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Guide to Resources for Educational Excellence

This guide is an online version of a publication created by PEJE in 1998.

  1. Introduction
  2. Educational Vision
    • Creating Vision And Mission Statements
    • Incorporating Jewish Texts And Values
    • School Climate
  3. Effective Boards
    • Governance
    • Head Of School Search
    • Responsibilities
    • Solid Financial Management
    • Sound Decision-Making
    • Careful Planning
  4. Lay And Professional Collaboration
  5. Skilled Professional Leadership
    • Models Of Excellence: Teachers
    • Models Of Excellence: Administrators
    • Professional Development
    • Reflectivity
    • Evaluation
  6. Effective Schooling Practices
    • Children’s Needs
    • The Art Of Teaching
    • Special Needs
    • Technology
  7. Curriculum And Learning Experiences
    • Combining Theory, Research And Practice
    • Curriculum Development And Implementation
    • Curriculum Evaluation
    • Curriculum Integration
    • Sample Curricula
  8. Cultivating And Maintaining Community Links
  9. Marketing and Public Relations
  10. Fundraising
  11. Special Middle School Features: Meeting Adolescent Needs
  12. General Information
    • Important Organizations and Resources
    • Frequently Referred to Periodicals
    • Academic Training Institutions
    • Cross Denominational Jewish Education Organizations
    • Denominational Day School Organizations

 

Look for the § to find resources specifically about middle schools throughout this guide.



Introduction

 

 

Teachers and school children—precious jewels of our communityMidrash Rabbah, Song of Songs

 

This text from Midrash Rabbah provides insight into the goals for this guide, as well as the overall mission of PEJE. The transmission of Torah and Jewish life from generation to generation is a core mitzvah, with teachers, students and their parents at the center of the educational process. Second only to the parent-child bond, the relationship established between teachers and pupils has the most decisive impact on whether the learning and educational experiences make any long-lasting mark. The collective influence of teachers and their students can have a profound effect on the Jewish community as a whole.

 

We offer this guide as one resource to help support a Jewish day school which has teachers and students engaged in powerful and meaningful Jewish learning and educational experiences. These “precious jewels” deserve to be supported in their efforts by the community, and it is essential that we set high standards for all aspects of Jewish day school life.

 

Because the dedication of the lay leadership is integral to the creation of a thriving day school, we have designed this guide with both professional and lay leaders in mind. Our goal in creating this publication is to help schools locate key resources that will be helpful in achieving excellence in Jewish education. We do realize that this guide is not an exhaustive source. The guide is organized around ten domains of excellence, which were developed with the input and guidance of day school leaders. We suggest that you review the guide and then select the domains and their corresponding sections where you would like to focus.

 

The body of the guide contains listings of resources including books, journals, articles, web sites, and organizations. The majority of the listings are annotated to help readers decide if the resource will suit their particular needs. The resources specifically geared toward middle schools are marked with a§symbol.

In the General Information section, we have created a listing of the five most commonly referred to publications with information about how to order these publications. Readers will also find there a general listing of important organizations with contact information.

Periodically, we plan to update and revise these listings. We welcome your thoughts and feedback.



Educational Vision

CREATING VISION AND MISSION STATEMENTS

Articles and Publications

§ Developing a Mission Statement for the Middle Level School. Reston: National Association of Secondary School Principals’ Council on Middle Level Education, 1987.

A guide for creating functional mission statements that serve school and community well. This book also describes how to use a mission statement effectively in a school’s daily life. A clear, concise guide.

WEB: www.nassp.org

Visions of Excellence: A Guide for Starting a Reform Jewish Day School. New York: The Progressive Association of Reform Day Schools, 1997.

Abramson, Robert. “Kedusha as an Integrative Focus: The Implementation of a Vision.”Curriculum, Community, Commitment: Views on the American Jewish Day School. Daniel J. Margolis and Elliot Salo Schoenberg, editors. West Orange, NJ: Behrman House, 1992.

After defining Kedusha and its power to serve as a vision’s guiding focus, Abramson describes a staff development process to help teachers understand and use Kedusha in their classrooms.

WEB: www.behrmanhouse.com

Barth, S. Roland. “Coming to a Vision.” Journal of Staff Development14 (Winter 1993): 6-11.

Barth addresses the importance of school vision, what it takes to create it, and the routes schools can take to achieve it.

Elkin, Joshua. “Developing a School Mission Statement.”Jewish Education News(Spring 1993): 15-17.

Elkin provides practical advice on how to write a mission statement.

To Order: Coalition for Advancement of Jewish Education (CAJE), 261 W. 35th St Floor 12A, New York, NY 10001, 212-268-4210.
WEB: www.caje.org

Fellus, Gail Teicher. “The Rashi School Interview: Starting a Reform Day School.”Compass: New Directions in Jewish Education Special Report, 1988.

An interview with some of the founders of the Rashi School concerning the issues surrounding starting a new school.

Fox, Seymour and William Novak.Vision at the Heart. Council for Initiatives in Jewish Education, 1997.

A case study of the Conservative movement’s Ramah Camp network. This pamphlet explores vision’s power to shape educational initiatives.

Herman, Jerry. “Site Based Management: Creating a Vision.”National Association of Secondary School Principals Bulletin73 (1989): 79-83.

Herman discusses the whys and hows of creating a vision and developing an outcome-based mission statement.

WEB: www.nassp.org

Heschel, Abraham Joshua. “Jewish Education.”The Insecurity of Freedom. New York: Noonday Press, 1967.

This little-known article is a powerful example of Heschel’s inspirational writing on behalf of Jewish education. Of particular note is his call for the nurturing of more “text people” as opposed to “text books”.

Heschel, Abraham Joshua. “Existence and Celebration.”Moral Grandeur and Spiritual Audacity. New York: Noonday Press, 1996.

Part of a recent collection of essays edited by Heschel’s daughter, this piece provides a powerful resource for stimulating visionary thinking on Jewish life, Jewish study, and Jewish practice.

Pekarsky, Daniel. “The Place of Vision in Jewish Educational Reform.” Journal of Jewish Education. 63.1-2 (Winter/Spring 1997): 31-40.

Pekarsky argues that an inspiring vision which informs the educational process has the highest practical value.

Rogus, Joseph. “Developing a Vision Statement: Some Considerations for Principals.”National Association of Secondary School Principals Bulletin74 (February 1990): 6-11.

Rogus outlines procedures to help a principal develop a precise school vision, foster faculty ownership of this vision, communicate its meaning to concerned constituents, and develop organizational trust in its potential.

WEB: www.nassp.org

Saphier, Jon and John D’Auria.How to Bring Vision to School Improvement Through Core Outcomes, Commitments and Beliefs. Carlisle, MA: Research for Better Teaching, 1993.

A how-to booklet about unifying a school around a few core outcomes for all students.

To order, contact: Research for Better Teaching, Inc.
One Acton Place, Acton, MA 01720
TEL: (978) 263-9449, FAX: (978) 263-9959
EMAIL: info@rbteach.com
WEB: www.rbteach.com

Schiff, Alvin. “The Day School.”What We Know About Jewish Education. Torah Aura Productions, Los Angeles, 1992.

A succinct overview of the Jewish day school world from the perspective of one of its key researchers.

To order, contact: Torah Aura Productions, 4423 Fruitland Avenue, Los Angeles CA, 90058. TEL: 1-800-BE-TORAH (800-238-6724), ORDER DESK: 800-689-0793, FAX: 323-585-0327
WEB: www.torahaura.com

Shrage, Barry.Building a Community of Torah and Tzedek: A New Paradigm for the Jewish Community of the 21st Century. Boston: Combined Jewish Philanthropies, 1996.

Shrage explores a new model American Jews might use to replace older paradigms which no longer function.

To order, contact: Combined Jewish Philanthropies, 126 High St., Boston, MA 02110-2700
TEL: 617-457-8500, FAX: 617-988-6262.
EMAIL: info@cjp.org
WEB: www.cjp.org

Zeldin, Michael. “Right from the Start: Creating a Reform Jewish Day School.”Central Conference of American Rabbis (CCAR) Journal: A Reform Jewish Quarterly, Winter 1998.

A successful school articulates its vision of an educated graduate and the Jewish future it hopes to create from its very start. A case study illustrates the difficulties of changing a school’s direction after a few years have passed.

WEB: www.ccarnet.org

Web Sites

www.nwrel.org/scpd/

This site includes examples of vision statements, a discussion of the need for school goals, suggestions for implementation methods, an evaluation tool-kit, and a resource and reference list.

INCORPORATING JEWISH TEXTS AND VALUES

Insuring a defined role for Jewish text, study and practice is a goal central to the mission of PEJE. We welcome your ideasand expertise, and look forward to expanding our range of informational sources on this important subject.

Articles and Publications

Holtz, Barry, ed.Back to the Sources. New York: Summit Books, 1984.

Holtz provides a readable and thorough introduction to the major traditional texts of Jewish life. The authors included discuss the Bible, the Talmud, the Prayer Book, the Midrash, and key codes of Jewish law. Each chapter concludes with a guided bibliography.

Margolis, Daniel J. and Elliot Salo Schoenberg, editors.Curriculum, Community, Commitment: Views on the American Jewish Day School. West Orange, NJ: Behrman House, 1992.

This memorial tribute to noted educator Bennett Solomon presents discussions of Jewish day schools by many leaders within the field. The compendium blends the practical and the theoretical with Solomon’s valuable writings interspersed throughout.

WEB: www.behrmanhouse.com

Rosenak, Michael. Commandments and Concerns: Jewish Religious Education in Secular Society. Philadelphia: Jewish Publication Society of America, 1987.

Rosenak illustrates how the two fundamental orientations of educational theory, normative-ideational and deliberative-inductive, are analogous to the two basic religious ways of understanding, explicit and implicit religion. He believes educational theory must be both normative and deliberative, and that a theology of education that doesn’t incorporate explicit and implicit religiosity will lead to partial understandings of religious tradition.

Rosenak, Michael.Roads to the Palace: Jewish Texts and Teaching. Providence, RI: Bergham Books, 1995.

Rosenak takes his reader on an excursion into the world of Jewish tradition in order to discover models of the educated human being within it. In the process, the reader discovers dialogues between Western philosophy and Talmudic Midrash and is offered a fresh view of culture, faith and identity.

“Three Models to Inspire the Objectives of Torah Instruction in the Modern Orthodox Day School.”Ten Da’at7 (Fall 1993) 10-13.

To order, contact: Torah Education Network, Editorial Office, c/o Torah Education Department/WZO, 110 East 59th St., New York, NY 10022.

Zeldin, Michael. “What Makes Reform Day School Distinctive? A Question of Practice and Purpose.” Curriculum, Community, Commitment: Views on the American Jewish Day School. Daniel J. Margolis and Elliot Salo Schoenberg, eds. West Orange, NJ: Behrman House, 1992.

Zeldin provides valuable insight into the distinctive characteristics of a Reform day school. He is one of the most articulate spokespersons for Reform Jewish day school education and has been involved most recently in “Day Schools for the Twenty-First Century” which is designed to bring vision and reflection into Reform day school education.

WEB: www.behrmanhouse.com

Organizations

Center for Leadership and Learning (CLAL)
440 Park Ave. South, 4th Floor, New York, NY 10016-8012
TEL: 212-779-3300 FAX: 212-779-3300
WEB: www.clal.org

Holds Judaic seminars and retreats.

Shalom Hartman Institute
P.O. Box 8029, Jerusalem, Israel 93113
FAX: 972-2-5611913
WEB: www.hartmaninstitute.com

The Shalom Hartman Institute is a leader in exploring how traditional Jewish texts relate to challenging contemporary issues. Their faculty and scholars work with all denominations and are involved in a variety of key activities including publications, training Judaica teachers for the non-dati Israeli school system, and providing serious Jewish study for religious leaders from around the world.

Israel Book Shop
Att: Risa Rosenbaum Krohn , Hakol LaMoreh
410 Harvard St., Brookline, MA 02146
TEL: 617-566-7113
WEB: www.israelbookshop.com

The Teacher Resource Center, directed by Risa Krohn, is a readily available setting for consulting, examining and making informed choices about Judaica texts and their suitability for a particular program.

The Joseph Lookstein Center for Jewish Education in the Diaspora
School of Education, Bar Ilan University, Ramat Gan, Israel.

The Center’s operations include the following areas: educational research; organizing local training and workshops programs for teachers from around the world; school evaluation, curriculum design and consultation; and outreach initiatives for Jewish community.

WEB: www.lookstein.org

Hiddush: Renewal and Innovation in Jewish Culture and Education
P.O. Box 10086, Jerusalem, Israel
TEL: (02) 652-3106

Hiddush is a young partnership, initiating and developing projects in Jewish education and culture. It strives to provide a pluralistic approach to Jewish culture. Hiddush’s services include: instruction for school principals and teachers, integrative educational materials, workshops on the “Beit Midrash” method, study materials for discussions of current issues, and seminars and conferences.

Web Sites

www.jesna.org

Jewish education resources, including links to large directories of Jewish web sites, educational organizations and schools, on-line learning, reviews of Jewish software, on-line libraries, and much more.

www.bjesf.org

The web site of the San Francisco-area Bureau of Jewish Education features online lesson plans and articles by topic, as well as other resources.

SCHOOL CLIMATE

Articles and Publications

Educational Leadership 56.1 (September 1998). [entire issue]

Henry, Mary E.School Cultures: Universes of Meaning in Private Schools. Norwood, NJ: Ablex Publishing, 1993.

A study of two schools in the same community and how their cultures differ, although they serve the same target groups.

Hoffman, Henry A.Developing a Character Education Program: One School District’s Experience. Alexandria: Association for Supervision and Curriculum Development, 1994.

Hoffman’s all-embracing approach to character education highlights the moral impact of every decision a school district makes. Board members, faculty, administrators, staff, parents and students all play key roles in developing a district-wide ethos that supports core ethical values.

To order, contact: The Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714
TEL: (703) 578-9600 or 1-800-933-ASCD, FAX: (703)-575-5400
WEB: www.ascd.org

Johnston, Howard J. “Climate: Building a Culture of Achievement,”Schools in the Middle(November/December 1995): 10-15.

According to Johnson, a school’s culture is more powerful than its policies, practices, and programs. While skillful leaders can shape a culture, it must be done subtly rather than by edict. Creating student “heroes”, a reward system which encourages achievement, and ceremonies that display the core values of the school are just some of the ways leaders can build a positive climate.

Kelley, Edgar A. “Auditing School Climate.”Educational Leadership(December 1981): 180-183.

Kelly defines how to audit school climate, and provides general principles for planning climate assessment and development.



Effective Boards

GOVERNANCE

Carver, John and Miriam Mayhew Carver.Reinventing Your Board: A Step-by-Step Guide to Implementing Policy Governance. San Francisco: Jossey-Bass, 1997.

This book outlines the three phases of making policy governance work: preparing for change, crafting policies, and “ready, steady, go!”

WEB: www.josseybass.com

Taylor, Barbara E., Richard P. Chait, and Thomas P. Holland. “The New Work of Non- Profit Boards.”Harvard Business Review(September – October 1996): 4-11.

Claiming that effective governance by a Non-Profit board is rare, this article details the characteristics of truly productive boards: concern for crucial issues essential to institutional success, result-driven planning linked to defined timetables, clear measures of success, and involvement with the organization’s internal and external constituencies.

WEB: www.hbsp.harvard.edu

The Trustee’s Letter.

Written in a question and answer format, the periodical is intended as a guide for board members, addressing a range of topics from fundraising to head of school assessment.

To subscribe, contact: Educational Directions Incorporated, PO Box 768, Portsmouth, Rhode Island, 02871
TEL: 800-647-2794 (Subscription: $47).

HEAD OF SCHOOL SEARCH

Gilvar, Barbara, editor.The Search Handbook: A Step-by- Step Guide to Selecting the Right Leader for Your School. Washington, D.C.: National Association of Independent Schools, 1997.

A collection full of expert advice on the process of choosing a leader in an efficient, ethical, and effective way.

WEB: www.nais.org

RESPONSIBILITIES

Ingram, Richard T.Ten Basic Responsibilities of Non-Profit Boards. Washington D.C.: National Center for Non-Profit Boards, 1988.

Ingram clarifies a board’s obligations as a corporate, collective entity as well as the duties of its individual members.

WEB: www.boardsource.org

Stanton, Barbara Hadley.Trustee Handbook. Washington, D.C.: National Association of Independent Schools, 1989.

This widely circulated book offers wisdom accumulated over the course of many years from hundreds of North American independent schools. Discussing responsibilities of school trustees, Hadley places a special emphasis on the working relationship between board chair and head.

WEB: www.nais.org

The ‘Strategic’ Board of Trustees: A Compendium of Ideas and Perspectives Articles. Wilmington, DE: Independent School Management, 1997.

Bringing together the best of ISM’s current thinking on board structure and function, this collection covers four broad categories: the board as strategic entity, board-head relationships and annual cycles, stability markers, and board building.

WEB: www.isminc.com

Wright, George B.Beyond Nominating: A Guide to Gaining and Sustaining Successful Not-for-Profit Boards. Portland, OR: C3 Publications, 1996.

Wright helps organizations manage the process of gaining and sustaining board leadership. The book discusses topics like preparation, strategies, and recruitment action, and includes worksheets, forms, and guidelines.

Organizations and Catalogs

TheAssociation of Governing Boards of Universities and Colleges
AGB Publications, One Dupont Circle, Suite 400, Washington, D.C. 20036
TEL: 800-356-6317 or 202-296-8400 (In Washington D.C. or Abroad)
FAX: 202-223-7053

BoardSource

Information on building effective non-profit boards.

The American School Board
P.O. Box 1815, Merrifield, VA 22116-8015

The National Association of Independent Schools
Attn. Order Department, NAIS
1620 L. St. N.W., Suite 1100, Washington, D.C. 20036
TEL: 202-973-9700 FAX: 202-973-9790

Independent School Management
1316 North Union Street, Wilmington, Delaware 19806-2594
TEL: 302-656-4944 FAX: 302-656-0647

SOLID FINANCIAL MANAGEMENT

Articles and Publications

Aitken, H. Peter.Access and Affordability: Strategic Financial Perspectives for Independent Schools. Washington, D.C.: National Association of Independent Schools, 1994.

Aitken explores how independent schools can remain both excellent and affordable, covering topics like financial assistance, mission and marketing, class size, and financial management.

Business Management for Independent Schools. Washington, D.C.: National Association of Independent Schools, 1987.

A solid manual dealing with accounting and financial reporting, financial and physical plant management, and administrative issues.

Schick, Marvin and Jeremy Dauber.The Financing of Jewish Day Schools. New York: Commissioned by the AVI CHAI Foundation, 1997.

Schick and Dauber provide a statistical and sociological analysis of Jewish day school finances. After examining budgets, tuitions, fundraising incomes, and Federation allocations, they conclude that day schools are severely underfunded.

To order, contact: Rabbi Jacob Joseph School, 350 Broadway, NY, NY, 10013
TEL: 212-334-9285, FAX: 212-334-9146 ($10).

Organizations

School and Student Service for Financial Aid
P.O. Box 6662, Princeton, NJ 08541-6662
TEL: 609-771-7713

SOUND DECISION-MAKING

Langer, George Mohlman and Amy Bernstein Colton. “Reflective Decision-Making: The Cornerstone of School Reform.”Journal of Staff Development15 (Winter 1994): 2-7.

This article presents a framework for developing reflective thinking. It also describes activities for staff development initiatives that promote reflection.

Zoll, Allen A. “A Matter of Choice: An Exercise in Determining When and How to Involve Others in the Decision -Making Process.”Explorations in Managing. Reading: Addison-Wesley Reading, 1974.

Zoll discusses how to identify when others should be involved in decision making processes, and then offers 10 practice situations to evaluate along with an analysis of their answers. This work is based on business settings.

CAREFUL PLANNING

Stone, Susan C.Shaping Strategy: Independent School Planning in the ’90s. Washington, D.C.: National Association of Independent Schools, 1997.

Stone shows how school leaders can craft a vision for the future and then create an implementation program to make that vision a reality.

To the Point4.1 (March 1988). [entire issue]

Helps lay and professional school leaders deal with the wide range of issues they face. The short articles are often helpful in decision making and planning. Published by Independent School Management.

Organizations

Independent School Management
1316 North Union St., Wilmington, DE 19806-2594
TEL: 302-656-4944 FAX: 302-656-0647
EMAIL: ism@isminc.com



Lay and Professional Collaboration

ARTICLES AND PUBLICATIONS

Bubis, Gerald B. and Jack Dauber. “The Delicate Balance: Board-Staff Relations.”Journal of Jewish Communal Service63 (Spring 1987): 187-196.

This article examines several significant factors affecting lay and professional collaboration including: shared and disparate values, skills and knowledge, role expectations in the formulating policy, and the nature of organizational functioning.

Chait, Richard.How to Help Your Board Govern More and Manage Less. Washington D.C.:National Center for Non-Profit Boards, 1994.

A best seller by one of the most respected voices in non-profit governance, this booklet helps board members distinguish between shaping policy and hands-on management. It also includes specific procedures to help strengthen a board’s capacity to govern.

Elkin, Joshua. “Lay – Professional Collaboration in the Jewish School.”Curriculum, Community, Commitment: Views on the American Jewish Day School. Daniel J. Margolis and Elliot Salo Schoenberg, eds. West Orange, NJ:Behrman House, 1992.

Synthesizing the best practices in lay-professional collaboration from both the Jewish community and the independent school world, Elkin discusses how to foster better partnerships. He draws special attention to the key relationship between board chair and school principal.

Johnson, Eric W.Evaluating the Performance of Trustees and School Head. Washington, D.C.:National Association of Independent Schools, 1986.

A guide to evaluation as a bridge to effective Board-Head relations and to showing people how to perform at their best.

Kahn, William “On Working With the Agency Board: A Sometimes Neglected Skill.”Journal of Jewish Communal Service(1978).

Kahn, a prominent executive in the Jewish Community Center world, shares his hard-earned wisdom on what makes for successful lay-professional collaboration.

Kurshan, Alisa Rubin. “Vocation and Avocation: A Case Study of the Relationship Between Jewish Professionals and Volunteer Leaders in Jewish Education.” Diss.Jewish Theological Seminary of America, 1996.

This doctoral study examines the relationship between professionals and volunteer leaders in a Jewish day school. Kurshan finds, through both theoretical research and a useful case study, that commitment to the institution, clarity of roles, confluence of vision, and communication are keys to success.

Lynes, David and Leonard E. Opdycke. Notes on Trusteeship. Washington, D.C.: National Association of Independent Schools.

Lynes and Opdycke discuss the concerns that arise in schools where parents constitute the corporation and board of trustees, and offer advice on developing cooperative working relationships.



Skilled Professional Leadership

MODELS OF EXCELLENCE: TEACHERS

Articles and Publications

Ingall, Michael. “Teacher Remembered.”Melton Journal23 (Spring 1990): p. 19.

A memoir of the author’s fifth grade teacher and the difference that teacher made in his life.

Levy, Steven. Starting From Scratch:One Classroom Builds its Own Curriculum. Heineman, 1996.

A detailed description of the thinking and planning which led Levy to develop a variety of original projects with his elementary students. Projects range from environmental inquiries to an imaginative look at the qualities of number.

Lieberman, Ann and Lynne Miller.Teachers, Their World and Their Work: Implications for School Improvement. Alexandria:Association for Supervision and Curriculum Development, 1984.

Lieberman and Miller address how teachers can enable their own development through a better understanding of their work lives.

Saphier, Jon and Robert Gower.The Skillful Teacher. Carlisle:Research for Better Teaching, 1997.

This book is a tool for self-improvement, staff development, supervision, and teacher evaluation. Specific teaching behaviors and practical examples of situations are abundant. It addresses issues like: getting students’ attention, keeping a topic’s momentum going, setting up classroom space, establishing routines, maintaining discipline, and models of teaching.

Sergiovanni, Thomas J.Leadership for the Schoolhouse: How is it Different? Why is it Important?San Francisco:Jossey-Bass Publishers, 1996.

Written by one of the most influential and prolific writers on educational leadership, this book underscores the importance of sharing leadership in the educational setting, and the vital leadership role played by teachers as they work collaboratively with each other and with the administration.

MODELS OF EXCELLENCE: ADMINISTRATORS

Articles and Publications

Heifetz, Ronald A. Leadership Without Easy Answers. Cambridge: Belknap Press, 1994.

Heifetz outlines a practical philosophy of leadership, and provides an orienting set of questions and options for confronting the hardest problems.

Barth, Roland S.Run School Run. Cambridge:Harvard University, 1980.

A nuts-and-bolts study, written by the Harvard Principals’ Center’s founder, of one school’s rocky but ultimately successful transition toward pluralistic education.

Bolman, Lee G. and Terrence E. Deal.Reframing Organizations: Artistry, Choice and Leadership. San Francisco: Jossey-Bass, 1991.

Intended for managers and future managers, this book explains important elements of organization theory and research. Lee and Deal illustrate how each situation in an organization can be viewed from four directions: structural, human resource, political, and symbolic. Each perspective yields valuable insights for leaders.

Educational Leadership 39. 5 (February 1982). [entire issue]

This issue’s topic is “developing leadership.”

Educational Leadership49 (February 1992). [entire issue]

This issue’s topic is “transforming leadership.”

Educational Leadership55. 7 (April 1998). [entire issue]

This issue’s topic is “reshaping school leadership.”

The Head’s Letter.

This periodical contains articles written by and for heads of school.

To subscribe, contact:Educational Directions Incorporated, PO Box 768, Portsmouth, Rhode Island, 02871
TEL: 800-647-2794 (Subscription: $47).

Heller, Gary S. “Teacher Empowerment-Sharing the Challenge: A Guide to Implementation and Success.”National Association of Secondary School Principals Bulletin77 (February 1993): 94-103.

Heller believes that principals advocating the benefits of collaborative decision making must show tolerance and encourage a wide variety of management, problem-solving, and decision-making abilities. He explains how staff development can aid the site-based management process.

Kuhlmann, Jim. “Hiring the Right Teacher: Focus on the Interview.” Schools in the Middle 2(Winter 1992): 19-21.

Kuhlmann asserts that the most important factor in hiring teachers is their ability to understand and relate to developing adolescents; however administrators often focus only on factors like teaching strategy or teamwork potential. He emphasizes that the most effective teachers guide students toward a sense of responsibility, are empathetic, listen well, and are confident, consistent and fair.

Kotter, John P. “What Leaders Really Do.” Harvard Business Review90 (May-June 1990): 103-112.

This article examines the differences between leadership and management.

To order, contact: Harvard Business Review Publications, Operations Dept., Harvard Business School, Boston, MA 02163.

Senge, Peter. “The Leader’s New Work: Building Learning Organizations.”MIT Sloan Management Review32 (Fall 1990).

Senge’s article, based on his book The Fifth Discipline: The Art and Practice of Learning Organizations, describes new roles, skills and tools for leaders who wish to develop learning organizations. It discusses how to build organizations in which continuous learning occurs, and how to determine which people will best lead them.

Organizations and Catalogs

Leadership Resources for Non-Profit Professionals
Jossey-Bass Publishers
350 Sansome St., San Francisco, CA 94104
TEL: 800-965-7739 FAX: 800-605-2665
WEB: www.josseybass.com

The International Network of Principals’ Centers
Harvard Graduate School of Education,
6 Appian Way, 336 Gutman Library, Cambridge, MA 02138
TEL: 617-495-9812
EMAIL: Inpec@hugse1.harvard.edu

Web Sites

SCHOOLS-ADMIN-L

A newsgroup dealing with school management and administration issues. To subscribe, address an email in the following way:
to: MAILSERV@ECC.TASED.EDU.AU
SUBSCRIBE SCHOOLS-ADMIN-L
firstname lastname

PROFESSIONAL DEVELOPMENT

Articles and Publications

Anderson, Stephen, Carol Rolheiser and Kim Gordon. “Preparing Teachers to Be Leaders.”Educational Leadership55.5 (February 1998): 59-61.

This article details a teacher education pilot program which incorporated a school improvement project into beginning teacher preparation.

Barth, Roland S.The Principal Learner: A Work in Progress. Cambridge: International Network of Principals’ Center, 1995.

Adapted from Roland Barth’s remarks at Princeton University in 1995, this booklet enumerates eighteen conditions which promote learning on the part of principals. They include recognition, risk taking, collegiality and role models.

Darling-Hammond, Linda. “The Quiet Revolution: Rethinking Teacher Development.”Educational Leadership53.6 (March 1996): 4-10.

Darling-Hammond provides suggestions for creating a highly qualified and committed teaching force through teacher preparation, staff development, and greater teacher autonomy.

Darling-Hammond, Linda. “Teacher Learning that Supports Student Learning.”Educational Leadership55.5 (February 1998): 6-11.

This article explains what teachers need to know in order to keep up with today’s standards, and the kinds of preservice training and ongoing professional development that can help ensure their success.

§Gullatt, David E. “Effective Leadership in the Middle School Classroom,” a paper presented at the National Middle School Association Conference, November 1-4, 1995.

Gullatt identifies teacher leadership traits crucial for the middle school level and how staff development training can enhance these skills. He also explores the history of junior high and middle school movements.

Halford, Joan Montgomery. “Easing the Way for New Teachers.”Educational Leadership55.5 (February 1998): 33-36.

Halford tells how schools can support novice educators so that they not only survive but thrive.

Kay, Richard S. “A Definition for Developing Self-Reliance.”Mentoring: Developing Successful New Teachers. Eds Theresa M. Bey and C. Thomas Holmes. Reston:Association of Teacher Educators.

Kay offers a workable definition of mentoring, and articulates a set of guidelines that will encourage and support productive mentoring activities and relationships.

Shevitz, Susan L. and Susanne A. Shavelson. Professional Growth and Communal Change: Proceedings of the Consultation on Professional Development for Jewish Educational Leaders. Waltham: Benjamin S. Hornstein Program in Jewish Communal Service, 1997.

A publication examining the issue of continued professional education for Jewish educational leaders.

Tovey, Roberta, ed.Professional Development. Harvard Education Letter Focus Series 4. Cambridge, MA: Harvard University Press, 1998.

This pamphlet contains articles from the Harvard Education Letter that deal with aspects of professional development. Topics include teacher networks, peer review, and practitioner research.

Wollman-Bonilla, Julie E. “Mentoring as a Two-Way Street.” Journal of Staff Development 18 (Summer 1997): 50-52.

Wollman-Bonilla explores how mentors also benefit from their experience through a boost in self-esteem, a reduced feeling of isolation, the chance to reflect on their own practice, and the knowledge they gain from their protégés.

Zeldin, Michael, and Sara Lee, editors.Touching the Future: Mentoring and the Jewish Professional. Los Angeles: Hebrew Union College, 1995.

A compendium of some of the best material on mentoring from the Jewish community. Its articles address the challenges of educating leaders as well as the enormous potential mentoring offers. They also discuss the trust, honesty, and willingness to reflect which are so essential to the mentoring process.

Summer Institutes

Kekst Family Summer Institute
Education Department, The Jewish Museum
1109 Fifth Ave., New York, NY 10128
TEL: 212-423-3231 FAX: 212-423-3232
WEB: www.thejewishmuseum.org

A teacher-training institute.

The Principals’ Center Summer Institute
Harvard Graduate School of Education
336 Gutman Library, 6 Appian Way, Cambridge, MA 02138
TEL: 617-495-1825 FAX: 617-495-5900

Independent School Management Summer Institute
1316 North Union St., Wilmington, DE 19806-2594
TEL: 302-656-4944 FAX: 302-656-0647
EMAIL: ism@isminc.com

Summer Institute for Jewish Educators
University of Judaism, Jill Lasker, Registrar
15600 Mulholland Dr., Bel Air, CA 90077
TEL: 310-476-977, ext. 296 FAX: 310-471-3657

Organizations

The Klingenstein Visiting Fellows Program
Teachers College, Columbia University
Carolyn Finegold – Program Coordinator
TEL: 212-678-3449
EMAIL: jrj9@columbia.edu

The Laura and Alvin Siegal College of Judaic Studies
(formerly the Cleveland College of Judaic Studies)
TEL: 888-336-2257
WEB: www.siegalcollege.edu

Offers masters and continuing education programs through video conference distance learning technology. Programs are for educators and those involved in the Jewish community. The College has access to over 300 video conference sites throughout the nation.

The Distance Learning Project
att: Michael Starr, Jewish Theological Seminary
3080 Broadway, NY, NY 10027
WEB: www.jtsa.edu/shop/melton/distan.shtml

This project offers courses designed and taught by JTS faculty via the Internet. Courses cover topics like, “Teaching Jewish Theology,” and “A Jewish Educator’s Guide to the Internet.”

Ha’ Shaar (Judaic Teacher Training Program)
131 West 86th St., New York, NY 10024
TEL: 212-595-0307 FAX: 212-595-0679

Teacher Educator Institute
Council for Initiatives in Jewish Education
15 E. 26th Street, #1817, New York, NY 10010
TEL: 212-532-2360 FAX: 212-532-2646

Secondary School Leadership Training Institute
Dr. James Hyman, The Jewish Theological Seminary
3080 Broadway, New York, NY 10027-4649
TEL: 212-678-8873

REFLECTIVITY

Articles and Publications

Ash, Tom.Reflective Teaching. U.S. Department of Education Strategies Series no. 11. Washington: Saskatchewan Instructional Development and Research Unit and Professional Development Unit, 1993.

This booklet shows teachers how to plan a self-guided examination of their practice.

Education Leadership48.6 (March 1991). [entire issue]

Discusses Donald Schon’s The Reflective Educator.

Hall, Irene, Carolyn H. Campbell and Edward J. Miech, editors. Class Acts: Teachers Reflect on Their Own Classroom Practice. Harvard Educational Reprint series no. 29. Cambridge: Harvard University Press, 1997.

A collection of articles by primary and secondary school teachers, all of whom demonstrate how, “inquiry into the world of the classroom over time can blur traditional dichotomies between…teaching and learning…” These classrooms become communities in which teacher and students are individuals who learn together and from one another.

Mars, Alvin. ” The Day School Principal and Reflective Practice.”Curriculum, Community, Commitment: Views on the American Jewish Day School. Daniel J. Margolis and Elliot Salo Schoenberg, eds. West Orange, NJ:Behrman House, 1992.

This article applies the thinking of Schon’s The Reflective Practitioner to the realities of Jewish day school practice.

Schon, Donald.The Reflective Practitioner. New York: Basic Books, 1983.

Donald Schon’s pioneering study describes the manner in which successful professionals work, and how reflective action fosters creativity.

Zeldin, Michael. Collaborative Reflective Practice: School Improvement in a Jewish Day School. Conference of the Research Network in Jewish Education, 1992.

When administrators discovered that students were not internalizing the school’s most cherished values, they strove to understand the situation by studying the children’s daily lives. Zeldin illustrates how research and action merged into collaborative reflective practice at this large Jewish day school.

To order, contact: Hebrew Union College, 3077 University Avenue, Los Angeles, CA 90007
TEL: 213-749-3424.

EVALUATION

Articles and Publications

Chervin, Steven, et al.Evaluating School Leadership: A Handbook for School Committees on Searching, Interviewing and Evaluating Principals. Boston: Bureau of Jewish Education of Greater Boston, 1991.

This book supplies guidelines for a school committee’s evaluation of their principal, as well as for the principal’s and the committee’s own self-evaluations.

Johnson, Eric W.Evaluating the Performance of Trustees and School Head. Washington, D.C.: National Association of Independent Schools, 1986.

Johnson shows how evaluation can be both a bridge to effective Board-Head relations and a tool help people perform at their best.

Leithwood, Kenneth and Robert Aitken.Making Schools Smarter: A System for Monitoring School and District Progress. Thousand Oaks: Corwin, 1995.

A technical handbook for developing a system of collaborative assessment, strategic planning, and accountability in individual schools as well as school districts. Guidelines are provided for using the data produced to make practical improvements.

Manual for School Evaluation. Bedford:New England Association of Schools and Colleges, 1994.

This manual is used by the New England accreditation association. It discusses achieving the three goals of institutional accreditation: school improvement, quality assurance, and school self-evaluation.

Margolis, Daniel. “Evaluating Schools.”The Jewish Family Book. Sharon Strassfeld and Kathy Green, editors. New York: Bantam Book, 1981.

A guide for parents choosing a child’s school, this article is also useful to those attempting to interest families in their own school. Topics addressed include: atmospherics, people, daily program, relationships between staff and students, theory and practice, philosophic principles, and curriculum design.

§ National Study of School Evaluation: Evaluative Criteria for Middle Level Schools. Falls Church, VA: The National Study, 1990.

This three-step assessment plan follows a school’s self-evaluation, the visiting committee’s review, and the implementation of suggestions. The book includes detailed evaluation forms on subjects like philosophy, curriculum design, and student activities. These questions could also help in planning a new school.

Organizations

National Evaluation Institute Center for Research on
Educational Accountability and Teacher Evaluation
The Evaluation Center, Western Michigan University
Kalamazoo, MI 49008-5178


 

Effective Schooling Practices

CHILDREN’S NEEDS

Articles and Publications

Chapman, Anne.A Great Balancing Act: Equitable Education for Girls and Boys. Washington, D.C.:National Association of Independent Schools, 1997.

Chapman presents recent research on educationally relevant gender based differences. She offers practical, classroom-tested suggestions on how to avoid trammeling either girls or boys, overcome negative aspects of gender stereotyping, and maximize learning potential for both sexes.

Charney, Ruth Sidney.Habits of Goodness: Case Studies in the Social Curriculum. Greenfield, MA:Northeast Foundation for Children, 1997.

Six case studies by elementary teachers about teaching their students the habits of goodness.

Hallowell, Edward and Michael G. Thompson.Finding the Heart of the Child: Essays on Children, Families, and Schools. Braintree, MA:Association of Independent Schools in New England, 1993.

This collection of essays by two psychiatric professionals helps all adults gain a better understanding of children, adolescents and themselves. Topics include: “On Childhood and Adolescence,” “Disorders and Traumas,” and “To Teachers and Other Adults.”

Tomlinson, Carol Ann.How to Differentiate Instruction in Mixed Ability Classrooms. Alexandria:Association for Supervision and Curriculum Development, 1995.

Tomlinson helps teachers determine what differentiated instruction is, why it is appropriate for all learners, and how to make it work in the classroom.

§Vogel, Robert.The Flexible Scheduling Alternatives Project. Merion Station, PA:Akiba Hebrew Academy.

The culminating report from a year-long investigation into intensive block scheduling by the Akiba Hebrew Academy faculty. It includes: the team’s findings, descriptions of staff development workshops, a discussion of special needs students in the context of block scheduling, and a full bibliography.

To order, contact The Center For Educational Initiatives, Akiba Hebrew Academy, P.O. Box 173, Merion Station, PA, 19066 ($55/copy).

Web Sites

reading.indiana.edu

Abstracts of books and articles on multiple intelligences and links to other multiple intelligences pages.

www.d.umn.edu/student/loon/acad/strat/lrnsty.html

Lists many sources on learning styles as well as a learning style inventory.

THE ART OF TEACHING

Articles and Publications

Danielson, Charlotte.Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development, 1996.

Danielson describes the interrelated aspects of a teacher’s role that improve student learning like planning and preparation, classroom environment, and professional responsibilities. Her book grew out of experiences training assessors for the Educational Testing Services’ PRAXIS program to certify new teachers.

§Egan, Kieran.Imagination in Teaching and Learning: The Middle School Years. Chicago:U of ChicagoP, 1992.

Egan discusses characteristics of the typical student’s imaginative life, and how teachers can plan lessons to engage this side of their students.

Feden, Preston D. “About Instruction: Powerful New Strategies Worth Knowing.”Educational Horizons(Fall 1994). 18-24.

Feden argues that while there is more to education than cognition, cognitive science can drive progress and help teachers make decisions that promote their students’ educational well being. He covers key cognitive science concepts and then translates them into instructional practice. Strategies discussed include: core concepts, interactive lecturing, and attention to learning styles.

The Harvard Education Letter 13 (July/August 1997). [entire issue]

Includes articles on language rich home and school environments, activities to develop oral language skills, and California’s initiative to reduce class size.

Henderson, Nan and Mike M. Milstein.Resiliency in Schools: Making It Happen for Students and Educators. Thousand Oaks: Corwin P, 1996.

Henderson and Milstein show us how caring educators can foster resiliency in themselves, the classroom, and among individual children. They discuss activities used in school and community settings, and provide tools to help evaluate the process of enhancing protective factors in schools for both students and teachers.

Miller, Edward and Roberta Tovey, eds.Motivation, Achievement, and Testing. Harvard Education Letter Focus Series 2. Cambridge, MA:Harvard University Press, 1996.

This booklet contains articles that summarize and clarify recent research on the complex and interrelated issues of motivation, achievement and testing.

Rottier, Jerry. “The Principal and Teaming: Unleashing the Power of Collaboration.”Schools in the Middle5 (May-June 1996): 31-36.

Rottier addresses the principal’s role in nurturing effective team teaching. Strategies discussed include hiring new teachers with teaming in mind, evaluating teachers on teams, team training as part of staff development, team leaders, getting feedback from students, and visiting team meetings.

Shulman, Lee.Communities of Learners and Communities of Teachers. Jerusalem: The Mandel Institute, 1997.

Shulman’s important 1995 public address discusses developing communities of teachers to promote learner communities. He praises the use of case methods which allow teachers to reflect on real experiences, and concludes that, “An effective school is an institution that is as educative for its teachers as it is for its students. It creates the same kinds of conditions for both.”

§Stavro, Sophie. “Bringing It All Together.”Middle School Journal24 (Nov. 1992): 67-69.

Cooperative learning helps avert potential conflict in middle school classrooms, and functions as a positive alternative to tracking, remediation, and special education. Stavro asserts that both the experience of individual team members and the total productivity of the group are enhanced through teamwork.

Organizations and Catalogs

Association for Supervision and Curriculum Development (ASCD)
1703 North Beauregard St., Alexandria, VA 22311-1714
TEL: 703-578-9600 FAX: 703-575-5400
EMAIL: member@ascd.org
WEB: www.ascd.org

Quality Education: The Effective Schools Program
McRel: The Mid-Continent Regional Educational Laboratory
4709 Belleview Ave., Kansas City, MO 64112

The Responsive Classroom
Northeast Foundation for Children
71 Montague City Road, Greenfield, MA 01301
TEL: 800-360-6332

Provides strategies to help increase academic performance and social skills. The foundation also runs workshops which introduce participants to techniques like managing “morning meetings” and “establishing rules and logical consequences.”

Rethinking Schools: Resources for Equity and Social Justice
1001 E. Keefe Ave., Milwaukee, WI 53212-9805
TEL: 800-669-4192 FAX: 414-964-7220
EMAIL: RSBusiness@aol.com
WEB: www.rethinkingschools.org

Web Sites

glef.org/universal/learnlive/book/eresources/eeducators.html

The George Lucas Educational Foundation site provides this annotated and alphabetized list of links for educators. The links range from curricula to multiple intelligence to music teachers’ resources and beyond.

SPECIAL NEEDS

Articles and Publications

Byrd, Dona E. “Peer Tutoring with the Learning Disabled: A Critical Review.” Journal of Educational Research84 (Nov/Dec 1990): 115-118.

Byrd discusses peer tutoring different techniques, and provides suggestions for implementing peer-tutoring programs.

Levine, Mel.All Kinds of Minds: A Young Student’s Book About Learning Abilities and Learning Disorders. Cambridge, MA:Educators Publishing Service, 1993.

Levine addresses the topics of attention deficit, reading disorders, memory problems, language disorders, social skills problems, and motor skills problems.

Levine, Mel. Keeping A Head in School: A Students’ Book About Learning Abilities and Learning Disorders. Cambridge, MA: Educators Publishing Service, 1997.

This book empowers students with learning disorders to advocate for themselves, use adults as resources, and see themselves as strong, resilient individuals. Written for pre-adolescents/adolescents to read and then discuss with a parent, teacher, or clinician. Topics include: specific learning disorders and their causes, language skills, and how students’ social lives are affected.

Levine, Mel.Educational Care: A System for Understanding and Helping Children with Learning Problems at Home and in School. Cambridge, MA: Educators Publishing Service, 1997.

Levine favors observation and description instead of labeling for learning and behavior disorders. He presents detailed explanations of clearly identifiable problems like weak attention controls, chronic misunderstanding, delayed skill acquisition, and poor adaptation. He stresses the recognition, understanding, and management of these problems over trying to determine their causes.

Inclusion and Special Education. Harvard Education Letter Focus Series 1. Cambridge: Harvard University Press, 1996.

This report contains articles that summarize and clarify recent findings on special education as well as listing the best sources for more information.

The Jewish Special Educator.

A periodical published by the Board of Jewish Education of Greater New York.

Ten Da’at 7 (Fall 1993). [entire issue]

Web Sites

www.jesna.org/j/networks_specialneeds.asp

Provides extensive on-line links and in-print curricular resources (with order information) for Jewish oriented special education.

www.bjesf.org

Provides a bibliographic list of special education materials, some of which are specifically Jewish.

http://seriweb.com/

A collection of Internet accessible information resources of interest to those involved in special education.

Organizations

All Kinds of Minds
P.O. Box 3580, Chapel Hill, North Carolina 27515
TEL: 919-933-8082
WEB: www.AllKindsOfMinds.org

Board of Jewish Education of Greater Washington
Special Needs Department
4829 Wyaconda Road, Rockville, MD 20852
TEL: 301-984-4455 FAX: 301-230-0267

Etta Israel Center
8846 West Pico Blvd., Los Angeles, CA 90035
TEL: 310-285-0909 FAX: 310-288-3099
EMAIL: etta613@aol.com

Dedicated to serving youth with special needs.

Keshet
3210 Dundee Rd., Northbrook, IL 60062
TEL: 847-205-1234 FAX: 847-205-1530
EMAIL: keshet2@aol.com
WEB: www.keshet.org

Keshet provides educational and recreational programs for Jewish children with special needs, and gives them the opportunity to participate in the mainstream of their community.

TECHNOLOGY

Articles and Publications

Brunner, Cornelia. “Opening Technology to Girls: The Approach Computer-using Teachers Take May Make the Difference.”Electronic Learning(February 1997): 55.

Brunner discusses the classroom impact of the different ways males and females feel about technology.

Hawkins, Jan. “Dilemmas.”Education and Technology: Reflections on Computing in Classrooms. Charles Fisher et al, editors. San Francisco:Jossey-Bass, 1996.

Hawkins discusses the disappointments of past educational reform efforts, and explores how technology could be a key to meeting new challenges.

“Judging Student Multimedia: Fifteen Criteria Teachers Need to Effectively Assess Kids’ Projects.”Electronic Learning(May/June 1996): 14-15.

This article suggests some benchmarks teachers should look for in their students’ multimedia projects.

Levine, Caren N. “Jewish Education and the Media of Jewish Learning.” Agenda: Jewish Education 1 (Winter 1993): 24-28.

Levine reviews a variety of concepts related to communications media and Jewish education including Jewish uses of media and technology in the past, and current education initiatives. This journal is published by and available from JESNA.

Miller, Edward, ed.Technology and Schools. Harvard Education Letter Focus Series 3. Cambridge, MA: Harvard University Press, 1997.

This booklet contains articles that summarize and clarify recent research about technology in schools and provides resources for further investigation.

O’Neil, John. “On Technology Schools: A Conversation with Chris Dede.”Educational Leadership53 (October 1995): 6-12.

In this interview, Chris Dede reviews why “the graveyard of school reform is littered with technological innovations that failed to live up to their advance billing.” Dade believes the problem arises from grafting technological solutions onto antiquated structures and traditional learning approaches.

Phillips, Melissa. “Beyond the “Best CDs” List: Helping Teachers Learn to Evaluate Multimedia for Themselves.”Electronic Learning(May/June 1996) 16.

This article provides a checklist to evaluate multimedia.

Organizations

New Laboratory for Teaching and Learning
The Dalton School
108 East 89th St., New York, NY 10128
TEL: 212-423-5381 FAX: 212-423-5372
WEB: www.dalton.org/departments/nltl

The Laboratory was established at Dalton to explore how computers and advanced information technologies can help build the schools of tomorrow.

Web Sites

www.sl.universalservice.org

E-Rate, the Universal Service Fund, was created in 1996 by the FCC Telecommunications act and is designed to help schools and libraries decrease the costs of getting “hooked-up” to the internet. This site describes the program and provides a link to an on-line application.

INTER-JED

An internet and Jewish education list. To subscribe, address an email in the following way to: listserv@shamash.org

sub: inter-jed First Name Last Name

For information about current list direction and different types of Net and Web based projects in Jewish education, send to the same email address with the following messages:

welcome inter-jed
info inter-jed

www.jesna.org/j/resources_o.asp

This site provides a list of books and other bibliographic resources for educational technology.



Curriculum and Learning Experiences

COMBINING THEORY, RESEARCH AND PRACTICE

Articles and Publications

§Alexander, William M. and Paul S. George.The Exemplary Middle School. Fort Worth: Harcourt Brace Jovanovich, 1993.

Experts in how to meet middle school students needs, these authors relate theory and research to every day teaching. The book includes topics like classroom instruction and management, teachers as advisors, time and space organization, and interdisciplinary team teaching. Each strategy discussed includes a helpful detailed analysis of both its positive aspects and typical problems.

Creating an Environment That Transforms Jewish Lives: A Programmatic Resource Book. New York: The AVI CHAI Foundation, 1994.

This book contains the keynote address and program models on the topics of Torah, avodah and gemilut chasidim presented at the 1994 Los Angeles conference “Creating an Environment That Transforms Jewish Lives.”

§Irvin, Judith L., editor. What Current Research Says to the Middle Level Practitioner. Columbus, OH:National Middle School Association, 1997.

A collection of articles synthesizing current middle-level educational research in an easy to follow prose format. Topics include interdisciplinary team organization, exploratory curricula, and home-school partnerships. Articles are useful for administrators as well as for public relations committees who can use these expert sources to substantiate a school’s educational practice.

Lemlech, Johanna Kasin.Curriculum and Instructional Methods for the Elementary and Middle School. New York:Macmillan, 1994.

Lemlech’s text targets both prospective and experienced teachers and provides a mix of theory and practical examples. It includes sections on American education history, elementary and middle school curricula, and the teacher as a professional. Diagrams, examples, charts, and brief research summaries are included.

Schwab, Joseph. “The Religiously-Oriented School in the United States: A Memorandum on Policy.”Conservative Judaism(Spring 1964): 1-15.

A lesser known work by Schwab, this was originally commissioned by the Melton Research Center as a policy paper on the afternoon religious school. Schwab develops very effectively the importance of peerage, lineage, and linkage in the education of early adolescence.

Organizations

Education Development Center
55 Chapel St., Newton, MA 02158-1060
TEL: 617-969-7100
WEB: www.edc.org

CURRICULUM DEVELOPMENT AND IMPLEMENTATION

Articles and Publications

§ Achieving Excellence Through the Middle Level Curriculum. Reston, VA: National Association of Secondary School Principals’ Council on Middle Level Education, 1993.

This short volume helps teachers define and implement curricular agendas. The authors focus on providing for middle school students’ varying needs and levels of readiness. While the significance of how students are taught (including strategies like team teaching and block scheduling) is recognized, the curriculum itself is deemed vitally important.

Fitzpatrick, Kathleen.Indicators of Quality Information Technology Systems in K-12 Schools. Schaumburg, IL:National Study of School Evaluation, 1996.

Fitzpatrick shows how schools can apply technology as a teaching tool and provide students with technological skills they’ll need for future careers. The publication consists mainly of annotated goal lists, ranging from basic student performance to staff development to financial planning. Also included is a planning framework to help schools incorporate new advances in information technology.

Glatthorn, Allan A.Developing a Quality Curriculum. Alexandria, VA:Association for Supervision and Curriculum Development, 1994.

A how-to book that details procedures for understanding and effectively practicing the curriculum development process.

Levy, Steven.Starting From Scratch: One Classroom Builds Its Own Curriculum. Portsmouth, NH: Heinemann, 1996.

This book includes reflections on teaching, discipline and character building techniques and project examples.

Manning, Maryann Murphy, Gary Manning and Roberta Long.Theme Immersion: Inquiry-Based Curriculum In Elementary and Middle Schools. Portsmouth: Hienemann, 1994.

Theme Immersion is the extensive study of a single topic, issue, or question. Teachers guide students as together they search resources, decide direction and determine how to share their knowledge. Specific unit examples, implementation and evaluation are all discussed. Also contains excellent resources including an annotated bibliography and helpful organizations to contact for information.

Morrison, George S.Contemporary Curriculum K-8. Boston:Allyn and Bacon, 1993.

Morrison presents the latest curricular and instructional strategies as well as examples of implementations. Written for teachers in training, this book is also a good reference for seasoned professionals. Chapters address issues like curriculum theory and development, evaluating curriculum, and special needs students.

§Williamson, R.Scheduling the Middle Level School to Meet Early Adolescent Needs. Reston:National Association of Secondary School Principals, 1993.

A handbook for administrators planning a master schedule, this book deals with both philosophy and implementation. Topics include development and implementation, suggestions for flexible block scheduling, team teaching programs, staffing concerns, and determining scheduling priorities.

CURRICULUM EVALUATION

Clem, Stephen C. and Z. Vance Wilson.Paths to New Curriculum. Washington D.C.:National Association of Independent Schools, 1991.

Provides “a model process for the evaluation and review of curriculum.”

CURRICULUM INTEGRATION

Articles and Publications

Educational Leadership48 (October 1991). [entire issue]

An issue devoted to integrating curriculums.

Fogarty, Robin.The Mindful School: How to Integrate the Curricula. Palatine: IRI/Skylight Training and Publishing, 1991.

This book discusses ten models of integrated curriculum: fragmented, connected, nested, sequenced, shared, webbed, threaded, integrated, immersed, and networked.

Fogarty, Robin. “The Integrated Curriculum.”Instructor(October 1992): 34-35.

This article introduces ten models for integrating the curricula, including what each one means and how each one works.

§Lounsbury, John H., editor. Connecting the Curriculum Through Interdisciplinary Instruction. Columbus:National Middle School Association, 1992.

Lounsbury argues that despite much praise for interdisciplinary teaching, most schools are not fully implementing this practice. He then provides a guide to theory and practice for middle-level administrators and teachers “to install truly integrated education” while avoiding pitfalls of team teaching. Topics include team organization, planning, and assessing team development.

Solomon, Bennett. “Curricular Integration in the Jewish All-Day School in the United States.” Diss.Harvard University, 1979.

A pioneering work by this late talented educator in which he outlines different conceptions of integration and proposes new directions for day schools. These ideas also appear in Curriculum, Community, Commitment (see Incorporating Jewish Values and Texts, p. 7.)

SAMPLE CURRICULA

Articles and Publications

Christ, George M. “Curriculums with Real-World Connections.”Educational Leadership52 (May 1995): 32-35.

Christ provides explanations and examples of activities from Real World Connections, a program dealing with the relationship between a course’s content and the world of work.

A Curriculum on Jewish Unity. New York: Coalition for the Advancement of Jewish Education, 1997.

A collection of essays by Rabbis Bradley Artson, Richard Levy, David Wolpe, Nina Cardin, and David Hartman and accompanying texts and questions for discussion.

To order, contact the CAJE curriculum bank (see listing below).

Wachs, Saul P. Solomon Schechter Day School Teacher’s Manual: Tefillah Curriculum for Gan and Alef Classes. New York: United Synagogue of Conservative Judaism Commission on Jewish Education, 1997.

This curriculum is focuses on the goal of introducing children to tefillah and nurturing spirituality in preschool, kindergarten, and first grade.

Organizations

Coalition for the Advancement of Jewish Education (CAJE) Curriculum Bank
c/o University of Judaism
15600 Mulholland Dr., Los Angeles, CA 90077
TEL: 800-225-3372 FAX: 310-471-1278
EMAIL: caje@uj.edu

The Curriculum Bank collects educational materials of all types, including sample curricula on a variety of topics. Their web site contains an excellent searchable data base of their collection.

Facing History and Ourselves
16 Hurd Rd., Brookline, MA 02146-6919
TEL: 617-232-1595 FAX: 617-232-0281

A national organization devoted to teaching about the dangers of indifference and the value of civility by helping students and teachers confront the complexities of history. It provides a course of study for middle and high school classes focusing on events that led to the Holocaust and the results of genocidal policies.

Web Sites

www.clp.berkeley.edu/KIE/curriculum/curriculumlibrary.html

The Knowledge Integration Environment site includes this curriculum library of class projects and tips for teacher use. Project titles include “Houses in the Desert,” “How Far Does Light Go,” and “Dinosaur Extinction.”

www.ccet.ua.edu

The Center for Communication and Educational Technology provides distance learning technology. Among their many projects is an integrated science curriculum for middle schools.



Cultivating and Maintaining Community Links

 


PEJE is interested in growing a literature on developing links among day school, home, synagogue, broader Jewish community, and Israel. Unfortunately, the resources available on this subject are few in number. We welcome your recommendations, comments and experiences.

Abbott, John. “Children Need Communities-Communities Need Children.”Educational Leadership52 (May 1995): 6-10.

Abbott claims we must replace the Industrial Revolution era educational model that molds students into cogs for the working world. To ensure that today’s students are capable of the higher order thinking skills the modern world demands, we must make sure that learning and community are interconnected.

Educational Leadership52 (May 1995). [entire issue]

Elkind, David. “School and Family in the Postmodern World.”Phi Delta Kappan(September 1995): 8-14.

The postmodern school adapts in response to families and the larger society instead of transforming through a conscious pursuit of education reform. Elkind traces how the today’s schools are gradually assuming more parental functions, mirroring changes in family and community.

Jurkowski, Martha. “Alliance for Achievement at Kingston School.”School Community Journal 1 (Spring-Summer 1991): 43-46.

Jurkowski describes how a principal bridged the gap between school and home.

§McPherson, Kate. “Service Learning: Making a Difference in the Community.”Schools in the Middle6 (Jan.-Feb. 1997): 9-15.

Service learning programs can help students develop positive self concept- an essential key for academic success. McPherson describes sample programs and implementation plans for integrating the benefits of service learning into school life. Also contains an annotated list of organizations.

Thompson, Scott. “The Community as Classroom.” Educational Leadership52 (May 1995): 17-21.

Thompson explores how six schools sustained community partnerships through a nationwide service learning project. He details the elements that made these projects work and how they enriched students’ lives.

Warner, Carolyn.Everybody’s House-The Schoolhouse: Best Techniques for Connecting Home, School and Community. Thousand Oaks: Corwin P, 1997.

Warner provides practical, tactical and strategic assistance for leaders who want to involve their constituencies in the education process.



Marketing and Public Relations

Articles and Publications

Rick Cowan, ed.The Next Marketing Handbook for Independent Schools. Washington, D.C.:National Association of Independent Schools, 1997.

A how-to resource book featuring the combined expertise of eighteen independent school marketing specialists.

Organizations

Independent School Management Summer Institute
1316 North Union St., Wilmington, DE 19806-2594
TEL: 302-656-4944 FAX: 302-656-0647
EMAIL: ism@isminc.com

The Independent School Management’s Summer Institute sponsors a six day seminar entitled “Marketing Your School: Student Recruitment and Retention”. Contact Independent School Management for updated seminar information.



Fundraising

Articles and Publications

Bauer, David.Educator’s Internet Funding Guide: Classroom Connect’s Reference Guide for Technology Funding. Lancaster: Wentworth Worldwide Media, 1997.

This book and CD-Rom provide strategies for seeking technology program and internet access funding. Bauer’s experience running an educational grant consulting firm leads to high quality examples, charts, and quizzes to guide schools through this process. Also includes an appendix of internet resources.

Bauer, David.The Principal’s Guide to Grant Success. New York:Scholastic, 1994.

A practical “how-to” book on grant seeking and fostering cooperative relationships between teachers, parents, and community members. Charts, forms, and checklists help provide a step-by-step path through the grant seeking process.

Colson, Helen A.Philanthropy at Independent Schools. Washington, D.C.:National Association of Independent Schools, 1996.

A guide to running successful fund-raising campaigns, Colson’s book covers a range of topics from starting a development office to seeking major capitol gifts. A top selling book in the independent school world.

Ideas and Perspectives21 (November 11, 1996). [entire issue]

Organizations

Council for Advancement and Support of Education (CASE)
Suite 400, 11 Dupont Circle, Washington, DC 20036-1261
TEL: 202-325-5900 FAX 202-387-4973
EMAIL: membership@ns.case.org

Research Grant Guides, Inc.
P.O. Box 1214, Loxahatchee, FL 33470
TEL: 561-795-6129 FAX: 561-795-7794

Grants for School Districts Hotline
23 Drydock Ave., Boston, MA 02210-2387
TEL: 800-229-2084 FAX: 800-539-8839

The Grantsmanship Center Magazine
1125 W. Sixth St., Fifth Floor, P.O. Box 17220
Los Angeles, CA 90017
TEL: 213-482-9860 FAX: 213-482-9863

The Fund Raising School
Indiana University Center on Philanthropy
550 West North St., Suite 301, Indianapolis, IN 46202-3162
TEL: 800-962-6692 FAX: 317-684-8937

Offers courses to help you fund raise.

Web Sites

www.morriscatholic.org

Provides links to private and government organizations that give educational grants.

fdncenter.org/learn/orient/intro1.html

The Foundation Center’s online orientation course for grantseeking.


 

Special Middle School Features: Meeting Adolescent Needs

Articles and Publications

Allen, Harvey A., Fred L. Splittgerber and M. Lee Manning.Teaching and Learning in the Middle Level School. New York:Macmillan, 1993.

Written as a text for teacher education students, this book is useful for all educators. It advocates addressing adolescent’s personal, social, and academic needs holistically. Topics include: curriculum integration, school links with family and community, and guidance systems. Charts and case studies illustrate the information’s applications. Includes a list of mid-level education organizations.

Beane, James A. and Richard P. Lipka. When the Kids Come First: Enhancing Self Esteem. Columbus:National Middle School Association, 1987.

Beane and Lipka argue that while many schools purport to develop students’ positive self-concepts, daily interactions, curriculum and classroom management trump any concerns for self-esteem. They propose that schools must actively boost self-esteem rather than assume it is a good school’s natural by-product.

Capelluti, Jody and Donald Stokes.Middle Level Education: Policies, Programs, and Practices. Reston:National Association of Secondary School Principals, 1991.

Leaders in the field address middle-level education issues. Topics include how to meet student and staff needs, easing the transition to high school, student groupings, leadership qualities, and guidance counseling programs.

Georgiady, Nicholas P. and Louis G. Romano.Successful Characteristics of a Middle School. East Lansing:Michigan Association of Middle School Educators, 1992.

This booklet details characteristics of successful middle school programs. Topics include: personalized student evaluation, independent study, community relations, social experiences, physical education, and multi-media approaches.

To order: Michigan Association of Middle School Educators, Michigan State University, College of Education, 419 Ericson Hall, East Lansing, MI 48824-1034
TEL: 517-355-1855, FAX: 517-353-6393.

Finks, Harry.Middle School Handbook. Washington, D.C.: National Association of Independent Schools, 1990.

Fink, an experienced middle school head, provides viable guidance with an excellent blend of theory and practice.

Forte, Imogena and Shurr, Sandra, ed.The Definitive Middle School Guide: A Handbook for Success.Incentive Publications, Nashville, 1993.

Comprehensive and accessible, this guide is organized into independent modules for easy use in workshops and in-service programs. It covers topics like inter-disciplinary teaming, student advising, cooperative learning, critical learning skills, and assessment, as well as the nuts and bolts of a successful middle school administration.

Muth, K. Denise and Donna E. Alverman.Teaching and Learning in the Middle Grades. Boston:Allyn and Bacon, 1992.

Muth and Alverman address how teachers can best meet adolescents’ physical, social, and emotional needs. Topics include alternative curricula, effective planning, choosing teaching strategies, and managing classrooms. Examples, case studies, and charts illustrate the concepts and strategies discussed.

Middle School Journal.

A quarterly periodical published by the National Middle School Association/Midwest Middle School Association. (See organizations below for listing.)

Steinberg, Adria.Adolescents and Schools: Improving the Fit. Cambridge:Harvard University Press, 1993.

A collection of articles from The Harvard Education Letter. Authors included deal with research on why young adolescents often do not like school and explore innovative methods teachers use to get students interested. Articles cover subjects like “The Seventh-Grade Slump and How to Avoid it,” “When Bright Kids Get Bad Grades,” and “The Tracking Wars: Is Anyone Winning?”

Totten, Samuel, et al.Middle Level Education: An Annotated Bibliography. Westport: Greenwood P, 1996.

An annotated list of over 1,700 references to resources on middle level education in the US. Entries are organized in topical chapters including administration, core subjects, integrated curricula, and social issues, and also contains an extensive subject/author index.

Turning Points: Preparing American Youth for the 21st Century.Carnegie Council on Adolescent Development, Carnegie Corporation of New York, 1989.

This often cited report asserts that middle schools rarely meet the intellectual and emotional needs of adolescents. Therefore large numbers of students fall behind or begin high-risk behaviors like drug use. The report details recommendations like: small classroom communities with cooperative learning, elimination of tracking, more teacher control, involving parents, and connecting schools with communities.

Wavering, Michael James.Educating Young Adolescents: Life in the Middle. New York: Garland P., 1995.

A thick book including sections on the physical, social, and emotional characteristics of young adolescents, administrative concerns, curricular issues and affective teaching strategies. Each section is written by an expert in the field and includes a reference guide.

Organizations

National Middle School Association
2600 Corporate Exchange Drive, Suite 370, Columbus, OH 43231
TEL: 800-528-6672, FAX: 614-895-4750
WEB: www.nmsa.org

National Alliance of Middle Level Schools
P.O. Box 3250, Reston, VA 20195-1250
TEL: 800-253-7746, FAX: 703-476-5432



General Information

Important Organizations and Resources

Association for Supervision and Curriculum Development (ASCD)
1703 North Beauregard St., Alexandria, VA 22311-1714
TEL: 703-578-9600, FAX: 703-575-5400
EMAIL: member@ascd.org
WEB: www.ascd.org

Independent School Management
1316 North Union St., Wilmington, DE 19806-2594
TEL: 302-656-4944, FAX: 302-656-0647
EMAIL: ism@isminc.com

The International Network of Principals’ Centers
Harvard Graduate School of Education

6 Appian Way, 336 Gutman Library, Cambridge, MA 02138
TEL: 617-495-9812
EMAIL: Inpec@hugse1.harvard.edu

The National Catholic Educational Association (NCEA)
1077 30th Street, NW, Suite 100, Washington, DC 20007-3852
TEL: 202-337-6232, FAX: 202-333-6706

The National Association for the Education of Young Children (NAEYC)
1509 16th St., NW, Washington, DC 20036-1426
TEL: 800-424-2460, FAX: 202-328-1846
EMAIL: naeyc@naeyc.org

National Association of Independent Schools
Attn. Order Department, NAIS
1620 L. St. N.W., Suite 1100, Washington, D.C. 20036
TEL: 202-973-9700, FAX: 202-973-9790
WEB: www.nais.org

Publications include the useful general resource, Principles of Good Practice for Member Schools.

BoardSource

Information on building effective non-profit boards.

National Association of Secondary School Principals (NASSP)
1904 Association Drive, Reston, Virginia 20191
TEL: 703-860-0200, FAX: 703-476-5432
EMAIL: nassp@nassp.org
WEB: www.nassp.org

Frequently Referred to Periodicals

Educational Leadership

Monthly. Published by theAssociation for Supervision and Curriculum Development. (See organizations for order information.)

Harvard Education Letter

Bi-monthly. To subscribe, contact:
Harvard Education Publishing Group
Gutman Library Suite 349, 6 Appian Way, Cambridge, MA 02138
TEL: 1-800-513-0763, FAX: 617-496-3584

Journal of Staff Development Quarterly

To subscribe, contact:
NSDCBusiness Office
P.O. Box 240, Oxford, OH 45056
TEL: 800-727-7288, FAX: 513-523-0638

Journal of Jewish Communal Service Quarterly

To subscribe, contact:
Jewish Communal Service Association
3084 State Highway 27, Suite 9, Kendell Park, NJ 08824.

Schools in the Middle

Quarterly

National Association of Secondary School Principals Bulletin

Monthly
Both periodicals are published by the National Association of Secondary School Principals. (See organizations for order information.)

Academic Training Institutions

William Davidson School of Education
Jewish Theological Seminary of America
3080 Broadway, New York, N.Y. 10027

Rhea Hirsch School of Education
3077 University Avenue, Los Angeles, CA 90007-3796

Hebrew Union College – Jewish Institute of Religion, School of Education
1 West 4th Street, New York, NY 10012

Yeshiva University – Azrieli Graduate School
245 Lexington Ave, NY, NY 10016

Reconstructionist Rabbinical College
1299 Church Road, Wyncote, PA 19095
RRC offers a masters program in education through the Rabbinical College.

Cross Denominational Jewish Education Organizations

Jewish Education Service of North America (JESNA)
111 Eighth Ave., 11th Floor, New York, NY 10011-5201
TEL: 212-284-6950
WEB:  www.jesna.org

Council for Initiatives in Jewish Education (CIJE)
15 East 26th Street, Suite 1817, New York, NY 10010
TEL: 212-532-2360, FAX: 212-532-2646

Coalition for the Advancement of Jewish Education (CAJE)
261 West 35th Street, Floor 12A, New York, NY 10001
TEL: 212-268-4210
EMAIL: 500-a447@mcimail.com

Denominational Day School Organizations

Association of Modern Orthodox Day Schools and Yeshiva High Schools
Rabbi Dr. Jeremiah Unterman, Director
500 West 185th Street
New York, NY 10033
TEL: 212-960-5260

PardesReform
Bonnie S. Morris, RJE, Head of School
Pardes Jewish Day School
6805 E. McDonald Drive
Paradise Valley, AZ 85253
TEL: 480-991-4545

RavsakCommunity
Ms. Ada R. Michaels, Administrative Coordinator
Jewish Community Day School Network
255 College Cross, Unit 61, Norfolk, VA 23510
TEL: 757-623-2619, FAX: (757) 623-6653

Solomon SchechterConservative
Dr. Robert Abramson, Director, Dept. of Education

The United Synagogue of Conservative Judaism
155 5th Avenue, New York, NY 10010
TEL: 212-260-8450, FAX: 212-353-9439

Torah UmesorahOrthodox
Rabbi Joshua Fishman, Exec. V.P.
160 Broadway, New York, NY 10038
TEL: 212-227-1000, FAX: 212-406-6934