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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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How Jews made ‘Les Miz’ Christian again
At the end of the 1941 school year, 13-year-old Yitshkok Rudashevski went to meet his friend from the Soviet youth movement. Their confab, and that clear summer day, was soon disturbed by the howl of a siren and the raining down of bombs.
“The street was full of smoke,” Rudashevski wrote in his diary. “It is war.”
On Sunday June 22, Nazis mobilized Operation Barbarossa and began their push toward Vilnius. That Rudashevski was determined to fight back could be credited, at least in part, to the book he had with him at the start of the offensive, which he planned to share with his comrades.
“I carry with me Der Giber in Keytn [The Hero in Chains],” the Yiddish translation of Les Misérables, Rudashevski wrote, “from which we will read together about Gavroche, the child of the Paris proletariat who fell on the barricades alongside the adult fighters.” (Gavroche died in the street fighting of the 1832 June rebellion in Paris; Rudashevski would survive Lithuania’s June uprising, and its ensuing antisemitism, to be murdered by Nazis in the Ponary massacre of 1943.)
It makes sense that Rudashevski, a dedicated Marxist and product of the Lithuanian Yiddish school system, would find a kind of role model in Victor Hugo’s gamin.
That Les Misérables in translation was popular among Yiddish-speaking socialists — it was serialized in the Forverts in our first year of publication — is itself unsurprising, given the book’s preoccupations with social justice. That its ethic was a fundamentally Christian one seemed to matter less than its overall message: a universal concern for “the wretched” and vulnerable, particularly children, women and the formerly incarcerated. This last factor may have resonated deeply with Baderekh, a Yiddish theater troupe composed of displaced persons, who staged the story in 1946 Berlin.
I’ve been reading Les Misérables for about a year now (it’s long and brimming with Hugo’s commentary on post-Napoleonic revolts, essays on the argot of the underworld and digressions on Parisian city-planning) and was successfully influenced to buy a nosebleed seat to the arena tour of the musical at Radio City last Friday. Watching the megawatt melodrama, it occurred to me that in much the same way Jews conquered the Christmas song catalogue, the Jewish creative team behind Les Miz brought Hugo’s doorstopper to the world — and arguably made it more Christian.
Composer Claude-Michel Schönberg, born in France to Hungarian refugee parents who lost much of their family in the Holocaust, and the Tunisian-born Sephardic lyricist Alain Boublil created a concept album and early stage version that was Gallic in the extreme, and so more concerned with Enlightenment concepts than an enlightened human soul.
But when the show was brought to British shores, Boublil, Schönberg and original directors John Caird and Trevor Nunn reimagined the structure, adding a prologue with Valjean and the bishop, who gifts him silver candlesticks to restart his life after 19 years slaving as a convict at the shipyard in Toulon.
The revamp, which brought on journalist Herbert Kretzmer as lyricist, gave the bloodhound Inspector Javert a new solo — beloved by Ben Shapiro — where he connects his unyielding policing to the watchful stars and the God who punished Lucifer for his challenge to the heavenly order.
Valjean prays. A lot. And it ain’t the Shema.
The key innovation of the musical may well be how it sets Valjean and Javert in opposition. Whereas in the novel, Javert seems to have no God save the rigid rule of law, in the show his dogma derives from what its creatives recently, and reductively, referred to in a New York Times interview as an “Old Testament” form of justice. His foil, Valjean, the redeemed man of mercy, stands in for the New Testament’s core of forgiveness, which the show clearly favors.
If it’s odd that the presentation of this false binary was trusted to a Jew named Herbert Kretzmer, it hasn’t seemed to deter many Jews from embracing the show as they once did the novel.
A couple of years ago, I attended a virtual Rosh Hashanah service that used the musical’s final takeaway, “to love another person is to see the face of God,” as its thematic thrust. (It was a bit much for me.) It would make just as much sense — though it would be cringe in the extreme — to deploy the show for a Yom Kippur sermon on atonement.
The Jewish affinity for the material is helped by that Hugo, unlike so many — probably most — of his contemporaries is not marred by antisemitism. He inveighed against pogroms in the Russian Empire in the 1880s, warning in an English paper that “Christianity is martyrizing Judaism” and publishing a not-so-subtle allegory about the Spanish Inquisition to drive the point home. I’d say he was doing the Emile Zola thing before it was cool, but it was never particularly popular to speak out in this way in the French Third Republic.
While Kretzmer was born in South Africa to refugees from a later wave of Tsarist pogroms, he and the other Jewish writers of the Les Miz musical do not seem to have been particularly observant. The strongest hint of the cultural inheritance is in the klezmeresque intro to “Master of the House,” a theme of the penny-pinching innkeeper Thénardier. (If that’s problematic, Thénardier later makes an antisemitic remark when the tune is reprised, implying he’s not Jewish himself.)
The show nonetheless points to universal values legible to Jews and, indeed, the world. Like Fiddler before it, Les Misérables is a global phenomenon not on the merits of its specificity, but for how it draws on a common humanity. The Yiddish left of the 20th century read the book; protesters in Hong Kong and China can now be heard singing the musical’s anthem of angry men.
As Hugo wrote in his introduction to the book, “so long as ignorance and poverty exist on earth, books of the nature of Les Misérables cannot fail to be of use.”
It may be immodest, but history, and his own adapters, have proven him right.
The post How Jews made ‘Les Miz’ Christian again appeared first on The Forward.
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When a country has gone insane, a ‘psychotic’ Israeli play like this makes total sense
What happens when individuals — and societies — lose their grip on reality, sanity, truth, or all three at once?
Af Mila L’Ima, or “Not a Word to Mother,” a play, running now at Beit Lessin in Tel Aviv, is a window into the mental state of the State of Israel right now. Like much of great Jewish literature, it combines comedy with tragedy.
Written by Noam Gil, and directed by Udi Gottschalk, the play opens with an air-conditioner repairman who finds himself summoned to the home of a woman he does not know. But she hasn’t called him there to fix her air conditioner.
After a few awkward — and very funny — minutes, the lady spits it out: Four days ago, she found out that her husband is having an affair with the air conditioner repairman’s wife.
“No,” he says. “Not my Galya.”
The woman can prove it to him, she says. She asks the repairman to hide, lie in wait for the two philanderers —and then attack her cheating husband with a rolling pin.
“No,” the repairman says, but soon a car is in the driveway, and the woman and the repairman dive behind the curtains.
It’s not who they think it is. Corinne, the woman’s teenage daughter, arrives with her crush, Nadav. The girl proceeds to discuss her mother in uncharitable terms. “I would kill myself if I turned out like her,” the girl says.
After a few minutes, another car arrives in the driveway.
This time it is the woman’s husband and the repairman’s wife, and they’re all over each other.
Just as they rip each other’s clothes off on the coffee table, the teenage daughter, dressed in her Scouts uniform, opens a door, and sees it all.
The repairman and the woman from the first scene emerge from their hiding places.
The horrified and traumatized teenage daughter has filmed the coffeetable make-out scene on her phone. And worse, she recognizes her father’s mistress; it’s her high school teacher.
The teenage daughter threatens to put the video up on TikTok. The adults panic. The situation spirals out of control; after catching his wife in the act, the seemingly peaceful repairman bloodies the nose of the woman’s husband. And Nadav, who can’t leave the apartment because no one will give him the keys — in Israel you need keys to leave the house —loses it.
“P’sichi! P’sichi! P’sichi! P’sichi! P’sichi, ” he yells. Psichi means “psychotic” or “crazy” in contemporary Israeli slang.
But this play is not just about one family’s petty, “psychotic” mess; these characters are each a type of mess in which the audience might recognize themselves: a philandering bal t’shuvah husband, talking big to his mistress about opening up new restaurants when he’s really bankrupt; a woman who has convinced herself she deserves a man with gigantic ambitions; a self-sacrificing, middle-aged mother who has given up on her own dream of writing a play to care for her husband and children; a teenage girl who claims to hate her own mother. Each character is trying to find a way of surviving this mess.
“When you live in a place that is psychotic, everything is normal,” one character observes. The entire audience laughed knowingly.
This line gains resonance as the play zooms out from the “psychotic” behavior of the four adults and the two teenagers to take a look at the place they are all living in: Israel.
In a chaotic household in a chaotic country, the characters look to Jewish tradition to try to stabilize themselves. “Ridfu shalom,” the air conditioner repairman keeps telling the screaming spouses around him, riffing off Psalms 34:15. “Pursue peace.”
But can you always pursue peace?
This play acknowledges that in some situations, that’s not possible. In that way, it looks straight at the belief of many Israelis that now, after everything — the Oslo Accords, the Second Intifada, the withdrawal from Gaza, and finally Oct. 7 — the two-state solution may simply not be something that can be pursued.
And maybe that’s why everyone has gone psychotic, and why so many theatergoers packed the house, to laugh in a time of tragedy — and, to use an American idiom, to “feel seen.”
As I was writing this in a Tel Aviv coffee shop, a young man came over and asked if he could ask me something. I said sure, expecting to be asked for money.
But he sat down and said he was a lochem, a fighter, and was just released, and needed to talk with somebody. Would I be willing to speak with him for a few minutes?
I said of course.
He wanted to be heard. He said his name was Tom, he was the second of six children and hoped to study business administration. We talked about where we grew up, how being a second kid feels like being inside a sandwich, and the difference between a mandatory draft in Israel and selective service in the US. And then he apologized. He said he had to keep walking to stay calm.
If he were to walk over to the Beit Lessin theater, he would find the benches on Dizengoff Street covered with bumper stickers memorializing young men lost in battle. Not far away, there is a fountain that memorializes those killed on Oct. 7. But these memorials do not provide answers. What’s sanity? What’s insanity? What’s “p’sichi” and what’s just a normal reaction to pain?
There are no easy answers. I waved to Tom as he walked on.
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It’s not just Harvard and Columbia. Small liberal arts colleges are quietly settling antisemitism complaints.
As major universities across the U.S. strike deals with the Trump administration over antisemitism complaints, a handful of small liberal arts colleges have been quietly settling cases of their own.
In the past week, Oregon’s Reed College and Pennsylvania’s Haverford College have both settled complaints accusing them of failing to protect Jewish students in the wake of the Hamas-led Oct. 7 attacks on Israel and the subsequent Israel-Hamas war. Pomona and Occidental Colleges, both in southern California, settled complaints in late 2024 and 2025, respectively.
At least nine other small liberal arts colleges — which unlike universities mainly focus on undergraduate and interdisciplinary education over research — are still locked in disputes.
These include Sarah Lawrence and Union in New York; Swarthmore and Lehigh in Pennsylvania; Middlebury in Vermont; Whitman in Washington; Wellesley and Williams in Massachusetts; and Scripps in California.
All colleges declined the Forward’s requests for comment.
“Institutions are failing to effectively respond to anti-Zionist conduct targeting Jews, as they’re legally obligated to do,” said Denise Katz-Prober, special counsel of the Brandeis Center for Human Rights Under Law, a non-profit dedicated to advancing the civil rights of the Jewish people. “Most, if not all, of the measures that would apply to a larger institution also apply to a small liberal arts school.”
In most cases, Jewish legal advocacy organizations such as the Brandeis Center, the Anti-Defamation League, or StandWithUs Center for Legal Justice (SCLJ) have leveled the accusations by filing complaints with the U.S. Department of Education’s Office for Civil Rights.
Jews at Haverford, a group of Jewish students, faculty, parents and alumni of the Pennsylvania school, opted for a different tactic, filing a civil lawsuit against the college.
The Trump administration launched investigations of 60 colleges and universities, including small liberal arts colleges. But it has not taken the same drastic measures with them as it did with larger universities, where it used federal funding as leverage. While some schools agreed to the federal government’s demands and reached multi-million dollar financial settlements, others like Harvard did not, and were subsequently hit with lawsuits. A judge dismissed the lawsuit against Harvard on Thursday.
Most complaints have been filed under Title VI of the Civil Rights Act and allege that colleges didn’t take sufficient action when Jewish students complained they were discriminated against. The complaint against Reed College alleged that the school’s inaction after a student claimed she was harassed for being a Zionist created an environment where, soon after, the mezuzah on her doorframe was destroyed and a rock was thrown at her through her dorm window.
At Lehigh, a Jewish student’s mezuzah was stolen, according to the complaint, and, shortly after, a “Stand With Palestine” sticker was placed outside the same door. Lehigh police conducted and closed a brief investigation, the complaint says, but when the student identified who admitted to placing the sticker, the college declined to discipline them or increase security surveillance in the dormitory. Because of this, the complaint says, the Jewish student requested alternative housing for his own safety.
“This is outrageous and blatantly unequal treatment,” reads the complaint, filed by StandWithUs.
The lawsuit against Haverford accuses the school of being too permissive with pro-Palestinian protesters, who occupied the school’s main administrative building in December 2023. According to the suit, protesters would perform chants “quoting from the Hamas Charter,” which calls for the destruction of Israel and the killing of Jews. The suit also accused the president of saying she would take “no punitive action” against the protesters.
At Wellesley, a student resident assistant sent an email to the underclassmen in her dorm saying, “there should be no space, no consideration, and no support for Zionism within the Wellesley College community,” according to the complaint filed by the Brandeis Center.
The RA sent an apology letter to residents, according to the complaint, but soon after posted on her social media that she stood by her statement, sent the apology because she “had a gun to [her] head,” and called students who objected to her message “some weak bitches fr.” The Title VI complaint against Wellesley alleges that the school didn’t do enough to address this issue.
As part of their settlements, Reed, Pomona and Occidental agreed to adopt the International Holocaust Remembrance Alliance working definition of antisemitism. The schools also agreed to include education to fight antisemitism in their bias training, and to strengthen the rules for campus demonstrations with regard to time, place and manner.
Haverford also agreed to adopt the IHRA definition, which states that claiming Israel’s existence is a “racist endeavor” or comparing “contemporary Israel policy to that of the Nazis” can be antisemitic.
Jonathan Zimmerman, a professor of history and education at the University of Pennsylvania and an advocate for free speech on college campuses, fears that adopting this definition will stifle that freedom.
“I’m Jewish, and anti-Zionist rhetoric is hard for me to hear,” he wrote in an op-ed for the Philadelphia Inquirer. “But that’s why I should hear it. Zionism is probably the most contested question on our campuses right now. Unless everyone can address it freely and openly we’ll never get a good purchase on it.”
Katz-Prober of the Brandeis Center said the IHRA definition does not restrict or censor speech.
“The IHRA definition specifically and explicitly states that criticism leveled against Israel, similar to that leveled against any other country, is not antisemitism, and also requires context,” she said.
“Antisemitism cannot be effectively addressed without first being able to understand and recognize it and the IHRA definition is the most effective and widely accepted tool for doing just that.”
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