Search results for: Day schools
Page 8/64 634 items
Online Judaic Studies Consortium - Creating a Community of Learners through Online Judaic Studies Courses
Four years ago, Virtual High School (VHS, Inc.) was offered the opportunity and the challenge to create a program that would provide online Judaic studies courses to Jewish day schools across North America. The opportunity was exciting. We knew our expertise and experience was us up to the task; the Virtual High School has provided online General studies offerings to public and independent school for almost 25 years. The challenge with this specific project, however, was daunting because of the numerous questions we faced.
Updated: Jun. 13, 2019
To help more Jewish day schools infuse Israel into all aspects of school life and learning, The iCenter is welcoming eight new day schools across North America into the third cohort of its initiative, iNfuse: Israel in Jewish Day Schools. Each school will create a plan to make Israel education and experiences a deeper part of all aspects of school life, including classes such as science, the arts, Jewish studies, Hebrew language, all-school Israel engagement, and Israel travel.
Updated: Jun. 12, 2019
One very powerful weapon in our educator support arsenal is mentorship, part of the larger framework for supporting new teachers that is provided by our partnership with the Jewish New Teacher Project (JNTP) of New Teacher Center (NTC). At Yeshiva University High School for Boys (MTA), each new teacher is paired with an experienced teacher who serves as their mentor for the entire school year. JNTP engages our experienced teachers in an intensive 2-year mentor training program and works with participating new teachers in ongoing workshops both in person and online.
Updated: May. 28, 2019
This paper will examine how we instill and inspire Modern Orthodox identities within our students by analyzing three separate facets of the school system that serve to communicate our values: the structure of the school itself, the curriculum taught in the school, and the pedagogies employed by its teachers. Along the way, I seek to identify the factors within schools that reinforce the reality of compartmentalization, while also highlighting initiatives that may allow for a more integrated religious educational experience within Modern Orthodox day schools.
Updated: May. 20, 2019
YOU Lead is a nine-month leadership development program for day school professionals at all levels of educational leadership. YOU Lead combines online and in-person learning, convening, and cohort activities to lead participants through a broad survey of the topics that are most important to successful leadership in Jewish day schools.
Updated: May. 15, 2019
This intensive week (June 23-27, 2019) of inspiring personal and professional learning includes Jewish text learning, led by Hadar faculty, in a lively beit midrash setting and offers two tracks to choose from for enhancing Jewish learning in the Day School classroom. The first is an in-depth exploration of the Pedagogy of Partnership with Dr. Orit Kent and Allison Cook. The second is an opportunity for schools to send cohorts of faculty who are committed to bringing Hadar's Fluency Standards into their school environments.
Updated: Apr. 10, 2019
Drawing on interview data from a practitioner research study involving secondary students in a Jewish school, the following paper presents students’ explanations for why learning through the arts is a valuable and important classroom experience. The explanations offered by students reflected a strong self-awareness and understanding of their own learning styles and how the arts complimented their studies and challenged them in new ways. In addition to hearing how students appreciate learning through the arts, the data also suggests that teachers and other school stakeholders should find ways to provide opportunities for students to contribute to conversations about pedagogical practice
Updated: Apr. 04, 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