Goals and objectives of the training program for school principals
Training program for school principals
The Hurgin School of Education at Bar-Ilan specializes in training principals since 1980. Rich experience accumulated in the training of principals is apparent in the professional development of lecturers focusing on areas of school management, as well as extensive and continuous relations with the inspectorate, the Ministry of Education, other schools, and alumni, which helps in adapting and updating the program content to the needs in the field. Extensive management training experience also enabled the development of unique training skills necessary for the training of professionals, which combine intensive studies with full-time work at their workplace.
The program is designed to train principals of educational institutions who are intellectuals and have a multidimensional personality attuned to their surroundings and familiar with a wide variety of opinions. The program fosters a personal educational vision and provides knowledge and working skills in planning, labor relations, organizational and legal aspects, decision making, creativity, and more.
1. Help shape educational-cultural philosophy, self-awareness, and social sensitivity as a basis for educational leadership.
2. Prepare students to lead and manage schools in a dynamic and evolving environment, with emphasis on the relationship between theoretical and practical aspects of leadership and administrative tasks.
3. Prepare educational leaders to be partners in reshaping the education system and contributing to development of an Israeli society that is ethical and pluralistic.
4. Develop the young managers' ability to form pedagogical-strategic opinions.
5. Develop the young managers' ability to organize teamwork focused on teaching and learning.
6. Enable young managers to explore their educational philosophy in a safe and supportive environment.
Uniqueness of the program
1. Content: The program includes theoretical subjects and the teaching of leadership skills in educational institutions, empowerment of teachers and team organization, decision-making processes in schools, the school as a social system, involving community and parents in educational practice, relations with local authorities and the education system, economic thinking, budget management, taking into considerations the legal aspects of the school principal's work, organizational learning culture, progress evaluation and assessment, and more. The matter of pedagogical leadership, bringing the school closer to the realization of its vision, and the empowerment of teachers and students constitute the connecting axis of all program components.
2. Learning methods: The program allows learning through a variety of methods that encourage active and reflective learning. Innovative and varied teaching methodologies are used, including classes in small and large groups, case studies and simulations, guest speakers representing a wide range of officials with whom school administration maintains active relationships, including general and professional managers, education department directors, district heads, heads of parent committees, and others. In addition, the principals of outstanding schools are invited to participate in presenting and analyzing events. Role-playing games and various activities are integrated in the learning process.
3. Means: Advanced audio-visual means available at the School of Education are used to create administrative educational simulations and to analyze them in the learning groups. The School of Education makes available the unique learning and illustration aids to young principals. The School of Education also places a rich and up-to-date library at the disposal of new managers.
4. Teaching and guidance staff: The teaching staff, cohesive and experienced in teamwork, holds regular meetings for the purpose of coordination, evaluation, and feedback. The faculty includes lecturers from the academia and from the field (inspectors, general inspectors, managers from the Education Division).
5. Personal counselor - mentor: A mentor who holds a Ph.D. and has experience in managing schools and working as an inspector for the Ministry of Education serves as a guide to new principals.
6. Collaboration: Successful cooperation between the School of Education in general and the training program for school principals in particular, and the districts (Tel-Aviv and Central) where student managers teach. This connection contributes significantly to the creation of the program context (characteristics of the program) and opportunities for enrollment of participants and their release from teaching work.
7. Evaluation: Program directors conduct ongoing evaluations and the updating of program activities and contents in accordance with current knowledge, to create a changing and evolving environment that satisfies the unique needs of the learners.