Section archive - Education & Administration
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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.
Updated: Jul. 11, 2019
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.
Updated: Jun. 19, 2019
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.
Updated: Jun. 19, 2019
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.
Updated: May. 01, 2019
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.
Updated: Apr. 03, 2019
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.
Updated: Apr. 03, 2019
Intra-faith contestation in educational spaces such as religious schools constitutes an issue that has received relatively little academic attention. In response, this article explores the ways in which England’s Jewish day schools have become bound up in broader debates regarding competing conceptualizations of Judaism and Jewish identity in a context of significant polarization in the Jewish community. The situation is centered on two recent developments within the Anglo-Jewish educational landscape: A Supreme Court ruling that has obligated oversubscribed Jewish schools to avoid selecting pupils based on matrilineal descent, and the establishment of a Jewish secondary school whose pluralistic approach to Judaism has been deemed antithetical to the Orthodox movement.
Updated: Mar. 20, 2019
A new Working Paper released today by The George Washington University Graduate School of Education and Human Development (GSEHD) and CASJE (Consortium for Applied Studies in Jewish Education) is the first report of a multi-year, comprehensive research project addressing the recruitment, retention, and development of educators working in Jewish settings in North America.
Updated: Mar. 14, 2019
This week, a new Jewish Sunday school has been opened in the Bulgarian capital, Sofia. It is already the17th school of those established as a part of the new education project called JFUTURE. JFUTURE is the Jewish Sunday school network intended, first of all, for families that have not taken an active part in the community life. With over 400 participants, JFUTURE aims to double the number of students by the end of 2019.
Updated: Feb. 27, 2019
Wanted: Nonreligious Israelis for work in communities abroad. It sounds like a weird job qualification, but according to the Jerusalem-based World Zionist Organization, Israeli-trained Hebrew language teachers who can be trusted to keep religion out of the classroom are in high demand these days.
Updated: Feb. 14, 2019