Note: This set of guiding principles is an evolving document, which is partly based on the PEJE "Portrait of Excellence." The format is similar to that used by the Coalition of Essential Schools over the last fifteen years. We are sharing it for the first time, and we invite your feedback on it. This is not a finished document, nor is it intended to be coercive. Our hope is that conversation around a guiding set of principles will contribute over time to raising the level of Jewish educational discourse on day school excellence, and will help all of us to focus our energies in ways which are most likely to nurture Jewish day school excellence over the long run.
VISION
The school should be guided by a shared and coherent vision for
a vibrant Jewish community of the future, including an articulation
of that community's relationship to the general society-at-large.
The vision should speak about the distinguishing qualities of the
model graduate of the school, with explicit references to the characteristics
of the desired Jewish community which the school is trying to foster,
and to the responsibility of each graduate to the Jewish community
and to the general society. The vision should also incorporate a
clear view of the relationship among Jews in America, Israel, and
around the world. (Note: The statement of vision is an evolving
document which should be re-visited on a regular basis.)
JEWISH TEXTS AND LEARNING
The day school should define itself as a community of learners,
which includes all those connected to the school. Torah study should
permeate the life of the school, including curriculum, classroom
appearance, faculty meetings, board meetings, parent association
functions, and within the outreach efforts of the school into the
broader community. School leadership should recognize that Jewish
texts (in a variety of forms) represent the ultimate source of inspiration
for the current practices and future growth of the school. These
texts and learning guide intellectual and spiritual growth, and
serve as the binding thread of the school community.
Authentic access to and engagement in traditional text requires facility with Hebrew. A strong Hebraic program serves the dual purpose of forging a link to the Jewish community in Israel, and providing the language skills needed to understand Judaic texts in their original.
SPIRITUAL DEVELOPMENT
The school should devote itself to the spiritual development of
all members of its community. Abraham Joshua Heschel has written
eloquently about the educational imperative of inspiring wonder
and awe as an integral part of all education. "Judaism is not merely
a matter of external forms - it is also a matter of inner living."
Opportunities abound to structure experiences and learning which
promote spiritual and religious development; the school should make
good use of the many possibilities which present themselves through
all facets of the day and of the educational program.
JEWISH VALUES, JEWISH PRACTICES, AND JEWISH PEOPLEHOOD
The environment and relationships within the school should be characterized
by an unequivocal commitment to derech eretz (respect and decency)
in all interactions, with the operative principle being that all
people are created in the image of God. Other Jewish values which
should be woven into the fabric of the school and into learning
about living in a democratic society include (but are not limited
to): tzedakah, gemilut hasadim, tzedek, hesed, klal Yisrael, am
Yisrael, eretz Yisrael and tikkun olam. The daily, weekly, and yearly
cycle of the Jewish calendar also contain numerous practices and
experiences which should figure prominently in the life of the school
(e.g., Tefillah, Brachot, Kashrut, Shabbat, Rosh Hodesh, High Holidays,
Festivals, just to name a few of the more prominent ones). These
values and practices should be evident in curriculum, in faculty
discussions, in student projects, in extra-curricular activities,
and in the physical appearance of the facility.
Of particular note is a special bond with the State of Israel. This bond may manifest itself through learning units, special programs, celebrations, travel, and Hebrew as the unifying language of the Jewish people.
COMMITMENT TO EXCELLENCE
The school should strive for excellence in all facets of its educational
program and in the way it conducts its day-to-day operations. The
culture of the school should support the accessing of expertise
on an as-needed basis in a variety of areas. Dedication to promoting
ongoing professional development and reflective practice for faculty
and administration, and participation in periodic self-evaluation
and/or accreditation processes are powerful, specific examples of
an investment in excellence. The commitment to excellence should
not be limited to intellectual pursuits, but should also include
the aesthetic and spiritual. The religious expression and sensitivities
of students, faculty, and parents must be nurtured on a regular basis.
ACTIVE ENGAGEMENT IN LEARNING FOR ALL
The pedagogy within the school should reflect as much as possible
the accumulating knowledge about how children learn most effectively,
including those children with special learning needs. Specifically,
young people need to be engaged in their learning and they need
to have opportunities to construct their own meaning and understanding,
rather than just repeating what is in a text or memorizing a set
of facts or details. Cooperative and/or hevruta learning can be
an effective tool in helping to foster student engagement. The paradigm
of learning as telling and teaching as listening can be a helpful
guide in shifting the focus away from student passivity to a more
active learning environment. The building of common threads across
the curriculum in order to forge a more holistic learning experience
is another dimension to active engagement. Worthy of special note
is the vital role played by the arts in promoting engagement, learning,
and enthusiasm.
HABITS OF MIND
The general and Judaic studies program should work together to promote
habits of mind within the students which are necessary for a well-educated
individual. Deborah Meier's habits center on the asking of questions
by students, a characteristic of traditional Jewish study as well.
Her habits include: raising questions about how does one know; asking
for another viewpoint; seeking connections and patterns; asking
the question what would happen if; and asking whether it matters
or who cares. (Each school is encouraged to engage in an active
and ongoing dialogue to define the habits of mind which they would
most like to cultivate.)
HIGHLY PROFESSIONAL AND COLLEGIAL ENVIRONMENT FOR FACULTY
Faculty members should see themselves as forming a highly professional
community of perpetual learners and should work to foster a collegial
environment where the key issues of educational practice are routinely
discussed. The school should devote serious time and financial resources
to the support of the faculty's professional development, including
coaching toward new skills and risk-taking in an environment of
support. In the words of Roland Barth: "I am convinced that the
relationship among adults who inhabit a school has more to do with
the school's quality and character, and with the accomplishments
of its pupils than any other factor." Seymour Sarason speaks more
specifically about the collegiality imperative: "Teachers (must)
accept the obligation as a group to develop a forum specifically
devoted to their growth and development, a forum that acknowledges
that there is a world of ideas, theory, research, and practice about
which they should be knowledgeable." The professional leader of
the school should hold the faculty to the highest standards of performance
in all facets of their work.
BUILDING COLLABORATIONS
Families and synagogues, and other institutions and settings within
the Jewish community should be vital partners in fulfilling the
educational mission of the Jewish day school, and the school should
actively seek to create such partnerships. Close collaboration among
home, school, synagogue, youth groups, and camps will help create
a more supportive total environment for the Jewish and general educational
program. Deserving of particular attention is the unique and rich
role that Israel should play within the educational and programmatic
life of the school. The growing interest in Jewish learning provides
many unprecedented opportunities for crafting new collaborations.
Finally, the capacity to address the special educational needs of
a wide range of students may be enhanced through careful partnership
with other initiatives and settings.
HIGH STANDARD OF BOARD PERFORMANCE
The Board should include individuals spanning a wide range of expertise,
with all members knowledgeable about and committed to the vision
and priorities of the school. The Board should function at all times
with a clear understanding of its role. Each individual Board member
should be committed to his/her own growth as a non-profit school
trustee, and to forging an effective leadership partnership with
the professional Head of School. Each member should serve actively
on at least one working committee of the Board. Worthy of special
mention is the work of the nominating committee or committee on
trustees which should be charged with the key task of evaluating
the work of the Board and ensuring that there is an implemented
plan for developing and bringing on strong lay leadership for the
future, including careful attention to those individuals who do
not have children in the school. Special care must be given to ensure
that there are a sufficient number of non-parent Board members.
LAY-PROFESSIONAL COLLABORATION
The professional and lay leadership of the school should perform
their work in a collaborative manner where roles are clearly defined,
and where communication, reflection, and evaluation are ongoing
and forthright. The efforts of the lay leadership must include attention
to the needed supports for the Head of School, including training,
coaching, professional development, and other forms of professional
and personal supports which can promote success and a sustained
period of continuous leadership. This collaborative effort between
lay and professional in the service of the school's mission should
be informed by a set of strategic objectives which have been mutually
agreed upon by the key constituencies of the school.