[etni] Fw: Re Meeting between the Irgun, the Mankal and the Inspector
- From: "Ask_Etni" <ask@xxxxxxxx>
- To: "ETNI" <etni@xxxxxxxxxxxxx>
- Date: Thu, 18 Feb 2010 07:03:31 +0200
The attachments mentioned in the following message from Eleanor to the list
yesterday did not appear, as attachments cannot be sent directly to the
list.
You can find the attachments online at:
http://www.etni.org/letters/ForFeb8.doc (English)
http://www.etni.org/letters/Feb8_heb.doc (Hebrew)
----- Original Message -----
From: Eleanor - eleanorz541@xxxxxxxxxxx
Subject: Re Meeting between the Irgun, the Mankal and the Inspector.
Projects + HOTS
To fellow ETNIers and the many, many, many teachers and coordinators who
have been writing us and protesting the implementation of HOTS in Modules F
and D.
A meeting was scheduled between Dr, Shoshani, Dr. Judy Steiner and Ran Erez
and Nurit Valenci of the Irgun. Since we (myself, Tessa and Ditza) were the
signatories to the letters of protest, Nurit Valency asked us to represent
our claims. Please recall, that Ditza had already participated in a similar
meeting in November.
The meeting was held on Monday, Feb 8 in the Director General's Jerusalem
office. Ran Erez and Nurit Valency represented the Irgun. We were there
together with another anti-HOTS English teacher from Ironi Tet in Tel Aviv –
I am ashamed that I have forgotten her name -- very very sorry --. In
addition to Dr. Shoshani, there were other representatives of the Ministry
hierarchy: Dr. Zvi Zameret, the new chairman of the Pedagogic Secretariat,
Dalia Fenig (acting chair of the Pedagogic Secretariat, who sat in the last
meeting ) and others. Dr. Judy Steiner of course was there and representing
the "pro-side " of the HOTS debate were 4 teachers, teacher trainers,
counselors, heads of the courses.
Attached is our lengthy "position paper " which reiterates the main
problems as we see them:
1) we feel the program should be introduced into the elementary schools in
L1, not in Literature in EFL in high school – including our research on the
subject;
2) we think the literature program is generally unsuitable for today's 4
pointers;
3) an internal log grade should NOT become a final BAGRUT test grade;
4) the literature is being subordinated to the skills and not vice-versa;
5) the program is outrageously time consuming. We also had an appendix of
about 25 letters from teachers who had done the course. Some refused to
implement the program on the basis of the course; some are implementing the
program and either didn't like it or found it much too time consuming or
both.
We compared the protest against HOTS to the protest against the projects:
despite the Irgun's sanctions, most teachers are complying out of a sense of
responsibility and fear for their students' grades. However, the vast
majority of teachers are absolutely refusing to do HOTS .
Of course, the "pro" faction had a stack of similar letters supporting the
program. Their main argument was that as we had not taken the course, we
really didn't know what we were talking about. We disagreed. We are
experienced teachers. We have studied the written material thoroughly and
understand what it is about. We have also spoken to many teachers who had
taken the course and had tried ideas out in their classes and consequently
oppose the program. I myself had started the course but after 2 very
disappointing sessions, left it. Two of my experienced teachers stayed
throughout and they hated the course and refused to implement the program
AND THEY LOVE TEACHING LITERATURE.
We presented verbally the ideas written in the attached letter. I hope we
were convincing. Dr. Shoshani asked us if we had any suggestions we said:
(they are in the letter) 1) Continue the program as a pilot or an option
until all the problems are worked out; 2) Come up with better solutions
for the 4 pointers
3) A literature exam should be based on core literature plus teacher's
choice as in Hebrew and the answers can be open to many interpretations 5)
An internal grade should not replace an external grade. 6) HOTS should be
done in the native language in the elementary levels. Metacognition should
not begin in high school and should not be tested in literature.
Dr. Shoshani asked if we would be willing to implement the program were we
to receive extra pay. Our answer was NO – if we get many more hours, we
would be willing to try. We cannot do it under these circumstances. We
think that as it exists today, the program undermines the literature.
This is a summary – you can see why, since the "position paper" is 5 pages
long.
Dr. Shoshani closed the meeting stating that the issue would be discussed
and a decision would be made at a future meeting with him, Dr. Steiner and
their advisers.
A word about the PROJECTS. Ran Erez brought up the subject several times
that afternoon. He discussed the problem of the Oral Bagrut as well as the
problem of payment for extra work. We did not hear any reply given to the
problem of the Oral bagrut. Dr. Shoshani did not give an answer to Ran Erez
on that issue. To me it seemed conspicuous by its absence, that is, the
Director was ignoring it or did not realize the urgency of the matter.
Regarding the question of more pay for the extra work entailed by the
projects: Dr. Shoshani said it would be looked into and an answer would be
given.
We are anxiously waiting to hear if anything was resolved but felt that
since we were there representing so many teachers – you surely deserved to
hear what transpired. We each felt overwhelmed by the responsibility. We
are also aware that not everyone feels the same about these issues.
To understand more clearly what we said – read the attached letters. We
tried to be well prepared for the meeting.
Eleanor Zwebner Tessa Shrem Ditza Verter
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