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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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Tidbits: The first director of the Polin Museum is back
Tidbits is a Forverts feature of easy news briefs in Yiddish that you can listen to or read, or both! If you read the article and don’t know a word, just click on it and the translation appears. Listen to the report here:
דער ערשטער דירעקטאָר פֿונעם „פּולין מוזיי פֿון דער געשיכטע פֿון די פּוילישע ייִדן אין וואַרשע“ — דאַריוש סטאָלאַ — איז לעצטנס ווידער באַשטימט געוואָרן ווי זײַן דירעקטאָר. אַ צאָל אָבסערוואַטאָרן האַלטן אַז דאָס איז אַ סימבאָלישער נצחון פֿאַרן ייִדישן אָנדענק אין פּוילן.
באַלד ווי דער מוזיי איז געגרינדעט געוואָרן אין 2014 האָט סטאָלאַ, ווי דער דירעקטאָר, שטאַרק באַטאָנט דעם חיובֿ פֿון פּוילן צו אָנערקענען איר פֿאַרטיליקטע ייִדישע פֿאַרגאַנגענהייט. דער געוועזענער קולטור־מיניסטער פֿון דער נאַציאָנאַליסטישער פּאַרטיי, וואָס האָט דעמאָלט געהערשט אין פּוילן, האָט אים אָבער באַשולדיקט אין „פּאָליטיזירן“ דעם מוזיי.
סטאָלאַ האָט למשל אַרויסגערופֿן פּראָטעסטן בײַ די הויכע באַאַמטע פֿון דער רעגירונג צוליב אַן אויסשטעלונג אין 2018, וואָס האָט דאָקומענטירט דער רעגירונגס אַנטיסעמיטישע קאַמפּאַניע אין 1968, וואָס האָט פֿאַרטריבן ייִדן פֿון זייערע שטעלעס און געצוווּנגען בערך 13,000 פֿון זיי צו פֿאַרלאָזן דאָס לאַנד.
הגם סטאָלאַ האָט דעמאָלט געוווּנען אַ קאָנקורס צו פֿאַרלענגערן זײַן קאַדענץ האָט דער קולטור־מיניסטער אים פֿאַרטריבן פֿונעם פּאָסטן.
מיט אַ יאָר פֿריִער, אין 2018, האָט פּוילן דורכגעפֿירט אַ געזעץ, וואָס פֿאַרווערט דאָס באַשולדיקן פּוילן אָדער די פּאָלאַקן אין קאָלאַבאָרירן מיט די דײַטשן. שפּעטער האָט מען עס געביטן פֿון אַ פֿאַרברעכן וואָס דראָט זיצן אין תּפֿיסה אויף בלויז אַ ציווילער געזעץ־ברעכונג. קריטיקער טענהן אַז דער גאַנצער ענין האָט אָבער שטאַרק געשטערט דעם געביט פֿון פֿאָרשן די געשיכטע.
איצט איז סטאָלאַ ווידער באַשטימט געוואָרן ווי דער דירעקטאָר פֿונעם מוזיי דורך דער קולטור־דירעקטאָרין פֿון דער הײַנטיקער צענטריסטישער רעגירונג, מאַרטאַ טשענקאָווסקאַ. רעדנדיק צו סטאָלאַן האָט זי דערקלערט: „אין 2019 האָט דער מיניסטער פּיאָטער גלינסקי באַשלאָסן צו איגנאָרירן די רעזולטאַטן פֿונעם קאָנקורס. מע האָט אײַך דעמאָלט, מיט זעקס יאָר צוריק, געדאַרפֿט באַשטימען פֿאַר דעם אַמט. טײַערער פּראָפֿעסאָר, זאָל זײַן מיט מיט מזל!“
סטאָלאַ האָט זי באַדאַנקט און געזאָגט: „די מיסיע פֿונעם מוזיי איז נאָך וויכטיקער הײַנט צוליב די פֿינצטערע כּוחות וואָס פֿאַרקרימען דעם אָנדענק פֿון דער פּויליש־ייִדישער פֿאַרגאַנגענהייט.“
צו זען דעם אַרטיקל אויף ענגליש, גיט אַ קוועטש דאָ.
To see the article in English, click here.
The post Tidbits: The first director of the Polin Museum is back appeared first on The Forward.
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Assault of Hebrew-speaking Israelis in San Jose, Calif., spurs outcry and investigation
(JTA) — Jewish leaders in California are condemning an assault of Hebrew-speaking Israelis outside a San Jose cafe on Sunday that has sparked viral video and a police investigation.
J. The Jewish News of Northern California obtained multiple videos of the assault and its immediate aftermath and spoke to the Israeli men, who said the two groups had not interacted before the incident. One of them said he recalled hearing one of the assailants say “f—ing Jew” during the attack.
The videos show three men punching an older man as diners look on, some shouting but none intervening. One of the assailants loses his shoe and retrieves it before he and the other two men with him run off along Santana Row, a thoroughfare lined by outdoor dining. The videos do not show what happened immediately before the assault began.
The J. also spoke to multiple witnesses, including a retail worker whose parents were born in Iran and said he heard one of the assailants speaking Farsi, the language spoken there.
The incident comes at a time of high alert for Israelis and Jews because of the U.S-Israel war on Iran, which has a record of staging attacks on Jewish targets around the world. It also adds to a string of incidents, many in Europe, in which Israelis abroad say they have been assaulted because of their national identity when someone has heard them speaking Hebrew.
Police in San Jose say they are investigating the incident as a possible hate crime. No arrests have yet been announced.
“Antisemitism and all acts of hatred have no place in San Jose,” Mayor Matt Mahan said in a statement. “I have been in touch with our police department and leaders in the local Jewish community regarding this deeply disturbing incident and will continue to monitor the situation closely as the investigation continues.”
Jewish Silicon Valley, a nonprofit serving the region, said it was working with a range of local groups and officials to respond to the incident, including Chabad of Almaden, where the Israeli men said they first met; the Israeli consulate; and County of Santa Clara District Attorney Jeff Rosen, whose online biography also notes that he has also been the president of his local synagogue.
“Unfortunately, we are ready for these types of moments,” Jewish Silicon Valley said in a message to constituents. “Our longstanding relationships with law enforcement and elected officials allow us to mobilize immediately in moments of crisis.”
The post Assault of Hebrew-speaking Israelis in San Jose, Calif., spurs outcry and investigation appeared first on The Forward.
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Workplaces open, schools remain shut — and Israeli parents pull out their hair over wartime Zoom classes
(JTA) — TEL AVIV — When news broke that Israel might gradually reopen schools in areas considered safe enough, Yael Daniel, a mother in Bat Yam in the missile-hit center of the country, joked that she was “moving north.”
The war has shut schools and pushed children onto Zoom learning while many parents, like Daniel, keep working. Trying to supervise remote lessons for her three children, ages 6 to 8, who have attention difficulties, while holding down a full-time job has turned each day into “a nightmare,” she said.
“These are kids that need to be in a serious routine, and they’re not, and it’s really hard. I’m suffering,” she said.
The strain intensified after the IDF’s Home Front Command allowed workplaces to reopen last week under updated wartime guidelines, even as the education system remained closed.
Israeli actress and mother of two Meshi Kleinstein was one of many parents who took to social media as the decision drew anger and disbelief. “What a delusional country. Who looks after the children when the parents return to work?” she said on Instagram.
In response to the outcry, Finance Minister Bezalel Smotrich announced Sunday that one parent in households with children under 14 would be allowed to take unpaid leave while the education system remains shut.
The move prompted further backlash from parents who say it effectively forces families to choose between supervising children at home and losing income.
And for some, like Zehavit, who was speaking from a bomb shelter during a siren in the central city of Jaffa, it didn’t make sense. “Just because my child is 14, does that automatically mean he’s fine to be alone and run to the shelter by himself in the event of a siren?”
Outside the shelter, another mother, Renana, said the arrangement has forced her to reorganize her workday around her son’s online classes.
“I have one child in first grade. Since the Zoom classes started I work less because he uses my computer,” she said.
“He has three consecutive hours with different teachers and I need to sit next to him so he can communicate with them, which means I’m listening to the whole lesson and not working.”
Claire Bloom Moradian spends her days shuffling her children between school Zooms, extracurricular Zooms and playdates just to approximate a routine. “It’s just chaos, I’m absolutely exhausted,” she said.
In a Facebook post, Rachel Sharansky Danziger recounted that the return to Zoom after Oct. 7 was “the straw that broke the camel’s back,” leaving her so overwhelmed that she called a mental health hotline at the time, unable to understand why “all the death, the kidnappings, the horror” had not broken her, but remote learning did.
Zoom had revived the helplessness of the Covid years, she said, with too few devices, constant technical glitches and children yelling that nothing was working — all against a backdrop of dread about what might be looming outside the apartment doors.
“I can be strong,” she had told the woman on the other end of the helpline. “I can be positive and supportive and encouraging and manage myself and the domestic and social arena around me with precision and strength and awareness of the needs of those around me. But I can’t do all of this while trying to solve dozens of technological problems every morning.”
Education Minister Yoav Kisch said on Monday morning that he is examining a gradual reopening of schools using a color-coded system, with institutions expected to resume first in areas classified as “yellow,” meaning places where security conditions and access to protected spaces would allow limited in-person learning, with parents responsible for getting children to school.
About 40% of Israeli schools cannot offer all of their students access to bomb shelters if a siren sounds, according to data released this week.
Kisch’s terminology was another reminder of the pandemic-era, in which cities were ranked by color according to infection levels, with tighter restrictions in “red” areas. On social media, some parents greeted Kisch’s proposal with weary sarcasm. “Ah, yes, the color chart. Because that went so well the first time,” one person tweeted in response.
Municipal leaders were divided over whether to implement Kisch’s plan. Haifa Mayor Yona Yahav said the city would keep schools closed for now, saying he had “no intention of endangering students, drivers, and teaching staff,” as officials weighed the risks of transporting children during ongoing alerts. Others signaled they would move ahead. Roy Levy, mayor of nearby Nesher, said schools would reopen in line with Home Front Command guidelines, calling a return to classrooms “an emotional and social need.” Jerusalem Mayor Moshe Lion also said he would partially reopen the city’s education system, citing the need for “a routine, an educational framework and meetings with friends and teachers.”
But by Monday evening, Kisch was forced to backpedal after the IDF’s Home Front Command said that wartime restrictions would stay in effect across the country, keeping schools shut for now. A limited reopening may be attempted again starting next week — or not.
In one of the darkest incidents to emerge from Israel’s forced return to Zoom schooling, a teacher in Jerusalem was attacked by her partner in front of her students during an online lesson. He struck her in the head and smashed objects in their home before being arrested, later telling investigators he had acted out of “feelings of jealousy.”
Reports of domestic violence in Israel tend to rise during periods of war and home confinement. Data compiled after Oct. 7 showed a 28% increase in calls to Israel’s welfare ministry hotline related to domestic violence, sexual abuse and child neglect during the first months of the war.
Not everyone viewed Zoom as futile. Nataly Peleg, a first-grade teacher, said the classes are less about academics than about giving children a welcome distraction — even if she does not compel her own children to join theirs.
“It’s not so much whether they learn or not,” she said. “It’s about being together for a bit and focusing on something that isn’t the sirens and the surreal situations around us.”
Some children find the classes comforting, she said, while others are simply waiting for them to end or do not join at all. Still, she said, many parents have told her they appreciate the effort. “If even a handful of kids feel a bit better, it’s worth it,” she said.
Daniel, for her part, is trying to keep things in perspective. Despite feeling “super overwhelmed,” she said she is thankful her family is safe.
“Things could always be worse,” she said. “I’m just grateful we are all OK.”
In her post, Danziger said she was passing on the advice the hotline counselor had given her more than two and a half years ago.
“Don’t. Don’t let distance learning control you,” she said, adding that “nothing terrible would happen if your kids don’t join some of the Zooms — or, to be honest, all of them.”
While “we parents may not be bombing Tehran or deciphering nuclear secrets right now,” she wrote, “the responsibility for our children’s education and the functioning of our homes is still in our hands.”
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