Stipends for all participants!
CostFree
Cohorts startMonthly
NextDec 2026
WhereZoom + monthly meetings in Tel Aviv
One good
teacher can
shape hundreds
of children, but...
kids today are growing up inside an economy engineered to consume their attention. Wars. COVID. Zoom classes. Schools were never designed to handle that.
Our foundation is here to help.there’s a lever: in Israel, curiosity counts as much as family background. PISA 2025, our note
Programs where teachers learn to build lessons on curiosity, inquiry and projects
Our programs are about teaching today: a teacher’s and a coordinator’s work in a world full of distractions, where a school competes for a child’s attention and interest every day. We help teachers win that attention back with the lesson itself, and coordinators build teams where such teachers want to stay.
We don’t have a new pedagogy to sell. We use well-studied approaches we trust, train teachers to use them well, and show how AI can lighten the load.
Participants receive a stipend for both the training and the practice with children: teachers have more than enough work without us.Yes, a monthly stipend
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Intensive
Theory and workshops first: we take practical teaching methods apart, try them, and see what happens.
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Clubs
We organise children’s clubs and gather the groups: over half the program happens there. For several weeks you lead sessions and try what we worked on together.
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Mentor
Every week, in a small group, you go over your sessions with a mentor. The mentor stays with the group for the whole stretch of practice.
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Your class
What works, you bring back to your own classroom. That is what the whole program is for.
10+ lessons for teachers to try it on real children
Coordinators go through the same four steps; their practice is real cases from their own schools rather than clubs.
Teaching in the attention economy
Summer Camp TbilisiProgram Pilot
1.07–1.09.2026
Dear teachers, You see the effects of years of classroom disruption better than anyone. We want to give you time to learn, try things out, and work through what happens in the classroom with a mentor.
Morim Fellows, our program for teachers, starts with the later years of primary school and the beginning of middle school — when many children begin to lose interest in learning.
We organise the clubs and gather the groups. For several weeks you lead sessions with children and go over each one with a mentor. No fear of getting it wrong in front of your own class, and what works, you bring back to it.
In the intensives we take practical teaching methods apart, try them, and see what happens.
“how do you get a class’s attention without raising your voice?”
“how do you build motivation that doesn’t depend on grades?”
“how do you start a lesson with a real question?”
“how do you get children to look for answers themselves instead of trying to guess what the teacher wants to hear?”
Coordinating in a school: team, systems, projects
Program Pilot
Results coming soon
Currently running
Dear coordinators, Strong teachers need schools where they can do good work and want to stay. That’s why we work with teachers at more than one level: in their own classrooms and in the teams they help lead.
Morim Leaders, our first program for coordinators, is being developed together with rakazim themselves. The first pilot is under way with a closed cohort.
Leading without formal authority
Rakazim are teachers too. They teach their own classes and help a whole team work better, often without formal authority over the people they lead.
How do you move a team forward when the people in it don’t report to you?
Feedback that actually helps
How do you give feedback that people can use, support colleagues, and help them grow?
Participants bring real situations from their schools and work through them together with a mentor.
Making room for the work that matters
How do you distribute the workload across the team and still make time for professional growth — yours and your colleagues’?
The program also covers the practical systems and projects that keep a department running without letting coordination take over the time meant for teaching.
Stipends for participation!
You have more than enough work without us, so we pay participants a stipend for both the training and the practice with children.
If we believe a teacher’s time matters, it makes sense to act like it.
- How often
- Monthly
- Who gets it
- Every teacher in the program
- How to get it
- No separate application: it comes with your place
- What it asks
- Attend the sessions and lead your club lessons
- Amount
- Announced before the program starts
Teacher program pilot Summer Camp Tbilisi
- 17 teachers finished the intensive, 1.07–1.09.2026
- 8.8→9.5 average recommendation score, after the intensive → after practice
- 40→81% of answers on the fundamentals at “I understand it and can use it”
- 60→25% worried about adapting when a lesson goes off plan
The first pilot
Our first intensive in Tbilisi focused on inquiry-based education. We surveyed the same teachers twice: after the intensive, and again after several weeks of teaching children with weekly mentoring.
Teachers’ responses changed noticeably after practice. On the fundamentals — what an inquiry lesson is for, how it differs from a merely engaging one, and what the teacher does — the share of answers at “I understand and can use it” rose from 40% to 81%. Fewer teachers reported being worried about having to adapt when a lesson went off plan.
Not everything became easier. Group dynamics remained difficult, and we’re adding more practice and mentoring around it.
Three-quarters of the children surveyed said they would like lessons like these at school.
Encouraging results, but still from a small group in an unusually friendly setting. We’ll see how they hold up in regular classrooms.
“I’ve become noticeably less inclined to steer children toward the right answer, and more attentive to how they reason.”
on our desk
Why curiosity, and why before 15
In PISA 2025, Israeli 15-year-olds said they try as hard as anyone. Yet on tasks that counted for nothing, they stopped about twice as often as their OECD peers. So we work with teachers of younger classes, before that sets in. And in Israel, curiosity goes with science scores as strongly as family background does, which is why our lessons start from it.
Read our PISA 2025 note
People behind Morim
We’ve spent years
working in education.
Now we’re building
Morim together.
Elena Bunina
Founder, Patron
Professor of Mathematics at Bar-Ilan University and head of Nebius Academy. Former CEO of Yandex.
Vlad Stepanov
Co-founder, CEO
Former CEO of Gradarius; previously CTO and Head of Informatika at Yandex Education. 13+ years in EdTech in the US and the CIS.
Ilya Zaslavsky
Head of Student Motivation
Co-founder of the international hybrid middle school Platan, pedagogical expert and history teacher. Specialist on the gamification of education.
The team
We bring together teacher-development specialists and practicing teachers. We’re also building a circle of experienced Israeli educators and researchers who can tell us when we’re wrong and help us understand the school system from the inside.
FAQ
Who is the Fellowship for?
We currently focus on practicing teachers in Israel, in the later years of primary school and the beginning of middle school. If you work with another age group, you can still get in touch and tell us about your experience.
What about AI?
We teach teachers to use AI — and to teach children how to use it — instead of training AI to replace teachers. Good pedagogy has always been costly. New technology lets us widen its reach.
How is the program structured?
Theory and workshops are mixed with practice throughout. Teachers work with children; coordinators bring real situations from their schools. Both meet in small groups with a mentor every week.
Do participants receive a stipend?
Yes. Both teachers and coordinators receive a stipend. The amount and payment arrangements will be provided with the details of each program.
Can a school or municipality work with Morim?
Yes. We’re interested in working with schools, networks, and municipalities that want to bring our programs to their teachers or coordinators. We’re also looking for experienced educators who can help us build the programs. Read about partnering with us.