Good Teachers Make a Difference. No, Really?

My friend Saul Kaiserman has written a spectacular response to and summary of Elizabeth Green's cover article from this week's New York Times. I cannot say it any better, so I share it here. You should check out Saul's Blog, New Jewish Education. It is really good!
I have pre-ordered Lemov's books, and I hope to discuss it with you in April!

The NY Times finally tells us what we've all known all along - and does it really, really well. I can even (almost) forgive the writer, Elizabeth Green, for ending a sentence with a preposition:

"When researchers ran the numbers in dozens of different studies, every factor under a school’s control produced just a tiny impact, except for one: which teacher the student had been assigned to."

[The photo to the right is copyright Benjamin Norman for The New York Times.] The article begins by noting that paying higher salaries does help to attract and retain the best and most qualified teachers. However, it also notes that we need to simultaneously be focused on improving pedagogy and content knowledge through professional development, because of the vast number of teachers that the education system requires to operate (and especially at a time when the baby-boomer teachers are retiring).

The main focus of the article is Doug Lemov, author of an as-yet-unpublished, 375-page long taxonomy of 49 essential teaching techniques (apparently, he distributes it at training seminars, and it will be available from this spring). Much of the piece describes effective classroom management techniques that the Times illustrates with videos narrated by Lemov. I suspect that every one of our Religious School teachers would benefit from watching these brief videos - and especially the Hebrew teachers.

The article is on-line as of this morning, and already is getting much buzz around the blogosphere (a term I use derisively, btw. Nothing better than reading a piece in which the author writes "I haven't finished reading this article yet, but I had to post...").

You'll want to read the whole article so that you can read in context little gems like these:

"All Lemov’s techniques depend on his close reading of the students’ point of view, which he is constantly imagining. In Boston, he declared himself on a personal quest to eliminate the saying of “shh” in classrooms, citing what he called “the fundamental ambiguity of ‘shh.’ Are you asking the kids not to talk, or are you asking kids to talk more quietly?” A teacher’s control, he said repeatedly, should be “an exercise in purpose, not in power.”"

"...One [student] is playing with a pair of headphones; another is slowly paging through a giant three-ring binder. Zimmerli stands at the front of the class in a neat tie. “O.K., guys, before I get started today, here’s what I need from you,” he says. “I need that piece of paper turned over and a pencil out.” Almost no one is following his directions, but he is undeterred. “So if there’s anything else on your desk right now, please put that inside your desk.” He mimics what he wants the students to do with a neat underhand pitch. A few students in the front put papers away. “Just like you’re doing, thank you very much,” Zimmerli says, pointing to one of them. Another desk emerges neat; Zimmerli targets it. “Thank you, sir.” “I appreciate it,” he says, pointing to another. By the time he points to one last student — “Nice . . . nice” — the headphones are gone, the binder has clicked shut and everyone is paying attention.

"Lemov [explains] “Imagine if his first direction had been, ‘Please get your things out for class,’ ” he said. Zimmerli got the students to pay attention not because of some inborn charisma, Lemov explained, but simply by being direct and specific. Children often fail to follow directions because they really don’t know what they are supposed to do."

The article also notes that "content can’t be completely divorced from mechanics" and that different types of knowledge - mathematics, reading, science - require not only general skills but also ones unique to the subject. The implications for Jewish education are clear: There are skill sets that make for effective teaching of, say, Hebrew, that aren't necessarily the same as teaching about holidays or transferable if you can effectively teach French. Teachers need to be able to deeply understand the material and then be able to effectively share that knowledge with a room full of students who have diverse ways of thinking and learning.

"“If I’m asking my students a question, and I call on somebody, and they get it wrong, I need to work on how to address that,” [fifth-grade math teacher Katie] Bellucci explained in February. “It’s easy to be like, ‘No,’ and move on to the next person. But the hard part is to be like: ‘O.K., well, that’s your thought. Does anybody disagree? . . . I have to work on going from the student who gets it wrong to students who get it right, then back to the student who gets it wrong and ask a follow-up question to make sure they understand why they got it wrong and understood why the right answer is right.”"

Interestingly, although Lemov's taxonomy, or a similar mathematics-content-driven approach developed by Deborah Loewenberg Ball at the University of Michigan, can be used as a metric to observe what makes for effective education, there isn't clear evidence that these skill sets can actually be taught.

"Jonah Rockoff, an economist at Columbia University ... favors policies like rewarding teachers whose students perform well and removing those who don’t but looks skeptically upon teacher training. He has an understandable reason: While study after study shows that teachers who once boosted student test scores are very likely to do so in the future, no research he can think of has shown a teacher-training program to boost student achievement. So why invest in training when, as he told me recently, “you could be throwing your money away”?"

Which brings us back to the original point: Now that we may be able to assess what skills are evidence of effective teaching, we need to offer salaries that will attract and keep the most qualified people in the classroom.

I'm encouraging all of my school faculty to read the article, and especially to watch the videos that the Times has posted. This is some good stuff.

All Together Now!

When I was a kid, the Purim carnival was all about the Men’s Club – or so it seemed to me. They coordinated everything, food, games, moonbounce, tickets, prizes – it was their show. I was a kid, and my only concern was winning a goldfish. (Keeping it alive later was a lower priority and probability!)

Jump forward about 35 years. This afternoon was the Purim carnival at our temple. For a variety of reasons, I played a larger role that ever before, as did the members of the Religious School Committee. It was amazing!

Now its amazing-ness had nothing to do with anything I did. I tried very hard to follow the well-designed plan of our Family Educator, who has done it for years. And her foresight made everything work. What was amazing was what my changed perspective allowed me to see, and what I am certain was always there.

It’s about the numbers. A committee of 8 people planned the carnival, made the calls and made things happen. 14 people baked cakes for the cake walk. 20 people showed up early to join the maintenance staff in setting up. 12 adults and 82 kids (grades 4 – 12) came and ran the booths. The brotherhood brought a dozen to prepare and serve the food. Another dozen stayed to clean up. And during it all, they schmoozed. Some were already friendly with one another. Others were acquainted or met one another for the first time.

It was a thrill to watch! This is not the most intellectual, spiritual or educational event in our calendar. I was excited to see the connections being made, renewed and deepened. It occurred to me that with all of our wikis focusing on Hebrew, conferences on educational technology and blogs bemoaning the failure of institution X to reach goal Y, that we sometimes overlook the most important value of all – community. And that value is modeled and lived in many places, including in the kitchen as the “Pressure Cookers” of the Brotherhood get ready to feed several hundred people!

This all seems very kamuvan – obvious – but we often take it for granted. Look at the 28 Ideas, 28 Ideas blog. No, really, go there. It is really cool and interesting. More importantly for my point, most of the ideas there are creative explorations of how can better connect the Jewish people. In other words, it is about community. 21st century, hyper-connected and tech savvy, but community nonetheless. So let's keep our eye on the prize!

They tried to kill us. They failed. Let’s eat – together!

And now on to Pesach!

This is cross-posted with Davar Acher - On The Other Hand, the blog of the Jim Joseph Foundation Fellows of the Lookstein Institute for Jewish Education in the Diaspora at Bar Ilan University in Ramat Gan. Please visit!

Idea #23: Jewish identity projects are not the answer

By now, I hope that nearly everyone who reads this blog is familiar with 28 Days, 28 Ideas - a partnered blog dedicated to proposing 28 ideas to transform the Jewish future each day in February. If you havent, check it out! Some of them are very pie in the sky. Others are attainable in the very near future if we can get our act together or if someone individual or group makes it a burning priority.

Yesterday's posting is below, and I was excited to read it right after reading Josh Mason-Barkin's response to the NATE Jewish Identity Symposium held in Toronto a few months ago (in URJ's Torah at the Center/NATE News, page 19). I think Josh and Daniel have started an excellent and essential conversation over the burning question of what are we really trying to do in Jewish education. And of course Natan Sharansky has declared that Jewish Identity is the new priority for the Jewish Agency - I am not certain how that plays with all of this.

There are a number of comments to this piece already online with the original posting on the Fundermentalist that you might want to read as well. Please comment here or there, but comment!

By Daniel Septimus

Over the last several years, I have read dozens of articles and listened to scores of conversations about the challenge of strengthening Jewish identity in America. Indeed, since the 1990 National Jewish Population Survey canonized Jewish American assimilation, an unprecedented amount of communal dollars and efforts have been poured into this endeavor.

Programs aimed at "young Jews" are often explicitly framed as identity projects, a fact readily apparent from the mission statements of two of the most prominent and well-funded organizations serving the 18-30 crowd, Hillel and Birthright Israel.

Hillel "provides opportunities for Jewish students...to explore and celebrate their Jewish identity through its global network of regional centers." Birthright Israel aims "to strengthen participants' personal Jewish identity."

This may seem neither controversial nor remarkable, but I believe that the obsessive focus on identity is both misguided and fundamentally alien to Jewish tradition.

What do organizations mean when they say they want to strengthen or cultivate Jewish identity?

At The Jewish Federations of North America's General Assembly, in a panel on Jewish Peoplehood, Dr. Erica Brown noted that there are three components to identity formation: the cognitive (what we think), the behavioral (what we do), and the emotional (what we feel). In discussing some of the maladies plaguing the American Jewish community, Dr. Brown suggested an interesting diagnosis: when American Jews speak about Jewish identity they aggressively emphasize the emotional.

In other words, to too many American Jews, Jewish identity means feeling Jewish.

Dr. Brown's insight articulated something I have been noticing for years and was, most recently, driven home during a conversation with a prominent Jewish philanthropist. As we spoke, this generous and committed Jewish leader extolled the virtues of Jewish education and lamented its current state. When I asked him what he wanted Jewish education to achieve-what its aim should be-his answer was simple: "I want Jewish kids to feel proud of being Jewish."

I, for my part, was stunned. Really? That's it? That's the goal of Jewish education, of all your philanthropic benevolence? A feeling of ethnic/religious/cultural pride?

This is merely one example, of course, but to appreciate the Jewish community's excessive emotionalism-and its eschewal of the cognitive and behavioral aspects of identity formation-consider this: Could you imagine Birthright Israel's mission statement asserting that it wanted to influence the thinking and behaviors of its participants? Surely, most American Jews would consider that paternalistic, if not creepy.

So what's so bad about putting all of our eggs in the basket of emotional identity?

First, as Dr. Brown noted, it ignores the importance of "what we think" and "what we do."

Professor Steven M. Cohen has noted something similar. "In common parlance, ‘identity,' has come to be understood as related primarily to intra-psychic feelings-the attitudes and sentiments felt within....But, in truth, Jewish identity extends (or ought to extend) beyond the affective. Being an ‘identified Jew' is not just about feeling Jewish, but about expressing Jewish belonging and undertaking identifiably Jewish behaviors."

Secondly, valuing emotional identity as the fundamental aim of Jewish life is a recent phenomenon that has little precedent in Jewish tradition. It's difficult for me to think of a single traditional Jewish text that discusses the importance of feeling Jewish. Not only is the centrality of emotional identity not rooted in Jewish tradition, it is likely an expression of our alienation from this tradition.

One might suggest as my friend Dr. Eliyahu Stern has that "identity is the language of those who have lost it." Or as Leon Wieseltier has written: "Where the words of the fathers are forgotten, there is still ethnic identity. The thinner the identity the louder."

Now, I do not believe that all contemporary Jewish expressions must be rooted in the past, and I do believe there are contemporary values-Jewish and secular-that should trump traditional Jewish ones, but the emotionalism that guides American Jews is not one of them.

The idea I'm suggesting here, then, is that we abandon the rhetoric of identity, that we stop programming and funding the goal of strengthening Jewish identity. I am not, however, suggesting that we abandon all the programs that mention Jewish identity building as their aim. These programs can-and usually do-have other goals, even if they are not always front and center in their mission statements. Additionally, since I am tearing down one of the primary frameworks of contemporary Judaism, let me offer an alternative.

The second mishnah in Pirkei Avot reports the following: "Shimon the Righteous was one of the last survivors of the Great Assembly. He used to say: The world is sustained on three things: on Torah, on the Temple service [avodah], and on deeds of loving kindness [gemilut hasadim]."

What are these three pillars?

1. Torah, which includes education and study, the intellectual and cognitive aspects of Judaism.
2. Avodah, which in Pirke Avot refers to the service of God as conducted in the Temple, but can generally encompass the religious, spiritual, and ritual aspects of Jewish life.
3. Gemilut hasadim, which incorporates the ethical demands of Judaism-helping the poor, visiting the sick, fighting for the dignity of all.

I'd like to see the rhetoric of Jewish programming and funding guided by these three categories. Of course, there are other values that could be used as touchstones for Jewish priorities. The People of Israel and the Land of Israel are two that come to mind. But while I wouldn't ignore the importance of Peoplehood and Israel, I believe Shimon's pillars speak more directly to the human condition.

While Shimon's framework is Jewish, I don't think it's incidental that he believed "the world" was sustained by these three items. One might argue that a full life-for individuals and communities-includes elements of these three categories: the intellectual, the spiritual, and the ethical.

If our goal is to raise a generation of Jews who feel Jewish, then our aspirations are, I fear, limited and foreign. Creating a Jewish community that is committed to study, ritual, and helping others seems like a nobler endeavor. And a more Jewish one at that.

The State of our People's Disunion

So I sit here an hour after President Obama’s first State of the Union address, thinking. I should be thinking about America. About the president’s ideas and words. I found him as inspiring as ever, even if I don’t have a firm opinion on each and every proposal. And I am. But my wife has said for as long as she has known me that I see the world through schmaltz-colored glasses. I can’t watch Avatar at the theater and just be taken in by the wonderful storytelling and be blown away by the effects. No, in addition to all of the enjoyment, I find myself almost unconsciously identifying ways to use the film in my “All my Jewish Values Come From the Movies” class.* It’s just the way I am.

So I will leave the analysis of the speech and it’s possible impact on our country and world to wiser heads, or at least to limit those thoughts to other fora. This is a blog about Jewish Education. At the beginning of the speech he said:

“So we face big and difficult challenges. And what the American people hope – what they deserve – is for all of us, Democrats and Republicans, to work through our differences; to overcome the numbing weight of our politics. For while the people who sent us here have different backgrounds, different stories and different beliefs, the anxieties they face are the same. The aspirations they hold are shared. A job that pays the bills. A chance to get ahead. Most of all, the ability to give their children a better life.

You know what else they share? They share a stubborn resilience in the face of adversity. After one of the most difficult years in our history, they remain busy building cars and teaching kids; starting businesses and going back to school. They’re coaching little league and helping their neighbors. As one woman wrote me, 'We are strained but hopeful, struggling but encouraged.'

It is because of this spirit – this great decency and great strength – that I have never been more hopeful about America’s future than I am tonight. Despite our hardships, our union is strong. We do not give up. We do not quit. We do not allow fear or division to break our spirit. In this new decade, it’s time the American people get a government that matches their decency; that embodies their strength.

And tonight, I’d like to talk about how together, we can deliver on that promise.”

I cannot hear this call to civility for the common good without looking at how we Jews sometimes treat one another. And then we wonder why so many of the marginally connected keep walking the other way, hoping not to be noticed – at least not noticed as being with the rest of us.

I read about the Women of the Wall and I want to scream. Audrey and I were at their second gathering. Women were asked to bring their men. They formed a prayer circle in the Ezrat Nashim (women’s section). We formed an outer ring facing outward in all directions. We were a barrier to the shouts, phlegm and steel chairs that were hurled at them. A Haredi man stood inches from my face shouting “BOOS! BOOS!” at the top of his lungs, spitting on my face. He had recently feasted on some kind of very garlicky sausage. We refused to fight back, merely serving to protect the women who were trying to praise the God we all shared with the words of the siddur and sefer Torah we all held sacred. Before they could finish, the police ordered everyone to disperse and then fired a tear gas cannon at us all. That was in 1988.

Two weeks ago, three teachers from my school (visiting Israel as part of Legacy Heritage: Israel Engagement Innovation Grant) and some HUC students were brought by Doctor Lisa Grant to visit with Anat Hoffman. Her fingers were still stained by the ink used to fingerprint her by the police when she was arrested for inciting women to wear a tallit next to a retaining wall that holds up the mount where the Temple once stood.

“Any dispute that is for the sake of Heaven is destined to endure; one that is not for the sake of Heaven is not destined to endure. Which is a dispute that is for the sake of Heaven? The disputes between Hillel and Shamai. Which is a dispute that is not for the sake of Heaven? The dispute of Korach and all his company.”

– Pirkei Avot 5:17

And there is no shortage of intolerance of one another on all sides. Although none of the rhetoric or actions generally reach the outrageousness of what is happening in Jerusalem right now, it is hard to justify the way we speak to and about one another as being like the disputes of Hillel and Shammai. I am sad that our friend Lorna felt pressured to leave her home in the Jewish Quarter of the Old City of Jerusalem. She was the last secular Jew there, having cast the only vote in that precinct for Teddy Kolleck in his final election.

I am sometimes asked about the Steinsaltz Talmud in my office. I bought it with the money I received from friends and family as gifts when I graduated from HUC in 1991. I study as often as can (e.g. not enough), and Rabbi Jim Prosnit and I lead a Talmud group for lawyers every month. They ask because they don’t expect in the office of Reform Jewish educator. I am not even a rabbi – that, at least, they would understand. When asked, I explain that it is our Talmud too. This Shabbat, I will be taking 27 Kitah Vav (6th grade) students, their teachers, some madrikhim and my friend and song leader Shawn Fogel (of the LeeVees and Macaroons!) to Eisner camp for a retreat. We will have fun and explore what this whole Bar/Bat Mitzvah thing is all about – for them. Among other things, we will study Sanhedrin 68b from the Babylonian Talmud. That is where we learn about becoming a Jewish adult. They know it’s there Talmud too!

I want us to raise Obamas in the Jewish community – people that will remind us that we all stood at Mt. Sinai. I want my sons to become men who will teach us all that when the Tower of Babel was toppled and languages were babbled, we Jews all ended up speaking Hebrew! When I was a kid, the UJA campaign for years was build around the slogan “We Are One.” Not sure that would rally the troops right now.

So I take hope in the words of our president. And I take more hope in the words of my sons and all of our students. They will fix things. But like the president said, we can’t leave it to them. We have to show them we are read for them to lead, by leading ourselves.

I love the way he phrased the call for energy efficiency and green technology: “I know that there are those who disagree with the overwhelming scientific evidence on climate change. But even if you doubt the evidence, providing incentives for energy efficiency and clean energy are the right thing to do for our future – because the nation that leads the clean energy economy will be the nation that leads the global economy. And America must be that nation.”

We don’t have to agree on whether the Torah was letter for letter given at Sinai to recognize that we are one people and to remember to act like it. We don’t have to settle every difference to agree that we are all created B’tzelem Elohim – in God’s image. And the prayers of one group need not prevent the prayers of another from ascending to the Divine Presence.

I am blessed to be part of the Jim Joseph Foundation Fellows of the Lookstein Institute at Bar Ilan University. Our small group covers most of the Jewish spectrum (not all, but most). And I am struck by the efforts we all make to respect one another’s religious needs. I pray that as we begin to bring others together into communities of practice, that considerate, thoughtful approach continues and spreads. Kein Yehi Ratzon – may it be God’s will.

And the president’s proposals? Gam Kein Yehi Ratzon.

* There were at least two – As Jake Sully becomes enculturated, falls in love and ultimately becomes a Na’vi is great study in interdating/marriage and conversion (and let’s not even get into the linguistically interesting name of the Pandoran natives, i.e. Na’vi = prophet in Hebrew); and the whole issue of two groups whose claim to the same land leads to inevitable conflict, particularly if one or both parties believes that sharing is not a desired outcome. This may be a difficult but possibly interesting way into a discussion if the Israeli – Palestinian conflict.

#jed21 on tutors, teachers and coaches

A day or three of tweeting while working! My friend Robin Faintich tweeted in response to my last blog posting about an article in the New York Jewish Week on tutoring. More friends joined in: Josh Barkin, Peter Eckstein, Ellen Dietrick and Ruth Abusch-Magder. I am amazed, but not surprised, by the level of dialogue that can occur in 140-character chunks. The conversation began Monday morning. As I write this it is almost noon on Wednesday and Jonathan Woocher just jumped into the pool. As my wife’s accounting professor at the University of Michigan, Chip Klemstein, once said, “It’s not the miracle of birth, but it is pretty cool!

I am posting the conversation to date below in order to continue it with you. I am also posting it as a comment to David Bryfman’s blog about the potential value of twitter in Jewish education. David has some very interesting things to say (and he mentions me-check it out mom!). Please continue the conversation with us here on twitter!

(The left hand column is the speaker, the name in the right hand column is the person to whom they are responding or directing their words.)

@rabbigurevitz	Tutoring vs.Religious School redux - Al tifrosh? http://bit.ly/5hWxwM #jed21
@rfaintich	@IraJWise Tutoring vs.Religious School ... isn't it our job to figure out how to integrate them? #jed21
@barkinj	@rfaintich It’s our job, but Ira's right: we need to be wary of something that is educationally and ideologically problematic. #jed21
@rfaintich	@barkinj one challenge is that I am not sure that @IraJWise would agree that RS is educationally problematic-if that's what you mean #jed21
@IraJWise	@rfaintich Absolutely. It is also our job to bring them in at the beginning, which means offering something compelling & meaningful. #jed21
@redmenace56	@rfaintich RS as it exists might B problematic, but not necessarily. methinks tutoring CAN be integrated w/out leaving community #jed21
@IraJWise	@rfaintich I don;t think it is. It can be. We don;t always get right. But we do more than we get get credit for. #jed21
@rfaintich	I am the product of the tutor/RS integration,i KNOW it is possible. Know of a great model in OC-Mindy Davids special. #jed21
@rfaintich	@IraJWise i agree that some, incl. you, do more than you get credit for... and in a paradigm that i believe is systemically broken. #jed21
@barkinj	@rfaintich No. I meant that Jewish education through tutoring is educationally problematic. #jed21
@rfaintich	@barkinj why? #jed21
@barkinj	@rfaintich Tutoring is fine for cognitive learning. Good Jewish education should also be affective, emotional, spiritual, communal. #jed21
@rfaintich	@barkinj you falsely assume tutoring can't also be affective, emotional & spiritual and then integrated into communal #jed21
@redmenace56	@rfaintich yeah makes sense but challenge is finding resources & institutional will 2 create programs that R NOT 1 size fits all #jed21
@redmenace56	@rfaintich like prev post re: teens, creating mix of tutoring & communal learning needs resources that many of us don't have (more) #jed21
@redmenace56	@rfaintich we want change & know it's doable, but when lay leaders won't provide resources we r stuck with taking very small steps #jed21
@redmenace56	@rfaintich & small steps R not always enough 2 hold funders, parents & kids attention, even though we try. need something big.#jed21
@redmenace56	@rfaintich big change perceived as dangerous-small may not b enough. risk not always positive thing in many funders/parents eyes. #jed21
@barkinj	@rfaintich An observation, not an assumption. I've never seen tutoring do those things. #jed21
@redmenace56	@rfaintich we need mechanism to filter the innovations and drive 4 change down from big centers to the periphery. #jed21
@barkinj	@rfaintich Tutoring is generally used for "training", which by definition is not affective, emotional, spiritual, community-oriented. #jed21
@IraJWise	@rfaintich Not that tutoring can't be those things, but a communal setting can make them richer and deeper! No student is an island. #jed21
@barkinj	@IraJWise @rfaintich Yeah, Ira said it better. #jed21
@rfaintich	@barkinj @IraJWise perhaps the problem is word/implication of "tutor" & not mentor, facilitator, role model, personal educator, etc #jed21
@ellen987	@rfaintich@barkinj @IraJWise On tutor discussion, I love the idea of Jewish life coaches instead of religious school teachers. #jed21
@rfaintich	@IraJWise my "tutor" is the one who brought me into Jewish camping & gave me a new community. I was in RS for judaics-she enhanced it #jed21
@IraJWise	AHA! So it was not JUST the tutor. Sounds like the kind of person we need doing lots of things. Not a Zero-sum game! #jed21
@lookstein	@rfaintich @irajwise @barkinj Abe Unger weighs in on the benefits of tutoring in the Jewish community in op-ed http://bit.ly/5M4csQ #jed21
@barkinj	@ellen987 Not sure what you mean by "life coach" in this context. #jed21
@barkinj	@ellen987 I call them "teachers", you call them "coaches." Good teachers know Jewish education is not about imparting info. #jed21
@ellen987	@barkinj I think there is a real difference between coach and teacher. Especially when you are inviting them into your home. #jed21
@ellen987	@barkinj By Jewish life coach I mean someone to help you figure out how to reach your family's goals for Jewish living and learning. #jed21
@barkinj	@ellen987 What if your family's goal is to have a bar mitzvah and then disengage from Jewish life? #jed21
@rabbiruth	What if the option is a tutor or nothing? that is quite common #jed21
@ellen987	@barkinj If your goal is to disengage aren't you going to do that even if your kid goes to RS? I'm talking people who want to engage. #jed21
@darimonline	@barkinj is it ever someone's REAL goal to disengage? Or an assumed path b/c lack of something compelling, inviting, worth change? #JED21
@rfaintich	@RabbiRuth I would say it is then the role of the "tutor" to try and bring the entire family into other entry points. #jed21
@barkinj	@DarimOnline You're right. Lots disengage because we don't offer anything engaging. But some disengage because that's what they want. #jed21
@barkinj	@ellen987 Religious schools need the disengagers (and their tuition/dues) to pay salaries, keep the lights on, etc. #jed21
@barkinj	@RabbiRuth Why? The vast majority could send their kids to relig. school. The people who choose tutoring usually do so as a choice. #jed21
@rfaintich	@barkinj @DarimOnline i think those who have chosen to disengage before they even see the product are those who are "in" out of guilt #jed21
@ellen987	@barkinj A coach working with entire family provides more avenues for engagement. Goal for enrolling kids in RS is not fundraising. #jed21
@redmenace56	@ellen987 ellen - i'd like 2 talk 2 U more abt this - i'm starting a lifecycle coach program @ my synagogue. how do we touch base? #jed21
@darimonline	@rfaintich @barkinj Can we re-cast the guilt paradigm? It's so not-compelling and will ultimately fail (is presently failing). #jed21
@barkinj	@ellen987 I totally agree. But too many congregations use BM as bait to get people in the door. #jed21
@IraJWise	@barkinj A bit cynical. For those only seeking BM, we meet a need. If we are good, we use their time here to help make more connects #jed21
@jwoocher	Need 2 real conversations w families: when they join, when BBM approaches. What will make this m'ningful 4 u? What must we do & u do? #Jed21
@barkinj	@IraJWise Yes. Playing the "cynic's advocate" here. But what would happen if all those BM-only folks left your school? #jed21
@IraJWise	@barkinj We would have to become a completely different kind of institution to afford serving those who want us the way we are. #jed21
@IraJWise	@barkinj And we still wouldn't reach those who left. #jed21

Conversation continues! Join in at #jed21.

If you don't understand how to follow a twitter hashtag (#jed21 is a hashtag!) go to Mashable's guide.

Here is the rest of the conversation:

@rfaintich @IraJWise what would you project would happen to your school if b/m were universally moved to 18 (or h.s. grad)? #jed21

@IraJWise @rfaintich Not sure. But you can't move it. People won't follow. That's how we got Confirmation in Reform. #jed21

@IraJWise Our conversation on tutors and schools through Josh's last post on line http://bit.ly/5RamqV #jed21 This is cool stuff!

@rfaintich @IraJWise if everyone agreed to move it (not like that will happen) then ppl choice - follow or nothing? #jed21 just hypothesizing

@lookstein thought of #edchat (see http://bit.ly/4Gt48i) when read @IraJWise compilation of tweets (http://bit.ly/5RamqV) maybe need jedchat 4 #jed21

@barkinj @rfaintich @IraJWise What are the implications of this conversation (tutoring) on the larger conversation about post BM dropout? #jed21

@barkinj @rfaintich @IraJWise My hypothesis: Schools that heavily integrate 1-on-1 tutoring have higher rate of post BM dropout. #jed21

@barkinj @rfaintich @IraJWise My reasoning: Maybe families/kids that don't heavily value community have less reason to stay after BM. #jed21

@rfaintich @barkinj one thought- does "drop out" only apply to weekly RS or the community/congregation on the macro? #jed21

@barkinj @rfaintich I say macro. Because I'm not so narrow-minded as to believe that RS is the only way to engage w Jewish education. ;) #jed21

@barkinj @rfaintich But even on the macro level, I would still make that hypothesis. #jed21

@rfaintich @barkinj going with the macro, if done well, I respectfully disagree with you #jed21

@barkinj @rfaintich "If done well" is a big if. My read of the trend (as described in JWeek story) is that it prob isn't usually done well. #jed21

@rfaintich @barkinj so let's find a way to fix it :) #jed21

@rfaintich @remilder or it means that part of the "tutors" job is to be a role model and work to bring them in to J community opportunities #jed21

@rfaintich article http://tinyurl.com/yfrzw36& quote "[judaism] is learning-based, not rite-based." based on discussion about b/m do we agree? #jed21

@barkinj @rfaintich Right. So do we try to improve tutoring (because it's a trend like it or not), or do we try to fix the underlying problem? #jed21

@rfaintich @barkinj i think it's more than a trend & is actually educationally sound (again if done right)...so I think we should improve it #jed21

@RabbiRuth I think that there is much that could be done to support organizations like Milestones in SF that make this work well #jed21

@FlorenceBernard Welcome To The Next Level: #jed21 on tutors, teachers and coaches http://bit.ly/6gTHhl

@rfaintich @jwoocher beyond what makes it meaningful is WHY are you engaging in this? What is motivating your choice for joining & for BBM? #jed21

Al tifrosh min hatzibur - Do Not Separate Yourself From The Community

This article was just published in the latest issue of the New York Jewish Week. I think the questions Jo Kay is struggling with cut to the core of one of the biggest challenges we face. BTW, I think Jo is one of the outstanding educators in our world.

How do we help people internalize Hillel's injunction - Al tifrosh min hatzibur - do not separate yourself from the community - in a world that is all about personalized service, and tending to individual needs?

I am less interested in how we think Jo should respond to the requests for private tutoring than I am in the question of how do better learn about people's needs, how do we meet them AND help them to be a part of our synagogue communities? I want my cake and I want to eat it! Thoughts?

Tutoring Trend Tests
Jewish Values

by Julie Wiener, Associate Editor

Several times a year, Jo Kay, the director of the New York campus of Hebrew Union College-Jewish Institute of Religion’s education school, finds herself in a tricky position.

She has to decide how best to respond to unaffiliated families who — seeking an alternative to synagogue Hebrew schools — ask her if she can help them find a private tutor.

Kay ran Congregation Rodeph Sholom’s religious school on the Upper West Side immediately before assuming her current role, and her graduate school, a division of the Reform seminary, trains educators to work primarily in synagogues and day schools. A strong believer in Judaism as a communal, rather than do-it-yourself endeavor, she is not a big fan of home tutoring, even though she recognizes that many families have “extenuating circumstances” that make it necessary.

Nonetheless, due to her relationship with graduate students — many eager for extra part-time income — she’s seen as a source for tutor referrals. And, while she wishes the families who call her would instead find a place for themselves in a synagogue, she is reluctant to turn away anyone seeking a Jewish experience.

“The more families are turned away the less likely they are to connect ever,” she notes. “When I get a call from a family, I want to extend a hand, I don’t want to be just another person that they can say wasn’t interested in them.”

Kay, who hopes her tutoring students will inspire the families to get involved in congregational life, is hardly alone in her ambivalence about tutoring.

As seemingly growing numbers of families in New York and other major metropolitan areas eschew Hebrew schools for the convenience and intimacy of private tutors, many in the organized Jewish world — particularly those active in synagogues — worry that tutoring’s individualized approach, part of a larger trend in modern American culture, poses a threat not just to synagogues, but to the very ideals of Jewish community.

“There’s such a notion of privatization in the city,” observes Rabbi Felicia Sol of the Upper West Side’s Congregation B’nai Jeshurun. “We want to combat the notion that Judaism is all about hiring someone to meet my needs, on my schedule and not necessarily being as interested in the community at large. ... Jewish life has always been centered around the community.”

Yet at the same time, those who criticize tutoring recognize that part of the reason it remains attractive is because a number — though far from all — of Hebrew schools leave much to be desired.

And, like Kay, they understand that for many families the choice is not between Hebrew school and a tutor, but between a tutor and no Jewish education at all.

The most frequently leveled criticism against privatized Jewish education — whether with a one-on-one tutor or in a small group environment — is that it fails to teach about, or expose children to, the broader Jewish community.

Rabbi Laurie Phillips, director of education at Congregation Habonim, on the Upper West Side, likens Jewish studies tutoring to private sports lessons.

“You can learn to play soccer with a tutor, but it’s a different experience if you’re learning one-on-one versus being part of a soccer team. You’ll know how to play, but won’t know how to be part of a team.”

Jack Wertheimer, a Jewish history professor at the Jewish Theological Seminary and editor of “Learning and Community: Jewish Supplementary Schools in the Twenty-first Century” (Brandeis University Press, 2009) wonders “how well” private programs “can socialize young Jews to feel part of a congregation.

“One of the great advantages of Jewish children being educated in schools is that they are exposed to different types of Jewish role models,” he says. “They see the rabbi, they see their teachers, they see other adults engaged in Jewish living. The private route limits the exposure of young people.”

In addition to exposing children to congregational life and, ideally, instilling in them a sense of belonging to a community, Hebrew schools, unlike tutoring, offer students a chance to socialize with other Jewish children — including ones who come from different backgrounds.

While one-on-one tutoring, by definition, cannot expose students to Jewish diversity, even small groups of kids learning together with a private tutor — such as the model Rabbi Reuben Modek offers in his Rockland-based Hebrew Learning Circles program — tend to “end up with very homogenous groupings,” notes Saul Kaiserman, director of lifelong learning at the Upper East Side’s Temple Emanuel.

“When synagogues are doing their best work, you have public and private school kids from all over the city that are having to deal with their different backgrounds and different levels of observance,” he says.

Says Rabbi Sol: “We really believe that having relationships and experiences together, and growing up with the same group of kids, instills something in our children that ‘it’s not just all about me.’”

At B’nai Jeshurun even the bar/bat mitzvah ceremony — and, while an exception is made for special-needs children, privately tutored children cannot have a BJ rabbi officiate, nor can they have the ceremony on Shabbat morning or a community mincha —teaches about community, Rabbi Sol says.

“B’nai mitzvah don’t lead the whole service, because it’s not only about them. The ultimate expression of bar mitzvah is actually becoming a functioning participant in the community at large — not that everyone suspends their own spiritual needs to have a concert or performance by a 13-year-old kid.”

Even if Hebrew schools do a better job than tutoring when it comes to fostering community, some leaders believe that synagogues would do well to adapt some of the practices of private tutoring — such as offering students more flexibility, more options and one-on-one attention.

“The organized Jewish community should adapt this model within its institutions so people don’t have to seek it outside,” says Rabbi Kerry Olitzky, executive director of the Jewish Outreach Institute, which often gets calls from people seeking recommendations for a private tutor.

“If the goal is to provide Jewish education, then we should provide as many opportunities to get there as possible,” he says.

Some Hebrew schools offer some of these features, particularly opportunities for one-on-one attention.

Central Synagogue, one of the few Hebrew schools to employ full-time teachers, has a homework room, where children can go after class to receive extra help.

Scott Shay, who co-founded and helps run the Jewish Youth Connection, a Sunday school that is now sponsored by Kehillath Jeshurun, on the Upper East Side, says his program is a “hybrid” that provides the best of what Hebrew school and private tutoring have to offer.

All the JYC students spend part of Sunday morning working on Hebrew one-on-one with college students, called “big brothers and big sisters,” Shay says. The college students often check in on their charges during the week in order to see how they are managing their homework.

But the program also features regular classes, as well as parties and other group activities.

Where private tutoring wins hands-down, however, is convenience. With a teacher who comes to your home at a mutually convenient time, there is no commuting, no need to carve out one, two or even three afternoons a week — and for busy families struggling to balance an array of competing demands and activities, this is no small thing.

Nonetheless, argues Kaiserman, convenience isn’t everything.

“I suspect those parents wouldn’t have their kids study karate or ballet in their living room, but somehow manage to get them to class because they want a quality program, and value it.”

Hebrew schools, he says, need to offer high quality — to compete not only with tutors, but with “the marketplace of after-school activities.”

“We’re down the street from the [Metropolitan Museum of Art], so we have to offer something as good as an art class at the Met,” he adds.

And while “we try to make it not impossible or unbearable,” Kaiserman says, “I don’t think inconvenience is necessarily a negative. Jewish values, yeah, they’re inconvenient. That’s the whole point. If they weren’t we wouldn’t need to be learning about them.”

JYC’s Shay agrees that requiring a bit of effort from parents is not necessarily a bad thing.

“While for some tutoring is a good option, I think there’s tremendous value in the parent having to get up and bring the child to a place with other Jews and other parents and say ‘This is something we Jews do,’” Shay says. “As opposed to saying ‘Here’s Rabbi X who’s coming, and your piano teacher is coming an hour later.’”

Reports of the Hebrew School's Demise Have Been Greatly Exagerated

I have dedicated my professional life to supplementary, or complementary or afternoon Jewish Education. In other words, Hebrew School. I am committed to it be cause:

1. It worked for me and my friends. We all came through a wonderful experience at B'nai Jehoshua Beth Elohim in suburban Chicago, learning from Rabbi Mark Shapiro, educators Barbara Irlen, Bernice Waitsman and Marshall Wolf, and dozens of teachers including Sharon Steinhorn (arguably the first - and second - congregation based family educator ever), Sy Bierman, Sandee Holleb, Joan Goldberg and more than I can name right now. It led us to be campers at Olin Sang Ruby Union Institute, to participating in our Jr. and Sr. youth groups, to becoming camp staff and teachers, etc. over 25 of us grew up to go to HUC-JIR and become rabbis, cantors, educators and Jewish communal workers. Lots more became functional Jewish adults and leaders of our Jewish communities.
   
   
2. Something in the neighborhood of 85 - 90% of all Jewish children in North America will not be going to day school. Period. They need a place to learn about being Jewish and to love being Jewish. Waiting for Birthright is too little, too late. Summer camps are awesome, but it is extremely difficult to get the "unsynagogued" to go in many communities. (I know MIlwaukee is different! Please don't flame me from Eagle River you Interlaken folks!) Not much left of the non-Orthodox Zionist youth movements. I mourn Young Judaea's present state. I would like to back up the following statement with actual research (I recall it but can't cite, so therefore it is an opinion, not a fact): I believe that the majority of families with children in Hebrew schools would not choose to enroll their children in day schools if there was no tuition charged.
   
   The decision to enroll in day school or not is, I believe, based on much more than cost. Those who make the choice are either believers in the endeavor day school represents (a valid, meaningful choice), driven there by inadequate public options in their community (equally valid and meaningful, if unfortunate) or looking for something that a particular day school offers that they believe is more beneficial to their child(ren) than the public option (again, valid and meaningful). Cost does turn some away who would otherwise choose day school. I believe if it were free, most would continue to make the choice not to enroll in Day School, because the alternative is pleasing to them. It is not a last resort.
   
   
3. Finally, because I believe in Hebrew School, I have made it my life's wrok to make the experience as meaningful and impactful as I can. I owe it to those who helped me become who I am. I owe it to my sons. I owe it to my grandchildren who are merely dreams in my and my wife's heads (and not yet very vivid -- we have lot's of time!).

I believe Hebrew School can be great. Not for everyone. Certanily not for the kid whose parent says: "I hated it. You'll hate it. You gotta go." Fortunately, we don;t hear that much in our synagogue anymore. I think you can judge the strength of a school by how many B'nai Mitzvah keep coming. Nearly 70% of our B'nai Mitzvah become confirmed at the end of tenth grade. One or two of them choose not to continue to High School graduation. Fifteen years ago it was 29%. Our goal is 85%. We will get there. I don't think we are the best of the best or anywhere near alone. Some things become facts (like the failure of the supplemental school) just by repeating them loudly and frequently.

Why am I talking about this? My friend Robyn Faintich of the Florence Melton Communiteen High School (and fellow Jim Joseph Foundation Fellow at the Lookstein Institute) tweeted about the following blog from Benjamin Weiner on the Jewcy blog.

Jewcy is an online media outlet/blog, social network, and brand devoted to helping Jews and their peers expand the meaning of community by presenting a spectrum of voices, content, and discussion. JEWCY is a project of JDub Records, a non-profit organization dedicated to innovative Jewish content, community, and cross-cultural dialogue. Read it. Join the conversation.

Stop Blaming Hebrew School

by Benjamin Weiner,
January 7, 2010

My weekly unsolicited email from Shalom TV, "America's Jewish Television Cable Network," informs me that Michael Steinhardt, philanthropist provocateur, in a recent "rare, personal interview," launched into a tirade against non-Orthodox American Jewish education. Hebrew school, argued the hedge-fund tycoon and Taglit-BIrthright impressario, spitting the word out through clenched teeth (or so I imagine the scene), "has been, and continues to be, a shandah--an abysmal failure." In Steinhardt's estimation, the ineptitude of this warhorse of an educational model is responsible for skyrocketing rates of non-Orthodox intermarriage, and the plummeting percentage of Jewish philanthropic dollars actually going these days to Jewish causes. (He sets the figure at 15%). "Can there be a worse term in the American Jewish lexicon than 'Hebrew School?" he asks. "There were six kids in the 20th Century who liked it!"

I am still digesting the press release--the lack of a cable hookup means it will take me some effort to watch the actual interview. Other tidbits include Steinhardt inveighing against the use of "mythical" anti-Semitism as a "boogeyman" to "raise money" for Jewish organizations, and against an obsession with the Holocaust that hinders us from thinking "about what we want to accomplish and what we want to be in the 21st century." The "religion of Judaism," he says further, is "so deeply disappointing" in its "practice, its verbiage, its inability to reflect realistically upon our lives."

The only redemption he sees for the "moribund world" of the Diaspora is a relationship with Israel, "my Jewish miracle." He has no respect, mind you, for the political and business establishment of the country, which he described with adjectives such as "awful" and "less than glorious," and he does not seem to be in favor of living there all the time, either. "I have a wonderful house in the middle of Jerusalem," he says. "I love Israel. I love America. And," like Alec Baldwin in bed with Meryl Streep, "it's a complicated situation."

I admit again that I am only relying here on the sampling of quotes provided in the press release, so I don't feel justified launching a full critique of Steinhardt's performance. Instead, I'd like to focus on the first salvo, the oft repeated claim that synagogue Hebrew schools are responsible for the decline of the Jewish people--a claim that is more or less akin to stripping your parents' house of all viable woodwork, plumbing, and appliances and then wondering why they live in such a dump.

Firstly, it should be noted that Hebrew school has not been a failure, as it is largely responsible for the success of many who have spent time on the editorial board of Heeb, or in the Alpine fortress of Reboot, or the stables of the Foundation for Jewish Culture, or most likely, if you will pardon me, the inner sancta of Jewcy and JDub [Editor's note: I should just point out that I didn't go to Hebrew school, but several of my colleagues did].

Anyone who has jockeyed disaffection with the Jewish establishment into a successful career of personal expression on the American mass-media stage, including the Coen brothers (who, since "A Serious Man," I consider the patron saints of the genre), should reflect on the debt of gratitude he or she owes to this half-assed system of religio-ethno-cultural indoctrination. Things might have been far less interesting had the ingredients come out fully-baked.

But, snarkiness aside, the problem with blaming Hebrew School for the collapse of our millennia-old civilization is that such talk, to paraphrase Tevye, blames the cart for the inherent lameness of the horse; exonerates the many who fled the challenge of creating meaningful Jewish life for the sorry state of affairs they left behind, and ignores the implacability of the forces that made them flee in the first place.

For what created the supposition that two to six hours a week of afterschool guttarality could foment a firm commitment to the Jewish people? I don't think this paradigm was determined deliberately from the outset, by committee. At the turn of the last century, there were viable models of Jewish education, and there was a critical mass of Jewish community prepared to embody them. And then there was mass immigration, and genocide, and breakneck assimilation--from a flummoxed traditional culture into a post-War America that was primed with petroleum to give Jewish people the greatest thrill ride they had ever experienced in a Gentile world. And, at the end of the day, Hebrew School emerged because it was the best we were allowed to do. Speaking, gloves off, as a working rabbi and education director, trying hard to find ways to reflect the "verbiage" of the Jewish religion "realistically upon our lives," it is frustrating that, by consensus of the parents of my community, I can only educate their children for two hours a week with no homework, and that those hours come well after regular school hours, and that the expectations for behavior and attendance sometimes fall somewhere between a railway station and a monkey house--despite the fact that they are all, without exception, great kids. But this is roughly the extent of the concession that many American Jewish families are willing to make these days to their Jewish identities, and there should be a category of Nobel prize for whoever figures out how to put these parameters to the best use.

There is a lot of talk in circulation about "what we want to accomplish, and what we want to be in the 21st century;" what it will take to "get our groove back," whether that means summoning the "boogeyman," or replacing religion with spirituality, or pretending we're Jamaican, or humping each other at younger ages with fewer prophylactics, or giving "Jewish barbarians" (Steinhardt's term) free trips to an Israel whose only redeeming virtue seems to be that we only have to be there sporadically. Of course, it is the responsibility of those who care to come up with compelling answers to the question of why be Jewish. But these answers are getting shorter and shorter, and sounding more and more often like marketing slogans, and, at the end of the day, the lack of substance is less the fault of educators than it is the fault of Jewish consumers who don't want to buy, no matter how cheap the cost. Beyond that, it is the fault of history.