Teacher Retention & Development

The RAVSAK Journal HaYidion aY idion

ח ו רור ףחורף תשס " ט • WinterWin t er 2020080 8

Teacher Retention & Development [2] הידיעון • HaYidion RAVSAK would like tothankourassociatemembers: www.ravsak.orge: [email protected] •w: 212-665-1321 p: 212-665-1320•f: New York, NY 10025 120 West 97thStreet RAVSAK 646-496-7162. Rottenstreich Marla Please contact [email protected] orby phoneat Advertising Information Solomon, Vivian Troen, Dr. Susan Wall, K. Wong. Harry RichardSagor,Randell, RuthSchapira, Yona Shem Tov, Dr. Richard Kress, Rebecca Lurie, Dr. JudyMarkose, Tamar Amer Rabinowitz, JillHammer,Rabbi ElanaKanter, Rabbi JoniKolman,Dr. Jeffrey S. Ari Y. Goldberg, Dr. Scott Goldberg, Peter Gow, Dr. Wallace Greene, ShanaDege, SharonDeborah Court, Feiman-Nemser, ShellyFogelson, Allen,PatrickMichael F. Bassett,Daniel W. Bennett,SarahBirkeland, Contributors Judith Wolfman, Paul Shaviv, Scott, Robert Patricia Schwartz, Namee Ichilov, Ahuva Halberstam, Jason Albin, Editorial Board Design: Adam Shaw-Vardi PhD Elliott Rabin, Editor: Executive Dr. Editor: BarbaraDavis express written permissionofRAVSAK. Allrightsreserved. mayorganizations. bereproduced Noarticles ordistributed without schools, associate members, andotherJewishgeneraleducation for distributionto ispublishedquarterly RAVSAK It Network. member is apublicationofRAVSAK: The JewishCommunity Day School HaYidion: The RAVSAK Journal Tanenbaum CHAT, Toronto, ON Milken HighSchool, Community Los Angeles, CA Eleanor Kolitz Academy, Antonio, San TX King David School, Phoenix,AZ David King Vancouver Talmud Torah, Vancouver, BC Portland JewishAcademy,Portland Portland, OR Abraham JoshuaHeschelHighSchool, NewYork, NY Inducting Teachers Preparing Teachers • by What DoTeachers Want? Religious Purposefulness Conference A Word from theEditor • by Re-thinking Pay forPerformance Collaborative Development Mentoring Teachers Developing Teachers in • by Training Students toBecomeJewish Educators • by Developmental LadderforStudents andTeachers • by andLaunchingPreparing Novice JudaicsTeachers • by the ResearchTell Us? Finding andCreating GoodTeachers: What Does • by • by Action Research • by Against Mentorship: Induction throughCollaboration • pages44-50 Mentorship forNew Teachers inRAVSAK Schools • by • by Professional Development inJewish History • by Alternative ApproachestoProfessional Development • by Tips fromtheCorporate World • by • by A Ritual forWelcoming Teachers • by School-Based Induction Helps New Teachers Thrive The CaseforCertiﬁcation inJewish Schools School-based Mentoring: Principles toLive By Investing inTeacher Development Pays Dividends Peter Gow Patrick F. Bassett, page 56 Ari Y.Ari Goldberg Dr. Solomon Richard Dr. JudyMarkose Michael B. Allen Dr. Wallace Greene Richard Sagor,Richard page54 Wong, K. Harry page52 Deborah Court Yona Shem-Tov Joni Kolman Rebecca Cole Lurie BirkelandSarah Rabbi JillHammer Sharon Feiman-Nemser this issue: this , Pages 24-25• , page6 , page36 and , page40 , page38 and , page30 and , Page 3• , page28 , page34 , page10 Ruth Schapira SuLaM Shabbaton , Page 62• Daniel W.Daniel Bennett , page18 Dr. SharonWall and President’s Message Vivian Troen Bookcase , page22 , page16 , page12 , Page 33• , Pages 64 , page26 , Page 4• From the Editor ¿ by Dr. Barbara Davis

U.S. chooses ‘change’” is the headline on my Internet chological impact on the human mind. homepage as I begin to write the introduction to this To the fearful it is threatening because it HaYidion means that things may get worse. To the issue of on the day after Election Day. Yet hopeful it is encouraging because things as we all know, change is scary. Nonetheless, change may get better. To the confident it is in- is the fundamental feature of education. The Latin root of spiring because the challenge exists to the word “education” is “e-ducare” which means “to lead make things better.” out.” Education always involves change, as we lead our learners out from the known to the unknown, Dr. Barbara Davis is the Secretary of RAVSAK, from security to insecurity. Editor of HaYidion and Head of School at the Syracuse Hebrew Day School in Dewitt, This issue of HaYidion focuses on a kind of change that involves tremen- NY. Barbara can be reached at dous insecurity: entering the teaching profession, recharging the teaching [email protected]. profession, reinvigorating the teaching professional—specifically within the world of community day school education. The articles that follow come from professionals in the field, researchers, practitioners, and novice teachers themselves. They range from the theoretical to the practical to the personal. All of them Those of us who work in the field of Jew- are enlightening and you will find in them useful information, ideas, and statistics that ish community day school education are, will assist you and your schools to make the case for professional development of both by definition, optimistic and confident. new and experienced teachers. As you peruse this issue of HaYidion, we know that you will be inspired to make We know that the world we live in today is in a state of flux. The current economic change work for you, for your schools, situation will impact us in many ways, probably none of them particularly positive. But for your students, and for the Jewish fu- as educators, we know that, as King Whitney said, “Change has a considerable psy- ture. ¿

RAVSAK Awards Small School Scholarships

Mazal tov to the following • Aleph Bet Jewish Day School • Mizel Jewish Community Day schools for being the recipi- (Annapolis, MD) School (Tulsa, OK) ents of the RAVSAK Small School • B’nai Shalom Day School • N.E. Miles Jewish Day School Professional Development Scholarship. (Greensboro, NC) (Birmingham, AL) These scholarships were made available • Boulder Jewish Day School • New Orleans Jewish Day School to enable educators from small Jewish (Longmont, CO) (Metairie, LA) day schools and small Jewish commu- • El Paso Jewish Academy • Richmond Jewish Day School nities across North America to benefit (El Paso, TX) (Richmond, BC) from the training, networking, and professional development opportunities of • Friedel Jewish Academy • Syracuse Hebrew Day School the 2009 RAVSAK Annual Leadership (Omaha, NE) (Dewitt, NY) Conference. • Hebrew Day Institute • The Shoshana S. Cardin School (Baltimore, MD) (Baltimore, MD) • Akiva Community Day School • Jewish Community School of *schools confirmed at press time (Nashville, TN) הידיעון (the Desert (Palm Desert, CA • Albert Einstein Academy • Lerner Jewish Community Day This scholarship is made possible by a most generous grant from the Jacob

(Wilmington, DE)

School (Durham, NC) • HaYidion and Hilda Blaustein Foundation.

[3] [4] הידיעון • HaYidion The Executive CommitteeThe and of Staff RAVSAK youa wish Happy Chanukah Happy RAVSAK President RAVSAK From the Desk of Susan Weintrob, stitutions. Wethatiscompelling want healthyschoolsthatcontinuetotellastory tolookatbuildingsustainablein- usanopportunity The changingdynamicsoffer Jewishlives. that willtakeustoourgoal:challengingeducationinspires If Jewisheducationisa“musthave,”wemuststrategizenow. We mustplotaroad outcome.” Whatotherinvestmentcangiveusthisreturn? this foryourinvestment.Nooutsidefactorscanaffect you willgeta100%return Jewish dayschooleducation.Nomatterwhathappensintheeconomy, “Ifyouevermakeaninvestment,itin We parent, shouldtellevery value toourfamiliesanddonorsnowmanifeststheprioritiesofpeople. this oftheJewishpeople.Articulating andstrength tothegrowth crucial The valuethatourschoolsbringtostudents,families,andcommunitiesis andstrategicnationalorganization? andasastrong areas, and regional What canourowncommunitiesdo—insideschools,withintowns Community atRAVSAK im- Communityismore hasalwaysbeenimportant. and from nationalexperts. Our conference fromto learn eachother time isa portant nowthanever.portant economictimes,we Duringthesetroubled will come together to learn how to keep our institutions strong. howtokeepourinstitutionsstrong. will cometogethertolearn fessional networking, andhelpfulworkshops. cisco promisesto have reunions, joyful pro- he upcoming RAVSAK conference inSanFran- Susan Bivrachah See youinSanFrancisco! and strong. healthy and strategiestohelpusremain toourschoolswithnewideas and return time tocometogether, eachother inspire Nowisthe invest intheJewishfuture. At RAVSAK, asinallofourschools,we asset andaninvestmentinthefuture. toviewusasacommunity non-parents and persuasive.We and wantourparents , at [email protected]. City, CA. Susancanbereached nick JewishDay SchoolinFoster the Ronaldof Schoolat C. Wor- ofRAVSAKdent the Head and Susan Weintrob is the Presi- is ¿ הידיעון

• HaYidion

[5] [6] הידיעון • HaYidion prehensive teacher satisfaction survey thatsuggest thatwhilethe teachersatisfactionsurvey prehensive ofacom- results In 2007theNationalAssociation ofIndependentSchoolsreleased Salary stage. career at every petent, evenschoolsofmodestmeanscancompeteforandhold ontoableteachers com- inwhichteachersfeel both valuedandprofessionally a workingenvironment tocreate efforts best practicesinmaterialcompensationandthoughtfulsincere Betweenamenuof whichisschoolculture. area, the secondandequallyimportant tocomplement satisfyingofferings ofatleast relatively thecreation schools toward andbenefits, in whichsomebasicprinciplescanguide and need.Thefirstissalary in whichschoolscanhelpteachersfindwhattheywant areas twoparticular are There theseconditionsinplenty.impossible topromote Aschool’sleadershipshouldnotfindit recognition. andprofessional relationships tobecome evenbetter, personal theirjobsbothwarm ported andtofindthrough teachers wishtobetakenseriously, andsup- tobegoodattheirworkandinspired theirworkinglives.Likeanyadults, afewbasicthingsfrom All educatorsdesire thatwillnourishthemforthespanofacareer.rewards do andinthesuccessoftheirstudents.Insuchschoolsteacherscanfindpersonal deeplyengagedintheworkthey stances inwhichbothnewandveteranteachersare circum- schooltocreate itlies withinthepowerofevery ertheless, iseasyorwithoutcost.Nev- The answeristwofold,andneitherpart committed totheworkwedo? energized byand will ourschoolsattractandkeepteacherswhoare however:How Thequestionremains, the materialshortcomings. that compensatefor rewards tremendous are but softandthatthere As independentschooleducatorsweknowthatteachingisanything students. profession attracts relativelythat few high-achieving ¿ What Do Teachers Want? by Best Teachers Happy and Growing bers show that there is some truth behind the alarm- behind truth there issome that bers show their classroomsteachers. withexcellent num- The become harderwill andharder forto populate schools youngthe profession, peoplegointo wetold, are it rent generationteachers retires ofmaster andfewer teacher shortage.the coming the cur- ries about As ist tales, ist teaching continuesto beseeninmany and PeterGow quarters asa quarters “soft,” low-paying, andlow-prestige n recent years,the mediahave beenalive withsto- Strategies for Keeping Your amount ofmoney pay, schoolshouldbe focusing andevery eventhan raising cash important more slightly cus onbenefitexpansionasmore mightconsiderchoosingtofo- resources limited sive benefits.Schoolswithvery of howtopayforhighsalariesand exten- isnoeasyanswertothequestion There sation structures. in thedesignandapplicationofcompen- andifpossibleparticipation transparency tion. Itisalsoclearthatteacherslookfor school payscalesalsobringshighsatisfac- in theuppertieroflocalindependent imate localpublicschoolsalaries;being most satisfiedwhentheirsalariesapprox- not surprisinglyshowsthatteachersare scales haspassed,andtheNAISsurvey salaries laggedfarbehindpublicschool The erainwhichindependentschool have evenbetterretention. likelyto are velopment ofsuchprograms Schools thatinvolveteachersinthede- willhelpschoolskeepteachers. program expensivetoimplement,astrong efits are Whilemanykindsofben- their children. for as pensionsandtuitionremission focusedonissuessuch likely tobemore seniorteachersare whilemore degrees, studentloansorfinancinggraduate off orhelpinpaying looking forchildcare Younger teachers,forexample,maybe totheirspecificneeds. grams responsive pro- flexiblebenefits teachers mostdesire matters, and benefitsaschoolcanoffer [email protected]. schools.dent Hecanbereached at years’thirty experience inindepen- retentionthan basedonmore on teacher hiring, training, and whohaswrittenextensivelytant Peter Gow is a teacher andconsul- isa part of its general marketing and fund- How Important is Salary? raising energy on the question of teachers. “We must have the means to keep arlier this year, JESNA published day or complementary schools, who re- the best teachers” should be an oft-re- findings from its Educators in Jew- sponded to the Educator Survey received peated mantra in any fundraising effort. ish Schools Study (EJSS). The goal health insurance or a retirement plan. Parents, alumni/ae, and the community of this study was to develop a better Less than 45% received life or dental inat large should be made well aware that understanding of educators work- surance and only 35% received some type the school needs to sustain excellence by ing in Jewish day and complementary of tuition assistance for their children attracting and keeping great teachers and schools and the factors that contribute who attended the same school. that offering a competitive salary struc- to their job satisfaction and decisions ture is an essential tool in achieving this. to remain in the field. Dr. Michael Ben- Jewish day school educators most fre- (As a corollary, school development and Avie and I collected the EJSS data and, quently reported that their employment communications offices should consider together with the staff of JESNA’s Ber- benefits included a retirement plan (63%), that prospective teachers are a significant man Center, analyzed the results. The paid time off for professional develop- audience for any marketing; every pub- findings discussed here relate to the ment (59%), health insurance (57%), life lication, web page, or press release has 819 respondents working in Jewish day insurance (38%), some type of tuition as- potential as a recruiting tool.) schools. As the study reached only those sistance for their children who attended working at the time in Jewish schools, the same day school (35%), and dental Culture “retention” was addressed through par- insurance (33%).The benefits received by ticipants’ agreement/disagreement with 5% or fewer day school educators were More complex is the matter of school items such as “I can imagine myself leav- partial or full reimbursement for housing culture. The NAIS survey reveals high ing the field of Jewish education in the expenses and childcare. satisfaction among teachers who feel that next several years” (taking into account their work is in tune with a school’s val- the age of the participant). Participants Remaining in field: EJSS data showed ues and expectations and whose working were asked to indicate the issues involved that salary was a very important factor conditions and school communities give in their decision to leave or to stay. Here for day school respondents considering the teachers an overall sense of success: are the findings about the importance of whether they will remain in the field. A class sizes allow the development of posi- salary and benefits as factors in teacher minority (22%) of those earning less than tive relationships with students, parents retention. $50,000 felt there were opportunities to are engaged and supportive, teaching re- develop an economically rewarding pro- sources are available as needed. Salary range: Among day school edu- fessional career at their current schools, cators who worked more than 30 hours whereas a somewhat larger percentage School leaders have considerable control per week, the most frequently reported (36%) of those earning $50,000–$69,999 over the things that teachers desire most range of salaries was $40,000–$49,999 shared this view. Not surprisingly, the be- in their working lives, and many cost rel- (reported by 22% of respondents). One- lief that one could develop an economi- atively little. Some reflect the style of the quarter of the educators who reported cally rewarding career in his/her current school’s administration, and it does not working 30 or fewer hours per week Jewish day school was most prevalent take a rocket scientist to understand that most frequently cited salaries in the among those who earned $70,000 or a principal or head of school who regular- $20,000–$29,999 range. Thirty per- more annually. ly engages with teachers and understands cent reported incomes of $50,000 to and appreciates their work is likely to be $70,000, and 17% were in the highest Importance of salary: Day school edu- running a happy school whose teachers category of over $70,000. Eighty-nine cators’ average rating of the importance return year after year. percent of day school teachers said their of salary was “3.97” on the one to five salaries were important to their house- scale. Day school educators ranked ad- Key administrative factors in developing hold incomes. Only 31% of day school ministrator recognition at 3.95, the a positive school culture include commu- respondents agreed that they could de- school’s response to students not thriv- nication, leadership visibility, recognition velop an economically rewarding profes- ing at 3.98, and work/home life balance and appreciation of effective work, op- sional career in Jewish education. at 4.12. They rated the importance of portunities for authentic growth, trans- health coverage at 3.3, insurance cover- parency of decision-making, and the in- Benefits: Unlike professionals in simi- age at 3.2, and pension or retirement volvement of teachers in policy decisions. lar full-time positions, full-time work in plan at 3.4. הידיעון Many of these involve mutual trust; it a Jewish day or complementary school can be a challenge for some leaders to does not guarantee that a teacher will re- Dr. Jeffrey S. Kress is chair of the Depart- delegate or even share authority. In the ceive benefits. For example, less than 69% ment of Jewish Education at the Jewish • HaYidion [continued on next page] of full-time Jewish educators, whether in Theological Seminary.

[7] [8] הידיעון • HaYidion goals. the school’slarger missionorstrategic few teacherswithoutanyconnection to significantinvestmentinonlya represent individual needs,theymay tunities serve Whiletheseoppor-take acoursethere. or here ed teachertoattendaconference not simplythosethatallowanyinterest- are developmentprograms professional development.Effective and professional toteaching and mission-drivenapproach focused isbuiltaround fessional culture commitment toteaching.Instead,pro- aschool’s embodying intheaggregate ing inisolationandbeingcelebratedas a matterofteachersoperatingorlearn- isnot culture A vibrantprofessional Development of education. view themselveswithintheprofession butalsothewaysinwhichteachers room doingintheclass- what theirteachersare notonly for schoolslookingtoimprove sional developmentandapotenttool wide thinkingisitselfakindofprofes- inschool- tive. Thiskindofparticipation perspec- than personalordepartmental, as theygainvitalinstitutional,rather inleadershipcapacityeven teachers grow orevenadhoccollaborations, ercises, committeework,planningex- Through theoverallqualityoftheirwork. proving investedinim- to becomeevenmore likely are cess ofmovingaschoolforward Moreover, teachersinvitedintothepro- committedandengagedfaculties. more in all levelsofdecision-makingresults knowthatinvolvingteachersin century unhealthyschismsbetween and promote tude thatdidmuchtoinfantilizethem or actonaninstitutionallevel,atti- orunwillingtothink seen asunprepared modelofold,teacherswere paternalistic [continued from previous page] scales haspassed. The eraThe school inwhichindependent salaries laggedfar behindpublicschool School leadersinthetwenty-first faculties andadministrations. model, effective professional develop- professional model, effective thatsuitsyou” “go toanyconference pation andimplementation.Unlikethe ofpartici- tohighstandards everyone individual capacitiesandgoals,itholds developmentacknowledges professional be overlookedorexcused.Whilegood noteachercan ing levelsofexpertise); be universal(adjusted,perhaps,forexist- teachers. To bemostvaluableitmustalso needsof vidual aspirationsandgrowth needs justasmuchitdoestheindi- institutional teachers investedserves developmentthatkeeps Professional stepsinthiswork. intermediate and strategicgoalsspecifythemeans themissionflowswork, ideals. From should embody—asetofalmostutopian and eachschool’smissionembodies—or object ofaschool’sstrategicthinking, ofstudents’experienceisthe provement their needs.Afterall,theongoingim- above allaconsiderationofstudentsand developmentis andprofessional culture sion andgoalsinconsideringprofessional Let usbeclearthattheemphasisonmis- ming shouldbe wellthought-out,com- to leaveteaching.Newteacher program- ordisappointment causepeople of failure the mostvulnerabletowhatever feelings ofnewteachersis that theannualcohort teachers intheschool.Statistics show withtheexperienceofnew grams start developmentpro- Excellent professional Orientation students. for theschoolandexperienceofits good forthemostteachers,andaboveall in their working lives.in School leadershave considerable control over teachers thethingsthat desire most ment programs put resources putresources ment programs where theywilldothemost where words, someoneneedstobeincharge. words, other an administrativeportfolio—in of andideallyaspecificpart prehensive, remain intheprofession. remain likelyto intheirworkandmore effective bothmore their firstyearofteachingare through that teachersgivensuchsupport spring fever. shows Extensiveresearch or to managethemidwinterdoldrums due), how theseare (before tive reports held),howtowrite narra- theseare fore (be- conferences how toconductparent management issues, classroom address oftheschoolyear:howto trajectory keyedto the a mentoringcurriculum toworkthrough new-teacher supervisor together newteachers,mentors,andthe also beaseriesofworkshopsbringing Ideally,or evaluativerole. would there feedback, alloutsideofanysupervisory theteacherinactionandoffer to observe aswell questionsandconcerns to share fortheteacher asafeenvironment create designated mentorwhosetaskitisto ond), eachteachershouldalsohavea In thefirstyear(andpossiblysec- get inmasteringthese. bitofhelptheycan teachers needevery alsouniquetoeachschool,andnew are andprocedures traditions, structures, school-specific meanings—butmany andusageswithhighly lingo—terms school,forexample,hasitsown Every the school,andschoolidiosyncrasies. peopleandplacesin school, important atthe thatprevail teaching andlearning basicassumptionsabout programs, totheschool’s particular niques thatare new teacherstovaluedskillsandtech- cludes explicitattentiontointroducing focusthatin- have ananthropological and weeksofschool,orientationshould especially theirlessonsforthefirstdays and teachers todeveloptheircurricula new teachers.Alongwithhelping for orientationprogram comprehensive The schoolyearshouldbeginwitha Evaluation of a teacher’s work and include multiple of collaborative professional develop- points of view, including the teacher’s. ment. Just as teachers want transparency and While mentors of new teachers should involvement in decision-making, they First-year programs designed to help not be evaluators, the school must have value clarity and consistency in new teachers succeed, standards by a formal mechanism for monitoring the application of any evaluation which to measure performance and the performance of all teachers. Effective systems of evaluation are first and foremost about sup- How will our schools attract and keep porting teachers in their ongoing teachers who are energized by and development, based on clearly under- committed to the work we do? stood aims and standards that grow, once again, out of the school’s mission, values, and goals. Classroom observations play a system, especially insofar as it is part of growth, professional development to significant part in such systems, but ob- any determination of salary or continued inspire and support growth, salary and servers should be trained to observe and employment. benefit packages that reward perfor- to give effective feedback; “evaluation,” mance, and above all an atmosphere in or judgment, comes last. As part of creating a shared professional which teachers see themselves regarded culture, all schools should develop an as valued professionals—these are what Most of all, effective teacher evaluation explicit statement of standards for effec- teachers want. As a teacher experiences exists as an established part of a school’s tive teaching, a document that serves a the high and lows of a long career, what professional culture. Focused on the number of purposes: as a basis for evalu- he or she needs most is to feel that the teacher as a growing individual at every ation, but also as a statement to the school to which they are devoting their stage of a career, the language, method- community (and to prospective faculty) professional passion and expertise is re- ology, and ethos of evaluation should be that the school is intentional and clear sponsive, respectful, and willing to of- about meaningful feedback, dialogue, about the work of and expectations for fer the resources required to sustain the self-evaluation, and reflection. As much its faculty. The exercise of creating such teacher’s growth and professional and as possible, it should address all aspects a statement can itself be a powerful piece personal satisfaction. ¿

ODEd EDucators עודדOutstanding Day-School Teaching Israel with Excellence TheThe Jewish AgencAgencyy will provide and TThehe potential for a deeper connection superviseititiiit extensive training prior to tIto Israel. l What is Project ODEd? the teacher’s departure from Israel. Ongoing professional development Project ODEd is a new joint initiative The Jewish Agency will provide through the Jewish Agency. of the Jewish Agency for Israel and customized professional development the Israeli Ministry of Education programs based on the individual _needs of the school and community. which will bring 60 exemplary How does your _Israeli teachers on shlichut to Jewish day schools in North America for a school get involved? period of three to four years What is the timetable? The search for candidates is already Project ODEd Director underway. Selected candidates will Shimon Harel Who can participate? be interviewed in Israel through Director December 2008-January 2009. of School-based Education in הידיעון Project ODEd is intended for Jewish will include financial support for day schools in North America selected teachers. Schools will make their selections North America January-March 2009. Teachers will Teachers will undergo a rigorous begin their shlichut August 2009 For more information about What makes Project • HaYidion ODEd“new”? selection process in Israel. These getting involved educators will be hand-picked by the What does your school have to gain in Project ODEd Project ODEd marks the first time Ministry of Education and the Jewish that the Ministry of Education in from Project ODEd? please call Amriel Kissner Agency as 60 of the most outstanding Exemplary Israeli teachers hand- Israel will be dedicating resources to in the State of Israel. Candidates will at 212-339-6903 or email the placement of teachers on shlichut picked by the Jewish Agency for be presented to schools that will then Israel and the Ministry of Education. amrielk@jafi.org in North American day schools. This choose the most suitable teachers. [9] [10] Preparing Teachers הידיעון • HaYidion mitted, andproud Jews? andmoldyoungto becomenurture literate, minds com- teach Jewishstudies,demands madeforthose who who belicensed.teachers must studies Why aren’tthe same way values it otherprofessionals. General the same value in nity doesnot their services sionate, andcreative. Yetthe Jewishcommu- educators are excep motivated,tionally pas- teachers.a career as today’s Many of Jewish fied, andoften individualscanhave unskilled only profession inwhichuntrained, uncerti- their fields.the Jewisheducationisperhaps their allocations contingentonthenumberof licensedfacultyandnotonthe usual ateacherwithoutanNBLlicense.Somecommunities make schools willnothire communities thatwishtohave trained,competentteachersintheirschools.Some voluntarily acceptedbythose who wishtodemonstratecompetenceandbythose ofLicenseare byTheNationalBoard articulated Thestandards teacher preparation. Hilkhot Talmud Torah), of tostandards itbehoovesustoestablishandadhere versal education(seeTBBavaBatra21a,TJKetubot8:11:32c; alsoMaimonides’ However, astheworld’soldestmodelforuni- isdifficult. Enforcement standards. onanymandatory Jewishcommunity frowns ofthecontemporary The structure training. enteringthefieldtopursue professional courage thosewhoare toqualifiededucatorsaswellen- recognition isdesignedtoprovide process Thecertification of teachertrainingwhichwouldqualifygraduatesforcertification. conditionsforlicensingteachers andprincipals,forthetype ing theprofessional forestablish- bodyresponsible and standard-setting asacoordinating 1941 toserve For Teachers Americawasfoundedin andPrincipals ofJewishSchoolsinNorth In fact,unbeknownsttomany, ofLicense exists.TheNationalBoard onealready forteachingcertification. standard nationalorregional mustbeanormative There ¿ Jewishin Schools Certification of Teachers The Case for by Dr. Wallace Greene ccreditation control professions. inall Every profession requires practitioners to be certified either by the eitherby quiresto becertified practitioners state, byvoluntary accrediting agencies(AMA, Bar Association, or byboth. etc.) Beauticians, embalmers, mechanics, plumbers, andbar- bers must demonstratetheir knowledge bers must and expertise beforethey canworkand expertise in is the primaryvehicle for is quality contrast, there is no uniformly accepted isnouniformly contrast, there available. InJewishstudies,by indices are havebeen establishedandtesting mastery because gradeandsubjectbenchmarks for canbemeasured and teachereffectiveness In thepublicschools,studentachievement agogic skills. languageortheped- but nottheHebrew graduates mayhavetheknowledgebase grades.Rabbisandseminary primary the knowledgebasetoteachbeyond as asecondlanguage,nordomanyhave may notbetrainedinteachingHebrew thisasafact.Israelis field hasconfirmed inthe byprofessionals dotal reporting conducted inJewishschools,butanec- studieshavenotyetbeen enon. Precise the extentandimpactofthisphenom- grasping the Jewishpublichastrouble rationalizations usedforthispracticethat somanyexcusesand are to teach.There and theavailablepoolofthosewilling expectations basedoneconomicreality tolowertheir forced munity leadersare becauseschoolandcom- in classrooms placed Theyare credentials. the proper pay,find, hire, retain teacherswith or to thembecausecommunitiescannot exposed Jewish schools.Studentsare of intheclassrooms fied individualsare unquali- thenationnumerous Across per capitabasis. reached at [email protected]. National Board ofLicense. Hecanbe president of the past Jersey and The the UJA Federation New ofNorthern of JewishEducational for Services Dr.Greene Wallace is the director the director is standard for what students should know by grade and subject nor are testing instruments generally available to gauge success. This makes it difficult to measure the success of a licensed Jewish Studies teacher as compared to an untrained teacher. However, the data from public school research makes the case.

Teachers need coursework and, more importantly, supervised student teaching experience before they walk into a classroom on their own. 69% of certified teachers (National Board Certified Teachers) surveyed reported positive changes in their students’ engagement, achievement, and motivation as a result of certification. The same study also showed that 91% said that certification had positively affected their teaching practices, and 83% said they have become more reflective about their teaching.

It is unacceptable, as a matter of Jewish communal policy, to hold students to academic standards that some of their teachers are unable to help them meet. Communities should ensure that every teacher in every classroom has met teaching standards that are aligned with learning objectives. Standards may vary between what is necessary for a day school, early childhood program, or a congregational school. However, if we want our students to meet certain standards, we must hold their teachers to high expectations.

In 1899, John Dewey observed, “What the best and wisest parent wants for his own child, that must the community want for all its children.” This dictum is still valid, and is supported by hard data. A study of public attitudes towards teaching revealed that parents want teachers to be well trained and knowledgeable about how to teach effectively and have prior experience as a student teacher. Another study showed that 82% of those surveyed about how to improve education felt that recruitment and retention of better teachers was paramount. Interestingly, in that same study, 67% wanted to require teachers to pass a competency test every year. הידיעון

What concerns the general public about the lack of qualified teachers, also concerns (or should concern) the Jewish community. Sadly, the axiom • HaYidion [continued on page 62]

[11] [12] Preparing Teachers הידיעון • HaYidion inspire the most ablestudents? the most inspire know enough toteachthe levelhighest and know,teachers really what they andwhether as overly regimented. Andhowdowe know the sameclassroomother principalsmay see because hisorherclassroom isorderly, while principals, for example, may praiseteacher a alwaysnot common ordependable. Some their classroom.age But “common” senseis to man- teachers are able good that us tell might And it makers and education leaders throughout the U.S.—about the research onteacher theU.S.—about research makers andeducation leadersthroughout needs ofstatepolicy- theinformation States—a nationalorganization thatserves fortheEducationCommission ofthe amajorreport In 2003,MichaelAllenwrote Finding Good Teachers teachingstaff. gies fordevelopingahighlyeffective schoolwidestrate- canpointtopromising universally applicable.Andotherresearch likelytobe more answersthatare andbiasesofindividuals,provide perceptions in assessingteacherquality. isintendedtogetusbeyondthe Empiricalresearch Fortunately, canhelpuseliminatesomeofthesubjectivityinvolved goodresearch teachers mayhavewanedbecauseofcomplacency. ofsomeveteran giventhefacteffectiveness a dauntingchallenge,particularly schoolwithsolidteachersis anentire ortwo.Thus,staffing tials, andaninterview educationalcreden- work out,especiallyonthebasisofresumes, goingto relatively untestedteachersare fident thatnewlyminted, forschoolprincipalstobecon- teachers available.Anditisdifficult seldomenoughproven are Butthere agood placetostart. certainly is records track ular subjects,findingcandidateswhohaveproven hiringteachersofJudaica,Hebrew,Whether dayschoolsare orsec- ¿ Finding and Creating Good Teachers: by the Research Tell Us? What Does Michael B.Michael Allen s educators(andparents), knowinstinc- we all tively from research ourownexperiencewhat confirms more scientifically: students learn better from good teachers than frombetter fromteachers poor good ones. But what is it that makesthat forones. agood isit what But teacher? Common sense might tell us that that us teacher? Commontell sense might good teachers know their subject and their subject teachers know good haveteach.they apassionfor what and Daniel W. Bennett seem fairlyobvious,althoughonemight the conclusionsandimpliedlessons sider inhiringnewteachers.Someof other administratorsmightwellcon- gest somethingsschoolprincipalsand alone definitive,guidance,itdoessug- is inadequatetogiveusconfident,let teachers? Althoughmuchoftheresearch new the characteristicsofpromising tellsus about tion, Whatdoesresearch posedtheques- Thereport preparation. staffing decisions. staffing theobviousinmaking quently ignore be surprisedathowoftenprincipalsfre- 1. ual learned from them. from ual learned whattheindivid- much orprecisely of coursesisnoindication how fact thatapersontooknumber Andthe nor maynotbesufficient. andami- isn’t necessarilyrequired, Amajorinthesubject or resume. cially onthebasisofatranscript is notaneasyassettoassess,espe- edge oftheirteachingsubject.This Teachers knowl- needtohavestrong be reached at [email protected]. proud co-founder ofRAVSAK. He can schools andday schoolsandwas a previously bothsynagogue directed Denver since1997, Agency for Jewish Education in (CAJE) the Colorado of President andCEO [email protected]. Judaic Studies. Hecanbereached at University ofDenver’s Center for asAssociatethe served of Director the National Research Council, and ton, DC, was aProgram Officer at consulting company in Washing- Education, LLC, an education policy Michael Allen is Principal of Allen isPrincipalofAllen Daniel W.Bennett

Implication for administrators: Err 3. Teachers need to have the ability to gram (commonly called “alternate on the side of caution. Don’t think manage a classroom effectively, in- route” or “alternative certification” a teacher with a thin academic back- cluding the ability to assess students’ programs) are often just as well pre- ground in a subject can do an ad- grasp of the material. pared and committed to teaching as equate job teaching that subject teachers who graduated from more unless you have independent con- Implication for administra- traditional programs. firmation that the teacher really tors: Think about what kind of knows his or her stuff in spite of having little formal prepa- Teachers who graduated from a fast-track ration. teacher preparation program are often just 2. Teachers need not only to be well as well prepared as teachers who graduated from grounded in their teaching subject but also to have a good grasp of how more traditional programs. to present that subject effectively to students. classroom(s) the prospective teacher Implication for administrators: You is going to face and what kinds of can’t assume that a prospective teach- Implication for administrators: skills the teacher will need to be suc- er who graduates from a program Knowledge of a subject is neces- cessful. If a prospective teacher has that looks quite thorough on paper is sary but not sufficient, and it really had some real-world experience in better prepared than one who gradu- would be a good idea to see how the classroom, he or she is likely to ates from a program that is less com- well a candidate can present a lesson be better able to manage the class prehensive. Many other factors enter in his or her teaching field. Work you’ll assign, even more so if he or in, including how selective the pro- with a department chair or a trust- she has taught students similar to gram is, how much field experience ed veteran teacher in a field to as- those who make up your school. the program includes, and how well sess a prospective teacher’s content the prospective teacher did. knowledge and pedagogical skill in 4. Teachers who graduated from a their teaching field. fast-track teacher preparation pro- [continued on next page] הידיעון

• HaYidion

[13] [14] הידיעון • HaYidion the leadingedge. ofRAVSAKsupport matter. Lead from Now, morethenever before Preparing Teachers sional developmentiseffective? opment isthekey, ofprofes- whatsort devel- development? Andifprofessional ofdeliberatestaff tice, orisitsomesort prac- Isitsimplyrepeated improvement? experience thatcontributestoteachers’ complished. Butwhatisitaboutthat ac- experience thattheybecometruly their initialteachingjob,itisonlywith and knowledgenewteachersbringto alsotellsusthatwhateverskills Research Creating Better Teachers 5. [continued from previous page] Donor Recognition card. to RAVSAKdonations are acknowledgedwith a the law. of extent the fullest to deductible All Charitable contributionsto RAVSAK tax are the JewishPeople.the future of to wethe generositythose dedicated rely on of the overschools and 30,000they serve, children to Jewishcommunity day andleadership support Code 501(c)(3).IRS to provide Inorder outstanding Network isanon-proﬁt entity, organized under RAVSAK: JewishCommunityThe Day School tant than they otherwise wouldbe. tant thantheyotherwise lessimpor-aration orexperienceare inthequalityoftheirprep- ferences available foryournewteachers,dif- have goodinductionandmentoring Especiallyifyou asset toovervalue. teacher, butintelligenceisadifficult inhiringanew and thelongterm term need toweighboththeshort Implication foradministrators:You mentoring program. ofagoodinductionand the support teacher ishighlyintelligentandhas two, especiallyifthestruggling teachers catchesupafterayearor less confidenceandskillthanother In manycases,anewteacherwith cently concludedafour-year pilotpro- Agency forJewishEducation,whichre- Daniel BennettheadstheColorado insights totheircolleagues. andpassontheirnewskills to improve excited andteachersare is seenasstrength, self-examination collaboration istherule, communitywhere toaprofessional forms trans- be peerleaders,andovertimestaff workswithteachersto training expert staff intomodelpedagogyorskills,a brought are tional coaches,orpeercoaches.Experts tobeinstruc- and trainsteachersonstaff school) collaborativelybuildstheprogram outsideorwithinthe (from training expert takesplaceonsiteandastaff all learning community.own learning Inthismodel new andveteranteachersbecometheir both where opportunities sional growth played byongoingpeer-facilitated profes- inteacherdevelopment role important the comingtorecognize Instead, weare totheirschools. months ofreturning evenwithin opportunities these in-service at littleofwhattheylearn ally utilizevery this seldomworks,andthatteachersgener- new techniques.Whatwenowknowisthat theirbatteriesandlearn ences torecharge to sendteachersseminarsandconfer- andbudgetenough re-accreditation, quire thebest,re- wastohire Old schooltheory Give to RAVSAK. New York, NY 10025 120 West 97th Street School Network RAVSAK: JewishCommunityThe Day made payable to RAVSAK to: us” button, orsimply sendyour check www.ravsak.org and clickthe “Support ourNational Ofﬁce,Please contact visit schools—become better. ted tothepath,teachers—andultimately commit- so longasadministratorsare Reflective Practices Butonceittookhold, for improvement. cepted itsgoalsandthechangesrequired teacherscompletelyac- took timebefore wascomplex,andit students. Theproject they feltbetterabouttheirsuccesswith not onlydidteachersbecomebetter, but flective PracticesDaySchoolInitiative, Foundation inDenver. Under thisRe- theRoseCommunity with fundingfrom Jewishdayschools area gram inthree good teachers. to followinbothfindingandcreating about whatcourseofaction uncertainty tohelpdispeldoubtand vide reassurance experience attheirdisposal,andcanpro- point forthosewhohaveless a starting as Jewish dayschoolsettingscanserve knowledge ofitspracticalapplicationin and can drawupon.Buttheresearch experiencethey ally awealthofrelevant of theirschoolanditsstudents,ide- ment, asolidunderstandingoftheneeds training decisions.Theyneedgoodjudg- course, tomakegoodhiringandstaff- of thanknowledgeoftheresearch, more schooladministratorsneedfar Effective ofthisinitiative. See facingpageforresults , doesyour

demonstrated that ¿ The initial evaluation of Reﬂective Practices shows the following:

• All teachers took an active role in on-site staff professional leaders by helping to set the agenda for staff professional development. development and by encouraging colleagues to engage in professional learning. • Principals documented greater collaboration among teachers and heard increased dialogue by them about profes- • Shared leadership empowered the coaches to acquire new sional development. skills and knowledge and made them more conscious of the need to develop increased internal capacity for sustain- • Teachers reported that better defined goals and expecta- ing a school-wide, comprehensive program of professional tions led to increased student satisfaction and improved development. student learning and behavior. • Teachers reported that they found themselves • Expectations that their teachers engage in professional development and providing the means and opportunities ° viewing themselves as adult learners for them to do so created a culture of teachers as learners marked by ° more attentive to students’ needs as learners

° increased dialogue among teachers ° more focused on how students learn, rather than on what they are ° more faculty driven initiatives for professional development ° supposed to teach

° improved quality of teaching ° relying less on administrators as problem solvers

° increased investment of effort and finances for cur- • A number of other resulting changes provided yet addi- riculum development tional opportunities for teachers to thrive:

° improved professional satisfaction ° changes in school structure, procedure, and budget for the purpose of teacher development ° increased attention to curriculum scope and se- quence ° additional time for professional development provided by principals during the school day and through late ° as teachers began to interact more professionally with start and/or early release. each other, they began to think of themselves as better teachers and better professionals; this led to: • Improvement by teachers led to the ultimate goal of student success. After the completion of the pilot stage, stu- ° increased collaboration on curriculum and on ad- dents reported dressing students’ behavioral, learning and/or social challenges ° that they felt better about themselves as learners

° better lesson planning and evaluation ° that they had a more positive attitude toward school

° increased responsibility by teachers to address the ° that they felt more valued as learners needs of all students and to differentiate among learning styles ° that the school was more responsive to their educa- הידיעון tional needs ° decreased feeling of professional isolation

° that they were more receptive and less threatened by • HaYidion • Instructional coaches expanded their role as educational teachers’ innovations and changes in teaching styles

[15] [16] Preparing Teachers הידיעון • HaYidion munity as to how to teach Israel and how to make it a part ofone’sJewishidentity.munity astohow toteachIsraelandhowmake itapart AmericanJewisheducational com- oftheNorth onthepart concern isareal There program. integral toanyseriousteachertraining tive practice,andsubjectmatter expertise Judaic studiesteachers,beyond theeducationaltheory, appliedpedagogy, reflec- emphasis onJewishcommunity. essentialcomponents ofthetraining Theseare language,andan ofIsraelandHebrew of theindividualstudent),importance tothelevel in-depthtextstudy(tailored cluded thecentralityofserious,long-term, whose missionistoaccommodateandcelebratediversity. Othercriticalaspects in- inschools diversebackgrounds, for teacherswhowouldteachtexttostudentsfrom agoodtrainingground meetoverthestudyofJewishtext, itprovided backgrounds awiderangeof Jewsfrom isanopeninstitution where inational schools.AsPardes withdevelopingapoolofJudaic studiesteachersforthesenon-denom- concerned of community dayschoolsinthe1990s,Foundationwas therapidgrowth With PEP wasconceivedincooperationwithandfundedbytheAVI CHAIFoundation. Background and Vision asuccessfuloutcome. toassure thatschoolsmustprovide ing ongoingsupport regard- critical tothedevelopmentofJudaicstudiesteachers,andrecommendations whichare Following isadescriptionoftheelementsprogram unhappy consequences. with seriousshortcomings andhasobserved that schoolsprovide, hasseenmodelsofexcellenceinthesupport its graduates,Pardes itsworkwith theirsuccessinthefield.Through should dotoinsure the trainingofJudaicstudiesteachersandwhatschoolscan initsninthyear, about currently valuablelessonshavebeenlearned forJudaicstudiesteachersindayschools, lem-based trainingprogram (PEP),atwo-yearJerusa- EducatorsProgram thePardes Through takesthis? to achieve it doing what teachers. Jewish studies very best Yet are we ¿ Teachers Judaics Novice Preparing and Launching A Model Program for by Dr. Judy Markose Dr. and SharonWall eing parents all claim they wantparentsthe claim all clear standards, andlessbuy-in from students and parents. Training institutions, challenges, suchaslackofcurriculum, un- teacher oftena Judaicstudies bringsadded ministrators, schoolboards and the Jewishcommunity, schoolad- afirst-yearteacher ischallenging; being with Israel in preparation forfacilitat- with Israelinpreparation withtheirownrelationship to struggle istic homelandandchallengedstate, cators togetknowIsraelbothasideal- Spending twoyearsinIsraelallowsedu- servances helps students broaden their helpsstudentsbroaden servances beliefsand ob- whohaddifferent partner withahavruta Shabbaton, andlearning inacommunity option), participating various prayeroptions(ora no-prayer kinds of Jews.Planning many different community exposestheeducatorsto ofthelarger Pardes impact. Beingpart thathasmaximum aprogram structure makesitpossibleto mal environment Taking outoftheirnor- participants all-encompassing manner. Shabbat andholidaysinanintense to experiencetheJewishcalendarof to facethesecular-religious divide,and in variedprayerframeworks, participate Judaicstudiesteachersto allows future Hebrew.learning LivinginJerusalem anaturalvenuefor Israel alsoprovides ing discussionindayschoolclassrooms. reached at [email protected]. Pardes Educators Program. Shecanbe Dr. JudyMarkose [email protected]. Project. Shecanbereached at port Pardes Educators AlumniSup- Dr. Susan Wall is the director of the of the director is is the director of the of the director is understanding of “the other.” Informal stand behind their first year teachers stability even in years of staff turnover. As education is modeled and experienced (even in the face of initial parental con- novice teachers go out to teach, few are regularly through tzedakah projects, ti- cern) and do everything possible to help given goals, enduring understandings, yulim (hikes), holiday events, visits to novices succeed. standards and benchmarks, suggested teachers’ homes, and even the weekly assessments, and so on—elements that community lunch. Collegiality is encour- That support begins with the composi- are standard protocol for general studies aged through varied cohort interaction, tion of the classes they are asked teachers. Some are given total freedom including shared Israel experiences to teach; the number of courses, to develop units and courses. The latter and peer collaboration and cri- tique. We want novice teachers to feel In terms of content knowledge, confidence, but at the same time, it is the program seeks to achieve balance between “depth” and “breadth” in important to warn them that they cannot be the study of texts. The Pardes approach “great” in their first year. of in-depth learning, using the havruta method, allows students to develop a pas- preps, and duties assigned; as well as the may sound attractive to new teachers, sion for text study in a Beit Midrash set- physical space in which they teach. We who cherish the sense of independence ting, guided by teachers who themselves have seen schools that make sure that and initiative. That sense disappears very have a passion for both text and teach- first year teachers have no more than two quickly. In hiring and preparing new ing. At the same time, PEP recognizes or three different subjects to prepare (as teachers, schools must understand that the importance of exposing students to a opposed to five preps) and fewer overall all teachers, and especially novices, need broad range of text study, and thus survey courses to teach. The extra expense of ample advance time to prepare, and ben- courses and independent study are added fewer courses in Year One may be very efit from the support and expertise of to the program. In response to feedback cost effective in the long run, helping experienced professionals in developing from the field, opportunities are provided novice teachers to succeed. good curriculum. to develop expertise in areas such as tefillah and holiday programming, preparing New teachers are sometimes inadver- We want novice teachers to feel confi- our future teachers to take on leadership tently undermined by being in rooms dence, but at the same time, it is impor- roles in their day schools. that make classroom control challenging. tant to warn them that they cannot be New teachers may be given the most dif- “great” in their first year. That is especial- In 2008, the Jim Joseph Foundation be- ficult classes that none of the more vet- ly difficult for the best and the brightest, gan to fund the Pardes Educators Alumni eran teachers wanted to tackle. What are who are used to succeeding. The chal- Support Project to provide more deliber- the chances these novices can succeed be- lenges of the first year require administra- ate assistance to PEP graduates, to iden- yond their more experienced colleagues? tors to understand the difficulties and to tify successful models of practice and to provide the maximum encouragement, learn how to keep novice teachers in the Most of the schools promise mentors to support, and structure. profession. The Alumni Support Proj- novice teachers, but surveys revealed that ect offers a fall retreat in North America the school’s definition of what mentoring In the Pardes Educators Program, train- and a two-week Summer Curriculum was, and the quality of mentor provided, ing is designed to prepare teachers to Workshop, in Israel, for novice teachers varied from institution to institution. meet the real needs of day schools. A to develop units and courses (open also What is the requisite scenario? Novice good deal of time, effort and community to non-PEP novice teachers). Additional teachers need mentors whose schedules funds have been invested in the training support currently includes school visits, allow them to meet with and observe of new teachers. The time has come for conference calls, individual assistance and their mentees teaching on a regular ba- all Jewish teacher-training institutions to intervention, a listserv, and a professional sis. These mentors need to be trained work together with day schools in asking newsletter. and paid and should not be the novice’s the hard questions about what it takes to supervisor. Mentoring should continue help a teacher to succeed, to enjoy teach- The Role of the School in beyond year one. Novices need the op- ing and to remain in the field, to inspire New Teacher Induction portunity to continue to grow as teach- and teach the next generation of Jews. ers, certainly well into their second year הידיעון of teaching. Note: Students in the Pardes Educators There are schools that are models of ex- Program pursue a Master of Jewish Edu- cellence; they truly “get it” in terms of Most schools are working to develop a Ju- cation at the Shoolman Graduate School • HaYidion what novice teachers need. These schools daic studies curriculum, which will offer of Education of Hebrew College. ¿

[17] [18] Preparing Teachers הידיעון • HaYidion in the content area neededby the menteeandbeatleasttwo yearsolderthanthe in thecontentarea Thementorishighlymotivated,knowledgeable matched, notrandomlyformed. properly focus;(b)thementor andthementeeare has anacademicorinstructional whenthefollowing conditionsexist:(a)mentoring bestrealized are These results foradults. andrespect trust both theschoolandfamily andincreased enhancedcooperationwithin self-confidenceandself-control; pirations; improved higherpersonalas- inschoolacademic performance; sults including:improvement re- teach youngerschoolmatesboththementorandmentee achievesignificant totutorand trained andsupervised study indicatesthatwhenolderstudentsare specificallyhis More on bothmentorsandmentees(thestudentsbeingmentored). havepositiveeffects evidencethattheseprograms isincreasing explains thatthere MichaelKarchner mentoring programs, In hisanalysisofschool-basedcross-age Tutoring onAcademicPerformance Research Findingson the Effects ofCross-Age their youngerclassmates. olderstudentstutorandteach cross-age mentoringwhere of findings ontheefficacy developmentladder, research explainingthecareer somerelevant Before are here ¿ Students and Teachers Developmental Ladder for ish day schools. graduate school, implemented andbefully inourJew- middle andhighschool,through extend college and ladder would begininkindergarten, continuethrough our Jewishday schools. developmentalThis ladderforment teachers in students and stagecareertation ofaneight develop- solution tothis challenge: the implemen- However,there isanobviousandelegant veloping andretaining Jewisheducators. by Dr. Solomon Richard sive, longitudinalandinstitutional- createdJewish community acomprehen- hasnot supplemental schools. Totime, in this point the ics andJudaic-speciﬁcpedagogyfor ourday and ized for structure recruiting, de- competent JewisheducatorsinbothJuda- we needmorethat mented highly evidence here is abundant empiricalanddocu- isabundant in aJewishin Day School dent tutorassists youngerstudentswho Stage One:Thetutorstage Students and Teachers Development for Ladder The Eight Stage Career ment ladderfollows. develop- nation oftheeightstagecareer their senioryear. elaborateexpla- Amore then becomestudentandco-teachersin Judaic-specific pedagogy. Theywould inJudaicsand instruction would receive eleventhgraders and academicallystrong ofhighlymotivated high schoolacadre During modelsintheclassroom. role as madrichimorteachingassistantsand lected studentswouldbetrainedtoserve students. Whileintheeighthgrade,se- per elementary, middleandhighschool bytrainedup- wouldbe tutored port additionalsup- students whorequire Accordingly, beginninginkindergarten the school. by mentoring isprovided instructional and evaluated(e)scheduledtimefor monitored andregularly ship iscarefully mentee; (d)thementor-mentee relation- needsofthe mentor andtheinstructional ofthe whoknowsthestrengths pervisor byaseasonedteacherorsu- supervised mentee; (c)thementoristrainedand He canbereached at [email protected]. instruction, andclassroom management. andstaffin supervision development, Gratz College,teaching graduate courses fessor at Baltimore Hebrew University and D. Solomon, PhD Education, University ofMaryland, Retired clinicalprofessorthe College of at , pro- asanadjunct serves : Thestu- Richard need additional assistance. High per- and role models would assume these in Judaics and Judaic instruction. forming, knowledgeable, motivated, types of interactive responsibilities: Greet- upper elementary school students with ing students as they enter the classroom, Stage Three: The student teacher good interpersonal skills work with helping students with art projects and as- stage: At the end of the 11th grade, a younger students to strengthen their sisting students with class work, select group of madrichim who have general and Judaic academic skills leading students in small-group successfully passed the coursework in (i.e. reciting the Hebrew alphabet, saying the prayers, practicing con- The Jewish community has not created a versational Hebrew, etc.). These student tutors are trained and regu- comprehensive structure for recruiting, larly monitored by the classroom teacher developing and retaining Jewish educators. (moreh or morah) or supervisor to assess the performance and progress of the tu- activities, explaining transitions between Judaics and Judaic pedagogy are invited tor and the student being served. activities; reading stories to the class, and to become student teachers during the mentoring students who have difficulty twelfth grade. During the first semester Stage Two: The madrich or madricha focusing during instruction. of their high school senior year, in ad- stage: The madrich or madricha is an dition to performing the duties of the 8th, 9th or 10th grader who is invited The madrichim would also perform these madrich/madricha, each student teacher by a classroom teacher (i.e., the madrich examples of creative responsibilities: Cre- will have an enhanced responsibility. He teacher; refer to stage six) to serve as a ating bulletin boards, making samples or she will now be observing, reflecting teaching assistant and role model in the for upcoming art projects; developing and doing some small group teaching in madrich teacher’s classroom. The mad- costumes, scenery or puppets for class the classroom of a trained mentor teacher rich teacher is expected to have received performances; editing student-centered (see stage seven). This first semester stu- enhanced training on how to utilize the newspapers and providing musical ac- dent teaching experience is designed to services of the madrich/madricha in or- companiment to prayer services. prepare the teacher candidate to become der to maximize learning in the class- a co-teacher during the second semester. room. During the 11th grade selected mad- Accordingly, the student teacher is begin- richim would receive coursework in Juda- ning to acquire the knowledge base and During stage two the madrich/madri- ics (i.e., Tanakh, Jewish History, Tefillah, skills to perform these kinds of teaching cha will be mentored to perform these Chagim, Israel, Hebrew, Middot, etc.) responsibilities: planning lessons, deter- kinds of administrative responsibilities: and Judaic-specific pedagogy (e.g. lesson mining content and curriculum (i.e. what Setting up the classroom, taking planning, models of teaching, classroom should be taught); creating a positive attendance, collecting tzedaka; management, student behavioral man- classroom environment, developing multiple ways of delivering instruction and In an age with a multitude of choices, this using traditional and performance assessments to determine what students have model offers teenagers and young adults an learned; managing student behavior, and opportunity to remain afﬁliated with the Jewish collaborating with other members of the instructional staff (i.e., madrichim, co- community during a critical period in their teachers, teachers, and administrators). personal and professional development. Once again this student teaching expe- distributing supplies, books, and other agement, traditional and performance as- rience can be folded within the service materials, preparing snacks, correct- sessment, learning styles, multiple intel- learning, independent study, career ex- ing students’ work; managing progress ligences and reaching all students, etc.). ploration or mentoring programs all charts, preparing materials for upcoming This coursework could be taken within ready present at certain day schools. activities, reorganizing the classroom at the regular school schedule as a service the end of the day; temporarily taking learning or mitzvah project, or be a com- Stage Four: The co-teacher stage: charge of the class if the teacher is indis- ponent of a mentoring or independent During the second semester of the 12th posed, teaching a five minute mini-lesson study program. Alternatively, madrichim grade, if deemed successful, the student to a small group or the entire class and could receive this specialized instruc- teacher is invited to take on the role of הידיעון participating in and leading portions of a tion after school and earn college credit. a co-teacher. The co-teacher is a teach- prayer service. For example, seniors at Barrack Hebrew ing intern who will now gradually as-

Academy can earn college credit through sume many of the responsibilities of the • HaYidion As madrichim these teaching assistants Gratz College for receiving coursework [continued on next page]

[19] [20] Preparing Teachers הידיעון • HaYidion stage Stage Five:Thebeginningteacher day schools. at certain existing already or mentoringprograms independent study, exploration, career learning, be includedwithintheservice Again, thisco-teachingexperiencecan college. supplemental schoolwhileattending toteachata has mettherequirements ing institutionindicatingthatheorshe thesponsor- from a teachingcertificate stage, theco-teachershouldreceive Upon successfulcompletionofthis whicheachonedirects. ing groups may dividetheclassintosmalllearn- thewholeclass,or instructing ternate theyal- gaged inteamteachingwhere activities.Theymaybeen- learning upontheir andco-reflecting structing, will beengagedinco-planning,co-in- co-teacher andhis/hermentorteacher beginning ofthesecondsemester, the teacher.classroom Accordingly, atthe [continued from previous page] and enablingstudents tounderstand alignment withtheschool mission intheirschools, bringingitinto tory the teachingofJewishhis- forming teachersintrans- designed tosupport an innovative18-monthprogram Re/Presenting theJewishPast the Jewishpast? leading scholarsof consultation with in the curriculum to studentsacross ence ispresented historical experi- how theJewish tively re-envision tocollabora- given theopportunity to yourstudents?Whatiftheywere : Theundergraduate studentis on how the Jewish past is presented on howtheJewishpastispresented teachers had a chance to reflect teachers hadachancetoreflect When isthelasttimeyour Seeking Participants Seeking is history andJewisheducation, asthey history America andwithscholarsof Jewish North schoolsacross colleagues from tonetworkwith ers haveopportunity summer workshopatNYU. Teach- inanintensive son andparticipation monthly meetingswithaschoolliai- ofsitevisits, inthe form support custom-tailored School teamsreceive the Jewishexperienceinhistory. of ofthelarger arc themselves aspart teachers during thetwelfth grade. pedagogy are invitedto become student the courseworkpassed inJudaicsandJudaic rich ormadricha. coursework inhowtomentorthemad- developmenttrainingor staff received is expectedthatthemadrichteacherhas It modelinhis/herclassroom. and role as ateachingassistant,studentleader inviting themadrich/madrichatoserve tions isadditionallycompensatedfor evalua- years ofsuperiorperformance Stage Six:Themadrichteacherstage: critical noviceteachingperiod. coached byamentorteacherduringthis her college.Ideallyheorsheisbeing supplemental schoollocatednearhisor ormorahata asamoreh now serving of madrichimwhohave successfully the 11thgrade,the endof At group aselect or morah with at least three or morahwithatleastthree A skilledandseasonedmoreh

Avi ChaiFoundation, Avi the grantfrom Funded byagenerous atyourschool. Jewish history theteachingof commit toimproving Tov [email protected]. ish Past, ticipate in To abouthowtopar- findoutmore sity. Development atNewYork Univer- of pre-service and in-service teachers, andin-service of pre-service thedevelopmentalstages al reflection, profession- niques, clinicalsupervision, tech- communication, observational teachers(i.e.,interpersonal in-service and inmentoringpre-service ertoire theknowledgebaseandrep- to acquire In addition,thementorteacherneeds base ofJudaicsandJudaicinstruction. knowledge ceived traininginthecore The mentorteachershouldhavere- and scienceofbeingaJewisheducator. theart student andco-teachertolearn ed additionallytoinviteandtrainthe mance evaluationswillbecompensat- five yearsofsuperiorteachingperfor- stage: Stage Seven:Thementorteacher please contactYona Shem- Amadrichteacherwithatleast Re/Presenting theJew- tion, andHuman Educa- of Culture, School Steinhardt ofthe ish History Teaching ofJew- Network forthe laboration withthe RAVSAK incol- Past ing theJewish is a project of isaproject Re/Present- adult learning principles, etc.). grade high school students in a Jewish opment model provides a comprehen- day school will be trained in Judaics and sive, longitudinal, and institutionalized Stage Eight: The expert teacher stage: Judaic-specific pedagogy. These teaching vehicle to recruit, develop, and retain The expert teacher is a paid professional candidates who successfully complete excellent teachers and administrators for who trains the moreh or morah to be- student teaching in their senior year can our day schools. come a madrich teacher and mentor be certified to teach at a supplemental teacher and coordinates a committee of school while attending college. More- Conclusion madrich and mentor teachers in the day over, this additional training can only school. The expert teacher should have enhance their credentials when applying For some time, parents, school admin- extensive experience as a teacher, ad- to college. istrators, educators, researchers, and re- ministrator and/or staff developer with lated Jewish institutional representatives expertise in Judaics, and the theory, re- This model provides a new differentiated have been searching for a vehicle to keep search and best practices in instruction, staff development track for Jewish educa- our students connected to the Jewish curriculum development, supervision tors who wish to be trained as madrich community. Concomitantly, there is a and staff development for Jewish educa- teachers, mentor teachers, and expert compelling need to find, nurture, pro- tors. teachers. With increased responsibility, mote and retain more highly competent these educators can expect to receive ad- teachers trained in Judaics and Judaic- What are the potential ditional compensation. specific pedagogy in our day and supple- benefits of this eight mental schools. This article suggests that stage developmental At a time where there is a shortage of we can meet these challenges through well trained and knowledgeable Jewish implementing an eight stage develop- ladder? educators, this eight-stage career devel- mental ladder. ¿

The eight stage development ladder described in this article is a transforma- tional construct that requires vision, cre- inspire • imagine • create ative thinking, an openness to change, a willingness to see beyond conventional and institutional thinking, leadership, training, and the financial resources for teach implementation. open doors with With the implementation of this trans- formational model, there are several potential beneficial outcomes that can be realized. DeLeT

In competition with high performing The DeLeT (Day School Leadership through Teaching) MAT program public schools, the Jewish day school prepares elementary teachers in general & Jewish studies. must not only provide an excellent academic and Judaic studies program, but To nominate also offer other initiatives not generally • Offers full tuition scholarships a candidate available in the public schools. Accord- • Leads to Masters in the Art of Teaching ingly, this model offers day school stu- (MAT) from Brandeis University or for more • Provides a small, personalized experience information: dents an opportunity to serve as peer tutors, peer mentors, teaching assistants, • Includes a year-long internship www.brandeis.edu/mandel/delet in a local day school and student teachers. [email protected] • Integrates courses and ﬁeldwork 781-736-2081 • Meets requirements for teacher In an age with a multitude of choices, certiﬁcation this model offers teenagers and young • Offers job placement assistance adults an opportunity to remain affili- The Brandeis MAT also prepares Bible הידיעון .Hosts an active alumni network teachers for middle and high school • ated with the Jewish community during Contact 781-736-2002. a critical period in their personal and professional development. Talented, Mandel Center • HaYidion knowledgeable, and motivated eleventh- Brandeis University for Studies in MS 049 • PO Box 549110 • Waltham, MA 02454-9110 Jewish Education

[21] [22] Preparing Teachers הידיעון • HaYidion be possible. So,the problem? is what fewer hours. matchcould not Amore perfect to befarfriends are for earning seems what their aboveture salarieswell andearn what they maythe fu- enterperience inaﬁeld in Jewish communal leadership. inJewisheducationandotherpositions of paring highschoolstudentsfor careers ofpre- denominational Jewishcollege intheUnitedStates,boastsalonghistory GratzCollege,asthefirsttrans- recent, relatively While mostoftheseinitiatives are response totheissuesmentionedearlier. apractical people toenterthefieldoffer whichencourageyoung programs sponds tothisissue.Inparticular, pre-service re- toenter thefieldofJewisheducation ofprofessionals andretention cruitment re- andinitiativestoimprove upsurge incommunalrecommendations The recent ly that demonstrates whatJewishschooladministratorshaveknownforquiteawhile,name- JESNA’S EducatorsinJewishSchoolsStudy(EJSS) empirically released recently enter thefieldofJewisheducation. beyondpersonalexperienceto requirements no“real” are community isthatthere messagetothewider Inaddition,theoverriding have hadinasimilarenvironment. theythemselves negativememory every ing position.Thisexperiencemayreinforce than enjoyableandfulfilling,thatyoungpersonwillnotlikelyseekanotherteach- training tofillinthosegaps.Inaworstcasescenario,iftheexperiencehasbeenless they mayflounderunnecessarily. maynotbeany andonthejob,there Oncehired Lackingthepedagogicfoundationfortheirwork, schoolclassroom. in areligious this endeavorotherthantheirownexperienceasyoungstudents Too for often,themajorityofthesestudentshavelittlepreparation ¿ Educators Jewish Become by munity needstodevelopandthrive. demandingandthattheJewishcom- are Jewish communityleadersandparents innovative Jewisheducationthat anddelivertheeffective, impossible tocreate poolofqualifiededucators itwillbe next 10to20years…[W]ithoutasufficient ofabsolute/actual numberofteachers)inthe (interms critical teachershortage continue,wemayfacea trends America.Ifcurrent schoolsinNorth mentary offullyqualifiededucatorsinJewishdayandcomple- ashortage iscurrently there Training Students to Students Training Ari Y. Goldberg mentary schools. eageryoungThese people are enthusiastic, have fresh ideas about Jewisheducation,ideas about and are role instant modelsfor younger students. their resumes build They ing positionsinJewishsupple- any and with real work ex- college students hold teach- collegestudents hold Ruth Schapira they connectwith localsynagoguesfor dents takethecourseon-siteat Barrack, der theauspicesofJCHS.While thestu- courseun- to seniorsasanextracurricular toEducation courseisoffered troduction theyearlongIn- AtBarrack, Certificate. fortheCommunityTeachingquirements re- have fulfilledtheJudaicaandHebrew andassuch Jewish educationatBarrack astellar These studentshavereceived mally Akiba)insuburbanPhiladelphia. Academy(for- Hebrew with theBarrack HaYidion of toreaders interest Of particular and communalservice. pathsinJewisheducation chosen career undergraduate studentshaveultimately surprising thatagoodnumberofthese schoolsnationwide.Itisnot religious assetsasteachersin been tremendous our Teachingrecipients have Certificate We feedbackthat consistently receive of academicstudies. ofaseriousprogram tegrity ofbeingpart munity Teaching havethein- Certificates forallcourses,andCom- isoffered credit is adivisionofGratzCollege,academic Jewish Educationcourse.SinceJCHS to as wellacollege-levelIntroduction andJudaica, inHebrew requirements dents. Thesestudentsmustfulfillcore which hasgraduatedwellover1000stu- aTeaching Program offered Certificate (JCHS) over20yearsago,JCHShas munity HighSchoolofGratzCollege Since theinceptionofJewishCom- [email protected]. either authorat 215-635-7300, ext. 5, or your highschoolseniors, pleasecontact creating aprogramthis for suchas ofAcademicAffairs.Director To explore College and ish Community HighSchoolofGratz Y.Ari Goldberg is JCHS’s 20+ year relationship isJCHS’s20+yearrelationship Ruth Schapira is Director of the Jew- of isDirector serves as serves William Davidson the course practicum. By the end of the year, these students have a sufficient familiarity with educational methodology to prepare them as entry-level teachers in Jewish supplementary schools. Graduate School of

The advantages of this are manifold: Students Jewish Education

1. participate in a college-level course of study which provides a pedagogic foundation for their work. Master’s and Doctoral Programs

2. gain practical experience in a synagogue school setting, pro- Are you looking to deepen your viding real application to their classroom studies. knowledge of Jewish Education? 3. report their experiences in a supportive classroom setting, Do you want to enhance your credentials and gain crucial feedback in improving their work. and engage with your colleagues? 4. network and share with other teens, expanding their knowledge of other synagogue environments. Study with the largest Jewish education faculty outside Israel. 5. connect with Education Directors at the host synagogue, who may then provide guidance and recommendations for work in the future. THE DAVIDSON SCHOOL—the preeminent 6. strengthen their pluralistic outlook, since the synagogues in institution in Jewish education in North which they are working represent several Judaic movements, America—has MA and EdD programs to suit and the students gain knowledge about how this plays out in your needs and fit your schedule. a classroom setting as well. The overriding message to the wider The Master’s Program offers three concentrations: community is that there are no “real” • Day School Education requirements beyond personal experience • Synagogue School Education and to enter the ﬁeld of Jewish education. Administration • Informal and Communal Education 7. may be paid for their work in the synagogue, depending upon the custom of the community. The Doctoral Program for aspiring scholars and professionals working in the field: 8. are role models. By taking the education class leading to a • Full-time doctoral program Teaching Certificate, we make the statement that one needs to study in order to teach. • Part-time doctoral program • The executive doctoral program 9. earn a JCHS Community Teaching Certificate which is an asset for the students’ college resumé. For more information on 10. may transfer the course credits earned for college credit. Colleges and universities that accept these credits are listed The Davidson School, please contact at www.gratz.edu/jchs. Ofra Backenroth at (212) 678-8812 or Though the Introduction to Education course practicum, as well [email protected]. as the teaching experience while in college, will be in a supplementary school setting, we are setting the stage for these young הידיעון people to have more meaningful and successful educational experiences which may well lead them to careers in a Jewish day

school. To paraphrase the The Lion King, this can be the Jewish • HaYidion educational circle of life for your day school graduate! ¿

www.jtsa.edu/davidson [23] [24] הידיעון • HaYidion Preparing For AChanging Bridges to Tomorrow: weather change but to thrive. to weather changebut to your only what school candonot about Annu Annual Leadership Conference—the only take away ofconcrete information gigabytes m major day school gathering this year—and major day school gathering Conference Highlights aj planners, investors, andfunders Featuring presentations byleadingeconomists, financial Live Telecast Inauguration of Presidential Special HighSchool Sessions Small SchoolSymposium of Hebrew and Critical Examination Workshops ModelsFinancial forSchools Strategy sessions Retention Admissions and Day SchoolEconomic Summit c e continue for years.the RAVSAK Cometo economy ishaving onourschoolscould o o us. the down-turned majorimpact The u a b ror better andfor worse, changeisupon rom c m the to ourhouse,White House for the to ourhouse White House tefillah

education

, for ation

Early Bird Registration Extended! Register now: www.ravsak.org/conference

San Francis 18 January c

–

R Hot Topics Include:

Leadership and Change Special Needs and the Future of Day Schools The Paradox of Pluralism: Crafting Community Amidst Diversity Using Logic Models to Support * Educational Change Reality Weathering a Crisis: Lessons Learned This is Your Brain on Hebrew: How Children of All Ages Learn – 20, 2009 The Next 10 Years: Where the World Languages *is Taking Us *Technology and How We Teach co, CA Education as a Commodity and Today and Will Teach in the Future How This Changes Everything We Think We Know About School Multiyear Financial Aid Plans Leadership * Video Conferencing in Jewish Changing How We Give Feedback *Education Evaluation as a Driver for Change Legal Issues, FMLA and Crisis Management Changing How and What We Think About Teﬁllah What Young Funders Want Admission’s Changing Landscape Benchmarks/Standards for TaNaKh Judaics Directors: Are You Delivering *How Evidence Can Sustain Change *a Product or Leading a Process? in Your School Facilitating a Change Process in From Whole New Mind to Whole Your Board and School New School Presenters Include: * Charlotte Abramson, Project Director, AviChai Dr. Joel Hoffman, Director of Education, Temple Jewish Day School Standards & Benchmarks Pro- Israel of Northern Westchester gram Michael Kay, Director of Judaic Studies, Charles E. Eric Amar, Consultant, former day school adminis- Smith Jewish Day School trator, and PEJE coach Anne-Marie Kee, Executive Director, Canadian Rabbi Nachum Amsel, Director of Educational Educational Standards Institute Programming, Destiny Foundation Larry Kligman, Middle School Director/Assistant Nora Anderson, Head of School, Westchester/ HOS, Abraham Joshua Heschel Day School Fairfield Hebrew Academy Dr. Marc N. Kramer, Executive Director, RAVSAK Michael Blacher , Esq., Associate Attorney, Liebert, Sacha Litman, Principal Consultant, Measuring Cassidy, Whitmore Success Jonathan Cannon , Head of School, Charles E. Jim McManus, Executive Director, California As- Smith Jewish Day School sociation of Independent Schools Matt Chanoff , Co-Director, Profounder LLC Randall R. Maycock, Partner, Roof Eidam & Rabbi Joshua Elkin, Executive Director, PEJE Maycock Rabbi Steve Freedman, Head of School, Hillel Day Dan Niles, CEO, Neuberger Berman School of Metropolitan Detroit Jeff Paikin, Chair, Canadian Educational Standards Dr. Scott Goldberg, Director, Fayna Gottesfeld Institute Heller Division of Doctoral Studies, Yeshiva Uni- Dr. Alex Pomson, Senior Lecturer, Melton Centre versity for Jewish Education

הידיעון Estee Solomon Gray , Founding Partner, Congruity Dr. Wendy Rosov, Director of the Berman Center Mariashi Groner. Director, Charlotte Jewish Day of Research and Evaluation for Jewish Education at School JESNA • HaYidion Aimee Gruber, Field Staff, Secondary School Ad- Fran Urman, Project Director, Day School Leader- mission Testing ship Training Institute Felicia Herman, Executive Director, Natan Betty Winn, Head of School, Abraham Joshua Heschel Day School [25] [26] Inducting Teachers הידיעון • HaYidion yearlong internship inalocal dayschoolundertheguidance ofanexperiencedmen- yearlong internship grades inJewishdayschools.It consistsoftwosummersstudyoncampusanda changerstoteachgeneralandJudaicstudiesintheelementary ates andmid-career inTeachingThe DeLeTMasterofArts (MAT) collegegradu- prepares program discourseinthefield. shaping publicandprofessional forJewisheducators,and practice,developing modelprograms improve can directly inJewisheducationalsettings. TheCentergeneratesknowledgethat and learning ish EducationatBrandeisUniversity, thequalityofteaching dedicatedtoimproving iscentraltothemission oftheMandelCenterforStudiesinJew- Altering thisnorm an acceptablenorm. teachingpractice.Underthose conditions,mediocritycanbecome basis ofstrong (andsometimeseconomic need),butnotoftenenoughonthe and determination onacombination ofgrit on,inspiteoftheobstacles,oftensurvive who struggle paytheprice.Thoseteachers isimmeasurable—and ourchildren failure the greater ofLabor. totheU.S.Department according foreachreplacement, But year’s salary ofthefirst isabout33percent timeateacherleavestheclassroom ery thatfliesoutthewindowev- andrecruitment education, preparation, onseverallevels.Theamountofmoneyinvestedin This isafailure alone. ing, andnewteachersusuallystruggle teacherlearn- notsetuptosupport judged? Butmostdayschoolsare be am Isupposedtoteach?Howwillmyteachingandtheirlearning mystudents?What inthecontextofteaching.Whoare be learned ity, thingsnewteachersneedtoknowcanonly manyoftheimportant Inreal- eventhoughcommonsensetellsusotherwise. fully formed, We intheclassroom havetraditionally assumedthatnewteachersarrive ¿ Induction School-Based what are we not doing at all? are doingat wewhat not doing wrong? Or, perhapsmore appropriately, keeping valued ourmost teachers. are weWhat Jewishschoolsaren’tthat doingmuchbetter in NA Educators inJewishSchoolsStudy confirms roomthree years. aftertheir first 2008JES- The public schools,teachers leaveto 50%of the class- 30% by Sharon Feiman-Nemser Helps New Teachers Thrive y In fact,teacher retention,to comes whenit tom. Years ofresearch havethat, shown in Jewish day schoolsare like leaky swimming the coin,side of retention, shrift. getsshort tention toteacher recruitment, the but other necessity, ofat- Jewishday schoolspay alot while neglecting to fix the hole in the bot-the holein to fix neglecting while pools:top, we keepthe pouringmore inat and Vivian Troen lum, noexplicitbasisforteacherassess- teachingassignment,nocurricu- wrong workingconditions:the problematic graduates experiencedstemmedfrom the Manyoftheproblems preparation. initial despitetheirstrong struggling, that evensomeofthebeststudentswere revealed longfollow-upsurveys before in2003,and ish dayschoolclassrooms Jew- The firstDeLeTgraduatesentered tor teacher. an intervention thatcombined capac- an intervention school-based inductionand designed We identifiedtheelementsofstrong, was tobuildinstitutionalcapacity. induction inJewishdayschools strong rized thatthebestwaytoinstitutionalize Weconstrain thischangeprocess. theo- or while studyingthefactorsthatsupport school-basedinduction ments ofstrong of localdayschoolsputinplacetheele- Covenant Foundationtohelpagroup the fundingfrom withpartial partnership This motivatedustolaunchaninduction colleagues. experienced ment, limitedaccesstomore [email protected]. University. Shecanbereached at in JewishEducation at Brandeis the MandelCenterof for Studies Sharon Feiman-Nemser [email protected]. University. Shecanbereached at ies inJewishEducation at Brandeis the MandelCentertion at for Stud- Vivian Troen is Director ofInduc- isDirector is Director isDirector ity building and documentation in each strategy to the realities of the particular • Regardless of starting points and school with opportunities for cross- school. In one school, for example, the strategies, coaches’ practice was school interaction. Based on the litera- coach worked mostly with the induction guided by a set of shared under- ture, our own experience as researchers leader, co-leading discussions with be- standings about and school-based teacher educators, and ginning teachers and with mentor teach- what we learned through our collabora- ers, while in another, the coach began • the school’s mission and vision of tion with Induction Partnership schools, by interviewing new teachers to find out good teaching we identified six elements of strong, how they were faring and to help school school-based induction. leaders develop a plan to address the new • the nature of teaching as complex, teachers’ learning needs. intellectual work and the belief that • A proactive school leader commit- [continued on page 63] ted to new teacher success

• Early, information-rich hiring practices

• A summer orientation

• Complete curricula

• Formal and informal opportunities for new teachers to learn with and from colleagues

• Formative teaching assessments that inform mentoring and rehiring decisions

We also developed a model that required schools to identify an “induction leader” and assign a mentor to each new teacher and that required the Center to provide each school with an on-site coach/docu- menter and to offer regular workshops to induction leaders and mentors. Over a two year period, the coach worked with the head of school, the induction leader, and the mentors while gathering data about the school’s efforts to move toward strong school-based induction practices. The Partnership convened induction leaders on a monthly basis and provided workshops for mentors each year.

Now in its fourth year, the Mandel Center Induction Partnership includes five Boston-area Jewish elementary day schools (which have all hired graduates of the DeLeT MAT program), and one high school. הידיעוןWeW have traditionally assumed that

From working in a range of school cul- newn teachers arrive in the classroom tures and organizational structures, we fullyfu formed, even though common • HaYidion realized that each coach has to adjust her sense tells us otherwise.

[27] [28] Inducting Teachers הידיעון • HaYidion emonial opportunity in the pagesof in emonial opportunity day schools.this cer-to explore I’mvery pleased invent aritualfor welcomingteachers into new Jewish life. spirit,that In RAVSAK invitedto me the giftsbeen oneof ofcontemporary creative end of the ritual are alsoanice allusion tothenewyear.end oftheritual are by beginningtheassemblywith theblowingofshofar. Applesandhoneyatthe time ofthenewyear. Aschoolmaywanttoenhancethe dramaofthispresentation the A noteabouttiming:mostteachers willbeenteringJewishdayschoolsaround school orcommunity. yourownritual iftheonebelowdoesn’tsuityour and whichyoucanusetocreate principlesI’ve triedtofollowintheritualbelow,in theritual’soutcome.Theseare hasastake person present ofthecommunitysothatevery invites theparticipation undergopeople beingcelebrated,andthelarger atransition. Agoodritual group, ritualhasabeginning,middle,andend,during whichthe surprise. Aneffective message, anddrawsontraditionalideassymbolsbutalso containsnewnessand simple,hasaclear ritualisthatagood ritualisrelatively My experienceincreating to welcomenewteachersintoaschoolwithcelebration. couldbemanyways following isoneexampleofsuchawelcomingritual,butthere ofalarger ritualwelcomingnewstudents,oritcouldstandonitsown.The a part couldbe thatwelcomesnewteachers.Thisceremony anopeningceremony creating in itiswiseforacommunitydayschooltoinvesttimeandeffort For thisreason, oftheschoolcommunity. teachertransitionstobeingapart when anewlyhired adistinctmomentintime asadoorway: welcomeserves unfamiliar faces.Aformal ofnewand witheachnewteacher,all thegiftsthatarrive andsoothethenervousness acceptingthisnewmemberoftheirtribe.Ritualcancelebrate for thepeoplewhoare isalsoanxiety,connection andleadership.There bothforthepersonenteringand knowledge, forthestudentsandotherteachers:warmth, new resources thatpersonbrings environment, When anewteacherenterslearning ¿ by Welcoming Teachers Welcoming for ARitual Rabbi Jill Hammer Rabbi Jill throughout Jewishhistory, andhas ne to address newsituationshasoccurred transition isentry into anewcommu- the realm ofadulthood. Creating ritual nity. the reasons Jews, isoneof This and of the most important moments of important the most of family,to welcome and adolescents into als to welcomeals the human babiesinto cultures overthe world, all have ritu- to Community Day Schools HaYidion . We welcome______(names) who to learn. newopportunities are there a classroom, our teachers.Wheneverateacher enters our studentshasuniquegifts tooffer ourstudents,andeachof edge tooffer Each teacherhasauniquegiftofknowl- and Joshua’sstudentstotheirstudents. to Joshua,andJoshuahisstudents, tells usthatMosespasseddownTorah theteachingsofoursages, Pirkei Avot, Leader: would beappropriate.) (An openingsongsuchas Welcoming Ritual: blessing through learning withus. learning blessing through communities bringusblessing,andfind whoenterour May thenewinstructors that soonwillbewelcomedintoschools. or them,aswellallthenewteachers tohon- thisceremony teachers, Ioffer myown somuchfrom Having learned be removed. theritual,someelementscan to shorten Or,would beappropriate. ifyou’dlike ing, followedbyKaddishdeRabbanan, the ritual,adrashonteachingandlearn- minutes.Ifyou’dliketoexpand to forty oftwenty This ritualisbrief,ontheorder Seasons Book ofDays: ACompanion for All two books:author of emy ofJewishReligion,the and of SpiritualEducationthe Acad- at Hammer Rabbi Jill reached at [email protected]. Tales ofBiblical Women , and Sisters at Sinai:Sisters at New is the Director the Director is The Jewish The Hineh mahtov . Shecanbe

Photo by: Zeev Barkan

May you, our new teachers, adds a new fragrance to the whole, so kindle the light of learn- may your teachings add new wisdom to ing brightly for every one our community. of your students, and may their conversations with you Community Recites: bring all of us new light. May all of our teachers be blessed with (Light one candle to repre- peace, kindness, good relationships with sent each of the new teach- students, parents, and colleagues, good ers. Students can do this, in health, sustenance, and a long life of order to fulfill the passage learning and discovery. May they and above.) all of us find joy in the work of study, and may we support one another fully as A Veteran a community of learners. May we be a Teacher: blessing to one another. (based on Kad- dish deRabbanan)

In Jewish tradition, a me- Leader: zuzah scroll containing wisdom from the Torah is The Shulchan Arukh tells us that “every placed on a doorway so that community must appoint teachers, for those entering and leaving the world exists only through the breath will be mindful of sacred of schoolchildren.” (Shulchan Arukh, truth. We want to present Yoreh Deah 245:7) each of you with this mezuzah as a reminder that each Your presence in our school helps us to of you will be a doorway for fulfill our commitment to study. We hope others to learn, and each of your example will inspire our students you will be opening doors to justice, kindness, and the fulfillment for your students, col- of their full potential as human beings. leagues and fellow teachers. The Talmud advises us to get ourselves a have entered our communities as teach- It is said that the teaching of the mezu- teacher and acquire for ourselves a friend. ers. We are grateful for the skill, learning zah is that “nothing lasts forever except We know you will be both. and experience they bring to our school. knowledge of the Eternal.” May you give As they enter our community, we ask that the lasting gift of knowledge that is the There is a custom of presenting new they be blessed with patience, enthu- most precious and lasting thing we can students with honey on the first day of siasm, wisdom and compassion so that pass on to our students. school so that their learning will be sweet. they may continue to grow as teachers, We conclude our ritual with sweetness, in and so we may continue to grow along (New teachers are introduced to the the hope that our learning together will with them. school by a teacher or administrator and be sweet. are presented with the mezuzot as gifts. Another Reader: If desired, this mezuzah can be used for (Teachers should pass out apples and the new teacher’s classroom. If there is honey if it is the new year, or some other The scholar and philosopher Maimo- time, this is a moment for the new teach- appropriate sweet if it is a different sea- nides taught: “Just as students are obli- ers to say a few words.) son.) gated to honor their teacher, a teacher is obligated to honor students and encour- Note: If a mezuzah is not a desirable gift Closing Song: age them…. Students increase a teacher’s because of expense or for some other rea- wisdom and broaden a teacher’s hori- son, teachers can be given a spicebox or a Debbie Friedman’s Kaddish deRabban- zons. Just as a small branch is used to bag of fragrant spices with the following an, which begins “For our teachers and kindle a large one, so a student sharpens statement: their students, and the students of their הידיעון a teacher’s thinking until, through their students, we ask for peace and loving- conversation together, wisdom shines In Jewish tradition, we use spices at the kindness…” would be an ideal closing

forth.” (Maimonides, Mishneh Torah, end of the Sabbath to acknowledge that a for this ceremony, but any joyful closing • HaYidion Hilchot Talmud Torah 6:12-13) new week is beginning. Just as each spice song or niggun would be appropriate. ¿

[29] [30] Developing Teachers הידיעון • HaYidion teacher. make strideswithahighlyskilled learning great even students whohave can the past in struggled student’sthat achievement. past Saiddifferently, ademic achievement,than even more important make in the quality of its teachers is a non-economic one—good news in the current make inthequality ofitsteachersisanon-economic one—goodnewsinthe current can investmentsaboard It mayseemcounterintuitive,but oneofthemostimportant Recommendation #1: Spread the Word opment ofexcellentteachingat theirschools. memberswhowishtoinvestinthedevel- forboard recommendations three are Here both. positiontoaffect inapowerful membersare munities, dayschoolboard and funded.Asleadersintheircom- developmenttypicallyisstructured professional Anotheristhewayteacher school communitiesunderstandandvalueteacherlearning. istheway Oneaspect oftheproblem asanafterthought. ongoing teacherlearning theirfirstday onthejob,andtreating from as ifbrandnewteachersshouldbeexpert development,behaving Jewish dayschoolsmaintainoutdatedpracticesofprofessional Yet concern. many velopment ofteachers’practiceshouldbeschoolleaders’primary thede- ofourschools’missions,promoting heart isatthevery Since studentlearning when theydonot. teachersthan effective rapidlyandultimatelybecomemore more theyimprove port intensiveon-the-jobsup- kinds ofteacherstheybecome.Whennewreceive the affect availabletothemduringthosefirstyearsprofoundly learning professional for duringthefirstfiveyearsonjob.Theopportunities curve a steeplearning themsofar.grams onlycarries Teachers howtoteachbydoingit, experiencing learn pro- demonstratesthatwhatteachersgaininpreparation further search indoing.Re- practicalknowledge—knowledgeexpressed it alsorequires knowledgeofthecontentoneisteaching,but teachingrequires Effective ¿ Dividends Pays Development Investing Teacher in by Board Members Take Note: Sarah Birkeland is the most important factor inastudent’s important the most is ac- ne that the quality of a teacher’sthe qualityofa that instruction school canmake isindeveloping its others. Infact, arecent study showed fective at helping students learn than fective helpingstudents learn at teachers’ andknowledge. skills Amplere- of the most powerful investments powerful the most a of experience:teachers are more some ef- knowfromsearch we all confirms what available resources tohelpteacherswho available resources marshalling roles, selves insupportive likelytocastthem- Administrators are colleagues. the skillsoftheirnewlyhired andinvestindeveloping own instruction their onimproving likelytowork hard are We haveseenthatinsuchschoolsteachers helping oneanotherlearn. for allresponsible faculty membersare it welltakestimeandguidedpractice, todo teaching iscomplexwork,learning all communitymembersunderstandthat lieve thatteachersthriveinschoolswhere Weteachers’ growth. havecometobe- mediate which individualschools’cultures bythewaysin again, wehavebeenstruck Againand neously studyingtheresults. oftheirteacherswhilesimulta- learning Jewish dayschoolsattendtotheongoing yearshelping have spentthepastthree atBrandeisUniversity,nership Project we In theMandelCenter’sInductionPart- teaching andthepeoplewhoenterit. of tions insocietyabouttheprofession cultural, challenginglong-heldassump- deeplycounter-easy toembrace,theyare mayfindthosevalues While manyreaders teachersaslearners. ofregarding portance complexity ofteachers’workandtheim- thatacknowledgestheintellectual culture aschool schools, overtime,bypromoting fluence thequalityofteachingintheirday memberscandeeplyin- economy! Board [email protected]. University. You canreach herat Jewish Education at Brandeis Mandel Center for Studiesin research associatethe at Sarah Birkeland isasenior are struggling. And parents are sometimes a vast store of skills and knowledge. Re- skills overnight or on one’s own. It is a willing to see novice teachers’ early mis- mind them that master teachers are not long, sometimes painful learning curve. steps as important learning opportunities only deeply familiar with the content they If your community members remain un- rather than cause for immediate dismissal. teach, but they understand how to break convinced, ask them to consider other The presence of these shared under- it down into ideas that are acces- complex endeavors like conducting an or- standings about teacher learning sible to children. They anticipate chestra or flying a jumbo jet. We wouldn’t are powerful not only because they affect how teachers, administra- Teachers learn how to teach by doing it, tors, and parents behave, but also because when leaders in the school experiencing a steep learning curve during community deeply value teacher learning, the first five years on the job. the resources necessary to create powerful learning opportunities tend to follow. common misconceptions and address put an inexperienced conductor alone in them before they cause confusion. They front of a symphony orchestra, just as we Board members are in a unique position to develop strategies for conveying concepts would not ask an aerospace engineering foster these shared understandings. Board in pictures, words, sounds and movement major with no flying experience to pilot a members are chosen as decision makers to accommodate different learning styles. plane full of passengers. We would expect because they hold others’ respect; their They continually assess student learning them to learn over time, with guidance words and actions help set the tone for a and adjust instruction accordingly. And from experienced colleagues and many, school community. As a board member, that is only the tip of the iceberg: every many opportunities to practice. Why you can make a small but critical difference day, excellent teachers engage in com- should teaching be any different? When in your school by consistently communi- munity building, public speaking, conflict we expect novice teachers to perform just cating to other members of the commu- resolution, and data analysis. They are like their experienced colleagues, we are nity that teaching is complex work, learn- ambassadors, detectives, counselors, and usually disappointed. And when we leave ing to do it well takes time, and school traffic cops. our teachers to sink or swim on their own, policies should be designed accordingly. ultimately the students suffer. Help the people around you appreciate Common sense tells us that a person the fact that excellent teaching requires could not learn and integrate all of those [continued on next page]

SUSTAIN AND EDUCATE GENERATIONS TO COME. הידיעון Your schools are founded on reinforcing tradition, providing academic excellence, and helping Jewish families find learning resources and tools. The FACTS suite of services helps your business

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15497_FACTS_RAVSAC_AD_fina;.indd 1 7/29/08 8:37:52 AM [32] Developing Teachers הידיעון • HaYidion very powerful mechanismfortheirlearn- powerful very fornovice teachers,anditcanbea port Mentoring isoftenimplementedasasup- enced colleagues. experi- they teach;andmentoringfrom course andmaterialsforevery to curricula orteachingphilosophy;access curricula developmentintheschool’s professional school policiesandpractices;targeted orientationto budgeting forathorough in newteachers’developmentmayrequire tively. athoughtfulinvestment Therefore, lessons, anddeliveringthoselessonseffec- designingcoherent tional approaches, instruc- orpreferred school’s curricula tousethe learning environments, need helpnavigatingtheirnew Newteachers intensive support. themwith is criticaltoprovide howtoteach,it ing andlearning bothteach- as atimewhentheyare avulnerableperiodforteachers, resent rep- Because thefirstfewyearsonjob Teachers of Supports forNew Invest inanArray Recommendation #2: [continued from previous page] students suffer. scheduling. However, ultimatelyitoften be accomplished,toapoint,withcreative timeforteachercollaborationcan release regular simply willnothappen.Creating anddiscussionsthey those observations spacefor if schoolleadersdonotprotect oftenhectic; and teachers’workdaysare busyplaces what theysee.Schoolsare ties toseeoneanotherteachanddiscuss scheduledopportuni- regularly frequent, thentheymusthave instruction, room class- tees toworktogetheronimproving deavor, andifwewantmentorsmen- Teaching istraditionallyanisolateden- lenges of shepherding anotherperson’s lenges ofshepherding innavigatingthechal- ongoing support Theyneed feedback aboutinstruction. someoneelse’spracticeandgive observe enough. Mentorsneedtraininginhowto teachertoeachnoviceisnot effective well. Simplyassigninganexperienced, doingifnotdone mentoring isnotworth ing. However, likesomanyotherthings, When we leaveto sink teachers our or swim on their own,or swimon the ultimately of amentorstudygroup. practice, forexample,intheform cost. hiringadditionalpersonnel,ata requires investment. one another, theyieldonyour increasing willreinforce in induction.Theresults andinvest theword multaneously: spread itmakes sensetoinvestinbothsi- ports, inductionsup- hold andthencreating totake beliefs aboutteacherlearning ratherthanwaitingforschoolwide fore, development ofteacherpractice.There- value thatleadersplaceontheongoing in aschoolcommunitybysignalingthe also helpdevelopthoseunderstandings inplacecan Puttingsuchsupports learn. forhelpingoneanother all responsible well takestime,andfacultymembersare todoit ing iscomplexwork,learning ofthebeliefsthatteach- ural expression anat- are mentoringprogram, structured well-planned orientationtoaneffectively a fornewteachers,from These supports ing learning, andencouragesteachersto ing learning, ongo- complexity ofteaching,promotes development thathonorsthe Professional growth. for professional they encounterthanabouttheirpotential experiences about thekindsoflearning likelysaysmore ter thefirstfiveyearsvery muchaf- teachers donottendtoimprove of thecontenttheyteach.Thefactthat strategies, andenrichtheirunderstanding theirpractice,incorporatenew can refine long pursuit;evenwell-seasonedteachers you thatexcellenceinteachingisalife- experiencecantell Anyone withclassroom ing toindicatethatsuchhasbethecase. isnoth- years andthenflattenout,there typicallyrisesteeplyforfive ing curves showsthatteachers’learn- While research all teachers embedded learningfor Invest inongoing, job- Recommendation #3: [continued onpage 66] Weaving invisible Jewish threads SuLaM Shabbaton

Phase II of Project SuLaM is Participants about weaving the rich threads SuLaM is about seeing the Jewish of Jewish learning undertaken Steve Adleberg, Stewart Bromberg invisible threads, connecting by participants in Phase I Gesher Jewish Day School (Fairfax, VA) each other so we can support one into the living tapestry of the school. Original participants Nora Anderson, Dr. Tali Aldouby- another doing that which many selected one lay and one Schuck, Sari Dweck Westchester would call the impossible...Jewish professional colleague from Fairﬁeld Academy (Greenwich, CT) education. their school as teammates in Rabbi Achiya Delouya, Principal, Susan Cohen Fanny Sernik plotting a course to invigorate , Hebrew Addlestone Hebrew Academy their schools with a new level Day School of Central Florida of Jewish purposefulness. (Maitland, FL) The new cadre of participants Dr. Janice Johnson Donna Troisi convened in Plantation, , , Amir Eden Florida, in late October for a Jess Schwartz College Prep chance to bond and strengthen (Phoenix, AZ) each other in carrying out Merrill Hendin, Jerry Sadis Portland the important work of the Jewish Academy (Portland, OR) program. Dr. Deborah Starr, Rachel Wesley The theme of the Shabbaton Heritage Academy (Longmeadow, was Jewish Peoplehood. MA) Through study of sources from a wide range of historical Marilyn Sherman, Gayle Green, eras and perspectives, Rachel Keller, Tammy Fayne Sulamites jumped into lively David Posnack Hebrew Day School conversation over issues that (Plantation, FL) Project SuLaM is an extraordinary are crucial to contemporary Jewish identity and the vision Miriam Weissberger Hebrew School opportunity for anyone who is of community day schools. of Monterrey (Monterrey, Mexico) committed to Jewish education. They explored biblical and My SuLaM experience helped Talmudic teachings on Mentors transform me from a school peoplehood, considered non- administrator, who happens to Jewish viewpoints and Jewish Mariashi Groner, Director, Charlotte counterpoints, and dwelt Jewish Day (Charlotte, NC) be Jewish, to a Jewish leader. upon the place of Medinat By having the chance to study Israel within the totality of Rabbi Achiya Delouya, Principal, and to share experiences with Am Yisrael. Between learning Addlestone Hebrew Academy sessions, Sulamites worked (Charleston, SC) colleagues, who subsequently in their school teams to draft have become friends, I have an Institutional Action Plan, Rabbi Tzvi Berkson, Principal Middle become a more knowledgeable הידיעון charting ambitious goals School Judaic Studies, Donna Klein leader and have been able to to accomplish during the Jewish Academy (Boca Raton, FL)

affect positive change at my program year. Shabbat was • HaYidion a time for prayer, singing, Susan Koss, Lower School Principal, school. inspiration, good food and Melvin J. Berman Hebrew Academy Gayle Green, Middle School Principal, soulful connection. (Rockville, MD) David Posnack Hebrew Day School [33] [34] Developing Teachers הידיעון • HaYidion ties to recognize their performance. While an easy way to do this is to differentiate Whileaneasyway todothisisdifferentiate theirperformance. ties torecognize retaining yourtoptalent. first stepinengagingand opportuni- You needtocreate yourmostvaluableplayersisonly the Letting yourbestteachersknow thattheyare know againstwhomtheyshould modelthemselvestobecomethebest. allofthenon-4starteachers should performers, valuesgreat that truly environment an Ifyouwanttocreate ers leavebecausetheydidn’tknowhowvaluedwere. willfeelslighted. Theworstcasescenarioisthatyourbestteach- ofthegroup rest thatthe vague indiscussionswiththemostvaluableteammembers,out ofconcern thetoptalent.Whilethismayseemobvious, manycompanieschoosetobe they are letting4staremployeesknow that area: inonecrucial Many companiesfallshort 4 Star: 3 Star: 2 Star: 1 Star: lowing categories: yourpeople.Youis todifferentiate needtoknowwhichteachersfall into thefol- typesofperformance The firststepyoumusttakeinmanagingdifferent ¿ Teachers’Differentiating Performance: are some helpful tips ondoingboth. are somehelpful meetingexpectations.ers whoare not Below teach- address problemsthose performance of and recognizeto as exceptionalteachers aswell top priority.be a to reward isessential both It by Rebecca Cole Lurie Rebecca Cole Corporate World Tips from the problems exist. problems expectationshavenotbeenmet.Significantperformance Performance expectations. isdemonstrated.Consistently meets Expected levelofperformance exceeded. consistentlymeetsallexpectations.Many expectationsare Performance margin. isexemplary. Consistentlyexceedsallexpectationsbyawide Performance istration create forthe students. Asaresult, man- the environmentteachers andadmin- as the well ucation, they assess thetalent of theteachers as ing amongvarious schoolsfortheir children’s ed- aging teachers’aging to needs performance true fortrue schools. When parents are choos- companies from weak ones. sameis The alented people are what differentiate peopleare what great with 4starteachers. them youshould looktoreplace reason, leave your schoolforwhatever this group star playersto4star. Andifteachersin 2and3 ers istohelpthemmovefrom ofteach- them. Thegoalforthisgroup toassist resources can workonandoffer star. feedbackthatthey concrete Provide being4 teachersfrom is keepingcertain they stand,youshouldmakeitclearwhat teachersknow where where environment anopen successfulatcreating If youare the2and3starplayers. overlooked are ofpeoplewhooftenget group A crucial within yourschool. path forthemtoadvancetheircareers a Hopefully youwillbeabletocreate goals. career understand theirlongterm andto suggestions forimprovements ings withyourtopteacherstoheartheir community. Scheduleindividualmeet- oftheschool pride thatheorsheisapart your write thatteacheranoteexpressing praisesateacher, timeaparent Every meetings. teaching ideaspubliclyatstaff far. Consideracknowledginginnovative goextremely andrecognition preciation ofap- teachers). Thesmallestgestures aslidingscalefortheremaining create and nual raisestoyour4starperformers funnel themajorityofyourdollarsforan- consideringwhetheryoushould worth have thefundsavailable(althoughitis their compensation,mostschoolsdonot at [email protected]. Staples. Rebecca canbereached those of her ownviewsandnot Inc. commentsThese represent Human Resources for Staples, Rebecca Cole Lurie works in Just as it is essential to recognize your • Explanation/illustration of the per- • Consequences if performance expec- top talent, it is equally important to formance problem, citing examples, tations are not met or performance deal with underperforming teachers. It dates and times, and attaching doc- problem continues is not fair for your best teachers to feel umentation, if applicable as if they are getting the same praise and If you see improvement after the second opportunity as those teachers who are • Clear performance expectations, in- counseling step, then you should con- barely getting by. It is your responsibil- cluding a time frame in which im- clude the performance counseling pro- ity to clearly communicate job standards provement must occur cess. However, if the teacher’s perfor- and expectations to your teachers and mance dips below expectations at a later provide ongoing constructive feedback. • Support you will provide to assist date, you can go right to the final coun- When necessary, you must identify and the teacher in meeting the perfor- seling (no need to repeat steps 1 & 2). discuss performance deficiencies. Below mance standards (such as regular is a sample process you can con- touch-base meetings to discuss how Final counseling: At this meeting, you sider following to address un- things are going) should provide the teacher with a document which does the following: It is not fair for your best teachers to • Refers to previous counseling ses- feel as if they are getting the same praise sions, including the 1st and 2nd and opportunity as those teachers who are counseling notices, if applicable barely getting by. [continued on page 61] derperformance. It is recommended to follow this process only for teachers who have been employed by the school for 90 days. Any earlier is too soon to assess un- derperformance.

First counseling: This is your first conversation letting a teacher know that her or she is not meeting expectations. This can either come as a result of a specific situation about which you are concerned or a general, persistent performance problem. This should be a private conversation between you and the teacher, and you should articulate the feedback very specifically and constructively. You should spend time brainstorming how you can work together to improve performance. The teacher should be told that if the performance problem continues, a second counseling session with written backup will need to take place. You should end the conversation by agreeing to regroup in a given timeframe to see how things are progressing.

Second counseling: If the performance problem persists, you should conduct a second counseling session. It is recom- הידיעון mended that you document the issues and review them at this meeting. The documentation should include the fol- • HaYidion lowing information:

[35] [36] Developing Teachers הידיעון • HaYidion leaders andinstructors. professional development days, to makethem more apt propose newwaysI will teachers on ofworking with edge andPractice: Teacher Learning inCommunity work ofCochran-Smith andLytle, teachers.tive the (My analysisisbasedlargelyon to beeffec-to knowanddo teachers need what and howadultslearn isknownabout ing what conception ofprofessional development, ignor- this approachto beanarrowscholars consider velopment beenenacted. hashistorically Many the way given surprising is not professional de- ply them in their classrooms. typical image This porting their teachers in acquiring the knowledge necessary to be effective teachers tobeeffective theirteachersinacquiring theknowledgenecessary porting notsup- development, theyare toprofessional encourage a“toolbox”approach Whenschools theory, beingbored. majorityof the room inthegreat whichresulted hadsomeexperiencewith the even acknowledgethatmostteachers intheroom thespeakerdidnot intheclassroom, on applyingtheMultipleIntelligences theory developmentseminarIattendedinadayschool,focused izing. Atoneprofessional knowledge basesofteachersandthusisoftennotuseful,boring, orisevenpatron- experiences,and developmentdoesnotacknowledgethebackgrounds, generic staff namelythat muchof whatweknowaboutadultlearning, ignores This approach dents, andbyanyteacherwhocanfollowasetofdirections. ofstu- withanygroup put inateacher’s“toolbox”canbeappliedanyclassroom, application.The majorassumptionisthatwhatgets pedagogical ideasforclassroom managementsituations,and classroom handlingdifficult for developingcurriculum, teachers. Underthismodelteachersgooutandgatherthe“best practice”strategies developmentfor ofprofessional isthemostcommon form The “toolbox”approach ¿ Toolbox: the Toss by Professional Development Professional Alternative Approaches to Joni KolmanJoni ideas fromthe outsideworld andap- is that the teachers will theteachers bring is that will back riculum from “experts.” hope The pedagogical techniques andcur-pedagogical ing about the latest and greatest andgreatest the latest ing about teachers sittinginaroom learn- velopment” they their picture the term the term “professional de- hen most administrators most hear Relationships ofKnowl- .) Here that understand thenon-explicitknowledge to ment thatgivesthemtheopportunity develop- professional this modelrequire stood inthemoment.Teachers under It issomethingthatcanonly be under- needs ofthestudentsinclassroom. theirpracticetomeetthe about varying teachersgo howexpert does notreflect experience theactualclassroom from thatis isolated program prefabricated A ofstudentslearn. group a particular agogy andcontentinawaythathelps howtocombineped- teachers explore experiences.Thegoalistohelp room class- pedagoguesbasedonreal expert opment seminarbutcanbecoachedby devel- happen inatoolboxprofessional cannot oflearning schools. Thissort and lifeintheirclassrooms everyday of totheparticulars is howtorespond perspective whatteachersneedtoknow become abetterpractitioner. this From wayforateacherto the mosteffective onthoseexperiencesis reflection from inadulthoodandthatlearning learning in experience playsafundamentalrole vid Boud,andJohnDeweyargue that theoristsDavidKolb,Da- Learning happens. neglects thecontextsinwhichteaching ous exampledemonstrates,thisapproach astheprevi- and leaders.Furthermore, expert at [email protected]. intersection. You cancontact her teachers,on disability,their and University, interested inresearch at Teachers College, Columbia Joni Kolman teacherspossess. isadoctoral student Professional development based on this curriculum to reveal how it may be sup- impact how and what students learn and conception could involve bringing in ex- porting societal biases, and look at how how students are treated. This work also pert consultants to work with teachers they unintentionally privilege certain connects the teachers to the larger social within their classrooms, sending teach- viewpoints in their classroom and how and political issues in the particular com- ers out to observe expert teachers in ac- that can serve to discriminate against cer- munities around them. This approach tion, or engagement in practical inquiry. tain students. Without teachers having raises awareness that teaching practices Practical inquiry is a way for teachers to knowledge of the power struggles em- and curricula are not neutral; teachers improve their practice by examining their bedded in curriculum and pedagogy, and should be examining within their own day-to-day work in the classroom and without exploring its effect on their stu- communities how what they do and then reflecting on its utility and effective- dents, schools and communities, teachers what they teach impacts their particular ness for meeting the needs of a particular will not be able to teach students effec- students. Many scholars at major univer- group of students in a classroom. The tively. Because of the importance given in sities work with schools on enacting pro- ultimate goal is for teachers to become the Jewish community to working against fessional development for teachers that is more expert in how they teach students discrimination, I believe that professional true to this conception. as opposed to becoming more adept at development in this area is particularly gathering materials and reading out of important for teachers in day schools. Regardless of which approach schools teacher’s guides. choose to take, the departure from typi- If school leaders see an importance in cal professional development opportu- This experience-based approach to profes- teachers taking a critical stance and work- nities allows teachers to engage with sional development is particularly useful ing toward social justice, then the imple- their practices and become better teach- with novice teachers and non-profession- mentation of school collectives would ers and school and community leaders. ally trained teachers. Jewish day schools, Indeed, teachers do require their arsenal because of the dual curriculum, often hire people who are inexperienced as teachers but have content knowledge. This approach would provide these teachers with the tools to think about teaching as a non- generic process that requires adaptation and reflection. Moreover, it would help them structure their lessons more effectively and to learn how expert pedagogues think through how to teach content.

Under another conception of teacher knowledge, teachers are seen as “co-con- structors of knowledge and creators of curriculum… informed by their stance as theorizers, activists and school leaders” (Cochran-Smith and Lytle 276). From this perspective, teachers are more than just experts in curriculum and pedagogy and do more than just teach children con- of curricular materials in ororderder to run tent; they are there to support changing a classroom, but there is much greater the way society treats minorities and are serve as a valuable professional devel- value that comes from the other ap- key players in the fight for equality. To opment tool. This kind of professional proaches to professional development do this, they must look critically at what development would allow for teachers presented. Without teachers being ex- goes on inside their schools, curriculum, to construct local knowledge by taking pert pedagogues and leaders, they will and pedagogy to reveal how these ele- critical perspectives on theories of learn- never construct a curriculum that meets ments can be discriminatory. It has been ing and the research of others and apply- the needs of their students. Give the argued that much of the mainstream, ing it to their particular community. One teachers their tools, but use professional generic curriculum serves to ensure that example of school collectives is inquiry development time as an opportunity for הידיעון people from the dominant group (white, communities. Inquiry communities get teachers to adapt those tools, become male, middle- and upper-class, Christian) teachers together to examine their as- excellent practitioners, critical thinkers, are seen as superior, and all others as infe- sumptions, theory, and prefabricated and activists, not just vast catalogues of • HaYidion rior. Knowing this, teachers examine the curricular materials to see the ways these prefabricated methodologies. ¿

[37] [38] Developing Teachers הידיעון • HaYidion majority non-Jewish societyortochal- ing aJewishidentityand lifeina withpreserv- notthefirst towrestle are andthatthey outGod’sword, best carry withone anotherabouthowto agreed alsodis- and medievalcoreligionists ion inJewishsociety, thattheirancient hasalwaysbeenadiversityofopin- there that same time,studentscanalsolearn the UnitedStatesandCanada.At during a“GoldenAge”ofJewishlifein Jewishsociety,of muchEuropean and thedestruction from of lossandsurvival withthem stories alivetoshare survivors stillHolocaust are of Israel,whenthere isaJewishStateintheland when there living, moment intimewhichtheyare oftheuniquenessthisJewish learn thatstudentscan history Itisthrough dents finditaccessible,compelling,exciting,andmeaningful. sothatourstu- craftthatstory tocarefully selves, educatorshavearesponsibility busily,their liveswhentheyare ifnotunconsciously, theirsenseof constructing Jewishexperience.Especiallyatatimein ize andmakesenseoftheirownmodern theJewishpasttostudentscanhelpthemcontextual- The wayinwhichwenarrate ¿ Development Professional compelling. peting inﬂuences, historicalcontext canbepowerfully ameaningfulidentity inaworld ofcom-to construct so-called “me generation”teenager attempting Jewishhistory. story—especially a great Forthe students ways. insigniﬁcant Historyafter is all school’s curriculum,to stir the potential has I would argue, history,the in the subjects ofall 100, or—dare Isay it—1000years ago. Andyet, by Yona Shem-Tov life was like before Facebook, let to imaginewhat ourstudents and get to dowithme?” It’stry to hard enough their desks, wondering, “What’s this got often we imaginekidsslumpedover rap. think ofhistory class,When we too imagine what lifeimagine what was life 50, themto alone tryingto get igh schoolhistoryoften getsabad in Jewishin History grew out of a reaction tolivinginapar- outofareaction grew notnewandthatthey Herzl’s ideaswere ent than,andsimilartotheirown;that living inatimeandplacebothdiffer- livepeople,Jews to memorize,butreal notjustlines other commentatorsare thatRashi,Rambam,and appreciation brew. asenseofaweand Itcannurture Tanakh, Rabbinics,Talmud andHe- can contextualizewhystudentslearn If wedothiscarefully, Jewishhistory actors intheJewishstory. that mayentail,butalsotheytooare with allthecomplexityandopportunity Jewslivingin2008 came tobemodern notonlyhowthey for students:tolearn law. Thiscanbeliberatingandexciting ofJewish interpretations lenge prevailing [email protected]. versity. Shecanbereached at program at New York Uni- the Education &JewishStudies Past andadoctoral in student for Re/Presentingthe Jewish tor ofEducation andOutreach Yona Shem-Tov is the Coordina- is ticular circumstance; that much of what they take for granted has a story behind it and one that may resonate with them more than they realize.

It is for these reasons that RAVSAK and The Network for the Teaching of Jewish History (NYU) joined forces to create Re/Presenting the Jewish Past, an 8-month program designed to help teachers improve the teaching of Jew- ish history at their schools. This year’s participants included twenty-four outstanding educators from seven high schools across the USA and Canada. School teams worked collaboratively in revisiting their school’s mission statement and reflected on how the Jewish past is presented in This can be liberating and exciting for the life of their school. Teach- students: to learn not only how they came ers came together over five days last summer for an intensive workshop, to be modern Jews living in 2008 with all the where they met with leading scholars complexity and opportunity that may entail, but of Jewish history and were exposed to new research in both Jewish history and also that they too are actors in the Jewish story. education. There are no quick fixes for meaning- their curricula and to consider what School teams were facilitated by excep- ful change in how we present the Jew- meta-narrative students are consum- tional graduate students in the fields of ish past to our students. Jewish history is ing. What is working? What could Jewish history and Jewish education, taught and learned well beyond the walls use some improvement? What is the who helped educators outline concrete of the history classroom. It permeates minimum you want every gradu- plans for representing the way the Jewish our schools, from how we teach about ate of your school to know about past is presented in their curriculum—be fast days to why there is, or is not, an Is- Jewish history? How can you align it integrating the Jewish narrative into raeli flag in the classroom. This year, we these objectives? general history or revising course struc- challenge you and your faculty to criti- tures from chronological to thematic cally examine the narrative of the Jew- • Connecting to Scholars: Teachers approaches. Teachers had opportunity ish experience your school is presenting need time to be learners. Consider to meet with colleagues wrestling with to your students, and to ask yourselves partnering with a scholar at a nearby similar issues in other schools, to share how it may be shaping who they will be- university to present to teachers and resources and strategies, and to consider come. to discuss issues that teachers may new approaches. Each school team iden- be wrestling with, or with an edu- tified a goal for improving the teaching In your efforts to do so, consider: cational leader who can address new of Jewish history in their school and will pedagogical approaches. meet monthly with their Re/ • Time for Reflection : Time is a rare Presenting the Jewish Past liai- commodity in the day school. At • Cross Departmental Collabora- tion: Are there ways you can foster Jewish history is taught and learned well collaboration between teachers of history and Judaic studies in your beyond the walls of the history classroom. school? How do “general” history and Jewish history intersect in your son to discuss challenges and successes your next professional development school? Making time for colleagues הידיעון towards this end. By May 2009 seven day, consider giving history teach- in different departments to identify schools will have instituted significant ers in your school time to meet with places in the curriculum to coordi- changes in the way the Jewish past is pre- one another to reflect on areas of nate their efforts is a valuable invest- • HaYidion sented to their students. improvement, to look critically at ment. ¿

[39] [40] Mentoring Teachers הידיעון • HaYidion equals, from learning andwitheachother. peercoaching involvesthat mentoring in arelationship of the workplace.”in Peer coaching isclearlydifferent from one another; classroom research; conduct solve problems es; expand, refine, newskills; andbuild share ideas;teach to review current practic-together sional colleagueswork “a confidential processthroughtwo ormore which profes- tion ofaPeer Coaching Program”) definepeercoaching as Slater andDavid DesignandImplementa- Simmons(“The has gainedpopularityineducationandbusiness. Charles petitions. term twentythe years the last In ‘peer coaching’ preparationtrainingteam for com- and ofa sports coach involvesstanding ofasports the ongoing competition,the common andofcourse under- academic examination oranathletefor asports tutor, someonewhoprepares for astudent an chemistry. Acoach may alsobeakindofprivate the planning and execution of an action research project through whichpartici- through project the planningand executionofanactionresearch ismulti-faceted, itcenterson forday schoolleaders.Whiletheprogram program isayear-longThe LooksteinCenterPrincipals’ Program development professional Mentoring in the Lookstein Principals’ Program tofindhighlevelmentorsoutsidethe school. propriate newknowledge.Inthesecasesitisoftenap- andacquire as theytakeonnewroles It isalsoquitelegitimatetotalkaboutmentoringseniorteachers andadministrators membersmentoringnewteachers andnewadministrators. seniorschoolstaff more enterprises. In schoolsettingswecantalkabout most complexofalltheserelated thanpeer coaching,arguably therichestand or coaching,lessequalarelationship focusedthantutoring conception, lessnarrowly take place.“Mentoring”isarobust experienced personwhoiswiseinthewaysoffieldwhich thementoringwill withittheideaofa(perhaps)older,Mentoring, ontheotherhand,carries more ¿ Mentoring: School-based by Deborah Court “mentor” wise and trusted counselortrusted orguide,wise and especially in occupationalareas.” “Tutor” and “coach” are usually listedassynonyms,usually there are some but subtle differences between thethree terms. A tutor isgenerally aprivateteacher whosejob is to give individualizedis instruction in aspecificarea like French or is defined by most dictionaries as dictionaries isdefinedbymost “a , Bar-IlanUniversity andtheLookstein Center Principles to Live By the work to be done. From our expe- the worktobe done.From of thementor-mentee and relationship is “onthesamepage”about nature withmentees sothateveryone shared guidelines needtobedeveloped and context, andwhatethical practical means, whatitmeansinourparticular conceptionofwhatmentoring shared spent considerabletimefleshingouta Ourmentorshave ent thisinformation. guidanceonhowbesttopres- offering submittoLookstein, that participants reports research terim andfinalaction The mentorsgooverdraftsofthein- of information gathered. of information inthelight the changeinitiativeforward working withstakeholders,andmoving analysis, understandingschoolculture, practical guidanceondatacollectionand oftheadministrativeteam,offering rest members,andthe board meeting staff, make twositevisitstomentees’schools, mail contactwiththeirmentees,andthey maintain twice-monthlyphoneande- They project. to plantheactionresearch ing aten-daysummerseminarinIsrael dur- Our mentorsworkwithparticipants isguidedbyaLooksteinmentor.process ofchange.This theprogress ing affects ways inwhichtheiractingandinteract- ontheirownleadershipandthe reflect the datatellsthem,andexamine towhat ect, adjusttheplanaccording duringtheproj- ent stakeholdergroups differ- their schools,collectdatafrom achangeinitiativein pants undertake [email protected]. Program. Shecanbereached at Lookstein Center’s Principals’ the JosephH. of the director is Bar-Ilan University inIsrael and the SchoolofEducationin at Deborah Court is a senior lecturer isaseniorlecturer rience, it is important that in ev- Mentoring carries with it the idea of a ery mentoring situation the context, goals, ethical guidelines, and (perhaps) older, more experienced person boundaries of the mentoring be devel- who is wise in the ways of the field in which the oped, articulated, and shared between mentor and mentee. mentoring will take place. If, however, mentoring is to take place that the mentor will give, in specific ar- Mentoring: Principles to in some formal capacity, for instance, the eas, at specific times or intervals? What Live by assignment of mentors to new teachers, are the consequences of either party fail- the goals and boundaries of that rela- ing to meet his or her obligations? How tionship need to be defined. Is this rela- often should the parties meet and talk? 1. Define the Goal(s) and Boundaries of tionship to last a year? Two years? Is the Whose obligation is to initiate contact? If the Mentoring mentor available at every time of day or there are problems with the relationship night? Will he or she help with personal that cannot be worked through together, Sometimes an experienced teacher may areas such as a clash with another staff who is the responsible person to whom become a kind of lifetime mentor, or at member, or even problems at home, or the mentor or mentee can turn? least a long term mentor, to a new teach- is this relationship strictly about helping er. Sometimes an experienced principal the new teacher develop good instruc- 3. Define the Ethical Parameters of the Re- may become a long term mentor to a tional strategies and effective classroom lationship young administrator coming up through management? There will be fewer mis- the ranks. These are usually informal understandings and a more productive The most important ethical basis for any relationships, developed through the experience for both parties if these issues mentoring relationship is confidential- experienced person’s perception of the are thought through, discussed, written ity (see Lois Zachary’s excellent book younger person’s need or the younger down and agreed upon. The Mentor’s Guide for a full discussion person’s turning to the “wise elder.” Such of confidentiality in mentoring). Both relationships may have few boundaries 2. Define the Rules of Engagement parties, but especially the mentor, must and no well defined goal. The mentor commit to keeping confidential any in- serves as a sounding board and giver of What are both the mentor and the men- formation that is shared. The mentor הידיעון advice in all professional (and sometimes tee taking on as obligations? Are there and mentee need to define together what personal) situations. These relationships specific tasks the mentee is to accomplish confidentiality means for them, and what are built on a good shared chemistry and and/or report on, at specific times? Are its boundaries are. What, for example, if • HaYidion mutual respect. there specific kinds of help and feedback [continued on next page]

[41] [42] הידיעון • HaYidion [continued from previous page] much aspossible.Whatqualitiesshould toplanfor theseas that mayarise?Try possible competingethicalframeworks other there this.Are obligation toreport the mentee?Thementorhasanethical by an instanceofchildabuseisshared the schools are already delvingdeeply already the schoolsare their classesandclubmeetings, Within • • • • America: North across fourhighschools from participating great start thisyearwithstudents start great nix, Arizona) (Phoe- CollegePrep Jess Schwartz pus (Denver, Colorado) Herzl/RMHA attheDenverCam- Manitoba,Canada) (Winnipeg, Gray AcademyofJewishEducation (Boca Raton,Florida) Donna KleinJewishAcademy lanthropy Education is off toa Educationisoff lanthropy Project ROPE:RootsofPhi- Project Project ROPE Swing Full in but discussingandwritingdownsome the mentorandmenteeworktogether, whatwillhappenas possible topredict ride encouragement?Ofcourseitisim- honesty mightbepainful,shoulditover- encouragement?When spect, support, Honesty, therelationship? pervade re- its interests andvalues.InNovember,its interests foundation isandhowitdefines thropic whospoke onwhataphilan- thropies, Philan- andCharles Bronfman Andrea atThe of Special Projects the Director JasonSoloway,October callfeatured thropy, The andfuture. itspast,present, on theinsandoutsofyouthphilan- ROPE, spokeduringtheSeptembercall funderofProject Network andapartial attheJewishTeenPhilanthropy Funders ofYouthStefanie Zelkind,theDirector ROPE withintheirowncommunities. their initiativesinimplementingProject storiesof a guestspeakerandtoshare students gatheronthephonetohear elderly. Eachmonth,theadvisorsand on thisyear’seducationalthemeofthe ontzedakahand into theircurricula chel Bergstein [email protected]. ROPE, pleasecontactRa- about Project pating nextyearorwanttoknow more inpartici- interested schools. Ifyouare totenhigh expanding theprogram and newparticipants will berecruiting Thisspring,RAVSAKtextual learning. thropy, allwithinthecontextofJewish philan- direct ties andinIsraelthrough implement changeintheircommuni- to fundraisingandempoweringthem them tial initsstudentsbyintroducing ROPEfostersleadershippoten- Project students’ experienceintheprogram. tohelpenrichthe advice andresources theschoolsandoffer questions from ing theelderlytoday. Allspeakersfield delvedintoissuesfac- atDorot, Services Judith Turner, ofVolunteer theDirector 4. lems thatmayarise. framework withinwhichtosolveprob- a general ethicalprincipleswillprovide human. andtobe educators, tobeprofessionals can touchthebestofwhatitmeanstobe better. Thementor-mentee relationship waytomakeschools education, areal grow, itisasubstantivecontributionto and only achancefortwopeopletolearn Thisisnot thanitsparts. isgreater really The sumoftwopeople’sdeliberations ask, discussandadvise.Thinktogether. talk, guide. Plungein;bewholehearted; as apractitioner, butasacounselorand and experienceinawholenewway, not the mentortoapplyhisorherknowledge andachancefor bybothparties, learning for richopportunities offers relationship and forge ahead.Thementor-mentee poor communication.Dealwiththese, feelings,periodsof understandings, hurt maybemis- There ways beaneasyroad. willnotal- any meaningfulrelationship, The mentor-mentee like relationship, Once You Begin,BeWholehearted ¿ RAVSAK Moot Beit Din Update Jewish High School Network Word is out about this cutting-edge high school program in advanced Jewish studies. As participants say, The Moose is loose! The Moot Beit Din this year is off to a tremendous start, with far more schools participating than ever before. We’ve grown from 10 to 17 schools in one year! Mazel tov to the schools that have committed their students to the Moot rigor and excitement that only this program can provide: • American Hebrew Academy (Greensboro, NC) • Charles E. Smith Jewish Day School (Rockville, MD) • Gann Academy (Waltham, MD) • Herzl/RMHA at the Denver Campus (Denver, CO) Beit Din • Jack M. Barrack Hebrew Academy (Merion Station, PA) • Jean and Samuel Frankel Jewish Academy of Metropolitan Detroit (West Bloomfield, MI) • Jewish Community High School of the Bay (San Fran- April 23-26, 2009 cisco, CA) • Kehillah Jewish High School (Palo Alto, CA) 29 Nisan – 2 Iyar 5769 • Milken Community High School (Los Angeles, CA) • New Community Jewish High School (West Hills, CA) • San Diego Jewish Academy (San Diego, CA) Denver, Colorado • Shoshana S. Cardin School (Baltimore, MD) • Solomon Schechter Day School of Essex and Union (West Orange, NJ) For more information please contact • Solomon Schechter School of Westchester (Hartsdale, NY) Dr. Elliott Rabin at 212-665-1320 x302 • Anne & Max Tanenbaum Community Hebrew Academy or [email protected]. of Toronto (Toronto, ON) • Tarbut V’Torah (Irvine, CA) • Doris and Alex Weber Jewish Community High School (Atlanta, GA)

Mentors have been assigned, teams are now forming, and soon students will be preparing a challenging case by studying precedents from the Mishnah, Talmud, and poskim (rabbinic decisors). They will be convening in Denver after Pesach for a Shabbaton in the Rocky Mountains and a competition to decide the winning presentations. Thanks to the host school Herzl/RMHA for making this extraordinary opportunity possible. הידיעון • HaYidion

[43] [44] Mentorship for New Teachers in RAVSAK Schools הידיעון • HaYidion with the rules of the game. of the rules with new leagueandIwasn’t familiar er,to enter Iwas awhole about encouragement I received from Tovah. from encouragement Ireceived teacher andIwillalwaysbegrateful fortheinputand amuchstronger to teaching.Ileftthepilotprogram approaches andmulti-sensory brain-based learning on tices. Idevelopedmyunderstanding ofresearch onmyownteachingprac- andreflect lyze curriculum Tovahthe program, howtoana- Shimon,Ilearned Working program. brew of closelywiththedirector pate inthepilotstudyforfirstgrade Tal AmHe- topartici- The followingyearIhadtheopportunity my ownskills. and develop spend timewithherallowedmetolearn to an excellentmentorandtheinstitutionalsupport feedback.Thecombinationofhaving constructive riculum, modeledteachingpractices,andprovided cur-my ownclassfortheotherhalf.Miricshared assist thisteacherforhalfofthedayandthenteach and who hadthewisdomtoallowmeobserve Snir. Finkel, Ialsoworkedforaprincipal,Cheryl andhighlytalentedIsraeliteacher,a creative Miric was blessedduringthatfirstyeartoworkalongside alongtheway. mentorsIencountered incredible I the asaneducatorwere perseverance andgrowth I thinkthatsomeofthecontributingfactorstomy twenty yearslater? thatyearandwhyamIstillteachingalmost survive andevendemoralized.SohowdidI overwhelmed vividmemoriesoffeelingbewildered, I havemore some highlightsandmomentsofsatisfaction,but were I havenodoubtthatduringfirstyearthere ¿ Mentor: to Mentee From by Shelley Fogelson Shelley on Moshav Neve Ilan.that,to Prior Iwas involved years livinginIsrael, working withpreschoolers in avariety ofinformal educationalsettingsin first gradefirst teach- Hebrew the positionofa took as I England. backin1990, But I was verythe previous green! six Ihadspent the UnitedStates.job inaJewishday schoolin ighteen years ago I began my first teaching years agoIbeganmy first One Teacher’s Journey motivating particular children orwork- children motivating particular management, for adviceonclassroom Atothertimes,Ilooked school culture. a mentorforadviceonnavigatingnew to withme.SometimesIturned pertise theirex- outandshare enough toreach generous mentors, peoplewhowere havebeenother Along thewaythere ing with challenging parents. I am fortu- perience to become a skilled educator. I had the chance to provide an intensive nate to have found the support I needed training course for a teacher in another among my colleagues. Over the past few years, I have had the state who “inherited” a class and a new opportunity to work as a mentor with curriculum midyear. My current position I’ve learned that the men- as the Professional Devel- tor-mentee relationship opment Coordinator gives isn’t always easy. It takes me the means to support all patience and generosity on faculty members to enhance the part of the mentor. The their skills and knowledge. sensitive mentor antici- Amos and Celia Heilicher pates the needs of the nov- I look back with gratitude ice teacher and provides a to my mentors who helped combination of encourage- Minneapolis Jewish me to become the educa- ment, practical advice, and tor that I am today, and I survival tips along the way. Day School am committed to helping The mentee, on the other teachers new to our profes- hand, needs to be open sion find their way. ¿ to learning and to receiving feedback. Also, ment- Shelley Fogelson is the first ees have the responsibility grade teacher of Hebrew to actively learn about the and Judaica and Profes- school culture and think of the questions teachers just starting out. I like to look sional Development Coordinator at the they should be asking. Novice teachers at this as a way to “pay it forward,” to Amos and Celia Heilicher Minneapolis also need the qualities of patience and pass on some of the sage advice I received Jewish Day School. She can be reached at perseverance as it takes practice and ex- from my mentors over the years. Recently, [email protected]. הידיעון

• HaYidion

[45] [46] Mentorship for New Teachers in RAVSAK Schools הידיעון • HaYidion students and keeping them interested andactiveduringlessons.Inactuality,students andkeepingtheminterested Iam Ianticipatedachallengeinengaging attitudes asheadofmyfirstsoloclassrooms. indealingwiththestudents’behaviorsand dealofpressure I alsoexpectedagreat students havetaughtmewhatJewishvaluesanddayschooleducationproduces. me forwhatIhaveseenatthisschool.Thefocus,attitudes,andsheerenergy ofthese traininginpublicschoolscouldneverhaveprepared college classesandinternship thispositionisagoodoneforme.My discipline, andambitionthatIfeelcertain about lifeinaJewishdayschool.Thestudentshavedemonstratedsomuchrespect, toolsandconfidenceinlearning mewithgreat andprovided comfortable me very familiar. atB’naiShalomhasmade orevenvery Thestaff which Iamnotaffiliated ¿ Expectations and Adjustments by Shana Dege Initially, with environment aboutworkinginareligious Iwasnervous eginning of expectations andemotions,of expectations those ex- but choice hasbeenanamazingexperience. pectation andemotionscanbeamplified pectation any withlots newjobcanbefilled Starting meaning and is so important to you. meaning andissoimportant the jobholdssomuch tremendously when the first jobofmy careerthe first pathof of aNew Teacher overwhelmed withwork.Iteachallthe overwhelmed Additionally, aboutbeing Iwasnervous succeed atwhatevertheydo. teach themtobeevenbetterpeopleand a successfulexampleforthem.Iwantto mentor,self wantingtoimpress, andset me, whichIdidnotexpect.findmy- mination, however, to havetransferred sary. Thestudents’ambitionanddeter- not muchextrinsicmotivationisneces- isownedbythem,and and participate challenges. Thestudents’drivetolearn welcome, embrace,andliveuptothe expected ofthem;yet,theyallseemto high independencelevelbecausealotis students atB’naiShalomhavesucha The engaged andwillingtoparticipate. studentsremain with highstandards, lessons thatbyproviding I haverealized totheirschoolandschoolwork. are delighted athowdedicatedthestudents children from pre-school through eighth Unfortunately, in the beginning of my judgment calls better. Every day I am grade, and I also serve as the athletic di- first year, I sustained a personal injury learning more and more about how to rector and coach for five sports. I thought on a day off. After much anxiety and ap- develop class management skills which it would be really difficult to keep on top prehension about returning to work, I support student achievement. of my duties. Instead, I am finding that enough plan- Learning about Judaism so ning time is provided to that I can help explain tra- allow me not only to stay ditions, holidays, prayers, on course but also to get and kosher rules has also ahead. With this benefit, I not been easy. Through feel valued as an employee B’nai Shalom Day School reading and discussion and staff member. with people in the school, Greensboro, NC I am learning as much as Finally, I expected that I can about the religion dealing with parents might of the school in order to be stressful since B’nai Sha- have better rapport with lom has an open door pol- students and Jewish staff icy for visits. Instead, the members, as well as sup- school’s open door policy port the mission of the has created much more of school. a family atmosphere. The level of involvement with In closing, even though I parents is high, reflecting the strong learned that it is acceptable and encour- have just started this position, it has al- sense of concern that these parents have aged to ask for help. B’nai Shalom truly ready been an amazing journey and any for their children. The parents are won- is a family atmosphere where each staff feelings of nervousness or apprehension derful communicators, and the frequent member is an individual with needs par- have been replaced with excitement, open houses have made it very easy to ticular to him or her. I have to learn to confidence, and ambition to excel. On a stay in touch with them. trust that my needs will be met. personal level, I have a strong desire for my teaching to truly make a difference While my initial concerns have been laid It has been very challenging to make for my students. ¿ to rest, some circumstances have re- sure that behavior expectations are at the quired greater adjustment. Having been right level and to follow through with Shana Dege teaches physical education and a collegiate diver and gymnast, I am not consequences when necessary. I believe health, is the athetic director, and coaches completely familiar with all of the sports that once I have some experience under five sports at B’nai Shalom Day School in I am coaching; for example, flag football my belt and get to know the students Greensboro, North Carolina. She can be is completely new to me. I find that rely- personally, I will be able to make these reached at [email protected]. ing on parent volunteers combined with personal research helps me work through uncertainties and learn from the expertise of others.

Not always knowing the right person to contact for information or help has also been challenging. As a way of supporting the school, I offered to coordinate or- dering new school spirit wear, and I have had to find my way through the business administration to learn the process, including which departments need to be contacted, which approvals are needed, and how to interact with vendors. This הידיעון experience will be valuable in learning the steps required to deal with funds and forms. • HaYidion

[47] [48] Mentorship for New Teachers in RAVSAK Schools הידיעון • HaYidion enable the mentee to reflect on the pedagogical and discipline approaches shesaw. onthepedagogicalanddisciplineapproaches enable thementeetoreflect thementorshould tosampleamultiplicity ofteachingtechniques.Afterwards, order in thementor’sandotherteachers’classrooms should welcomehermenteeto observe Thementor within theframeworkofwhatwe knowaboutgoodteachingandlearning. role. Thejobofthementoristoallowhermenteefindown voice fine herown tode- becausesheisstilltrying sometimes unknowinglyadopts thementor’sapproach on thenoviceteacher. ofthepowersheholds. Thementee Thementorneedsbeaware role, onemustbecautious aboutimposingone’sownstyle When definingthementor’s students benefit. thatmentor, andensure process mentor andmenteeinthereflective mentee,and versioninherclass.Positiveandnon-judgmental interactionsaidboth the revised and willingtoimplement oftheprocess orative fashionallowsthementeetofeelpart Doing thisinacollab- able andopenthemselvestotheprocess. tion oneitherside.Bothmentorandmenteehavetobevulner- withoutaccusa- The interactionmustbepositiveanddirectional herpractice. could leadthenewteachertoimprove manner.threatening Thementorshouldfind“openings”which herlessonplan,inanon-judgmental,non- find waystoimprove and a mannerthatallowshertoevaluatewhatcouldgowrong pedagogy. Thementorneedstobeableengagehermenteein onthe then raisequestionsthatwouldaidhermenteetoreflect thementorcould oftheproblem, tee doesnotbecomeaware thestudents.Ifmen- the mannerinwhichshewouldinstruct byaskinghertomodel should helphermenteeseetheproblems thementor discusses alessonplanthathaspotentialproblems, However,the ensuingconfusionisimportant. whenmentor experience,andhavingtodealwith learning isaneffective Experiencing difficulty ¿ Giving Room for Growth classroom? inthe teacher, evenifthatmightnecessitatethementeeexperiencingdifficulties her mentee?Howdoesthementorallowmenteetocomeintoownasa oreducationalphilosophyonto approach, own pedagogicalmethod,disciplinary her thatshedoesnotproject push thisideaevenfurther,howdoesamentorensure herown experience?To from growing thementeefrom judgmental orpreventing shouldshetaketoallowhermenteebesuccessfulwithoutbeing What approach students,whatshouldshedo? working, orapedagogicaldecisionthatwillfrustrate by tor notes a clear problem in a lesson plan, a disciplinary techniquethatisnot inalessonplan,disciplinary tor notesaclearproblem Tamar Rabinowitz This scenario raises the issue, What is the mentor’s role? Ifthemen- This scenarioraisestheissue,Whatismentor’srole? uring that that despite thetremendous enthusi- during implementation. asm andcreativity inherlessonplan, my correct her or let herbecome aware herorlet correct ofit incomplete.to to decidewhether Ihad mentee’s were unclearand instructions apre-observation session, Inoticed

Charles E. Smith Jewish Day School, Rockville, MD this makes for effective mentoring. this makesforeffective intotheirteaching, rate theirreflections andincorpo- practices andtheirstruggles ontheir both mentorandmenteereflect mentoring.When ofeffective cornerstone isthe Mutualgrowth cisions asaresult. her ownlessonplansandpedagogicalde- action withhermentee,possiblyadapting inter- reflective every from and isgrowing process she tooisengagedinthelearning yearsofexperienceoverhermentee, more Evenifamentormighthavemany process. this ourselves andourteachingthrough about alsolearning that asmentors,weare sional journey. thefact reflects Thisterm “educational companion”onthisprofes- tobehermentee’s The mentorhasagreed her ownteachingstyleandphilosophy. rated intohermentee’sunderstandingof incorpo- thatfolloware that thereflections is toencouragethesequestionsandensure ofthementor mentee isinvested.Therole the dialoguethatensuesisoneinwhich posed bythementor. that Thisalso ensures whichisnotim- ter adialogueofreflection raise herownquestions;thiswillhelpfos- toencouragethementee It isimportant [email protected]. She can bereached at ville, Maryland. E. SmithJewishDaySchool in Rock- dents forthepast7yearsat Charles Tanakh tomiddleandhighschoolstu- Tamar Rabinowitz hasbeenteaching ¿ Mentorship: A Compass and Sounding Board for Teacher Retention ¿ by Amer Randell

he following is a composite of many stories II. Negotiating: We established clear work- that have been shared with me: ing guidelines and boundaries. My role was to be a supportive sounding board for collaborative reflection and brainstorming. I When I started teaching eighteen years ago in a private Jewish school, I was given made it clear that I was not a supervisor, my class schedule, curriculum, materials and best wishes for a successful year with advocate, or therapist. We established the my middle school students. My direct supervisor had expressed confidence in my frequency and mode of contact: face to face ability to achieve my professional responsibilities. He didn’t want me “wasting ‘his’ every two weeks (Starbucks 7:00 -8:00 PM, time with unnecessary meetings prior to my first day in my classroom.” When I asked how often we’d meet to discuss curriculum and my overall progress, he looked at me strangely and gave me a vague answer: “Other than your formal observation (which I am required to have before ninety days), we’ll meet here Donna Klein and there, as needed, which hopefully WON’T be too often…”

Over the next few months, I tried navigating through this new Jewish Academy, school as a driver would in a foreign country without a map, constantly wondering, “What do I not know that I need to know?” I Boca Raton, FL felt as though I was playing a board game, rolling the dice, hoping I’d make my way through the maze of my first year without “fail- ing the game.”

I myself had wonderfully supportive supervisors and colleagues who guided me through my first year. However, I often won- dered about the dedicated, hard-working teachers who weren’t as fortunate as I. every other Thursday). I made sure to give Why wasn’t there a formal plan to support teachers entering our profession or a our time together a prime time feel; I never new school? When I reflected on the countless number of support plans to ensure multitasked during meetings, and we stuck student success and retention, I found it ironic that nothing along these lines was in to our prepared agenda, so that we maxi- place for teachers. mized our time together. Additionally, we established ground rules about confidenti- During the summer of 2007, I was asked to join the third cohort of educators to ality, clarifying rather than assuming what mentor a graduate from the William Davidson Graduate School of Jewish Education can and can’t be shared with others. We set embarking upon a first formal position in Jewish education. Each mentor would SMART goals together (Specific, Measur- be matched with a mentee working in the same geographic area, but in a different able, Action-oriented, Realistic and Time- school. The training involved two intense days in August and a one day follow up ly), which helped us work productively. session, midyear, at JTS. We were trained by Dr. Lois J. Zachary, a specialist in adult development and learning, and principal of Leadership Development Services. Zach- III. Enabling: This was the meat and po- ary methodically explained to us the process and commitment involved to achieve tatoes of our collaborative work. We met our mentoring goals. Fran Urman, the mentoring program director from JTS , ad- regularly, reflecting on my mentee’s profes- vised me when I encountered difficulties along the way. sional growth by reviewing and challenging the SMART goals. I observed my mentee Once matched with a mentee, I began implementing the “four-step mentoring cy- teach and tried to give specific constructive cle” that I learned from the program: feedback. I logged one recommendation per month. הידיעון I. Preparing : “Getting to know each other” helped to clarify both sides’ expectations of this relationship and to establish an atmosphere of trust between us. We shared our IV. Closure: Once each goal was achieved, thoughts of what and who inspired us to enter the field of education. We spoke about we evaluated success by discussing the tools • HaYidion how our personal and professional joys and responsibilities impacted each other. [continued on page 66]

[49] [50] Mentorship for New Teachers in RAVSAK Schools הידיעון • HaYidion port when they beganwithus: when port munity, andhadneededmuchmore sup- our school, ourcurriculum, andourcom- to new they were still that fromthe fact teaching professiontake away didnot the to they were new not that fact The ourschool. at they started had when they they wished much more guidance the year,the beginningof had felt at how business office staffs, custodial staff andothers,whilealsoscouting outsupplyclos- custodial staff staffs, business office includingadvancementand Newteachers metthe“behindscenes”staff, Prep. We College beganwithawalkingtouroftheplacesand peopleofJessSchwartz aboutbuddiesbelow). as their“buddy”(more at theseats.Includedineachbag wasthenameofteacherwhodesignated waitingforthem were bystudentgovernment, with goodiesandsupplies,prepared oforientation,welcomebagsfilled the morning tional skills.Whenteachersarrived developmentoninstruc- bination of“nutsandbolts”discussionsprofessional New Teacher com- formal Orientation: Ournewteacherorientationbecameamore meetings. port newteachersup- new teacherorientation,abuddysystem,mentoring,andregular this yeartoincludearevised structures thatinmind,wechangedoursupport With to aschool,andnewteaching. so,ifateacherisbothnew fornew teachersissocritical.Howmuchmore support andwhybroad-based one understandswhybeinganewteacherissooverwhelming ofJonSaphier, aworkshopon“TheSkillfulTeacher”), (inthewords whoruns gery” Ifteachingis“atleastascomplicatedneurosur-ent communicationandmore. discipline, par- routines, grading,classroom instruction, includingcurriculum, area, fornewteachersinalmostevery support spoke abouttheneedforcomprehensive Troen. Vivian Troen onthesubjectbyBrandeisProfessor presentation to arecent Ihadthisfeedbackinmindaslistened andInstruction, ofCurriculum As Director ¿ of Base the Broadening their respective academicdisciplines. mid-way About adolescents, in they were and outstandinginstructors joining ourfaculty. to understoodandrelated They well inotherhighschoolsfortaught had many years before by ers. teachers were seasonedprofessionalsThese who ast Rabbi ElanaKanter year,teach- ourschoolhired someincredible new Support for New Teachers teachers about how lost they howlost teachers about fromthese wonderful someof the year,into Ireceived feedback

Jess Schwartz College Prep, Phoenix, AZ sure newteachers hadallthebasicmate- sure twofold:1)tomake My initialgoalswere new teachers(andbuddies)as agroup. I alsofacilitatetheweeklymeetings for and otherissues. instruction curriculum, meet withteachersindividuallyabout classesand of thenewteachers.Iobserve Iamamentortoeach ings: Inmyrole, Mentoring/New Teacher Meet- Support new teachers. withtheir intervals to checkinatregular quickly),andthebuddiescontinue very to knowcolleagueswithindisciplines meetingsallowthemtoget partmental outside oftheiracademicdiscipline(de- chose buddiesforournewteachersfrom mal guidance,andencouragement.We assistance,infor- andoffered struction, other daysduringthefirstweekofin- checked inwiththemthefirstdayand them outattheall-teacherorientation, buddy, apeer/colleaguewhosought Buddies: Eachnewteacherwasgivena community.larger JessSchwartz was awayofwelcomingteachersintothe forteaching,ourtouralso information teacherswithkey to wantingprovide availablefortheiruse.Inaddition ware, andsoft- ets, copymachines,hardware [continued onpage 61] ith the most generous Phase II focuses on strengthening the Judaic studies curriculum, overt Jewish culture and religious purposefulness of the school. Participants support of the AVI identify one lay and one professional colleague from their school com- CHAI Foundation, RAVSAK munity to participate with them in all aspects of Phase II, from Judaic welcomes you to apply learning and Shabbatonim to site-based program implementation. for a life- and career- Participants are awarded a $1,000 honorarium upon the successful completion of Phase I. In addition, they are changing professional provided with a $500 professional devel- development opportunity — opment fund for use at their discretion to support ongoing Judaic learning. Participant Project SuLaM: Study, Leadership and schools in Phase II are provided with a $1,500 Mentoring. grant for use in implementing Judaic change. All expenses related to Project SuLaM, including This unique, fully funded course of study is designed for profes- travel, are paid in full by the program. sional leaders of JewishL day schools who are established educators awaiting a meaningful Judaic studies experience of their own. Don’t miss this extraordinary opportunity for personal, professional, and communal growth! Project SuLaM also provides the rare opportunity for Judaically knowledgeable heads to serve as peer mentors. Open to 18 par- For more information on being a participant ticipants and 5 mentors from Jewish day schools in the US and or a mentor, contact Dr. Elliott Rabin at Canada, Project SuLaM will empower heads and other key admin- [email protected]. istrators more deeply to engage in and advocate for the Jew- ThroughT the various components of Project ish life of the schools they lead. SSuLaM, participants will engage in study Open to 18 participants and 5 tthath will enhance their ability to serve mentors from Jewish day schools in the US and Canada, Project as articulate articul and passionate advocates for rich SuLaM will empower heads and Jewish learning. We encourage school boards that other key administrators more recognize the importance of a well-grounded deeply to engage in and advocate Judaic school environment to empower their for the Jewish life of the schools heads of school to take part.” they lead. ArthurArArthurrthur W.W . Fried, FrFrieied,d Project SuLaM unfolds in two exciting phases ChairmanChhairman ooff the Board ofof Trustees,Trusteees,, of individual and institutional learning. In Phase TheThhe AVI CHAI FounFoundationdation I, which begins in the summer of 2009, school leaders are treated as “chief-executive learners,” entitled to a rich Jewish education of their own. Participants הידיעון emerge from Phase I as articulate spokespeople for Judaic learning in their community and school, empowered to engage in sacred text study, and newly confident in their leadership skills as heads of • HaYidion Jewish day schools.

[51] [52] Collaborative Development הידיעון • HaYidion communitiestheir forte. are cebook, MySpace, and YouTube. Indeed, learning Wikipedia,the useofsocialnetworks or like Fa- the mention ofblogging, blink at Googling, and teams,to working in it.they are goodat and donot They techniques. They usemodellessonsandhold sharingsessionsinwhichteachers constantly workonteam-building andproblem-solving ative discipline. Thegroups craftinglessonplans,andimplementing cooper- managing classrooms, conferences, networking. Studyteamsfocus onskill-buildingstrategiessuchasconductingparent activitiesand collaborative studygroup features yearinduction program The three trainedtobeeffective. tant SuperintendentLindaLippmann, inwhichteachersare underthe leadershipofAssis- inductionprogram, Islip doesitwithacomprehensive or better. of65 andpassfivestateexamswithascore academiccurriculum must takearigorous New York Regents Diploma.To Regentsdiploma,students graduatewithaprestigious oftheIslipSchoolDistrictseniorsgraduatedwitha This pastJune2008,98.5percent A Collaborative Instructional Team disciplines. studiedacross are oflearning sothatthemesandareas tolearning matic approach the Hebrew, Judaica,andgeneralstudiesteachersallworktogethertobuildathe- theyear.and to schoolandattimesthroughout curriculum isanarticulated There sessionsprior inorganized teambuildingandinformation and oldalike,participate Forexample,attheYavneh allteachers,new DaySchoolinLosGatos,California, become effective. neworestablished.Collaborationishowschools whethertheyare teachers tolearn, wayforall Collaborationisthemosteffective the solutionswillaboundeverywhere. Y-Generation thinkersand valued. Surround teacherswithacommunityofcreative andtheir contributionsare withrespect treated newandveteranteachersare where community alearning around structured connection becausetheyare that provide Inductionprograms teachers wanttocontributeagroup. oftheirfacultypeers.New plans tointegrateGenYteachersintheculture induction The mostsuccessfulschoolshavedevelopedcomprehensive ¿ Mentorship:Against Teacher Induction by Harry K. Wong also have at their ﬁngertips thousands ofprofes- also havetheir ﬁngertips at have ofdigitalresources,to millions access they ing both.today’s Many of only youngteachers not puters often provideto attain- the quickest means sional andsocialnetworks. areThey receptive where knowledgeispower and laptopcom- products ofanincreasingly globaleconomy, he Y Generation, fromto 1986, born 1977 are through Collaboration through erators, encouraged to be creative and erators, encouraged tobecreative ers viewthemselves asindependentop- organized. Teach-way mostschoolsare However, results. not produce thatisthe Peoplewho workinisolationdo results. teams. Thisisbecauseteams produce In mostcompanies,employees workin the bestintheirnewteachers. schoolsbringout cept ishoweffective innovative waystocatchfish.”Thiscon- collaboratingonnewand benefit from will withothersandeveryone formation “Teachstep further: thatin- himtoshare time.” TheYGenerationtakesthatone a mantofishandyoufeedhimforlife- a fishandyoufeedhimfortoday. Teach We’ve theadage,“Giveaman allheard Schools Effective andIneffective students. fostersasenseofbelongingamong turn of belongingamongteachers,whichin trict’s “family.” Inductionfostersasense ofthedis- teachers quicklybecomeapart team.New instructional sive, supportive inthedistrictasacohe- with everyone andtounitethem the district’sculture istoimmersenewteachersin program The majorfocusoftheIslipinduction intoateam-likeculture. ushered immediately ligible andnewteachersare for oneanother. Teacher isneg- turnover eachotherandbuildrespect from learn thor of teacher.school science Heisau- K.Harry Wong reached at [email protected]. on www.teachers.net. Hecanbe and writesamonthly column The First Days ofSchool First The isaformer high expected to do a good job behind closed schools, new teachers are ushered into a (Go to www.NewTeacher.com, “Signifi- doors. There is no cohesiveness to the classroom to sink or swim and teach in iso- cant Research and Readings on Compre- school’s curriculum, goals, or culture. lation. There is no comprehensive induc- hensive Induction,” for full details.) Collaboration is rare. tion program with a laser focus on training teachers to be effective. Giving Gen Y teachers a mentor runs Worse yet, new teachers seldom see an- contrary to their proclivities to learn and other classroom in action. Loneliness and In the private and nonprofit sector, new produce in a group environment. After a lack of support further exacerbate the employees are generally trained in a struc- year of sporadic one-to-one mentoring, frustrations of beginning teachers. To ask tured program, with the training continu- the new teacher retreats to the practice a Generation Y teacher to go solo in a net- ing until the employee leaves the company. of stand-alone teaching in an isolated worked world is writing that teacher’s epi- Most people understand that businesses classroom. Just to give a new teacher a taph, which might as well read, “Doomed continue to train workers in teams with spe- mentor will never produce an effective from the start.” cific outcomes in mind. Likewise, schools teacher. will see improved student learning if they Effective schools have a culture where harness the collective intelligence, creativ- The reason teachers leave and students teachers work collaboratively with other ity, and genius of their teachers in teams. do not learn is that in many schools, new highly motivated teachers in an orderly, Regretfully, in many schools—and we do teachers are given a mentor who typically focused school atmosphere. Effective not even want to consider those schools has no focus, goals, or mission other than teachers do not work alone; they work that do nothing to train their teachers—all to be available for support and help. There in teams. Effective schools are commit- the new teachers get is a mentor. is no development of teacher effectiveness ted to being a community of learners, from year to year; there is no coherent set where teachers work together, assess to- Mentoring vs. Induction of effective instructional practices to learn; gether, and learn together so that student and there is no monitoring of the process achievement improves. Mentoring and induction are not the same. by administrators. This is why teachers Mentoring is what one person does. leave when they say they have no adminis- That some teachers are ineffective may not trative support. be their fault. It takes three to five years Induction is a comprehensive process. Men- to produce an effective teacher. In some toring does not produce effective teachers. [continued on page 61]

We can’t cure genetic diseases. We can prevent them. Ask your doctor about testing for Jewish Genetic Diseases now.

There are more than 11 genetic diseases which disproportionately affect children of Ashkenazi (Eastern European) Jewish Ancestry. In fact, there is a 1 in 5 chance that Ashkenazi Jews carry one of these genetic diseases. Less frequently, these disorders occur in families of all ethnicities. Many of these diseases can be severe and may result in the early death of a child.

If you or your partner have any Jewish or Eastern European ancestry, consider screening for these diseases. One simple DNA test can detect if you are a healthy carrier הידיעון of a gene for one of these disorders and at risk of passing the gene on to your child. Ask your doctor for more

information or contact the Jewish Genetic Disease • HaYidion Protecting Consortium at (866) 370-GENE (4363) Future Generations Or www.jewishgeneticdisease.org. [53] [54] Collaborative Development הידיעון • HaYidion the way they did when they began teaching. they began the waythey didwhen teach classroomteachers fundamentally most what transpires? When confronted with a patient in distress, the doctorconsiders withapatient indistress, Whenconfronted what transpires? ofpractice.Whenapatientgoes to adoctorwithperplexingproblem, tine part asarou- useactionresearch methatthebestdoctorsIhaveencountered It struck knowledge, medicine. wedemandthebestscientific where onanotherprofession ment untilIreflected with thatassess- softscience.Ihadagreed itsaidthismakes“actionresearch” heard (itisassumedthatdistanceenhancesobjectivity). Ihave study isseenasavirtue thephenomenaunder from theseparationofresearcher In traditionalresearch andthefocusofinquiries. empirical studiesliesinthepositionofresearcher andtraditional betweentheconductof action research The fundamentaldifference actions.” theirfuture toimprove action, inaneffort conductedbythepeopletakingaction,ontheir own as“anyinquiry research Ihavedefinedaction allprofessions. oranotherinvirtually now utilizedinoneform than60yearsandis formore hasbeenintheliterature “actionresearch” The term What isActionResearch and Why isit Important? byteachersandfacultyteams. engagement incollaborativeactionresearch porting byschoolleadersencouragingandsup- Both oftheseobstaclescanbeaddressed 2. 1. change,are: resist two mostsignificantfactors,whichexplainwhyteachersandschoolsconsistently wasjustfine?The gies, andmostschoolscontinuingtooperateasthougheverything strate- of datafordecision-makingandtheneedtochangeinstructional importance Why thiscontradiction?thedisconnectbetweenrhetoricon ¿ Developing School Culture Action Research: AMethod for it may appear that educationalleadersare ﬁxatedthat on may appear it more things change the more they stay the same. While by improving andpro- academicperformance Most school cultures are hostiletomeaningfulcollaboration. are Most schoolcultures Teachers tochangetheirpractices. seenocompellingreason Richard SagorRichard data forthe decisionmaking, seems it yet ofcollaborationthe useof the virtues and ontemporary dent performance isstaticand performance dent moting excellent teaching, the reality is that at most schoolsstu- most at that reality is schoolleadersoften praise Improving Teaching and Clearly, thesolutions toschoolproblems physicaleducationtoTalmud. from vary the contentandskillsbeingtaught can dramatically instyleandexperience, and cally inskillsandattitudes,teachers differ radi- ucators andschools.Studentsdiffer applicablefored- for doctorsisevenmore necessary process The problem-solving judged as grossly incompetent. judged asgrossly patientasidentical wouldbe every treats Anydoctorwho maceuticals prescribed. asthephar-the successofatreatment tient attributes)hasasmuchtodowith often theuniquecontext(individualpa- otherpatienthad.Very spond asevery want mydoctortoassumethatIwillre- work inthatmanner. wouldn’t Icertainly pleasedthatmydoctors And Iamvery andsimple. pure That isactionresearch, with thepatient’sresponse. planinaccordance adjusts thetreatment or that his/herhypothesiswascorrect Finally,re-testing). thedoctorconcludes ally involvingperiodicexaminationsfor planandcollectsdata(usu- treatment outthe The doctor(andpatient)carries ity, thaneducatedhypotheses. nomore inreal- planare, andtreatment reasoning plan.Thedoctor’s develops atreatment and the doctordiagnosesproblem experience withsimilarpatients.Then physical examinations,aswellhis/her testsand through garnered formation the medicalknowledgebase,anyin- reached at [email protected]. motivation.and student Hecanbe research,action schoolimprovement, and educational organizations on he works asaconsultantto schools in Vancouver, Washington,where forthe Study inEducation ofInquiry Richard Sagor directs the Institute directs require the sensitivity and wisdom of organization all staff members should be tions such as, What precisely do want a those most attuned to the context. engaged in studying some aspect of their student to understand about tzedakah? work that relates to the school’s overall How do we want the child to feel about How is Action Research vision. To show how the action research tzedakah? What behavior changes do we Accomplished in Schools? process might be employed by teach- hope to see in the students? ers in a Jewish day school, I will use a use a hypothetical illustra- This results in the creation of a rubric The model of action research that I have used with schools concep- The solutions to school problems require tualizes the inquiry process as containing four sequential stages: the sensitivity and wisdom of those most attuned to the context. • Stage #1: Vision Setting/Identify- ing Achievement Targets tion: students learning about and com- that will be used to measure changes in • Stage #2: Articulating a Theory of ing to embrace tzedakah. knowledge, attitude, behavior and/or Action skill regarding the target (in this case, em- • Stage #3: Taking Action/Collecting Stage #1 Vision Setting/Identifying bracing tzedakah). Once a rubric has been Data Achievement Targets created, it serves numerous purposes. Not • Stage #4: Reflection and Reporting only does it clarify the achievement target The action research cycle begins by the for the researchers, but it communicates Action research can be conducted by an participants (e.g. the individual teacher, to other parties (students, parents, col- individual teacher, by faculty teams, or the primary grade faculty, the entire leagues) precisely what is expected. even by an entire school staff. The fo- staff, etc.) engaging in dialogue regard- cus for action research can range from ing actualizing the vision/targets. The Stage #2 Articulating a Theory of Action teaching tefillah to mastering math, goal here is to turn a vision into concrete from learning conversational Hebrew measurable outcomes. Collegially the It is only worth conducting action re- to understanding science. In a learning participants will develop answers to ques- [continued on page 60]

The Alexander Muss Institute for Israel Education (AMIIE) is dedicated to engaging teens and helping them discover, explore and embrace their connection to the heritage, culture, and land of Israel. AMIIE works together with Day Schools and community groups to customize their Israel experience bringing Israel’s living history into the hearts, minds and souls of all that attend. Tel: 1-800-327-5980 • Web: www.amiie.org Email: [email protected] הידיעון

• HaYidion ! e a r n i t In partnership with This is no ordinary trip - This is YOU in ISRAEL L t ! L i v e i o v e i t ! A journey you will never forget! L [55] [56] הידיעון • HaYidion mance,’ or‘incentivepay’—entails.” whatexactly ‘merit’—or‘perfor- agrees …as AndyGuessnotes,“Not everyone is delayed,sometimebydecades. because otherfactorsderailstudents. Andmuchofthesalubriousimpactteachers teachers, ofgreat efforts occursdespitetheheroic the worststudentperformance ment occurswhenteacherssimplygetoutofthewaybrilliant students.Someof not easilytiedtothesingularfactorofateacher:Some beststudentachieve- is studentperformance, ofteacherperformance, …the onemostobjectiveyardstick ofthecraftteaching. objective andfairaboutassessingtheperformance qualifiedforor …many facultymembersassumethatnoadministratorisremotely anddevelopment. growth professional payratherthantheirrightfulpurpose, suspect assubjectiveifusedtodetermine bythefacultythemselves,become …faculty evaluationsystems,eventhosecreated pay. performance resource, byhead-to-headcompetitionforalimited members assumewillbeundermined dependentuponaclimateofcollegiality, schoolsare …effective aclimatefaculty isanathematomostfaculties. Because… individual performance, By now, weknow ¿ Change Leadership: Re-thinking comparison.” fense, seemminor by the otherchangewill preoccupied by tryingto ameliorate that of- model. facultyThe besoannoyed and will pay to amerit the compensation system ing after you formtask force a to study chang- teeth anddrawinging of ofbattlelines, doit will,that change change, like all causegnash- strategy forthe faculty: “If you a to implement need by Patrick F. Bassett keep parents embroiled18months, for least at so the dress code.to achange suggest will tactic This before it to rectify yourtime parent body ﬁndsout, thing goes terribly awry,terribly thing goes andyouto buy need school leaderssomesardonic advice: “If some- ach new group ofheads, to addasimilar I’mgoing the parent body isdistracted.” Julyforthe Next youthe problem canﬁx youto hidewhile need year at the Institutefor year NewHeads, at the Igive why what is standard practiceinthebusinessworld,basingpayon whatisstandard Pay for Performance er baseoftalent intotheprofession. dent achievementandattracting abroad- stu- either oftwotypicalgoals:increasing such systemsinthepublicschools achieve isstilloutonwhetherornot jury search there- policy-makers andpunditsgrows, nationwide. Whileenthusiasmamong ofteachers atleast10percent affecting payplans, this yearalongforperformance than$500millionallottedfor with more years, intheUSlastthree taken off tiatives inthepublicschoolsectorhave payini- performance gigantic resistance, thatdespitehistoricand mann observe James W. GuthrieandPatrickJ.Schuer- team success.) better forteams:praiseandspotlighting seemtowork non-compensation rewards andteamwork. (Andinfact than trust and exasperationrather genders distrust achievement,sinceitoftenen- reward mance ofindividualsandteams intends forittoachieve:boostperfor- doesn’t quiteachievewhatmanagement mance pay, whichsomeschoolsalsouse, Soeventeam-basedperfor- formance. their paybetiedtosomeoneelse’sper- andthinkitunfairthat to beeffective theircolleagues because theydon’ttrust individualpaysystems individuals prefer ofteams,infact, theeffectiveness crease that thiscompensationstrategywillin- basedonthetheory team performance, or ofemployees’payongroup least part 1000companiesbaseat 85% ofFortune writesthatwhile Kimberly Merriman [email protected]. DC. Hecanbe reached at Schoolsin Independent Washington, the Nationalof Association of Patrick F. Bassett is the president is So why would and should school leaders 3. The War for Talent : The competi- graduating from college now have wade upstream against the tide of faculty tion for talent is heating up, signifi- introduced some incredibly difficult resistance? Because downstream a storm cantly. The baby boomer teachers, challenges to the workplace. If the is brewing: largely highly talented women, are research on the Millennials is correct about to retire. Since women of (and early experience with them in 1. Board Demands for Strate- that generation had few career the marketplace seems to indicate it gic Accountability: Boards, options other than teaching or is), this next generation of teachers typically consisting of a good number of business leaders, The bright side of the change to the rightfully insist on maximiz- ing their investment in salaries Millennials: They are incredibly idealistic, and benefits and increasingly under- task-oriented, ambitious, and risk-tolerant. stand that fixed scales remove any incentivizing levers for change and nursing when they entered the job will be much more demanding of progress. Instead of pay scales on a market in the late 60w and early 70s, higher salaries, more rapid advance- step system that favors years of expe- public and private schools benefit- ment, and more options for creativ- rience and advanced degrees (neither ted, and both systems had a heavy ity and leadership. (This is why they of which necessarily correlates with proportion of exceptionally bright all want to work for Google.) So a superior performance), enlightened teacher candidates (with high SAT traditional step system of compensa- boards ask school leaders to develop and GRE scores and grades, a proxy tion that only rewards, slowly, years a compensation philosophy, one that for stellar verbal abilities necessary of experience and advanced degrees addresses the key desired outcomes for effective teaching, graduating is less likely to attract the talent we’ll for pay: a) attracting and retaining from the top of their classes at se- need and want. What we can antici- talent; b) incentivizing change and lective colleges and universities, a pate from the new work force is that thereby moving the institution for- proxy for achievement-orientation, it will be less institutionally loyal, and ward; c) rewarding initiative and ambition, leadership, and success- more transient. The bright side of performance. orientation). Now, given the wide- the change to the Millennials: They open career opportunities for wom- are incredibly idealistic, task-orient- 2. Higher Benchmarks for Salaries: en (and minorities), the prospective ed, ambitious, and risk-tolerant, all Starting salaries for public school teacher pool from education schools of which will make change, includ- teachers have a new national bench- is weak: students with the lowest ing compensation-system change, mark: $42,500 for 2008-09, estab- SAT-scores in the weakest programs more achievable and agreeable. lished by the Denver Public School of the least selective colleges and uni- system, and rooted in a pay for per- versities. The one exception: Teach 5. A New Value Proposition for formance model supported by the for America, where America’s “best Schools: NAIS’s call over the last teachers union, ProPay. Since all and brightest” sign up for combat several years for re-engineering independent school teachers (and duty in American’s most challenged school finance in the name of finan- their spouses who have an interest schools. Note to self: the attraction cial sustainability has migrated be- at stake) benchmark their salaries for these bright stars is two-fold: the yond being “relevant” to becoming against public school norms (na- opportunity “to give back” after re- “urgent.” Both NAIS and ISM (In- tional or local, whichever is high- ceiving so much; the distinction of dependent School Management) for years have been noting that schools can only have two of the three fol- Despite historic and gigantic resistance, lowing factors simultaneously in performance pay initiatives in the public play: small classes, high salaries, and modest tuition increases. NAIS’s school sector have taken off in the US in the last take on this equation is that “small three years. classes” is a proxy for “individual attention”; “high salaries” is a proxy for “high quality faculty”; “modest er), a new high water mark has just being chosen into a very, very selec- tuition increases” is a proxy for “ac- הידיעון been set, especially for those schools tive program. cess and affordability.” For the last that recruit nationally. If we’re going two decades, independent schools

to have to pay more, we may as well 4. Accommodating the Millenni- have committed to the first two fac- • HaYidion try to get more, the reasoning goes. als: Our own children and students tors at the cost, literally, of forsaking

[57] [58] הידיעון • HaYidion proactively as part oftheir“warfortal- aspart proactively leaders shouldplanforitand leverage it salaries,butschool paid higherstarting andthelowestpaidteachersare ers retire pen naturallyasthehighestpaid teach- Thiswillhap- leadership opportunities). new schoolwithhigherpayandsome (10-15 yearsasateacher, movingtoa end(three-to- tion happensatthefront and rangeofsalaries,sincemostattri- istoflattenthescale dent opportunity Compressed Middle LowerTop,Salaries: HigherStarting, grab onto? the“lifeline”strategiestheycansafely are waters,what their elbowsintherushing upto stream, in thepayforperformance So, onceschoolleadersfindthemselves agent everagent goesunpunished.” eration abouttoretire. gen- easilythanforthecurrent more for thenextgenerationofteachers wecanchangetheequation here: the equation.Andbrightspot room inchanging significant wiggle mostschoolshavesome programs), ably inallschools(exceptforLD in independentschoolsandprob- success andachievement,atleast bearing onstudentorschool class sizeupto22–25hasno iscompellingthat research however achieved).Sincethe faculty andstudents:totalstaff, ratiosofstudents: efficient more es, withlarger classes(oratleast salaries andmodesttuitionincreas- pairoffactors:high ing adifferent callsforchoos- fluent. Sothefuture ofallbutthemostaf- out ofreach because pricehasputtheirservice demandhassoftened point where have hitorpassedthe“price-break” crisis haspunctuated:Manyschools economic intimated, thecurrent lineshave Whatourtrend the third. As Ifrequently (and observe occasionally experience),occasionally “No change the profession) and mid-career andmid-career the profession) five yearsasateacher, leaving : Oneratherevi- • alternatives: namely three options toafixedscale, for performance” many successfully, withthevarious “pay ofschoolsthathaveexperimented, scores any schoolleaderlistserv, onecanfind Hybrid Systems additional compensation. and clude title(i.e.,status),recognition, etc. Theseleadershipoptionswouldin- tor, gradedeanofstudents,leadcoach, specialist,newteachermen- curriculum have ashottofill:grade-teamleader, tions thatevenyoungteacherswill leadershipop- have manymore chair,”beyond “department we’ll tions). I’mimaginingschoolswhere to haveleadershipandhigherpayop- teaching tojumpadministrationjust in theteachingtrack(andnotforsake that allowteacherstostay portunities leadershipop- more diately bycreating Wecareers. shouldchangethatimme- allotherprofessional ties, unlikevirtually noadvancementpossibili- are that there is weakness ofteachingasaprofession Leadership Opportunities compelling seling out”becomesamore highpaydemands,then“coun- relatively thatthe tothehighstandard performing is tosay, ifanindividualteacherisnot tion isthevariable,notone’spay. That the sameworkandbecauseone’sposi- doesabout disparate becauseeveryone be thattherangeofpayisnotsowidely payscale.The“newtake”will pressed shiftistocom- “pay forperformance” strategy.ent” recruitment Thesimplest in theteachingtrack. model of rewarding outstandingin- model ofrewarding “bonus” systems(thecorporate We shouldcreate more leadership opportunities that teachersto allow that stay opportunities management obligation. : By posting a query on : Bypostingaquery : Asystemic m n o d g “ p- c e y e sake ach, find me- ted, rate sta in- an j in- op- a pay n- on r, ust l e d y ,

• • porating theessence incor-hybrid approach, acceptable firststepmaywellbea ing hybrids.Theleastdivisiveandmost basicmodels,includ- tives tothesethree toimaginealterna- theyform task forces NAIS encouragesschoolleadersandthe p hy orating t b r id various career stages) various career qualityassessmentsat or out”forces “up model ofascendingrankswhere “faculty rank”ladders(theuniversity skills) ping rangesbasedonworkloadand sions modelofflexibleandoverlap- “overlapping bands”(theprofes- dividuals orteams) a pp roac h e essence h , i ncor- of all three models in a “more pay for sion to the mean (“watering down” to fined performance criteria, essentially a more work” approach, a more conscious- the point of acceptability and thereby “pay-at-risk” option that would punish ly driven transitional stage of doing what removing the most salient elements); poor performance with no pay increase schools have done informally from the be- b) the change curve downside: collat- (and probably probationary status) but ginning: find ways to reward the “stars” eral damage to collegial relations among reward good performance with a pay in- in the system outside of luring them into faculty, including anger, hostility, sad- crease well beyond COL. administration and out of teaching. This ness, mourning, depression, subversion works as the administrative team annually by those who oppose the change in the As I frequently observe (and occa- assesses the “high performance/good at- discussion and resist it in implementation sionally experience), “No change agent titude” members of the faculty and invites and practice by their colleagues. So how ever goes unpunished.” So the risk for them into a newly created leadership role about a new pay-for-performance system leaders is one that they knowingly signed or heavier schedule, in addition to the that is voluntary, at least during a pilot, up for: to lead. Leadership requires change teaching responsibilities, not in place of transitional period, targeting early adopt- because change in the external and inter- them. Who, at whatever age and stage in ers and forsaking the one-size-fits-all ap- nal environment is inevitable and constant. their career, can teach larger classes, take proach of most consensus-based policy Standing still in the stream means getting on more sections (e.g., six sessions meet- changes? For example, a school could re- behind. To avoid change leadership is to ing four times a week rather than five sec- quire all new hires to be on the new pay- manage rather than to lead, to be the care- tions meeting five times a week), take on for-performance system and give current taker and not the visionary. Since compen- additional leadership roles, coach more employees a choice: Choose security at a sation is the driver of all school budgets athletic and other extracurricular teams, fixed annual cost-of-living increase to sal- and will be forever, change leadership is in adopt more technologies into their class- ary, or choose pay for performance, with the arena of compensation strategy is no rooms, invent more creative lessons, etc.? one’s raise attached to the school-de- longer an option. ¿ This change strategy has always worked in the past because base salaries progress with the system in place and don’t jeop- ardize the system that other faculty mem- Senior Educators Program bers favor, but “rewards” gravitate to the of the Hebrew University of Jerusalem all-star performers who are identified and Melton Centre for Jewish Education recruited by school leaders. And those rewards and additional assignments are • Explore Innovative Approaches to Jewish annually determined rather than perma- Education nently incorporated into base salary, so • Probe Critical Issues in Jewish Thought renewals of the rewards are dependent • Generous Stipends for Study and Living on performance. Expenses

Change Leadership Strategies: The greatest impediment to any change in The Senior Educators Program offers Jewish educators schools (and in many churches, syna- from all over the world, representing every stream of gogues, and mosques) is the cultural at- contemporary Jewish life, a unique opportunity for tachment to consensus. For complicated professional development and personal enrichment. The cultural and psychological reasons, even one-year program is held at the Melton Centre for Jewish schools and religious institutions that Education at the Hebrew University of Jerusalem. The are deeply liberal in social issues tend to be deeply conservative about organiza- program accepts only five North American candidates a tional change, so the decision-making year. process tends to be inherently weak, Applications Currently Being Accepted for the since consensus is the enemy of change. One “change management” strategy 2009 Academic Year is to proscribe what decisions get to be For more information, contact Jonathan Fass at made consensually, and what get to be [email protected], Mandy Huglin at made administratively. Just that one [email protected], or go online at הידיעון cultural and operational change would sep.huji.ac.il take schools upstream on any number The Senior Educators Program is a program of the of issues, without the same two costs of Hebrew University of Jerusalem • HaYidion consensus decisions: a) initiative regres- and the Jewish Agency for Israel

[59] [60] הידיעון • HaYidion and Developing School Culture Action Research: AMethod for Improving Teaching changes when and if things aren’t work- changes whenand ifthingsaren’t Note: made duringtheimplementation. as writtenand/ordocumentall changes ofaction it iscriticaltofollowthetheory is whywhenconductingactionresearch This document exactlywhattranspired. be abletoanswerthisquestionifwecan accounted forthissuccess?We willonly howwillweknowwhat tzedakah rubric, atthetopof all ourstudentsscore successful. If very Let’s assumeweare actions andintendedstudentoutcomes. about collectingdataontwothings:our bedisciplined tant thatactionresearchers itisimpor- ofaction.Forthisreason, ory specific hypothesescontainedinourthe- istovalidateorinvalidatethe searchers esis untiltested.Ourgoalasactionre- ahypoth- ofactionremains lated theory Even themostsoundandclearlyarticu- Stage #3Taking Action/CollectingData yourgoal. planningtodorealize are whatyou and one’scolleaguesprecisely students,parents, foralerting instrument isahelpful ished graphicreconstruction destination.Thefin- toadesired route because theyvisuallydisplaythebest “implementation roadmaps” structions I callgraphicrecon- tzedakah rubric). onthe outcome(e.g.,highscores desired the thatmustoccurtoproduce erything reflects ev- or amind-map.It flow-chart lookslikeapostersized reconstruction Acompletegraphic reconstruction.” this dialogueiswhatcalleda“graphic the localcontext.Whatemerges from whatweknowabout tering thisthrough ourpractice,andfil- dom gleanedfrom sion’s knowledgebase),addingthewis- (ourprofes- about teachingandlearning applyingallthatisknown action requires of disciplined thinking.Buildingatheory and muchrigorous Stage #2requires significantimprovement. ble toproduce wefeelitis possi- onissueswhere search [continued from page 55] Teachers tomake mustbefree modified, and/ordeletedinthefuture. into whichactionsshouldbecontinued, leadtoinsights Thoserecords transpired. isabletodocumentwhat truly researcher theteacher- theuseofajournal Through though onanexperimentalprotocol. by ateacherfeelingcompelledtofollow ing. Studentsshouldn’tbevictimized initiatives thatdidn’t workasplanned thethoughtful as muchfrom will learn way knowthat,aswithallscience, they Facultiesthatworkthis their learning. teamstodisseminate for actionresearch nalized, facultymeetingsbecome venues hasbeeninter-ethic ofactionresearch the Inschoolswhere cohesive program. and acoherent work togethertoprovide communityto faculty asaprofessional ontheabilityof will ultimatelyrests atJewishdayschools,success curriculum the caseoftzedakah,aswithmuch notoursalone.In choose topursueare manyofthegoalswe Equally important, inteamsissopowerful. action research pected findings.Thisiswhyconducting tonuancesandunex- I willbealerted thelikelihood mydata,thegreater review setsofeyesthathelpme enon, themore If Iamseekingtounderstandaphenom- inevitablybetterthanone. Two mindsare Stage #4ReflectionandReporting would anyoneofthemalone. than picture comprehensive a farmore havior data.Thesedatasetswillproduce be- andreview parents, students, survey things:interview might electtodothree tzedakah.Totowards accomplishthiswe derstand changesinthestudents’attitudes brace tzedakah,wedecidewanttoun- onhelpingstudentsem- sess ourtheory Let’simaginetoas- of multiplesources). triangulate ourdatacollection(makeuse weshould onstudentperformance report Tosources. avalidandreliable provide bymultiple in datathatiscorroborated confidence comes. Intuitivelywevestmore tointendedstudentout- eration pertains disciplineddelib- requiring The otherarea from thosethatsucceeded. from ture: our learning isnevercomplete. ourlearning ture: demonstrating amajortenetof ourcul- theirteachers dents, thestudentsobserve atively anddosoinfullviewof theirstu- school electtostudytheirwork collabor- ings. WhentheteachersataJewish day understand- profound deeper andmore togenerate gether todebate,inaneffort together asacommunity, togatherto- oftheJewishpeopletostudy the nature themillenniaithasbeen Throughout learning. ofprofessional the process nity deepens,asdoesitscommitmentto thefaculty’ssenseofcommu- provement successful locallydevelopedschoolim- each With andimprove. tend toprosper andgrow, teacherslearn where students of teachingfarlesslonely, butinschools maketheact laborative actionresearch ing. Notonlydoesengagementincol- ofteachingandlearn- attack problems teaching inschoolsthatcollaboratively manypositivethingsabout are There ofconsideration. worthy theoriesofaction evidence ofalternative uted toteachercharisma,butisviewedas studentsuccessisnolongerattrib- where communities,”places into “professional themselves schools havetransformed These becomes fundamentallydifferent. dataandschoolchange titude towards hastakenhold,theat- action research However, theethicof inschoolswhere norchangeoccurs. learning data,neither disconfirming to confront tence intoquestion.Absentawillingness ing datathatmightbringtheircompe- fessionals willintuitivelyavoidconsider- doinggoodwork,isolatedpro- they are data.Needingtobelieve titudes towards unhealthyat- ofisolationbreed Cultures many schools,teachersworkinisolation. world’s secondmostprivateact.Intoo It hasbeensaidthatteachingisthe Conclusion ¿ Against Mentorship: Teacher Induction through Collaboration [continued from page 53] fective school is a building with teachers depend on each other for the creative so- The Major Role of an who have only the parking lot in common. lutions to our problems and the collective Administrator inspiration to design lessons that will im- Study after study has shown that most new prove student learning. teachers would forego more money in favor In Judaism, the weekly observance of of a good administrator, the chance to work Gen Yers like structure and want schools Shabbat and annual celebration of holidays collaboratively with other highly motivated to give them clear rules and procedures to such as Rosh Hashanah and Passover with teachers, and an orderly, focused school at- follow. They need to see clearly the value family and friends are ways children be- mosphere. of their work. They want their work to be come acculturated to the traditions associ- relevant, have impact, and offer them a di- ated with their religion. Studying together Gen Ys Learn Best by versity of experiences. They are receptive to with others in Jewish day schools, bar/bat Collaboration the wisdom of older, seasoned teachers and mitzvah classes, and in synagogue is an- administrators. They also want their valu- other example of how a group of people able contributions appreciated—they want establishes, nourishes and creates continu- Gen Ys live in a global society where ev- their ideas to be heard by expert listeners. ity of learning over time. Just as Judaism eryone is on the same playing field shar- guides its adherents in both practice and ing information and solutions to produce This next generation of teachers is the most belief, a comprehensive induction program outcomes. The Gen Ys are output ori- intelligent, talented, competitive (and com- is structured to guide the new teachers in ented, success oriented, and thus student- pulsive) group this country has seen. It’s a both the practices and beliefs of a school. achievement oriented. Gen Y teachers want Renaissance generation with much poten- to be involved in a collaborative way. They tial if we put the future in their care. They The major role of a head of school or princi- are a generation of great team players, and are more interesting, more confident, less pal is to establish, nourish, and disseminate by channeling their talent for working to- hidebound and uptight, better educated, a school’s culture. You can see this has been gether, we will see improved student learn- more creative, and even unafraid. The gran- accomplished because an effective school ing. Education is a collaborative endeavor; deur of the future is in their capable hands. has a discernable culture, whereas an inef- no one individual has all the answers. We Let them work together. ¿ Broadening the Base of Tips from the Support for New Teachers Corporate World

[continued from page 50] [continued from page 35] rials, information and problem-solving support they needed for classroom teaching; and 2) to do training on instructional skills that the • Clearly states that failure to meet and maintain ac- rest of the faculty had done in prior years, as a way of introducing new ceptable standards may result in termination teachers to our school’s professional development language. • Establishes a specified time frame in which im- We have dealt with a range of issues thus far. Logistical issues of hard- provement is required ware needs and classroom space were tackled during the first two weeks of school. Basic needs were taken care of, and since then, we Termination: If the teacher’s performance does not im- have done problem-solving for issues in particular classrooms, as well prove to the desired level, you should consider termi- as studying and analyzing parts of instructional skills. nation. Termination is usually appropriate if a teacher has received notice of performance problems and has In the formal written feedback, as well as through informal comments, failed to make acceptable progress toward correcting new teachers have reflected back to us their feelings of being support- them. ed, and their appreciation for the many ways in which they have been helped, guided and welcomed. The ultimate indicator of success will be The expectation for stellar performance has to come הידיעון how well teachers were able to teach, and how much and how well our from the head of the school. If a school values high students were able to learn. So far, the results look promising. ¿ performing teachers and wants to do everything pos-

sible to help the staff become 4 star players, then you • HaYidion Rabbi Elana Kanter is Director of Curriculum and Instruction at Jess will create a school not only where parents want to Schwartz College Prep in Phoenix, Arizona. send their children but where teachers want to work. ¿

[61] [62] הידיעון • HaYidion The Case for Certiﬁcation of Teachers Jewish in Schools stand.) Suffice ittosay thatthiswasgreet- stand.) Suffice a wittycriticism whichtheydidn’tunder- ignoramus.Hewas offering an untutored lit.people oftheland,alsomeans ha’aretz, wasmissed,am (In casetheplayonwords ing Zionism.We nowam ha’aretz!” are byothervalues,includ- totally replaced People ofTheBook.Now, that hasbeen edge. We amhaSefer, stilltruly The were peoplevaluedstudyandknowl- came here “WhenIfirst made thefollowingremarks: He aftermanydecadesofservice. retired a synagoguewasfetedatdinnerwhenhe too well.Thescholarlyshamash(sexton)of Klein Shapiro, by Dr. (related Miriam The followingstory tunately, thisisnotthecasetoday. toteachersandscholars.Unfor-est respect being welleducated,andshowedthehigh- Wetrue. havealwayspridedourselveson cation thanthegeneralsocietyisnolonger inedu- about Jewshavinghigherstandards [continued from page 11] dia, andsocietyingeneral,competeforan adolescents inanagewhenvariousme- purposefulnessin religious how toinspire dents, andeducatorsneedguidanceon stu- pects ofschoolfunctioning.Parents, understanding thatisinfusedintoallas- or seminar, global asopposedtoamore this topic,theoutcomeisoftenaprogram tion. WhenJewishschoolsdoapproach sociology, educa- andgeneralreligious the wisdomoffieldspsychology, in anon-systematicway, by uninformed andspiritualgrowth religious approach Currently, most,ifnotall,Jewishschools the RAVSAK appearson article website: www.ravsak.org/hayidion. Purposefulness, presentsthat current research the subject. on the version full of The issue,the last theme of the on Religiousthe beginningofanarticle following The is ¿ Purposefulness Religious Measuring and Promoting by Dr. Scott J.Goldberg a”h ) illustratesthispointall and a strategytomeetthisgoal: of aspart recommended following stepsare development.The and qualityprofessional plan, whichincludesmentoring,incentives, ofalarger teachers inJewishschoolsispart forall systemforallteachers.Licensure reer ca- professional sustainable andrewarding munity’s challengeincludesdevelopinga which teacherscanthrive.TheJewishcom- in build ahighqualityteachingprofession We to haveanobligationtoourchildren itamongststudents,andtogather increase ness, toimplementpracticalstrategies purposeful- toreligious related est research aboutthelat- course oftwoyearstolearn school administratorsandteachersoverthe is bringingtogethereightteamsofhigh tween schoolanduniversity. Thisinitiative these issuesinauniquecollaborationbe- the AzrieliGraduateSchool,isaddressing at stitute forUniversity-SchoolPartnership oftheIn- aproject Adolescent Children), RUACH (ReligiousUnderstandingin • • schools inthiscountry. forJewish state ofteacherpreparedness the exceptions) doesn’tfullycomprehend community asawhole(withsomenotable gation didn’t“getit,”sotootheJewish ed withwildapplause.Justasthiscongre- adolescent’s attention. Dr. David Pelcovitz Adopt National Board ofLicense cri- Adopt National Board ish schools. toallteaching positionsinJew- entry for Set andmaintainhighstandards in Jewishin Day Schools versity. the AzrieliGraduateSchool,Yeshiva Uni- Joseph StrausChairinJewishEducationat David Pelcovitz,PhD,istheGwendolyn& Azrieli GraduateSchool,Yeshiva University. Institute forUniversity-SchoolPartnership, Scott J.Goldberg, PhD,istheDirector ofthe funded bytheAVI CHAIFoundation. whichhasbeengenerously this project, leading weare versity-School Partnership, As seniorfellowsoftheInstituteforUni- theseexperiences. from so otherscanlearn data onstudentandschool-widechanges development. tive, andcontinuous systemofprofessional apersuasive, effec- Thisrequires learning. fessional developmenthave on student the impactthatqualityteaching andpro- and accountability. We mustkeepsightof focus oneducationalpractices, standards, The Jewishcommunitymust sharpen its • • • • on apercapitaoflicensedteachers. Allocations toschoolsshouldbebased tification. forcer- Enact incentivesandsupport achievement andteacherlicensure. Collect andusedataonstudent lic. pub- Make dataonteacherlicensure system. andentry-level tions foramulti-tiered withsomemodifica- teria forlicensure ¿ School-Based Induction Helps New Teachers Thrive

[continued from page 27] comprehensive. New teachers require increases its capacity for productive col- • learning to teach well is something formal guidance and support from more laboration among teachers. As schools that happens over time in the context experienced colleagues, but they also articulate a vision of good teaching and of a professional community that need reasonable teaching as- create systems of teacher assessment, all values and enables ongoing signments, orientation to school teachers have an opportunity to explore teacher development New teacher induction goes beyond While supporting and developing new teachers is the heart of our in- mentoring. It needs to be school-based and duction program, we take a whole-school comprehensive. perspective because we believe that what is good for new teachers is also good for policies and procedures, viable curricula, shared standards and deepen their under- all teachers. Heads of schools must be ac- and a clear understanding of the standards standing of what it means to be a teacher tively engaged in the process, and we give upon which their performance and their in their school. them several avenues and supports to en- students’ learning will be judged. Creat- sure their success. We help school leaders ing comprehensive, school-based induc- The Mandel Center Induction Partnership institute elements of strong, school-based tion usually requires making cultural and model calls for two-years of on-site coach- induction, such as information-rich hiring, structural changes. Structures such as ing. As coaches withdraw their assistance, orientation, mentoring, curricular support mentoring and summer orientations help we plan to maintain ties by means of an and transparent teacher evaluation pro- but must be embedded in a professional evolving “distance learning” model. This cesses. Cross-school interactions culture that promotes teacher collabora- year we are experimenting with an on-line at mentor workshops and induction and a sense of shared responsibility community of practice (CoP) focused on new teacher induction and co-sponsored by the Partnership for Excellence in Jewish While supporting and developing new Education (PEJE). Eventually, we hope to teachers is the heart of our induction support a far-reaching induction network that relies less on embedded coaches and program, we take a whole-school perspective more on the induction “toolkit” that we because we believe that what is good for new are developing for Jewish day schools. teachers is also good for all teachers. Currently, our online Induction Com- munity of Practice reaches out to local tion leader meetings help ensure that the for teacher and student learning. participants in the Induction Partnership insights and initiatives achieved by one as well as to leaders in more than a dozen school get shared with others in the In- A beneficial side effect of successful in- Jewish day schools around the country. duction Partnership community. duction practices for new teachers is the As this model is refined and expanded, it impact on other teachers in the school. may evolve into a nationwide induction While the Induction Partnership is still As mentors, new teachers, and induction education network. And we will have tak- a work in progress, we have learned that leaders learn to observe and discuss one en the next step toward institutionalizing new teacher induction goes beyond men- another’s teaching, to co-plan lessons strong induction practices in Jewish day toring. It needs to be school-based and and analyze student work, the school schools. ¿ RAVSAK Welcomes Dr. Jane West Walsh RAVSAK welcomes Dr. Jane West Walsh הידיעון to her new position as Executive Director 7401 Park Heights Ave.

Baltimore, MD 21209 of PARDeS: Progressive Association of • HaYidion 410-350-6962 Reform Day Schools. www.PardesDaySchools.org

[63] [64] הידיעון • HaYidion DC: NAIS,2007. Principles ofGoodPractice Tracy, James,ed. Book Publishing,2009. ers andBeyond tors: MovingMadrichimtoMentorTeach- Elaine C. D.andSolomon, Solomon, Richard, riculum Development,2000. VA: andCur- AssociationforSupervision ment withActionResearch Sagor, Richard. 2005. Press, CA: Corwin tors andSchoolTeams Guidebook: AFour-StepProcessforEduca- Sagor, Richard. Jossey Bass,2004. and ThriveinOurSchools Keepers: HelpingNewTeachers Survive Next GenerationofTeachers. onthe Johnson, S.M.andtheProject York: JewishTheologicalSeminary, '06. of Teaching inJewishDaySchools Ingall, C.K. 2006. Model ual: SixStepstoBecomingaJewishRole LisaBob. Howard, Washington, DC:NAIS,2005. ing theBestIndependentSchoolTeachers Hiring,Training,cruiting, andRetain- Gow, Peter. inCommunity Learning ships ofKnowledgeandPractice:Teacher S. Cochran-Smith, M.,&Lytle, Books Bookcase Review of Research inEducation,24, Review ofResearch Educational Research Association,1999. Educational Research 249-305. Washington, DC:American . Springfield, NJ: Behrman House, . Springfield,NJ:Behrman of and peoplefromthe RAVSAK the current issue network,theme of the to pertaining his Toolbox forTeachers andMen- HaYidion Down theUpStaircase: Tales An AdmirableFaculty:Re- column features books, articles, andwebsites, recommended byourauthors . Tucson, AZ:Wheatmark Guiding SchoolImprove- A GuidebooktotheNAIS The ActionResearch The MadrichimMan- . ThousandOaks, . SanFrancisco: . Intheseries for readers whowanttopic ingreaterto investigate depth. the . Washington, . Alexandria, Finders and Relation- . New . San Francisco:Jossey-Bass,2000. Relationships Learning cilitating Effective Zachary, LoisJ. Publications, 1998. Mountain View, K.Wong CA:Harry Pay.” Patrick J.“TheQuestionofPerformance Guthrie, JamesW., and Schuermann, Merit Pay.” Guess, Andy. “DebatingtheMeritsof News the JewishEducator.” Wallace.Greene, “ElevatingtheStatusof Publishing,2004. Avocus School IssuesandAnswers Bassett, eds., andPatrick Reprinted inCraigThorn Today,” What ItTakes toKeepGoodTeachers Gow, Peter. Compensation: “Creative 2001. Teachers CollegeRecord, to Strengthen and SustainTeaching.” tion toPractice:DesigningaContinuum Feiman-Nemser, Prepara- “From Sharon. 1994. Worth, &Winston, TX:Holt,Rinehart Thinking inTeachers andStudents andC.Block,eds. iere InJ.Mang- Performances.” of Exemplary Berliner, TheWonder D.C.“Expertise: Denver: A.R.E.Publishing,2003. The UltimateJewishTeacher’s Handbook tor.” InNachamaSkolnikMoskowitz,ed., Judy.Aronson, aMen- With “Partnering Articles/Studies/Chapters Wong, K. Harry , Summer2002. Ed Week Commentary Independent School InsideHigherEd Looking Ahead:Independent The Mentor’sGuide:Fa- The FirstDaysofSchool Creating Powerful Creating Powerful Jewish Education . Gilsum,NH: , Spring2003. , 10/29/08. Vol. 103(6), , 10/10/08. . Fort . Fort . . , Education, UofChicagoP, 1994. Yearbook. Chicago:NationalSocietyof Research andEducationalReform S.,andSockett,H.,eds. sworth, development.”InHolling- fessional staff V.Richardson, “Teacher aspro- inquiry online tomemberschools. ofTeachersSupervisors (1990)—available (2006)andfor tice fortheHiringProcess vey (2007),NAISPrinciplesofGoodPrac- Schools (NAIS)Teacher Satisfaction Sur- National AssociationofIndependent Wellesley, MA,2005. WellesleyProgram, CentersforWomen, ture Teacher Retention:AReviewoftheLitera- Look attheOngoingChallengeofNew and theSuccessofNewTeachers: ANew Murray, Jacob. ness Review IndividualizedPay.”Prefer Kimberly.Merriman, “Low-Trust Teams Bass, 1999. Policy andPractice Profession:AHandbookof as theLearning mond, Linda,andSykes,G.,eds. Teacher InDarling-Ham- Learning.” Little, J.W. “Organizing Schoolsfor book ed., School.” InNachamaSkolnikMoskowitz, Kramer, N.“Teaching Marc inaJewish 2007. toring Partnership, exandria, VA: MENTOR/NationalMen- Mentoring.” In Karchner, Peer Michael.“Cross-Age www.jesna.org/our-work/ejss (EJSS). JESNA. . Report prepared for the Open Circle fortheOpenCircle prepared . Report , Denver:A.R.E.Publishing,2003. The UltimateJewishTeacher’s Hand- NewYork: JESNA,2008.http:// Educators inJewishSchoolsStudy , November2008. Social-Emotional Climate Research inAction . SanFrancisco:Jossey- Harvard Busi- Harvard Teaching Teacher , 93rd , 93rd . Al- Solomon, Richard. “Assessment Instru- Solomon, Richard; Solomon, Elaine; California, Santa Cruz. Available from ments to Measure the Professional De- and Bor, Hana. “From Madrichim to www.newteachercenter.org, October '05. velopment of the Pre-service and In-ser- Expert Educators: New Career Lad- vice Jewish Teacher.” Lookjed Electronic der for Professional Development for Websites Professional Learning Community. The Supplementary and Day School Teach- Lookstein Center, Bar-Ilan University, ers.” Jewish Education News, CAJE, 28:3, www.nationalboardoflicense.org: web- April 2008. http://www.lookstein.org/ Fall 2007. http://caje.wikispaces.com/ site of the National Board of License for articles/domains_practice.pdf. Jewish+Education+News Teachers and Principals of Jewish Schools in North America Solomon, Richard. “A New Career Slater, Charles L. and Simmons, David Development Ladder for Professional L. “The Design and Implementation of a www.all4ed.org: website of the Alliance Development for Supplemental and Peer Coaching Program.” American Sec- for Excellent Education Day School Teachers.” Creative So- ondary Education, 29 (3) 67-76, Spring lutions to Educational Challenges, 2001. http://newteacher.com/ Lookjed Electronic Professional Learn- ing Community, The Lookstein Cen- Villar, A. “Is Mentoring Worth the Mon- http://admirablefaculties.blogspot.com: ter, Bar-Ilan University, January 2008. ey? A Benefit-Cost Analysis and Five Year Peter Gow’s blog “about professional http://lookstein.org/lookjed/read. Rate of Return of a Comprehensive Men- culture and professional development in php?1,16568,16568#msg-16568 toring Program for Beginning Teachers.” independent schools.” ¿ The New Teacher Center, Univeristy of

Training Institute in Jewish Social Justice

With the generous support of the Jewish Funds for Justice, led them Mazel tov to the teachers and their the Jewish Funds for Justice, through an eye-opening lesson on talk- schools for participating in the institute: RAVSAK conducted a training insti- ing about race and class in the classroom. tute in Jewish social and economic justice Rabbi Brent Spodek, the director of Jew- • Bryna Bass and Miriam Clerman for middle school educators on Novem- ish communal relations at the American (Rockwern Academy, Cincinnati, ber 5th and 6th. Participants came from Jewish World Service, spoke to the ways OH) all over the country to a hotel in New that caring for the poor around the globe • Rabbi Janet Ozur Bass and Tamar Jersey for the unprecedented opportu- is an inescapable and essentially Jewish Rabinowitz (Charles E. Smith Jew- nity to develop their own teaching and concern. As much as they imparted in- ish Day School, Rockville, MD) their schools’ chesed curricula. The pas- formation, these speakers conveyed their • Rena Citrin and Eric Keitel (Ber- sion and creativity of these educators tru- immense passion for their work and the nard Zell Anshe Emet Day School, ly shone through their activity in the in- pursuit of justice so central to their un- Chicago, IL) stitute. They learned Torah together and derstanding of Jewish identity. • Jan Cohen and Jacob Garmaise brainstormed ways of connecting study to (Abraham Joshua Heschel School, action. They shared programs that they Participants spoke of their apprecia- New York, NY) run, compiling lists of ideas that they can tion for taking precious time to develop • Ora Gittelson David and Cindy consider trying with their students. They their skills, and their joy in learning from Schlesinger (Gideon Hausner Jew- created action plans that will guide them teachers and from each other. “I feel chal- ish Day School, Palo Alto, CA) in transforming their programs from lenged.” “The program gave teachers a • Sue Einhorn (Greenfield Day where they are to where they would like chance to collaborate outside their insti- School, Miami, FL) them to be. And they collaborated on the tutions, a common language to discuss is- • Janie Orstad and Honora Teitz- planning of new programs, in the process sues of social justice, and time to think of man (David Posnack Hebrew Day reflecting upon the world of possibilities a vision and programs.” “This experience School, Plantation, FL) that can make a program a rewarding and makes me more prepared to evaluate my • Julie Rezmovic (Gesher Jewish Day enriching learning opportunity. own goals for my students and make addi- School, Fairfax, VA) tions to my curriculum that will raise the • Rabbi Adam Schaffer (Abra- הידיעון Participants also had the occasion to learn level of critical thinking and application.” ham Joshua Heschel Day School, from leading figures in Jewish nonprofits “It was great to have such an OPEN Northridge, CA)

advancing social and economic justice. group here—open to sharing and open to • Melissa Worthington (Akiva Com- • HaYidion Rabbi Jill Jacobs, rabbi-in-residence at process and open to learning together.” munity Day School, Nashville, TN)

[65] [66] הידיעון • HaYidion for Teacher Retention Mentorship: Sounding Board [email protected]. Steinhardt award forExcellenceinJewishEducation.Hecanbereached at Academy inBocaRaton,Florida,andisarecipient ofthe2008Grinspoon- yearsatDonnaKleinJewish Amer Randellhasbeenteachingforthirteen schoolcommunity.of qualityteacherswhosesuccessbenefitsthegreater istheretention Thegoalunderlyingthiseffort who needadditionalsupport. teachers ing thisplanwiththeschool’sincomingteachers,aswellcurrent implement- continuedguidance,Ihavestarted Klein. UnderFranUrman’s intoapilotplanformentoringteachersatDonna to adapttheJTSprogram administrationencouragedme andtheentire Karen advocate ofthisprogram. Feller,Karen myheadofschoolatDonnaKleinJewishAcademy, isagreat wascomplete. mentoringpart nowthattheformal happen toourrelationship onthepastyearandnegotiatewhatcould we scheduledameetingtoreflect mentoringrelationship, taken tothenextlevel.Atcompletionofformal theaccomplishment.Weserve alsodiscussedwaysinwhichthisgoalcouldbe tohelppre- anddevelopingresources used andstumblingblocksovercome, [continued from page 49] opportunities formenandwomen ofdiverse backgrounds. Pardes alsooffers year, semesterandsummerlearning living stipendandgeneroustuitionsubsidies. of Jewish EducationfromHebrewCollege,andincludesa which offersintensive BeitMidrash textstudy anda Master Jerusalem-based, two-year Click onwww.pardes.org.il formoreinformationaboutthe mentoring. For anapplication,[email protected]. valuable enrichment, collegialsharing, andindividual two-weekschools. This are intheirﬁrstﬁve years inNorth American Jewish day professional development forJudaic Studies Teachers who in Jerusalem combinesBeitMidrash learningwith The Pardes EducatorsProgram Professional Development for Novice Judaic Studies Day School Teachers July 14 -28, 2009 in Jerusalem tuition-free Pardes EducatorsProgram Summer Curriculum Workshop program provides , ¿ Dividends Development Pays Investing Teacher in [continued from page 32] teachers thrive. inwhich thekindofculture will onlyreinforce ofteachingpractice?Theresult observations such asexaminingstudentworkorstructured facilitatedcollaborativeactivities into carefully ices—such anexperience,drawingallfaculty all teachers—notjustthementorsandnov- and newlifetotheirschools.Whynotallow energy totheirpractice They bringrenewed with novicecolleaguesandfellowmentors. sincetheybegancollaborating has improved again abouthowmuchtheirownteaching Schoolscommentagainand tion Partnership as noviceteachers.MentorsinourInduc- ofseasonedaswell learning ing professional marks anelegantcontributiontotheongo- mentoringprogram A thoughtfullystructured school. inthe ofexcellentinstruction and stewards solvers,peereducators, them asjoint-problem Itempowers practice andstudentlearning. anddiscussteacher and veteranstoobserve fornovices scheduledopportunities regularly development forteachersconsistsoffrequent, professional topics.Rather,trendy powerful workshopson ofone-off not theusualfare development wetypicallyseeinschools.Itis thanprofessional er’s practicelooksdifferent fordevelopingoneanoth- take responsibility mous. wide energy, andfacultystability, canbeenor- practice,school- ofteachers’improved terms in But thepayoff, suchasstudygroups. ports andformentor sup- resources, for curricular It meanspayingforanewteacher orientation, whenrelevant. ricula orteachingapproaches, cur-send teacherstoworkshopson relevant Itmeanscontinuingto instruction. improve to will allowthemtousethattimeeffectively while investinginthekindsoftrainingthat deal ofadditionaltimeforteacherstointeract, agood isexpensive.Itmeanscreating learning forteachers’ serious toprovide ment inorder develop- aschool’sprofessional Structuring actions, theothertwocomewithpricetags. and words involves onlyleadershipthrough above Though oneoftherecommendations Conclusion ¿ You can’t see ISRAEL from a tour bus. You’ve got to breathe it, eat it, hike it, dance it, sing it, live it, love it.

Experience Israel with Young Judaea. A CENTURY OF COMMITMENT. A LIFETIME OF CONNECTION.

הידיעון For more information on all

of our programs, visit us at • HaYidion www.youngjudaea.org or call 800.725.0612.

YJ AD resize.indd 1 11/10/08 1:46:51 PM Process CyanProcess MagentaProcess YellowProcess Black RAVSAK NonProﬁt Org The Jewish Community Day School Network US Postage 120 West 97th Street PAID New York, NY 10025 Mechanicsburg, PA Permit 63

Bridges to Tomorrow: Preparing For A Changing Reality Jewish Day School Economic Summit

RAVSAK Annual Leadership Conference January 18 – 20, 2009 • San Francisco, CA See pages 24-25 for more information.