State of the Field Teacher As Text

חורף תשע"ד • WINTER 2013

Day School Teachers Roundtable: 14 State of the Field 42 Teacher as Text Mobile Solutions for Active Families. Parents are on the go. That’s why we’ve made the FACTS system even more accessible. Parents can make payments, review account changes, view their payment schedule, and more—right from their preferred mobile device. Families can also get support from FACTS 24/7 on their timetable. Contact us today to learn how FACTS’ technology makes tuition management easy for families.

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Facts_Haiydon-Ad_0422.indd 1 4/22/13 1:50 PM in this issue: RAVSAK News COLUMNS: From the Editor, page 5 • From the Desk of Rebekah Farber, RAVSAK Chair, page 6 • Good & Welfare, page 7 • Dear Cooki, page 8 • Jonathan Woocher, Keeping the Vision, p. 30 • eRAVSAK Highlights, page 51 • Welcoming New Team Members, page 66

PROGRAMS: Hebrew Language Council, page 7 • Head of School Professional Excellence Project, page 13 • Sulam 2.0 and Alumni, page 23 • Teacher Day at the Conference, page 25 • Reshet RAVSAK, page 31 • RAVSAK/Pardes Jewish Day School Leadership Conference, page 32-33 • RAVSAK Board Retreat, page 41 • Enrollment Study, page 44 • Moot Beit Din, page 45 • Hebrew Poetry Contest, page 46 • Jewish Art Contest, pages 56-57

THE PROFESSION Inverting the Triangle: 10 Reimagining This So-Called Profession Barbara Rosenblit 14 State of the Field: Sharon Feiman-Nemser, Amy Ament, Miriam Heller Stern, Teacher Training for Day Schools Rona Novick, Shira Epstein, Susan Wall 20 Painting a Teacher Portrait Nancy Pryzant Picus 24 School Quality Depends on Teacher Quality Eran Tamir 26 A Model to Support Faculty and Build Morale Jill Kessler Don’t Forget the Teacher When 28 Teaching with Technology Jared Matas

TEACHERS IN OUR SCHOOLS pages 34-37

ROLE MODELS “Adorn Yourself”: 38 Mindful Model Learners Jaimi Boehm and Devin Villareal 42 I Am a Teacher, I Am a Text Joshua Rabin What Makes a Jewish Day School Teacher? 48 The Connection Between Passion and Teaching Sarah Levy 52 Jewish Educators Walk the Walk Frumie Posner 54 What Day Schools Need Is... More Cool Teachers Judd Levingston

MENTORS AND LEARNERS 58 Mentoring: A Key to Teacher Retention Jamie Faith Woods 60 Every Teacher Needs a Teacher Shiffy Landa

הידיעון 62 What Does It Take to Teach Israel? Jonah Hassenfeld

Teaching Los Angeles / Teaching Tel-Aviv: 64 • HaYidion The Lessons That Last Bat-hen Zeron

[3] HaYidion: The RAVSAK Journal is a publication of RAVSAK: The Jewish Community Day School Network. It is published quarterly for distribution to RAVSAK member schools, associate members, and other Jewish and general education organizations. No articles may be reproduced or distributed without express written permission of RAVSAK. All rights reserved. Subscriptions are $36/year.

Executive Editor: Dr. Barbara Davis Editor: Elliott Rabin, PhD Design: Adam Shaw-Vardi

Editorial Board Rabbi Marc Baker, Gann Academy, Waltham, MA Rabbi Matthew Bellas, Vancouver Talmud Torah, Vancouver, BC Jamie Cluchey, Levey Day School, Portland, ME Dean Goldfein, Contra Costa Jewish Day School, Lafayette, CA Jerry Isaak-Shapiro, Agnon School, Beachwood, OH Adina Kane eld, Jewish Primary Day School of the Nation’s Capital Dr. Andrea Lieber, Silver Academy, Harrisburg, PA Rabbi Jack Nahmod, Abraham Joshua Heschel School, New York, NY Rabbi Harry Pell, Schechter Westchester, Hartsdale, NY Eric Petersiel, Leo Baeck Day School, Toronto, ON Nancy Pryzant Picus, Schlenker School, Houston, TX Dr. Lila Pinto, Colegio Hebreo Maguen David, Cuajimalpa, MX Daniella Pressner, Akiva School, Nashville, TN Dr. Sarah Shulkind, Sinai Akiba Academy, Los Angeles, CA Stacey Sweet, The Brandeis School, Lawrence, NY Amy Wasser, Hillel Academy, Tampa, FL

Advisory Panel Sandee Brawarsky, Dr. Jeremy Dauber, Rabbi Eddie Harwitz, Aron Hirt-Manheimer, Mark Jo e, Margot Lurie, Alana Newhouse, Dr. Renee Rubin Ross, Daniel Septimus, Dr. Jonathan Woocher

RAVSAK Board of Directors Rebekah Farber (Chair), Uri Benhamron, Lisa Breslau, Dr. Barbara Davis, Matt Heilicher, Dr. Marc N. Kramer, Paul Levitch, Zipora Schorr, Joseph Steiner, Arnee Winshall (founding chair), Lesley Zafran

Advertising Information Please contact Marla Rottenstreich at [email protected] or by phone at 646-450-7280.

RAVSAK 120 West 97th Street, New York, NY 10025 p: 212-665-1320 • f: 212-665-1321 • e: [email protected] • w: www.ravsak.org The views expressed in this journal do not necessarily re ect the positions of RAVSAK.

RAVSAK would like to thank our associate members: הידיעון HaYidion • HaYidion [4] ¿From by Barbara Davis the Editor

In a recent book review, Professor Yehudah cess is a great teacher providing great instruction.”

Mirsky of Brandeis wrote, “The meanings Yet try as we might, we cannot defi ne or quantify what makes a good of ‘Torah’ are inexhaustible, but its plainest teacher. We all know one when we experience the tremendous growth sense is ‘teaching.’ It does not exist apart and excitement that comes from studying with one, but good teachers are very diverse in their qualities and qualifi cations and teachers from being communicated. resonate diff erently with diff erent students. Educator and author Beth Lewis identifi ed the following six qualities that contribute to a “Th at circulation between human beings, and between humans and successful, durable, and happy teaching career: “1. Successful teach- God, both gives Torah life and teaches us that Torah itself teaches ers hold high expectations; 2. Th ey think creatively; 3. Top teachers life. We Jews are so in love with our texts and textuality that we bid are versatile and sensitive; 4. Th ey are curious, confi dent, and evolv- to lose sight of the human immediacy—typos, misprints and all— ing; 5. Th ey are imperfectly human; 6. Successful teachers emphasize without which Torah is a body lacking a soul.” Th e links that connect the fun in learning and in life.” And yet I think back on the teacher Torah and humankind are teachers. “Get for yourself a teacher,” says from whom I learned the most in graduate school, and the only one Yehoshua ben Perachiah in Pirkei Avot 1:6, noting that in so doing of these qualities he possessed was #5! Despite his failings, he taught you will “acquire a friend” and coincidentally adding the crucial man- me to think in unimaginably new ways and opened up my eyes wider date: “judge every person favorably.” than they had ever been opened before.

Teachers connect us to our past, guide us in our present and prepare In our Jewish day schools, we must appreciate and respect our teach- us for our future. Th e teachers of elementary school children proba- ers and value the many ways in which they serve our students. Th ey bly spend more hours with their students than do the children’s par- open the gates to Jewish learning, without which we do not exist as a ents, certainly in today’s busy world. Yet teachers are at once much people. RAVSAK’s Executive Director Marc Kramer recently wrote praised and much maligned. Th eirs, as authors in this issue ofHaY- that it is not enough for us and our students to just “feel Jewish,” to idion point out, is a task that must be an end unto itself, for a career have a “Jewish identity.” Judaism requires a knowledge base that goes ladder inevitably leads out of the classroom. far beyond “Mah Nishtanah,” the blessings for the Chanukah can- dles and eating bagels. Our teachers provide this base. Our nation is currently struggling with issues related to teachers: how to evaluate them, how to train them, how to fi re them, whether Maimonides wrote that “just as a person is commanded to honor and to arm them. Th e New York State Commissioner of Education was revere his father, so is he under an obligation to honor and revere his recently booed off a stage by an audience of parents and teachers an- teacher, even to a greater extent than his father, for his father gave him gered by the implementation of the Common Core curriculum and life in this world, while his teacher who instructs him in wisdom secures related testing. In response, he issued a statement entitled, “Teaching for him life in the world to come.” Th is issue ofHaYidion celebrates Is the Core,” in which he wrote, “Although the work [of education] teachers, recognizes their challenges and addresses their issues in ways is complex, the vision is simple. Th e best preparation for student suc- that we hope will honor their commitment and professionalism! ¿

Dr. Barbara Davis is the secretary of RAVSAK’s Board of Directors, executive editor of HaYidion and head of school at the Syracuse Hebrew Day School in Dewitt, NY. [email protected]

הידיעון RAVSAK would like to thank Legacy Heritage Fund for its generous support of HaYidion. • HaYidion

RAVSAK would also like to thank Rebekah and Howard Farber and Arnee R. and Walter A. Winshall for supporting HaYidion. [5] [6] הידיעון • HaYidion RAVSAK Chair From the desk of Rebekah Farber, and will provideand will a much better physical environment than we cur headquarters at be 254West will 54th Street in midtown Manhattan offices onSAK West 97thnew Our bemoving! andStreet we will hausted ofcramming the possibility any into more people the RAV One ofthe results ofthese hires new isthat we have completely ex providing valuable resources to our network ofJewish day schools. know play in will they advancing anintegral part our mission and JeremySeeman, Willinger, Winn Betty andPatrick We Zagdanski. 66.Welcome team members,new on page listed to Debra Shaffer ourhas expanded roster oftalented professionals to include several Oures in areas. several RAVSAK staff increased has in sizeandscope. transitional mature organization to afully one, there are major chang I amthrilled to report that RAVSAK Aswe move from a isgrowing! Hanukkah this year!). ing to come at practically the sametime (much like Thanksgiving and withblessed a superabundance andinnovation,of activity seem all year, school busy ginning ofavery has sotoo the RAVSAK team been Just the atop as holidays piled one another in September andthe- be Jewish driven schools by aJewish mission. our staff,faculty, students andparents that we are first and foremost from beginning ofthe the academic very calendar, reminded which that reported schools setatone italso ofreverence andreflection idays soearly in our skills, the yearcertainlyhoned school juggling init has previous the been While years. occurrence ofthe Hol High in due to great part valiant efforts to increase tuitionassistance, than that reported of schools tuition was less a factor in student attrition, remainswhile affordability achallenging issue,greatest the number ment numbers, with even reporting afew growth. significant And Our with schools, rare exception,good. are reporting stable enroll s usual, the first couple ofmonths year of school havethe new been filled withfilled excitement and enthusiasm, having especially coincid ed withed the We holidays. Jewish high spent the entire month of September trying to balance school duties,September school to trying balance shortened school days, andinterrupted currriculum with praying cooking and entertaining. It was both exhilarating andexhausting. Octo ber came with great relief andthe first chance assessreal to the state ofour ofour schools, andofour boards network, RAVSAK. happening at our schools worldwide. You canemail at her [email protected]. California. Rebekah would to hear love feedback work andengage inconversations on RAVSAK’s with the field about what is Rebekah Farber Board ofDirectors andco-founder ischair ofthe ofRAVSAK’s New Community Jewish High School inWest Hills, I amthrilled to report that the state ofcommu nity Jewish this daynity academic schools yearisvery ------Rebekah Jewishthe quality education cause ofhigh in the 21st century. field leaders, high-touch we advancing forward-thinking, do, is to be ing event. at andpurposeful the Our conference, goal in everything as ference in my home town atruly excit be whichwill Angeles, ofLos anticipateI eagerly seeing youat the January RAVSAK-Pardes Con sound morally and Jewishly strong, ademically literate young people. professionals andlay leaders determined up to generations raise ofac- is agreat honor ofthis extraordinary for apart meto network be of members and board wonderful headsofschool in our network andit finding the work inspiringtruly and worthy of Iammeetingmy focus. Now that Iamgetting into the “meat” ofmy Board chair, as job Iam andprovideindividual updates agendas to the whole Board. inform andstimulate discussions; Board committees to work on their monthly organizational updates fromdoing; the executive director to sharing emails with each other to ensure we know what each other is Board members providewill edge. more connecting information, i.e., findwill organizational connectionpoints to invest time and knowl 3) Strengthen Board cohesiveness andenthusiasm: Board members relationships andmake connections. Board members institutional identify gift. board will and foundation responsible for raising additional from funds aside his/her personal 2) Build out support for RAVSAK RAVSAK: Each Board member is vision and passion for Jewish education. day school ment presents by partners joined to be anopportunity who share our our constituent to serve programs andour ability Recruit schools. to RAVSAK’s future, to our organization’s health, the strength ofour growth The Board members: of new Boardthe is critical1) Recruit for theing Board for 2013-4: goals Center in Pennsylvania 41),andsetthe follow page in October (see by the Pew We Report. day heldatwo meeting at the Capital Retreat time ofmajor field upheaval and the many conversations occasioned and stewarding ouring, Jewish community daynetwork in school a ciated with these wonderful changes,focusing primarily- on fundrais RAVSAKThe meeting busy asso Boardbeen very the challenges has oftheand news move in the next issue ofHaYidion rently have. We to sharing forward look pictures ofour offices new . ¿ ------News from RAVSAK Schools Good & Welfare Two extraordinary teachers from RAVSAK Lay and professional leaders from day schools Mazal tov to Judy Finkelstein-Taff , head of schools—Osnat Bernstein, middle school in Buff alo, Syracuse, Albany and Rochester, the Chicago Jewish Day School, for Hebrew teacher at Abraham Joshua all members of the Upstate New York being chosen as a recipient of a prestigious Heschel Day School in Northridge, CA, Jewish Day School Consortium, met in Covenant Award this year! Mazal tov as well and Benny Ferdman, founding artistic direc- person August 26 at the Syracuse Hebrew to her accomplished co-recipients: How- tor and performing arts teacher for ard Blas, director of the Tikvah grades 9-12 at New Community Program at Camp Ramah in New Jewish High School in West England, and Zion Ozeri, founder Hills, CA—were honored with the and creative director of the Jewish Milken Jewish Educator Award, Lens. an honor that includes a $15,000 prize. Th e awards are given to pro- Mazal tov as well to Yonatan Ros- mote public recognition to teach- ner, Judaics teacher at New Com- ers, administrators and other edu- munity JHS in West Hills, CA, cation professionals in the Greater for receiving a Pomegranate Prize Los Angeles area who have made for promising young Jewish edu- signifi cant contributions in day cators from the Covenant Founda- schools. tion.

Hillel Day School of Met- Th eLuria Academy of Brook- ropolitan Detroit has been lyn is the only day school chosen accepted into EdLeader21, a na- for recognition this year by Sling- tional network of school leaders focused on Day School in DeWitt for a full day sum- shot 13-14, an organization that features integrating select core values promoting 21st mit. Th e group shared their backgrounds, Jewish initiatives noteworthy for their inno- century education. Hillel is the fi rst and only updated each other on what each school is vation. Luria is cited for “raising a new gen- Jewish day school to be included in the select doing, compared notes on ideas, and formu- eration of Jewish leaders in a vibrant cultural 128-member organization. lated plans for further shared action. mosaic.” ¿

RAVSAK Joins Forces with the WZO on Hebrew Education

he recent Pew report found that only 52% of American Th e Council has three stated goals: supporting the expansion Jews say that they know the alephbet. Fortunately, a new and deepening of Hebrew instruction and use; recommending initiative aims to swim against this tide. Th e World Zi- broad action to elevate the place of Hebrew in Jewish communi- Tonist Organization has announced the creation of Th e Hebrew ties; serving as the auspices for conferences, publications and re- Language Council of North America, whose bold vision is that search. Council members will include academics, organizational “Hebrew will be the language of communication among Jews directors, rabbis and teachers from all denominations. As part worldwide.” Its mission: “Raising the prestige and acquisition of of this work, the Council will embark upon the formation of a the Hebrew language in North America.” RAVSAK is proud to professional association of North American Hebrew teachers. take part in this Council: past president Arnee Winshall was a הידיעון member of the steering committee, her husband Walt Winshall RAVSAK is excited to off er insight and support for this ambi- is a member of the Council, and executive director Dr. Marc tious project. We anticipate news of important developments to

Kramer was invited to be a voice in this historic undertaking. come. Stay tuned. ¿ • HaYidion

[7] [8] הידיעון • HaYidion ? no additional pay. them more work giving with Iamjust perceptionsthat leadership,teachers’ findmyself by but stymied the staff.among Ibelievethis form in ofdistributed teachers anddevelopingteacher leaders empowering I have of the importance read deal agreat about ¿ byCookiLevy Dear Cooki teachers their hide accomplishments? De- eff orts, or isyours an environment where teachers Do support eachother’snew? safe to volunteer to take on something risk-taking.courages Will ateacher feel yourself ifyours isacommunity that en- the way for teacher leaders to emerge. Ask youmustAs the headofschool, prepare task youhave them. given that you trust them to complete well the your teachersond-guess; have to know have notto micromanage or sec- to agree Youarea. you have willing to to be letgo; is just or for aclearly temporary defi ned that youare givingover control, even ifit them. Asking others leaders to be means really fi rst, make sure your teachers know you So, weaccomplish well as can as istough. ly our or job that we think others cannot for that things arebility real- we believe ourbelie words. Giving others responsi- Sometimes, we send that subtle messages Advice ColumnAdvice added burden? tasksleadership asmerely an leaders insteadofseeing teacher of intothe principle to buy teachers How doIget meanthat youwant to empower write to [email protected], with Cooki” “Dear inthe subject line. head ofthe Akiva School inWestmount, Quebec. Dear Cooki accepts questions fr om all school stakeholders. To submit aquestion, Cooki Head isthe director Levy of School Professional ofRAVSAK’s Excellence Project (PEP). Previously, she the as served longtime failures both in andout ofthe classroom. other’s successes andunashamedly share bers can learn, collaborate, applaud each create culture aschool in whichstaff mem- veloping teacher leaders requires that you One very effOne very ective way of encouraging you to the person right for the job. what are they passionate about steer will idea or project, event,a new and knowing easier for you to approach a teacher about taining apositive relationship make will it is important aneducator. to youas Main- what value, they andletthem know what their work andtheir interests. Learn about or evaluation(not meetings reports) about them have individuals; as conversations developing them to leaders. know Get as your staff members isan important step in Establishing personal relationships with and whet their appetites for leadership. plate exists. already Build their confi dence or to head up for a project which a tem- them ask to chairect; a small committee another administrator on aspecifi c proj- inviteshops; them to work with youor to Invite lead. teachers to outside work- Provide opportunities for learning how among your greatest wins. member that their success, ultimately, is letter andat your staff And meetings. re- Acknowledge them in your news- school accolades andcelebrate their successes. Finally, your give teacher leaders public cost-effective manner, stand back. that are they being metin atimely and and on the goals, it. Aslong youagree as it isnotexactly how youwould have done work that these teacher leaders do,even if prepared be tous: accept (even the love!) And here isthe hardest for some part of teer at a later date. teachers watchwill ready toand be volun- who demonstrate other potential; real Concentrate on one staff or two members ward at once. (You don’t even want that!) Don’t your all teachers expect to step for- initiative, new As with every start small. a loudstatement. ble. Even atoken number ofhours makes vide anassistant or team teacher ifpossi- off er to take theiroccasion class or on pro- Give the giftneeded. of time another way: hour inor the because every classroom is this because itisnotfi feasible nancially vest. Ofcourse, cannot some schools do of the total number ofhours in- will they even if the time is only a fraction you give participation in more aproject than this, of the task or how much youvalue their Nothing demonstrate will the importance teaching time, at the samerate ofpay. substitute some planning time for some themto give the gift of time. If you can, teachers to take on aleadership role is ¿ Let ITC Show You the Spirit

School Tours TM Synagogue Tours Bar & Bat Mitzvah Family Tours Jewish Heritage Tours ISRAEL TOUR CONNECTION Custom Private Tours More Exciting Tours from ITC: Call Micky Zoldan Sephardic Odyssey Tours and the Team from ITC • Spain - Morocco - Portugal and more! Eastern & Central Europe 1-800-2-ISRAEL • Germany - Prague - Budapest - Vienna WWW.ISRAELTOUR.COM Cuba “People to People” Tours • Experience the Culture and Arts of Jewish Cuba Under the authorization of the Cal Cuba Art Challenge Us With Project - Lic CT# -2012-297556-1 Any Destination! [10] The Profession הידיעון • HaYidion My Once a“profession” point? isunderstood afi as rst step to someof“the line.”drudgery lack ambition or would they have promoted, from setfree been the Th ose drones leftbehind,productive they be, clearly though may and that pinnacle offas as well respect ers social fireward. nancial sor, increases perhaps are promised at each juncture, to Salary boss. gresses from lineman to shift to sitemanager to manager supervi- conveyer doing belt, what he’s pro- andwilling, if successful asked, ing the metaphor ofthe assembly line. Th e drone working at the Th e professional path of a teacher, better is though, understood us- ordinary.gingly transformative—or, deeply can be our as Inner Critic warns, shrug- invited to criticize, yetwe too visible, the vulnerable, audience monishments, always exposed, own Inner Critic’s whining ad- sphere,a public to our subject of the artist. We, work too, in of the teacher imitates the life three days, by how much the life was listening struck, to him over nerable placein whichthe ofthe soul artist fl oats, just out of view. I and criticizesmocks him and about that tender, mysterious and vul- strong eff best ofvoice his andpurpose, who discourages and orts about being asongwriter. He talked frankly Inner about his Critic, Paul Simon gave aseries oflectures University at Emory this fall frdancer om dance?the O body swayed to music, Obrightening glance,How canweknow the take asaprofession.teaching seriously wouldto looklikeenvision it what the educationalto Jewish fieldmore day schools and generally: challenge potent to Covenant Award winnerandwidelyadmired Jewish educator Rosenblit here offers a ¿ byBarbara Rosenblit Inverting the Triangle So-Called Profession So-Called Reimagining This recipients ofTh eCovenant Award in2004. [email protected] Barbara Ellison Rosenblit, ahumanities andBible teacher and director ofmentoring at Th e School,Weber was one of the W. B.Yeats, “Among Children” School reward forteacher meansleaving a ladder: professional andfinancial What a peculiar inverted apeculiar career What the classroom behind. If not,youare the poorer. How youknow, could then, that teaching voice to the conversation? any Does teacher come to mind for you? insisted we take holdofholytexts andgave us license to addour Yourden who ingave us sight, plain eyes? own Dr. Blumenthal, who Mr. Bernstein, courses uncovered history whose art what was hid- Yourthrough that ofshadows known valley poetry? biblical as own us fl his who called himself our called shepherd,ock, andherded us of your seat and transfi x you midair? in Your own Mr. Grossman we saw that teaching like can look levitation, can even lift you out Yourers? own Mr. Yglesias heread us as who swooned poems and pinnacle Didyounever have ofthe pyramid? one of“those” teach- to make I need Do the for case great teaching worthy of capping the by thepled teachers, best notby their managers. classroom acumen. We are rewarded for moving “up andout” be- ist by constructing acareer ladder that celebrates management over Th us we witnessbemoan and dismantlingthe of the teacher-as-art- for ateacher means leaving the classroom behind. inverted professional careera peculiar ladder: andfi rewardnancial fessional ladder that, structure, by its very its own. devalues What no longer aprofession: itisaplaceholder. It isafi rst step up a pro- thing else—lecturer, director, curriculum designer, head—then itis top rung ofthe ladder ispeo- long haul can’t work until the andsatisfigaged ed for the to keep the teachers best en- in the lies initiatives problem: those in education. And here- for andagency recognition money,placed status, public cause “out” iswhere we have is not interchangeable line work but aspires to virtuosity—slow, measured, skilled, purposeful, and profoundly beautiful.

“What we need more than anything else is not textbooks,” Abraham Joshua Heschel wrote, “but text people. It is the personality of the teacher, which is the text that pupils read: the text that they will never forget.” We say it. We quote it. We re- peat it. We give talks about it. We elegize it. We talk and talk and talk the talk. But we don’t walk the walk. If we did, teaching would be a profession that elicits awe and respect when dis- closed. More familiar is the response, “Still in the classroom? I thought you’d have moved on and up by now!”

Can we talk about real schools? Our managers create a laundry list of expectations for those still on the line. Besides “teaching,” a partial list of expectations includes counseling and weekly check-ins and phone calls and meetings with parents, tutoring also provide decent benefits and during lunch and before and Did you never have your own Mr. retirement security. Our profes- after school, staffing tefillah pro- Yglesias who swooned as he read us sion devours its own. grams and shabbaton weekends, club advising and articles for the poems and we saw that teaching Educators across fields, and that website, summaries of student can even lift you out of your seat and include ours, wax loud and el- progress and updating online oquently about teachers who grades each week, attending transfix you in midair? know their fields and model for sports events to show support, students what a lifetime of curi- monitoring lunch and detention duty, designing programs for poten- osity and intellectual fireworks looks like. But mostly we no longer tial parents or current grandparents or prospective students, running aspire to virtuosity and we don’t ask the questions that deserve long advisory programs that assume expertise in drugs or bullying or sex- and self-reflective answers. Let’s face down the elephant that has tak- ting. en up permanent residence in the faculty room. We insistently be- moan mediocrity, criticize current teaching models, think about how And beyond that, we are asked to demonstrate the skills of the gen- technology will enliven and encourage learners who do or don’t care, eralist: to teach all students equally well, ranging from those with ex- navigate our way through the briars and pinpoint where the bells and tensive learning and behavior profiles to the most intellectually able, whistles stop and the engagement begins. to guide students at every level, to never lose patience and to always inspire, even in subjects in which we may have neither interest nor We talk day and night. But let’s stare down the fact that the best and expertise because, we are told, there is “no one else” to do it. And we brightest aren’t interested in ending up in a dead end job with endless mop up extra time in the day covering absent colleagues’ classes as expectations and few enhancements. We can wax poetic about our uncompensated “in-house” substitutes. calling, but without a paradigm shift, nothing substantive will draw הידיעון great talents in and make it inviting to stay. The salary structure assumes that one can’t afford to stay in the classroom without serious financial compromise. Compensation of teach- The National Council on Teacher Quality described teaching as “an • HaYidion ers unapologetically assumes a second family earner who, ideally, can [continued on page 12]

[11] [12] The Profession הידיעון • HaYidion we regularly infantilizewe regularly teachers with what we offeducation- as er teachers,best stretching breathing. intellectually vital as isas Yet Teachers on would acontinual be path ofserious For learning. the to connect. tothink, muse, to to create, imagine, invent, compose, engage, and rective, self-aware teachers. Th erebe to timewould to to meet, talk, with private visibility public time self-refl to become ective, self-cor- cushioning the pressurized the oflearning, no longer be foe day of structured so that time would Th e teaching daybe would recharged. alive, ideas revitalized, newed, which youwould return re- sabbaticals,funded from Teaching opportunities andheralded would provide for regular chairs with compensation matching any administrator’s. est on the fibestbecause hold rungs would rstendowed the very Teaching’s career ladder would onlythe encourage andbright- best but aplaceto be. that likelook ifwe truly believed teaching isnotaplaceto begin Come nowImagine andimagine. with me what teaching would yond us. the power to launch the students teach they up, away, andout, be- in many (yet waysposed invisible) work, but because teachers have lookingI amamasochist for hard, oftalways and ex- en maligned of daily, ongoing classroom But life. notbecause back, Iricochet surprised these at are how jobs to easy mecompared to the demands you nolonger do), Ihave to prey those been lures. And Ihave been curriculum,signing by givingworkshops on how to teach (now that children by teaching other teachers, by running by de- aprogram, I know. Succumbing to the arguments that one can impact more leave for administrative positions, suff they er.I’vebeen there, and And with further irony, when the great teachers are tapped and whatever elseforces them out ofthe classroom. the ones with great potential, leave directors or to headsor become when the great ones, or at least “up.”moved Imyself amsad about thebrag ones who have how we, like proud parents, caught offguard when Ihear But Iamalways somehowed). teachersnew is oft en exaggerat- to provide what promise they notion (though schools’ ability teachersnew isnolonger anew sharpen andeven practice the craft . value ofe intensely mentoring Th learn taught andbe to teach Jewish in subjects Jewish to schools, the answer Th isyes. ere opportunities arepost-collegiate now both to young payingprofessionally people off engaged ? On many measures, ish teacher corps oftalented, intellectually able,trained, curious and industry of mediocrity.” Are our concerted eff orts at creating a Jew- curriculum, givingworkshops onhow Imagine what teaching would look like Imagine what to teach (now that youthat nolonger do). teach (now to not a place to begin but a place to be. aplace to beginbut aplace not I havethe argumentsto succumbed that one can impact more children onecanimpact that if we truly believed that teaching is believedthat truly if we by running aprogram,by running designing text—a andthe vintage handbag woman who carried it. a text about exileandexodus—a canto from Dante, aJewish history aRembrandt self-portrait,become aBereshit text aHaydn oratorio, Mikrah orwould Mishnah. expand beyond AYom Kippur text could to erase thefreedom the disciplines, boundaries word between “text” and tolerance for risk-taking With amongthe teaching colleagues. Thing. erebe timewould for curiosity, conversations, for charged tain, at all costs,tain, at the all structure over preside? whichthey of the pyramid have they constructed to going protect and main- amine andenergize our profession? Or are the inflguardians uential themselves. Can we employ these mirrors and windows to both ex- And through the window train they their to what eyes beyond lies mirror, teachers their can see own reflections are.who andsee they props, amirror stage onlytwo ist isallowed andawindow. With the Indulge meafi anddone, a issaid teacheras art- Whenall image. nal Candise. such aplace? youimagine the line work done by paraprofessionals, teachers would fi ndpara- and create, where andnotgeneralists, teachers specialists would be overlap create andideas where bonds, new there was time to think by like-minded andhovering souls in that zone where disciplines that Surrounded but teaching aplaceto isnotaplaceto be? begin Can younowwhat imagine teaching if we would be truly believed the school. sating them andtheir artistic giftbe anessential s would vision of Th best and e bebrightest teachers. would Supporting and compen- in the room. would come to know what like itlooks when students want to be their wits. Th erebe timewould to watch the masters work and we young teachers thrown into the lion’s den through to trying survive Teaching with sport, agladiator as wouldviewed nolonger be ible that Iprobably won’t even notice died.” I’ve Th diff e alivebetween being and being dead is soindiscern- erence at letmedie astaff please Lord, “Dear one: development workshop. teachers attending a“professional development” workshop isthis opportunities.al One ofthe most reliable jokes for anaudience of would shake out itupends. as pyramid means that money my system, ideal inverting the It would cost money. And in I can. over time to make mean- new juxtapose,lated ideas shift ing where unre- seemingly collage, together butarate lock a pieces where apuzzle ble, notbe sep- andflorganic uidand mallea- the in jewel the crown, school idea ofcurriculum; itwould be would vibrate aroundergy the In my own system, perfect en- ¿ Head of School Professional Excellence Project (PEP)

ennifer Fraenkel, head of the Akiva Th e two most important things you quickly and to believe that the benefi ts are tremen- School outside Montreal, discusses learn in your fi rst few months are how to dous. Th e thought-provoking questions, at the impact of this bold new RAVSAK prioritize, and how to separate the big fr om times pushing me out of my comfort zone, Jprogram: the small. Being part of the HOS PEP is the lead to discussions that without fail leave me reason I know this. Th is knowledge is em- feeling energized, positive and secure in my Everyone who has actually taken on the powering and sustaining. Without this real growth as a leader. I truly am grateful to be new role of head of school can understand understanding, success as a head may be for a a part of this project and I know without a what I mean when I refer to the wave. You limited time. Having a weekly call forces me doubt that it is having exponentially positive can be sitting in your offi ce and think you to discuss and focus on what really matters, eff ects on my early success as a new head. are on top of everything, juggling this and on what absolutely is part of my priorities thinking about that. You have three word and on keeping my focus on the big picture Work is already underway to plan the document fi les open on your desktop, three and not getting stuck in the minutia. Know- 2014-15 cohort of the RAVSAK HoS Pro- unfi nished e-mails going at once, and a ing I have someone with infi nite wisdom on fessional Excellence Project. If you are a smile on your face every time someone the other end is helpful in the moment, pro- head of school in your fi rst three years of knocks on your door and asks, “Are you vides me with a sense of continuity and se- practice or are about to become a new HoS, busy?” Th en one more thing pops up that curity in the interim, and is empowering for you are eligible to apply. For additional needs your immediate attention and that’s the long run. information, please contact Cooki Levy, when the wave hits. I literally sit back in project director ([email protected]). Pre- my chair and make the “whoosh” sound and Being part of the HOS PEP is a privilege that liminary meetings with Cooki for anyone movement with my hands. Th e person in I do not take lightly. Forming a relationship who wants to explore further this unique fr ont of me smiles and I drop all the balls through weekly conversations requires both opportunity will be set up during the Jan- I’m juggling. parties to have a commitment to the process uary conference in Los Angeles. ¿

William Davidson Graduate School of Jewish Education Strengthening the Quality of Jewish Life Through the Power of Education

Professional Training and Curricula: The Master’s Program in Jewish Education: • Ivriyon: Summer Hebrew Institute • Day School Teaching • Jewish Early Childhood Education Leadership Institute • Educational Leadership in Synagogues and Communal Settings • Jewish Day School Standards and Benchmarks Project • Online Learning Program • MaToK: Bible Curriculum for Day Schools • Kesher Hadash: Semester in Israel Program • and more The Doctoral Program in Jewish Education: הידיעון • Full-Time • Executive Doctoral Program • HaYidion To learn more, contact [email protected] To learn more, contact the director of Admissions at or (212) 280-6007. [email protected] or (212) 678-8022.

The Jewish Theological Seminary • 3080 Broadway • New York, NY 10027 www.jtsa.edu/davidson[13] [14] The Profession הידיעון • HaYidion of the Field State be furtherbe from reality. Th ere are of a programs thathandful tem ofteacher for teachers. day school training” Nothing could tions whichare problematic. First, itimplies that there isa“sys- Sharon Feiman-Nemser: Th e questionmakes several assump- take place? think should done betterandwhat changes doyou educators inday schools?Ifnot,to be what needs trainedthe levelto beeffective at needed Jewish schools working? I.e.,teachers being are enough trainingteacher for systemthe current of Is day year’sthis past Day American School Conference. North roundtable conversation conversationtook place at expands uponasimilar that the whole,their workto inrelation ofafield. think about leaders and aspart This their experience, fromlearned offer someguidance andwisdomfor day school their work, upon to workto reflect inJewish day schools they’ve share what We invitedthe majororganizations leadersfromtraining someof teachers educationteacher learning. and Program anddoesresearchteacher on teaches practitioner researchthe Delet in Center for Studies inJewish Education, University wherethe Mandel shedirects Professor Jewish Education of Brandeis at Dr. Sharon Feiman-Nemserthe Mandel is and at Brandeis in LA at HUC-JIR DeLeT programs teachers the (e.g., prepare day school department at SternCollege at fordepartment Women. schools,the education in instructor andadjunct mentorstheir forteachers in beginning trainto andsupport withschools partners Jewish New Teacher (JNTP), Project which Amythe associatethe Ament is director of sumes that we know Th e question also pre- prepared teachers. day school making projections about the supply ofanddemand for well thatcollects kind sowe ofdata, have nodependable for basis els andhow many No such teachers are one needed. actually ers are being prepared to teach various at subjects various lev- assumptionA second isthat we know actually how many teach- dards for what strong professional preparation entails. teachersschool know, should do,care about andnoshared stan- these eff nocommon orts: standards for what preparedwell day for teachers. day school But there isnothing systematic about andothercation graduate at program YU) programs with tracks University, the PARDES Educators Program, the teacher edu- alumna andparent. University, andisaday school Education AmericanJewish at the Graduate dean of Center for Dr.the MiriamHellerSternis SCHOOLS FOR DAY TRAINING TEACHER what it means to be an “effective Jewish educator” and what it takes receive in the field. Pre-service education plays a critical role in es- to prepare one. Is an effective Jewish educator someone who knows tablishing norms and expectations of behavior for teachers (reflective how to make her subject matter accessible to diverse learners? Is an thinking, looking at student work, collecting and analyzing data) for effective Jewish educator someone who models meaningful Jewish teachers. How powerful it could be if there were one spectrum of living? Is an effective Jewish educator someone who produces strong teacher practice that included pre-service and in-service support and student learning? Is an effective professional development. Jewish educator someone who creates a caring and engaged How powerful it could be if there What do beginning day learning community? were one spectrum of teacher school teachers need to know, care about, and be I appreciate the opportunity practice that included pre-service able to do? to think with colleagues about and in-service support and these important questions re- Rona Novick: To consider what garding day school teacher ed- professional development. teachers in Jewish day schools ucation and development and need to know and be able to do, thank you for posing them. we must consider what we hope graduates of Jewish day schools will know and be able to do. Like all graduates of all schools, they are ex- Miriam Heller Stern: Day schools are diverse in their visions, ide- pected to possess knowledge of and skills in those subjects taught, and ologies and school cultures. Day school leaders, both lay and profes- for Jewish day school graduates this includes two distinct curricula. sional, need to participate in the conversation about teacher training Teachers in Jewish day schools must therefore, like their secular school if we are to create a shared set of expectations for Jewish teaching that colleagues, possess both pedagogic and content-area knowledge. I serves a shared vision for the graduates and Jewish communities we suggest two additional areas of skills and knowledge critical to success hope our schools will foster. for Jewish day school students: social-emotional and spiritual growth. Public schools’ attempts to address social-emotional learning may be Shira Epstein: Another challenge is that day schools do not have limited by the current focus on academic standards. Jewish day school one unified vision of what constitutes an “ideal” teacher. During the teachers, tasked with inculcating students with a way of thinking and job search process, students share that while some schools place pri- living as part of a community, must have promoting students’ social macy on specific Judaics skills or competencies such as rabbinics or and spiritual growth as an educational priority. teaching Ivrit b’Ivrit, others seek a young, dynamic teacher who can implement constructivist methods. Some schools are willing to com- Jewish thought and practice values community. From the require- promise on “content knowledge” if they see potential in a teacher for ment to have a quorum of 10 for prayer to Jewish rituals for times of cultivating a positive classroom culture, possessing a solid approach joy and mourning, Judaism is not a lone wolf culture or religion. Stu- to behavioral management, or attending to the needs of learners with dents in Jewish day schools need well-developed skills of empathy, to diverse needs. encourage their active and positive participation in their local communities. Much more challenging than Amy Ament: I, too, appreciate the opportu- engaging students in clothing drives nity to think with this esteemed panel about for peers oceans away, or raising funds what it could look like if there were synergy for disaster victims, is the development (or at least alignment) between the teacher [continued on page 16] preparatory programs and the support they הידיעון Dr. Rona Novick is the director of the Fanya Dr. Shira D. Epstein is an assistant professor Dr. Susan Wall is the director of the Pardes Gottesfeld Heller Doctoral Program in Jewish of Jewish education in the Davidson School Educators Alumni Support Program, teaches

Education and Adminsitration at the Azrieli at JTS and coordinates the day school pedagogy to the Pardes Educators and is • HaYidion Graduate School of Yeshiva University. concentration. on the staff of the Pardes Center for Jewish Educators.

[15] [16] The Profession הידיעון • HaYidion studies teacher in aJewish day school—must an avocation, be not Andsible to yet,being achieve. a teacher—and particularly a Judaic out expectations that are soenormous that would they seemimpos- Susan Wall: My hesitation in addressing this question in lies setting to play?teachers need day school What otherexpectationsthere are for the diverse roles fi rst step towardgrowth. teachers that isthe itisokay because vulnerability vulnerable, to be form our cultures to andachieve, students to school signal need and andovercomeface their With challenges. somuch pressure to per- thatfail cannot they bravely teachers are oft to en soafraid describes. Our students and building whichDr. Novick velopment andcommunity for the empathy, spiritual de- one’s isessential vulnerability Miriam Heller Stern: Facing schools? Whatstudies about teachers? non-Jewish teachers who teach in our tations onlyfor our teachers ofJudaic texts. What about general Amy Ament : We must ourselves ask also ifwe have these expec- of Jewish tradition andbelief. andskill to knowledge enough appreciate the andmystery majesty Jewish to know dayneed how schools to gift their students with Well knowing beyond andtexts, Jewish teachers ritual, history in skill-builders,at once, storytellers, philosophers, androle models. question Teachers and belief. issues and address of God large are, creating anenvironment that students encourages to consider, teaching between skills thatbalance underpin Jewish ritual, and sitates understanding spiritual development and fi nding a delicate the spiritual developmentchallenge: oftheir students. Thneces- is Teachers in Jewish with are another charged schools incredible ity. for theirnities need continu- Jewishresponsibility commu- engagementfor and the social itisthe building block needs, children’sonly serves personal and care about those not peers Learning along with to get the of students. same cohort and scouting groups with community, most will likely attend camp, sports school, leagues participants in asomewhat connected social insular andhighly students schools, public have Jewish greater choices. students, social Empathy and value. other student’s forresponsibility every sense ofsafety, belonging of acaring community school student where every accepts his/her [continued from page 15] is a skill all schools want schools is a skill theirall students to master, but in to bevulnerable, because vulnerabili- Our school cultures need to signal to to signal Our schoolcultures need students and teachers that it isokay it that teachers students and preciate the majestyandmysterypreciate of enough knowledge and skill to ap- enough knowledge andskill Day school teachers need to know teachers need Day school ty is the first step toward step the first growth. ty is how totheir students gifthow with Jewish traditionJewish andbelief. of experience in the classroom, who are practitioners, skilled effec- tions our ofteachers: mentors are teachers with fi ve or more years sion ofthe New Teacher Center, primarily works with popula- two Amy Ament: Th eJewish New Teacher divi- the Project, day school induction, continuing PD? What roles can/doteacher preparation, schools play in holy work demands nothing less. velopment. Th fromgreat to isa deal expect any one person, but andprofessional de- forwell our training, induction as pre-service includes seeing how their teachers take in that part community, dren to learn ofthose how part communities, to buildandbe which tion) brings to this enterprise ofJewish We learning. want our chil- perspective that eachstudent (from whatever background or affi lia- value notonlythe andrespect school’s orientation, but the unique Our are day mini-communities. schools We our expect teachers to Jewishbody values in their behavior, in andout ofthe classroom. and relevance that their students grapple with. Teachers who em- withgrappled andcontinue to grapplewith the sameissues offaith teach, for Jewish Teachers andJewish life peoplehood. who have cessible teachers Jewish with role models: apassion for what they what it means to beJewish. We teachers who need are andac- real ticularly important when the students their identify teachers with teachers abletoAll relate be should well to students, but this ispar- Israel with tefi andpersonally struggled llah? that facilitate will they tefi chaperonellah, Israelas a trips, serve discussions ofcurrent events andstaff Weexpect shabbatonim. Teachers on to planandfacilitate are holiday called programs, lead classroom. Jewish content), the role the teacher plays must extend the beyond Jewish identitiestial andmeaningful addition to teaching (in them during if dayare the to schools help week, students form substan- just aprofession. Given the time to Judaic limited allotted studies ifi cations for who hirewe as Th ese expectations have ram- and growth Jews. as ment to continued learning for the students their commit- to model need these teachers And er and to their students. how relate they to one anoth- tion, spent signifi cant time in worked in experiential educa- expectations. How many have themallow to live up to these diff erent skill sets that would ers with are the notequipped communities). Most teach- the and parents (sometimes as Jewish resource for colleagues Jewish resource in smaller [continued onpage 18] DISCOVER MORE

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WWW.AMERICANHEBREWACADEMY.ORG • PH: (855) 855-4334 • [email protected] WE ARE NOW ACCEPTING APPLICATIONS FOR 2014 – 2015 [18] The Profession הידיעון • HaYidion ers where teachers all collaborate andbenefi t from the exchange. opportunities for teachersof a community part to become of learn- latest research can provide in education Schools andpsychology. vice experience oft en bring with them an understanding of the ate, andenthusiastic, committed, idealistic, andthose with pre-ser- ginning teachers bring with them are valuable they passion- assets; growth we are open teachers the valued, for doors all to learn. Be- create cultures within our where schools reflection and professional Opportunities for growth for novice andveteran teachers . When we can support theseSchools teachers by providing: experienced teachers. profession andprovide ongoing learning opportunities for more It isincumbent to upon help schools induct teachers new into the learnthey help them better teachers become themselves. ly-trained mentors return the to their skills classrooms revitalized; cy. One ofthe ofmentoring most aspects powerful isthat the new- deepen their professional eff knowledge, ectiveness andself-effi ca- they as teachers andreach ofmastery levels refuel can recharge, professionalWith sustained development—these andmeaningful where around years5-7,teachers’ to plateau. practice begin could andprofessionallearning, development needs to beongoing. Some- needence the andexpertise opportunity to continue their growth and Teachers ofall levels ofexperi- ration are the norm. where reflection andcollabo- ofenvironmentfrom this type ways. Truly, teachers all benefi t practice in andobjective deep portunities to examine their techniques. Th from allies. feedback trusted eyneed op- need ey Th safe framework in whichto experiment with strategies ideas, and bring they withand theory them. Thpermission anda eyneed this time, implement actualize, they andapply the knowledge Th efi rst years of teaching are a transition period for teachers. During including reflection, self-assessment andcollaboration with others. the habits ofpractice that them throughout guide will their careers, help them so. It become is during these fi rst years that teachers learn and effcessful ective teachersbe. can they It isour to responsibility growth opportunities. New teachers want ourso too, teachers in their fi of rstsupport and yearsare in need to pursue apprenticeships, residencies, or other on-the-job training, graduatesas in the fi eldoflaw, or medicine engineering are required teachers have the benefi tof attending a preparatory program.) Just vice training programs. (We that acknowledge also should notall Teachers are not “fi nished products” at the completion of their pre-ser- novice andveteran teachers need: In the ten past years,we have the learned following about what both teachers work they with are in their fi rst yearsof teaching. tive communicators, open-minded thinkers listeners; the andgood [continued from page 16] There isnomasterkey;teacher the must master how to match many masterhow must different keysto multiplelocks. to become the to most become suc- portance ofprovidingportance teachers new with strong induction support. Susan Wall with both Amy: I agree and Sharon in terms of the im- tion with groups ofcolleagues. tion both with in-school mentors and during structured consulta- teachers. Novice sustained teachers opportunities need for reflec- practice into their work daily fi when are they overwhelmed rst-year can’t, however, that expect integrate will they this time-consuming to continuously, in “refl engage methodically ective practice.” We Shira Epstein: we our ask In student training, pre-service teachers ductive teacher learning. teacherpractice, leaders need day who schools can facilitate pro- that these professional learning opportunities result in improved gether, student analyzing in lesson work, engaging study. To insure forms: teachers one another, observing developing curriculum totheir Such teaching. professional development can take many ongoing teachersopportunitiesAll deserve to study andimprove material andhuman to succeed. support need they ers seriously them give appropriate assignments andprovide the for help.ask Day that schools take the teach- ofnew learning needs means ateacher to be in andwhether day agiven school can they Newgram. teachers learn through their interactions daily what it New teacher induction happens with or without anintentional pro- a practice, solearning to teach ultimately happens in the context sible to mount astrong teacher preparation Teaching program. is Sharon Feiman-Nemser: Without strong sites, itisimpos- clinical clear communication about expectations andongoing feedback. supplies andresources, andappropriate assignments, along with to teacher success andgrowth, including time, dedicated adequate when principals ensure that the working conditions are conducive fessional teaching standards. We have seeneff also ective results and self-assess their professional practice on acontinuum ofpro- set goals data, and analyze collect on their teaching, feedback get spacededicated to reflect on their practice, look at student work, support of their mentor, novice teachers time receive dedicated and from whichthe reap will school benefi ts down line.the With the and personnel to do this is an investment in the school’s future, one collaborativelem-solving, habits ofpractice. Providing the time ofwhichisfor beginning teachers togoal refl develop ective, prob- one, intensive, instructional mentoring teachers, new the for all Individual support for beginning teachers. We advocate for one-on- teaching andlearning? empoweringbe ifthe in the talk teachers’ room were on focused can makeeveryone mistakes andsupport eachother. Wouldn’t it In these the cases, culture one where becomes are teachers grow; of teaching. of teaching. intellectual andpractical work beginning teachers into the tors, inducting aspiring and andmen-tial models role as teachersschool play anessen- Experiencedof teaching. day Unfortunately there is too wide a range in terms of what schools do provide and the fi nancial investments they make toward teacher JEWISH REVIEW learning. We need some commitment to national standards of teach- OF BOOKS er induction and access for all teachers to induction support and continuing professional development.

How do you see the needs of the field changing, in terms of the skills and knowledge that teachers are expected to have? Miriam Heller Stern: In an increasingly competitive school market- place, where parents are demanding “the best” education for their children and the best value for their tuition, Jewish schools have become far more motivated to cater to the desires of their consumers. In this climate, parents, students and school leaders expect teachers to be jacks of all trades: they must be adept at the latest innovative and technological trends in education; experts in subject matter; and churn out students who consistently score high on standardized tests.

To satisfy sometimes divergent expectations, teachers need to learn how to navigate their pedagogical choices in their daily decisions: when is student learning served best through lecture, and when do students thrive in pursuing independent projects? When is training in testing skills appropriate, and when does the subject invite authentic, creative assessments? In most Jewish day schools, teachers need to be both conventional and progressive to meet all of their constit- uents’ expectations. Whereas it was once assumed that teaching was uniform and predictable, today teachers need to be prepared to di- versify their off erings. Th e disposition of decision-making is essential for a teacher’s success, a disposition which takes practice and experience to hone. Something for everyone.

Beyond delivering excellence in academics, in a Jewish school, the teacher is the gatekeeper of the Jewish soul. Developing a love of learning is as important as mastering content. Most Jewish schools From Kafka to Kissinger. also want their graduates to be leaders, mentsches, and committed to Israel and the Jewish people. Th e Jewish establishment has pinned Talmudic controversy to diplomatic strategy. high hopes for the Jewish future on Jewish schools, and Jewish teach- Herzl’s vision to the Birthright phenomenon. ers hold the keys to that future. Th ere is no master key, however; the teacher must master how to match many diff erent keys to multiple locks. We’ve got it covered.

Rona Novick: Th e change in how schools and families relate creates another area of skill teachers require. Whereas previously parents viewed schools as respected and unchallengeable authorities, current Subscribe now for only educational practice encourages parent involvement and respects par- $29.95/year (4 issues)! ents’ unique knowledge about their children. In Jewish day schools, parental involvement may be critical to the success of various programs, but it may also cause territorial tensions. With intense pres- Print + Web + App + Archive sures on both schools (demands for stellar academic curricula and meaningful religious studies) and families (more families with both parents in the workforce), it is not surprising that struggles regarding boundaries and job descriptions surface. Overworked and overbur- Visit www.jewishreviewofbooks.com הידיעון dened, schools and parents task each other with increasing responsibilities, arguing about whose job it is to teach social skills, inculcate or call 877-753-0337 religious values, build self-esteem, develop manners, etc. Amid this • HaYidion [continued on page 22]

Jewish Culture. Cover to Cover.[19] [20] The Profession הידיעון • HaYidion ¿ byNancyPryzant Picus Painting community. their rolethe valuesto helpdefine within the school empoweredteachers of teacher collaboration soliciting this document, incomposing the administration teacher expectations. to clarify Shlenkertool The By Schooldevelopedthis At the fi rst workingteachers were divided meeting, into veran- fi stated by its mission andcore values. makes to our students, their andour community, families as ment. However, capture itdoes the commitments the school ties diff will er depending upon the teacher’s teachingassign- document specifi notlist does c duties ofa teacher,as those du- concise document titled “Portrait ofaShlenker Teacher.” Th e conversation teachers between andadministrators, andaclear, professional responsibilities. Th efruitful deep result and was a volve our entire in the process faculty of describing ateacher’s To prevent asimilar situation to in- we from decided occurring, standards ofbehavior. held our longstanding teacher accountable to those unstated hirenew by notteaching her “the Shlenker way,” nor had we staff andparents, andsoforth. to acculturateWe failed had our participationas events, in school communication with students, teachers, we had notdone the samewith other expectations such for both goals had in explicit stating been certain pedagogical cussed what had clearto us happened, that itbecame whilewe administrative team dis- During the summer, the as was amember ofour staff . the following year, neither ourmeet expectations, and teachers were to failing came obvious that both the yearunfolded, itbe- and more unwilling to take direction fromAs her supervisors. however, years; twenty in recent more years,shehad become teaching partner had teaching been at the for almost school experienced teacher to teach fi grade h math andscience.ft Her Four at the Shlenker yearsago in Houston, School we an hired Nancy Pryzant PicusNancy isthe Pryzant director ofJewish learning at the Shlenker School inHouston. [email protected] pedagogical goals forteachers, both had been explicit in stating certain instating certain had beenexplicit It became clear to us that while we while that to us becameclear It we had not done the same with done we hadnot a Teacher Portrait other expectations. so that the entire document uniformly be could formatted, and combined into one document by anadministrator andedited Aft er the individual documents were completed, werethey one document.division, eachedited resentatives from eachgroup. Pairs ofteachers, one from each involving teachers was a “conference committee” with fi ve rep- faculty, andthe early the childhood elementary faculty fi stepnal ments. Because this process was conducted separately with the teachers were the andaskedmeeting, to docu- regrouped edit were to change anyone’s not allowed words. At the next faculty Teachers were invited to addstatements or comment, but they shared on-line accessible would sothey be to everyone. storage Th e documentsfi ve that were created were stored on theschool’s sional practitioner. teachers were asked to consider their responsibilities aprofes- as Thish day school. is processwas repeated one more time, when ities specifi ofouras amemberReform of faculty cally the Jew- through adiff erent lens: namely, to consider their responsibil- captured the group’s discussion. group wasEach a laptop. given With eachlaptop, one person the administration,ilies, school the curriculum andeachother. toward fi ve specifi c entities: their students, their students’ fam- dom Th groups. groups e askedwere list to their responsibilities asked to consider the list ever, this time, were they group had How- started. to the that list the previous ond group was asked to add Th groups. between e sec- the laptops were switched Aft erabout fift een minutes, [continued onpage 22] Portrait of a Shlenker Teacher Summer, 2013 As teachers at The Shlenker School, we are educators who demonstrate our dedication to our students, their families, our school’s curriculum, our colleagues, and our school leaders by respecting the Jewish character of our school and adhering to these professional responsibilities and standards:

Responsibilities To Our Students: and friendly environment. • We will listen to families’ concerns, follow up, and make our • We will ensure the safety and needs of our students. best effort to ensure a positive outcome. • We will provide a fun, loving learning environment. • We will be respectful, friendly, open-minded towards all • We will provide a healthy and orderly learning environment in Shlenker families. the classroom. • We will adjust our teaching styles to the learning styles of all Responsibilities Toward Our Colleagues students and their individual needs. • We will foster independence and self-confidence in our students • We will cooperate and collaborate with other teachers by by providing opportunities for them to develop social skills. planning together, supporting new ideas, being flexible and • We will take advantage of teachable moments and explore all open-minded, and inclusive of all team members. academic possibilities. • We will support each other by providing guidance and • We will foster an environment which encourages all students to emotional care for new teachers or those in need of our help. respect themselves and others. • We will demonstrate professionalism by handling disagreements • We will help our students understand that mistakes provide us privately and by following the school’s procedures. with opportunities to learn. • We will respect each other’s differences, strengths and • We will praise and acknowledge accomplishments. weaknesses. • We will guide our student to love, understand and appreciate • We will, when necessary, agree to disagree and move forward. Jewish values. • We will create a non-competitive environment among ourselves. • We will share our work with teammates and partners. • We will feel comfortable enough to seek help from our Responsibilities To Our School’s Curriculum colleagues • We will introduce and teach the curriculum based on common • We will respect the work environment by maintaining focus on core standards, providing differentiated instruction and student learning. individualized attention. • We will refrain from gossip. • We will create a student-centered environment that promotes • We will support non-Jewish teachers by helping them out-of-the-box thinking and hands-on experiences. understand Jewish culture, values, and grade-level Jewish • We will continually update lessons and materials so they are content. age-appropriate and meet the needs of every student. • We will align our curriculum vertically by working with other Responsibilities To Our School Leaders grade levels. • We will keep current with curriculum trends by attending • We will be up to date on, adhere to and implement school workshops to improve our knowledge. policies accordingly. • We will provide curriculum that connects to our students’ lives. • We will inform administration promptly if there is an issue with • We will foster and value the understanding that students come parents, guardians, or grandparents in the classroom so that from different backgrounds. they are aware of any potential issues. • We will ensure success by using measurable standards and • We will be professional and respectful of each administrator’s holding students accountable for them. time and responsibilities and acknowledge the school hierarchy. • We will integrate technology into our lessons. • We will provide the necessary paperwork, information • We will integrate Jewish content into secular curriculum by and communications within a day or the stated time to looking at our instruction through a Jewish lens. administration. • We will know and follow the policies included in The Shlenker School Personnel Handbook and Parent and Student Responsibilities To Our Students’ Families Handbook. • We will view families as partners in their children’s education. • We will support schoolwide functions through participation הידיעון • We will keep in constant, honest communication with families and attendance. regarding weekly activities, academics and behavior. • We will share successes as well as problems and issues with

• We will make families feel secure that their children are in a safe administration. • HaYidion

[21] so that the language and syntax of the document would be consistent be able to understand our expectations, even before fi lling out an ap- throughout the portrait. Th e fi nal step was review and approval by plication. Th ose of us who hire can use the portrait as a guide when the administrative team during the past summer. we seek references for prospective teachers.

At the beginning of the current academic year, a close look at the Once hired, teachers are asked to set at least one personal professional completed document was an goal based on the portrait. Part important part of our in-ser- of our supervision will now in- vice week. In a joint faculty The process of developing the clude looking at that teacher’s meeting led by the elementary portrait and the resulting document goal and helping him/her take principal, the early childhood steps to accomplish it; year-end principal and the director of have given supervisors new tools for evaluation will include conver- Jewish learning, the process of hiring, supervising, mentoring and sation about how successful the developing the portrait were teacher has been meeting that reviewed and the members of evaluating teachers. professional challenge. Finally, the “conference committee” if we are faced with the unfor- that created a unifi ed document were recognized. Th en, in groups, tunate but sometimes inevitable reality that a teacher has not met the staff members were asked to engage deeply with just one section of professional responsibilities listed in our portrait, it can be used as a the portrait and present its contents to the larger group. Th e resulting tool to justify the diffi cult decision of termination. presentations were creative, artistic, humorous and memorable. Th e entire staff , from offi ce personnel to maintenance supervisor to head Th roughout the process, our administrative team relied upon the of school, left that fi nal faculty meeting energized and excited by the work of the Mandel Center for Studies in Jewish Education. Th eir sense of professional camaraderie engendered by the portrait they had Teacher Learning Project Toolkit served as an invaluable resource for created. us as we took our fi rst step toward our own plan for teacher induction here at the Shlenker School. In addition to fomenting a thoughtful and oft en passionate discussion about the art of teaching, the process of developing the “Portrait Because each school has its own unique culture and history, the pro- of a Shlenker Teacher” and the resulting document have given super- cess with which our portrait was created will not be appropriate for all visors new tools for hiring, supervising, mentoring and evaluating schools. However, the need for a clearly stated set of expectations is teachers. A teacher who is seeking a position at our school will now universal, as are the positive outcomes these expectations will bring. ¿

State of the Field: Teacher Training for Day Schools

[continued from page 19] to a team meeting that focuses on how best learners engaged with daily updates on assign- oft en tense debate, teachers are challenged to to support the needs of one particular child. ments, grades and behavioral issues. We need cultivate and maintain productive relation- to also be sensitive, however, to novice teach- ships with parents. While novice teachers are pleasantly ers’ learning curve in managing their time, and surprised by schools’ focus on relation- to helping them to set reasonable limits and ship-building, they are oft en overwhelmed expectations for both themselves and others. What are the biggest changes that by the expectations and demands that this you’ve seen in your time working places upon them. In my own fi rst year of Susan Wall: I echo what Shira said in terms with teachers? What are the most teaching, if anxious parents wanted to reach of the challenge of the increased expectations positive developments and the biggest me aft er hours, they would need to leave a on teachers (and how overwhelming this can challenges for the field, in your view? voice mail message and wait until I had time be for our newest teachers). Th ere is clearly Shira Epstein: One of the biggest changes the following day to connect. When a fi rst- a very positive side to the accountability this I’ve noticed over the past decade is schools’ year teacher receives a detailed late-night implies, but new teachers need the support implementation of processes and structures email from a parent, the pressure is felt im- of administration not only in setting limits, that enable teachers to more fully attend to mediately to craft a response that conveys but in how to respond to these numerous de- the socio-emotional needs of their learners, concern and understanding—and this can mands. In terms of positives, I see a greater as Rona discusses above. Th e student teach- come at the cost of much-needed sleep. emphasis on big ideas and meaning-making ing experience has expanded to include men- in the study of Jewish texts, and making text -toring on how to facilitate biweekly advisory We want teachers to take advantage of digital study a more central focus of the Judaics cur הידיעון groups and how to thoughtfully contribute platforms that allow them to keep parents and riculum. ¿ HaYidion • HaYidion [22] RAVSAK Announces Two New Project Sulam Initiatives

e are very pleased to announce two new programs that extend the strong track record of Project Sulam in empowering day school leaders to hone and strengthen their Jewish lens on educational leadership. We thank the AVI CHAI Foundation for their continued faithW in the program’s mission and efficacy. We would also like to thank Legacy Heritage Fund for its generous support of Project Sulam. RAVSAK additionally thanks an anonymous funder for their support of SuLaM Alumni.

RAVSAK Launches Sulam 2.0 for Board Leadership Sulam Alumni Project: Class in Progress Sulam 2.0 is an elite, intensive program addressing the For the past fi ve years Sulam alumni—known aff ectionately as unique needs of day school boards. Sulam 2.0 is the only Sulamites—have taken part in a dynamic, rich and invigorating program of its kind to blend mentorship, ongoing learning shabbaton fi lled with deep learning, great conversation and spirited opportunities and institutes with top educators to strength- tefi llah. Th is year the alumni of all four cohorts are provided with en knowledge of governance, increase leadership skills and the opportunity not just to enjoy this shabbaton but also to rekindle better integrate good Jewish values into all participants do. the community of shared learning throughout the year, in several ways. Th e project director is Orlee Turitz, a leadership coach and day school board president. She is joined by fi ve outstand- Four study circles have been established to enable participants’ per- ing fi eld leaders to serve as coaches: Jonathan Cannon, sonal and professional learning through Jewish growth. Two of these Dr. Ann Cohen, Rabbi Dr. Joshua Elkin, Dr. Dina Gerber focus on text study, to be led by Sulam mentors: one on the biblical Huebner and Rae Ringel. books of Esther and Ruth; a second on Pirkei Avot. Two others look at works of current scholarship on Judaic education: one studying Schools selected for this dynamic project will identify three Loving the Real Israel by Alex Sinclair, and a second on Turn It and board members—an executive member, mid-level and Turn It Again, edited by Jon Levisohn and Sue Fendrick. new member—to receive consistent, high-level support, helping to champion top-level Jewish board governance in Participants are signing up to contribute to a weekly parsha blog. their schools. Sulam 2.0 will provide the tools to maintain Th ey will write a short dvar Torah to be distributed among their Su- strong, sustainable day schools for the twenty-fi rst century. lam peers. People can share them with their school, in a newsletter By building and sustaining strong Jewish leadership in com- or other forum, or simply read them for pleasure and inspiration. munity day schools, Sulam 2.0 will empower board members to more deeply engage in and advocate for the Jewish Additionally, funds are available to enable Sulamites to continue life of the schools they lead, while building their network of their individual learning, in a forum convenient to them: a class, tu- potential collaborators and experts in the fi eld. torial, or online off ering.

“Sulam 2.0 will benefi t Jewish day schools across the coun- Aside from these opportunities for study and refl ection, a new try through an intensive, varied skills-building agenda in- Reshet Sulam has been established for sharing questions, thoughts, corporating personal mentorship and participation in larg- information, successes, resources etc. in the same way as the other er events for the day school community,” said Orlee Turitz. RAVSAK reshatot. Reshet Sulam is part of RAVSAK’s project to weave together people throughout the RAVSAK network in ways “I am thrilled to partner with our network schools as we that are most useful and meaningful to them. Th is reshet—Hebrew work together with their leadership to build stronger insti- for “network”—is an opportunity for participants to continue to tutions of learning that educate and inspire their students learn from each other, support each other, and inspire each other as while instilling Jewish literacy and contributing to their a community, to continue to draw from the wells of Jewish wisdom Jewish identity,” said Rebekah Farber, RAVSAK’s chair. ¿ and connection dug by Project Sulam.

For more information about Sulam 2.0, please email Orlee We’re so excited to continue to strengthen this Sulam community Turitz at [email protected]. through our shared commitment to Jewish study and leadership. ¿

[23] [24] The Profession הידיעון • HaYidion ¿ byEranTamir Quality Teacher School Depends Quality on beyond the schools themselves.beyondthe schools and retention,to beconsidered andneeds asanecosystem development andmentoring, for iscritical satisfaction teacher support, that includingprofessionalschools finds Jewish day author ofalarge-scaleThe teachers at study of profession. a result stay longer in the isfied andeff ective, as and more likely sat- to become at their are they schools, administrationas support torship andprofessional development opportunities, well as contexts,school andwhen are they off men- meaningful ered andprepared recruited are for teaching carefully in particular variables that contribute to teacher effectiveness. When teachers ly to diverse groups oflearners. But there are other important know their matter subject ableto wellteach andbe iteffective- tutes teacher quality. Th ere isaconsensus that to teachers need researchers have a clear understanding ofwhat exactly consti- Knowing notmean teaching does that iscrucial quality high correlated anddependent ofits on the teachers. quality fi extentthat is to alarge ofaschool suggest ndings the quality else within the boundaries In ofaschool. other words, these student learning outcomes—more than principals or anything ers are the most single important school-related factor affecting Yet ofresearch decades education in that general suggest teach- donors andparents and/or hire the aggressively leaders. right that believe thrive could day people schools Some ifwe pursue ture andisharmful for student this While phenom- learning. attrition the impedes development of a cohesive professional cul- volved with recruitment andinduction teachers, ofnew teacher yearsaft afew school er their arrival.Besides the rising cost in- andoftin new en inexperienced teachers, just to see them leave on, forcing ofrecruitment avicious cycle andspending to bring more likely to leave early teachers areare lacking, When those components Education at Brandeis University. [email protected] Dr. Eran Tamir isasenior research associate at the Mandel Center for Studies inJewish Education andLecturer in and is harmful forand isharmful learning. student recruitment andinduction,recruitment teacher attrition impedes the development impedes attrition of acohesive professional culture Besides the cost involvedthe cost Besides with for the long term. that would enable their teachers to stay create the conditions ofsupport to haveschools failed also thatgest many day studies sug- schools, public related to urban enon is oft as en seen JIR. Iincluded DeLeTJIR. teachers in the study because Iwanted through Teaching) at program Brandeis University andHUC- were prepared through the DeLeT (Day Leadership school Jeff Kress) grouprey anda of dayJewish teachers school who teachers (taken study from by aJESNA Michael Ben-Avie and teachertwo sample populations: ageneral ofJewish day school a broad array conditions, ofschool teachers’ well as as motiva- munity. Together with Iconsidered my Lesik, collaborator Sally tomitted teaching their students the Jewish andserving com- are supportedandsatisfi and to ed, what extent are com- they Iwantedschools. to understand ifandto what extent teachers who areI examined the teachers that currently teach in day teachers from Jewish dayacross schools the US and Canada, In arecent on acomprehensive study based of639 survey compared them across teachersday school and profi of les Jewish (types) Th e study identifi two ed teaching. stay in or leave day school what causes teachers to that help could explain tions andcommitments the disengaged and unsupported teachers reported on debilitating school environment, a weak commitment to the Jewish community, and little interest in helping children to grow. Th e teachers related to this profi le did not intend to stay in day school teaching or other Jewish education jobs.

Analyzing the population of teachers who graduated from the DeLeT program we identifi ed two distinct profi les of teachers: (a) engaged and well supported teachers, and (b) engaged and unsupported teachers. Th e fi rst group includes teachers who received support from their administration and peers at school and were enthusiastic about con- to explore whether going tinuing to teach in day schools. Th e second profi le of DeLeT teachers through a Jewish teacher preparation may was somewhat more complex. It includes teachers whose prime moti- be more or less correlated with teacher retention vation to stay in teaching was connected to their deep commitment to and particular commitments. help the Jewish community thrive and their desire to teach children and see them learn and grow. Although the latter group of teachers Describing the general sample of Jew- reported receiving only minimal levels of administration support, ish day school teachers, we identifi ed their commitments to the Jewish community and to student growth two profi les of teachers: (a)very engaged probably reinforced their intention to stay in teaching. teachers, and (b) disengaged and unsupported teachers. Analysis of these profi les reveals an issue Th ese fi ndings complement a growing body of literature in general that should concern the day school community. On the and Jewish education suggesting that high-quality mentoring, pro- one hand, the very engaged teachers were highly committed fessional development and administrative support are likely to im- to their students and the Jewish community and reported a strong prove teachers’ professional growth and retention and result in better intention to stay in Jewish education. Th is group was not correlated teachers and student learning. Unfortunately, despite some important (either positively or negatively) with professional and administrative initiatives aimed at improving professional development in North support, which means that these variables had neutral eff ect on the American Jewish day schools, many schools cannot and do not ofteachers’ intentions and desire to stay in teaching. On the other hand, [continued on page 47]

Teacher Day at the Day School Conference

¿ By Betty Winn, Director of Leadership sets. Th ey are the ones on the frontlines rative leadership, primary source research Initiatives inspiring and instructing the next genera- and STEM (with a Jewish lens). Inspired tion of Jewish leaders. On Tuesday, Janu- by keynotes, interactive learning sessions, hen I was a classroom teach- ary 21, 2014, we invite teachers to join us networking with colleagues, and round- er many years ago, I had an at the RAVSAK/PARDES Conference in table discussions, teachers will leave in- incredibly supportive and Los Angeles for a day designed especially spired to take on these new challenges Wencouraging principal who truly believed for them. with confi dence, excitement and support. in professional development and encouraged and supported me in my learning. As an extension of the national RAV- Th e cost of the teacher day is only $75, Opportunities to attend top-notch con- SAK/PARDES conference, appropriate- which includes continental breakfast and ferences, with inspiring keynote speakers, ly titled “Moving the Needle: Galvaniz- keynote speakers on educational trends provided me with new ideas, enhanced ing Change in Day School,” teachers will and brain research, along with a selection stimulation and an expanded network have the opportunity to wrestle with big of workshops. Give your teachers the gift of educators and professionals who were questions to galvanize change in their of professional development, a gift that committed to learning and enhancing classrooms. Teachers will participate and will last a lifetime. their classrooms with cutting-edge peda- network in intensive workshops focus- הידיעון gogy and tools. What she gave me was a ing on current educational trends facing For more information, go to gift —a gift that has lasted me a lifetime. our day schools such as core curriculum, www.movingtheneedle2014.org or click

blended learning, formative assessment, on Conference on the RAVSAK website, • HaYidion Our teachers are our schools’ greatest as- project-based learning, teacher collabo- www.ravsak.org. ¿

[25] [26] The Profession הידיעון • HaYidion Jill Kessler ¿ byJill A Model to Support Faculty and between faculty andadministration. positive relationships andproductive collaboration amongfaculty membersand Kessler presents Appreciate asaphilosophy andmethodfor Inquiry creating derstand ofteachers. the Th needs is done a through process with the leadership who must ways new to seek positively un- Translating into practice theory requires hard It work. starts work together to construct ashared future. to appreciate ofvalue in the everything organization, andto leadership to unite to work the faculty towards ashared vision, outseek the in best eachother. Appreciative for Inquiry calls losophy upon eachindividual whichcalls in the workplace to rather,management style; itisamindset. Simply put, itisaphi- what works.” Appreciative isnotaspecifi inquiry c technique or tifi cation of what works, and the analysisofhow to domore of something through works managed andchangecan the be iden- Appreciative Inquiry. defity generative a ned thought process for change that he called In the 1970s,David mid Cooperrider at Case Western Universi- and students. strate how to buildexcellent working relationships with parents strong unifi culture,faculty ed retain more teachers, anddemon- challenging situations. By using we this model can a positive approach with when day-to-day faced issues well as as the ofAppreciative model Phoenix, Inquiry enables us to utilize Inschools. our experience at the Pardes Jewish in Day School Thtwo eseareexamples ofsituations face we in dayJewish is hired? authority figure whendirector a of Jewish and studies Hebrew worked together without animmediate accept anew supervisor How can aJewish andHebrew who have studies faculty faculty andone who isdisenfranchised? aligned, come awell functioning team ofthree, rather than who are two ministrator instrumental be in helping the existing teachers be- when the teacher new brings her own How ideas. can anad- has worked together for along time diffi can be cult, especially Integrating another teacher into acloseknit teaching team that Morale Build Jill Kessler isthe head ofPardes Jewish Day School inPhoenix, Arizona. [email protected] Its premise “is that organization in every establish a Th ey quickly add that is this by choice! with one another than dowith they members oftheir family. together. In joke they fact, that spend they more time together easy, relationship, respectful where truly enjoy they working Now in the third yearworking together, the teachers have an fromlearned that time andapply itnow?” together. What made that Can youuse what time special? you atime “Describe youfelt theasked: team worked well especially appreciation to anew led for eachother. New questions were experienced eachteacher’s as work Th loaddecreased. is in turn ing the three teachers. Th e benefi tsof workingtogether were ofone another’sRecognition strengths was the fi rst step in unit- together on implementation ofthe math curriculum. her own. In three their ateam, all yearas second teachers worked math curriculum whilethe third choseto continue planning on curriculum. Two of the three teachers worked together on the the other teacher the took leadon planning studies the social teacher the took curriculum, arts leadplanning the language and the science curriculum because this was her area ofstrength, one was determined one teacher would take the leadon planning how the team benefi could tfrom one another. In it this case, of questions on each individual focused teacher’s strength and the conversation from the negative to the positive. Th enext set something that worked aframework well, was setthat moved shiftguage ed to the affiyou?” Rather than focusing on what rmative. wasn’t Once the teachers the working, lan- defi ned Th e fi“What rst is question working was, well for the of three tional way to work together, was started. a process of inquiry In the of the case three teachers tothat fi needed func- nd a more future. build upon the strengths anduse this information to inform our you?” Once we fi ndout a whatprocess begin to iswe working, thatof inquiry starts with the question, isworking “What for In the case of the Jewish studies and Hebrew teachers, the mod- Schools are all about relationships. The attitudes and behaviors that el of Appreciative Inquiry was used to help the teachers see this administrator’s model for teachers has an influence on what teachers A Model to Support Faculty and new hire as positive. When it was clear that accepting a new leader model for their students. Appreciating our students is as important as was a challenge, the questions focused on the value and benefits of appreciating our teachers. A substantial body of research shows that having a supervisor. Teachers were asked how they could envision the school’s social environment has a significant influence on stu- this working well for them. Out of those answers came a greater dents’ learning and growth (see The Role of Supportive School Envi- understanding of the teachers’ needs and a wonderful blueprint for ronments in Promoting Academic Success by Eric Schaps). We all exist building trust. to serve our students.

This process works for building There is so much more we can faculty morale. If the school The leadership must seek learn from Appreciative Inqui- leadership focuses on what new ways to positively ry. This mindset harbors tre- is working and thoughtfully mendous potential to change takes every opportunity to pro- understand the needs of attitudes, behaviors and prac- vide specific positive feedback teachers. Start with the question, tices in our schools. I highly to teachers, faculty members recommend reading a short but feel appreciated and morale “What is working for you?” wonderful overview written by increases. Despite how busy Sue Annis Hammond called we are as administrators, it is well worth taking the time to e-mail a The Thin Book of Appreciative Inquiry. If you relate to this mindset, teacher to thank her for writing a well written detailed letter to par- you will want to read Appreciative Inquiry Handbook For Leaders of ents about the unit on chemistry she is about to begin, or thanking a Change by David Cooperrider, Diana Whitney, and Jacqueline M. teacher for taking the initiative to start a middle school newspaper. Stavros. It will provide a way to think about how we can lead with These are simple examples of recognizing the good in our teachers optimism and build and sustain our schools. and taking the time to express our appreciation. Ben Azzai said, “Be eager to fulfill the smallest duty and flee from How does this model work when difficult conversations are neces- transgression: for one mitzvah induces another and one transgression sary? I have found it actually becomes easier to have difficult con- induces another transgression. The reward of a mitzvah is a mitzvah, versations with individuals. The individual is more open to hearing the reward of one transgression is another transgression.” The hab- הידיעון about what is needed to improve or change when she knows you rec- its of mind cultivated by the practice of Appreciative Inquiry build ognize all the good. Trust has been established by the open sharing of success upon success to create a positive, healthy, collaborative work

appreciation in the past. The individual knows we are not seeking out environment in schools. May we all move from strength to strength • HaYidion the negative but neither do we shy away from the truth. as we continue to build our day schools. ¿

[27] [28] The Profession הידיעון • HaYidion ¿ byJared Matas Teaching with Technology Don’t Forget the Teacher When be fully enmeshed with teachers’ enmeshedwith be fully andcontent pedagogical skills knowledge. to needs that triad ofanew Instead,technology aspart treat fieldleadersshould to lessonplanning. merely anadd-on technology isnot that author argues The Hebrew speakers. this While the week figraders rst use iPads to skills by developinguse their arelationship language with native ferencing for her opportunity creates students ameaningful to Th efourth grade Hebrew teacher knows that con- video Skype Revolution. retain an understanding of the confl ict that to led the American by role-playing acharacter the students better will and develop assignmentssheet that because hebelieves with game avideo teacher replaces history school textbook and work- readings age-appropriate Th constructivistbodies pedagogy. middle e to manipulate in objects the physical worldtechnology em- has her students that use robotics because shebelieves using in their Th teaching. tegrate technology e kindergarten teacher when how deciding to in- content and technology course about pedagogy, integrate fully knowledge Teachers must thought- tomorrow. classrooms oftoday and in the technology-infused morebeen important than obsolete. Yetbecome inthe fact role ofthe teacher has never in It hands-on learning. engage may appear that teachers have of these examples, students to actively are using technology merchants,loyalist andBritish In soldiers. Sons ofLiberty each Boston,tionary interacting with characters Paul such as Revere, aprinter’s to virtually become game apprentice in pre-revolu- students students history Middle school in Haifa. use a video by playing on iPads. games Fourth videoconference graders with parashat hashavua. First fl develop graders with uency mathfacts robots to depictKindergarteners Lego buildandprogram has replaced thethink teacher that in the technology classroom. An outsider visiting an innovative Jewish daymight school Day School inWatertown, Massachussetts. [email protected], @jaredmatas Jared Matas isasocial science teacher integration andthe technology teacher Boston’s at leader JCDS, Jewish Community teaching decisions than to beable than teaching decisions thoughtful teachers to apply their to apply teachers thoughtful emerging TPACK whenmaking to download the latest app.the latest to download It isfarIt for more important and Matthew J. Koehler propose aconceptual framework that sound Punya decision. thattee Mishra using itisapedagogically in the classroom notguaran- does use technology aparticular integration. Justtechnology exists because the to possibility Many educators with are about legitimately proceeding wary them ofthe part workforce to be ofthe 20th century. students are still learning that in schools were to train designed enterwill notyetexist. And does many yettoo Jewish day school Thteachers came ofage. e world inwhich tomorrow’s graduates difftoday is radically erent than the environment in which their age.”digital Th e environment inwhich students growingare up the press—has andpractices notre-thought …in the …goals stitutions hospitals, the banks, such as entertainment world, and are havingogies at animpact anunprecedented on society rate. ofour Newimpacting lives. aspect daily technol- virtually every pervasive, has become In technology digital the decades, two past traditional pedagogy. ineffused ectivelybe an expensive also it can way to reinforce ucation has the potential to leadto tremendous innovation, yet in ed- the impact technology on teaching Digital andlearning. teacher makes determine about how to integrate technology their hands to their develop number sense. that Decisions the because the teacher wants her students to holdmanipulatives in theirdevelop math facts, next the week iPads put be will away unlike other cultural in- that “the system— school vid Kolikant points out to information. Ben-Da- expertise andaccess edge, altered notions of knowl- ternet access has radically Ubiquitousand free. In- is now instant, unfi ltered Information distribution can be applied to help. They argue that the transformative impact experience for students. Yet the impact of IWitness is dependent on of technology has altered the context in which teachers acquire the ability of a teacher to apply his or her TPACK to develop lessons knowledge to such an extent that knowledge of technology is now that are pedagogically sound. The teacher needs to be able to inte- an essential and distinct element of teacher knowledge. Effective in- grate knowledge of Holocaust education with an understanding of tegration of technology in education is a result of the interplay be- how students learn when viewing and editing film. tween three elements of teacher knowledge: technology, pedagogy and discipline-specific content. Thus, Lee Shulman’s concept of PCK The concept of TPACK must also be applied to develop pedagogy pedagogical-content knowledge becomes TPACK: technological-peda- for teacher professional development. Through hands-on learning gogical-content knowledge. experiences, veteran and novice teachers alike can participate in meaningful professional development that has the purpose to im- As a teacher adapts lessons by introducing new technology to the prove each teacher’s TPACK. The days of bringing in outside experts classroom, planning decisions are guided by the teacher’s emerging to lecture to a roomful of busy teachers are over. Professional devel- TPACK. Teachers develop their TPACK as they acquire the skills opment opportunities for teachers should expose them to examples and experience to make thoughtful decisions about the appropriate of innovative teaching with technology and then allow for reflective integration of technology in their teaching. This framework is help- talk with partners on how the examples could be adapted, or not, ful in understanding how teachers’ knowledge about digital technol- to their teaching practice. In this manner, each teacher will be able ogy impacts their ability to integrate it effectively and exercise teach- to connect the three elements of teacher knowledge that integrate in er leadership. Significantly, TPACK is situated knowledge that exists the creation of TPACK. School resources are more effective when in relationship with a teacher’s knowledge of specific pedagogies and allocated towards professional development than purchasing apps or content being taught. Knowledge of effective teaching emerges from SMARTboards. the integration of what the teacher knows about technology, good pedagogy and the course content.

The TPACK framework suggests ways for both teachers and school leaders to encourage technology integration in a manner that ensures the focus is kept on actualizing educational goals, not increasing technology consumption. As teachers plan their lessons, the question they must ask themselves is not how they might increase the amount of time students spend using technology, but how can the technology help achieve learning outcomes. For example, a science teacher might develop ways that students can use the camera and microphone on an iPad to record data and observations from classroom experiments.

Teachers must keep up-to-date with innovations in technology because they are the ones best qualified to assess how any change might impact teaching and learning. Teachers can use digital technology to encourage critical thinking, collaboration and student empowerment in their classroom. For this to occur, it is far more important for thoughtful teachers to apply their emerging TPACK when making teaching decisions than to be able to download the latest app.

There is no shortage of free digital resources readily available to teachers, but the impact of each resource is depen- Reproduced by permission of the publisher, © 2012 by tpack.org. dent on the manner in which the teacher uses it in the classroom. A website with tremendous potential is IWit- ness, a tool for accessing the USC Shoah Foundation video archive of It is vital that we don’t forget teachers when talking about teach- Holocaust survivor testimony. With well indexed video of over 1,200 ing with technology. Although digitally empowered students take testimonies, this website has the potential to transform Holocaust more ownership for their learning, and knowledge is no longer cen- education, especially at a time when there are fewer and fewer Ho- tralized in a person at the front of the class, the role of the teacher הידיעון locaust survivors still able to actually visit classrooms. The site allows continues to be an essential component to effective teaching and students to view clips of the lengthy testimonies and search the clips learning. TPACK is a valuable conceptual framework to guide tech- by topic. Students can edit the footage to create short videos to show nology integration, ensuring that the role of the teacher is not for- • HaYidion their classmates. In the right context, this can be a powerful educative gotten. ¿

[29] Keeping the Vision / Column The Pew Survey and Day Schools: Opening Ourselves to New Possibilities? ¿ by Jonathan Woocher

The publication of the Pew Research Center there are other findings in the Pew survey And what does this Jewishness mean to Survey on U.S. Jews on October 1 has given that should be stimulating serious conversa- them? Well, it turns out that even for the Jewish world plenty to talk about as it tions among day school leaders. self-identified Jews by religion, for 55% it got back to work after the holidays. is primarily a matter of ancestry and cul- I’m referring to the findings about how ture. For only 17% is it primarily a matter The initial report has only a modest amount American Jews define their Jewishness and of religion, and for 26% it is both ancestry/ of information that relates directly to day what is important to them about it. The culture and religion. The conclusion that schools, and what is reported generally con- not-so-secret secret revealed (again) in the being Jewish is for most American Jews firms what we already knew. About a quarter survey is that “religion” as most Americans (and certainly most who are not Orthodox) of Jewish parents say that they had a child and many American Jews understand it is about something more (or other) than be- enrolled in a day school or yeshiva during the not a good “fit” for the way in which large ing religious is reinforced by looking at the past year—slightly more than the percentage numbers of American Jews understand and responses to the survey’s questions on what of adults who attended themselves—with embrace their Jewishness. The good news respondents consider essential to their own extent of enrollment following Jewishness. a predictable denominational pattern. Regrettably, except for Are we operating and marketing Not surprisingly, the respons- Hebrew language proficien- es show that ethical living cy, the initial report does not day schools that provide American and working for justice and compare day school attendees Jews with opportunities to equality rank among the most and non-attendees with regard strongly affirmed elements of to many dimensions of Jewish engage Jewishly with the things Jewishness (remembering the activity and attitude. However, they care most about? Holocaust—both an ethnic there is no reason to doubt that and an ethical act—is the top such comparisons would show choice). But the fact that be- that day school attendees “score higher” in is that vast majorities of American Jews, in- ing intellectually curious and having a good almost every respect than do those who did cluding many who explicitly deny being Jew- sense of humor were regarded as “essential” not attend day school. ish by religion, do embrace their Jewishness by half and two-fifths of the respondents positively. Ninety percent of Jews by religion respectively (more than saw being part of a So, in terms of day schools themselves—who (JBR) and 46% of Jews of no religion (JNR) Jewish community as essential) clearly sig- attends them, what impact they have—there say that being Jewish is very or somewhat im- nals that for many American Jews—and not is little new in the Pew survey data published portant in their lives. Ninety-seven percent just those who are totally secular—being thus far. This doesn’t mean, however, that of JBR and 83% of JNR are proud to be Jew- Jewish is a complex identity with multiple day school leaders—especially community ish. Eighty-five percent of JBR and 42% of dimensions beyond those that are normally day school leaders—should simply put the JNR feel a strong sense of belonging to the focused on in the public discourse of institu- report aside. In fact, I would suggest that Jewish people. tional Jewish life.

Dr. Jonathan Woocher works in a senior capacity with the Lippman Kanfer family on its philanthropic and educational initiatives. [email protected] הידיעון HaYidion • HaYidion [30] So, I pose this question: Are we operating those interests. Th is is what is being done, I size social justice and Jewish comedy. But I and marketing day schools that provide would argue, in two of today’s fastest grow- do believe that “religion” is and always has American Jews with opportunities to ening Jewish educational domains: social jus- been too narrow a category to encompass gage Jewishly with the things they care most tice and environmental education. For many what “Jewishness” is about. I hope that com- about? I am not anti-religious, nor do I be- Jews, religious practice and belief remain munity day school leaders will be bold in lieve that the “religious” elements of Jewish central to their Jewishness. Nonetheless, experimenting with expansive educational life are unimportant or should not be part there are other dimensions of Jewish experi- visions and programs that seek to tap into of our curricula and the cultures of our ence, both historical and contemporary, that the reservoir of positive disposition toward schools. But for many American Jews, these provide alternative vocabularies for engaging Jewishness that the Pew study reveals. are not the most important and resonant in Jewish life and enacting Jewish values. Th e components of their Jewishness. I’m not question is: How and to what extent can we If we can do so successfully, we will be doing suggesting that we simply “play to the mass- and do we make these dimensions available something more important than just build- es” and off er a watered-down “Judaism lite” as well in our schools? ing enrollment. We will be enabling more that merely affi rms what students already Jews to discover that their strongest commit- believe. By virtue of their pluralism, community day ments—to historical memory and respon- schools are well positioned to extend the sibility, to moral living, to a better society, What I am suggesting, though, is that we boundaries of what we defi ne and off er as to passionate learning, to approaching life start with what Jews care about and believe “Jewish education” today. I don’t kid myself. joyfully and tolerantly—are indeed Jewish in and use that interest and those passions to I don’t believe there is a pool of thousands commitments that can be enriched and ful- help them encounter those elements in Jew- of children waiting to enroll in day schools fi lled through a deeper connection to Jewish ish tradition and history that add depth to if only we change the curriculum to empha- tradition and community. ¿

Breaking News from the RAVSAK Reshets

here can you fi nd board Din, Jewish Court of All Time, Sulam other, school employees and lay leaders chairs engaging in thought- and the Head of School Professional Ex- alike are deepening, broadening, expand- ful conversations around cellence Project. In the coming months, ing and increasing the educational qual- Wtheir strategic planning processes, Judaic we hope to launch a new model of reshet ity in RAVSAK schools, while breaking directors challenging each other with new based on common interest, the fi rst one down some of the isolation that comes ways to integrate 21st century education- focusing on Judaism and the environ- with the territory. al strategies into the study of Tanakh, and ment, to be called Reshet Teva. heads of school grappling with tuition Th e measure of success in any network is and admissions policies? All of these con- Th rough these reshets, RAVSAK is al- not just the quality of conversation which versations have taken place recently in the ready achieving fi ve goals. We are invest- takes place online, but also the practical RAVSAK reshets. ing in long-term professional develop- application which occurs in our day to ment and community building of our day interactions. At RAVSAK, we are Over the course of the past year, RAVSAK school employees and lay leaders. We sup- already seeing shift s in school decisions, has launched eight diff erent reshets (net- port collaborative plans for strengthening processes and educational product due to works) in which a community of school the educational work in the fi eld and the the conversations taking place through- professionals or lay leaders work togeth- refl ective communities in which to test, out the reshets. It’s one thing to read the er to think through challenges and learn evaluate and tinker with them. We are text on the page. It’s another to weave it about successes in each other’s schools. creating links among school professionals into the text of our lives. And that is ex- Half of our reshets are organized by the and lay leaders in order to foster collegial- actly what we are doing with the work of role that an individual plays within their ity, support, communities of practice and the RAVSAK reshets. school’s community: heads of school, Ju- professional development. Fostering out- הידיעון daic directors, early childhood educators lets for thinking through tough situations To learn more about the Reshetot and board members. Th e other half are beyond borders of the local community and / or join the conversation,

based on RAVSAK programs in which is a natural product of this kind of work. contact Debra Shaff er Seeman • HaYidion an individual has participated: Moot Beit With the new form of access to one an- at [email protected]. ¿

[31] Moving the Needle: Galvanizing Change in our Day Schools

The RAVSAK/PARDES Jewish Day School Leadership Conference Los Angeles, CA • January 19-21, 2014 • Conference begins at 1:00pm on Sunday and closes at 2:00pm on Tuesday.

Moving the Needle will address the complex needs of Jewish day schools committed to a pluralistic, substantive Jewish education that addresses twenty- rst century realities.

Sessions Include: Blended Learning • Understanding Student Connectedness and Engagement with Israel • Guidelines and Principles for Pluralism • Endowment Readiness • The Maker Movement • Recruiting and Retaining 21st Century Jewish Families • Developing Hebrew Literacy • The Pew Study: Implications for Community and Reform Day Schools • The Transformative Power of Play • Connected Learning: Making Education Real and Relevant • Special Needs Inclusion • Pipelines from Early Childhood to Day School • and much much more.

Plus: Day School Board Leadership Institute (January 19th-20th) Teacher Professional Development Day for local LA schools (January 21st)

To register and see full program information please visit: www.movingtheneedle2014.org Keynote Addresses

Rabbi Daniel Lehmann Dr. Mary He len Dr. Rob Evans Opening Keynote: “The Immordino-Yang “The Human Side Contemporary Role of “Brain Based Research and of School Change.” Jewish Education” Its Impact on Education”

Deep Dives (Monday, January 20)

Small Schools and a Sustainable Future (in cooperation with PEJE) New Paradigms for Israel Education (in partnership with the Shalom Hartman Institute of North America) Design Thinking and Adaptive Leadership (in partnership with Upstart Bay) Te llah: New Paradigms (in partnership with Pardes Institute for Jewish Studies) E ective Technology, E ective Education (in partnership with The DigitalJLearning Network of The Jewish Education Project) Special Needs and the Diverse Classroom (in partnership with Rosh Pina)

MOVING THE NEEDLE IS PRESENTED BY:

IN PARTNERSHIP WITH

IN COOPERATION WITH

To register and see full program information please visit: www.movingtheneedle2014.org Teachers in Our Schools

eachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task.” Haim Ginott

We asked teachers to share a moment or experience that encapsulated for them something of the essence of being a teacher at a Jewish day school. Interestingly, responses harvested very different kinds of experiences: students’ insights in a classroom, a mother and daughters’ advocacy on a school’s behalf, parent excitement over Hebrew learning, and a broader personal transition, a shift in perspective. What all these personal testimonies have in common is the attempt to capture a feeling when everything comes together—when the meaning of their work comes into beautiful, radiant focus.

An Ongoing Journey By Ilana Chernack, Akiva School, Westmount, Quebec or as long as I can remember, a “jour- When and how would this become appar- wear, but rather the “internal me” that will ney” always implied a long road trip ent to me? aff ect my students for the rest of their lives. with my family. Th ere was minimal And they have shown me that it is not about Fpreparation required of me. Th e ride itself Th e answer began to take form when I start- counting down the seconds until I arrive was not particularly pleasant, consisting of ed my professional career as a teacher at the to school, but about making every second Gravol pills, limited personal space, inces- Akiva School in Montreal. Th is position count, seizing every single moment and sant asking “Are we there yet?” and far too gave me the opportunity to work, teach and transforming every instant into a lesson to many sandwiches. interact with many incredible individuals. be learned. I remain a dedicated believer in Th ese newfound mentors, colleagues and in skill-based learning, but now I have learned Despite the unpleasantness, getting to the particular, students, redirected my journey that the greatest gift of being an educator is destination was always climactic and result- entirely. Th ey shift ed my focus from a pur- preparing my students for their own journey ed in that sense of “I have arrived.” Yet as poseful but one-dimensional direction, to a and being a role model for every single one soon as I arrived, my feelings of happiness multi-faceted, continuous odyssey. Th ey al- of them along the way. and relief were overshadowed by a desire to lowed me to see the forest through the trees get right back in the car and return home. and the meaning behind my life choice. In- So you see, it’s no longer about the twen- I wondered why this was the case: was I a deed, they changed me as a person and as a ty-fi ve bodies who occupy the desks in the pessimist or realist? I came to realize that I Jewish woman but above all, they changed classroom; rather, it is about changing the had not yet internalized the meaning of the me as an educator. twenty-fi ve universes who stand before me. term “journey.” It is no longer about looking at my own re- Th ose who have impacted my life have fl ection in the rear-view mirror, but seeing I spent four years in university working to- shown me that the meaning, the passion the refl ection of my school’s academic and wards my degree in education. I can confi - and the purpose are not left at the starting Torah-based values in my students. It is not dently declare that this provided me with point, but are taken with me and reignited about the fi nal destination, but the continu- the most profi cient skills in lesson plan throughout the journey. Th ey have taught ous journey of self-refl ection, self-discovery writing and report card comment compos- me that it is not about the car I am getting and self-improvement. It is an ongoing pro- ing. Yet, despite my dedication as a student, into for the drive, but the inner drive that cess that will never allow me to sense that the essence of what it meant to be an “ed- will allow me to achieve excellence. Th ey anti-climactic feeling of having to return ucator” eluded me. Th is question gnawed have shown me that it is not about exter- home. How could it? I am home with the הידיעון at me throughout my undergraduate years. nality of the “schoolteacher clothes” that I journey. ¿ HaYidion • HaYidion [34] Back to School Night Sara Wolk Bernstein, Heilicher Minneapolis Jewish Day School prepare for Back to School Night with Hebrew. Over the years, I have seen great As I expected, one of the parents in the a little bit of uneasiness. I’m no longer successes by students whom many thought room said, “It looks like the word shalom!” nervous about presenting to a room full would never be able to even read Hebrew, let I further explained that the word we use Iof adults as I was earlier in my career. I no alone work creatively with the language. to mean “peace” really has a much deeper longer fear that I won’t know how to re- meaning, a more complex imagery behind spond to a questioning parent. Th e reason Just this year, I experienced a fi rst. At our it, one that includes the element of com- for my uneasiness stems from my desire to Back To School Night, I had only a short pleteness. Another father was very excited share with parents my love of the Hebrew time to discuss our Hebrew program. I ex- to learn this about Hebrew, and exclaimed language and how much I want to make He- plained that in 4th grade, we see that stu- in one run-on sentence, “I never knew this brew exciting and positive for my students. dents are beginning to be able to think more about Hebrew—so that is why some can Since many parents approach Hebrew with deeply and understand more complexity in read Hebrew without vowels if you know some trepidation, I hope I can express that regards to verbs. Th is expands their capabil- the context, is this true all over Hebrew?, learning Hebrew is meaningful and valuable.

It wasn’t until college that I fell in love with Hebrew. I give credit to my professor, Jonathan Paradise, for that feat. From him I learned that Hebrew words that were seemingly divergent could be connected by virtue of a shared shoresh (root). I ex- plored the complexity of the language and the imagery embedded within it, which opened up so many doors of understanding and depth of meaning for me. It became one of the reasons that pro- pelled me to become a Jewish educator and specifi cally to day school education.

About 15 years ago, I em- barked on a new avenue in my career. At HMJDS we had been designing our own resource department for general studies and ities in using the language; grade 4 is oft en my kids are learning this about Hebrew? could no longer ignore students’ needs in He- a doorway to more profi ciency in Hebrew. Wow! Th at is so cool…” brew. I left HMJDS administration to develop our Hebrew resource program, working To illustrate my point, I used the shoresh I have been fortunate to see the light bulb with students who struggle to learn Hebrew. shin-lamed-mem, which I wrote on the go on for so many students about Hebrew הידיעון I discovered I have an aptitude for developing board. I explained that this shoresh can be and watch them fi nd the same “coolness” learning experiences for these learners and used to form the following words in He- and value in the language that I see. To my that it was very important to me that these brew: leshalem (to pay or compensate), le- great satisfaction, this year, I was able to • HaYidion children feel successful and positive about hashlim (to complete) and shalem (whole). bring a parent to that same great place. ¿

[35] Teachers in Our Schools

Why I Teach Nathan Somers, The Lerner School, Durham, NC

t was fi rst period on a clear crisp Sep- I was moved by the clear, straightforward parshah that Moses shares his fi nal message tember morning, and my fi ft h grade Ju- wisdom of my students and the simplicity of with the Israelites, passes on the leadership daic studies students and I stood silently the items they had taken from the garden. of the people to Joshua, and goes up into Iin our school’s garden watching as the sun As we left the fi eld and returned to our the mountains where he dies and is bur- made its way above the building’s roof and classroom I felt pride in my students, but I ied by God. Without dropping a beat, the began to illuminate the garden with a warm also felt that special feeling that keeps me students recognized that this is an end but golden glow. committed to being a Judaic studies teacher: not “the” end. Th ey explained to me that although their leader Moses has died, Students held in their hands leaves, his work, patience, soul, and memory fl ower petals, seeds, acorns, decaying will continue on with the people as wood, stones and seedlings gleaned they enter into the land of Canaan from our school garden. We had be- and begin to create their own lives gun the morning by discussing Suk- there. kot and the idea of harvest festivals. Students had read two short passages As a Judaic studies teacher I oft en from Kohelet and we were outside re- feel overwhelmed with everything I fl ecting on the text and choosing items need to do. I feel that Rabbi Tarfon is from the garden that we felt represent- speaking directly to me about my job ed the ideas we had read in Kohelet. when he states in Pirkei Avot, “You don’t have to complete the work, As we came together as a group and but you are not free to desist from began to discuss how the items we it.” I have prayers to teach, lessons to held represented birth and death, tear- write, history to explore, technology ing down and building up, planting to learn, emails to answer, but just and harvesting, we also discussed the when it feels like too much, and I am cyclical nature of the statements made ready to desist from at least some of in the text. We came to the conclusion my work—the sun rises above the that although the plants and trees in school’s roof and illuminates the fac- our garden are “born” and one day will “die” a feeling of contentment in knowing that es of my students. Th en they grasp another they will also produce new generations. Th is students not only know something but that concept, turn it over and over again in their understanding led us to recognize that the they have learned to process an idea. minds, and ask a deep question or share an cycle of life never really ends. One genera- amazing thought that makes me feel that tion is simply surpassed by another that car- Back in class we discussed the fi nal parshah pride and contentment of being a teacher ries on the work of those who came before. in the Torah, Vezot haberakhah. It is in this once again. ¿

And From My Students Most of All Rabbi Moshe Yosef Gewirtz, Rabbi David L. Silver Yeshiva Academy, Harrisburg, Pennsylvania

abbi Tarphon used to say, ‘It is an entire world.” (Mishnah Sanhedrin 4:2) need Pew surveys to realize that for all the not your responsibility to fi nish examples of retention and return, there are the work; neither are you free to Talmudic quotes such as these are a neces- more of loss and disinterest. Th e personal evade“R it.” (Pirkei Avot 2:16) sary elixir for the soul of those involved in experience of Jewish educators refl ects much Jewish education today, especially those of frustration because of all those students we Whoever preserves a single soul in Israel us in areas with small Jewish populations could have taught but did not, or did teach“ הידיעון is considered by Scripture to have preserved like Harrisburg, Pennsylvania. We don’t at a young age but not when they were ma- HaYidion • HaYidion [36] ture enough to absorb what is life-changing creatively thinking and contributing much a few parents speak about their reasons for about Torah. For our own happiness and to class. their children not returning, Shelly asked motivation to continue teaching, we must to speak. What followed was a brief but elo- learn to focus on what we do accomplish As much progress as Brad made, the more quent and impassioned argument for allow- with those we do reach. inspiring sibling for me was Rachel. Despite ing one’s children to receive as much Jewish not always fi nishing homework or being education as possible. About how the quali- I have been teaching long enough to have prepared for tests, Rachel enjoyed learning ty secular and Jewish education at the Silver seen many of my students grow Jewishly Torah. One could see by her facial expres- Academy allowed her daughter to become and pass on their love of Torah in their own sions and enthusiasm that she was interact- an intelligent, mature, responsible, com- families. Th e development of one family ing with Torah in a very personal and pro- passionate, God-respecting, community in- in particular gives me special joy. (Certain found way. volved and Jewishly committed young lady. facts have been changed to insure their an- onymity.) Th e year aft er she graduated, we maintained And then Shelly said that her daughter, our teacher-student relationship at the Rachel, who really wanted to come to the From the beginning it was clear that Brad Sunday Hebrew High School. Rachel and meeting but couldn’t, asked that the follow- was a special student and a challenging one. her Silver Academy classmates participated ing message be related. “I can’t understand When his kindergarten class performed in a ninth grade shabbaton in the shomer why anyone would deny their children a at assemblies, he couldn’t sit on his chair Shabbat neighborhood and left wanting to Jewish education for as long as possible. Th e for more than a few seconds. I was always do it again. But the most signifi cant experi- middle school years were the ones that re- profoundly impressed with his parents who ence happened toward the end of that ninth ally made me into who I am. I am so grate- displayed no evidence of embarrassment grade year. ful to my parents for allowing me to have a despite being aware that all eyes must have been on their son. Brad was very bright and had a winning personality, although it was oft en diffi cult to understand his speech.

Brad’s sister, Rachel, three years his senior, was an average student and very athletic. Her quiet demeanor in school gave no hint of the intelligence and depth she would express later.

Th e children’s mother, Shelly, was Jewish, but their father, John, was not. A mixed marriage is by no means always an indica- tion of an apathetic attitude towards Jewish education. However, in this case, it became clear that the family’s commitment to the school was only for the early grades. One of the classes in the school appeared meaningful Jewish education at least in the headed for disintegration. Th e parents of beginning of my teenage years, so that the As time passed, however, Rachel and Brad more than half of the students were plan- ideas of the Torah can be incorporated into remained in the school. Brad was diagnosed ning on not reenrolling their children the my adult personality.” with Asperger’s Syndrome, and qualifi ed following September. Most of these parents for therapeutic staff support. He made sig- agreed to attend a parlor meeting called by Rachel’s words, as well as the appreciation of nifi cant progress, and by sixth grade he no the school president to discuss their deci- her mother, brother, father and many oth- longer needed the support. His enjoyment sions and the school’s exciting plans for the ers give me hope that although the numbers of Judaic subjects and his mature under- coming year. In the end, the meeting did not don’t look very promising in the big picture, standing were impressive. Brad had an al- sway any of the parents. Jewish educators are making a diff erence. הידיעון most “Rashi-like” ability to say much with We must persevere in our work. Each soul few words. Despite sometimes giving the But a comment made at the meeting left me in Israel is like an entire world. And with impression of being distracted with other with a positive feeling when I went home. God’s help, the results might even be more • HaYidion matters, Brad was always on task, absorbing, Shelly attended the meeting. Aft er hearing amazing than we ever dare dream. ¿

[37] [38] Role Models הידיעון • HaYidion ¿ byJaimi Villareal andDevin Boehm ModelMindful Learners “AdornYourself”: teachers shouldbemodellearners,their intereststo grow. exposing andastriving asroletheir serving models.teachers resides in school that posits article first This the special quality ofJewish day that the notion explore all this section in Articles our classrooms andtraditional content areas. must ourselves ask learners model as outside how we can serve educationallarger endeavors. Asteachers in such settings, we extracurricular learning are fundamental to the institution’s Jewish values, anenvironment in whichacts oftikkun olamand Th eJewish is, byday school being of virtue its an executor of newer learners. reflective practitionersguides for our students andable who are effgrow orts to anddevelop, we standposition bothin a be to we use to learners evolve as ourselves andthen make concerted those roles. Ifalize we teachers as are reflective about what tools these therefore, roles and, are learners take they as on andactu- at community daycampuses school with the training to take on cultural Most values. demic, andmoral teachers donotarrive mentors,roles as supporters, andpersons who integrate aca- teachersaside, ofJewish fi day schools nd themselves in unique others on the samejourney. Leaving the notion ofjudgment In doing so,we enable learners ourselves model as for to serve personal evolution. personal development andformulate anunderstanding ofour uate ourselves sothat we are our ableto identify own for areas Tobecome. “adorn” ourselves, then, isto refleval-ect and upon regarding whoabout we clarity are andwhat we are striving to withsociate being “adornment” being adorned, judged here is most While ofus would notas- in apositionbe judged. to be that in order for one to make sound judgment, hemust fi be rst insight is articulated by the Talmud in relationship to the idea “Adorn yourself fi rst, then adorn others” (Sanhedrin 19a). is Th for ourmodel students teachers both as andlearners ourselves? learners, model be andwhat are the additional skill sets we must sonal investment in the learning community. But why we should teachers, particularly in terms ofpersonal development andper- in aJewish for learner students isamodel day school andother teachingBeyond one’s matter subject in aclassroom, ateacher West Hills, California. [email protected] advisor at New Community Jewish High School in student council advisor, andcancer awareness club Jaimi Boehm isthe English chair, department What we must to avoid careful be isrequiring to engage faculty commitments. interest into andlearning life daily practices, time andbalance integrate disciplines, familiar the elements ofthat emerging unusual connections interests, between interest develop in un- innovatearound goal, asingle with programming that makes anddiff ofvarying generative, people organize erent motivations then respond to that passion in ways that are productive and our students how to take inspiration from others’ passion and learnersmodel in this context, we have seenthat we can teach value of participatingful learning in or As guiding in this way? Th e question we askis:must thenWhat is and meaning- the real studentsstudies teacher guides through andmeditation. chi tai produce seasonal andcampinglocal, gear, andarabbiJewish teacherexample, anEnglish runs acooking using program only interests andpassions that with those ofour align students. For trips—but untraditional, are they also shapedby unique faculty athletic teams, chaperones national, for local, andinternational interestfor special clubs andstudent government, coachesfor involvement outside the classroom are typical—we are advisors the Angeles, near Los opportunities School forHigh faculty like. look Atmight our the New school, Community Jewish It’s what worth such clarifying extracurricular experiences time to share their non-content-to share time interests withstudents inaway that isgenuine andrewarding.that specific passions,specific hobbiesand giving teachers the space and teachers giving What seems most effective seemsmost What is High School. [email protected] grade mentor teacher at New Community Jewish member,ty Asian cultures club advisor and10th DevinVillarrealRabbi isaJudaic studies facul- WHAT’S YOUR VISION FOR JEWISH EDUCATION? ImagIne It Here.

programs LaUnCH YoUr Career as: Master of Arts in Education (MAEd) • p rominent leader of a day school or supplementary Prepare for a variety of career paths as a visionary school; Jewish educator and leader • Camp director, environmental educator or Master of Arts in Teaching (MAT) school-based experiential education director; Focus your training on becoming an innovative • Day school teacher; master teacher, mentor and teacher leader • Director of lifelong learning, adult educator or family MAEd/MBA educator; Combine your passion for education with a Master • e ducator for Hillels or programs for emerging adults; of Business Administration in nonprofit management • s taff member at a museum, foundation or nonprofit Program in Experiential Education organization; Choose fieldwork and electives that immerse you in innovative experiential education programs in • Jewish studies coordinator or curriculum writer; Los Angeles and beyond • r abbinic educator; sCHoLarsHIps • Faculty or administrator at a college or university; american Jewish University offers generous merit and • m entor, consultant or master educator need-based scholarships up to 100% of the cost of • e ducational technology consultant tuition to qualified maed applicants. Candidates who submit their application by February 15 will be given • a rts educator priority consideration for these awards. Admissions thereafter are on a rolling basis.

JoIn Us For VIsItor DaYs & ContaCt Us toDaY! Millie Wexler, Director of Recruitment and Outreach 310.440.1249 or [email protected] www.aju.edu/education www.facebook.com/educationmasters.AJU [40] Role Models הידיעון • HaYidion she has potentially her validated own students’ experiences without in which literature helps her come to terms with that experience, dents the ways she grapples with her Jewish identity and the manner if this discuss teacher with andcarefully can acknowledge her stu- iad backgrounds andfrom disparate time What periods. ismore, can apply to discussions about literature written by authors ofmyr- life—i.e., the ethics, values, andstories ofJewish andlearning life throughout her has valuable life applications in other ofher areas er can demonstrate for her students that the learning shehas done text andculture when work they for her. In this way, such ateach- she ismore likely to natural make organic, connections to Jewish to make responsible, professional choicesabout how sheteaches, Jewish text into her curriculum andisinstead the given freedom the secular. most part, If this teacher isnotrequired to integrate Jewish identity have shifted over time, and whose curriculum is,for same community where shenow teaches, whose own on views her Take, for teacher example, anEnglish whose upbringing was in the er to more subtly learning model andpowerfully for their students. weave their own identities into what teach, they have they the pow- learners in the classroom. When teachers are the given to freedom far,too disrupt they the potential for teachers model to become er-student relationship. Th ose concerns taken butvalid, andare real sonal opinions or experiences that disrupt the might delicate teach- ture offear. Teachers about the worry repercussions ofsharing per- Sometimes, however, about such boundaries policies create acul- andwellbeing ofall. the safety and students are essential for Boundaries teachers between ishow? question, again, own classrooms, too. Th e learners in theirtional model effcan be ective and inspira- extracurricular involvement, faculty, oftheir regardless this extra commitment. All to accommodateschedules or are they unablelearning, fi nd time outside teaching their regular terests or passions translate donoteasily to extracurricular student ers occurs mostly in the teachers classroom. Some fi nd that their in- Of course, we cannot the ignore that fact our teach- role as primary with students in away that isgenuine andrewarding. to share their non-content-specifi c passions, hobbies and interests most effective giving in our is teachers school the space and time ming in whichteachers learners. are model Instead, what seems hours and other required, “carrots” not will create program- quality Th is true ofa teacher’s extracurricular involvement. Stipends, isamorefact effective approach to sustainingperson’s a motivation. a person’s intrinsic motivation and that aft positive feedback er the contends that preemptively off ering rewards quickly undermines ThDrive: e SurprisingTruth About What Motivates, Daniel Pink learning that is pure and untainted by external In factors. book his el learners, what we must primarily isapassion for model andjoy of in such experiences outside the classroom. If we are true to mod- be cultivate the attending skill sets cultivatethe attending skill for that roleforthat inastudent’s life. schools must beawareschools must the of Teachers incommunity day rolethey play inregards to mentorshipthey andhow teaching? How can Iuseteaching? my own journey to benefi t my students? lum? What dothe students learn from methat Iamnotconsciously these questions: What delivering role do I play beyond a curricu- accomplish this, but at we the must level, most basic ourselves ask learn. People arrive will at their own conclusions about how to best flect on their learning at the same time are teachingthey others to mindfulus to learners—people become model who learn andre- and growth andour students are on asimilar journey, itbehooves Because we ourselves must on ajourney be ofpersonal reflection learners model as in ourserve Jewish day schools. ing skill set,and itisthese skills that aff ord us to the opportunity sors, multifaceted human ofthese Each roles has anattend- beings. thatextend beyond far ofclassroom teacher. We are mentors, advi- However, we and understand must recognize that the roles we play isstrictlyfocus on the lessons we planandthe assignments we grade. somyopic toAs teachers, become in itiseasy our practice that our self andthereby important model meta-skills for personal growth. connect with astudent alearner as in the hefi samerealm him- nds teacher a“guru” becomes instead, to hehas ofsorts; anopportunity ance regarding matters ofa similar nature. Th is isnot to say that the personalhis work with a student who comes to him seeking guid- cerns. For instance, if a teacher’s is “courage,” middah he can share totheir mentor ability students who are negotiating similar con- bythe teachers skills developed have will translation adirect into interactions with eachother andwith our students. In this type tional middot For ofusing aprogram example, our tradi- has developed school introspection andpractice around these issues. arena, whileothers have introduced more opportunities general for portionsdedicated oftheir professional development days to this attending skill sets for that role in astudent’s have schools Some life. role play they in to regards mentorship andhow cultivate they the zation. Teachers in community must day schools aware be ofthe concerns like stress management, confl ict resolution and organi- in to sharpencan their engage own skills in with dealing student Thguidance. raises is the question of what personal work teachers for astudent, upon to we respond are called with some wisdom and their mentor. role as Whether aclub advisor as or asounding board Teachers in community must day schools refl be ectivealso about purpose. compromising the integrity ofthe Jewish day school’s mission or (character traits) to stimulate in mindfulness our the awareness explicit that Th ese practices are done with oninteractions. his middah attention to the effect of the wayin amindful and pays put into this middah practice the teacherweek, attempts to “calmness.” Th roughout the “equanimity,” “courage,” or that contains aword such as a “middah card” eachweek of practice, teachers select ¿ Strengthening the RAVSAK Board to Strengthen Community Day Schools

midst towering trees RAVSAK has been and how to overlooking peaks of the keep moving forward. Th ey re- Catoctin Mountains, viewed RAVSAK’s progress in im- ARAVSAK’s Board of Directors plementing the fi ve-year business and executive leadership team con- plan and set new goals for the year vened this October at the Capitol ahead. Our Board tackled how best Retreat Center in Waynesboro, to expand partnerships between Pennsylvania, for their annual schools, implement eff ective fund- board retreat. raising tactics, raise awareness of the role of day schools in commu- Th e gathering is a yearly op- nities across the country and portunity to bring together deepen their understanding RAVSAK’s board members, of and commitment to our made up of lay people with mission. Th e recent Pew Re- experience in leadership at search study inspired an en- local community day schools gaging discussion on the role throughout the US and Can- of day schools in 21st century ada, to discuss ongoing initia- Jewish education and how tives to strengthen and sup- day schools promote and in- port RAVSAK and the 130 still Jewish literacy to create Jewish day schools that com- the next generation of lead- prise the RAVSAK network. ers.

Th e retreat was the fi rst Conversations took place in under new board chair Re- conference rooms, through bekah Farber, who comes to Jewish text study, around RAVSAK amidst a period of the fi replace, while on walks growth, for both the board and the through the woods and at the din- organization. It was a perfect time ner table. Truly a cholent of ideas, to align her vision for the organi- this was a fun and educational re- zation, which includes building treat that yielded real results. board engagement, stewarding collaboration with like-minded insti- Opportunities like the board re- tutions, and expanding the many treat help focus our energies and ways that RAVSAK serves our net- talents on new ideas and chal- work, with the many strengths of lenges, as we work to strengthen the board, both as individuals and RAVSAK as an organization in or- as a whole. Just a few years ago, the der to strengthen our schools, and RAVSAK board transitioned from ultimately have a positive impact an executive committee made up on the more than 25,000 children entirely of professional heads of in our ever-growing network. ¿ school to a board that is primarily made up of lay leaders, and the Rebekah Farber welcomes feedback talents that each board member on RAVSAK’s work and invites brings contributes to the overall readers to engage in conversation vitality of the organization. with her and share their experiences fr om the fi eld. She can be reached at Board members refl ected on where [email protected].

[41] [42] Role Models הידיעון • HaYidion ¿ byJoshua Rabin aTeacher,I Am practice Judaism. studentsthat study. themselvestext are They a an even more profoundthey are, ofwho influence by virtue and they discuss how teachers don’t just, Judaics Rabinthat argues orprimarily,texts.teach exert They For Heschel, teachers are a text of their because the totality (“Jewish Education,” in Th e Insecurityof Freedom) teach the pupils to evaluate the their inorder past tofuture. clarify well.as Yet he isalsothe creator ofthe future ofour people. He must tradition. He is the intermediary between the and the past present er, while not wearing beard, is a link asnowy in the chain of a the textpupils that read; will they forget. never Th e modern teach- people. It isthe ofthe personality teacher which isthe text that the What weneed more than anything else isnot textbooks buttext- tions ofthis statement. context andthink about what Heschel considers implica- to be forget,” yetitisimportant to read Heschel’s quote in its original Joshua Heschel that the teacher is“the text the students never Many with ofus are the familiar famous quote ofAbraham classrooms. that suggest weare the mostory important text in studied our love ofJewish texts, our Jewish tradition and educational the- ucators to teach choose in Jewish because day oftheir schools the way in whichwe Jewish model to life them. many While ed- however, the greatest impact we have upon students isthrough and even to how the At chairs are anddesks arranged. heart, from the chosen, subject to how instruction is diff erentiated, elementery in the classroom affects the learning environment, Jewish educators committed to reflective practice know thatev- ofaTeacher’sLandscape Life) er. my soul onto my students, my subject, andour way ofbeing togeth- wardness, for better or worse. As Iteach, Iproject the condition of Teaching, like any truly human activity, fr emerges om one’s in- I (Parker J. Palmer, Th e Courage toExploring Teach: the Inner Rabbi Joshua israbbi-in-residenceRabbi Rabin at the Schechter School ofLong Island. [email protected], joshuarabin.com

a extension, ifwe want our students to connect better with the an I(the teacher), aTh ou (the learner), an It (the subject). By ing involves what David Hawkins says isaconnection between ism, isthe center ofour However, work. isthat the reality learn- As Jewish educators, we like that to believe the Juda- subject, rather than astumbling block. ered the way in make whichIcould thisastepping fact stone, students were more interested in methan the Idiscov- subject, foundation ofalearning relationship. Th e moment my I realized into aninterpersonal connection, for that connection buildsthe teachers thinking draw about how might their they students According to Schwab, robust learning necessarily involves which constitutes relationship.) agenuineinterpersonal persons before him.(It isthe reciprocity ofevocation andresponse the student will ariseonly the as teacher does, infact, respond to the Th emanner and appearance which will evoke liking and respect in tion,” Joseph Schwab writes, in adeeperlearningto experience. engage In “Eros andEduca- ofwhoahuman Iwas as tality being provided the for trigger us time, however, how to common see Ibegan interests andthe to- more interestinggame than the text Iwanted to Over teach. ments about a movie, television show, or night’s last football thatnoyed the Itaught teenagers found my off -the-cuff com- myWhen career I began in Jewish education, an- to Iused get remember. person teach will lessons the students and notice, will analyze educational vision, that must they recognize who a are they as classroom. Asaresult, when Jewish educators think about their Jewish greater speaks life volumes than any text taught in the

Text subject, we need to ask hard corresponding chapter in the questions about how their Mishnah, where the students relationship to the subject is were drawn to the following affected by their relationship text: to us. Hawkins writes: Rabbi Eliezer says: One who It’s a tradition which is ex- makes his prayer fixed, his pressed by saying, in one way prayer is not supplication [for or another, that people don’t divine mercy]. Rabbi Yehosh- amount to very much except ua says: On who is traveling in in terms of their involvement a dangerous place should offer in what is outside and beyond a brief prayer, and say: “Save them. A human being is a lo- God, Your People, the rem- calized physical body, but you nant of Israel. Even when they can’t see him as a person unless distance themselves through you see him in his working sin, let their needs be before relationships with the world You. Praised are You, God, around him. The more you who hears prayer.” (Berakhot cut off these working relation- 4:4) ships, the more you put him in a box, figuratively or literally, While many day school stu- the more you diminish him. dents eventually study this Finally, when you’ve nar- text as a means of learning rowed him down to nothing For Heschel, teachers are a text how the early rabbis con- more than the surface of the ceived of personal prayer, skin and what’s inside, with- because the totality of their Jewish life this text represents an excel- out allowing him any kind of speaks greater volumes than any text lent opportunity for teachers relationship with the world to share a piece of themselves around him, you don’t have taught in the classroom. with the students. After very much left. (“I, Thou, and translating the text, defining It,” in The Informed Vision) key terms, and analyzing how these two statements in a single mishnah fit together, many teachers If I want my student to love studying Talmud or Israel, or want to might ask, “How frequently do you think prayer in our school re- deepen their connection to Shabbat or prayer, I cannot ignore how sembles the kind of prayer Rabbi Eliezer wants us to avoid?”, or “Are their relationship to their teachers affects their relationship to the you surprised that the rabbis make this kind of assertion?” as a means subject. The more I open myself up as a person whose very presence of letting the students share their own opinion about the larger is- can affect my students, the more comfortable the students will feel sues raised by the text. However, what many teachers will not do is working with me to engage with the subject matter. share their feeling about this text, and how their prayer life includes moments when prayer might feel “fixed” for them. Our instinct is to To be clear, I am not suggesting that educators move in a direction of keep ourselves out of the lesson, for fear that we become the focus of eliminating boundaries between teacher and student, or make some our conversation. Yet how much richer would this larger conversa- kind of attempt to be the “cool teacher” that inevitably results in less tion be if we saw what new avenues would be opened for ourselves by attention to one’s pedagogy. Instead, just as every educator knows us opening ourselves to them? that good pedagogy involves modulating our methods of instruction in order to engage the students in different ways, so too must we in- To be fair, it takes courage to share a piece of ourselves with our sert aspects of who we are as individuals at appropriate moments to students. But our willingness to share who we are in appropriate invite our students to think about the living and learning component moments can be the difference between an interesting intellectual of Jewish education. exercise and transformative moment. A beautiful midrash explains that the relationship between teachers and students is akin to that a For example, I am currently teaching the 12th grade intensive class parent and a child: at my school on the fourth chapter of Bavli Berakhot, which deals with many concepts of Jewish prayer that exist today. At the conclu- “Impress them upon your children”—these are your students. You find sion of these students’ day school experience, when many of them that in every place “students” are referred to as “children” as it says fur- הידיעון can feel burned-out by being “forced” to pray every day for the last ther on (Deuteronomy 14:1): “You are children of the Lord your God” thirteen years, the subject matter I teach will mean little unless I and it says (II Kings 2:3), “The children of the prophets who had been in am willing to let them speak about their own prayer lives and share Beth-El came out to Elisha.” But were they the children of the prophets? • HaYidion feelings about my own, as well. We began our year by studying the [continued on page 44]

[43] [44] Role Models הידיעון • HaYidion sion is sobering, it also presents italso sion issobering, atremendous opportunity, should Adults,” in Blackwell Handbook ofAdolescence this). While conclu- ine Hames Shaver, “Relationships Outside the Unrelated Family: close friend” Stephen (Nancy Darling, F. Hamilton andKather- their salient as andcertainly notas relationshipor sibling, with a tionally signifi cantas their relationships with the parentaverage dence that their relationships with the average teacher emo- are as thatargue “there islittle evi- adults most impact teenagers scholars who study which in the presence ofteachers, signifi cant amount of time thatfact spend teenagers all we Sadly, teach. in spite ofthe arate who we are from what Jew, andthus we cannot sep- about what itmeans a to be teaches something important then it follows thatlearning, of the the educator and personality life If Jewish any education meaningful experience combines living and ples are called “children.” (Sifrei Deuteronomy 6:7) Th actually eywere “disciples,” and omverse thiswe learn that disci-fr [continued from page 43] I change in North American enrollment this yearfrom isjust last enrollment. Wein to share, are pleased however, that the net experienceJewish a major daywould again downturnschools not to mention the Jewish community that a whole, suggested as attentionA yearofmedia to the facing challenges day schools, and Chareidi was up schools notably). was down signifi enrollment cantly; in the Centrist Orthodox Modern Orthodox (enrollment schools in Conservative schools RAVSAK were schools similar to the changes felt in Reform and year.from the previous Th e enrollment experiencedchanges by net loss downof approximately 470 students by nearly 1.1%—a fi year (2012-2013) the Last eld of community day schools was changes in enrollment from year. last accurate snapshot of enrollment figures, andmore importantly, thatand Canada we believe now we reporting, have captured an vidual our and collective rosters. in the schools US With 118 of the economy changeshave anddemographic had on our indi- nity day schools across day schools nity North the America impact to clarify in Jewish commu- undertaken a study of enrollment trends n partnership with our member RAVSAK schools, has again discomfort we can find thegreatest wediscomfort canfind source ofinﬂuence aseducators. creates discomfort,this from yet The notion that every action we every action that notion The perform impacts ourstudents impacts perform Day Schools Right the Ship Enrollment Study: Community lessons would youlike your students to study about you? infleducators. uenceas We are teachers, but also we arewhattexts; fromis also this discomfortthat we can figreatest nd the source of action we perform impacts our students creates discomfort,yetit and when them Th yousee outside of school? enotion that every Judaismmodel to them in the classroom, the hallway, the cafeteria, yourto shine through personality to your students? How do you taught it.If we are willing Parker to acknowledge Palmer’s assertion notcome fromdid atext that we but learned from aneducator who For most ofus, our passion for Jewish learning andJewish education paradigm-shift ofhow ofa we see the task educator.primary Jewish we willing toabout be what think in boldly a ispossibleifwe engage [email protected]. [email protected]. For more information, contact Feldman Robin at notable enrollment challenges. continuing in andadecrease schools stability regained to face inschools that have or sustained growth a Th suggest data ese stable enrollments or experienced growth. our had schools of 70% afull enrollment, experiencedday schools adrop in of Jewish community 30% In essence, we that can see while 13% 27% 30% Growth over 10%: 15% Growth of1%-10%: Flat, +/,1%: Loss under 10%: 15% Loss of10%or greater: according to the reporting schools: Here are the trends in nearly 35%. enrollment, have grown by those thatfrom weathering schools losses in excess of50%to greatly, changesvary enrollment It isimportant to note that 2 students: aloss of.01%. moments when youallow Jewish education. What are Th about yourink work in our classroom. deeper setofconversations in make the space for wider and taught in the classroom, we and embrace our rolea text as something within deep us that teaching emerges from ¿ ¿ e Moot Beit Din will be held March 27-30, 2014, in Kansas City. Our friends at Moot Hyman Brand Academy are thrilled to be this year’s host school!

Students from across North America are studying the case, investi- Beit Din gating halakhic sources and testing out diff erent arguments. Th ere is already much excitement and conversation between the students throughout participating schools. March 27 – 30, 2014 • Adelson Educational Campus, Las Vegas, NV • American Hebrew Academy, Greensboro, NC Moot Beit Din is a unique and highly • Charles E. Smith Jewish Day School, Rockville, MD interactive program that enables • Tanenbaum CHAT, Kimel Centre, Vaughn, ON students from Jewish high schools to • Tanenbaum CHAT, Wallenberg Campus, Toronto, ON examine issues of Halakhah through • David Posnack Jewish Day School, Davie, FL creative engagement with contemporary • Denver Jewish Day School, Denver, CA situations. Teams of students are given • Donna Klein Jewish Academy, Boca Raton, FL a contemporary dilemma and asked to • Frankel Jewish Academy, W. Bloomfi eld, MI write a judgment using Jewish texts. • Hyman Brand Hebrew Academy, Overland Park, KS The teams then come together for a • Jack M. Barrack Hebrew Academy, Bryn Mawr, PA • Jewish Community High School of the Bay, San Francisco, CA weekend Shabbaton where they meet • Milken Community High School, Los Angeles, CA their peers for four days of Jewish • New Community Jewish High School, West Hills, CA learning, community-building, prayer • Golda Och Academy, West Orange, NJ and fun, all within a pluralistic Jewish • Ottawa Jewish Community School, Ottawa, ON environment. • San Diego Jewish Academy, San Diego, CA • Schechter School of Westchester, Hartsdale, NY • Schechter School of Long Island, Williston Park, NY • Tarbut V’Torah, Irvine, CA • Th e Scheck Hillel Community School, North Miami, FL • Th e Weber School, Atlanta, GA • Talmud Torah/Herzliah, Montreal, QC הידיעון • HaYidion

[45] RAVSAK’s Annual Hebrew Poetry Contest

RAVSAK’s annual Hebrew Poetry Contest is in full swing. Teachers RAVSAK’s Hebrew Poetry Contest is a proven have received the curriculum and are actively working with their program that has inspired students to students exploring the beauty of Hebrew poetry. produce works of demonstrable excellence as they use their Hebrew language skills in Join your colleagues in this powerful program! creative new ways. Participating schools so far include: To date, over 800 students from 30 day • Th e Agnon School, Beachwood, OH schools have participated in the RAVSAK • Akiva School, Montreal, QC Hebrew Poetry Contest. • Carmel Academy, Greenwich, CT In matters of Hebrew language • Emery/Weiner School, Houston, TX learning in the Jewish community, • Frankel Jewish Academy, W. Bloomfi eld, MI “identity” has become the current • Gesher Jewish Day School, Fairfax, VA buzz word, and rightly so. Still, the writing of • Hillel Day School of Metropolitan Detroit, Farmington Hills, MI poetry is an art. We call upon these young • Jewish Primary School Day School of the Nation’s Capital, Washington, DC Hebrew learners to manipulate what they • Donna Klein Jewish Academy, Boca Raton, FL have acquired, to mold their creations from • Arthur Meyer Jewish Academy, West Palm Beach, FL this clay. The aesthetic of the endeavor springs from an initial distancing from the • Milken Community High School, Los Angeles, CA material. I like to imagine these day school • N.E. Miles Jewish Day School, Birmingham, AL poets taking stock of their Hebrew assets • Th e Scheck Hillel Community School, North Miami, FL and venturing into their act of creation—of • Shalom School, Sacramento, CA self-expression. Along with the inevitable • Syracuse Hebrew Day School, Syracuse, NY struggles, they may also experience the • Rabbi David L. Silver Yeshiva Academy, Harrisburg, PA “pleasure of the medium” and get a glimpse of the gift of the Hebrew language.” Email Lisa Inberg, student programs coordinator, at [email protected] to inquire or sign up. To learn more about Moot Beit Din, the Hebrew Poetry Janice Silverman Rebibo Contest and many other programs for community day schools, please visit Israeli poet and past judge of www.ravsak.org/programs. RAVSAK’s Hebrew Poetry Contest תחרות השירה העברית

The only thing that can save the world is the reclaiming of the awareness of the world. That’s what poetry does. Allen Ginsberg School Quality Depends on Teacher Quality

[continued from page 25] those who stayed had signifi cantly stronger commitment to serve the fer teachers the types of support and development they need. While Jewish community and greater perception of eff ective teacher prepa- some teachers, strongly committed to the Jewish community and their ration experience. students, will stay in the fi eld even under adverse conditions, well designed and sustained professional learning can strengthen their com- What can school leaders, those who fund Jewish education, and those mitment and quality of teaching. who shape communal policy learn from these fi ndings? Th e fi rst lesson is obvious. Day schools should pay more attention to teachers, Moreover, it is plausible to expect that under diff erent circumstances because investment in teacher quality is the most cost-eff ective ap- and with more professional support, some teachers who were iden- proach to improving student learning and maintaining day schools tifi ed as disengaged and unsupported (and on their way out of the as a viable option for upper and middle class Jewish families. In par- profession) could develop into satisfi ed eff ective teachers who would ticular, it is imperative for day school leaders to consider whether want to stay and contribute to their school and students. One way to the structure and schedule of teachers’ work serve their school, and approach this important issue is to track not only the teachers who whether redesigning it may help teachers become better at what they stayed in Jewish day schools but also those who left the profession do. In order for that to happen schools might need to consider mov- and compare them in terms of demographic background, personal ing resources (not necessarily increasing them) and building frame- commitments, teacher preparation experience and school condi- works and infrastructures that put the professional growth of teach- tions. ers as a top priority for the school.

In 2007 I established a comprehensive survey system that tracks Jew- Th e second lesson, which is perhaps less obvious, is that training, sup- ish day school teachers who graduated from the DeLeT program at porting and developing the most eff ective teachers is a shared respon- Brandeis and HUC-JIR to help the fi eld understand which factors sibility of the programs that prepare teachers and the schools that hire are most prominent in explaining teacher retention and attrition. them. Schools and teacher preparation programs have a vested interest When analyzing the fi ndings I compared the DeLeT teachers who to interact and build closer partnerships, which could help create a more stayed with those who left and found clear indications that those who sensitive recruitment system that attracts the best candidates in terms of left were signifi cantly more likely to have received lower levels of sup- Jewish background and commitment to the Jewish community, as well port from their administrators and peers at school. Naturally, this was as preparing and supporting these candidates in learning to teach their not the only factor explaining teacher attrition. We also found that subject matter successfully in particular day school settings. ¿

Valuable New Resources for Tanakh Teachers הידיעון “…an enthralling analysis of one of the most dramatic books of Tanakh.” “…reanimates the text for a new generation.” Rabbi Lord Jonathan Sacks Aryeh Tepper, Jewish Ideas Daily • HaYidion

A Division of Koren Publishers Jerusalem www.korenpub.com [47] MAGGID [48] Role Models הידיעון • HaYidion ¿ bySarah Levy Passion and Teaching The Connection Between What Makes aJewish Day School Teacher? teachers to incorporateteachers thoughtfully intotheir pedagogy. modelingmore practicestheir own andbeliefs. suggests ways article This forto empower schools teachers conceiveDaytheir roles school of asmodelsinvarious ways mirror that tering their maturation anddevelopment in the world in general. academic learning but to connecting also with students and fos- enter the fi eld of teaching are committed not only to students’ What this Will Mean). According to these researchers, those who Teachers’ Reasons for Becoming Teachers andtheir Preconceptions of form the youth with whom work they (Starting Points: Student intellectually andto trans- to themselves challenge fession out of adesire both teachers their choose pro- Hazel found Hagger that dley, David Pedder, and Mike Younger, Sue Brin- e m Th KindSome of Growth out of formation (IWant to See in material the subject particular in their and also own identity thatmined teachers are interested in student development both Serow,fession. Robert Eaker, Deborah andKrista Forest deter- studies teachers andreligious ingeneral, particular, enter the pro- Researchers have on the some light reasons shed why teachers in theythe field? enter Who are Jewishteachers, day school andwhy do formation to impact best our students? most And, relevant for practice,rooms? how can we use this in- why enter do they the fi eld? How does that aff ect their class- Moredo so? specifi cally, who are dayJewish teachers school and sorely why, disappointed. So then, dothose who enter the fi eld rich, or at weget least that hope would they be as noone does We know all that no one enters the fi eld of education Jewish to ). Along those lines, Sarah isadoctoral Levy candidate ineducation andteaches at the Jewish Denver Day [email protected] their lives that their careers followed that their lives No one made a conscious choice to No onemadeaconscious choice Rather, Judaismwas socentralto become a Jewish studies teacher.become aJewish studies an organic progression. personal religious beliefs play animportant beliefs personal role religious in their perso- showingfession, that, again studies teachers, for religious their more closelyconnected to Judaism choosing to enter the pro- teachers in aJewish in day the school fi rst place, with those plays animportantreligion role in their to decision become teachers,school Laya Salomon similarly found that teachers’ Focusing basis. teaching on aregular specifi on cally dayJewish indistinguishable andbringing that identity infused into their matter with their personal identity, making the almost two ue-laden content, these teachers infuse their subject particular such, because Jewish studies contain both academic and val- of their Role andResponsibilities Catholic as Educators). As to teach (Student are they expected jects Teachers’ Perception tent andcomfort regarding sub- the level knowledge religious teachers’religious identities in their are ingrained deeply con- studies teachers, shows religious Coll that Roisin Regarding nity day school. day school. nity sion, ultimately leading eachofthem teachers to be at acommu- their own lives that their progres- careers anorganic followed of them, Judaism andJewish culture were such acentral of part a Jewish studies teacher at aJewish Rather, day school. for each pants none consciously Iinterviewed, made achoiceto become research. Ofthe partici- with those ofprevious my fi were ndings linein a community day school, Jewish studies teachers at ing on the perceptions of own dissertation, focus- In doing research for my nas as teachers.nas as How does it affect their classrooms? while obtaining that education will shape their identity. The more positive their experience, the more likely they are to have a strong The decision to be a day school teacher is closely connected to the Jewish identity. teachers’ own Jewish identities, and each of them brings their specific Jewish identity into the classroom. As such, as shown by researchers, For the community day school teachers I researched, teaching is a they each bring their own goals for the students and have a lasting very personal act, and they constantly, usually subconsciously, infuse impact on the students. Ruth their own identities and per- Butler shared that teaching is sonalities into their classrooms, an interpersonal endeavor, not One teacher who places a high which is both unavoidable just personal endeavor, and priority on communal participation and helpful in that it leads to that teachers’ goals are closely deeper, more genuine connec- related to teachers’ roles in the considers the community’s needs tions with their students. Ad- classroom and their approach when developing the curriculum. ditionally, their own personal to instruction (Striving to Con- values are projected into the nect: Extending an Achievement classroom. For example, one Goal Approach to Teacher Motivation to Include Relational Goals for teacher-participant places instilling a commitment to community Teaching), showing how personal and individual the art of teaching and communal participation as a high priority, and this is reflected can be, especially when tied to teachers’ Jewish identities. in her own life through her considering the community’s needs when developing her curriculum and though her own active affiliation with Norman Friedman expresses that Jewish studies teachers continue communal organizations. to develop their own content knowledge while teaching, stating that “Jewish content is usually learned in the act of teaching, a kind of Another participant is deeply committed to imparting a love of life- continuing education effect” On( the “Non-Effects” of Jewish Educa- long learning to his students; he models this value through his own tion on Most Students: A Critique), emphasizing the value and goal of constant learning, often including the students and encouraging lifelong learning for both the students and the teachers. Peter Kash, them to select topics of interest. A third participant is closely con- in his dissertation A Linkage of Student Satisfaction in High School nected to Israel and feels that all students should share a connection Classrooms and Future Jewish Identity, also explains that teachers play to Israel, being familiar with the history of the land and people and an important role in Jewish education of the students because their showing some comfort level with the language of modern Hebrew. satisfaction with Jewish education and the experience they receive [continued on page 50]

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At the conference, join PEJE, independent Sustainability-minded day school leaders need to maximize tuition revenue and school experts, and field leaders for an fill capacity. Which is why you’ll want to bring your recruitment, marketing, and interactive, focused learning experience on lay leadership teams to our new, comprehensive executive education program: today’s recruitment and retention environment. The PEJE Recruitment & Retention Academy. Interact with peers and take away proven, useful tools to strengthen your JDS. The Academy, based on PEJE’s extensive research on day school recruitment and retention, will provide you with two intense days of instruction with independent school and Jewish day school experts. Plus, you’ll receive eight hours of coaching to help you create a comprehensive plan. The curriculum will cover the essential הידיעון .facets of recruitment and retention: Market analysis. Segmentation. Branding Positioning Jewish Values. Ambassadorship. Social media. Pipeline management.

Re-recruitment. • HaYidion

Apply now to join us in Chicago, May 2014. Attendance is limited to 25 school teams.

Visit peje.org/recruitment to download an application and for more details. www.peje.org [49] [50] Role Models הידיעון • HaYidion them in the future. more likely to infuse them into their own identities anddraw on are thesubjects applicable specifi beyond be cclasses, will they have positive associations with Jewish that studies and see these tities and interact with students in diff erent ways. If the students tivities and other programs, for these teachers to use their iden- to aim provideshould opportunities, through extracurricular ac- oftheir apart ownbecome personal identities, soour schools teachers day school become because ofthe way that Judaism has 45 minutes per day. Th e research shows that teachersday school compartmentalized to be donotneed intotity chunks allotted of lessons, showing the students that Jewish studies andJewish iden- Jewish thought) classes through interdisciplinary programs and interact with the students outside oftheir Tanakh (or rabbinics or students their beyond ownclassrooms. these Encourage teachers to Give Jewish studies teachers the opportunity to broadly impact the students. andready to continuerooms encouraged, refreshed, to inspire the lifelong learning for the students, but return will they to their class- portunities, teachers notonlywill ableto authentically be model learning among its faculty. Th these rough ongoing learning op- we instill in our students, fostering our be should schools lifelong and remaining in the fibecause and of eld, the of learningvalue that ish texts plays anessential role in aJewish studies teacher’s entering but that given Jewish identity andacommitment to studying Jew- are important for the ongoing development ofteachers, pedagogy Yes, working on diff erentiation integration and and technology tinue their personal development well as professional as development. Provide opportunities andresources for Jewish studies teachers to con- the conversation.to begin students. Although this isnosimple here task, are three suggestions inday order school to benefi tour the specifi c eldoffi teaching ina students’ lives andcapitalize on role these individuals play in thework unique to recognize teachers, our should schools of many of our Jewish studies Given the nature andmotivation students? our this information impact How canwe use to best values andidentities shape their classrooms andtheir students. in Jewish history. For ofthe their teachers all own Iinterviewed, His students ofIsraeli are cognizant current events andwell versed [continued from page 49] Find usonFacebook: www.facebook.com/ravsak |Follow uson Twitter: www.twitter.com/ravsak Online: www.ravsak.org |Bymail: RAVSAK, 120 West 97th Street, New York, NY 10025 RAVSAK.Please support Jewish community day schools, avibrant ensuring Jewish future. RAVSAK strengthens and sustains the life, strengthens andsustains of leadership andlearning work,the to their learning applying studentstheir create portfolios of Encourageto haveteachers their world outside of the day school. world outsideof teachers to inspire the next generation. encouraging flassessment, in exibility our can help schools ourgreat involvedbe the in classroom, the beyond andallowing school and personal development, providing opportunities for the teachers to aiming for the greatest impact possible.Th fostering rough ongoing infuses or his her own and identity personality into the classroom, bothdevelop, andpersonally. academically of these Each teachers cause want they to have animpact on students andhelp them to who inspire our students Th basis. on a daily eydo largely,this, be- teacher inspires.” Within our are day many schools great teachers teacher explains. Thgood e superior teacher demonstrates. e greatTh ArthurWilliam Ward “Th once said, mediocre teacher e tells.Th e that bring they with them) are having on the students. determine the actual impact their classes (andthe Jewish identities students through more authentic means, can they more accurately a test. Thallowing rough these teachers assess to the freedom their andinternalizeday school, the material rather than cramming for os oftheir work, apply their learning to the world outside ofthe ter them encourage grades, to have their students create portfoli- Rather than restricting Jewish studies teachers to doling out let- reflshould goals. ect these through whichto make their Th decisions. eir assessments, then, ening their identity andhelping them to form base aknowledge students for personal success in the greater world through strength- ers structure their in away classroom that goals aims to prepare their decisions that reflect a sense of identity.Jewish Jewish studies teach- community involvement, anddaily evidence oflifelong learning, instead on the long-term effeducationects ofday school as such admissions,academic focusing andcollege success grades such as teachers tend less to be concerned with traditional measures of and fostering Jewish identity within their students, Jewish studies measuredcan be through atest. Comparing the commentaries of Accurately translating a text from Hebrew or Aramaic to English encouraged. but be ment should they allowed, notonlybe should development andidentity formation, alternative forms ofassess- of the main roles ofJewish studies teachers isto affpersonalect ties, fr ee omacademicfr constraints. If, the as research one suggests, Allow Jewish studies teachers the fr eedom to impact students’ identi- commitment to instilling As such, because oftheir through atest. assessed not be and should identity formation cannot Personal development and measured through atest. can be andRadak Rashi ¿ is that a good reason to form a bond with someone?”

From September 2013: Review of Miriam Raider-Roth’s Trusting What You Know: Th e High Stakes of Classroom Relationships, in the RAVSAK Book Bag. By Rabbi Josh- ach issue of RAVSAK’s monthly enewsletter, ua Rabin, Schechter School of Long Island, Williston Park, NY eRAVSAK, is chock full of great articles and videos, shared learning and important news As I read this book, I focused upon how we might expand the theme of trust in from RAVSAK and the day school field. education as a critical quality in building environments of Jewish learning where stu- ESections include: dents feel ready and comfortable to explore their Jewish selves. By the time students • RAVSAK News: See what new information RAVSAK has for our network reach high school, they will likely have big • Th e RAVSAK Book Bag: Hear about new books for the day school community questions about their theology, religious practice and connection to the Jewish • Student Profi le: Meet a star student from one of RAVSAK’s network school people, questions that are typically raised • Fieldwide Programs: Learn about innovative programs making a positive impact on by their own experience in a Jewish day students school. How educators respond to these • Job Board: Check out new opportunities to advance your career doubts and concerns is inextricably related • Social Media Resources: Find news from the world of Facebook and Twitter about Jew- to ensuring that students feel trust in their ish community day schools. knowledge.

From August 2013, “Shitufi m: Upstate In case you missed it, here are some excerpts group, and if it is better to be in a group or New York JDS Consortium,” by Shira from recent issues of RAVSAK’s monthly act as an individual. Th e discussion, which Brown, Kadimah Jewish Day School, Buf- enewsletter. Don’t miss out on eRAVSAK! will extend through the rest of the school falo, NY Each issue is chock full of great articles year, went deeper to examine the psychol- and videos, shared learning and important ogy of insiders versus outsiders, and man- Smaller schools have unique challenges. news from RAVSAK and the fi eld. To sub- aging the human instinct of stereotyping Could the joint hiring of consultants, cur- scribe, send a request to [email protected]. others to simplify and reduce them. “Th e riculum advisers or development directors easiest unifi er is to put the others down,” be a possibility? What about cooperative From October 2013: “Educational Pete Sperber explained to the students in distance learning? Could a unifi ed and en- Games in RAVSAK Classrooms.” Dorit Nahar as they refl ected on their win, “but hanced Judaics curriculum be created? ¿ Zmiri, Boston’s Jewish Community Day School: Advisory Games

Last week, JCDS middle school students participated in the fi rst annual advisory games. Th is two-day competition between the four advisories, Sabra, Esh, Tsufi t, and Nahar, consisted of relay races, a water balloon toss, team performances, and plenty of ruach. While the competition itself was a fun activity that built team spirit and pride, it also opened the door for a wider conversation of this year’s Facing History and Ourselves theme of membership. In classroom refl ections, students analyzed diff erent aspects of the הידיעון competition and how they reacted emo- tionally. Th ey were posed challenging questions, such as what it means to be in a • HaYidion

[51] [52] Role Models הידיעון • HaYidion Frumie Posner ¿ byFrumie Educators Jewish Walk the Walk about the meaningofaJewish role model. about teachings from Pirkeiupon Avot andmidrashimto findguidance Moses about asroleteachers serve models, as Just they also needrole models. Posner draws ic instructors. tionships with their Juda- Judaism with their rela- relationship with their children equate will their fellow.and his At times, le-chaveiro man , between duct ourselves beinadam watch the way we con- character traits we strive sohard to Students teach. carefully mission the may to exemplify be As Judaic teachers, our study the person? the lessons that Avot teaches. Why study the text when we can man.”derful Th e writer’s point being thatthis man exemplifi ed studying Pirkei Avot, one have should spent aday with this won- family.day school To paraphrase the writer: “Perhaps instead of Recently, written about ayoung Iread member aeulogy ofour them or “good dowe morning” bark orders with acheery at students into walk our classrooms dowe greet in the morning, person countenance.” with acheerful “Greet every When our students andparents favorably. to animportant email, thisfor our us is an opportunity to judge when aparentmorning, misses aconference notrespond or does person favorably.”“Judge every When astudent has ahard that we embody. should not walking the walk.” Here are some lessons from Pirkei Avot we do. Weall donotwant “talking as viewed to be the but talk dents are not listening we teachto and all more that watch they all youdo. AsTorah less teachers, to that worry we need our stu- that your kids donot listen to all yousay. Worry that watch they I oft en of think the well known advice to parents: Donot worry [email protected] Frumie Posner isaJudaic studies instructor at the N. Miles E. Jewish Day School inBirmingham, Alabama. students will remember the way rememberstudents will we treated them when they did them when treatedwe Long after students may forget the Torahthem,taught we our not not “get it” time. the first “Who is wise? He who iswise? learns something person.” from“Who every We them when not“get did they the it” fi rst time. taught them, our students remember will the way we treated with our students. Long aft er maythey the forget Torah we “A teacher who strict is too cannot teach.” We must patient be the presidentgreet ofthe board? them? the we custodian Do greet with the that same respect we shepherd, Was person. notapeople populari- it because of his Was We leadership itbecause ofhis experience? know hewas a Probably not. Weity? know Moshe had a serious defect. speech Wasthe Jewish people? eloquent itbecause ofhis speaking abil- Moses our teacher. Why was Moshe chosen the to be leader of Moshe was our fi rst leader. He is referredRabbeinu,as to Moshe tion that ismost defi nitelylimited to not the classroom. opportunities for our students that to see Judaism isa24/7tradi- stories, the divrei Torah, more. Th guests, and the special ese are meant to us. We about can Shabbat talk and holiday dinners, the we can share memories of our own andwhat baror bat mitzvah it to care for an elderly parent Perhaps or person needs. with special a brit milah, or We abaror bat mitzvah. may have the opportunity about Jewish outside life At ofschool. times we may attending be maintainingWhile professionalism, itmay anideato talk be and our parents. students, our colleagues, Wewheel. learn from our that we notinvent did the low our students to know must humble be andal- from day. others every We we learn from them and must tellour students that ty amongst the Jewish people? Moshe’s compassion for a lost ruptive as they cry out for help. He fl ed Egypt because Datan Can we muster the strength and Aviram had slandered him little sheep inﬂuenced God to to show compassion and sup- to Pharaoh and talked ill about choose him to be our leader and port in a Moshe-like fashion? him to his Jewish brethren. our teacher. Who are the lost Moshe later became our great- A midrash in Shmot Rabbah sheep in our classrooms? est advocate as highlighted in relates: When our teacher Moses the events which transpired in was tending Jethro’s fl ock in the the desert. We can learn from desert, a little sheep ran away fr om him and he pursued it. At last, the lit- Moshe to be our students’ advocates to their parents and to other tle sheep found a pool of water and stopped to drink. When Moses caught teachers. up, he said: “Little sheep, I did not know that you were running because of thirst. You must be tired.” He took the little sheep on his shoulder and Moshe knew his talents and abilities. He understood how privileged led him back to the fl ock. Said the Holy One Blessed Be He, “You have he was to lead the Jewish people, to teach them Torah and to speak shown compassion in tending the fl ocks. By your life, you will tend my “face to face” with God. And yet, Moshe was the most humble man fl ock Israel.” who ever lived, as highlighted in the last few sentences of the Torah.

It was not Moshe’s charisma, eloquent speech nor his leadership qual- Ashreinu! How fortunate we are to come “face to face” each day with ities. It was his compassion and concern for a lost little sheep that the Godly sparks within our students. And how humbled we are to infl uenced God to choose him to be our leader and our teacher. Who be a link in the chain of Jewish educators who for generations have are the lost sheep in our classrooms? Th ese students are oft en dis- “walked the walk” modeled for us by Moshe Rabbeinu. ¿ חג אורים שמח הידיעון • HaYidion

RAVSAK's Board and Staff wish you a happy Hanukkah

[53] [54] Role Models הידיעון • HaYidion Judd Levingston¿ byJudd More Cool Teachers What Day Schools Need Is... meaningful. their learning,and andwhoalways looks for waysto keepthe material fresh and listener,the initiative receptiveto andenergyofstudents, them to committed Levingston offers onmodeling: anotherperspective yet a “cool”teacher isagood ly, interactive. suspenseful andhighly or in the kinds ofon-task that classroom games make class live- their terms out at recess little with the students on being willing to play a ferent, means anditalso or indif- not being aloof bies.” Being means cool “doesn’t treat us like ba- “understands us” and words like “funny,” “nice,” teacher “cool,” used they and asked what makes a per students at my school clusters andup- ofmiddle smallWhen I interviewed of cool. teachers kids adiff to need embody your style. Our erent kind there’sthough nothing wrong with that ifthat happens to be kind ofteachers who wear high-topsneakers andhipster jeans, more teachers.Our cool Not need day schools necessarily the teacher shares apassionate pursuit ofknowledge. ously young as Students scholars. when think cool itispretty a keep the noton focus themselves but on taking students seri- teacherscolor their Cool to their hide hair or try half-glasses. exude something authentic. Th don’t and they gracefully age ey Quite tellingly, the students teachers who added, also exude cool warmth.its opposite: For the students teachers who exude Iinterviewed, exude cool Private. [email protected] Schools Pennsylvania, andthe author ofCharacter: Th of Sowing the Seeds e Education Moral of Adolescents in and Public Judd Levingston Kruger Rabbi PhD isthe director ofJewish studies at the Jack M. Barrack Hebrew Academy Mawr, inBryn succeeded, can, the student then too,too teacher seems the if but rough edges,the students then smooth anddoesn’t show any If the teacher struggled and teacher struggled the If will put up their own walls.their own up put will in things: thesees good Psalm 34describes anindividual who embraces andwho life ers. the samequalities our students want in to their seek teach- cool in the Tanakh andin rabbinic literature that to some speak of dress aconcept relatively there as cool, as are new some passages ourWhile Jewish 2000year-old tradition doesn’t directly ad- much about their teachers, andmost importantly, want they to for “Too Much Information”). Students only want to know so dents chafe, when though, ateacher shares (that’s TMI short something are outside about who Stu- their teachers ofschool. it when ateacher isn’t ofmySome students over the yearshave told methat like they טוב ?sees the good Who isthe one who desires life, who appreciates hisdays and לראות ימים אוהב חיים החפץ האיש מי האיש החפץ חיים אוהב ימים לראות just their teacher. Th likeey knowing for learning. one who isn’t a role model cannot learn from some- and conclude that they putwill up their own walls then theedges, students doesn’t show any rough er seems smooth too and can, but too, ifthe teach- then the studentceeded, andsuc- teacher struggled can show empathy. If the experience, likes kids, and know if the teacher has life Desiring and embracing life Talking, Susan Cain describes is a sure way to be cool be- the ways in which introverts cause cool for a middle or are good listeners, good sys- high school student is not at tems thinkers and effective at all cold. It is committed and helping others to find their affirming. voices. As much as we need teachers who will be like a Mr. Another passage that comes Keating and excite the kids, I to mind comes from Pirkei have observed that some of the Avot 2:6, where Hillel teaches, coolest teachers in the school where I work don’t stand on ובמקום שאין אנשים תשתדל .In a place where their desks to get attention להיות איש there are no worthy people, try Instead, they engage the stu- to be a worthy person. dents as partners in learning and they inspire them to put When chaos swirls around the texts they study to music, us, like at 2 pm on a rainy Fri- to find the delicious ironies day afternoon in the middle in stories about our biblical school, right when students patriarchs and matriarchs and are within an hour of dis- to dig deeper to express them- missal and nothing stands selves more completely in a between them and Shabbat second draft. Cool teachers but a class, being cool means allow disagreement and they being sympathetic and lev- invite many sources of infor- el-headed (not always easy!), mation into their classrooms, but not succumbing to the building a community of chaos, remaining the adult in learners that values academic the room. discourse.

There are ways in which be- One final verse comes to mind ing cool also means showing when I think about what modesty. In the now classic makes a teacher cool. The movie Dead Poets Society, prophet Isaiah describes the Robin Williams plays a Does Mr. Keating (Robin Williams) strength that comes from a ירוצו :teacher named John Keating leave enough room for the certain kind of faith They ולא יגעו, ילכו ולא ייעפו -who seeks to inspire his stu dents to join him in tearing students to develop their own shall run and not grow weary; up their textbooks, discard- identity, or are they asked to accept they shall march and not grow ing the curriculum they have faint. been handed and seizing the the teacher’s outlook too readily? day instead. He touches the Being cool means going the hearts of his students and he distance with our kids and excites their passion for learning with his charisma. On reflection having faith in their potential to grow into mature adults. We teach- after I viewed the film recently, I came to wonder if the teacher Mr. ers should stay limber and try not to get weary of our work so that Keating leaves enough room for the students to develop their own we can sustain the coolness that our students need. If we can go the identity, or are they asked to accept the teacher’s outlook too read- distance with them, it will give them strength to persist and go the ily? distance themselves. That kind of commitment and persistence can be cool, too. Some of the coolest teachers I observe in the school where I work don’t stand on their desks to get attention. Instead, they ask the stu- When our students come back as proud alumni, they don’t want to dents to put the texts they study to music or they ask the students to see us frozen in time in the same skinny ties or denim skirts that were make a plan that will take what they learn in the classroom to a new cool “back in the day.” They want to see that we are up-to-date, but phase beyond the classroom walls. Cool teachers allow disagreement that we still embody the values that we passed on to them when they הידיעון and they invite many sources of information in the classroom that were hungry students in our classes. build a community that respects academic discourse.

Our schools need cool teachers, the kind who are authentic and who • HaYidion In her book Quiet: The Power of Introverts in a World That Can’t Stop want more than anything to nurture the next generation. ¿

[55] [56] הידיעון • HaYidion to wither, the carob Th lives. e carob can tree tle or no water else begins when everything resilientis avery tree that with survives lit- and those youare learning with? Th e carob the of meaning deeper levels that inspire you meanto you?What are cept oflegacy What theplanting does con- fruit? Whyquestions isthe man including: curriculum by one ischallenged mudic text through the Day Global Learning the aforementioned tal- ways.texts in personally meaningful students to creatively interpret these launched contest anart to inspire the inday our schools network andhas tions to the students at the 130Jewish and accompanying discussion ques- Day to bring the curriculum’s texts has partneredSAK with the Global Aleph Society. For years,RAV- several Jews, the Day Global ofthe isaproject that Jewish texts available be to all er. Inspired Steinsaltz’s by Rabbi vision around the theme ofCreating Togeth- through study ofour shared texts, this year ofJewishdreds communities around the world Sunday, Novemeber 17th unite andwill hun- Th isyear’s Global Day of LearningJewish is these for my children. Babylonian Talmud Ta’anit 23a world; asmy forefathersthese for plantedtoo plant mesoI manreplied:The Ifound (ready grown)the trees carob in live anotherseventythat you will Are years? you certain man replied: Seventy years. askedthen further him: He to bearfruit? tree) this him, The take (for How longdoesit the road andhesaw amanplantingtree, acarob heasked the CircleOne day Drawer) he(Honi was on journeying in(article eJewish appeared originally Philanthropy) ¿ byLisa, Inberg RAVSAK Student Programs Coordinator Teaching and to Art Bring Learning to Students How RAVSAK Uses the Global Day of Jewish Jewish Art ContestJewish Art dents administrators. andschool thatall we doin our programming for stu- ish text study plays acentral role in framing Atnance, andlife. knowledge RAVSAK Jew- less anddurable, provide they us with suste- texts themselves are like the time- carob tree: the man choseto plant acarob tree. Jewish children No and grandchildren. wonder that manysurvive generations, providing for our given togiven me. passing on the blessing oflearning itwas as continuewill for to our plant seeds students, declaration in 5774isthat, like the man, I ties that portend the My beginning of school. rate ourselves for the educational opportuni- of our work Jewish as educators andreinvigo- is ashared time to reflect on the importance with Hashana. Rosh It yearisaligned school tralia), Iamcharmed by the that fact the new As anon-native American up in grew Aus- (I photography/digital imagery.photography/digital categories ofcompetition in fi and ne arts students school through high with separate Thwork. econtest is open to elementary how their them study led to produce their ners in perfecting this world for ourselves Instead, created God mankind part- to be nonetheless created the world incomplete. createdGod the world thoughtfully, God world in order for man “to do.” Although SteinsaltzRabbi notes that created God the create anartist statement explaining production ofvisual Students art. text interpretation leading into the combiningstudies andart intensive studymultidisciplinary ofJewish Th students e engages program in a the Day Global ofJewish Learning. collaboration RAVSAK between and Th e representsprogram a creative pret Jewish ways. texts in meaningful ering our students to learn and inter- nourishes the creative spirit, empow- ish students. Th eJewishArt Contest tohope inspire in our network ofJew- Thall. is creativeGod is one we actof in making it a more world perfect for partnersed with our network schools literally,message working dedicat- as and our future. RAVSAK takes that Jewish Art Contest

Reading and seeing the student’s interpreta- in Boca Raton, Florida, and another finalist make Jewish learning a relevant and mean- tions of the Global Day curriculum sources in this year’s art contest, reflects upon Job ingful part of their lives. The RAVSAK Art attest to the positive impact of studying Jew- 40:9 from the Global Day curriculum: Contest engages students both by studying ish texts on student’s lives. Jewish texts and inviting students to think God tells Job the majesty of his ways, His power, critically and act creatively, with the free- Danielle S. from Frankel Jewish Academy in His omniscient knowledge. He learns that God dom to explore what these texts might West Bloomfield, Michigan, a finalist in the alone knows the workings of the universe and mean for them personally and in the wider 2012 art contest, studied texts on the theme the ways of the world. The random occurrences world. of “Blessing the Bad”: of luck and hardship are not in the realm of our understanding as humans and because of this, Just as the man plants the carob tree for his The Mishnah tells us “one is obligated to recite we must bless all that happens. Who are we to children, our work at RAVSAK is driven by a blessing for the bad that befalls him just as he say what is bad? the idea of the fruit being reaped by those recites a blessing for the good that befalls him.” who come after us. We will continue to de- At first, it was very difficult for me to find the By observing the students’ works and read- velop meaningful programs and build strong good from the death of my grandfather because ing their artistic statements, one can see how relationships with our partner organizations I just wish he could’ve been alive a bit longer, students creatively represented the meaning that plant seeds in the minds of our recipi- however what I learned from my Papa was to and understanding they took from the texts ents that produce a love of Jewish learning, a accept the things that happen in life despite how they studied. proud and strong Jewish identity and a desire tough they may be. This lesson didn’t hit me to pass this message onto the next genera- until after he had passed and I read these texts. Our students are not only studying, in- tion. Only by continuing this tradition can terpreting and creating pieces of artwork we ensure that our efforts will always bear Liana G. from Donna Klein Jewish Academy from the text, but are also finding ways to fruit. ¿

RAVSAK’s Art Contest is in full swing. This year, we have almost tripled the number of schools participating in this innovative program.

Schools have received the curriculum and materials from Global Day of Jewish Learning, our partners on the project, and the response has been nothing short of phenomenal. We expect to have over 1,000 submissions for our expert judges to review!

The 28 schools in the 2013-2014 RAVSAK Art Contest are:

• Saul Mirowitz Jewish Community • Austin Jewish Academy, Austin, TX • NE Miles Jewish Day School, School, St Louis, MO • Charles E Smith JDS, Rockville, MD Birmingham, AL • Jewish Day School, Seattle, WA • Gideon Hausner Jewish Day School, • Hebrew Academy of Tidewater, Virginia Beach, VA • Addlestone Hebrew Academy, Palo Alto, CA Charleston, SC • JPPS Bialik, Montreal, QC • Bernard Zell Anshe Emet Day School, Chicago, IL • The Agnon School, Cleveland, OH • Emery/Weiner School, Houston, TX • San Diego Jewish Day School, San • American Hebrew Academy, • Rockwern Academy, Cincinnati, OH Diego, CA Greensboro, NC • Portland Jewish Academy, Portland, OR • Akiva School, Southfield, MI • Donna Klein-Rosenblatt High School, • Hannah Senesh. Brooklyn, NY • Syracuse Hebrew Day School, Syracuse, Boca Raton, FL • Hyman Brand Hebrew Academy, NY

הידיעון Scheck Hillel, North Miami, FL • Kansas City, MO • Charlotte Jewish Day School, Charlotte, • Frankel Jewish Academy, West • Chicago Jewish Day School, Chicago, NC

Bloomfield, MI IL • Jewish Community Day School, Boston, • HaYidion • Pardes Jewish Day School, Phoenix, AZ • Carmel Academy, Greenwich, CT MA ¿

[57] [58] Mentors and Learners הידיעון • HaYidion ¿ byJamie Faith Woods A Key to Teacher Retention Mentoring: their interns, mentors must have strong teaching stances and one. Since mentors practices ofbest models for must as serve and making the connection from philosophy to practice afl uid toring entails frequently revisiting one’s about teaching beliefs comes for adistant many memory experienced teachers. Men- practice that teachers in did teacher preparation programs be- Thof teaching. e excitement of wrestling withphilosophy and Mentoring helps to with keep the teachers profession engaged stimulation. teachersday school, desperately this increased intellectual need ning teacher provide. To remain in the fi to eld, stay teaching in a examining one’s practice andhelping anovice grow into abegin- Many thequite intellectual high. need stimulation that closely learners, andthe number in oftools their teaching toolkit are all oftheir ofthe age given ing ofthe developmental psychology inber ofchallenges that their content understand- knowledge, teachers who remain in thehave same grade a decreasing num- learner’sal andexecuting needs plans andprojects, new master complex involved like challenges meeting in individu- teaching, by the profession. yearbrings the each school While routine yet oftthey en experience to the need keep intellectually challenged mentoring them Aft well. serves er taughtthey’ve for many years, in mind are likelyneeds to continue to mentor because the act of Th mentoring e teachersbegin who solely with the mentee’s in aprofound way. the actofmentoring to nurture serves and enhance the mentor benefi to our cial merit schools has in and of itself. Additionally, Preparing the mentee arefl to become ective practitioner who is multiple pathways for their growth. Mentoring isone such path. In order to retain to our consider teachers, best need schools their passions but for lie, changeissogreat. because the need administrators.become dosonotbecause that Some iswhere leave the classroom but remain frequently in schools move on to withship their profession. Outstanding classroom teachers who Th e sevenproverbial year itch en appliesto teachers’ relation- oft teacher-mentor,the mentee. just not satisfaction andretention. Here, Woodsthe presentsto the benefitsofmentoring this section,In ofprofessional authorsthe importance emphasize for teacher growth Program. [email protected] graders at the Jewish Community Day School ofRhode Island, while amentor as also serving for Brandeis University’s DeLeT Jamie Faith Woods teacher as (grades serves 2-5),leads leader aprofessional learning community (PLC) andteaches fi h ft lead teachers to yearn put to be under microscopes! she or hemay put feel under amicroscope. Mentoring, ideally, and itcan make even amaster teacher uncomfortable feel in that Thcreased. daunting, at can feel to say mentor, the least, to anew then mentoring demands ofthat the magnitude mirror in- to be If, according to Palmer, “Teaching holdsamirror to the soul,” and how it’s intricately woven into the fabric ofone’s own self. we are.” Mentoring means reflecting on one’s professional self separate the personal from the professional. “We teach who In personal andthe professional. the requires meta-level, one through to look lenses ofboth the at one’s self soclosely, at understanding one’s own practice on teaching move thatexplain every make. they Thlooking eactof practices, best mentors abletoel) to clearly be unpack need and leads to growth. In addition to modeling(or attempting to mod- on experiences.” In turn, the actofreflecting on our experiences es, “We donotlearn from experiences …we learn from reflecting Being a reflective practitioner teach- Dewey ischallenging work. and thus leadsto signifi cantpersonal and professionalgrowth. Mentoring one both challenges personally andprofessionally, universities. greater exposure to the work in education that is coming out of cutting research about the fi edge andmentors eld, have a much teaching preparationquality programs are on the forefront of who learns about the fi process. eldisan engaging Mentees in Thengaged. eactof returning to one’s beingroots of a teacher butshould, mentoring makes truly invested one feel andthus rent andemerging on new teaching research. Ideally, teachers all In order teaching best to model practices, mentors must stay cur- ning teachers. mentors learn andmaster mentors as whileserving for begin- reasons for their teaching moves. Thlate pedagogical is what Th teachingsolid pedagogies. ey must be able to clearly articu- Th e Courage to Teach , Parker Palmer explains that we cannot Mentoring teaches an educator to be comfortable being closely observed and examined, not because master teachers are confident that every move they make is the right one, but because they are confident that teaching is one of the most complicated acts, that perfection is an impossibility, and therefore the more we can dissect, the more we can improve, which in turn will result in the improvement of learning that takes place in the classroom. The beautiful symbiosis here is that the challenges involved in and the growth gained from mentoring keep teachers teaching. The ways in which our mentors grow ultimately advance the quality of teaching and learning in our schools.

Mentoring provides multiple intellectual challenges, which help retain teachers who thrive on challenge room teachers. In this still closed-door profession, many teachers and who, conversely, grow disinterested in a stagnant culture. Expe- would be content to know in advance the two times their adminis- rienced and master teachers are often left alone in their classrooms, trators plan to come for a formal observation. While that’s chang- with administrators putting their attention on novice teachers. The ing slowly in small pockets, for teachers who want and try and need challenges of novice teachers are great, which helps keep teaching to break down their own doors, who invite others in, and often, the fresh and exciting. One needs to feel stimulated to want to stay in the radical shift can only be one of immense added value in our schools. game. And the teachers who need and want intellectual stimulation to remain in our schools are precisely the teachers our schools both What if, instead of talking about our weekends, we also talked openly need and should want to keep. about our teaching practice, about our problems, with our colleagues? What if we didn’t see observation as a time to model perfection, but The intellectual stimulation comes in many forms and looks different as an opportunity to grow and learn about ourselves and our practic- depending on the mentor and mentee. On any given day and for any es? For teachers who are in a place where the school culture feels too given mentor the intellectual challenges might involve any of the fol- oppressive to even begin to think realistically about being a door-tak- lowing: learning how to make the mentor’s teaching moves explicit er-down-kind-of change agent, it’s time to think in metaphors. to the mentee, essentially letting the mentee glimpse inside the teacher’s thought processes through- Teachers can imagine them- out the day; learning how to selves being watched. Picture restructure the classroom to Picture yourself in a lab school. one’s self in a lab school. How best utilize the strengths of would one’s practice change if the mentee; understanding the How would your practice change the teacher imagined thought- mentee as a learner and adjust- if you, the teacher, imagined ful curious educators were ob- ing the ways one mentors to be serving? What moves would most effective; learning how to thoughtful curious educators teachers do more of and which manage and balance one’s time were observing? ones might be abandoned alto- in relation to the needs of both gether if teachers had the goal the students and the mentee; of modeling solid teaching ped- managing the needs of both the students and the mentee in a way agogy? Mentors or not, let’s invite other teachers to open their doors, the honors each individual as a learner; navigating a new professional to ease into making their practices, and their thinking, more public. relationship and the communication skills it entails; deconstructing By allowing ourselves to become vulnerable in this way, we also model each aspect of the teaching process in an effort to explain it at the for our students the essence of what it means to be a learner. appropriate time for the mentee. Each of these has the potential to provide an immense intellectual challenge for the mentor and an op- Mentoring is one important means of retaining our best teachers. portunity to shine. By serving in a position that honors their expertise, mentor teachers הידיעון feel valued and respected by their school communities, which leads, Teachers who don’t serve as mentors can gain some of the benefits in part, to a desire to remain present in that particular environment. mentoring brings by adapting aspects of the mentoring mindset. Ad- Because of all the personal and professional gains for the mentor, re- • HaYidion mittedly, the idea of always being watched would scare many class- maining in the classroom feels like an innate decision. ¿

[59] [60] Mentors and Learners הידיעון • HaYidion Shiffy Landa ¿ byShiffy Needs aTeacher shows that mentorshipshowsthat canbeavaluable anytool at career stage. professional beingmentored. experiences herown by describing growth She Landa, aveteranteacher, to leads that the kindofvulnerability models rial andwantedrial help my designing lessons, sothat eachofmy useI could assistance. In teaching I would mate-be the new fall I immediately contemplating started the diff erent areas in which from having acoach. the room with He that him. suggested teachers profi could too t technique his how by having heperfected another in ofeyes pair from having a coach in the operating room during surgery, and guide.” andthey judge Gawande how described hebenefi tted ateven have the Mainly, sport. good to be they observe, they skating the athlete hires andfi res the coach. doesn’t ecoach Th your boss, but bossy. can they be In professional tennis, and golf “Coachessports. aren’t teachers, but Th teach. they ey’re not He the described benefi ts of having acoach when itcomes to can sustainfew their performance best on their own.” plateau. He wrote that, “No matter are, how well trained people he felt that performance his in the operating room had a reached Top Athletes and Singers Have You?” Should Coaches. because years,wrote fora surgeon eight anarticle titled “Personal Best: coaches, Ientertained Gawande, a coach. the idea of engaging Atul Gawande, who asurgeon wrote about teachers needing Aft er reading anarticle in Octoberthe 3,2011New Yorker by that teacher would benefi every tfrom having acoach. helpstually them improve their practice. He strongly advocates are evaluated today, that still they nofeedback receive ac- almost thatsaid even with the improvements made in the way teachers “satisfactory”!of teachers one word received Gates offeedback: Hisers research get. showed that until recently over 98 percent stunned most when teach- heard they how feedback little useful we improve,” Gates He explained. wife andhis Melinda were because that’s“We us feedback who give will people need all how player, tennis player, player bridge or even ateacher. gymnast, It acoach. one needs doesn’t matter whether youare abasketball In Gates Bill thata recent expressed talk, belief his TED every- Every Teacher Every Louis, Missouri. [email protected] Shiff is a Landa middle school y studiesJudaic teacher andcurriculum coordinator at H. F. Epstein Hebrew Academy inSt. I decided thatI decided in order to have the professional development I dents Aft think? ponderinger these questions for several weeks, ableto handleI be constructive criticism? What would my stu- when abetter way my toWould design lesson was pointed out? to vulnerable criticism?become Would defensive Ibecome invitingroom be Would trouble? my Iexpose weaknesses and Mistakes were inevitable. Would inviting a coach into my class- cess ofmy professional growth. with me and whosomeone would enjoy of the being a part pro- to fi Ineeded successful, ndsomeone who would enjoy working I made mistakes. Iknew that for the coaching experience to be my comfortbeyond zone, but at the sametime support mewhen wouldn’t to push me to meandwould encourage agree afraid be and content ofthe Chumash curriculum. Iwanted acoachwho me grow professionally of areas teaching in all the skills, values to off afraid be helper suggestions, someone who could really perhaps,I was looking who someone wouldn’t for acolleague teacher my well as as insecurities andfailures. comfortablewould feel discussing my ambitions a classroom as mybe coach?Iwas looking for educator anexpert with whom I riculum Th challenging. would be ebig questionwas, who would curriculum, andteaching material new from our Chumash cur- ple intelligence) figrade classroom rst to integrating arts into the My teaching over has evolved style the years,from (multi- anMI Th eidea of having coachme was someone certainly appealing. sor, perhaps enables better itto be heard.” andwhose role, notasupervi- makes meaningful, the feedback was, suggestion “Ahis whose someone expertise coach would be Th Although e School. they weren’tNew City using model, this I discussed the ideaofhaving acoachwith Tom Hoerr, headof and discover the learning. thrill based ofinquiry seventh students grade anindependent become could learner needed and truly wanted at this point in my career, I was willing to take the risk.

In order for the coaching model to be effective, it was important that the coach be an expert educator and someone I could trust implicitly. It’s not typical to have the head of school for one’s coach, but that’s whom I approached. I wasn’t sure if our head, Rabbi Avi Greene, would consider my suggestion, or if he could find the time. As the Judaic studies curriculum coordinator I worked together with him on pieces of our curriculum, I had a very good working relationship with him, and we had many opportunities to discuss education. Rabbi Greene taught a Mishnah class to the same students I was teaching, he was an expert educator himself and I had a lot of respect for him. I could think of no one more suited for this role than him. You can imagine my delight when he agreed to this idea. Together we designed a coaching model. reflection method,” Rabbi Greene told me. He added, “This is clearly superior in that there are themes that we have worked to develop in Our objective was for me to improve and grow as a Judaic teacher by your teaching and I can see how they are growing. This is better than focusing on the skills, values and content of the Chumash curricu- the snapshot method of observation which is limited to what is seen lum. We decided to meet once every six weeks; we set goals to check in that moment alone.” on the engagement and interest level of all students, understanding of individual learning styles and opportunities for skill development. He noted that with the coaching model he had a better understand- We planned monthly reviews on units/topics, looking at the essential ing of how I teach and what I want to accomplish. “While it was not questions and big ideas in my lesson plans and how they aligned with surprising, I was glad to see that you regularly turned questions back my instruction and student activities. We planned on assessing goals to a student for answering, often referring to the text.” for progression in skill development and checking for understanding. Beginning in January there was a recurring theme in Rabbi Greene’s Rabbi Greene observed my Chumash class on six different occasions. evaluations. “Focus on essential questions and have all activities and Before each observation, we reviewed and discussed my lesson plans. lesson components follow naturally from these questions.” One of his We had deep discussions about different topics, such as “Did the differ- comments on my lesson plan was, “Be sure that the objective, group ent responsibilities of the Levite families, Gershon, Kehat and Merari, discussion and strategies align with the essential question.” affect their relationship with Hashem?” “What is achok (statute)?” “If the Jewish people complained when Miriam died, how do you think During our very last post-observation meeting, Rabbi Greene was they will react to the death of Moshe?” From the story of the spies, we able to crystallize for me the area in which I most needed improve- discussed, “Can there be cases where we determine our own punishment: the way I was aligning my lessons. I felt comfortable with Rab- ment? What is the difference between,punishment and consequence?” bi Greene’s feedback style and at the same time I knew he had high I enjoyed our discussions immensely; it often felt like I was having my expectations of me. very own private Chumash class with Rabbi Greene. My students and I enjoyed the rich discussions I brought to my classroom. We tend to hide our weaknesses. There were humbling moments for me in the coaching process, and it was uncomfortable at times when a After he observed my classes, we met and discussed his observations weakness was exposed. Having a coach is about learning and growing and feedback. Rabbi Greene made certain to document his observa- more than it is about being evaluated. It’s about having high expectations so I could have written evaluations as well. I was pleased that tions and striving for excellence, not perfection. I feel that I learned our coaching experience was a professional one. more about myself as a teacher with this format of PD than with any other in my teaching career. After having been observed numerous times I asked Rabbi Greene if he thought our coaching model was successful and a productive When the school year came to a close last summer and I reflected on use of his time. I was worried about taking up too much of his time. the benefits of having a coach, I couldn’t help but wonder how I had He reassured me that this wasn’t the case and expressed his desire managed all of these years without one. Fortunately, Rabbi Greene הידיעון “to look for new and better ways for teachers and administrators to has agreed to continue coaching me. This year we will continue the reflect on what they do and the way they do it.” “Many of the best same work and expand into integrating technology into my Chu- models come from the business world. This method seemed to excite mash classes. I am going to begin flipping my Chumash class. I feel • HaYidion you and provide an opportunity to experiment with a new type of passionately that every teacher needs a teacher. ¿

[61] [62] Mentors and Learners הידיעון • HaYidion ¿ byJonahHassenfeld education. tools for pedagogic to sharpen Israelteachers schoolsenable that He suggests and relationship-building, understandingeachstudent’s relationship withIsrael. Teaching Israel effectively, Hassenfeld proposes, requires bothcontent knowledge metaphor ofrelationship-building that at lies the ofIsrael heart what teachers must ableto doin be order to teach Israel. Th e of building relationships, that provides the greatest insight into But ofIsrael itisthe aspect second education, that is,its aim Israel education seems for to team beg teaching. to make creative connections across For disciplines. this reason, ofIsrael’sknowledge and culture history, society andthe ability that Israel educators must possess both breadth anddepth of trinsically interdisciplinary nature ofIsrael education implies ofIsrael Th education like? look What apedagogy does e in- ofIsraelachieving the goals particular education. approaches specifimust master setofpedagogical anew c to teachers Israel successful to become educators, therefore, they would probably the itas notlist central purpose. In order for teachers relationship-building see oftheir part as work, most from courses or even like Talmud. history most While Talmud atship-building the of Israel heart education it distinguishes learner and Israel” (Defi ning Israel Education). To placerelation- Horowitzamie writes, “is to buildarelationship the between butand knowledge, the purpose ofIsrael education, Beth- as of traditional Certainly, subjects. include they academic skills the outcomesSecond, ofIsrael those beyond education far go Americans andtrips to Israel. Yomas Ha’atzmaut celebrations, Israelis meet-ups between and Furthermore, it naturally extends into informal contexts such cluding literature, studies. Hebrew andsocial language, history disciplinary. It cuts across anumber ofacademic in- disciplines fundamental ways. First, Israel education isnecessarily inter- rael education diff ers from most of what teacherstwo teach in to teach their Israel but subjects, to be also educators. But Is- More andmore Jewish teachers day school are asked notonly to Teach Israel? What Does It Take [email protected] University andaWexner/Davidson researching Scholar the nature ofhighschool students’ historical understanding. Jonah. Jonah Hassenfeld isaformer teacher history andcurrent doctoral student ineducation andJewish studies at Stanford eighteen. eighteen. protested,they “we’re American!” And this was in a class of wondered why had they to learn about Israel “Aft at all. all,”er theence Independence between War andthe SixDay War and studying Israel. Th ese students aboutwere diffconfused the er- many students with in Israel nofamily andnobackground unit Finally, “Israel?... would they groan, Again???” there were studentsSome felt Israel On the fatigue. fi rst day of our Israel of the visited andthe placesthey experiences they’d had. about or politics culture, but would they excitedly tell mestories in Israelfamily andvisitedayear. once or twice Thdidn’t ey care AIPAC andhow many Other JStreet?” students had extended were the students how many who me, “So to used ask of us are students debating loved ofIsrael. andpolitics the history Th ese and had strong in oflife Israel. opinions aspects on all Other readSome Israeli newspapers eachday, listened to Israeli music, mydiversity students in their exhibited relationships to Israel. to aunit ofIsrael. on the history Iwas always surprised by the at aJewish Th day school. last e third ofdevoted theyearwas For years,Itaught several Modern 10th grade European history in encounter whichthey Israel. ate students’ relationships to the varied andcontexts disciplines fore, Israel expertise to medi- educators require the pedagogical enterdo notall itwith the samerelationship. there- Above all, education without any relationship to Israel certainly andthey preexisting structure on the site. Students donotcome to Israel toships Israel, however, Israel educators always almost fi nd a When it comes to building Jewish students’ day school relation- suitable site andcan prepare the ground however like. they we start from scratch.thing, Th e construction team canpicka education Generally, misleading. can be when we buildsome- Ze’ev Jabotinsky David Ben-Gurion Henrietta Szold

The diversity of students’ relationships to Israel represents the central an approach to Zionism that resonated with them, while encourag- pedagogical challenge that Israel educators face. I believe that it is ing them to develop their differing perspectives in conversation with this challenge that makes the “myth-busting” or “myths and facts” ap- their peers. proach to Israel education seem so appealing. Both these approaches, though they tend to occupy different ends of the political spectrum, During our study of the Mandate period, I distributed selections assume that the central task of a teacher is to help students learn how from Ben Gurion, Jabotinsky and Szold to students and asked them to discern what is true and what is not. And in many subjects, it is. to extract the ideological principles from each. Each student was then able to choose the set of principles that most resonated with him or However, when the goal is relationship-building, truth may not be her. The students sat in groups based on the principles they had cho- the ultimate criterion of educational value. Just as teachers recognize sen and discussed the principles and the reasons motivating their that every student is in a different place in his or her Jewish journey, choice. We proceeded to hold a mock Knesset in which students teachers must recognize that students are in different places in their debated some of the most difficult challenges facing the Palestinian Israel journey as well. Students enter their Israel education with per- Jewish community during the Mandate period. Over the course of spectives shaped by their background knowledge, level of maturity, this project and others, students had choices that empowered them their life experiences, and their families and communities. Even the to find ideas they saw as meaningful and inspiring. most thoughtfully designed Israel curriculum or program will leave many of these students out in the cold unless there is a teacher capa- For this activity to be successful, I had to know which sources to ble of tailoring it to meet the needs of individual students. choose and where to find them. The process of choosing and locat- ing the sources required me to draw on my content knowledge. Yet Some students, perhaps those with only a vague connection to Isra- far more important to the success of the activity was the recognition el, may need opportunities to that my students were in dif- identify with Israel, to learn ferent places in the process of powerful stories, and to feel In a mock Knesset, students debated building their relationship to that they are a part of a grand Israel. I did my best to provide project bigger than themselves. difficult challenges during the them with a number of differ- Other students, beginning to Mandate period, finding ideas they ent pathways to develop their doubt the stories they grew up relationship to Israel and the hearing, may need a little more saw as meaningful and inspiring. history of Zionism. complexity. The Israel educator who knows his or her students will know what they need from their But teachers cannot do this alone. Building a relationship between Israel education and provide it for them. At the heart of the pedago- learners and Israel is a task that takes place in many different ven- gy of Israel education is the capacity to assess where each student is at ues and over many years. It is a process that must be overseen at a any given moment and then to differentiate the curriculum to enable schoolwide level. If schools are serious about Israel education, they as many students as possible to engage. must begin collecting data about the evolution of their students’ relationships to Israel over time. In most research about students’ rela- The differentiation of Israel education can be as simple as providing tionships to Israel, students are asked to answer a number of multi- הידיעון multiple pathways for students to engage with Israel in the class- ple-choice questions about how close or distant they feel from Israel. room. When I taught the history of Israel to high school students, While this data is certainly valuable, it can be reductionist. Schools

I recognized that my students had different religious and political should develop qualitative tools for assessing where their student • HaYidion points of view. I wanted to give my students the opportunity to find [continued on page 66]

[63] [64] Mentors and Learners הידיעון • HaYidion Teaching Los Angeles /Teaching Tel-Aviv: The Lessons That Last ¿ byBat-hen Zeron misbehaves you know to stop the lesson, point to the Class Rules onds, is sitting down and is now ready to learn. When a student you were taught because the entire silent class became in sec- with the your chime andvoila, “quiet signal” worked just like strategies youmastered. You holdup your hand or make asound It comforting ispretty to work to confi go andfeel dent with the fl exibleand resilient to teach in any situation. communities and in our rapidly changing world becauseare they environments,to or teach new in familiar in culturally diverse any variable Ideally, face. they prepared teachers able be should Such teachers adapt strategies, lesson plans and responses to practitioner by strong who isguided educational principals. “Teacher preparation,” on the other hand, arefl develops ective stimulusfamiliar to reach adesired outcome. with Pavlov’s we actaccording conditioning, to a andsaliva bell stance. By being trained to teach variables, with just familiar like student’s “A” behavior or response “B” ofcircum- to a“B” type famous experiments, “A” ateacher use will strategy to navigate scenarios anticipate they happen. could Similar to the Pavlov’s ments using strategies ofresponses andabank that with deal “Training” accustoms teachers to educate environ- in familiar Th distinction e Imake between these terms is the following. dence, strength in andhope developing my teaching craft . of my current teaching identity the source and become of confi - word calculated choicewouldvery eventually shape the essence end itis just amatter ofsemantics. Iknow Little did that this “teacher preparation,” whatever, Ikept thinking to myself. In the meaning andimplication ofthe words. “Teacher or training” throughout my studies without understanding really the full this motto echoing in my headaft er hearing it numerous times you for your teaching career.” my I started teaching path with Thdo with dogs. isa teacher preparation to prepareprogram, “Th is isnot a teacher training is training whatprogram; you to beeffectiveteacher a inany environment. the other,to the shockofgoingfrom one and Zeron enable that draws the skills upon Afterthe differences someof describing between anIsraeli classroom, andAmerican Bat-hen school isanelementary Zeron English teacher at Hayovel School inTel-Aviv, Israel. [email protected] to your lesson plan. miraculously the student back again andyoucan go isfocused poster andstate the three R’s (remind, reinforce, and redirect), the student’s parents stop will the unwanted behavior completely. dramatically. Finally, ifnecessary, aconference scheduling with appropriate” and“unacceptable,” whichshift the class’sbehavior teacher in Jewish “in-every basis, dayuses onschools a regular class, the centers run smoothly.gy Th erewords aretwo the magic “feel” during “center time.” Just youinlearned your as methodolo- withyou decide your class how “look,” itshould “sound” and Th atmospherepeaceful ere is a of independent work time aft er word Ihear, then Iwould nothave ableto one last full been If Iwere to stop the lesson andaddress each“inappropriate” tions, andsomy Class poster andforgotten. Rules was ignored anyone who knows Israelis can attest, are merely rules sugges- classroom. Israelisli waitfor noone, move they on quickly. As makecould 45minute mewaitthe full lesson in period anIsrae- nals” andopening sentence—“I’ll waituntil you’re ready”— all diffbe erent but how. not Icould imagine of My bank “quiet sig- an Israeli environment. I thatsuspected teaching in Israel would perience, Iwas looking to implementing forward my methods in myI received teaching credential andthree yearsofteaching ex- As anative Israeli for in Angeles four who Los lived years,where for my fi rst lesson in Israel. honesty, no amount of teacher training have could prepared me anticipated Th outcome? atis whatask I because myselfall in sponds in the same trained way, but not receive the does desired teacher encounters ofstimulus the sametype from students, re- teacher. Th e questionis: What would happen inevent the that a to anticipated student stimulus when you are anexperienced environments.ish school Thalready ey are automatic responses Thall well ese knownare strategies to teachers in privateJew- teaching period. Once when I decided to do so, simply stating in might be able to teach only American students. But then the mantra’s Hebrew that this is not holem (appropriate) aroused puzzled eyes meaning suddenly became clear: I was a prepared teacher as opposed and giggles. Aft er my fi rst week of teaching in a new environment, to a trained one. although it is my home, I realized that my personal teaching motiva- tors will need to come from a diff erent source than my familiar bank I convinced myself that my biggest strengths as a teacher are the of strategies. To be a successful educator outside the doors of Jewish principles DeLeT embedded in me, to name a few: teaching with the day schools in North America, I had to adapt. learner in mind, integrating cross-disciplinary materials, collaborat- ing with other teachers, refl ecting aft er every lesson, making sure to I needed to evaluate the new environment I had to work in. Israel is a have “teachable moments” in every lesson, creating a strong teach- more militant culture, and many students are used to teacher respons- er-parent-student relationship, diff erentiating materials and devel- es with a disciplinary fl avor. When an Israeli student misbehaves, it oping my resiliency. Th ese principles are not dependent on cultural would be culturally acceptable for him to help the school’s custodian diff erences and can be used anywhere and anytime. I cannot use the outside of school hours before even calling for a parent-teacher con- quiet signal I was used to in America just as I cannot teach the Cal- ference. A logical consequence to taking up the teacher’s time in a ifornia curriculum in Israel. Nevertheless, what I can and should do lesson is to give up your own time for the school. is teach with my principles in mind, studying the cultural cues of my new learners while creating a new bank of responses suited to their Furthermore, Israelis at any age are less delicate than Americans. In Is- personal needs. rael, I am able to declare winners and losers in any game I incorporate in my lessons without making sure to give prizes for the winners and Embracing change is what educators need to learn to do well, because consolation prizes for the losers to prevent any emotional distresses. I that is what will make them successful no matter where they are or remember rushing to write e-mails to parents before their child came whom they have as students. Preparing teachers to adapt their practice home from school in order to prepare them for the emotional state based on solid pedagogic principles is the goal. Teaching them to let go he or she would be in aft er losing the game so they could “talk the of all too familiar and comfortable training wheels is a good start. ¿ situation through” before going to school the next day. Students in Israel are well aware of the fact that not every outcome of a game will be fair to all participants, and that is acceptable. In the US, many day school parents Gender equality in Jewish day would request to change their child’s seating due to problems that child might have with another student. In Israel, students are their school education own advocates, and if their requests are not An incisive look at considered every time that is accepted. gender inequities If I were to explain a class or school rule to an in Orthodox day American student, the conversation would end at that. In Israel on the other hand, I schools, from have come to learn that when I explain the Chaya Rosenfeld rule it will be followed only if the student understands the logic behind it and agrees Gorsetman and with it. Israeli third graders can talk about Elana Maryles a personal family tragedy during shared time like they are talking about the weather. Per- Sztokman—two of haps this is because Israelis are unfortunately the most respected used to coping with national hardships; it is truly all around you. In summary, Israeli stu- scholars in the field dents although blunt, cynical and rude just like the society that engulfs them, are also incredibly resilient, adaptable, independent thinkers and problem solvers. Paperback • $40.00 Ebook • $39.99 Th is cultural analysis still did not help me feel as though I was equipped to teach in הידיעון Israel, even though I am Israeli. My biggest fear was that because I was trained in Ameri- ca, at the DeLeT teaching program at HUC- Brandeis University Press • HaYidion Compelling and innovative scholarly studies of the Jewish experience JIR’s Riah Hirsch School of Education, I

[65] [66] הידיעון • HaYidion D J practice program. and curating RAVSAK, Reshet our online communities new of Network Weaver, nurturing Debra isresponsible for developing, Community Center in Atlanta andTal Torah in Israel. As the MarcusDay School, Jewish including Atlanta the Rambam aneducatoras andadministrator, Jewish educational organizations workedDebra has also at myriad consultant for over adecade, educationfamily andeducational ings oftheirings narratives, tell whether Icould withers the began Holocaust. From the end- with God’sbegan promise oth- to Abraham; regarding the State ofIsrael. students Some what my students and how felt they believed tremendous amount of information about homework assignment provided mewith a ofthe Statery ofIsrael or less. Th in apage is Israel, Iasked them eachto write the histo- To assess my students’ initial relationships to tive Israel education. information to implement need they effec- en time. Th is data will provide teachers the are in relationshipbodies to Israel at any giv- [continued from page 63] DoesWhat It Take to Teach Israel? for the fi eld. andmarketing media social responsibilities for the organization and At RAVSAK, Jeremy attends to abroad ofcommunications, range roles in relations, public publishing fi andthe medical design elds. marketing andcommunications He worked has also in of avariety for Th eJewish Seminary.eological Th theas web communications manager Association ofNew York and City and marketing ofthe Mental Health director as ofcommunicationsserved Communications. He previously RAVSAK the as Director of eremy Willinger joins Weaver. aprivate as Serving RAVSAK Network as ebra ShaffSeeman joins er New Team Members RAVSAK Welcomes Four ships toships Israel. textured insight into my students’ relation- ing those closely off paragraphs adeeply ered confl others ict; didn’t even mentionRead- it. onviolence. the focused Arab-Israeli Some or whether saw they of anever-ending cycle feltthey mostly optimistic about the future see thesee evolution ofstudents’ relationships education. If teachers anddepartments could teachers to draw on when implementing Israel accumulate atremendously rich resource for cus groups with students, to would they begin andfo- withparagraphs interviews occasional a yearly or bi-yearly these andcoupled basis, like paragraphs If these collected on schools B P support and guidance in line withsupport RAVSAK’s andguidance mission. to member in the schools ofprofessional areas leadership services, Executive In Board. provides value her position, Betty added new the as VPofDevelopment on the andserved RAVSAKcohort to our was amember organization, ofProject Betty SuLaM’s fi rst independent No schools. stranger for and over yearsin secular thirty administrator, mentor andcoach worked aclassroom as teacher, Northridge, Shehas California. Joshua Heschel in Day School at headofschool Abraham as served in educational technologies. oversee systems needs, operations andadvancetechnology our work Rutgers University. At RAVSAK, Patrick our manage will growing communicationsand digital for manager ofinformation technology Solutions in Israel, andworked the as manager at Siemens Medical pre-sales project aclinical as served Sara’s Homestay, He LLC. also andmarketingsales manager for Previously heworked the as RAVSAK Technologist. as atrick joins Zagdanski Initiatives. Previously, she Directoras ofLeadership Winnetty joins RAVSAK Israel education. the most pressing facing challenge the fi eld of tise to students’ mediate diverse journeys is exper- content andpedagogical knowledge Supporting teachers in developing both the experience adiff erentjourney towards Israel. lationships are eachstudent sopersonal, will require intensive diff erentiation.Because re- of Israel education, then necessarily itwill If relationship-building isthe ultimate goal serve the needs ofindividual the students. needs serve It would enable andteachers schools to better ming to tailored groups particular ofstudents. curricula design thoughtfully and program- to Israel over the course could ofyears,they ¿ ¿ FeedFeed youryour passionpassion [68] הידיעון • HaYidion The RAVSAK/PARDES Jewish Day Leadership School Conference inourDay Schools Change Galvanizing Moving theNeedle: New York,NY10025 120 West97thStreet The JewishCommunityDaySchoolNetwork RAVSAK Los Angeles, CA • January 19-21,2014 Los Angeles, •January CA MOVING THE NEEDLE IS PRESENTED BY: MORE ONPAGESMORE 32-33 Mechanicsburg, PA NonProﬁt Org US Postage Permit 63 PAID