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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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50 years after the Dirty War, Argentinians remember the Jews who ‘disappeared’
(JTA) — BUENOS AIRES — As Argentina marks the 50th anniversary of the 1976 military coup, a lesser-known aspect of the dictatorship is gaining attention: the disproportionate number of Jews among the disappeared.
Estimates suggest that as many as 1,900 Jews were abducted, tortured and murdered by the military junta during the six-year Dirty War, when many sources say 30,000 people were disappeared. Depending on the source, Jews represented 5% to 8% of the total, even though Jews made up less than 1% of Argentina’s population at the time.
That grim history is being explored in educational initiatives by Argentina’s Jewish community, aimed at younger generations and focused on understanding how the dictatorship operated and the disproportionate suffering it inflicted on Jews.
“The Jews were subjected to a particular form of treatment that resulted in greater brutality on the part of the repressive forces,” according to a new curriculum released by the education department of AMIA, the Jewish community center in Buenos Aires. “The experience of Jewish Argentines who were victims of state terrorism was marked by a strong antisemitic imprint among many members of the task forces.”
The AMIA project includes meetings between Jewish youth and relatives of the Jewish “disappeared,” as well as visits to memorial sites. Some 1,000 students are expected to take part this month.
A parallel digital project, Eduiot (“Testimonies”), documents the stories of Jewish victims of the military dictatorship and includes meetings between relatives of the disappeared and high school students.
The materials rely on personal testimonies to explain the human impact of the dictatorship and to put individual stories in the broader historical context.
Eduiot includes the story of Fernando Ruben Brodsky, a 22-year-old student who disappeared in 1979, including accounts from relatives who continue to seek answers. His mother, Sarah Brodsky, shares accounts of her son, a psychology student and kindergarten teacher who was abducted from his home on Aug. 8 and never seen again.
The testimonials relate how security forces subjected Jews to antisemitic abuse when they were kidnapped or detained, including Nazi language and symbols and “special” interrogations reserved for Jews.
The anniversary comes amid renewed debate over how Argentina interprets the dictatorship. President Javier Milei’s government has called for a broader account that also includes victims of left-wing guerrilla violence, which some suggest is a way to minimize the crimes of the dictatorship. Milei and other voices close to the government have also questioned the 30,000-victim figure, promoting a lower number (often 9,000).
Under the junta, the military and state security forces targeted suspected left-wing sympathizers, including students, unionists, journalists and activists.
In 1979, Jewish advocacy groups such as the Anti‑Defamation League expressed grave concern over the disappearances, focusing on the Jewish victims, and Jewish families in Argentina and abroad helped compile lists of the missing. According to an ADL official at the time, “Jews are not specifically targeted as Jews. However, the security agents tend to be suspicious of Jews.”
The best-known Jewish target of the state was journalist Jacobo Timerman, who published a left-leaning newspaper, La Opinion. In 1977, the generals who ruled Argentina shut down the paper and imprisoned Timerman. Among other things, Timerman was accused of masterminding a plot to establish a Jewish homeland in the remote Patagonia region of southern Argentina.
He survived, and in his 1981 memoir, “Prisoner Without a Name, Cell Without a Number,” he recounted how he was subjected to torture during his 2 1/2 years in confinement.
According to Eduiot, Jewish advocacy for the disappeared “proved effective in bringing early attention to human rights violations.” The U.S. Congress launched investigations, and in a 1978 article in Le Monde, novelist and Holocaust survivor Marek Halter compared the persecution of Argentine Jews to Nazi-era atrocities.
The Eduiot site includes photographs and audiovisual material, and features the accounts of parents, siblings, cousins, nephews and nieces of Jews persecuted and disappeared under the dictatorship.
“Because every testimony matters and holds great value,” according to its website. “Because these dark episodes of our history must never be repeated, and because we want each of the disappeared to have a space of remembrance on this site, helping families sustain their memory and uphold the call for justice.”
The post 50 years after the Dirty War, Argentinians remember the Jews who ‘disappeared’ appeared first on The Forward.
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Fortnite tops ADL’s new ‘leaderboard’ ranking video games on antisemitism safeguards
(JTA) — The online video game Fortnite tops the Anti-Defamation League’s “leaderboard” ranking online video game companies on their efforts to curb antisemitism and extremism on their platforms.
The Online Gaming Leaderboard, which the antisemitism watchdog billed as the “first comprehensive public evaluation” of how online multiplayer games address antisemitism, ranked 10 popular online games based on safety features, moderation, player protections and written policies meant to address antisemitism and hate.
Fortnite was followed at the top of the rankings by Grand Theft Auto Online, Call of Duty and Minecraft. Games labeled as having “limited protection” by the ADL included Counter-Strike 2 and PUBG: Battlegrounds.
Madden NFL, Valorant, Clash Royale and Roblox, a collaborative computer gaming platform for children as young as 7, were ranked as having “moderate protection.”
“Without strong safeguards, these platforms can become breeding grounds for harassment and hateful activity that harms players directly, normalizes hateful ideologies and damages trust,” Jonathan Greenblatt, the CEO of the ADL, said in a statement Wednesday. “This leaderboard provides the transparency that parents, gamers and the industry need to understand where companies are succeeding and where urgent improvements are necessary.”
The leaderboard’s release coincided with a landmark Los Angeles jury verdict finding Meta and YouTube liable for harming a young user through addictive design features.
In the virtual worlds of online gaming, players have posted abusive messages in chats, created antisemitic imagery and even given themselves bigoted usernames.
While Fortnite ranked first, the popular online game has also previously faced scrutiny over allegations that it enabled antisemitic content. Last September, it disabled a character dance feature after users said its gestures resembled a swastika.
Roblox, which has long faced criticism over content moderation, has also been the subject of controversy, including in 2022 when it removed a user-created simulation of a Nazi gas chamber. In the wake of the Oct. 7 attacks in 2023, the Israeli government also urged users to report pro-Palestinian activity in the game that it said included antisemitic content.
The post Fortnite tops ADL’s new ‘leaderboard’ ranking video games on antisemitism safeguards appeared first on The Forward.
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Iran Posts AI Video Showing Missile Striking Statue of Liberty
An Israeli air defense system intercepts a ballistic missile barrage launched from Iran to central Israel during the missile attack, February 27, 2026. Photo: Eli Basri / SOPA Images via Reuters Connect
Iran on Tuesday released an AI-generated video depicting a missile striking the Statue of Liberty in New York Harbor, a global symbol of American freedom and democracy, in one of the regime’s latest propaganda efforts to influence public perception abroad.
Shared by Iranian state broadcaster IRIB as well as a Telegram channel affiliated with the Islamic Revolutionary Guard Corps (IRGC), the minute-long video ends with the slogan “One vengeance for all.”
IRGC Official Telegram Channel Releases AI Video Depicting Iranian Ballistic Missile Strike on United States, Hitting New York City and Toppling Statue of Liberty Shown as Idol of Baal Holding Babylonian Talmud pic.twitter.com/JhgNgHW2Zz
— MEMRI (@MEMRIReports) March 25, 2026
The video was also circulated by Russian state outlet RT, in what appears to be a stark and symbolic threat against the United States.
‘ONE VENGEANCE FOR ALL’ — Iran ‘bombs’ the Statue of Liberty WITH THE HEAD OF BAAL pic.twitter.com/6tPH15fqkZ
— RT (@RT_com) March 25, 2026
Since the start of the US-Israel war with Iran, which began on Feb. 28, Iranian officials have ramped up their propaganda and disinformation efforts, trying to portray Washington and Jerusalem as responsible for decades of regional conflict while seeking to influence left-leaning Americans to mobilize domestic opposition to the war.
This latest widely circulated video presents a striking sequence portraying the United States as the world’s enemy, drawing on imagery from the dispossession of Native Americans and the atomic bombings of Japan to the Vietnam War and more recent Middle Eastern conflicts to craft a sweeping narrative of American aggression.
The clip also features footage alluding to a child on Jeffrey Epstein’s private island — a recurring theme in Iran’s messaging used to suggest that US President Donald Trump launched the current war to distract the public from the Epstein scandal, in which the late financier was convicted of running a sex-trafficking ring involving underage girls and, allegedly, various influential figures.
Later in the video, AI-generated figures of Iran’s former Supreme Leader Ayatollah Ali Khamenei and the late Iranian Major General Qassem Soleimani are shown gazing skyward. Khamenei was killed in an Israeli airstrike on Feb. 28, and Soleimani was killed in a US drone strike in 2020.
The final sequence of the video depicts a missile in Iranian colors striking the Statue of Liberty in New York Harbor, whose head has been replaced with that of Baal, a false god from the Bible, while the statue holds the Talmud, a key collection of Jewish religious teachings and laws.
This video is the latest example of AI-generated propaganda released since the start of the war with Iran.
Last week, Chinese state television CCTV released a separate AI-generated clip illustrating Beijing’s perspective on the Strait of Hormuz crisis, featuring Persian cats in martial arts combat and an eagle-headed human representing the United States.
Experts note that Russian dissemination of Tehran’s video reflects a broader coordinated effort to use visual propaganda to challenge US foreign policy and influence global perceptions amid rising regional tensions.
The latest video came as the US and Iran began engaging in diplomacy over a possible resolution to the war, although Tehran has reportedly responded negatively to Washington’s proposal.