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Looming Jewish teacher shortage prompts new accelerated training in well-known Jerusalem program
When Rabbi David Wallach was looking for an institution to help him become a better Jewish day school teacher, he was frustrated to find that most of the places he researched offered either training in Jewish studies or general teacher training. It was hard to find both.
Then he discovered the Pardes Teacher Fellowship in Jerusalem, where he ended up getting his master’s degree in Jewish education.
“Pardes is the only place that integrated for me both the Jewish studies and the pedagogy,” said Wallach, now 32 and a teacher and assistant director of Jewish studies at Les Ecoles Azrieli Herzliah High School in Montreal, Canada. “It wasn’t that you learn Judaism in one place and learn education in another. This entire program is about the pedagogy of Jewish learning. That approach is unique, powerful and invaluable for me.”
More than 270 Jewish teachers and educators-in-training from North America have gone through the Pardes Teacher Fellowship, a two-year master’s program that offers participants intensive Jewish learning, Jewish educational pedagogy, practical student-teacher training and mentoring in North American day schools.
A mainstay for over two decades, the well-known fellowship is being redesigned for next year to make some key changes that administrators believe will better serve the future teachers of Jewish day schools: Instead of requiring two years in Israel with monthlong student-teaching stints along the way, Pardes is offering an accelerated program that requires just one year of intense study in Jerusalem followed by a second year of teacher training in schools in North America.
The program is funded, so students’ expenses are minimized and they receive a stipend, and at the program’s conclusion they obtain their master’s degree. Pardes is currently accepting applications for the fall.
“This is a unique opportunity to study pedagogy with spectacular teachers in Jewish education,” said Aviva Lauer, director of the Pardes Center for Jewish Educators.
There’s another reason for the changes at Pardes: a looming crisis in Jewish education to which the Jewish world hasn’t fully woken up, according to some educational leaders.
“The crisis that we knew was coming is here. Jewish day schools, early childhood centers and part-time congregational schools across the country face a shortage of educators to fill multiple openings for lead teachers, assistants and substitutes,” wrote the authors of a recent piece in the online publication eJewish Philanthropy published by leaders from the Association of Directors of Communal Agencies for Jewish Education. “This is no longer simply a ‘challenge.’ Rather, it is a crisis because of continuing trends in the overall job market, exacerbated by the pandemic.”
The shortage is related in part to low salaries in the profession. A recent report by the Collaborative for Applied Studies in Jewish Education showed that fewer new teachers are entering education and more current teachers are leaving. As a result, many Jewish schools are hiring staff without appropriate training.
“We are looking for teacher candidates who love Jewish text, Jewish living, and Jewish tradition, recognize that the children are our future, and want to serve their communities as role models for the next generation,” said Rabbi Avi Spodek, director of recruitment at the Pardes Center for Jewish Educators.
Rabbi Jordan Soffer, head of school at the Striar Hebrew Academy in Sharon, Massachusetts, used his training in the Pardes Teacher Fellowship to enhance his classroom teaching. (Courtesy of Pardes)
Pardes’ revamped fellowship program tightens its format with a more modular structure that offers more credit for the pedagogy courses students take in Israel and credit for some courses online. The purpose of the change is to enhance the practical training and enable those who can only get away to Israel for a single academic year (plus two summers) to participate.
“The new format is a soft easing-in to teaching,” Lauer said, giving students time to immerse themselves in a school before becoming full-time teachers.
The principle that guides the Pardes approach is subject-specific pedagogy, according to Lauer: “Not just how to be a teacher but how to be a Jewish studies teacher. It’s learning how to integrate and balance textual content with what we call ‘meaning-mining.’ It’s about introducing our students to varied lenses through which they might teach Jewish texts, and helping them explore what will be important and meaningful to them to teach their future students.”
The Pardes program boasts a star-studded staff, including Yiscah Smith, Rabbi Meesh Hammer-Kossoy, Judy Klitsner, and Rabbi Zvi Hirschfield for Jewish studies, and Rachel Friedrichs, Reuven Margrett, Sefi Kraut, and Susan Yammer for the pedagogical components.
“The teachers are so special,” said Josh Less, a current fellow. “They are all unique in their own ways and have a great grasp of their subjects.”
Pardes attracts students from a diversity of Jewish denominational, cultural and professional backgrounds. The program’s alumni include six heads of school, five principals, 12 Jewish studies department chairs and six directors of Jewish life, among scores of Jewish teachers.
Less, 28, who recently completed a round of teacher training at the Milken School in Los Angeles, said the Pardes program has given him critical classroom experience and essential Jewish study skills that he learned in Pardes’ beit midrash, or Jewish study hall. He plans to become a full-time day school teacher but first wants to get his rabbinical ordination.
“My advice to someone thinking about this program is: Definitely do it!” Less said. “The program is such a blessing for the right person who wants to do intense learning and teaching. It’s intense but indispensable.”
Wallach said the most valuable thing he took away from the Pardes program was how to connect learning to practice. When he teaches about Passover, for example, Wallach turns his classroom walls into an art gallery, hanging dozens of images of the Seder’s four children drawn from different haggadahs and asking his students to explain which images speak to them. That gets them talking. Once they’re done analyzing, he asks the students to create their own images of the four children.
“This kind of exercise always gets them. They are intrigued by it. They are involved,” said Wallach, who has been teaching for seven years. He credits Pardes with showing him this kind of approach to learning.
“It wasn’t just: Here’s how to teach, in theory. It was about how to teach this specific Jewish studies text, the pedagogy of it,” he recalled. “We practiced it, and we had a chance to actually live it, both with our peer training and the teaching.”
Wallach added, “All the best teachers I know went through Pardes.”
Having excellent teachers is critical for the future of the Jewish people, Lauer said.
“Our goal is to give our fellows outstanding training – for their own sake, for the sake of the schools that will hire them, for the sake of the children and for the sake of the future of the Jewish people,” she said. “People who graduate from our program are avidly sought-after and seen as stars in the field. We are hoping to find the new stars. The Jewish world needs new stars.”
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The post Looming Jewish teacher shortage prompts new accelerated training in well-known Jerusalem program appeared first on Jewish Telegraphic Agency.
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The visionary Jewish poet who survived the Holocaust but not its aftermath
Paul Celan: A Life
By Anna Arno
Translated by Soren Gauger
Belknap Press/Harvard University Press, 416 pages, $35
During a 1969 poetry reading in Israel, Paul Celan’s audience requested “Deathfugue,” his most famous poem. With its hypnotic images of death as “a master from Deutschland,” prisoners drinking the “black milk of dawn” and smoke rising to “a grave in the clouds,” it remains one of the most powerful artifacts of the Holocaust.
But like a rock star weary of endlessly repeating his greatest hits, Celan declined. Instead, he offered other poems, scorned by some commentators as “hermetic, esoteric, divorced from reality.”
So we learn from Anna Arno’s intelligent, intricate biography, Paul Celan: A Life, ably translated from the Polish by Soren Gauger. Interweaving literary criticism with Celan’s life story, Arno quotes liberally from Pierre Joris’ English translations. Even so, she can’t quite do the work justice. In translation and wrenched from their poetic context, Celan’s innovative verses, credited with a radical remaking of the German language, come across as cryptic and impenetrable.
Arno covers Celan’s schooling, wartime experiences, work history, travels, friendships, psychiatric ordeals and overlapping romantic interests, at times departing from strict chronology. Though defensible, the narrative strategy renders the book somewhat convoluted.
One thread is Celan’s intermittent, decadeslong involvement with the accomplished Austrian poet and novelist Ingeborg Bachmann. That relationship, more passionate and enduring for Bachmann, preceded his mostly happy marriage to the French artist Gisèle Lestrange and continued during it. In an odd twist, Bachmann and Lestrange, bonded by both their love for Celan and their anxiety about his well-being, developed “a kind of impossible sisterly friendship.”
Despite Celan’s devotion to his wife, “other women,” Arno writes, “were always drifting through his life.” A chapter toward the end of the biography details some of Celan’s most important romantic relationships. Other chapters focus on his inventiveness as a translator and his worsening mental illness.
Celan was born Paul Antschel in 1920 in Czernowitz, Romania (officially Cernăuți, and now Chernivtsi, Ukraine) on the fringes of the recently defunct Austro-Hungarian Empire. The French-sounding Celan is a pen name, an anagram of Ancel, a Romanian version of Antschel.
Celan’s parents were German-speaking Jews, and German was Celan’s native language. But he was a polyglot, a talent that shaped his poetry and enabled his career as a translator. Along with Romanian, in which he wrote some early poems, and French, the language of his postwar life in Paris, he learned Russian (under Soviet occupation) and English. He had at least “a passive knowledge of Yiddish,” picked up enough Hebrew for his Bar Mitzvah and studied Italian, Latin and Greek. “His intellectual ease gave him a sense of superiority,” Arno writes.
World War II interrupted Celan’s medical studies in France, and back home he enrolled in Romance language courses. The Soviet occupation was brutal but, for Jews, the Romanian fascist regime that succeeded it was worse. Celan’s parents were deported and died in a Nazi labor camp. Celan, separated from them, survived forced labor, but remained “wracked with grief” over his parents’ fate. He would describe “Deathfugue,” written in 1945, as his mother’s epitaph and grave. The poem may have influenced Theodor Adorno, who famously described poetry after Auschwitz as “barbaric,” to modify his views.
After leaving a ruined Czernowitz for Bucharest, where Celan translated, wrote poetry, flirted with Surrealism and “bounced from one relationship to the next,” he traveled to Vienna. “Young, dashing, full of charm,” he eventually settled in Paris and became a naturalized French citizen. But he chose German as his poetic language, despite the emotional dissonance that entailed.
Over the years, he traveled to Germany to read his work and accept prizes. In the process, he developed relationships with leading postwar German writers, including Heinrich Böll, Hans Magnus Enzensberger and Günter Grass. But the 1950s were a tricky time. “He could have crossed paths with a murderer at every step,” Arno writes.
Celan recoiled viscerally at what he saw as persistent antisemitic currents in German culture, which hadn’t yet reckoned with the magnitude of Nazi crimes. He interpreted bad reviews as instances of antisemitism, and Arno suggests that he wasn’t always wrong.
Even more traumatic were accusations of plagiarism leveled against him by Claire Goll, the widow of Yvan Goll, whose poetry he had translated. Arno describes the charges as both malicious and baseless, and “probably an act of revenge for her spurned advances.”
They nevertheless affected Celan’s reputation and threatened his health. “Claire Goll’s smear campaign was to become the main cause of the poet’s mental breakdown,” Arno asserts. It’s a strong statement. Certainly, he had endured other losses: the murder of his parents, the death of his day-old infant son, François, after a botched delivery.
On the cusp of middle age, Arno reports, Celan experienced bursts of paranoia. “He could not always separate justified precautions from obsessive mistrust, vigilance from a fit of persecution mania,” she writes. “His deeply buried despair, moral severity, and tempestuous personality all caused sudden and violent fits.”
In 1962, he had what Arno calls “his first bout of psychosis,” which included hallucinations and violent episodes. He was hospitalized and medicated and underwent psychotherapy. Insulin injections, a since-discredited treatment, damaged his motor skills. Even during his hospitalizations, he continued to write poetry. (His productivity in the throes of mental health crises calls to mind Sylvia Plath.)
Arno, noting that Celan’s medical records remain sealed and his journals unavailable, doesn’t offer a diagnosis. The hallucinations and paranoia suggest schizophrenia, but Arno also mentions mania and depression, along with numerous suicide attempts. He tried his best to stay connected to his only child, Eric. But his instability cost him many friendships and ultimately his marriage.
In 1970, the 49-year-old poet drowned himself in the Seine, joining a sad company of writers who survived the Holocaust but not its emotional aftermath. What exactly triggered Celan’s suicide is impossible to know. Arno says only: “He was no longer capable of supporting the weight of the past as it flushed to the surface.”
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‘The Naked Woman’ asks — what would Jewish Chekhov look like?
Earlier this year, a lauded revival of Anton Chekhov’s overlooked opus Ivanov occasioned the question: What if Chekhov, that great chronicler of overeducated depressives, was a bit more Jewish?
That show has a substantial Jewish subplot, with the title character’s wife subjected to antisemitic smears.
For Jewish Russians, Chekhov, like his great interpreter Stanislavsky, is a part of the culture they still claim. For that reason expat companies, like Igor Golyak’s Arlekin Players, have long been in the business of reinterpreting him. Novelist Gary Shteyngart, in his pandemic novel, Our Country Friends, took things a step further, transmuting Chekhov’s dachas into the Belleville bungalow colony where he, and many ex-Soviet Jews, would summer.
Allie Avital and Alia Azamat Ashkenazi’s The Naked Woman, now in a limited run at 154 Theater, returns this proposition to the stage with some usual markers of the Russian master: characters brought low by their own inertia, a love triangle, frustrated ambitions and failures to launch. Into the mix they add the following staples of first generation Jews: immigrant parents’ expectations and the tension between the generation that recalls the weight of repression and the rising one that has only ever known American freedom. There are obligatory references to rabbis; the word “mensch” is dropped, but this is not a Shabbat-observing crew. If you know this specific demographic, there’s no doubting the affiliation.
Misha (Ilia Volok and Roman Freud alternate the role — Freud played him my evening), a successful architect, who moved to the U.S. decades before for a better life. For the New Year, and his birthday, he has made camp at his upstate country home. Some creaky exposition — on Pili Weeber’s set of floating timber, the Empire State’s answer to birch trees — sets up the interpersonal tensions that will go off in later acts like Chekhov’s proverbial gun.
Misha’s 35-year-old daughter Dasha (MaryKate Glenn) tells him his last check for her grad school tuition bounced. She’s there with her all-American boyfriend and is secretly pregnant. His bohemian older brother Grisha (Dima Koan), ever-clad in funky sweaters and kerchiefs by costume designer Kostya Goncharuk, resents Misha for their parents’ decision to only pay for his higher education and for being dependent on him for income. Rina (Natasha Goubskaya), Misha’s long-suffering wife is quietly working to save the family from financial ruin.
With these pieces set in place, the holiday is interrupted by, as advertised, a naked woman, screaming for help. Dismissing her as a “druggie in the woods,” Misha does nothing, a choice that brings questions of insularity and assimilation to the fore.
Dasha can’t get over her father’s inaction.
Rina explains it: “This American obsession with caring about strangers It’s all words and ideas. It’s THEATER. It doesn’t mean anything.”
The play is based on a short film by Avital, an accomplished director of visually-striking music videos for the Yeah Yeah Yeahs, Olivia Rodrigo and Moses Sumney. In that more abridged version, with mostly Russian dialogue, the Naked Woman stands in for the forces of mortality.
As one character in that film notes, in Russian, the word for death is “in the feminine, and therefore death is a woman. When death doesn’t hide, doesn’t wear a disguise, then it’s naked.”
Here the character is a more elusive metaphor: an avatar for Misha’s selfishness, the rift between his and Dasha’s concern for others or maybe her perception of herself as vulnerable and in need of saving. She could also be Rina’s aching feeling of neglect.
Avital and Ashkenazi’s background in film — Ashkenazi has a long resumé as a script supervisor and directed the short Esther’s Choice — is evident in the drama’s pacing. The piece doesn’t have the patience of Chekhov, who lets the action settle around the samovar and steep in subtext. This makes the show more dynamic, but more superficial in its psychology.
“I’ve always wondered why no one can truly love me, why they always leave me,” Dasha tells her father, coming off a monologue that hits the ear like a stilted translation of The Seagull’s yearning actress Nina or Vanya’s tragically dutiful Sonya. “But now I understand why. Because I’m just like you.”
It’s a tidy thesis, from creatives whose film work lives on the power of suggestion, with cinematography and movement being the major narrative force. Though Avital’s staging is capable, the script is crying out for an injection of subtlety that perhaps only a closeup can deliver.
This play is something of a proof of concept for a forthcoming feature film to be directed by Avital. If the short is any indication, its words and ideas may translate better taking a step away from the theater.
It may not be the natural medium for Chekhov, but it’s well-suited to his heirs.
Allie Avital and Alia Azamat Ashkenazi’s The Naked Woman is playing through June 14 at Theatre 154 in Manhattan. Tickets and more information can be found here.
The post ‘The Naked Woman’ asks — what would Jewish Chekhov look like? appeared first on The Forward.
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Iran says it has finished striking Israel, after Trump says both countries ‘must immediately stop’
(JTA) — Iran says it has completed its attack on Israel after its missile barrage on Sunday night launched the first direct exchange of hostilities since April.
Iran’s military command said the barrage, which did not do any major damage in Israel, represented its “painful response” to an Israeli attack on a Hezbollah installation in Lebanon. The statement was published in English on Iranian state media, which attributed the halt to pressure from U.S. President Donald Trump.
Trump had denounced the Iranian strike and publicly urged Israel not to respond. On Monday morning, after it did, he posted on his Truth Social account: “Israel and Iran must immediately stop ‘shooting.’”
Israel responded to the initial barrage with a large-scale airstrike against Iranian defense systems on Monday morning local time.
The Israeli military announced that the strike targeted Iran’s strategic defense systems and hit several targets in Iran’s petrochemical complex in Mahshahr in southwestern Iran. The military said the systems had been “degraded” during the February “Operation Roaring Lion” war and that “the strike led to the destruction of these systems.”
Shortly after the Israeli strike, Iran launched a second round of missiles into Israel, sending families into shelters. Schools were already canceled for Monday following Sunday night’s attacks.
According to local Israeli media, explosions were heard in Isfahan and Kermanshah, and Iranian Foreign Minister Esmaeil Baghaei blamed the United States for Israel’s response.
The Israeli response came after Trump told Axios Sunday night that he would tell Prime Minister Benjamin Netanyahu to not respond to the attacks. “I am going to call Bibi right now,” Trump told the news site, “and tell him not to retaliate.”
He added that both countries had “had their fun. Israel had its strike, and Iran had its strike. We don’t need another one.”
In a second Truth Social post on Monday, Trump wrote that “ignorance and stupidity” were hampering the already fragile Iran-Israel ceasefire negotiations. “The Blockade will remain in place, and in full force and effect, until a “Final Deal” is reached,” he wrote.
The U.S. Navy imposed a blockade of Iranian ports on ships traveling to and from Iran on April 13. Trump made the decision after the collapse of talks aimed at permanently ending the five-week war the U.S. launched against Iran on Feb. 28 and Iran closed the Strait of Hormuz on March 2.
Meanwhile, on Monday morning the Iran-backed Houthi terror group in Yemen launched a single missile into Israel. No injuries were reported. Later, the Iranian-backed group said it would impose a complete naval blockade on Israeli ships in the Red Sea.
This article originally appeared on JTA.org.
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