared “teaching wisdom”, for improving the quality of teaching and learning.
The PBL’s work in the schools, within the school context, and focuse on specific disciplines or common pedagogic areas. Together, and under the guidance of leading teachers-peers, they share their professional experience and thoughts, conduct research, and develop teaching methodologies that are connected to the school and classroom space.
The aspiration is that over time each school will create an intermediate leadership level that will lead research projects, pedagogical analysis and planning, and will build a culture of learning, togetherness, and creativity alongside the school management.
The TASPA program accompanies the integration of students and teachers from the Ethiopian origin into the education system.
The is a holistic program for promoting – both in quantity and in quality  –  the education personnel from Ethiopia origin mostly by advancing a multi-directional, tolerant and respectful approach.
The Goals of the Program
To increase in the number of suitable teaching candidates from the community and to give them a fair representation among the staffs of the education system.
To development educational-values and leadership qualifications among the students accepted to the program, and to advance their integration into leading positions in the education system.
To cultivate multi-directional education, i.e. to advance a culture of multi-directional approach, tolerance, respect and equality in the education system and in Israeli society.