Weekend Islamic Schools: Are They Preparing Children for Life Ahead? n July 25, 2017, the Institute for Social Policy and Understanding (ISPU) hosted a one-day convening in partnership with the John O Templeton Foundation (JTF) to identify the needs, opportunities, and challenges for weekend Islamic schools as they relate to character development in students between the ages of 6 and 18. Islamic Weekend Schools: Are They Preparing Children for Life Ahead? 1 Conference Team Host and Co-Convener Institute for Social Policy and Understanding The Institute for Social Policy and Understanding (ISPU) is a nonprofit research and education organization. ISPU conducts objective, solution-seeking research that empowers American Muslims to develop their community and fully contribute to democracy and pluralism in the United States. Since 2002, ISPU has been at the forefront of discovering trends and opportunities that impact the American Muslim community. ISPU’s research aims to educate the general public and enable community change agents, the media, and policymakers to make evidence-based decisions. In addition to building in-house capacity, ISPU has assembled leading experts across multiple disciplines, building a solid reputation as a trusted source for information for and about American Muslims. Co-Convener and Funder ISPU would like to acknowledge our generous co-convener and funder whose contribution made this report possible, the John Templeton Foundation (JTF). The John Templeton Foundation serves as a philanthropic catalyst for discoveries relating to the deepest and most perplexing questions facing humankind. JTF supports research on subjects ranging from complexity, evolution, and emergence to creativity, forgiveness, and free will. JTF encourages civil, informed dialogue among scientists, philosophers, and theologians, as well as between such experts and the public at large. In all cases, their goal is the same: to spur curiosity and accelerate discovery. In order to catalyze such discoveries, JTF provides grants for independent research that advances the mission of the Foundation. And their grants for public engagement help people worldwide engage the fruits of that research and explore the Big Questions. ISPU Convening Team Meira Neggaz Dalia Mogahed Faiqa Mahmood Maryam Jamali Katherine Coplen Mona Hagmagid ISPU Executive ISPU Director of ISPU Researcher ISPU Research ISPU Senior ISPU Logistics and Director Research and Report Author Manager Communications Notetaker Manager John Templeton Foundation Convening Team Michael J. Murray, PhD Sarah Clement, PhD Richard Bollinger, PhD Caitlin Younce Senior Vice President, Director, Character Program Officer, Character Senior Program Associate, Programs Virtue Development Virtue Development Character Virtue Development Convening Participants (listed alphabetically, see full bios on page 23) Amin G. Aaser, Managing Director of Noor Kids Reem Javed, doctoral candidate at the Anisha Ismail Patel, Founder and Chief Graduate Theological Union Education Officer of InnovusED Amaarah DeCuir, faculty member at American University in the teacher education department Sabith Khan, Assistant Professor at California Zahra Seif-Amirhosseini Rafie, Associate Lutheran University Professor of Sociology at Nova Community Susan Douglass, Education Outreach College Coordinator at the Center for Contemporary Habeeb Quadri, Principal at MCC Academy, Arab Studies at the Walsh School of Foreign part-time staff and advisory board member at Madiha Tahseen, research fellow and a Service the Harvard Graduate School of Education’s community educator at the Family and Youth professional development programs Institute Tasneema K. Ghazi, PhD, Executive Director and Co-founder of IQRA’ Foundation Aasim Padela, MD, MSc, Associate Professor Mohammad Usman Asrar, PhD student in of Medicine at the University of Chicago practical theory at Claremont School of Virginia Gray Henry-Blakemore, Director of Theology interfaith publishing houses Fons Vitae and Maryam Razvi Padela, doctoral candidate for Quinta Essentia EdD in curriculum and teaching from the University of Rochester For more information about the convening, please visit: http://www.ispu.org Contents Executive Summary 4 Introduction 6 What the Experts Say 8 Recommendations 19 Final Thoughts 22 Islamic Weekend Schools: Are They Preparing Children for Life Ahead? 3 Weekend Islamic Schools: Are They Preparing Children for Life Ahead? Executive Summary On July 25, 2017, the Institute for Social Policy and Weekend School Curricula Understanding (ISPU) hosted a one-day convening in The following recommendations would impact the in- partnership with the John Templeton Foundation (JTF) structional content and approach of weekend schools. to identify the needs, opportunities, and challenges for weekend Islamic schools as they relate to character de- • Expand educational focus from memorizing the velopment in students between the ages of 6 and 18. Quran and prayers to include behavioral goals A total of 14 participants presented their research and regarding Islamic character development. findings, and engaged in a rich exchange of ideas. The • Include issues of identity and belonging (particularly participants included major designers and publishers to the United States) within the curricula. of Islamic curricula, leaders and teachers of weekend • Improve theological literacy among teachers and Islamic schools, and researchers and scholar-practi- encourage tolerance of doctrinal diversity. tioners with significant experience working with Islamic schools and Muslim communities. Based on the ex- • Connect curriculum with contemporary issues change of ideas at the convening, the participants came facing Muslims today and broader social justice up with experience and evidence based recommenda- topics. tions that can be implemented by all those working in • Bring in guest speakers to delve into contemporary connection with Islamic schools. Divided into five core and even sensitive topics. areas of focus, those recommendations are listed below. Islamic Weekend Schools: Are They Preparing Children for Life Ahead? 4 • Facilitate the development of a standardized test of • Encourage schools to set aside a budget for Islamic studies for weekend Islamic schools. teacher’s professional development. • Encourage major publishers to focus on character development as a core subject area. Interfaith and Inter-organizational • Develop tools for evaluation of student character. Learning • Invest in research and development of Islamic Weekend Islamic schools can learn much from other books and teaching tools that address the needs of faith-based instructional approaches if they embrace contemporary Muslim students and Islamic schools. interfaith collaboration, specifically in the following areas: • How do other faith-based schools attract, retain, Professional Development for Teachers and train teachers? Beyond curriculum changes, several recommendations • How do other faith-based schools teach character? focus on teacher preparation and training. • How do other faith-based schools track students’ • Help shift teaching methods to a “student- progress on character growth? centered pedagogy,” rather than teaching religion Similarly, weekend Islamic schools can adopt relevant disconnected from student context and experience. practices from state schools and other organizations, • Mandate online video modules to train teachers and tailored to the Islamic school context, such as the “char- have them earn Islamic education certification. acter growth card” developed by Character Lab. • Encourage community service projects as a Data Collection and Resource teaching tool. Dissemination Weekend School Administration • There is an urgent need for gathering demographic data about weekend schools, as well as gathering Several recommendations focus on strengthening information to get a clearer picture of the weekend weekend schools’ administrative practices. Islamic school landscape nationally. • Help weekend schools utilize available quantifiable • Find and learn from success stories. measures for student application of character • Collect “best practices” for weekend Islamic education, rather than only assessing students’ schools. comprehension of the religious studies curriculum. • Promote and disseminate existing resources to • Help schools adopt the “eight strengths of weekend schools. character” identified by the Smart and Good High Schools study. Room for Innovation and Technology • Create “professional ethical learning committees” (PLEC) where parents, community members, • Create online spaces for like-minded Islamic school teachers, and students meet regularly, share principals, leaders, and teachers where they can expertise, and collaborate to improve teaching skills share ideas. and students’ academic performance. • Create a neutral online space for Islamic school • Facilitate the development of a board of education practitioners to upload information and resources, for weekend Islamic schools. collaborate, and share best practices. • Help schools create teacher policies to ensure that • Help develop a high-quality magazine at the teachers are consistent and that there is no conflict intersection of mosque, youth, and family. in how individual teachers interpret Islamic teachings • Help young Muslims find and connect with role and impart knowledge to students. models. • Lead efforts to foster women’s leadership, as most • Utilize online tools for visual storytelling. weekend schools