Time: full-time teachers, reflection and self-growth, space for conversations, personal time management and organizational skills

Funding: Resources, technology, salary, larger staff, specialized teachers

Support/Collaboration: apathy, lack of parental engagement, negative culture, non-reflective environment, lack of direction/no vision, lack of evaluation

Politics: Competing needs and agendas

Infrastructure 

Support: Faculty conversations/Individuals committed to improvement/Supportive superiors/Teachers and best practices/Teacher-leaders

My team

Myself

Colleagues and friends

Rabbi

Directors

Teaching and learning

Curriculum

Reflecting with teachers

Demonstration of growth 

Real personal connections

Excitement for PD

Money

Mental health and self care

Care for students

Supporting beginning teachers/struggling teachers

Firing/Professionalism/ Inappropriate teaching/ Work gossip

(majority) Engage in Conversation: Listen/find out why/ask more questions, engage in convo/share their thinking/challenge to find reason/find compromise and understanding

Reflection: Grown and learn from discussion

Opportunity for growth

Look elsewhere: seek advice from colleagues and friends
Resist (2 people)

Therapist

Best friends/Family

(Some) Colleagues

Pets

Rabbi, school committee, school chairs

Innovative teaching strategies

Parent education and engagement

PD for teachers

Engaging, innovative, and interactive PD 

Having difficult conversations

Practicing ideas from PD in seminar time

Supporting struggling teachers

Tools for culture shifts (Creating a shared vision and buy-in)

Accountability and supervision of teachers

Protocols and resources

Special education

Hebrew for Jewish text learning

Political conversations in the classroom

Human-centered organizational design

Differentiating curriculum/lesson planning

Project-based learning/hands on learning

FUN

Clear goals/outcomes

Definition of educational terms

Active and participatory sessions/moving around

Opportunities to practice learning

Additional reading before seminars

Field trips

Un-programmed time to process

Sitting for a long time

Thinking about family/stress back home

Need to look at phone/email

Time change/Travel fatigue

Gratitude, reflection, mission, collaborative, respect for differences, honesty and vulnerability, professionalism, community

MTEI Cohort 8 Norms

1. Safety – safe space – 11 checkmarks

2. Assume best intentions – 13 checkmarks

3. Lots of hearts of gold – 1 checkmark

4. Wanting to learn from others – 1 checkmark

5. Leading with curiosity – 4 checkmarks

6. Listening with empathy and sincerity – 3 checkmarks

7. Asking questions – 2 checkmarks

8. Respect different opinions and value their place – 3 checkmarks

9. Confidentiality – 2 checkmarks

10. Passion for education/Judaism  - 5 checkmarks

11. Sharing the “mic” everyone can share/talk – 1 checkmark

12. Staying off of phones/internet/distractions – 2 checkmarks

13. What we do matters

14. Respect, curiosity, communication

Freedom

Seeing and experiencing growth

Making a difference

Creating a community

Variety of roles

Best practices

Working with youth

Working with my team

Collaboration/Creativity

Creating innovative curriculum and lesson planning

Designing/redesigning need-based programming

Developing role and responsibilities

Implementing and witnessing innovative teaching

Conflict resolution

Leading cultural shifts

Self care

Strength/Resiliency/Grit/Perseverance

Reflection and growth

Jewish learning is a priority

Positive feelings (Confident, Happy, Lucky, Grateful, Knowledgeable)

Somewhat nervous

Need more time

Grateful to study/Pleasant/happy feelings Embedded in my teaching

Absent

Apathetic

Want to do more

Not doing text study/Minimal/Inconsistent

Rushed

Misunderstood

English only

Thoughtful/Inspirational

Lack of friends/Jewish community

Concerned about teacher behavior

Child’s peer relationships

Family/child lack of interest in Jewish studies

Self advocacy/Personal & Professional Needs

Our successes

Failures/Hurts/Struggles/Vulnerabilities

Mental health

Lacking Jewish content knowledge

Personal relationship with Gd

Difficult superiors

Students

Parents

Teachers

Underserved/Underrepresented (LGBTQ, different ethnicities, socio-economic background)

Disempowerment

Time

Parents

Discipline

Low salary/Limited budget

Uncooperative/Collaboration with teachers

Many responsibilities/Too many hats

Work-life balance/Self-care

Interpersonal relations/managing people/ Difficult conversations

Negative culture

Lack of investment/Buy-in

Lack of vision

Reflective

Comfortable/Excited to teach

Disseminate knowledge from PD

Collaborate

Willing to be vulnerable

Solution/growth oriented

Parent feedback

Self-express learning

Student act as teachers

Connected and engaged

Making connections

School and home are connected

Taking risks

Connecting deeply with the content, on a personal and spiritual level

Somewhat/very comfortable with Edmodo

Somewhat/very comfortable using and troubleshooting technology in professional life

App design:

Assessing and tracking needs

Differentiating teaching/learning

Communication to and from stakeholders

Task/organization management

Music

Growth (program, students, to self)

Text study

Colleagues and collaboration

Children/student