E NGLISH A CCESS M ICROSCHOLARSHIP P ROGRAM

A GENDA  Opening Remarks, Jessica Levy, Asst. Cultural Affairs Officer, U.S. Embassy  Teachers and Students  Service Learning  Professional Development  Results

F OCUS ON T EACHERS Good teachers need to receive feedback on a regular basis from experienced supervisors/colleagues No one becomes a great teacher alone – collaboration is key Teachers need to be able to analyze test result and adapt their teaching accordingly The success of Access is largely due to the dedication of the teachers. The focus on teachers has revolutionized the teaching of English in the Bedouin sector. A short article in the Boston Globe, October 12, 2010, notes the importance of “making good teachers great”:

S ERVICE L EARNING Enriches the learning experience Teaches civic responsibility Encourages both teachers and students to take an active part in addressing the needs, concerns and hopes of the community Strengthens communities through student involvement and volunteerism Service learning integrates meaningful community service with instruction and reflection, and:

A CCESS S TUDENTS AS R OLE M ODELS Exposing younger students (1 st or 2 nd graders) to English - English Day Carrying out English Day for elementary students of English, incorporating story telling, games, etc. Preparing English theme bulletin boards and school decorations for an elementary school or kindergarten Additional ideas/initiatives are welcome. Access students will devote one day a year to community service. Possible forms of service include:

P ROFESSIONAL D EVELOPMENT Access teachers are divided into two groups:  Veterans – teachers who have been working in the program for more than 3 years  New teachers – teachers have worked in the program for only one year, have started this year, or haven’t started working yet.

P ROFESSIONAL D EVELOPMENT A four-day course aimed at reinforcing teaching methods and establishing the framework for collaboration and mutual support. DATECONTENTS 22/11/2010 Meeting with the representatives of the U.S. Embassy responsible for Access Working with the “Manbas” software Understanding the updated literature program – Log vs. Exam

P ROFESSIONAL D EVELOPMENT DATECONTENTS 3/1/2011 From Assessment to Teaching Profiles Analysis of Bagrut Results Presenting the research findings 14/3/2011 6/6/2011 Volunteering in the community Preparing English days Preparing lessons together Exposure to innovative teaching tools (interactive boards)

P ROF. D EVELOPMENT FOR N EW T EACHERS What is the Access program? How does teaching in Access differ from the way you teach in other classes? Advantages and challenges of the framework Teaching strategies The success story. How do we do it?

O NE - ON -O NE G UIDANCE Building a diagnostic test Analyzing test results Knowing the pupils’ strengths and weaknesses Planning lessons Modeling Reflection

R ESULTS The following graph reflects the examination results (before factoring in the internal grade) :

R ESULTS The following graph reflects the examination results (before factoring in the internal grade) :

R ESULTS The following graph reflects the examination results (before factoring in the internal grade):

 On behalf of the Amal students and teachers, we would like to express our appreciation for the continued support of the U.S. Embassy:  Jessica Levy, Assistant Cultural Affairs Officer  Risa Levy, Cultural Affairs Specialist THANK YOU!