Dear Rabbi Summer Summer,,
[][ ] I agree to be a member of the Jewish Education Talent Search Network.
[][ ] I'm sorry to decline at this time, time, but keep me in touch. Perhaps I can join the network in the future.
Name______AddressAddress___------______------City/State/ZCity/State/Zip___ip--- ______------1I can be reached at: Home Home phonephone ( (______)______) ______
Office " “ ((______)______)______
Fax ( (______)______) ______
J 6/92
Rabbi Morton Morton J. SummerSumner Max Stern Division of CoConmunalmmunal Services Rabbi Isaac Elchanan TTheologicalheological SeninarySeminary Yeshiva University 500 WWestest 185th 185th Street New York, NY 10033
Dear Rabbi Summer,Summer.
I recommend the followingfol lowing for yyourour talent searchsearch..
[][ ] For studies at the Azrieli Graduate Institute [][ ] For placement at a Yeshiva or Day School [][ ] I have ddiscussediscussed these these matters with him/her him/her r]f ] Please ccontactontact him/her directly directly [][ ] Mention my name when contactingcontacting this person [][ ] Do not mention my name when contacting this this person Personal/acadenicPersonal/academic strengths strengths ------______
Professional background ------
Name-----~------Address City, State, z,o Zip
evening r f ] daytime נ[ [] ______(__ ) )_TelephoneTelephone evening r f l1 daytime וTelephoneTelephone_( ( __)r) r l
Sincerely,
Name PIPlease ease Print
Address Please Print Current PPositionosition------______
NOTE: Please uusese one form for each recorrmendationrecommendation The Azrieli Graduate Institute for Jewish Education
&
M.S.D.C.S. - RI.E.ILI.E.T.S. T.S. )> -0 -0 l'TI :z 0 X Invite you to an evening seminarsem inar n I
"Women"Women in Jewish Education" Career Opportunities
Presentations by Azrieli Doctoral Students
Susan Dworken, PrincipalPrincipal,, Kushner Academy, West Caldwell, NJ
Francine Hirschman, Principal, Ezra Academy, Queens, NY
Karen Kedmi, Principal, Hillel Academy, Fairfield, CT
Devorah Schenker, Principal, Yeshiva ShaaShaareirei Torah, Brooklyn, NY
Respondents Panel
Dr. Rivkah Blau, Shevach High School Dr.Dr. Susan Susan Katz, Katz, Shulamit Shulamit High High School School
Mrs. Chaya Newman, Bruriah Dr.Dr. Rita Rita Shloush, Shloush, Yeshivat Yeshivat RambamRambam
Koch Auditorium - Stern College for Women Tuesday, May 12th 8:00 PM ־ SUMMER PROGRAMPROGRAN 1992
DAVID J. AZRIELI GRADUATE INSTITUTEINSTITUTE OF JEWISH EDUCATION AND AOt1INISTRATIONADMINISTRATION
Classe~Classes will meetmeet at YeshivaYeshiva Univer~itv•sUniversity's Midtownhidtown Center.Center. 245£45 LexinotcnLexington Avenue {35th <35th Street>.Street). ClassesC l a s s e s area r e cpeno p e n for•for creditc r edit to a\lall qualifiedqualified de9reedegree a~as well as non-de9reenon-degree students 3 QI Ill SESSION I ,. )> n, "ti FACULTY COUP.SECOURSE ., "ti Ill fT'Iz c:, RABBI CHAIM FEUERMAN,FEUERMAN, ED.D. EDU 630:S8305 Creativity in Elementary .,-0 Headmaster, Westchester Day Jewish EducationEducation 0 X ScheelSchool The course examines 4 major aspects of 10., QI c:, teachinoteaching skillfulskillful and critical critical thinkinothinking 3 in a\lall subject areas, oradegrade levels and disciplines in beth both oeneral general - •andand Judaic studies. ~.oo9:00 •.•.a.m. - 1112011:20 a.m.
OR.DR. MOSHEM0SHE SOKOLOWS0K0L0W JED 6310 Teachino Teaching Bible!Bibles PrcchetsProDhets Associate Professor cfof Principles and techntechniquesiques olof teaching Jewish Studies Prophets in Jewish day sch~cls1schools; masteringmasterino lanouagelanguage and •tyle1fctyle; various trends and approaches in teachinoteaching Prophets,Prophets; relevance of th• the Prophets to •cdernmodern scciety1society; empha-empha sis on the social and moral content of the Prophets. 11140 a.m. - 21002 100 ·P•••p.m.
-·--··------~ ----:a:a--•------SESSION II ------,..--...::sra:sa
OR.DR. CHAIM I. WAXMAN JED :563~5635 Soc:iclo9y Sociology cfof the American ~rofesscProfessorr cfof ScciolcoySociology Jewish Community RutoersRutgers University SocichistcrSociohistorici c sursurveyvey of the American Jewish Community. Oemcoraphic,Demographic, economic, social, relioiousreligious and cultu culturalr al chanQes changes within the American Jewish . · 'Communccmmunity1ity! theirtheir!: impact on the structure •ndand raticnalerationale'· o-fof national oroanorganizationsi zaticns and local Institutions. 91009:00 a.m. - 1111120120 a.m.
RA&BIRABBI YITZCHAK S.HANDEL Ph.D. EDU 5365 Moral Development and Jewish Director, Associate Education Professor oiof PsycholooyPsychology and Nature c-fof =eralitymorality ~~alyzedanalyzed from philoso-philoso Jewish Education,Education, Rosh phical, psychological, theoretical and Yeshiva - YeshivaYeshiva UniversityUniversity practical standpcints1standpoints; analysis b-ft>f Luzatto, High School Salanter, Freud,Freud, Kchlberg,Kohlberg, Piaget andand Skinner. 1114011:40 ••a.m. m. - 21002:00 p.m. ,------mill:aa------ACADEMIC CALENDAR
REGISTRATION Tuesday, May 26,26,'- 1992,1992 , 3.00 p.m. - :51305:30 p.m. CRm. (Rm. 804}804>
SESSION I Tuesday, June 30 - Thursday, July 23, (Classes meet on the fo\lowinofollowing days,days! JuneJune 30,Ju\y30,July 1,2,7,8,9,14,1:5,16,211,2,7,8,9,14,15,16,21 2222,23) ,23)
SESSION II Tuesday, July 28 - Thursday August 20 (Classes(Classes meet enon the -followingfollowing days1days! July 28,29,30 and AugustAugust 4,~,6,11,4,5,6,11, 12,13,18,19,20)
FOR FURTHER INFORMATION AND APPLICATION FORM, CALL OR WRITEWRITE David J. Azrieli GraduateGraduate InstituteInstitute cfof Jewish Education and Administration Yeshiva UniversityUniversity i nntnnnot on AvPnBvptoipu P . NNewe w YYork.o r k. NN.Y.. V. 1010016.01E-. Te\.Tel. (2 (212)340-770512)340- 770"5׳;a°"'?as I <>»vv,:; David J.AzrieliJ. Azrieli Graduate Institute of ·Jewish•Jewish Education and Administration YESHIVA UNIVERSITY
FoRF or EouCATORSEducator s ORor STUDENTSStudents WITHW it h Aa BACKGROUNDB ackgr ound INin JEWISHJew ish STUDIESStudies •■ Earn an M.S. MS. degree iinn Jewish elernrtary elementary c:ro r secondary educ.tion,education, oro r ;anan Ed.Ed D degree in adrrin~ooadministration ao:land supervision~sion ofjewishof Jewish education.oneducation, on a part-trnepart-time orfull-trreorfiJ-tim e basis.~ •■ Significant financial assassistanceisunce available. •■ Courses are also oopenpen to qualified non-degree students. •■ Distinguished factJltyfaculty 'Nithwith rrw,ymany years' experience inin t~ching.teaching, supe,-.,,jsion,supervision, and administration.
We are pleased to announce the appointment of OR.ALVlNDR. ALVIN I. SCHIFF ~.._ ^ __ ------as Distinguished Professor of Education Professor Sd,iff.Schiff a r=awnedrenowned scholar.scholar author.author researcher;researcher 11temationalinternational IleaderP.adern in the field ofjewilhofjewish ed.ication,education, fonnerformer OiairmanChairman of the Departrn'11tDepartment of JewigiJewish Education of the FeriaifFerkauf C,radua~Graduate SdioolSchool of Yeshiva University, andand ExeaJtiveExecutive Via:Vice ~entPresident Emeritus of the Board of Jewish Education of GreaterG reater Ne.vNew YoncYork will present a 'Semnar■Seminar on Cont.enl)O'SPRING SCHEDULE•SCHEDULE • 1992 0-.SCUues hald:h«4d: ThThursday.lndar. FwbnatyFebruary 6 - ~W t M q r JI-Jun• J3 ~tndon:Registration: Tuaday,FabruwyTuaaday. February 4 and ~,,.._,.Wadnatdqr,Fabrvary 5 (Al(Al dmedasses "'9l!lmeet brenefor one 1 10000 ffllUIImnute 1A11S10nsession pr.....-Jper w«*c) MONDAY 6:00 p.m.p.m. Personality Appraisal and J-lshJewish Education DrDr..M Menachemenachem MM.. 8f2YWBrayer 7:50 ppm.m. School Leadership: ProblemaProblems and Practices I1 Rabbi OunChaim FFeuerman,euennan, Ed.D. TUESDAY 6:00 p.m.pjn. SemlnuSeminar on CContemporaryoMemporary Jewish EducadonEducation Dr:Dr. Alvin I. 1. Schiff 7:SO7:50 p.m. TeachlnrTeaching Jewish Lltul"ff Liturgy Dr. David BiachETach WEDNESDAY 6:00 p.m.pjn. Mora.IMoral Development Dr. Y'1ttc:hakYitzchak S.HandelS. Handel 7:50 p.m.pjn. SoclolooSociology of the AmerianAmerican J-lshJewish Community Dr:Dr. Chaim II.Waxman. Wa:iarar1 THURSDAY I1.05:OS pjn.p.m. HethodolOffMethodology of BlbDc~Biblical ExepslaExegesis DrD r. MenilctiffllMenachem MM.. 8f2YWBrayer 66.00.00 pjn.p.m. J-lshJewish School H~ementManagement Dr. Noam Shudofsky 7:50 p.m. TeachlnrTeaching Bible: Prophets Dr:Dr. MoshMoshee Sokolow
CONVEN1ENTCONVENIENT MOMIDTOWNTOWN AND UPTOWN MN-JHATT-6NMANHATTAN LOCATIONS for-for further informaoor,information on adnis.!ior,admission to thethe program.program, contaa:contact DAVID).DAVID J. AZPJEUAZRIELI GRADUATE INSTITUTE OFO f JEVv'!SHJEWISH EDUCATION .ANOAND ADMINISTRATION YESHIVA VNIVEPSITY.UNIVERSITY M1DTONNMIDTOWN FALL SCHEDULE 1992
Classes held: Tuesday, SeptemberSeptember 8, 1992 1992 -Thursday,- Thursday, January 14, 1993 Registration: Wednesday, September 2 and Thursday.Thursday, SeptemberSeptember 3, 1992 (AU(All clnssesclasses meet for one 100 minute session per week) . .. MONDAY 6:00 p.m. Classroom Management DDr.r. Sally S. Gladstein 7:50 p p.m..m. Supervision of Jewish Schools Rabbi Chaim Feuerman.Feuerman, Ed.D. TUESDAY 6:00 pp.m..m. Research in Jewish Education Dr. MirtamMiriam S. Grosof 7:50 p.m. Teaching Jewish Thought and Values Dr. David Eliach WEDNESDAY 6:00 p.m. Curriculum Development Dr. Alvin I. Schiff ^ ----- ~₩ 7:50 p.m. Workshop in Informal Jewish Education Prof. Peninnah Schram THURSDAY 6:00 p.m. Educational Psychology Dr. Yitzchak.Yitzchak S. Handel 7:50 p.m. History of Jewish Education DrDr.. Zevulun Lieberman
CONVENIENT MIDTOWN AND UPTOWN MANHATTAN WCATIONSLOCATIONS For further information on admission to the program contact: David J. Azriell Graduate Institute of JewishJewish Education and Administration Yeshiva University - Midtown Center 245 Lexington Avenue, New York, N.Y. 10016 (212) 340-7705 PLEASE POST PLEASE POST ., , t
APPENDAPPENDIXIX D D-1-1
'T "o:i
AZRIELI GRADUATEGRADUATE INSTITUTEINSTITUTE YESHIVA UNIVERSITY Student Quest Questionnaireionnaire
July 22,EE, 1992
NAMNAMEE :
CuCurrentrrent position in JewishJewish Education:Education:
1) Where did you learn about Azrieli?
E>E) What motivated you to enroll in thithiss mamasterssters program?
3) In which masmastterse rs prproogramgram are you enrolledenrolled??
ElemElementaryentary SecSecondaryondary
4) WhatWhat do you eexpectxpect to gaingain frofromm ththisis pprroogram?gram?
5) HHowow wiwill 11 this progprogramram rerelatelate to your current woworkrk and youyourr future careercareer plans?
Comments:Comment s :
.. .;:·_'..,~-: . . :.·-.,~ ,...... :- ·.. - - ·. ·- ...... ·":ci• ' • C.,: AZRIELI GRADUATE GRADUATE INSTITUTE INSTITUTE
STUDENT QUESTIONNAIRE SUMMARY July 22, 1992
Current Sources
Teachers 12 Student Net...orkNetwork 15
Principal 1 Newspapers 3 tgencyAgency DirectorD irecto r 1 1 MailingsM ailings 3
Students 3 Alumnus l
RIETS 7 Catalog 2
Goals for CburseGourse ~oWorkrk
1) Improvement in teaching sskills k ills and techniques.techniques.
2) Understanding of oonceptsconcepts and developmental background,background.
3) CareerCareer growthgrowth in JewishJewish Fducation,Education. DAVID JJ.. AZRIEIA ?RTF. 1.1.I GRADUATE INSTITirn:INSTITUTE OF JEWISH EDUCATION AND ADMINJSTRATIONADMINISTRATION YE.SHIVAYESHIVA \JNJV£Jl51TYUNIVERSITY 24S245 LEXINGTONLEXINGTON AAVENUEVENUE• • NEW YORKYORK.. NY 10016 • ((212)2121 3403^0-7705-7705
• • OFFIOFFICECE OOFF בסי־C>.1" דTHE DIRECTOR "T
March 31, 1998 APPENDIXappendix Ee March 31 , 1993
In order to give a specialspecial opportunity,opportunity, on an eexperimentalxperimental basis, to women interested in pursuing a careercareer in JewishJewish education and desiring increasedincreased knowledge in JewishJewish studies,studies, the David J. AzrieliAzrieli Graduate InstituteInstitute ofo-f Jewish EducationEducation and Administration willwill offer, as part of its regular Masters program in Jewish education andand subjectsubject toto sufficientsufficient enrollment,enrollment, a a 23 semester course (3(3 creditscredits perper semester)semester) entitledentitled TheThe Development and Methodology of Halakhah'alakha (J(JEDED 553211,11, 52i2)53i3) during the 191993-199392-1993 academicacademic year. Th Thee cocourseurse willwill be taught by RRabbia bbi YYonasononason Sacks. The coursecourse will include 4 1/21/3 hourshours of Shiur per week Admission to thisthis course will be subjectsubject to the approvalapproval of Rabbi Sacks and the Director Director ofof thethe InstituteInstitute andand wwillill bebe openopen only to students who are are acceacceptedpte d aandnd registerregister asas studentsstudents inin thethe Masters program at AzrieAzrieli.li .
Graduates of sewSCW who would likelike toto apply for admission to the Masters Program at Azrieli and would like to take this coursecourse may apply to the DirectorDirector for a fellowshipfellowship of $4$4,000.1 000. This fellowship willwi 11 be granted to a limited number of new studentsstudents who are taking at least least 6 additionaladditional credits at AzrieliAzrieli per semessemesterter and who will take coursescourses at AAzrielizrieli duringduring the summer to enable themthem to complete the degree requirements.requirements.
Students ~ceivingreceiving thisthis fellowfellowshipship are required to complete all MMastersastars requirementsrequirements including 30 credits, a 150 hour studenstudentt teachiteachingng requirementrequirement and a MastersMasters ComprehensiveComprehensive EExaminationxamination in short order.
The offering of this new course in the MMastersasters program is subject to sufficientsufficient enrollment.enrollment.
If yyouou are interested in applying please contact the Director of the InstituteInstitute immediatelyimmediately at the aboveabove address (room #804) and phone number.
by Rabbi Sac Sacks ks on Tuesday .ב>ש"דA shishiurur will be givengiven "T•c,.:i eveevening,ning, Aprilr il 7, 1992 1993 at 8:00 p.m.p.m. in room 1507#507 for all students who may be interested in the program. A meeting to respond to all questions will follow the shiur. APPENDIX F HAMEVASER - Ivarlyar 5755752/May2/May 1992 .The State of the Classroom: A SymposiunSymposiurc and realizeruhzc that you have to :l.djustadjust your e>pccexpec-· beaerbetter undetsL>Jldingunderstanding one has of Jeominglearning ,nin any cnticalcritical component.component, mdand it’sit's helped mmee personpers1J11 H.amc•aser:Hamevaser: £.duotion Education ~is o(toftenco touted as a utationstions 10to the type of studentswden1 th:i,that you t\;ivchave.. partparticularicular 1opictopic in tora.tora, be it phiphilosophy,losophy. or allyally.. The umcslimes when I hadhaJ to,o sub a,at MTMTAA it,1 pc-nonallpersonallyy rewardirewardingng expori=""·experience. Wru.t What wtn,were M.LMs. Wolf:Wair: I gmgot intoinw eLfucauoneducation via my love h.ilak..ha,halakha, or nali'i,navi,...H. isis c1.l.t'Cmc:extremelyly iinvaluablenv.lluablc: in self :imland ::uat other placespl.:ic1.:~ gaveg.:i\'c me an inccn11,incentive,·1. uourr upecUtloo.sexpectations I,:,in thJIUand th:uthat w..i.swas very your srudiesstudies,. the ~icreasier itil is going to be tolo rc:re- :.illall ~bout,about, what chinuJJJchinukh is about.:tbouc. ExperienceCxp(nl!ncc i>h most =cha.,,JJ,immechankhim end upup rwizincrealizing thatthat chinul:J,chinukh nnice.ice. ThatThai wasw:i.s a tremendousU"Cmcndous rew:u-dreward when stustu- larelate and to10 ICl>Chteach le.ids,kids, and.and, ulLima1cly,ultimately, 10to be oa obviously going to be the bcSIbest tcachcr.teacher. Rabb is only a littlelittle bit of wh3twhat they anticipated. dents come back later onon andand 1clltell you thotthat good Jew.Jew. [Yitzcha.k)[Yitzchak] Cohen (o(a rebbercbb.: in MTA) once dis Many rimestimes we visualized ulOpi:inutopian schools. I thcy·rcthey’re going into either 1analJ1tanakh or Judaic studstud- Rabbi Helfgot:Helfgol: There's no doubt 1h,1that thelhe more cuscussed.wa, thin~think thalthat inin terms ofof thethe rewarding c1pcriencecxpcricnce ies or intointo education.education, ondand thatthat you played a role you know on :illall front.s,fronts, itii always helps,helps, because very •rropo,.apropos. HeHe mentionedmen1ioncd 10to me that the bes:bes: th>!that we speak aboutabout, the bes1best woyway 10to be pracli•practi- . ׳;,&in i1.it. There arcare very few fieldsfields th.itthat yuuyou rcoJlyreally you can always answerwiswer questions,question), and you can~ wayw.1y for a3 person 10to lc;imlearn how 1to0 makemaL:.c: .:ia leininJtinin c.ilcal about i~it, a.nuand 10to be on the one hand idealisidcalis- get that satisfactionsatisfac1ion from. alw:iysalways be more prepared, which gives you howhow 10to learn a:i piece of i;tmuru,gernara, isis to learnlc:;;un • tic.tic, and onon thethe other hand somewh,isomewhat cautious.cautious, J:i.>meva,s.,r:Hamevaser: How muchmucll does cocontent-orientedn u:nt-<>ricnted momorere weapons in your arsenarsenal.a l. ThatThai docsn'doesn’tl few hundred bla11blatt.. There'sThere’s no cosyeasy way, 0011 is loto view tbethe n::w:u-dreward in tcnnsterms of educating,educating, and itnidu,.tegraduate study relarelatete to ththee cl:issclassroomroom Cllpeexpe- mean that everything that you learnlcam in ~rodugradu- •honcshortcut,u1, tuto {lcomin~!learning how) 10to lcam.learn. One jusijusr nolnot ncccs~lynecessarily in tcnnsterms of ~dvancingadvancing our own ricncr:?rience? ate school can be used in •a high ><:hOolschool cl:is,-class- has to dudo it, i;ogo through i1.it. Tu, To a degree,decree. !I thinkthin~ pcrsonolpersonal )coming,learning. For everyevery sstudenttudent thoithat you it'~it’s similarsim ilar with chinukh.chinuk.h can get 10to the neunext ,hdavshelav,, 10to getget toto thethe nc•1next stagestage There arc no 1wotwo cJ3sclasses.1i;cs thatthou of his educationeducation,, for you the rew,rdreward should be ZgRabbjNati Helfgot received-setnitc^frorti the RabbiIsaacElchanan Theological .,rarce goingi;oini; loto be the:the ).J.fflC,same, non et rhoithat every S1udcn1student grew lll:11that much durinsduring lhethe 'Sefrunary^ [RIETS) afte r rficeiying.his B^VfromlYeshivafiollege (YC) and learning one approochapproach tholthat works furfor coursecourse of thethe year. One lltinithing we mu.imust olwaysalways :ih-i&^oljeLtHehoMs ciM ^ ie r’sDegree-utfwishEduccUionfrom the Azrieli Gradu- everythini:everything.. re:iliurealize isis that nornot everyevery studentstudent will come back TV/ Li £\C VCl ■KJt ClU.LU.ilt, Ms. WWolf: olf: When you raketake־nt thplllC RL>%Z /> 777/7I lltil ' ת C oU-lllfed 77 7V7 ("7 "Ph £^.iUJLS*-Lll" ר n t n ?titirtfilfA // 'til nnrIL "• 7 \ ' W.UM/./ 7 £./Illy 77U 77 1*1 ' and soysay th:inl:thank youyou,. but the reward doesn'tdoesn’t neenec- School. (BR GSf.'SHe;h as:iaught'. atJFliscK/YeshiyaHighSchool fo r five years, and cou"escourses in college and gradu-gradu .vily irily havehove 10to come from the thank you- ־־׳• :lh!:ate schools..:hool you·you’re re learninglcun1ng ma-ma ' C'i••?;״ bi Lustig: I realized from 1allungtalking to peoppeoplele directs tjie high school&IsraelmUlmc^r6gr^S^^^<'.y>■ "r:V "tenolterial;: youyou're're not lc:im,nglearning hhov.o '•'־* יי**• '“.■ ־ *‘ *י %־'־•. at the rime.time, and from the e,perienccexperience I had sul>sub- RabblShimon Kerner, also:cLlUEl^musrm xeacKes a ninth grade shiur at the 10to present •h~the matcnal.material. YouYoe (Tif*h Sf'hnnl. Ul>< ~fnr/(// UL/Firyv y O^ Jy־bing in MTA and OTI (Ohr Torah InstituteInstitute),), lba.tthat Mfmhaitn rCTa Im udic V railemM.1• Y (MTA \ i * J . CthpiYp^hivnrU U lU ft/ y Jitcil T *L/C/* h!)vChave 10to h;:avchave some sonsort o(of tal-t.il• uit’s· s not the safcStsafest thing toto get one'sone’s expoctoexpecta- )vhere hehasMeen a re bb'e; since.'19&'*W(Lhaslearned in.the Kollel Yadin Yadin, has ent to do that.tha1. But ~omesome thingithing, uonstions real high. l I fellfelt It.his![this] was imponant...important... '.aptyA,rfrq!h:AGI,: and h^'serve'd m^th^'ducationaL staff, of Camp Morasha for cancon be tau~httaught:: how 10to ptcscnpresen:t because ihhingsif things dondon’t'! work ou~out, it (can[can bebe]] very [eiglU'smnmers.^’^ • : : ■ s.• :: certaincertain perakim,puakim, what to lookloo~ uncomfo11.1bleuncomfortable and sclf-defearing.self-defeating. I initially for,fur. huwhow to10 break them downdown. graduated Jzp/n YC in J 982,. following which he received.׳w;>incdwanted to uytry 10to have an cffcc1effect on swdenrs,students, and -ZRabbi Jacob Lustii MethuMethodologicaldologic3J cocoursesurse, arcore cetget some lidskids more interested in lc:im,nglearning and semikha from'RIETS a nd learned in theiuolUL. After teaching •in-several schools in very importantimponanl iinn that area.are.l. more sinceresincerelyly dedica1cddedicated 10to yiddi,hktir.yiddishkeit. TharThat '0^eMgoifcaf^cau.iforayear irf&iQyya^eyhe.M High School H:amc,Hamevaser:•nscr: What J:,tnc:r::igenera!! woswas one of my carlibbiRabbi Hellgot:Helfgot: I felt I WaJ11Cdwanted 10to ma.kcmake •a con- :.v,.Ms. Re nit■Wolf holeis aMlAs-in TanalwjromJiarrllan' University, and an MA. in nriousvarious distiplinesdisciplines of study, 1.,buuon, and be involved with kids. 1• ve btt:n tnbution, and be involved with kids. I’ve been /3iBlefrq^BRGS7She Hciffqught at^tl^YesluvaU^iyerJiry High Schoolfor Girls for inclincludingudin~ Tora she’bikhtav,sh~ 'bik.Jita,,. ,>lvedlvcd in Scrrun:ll,Seminar, NCSY, and tot.her[other simisimi- eight \yearsi3&.z'.■ Torasht'b~'alp~.Torashe’be’alpe, Jewish His-His ~•oi;ramsj,programsj, andand •a lot of my rebb,>rebbes had spospo- ttory,ory, Jewish Philosophy,Philosophy, andantl ken aboul how import.:mt il is lo contribute 10 ken about how important it is to contribute to Hebrewllebrc:w J.,ngulanguage..uibt:- AreArc theselhc..n· I.hethe k,/alkelal (community).(community). Ith h»has been very rcw,rdreward- Ms. Wolf: I1 would say thotthat the courses I took room, butbu1 it’si1's :,!waysalways useful; it has 10to hebe coupled principlesprincipl~ dfccli\'~?effective? ,ng dealing wilh kids and seeing growlh, and ing dealing with kids and seeing growth, and troward)[toward] my B.A. were ccrt.licertainlynly more helpful with methodology.mclhodology. RabbiR•bbi KcmKcrner:tr: G,maraGeniara is the core ofor thethe MTA seeing !hemthem come baclc.back lau:r.later. h's It’s also been very withwilh regard ttoo teaching. Less so 01at ReveRevel...l... Any Hamevaser:H.amevaser: How important are courses in cuniculumcurriculum;: no question .1bouIabout it, tora sh~'b~'ashe'be'al/ frus1r.1ung: you wane 10 sec more instant re• frustrating; you want to see more instant re- course chatthat was book-oriented, [sucb[such as)as] education for lhethe bis:hhigh loCboolschool teacher? pe.I'~- But, in ttermserms ofor !hethe other twotwo subsubjectsjects that sul15. But you also gel inlo peoples lives. You suits. But you also get into people’s lives. You Tthilim,Tehilim, Ynhayahu,Yeshayahu, Shtmutl.Shemuel, or Devarim, Rabbi Helfgot:He!Cgot: SomeSome ceducationduc.11ion courscourseses are arearc taught in the:the shiur, churnashc/1u111a.sh anJand dinim, (the[the can even help in somesome situ:uions.situations, in temistcmis o(of eendednded up being in some way very helpful 1to0 my very important,impon.:1m, espcciollyespecially somcthini;something llikeike Or.Dr. amount.:imouru of timelime devoteddc:vo1cll in class]tl~\S) variesvanes accord-ac.cord kids' (rclatioru.hips] with !heir parenl5 and wilh kids’ [relationships] with their parents and with leachingteaching.. Courses !hatthat were more generalized, Eliach’sElioch's cours,course in AzriAzrieli...eh ... in terms of orgaorga- ing to the ,~bbrebbet and accordingaccording 10to !hethe level ofof 01her kids. T cenagers cspcci:,Jly ore 01 I.he sragc -nizing a lesson.le>M>n. Toot That doesn'tdoesn’t mean you do thoithat his shiur.shiur. In my ninchninth gt.a.degrade shiur,shiur, on the averaver "״",other kids. Teenagers especially are at the stage -chaz.al's“Chazal's view of X'"X” or ·“Dead·Dead Sea Scrolls,Scrolls ·hen, lhey'rc thinking about decisions; thcy'n: ..here thcy’rc thinking about decisions; they’re thosethose of course were not quite a.sas helpful.helpful. The every time you gc1get up inin front of a classroom, age day,d,y. I1 cover all three subjectssubjects־ .-y open 10 h~ng ideas most of the time. and ry open to hearing ideas most of the time, and most impon:intimportant co=course I took in all my year,;years of but therethcrc are a, lotlot of elemcnu,elements, in terms of the Rabbi Helfgot: Il think thotthat for the averageovcrogc in that .cnse ic's very rewardini;. in that sense it's very rewarding. eeducationducation woswas proboblyprobably a course in bibliogbibliogra-r•• notion of prcp>r.>tion,preparation, gain~going from cthehc A:tla/kelal to yeshivaycshi•1 • high schooschooll s1uden1.student, it'sit’s a rrusul:cmistake 10to Rabbi Lustig: l lhink the c1pectaLions vary Rabbi Lustig: 1 think the expectations vary phphy;y: in other words.words, what arcare theI.he bookbookss to useu~e the perat,ptrat, trying toto have aa motivation, tryingtrying toto focus exclusivelyc,r,clu~ively on one areavca of Tora .s1ud.ie~.studies, w,lh the cypcs of lids you're teaching. When with the types of kids you’re teaching. When when and if you have this ~onsort of problem or relaterelote tthingshings to10 !hethe kidskids’' lives,lives, all thc,ethese are the c~pccespecially1:1lly if thatthal area isi!o t~maraRcmara.. For the1he .:ivc:r•aver- you'n, le.aching lids in clcmcnt.ory school. (I.he mmistake;isrnc: it'sil's a turn-<>ffturn-off ב •you’re teaching kids in elementary school, [the thotthat ,onsort of p1oblem.problem. I I tooktook that in Bar-llan,Bar-Ilan, m~jormajor lh.ings,things, and~ 1,1\all \l'.<.the sm~\small lllings,things, in terms age kid.ktd, ce11.1rnlycertainly it’sit's goal isl more to gel !hem interested in oncnd goal is] more to get them interested in attend- ;mdand itii reallyre:,Jly enabledcnobled me 10to go anywhere to rere- of how 10to prepareprep,re a lesson, arcare helpful, in terms and it’si1"s very dirfrcultdifficult ttoo teochleach thattha1 way.w:,y, It'sh's ing a Jewish high school. In cenain communi ing a Jewish high school. In certain communi- ally investigate any areoarea in 1analcJ,tanakh -— and this of organizingorganizing material. There’sThere's nono doubt about very difficult psycholog,collypsychologically 10to go with ononee ties, where it is expected th.ii !hey will go lo a ties, where it is expected that they will go to a isis something I know is missing in schoolsschools in iit.t. [subject!!subject! uraigh1.straight. Number two, even for the yeshiyeshivava high school, yyouou want !hemthem 10to be more thethe United St.ateS.States. I can t.alelake any areaarea.in in tanaJ:htanakh Rabbi Kerner: InIn terms of graduate schoschoolol kids who arearc more capable,capoble, more e>poseposed 10to the wealthwe:iJth and brcadlhbreadth orof Jewish see the ftuics of your labor until a liulc later. see the fruits of your labor until a little later. avo.ilable.available. I’veI've metmet ddoctoraloetor:il srudstudentscnl5 who don'tdon’t lh.:ithatt workwon: on the philosophyphilosophy of education, which StudiesStudies.. I would likeLike to secsee more Jewish Phi-Phi Whee I sec kids that have groduotcd high When I see kids that have graduated high k.oowknow how to10 do that,1h31. andtnd it was preprettytty shockshock- isis imporun1.important. Clc,rly, Clearly, in termstcnns of pragmapragmatictic losoplosophy,hy. ondand ag:iin.again, itii doesn’tdoesn't have to be in the school, gone coto Eull.Eretz Yi.sratYisrael,l, and come back.back, I inging.. pn,parationpreparation for teaching, those courses that dealde:iJ medievalmedieval sense, and not in the mussarmu.uar sense of re:illy see tha1 everything I had 10 go through · really see that everything I had to go through - Rabbi Kerner: You have to be vveryery lulowl•knowl- wwithilh methodology arcare more critical. Overall, hruhirJ/a,hashkafa, either.either, but dealing with issues as a •- !hethe good.good, lbcthe bJd.bad, lhethe ugly —- was reallyrully worth cdgcablc.edgeable, as k.nowlcdgcabknowledgeablelc as you possibly for a person toco havehave• a good core base ooff knowlknowl- moremore formalformol partpan of the curriculum. I think thatth.>1 i1it in the long nin.run. Again. Again, you don'tdon’t necessarily cancan.. TbatThat comes from years ofof learning. EsEs- edgeedge of whatwhat educationeducalion is, and what educationalcduca1ional in some schools.schools, thcre·sthere’s an overabundance,overabundan~. a see it iain every kid.kid, but ChD./J/Chazal alre.ldyalready po,medpointed pcci:illypecially in the field of chinulcJ,,chinukh, i1'sit’s imponantimportant methodology is supposed to be, and educational liulelittle bit too100 much emphasis on Na/ch,Nakh, to theI.he out that not everybody that begins learning is out that not everybody that begins learning is 1to0 be as:is much of a ta/midtalmid c/vJJ:h,,m,chakham, as much of psychology, graduate courses can only be ofof detriment of Tora and Halakha.HalaJ:htJ. I think we need going to end up a:uningcoming out the way you want :,a yode'ayodt 'a or yoda’atyod4 'ar s,fusefer asas you possibly con.can, help. 10to sometimes give up on Nakh, especiallyespecially them tto,o, but you shoot for the bestbest. Th Thee c,pccexpec- becllusebecause even if you know the material youyou’re're Rabbi Lustig:Lusl.ie: I didn’tdidn't taketake that many eeduca-duca NtviNevi 'im'im AcharonimAcl&aronim., until 1hethe l:i1crlater grades, in UM:the ons··ons were b&5iCAJlybasically met.met, even if kid,kids juscjust kind teateachingching 1ex1ually,textually, there!here arcare bound IOto be quesques-· tiontion courses perptr se.s~. FromFrom my c1pcrienccexperience from interest of rcollyreally understanding Nevi'imNevi'im;,'״·· m out IOto be =,uchttt.menschen. I've had e>peri·experi- I.itionsons ththatat come in.in, w,gentiaJtangential things, th•tthat srustu- !hosethose courses,courses. andaod from 1alkingtalking toto collcolleagueseagues RishonimRisl&0niin in depthdepth.. M Manyany schools makemalr.e a type .sa here when:where we'we’veve had kids come in as denl5dents aalwayslways quo.soonquestion you about.about, andand we hovehave in the field,field. there'sthere's a lot IOto be said for taking of make-believemac-believe world, as if the kids learned seruorsseniors from public schoolsschools wilhwith rrelativelyelatively nnoo 1to0 tryuy 10to be preparedpn,p:i.rcd forfor evcrylhing.everything. Therefor,,. Therefore, cduceducationa1ion coums.courses. There are principles thatthu Nevi'imN,vi'im RishRishonimnn,m in elementaryelcm.ralionpreparation for chinukh, c.,Lioncation in generalgeneral.. The best ttypeype of experiencec1pericn~ it on a, very su~rficialsuperficial level. Generally.Gener:illy. I lhinl:think On rhcthe other h,nd,hand, you hav,have kkidsids who have I.hethe gnduategraduate courses I tooklook were melhooologymethodology is ssudcn1student teaching,reaching. to10 really i;ctget •a fedfeci for what there1herc ~hshouldoultl behe a;i distribu1ion.distribution, withwith of course al grown up in shomtrshomer shabbos homes and yoyouu courses in te:1ching!caching 1unul:.htanakh and me/urshtimefarshei it’iii'! like.like, for applyingopplying any typestypes of principles greater~rc:~1cr :-,c»entratio ·:iltation n gi\'cngiven to tora,ora shrshe "'bebr "ul'al pe.pt W~I them to grow up co be roJnrjJ~i chalr.Juumm want them to grow up to be talmidei chakJianum 1tanakh.anal..h. Certainly,Certainly. anyan)' amountamount orof knowknowledgeledge one has.h:i.s. It is a time whe~where a person ha~has tuto acac- because u,mat ..t 1sis p.inpart ooff whatwh:>1 we as .1t1an OrthodoxOnhoJO' :tnl: 1<1ro . One ha~ 10 kccr th.It in mind mnrhl"marhe tora.torn nmarhewrht cchavim.ha"im TThehr toaBlvtuallv Dracticcor:ictice whatwh.11 one preachesnrc:,chc~ Th:U' That’s!i .1a vcshivavc(hH·~ hu~hiohh 1.chschoolonl :1arerr trvinp,,... inr 1nfn c-nmrn11nir.,trenmmtinienfe •־ and flb'nei·,.,; tora. One has to keep that in mind ,._is hchelpfull riful aJue 01ot 1oratora shtshe'be'alpe 'bt 'al pt "-"as lhethe centralccntul pil-piI 31care different expectationscxpcc1,uions for difTcremdifferent people, ningning]l it'sit’s woefully inadeq11.11einadequate in m.:istmost yc•Jmayeshiva swers with your nc:unext-door,door neighbor."neighbor.” so thatthat׳Jue.• fourf our cxjstcnceexistence &Sas haJ.ikhic halakhic Jews.Jews, antiand HaKadoshHaKadoih Barukh Hu SCIset up thethe Tora in high schools.schools, reoJreal thought bebeinging ggiveniven IJVUfVUhmamash the weakerwe::a.kcr .s1udi::ntstudent who isis .1.imngsitting next to the ,evaser:tevaser: Should tbethe same principlesprincipl~ beb, that way, tolo give everybody what’swhal's best forfor 10to everyevery pasuk. (Such [Such planning]planning I 1;ikestakes ttime,irnc. tlwthat more advanadvancedc~d student~tudcnc is ulk.ingtalking aboaboutut his ~nan-• ' d both to boy•boys and i:)rb?girls? them.them. IfJr we don'tdon’t apply the same principles woestakes summel"Ssummers,. in which people need 10to be paid swcrswer which he did oror diddid nutnot comecomc up withwith., He off:olf: You alwayalways• gc,gel into a >lickysticky ""lu.Jlyequally across lhcthe board.board, iti1 might lc:idlead 10to some ~as prorcssionWsprofessionals to sit Uowndown and write cun'icul.:icurricula.. is involvedinvolved in 1hcthe processprocess,. andand he ddidn’ti<.ln l juSIjust ...-nic'Uc iissuessue: with girls llearningearning gemara,,~mara, '111dand unc:i.syuneasy feelings,feelings. but irif lha1that is overallo,erall the best ldc.llIdeal cwriculumcurriculum wri1ingwriting mc:insmeans that people sit 1c1get swept away because snmcbodysomebody r:iiscdraised theirtheir much time should be sspentpent on thaLthat I went [arrangement![arrangement] for a particularpaniculor situation, we down and write cxacllyexactly (which[which]! Ras/tiRashi we’rewe' re h.:mdhand after two ~~ond~.seconds. I" I’ll II then a..skask someone aimonidcsaimonides in BBoston,oSlon. and there we llearnedearned should not feelreel tied down 10to doing the s:imcsame going to do and exactly wha1what value, whalwhat goal 10to shan:share 1heirtheir ananswerNlcr wwithith tJ1cthe class.class. Maybe it'sit’s thethe boys, and iitt w.i.swas probably one orof the across the boardboard.. [wcJ[we] want to accomplish from lhatthat Ra1hiRashi or a weaker student who gagotl iiit from aa more adad- ־1t rewarding experiences I1 had. Some Hamnasu:Hamevaser: WhatWbat ,houshouldld the rolrolee oofr the Ramban, and wha1what sl:.illsskills you wanlwant 10to 1c.ichteach.. .anccdvanced student,s1udcn1, an<.land 1hat'sthat’s okayokay.. As far .i.sas ICSI·test ole>le havhavee w How do yoyouu approach vvarying• ryini: ing is concc.mcU.concerned, t.llcrethere arcarc timestimes when 1"11I’ll give IdId have more ofor lhcthe girls educaeducation;tion: they and course ooncent?content? level,levels orof interestinterest and •kilskillst. oofr the s1udcn1>students in 1woJiUcrcn1two different mo modelsdels of 1csLtests;~; I I’ll'll gh·cgive abea bechinachmu dd 100loo much time on Rabbi Kerucr:Kerner: I think your classes? and 1herethere will be ccrlaincertain quc.~as possible here inin MTA 10to h.avchave more time on=on areas inechanekhmechanekh or · from the classroom c,11-ex- elsels.. For that.that, as all good educational theorists homogeneoushomugencuu, classes,classes, bulbut withwithinin every homohomo- . -th.inthan g~rnaragemara.. Girls pcriencepcricncc wh.31what can~•·can real- tcUtell u~.us, you h.ivehave to use different melhocJsmethods orof ggeneouseneous class, you’reyou"re ,tillstill goinggoing loto have varyvary ־• ldId have sciset aside for - not, has an isticallyi>1ically be covered inin communicalingcommunicating itlcasideas in Lhethe cl35Srt)Om.classroom. Some inJ;ing levels. There will bebe ~tuUcnustudents wwhoho wwillill be ,1 courses specificallyspccifically a fonyforty or fifty minu1cminute ateare aauditory,utlitory, some an:are visu:,1,visual, some are writwrit- misplaced.mi.spl.:accd. tr If there is 3a sstudent1uden1 yuu·rcyou’re no1not scr•scr- med!ned in ggemara,tmaro. let's obligation to llesson.esson. Teachers know tenten,. you have toto use didifferentfferent skills:skills; different vicing,vicin,, he shouldn"tshouldn’t be wwithith you. amand.I youyou one period a day in inin termsterms of thethe levellevel of children lca.mlearn diffcn:ntdifferent ways.ways. Motivation is a shouldn'tshouldn’t ~be wi1hwith him. uaira whwhichich they don·don’t1 recognize his the stuclenlstudent [for[for whom}whom] function ofor personalitypersonality.. Y Youou do somesome "shuck.""shuck.” HamHamevascr:csaser: How do you handle discipline ·: nownow.. That would the curriculum is being and you basehave 10to be a forcefulfor.eful perpersonality,sonali1y. andand problemsproblem, in your classroomclassroom?? 1ilizelizc it inin thethe sense . role as being planned.planned, whether it hopefullhopefullyy you try to use the materiamateriall in cnengag-gag Ms. WoWolf:lf: In ,~ethe cigh1eight years J"seI’ve been teachteach- boys would have (scuJ[sets] a realisticrcalisuc goal. ingiog ways. Unfortunately,Unronuna1cly, one orof the biggest inging., I havenhaven't·, really encounteredencountered anyany disciplinediscipline :5 Jewish History,His10ry. ... part of the Therefore,Thcrerorc, I think motivationsmotiva1ions in the high schooschooll classroom is problem.tests. not !likentaken carcaree of. Remember Remember,, also.also, tha1that I1 1cachteach TU1Jh.■nosh, which is often ’. Jmesora_ mesora ‘ 1I thin);think adminisu,11ionadministration Rabbi Lustig: There arearc a number ofof ddiffer-iffcr inin a girhgirls school and thatthat alsoalso makes a differdiffer- ,t in thethe boys schools.schools, should be the key in cnlent approaches to ac1uallyactually working with kidskids enence.ce. A bboysoy< school isis dirrcrcnl.different, and moxcdmixed .hat.hat girls would increasincreasee their llearningearning of tcnruterms orof orchcstr.>tingorchestrating curriculum developmentdl!velopment on diffcrcnldifferent lelevels.vels. In .high school, an opproachapproach classes aicarc al1udenustudents cncoun1eencounterr any problems of 1ha1that naturenature.. bl Helfgot:Hclleot: I'm a big devoicedevotee of girls'girls’ create the structure. more freedom not tolo gelget depressed.depressed, no1not 10to gc1get Rabbi LLustig:usli~: Perhaps it'sit’s bccouscbecause orof who1what ththee ationation.. I think lhatthat if girls wan1want 10to learn, if Ms. Wolf: With regard 10to gcncr:ilgeneral curriculum, overwhelmedoscrwhclmed by the wealthwealth orof the ma,crial.material, and gema.ragemara 1ellstells us.us, bt"il.:vtsabe'ikvesa d~mt.d,ichademeshicha chu1:puchutzpa 're,re broughlbrought up with the notion 1ha1that they even then,then. I think the experts in a panicul3J'particular ata1 the s:uncsame time, perhaps.perhaps, gigivingving thethe more adad- yasRt,yasge, 1hethe rise in 1hcthe levelevell of cchutzpahhutzpah right before Mashiach comes. maybe 1ha1's wha1 ; •’ learn.learn, that lheythey ~can achieve in learning,learning. field, [be ii}it] navi,navi. chwnash,chumash, math, or science,..:icncc, vanced siudcntsstudents in the classclus more work 1to0 dodo,, before Mashiach comes, maybe that’s what /general in high schoolsschools thethe disu,budistribu- wha1cvcrwhatever the field might be.be, 3J'Carc the 1eachcteachersrs enrienrichmentc hment workwork.. Someumes Sometimes you cancan eveneven wewe’re' re living throughthrough.. Ccnainly. Certainly. AmeAmerican/rican ה, Wes1em society does nut h:1,·c 3.\ much dtrtkh •.an ..n be thethe same.same. I would orof course popointint lhemsclvcsthemselves.. MostMoSI often.often, lhcthe principal is rcaireallylly ,~mteam up the more :,c.ladvancedv:mad $ludcntsstudents 10to heirhelp 01.11out Western society does not have as much derekh ilahatl there has to be some diffdifferenceerence in 1cnntermss no1not an cxpcnexpert in eaeachch one orof lhoscthose fields.fields. You thelhc [weaker(weaker students].s1udcn1Sf. More ofoften1en 1honthan no,.not, trtt:..eretz for cider,.;elders and:1.nd rebbtmirebbeun a.\as th\!therere was in lhethe nphasis in ccruincertain areas orof haiaJ:J,ahalakha that arearc have to rely on the people tha1that arcare the experts, you'reyou’re going 10to come across si1ua1ionssituations where pas1.past. Convey Conveyinging ultimately how 10to be a p,:rsonperson rent forro, women and menmen.. I wouldn’twouldn't have lhalthat have lhcthe cdueducationalca1ional background, that have not everybody in the etas,class is on thethe same levellevel.. is sosomethingmething that1hii kids <.Iondon't·, aalwayslways pick up.up, 311dand ss in hill:hashilkhos tt/ilintefilin (in][in] a coed high school thethe ac::u:le:micacademic experience,expericnc.c. and so onon,. to arr.ill1gearrange Again, depending on the reason for iiit --— the ononee necwaneeds to be able 10to 1untunec iinn toto many diffcrdiffer- -e■z you (spend![spend] thethe whole year (lc:iming][learning] in a cwriculum.curriculum. So I ththinkinlc teachers arcare viulvital to background, the motivation -— there aicare many en11ypesork.ident types of kids.s. One has 10to know that in teachteach- .fishnadishna Btn,roBerura tzitzis and r,jilin.tefilin. nu1That’s·s a thethe cwriculumcurriculum planningplanning.. ing.ing, thethe primary gogoal,al, once you have thethe ddeco-eco lite..ike.... Bu Butt I would at the same time wantwan1 Rabbi LLustig:ustic: The 1cachersteachers .ireare obviously on -~an-terms of rum th:u'that’s.\ neededneeded,. isis ttoo motivatl!.motivate, 10to ~ctuallyactually n terms of give over 1hcthe mamaterial,terial. wwhichhich is somc1hingsomething/% ׳ ־ pose girls 10to the basics of t;,itwtzitzis and ttfilin,tefilin, the front lines of the banlcficldbattlefield when ilit comes likelike we’dwe"d want 10to expose boys 10to thelhe baba- to actuaJlyactually setting up the curriccurriculum.'ulum.' BeBeinging a ~:·''"exposure to that'sthat’s a great cchallenge.hallenge. ,fDf halaihoshalakhos that apply 10to womenwomen.. I could m,ch,,ntkhmechanekh is beingbeing very much on a daily basis 1: exposure to Rabbi Kerner: A• As one of my 1cachcteachers.rs. RaRabbibbi 1rcireas,as, such as taharaitaharas hamishpachu,hamishpacha, in involved with 3Jldand exposed toto what the le.idskids gemara, girls are Eliach, the prprincipalincipal of Flatbush.Flatbush, said in gr:,du•gradu- h you have 10to havhavee scpa.ralcseparate [classes[classes],], butbu1 need, and what they should be learning...learning... Some Some- gemara, girls are a1cate school in a course 1ha1that I1 took wilhwith him.him, the nnsrms of exposure toto gemara,gtmara. girls are caca- times the soldiers on thethe fronifront lines rca.llyreally have . ccapable,apable, and if be<1best discipldisciplineine i>is a well-well-plannedplanned lesson.lesson, and I :,;, and ifir theythey grow up iinn a societsocietyy which a bei KernerKerner:: I 1 think in termtermss orof 1hcthe roles oulout together. But the tcachcrsteachers who re:illyreally are n01not going 10to getgc1 me very fafar:r: "Wh“Whyy should I boys and girlgirls.s play.play, boys perhaps need a on the fron1front lines have 10to be, and should be.be, v enc_ouragesencourages it, read pasuk alt/?"aleJT Howe However,ver. iifr I1 comcomee in andand getger emphasis (on[on gtmaroJgemara] in (light][light] orof theI.he insolvedinvolved with sellingsetting up the curriculum, strucstiuc- ask a qucsiion.question, and then I1 u:11tell the Studcnu.students, afaf- halhat they,Lhcy, generally spe:wng,speaking, will go on 10to turingturing it,it. knowingkJlowing whatwha1 should behe l.3ughLtaught. Cur Cur- ,' there's no doubt terter discussing i1it forfor a rcwfew momcnl5,moments. "Now“Now thethe :rjr lura.ing.learning, (al[although]thougbJ there nugh1might be cer- ricula have 10to be set up where kids fil"Stfirst learn , ,. . '.· = answeranswer 10to this qucs1ionquestion will be found in pasuk :xccptioasjxceptions among girls. In gcncn.1.1general. I don·don’t 1 cercaincertain Nevi’imNeYi.im Rishonim or Nivi"imNevi’im '.:·I: theythey can achieve alt/."alef,” lhcrcthere’s· s a reason why the siudcntstudent is goinggoing ,: wew e s11csss t r e s s ha/aJ:JsQhalakha ltmalema’ase 'a.u surricicn1lysufficiently Acharonim. For kids coming from public to w:,niwant to read pu.sukpasuk altalef./ He's He’s curiouscurious as 10to oys or for girls, bulbut I think tha1that the needs school {to[to yeshiva]yeshiva) for the fir.afirst timelime inin cwclfthtwelfth what 1hethe an,weranswer 10to 1hethe question is. If wcwe raiser:usc ifrcrer.Lifferer.u andand we have LOto uea1treat them differdiffer-- grade, (i[itt may be in•ppropriateinappropriate to teach ccruincertain diffcrcn1different approaches that are usedused.. thethe levellevel llfof UICthe curiositycuriosity orof lh~the >luustudent,ent, wwe’vee"ve ufarimsefarim lha1that the rest orof the school isis learnlearning,ing, Rabbi Kerner:Kerntr: Wh:uWhat you hnchave 10to do is try to crca1cdcreated a reason ttoo lis1en.listen. He's He’s 100too busy 10to fool bi LusL u• . CChazalhatal were obviouslyobviously very such as]asJ T,hilimTehilim otor Mi.sh/tiMishlei or lyov...lyov... Tc,chcrsTeachers challengechallenge eacheach studenstudentt on bishis own level. If II around.around, 1to0 1alk.talk, 10to di,1urbdisturb.. Ce.. Th<.The _ •r di directionsrections of lcaminglearning a.nd and have a responsresponsibilityibili1y 10to sec to10 iiit 1hatthat maybe ask a very basic questionquestion...... or a basic piece orof Hamevaser: H Howow wowouldu ld you charac1cri1ccharacterize rarchyran:hy - >erSOnoerson shoshoulduld learn,learn, andand these kids should nolnot be lea.minglearning lhat.that, maybe inronrullion.information. I'I’llll cxpec1expect some orof the weaker s1ustu- youyourr nlarelationshiplionship wit.hwith your studcnl5students oubideoutside *s's propropf :;o«n..r.. In In te.11:nteacninging girlsgirls andand theythey should be uJJngtaking an introductioninuoduction LOto JudaJuda- dcnudents coto answer lha1that.. I'll I’ll call on a weaker Siu•stu- ,mgling b.>_bo. ;heretllcre [will] (,.,II) be be certain ccruin isismm course. Maybe they should be lc3tnlearninging dcn1.dent, because 1I won"twon’t have 10to cmb.irTassembarrass hhimim the da.~~room?classroom? Rabbi Hclfi;:01:Helfgot: It's It’s :,a good one. A problem •* m:u11.:m a t t e . ~11lidd notnot oeoc asas aproposapropos b:isicbasic chumashchuinash;: whow ho was Avraham,A.ra/wm, who was by either not involving him at31 all when I getge1 10to mos1most young rtbbcsrebbcs findfind (is)(is] thethe balance beiwccnbetween :uo:0 onenc J..Zi her.her. CertainCcruin halakhic ha.lakhic Yir:ch.al:.Yitzchak. Before they study the mtsholimmeshalim of thethe more complexcomplex issues, or by a.skingasking him a on the on< hand being very loose and open, and ~•napertainingin,n~ to *ocnen-,en mighlmight be bcncrbetter ShlomaShlomo HaM,ltkh,HaMelekh, wewe shouldshould...... give them more more complex is.sueissue and having him not knowknow.. on the one hand being very loose and open, and on the other hand maint:liningmaintaining aa sensesense of dis--dis- a wom:,.nwoman ti.;tc *iris’._1:,s· cla.s~s.classes, anandd by a oafr a bal:kgroundbackground.. I thinthink~ teachers arcare nolnot the II try 10to involve everybody. Oser Over the counecourse orof 1ancctance.. I lhin~think II errerr somcumcssometimes on thethe sideside of ~e 10to boys'boys’ Cl.1.s.SCSclasses.. 11,c The issueissue 0011 \IC:Uueal- inlyonly critica.lcritical component,component. but cen:unlycertainly a major a shiu.r,shiur, there attare various times thatth:ll you'you’llll ukask nyoyss and girls diITcrcn1lydifferently comes up piecer,c,:c ::" the puulcpuzzle orof any curricucurriculumlum structurestructure.. a ch.allcngingchallenging qucs1ion,question, and you can get a• stustu- 100too much clo)Cncsscloseness r::utirathercr lhathann tootoo much dis•dis- ur,c,:lance.. ll's It's generally good,good, bu1but lhcthe fact is. ii'sil*s •elfgot:elfgot: I tbjnkthink there’sthere's ia specificspecific rolerole dent who is wca,l.crweaker 10to be involscdinvolved in answer-answerז11001t fair. Why do theythey gelget 10to do RaRaooi1>01 l stillstill school.school, and schoolschool has aa ccruincertain lifelife of iitst> on't?n 't? Why do they getge1 ttoo davendDvtn for =~c.ersteacr.ers 10to very caicfullycarefully thinlthink thioughthrough wlwwhat inging thatlhal quesiionquestion as well,well. by saying somethingsomclhing own,own. wi1hwith the ([social]social} and academicacadcmic pressures don"t?"don’t?" Sometimes we havhavee should be learned in a specific ufer,sefer, what 10to thethe effect of, "I“I don'1don’t wan1want anybody 10to anan- that mrun1.1inmaintain :ia ceruincertain sesensense of sU\Jc.:turc.structure. -xechankhim,~cJu,.nJJ,im have : :eacheach should be learned in a specific masekhta.mastl:Jua. More swer this question right away. Take lhinythirty scc-sec•׳ Kahbi Lustig: On the realistic level, one vvn11~ m i r .,,,_n n - ltahbi Lusti~: On the rcatis11c level. one «׳ r,"'••n#v'rlc1lc In hr*).i,. to,.... 1I thinl•1hi"l· fthicJthi c: llin in,t /i n(r»f r'lhnnlnn-. '"""AnnHcc tn ,h,"lthinl•· -,ohoulh,...111 ir if "'"' an/l' 1h,-nlhr*n ..chnrh.,,r doesn'tdoesn’t “connect”··1.:onncc:1" with every single one 01ot tneUie s1udcn1.Sstudents you meet.mec1. My p>111cularparticular sil~tion.situation, here osas kids, i;c1tincgetting ooutut there,!her,:. 11111.JnGtalking 11>oo1about clwµa}ichuiukh lookaJlooked upon as:u communitycommunily h:::adus.leaders, 311dand some-some~ 1nin Allanu..Atlanta, i,is where a goO you osarec involved 1nin your 10to do<.lo mo«more of that,1h,1. especiallytspcci,lly pMplcpeople whowho are:.r ,י **s.., me in a diffc,enldifferent ligh1.light, II)'try 10to secsee me as somesome- 1ltl t1 so so muchmuch onon aa teacher-student1U1:her-sruden1 level,level, position ""as a public.public, •dulladult aluc::11or.educator, as well. It11 compcompetent,c1en1. haveh•vc somethingsomc1h1n, 10to civcgive.. II think1hinJ.: one who no1not only appanappears in the classroomclassroom.. I in u,. clas.smom. comes up all t.hcthe Lime:,time, be it in shul bc1wecnbetween people 11.lvchave to10 look for it.ii. I'll I’ll give yyouou an ex-u• in u»w classroom, but youyou 1e1get a cJwK:cchance 10to bebe-· wasn' wasn’t1 bomborn w11hwith a tictie onon.. I have •a personal ample comecome pan of ll>eittheir Liveslives.. You can secsee ll>emthem af•af- m,uhomincha and moma 'am‘ariv dwincduring lhethe week where you ample.. l I had a student lastlas, yearye:,, wholk,talk, or ~luJ/omshalom zachar,'Z.OchJJr. pidyon habenMbtn,, a bat mi1mitzva;,va or a Schcch1Schechter.cr. !ihc She wasw:as comingcominc 10to the1hc threelhrcc streamsS,Ue:nns •a chDgigadwgiga for them ChU11uiltJChanukka 1imctime,, and .,at the they'll come bar milzvamitzva...... There ~arc timesumc.s when one isis ca.11..:Jcalled of Jud.11sta,Judaism, and .sshehe ,nv11cdinvited a::i RidormReform and2n..J a:a they’ll come over 10to learn.learn. In small communicommuni- end of the end of the ye:iryear we mUemake a:>: siyum.si_yum. The JhiMrshiur on lOrn Con.scn:iuvc;: bC.Sties inin general,gc.neral. we have an opponwu1yopportunity to have on to... de:vclopdevelop relauonsh1pirelationships with pa.rcnuparents o(of Conservative RabbiR..J,bbi 10to spcD-speak on d1lfc:rcn1different cbys.days, h.avc should feel as a i;roup;group; we should have some some 11udcnu. or ba ·oJ,i ba11m IIIJI ;ire ;and dx: lhoughl sh 1a much bcnerbetter influence,1nOuence, a much betterbew:r hashpa 'a'a students, or ba ’alei batim that lllcythey arc n01not so and she thought shee wasn’twasn·1 goinggo1n, 10to bnngbring in1n an sortson of cohesive un.iLunit. The cM.,~rimchavtrim lh:uthat theythey on kids, dircc1lydirectly connc:c1cdconnected 10to the school and they feelfed a• OrthodoxOrtllodo, personperson.. The kidskids in the class asked on kids, simply bec::iusebecause of lhcthe way it’sil's sciset up. mllkc make duringdunns !histhis yc:uyear ,houldshould be llong-lastingong•lasung cctuin a.llegi~cc her to, so she InIn *ou1-,;,.s/iJ:.afichashkafic issues and halakhictwakhic iuucsissues.. 1ntcrciccd.interested, and II wenwent,t. :incJand iiit w:iswas a very worth-worth· olhcrother.. ,nly in You luvehave 10to be on yousyour toes,IOCS, you have 10to alat least while C.lpencnceexperience.. 11 It was supposed 10to be an hour 3nly in lhethe cluszoom,classroom, bulbut they secsee how you M$. Ms. Wolf:Woll: I would say it'sit’s friendly aodand corcor- know where and• half. and MOrl:*ork at home, how you help in the house, see know where 10to find things, you h••ehave 10to know and a half, and I wasw:u there 1wotwo and a half hours,hours. dial.dial, and only close if theyIbey ini1a1cinitiate lhaLthat. .11\othcc In other 10w you pruticalpractical issues and how 10to deal with them.lhcm. and 1hcthe \cidskids ateole it up. 10w you shop for yousyour family. You getge110 to bump words, words, if they have a problem,problem. if they ~••have an Rabbi Hellgot: I think Rabbi 010ato kids, you gelget 10to be much more of a• living Rabbi Helfgot: I think il'sit’s importantimporun1 thattha1 ••·ev- Rabbi KKomer erner:: I think 1ha1that any porson.person, whether issue,issue. if lhcythey haveh3VC .somethingsomething they want 1to0 Wktalk ole model cryery teachertuchcr ROInot limit himsellhimself or herselfherself.. I think he is a mechanekhm,chantl.h or not,not. whetherwhclhet hashis official ole model,. not just as someone who 1eaehcsteaches al>ouL then I'm a,a.,lablc about, then I’m available 10to Wktalk with them. I [simply ICilChingteaching thirdlhicd or 1enlhtenth graders all your JOb is to be a lt•chcr, every ticmhem Toro.Tora, bu1but as •a mon:more comple1ecomplete human be- graders •II your job is to be a teacher, every person in,n iLUJi,kelal 1 be· hesitatehcsi~1c to10 initiateiruliarc tha1that 1ypctype of closeness on my ,g. Ultimaiely, the life]life) is •a sure way 10to getgel 10to burnout.bumoul. I think YiuaelYisrael hash:,,s an obligationobhgac.ion to recognizerccugniu: his role ng. Ultimately, the goal of chinukh,chinukJi, in thattha1 own because I'm own because I’m notlot• a psychologisLpsychologist. I've I’ve got-go1- you need 10to varyvary yourself, and therefore a as being p.in of lhc muoro. Ir ense.snse, is 10to impart 10to kids not only the knowl-k.nowl • as being part of the mesora. If the personperson has ten1en intoin•o a.ruethe synagoguessynagocues should take panpart in transm11ungtransmitting tora to thethe nextnc11 .fr Tora. Tora. wil.h,ר *res·fes with. For thelhc most pan.part, like I say. ii'it’s s friendlyfncndly and being a spokesman ,;cneralion. ab. .niu: 1 rry 10 IJ'C.31 lbem and being a spokesman when called upon. II generation. ThatThal apphe1applies not only loto Ch1ldrtn:children; a b . vrnen I try to treat them likeWr.c humanhuman and&nd pl=Lpleasant, butbu1 only close when initiated by thGIthat applies 10to this generation.generation. Now withwi the ־in.itiaLed by think that 1eachersteachers neednud 10to ge1get involved in1n !<>10 :ings:ings both Illin and OUIout of lbethe classroom.cl...sroom. I be-be· th lltc theIlle srud.en1student fa,for the moslmost pMt.pan. cal Jewish :ve cai Jewish aff&US.affairs. For cumplc.example, I am involved proliferationprolifcrauon of adult educationcducaiion and ba'alci.ba'a/ci :ve wryvery strongly in ynferencxs Rabbi le coming to me mini-conferences.. That’sTha1.'s one way thatlha1 you can Rabbi H~JCHelfgot:1at: Again,Ag:ain, I think lhcthe pnmaryprimary re-re· le coming to me for advice.advice, treatingtrea1.1t1g me as a schools, whal n~ 10 be done, schools, what needs to be done, aridand how the,rtheir sspeakpeak as a uruiicdunified voice on issues of concern sponsibilitysponsibiluy •~is to our kidslc.icJs in1n our clis.sroomclassroom and llj] confidan1confidant.. Ouuide Outside the classroom.classroom, there are childrencb.ildrcn should be cduco~.educated. We We’re're invoinvolvedlved to our prepara11on [omul meetings to I.hethe Jewish community.communily. I thinkthink teachers1eac;:hcn, our preparation.. Certainly,Cc!Ulnly, •a 1c.ichc1teacher has to10 be formal meetings wluchwhich we have on a personal·personal* in ic. We' in it. We’rere the bands-onhands-on peoplepeople.. We know 1houldshould be heard and should conlribu1c,contribute, and be ,nvolvccJinvolved in,n the1hc bro.aderbroader Jewish ccommunity,ommunity. sis.sis, one on one. Once loin a long wlule,while, ll1erafter a how it shouldsh0111d be changed aridand whalwhat should hap-ha~ involved ,n whether 11' s 1udoko chiNJ. involved in adult cducauoneducation.. Somcumes Sometimes the whether it’s tzedaka,, whetherwhc1her 11'sit’s Israel,Israel. china, I’lll'U takew.c the u,Jmidimtalmidim down 10to the gym pen. 111 lhc community 11 l:irgc, pen. In the community at large, I can seeSCIC 1e.a0hteach- American Jew1JbJewish communuycommunity h:uhas greaterg,u1cr oppor-oppor- whether it"sit’s bonds, everythingeverything in which another lc1let lhcmthem let ou1out •a littleLittle steam.steam, and maybe play crs who ers who arean experienced in teaching and who 1un ities ror pulpi1 R•bbls, Jew C.111 be mvol ~V• • ^1 •I with them. l I try 10to have them see tunities for pulpit Rabbis, because 1hcythey areasc Jew can be involved.vcd. them sec feelfeel comforublccomfortable in the crowds of adulu.adults, as well
fI APPAPPENDIXEN DIX G IlluIllustrativestra tive Exhib Exhibiti t
OBSERVER - sew SCW S Studentt udent NewspNewspaperape r AAprilpr i 1 1 15, 5, 1 1992992
coursccourse "recogn"recognizesizes women c11tcrenter- ing a careecareerr in chi1111c/rchinuch (Jewish ,ew "C"Course"ourse" To Be Offered New Course education) who view it as necesneces- sary to simusimultaneouslyltaneously incre.iseincrease 1j CoContinued11ti11ued fromf rom p.lp.l JewishJewish Studies."Studies.” He added that this DeliberDeliberationsations LeadLead To New \ lions tions they might have in the coucourserse is ·•a“a wondewonderfulrful Jewish trait...trait... we CourseCourse-Not-Not New ProgramPrograni of their preparation. This position always want more in terms of JewJew- has nonott yet been filled. ish learning.”learning." RapelRayzel KinderlehrerKinderlehrer ing a career in JJewishewish education a StudStudentent admission is subject to Administrator.~Administrators arcare ancmptattempting ing After three postponed February chance to increase their JJewishewish the approval ooff both Saks and to contact thosethose women who exex- adlines,adlines, Monday March 30 saw studies at AGI.”AGI." Handel.Handel, and wwillill be open oonlynly to pressed an inierestinterest in the progrnmprogram : announcement of a plan for the Rabbi Yonasan Saks.Saks, one of the : announcement of a plan for the sewSCW students accepted and regisregis- by attending 1hcthe initial meeting.meeting on011 Rosl,ei Yes/rim of the Marsha ttensionension of the David J. Azrieli Rosliei Yeshiva of the Marsha teredlercd in AGl's masters program. December 11.11. 1991 alat which the aduatcaduate Institute Master'sMaster’s pro- Stern Talmudic Academy-YU To cam a Master'sMaster’s degree from coursccourse was dbc.:usscd.discussed. A sul>scsubsc- 1m1m in teacher education to in- High School for Boys, and leclecturerturer AGI,AUi. a student must take 30 credcred- qucntquent m.:ctingmeeting was held on TuesTues- 1deide a specialspecial course for women to both men and women across the il\ils of AzrieliAzricli rnurscs.courses, all given a1at day April 7 alat whid1which S,1k,Saks i;,1vegave a "The“The Development and Meth-Meth country, wwillill teachteach the shiur. the sewSCW c:.11npuscampus in the evenings.evenings, pilot lecture.lecture, which seven wo1111.:nwomen ologyology of Halacha.”Halacha." The course consists of four and do stud::111student tc,u:hing..teaching, and pass a attended.aucndcd. Rabbi Yitzchak S. Handel, apartment 2e,2C, even tthoughhough those ththoughtought would comprise more than w course will run fortwosemesfor two semes- negotiable. enrolled will not be eligible to live just ~neone seder-shiurconccntration.seder-shiur concentration. arning,ming students three credits During each day'sday’s morning pepe- in the dom1i1orydormitory. . Something including Tanach'· ·;• ,׳־. mcster.mester. riod, there wiwill II be a second teacherteacher A $4,00054,000 fellowship is available (Bible) and aa Talmud shiur in ad•ad- 111e1 ne purpose of the eh~nge.change, aeac- available from I0AM-12PM 10AM-12PM 10to to students who enroll in the new dition to mmethodologyethodology ofhalacha."of halacha.” rding to Rabbi Handel.Handel, is to whom students may address ques- course. The money will be taktakenen Shuchatowitz also expressed iveive women interested in pursu- Co11ti11uedContinued 0on11 pg. 9 from a $750,000 grant fromfrom concern at thethe proposed minimum lheMandelIheMandel foundation which was of si.'(six students necessary loto openopen cs1ablishedestablished for the purpose of up-up the course, st.1tingstating that the number grauinggrading and encouraging standards discussed prepreviously·viously had been sigsig- of Jewish studies. Fellowship stustu- nificantly llower.ower. dents ml!lsmustt take six additional credcred- Aliza Levin, also an SCW .~cse- its in AGI evening classes pe.rper sese- nniorior emphasized,emphasized. "I“1 had been exex- mester, and take courses during the pecting a more encompassing propro- summer to enable tthemhem to comcom- gram in terms of amount of credits plete the Masters degree over a and course-offerings."course-offerings.” Levin year. This full summer program is added her concernconcern that in order to b..:ingbeing offered in'response to propro- insure the successsuccess ofuf such a propro- spcc1ispective ve students'students’ re4uestrequest for a ggramram "ii“it neeHAMEVASER - RIETS Student Publication
April 1992
The Azrieli Graduate Institute announces the introduction of an experimental courseourse to be offered in the 1992-931992-93 academic year to students pursuing a Mas- נ,:: tersers degree at Azrieli. The course is entitled - * יי. יי' : י'•''.'. ■■•׳־׳'־ ׳ . ;< ' • V ! ף ■:*i■... :• ; ״ :"י ·.· -. JED 5211: The Development and Methodology of Halakha ׳־׳■־
*. • * <•'w • .;> ..... >•> •g&h foTo i~troduceintroduce the course, ׳. ■יו׳ ■ ׳ ־. .. -. , ■ •' ' ' ' ■ '• Rabbi Yonasan Sacks ,;dllfill deliver a shiur, open to all interested parties, on Tuesday.,Tuesday. April 7 ' .':•• ' .J • .. "* • Stern College, Room 507
■ • ׳ . ;* י ' ׳ ■■*,*.י׳ * y■ ׳■'״׳" ,'C'•••׳ ;• ״״ ■ w: APPENDAPPENDIXIX G(2) 'O
ב TH~OBSEITT'ERTHE OBSERVER May 20, 1 1992992 Faste
New CourseCourse For Women On Hold by Rayzel KindeKinderlehrerrlehrer An introductory shiur by Rabbi pendingpending upon student enrollment. Plans for the nc:wnew course 10to be YYonasanonasan Sacks was given on TuTues-es HaHandelndel hypothehypothesizedsized that the offered by the David J. Azrieli day April 7, whicwhichh seven women administrative delay of a definite Graduate Institute, intended to exex- attended. The purpose ooff the shiur decision regarding the nnewew coucourserse tend the Master'sM aster’s program in was to present a sampsamplele of the type cocontributedntributed ttoo the lack of appliappli- teteacheracher education for women, are of lecture that would be part of the cancants.ts. Students interested in the on hold at the present. new course. The shiurshiur also offered coucourserse agreed and also cited what Notices of the proposed new an opponunityopportunity for a question and they deemed to be insuffiinsufficienciesciencies course, entitled "The“The Development answer sesssessionion about the proposed in termsterms of areas of concentration and Methodology of Halacha,"Halacha,” new course. and nnumberumber of credits offered. were sent out to all of the women To date, according ttoo AG!AGI Di-Di HHandelandel comcommentedmented that the who had attended the preliminary rector Rabbi YiuchakYitzchak Handel.Handel, not ccourseourse might stillstill be offered next December 11, 1991 meeting. AdAd- a single student has applied. The year, at an earlier date, in order to ditionally, all SCW senioseniorsrs curcur- course needs a minimum of six stustu- meet the expectations of those stustu- rently majoring in JudaiJudaicc Studies dents to function effectively on an dents with a "serious“serious commitment received notices, and the course educational level, maintainsm aintains to JudaiJudaicc Studies."Studies.” was publicized in HameHamevaser,vaser, The Handel. He emphasized that ththee Observer,Observer, and TireThe CommentatorCommentator.. class is theoretically viablviable,e, de- "'~ r i 5 1ssz
Rabbi IsIsaacaac Elchanan Theological SSeminaryeminary 500 West 1185th85th Street •* NNewew YorYork,k, NNYY 1003310033 • (212)(212) 960-5263960-5263
An Affiliate ofo f YESYESHIVAHIVA UN UNIVERSITYIVERSITY
OfflCEOFFICE OF TI-IETHE V]CEVICE PRESIDENTFRES1DENT PORFOR ADMINISTRAADMINISTRATION mm AND PROFESSIONAL EDUCATION May 112,2, 1992 9 Iyariyar 5752
Ms.Ms, Virginia LevyLevy Mandel AssociatedAssociated Foundations 1750 Euclid Avenue ClevelandCleveland,, OH 44115
Dear Ginny:
Enclosed are items projecprojectingt ing sane of the new programs supportedsupported by the Mandel Associated Foundations at Yeshiva University.
I look forward to seeing you, together withwith Ors.Drs. Seymour Fox and AnAnnettenette Hockstein, on Wednesday, August 26, 1992 franfrom 1:00 to 4:00 P.M.
Best personal regards.
Sincerely,
Rabbibbi Robert S.S, Hirt״ Vice President RSH:sk Enclosures
*~ TOTPL PAGE.02.~*PP13E.02.** March 5, 1990
Dear Seymour,
Re: Norman Lamm'sLamm's letter of February 202 0
In his letter of February 20, 1990 N.L. seeks seeks your active support in obtaining fundingfunding from Mona Ackerman for an Early Childhood training program at Stern College. This request could possibly provide us with an good opportunity for implementatiimplementation,on, at Stern College, of a personnel-training component of the Commission's recommendations. Let us consider the possibility : we could perhaps bring about the development aatt Stern College, of a much needed specialized training program, along along standards developed with the IJE/thIJE/thee commission. We wwouldould allow Mona Ackerman (early-childhood and New York City!) to formally contribute to implementation in the area of her choichoice;c~; we would demanddemand that Yeshiva University adopt a planning and ddevelopment, velopment process for that program that would allow to test the ideas onon faculty and faculty development; on standardsstandards for trtraining;~i ning; onon recruitment; scscholarshipsholarships for students -- then placeplacementrn C' 1 ':. wiwithth reasonable salaries and benefits; a possible ladderladder^J cfof aadvancement,dvancement, networking, on-goon-goinging in-servicein- service trainingtraining..there .. there is no end to the possibilities.possibilities. Possibly Jesselson might alalsos o get nvolvednvolved.. The Wexner Foundation on some aspects.
Stern CollegeCollege i~is prprobablyobably well suited for this kind of assignment. ManManyy off iitsts studentsstudents would probably find a reasonably remunerated carcareer0~ in early childhood education very agreeable, and would be lilikelyk y ttoo pursue sucsuchh a career actively. If the IJE is involved frfromo:' ththee very beginning all the elements could be planned from ttheh ,.., r•1sonset.et. The need for specialized programs for early childhochildhoodo' ststaffaff hardly needs further documentation.
4
