When I was a student in the Rhea Hirsch School of Education, I was blessed to have clinical faculty members—professionals in the Los Angeles community—serving as my mentors. They provided a strong practical counterpart to the formal learning we did with Sara Lee, Michael Zeldin, Isa Aron, Bill Cutter and the rabbinic faculty. These mentors helped shape me as a temple educator, modeling behaviors, giving me responsibilities within their schools and then helping me to reflect upon those experiences and draw lessons from them. When Evie Rotstein invited me to be a part of the Leadership Institute, I knew that it was my opportunity to pay forward the gift the College-Institute. I would like to share three ways in which my participation as a mentor in the Leadership Institute for Congregational School Educators has impacted my practice as an educator—as a mentor, as a learner and as a colleague..
As a Mentor
When my wife and I were expecting our first child sixteen years, ago we devised a test for ourselves. We called it the Ethan-test. We used it to examine our own actions. We asked ourselves whether we would do something we were contemplating if our unborn son were ten years old and watching us. Would we want him to emulate us? If the answer was no, we didn’t do it. It was a great way to parent reflectively.
I have found myself being more proactively reflective as an educator because of my involvement as a mentor in the Leadership Institute. As I prepare for and engage in meetings with my mentees, I fond that I use a variation of the Ethan-test—call it the reflection test. This is a little different. In essence, I try to look back to when I was a student at HUC meeting with one of my mentors. They were both gifted and/or well-trained enough to know that I needed their help in developed analytical skills of reflection, not just their accumulated wisdom. So my self-test is to think about what would have been most helpful to me as a mentee.
During my three years as a mentor, I have fought the natural impulse to respond to questions or problems posed by my mentees by either telling them what I would do or merely by telling them about a similar situation I have faced and how I dealt with it. To be sure this is sometimes appropriate, but I have found it to be more beneficial to the mentee in the long run to ask probing questions that help him or her to examine the situation and develop their own strategies. It’s like the Chinese parable about teaching someone to fish so they can feed themselves forever. While it would be flattering to have them hang on my every word and to continue calling for my help for the remainder of our careers, that would not be helping them. And in developing their skills, I further refine my own.
As a Learner
The opportunities to continue my professional learning with the scholars who have shared their work and insight with the LIC has been incredible. Sometimes I feel like I am working on a second masters. It is rare that was professionals get to return to the safety and warmth of the College-Institute for such in-depth study, and that has been an incredible gift.
I remember near graduation in 1991 I promised myself I would find time for study on a regular basis. While I have had varying degrees of success with that, both on my own and with various chavruta partners, the Leadership Institute has given me a renewed discipline. Moreover, most of my chavruta study has been in the classic texts of the Talmud and Midrash. The institute has brought me to the feet of some of the top minds in education today, such as Joseph P. McDonald, Dr. Bonnie Botel-Sheppard, Dr. David Ellenson, Dr. Jonathan Woocher, Dr. Lisa Grant Jo Kaye, Dr. Jeffrey S. Kress and Dr. Steven Brown. Learning from them as well as from all of the Judaic teachers has been a trhill. And more importantly, when I was a student seventeen years ago, my classmates and I were all embarking on new careers. Our conversations had the high certitude of the relatively inexperienced. I knew everything because I had been a teacher and a camp counselor.
Nearly two decades later, I am learning with my fellow mentors and participants in the program as professionals in the field, with a wide range of experiences. The conversation is now among seasoned people who are only too well-aware of how much we don’t know. The learning is much richer and deeper, because we are all capable of digging deeper. We can truly appreciate what our teachers are saying and are more able to make meaning from it. My mentees and I have all had the opportunity to apply methodologies learned at the institute to our practice as educators.
As a Colleague
Joshua ben Perachyah said: “Provide for yourself a teacher and get yourself a friend.” His words in Pirkei Avot 1:6 remind us that Jewish learning is not meant to be the solitary activity of a scholar in a tower or a hermit in a cave. We need partners in learning. My participation in the institute has given me many such partners and enriched the network of colleagues on whom I can count on to tell me the truths I cannot see and imagine possibilities I could not visualize on my own.
This has spurred me to try and create similar mentor/mentee and collegial relationships among the teachers in my school. My congregation and view my participation in the LICSE as an honor. We also view it as some of the most meaningful and essential professional growth for me ever available.
I want to thank the College-Institute, the Seminary and the Federation for the insight and vision to create the institute, and Evie, Dena, Jo Kaye and Steve Brown for making it a reality and for me to participate.
Originally presented to the Board of Governors of the Hebrew Union College - Jewish Institute of Religion, May 4, 2008
Sunday, May 4, 2008
Sunday, April 23, 2006
Time Wars Episode IV: A New Beginning?
In the late 80's I helped research an article by Joel Grishaver called Time Wars. In it he explored ways in which educators had succeeded in overcoming the shrinking amount of time available for religious school. There were some very creative solutions that in retrospect may have only been possible in the places where they functioned. Over fifteen years later the challenges have continued to mount. I would like to explore the role of time in Jewish education and issue a challenge to my colleagues.
Eight Days A Week — I Lo-o-o-ove You...
I was recently asked to consult with a colleague at a Conservative congregation and members of her school board. They were interested in how we had managed our curriculum review several years ago and wanted to explore how to go about their own. When we sat down, one of the first things the vice-president for education said was: "There are families that would like us to go from three days a week to two days. Can you help us?"
This was a very different question from the one I thought I was coming to address, and at the same time it was the same thing. The concern of the leadership was the overall quality of the education each child receives. It had been the belief of this congregation that there were a variety of essential skills and body of knowledge each graduate should possess—and that led to the schedule they currently had. Some members felt that their children could be given a proper education in two days.
As I see it, the two groups are answering different questions. The leadership was focused on the learning outcome. Those advocating a schedule change were focusing on the number of days per week. I believe both have some validity. The leadership, through a review of both the curriculum and of actual classroom practice needs to determine whether the time they have is being well used. Then they need to decide whether they need the time they have to meet their revised learning goals. They are at the beginning of the process. I suspect they will raise the bar on their goals and their faculty and will need the time they have. Because they have always had it, and because there has not been a huge groundswell opposing it, I suspect they will keep the three days.
The twice-a-week advocates do have an important point. As a school, we have an obligation to make good use of our students' time. The demands on an eleven year-old have increased massively over the past 30 years. There are many sociological reasons, none of which I will address for the simple reason that Jewish educators can't change them. They merely are. How we each deal with the many parents seeking an exception to the norm to accommodate their child's special interests (dance, musical instruments, choirs, elite sports teams, etc.) varies from educator to educator and case by case. The one thing I continue to observe as I speak to parents and colleagues is that the demands on us to reduce time decrease as the children's reports of enjoyment and good use of time increase.
So it seems to me the questions are:
Walt Disney Imagineering is the master planning, creative development, design, engineering, production, project management, and research and development arm of The Walt Disney Company and its affiliates. Representing more than 150 disciplines, its talented corps of Imagineers is responsible for the creation of Disney resorts, theme parks and attractions, hotels, water parks, real estate developments, regional entertainment venues, cruise ships and new media technology projects.
In 1957 a man named Richard Sailer wrote an article entitled "BRAINSTORMING IS IMAGINation enginEERING." In that article he coined the term imagineering, which became the cornerstone of the Walt Disney Company's design concepts and eventually the name of the part of the company that creates the rides and so much more.
When asked how someone should prepare for a career as an imaginer, Doug Wolf a Project Manager with Walt Disney Imagineering said:
So let me issue a challenge to you, my colleagues. The question is time. I am not asking how many hours or days per week are optimal. I am sure we could all answer that, and whatever our answers were, they would be right for our own setting and wrong for someone else's. Instead, I want to ask you to consider the many demands upon our students' time and upon their parents.
Think about the time our teachers have available and how we compensate them. Take as granted that less is not more when it comes to time. Imagine how we can reasonably or unreasonably bring our students to spend more time at the task and joy of Jewish learning. Don't just think outside the box. Toss the box aside. I look forward to your responses.
Eight Days A Week — I Lo-o-o-ove You...
I was recently asked to consult with a colleague at a Conservative congregation and members of her school board. They were interested in how we had managed our curriculum review several years ago and wanted to explore how to go about their own. When we sat down, one of the first things the vice-president for education said was: "There are families that would like us to go from three days a week to two days. Can you help us?"
This was a very different question from the one I thought I was coming to address, and at the same time it was the same thing. The concern of the leadership was the overall quality of the education each child receives. It had been the belief of this congregation that there were a variety of essential skills and body of knowledge each graduate should possess—and that led to the schedule they currently had. Some members felt that their children could be given a proper education in two days.
As I see it, the two groups are answering different questions. The leadership was focused on the learning outcome. Those advocating a schedule change were focusing on the number of days per week. I believe both have some validity. The leadership, through a review of both the curriculum and of actual classroom practice needs to determine whether the time they have is being well used. Then they need to decide whether they need the time they have to meet their revised learning goals. They are at the beginning of the process. I suspect they will raise the bar on their goals and their faculty and will need the time they have. Because they have always had it, and because there has not been a huge groundswell opposing it, I suspect they will keep the three days.
The twice-a-week advocates do have an important point. As a school, we have an obligation to make good use of our students' time. The demands on an eleven year-old have increased massively over the past 30 years. There are many sociological reasons, none of which I will address for the simple reason that Jewish educators can't change them. They merely are. How we each deal with the many parents seeking an exception to the norm to accommodate their child's special interests (dance, musical instruments, choirs, elite sports teams, etc.) varies from educator to educator and case by case. The one thing I continue to observe as I speak to parents and colleagues is that the demands on us to reduce time decrease as the children's reports of enjoyment and good use of time increase.
So it seems to me the questions are:
- How much time and frequency do we need to meet our educational goals?
(This assumes we have developed goals that are in concert with the mission of the synagogue.) - How well do our parents and students understand our educational goals, and how bought into them are they?
- How well are we using the time we have?
- How do our students and parents perceive how well we use the time we have?
Walt Disney Imagineering is the master planning, creative development, design, engineering, production, project management, and research and development arm of The Walt Disney Company and its affiliates. Representing more than 150 disciplines, its talented corps of Imagineers is responsible for the creation of Disney resorts, theme parks and attractions, hotels, water parks, real estate developments, regional entertainment venues, cruise ships and new media technology projects.
In 1957 a man named Richard Sailer wrote an article entitled "BRAINSTORMING IS IMAGINation enginEERING." In that article he coined the term imagineering, which became the cornerstone of the Walt Disney Company's design concepts and eventually the name of the part of the company that creates the rides and so much more.
When asked how someone should prepare for a career as an imaginer, Doug Wolf a Project Manager with Walt Disney Imagineering said:
"Dream and pursue your imagination and goals. Do anything that stirs yourA number of years ago, I wondered how we could apply the principles of Imagineering to Jewish education. I invited some colleagues to join me in developing a CAJE module where we each presented some ideas for re-imagining the religious school experience. The participants used those ideas as a jumping off point.
creativity—read, write, draw, observe and travel. Learn what you enjoy and excel
at, whether it be model-building, drawing, writing or construction. See if
there's a fit. Most likely there is since Imagineering encompasses almost
everything imaginable. But above all, enjoy what paths your life travels and
learn from each experience." (http://www.imagineering.org/)
So let me issue a challenge to you, my colleagues. The question is time. I am not asking how many hours or days per week are optimal. I am sure we could all answer that, and whatever our answers were, they would be right for our own setting and wrong for someone else's. Instead, I want to ask you to consider the many demands upon our students' time and upon their parents.
Think about the time our teachers have available and how we compensate them. Take as granted that less is not more when it comes to time. Imagine how we can reasonably or unreasonably bring our students to spend more time at the task and joy of Jewish learning. Don't just think outside the box. Toss the box aside. I look forward to your responses.
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