Dear Hevre,
We are sure you are breathing a sigh of relief now that the
holidays are over. It must have been difficult trying to establish any kind of
routine with the constant interruptions. On the positive side, those who want
to make significant changes in classroom routine now have a good opportunity to
do so.
At this point, most of our energies (in the Alumni Support
Project) are going into the upcoming reunion (see article below). We look forward to seeing most of
you there.
As always, please let us know if we can be of any help (with
curriculum, teaching strategies, job search, challenges in the workplace, etc.)
Kol tuv,
Pardes Educators Alumni Support Project staff: Dr. Susan Wall, Abby Rosen Finkel, Debra Weiner-Solomont The Pardes Educators Alumni Support Project is funded by a generous grant from the
Jim Joseph Foundation.
|
_______________________________
|
Dvar Torah by Neima Novetsky
As we start the new Torah
reading cycle, the theme of blessings pops up again and again in these
beginning parshiot: blessings of fish and birds,mankind,the
Sabbath, Noah, Avraham, etc. What, though, is a blessing anyway? What does
it mean to bless God, to bless my neighbor, or for God to bless me? Does the
word take on the same meaning in all instances?
We tend to think of blessings in terms of
either praise or thanksgiving. When one looks in Sefer Bereshit, though,
interestingly, one gets a slightly different picture. The context of
almost all the blessings of Sefer Bereshit are the words "peru
u'revu," be fruitful and multiply.
People are being blessed with
progeny. Most commentators explain the word along these lines, taking it to
mean "abundance" of some sort.
Rav Soloveitchik, in an article entitled
"HaBerakhot BaYahadut",discusses
the issue and suggests that a berakhah, based on this
usage in Tanakh, should be understood as the metaphoric
ability for a male and female to meet and bear offspring. It is always
connected to a "they". With every coupling, he points out, there is
an influencer and an influenced, a giver and a receiver, a creator and a
created - a "male" and "female". Every individual, too, has
these two sides; as the midrash points out, man was created with 2 faces, as
both male and female. Every person has the ability to both give and
take, to be both teacher and student. A berakhah is meriting this
meeting of "male" and "female", meriting to both influence and be influenced
in turn.
What, though, does this mean when applied to
God? God, Creator of all, is the "male" par excellence. He is the
giver, we the receiver. Yet, God at the same time, is also called The
Shechinah, a Kallah, a bride. God, at times, is also the "female", the
receiver. But how so? Rav Soloveitchik suggests that there is
one area where God, too "needs" us - the revelation of God is in
our hands. If we don't see Him, He won't be seen. It is our
duty to "bring God out." By recognizing God in the
daily events around us, by proclaiming His name before we eat, by
acting in His ways, we are in effect "spreading" God.
As you start your year of teaching, I,
too, bless you with this berakhah of "peru
urevu", that each of you shall always be both teacher and student,
giver and receiver, influencer and influenced, and that your students
shall be the same.
|
_______________________________
|
Retreat Reunion, November 20-23 (22-25 Cheshvan)
We
are delighted that over forty alumni will be joining us at the Isabella
Friedman Retreat Center, November 20-23.
In addition to Pardes staff (Dr. David Bernstein, Rabbi Zvi
Hirschfield, Rabbi James Jacobson-Maisels, Dr. Judy Markose, Abby Rosen
Finkel, and Dr. Susan Wall),
we are welcoming a number of outside presenters. Dr. Lisa Lahey from
Harvard University.will give a plenary session on Friday
on "Effective Teaching: An Inquiry into our own Beliefs and Practices".
Rabbi Joel Alter (Rabbi and Assistant
Head of School at the Jewish Community Day School in Watertown,
MA), Benjamin Mann (Head, Middle School and Jewish
Studies Coordinator at the Solomon Schechter School of Manhattan)
and Fayge Safron from the New Jewish Teacher Project will offer
workshops on Sunday
morning. Several of our own graduates will present sessions as well.
You will also meet Adene Sacks, our Program Manager from the Jim Joseph
Foundation, who works closely with us on our Alumni Support Project.
At the retreat there will be opportunities for sharing,
study and prayer, and the screening of the film Praying with Lior. We will offer
a hike on Shabbat afternoon as well as ongoing enjoyment of the beautiful surroundings at the retreat
center.
If any of those who were initially unable to attend are now
able to do so, be in touch with Abby in the NY office immediately. We are looking forward to learning, sharing, reflecting,
meeting new colleagues, and renewing our enthusiasm for the work we do.
|
_________________________
|
PEP Corner by Dr. Judy Markose
What's New in the Pardes Educators Program?
Two new mini-courses are being offered this year in Teaching Tanakh
and Teaching Rabbinics,in order to better integrate Beit Midrash and
Pedagogy studies. As part of our increased emphasis on building tefilla
expertise, we have incorporated a Siddur mini-course for first year students, a
D'var Torah workshop, and mentoring for each student to develop an individual tefilla
learning and skill-development plan.
Recruitment for PEP Cohort 10
PEP Alumni can help us in our recruitment efforts. Please take a few
minutes to think of one or two people that you know who are considering a
career in Jewish education and would be well-suited for the Educators Program.
Judy Markose would be happy to reach out personally to the people that
you recommend. Please send her your names before December 1st.
Todah Rabbah!
|
__________________________
|
Education Corner:
Chalk Talk by Dr. Susan Wall
As
those of you who graduated recently (or attended the last Summer
Curriculum Workshop) may know, "ChalkTalk" has become one of my
favorite classroom techniques - particularly to assess students'
knowledge or
thoughts on a new topic. Basically, it is a silent conversation in
writing that encourages
all students to participate. It is particularly beneficial for your
kinesthetic learners as well as those who are less comfortable speaking
up in
class. It also keeps your most vocal students from once again
dominating
discussions. I have never seen Chalk Talk fail; in fact, it has always
been
quite successful.
What follows is a protocol of Chalk Talk, adapted from an article by Judi Fenton, which will provide you with more ideas.
Process
The facilitator explains VERY
BRIEFLY that Chalk Talk is a silent activity. No one may talk at all and
anyone may add to the Chalk Talk as they please. The facilitator writes a relevant question in a circle on
the board or on chart paper (if you prefer to keep a record of the
conversation and you don't have a "Smart Board"). The facilitator places
several pieces of chalk (or markers) at the board. Students can comment on
the initial question-or on subsequent comments. Decide if you want initials
next to the comments, if it will help you in the follow-up. People write as they feel
moved. They can read and respond to the comments of others. The facilitator may choose to
totally sit back, circle or connect ideas on the board, or participate in
the discussion. (I suggest you remain a facilitator and keep your
comments, if any, to a bare minimum.)
There are likely to be moments where not much seems to be
happening-that is natural, so allow plenty of wait time before deciding it is
over.
What you now do with the comments on the board is important.
You may use the comments to shape your lesson plans or refer back to them in
subsequent discussions.
Click here for a more detailed description and other applications
of Chalk Talk.
|
______________________________
|
Focus on Seth Goldsweig (Cohort 2)
My name is Seth Goldsweig and I am
currently in my third year as the Hebrew Studies Curriculum Coordinator at the
Paul Penna Downtown Jewish Day School in Toronto,
Canada. I also teach grade 5 and 7/8 Hebrew and
Judaics. Before that I spent 3 years as
the grade 6 Hebrew and Judaic Studies teacher at the Cohen
Hillel Academy
in Marblehead,
Massachusetts. My current combined administrative and
teaching role has been great as it gives me an opportunity to impact my
students and the entire school community in many different realms. As you all know, the job of a teacher is
filled with challenges. However, for me,
there is nothing better than seeing a kid finally get something I've been
teaching for months or seeing that spark in the eye of a student who found a
new and exciting way to connect to Judaism.
It allows me to easily forget all the hard work I put in.
Over the past six years of my
teaching career I have taught Hebrew, Torah, Prophets, Science, Language Arts,
Social Studies and more. Each subject has
had aspects that I love and aspects that I really struggle with. However, when I think about which subject I
enjoy preparing for and teaching the most, there is no question about it-it is Tanakh. Using ideas such as political cartoons,
Facebook pages, PowerPoint presentations, brick making competitions, artistic
creations, archaeology, Rashi, feminism, the list goes on and on-I have a blast
trying to come up with ways to make the texts both relevant and fun for my
students. I am also really into music, nature
and genealogy, and try my best to bring them into the classroom whenever possible. If there is one thing I've
learned, kids need variety. I do my best
to make sure every class is an entirely different experience from the previous
one.
Enrolling in the Pardes Rimmon
program and then the Educators Program was the most important decision of my
life. It was there that I met my
wife, Amy Goldsweig, who is also a graduate of the Educators Program. Having two educators in the same household
became very useful for those late night, "What am I going to teach tomorrow?"
freak out sessions. All we had to do was
ask each other for ideas. It also gave
us an opportunity to share our successes and failures with a spouse that
totally understood what the other was going through. I should also add that we have an adorable
set of twins who will be starting day school in a few years.
|
__________________________
|
Online Resources
*While away from your classrooms, some of you may have noticed that the
financial markets around the world are in crisis. Time magazine
thought it appropriate to ask Jewish scholars "what would the Talmud
do?" Click here to read the article.
*Lookjed-an
online educational resource through the Lookstein Center is a great
resource for all kinds of information. You can receive the Lookstein
Digest (Lookjed) by registering
with them. We are now members of the Lookstein Center and there is
much more available to you through our membership. For example, the
highly recommended issue of Jewish Educational Leadership focusing on Spirituality is no longer available as a hard copy but can be read on-line. Please contact Debra for more information.
*Lookstein Podcast: "Classroom Teaching" with Mark Smilowitz, is a
weekly podcast with reflections and strategies for budding young education
professionals.
Click here.
* Films and documentaries on Israel are available through Israel at 60. Click here to view what is available.
*Yeshivat Har
Etzion's Virtual Bet
Midrash is offering 17 free courses on a variety of levels.
You can subscribe here.
*Hartman
Institute has made available additional Judaic Studies curriculum
on-line. A unit on Abraham, entitled "The First Jew - A Journey Begun
with a Fateful Choice." is now available just in time for parshat Lech
Lecha,. Here's the link. Click here to see this curriculum and watch for updates.
*Hemshech, (published by P'tac), is a post -primary Hebrew reading resource workbook edited by Rabbi L.Newman, is available through Judaica World. The purpose of this workbook is to help students improve their Hebrew reading proficiency skills.
*Hidden
Sparks
is a non-profit fund whose purpose is to help children with learning
differences reach their full potential in school and life. Hidden
Sparks
develops and supports professional development programs for Jewish Day
Schools to help increase understanding and support for teaching to
diverse learners. For more information
click here. or contact: Rebecca@HiddenSparks.org.
|
__________________________
|
Job Listings
Many
educational institutions in North America seek PEP graduates to fill
positions. If you are considering changing jobs please feel free to
contact Susan or Debra for assistance. Following is a job listing we recently received:
*Oakland
Hebrew Day
School (OHDS)in Oakland, CA. a vibrant, innovative
co-educational modern Orthodox K-8 school with excellent Judaic and General
Studies programs is looking for a Director/Head of School. Please send inquiries to Dr. Brian Kaye, Chairman of the Search Committee.
*The Mandel Center
for Jewish Education of the Jewish Community Centers Association of North
America is seeking qualified educators to serve as Jewish programming directors
at JCC resident camps this summer. Positions will be available at JCC resident camps in California,
Georgia, Maine,
New York, Ohio,
Pennsylvania, West
Virginia, Wisconsin, Ohio and Canada.
For more information or to apply, please click here or e-mail: melanie@jcca.org
|
Call for Papers
Jewish Educational Leadership invites articles for the Spring 2009 issue
focusing on Active Learning.
Click here for more information on the types of articles and guidelines for
writers. You can also contact Zvi Grumet. Submissions will be accepted until February 15, 2009.
|
|
___________________________________
|
Alumni Update
Condolences:
Judith Sone (Cohort 1) on the loss of her grandmother.
Mazel Tovs:
Benny Levy (Cohort 7) and Sarah Rubinson (Cohort 9) upon their engagement.
Eric Zaff (Cohort 1) and Jillian on the birth of a son, Joshua Ezra.
Sarit Edelstein Cohen (Cohort 4) and her husband Hananiya on the birth of a son, Nehorye.
Professional Awards:
Jessica Lissy Trey (Cohort 3) has received the prestigious JESNA-Grinspoon-Steinhardt Award for Excellence in Jewish Education.
We are sorry if we missed something. Please help us by sending in your news!
|
_________________________
| |
