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Teacher Education
The online resource of pedagogical and academic content on teaching and Jewish education
Section archive - Education & Administration
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293 items
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Free public education? Not really – Israeli households spent 26.5 billion shekels ($7.5 billion at current exchange rates) in 2018 covering school-related costs, a 15% increase over 2017 and equal to nearly 24% of the government’s spending on education. The figure – which was released by the Central Bureau of Statistics on Tuesday, less than two weeks before the next school year – covers a wide range of expenses including school books and other supplies, after-school groups, private lessons and university tuition.
Published: 2019
Updated: Sep. 11, 2019
2
Source: Religious and independent day schools in New York City will receive an additional $37.7 million in government funding for the upcoming school year as a result of a years-long effort spearheaded by the Jewish Education Project and a coalition of interfaith organizations. The recouped funding for Title I programs will help teachers and students at religious and independent schools in New York City access new educational resources and promote more opportunities for professional learning.
Published: 2019
Updated: Sep. 11, 2019
3
Philanthropic support for Jewish education, so much as it wants to address affordability, would be best served by working to realign the current incentive structure. The best way I can see to accomplish that is to stop giving money to Jewish schools. Let schools operate like any business and receive direct data from their end users via the most relevant economic signal – price. In a non-subsidized market, if there is demand for a no-frills education, a school will find a way to provide a no-frills education at a no-frills price. If there is demand for a luxury education, another school will provide the luxury education at a luxury price. But the school that can provide the best possible education at the lowest possible price will corner the market.
Published: 2019
Updated: Aug. 28, 2019
4
This research examines the division of one religious-Zionist elementary public school in Israel. Led by the Parents’ School Committee (PSC), discussions soon resulted in a fierce religious culture war between two groups of liberal and conservative parents who had two separate visions for the future of the school. Semi-structured interviews were conducted with prominent PSC members. Interviews were analyzed to outline the culture war that divided the community and led to the foundation of a conservative school with gender separation and a liberal school with no gender separation for young children.
Published: 2019
Updated: Aug. 06, 2019
5
The Jewish Impact Genome (JIG has) established sector-wide outcomes for effective Jewish Engagement by providing the field with a data-collection tool that promotes, collects, and shares impact learning. Leveraging the methodology of the Chicago-based Impact Genome Project, our team has taken a grassroots approach, partnering with Jewish organizations of all sizes to account for the activities that foster Jewish engagement in North America.
Published: 2019
Updated: Jul. 11, 2019
6
The Covenant Foundation has announced the names of three Jewish educators who are the 2019 recipients of the Covenant Award. Dr. Gregory Beiles, Head of School, The Toronto Heschel School and Director, The Lola Stein Institute, Toronto, Canada; Sally Grazi-Shatzkes, Registered Drama Therapist, Licensed Creative Arts Therapist, and Theater Director, Yeshivah of Flatbush, Brooklyn, New York; and Risa Strauss, Education Director, Beth Shalom Synagogue and Founding Director, Camp Gesher, The Katie and Irwin Kahn Jewish Community Center, Columbia, South Carolina, are the recipients of the Award, which is among the highest honors in the field of Jewish education.
Published: 2019
Updated: Jun. 19, 2019
7
This issue of Hayidion reflects Prizmah’s belief that Jewish day schools are populated by stakeholders who possess immense talents, and that all people at Jewish day schools deserve opportunities to deepen their talents. Moreover, day schools thrive on the model of professional growth. A school best helps its students grow by supporting the growth of its educators. The authors in this issue of HaYidion describe different methods, programs and practices that day schools employ to deepen the talents of faculty and leadership.
Published: 2019
Updated: Jun. 19, 2019
8
In September 2018, the first group of one-and-a-half to three year-old kids began attending Olam Katan. I started this drop off playgroup because there are no reasonably priced, pedagogically sound Jewish programs in our Lower East Side neighborhood in Manhattan, and I feel strongly about my son receiving a quality Jewish early childhood educational experience that reflects my family’s values.
Published: 2019
Updated: May. 01, 2019
9
Certain truths are self-evident for those of us in chinuch: we all feel and preach about the need for parents and educators to partner in the moral and intellectual education of our students; and we all agree on the importance of genuine and meaningful communication between home and school. We therefore seek successful ways to connect on both practical and theoretical levels with our students and their families. What follows is a brief description of one means of communication that has proven to be an excellent vehicle to convey educational messages both sublime and practical.
Published: 2019
Updated: Apr. 03, 2019
10
Education is about communicating, and that requires the ability to listen, often to multiple voices. We want our students to be able to process that, but for them to hear their teachers, their teachers need to be able to hear them. The same is true for all the other communications which take place in our schools – between parents and teachers, between the principal and the board, between administrators and teachers, and more. When everyone is on the same team, or at least is able to have a respectful dialogue about how to move forward, then education can happen. This current edition of Jewish Educational Leadership, the first in our new format as an online-only journal, is dedicated to opening up the conversations. The articles included touch upon all the key players in schools – students, teachers, administration, parents, board members, and funders. There is much more to be said than what appears in the articles, and we invite you to join the conversation and share your thoughts as well.
Published: 2019
Updated: Apr. 03, 2019