Having been involved in Jewish education for many years as both a student and a teacher, I have often felt perturbed by the attempts to professionalize and academize the field. Rubrics, curricula, assessments, and so on were vigorously studied with the hope of full implementation. In a field like Jewish studies, educators, schools, and parents often wonder: what is success? When does a parent or a school know that they have done well with the Jewish education they provide to children? I would strongly argue that academic measures are the last place to look.
Culture change takes times, especially when accompanied by practical systems and structures that need to change. People set emotional and habitual dependencies within patterns of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration which has worked well enough to be considered valid. To wit, our world could not make an instantaneous shift to alternative fuels despite the benefits. Among the many necessary transitions, first on many people’s mind would be to solve “How would all the current gasoline based cars on the road run?” So, too, for schools pursuing change.
When a school considers a new system for reporting student learning in Judaic Studies that does not use traditional grading as the barometer for success, one may see this as the domain of the professionals alone to make. The movement toward an unfamiliar definition of accomplishment, despite the overwhelming benefits, requires not only buy-in, but support from all groups in the Jewish Day School Ecosystem.