THE ROTHSCHILD PRIZE IN EDUCATION In Memory of Max Rowe – 2015
THE ROTHSCHILD PRIZE IN EDUCATION In Memory of Max Rowe
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Max Rowe Prize
Jerusalem, March 2015
Max Rowe (1912-1985)
ABOUT THE PRIZE
ABOUT TEACHER LEADERS
Max Rowe immigrated to Israel in 1948. He served as head of PICA, and then until 1982 as Chief Executive of Yad Hanadiv (the Rothschild Foundation).
Who is a Teacher Leader?
Why is this process important?
A Teacher Leader is a highly capable teacher, who leads professional learning of fellow teachers. The Teacher Leader seeks to improve learning and achievements of pupils by improving the practice of teaching.
Research establishes that quality of teaching is the schoolbased factor that makes by far the greatest contribution to learning and student achievement. Teacher Leaders who carry out the work described above fulfil the conditions for professional development known to improve the quality of teaching.
At Yad Hanadiv Max Rowe placed a high priority on advancing education in Israel. Under his guidance, the Foundation established Educational Television, the Centre for Educational Technology (CET) and the Open University. All three initiatives grew out of Rowe’s belief that ‘a high quality education should be available for the masses’, and that ‘the particular aptitudes of each individual should be fostered’. In 1987 Yad Hanadiv established the Rothschild Prize in Education in Memory of Max Rowe to recognize educators in the Israeli school system who promote excellence, initiative and innovation, and advance their pupils in exceptional and commendable ways. The selection committee for the Prize includes representatives of the Ministry of Education, academics specializing in education and public figures. Nominations are submitted by district superintendents and supervisors from the Ministry of Education, municipal education department directors, educators, members of academia and the general public. The 2015 Rothschild Prize in Education is being awarded to Teacher Leaders – respected and experienced teachers who initiate and facilitate learning processes among colleagues, in order to make the practice of teaching more reflective and professional. Through activity carried out in their schools or disciplines, they contribute substantially to the quality and prestige of the teaching profession and to enhanced student learning.
What does a Teacher Leader do? Teacher Leaders create opportunities and lead efforts for shared learning of teachers, based on trust and respect of all participants in the process – Teacher Leaders, teachers and Head Teachers. Utilizing a variety of methods, the Teacher Leader engages fellow teachers in a process which is systematic, collaborative, school-based, continuous, focused squarely on classroom instruction and backed by evidence and observation of real teaching situations. The Teacher Leader mentors teachers in applying the resulting insights in the classroom.
What is the vision for the future? Teacher Leaders will be active in schools throughout the country, spearheading a systematic collaborative approach to expand and deepen the practical professional knowledge of teachers – to improve the learning of all pupils.
Hagit Halfon
Rothschild Prize in Education March 2015
Hagit Halfon is a Civics and History teacher and pedagogic coordinator at the Hugim High School and a facilitator working with teachers at Meizam Maof and the Pisga Centre in Haifa. She differentiates her teaching, identifying the strengths of her pupils, presenting them with challenges and providing feedback on their progress. Through this approach, she leads her pupils to succeed, whether they are gifted or in need of remedial assistance.
Secondary School Education, she leads a range of activity which includes a special programme to train ‘teachers of teachers’. In her work she relies on first-hand accounts and case studies to ground discussions in classroom realities and find ways to upgrade instruction.
Above and beyond her work with pupils, Hagit regards guiding teachers as her professional mission. As the pedagogic coordinator of Meizam Maof, she leads a team of experienced teachers in developing curricula and teaching methods specially adapted to remedial pupils. Members of the team help colleagues implement the curricula in 16 schools. At the Pisga Centre, where Hagit serves as Coordinator of Professional Development for
For her focus on conceptualizing and analyzing the practice of teaching, for promoting initiatives of teachers in the field of professional development, and for her involvement in guiding teachers, Hagit Halfon is awarded the Rothschild Prize in Education in Memory of Max Rowe, dedicated in 2015 to Teacher Leaders.
Miri Leibner-Aknin Miri Leibner-Aknin has 22 years of experience in special education. She is responsible for the education of upper grade pupils with moderate developmental disabilities at the Korczak School in Petah Tikva. Together with the staff at the school – both teaching colleagues and the treatment team – and based on the latest research, she develops and implements teaching methods that address students’ cognitive, emotional and social needs, and leads them to notable achievements which are often above and beyond expectations. In addition to her work in the classroom, Miri serves as a mentor to student teachers and teachers at the very beginning of their professional careers. She has devoted many years to giving teachers guidance on inclusion of special needs pupils in regular classrooms. Her efforts enhance teachers’ confidence in their abilities and provide them with up-to-date knowledge and
Rothschild Prize in Education March 2015
effective work tools. In both formal and informal frameworks, Miri has become a model for her colleagues and a professional authority in all things related to promoting teaching methods and adapting them to meet pupils’ needs.
For her inspiring teaching and support of each individual child, for providing guidance and training that contribute to professionalism of teachers and enhanced confidence of teachers and students in their abilities, and for mediating and adapting research for practical application in schools by teachers, Miri Leibner-Aknin is awarded the Rothschild Prize in Education in Memory of Max Rowe, dedicated in 2015 to Teacher Leaders.
Esty Magen Esty Magen has worked as a teacher for 31 consecutive years, and for 17 years has instructed other teachers in various frameworks. As a Physics teacher at Blich High School in Ramat Gan, she renders complex theories and principles of Physics accessible to every pupil. Esty integrates innovative technologies and unique teaching strategies in her lessons, and her students learn through experimentation and scientific inquiry. Her distinctive approach to this discipline has increased the enrolment of pupils in Physics classes, and of girls in particular. In addition to her teaching responsibilities, Esty mentors a community of 24 Physics teachers in Hod Hasharon and 20 in Ramat Gan. Teachers in these communities testify that she helps them improve the quality of their teaching methods. Esty mentors many of the new and younger teachers, offering
Rothschild Prize in Education March 2015
them insights from her wealth of experience and employing user-friendly technological tools. Thanks to the training she provides, many of her fellow teachers have also brought new strategies of teaching as well as varied and engaging laboratory activities to their classrooms.
For her pioneering initiatives in forming and guiding learning groups for Physics teachers, for extensive and enriching use of digital pedagogy, for initiatives of professional development and mutual inspiration among colleagues, Esty Magen is awarded the Rothschild Prize in Education in Memory of Max Rowe, dedicated in 2015 to Teacher Leaders.
Tamar Krygier-Armoni Tamar Krygier-Armoni established and heads the Literature track at the Himmelfarb High School in Jerusalem. Her credo and instruction strategies encourage a critical approach to literary texts and lead pupils to exceptional achievements in matriculation exams. Tamar believes that teaching in general, and teaching of Literature in particular, is a creative profession. Through group dynamics, dialogue and mirroring, she encourages pupils to get to the ‘heart’ of a literary work. In addition to teaching in the classroom, she guides and mentors student teachers of Literature and is a member of the professional development team and a researcher at the Kerem Teacher Training Institute. Tamar employs a variety of tools and methods to document and analyse teaching, including observation of colleagues in their classrooms, case
Rothschild Prize in Education March 2015
studies and analysis of filmed lesson segments. Her purpose is to help achieve a deeper understanding of her own teaching and that of her colleagues, and stimulate discussion about how to enhance teaching practices. At Himmelfarb High School she facilitates training programmes and leads enrichment activities for teachers.
For her unique and creative approach to teaching Literature which challenges pupils to think and read critically, and for developing original methods for training student teachers and colleagues, Tamar Krygier-Armoni is awarded the Rothschild Prize in Education in Memory of Max Rowe, dedicated in 2015 to Teacher Leaders.
COMMITTEE MEMBERS – 2015 Professor Bat-Sheva Eylon, Chair
Head, Department of Science Teaching, Weizmann Institute of Science
Ms Gila Ben-Har
Mr Amram Mitzna
Former Chairman, Knesset Committee on Education, Culture and Sport
Mr Moti Rosner
CEO, Centre for Educational Technology
Director, Department of Teacher Development, Ministry of Education
Ms Amalia Chaimovitch
Ms Yehudit Shalvi
Ms Michal Cohen
Dr Kamal M Shofaniya
Head, Central District Ministry of Education Director-General, Ministry of Education
Executive Director, Avney Rosha Israel Institute for Head Teachers Director, Comprehensive School Shfaram Alef
Dr Nir Michaeli
Head of Pedagogical Affairs, Ministry of Education
Design: Delicatessen Design | Photography: Elad Goldman | Texts: Izi Mann