Search results for: RAVSAK - The Jewish Community Day School Network

The RAVSAK Head of School Professional Excellence Project (HoSPEP) embraces the idea that rising educational leaders greatly benefit from mentorship and coaching by more experienced peers. RAVSAK carefully select PEP Fellows, talented and motivated new heads of school, and pair them with experienced Deans, who offer one-on-one advice and encouragement over the course of a year. Through this partnership, Fellows gain access to experienced, supportive leaders who understand what is needed to succeed and are prepared to guide them to lead their schools into a vibrant Jewish future.

For the first time ever, RAVSAK and Technion - Israel Institute of Technology invite day school students to participate in the Technion Jewish Day School Challenge by building Pesach themed Rube Goldberg machines. Inspired by the Rube Goldberg machine created by Technion students to depict the story of Pesach, the Challenge asks day school students to make the project their own. Teams of students from Jewish day schools are invited to enter the contest by submitting a video of a Rube Goldberg machine that completes the task of revealing a Seder plate. There will be two divisions of the competition: middle school (5th-8th grade) and high school (9th-12th grade).

Assessment is a critical function at all levels of day schools. From the classroom to the boardroom, the faculty to the head, every stakeholder and every aspect of school operations stand to benefit from evaluation. Nonetheless, thinking about assessment, and the vehicles for achieving it, are changing in many ways parallel to other aspects of school design. This issue offers reflections about assessment, various and novel ways of achieving it, and discussion of outcomes that can result from successful measurement.

How do teachers explain God at all? How do they do so in a Jewish school? The authors in this Passover issue of HAYIDION wrestle with these and other issues, in articles that are sometimes deeply personal and always professionally relevant. We can see clearly how the thought leaders and teachers and heads of school who are featured in these pages have spent many hours pondering, examining, questioning and debating the hows and whys of teaching about God in the classroom. The authors in this issue approach the Big Questions from a wide variety of perspectives and thinkers, but they are united in their concern to bring the God Issue within the classrooms and halls of Jewish day schools.