From the Desk of Rabbi Dr. Heshy Glass August 11, 2014 15 Av 5774 Think Tankat cojds cedarhurst office It was a typical day in July. The bright sun and humidity created an uncomfortable steamy atmosphere. The heated climate of war-like conditions in Eretz Yisrael contributed to everyone s desire to escape for even just a brief moment of time, to a safe place where positivity and enthusiasm reigned. For the educators and principals who were participating in the 2014 CoJDS Think Tank, this is exactly what happened. Beginning on the evening of July 28th and ending on the afternoon of July 30th, almost 80 principals and heads of schools found themselves ensconced in an oasis filled with cool temperatures but warm embracing smiles. The usual routines and mundane activities were replaced with exciting and lively discussions on best practices for education. With tefilos constantly in our hearts for Eretz Yisrael, a temporary distraction replaced worry with creative thoughts and revitalized commitment to chinuch. Sitting in the newly constructed, state-of-the-art offices of the CoJDS, session leaders and participants volleyed new and traditional pedagogical theories in animated discussion and thoughtful reflection. The principals session for women only on the evening of July 28 allowed this cadre of principals and menahalos to openly share not only the triumphs of this challenging profession but the unique concerns as well. someone entering the field for the first time, you felt inspired, energized and dedicated to the ideals of a true mechanech/mechaneches. No one could leave the room feeling otherwise. The subsequent sessions were the reflections of the mirror that the Rosh Yeshiva held up for all to see. We saw ourselves as emissaries to prepare our children for a world filled with Hashem s beauty, soul satisfying spirituality, and character strengthening challenges. We shared, compared and concluded that what unites us is greater than what divides us. All too soon our brief respite came to a halt. The difference, however, was that an oasis is an illusion. The Think Tank Conference was reality. The principals representing a cross section of yeshiva day schools across North America were privileged to participate in a total of 22 sessions total dealing with a range of topics, from Tefila, and Fiscal Responsiblities, to Appropriate Use of Technology in Yeshiva Day Schools. All the participants, both men and women, who are leaders of schools, were unanimous in their acclaim that this was an exceptional conference. On Tuesday morning, July 29, to set the tone and mindset of all those attending the conference, Rabbi Sholom Kamenetzky, shlita, shared heartfelt words of our Sages to build and constantly uplift the spirit of our children through the succor that Torah learning represents. Whether you were a veteran principal or
CONSORTIUMof JEWISH DAY SCHOOLS THINK TANK 2-DAY HOW DID COJDS approach to understanding L L HAVIN U LEHASKIL A step-by-step Chumash text independently L HAVIN LHA A V U LEHASKIL U L P I T PRINCIPAL training initiative PRINCIPAL CONFERENCE UNDERSTANDING THE YESHIVA DAY SCHOOL CHILD OF TODAY -- CONNECTING TO HASHEM FISCAL RESPONSIBILITIES MR. ALAN STEINBERG LAY LEADER, HAR HATORAH RECRUITMENT RABBI HILLEL ADLER RECRUITMENT INITIATIVE COJDS INAUGURATE ITS NEW FACILITY? TEACHER TRAINING--MRS. TAMAR NUSBAUM COJDS CURRICULUM COORDINATOR LIVE PRESENTATION METHODOLOGY WEBINAR MRS. AMY GOLDMAN TEACHER CENTER SPECIALIST, ASST. PRINCIPAL, PS #2 MRS. BESIE KATZ RAV SHOLOM KAMENETZKY CHARLIE HARARY H3 & COMPANY TECHNOLOGY SCOPE AND SEQUENCE FOUNDATIONS CURRICULUM--MRS. SURI GANZ, MRS. CHANA NOA GELBFISH THE THREE C S OF RUNNING AN EFFECTIVE SCHOOL TECHNOLOGY TEFILA--RABBI HESHY KLEINMAN FOUNDER AND DIRECTOR, V ANI TEFILA FOUNDATION RED FLAGS IN THE CLASSROOM--MRS. BESIE KATZ PRINCIPAL, POLITZ HEBREW ACADEMY, MONIQUE LOPEZ PRINCIPAL, PS 101 WOMEN S PRINCIPAL TRAINING TAL SEGEL-TECHNOLOGY INTEGRATION RABBI KESTENBAUM-TECHNOLOGY INITIATIVES MRS. AMY GOLDMAN OUTCOMES REGIONAL MEETINGS TO PROMOTE PRINCIPAL CONNECTIONS, VISITATIONS, PEER CONSULTATIONS. TECHNOLOGY FOR EXISTING INTEGRATION WITH CURRENT CURRICULAR AND INITIATIVES TO GUIDE TECHNOLOGY BEFORE TECHNOLOGY GUIDES THE SCHOOLS. EXPANSION OF LIMUDEI KODESH CURRICULUM BEYOND L HAVIN U LEHASKIL TO V TAHER LEEBAINU, A TEFILLAH CURRICULUM SO DESPERATELY NEEDED IN OUR YESHIVA DAY SCHOOLS NEW INITIATIVES FOR TEACHER MENTORING IN SCHOOLS TO INSURE SUCCESS OF ENTRY LEVEL TEACHERS MORE REGIONAL WORKSHOPS ATLANTA, CHICAGO, FLORIDA, LOS ANGELES. WEBINAR SCHEDULED IN MID-AUGUST.
L havin U lehaskil Training Sessions and CoJDS Think-Tank Conference 07.29.14 07.30.14 FLASHBACKS
Internalizing torah experiences Rabbi Zev Leff Parshat Beshalach The following is an abstract of a Dvar Torah that Rabbi Zev Leff shared with the Consortium: The Jewish people reached a high level at Kriyas Yam Suf. This was evidenced by their ability to point at the Shechinah when they sang the Shira. Chazal tell us that handmaidens saw more at the upper worlds. Not only had B nai Yisroel reached a high level, but they also felt a strong connection to the Avos. Yet, only three days later they were complaining bitterly. They complained that they had no water. Allegorically, this means they couldn t accept or receive the Torah. That is why we read the Torah on Monday and Thursday; there should never be more than a three day lapse between the readings of the Torah. We need to understand that achieving a high level is one thing, but sustaining that level is something else. We can be given the motivation from Above, but we have to exert (hishtadlus) from below. This principle applies to children as well. Help from Above and efforts from below are what help adult and child to maintain a high level of spirituality. The following are recommendations for one to achieve and maintain a high levels of spirituality: Firstly, one needs a good environment. A good environment helps to create a Ruach HaKodesh - a spirit of holiness. Secondly, one has to develop an appreciation for the beauty of Torah. Loving the Torah, respecting the Torah, and honoring the Torah, affects the emotional state of a person. These emotions make a lasting impression. Lastly, intellectually we can preserve our high spiritual level by imitating the traits of Hashem. This allows a person to strengthen his connection to Hashem which also affects the neshama of the person....achieving a high level is one thing, but sustaining that level is something else. The Jewish people did not remember these three things. They recognized what they had to do, but went three days without working on them. This is one of the basic reasons why children may go off the Derech. They reached high levels in Yeshivos, from their families, etc. However, everything they learned was not internalized. How did Hashem help B nai Yisroel rectify their negative behavior. In Mara, Hashem gave them three mitzvos that would re-establish the holiness of the environment, love and appreciation for mitzvos, and emulating the ways of Hashem. So, Hashem gave them the mitzvos of Kibud Av v Em, Shabbos, and dinim - civil law. All three mitzvos focus on respect, honor, and kedusha. These emotions envelope the body and the soul. The idea of Kibud Av V Em reminds us of the importance of life, Shabbos reminds us that there is a purpose to life, and to reach that purpose we need boundaries - dinim. Forming these emotional connections results in forming spiritual connections resulting in connections from one generation to the next.
There s another opinion that says the people received the mitzvah of Parah Adumah at Mara. This was to teach us that we have to be able to subjugate ourselves to mitzvos which are beyond the rational. We cannot understand everything. There are limits - limits in the way we think and in the way we act. The Ramban says that the common denominator of what was given at Mara were lessons in manners and derech eretz. When a child or adult learn derech eretz, he learns boundaries and is then able to internalize the lessons of the Torah. A further lesson is learned by the Seforno where it says that Moshe Rabbeinu told the Jewish people that there wouldn t be any mon on Shabbos, and don t go out and collect them. There were those who didn t listen. They did the exact opposite of what was demanded of them. What should Moshe Rabbeinu have done? He should have taught them the breadth and depth of why they weren t allowed to collect the Mon on Shabbos. He should have taught them the forbidden melachos; he...no matter the place, no matter the circumstances, there will always be a reason to sing. RECOMMENDATIONS TO ACHIEVE AND MAINTAIN A HIGH LEVELS OF SPIRITUALITY: One needs a good environment. Develop an appreciation for the beauty of Torah. Preserve our high spiritual level by imitating the traits of Hashem. should have taught them the halachos and the hashkafa of Shabbos. He also should have spoken about the rewards and consequences. From here we learn that when we want to help someone maintain the Torah world that he built up, they need to be given the proper environment, an appreciation of Torah and mitzvos, and proper boundaries and limits. Rabbi Leff ends his article with the following vort: We learn that when the Jews went into Galus, they hung their harps. The Babylonians asked them to sing Misherei Tzion. The Jews could not imagine singing in a strange land in Galus. They, therefore, hung their harps on the willows. From where did they get the harps? Is it really logical to grab one s harp when going into Galus? The Jews understood that no matter the place, no matter the circumstances, there will always be a reason to sing. A Shirah to Hashem never ends. There is always hope.
CoJDS Expands its PTI to the east coast It was Sunday, May 4th. The NYC bike tour created a bit of havoc with bridge closings, and tangled traffic. However, this did not deter the launch of the East Coast Principal Training Institute introductory session in Long Island City. Participants from the tri-state area attended the session as Mark Moskowitz, lead coach and facilitator of the NYCLA, presented his stimulating workshop on the effective use of the Leadership Performance Planning Worksheet (LPPW). The participants were guided through the self-assessment standards that will be reviewed during the intensive course beginning in September. During the workshops all participants were able to work collaboratively in networking and sharing ideas. A practical experiential session utilizing a real-life scenario gave the cohort an opportunity to share their knowledge in small group settings. The East Coast PTI is comprised of the following schools:
East Meets West in training for excellence The Consortium of Jewish Day Schools is dedicated to quality education from the administrative level to the pedagogical level. To that end, CoJDS assists schools in the development and implementation of a school improvement plan. The improvement plan is an interactive tool between all the members of the planning team. Once the plan has been designed and put into place, benchmarks of goal achievement are determined and measured at different intervals. This past spring, several schools as far as the West Coast committed to designing a planning tool to achieve and sustain school excellence. The guidelines of the plan are governed by rubrics of excellence. Some of the goals for improvement that have been set include but are not limited to: - A sequential curriculum across the grades and the curriculum - Staff evaluation - Professional supervision and development - Communication and feedback - Networking and strategizing best practices - Defining professional roles and responsibilities - Consultation with professional experts - Designing survey instruments Once the goals were defined the various schools created a calendar pacing the implementation of the improvement plan. The schools that are currently participating in the CoJDS Improvement Plan are: Menorah Academy Emek Hebrew Academy Yeshivat Ohr Chanoch South Peninsula Hebrew Day School Vancouver Hebrew Academy YULA Boys HS Maimonides Hebrew Academy of Huntington Beach Phoenix Hebrew Academy Yeshiva Day School of Las Vegas The COJDS is proud to provide quality leadership as we continue to strive and achieve excellence in our day schools throughout the country.
Groundbreaking l havin u lehaskil initiative at cojds The producers of the L Havin U Lehaskil program have been conducting a pilot program to test the viability of merging the L Havin U Lehaskil curriculum with technology. The pilot program in collaboration with Gaon Education designed games, supporting activities which reinforced the skills of the six stages of Sofiot skill development in the second grade curriculum. The Moriah School in Englewood and Yeshivat He- Atid in Bergenfield used a rotational model, rotating students on various computer stations. Yeshivat He Atid used the program daily while Moriah had sessions once a week. Hebrew Academy (RASG) in Miami Beach, also participated in the program by utilizing the Alternative Model. They had an entire class use the software in the computer lab periodically. A total of 140 students logged on to the program. Rabbi Tal Segel, Director of Gaon Education outlined the 3 basic guiding principles of the piloted software and its implementation: Differention: Differention is achieved by incorporating mastery based learning and responsive feedback. Benchmarks of achievement were determined for each of the students so that the students proficiency was validated before moving on to the next level. Immediate feedback allowed the students to self-correct or move on as indicated. Gamification: Letters falling from Shamayim, colorful activities, challenging activities. All enticements to help a child master through creative and constructive fun skills focusing on the Sofiot. Students voluntarily attempted the challenge placed before them no less than five times per session. Failure is not an option when learning through having fun. Badges were awarded as an incentive when a new level of proficiency was achieved. Our analysis of student results showed: In a single session where students attempted an activity multiple times, average improvement rates for activities ranged from 26% to an impressive 330%. The average overall improvement rate for an activity over a single session was 140%. Over multiple attempts and/or sessions over the length of the pilot, average improvement rates for activities ranged from 22% to 223%. On average, students who made multiple attempts over the course of the pilot saw their scores increase by 121.2%.
Assessment and the reporting of the results: Metrics in the form of graphs were made available to the school professionals. Tables and graphs were made available for a quick visual on the various scores. More detailed reports were made available for each activity broken down into several components. This pilot program was only the beginning, of what promises to be, a new era in education technology. However, further development and progress will only be achieved through feedback, discussion, and insights from the professionals who are piloting the program. For further clarification or for information to implement the software in your program, please contact lehavin@cojds.org. I believe that the direction that the L havin U Lehaskil curriculum is moving in, is exactly in line with what I would like to see in the future of educational technology in Jewish education. While there are certain modalities of teaching Torah that can never be replaced by technology, I believe that it is essential to provide students with engaging, exciting, and up-todate modalities to review and solidify core skills, root words, and vocabulary. As our school is adopting a station rotation model of blended learning for General Studies, I am hoping that in the near future there will be enough digital content similar to the pilot technology, that will allow us to adopt this method in Jewish Studies as well. Morah Chaya Dvora Senft, The Moriah School
CONSORTIUMof JEWISH DAY SCHOOLS THINK TANK Tuesday, July 29 and Wednesday, July 30 2014 2-DAY The Consortium of Jewish Day Schools invites Administrators to participate in our upcoming forum to help us shape the Chinuch agenda going forward. We seek your input in the very important areas of: Curriculum Development Technology Integration for Fiscal Responsibilities Promoting Tips the Most Successful Principalship Board Relations Identifying the Red Flags in the Classroom Ivrit as an Effective Curriculum Component Helping Students Internalize Tefilah Combating Apathy: Inspiring a Desire for Yiddishkeit to be held at CoJDS Cedarhurst Office 395 Pearsall Ave. Cedarhurst, NY 11516 Tuesday, July 29 10:30 Doors open/refreshments 11:00am-12:30pm Join concurrent L havin Workshop 12:30-6pm Session followed by invitation to dinner Lunch will be served Wednesday, July 30 12:30-5pm Session Lunch will be served Attendance by reservation only. RSVP by July 14. Travel and lodging subsidies available. P I T PRINCIPAL training initiative NYC LEADERSHIP ACADEMY
as of july 16 the CoJDS cedarhurst office is moving: FROM to395 Pearsall Ave 366 Pearsall Ave cedarhurst, ny 11516 cedarhurst, ny 11516 WWW.COJDS.ORG PLEASE NOTE: NEW PHONE # 516.368.3333