Schools have both structural and cultural elements. Structural elements deal with top down school laws or expectations by which a person can be held accountable as a driver of behavior. Cultural elements deal with bottom-up or socially-driven behaviors. Both have strong influences in a school. The knowledgeable head of school knows that the right combination will help a school succeed.
The key is knowing when to build capacity by creating a more resilient and adaptable school and when to use that capacity to solve challenges. The structural side helps keep the school on one consistent plan. The best a school can achieve with only that lens is compliance. The cultural side invites a rejuvenating energy and a feeling of solidarity. The best a school can achieve with only that lens is mission-driven collaboration with the danger of going in a wrong direction. When the two sides work in sync, you get the best of both.
Recently, The Jewish Federation of North America released a report prepared by Rosov Consulting detailing the Challenges and Opportunities on the Jewish Day School Landscape.
The published findings provide a beautiful picture of what Jewish Day School is, [...] but those examples are not the primary reason of why it's important.
There are many positives and benefits to a Jewish education, but this blog article is not to highlight our successes. Consider this an acknowledgement of a couple areas that need improvement and use this as a resource to help identify areas where we can progress.
Recently, the U.S. Department of Education announced the top 342 schools for 2017, receiving the National Blue Ribbon Honor. One of our Day School Educators’ Challenge grant recipients, Bi-Cultural Day School in Stamford, Connecticut received this honor - the only Jewish school in the country and the only private school in all of Connecticut to achieve this.
Every year we award grants to programs that can fundamentally change Jewish education, inspiring students to learn, grow and connect as part of our Day School Educators' Challenge. We received 48 proposals and after careful review, we are excited to announce our 2017 grantees.
Jewish Education Innovation Challenge (JEIC) convened nearly 100 Jewish educators and community leaders from across North America to participate in its 5th annual Innovators Retreat – Oases of Change – at the John F. Kennedy Presidential Library and Museum.
Video updates from our 2015 and 2016 Day School Educators Challenge grant recipients.
Guest blogger Rabbi Michael Ribalt discusses the three relationships to tefilah, including one’s relationship with Klal Yisrael through Halakha, one’s personal relationship with Hashem, and one’s relationship with “self.”
Ultimately, caring about the holistic student necessitates prioritizing identity development over textual engagement. While the two do not mutually exclude each other, the notion that Judaism bases its construct exclusively on text loses the core of community and the soul of the individual.
HaKaveret Designer, Ruchel Green, is a teacher and technology specialist at the Silver Spring Learning Center in Silver Spring, Maryland. She brings an interesting perspective to the work group as the only designer working in early education.
What do you find most enjoyable about working in Jewish education?
I think that Jewish day school education is one of the bed rocks of the Jewish community, and to be able to spend each day trying to make it better and more accessible is something I'm really lucky to be able to do.
In Rabbi Goldberg’s recent blog post, he argues that, contrary to popular belief, Rabbinics as a study does not require text; it actually begins with the youngest, pre-literate learners in the form of Jewish values, holidays and traditions. He posits that neglecting to acknowledge that these rituals and ideals come from rabbinic understandings and teaching them in a more deliberate manner is doing a disservice to these young students. I agree, and would expand upon that even further.
Chevy Chase, MD (November 30, 2017) - The Jewish Education Innovation Challenge (JEIC), sponsored in part by the Mayberg Foundation, is soliciting proposals to pilot innovative educational models in Jewish day schools. The objective is to identify and fund experimentation with new methodologies that foster and reward student effort and enthusiasm, teacher proficiency, and school effectiveness in creating the next generation of Jews.
Last month, we shared the exciting news about launching HaKaveret: JEIC Team Challenge. HaKaveret will convene a group of ten talented, creative and motivated individuals from around the country to form an innovation design team with a focus on creating a new vision in Jewish education.
Teacher development is directly linked to teacher retention and effectiveness. So why doesn’t teacher development get the attention it so desperately needs? A misunderstood and difficult topic, teacher development should aim to create culture, not simply teach teachers.
The Jewish Education Innovation Challenge announced today that is has launched a new initiative aimed at revitalizing Jewish day schools through reintroducing the dynamic of beneficent experimentation. For the first time, HaKaveret: JEIC Team Challenge will convene a group of talented, creative and motivated individuals from around the country to form an innovation design team with a focus on creating a new vision in Jewish education.
JEIC is seeing more and more courageous, innovative educators making strides towards transforming schools. Steve Freedman, the head of school at Hillel Day School of Metropolitan Detroit, is an example of this type of new leader.
We don’t need to compare our students to each other. We need to compare them to themselves. If everyone has mastered the material, has internalized and connected with it and can take it home with them, then everyone succeeds.
