Richard D. Solomon, Ph.D.'s Posts - Classroom 2.02024-03-29T07:20:59ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhDhttps://storage.ning.com/topology/rest/1.0/file/get/1950204695?profile=RESIZE_48X48&width=48&height=48&crop=1%3A1https://www.classroom20.com/profiles/blog/feed?user=2r8wzejsei5u7&xn_auth=noForums to enhance Jewish education through blended learningtag:www.classroom20.com,2010-05-02:649749:BlogPost:4684542010-05-02T04:00:00.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
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</div>Dr. Paul A. Flexner's Review of Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond in Jewish Book World, the Quarterly of the Jewish Book Counciltag:www.classroom20.com,2010-02-19:649749:BlogPost:4375792010-02-19T23:00:00.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
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<p></p>Why Do Students Disrupt Classroom Instruction: Summary Statementtag:www.classroom20.com,2010-01-29:649749:BlogPost:4313722010-01-29T14:58:33.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
For many years teachers and researchers have been studying the complex problem of understanding student misbehavior in school. There is an increasing body of evidence (*Solomon & Solomon, 2008) that suggests a student’s disruptive behavior is related to three key classroom variables or conditions:<br />
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1. The negative thoughts and feelings that dwell within the student. (e.g. I’m having a miserable day, and I’m going to make certain that everyone else in class has a miserable day as well; I may…
For many years teachers and researchers have been studying the complex problem of understanding student misbehavior in school. There is an increasing body of evidence (*Solomon & Solomon, 2008) that suggests a student’s disruptive behavior is related to three key classroom variables or conditions:<br />
<br />
1. The negative thoughts and feelings that dwell within the student. (e.g. I’m having a miserable day, and I’m going to make certain that everyone else in class has a miserable day as well; I may be stupid, but I know how to can get everyone’s attention, etc.)<br />
2. The anti-social skills the student has mastered (i.e. teasing, name calling, hitting, bullying, etc.).<br />
3. The degree to which the student perceives the classroom as a community of learners (e.g. To what extent does the child feel included, respected, and appreciated by the student and adult members of the classroom community?).<br />
In future posts we will share specific teacher interventions to address these three variables associated with student disruptive behavior in the classroom. You can find those posts at this url: <a href="http://richarddsolomonsblog.blogspot.com/" target="_blank">http://richarddsolomonsblog.blogspot.com/</a><br />
* Solomon, R. & Solomon, C. (2008). Increasing Student Responsibility and Self-Discipline Within Learning Communities: Participant's Guide. Tucson, AZ: Fourth R Consulting.A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Three, The Interpersonal Approachtag:www.classroom20.com,2010-01-28:649749:BlogPost:4310422010-01-28T13:59:47.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
<b>A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Three, The Interpersonal Approach*</b><br />
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<b>The interpersonal approach</b>, the third dimension to understanding student disruptive behavior suggests that many youngsters naturally acquire anti-social and irresponsible behavior through rewarded peer socialization. Many of these youngsters do not have positive role models in their daily life to imitate. Therefore, the interpersonal approach advocates that these…
<b>A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Three, The Interpersonal Approach*</b><br />
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<b>The interpersonal approach</b>, the third dimension to understanding student disruptive behavior suggests that many youngsters naturally acquire anti-social and irresponsible behavior through rewarded peer socialization. Many of these youngsters do not have positive role models in their daily life to imitate. Therefore, the interpersonal approach advocates that these students be directly taught pro-social skills such as simple and respectful listening. We will discuss how to teach these pro-social skills in future posts.<br />
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On the next post we will present a summary of the three-dimensional model for understanding student disruptive classroom behavior.<br />
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*Adapted from Solomon, R. & Solomon E. (2008). Increasing Student Responsibility and Self-Discipline Within Learning Communities: The Participant’s Guide. Tucson, AZ: Fourth R Consulting.A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Two, The Intrapersonal Approachtag:www.classroom20.com,2010-01-27:649749:BlogPost:4307062010-01-27T14:53:26.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
<b>A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Two, The Intrapersonal Approach*</b><br />
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The <b>intrapersonal approach,</b> the second dimension to understanding student disruptive behavior, is quite different from the group and community building perspective. It focuses on how individual students process information, and control and manage their own cognitions, emotions and behavior. According to the intrapersonal approach, the irresponsible behavior of students…
<b>A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Two, The Intrapersonal Approach*</b><br />
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The <b>intrapersonal approach,</b> the second dimension to understanding student disruptive behavior, is quite different from the group and community building perspective. It focuses on how individual students process information, and control and manage their own cognitions, emotions and behavior. According to the intrapersonal approach, the irresponsible behavior of students is symptomatic of the conflicts that dwell within ourselves. These inner conflicts may be contradictory ideas, feelings, impulses, aspirations, and values. These conflicts may be triggered by genetic factors, and precipitated by social and environmental forces. Students who exhibit this type of disruptive behavior can be helped by empowering them to understand, modify and control their internal thoughts, feelings and subsequent actions. In future posts se will share several intrapersonal strategies that are designed to help students manage and control their negative emotions and disruptive classroom behavior.<br />
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On the next post we will describe the third component of our three dimensional approach to understanding student disruptive behavior: The Interpersonal Dimension.<br />
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* Adapted from Solomon, R. & Solomon E. (2008). Increasing Student Responsibility and Self-Discipline Within Learning Communities: The Participant’s Guide. Tucson, AZ: Fourth R Consulting.A Three-Dimensional Model for Understanding Student Disruptive Behavior in the Classroom; Part One: The Group and Community Building Dimensiontag:www.classroom20.com,2010-01-26:649749:BlogPost:4302922010-01-26T15:39:01.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
<b>Dimension One: The Group and Community Building Approach to Understanding Student Disruptive Behavior*</b><br />
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Many of our public and private schools are under siege with our students and teachers fearing for their safety and security. It seems each day we learn about new acts of violence, vandalism, sexual harassment and drug dealing that are occurring within some of our public and private educational institutions. In response to this new form of domestic school terrorism, some of our public…
<b>Dimension One: The Group and Community Building Approach to Understanding Student Disruptive Behavior*</b><br />
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Many of our public and private schools are under siege with our students and teachers fearing for their safety and security. It seems each day we learn about new acts of violence, vandalism, sexual harassment and drug dealing that are occurring within some of our public and private educational institutions. In response to this new form of domestic school terrorism, some of our public schools are increasingly becoming fortified units where police and security guards, metal detectors, and other forms of surveillance equipment are evident.<br />
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Thus, one possible response to this problem is to transform our schools including our Jewish day and supplemental schools into caring communities of learning, places where each member of the community is personally responsible for his/her learning and is also concerned about the academic, social and emotional well-being of others. The values of these communities of learning such as doing one’s personal best, caring and taking responsibility for others, respecting self and others, etc. are discussed, debated, agreed upon, and ultimately evidenced through the daily interactions of its constituents. Accordingly, issues about student responsibility and self-discipline are not the major focus within a community of learning (COL) because of the shared value system of the community. Schools which become COL are now focused on academic achievement, and positive social and emotional development, not the security and safety needs of its constituents.<br />
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What is the relationship between the group and community building approach to understanding student disruptive behavior and the creation of caring learning communities?<br />
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According to the group and community building approach to understanding student irresponsible behavior, some students disobey and disrespect school rules, policies and procedures because they appear to be undemocratic, unreasonable, illogical and unfair. These students perceive school policies as arbitrary interventions designed for the convenience of the central board/district, administrators and teachers, and are not derived out of the real psychological needs of students. This group and community building approach suggests that when school policies, procedures and rules are perceived by students as being reasonable, logical, and fair, and are created through a democratic process, there is little need to protest and violate school standards and norms. Thus the transformation of a school into a caring community of learners is a practical application of the group and community approach to understanding student disruptive behavior. Accordingly, classroom and school-wide activities which foster the development of group and community and facilitate cohesion are encouraged.<br />
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* Adapted from Solomon, R. & Solomon E. (2008). Increasing Student Responsibility and Self-Discipline Within Learning Communities: The Participant’s Guide. Tucson, AZ: Fourth R Consulting.<br />
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On the next post we will describe the second component of our three dimensional approach to understanding student disruptive behavior: The Intrapersonal DimensionListen to the Podcast in which Richard Solomon Explains the New 8 Stage Career Development Ladder for Jewish Educatorstag:www.classroom20.com,2009-10-27:649749:BlogPost:3980292009-10-27T22:00:00.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
Listen to the recent podcast of Richard Solomon explaining the new eight stage career development ladder to recruit, develop, promote and retain exceptional Jewish educators and leaders for our day and supplemental schools. Here is the web address of the podcast:<br />
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<a href="http://www.pjll.org/aimages/RSolomon_-_Training_Jewish_Educators.lite_1257345615.mp3" target="_blank">http://www.pjll.org/aimages/RSolomon_-_Training_Jewish_Educators.lite_1257345615.mp3</a><br />
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Also take a look at this posting…
Listen to the recent podcast of Richard Solomon explaining the new eight stage career development ladder to recruit, develop, promote and retain exceptional Jewish educators and leaders for our day and supplemental schools. Here is the web address of the podcast:<br />
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<a href="http://www.pjll.org/aimages/RSolomon_-_Training_Jewish_Educators.lite_1257345615.mp3" target="_blank">http://www.pjll.org/aimages/RSolomon_-_Training_Jewish_Educators.lite_1257345615.mp3</a><br />
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Also take a look at this posting of Naomi Firestone of the Jewish Book Council at this web address:<br />
<a href="http://jewishbooks.wordpress.com/2009/10/27/podcast-on-training-jewish-educators/" target="_blank">http://jewishbooks.wordpress.com/2009/10/27/podcast-on-training-jewish-educators/</a>What are the Major Differences Between the Teacher-Directed and Student-Engaged Models of Teaching?tag:www.classroom20.com,2009-10-14:649749:BlogPost:3922772009-10-14T14:08:11.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinical best practices. Accordingly, our mentees should know some of the major differences between student-engaged and teacher-directed models of teaching.<br />
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<b>Some Major Differences Between the Student-Engaged and the Teacher-Directed Models of Teaching<br />
</b><br />
<b>The Student-Engaged Model of Teaching</b><br />
Teacher structures many opportunities for students to talk.<br />
Teacher invites…
When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinical best practices. Accordingly, our mentees should know some of the major differences between student-engaged and teacher-directed models of teaching.<br />
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<b>Some Major Differences Between the Student-Engaged and the Teacher-Directed Models of Teaching<br />
</b><br />
<b>The Student-Engaged Model of Teaching</b><br />
Teacher structures many opportunities for students to talk.<br />
Teacher invites students to help create meaningful classroom rules.<br />
Students create knowledge.<br />
Students construct knowledge.<br />
Teacher respects the prior knowledge of students, and views students as theory builders.<br />
Teacher taps into the multiple intelligences of students.<br />
There are many teachers, and learners in the room.<br />
Teacher and students pose questions to the entire learning community.<br />
Teacher uses traditional, and non-traditional, or alternative assessment instruments.<br />
Teacher gives students raw data, primary sources, and manipulatives to generate the major concepts in the curriculum.<br />
Teacher allows student responses to drive the lesson.<br />
Teacher provides students with many opportunities to interact with one another, and move around the classroom.<br />
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<b>The Teacher-Directed Models of Teaching</b><br />
Teacher does most of the talking.<br />
Teacher promulgates the classroom rules.<br />
Teacher transmits knowledge.<br />
Students receive knowledge.<br />
Teacher views students as empty vessels having little relevant prior knowledge.<br />
Teacher primarily uses visual and auditory means to deliver instruction.<br />
There is one teacher in the room, and many learners.<br />
Teacher poses the questions.<br />
Teacher primarily uses traditional assessment instruments.<br />
Teacher tells the major concepts in the curriculum.<br />
Teacher's lesson plan drives what is taught each day.<br />
Teacher believes students must be still in order to learn.<br />
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For additional information about this and related topics see <a href="http://richarddsolomonsblog.blogspot.com/" target="_blank">http://richarddsolomonsblog.blogspot.com/</a> and <a href="http://toolboxforteachersandmentors.com" target="_blank">http://toolboxforteachersandmentors.com</a>Rabbi Robert Abramson, USCJ Director of the Department of Education Reviews Toolbox for Teacherstag:www.classroom20.com,2009-09-04:649749:BlogPost:3793592009-09-04T15:38:05.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
<b><u><a href="http://toolboxforteachersandmentors.com" target="_blank"><br />
Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond</a>, A Review by Rabbi Robert Abramson, Director, Department of Education United Synagogue of Conservative Judaism<br />
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This book can make a difference.</u></b><br />
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For quite some time, some supplementary schools have engaged teens as teaching assistants in a variety of ways and some material was developed to aid in these endeavors. Now, all of…
<b><u><a href="http://toolboxforteachersandmentors.com" target="_blank"><br />
Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond</a>, A Review by Rabbi Robert Abramson, Director, Department of Education United Synagogue of Conservative Judaism<br />
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This book can make a difference.</u></b><br />
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For quite some time, some supplementary schools have engaged teens as teaching assistants in a variety of ways and some material was developed to aid in these endeavors. Now, all of us who care about inspiring a new generation to consider the possibility of becoming a Jewish educator, either full time or part time, have reason to celebrate.<br />
Dr. Richard D. and Elaine Solomon, after many years as teachers of teachers have embraced a new challenge. They have developed a manual, Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond, which serves as a guide for 11th and 12th graders who might be attracted to a program that will prepare them to take on more and more responsibilities in their congregational school. Richard and Elaine have spent much time and effort in crafting a manual that will guide novice madrichim – counselor/teacher helpers – step by step until they have both the confidence and the ability to be inspiring classroom teachers. This is the focus of the first part of the Solomons’ book but it does not stop there. The second part to the book provides guidance to teachers on how to become continuously developing professional teacher – mentors.<br />
To nurture the growth of madrichim and madrichot, the Solomons call on a very ancient pedagogy; the Socratic method. What unfolds, for those who come to learn in order to teach, is a dialogue between Dr. Solomon and a 12th grader named Lisa. Lisa wants to succeed as a madrichah and then become a teacher in a congregational school when she goes off to college. As Lisa’s mentor, Dr. Solomon leads her along a path of active learning while she works as a madrichah in a class. They set forth ideas and provide terminology as well as teaching methods. The text is filled with prompts, learning methods, explanations and explorations. Lisa is supported, challenged and engaged<br />
The Socratic method requires the student to ask question and Lisa does that constantly and very well:<br />
· “You explained to me the five steps involved in backward design…You never explained to me how to find enduring Jewish knowledge.”<br />
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· “That’s really helpful, but don’t students have any role in determining what content they should learn and know.”<br />
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· “But you never explained to me how to decide what specific information I should be teaching at what grade level.”<br />
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· “But you never explained to me something really basic, like how to write a lesson plan.”<br />
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Dr. Solomon welcomes such questions, apologizes when he has overlooked something, or when delving deeper is what is called for.<br />
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Let us celebrate this new tool for encouraging both novices and experienced teachers to increase their effectiveness as both learners and teachers.<br />
Richard and Elaine deserve our thanks.<br />
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Rabbi Robert Abramson, Director<br />
Department of Education<br />
United Synagogue of Conservative Judaism<br />
820 second Avenue<br />
New York, NY 10017<br />
212-533-7800 ext 1131<br />
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The book is available via <a href="http://books.google.com/books?id=0DxAn9EYyEgC&printsec=frontcover&dq=toolbox+for+teachers+and+mentors&ei=yzOhSqqnEaS6zATF5f3gDg#v=onepage&q=&f=false" target="_blank">Google</a> by entering <a href="http://books.google.com/books?id=0DxAn9EYyEgC&printsec=frontcover&dq=toolbox+for+teachers+and+mentors&ei=yzOhSqqnEaS6zATF5f3gDg#v=onepage&q=&f=false" target="_blank">Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond</a>.New Sources Added to Web-Based Sources and Print References on Mentoring Jewish Students and Teachers on September 2, 2009tag:www.classroom20.com,2009-09-02:649749:BlogPost:3786382009-09-02T11:43:39.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
Shalom Colleagues and Friends,<br />
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This is a collaborative post. We invite you to submit web-based and print references on mentoring Jewish students and teachers. We want this listing to be as complete and helpful to our readers as possible.<br />
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<br />
List of Web-based References<br />
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http://www.avi-chai.org/Static/Binaries/Publications/Experience%20Speaks_0.pdf Read Godsoe, Bethany et al. (2007) Experience Speaks: The Impact of Mentoring in the Classroom and Beyond. NY: AVI CHAI Foundation.<br />
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The AVI CHAI…
Shalom Colleagues and Friends,<br />
<br />
This is a collaborative post. We invite you to submit web-based and print references on mentoring Jewish students and teachers. We want this listing to be as complete and helpful to our readers as possible.<br />
<br />
<br />
List of Web-based References<br />
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http://www.avi-chai.org/Static/Binaries/Publications/Experience%20Speaks_0.pdf Read Godsoe, Bethany et al. (2007) Experience Speaks: The Impact of Mentoring in the Classroom and Beyond. NY: AVI CHAI Foundation.<br />
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The AVI CHAI Foundation in partnership with the Jewish New Teacher Project (JNTP) conducted a two year study on the impact of mentoring on new teachers in selected Jewish day schools.<br />
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The following eight conclusions were reported:<br />
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(1) Mentoring provides moral support through the high challenging first two years of teaching.<br />
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(2) Mentoring establishes a framework for new teachers to help them think about their roles, purposes and concrete tasks such as lesson planning, and student assessment.<br />
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(3) Mentoring leads to enhanced instruction, particularly through the use of data and non-evaluative observation.<br />
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(4) Mentoring helps new teachers see the broader picture in terms of student development and appropriate learning goals.<br />
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(5) Mentoring teaches new teachers to learn to be reflective about their own practice, and skills that stays with them long after the mentoring ends.<br />
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(6) Mentoring facilitates connections to the broader school community and school-wide philosophy, mission and goals.<br />
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(7) Mentoring helps new teachers hand interactions with parents in productive ways.<br />
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(8) Mentoring gives new teachers confidence to contribute more broadly within their schools.<br />
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http://www.avi-chai.org/bin/en.jsp?enPage=BlankPage&enZone=JLPST On this website you will find information about the following programs: Hebrew Union College MA in Jewish Education with a Specialization in Day Schools, Ivriyon - Hebrew Language Program for Jewish Studies Teachers http://www.jtsa.edu/ivriyon, Mentoring for Novice Teachers, Jewish New Teacher Project, Talmudic Studies Program for Women,Pardes Educators Programwww2.pardes.org.il/programs/educators/overview.php<br />
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http://www.berotbatayin.org/about.htm If you click on to this website you will learn how the Midreshet B'erot Bat Ayin uses chevruta and one-on-one mentoring as important instructional methods for Torah education.<br />
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http://www.bjeny.org/458.asp?dept=Student+Health On this website you will learn about the Educational Leadership Institute (ELI) sponsored by the Board of<br />
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Jewish Education of Greater New York. The ELI program trains 11th and 12th schools students to serve as teaching assistants, and paid substitute teachers in congregational elementary schools.<br />
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Sheila Adler, Coordinator, ELI Program; Educational Director, Bet Torah Synagogue, Mt. Kisco, NY writes:<br />
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In the 11th grade... the ELI Program adds 26 two-hour sessions to the normal four-hour-per-week academic program. One hour is given to the Fundamentals of Teaching (lesson planning, classroom management, teaching methodology, supervised practice teaching); one to the elementary school Judaic curriculum (Jewish holidays, Bible, history and prayer). For the 12th grade program, students who completed ELI in 11th grade can continue the program as "educational residents," take two hours a week of classes, one hour of which is devoted to Judaic studies and one hour to advanced teacher education. Twelfth grade participants work as paid full-time aides or substitute teachers in the elementary grades, and as facilitators for high school student discussions as well as for some of the 11th grade ELI training sessions. Because of their greater teaching responsibilities, the ELI educational residents are carefully observed and monitored by their mentor teachers and coached by their lead educator. Students who did not take ELI in 11th grade, and who have decided they would like to be part of the program after all, can participate in ELI with special enrollment requirements as a 12th grade program.<br />
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By providing a strong link between elementary and secondary Jewish education, and by motivating students to complete Jewish high school, the ELI program has transformed the Jewish congregational school. It has energized high schools, raised academic standards, given teens leadership skills, responsibilities and Jewish community connections through college and beyond.<br />
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In summary, what distinguishes ELI from other Jewish teen leadership programs is that it:<br />
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*has significantly increased high school enrollments, maximized attendance and retained students through the twelfth grade;<br />
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*is a formally designed, curriculum-driven, carefully supervised student teacher training program with high eligibility standards and performance expectations;<br />
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*is a sixteen-year-old proven model of teen leadership development that has been replicated successfully in five congregational and community schools;<br />
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*trains teen student teachers to work in elementary school classrooms and serve as role models for younger students, many of whom aspire to join the program when they reach 11th grade;<br />
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*has become, because of positive peer modeling, an elite group to which younger teens aspire to belong;<br />
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*has raised the level of teaching in the elementary schools by making mentor teachers more reflective practitioners, and, by infusing new teachers into the field as some ELI graduates choose Jewish education as a career;<br />
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*issues a Board of Jewish Education Certificate of Completion;<br />
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*helps students stay involved Jewishly during their college years, finds them positions as congregational classroom teachers while in college, and provides them with on-going guidance by and contact with their lead educators.<br />
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http://www.brandeis.edu/mandel/pdfs/report0405.pdf In this website you will learn about the Mentor Teacher Development Program of the Mandel Center for Studies in Jewish Education at Brandeis University. The website indicates:<br />
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As a professional development initiative, the Mentor Teacher Development Program is structured to support both teacher and student learning. The goal is to create a community of practice among Jewish day school teachers in which active leadership and rigorous exchange about teaching and learning among colleagues are normal instruments of continuous improvement. This requires a commitment to teacher development as part of the ongoing work of teachers, and recognition that mentoring is an important skill in the toolkit of the professional classroom teacher. Accomplishments<br />
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• Nine mentor teachers have been actively engaged in creating a cross-school learning community that helps to combat the traditional isolation of classroom teachers.<br />
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• Ongoing professional development for mentor teachers takes place through a summer institute, as well asa monthly cross-school study group throughout the school year.<br />
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• Leadership opportunities for experienced mentor teachers have been created including facilitating the Beginning Teacher Network, instructing in the DeLeT Program, planning and implementing workshops for new mentors, and doing teacher research on teaching Bible.<br />
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http://www.cjlmilwaukee.org/WhatWeDo/WhatWeDo.htm The Coalition for Jewish Learning, On this website you will learn that the Milwaukee Jewish Federation provides mentoring services to novice teachers.<br />
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http://www.dphds.org/main/jewish_lifepathing.html If you check this website you will find information about the Jewish Life Pathing (JLP) Mentoring Program at the David Posnack Hebrew Day School in Florida. This program offers students the chance to explore possible career paths while interacting with schoolmates who share similar interests. Students in grades 8 to 11 serve as “coaches” for students in grades 3 to 7. Twice monthly, the older students interact with the younger students in teacher-supervised sessions.<br />
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http://www.keshet.org/peerbuddymentoring.asp This publication describes the peer buddy and mentoring program at the Sager Elementary School, Sager Solomon Schechter Middle School and the Ida Crown Jewish Academy in the Chicago area.<br />
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http://www.iawaken.org/shiurim/view.asp?id=6638 On this website you will read the words of Rabbi David Lapin who urges students and parents to find a righteous and erudite mentor. He writes: If you are a student... find yourself a great mentor, a rebbewho is a human being of profound intellectual and moral stature, and put yourself in his hands. Allow him to coach you and mold you. If you are a parent, do the same for yourself never mind for your child. You will then be a role-model for your children. They will see what the pursuit of greatness means. They will see what it is to have a coach and a mentor. They will see greatness in you, more and more each day as you grow and progress on your own journey to greatness. Your children will naturally adopt you as their rebbe, their own coaches and mentors. And who is more worthy of coaching your children than you?<br />
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http://www.infed.org/biblio/role_model_education.htm On this website you will find the article written by Daniel Rose, The Potential of Role-Model Education. In this article Rose describes role-model education as the basis for mentoring.<br />
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http://www.jecc.org/ProfessionalDevelopment/JESP.htm Learn about the mentoring and coaching components in the Professional Development Program of the Jewish Education Center of Cleveland, OH.<br />
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http://www.jesna.org/index.php?option=com_content&view=article&id=290&catid=100On this web address you will meet Amanda Pogany, an 8th grade Judaic Studies and Hebrew language teacher at the Solomon Schechter School of Manhattan, the middle school Student Life Coordinator, a mentor to new teachers, and in her spare time, a consultant on pedagogy and curriculum.<br />
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http://www.jewishinstlouis.org/page.aspx?id=180986&page=4 In this article written by Ronit Sherwin the author addresses the personal benefits she has derived by being mentored by Hannah Rubin-Schlansky. Ms. Sherwin writes:<br />
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Appoint a teacher for yourself . . .” (Pirke Avot 1:6) This teaching from Ethics of the Fathers is what I believe is the foundation to engaging, strengthening and maintaining young professionals in our Jewish communities. Young professionals need strong mentors, as Debbie had been to me as a young teacher. They need teachers who can guide them in effective committee processes and lay relationships, challenge them to build their competencies and model commitment and passion. Mentors are not only critical for young professionals, but for all professionals. All professionals benefit tremendously from mentors who challenge them and provide a safe space to discuss issues and receive critical feedback and structure.<br />
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“Appoint for yourself a teacher; acquire for yourself a friend; and judge everyone favorably” (Pirke Avot 1:6). The full mishnah speaks to the fruitful results of strong mentors for young professionals. It is only through relationships that challenge us to learn and to teach others that we develop into our best selves, with the eyes to see our community and our world more discerningly and more honestly. And it is only through such communal professionals that we will ensure a strengthened future for the Jewish people.<br />
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http://www.jewishlife.org/programs.html Click on to this website and learn about the many worthy programs supported by the Steinhardt Foundation for Jewish Life. We have included these programs because each one can inspire participants to become Jewish mentors and leaders: Birthright Israel, B’nai B’rith Youth Organization (BBYO), The Curriculum Initiative, The Foundation for Jewish Camping,The Grinspoon/Steinhardt Awards for Excellence in Jewish Education,Hillel Jewish Campus Service Corps, Hillel Rejewvenation, Hillel at the University of Pennsylvania, Jewish Early Childhood Education Initiative (JECEI) Jewish Heritage Programs, MyJewishLearning.com,<br />
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Partnership for Excellence in Jewish Education (PEJE),<br />
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Professional Leaders Project, Spark Partnership for Service, STAR (Synagogues: Transformation and Renewal), Steinhardt Jewish Heritage Festival at BAM ,The Steinhardt School of Culture, Education, and Human Development, New York University and the Steinhardt Social Research Institute.<br />
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http://www.jimjosephfoundation.org/PDF/Brandeis%20Mapping%20Professional%20Development.pdfRead about some of the initiatives in the professional development of Jewish educators in this manuscript: Sales, A. L., Samuel, N. & Koren A. (2007). Mapping Professional Development for Jewish Educators. Brandeis University, Waltham. MA: The Fisher-Bernstein Institute for Jewish Philanthropy and Leadership.<br />
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http://jrf.org/tel-post-bnai-mitzvah Learn about the Jewish Reconstructionist Federation's (JRF) new post b’nai mitzvah initiative, the TEL program, that involves madrichim training teams of youth (grades eight through twelve) to do congregational and community service.<br />
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http://jtec.macam.ac.il/portal/Search.aspx?term=mentoring On this website sponsored by the MOFET Institute you will find several sources and programs on the mentoring of Jewish teachers.<br />
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http://www.jtsa.edu/x905.xml#elements Click on to this web address and learn about the Rabbinical School of the Jewish Theological Seminary (JTS) which highlights mentoring into its program. The site includes information on these topics: mentor training, setting up internships, the role of the mentor, written reflections, the elements of mentoring, evaluating the students, and the hard to reach student.<br />
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http://www.lookstein.org/online_journal.php?id=168 On this website you will find an article, Birkeland, Sarah & Feiman-Nemser (Fall, 2007), 6(1). Building Professional Learning Communities Through Beginning Teacher Induction. In this article the authors describe a new type of teacher induction that highlights the creation of a professional learning community and mentoring. They write:<br />
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At our Center, a team of educators and researchers is collaborating on a project called the Induction Partnership. We have deployed coaches to help build strong systems of new teacher induction in a group of diverse, local Jewish day schools. Our initial goal for the 2-year coaching project was to help make these schools educative environments in which beginning teachers could thrive, by instituting a system of supports specifically geared towards addressing their needs. As they focus their resources and attention on beginning teacher induction, the schools in our partnership are looking more and more like professional learning communities.<br />
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http://www.lookstein.org/mifgashim/readings/mentoring.htm Read this insightful article by Stanley Peerless which summarizes the components of an effective mentoring program which include (a) training of the mentor, (b) time for the mentor to work with his or her mentee, (c) proper matching of the mentor with the mentee, and (d) the support and encouragement of the educational leader of the school.<br />
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http://www.mentornet.net/Documents/Files/SACNAS.Lois.Zachary.pdf Click on to this website and see a power point presentation created by Dr. Lois Zachary which covers these topics: the importance of mentoring, the role of the mentor and the mentee, matching the mentor with the mentee, the process of mentoring and the culture of mentoring.<br />
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http://www.nchillel.org/site/c.irKQIUPEIsE/b.3075903/k.69E5/Chevruta_Jewish_Learning_Partnership.htmClick on to this website and see how chevruta study is linked to mentoring at theHillel at the University of North Carolina.<br />
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http://notes.hillel.org/Hillel/exchange.nsf/4631b84b253300e4852568da00675ff6/0F1643915742FE5085256E6C00730254?OpenDocument On this site you will find information about a mentoring program co-sponsored by the Broome County Big Brothers and Big Sisters Program, Binghamton, NY and Hillel. In its novice stage there is a program date one Sunday a month where Jewish Binghamton University students organize and facilitate activities for the local Broome County Jewish Elementary School age students. Future plans for this local and University interaction is a listing composed for the University students at the beginning of each semester of opportunities to assist the local Jewish community.This may include requests for a Jewish mentor in the area schools, assistance from college students at the various existing youth group programs, openings for Hebrew school teachers, and other programs.<br />
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http://www.panim.org/educatorsinstitute/index.htm Click onto this website and learn about The National Educators' Institute for Jewish Leadership and Values. PANIM: The Institute for Jewish Leadership and Values offers an annual, week-long Jewish service-learning training. The National Educators’ Institute provides educators with the tools necessary to implement service-learning programs in a variety of settings. This year’s conference is June 21-25, 2009 at the University of Maryland, College Park.<br />
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http://www.peje.org/docs/ArticleonLomedL.pdf For schools considering implementing a tutor/mentoring program, click on to this website . Here you will find a practical manuscript titled, A Manual to Create a Volunteer Tutor/Mentoring Program Within Jewish Schools, written by Elizabeth Kotler Glass, and Kenneth Schaefler in March, 2004. In the manual these topics are covered: Program Goals, Methodology, Implementation, Overview of Procedural Steps, Orientation for Principals, Orientation/Training, Lomed___Rules for Tutors, Matching Tutors with Schools and Students, How Tutors are Utlized, Problems that May Arise and Possible Solutions, Plus Sample Administrative Forms.<br />
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http://www.peje.org/knowledge/additional_resources/jewisheducationalphabetSoup.phpCheck this website to learn about the many different organizations dedicated to strengthening Jewish Day School Education including Jewish Day School for the 21 Century (JDS21), Jewish Educators Assembly (JEA)- Conservative; Jewish Educational Leadership Initiative (JELI), The Jewish Education Service of North America (JESNA), National Association of Temple Educators (NATE)- Reform, United Jewish Communities (UJC), Continental Council for Jewish Day School Education (UJC-JESNA), Association of Modern Orthodox Day Schools and YeshivaHigh Schools (AMODS)- Modern Orthodox, North American Association of Jewish High Schools (NAAJHS), Progressive Association for Reform Day Schools (PARDes)- Reform, Jewish Community Day School Network (RAVSAK./JCDSN), Solomon Schechter Day School Association (SSDSA)- Conservative, Torah U’Mesorah- Orthodox, William Davidson Graduate School for Jewish Education, Jewish Theological Seminary, Day School Leadership Through Teaching (DeLeT), Jewish Teacher Corps, Jskyway, The Lookstein Center, The Melton Centre for Jewish Education, Hebrew University, Pardes Educators Program, Rabbi Joseph B. Soloveltchik Institute Fellowship, AVI CHAI Foundation and The Gruss Foundation-The Caroline and Joseph S. Gruss Life Monument Fund, Inc.<br />
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https://www.policyarchive.org/bitstream/handle/10207/14847/Making%20Jewish%20Education%20Work%20-%20PDP%202.pdf?sequence=1 This website contains the JESNA report, Making Jewish Education Work: Mentoring Jewish Educational Professionals, Lessons Learned from Research and Evaluation in the Field, Report 2. This report offers these five conclusions about mentoring: Mentoring relationships are most beneficial under these five conditions: (1) When orientation and training are provided to both the mentor and the mentee; (2) When mentor and mentee pairings are thoughtfully coordinated; (3) When roles and expectations are clearly defined; (4) When multiple venues of frequent communication and feedback are available and (5) When mentoring programs are thoroughly managed and evaluated in an ongoing systematic manner.<br />
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http://www.spertus.edu/degreeprograms/jewishstudies/majps_info/majps_individuation.phpRead about Spertus College's Master of Arts in Jewish Professional Studies which includes a mentoring component in its program. Each graduate student in this program is given a personal mentor. The mentor meets with the student on a regular basis (every 2 to 3 weeks). The nature of the role served by the mentor varies from student to student. Some students may choose a reflective practitioner from their field with whom they will regularly discuss the applicability of course materials to practical work. Others may choose to create a more formalized independent study framework with their mentor, based on readings and writing. Still others may choose a mentor with whom they work on a specific profession-based issue over a sustained period of time. Finally, some students may choose a mentor who serves as a personal coach. The program advisor will work with each student in identifying an appropriate mentor and crafting the nature of the work the mentor will do with the student.<br />
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http://www.urj.org/chai/teach/elearning/ Read about the electronic mentoring program offered by the Union of Reform Judaism (URJ) which includes sessions on these topcs: What is a mentor?, The Adult Learner, The Mentoring Relationship, The Needs Assessment, Using Understanding by Design, Classroom Observation and The Protege as a Colleague.<br />
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http://urj.org/Articles/index.cfm?id=1767 Click on to this website and learn how the internet can be used both for online mentoring and instruction.<br />
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http://www.uscj.org/metny/files/tdi.pdf Read about the Teacher Development Institute (TDI) sponsored by the United Synagogue of Conservative Judaism.The Teacher Development Institute prepares new teachers for future success in synagogue, congregational schools and Hebrew high school programs. TDI will provide ongoing mentoring during the two years of the program, and continued mentoring following the program.<br />
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http://www.wujs.org.il/index.php?option=com_content&task=view&id=59&Itemid=217 Click on to this website and learn about the World Union of Jewish Students' manual on mentoring in which you will find a definition for mentoring, the roles and responsibilities of the mentor and the mentee (i.e. protege), the benefits of mentoring, and other related areas.<br />
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http://www.yu.edu/ujs/page.asp?jss On this website you will learn about the mentoring component of the undergraduate colleges of Yeshiva University (YU). In particular,The Mechinah Program of YU offers individualized mentoring by Rabbi Iaaac Elchanan Theological Seminary (RIETS) madrichim.<br />
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List of Print References<br />
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Abrams, Jennifer (2009). Having Hard Conversations. Thousand Oaks, CA: Corwin Press. http://www.corwinpress.com/booksProdDesc.nav?prodId=Book232302&currTree=WebTopics&level1=Web_Topic1&<br />
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Aronson, Judy (2003). Partnering with a Mentor. Moskowitz, N.S. (Editor). In The Ultimate Jewish Teacher's Handbook. Denver, CO: A.R.E. Publishing Inc. 653-661.<br />
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Artson, Bradley Shavit (2006). The Gift of Soul, Gift of Wisdom: A Spiritual Resources for Mentoring and Leadership. Springfield, NJ: Behrman House.<br />
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Cutter, William (1995). Hierarchy and Mutuality: Mentor, Protégé and Spirit. InTouching the Future: Mentoring and the Jewish Profession. Edited by Zeldin, M. & Lee, S. S. Los Angeles, CA: Hebrew Union College-Jewish Institute of Religion.<br />
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Feiman-Nemser, Sharon (2007). Beit Midrash for Teachers: An Experiment in Professional Development. Journal of Jewish Education 72(3), 161-181.<br />
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Feiman-Nemser, Sharon(2007). Discovering and Sharing Knowledge: Inventing a New Role for Cooperating Teachers. In Transforming Teacher Education: Reflections from the Field.Ed. Carrol, D., Featherstone, J., Featherstone, H., Feiman-Nemser, S. & Roosevelt, D.. Cambridge, MA: Harvard Education Press. 139-160.<br />
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Feiman-Nemser, S. (2006). Foreward. Mentoring Teachers Toward Excellence. Ed. J. Shulman & M. Sata, Eds. San Francisco:: Jossey Bass. xi-xv.<br />
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Feiman-Nemser, S. & Troen, N. (Winter, 2008). School-Based Induction Helps NewTeachers Thrive. RAVSAK Journal, HaYidion.http://www.ravsak.org/news/158/125/School-Based-Induction-Helps-New-Teachers-Thrive/d,HaYidion/<br />
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Feirman-Nemser, Sharon (May, 2003). What New Teachers Need to Learn. Educational Leadership. Alexandria, VA: Association for Supervision and Curriculum Development. 60(8).http://prodev.dadeschools.net/MINTMentorSupport/what%20new%20teachers%20need%20to%20learn.pdf<br />
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Feiman-Nemser, Sharon (2007). What We Know About Learning to Teach and What This Means for Jewish Education. In What We Know Now About Jewish Education: Perspectives On Research and Practice. Ed. P. Flexner & R. Goodman (Eds.). Los Angeles: Tora Aura Publications.<br />
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Goldberg, A. & Schapira, R. (Winter, 2008). Training Students to Become Jewish Educators. RAVSAK Journal, HaYidion. 22-23.<br />
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http://www.ravsak.org/news/157/125/Training-Students-to-Become-Jewish-Educators/d,HaYidion/<br />
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Gorsetman, C.R. (2005). Mentoring Novice Teachers in Selected Modern Orthodox Jewish Day Schools. Unpublished doctoral dissertation, Azrieli Graduate School of Jewish Education, Yeshiva University, NY.<br />
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Howard, L. B. (2006). The Madrichim Manual: Six Steps to Becoming a Jewish Role Model. Springfield, NJ: Behrman House.<br />
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Joseph, S. (1989). The Madrikhim Handbook: A Training Program for Teenagers Working in Jewish Schools. Los Angeles, CA: Torah Aura Productions.<br />
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Levin, N. P. & Lee. S.S. (2006). Bridging the Gap: The Power of Mentoring Teachers for Creating Teaching Excellence. Los Angeles, CA: HUC-JIR.<br />
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Melamed-Turkish, M. (Summer, 2007). Mitzvot Pairs. Jewish Education News.http://www.caje.org/learn/Summer07/mitzvahpairs.asp<br />
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Solomon, R. (January, 2008). A New Career Development Ladder for Professional Development for Supplemental and Day School Teachers. In Creative Solutions to Educational Challenges, Lookjed Electronic Professional Learning Community, The Lookstein Center, Bar-Ilan University. http://lookstein.org/lookjed/read.php?1,16568,16568#msg-16568<br />
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Solomon, R. (Winter, 2008). Developmental Ladder for Students and Teachers in a Jewish Day School. RAVSAK Journal, HaYidion. 18-21.<br />
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http://www.ravsak.org/news/155/125/Developmental-Ladder-for-Students-and-Teachers-in-a-Jewish-Day-School/d,HaYidion/<br />
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Solomon, R. & Davidson, N. (Spring, 2009). Cooperative Learning: Research and Implementation for Jewish Education. Jewish Educational Leadership. 7(3).<br />
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Solomon, R., Solomon, E. & Bor, H. (Fall, 2007). From Madrichim to Expert Educators: New Career Ladder for Professional Development for Supplementary and Day School Teachers, Jewish Education News, CAJE, 28 (3).http://caje.wikispaces.com/Jewish+Education+News<br />
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Zachary, Lois, J. (Summer, 2006). Creating A Mentoring Culture. Jewish Education News, 27(3), 10-12. In this article Dr. Zachary describes the values of mentoring and compares the process of creating a culture of mentoring to the building of the mishkan. She writes: Creating a mentoring culture, like building the mishkan, is sacred work that connects us more deeply to one another as we take the mentoring journey that renews us individually and collectively as an educational community. An institution or initiative doesn’t need to be large to successfully create a mentoring culture. However, it must be willing to enlarge its thinking. It doesn’t need to possess extensive resources. Rather, it needs to utilize available resources wisely. It takes a commitment to do the right kind of work and provide space for individuals to bring their contribution to bear. The presence of a mentoring culture expands the opportunities for individual, personal, and professional growth and development and prepares us to harness and focus our energy to create momentum that raises the bar for everyone. When the bar is raised, we can achieve amazing results.http://www.caje.org/learn/Summer06/zachary_one.pdf .<br />
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Zachary, Lois (Summer, 2001). Lessons from a Mentoring at Sinai. Jewish Education News. 22 (3). http://www.caje.org/learn/a_zachary.htm<br />
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Zeldin, Michael (1995).Touching the Future: The Promise of Mentoring. The Journal of Jewish Education. 72 (2), 87-90.http://huc.edu/faculty/faculty/pubs/MichaelZeldin/TouchingTheFuture.pdfWhat Judiac Knowledge Should be Taught in our Day and Supplemental Schools?tag:www.classroom20.com,2009-08-31:649749:BlogPost:3778772009-08-31T11:28:15.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
<img alt="" src="http://storage.ning.com/topology/rest/1.0/file/get/1798927130?profile=original" style="float: left;"></img><br />
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According to *Wiggins and McTighe (1998) in order to decide what (Judaic) knowledge should be taught in school, the following three categories or priorities of knowledge should be determined.<br />
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<b>First priority</b>: Knowledge that is enduring. essential information that students must know.<br />
<b>Second priority:</b> Knowledge that is important, but not essential for students to know.<br />
<b>Third priority:</b> Knowledge with which students should be familiar.<br />
A graphic organizer of the…
<img src="http://storage.ning.com/topology/rest/1.0/file/get/1798927130?profile=original" alt="" style="float: left;"/><br />
<br />
According to *Wiggins and McTighe (1998) in order to decide what (Judaic) knowledge should be taught in school, the following three categories or priorities of knowledge should be determined.<br />
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<b>First priority</b>: Knowledge that is enduring. essential information that students must know.<br />
<b>Second priority:</b> Knowledge that is important, but not essential for students to know.<br />
<b>Third priority:</b> Knowledge with which students should be familiar.<br />
A graphic organizer of the three different types of knowledge appears at the top left portion of this post.<br />
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In our opinion it is the responsibility of the <a href="http://richarddsolomonsblog.blogspot.com/2009/08/what-is-professional-learning-community_24.html" target="_blank">Jewish Professional Learning Community</a> including the rabbi, the school director, the teaching staff, the parents, in conjunction with the Central Jewish Educational Agency or Board of Jewish Education, and with the input of other Jewish educational institutions of the various Jewish movements ( e.g. the Association of Modern Orthodox Day Schools, the United Synagogue of Conservative Judaism, the Union of Reform Judaism, and the Jewish Reconstructionist Federation) who should determine what is enduring Jewish knowledge, important Jewish knowledge, and knowledge with which an educated Jewish person should be familiar.<br />
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Now here are a few questions for you to ponder.<br />
1. What is enduring Jewish knowledge from your perspective?<br />
2. Where specifically can a mentor or a teacher find enduring Jewish knowledge?<br />
3. Is all Jewish knowledge enduring?<br />
4. What is not enduring Jewish knowledge?<br />
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I welcome your answers to any and all of these questions. Kindly send your responses to <a href="http://richarddsolomonsblog.blogspot.com/" target="_blank">http://richarddsolomonsblog.blogspot.com/</a><br />
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* Wiggins, G. & McTighe, J. (1998). <i>Understanding by Design</i>. Alexandria, VA. Association for Supervision and Curriculum Development.Wendy Light, National Education Consultant, USCJ Praises Toolbox for Teachers Wendy Light, National Education Consultant, USCJ Praises Toolbox for Teacherstag:www.classroom20.com,2009-08-30:649749:BlogPost:3775852009-08-30T16:52:05.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
<b>More Praise for Important New Publication:<br />
Wendy Light, National Education Consultant, United Synagogue of Conservative Judaism writes:<br />
</b><br />
We all agree that there is a significant demand for qualified teachers in Jewish day schools and congregational schools. There is concern as to where the next generation of Jewish educators will come from. Dr. Richard and Elaine Solomon have sensitively addressed this challenge in their new book, just released, and entitled…
<b>More Praise for Important New Publication:<br />
Wendy Light, National Education Consultant, United Synagogue of Conservative Judaism writes:<br />
</b><br />
We all agree that there is a significant demand for qualified teachers in Jewish day schools and congregational schools. There is concern as to where the next generation of Jewish educators will come from. Dr. Richard and Elaine Solomon have sensitively addressed this challenge in their new book, just released, and entitled <a href="http://toolboxforteachersandmentors.com" target="_blank">Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond.</a><br />
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In question and answer dialogue format, each chapter addresses the essentials; lesson plans design, classroom management, motivational activities, learning and learning assessment all seen through the lens of Jewish knowledge and values. The book is also filled with charts, diagrams and exercises to engage tomorrow’s Jewish educators today.<br />
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This book can be used for 11th and 12th grade students in a supplementary school or in a day school program and would also serve as an outstanding text for education consultants, principals, supervisors and professors who conduct workshops and seminars in mentoring, supervision and staff development.<br />
<br />
Building on their success in secular education the Solomon’s have adapted those same important ideas about teaching enduring knowledge of the Jewish traditions. I believe that this is a ‘must have’ book for every Jewish educator’s book shelf.<br />
<br />
The book has been published by Wheatmark Press and can be purchased at <a href="http://toolboxforteachersandmentors.com" target="_blank">http://toolboxforteachersandmentors.com</a>Rabbi Dr. Moshe P. Weisblum, author of Ruth Talk, and Table Talk: Biblical Questions and Answers Endorses Toolbox for Teacherstag:www.classroom20.com,2009-08-30:649749:BlogPost:3775842009-08-30T16:48:40.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
Rabbi Dr. Moshe P.Weisblum, spiritual leader of congregation Kneseth Israel, Annapolis, Maryland and author of Ruth Talk and Table Talk:Biblical Questions and Answers offers this endorsement of <a href="http://toolboxforteachersandmentors.com" target="_blank">Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond.</a><br />
<br />
<br />
"One of the best books on the subject...offering hope and help, this groundbreaking book is an ideal source for the transitions that educators often…
Rabbi Dr. Moshe P.Weisblum, spiritual leader of congregation Kneseth Israel, Annapolis, Maryland and author of Ruth Talk and Table Talk:Biblical Questions and Answers offers this endorsement of <a href="http://toolboxforteachersandmentors.com" target="_blank">Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond.</a><br />
<br />
<br />
"One of the best books on the subject...offering hope and help, this groundbreaking book is an ideal source for the transitions that educators often experience . Sensible, empowering and up-to-date advice for teachers, mentors, and madrichim, Richard Solomon's trusted and knowledgeable voice is both informative and comprehensive."What is the Relationship Among These Structures: A Congregation of Life-Long Learners, a Jewish Professional Learning Community (JPLC) and a Jewish Community of Cooperative Learners?tag:www.classroom20.com,2009-08-28:649749:BlogPost:3769532009-08-28T13:21:23.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
The ideal educational setting in which to be a mentor teacher is within a congregation that is committed to life-long learning, a school that is a Jewish professional learning and within a classroom that is a community of cooperative learners. Let's explore these structures and their connections more thoroughly.<br />
<br />
A congregation of life-long learners is one that studies and lives Torah. A Jewish professional learning community is a school in which the administration, teachers and students, all…
The ideal educational setting in which to be a mentor teacher is within a congregation that is committed to life-long learning, a school that is a Jewish professional learning and within a classroom that is a community of cooperative learners. Let's explore these structures and their connections more thoroughly.<br />
<br />
A congregation of life-long learners is one that studies and lives Torah. A Jewish professional learning community is a school in which the administration, teachers and students, all investigate life’s eternal questions. A Jewish community of cooperative learners is a classroom where these questions are addressed. Ideally, the mission and values of the congregation inspire the Jewish professional learning community (i.e. members of the school) to teach its students how to live those values within and outside of the classroom. Each Jewish structure thus is inextricably linked and reinforces the other.<br />
<br />
* Jack Wertheimer, (2005) describes contemporary Jewish educational institutions as vertical silos which have their own missions and goals and operate independently of each other. He suggests that Jewish leaders need to reconceptualize the manner by which Jewish educational institutions function so that they are more directly connected to and supportive of each other. Dr. Wertheimer writes:<br />
<br />
<i>Education is not a separate sphere of Jewish life; it is integral to how American Jews live today.... Overlapping circles of learners, parents, members of extended families, fellow synagogue congregants, peer groups, educators, and communal leaders all interact with one another in the activities of Jewish education. This means that beyond the cognitive knowledge and the skills they teach, Jewish educational settings are central to the way American Jews construct their lives and communities today. Precisely because of these important interconnections in the actual lives of average Jews, leaders concerned with Jewish education must find ways to build institutional linkages between various formal and informal educational programs, between families and schools, between educators in various venues, between the key communal agencies engaged in support of Jewish education. The field of Jewish education is currently based on a loose, barely connected network of autonomous educating institutions. Each operates as a silo.... The current challenge in the field of Jewish education is to link the silos, to build cooperation across institutional lines and thereby enable learners to benefit from mutually reinforcing educational experiences ….</i><br />
<br />
Thus, the values and behaviors of (a) the members of the congregation; (b) the teachers who instruct our children; and (c) the students in our supplemental and day schools should be mutually reinforcing.<br />
<br />
* Wertheimer, J. (2005). <i>Linking the Silos: How to Accelerate the Momentum in Jewish Education Today.</i> New York, New York, NY: The AVI CHAI Foundation.<br />
<br />
For more information on this and related subjects refer to <a href="http://richarddsolomonsblog.blogspot.com/" target="_blank">http://richarddsolomonsblog.blogspot.com/</a> and <i><a href="http://toolboxforteachersandmentors.com" target="_blank">Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond</a></i> http://toolboxforteachersandmentors.comWhat are the Most Pressing Problems that Preoccupy the Thinking of Novice (First Year) Teachers?tag:www.classroom20.com,2009-08-15:649749:BlogPost:3732422009-08-15T23:17:10.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
As a mentor or mentor teacher there is a body of knowledge about learning to teach that a staff developer needs to understand in order to provide constructive assistance to their mentees. Beginning with this post, we will share some of that knowledge base.<br />
<br />
For example, when working with novice or fist year teachers it is important to understand the kinds of instructional and classroom management problems that preoccupy their thinking.<br />
<br />
Fortunately, *Simon Veenman (1984) did a study on the most…
As a mentor or mentor teacher there is a body of knowledge about learning to teach that a staff developer needs to understand in order to provide constructive assistance to their mentees. Beginning with this post, we will share some of that knowledge base.<br />
<br />
For example, when working with novice or fist year teachers it is important to understand the kinds of instructional and classroom management problems that preoccupy their thinking.<br />
<br />
Fortunately, *Simon Veenman (1984) did a study on the most perceived problems of novice teachers, and below you will find the eight categories of greatest concern.<br />
<br />
Most Frequently Perceived Problems of Novice Teachers<br />
Simon Veenman (1984)<br />
<br />
Rank Order Problem<br />
1 Classroom discipline<br />
2 Motivating students<br />
3 Dealing with individual differences<br />
4 Assessment students’ work<br />
5 Relations with parents<br />
6 Organization of classwork<br />
7 Insufficient materials and supplies<br />
8 Dealing with problems of individual students<br />
<br />
Whether or not these issues represent the current order of concerns perceived by pre-service and novice teachers, these problems are very likely to be presented to you as a mentor.<br />
<br />
HERE ARE THREE QUESTIONS FOR YOU:<br />
1. WHAT IS THE MOST PRESSING PROBLEM YOU ARE FACING AS A BEGINNING TEACHER?<br />
<br />
2. HOW TO DO PLAN ON HANDLING THIS PROBLEM?<br />
<br />
3. AS A MENTOR, WHAT INFORMATION WOULD YOU GIVE TO YOUR MENTEE ABOUT THESE PRESSING PROBLEMS?<br />
<br />
I welcome your comments on these questions on this blog or <a href="http://richarddsolomonsblog.blogspot.com/" target="_blank">http://richarddsolomonsblog.blogspot.com/</a><br />
<br />
* Veenman, S. (1984). <i>Perceived Problems of Beginning Teachers</i>. Review of Educational Research, 54(2).New direct website to order Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyondtag:www.classroom20.com,2009-08-14:649749:BlogPost:3728322009-08-14T01:14:10.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
Friends and Colleagues,<br />
<br />
Here's a new web address to directly <a href="http://toolboxforteachersandmentors.com" target="_blank">order Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond: http://toolboxforteachersandmentors.com</a><br />
<br />
For those interested in reading our blog on mentoring Jewish students and teachers, <a href="http://richarddsolomonsblog.blogspot.com/" target="_blank">here is that blog's web address: http://richarddsolomonsblog.blogspot.com/</a><br />
<br />
Our…
Friends and Colleagues,<br />
<br />
Here's a new web address to directly <a href="http://toolboxforteachersandmentors.com" target="_blank">order Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond: http://toolboxforteachersandmentors.com</a><br />
<br />
For those interested in reading our blog on mentoring Jewish students and teachers, <a href="http://richarddsolomonsblog.blogspot.com/" target="_blank">here is that blog's web address: http://richarddsolomonsblog.blogspot.com/</a><br />
<br />
Our hope is that this blog will become a clearing house and forum in which people can exchange ideas on how to recruit, develop and retain exceptional Jewish educators through mentoring students, teaching candidates, and teachers in our day and supplemental schools. Hence this blog is designed for Jewish teachers, administrators, teacher trainers, professors, consultants, staff developers and educational leaders in the field.<br />
<br />
I invite you to read the blog, and post your questions and comments. Let's see what we can do together to improve the stature, knowledge base and skill set of our Jewish educators in our day and supplemental schools!Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyondtag:www.classroom20.com,2009-08-07:649749:BlogPost:3710822009-08-07T22:01:07.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
<p style="text-align: left;"><img alt="" height="1604" src="http://storage.ning.com/topology/rest/1.0/file/get/1974052967?profile=original" width="2609"></img></p>
<br />
<i><b><a href="http://www.wheatmark.com/merchant2/merchant.mvc?Screen=PROD&Store_Code=BS&Product_Code=9781604942682" target="_blank">Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers</a></b></i> can now be ordered by clicking on to this web address: …<a href="http://www.wheatmark.com/merchant2/merchant.mvc?Screen=PROD&Store_Code=BS&Product_Code=9781604942682" target="_blank"></a>
<p style="text-align: left;"><img src="http://storage.ning.com/topology/rest/1.0/file/get/1974052967?profile=original" alt="" width="2609" height="1604"/></p>
<br />
<i><b><a href="http://www.wheatmark.com/merchant2/merchant.mvc?Screen=PROD&Store_Code=BS&Product_Code=9781604942682" target="_blank">Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers</a></b></i> can now be ordered by clicking on to this web address: <a href="http://www.wheatmark.com/merchant2/merchant.mvc?Screen=PROD&Store_Code=BS&Product_Code=9781604942682" target="_blank"></a><a href="http://www.wheatmark.com/merchant2/merchant.mvc?Screen=PROD&Store_Code=BS&Product_Code=9781604942682" target="_blank"></a>http://www.wheatmark.com/merchant2/merchant.mvc?Screen=PROD&Store_Code=BS&Product_Code=9781604942682Think-Pair-Share (Lyman, 1981): An Equity Pedagogical Best Practice to Increase and Vary Student Participation in the Classroomtag:www.classroom20.com,2009-08-05:649749:BlogPost:3703472009-08-05T11:00:05.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
Think-Pair-Share (Lyman, 1981): An Equity Pedagogical Best Practice to Increase and Vary Student Participation in the Classroom<br />
<br />
This is a three-step paired cooperative procedure created by *Dr. Frank Lyman in 1981. During step one, each member individually and silently thinks about a question posed by the teacher. During the second step, two members are paired to exchange and discuss their responses. During step three, each member may share his response, his partner's response, a synthesis or…
Think-Pair-Share (Lyman, 1981): An Equity Pedagogical Best Practice to Increase and Vary Student Participation in the Classroom<br />
<br />
This is a three-step paired cooperative procedure created by *Dr. Frank Lyman in 1981. During step one, each member individually and silently thinks about a question posed by the teacher. During the second step, two members are paired to exchange and discuss their responses. During step three, each member may share his response, his partner's response, a synthesis or something new with the quad (a cooperative team of four), another quad, or the entire class. Participants always retain the right to pass or not share information. There are many variations including: Think-Write-Pair and Share and Think-Web, Pair-Web and Share. Sample Application: Instead of posing a question to the class, the teacher uses Think-Pair-Share. Example: Think of your favorite Jewish holiday; Pair (discuss) with your partner; Share your answer with the class.<br />
<br />
<br />
Think-Pair-Share is an equity pedagogical best practice because it provides students with (a) ‘think time”, a period to reflect and compose their answer, (b) ‘behavioral rehearsal time', a period to practice stating their thoughts with a classmate, and (c) five safe options including sharing the thoughts of a learning partner. The research on Think-Pair-Share is compelling in that it encourages increased student participation, and higher levels of student thinking and questioning.<br />
<br />
<br />
* Lyman, F. (1981). The Responsive Classroom Discussion: The Inclusion of All Students.Mainstreaming Digest. University of Maryland, College Park, MD.<br />
<br />
NOW HERE IS A QUESTION FOR YOU: WHAT EQUITY PEDAGOGICAL PRACTICES DO YOU USE IN YOUR CLASSROOM?<br />
<br />
On the next post we will discuss another equity pedagogical best practice: You’re the Teacher. See<p style="text-align:left"><img src="http://richarddsolomonsblog.blogspot.com/"/></p>
http://richarddsolomonsblog.blogspot.com/What are Equity Pedagogical Methods and Why Should They Be Modeled by Mentors and Deployed by Teachers?tag:www.classroom20.com,2009-08-04:649749:BlogPost:3700342009-08-04T12:31:52.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
Before we define equity pedagogy, let’s share some relevant research.<br />
<br />
There have been a number of important studies which indicate that a teacher's perceptions of students can influence their teaching. In 1968, * Robert Rosenthal and Lenore Jacobson published a famous study, Pygmalion in the Classroom, which had profound effects upon the practice of teaching. In their study, they provided teachers in an elementary school with undocumented information about several students in their classes.…
Before we define equity pedagogy, let’s share some relevant research.<br />
<br />
There have been a number of important studies which indicate that a teacher's perceptions of students can influence their teaching. In 1968, * Robert Rosenthal and Lenore Jacobson published a famous study, Pygmalion in the Classroom, which had profound effects upon the practice of teaching. In their study, they provided teachers in an elementary school with undocumented information about several students in their classes. The researchers actually told these teachers the names of specific students who were given a test prior to school which revealed that they were “late bloomers”. Moreover, the teachers were told that they should expect these designated students to make significant academic gains during the year. By the end of the year, these identified “late blooming” students did, in fact, make significant achievement gains. In the study, Rosenthal and Jacobson argued that the achievement gains were not necessarily based on the ability of their students. They posited that these gains occurred because (a) teachers believed that these designated students would do well and (b) thus were treated differently from the other students in the class. Hence teacher expectations can lead to self-fulfilling prophesies.<br />
<br />
Although their study has been criticized by some members of the research community, other researchers like **Thomas Good and Jere Brophy (1987) have found that some teachers do provide differential treatments to students based on their perceptions of a pupil’s race, class, and gender. Accordingly their research revealed the following results:<br />
<br />
If students are perceived by their teachers to be low-achieving because of race, class or gender (as compared with students perceived by teachers to be high-achieving) these students were treated differently in the following ways:<br />
<br />
Students perceived to be low-achievers by their teachers were:<br />
• criticized more<br />
• praised less<br />
• received briefer and less informative feedback for their questions<br />
• given less wait time<br />
• given answers more frequently<br />
• not selected to answer higher level questions<br />
• given lower level questions to answer<br />
• given more seatwork<br />
• assigned more lower-level academic tasks to do<br />
• given less attention<br />
• seated furthest away from the teacher<br />
<br />
To mitigate against the potential harmful effects of providing differential treatments to students based on teacher perceptions of race, class and gender, equity pedagogical methods were developed.<br />
<br />
Therefore, equity pedagogical methods are specific teacher practices that are intentionally designed to increase and vary student participation in the classroom.<br />
<br />
In future posts we will share some of those equity pedagogical practices which enable all students to have a fair opportunity to contribute their ideas in the classroom. See http://richarddsolomonsblog.blogspot.com/<br />
<br />
<br />
<br />
* Rosenthal, R. & Jacobson, L (1968). Pygmalion in the Classroom, NY: Holt, Rinehart & Winston.<br />
<br />
** Good, T. & Brophy, J. (1987). Looking in the Classrooms. (Fourth Edition). NY: Harper and Row.New Resources Added to Web-Based Sources and Print References on Mentoring Jewish Students and Teachers June 22, 2009tag:www.classroom20.com,2009-06-22:649749:BlogPost:3554592009-06-22T14:30:10.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
Shalom Colleagues and Friends,<br />
<br />
This is a collaborative post. We invite you to submit web-based and print references on mentoring Jewish students and teachers. We want this listing to be as complete and helpful to our readers as possible.<br />
<br />
<br />
List of Web-based References<br />
<br />
http://www.avi-chai.org/Static/Binaries/Publications/Experience%20Speaks_0.pdf Read Godsoe, Bethany et al. (2007) Experience Speaks: The Impact of Mentoring in the Classroom and Beyond. NY: AVI CHAI Foundation.<br />
<br />
The AVI CHAI…
Shalom Colleagues and Friends,<br />
<br />
This is a collaborative post. We invite you to submit web-based and print references on mentoring Jewish students and teachers. We want this listing to be as complete and helpful to our readers as possible.<br />
<br />
<br />
List of Web-based References<br />
<br />
http://www.avi-chai.org/Static/Binaries/Publications/Experience%20Speaks_0.pdf Read Godsoe, Bethany et al. (2007) Experience Speaks: The Impact of Mentoring in the Classroom and Beyond. NY: AVI CHAI Foundation.<br />
<br />
The AVI CHAI Foundation in partnership with the Jewish New Teacher Project (JNTP) conducted a two year study on the impact of mentoring on new teachers in selected Jewish day schools.<br />
<br />
The following eight conclusions were reported:<br />
<br />
(1) Mentoring provides moral support through the high challenging first two years of teaching.<br />
<br />
(2) Mentoring establishes a framework for new teachers to help them think about their roles, purposes and concrete tasks such as lesson planning, and student assessment.<br />
<br />
(3) Mentoring leads to enhanced instruction, particularly through the use of data and non-evaluative observation.<br />
<br />
(4) Mentoring helps new teachers see the broader picture in terms of student development and appropriate learning goals.<br />
<br />
(5) Mentoring teaches new teachers to learn to be reflective about their own practice, and skills that stays with them long after the mentoring ends.<br />
<br />
(6) Mentoring facilitates connections to the broader school community and school-wide philosophy, mission and goals.<br />
<br />
(7) Mentoring helps new teachers hand interactions with parents in productive ways.<br />
<br />
(8) Mentoring gives new teachers confidence to contribute more broadly within their schools.<br />
<br />
<br />
<br />
http://www.avi-chai.org/bin/en.jsp?enPage=BlankPage&enZone=JLPST On this website you will find information about the following programs: Hebrew Union College MA in Jewish Education with a Specialization in Day Schools, Ivriyon - Hebrew Language Program for Jewish Studies Teachers http://www.jtsa.edu/ivriyon, Mentoring for Novice Teachers, Jewish New Teacher Project, Talmudic Studies Program for Women,Pardes Educators Program www2.pardes.org.il/programs/educators/overview.php<br />
<br />
http://www.berotbatayin.org/about.htm If you click on to this website you will learn how the Midreshet B'erot Bat Ayin uses chevruta and one-on-one mentoring as important instructional methods for Torah education.<br />
<br />
http://www.bjeny.org/458.asp?dept=Student+Health On this website you will learn about the Educational Leadership Institute (ELI) sponsored by the Board of<br />
<br />
Jewish Education of Greater New York. The ELI program trains 11th and 12th schools students to serve as teaching assistants, and paid substitute teachers in congregational elementary schools.<br />
<br />
<br />
Sheila Adler, Coordinator, ELI Program; Educational Director, Bet Torah Synagogue, Mt. Kisco, NY writes:<br />
<br />
<br />
In the 11th grade... the ELI Program adds 26 two-hour sessions to the normal four-hour-per-week academic program. One hour is given to the Fundamentals of Teaching (lesson planning, classroom management, teaching methodology, supervised practice teaching); one to the elementary school Judaic curriculum (Jewish holidays, Bible, history and prayer). For the 12th grade program, students who completed ELI in 11th grade can continue the program as "educational residents," take two hours a week of classes, one hour of which is devoted to Judaic studies and one hour to advanced teacher education. Twelfth grade participants work as paid full-time aides or substitute teachers in the elementary grades, and as facilitators for high school student discussions as well as for some of the 11th grade ELI training sessions. Because of their greater teaching responsibilities, the ELI educational residents are carefully observed and monitored by their mentor teachers and coached by their lead educator. Students who did not take ELI in 11th grade, and who have decided they would like to be part of the program after all, can participate in ELI with special enrollment requirements as a 12th grade program.<br />
<br />
<br />
By providing a strong link between elementary and secondary Jewish education, and by motivating students to complete Jewish high school, the ELI program has transformed the Jewish congregational school. It has energized high schools, raised academic standards, given teens leadership skills, responsibilities and Jewish community connections through college and beyond.<br />
<br />
In summary, what distinguishes ELI from other Jewish teen leadership programs is that it:<br />
<br />
*has significantly increased high school enrollments, maximized attendance and retained students through the twelfth grade;<br />
<br />
*is a formally designed, curriculum-driven, carefully supervised student teacher training program with high eligibility standards and performance expectations;<br />
<br />
*is a sixteen-year-old proven model of teen leadership development that has been replicated successfully in five congregational and community schools;<br />
<br />
*trains teen student teachers to work in elementary school classrooms and serve as role models for younger students, many of whom aspire to join the program when they reach 11th grade;<br />
<br />
*has become, because of positive peer modeling, an elite group to which younger teens aspire to belong;<br />
<br />
*has raised the level of teaching in the elementary schools by making mentor teachers more reflective practitioners, and, by infusing new teachers into the field as some ELI graduates choose Jewish education as a career;<br />
<br />
*issues a Board of Jewish Education Certificate of Completion;<br />
<br />
*helps students stay involved Jewishly during their college years, finds them positions as congregational classroom teachers while in college, and provides them with on-going guidance by and contact with their lead educators.<br />
<br />
<br />
http://www.brandeis.edu/mandel/pdfs/report0405.pdf In this website you will learn about the Mentor Teacher Development Program of the Mandel Center for Studies in Jewish Education at Brandeis University. The website indicates:<br />
<br />
As a professional development initiative, the Mentor Teacher Development Program is structured to support both teacher and student learning. The goal is to create a community of practice among Jewish day school teachers in which active leadership and rigorous exchange about teaching and learning among colleagues are normal instruments of continuous improvement. This requires a commitment to teacher development as part of the ongoing work of teachers, and recognition that mentoring is an important skill in the toolkit of the professional classroom teacher. Accomplishments<br />
<br />
• Nine mentor teachers have been actively engaged in creating a cross-school learning community that helps to combat the traditional isolation of classroom teachers.<br />
<br />
• Ongoing professional development for mentor teachers takes place through a summer institute, as well asa monthly cross-school study group throughout the school year.<br />
<br />
• Leadership opportunities for experienced mentor teachers have been created including facilitating the Beginning Teacher Network, instructing in the DeLeT Program, planning and implementing workshops for new mentors, and doing teacher research on teaching Bible.<br />
<br />
<br />
http://www.cjlmilwaukee.org/WhatWeDo/WhatWeDo.htm The Coalition for Jewish Learning, On this website you will learn that the Milwaukee Jewish Federation provides mentoring services to novice teachers.<br />
<br />
http://www.dphds.org/main/jewish_lifepathing.html If you check this website you will find information about the Jewish Life Pathing (JLP) Mentoring Program at the David Posnack Hebrew Day School in Florida. This program offers students the chance to explore possible career paths while interacting with schoolmates who share similar interests. Students in grades 8 to 11 serve as “coaches” for students in grades 3 to 7. Twice monthly, the older students interact with the younger students in teacher-supervised sessions.<br />
<br />
http://www.keshet.org/peerbuddymentoring.asp This publication describes the peer buddy and mentoring program at the Sager Elementary School, Sager Solomon Schechter Middle School and the Ida Crown Jewish Academy in the Chicago area.<br />
<br />
<br />
<br />
http://www.iawaken.org/shiurim/view.asp?id=6638 On this website you will read the words of Rabbi David Lapin who urges students and parents to find a righteous and erudite mentor. He writes: If you are a student... find yourself a great mentor, a rebbewho is a human being of profound intellectual and moral stature, and put yourself in his hands. Allow him to coach you and mold you. If you are a parent, do the same for yourself never mind for your child. You will then be a role-model for your children. They will see what the pursuit of greatness means. They will see what it is to have a coach and a mentor. They will see greatness in you, more and more each day as you grow and progress on your own journey to greatness. Your children will naturally adopt you as their rebbe, their own coaches and mentors. And who is more worthy of coaching your children than you?<br />
<br />
http://www.infed.org/biblio/role_model_education.htm On this website you will find the article written by Daniel Rose, The Potential of Role-Model Education. In this article Rose describes role-model education as the basis for mentoring.<br />
<br />
http://www.jecc.org/ProfessionalDevelopment/JESP.htm Learn about the mentoring and coaching components in the Professional Development Program of the Jewish Education Center of Cleveland, OH.<br />
<br />
<br />
<br />
http://www.jewishinstlouis.org/page.aspx?id=180986&page=4 In this article written by Ronit Sherwin the author addresses the personal benefits she has derived by being mentored by Hannah Rubin-Schlansky. Ms. Sherwin writes:<br />
<br />
<br />
Appoint a teacher for yourself . . .” (Pirke Avot 1:6) This teaching from Ethics of the Fathers is what I believe is the foundation to engaging, strengthening and maintaining young professionals in our Jewish communities. Young professionals need strong mentors, as Debbie had been to me as a young teacher. They need teachers who can guide them in effective committee processes and lay relationships, challenge them to build their competencies and model commitment and passion. Mentors are not only critical for young professionals, but for all professionals. All professionals benefit tremendously from mentors who challenge them and provide a safe space to discuss issues and receive critical feedback and structure.<br />
<br />
<br />
“Appoint for yourself a teacher; acquire for yourself a friend; and judge everyone favorably” (Pirke Avot 1:6). The full mishnah speaks to the fruitful results of strong mentors for young professionals. It is only through relationships that challenge us to learn and to teach others that we develop into our best selves, with the eyes to see our community and our world more discerningly and more honestly. And it is only through such communal professionals that we will ensure a strengthened future for the Jewish people.<br />
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http://www.jewishlife.org/programs.html Click on to this website and learn about the many worthy programs supported by the Steinhardt Foundation for Jewish Life. We have included these programs because each one can inspire participants to become Jewish mentors and leaders: Birthright Israel, B’nai B’rith Youth Organization (BBYO), The Curriculum Initiative, The Foundation for Jewish Camping, The Grinspoon/Steinhardt Awards for Excellence in Jewish Education, Hillel Jewish Campus Service Corps, Hillel Rejewvenation, Hillel at the University of Pennsylvania, Jewish Early Childhood Education Initiative (JECEI) Jewish Heritage Programs, MyJewishLearning.com,<br />
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Partnership for Excellence in Jewish Education (PEJE),<br />
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Professional Leaders Project, Spark Partnership for Service, STAR (Synagogues: Transformation and Renewal), Steinhardt Jewish Heritage Festival at BAM ,The Steinhardt School of Culture, Education, and Human Development, New York University and the Steinhardt Social Research Institute.<br />
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http://www.jimjosephfoundation.org/PDF/Brandeis%20Mapping%20Professional%20Development.pdfRead about some of the initiatives in the professional development of Jewish educators in this manuscript: Sales, A. L., Samuel, N. & Koren A. (2007). Mapping Professional Development for Jewish Educators. Brandeis University, Waltham. MA: The Fisher-Bernstein Institute for Jewish Philanthropy and Leadership.<br />
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http://jrf.org/tel-post-bnai-mitzvah Learn about the Jewish Reconstructionist Federation's (JRF) new post b’nai mitzvah initiative, the TEL program, that involves madrichim training teams of youth (grades eight through twelve) to do congregational and community service.<br />
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http://jtec.macam.ac.il/portal/Search.aspx?term=mentoring On this website sponsored by the MOFET Institute you will find several sources and programs on the mentoring of Jewish teachers.<br />
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http://www.jtsa.edu/x905.xml#elements Click on to this web address and learn about the Rabbinical School of the Jewish Theological Seminary (JTS) which highlights mentoring into its program. The site includes information on these topics: mentor training, setting up internships, the role of the mentor, written reflections, the elements of mentoring, evaluating the students, and the hard to reach student.<br />
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http://www.lookstein.org/online_journal.php?id=168 On this website you will find an article, Birkeland, Sarah & Feiman-Nemser (Fall, 2007), 6(1). Building Professional Learning Communities Through Beginning Teacher Induction. In this article the authors describe a new type of teacher induction that highlights the creation of a professional learning community and mentoring. They write:<br />
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At our Center, a team of educators and researchers is collaborating on a project called the Induction Partnership. We have deployed coaches to help build strong systems of new teacher induction in a group of diverse, local Jewish day schools. Our initial goal for the 2-year coaching project was to help make these schools educative environments in which beginning teachers could thrive, by instituting a system of supports specifically geared towards addressing their needs. As they focus their resources and attention on beginning teacher induction, the schools in our partnership are looking more and more like professional learning communities.<br />
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http://www.lookstein.org/mifgashim/readings/mentoring.htm Read this insightful article by Stanley Peerless which summarizes the components of an effective mentoring program which include (a) training of the mentor, (b) time for the mentor to work with his or her mentee, (c) proper matching of the mentor with the mentee, and (d) the support and encouragement of the educational leader of the school.<br />
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http://www.mentornet.net/Documents/Files/SACNAS.Lois.Zachary.pdf Click on to this website and see a power point presentation created by Dr. Lois Zachary which covers these topics: the importance of mentoring, the role of the mentor and the mentee, matching the mentor with the mentee, the process of mentoring and the culture of mentoring.<br />
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http://www.nchillel.org/site/c.irKQIUPEIsE/b.3075903/k.69E5/Chevruta_Jewish_Learning_Partnership.htmClick on to this website and see how chevruta study is linked to mentoring at theHillel at the University of North Carolina.<br />
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http://notes.hillel.org/Hillel/exchange.nsf/4631b84b253300e4852568da00675ff6/0F1643915742FE5085256E6C00730254?OpenDocument On this site you will find information about a mentoring program co-sponsored by the Broome County Big Brothers and Big Sisters Program, Binghamton, NY and Hillel. In its novice stage there is a program date one Sunday a month where Jewish Binghamton University students organize and facilitate activities for the local Broome County Jewish Elementary School age students. Future plans for this local and University interaction is a listing composed for the University students at the beginning of each semester of opportunities to assist the local Jewish community. This may include requests for a Jewish mentor in the area schools, assistance from college students at the various existing youth group programs, openings for Hebrew school teachers, and other programs.<br />
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http://www.panim.org/educatorsinstitute/index.htm Click onto this website and learn about The National Educators' Institute for Jewish Leadership and Values. PANIM: The Institute for Jewish Leadership and Values offers an annual, week-long Jewish service-learning training. The National Educators’ Institute provides educators with the tools necessary to implement service-learning programs in a variety of settings. This year’s conference is June 21-25, 2009 at the University of Maryland, College Park.<br />
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http://www.peje.org/docs/ArticleonLomedL.pdf For schools considering implementing a tutor/mentoring program, click on to this website . Here you will find a practical manuscript titled, A Manual to Create a Volunteer Tutor/Mentoring Program Within Jewish Schools, written by Elizabeth Kotler Glass, and Kenneth Schaefler in March, 2004. In the manual these topics are covered: Program Goals, Methodology, Implementation, Overview of Procedural Steps, Orientation for Principals, Orientation/Training, Lomed___Rules for Tutors, Matching Tutors with Schools and Students, How Tutors are Utlized, Problems that May Arise and Possible Solutions, Plus Sample Administrative Forms.<br />
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http://www.peje.org/knowledge/additional_resources/jewisheducationalphabetSoup.phpCheck this website to learn about the many different organizations dedicated to strengthening Jewish Day School Education including Jewish Day School for the 21 Century (JDS21), Jewish Educators Assembly (JEA)- Conservative; Jewish Educational Leadership Initiative (JELI), The Jewish Education Service of North America (JESNA), National Association of Temple Educators (NATE)- Reform, United Jewish Communities (UJC), Continental Council for Jewish Day School Education (UJC-JESNA), Association of Modern Orthodox Day Schools and Yeshiva High Schools (AMODS)- Modern Orthodox, North American Association of Jewish High Schools (NAAJHS), Progressive Association for Reform Day Schools (PARDes)- Reform, Jewish Community Day School Network (RAVSAK./JCDSN), Solomon Schechter Day School Association (SSDSA)- Conservative, Torah U’Mesorah- Orthodox, William Davidson Graduate School for Jewish Education, Jewish Theological Seminary, Day School Leadership Through Teaching (DeLeT), Jewish Teacher Corps, Jskyway, The Lookstein Center, The Melton Centre for Jewish Education, Hebrew University, Pardes Educators Program, Rabbi Joseph B. Soloveltchik Institute Fellowship, AVI CHAI Foundation and The Gruss Foundation-The Caroline and Joseph S. Gruss Life Monument Fund, Inc.<br />
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https://www.policyarchive.org/bitstream/handle/10207/14847/Making%20Jewish%20Education%20Work%20-%20PDP%202.pdf?sequence=1 This website contains the JESNA report, Making Jewish Education Work: Mentoring Jewish Educational Professionals, Lessons Learned from Research and Evaluation in the Field, Report 2. This report offers these five conclusions about mentoring: Mentoring relationships are most beneficial under these five conditions: (1) When orientation and training are provided to both the mentor and the mentee; (2) When mentor and mentee pairings are thoughtfully coordinated; (3) When roles and expectations are clearly defined; (4) When multiple venues of frequent communication and feedback are available and (5) When mentoring programs are thoroughly managed and evaluated in an ongoing systematic manner.<br />
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http://www.spertus.edu/degreeprograms/jewishstudies/majps_info/majps_individuation.phpRead about Spertus College's Master of Arts in Jewish Professional Studies which includes a mentoring component in its program. Each graduate student in this program is given a personal mentor. The mentor meets with the student on a regular basis (every 2 to 3 weeks). The nature of the role served by the mentor varies from student to student. Some students may choose a reflective practitioner from their field with whom they will regularly discuss the applicability of course materials to practical work. Others may choose to create a more formalized independent study framework with their mentor, based on readings and writing. Still others may choose a mentor with whom they work on a specific profession-based issue over a sustained period of time. Finally, some students may choose a mentor who serves as a personal coach. The program advisor will work with each student in identifying an appropriate mentor and crafting the nature of the work the mentor will do with the student.<br />
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http://www.urj.org/chai/teach/elearning/ Read about the electronic mentoring program offered by the Union of Reform Judaism (URJ) which includes sessions on these topcs: What is a mentor?, The Adult Learner, The Mentoring Relationship, The Needs Assessment, Using Understanding by Design, Classroom Observation and The Protege as a Colleague.<br />
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http://urj.org/Articles/index.cfm?id=1767 Click on to this website and learn how the internet can be used both for online mentoring and instruction.<br />
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http://www.uscj.org/metny/files/tdi.pdf Read about the Teacher Development Institute (TDI) sponsored by the United Synagogue of Conservative Judaism.The Teacher Development Institute prepares new teachers for future success in synagogue, congregational schools and Hebrew high school programs. TDI will provide ongoing mentoring during the two years of the program, and continued mentoring following the program.<br />
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http://www.wujs.org.il/index.php?option=com_content&task=view&id=59&Itemid=217 Click on to this website and learn about the World Union of Jewish Students' manual on mentoring in which you will find a definition for mentoring, the roles and responsibilities of the mentor and the mentee (i.e. protege), the benefits of mentoring, and other related areas.<br />
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http://www.yu.edu/ujs/page.asp?jss On this website you will learn about the mentoring component of the undergraduate colleges of Yeshiva University (YU). In particular,The Mechinah Program of YU offers individualized mentoring by Rabbi Iaaac Elchanan Theological Seminary (RIETS) madrichim.<br />
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List of Print References<br />
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Abrams, Jennifer (2009). Having Hard Conversations. Thousand Oaks, CA: Corwin Press. http://www.corwinpress.com/booksProdDesc.nav?prodId=Book232302&currTree=WebTopics&level1=Web_Topic1&<br />
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Aronson, Judy (2003). Partnering with a Mentor. Moskowitz, N.S. (Editor). In The Ultimate Jewish Teacher's Handbook. Denver, CO: A.R.E. Publishing Inc. 653-661.<br />
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Artson, Bradley Shavit (2006). The Gift of Soul, Gift of Wisdom: A Spiritual Resources for Mentoring and Leadership. Springfield, NJ: Behrman House.<br />
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Cutter, William (1995). Hierarchy and Mutuality: Mentor, Protégé and Spirit. InTouching the Future: Mentoring and the Jewish Profession. Edited by Zeldin, M. & Lee, S. S. Los Angeles, CA: Hebrew Union College-Jewish Institute of Religion.<br />
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Feiman-Nemser, Sharon (2007). Beit Midrash for Teachers: An Experiment in Professional Development. Journal of Jewish Education 72(3), 161-181.<br />
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Feiman-Nemser, Sharon(2007). Discovering and Sharing Knowledge: Inventing a New Role for Cooperating Teachers. In Transforming Teacher Education: Reflections from the Field.Ed. Carrol, D., Featherstone, J., Featherstone, H., Feiman-Nemser, S. & Roosevelt, D.. Cambridge, MA: Harvard Education Press. 139-160.<br />
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Feiman-Nemser, S. (2006). Foreward. Mentoring Teachers Toward Excellence. Ed. J. Shulman & M. Sata, Eds. San Francisco:: Jossey Bass. xi-xv.<br />
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Feirman-Nemser, Sharon (May, 2003). What New Teachers Need to Learn. Educational Leadership. Alexandria, VA: Association for Supervision and Curriculum Development. 60(8).http://prodev.dadeschools.net/MINTMentorSupport/what%20new%20teachers%20need%20to%20learn.pdf<br />
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Feiman-Nemser, Sharon (2007). What We Know About Learning to Teach and What This Means for Jewish Education. In What We Know Now About Jewish Education: Perspectives On Research and Practice. Ed. P. Flexner & R. Goodman (Eds.). Los Angeles: Tora Aura Publications.<br />
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Goldberg, A. & Schapira, R. (Winter, 2008). Training Students to Become Jewish Educators. RAVSAK Journal, HaYidion. 22-23.<br />
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http://www.ravsak.org/news/157/125/Training-Students-to-Become-Jewish-Educators/d,HaYidion/<br />
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Gorsetman, C.R. (2005). Mentoring Novice Teachers in Selected Modern Orthodox Jewish Day Schools. Unpublished doctoral dissertation, Azrieli Graduate School of Jewish Education, Yeshiva University, NY.<br />
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Howard, L. B. (2006). The Madrichim Manual: Six Steps to Becoming a Jewish Role Model. Springfield, NJ: Behrman House.<br />
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Joseph, S. (1989). The Madrikhim Handbook: A Training Program for Teenagers Working in Jewish Schools. Los Angeles, CA: Torah Aura Productions.<br />
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Levin, N. P. & Lee. S.S. (2006). Bridging the Gap: The Power of Mentoring Teachers for Creating Teaching Excellence. Los Angeles, CA: HUC-JIR.<br />
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Melamed-Turkish, M. (Summer, 2007). Mitzvot Pairs. Jewish Education News.http://www.caje.org/learn/Summer07/mitzvahpairs.asp<br />
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Solomon, R. (January, 2008). A New Career Development Ladder for Professional Development for Supplemental and Day School Teachers. In Creative Solutions to Educational Challenges, Lookjed Electronic Professional Learning Community, The Lookstein Center, Bar-Ilan University. http://lookstein.org/lookjed/read.php?1,16568,16568#msg-16568<br />
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Solomon, R. (Winter, 2008). Developmental Ladder for Students and Teachers in a Jewish Day School. RAVSAK Journal, HaYidion. 18-21.<br />
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http://www.ravsak.org/news/155/125/Developmental-Ladder-for-Students-and-Teachers-in-a-Jewish-Day-School/d,HaYidion/<br />
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Solomon, R. & Davidson, N. (Spring, 2009). Cooperative Learning: Research and Implementation for Jewish Education. Jewish Educational Leadership. 7(3).<br />
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Solomon, R., Solomon, E. & Bor, H. (Fall, 2007). From Madrichim to Expert Educators: New Career Ladder for Professional Development for Supplementary and Day School Teachers, Jewish Education News, CAJE, 28 (3).http://caje.wikispaces.com/Jewish+Education+News<br />
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Zachary, Lois, J. (Summer, 2006). Creating A Mentoring Culture. Jewish Education News, 27(3), 10-12. In this article Dr. Zachary describes the values of mentoring and compares the process of creating a culture of mentoring to the building of the mishkan. She writes: Creating a mentoring culture, like building the mishkan, is sacred work that connects us more deeply to one another as we take the mentoring journey that renews us individually and collectively as an educational community. An institution or initiative doesn’t need to be large to successfully create a mentoring culture. However, it must be willing to enlarge its thinking. It doesn’t need to possess extensive resources. Rather, it needs to utilize available resources wisely. It takes a commitment to do the right kind of work and provide space for individuals to bring their contribution to bear. The presence of a mentoring culture expands the opportunities for individual, personal, and professional growth and development and prepares us to harness and focus our energy to create momentum that raises the bar for everyone. When the bar is raised, we can achieve amazing results. http://www.caje.org/learn/Summer06/zachary_one.pdf .<br />
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Zachary, Lois (Summer, 2001). Lessons from a Mentoring at Sinai. Jewish Education News. 22 (3). http://www.caje.org/learn/a_zachary.htm<br />
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Zeldin, Michael (1995).Touching the Future: The Promise of Mentoring. The Journal of Jewish Education. 72 (2), 87-90.http://huc.edu/faculty/faculty/pubs/MichaelZeldin/TouchingTheFuture.pdfMentoring Program at the Community High School of (San Francisco) Baytag:www.classroom20.com,2009-06-09:649749:BlogPost:3510392009-06-09T11:44:16.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
<a href="%3Cbr%20/">http://www.jchsofthebay.org/index.php?option=com_content&task=view&id=97&Itemid=105""><br />
http://www.jchsofthebay.org/index.php?option=com_content&task=view&id=97&Itemid=105</a><br />
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On this website you will learn about the mentoring program of the Jewish Community High School (JCHS) of the (San Francisco) Bay<br />
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Each student at JCHS is included in a mentor group comprised of 6-8 grade peers and one faculty member. Mentor groups meet weekly throughout the…
<a href="%3Cbr%20/">http://www.jchsofthebay.org/index.php?option=com_content&task=view&id=97&Itemid=105""><br />
http://www.jchsofthebay.org/index.php?option=com_content&task=view&id=97&Itemid=105</a><br />
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On this website you will learn about the mentoring program of the Jewish Community High School (JCHS) of the (San Francisco) Bay<br />
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Each student at JCHS is included in a mentor group comprised of 6-8 grade peers and one faculty member. Mentor groups meet weekly throughout the students' 4 years at JCHS to ensure that each young adult forms relationships with both educators and peers that he or she can turn to for listening, advice or advocacy. The role of the Faculty Mentor also comes into play during the scheduling process for the following year in assisting the student to select his or her courses.8 grade peers and one faculty member. Mentor groups meet weekly throughout the students' 4 years at JCHS to ensure that each young adult forms relationships with both educators and peers that he or she can turn to for listening, advice or advocacy. The role of the Faculty Mentor also comes into play during the scheduling process for the following year in assisting the student to select his or her courses.List of Web-Based Resources and Print References on Mentoring Jewish Students and Teacherstag:www.classroom20.com,2009-05-25:649749:BlogPost:3453072009-05-25T11:31:18.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
Shalom Colleagues and Friends,<br />
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This is a collaborative post. We invite you to submit web-based and print references on mentoring Jewish students and teachers. We want this listing to be as complete and helpful to our readers as possible.<br />
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<b>List of Web-based References</b><br />
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http://www.avi-chai.org/Static/Binaries/Publications/Experience%20Speaks_0.pdf Read Godsoe, Bethany et al. (2007) Experience Speaks: The Impact of Mentoring in the Classroom and Beyond. NY: AVI CHAI Foundation.<br />
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The AVI…
Shalom Colleagues and Friends,<br />
<br />
This is a collaborative post. We invite you to submit web-based and print references on mentoring Jewish students and teachers. We want this listing to be as complete and helpful to our readers as possible.<br />
<br />
<br />
<br />
<b>List of Web-based References</b><br />
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http://www.avi-chai.org/Static/Binaries/Publications/Experience%20Speaks_0.pdf Read Godsoe, Bethany et al. (2007) Experience Speaks: The Impact of Mentoring in the Classroom and Beyond. NY: AVI CHAI Foundation.<br />
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The AVI CHAI Foundation in partnership with the Jewish New Teacher Project (JNTP) conducted a two year study on the impact of mentoring on new teachers in selected Jewish day schools.<br />
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The following eight conclusions were reported:<br />
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(1) Mentoring provides moral support through the high challenging first two years of teaching.<br />
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(2) Mentoring establishes a framework for new teachers to help them think about their roles, purposes and concrete tasks such as lesson planning, and student assessment.<br />
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(3) Mentoring leads to enhanced instruction, particularly through the use of data and non-evaluative observation.<br />
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(4) Mentoring helps new teachers see the broader picture in terms of student development and appropriate learning goals.<br />
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(5) Mentoring teaches new teachers to learn to be reflective about their own practice, and skills that stays with them long after the mentoring ends.<br />
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(6) Mentoring facilitates connections to the broader school community and school-wide philosophy, mission and goals.<br />
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(7) Mentoring helps new teachers hand interactions with parents in productive ways.<br />
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(8) Mentoring gives new teachers confidence to contribute more broadly within their schools.<br />
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http://www.avi-chai.org/bin/en.jsp?enPage=BlankPage&enZone=JLPST On this website you will find information about the following programs: Hebrew Union College MA in Jewish Education with a Specialization in Day Schools, Ivriyon - Hebrew Language Program for Jewish Studies Teachers http://www.jtsa.edu/ivriyon, Mentoring for Novice Teachers, Jewish New Teacher Project, Talmudic Studies Program for Women,Pardes Educators Program www2.pardes.org.il/programs/educators/overview.php<br />
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http://www.berotbatayin.org/about.htm If you click on to this website you will learn how the Midreshet B'erot Bat Ayin uses chevruta and one-on-one mentoring as important instructional methods for Torah education.<br />
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http://www.bjeny.org/458.asp?dept=Student+Health On this website you will learn about the Educational Leadership Institute (ELI) sponsored by the Board of<br />
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Jewish Education of Greater New York. The ELI program trains 11th and 12th schools students to serve as teaching assistants, and paid substitute teachers in congregational elementary schools.<br />
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Sheila Adler, Coordinator, ELI Program; Educational Director, Bet Torah Synagogue, Mt. Kisco, NY writes:<br />
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In the 11th grade... the ELI Program adds 26 two-hour sessions to the normal four-hour-per-week academic program. One hour is given to the Fundamentals of Teaching (lesson planning, classroom management, teaching methodology, supervised practice teaching); one to the elementary school Judaic curriculum (Jewish holidays, Bible, history and prayer). For the 12th grade program, students who completed ELI in 11th grade can continue the program as "educational residents," take two hours a week of classes, one hour of which is devoted to Judaic studies and one hour to advanced teacher education. Twelfth grade participants work as paid full-time aides or substitute teachers in the elementary grades, and as facilitators for high school student discussions as well as for some of the 11th grade ELI training sessions. Because of their greater teaching responsibilities, the ELI educational residents are carefully observed and monitored by their mentor teachers and coached by their lead educator. Students who did not take ELI in 11th grade, and who have decided they would like to be part of the program after all, can participate in ELI with special enrollment requirements as a 12th grade program.<br />
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By providing a strong link between elementary and secondary Jewish education, and by motivating students to complete Jewish high school, the ELI program has transformed the Jewish congregational school. It has energized high schools, raised academic standards, given teens leadership skills, responsibilities and Jewish community connections through college and beyond.<br />
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In summary, what distinguishes ELI from other Jewish teen leadership programs is that it:<br />
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*has significantly increased high school enrollments, maximized attendance and retained students through the twelfth grade;<br />
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*is a formally designed, curriculum-driven, carefully supervised student teacher training program with high eligibility standards and performance expectations;<br />
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*is a sixteen-year-old proven model of teen leadership development that has been replicated successfully in five congregational and community schools;<br />
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*trains teen student teachers to work in elementary school classrooms and serve as role models for younger students, many of whom aspire to join the program when they reach 11th grade;<br />
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*has become, because of positive peer modeling, an elite group to which younger teens aspire to belong;<br />
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*has raised the level of teaching in the elementary schools by making mentor teachers more reflective practitioners, and, by infusing new teachers into the field as some ELI graduates choose Jewish education as a career;<br />
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*issues a Board of Jewish Education Certificate of Completion;<br />
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*helps students stay involved Jewishly during their college years, finds them positions as congregational classroom teachers while in college, and provides them with on-going guidance by and contact with their lead educators.<br />
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http://www.brandeis.edu/mandel/pdfs/report0405.pdf In this website you will learn about the Mentor Teacher Development Program of the Mandel Center for Studies in Jewish Education at Brandeis University. The website indicates:<br />
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As a professional development initiative, the Mentor Teacher Development Program is structured to support both teacher and student learning. The goal is to create a community of practice among Jewish day school teachers in which active leadership and rigorous exchange about teaching and learning among colleagues are normal instruments of continuous improvement. This requires a commitment to teacher development as part of the ongoing work of teachers, and recognition that mentoring is an important skill in the toolkit of the professional classroom teacher. Accomplishments<br />
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• Nine mentor teachers have been actively engaged in creating a cross-school learning community that helps to combat the traditional isolation of classroom teachers.<br />
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• Ongoing professional development for mentor teachers takes place through a summer institute, as well asa monthly cross-school study group throughout the school year.<br />
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• Leadership opportunities for experienced mentor teachers have been created including facilitating the Beginning Teacher Network, instructing in the DeLeT Program, planning and implementing workshops for new mentors, and doing teacher research on teaching Bible.<br />
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http://www.cjlmilwaukee.org/WhatWeDo/WhatWeDo.htm The Coalition for Jewish Learning, On this website you will learn that the Milwaukee Jewish Federation provides mentoring services to novice teachers.<br />
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http://www.dphds.org/main/jewish_lifepathing.html If you check this website you will find information about the Jewish Life Pathing (JLP) Mentoring Program at the David Posnack Hebrew Day School in Florida. This program offers students the chance to explore possible career paths while interacting with schoolmates who share similar interests. Students in grades 8 to 11 serve as “coaches” for students in grades 3 to 7. Twice monthly, the older students interact with the younger students in teacher-supervised sessions.<br />
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http://www.keshet.org/peerbuddymentoring.asp This publication describes the peer buddy and mentoring program at the Sager Elementary School, Sager Solomon Schechter Middle School and the Ida Crown Jewish Academy in the Chicago area.<br />
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http://www.iawaken.org/shiurim/view.asp?id=6638 On this website you will read the words of Rabbi David Lapin who urges students and parents to find a righteous and erudite mentor. He writes: If you are a student... find yourself a great mentor, a rebbe who is a human being of profound intellectual and moral stature, and put yourself in his hands. Allow him to coach you and mold you. If you are a parent, do the same for yourself never mind for your child. You will then be a role-model for your children. They will see what the pursuit of greatness means. They will see what it is to have a coach and a mentor. They will see greatness in you, more and more each day as you grow and progress on your own journey to greatness. Your children will naturally adopt you as their rebbe, their own coaches and mentors. And who is more worthy of coaching your children than you?<br />
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http://www.infed.org/biblio/role_model_education.htm On this website you will find the article written by Daniel Rose, The Potential of Role-Model Education. In this article Rose describes role-model education as the basis for mentoring.<br />
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http://www.jecc.org/ProfessionalDevelopment/JESP.htm Learn about the mentoring and coaching components in the Professional Development Program of the Jewish Education Center of Cleveland, OH.<br />
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http://www.jewishinstlouis.org/page.aspx?id=180986&page=4 In this article written by Ronit Sherwin the author addresses the personal benefits she has derived by being mentored by Hannah Rubin-Schlansky. Ms. Sherwin writes:<br />
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Appoint a teacher for yourself . . .” (Pirke Avot 1:6) This teaching from Ethics of the Fathers is what I believe is the foundation to engaging, strengthening and maintaining young professionals in our Jewish communities. Young professionals need strong mentors, as Debbie had been to me as a young teacher. They need teachers who can guide them in effective committee processes and lay relationships, challenge them to build their competencies and model commitment and passion. Mentors are not only critical for young professionals, but for all professionals. All professionals benefit tremendously from mentors who challenge them and provide a safe space to discuss issues and receive critical feedback and structure.<br />
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“Appoint for yourself a teacher; acquire for yourself a friend; and judge everyone favorably” (Pirke Avot 1:6). The full mishnah speaks to the fruitful results of strong mentors for young professionals. It is only through relationships that challenge us to learn and to teach others that we develop into our best selves, with the eyes to see our community and our world more discerningly and more honestly. And it is only through such communal professionals that we will ensure a strengthened future for the Jewish people.<br />
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http://www.jewishlife.org/programs.html Click on to this website and learn about the many worthy programs supported by the Steinhardt Foundation for Jewish Life. We have included these programs because each one can inspire participants to become Jewish mentors and leaders: Birthright Israel, B’nai B’rith Youth Organization (BBYO), The Curriculum Initiative, The Foundation for Jewish Camping, The Grinspoon/Steinhardt Awards for Excellence in Jewish Education, Hillel Jewish Campus Service Corps, Hillel Rejewvenation, Hillel at the University of Pennsylvania, Jewish Early Childhood Education Initiative (JECEI) Jewish Heritage Programs, MyJewishLearning.com,<br />
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Partnership for Excellence in Jewish Education (PEJE),<br />
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Professional Leaders Project, Spark Partnership for Service, STAR (Synagogues: Transformation and Renewal), Steinhardt Jewish Heritage Festival at BAM ,The Steinhardt School of Culture, Education, and Human Development, New York University and the Steinhardt Social Research Institute.<br />
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http://www.jimjosephfoundation.org/PDF/Brandeis%20Mapping%20Professional%20Development.pdf Read about some of the initiatives in the professional development of Jewish educators in this manuscript: Sales, A. L., Samuel, N. & Koren A. (2007). Mapping Professional Development for Jewish Educators. Brandeis University, Waltham. MA: The Fisher-Bernstein Institute for Jewish Philanthropy and Leadership.<br />
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http://jrf.org/tel-post-bnai-mitzvah Learn about the Jewish Reconstructionist Federation's (JRF) new post b’nai mitzvah initiative, the TEL program, that involves madrichim training teams of youth (grades eight through twelve) to do congregational and community service.<br />
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http://www.lookstein.org/online_journal.php?id=168 On this website you will find an article, Birkeland, Sarah & Feiman-Nemser (Fall, 2007), 6(1). Building Professional Learning Communities Through Beginning Teacher Induction. In this article the authors describe a new type of teacher induction that highlights the creation of a professional learning community and mentoring. They write:<br />
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At our Center, a team of educators and researchers is collaborating on a project called the Induction Partnership. We have deployed coaches to help build strong systems of new teacher induction in a group of diverse, local Jewish day schools. Our initial goal for the 2-year coaching project was to help make these schools educative environments in which beginning teachers could thrive, by instituting a system of supports specifically geared towards addressing their needs. As they focus their resources and attention on beginning teacher induction, the schools in our partnership are looking more and more like professional learning communities.<br />
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http://www.lookstein.org/mifgashim/readings/mentoring.htm Read this insightful article by Stanley Peerless which summarizes the components of an effective mentoring program which include (a) training of the mentor, (b) time for the mentor to work with his or her mentee, (c) proper matching of the mentor with the mentee, and (d) the support and encouragement of the educational leader of the school.<br />
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http://www.mentornet.net/Documents/Files/SACNAS.Lois.Zachary.pdf Click on to this website and see a power point presentation created by Dr. Lois Zachary which covers these topics: the importance of mentoring, the role of the mentor and the mentee, matching the mentor with the mentee, the process of mentoring and the culture of mentoring.<br />
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http://www.nchillel.org/site/c.irKQIUPEIsE/b.3075903/k.69E5/Chevruta_Jewish_Learning_Partnership.htm Click on to this website and see how chevruta study is linked to mentoring at the Hillel at the University of North Carolina.<br />
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http://notes.hillel.org/Hillel/exchange.nsf/4631b84b253300e4852568da00675ff6/0F1643915742FE5085256E6C00730254?OpenDocument On this site you will find information about a mentoring program co-sponsored by the Broome County Big Brothers and Big Sisters Program, Binghamton, NY and Hillel. In its novice stage there is a program date one Sunday a month where Jewish Binghamton University students organize and facilitate activities for the local Broome County Jewish Elementary School age students. Future plans for this local and University interaction is a listing composed for the University students at the beginning of each semester of opportunities to assist the local Jewish community. This may include requests for a Jewish mentor in the area schools, assistance from college students at the various existing youth group programs, openings for Hebrew school teachers, and other programs.<br />
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http://www.panim.org/educatorsinstitute/index.htm Click onto this website and learn about The National Educators' Institute for Jewish Leadership and Values. PANIM: The Institute for Jewish Leadership and Values offers an annual, week-long Jewish service-learning training. The National Educators’ Institute provides educators with the tools necessary to implement service-learning programs in a variety of settings. This year’s conference is June 21-25, 2009 at the University of Maryland, College Park.<br />
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http://www.peje.org/docs/ArticleonLomedL.pdf For schools considering implementing a tutor/mentoring program, click on to this website . Here you will find a practical manuscript titled, A Manual to Create a Volunteer Tutor/Mentoring Program Within Jewish Schools, written by Elizabeth Kotler Glass, and Kenneth Schaefler in March, 2004. In the manual these topics are covered: Program Goals, Methodology, Implementation, Overview of Procedural Steps, Orientation for Principals, Orientation/Training, Lomed___Rules for Tutors, Matching Tutors with Schools and Students, How Tutors are Utlized, Problems that May Arise and Possible Solutions, Plus Sample Administrative Forms.<br />
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http://www.peje.org/knowledge/additional_resources/jewisheducationalphabetSoup.php Check this website to learn about the many different organizations dedicated to strengthening Jewish Day School Education including Jewish Day School for the 21 Century (JDS21), Jewish Educators Assembly (JEA)- Conservative; Jewish Educational Leadership Initiative (JELI), The Jewish Education Service of North America (JESNA), National Association of Temple Educators (NATE)- Reform, United Jewish Communities (UJC), Continental Council for Jewish Day School Education (UJC-JESNA), Association of Modern Orthodox Day Schools and Yeshiva High Schools (AMODS)- Modern Orthodox, North American Association of Jewish High Schools (NAAJHS), Progressive Association for Reform Day Schools (PARDes)- Reform, Jewish Community Day School Network (RAVSAK./JCDSN), Solomon Schechter Day School Association (SSDSA)- Conservative, Torah U’Mesorah- Orthodox, William Davidson Graduate School for Jewish Education, Jewish Theological Seminary, Day School Leadership Through Teaching (DeLeT), Jewish Teacher Corps, Jskyway, The Lookstein Center, The Melton Centre for Jewish Education, Hebrew University, Pardes Educators Program, Rabbi Joseph B. Soloveltchik Institute Fellowship, AVI CHAI Foundation and The Gruss Foundation-The Caroline and Joseph S. Gruss Life Monument Fund, Inc.<br />
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https://www.policyarchive.org/bitstream/handle/10207/14847/Making%20Jewish%20Education%20Work%20-%20PDP%202.pdf?sequence=1 This website contains the JESNA report, Making Jewish Education Work: Mentoring Jewish Educational Professionals, Lessons Learned from Research and Evaluation in the Field, Report 2. This report offers these five conclusions about mentoring: Mentoring relationships are most beneficial under these five conditions: (1) When orientation and training are provided to both the mentor and the mentee; (2) When mentor and mentee pairings are thoughtfully coordinated; (3) When roles and expectations are clearly defined; (4) When multiple venues of frequent communication and feedback are available and (5) When mentoring programs are thoroughly managed and evaluated in an ongoing systematic manner.<br />
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http://www.spertus.edu/degreeprograms/jewishstudies/majps_info/majps_individuation.phpRead about Spertus College's Master of Arts in Jewish Professional Studies which includes a mentoring component in its program. Each graduate student in this program is given a personal mentor. The mentor meets with the student on a regular basis (every 2 to 3 weeks). The nature of the role served by the mentor varies from student to student. Some students may choose a reflective practitioner from their field with whom they will regularly discuss the applicability of course materials to practical work. Others may choose to create a more formalized independent study framework with their mentor, based on readings and writing. Still others may choose a mentor with whom they work on a specific profession-based issue over a sustained period of time. Finally, some students may choose a mentor who serves as a personal coach. The program advisor will work with each student in identifying an appropriate mentor and crafting the nature of the work the mentor will do with the student.<br />
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http://www.urj.org/chai/teach/elearning/ Read about the electronic mentoring program offered by the Union of Reform Judaism (URJ) which includes sessions on these topcs: What is a mentor?, The Adult Learner, The Mentoring Relationship, The Needs Assessment, Using Understanding by Design, Classroom Observation and The Protege as a Colleague.<br />
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http://urj.org/Articles/index.cfm?id=1767 Click on to this website and learn how the internet can be used both for online mentoring and instruction.<br />
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http://www.uscj.org/metny/files/tdi.pdf Read about the Teacher Development Institute (TDI) sponsored by the United Synagogue of Conservative Judaism.The Teacher Development Institute prepares new teachers for future success in synagogue, congregational schools and Hebrew high school programs. TDI will provide ongoing mentoring during the two years of the program, and continued mentoring following the program.<br />
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http://www.wujs.org.il/index.php?option=com_content&task=view&id=59&Itemid=217 Click on to this website and learn about the World Union of Jewish Students' manual on mentoring in which you will find a definition for mentoring, the roles and responsibilities of the mentor and the mentee (i.e. protege), the benefits of mentoring, and other related areas.<br />
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http://www.yu.edu/ujs/page.asp?jss On this website you will learn about the mentoring component of the undergraduate colleges of Yeshiva University (YU). In particular, The Mechinah Program of YU offers individualized mentoring by Rabbi Iaaac Elchanan Theological Seminary (RIETS) madrichim.<br />
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<b><br />
List of Print References</b><br />
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Abrams, Jennifer (2009). Having Hard Conversations. Thousand Oaks, CA: Corwin Press. http://www.corwinpress.com/booksProdDesc.nav?prodId=Book232302&currTree=WebTopics&level1=Web_Topic1&<br />
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Aronson, Judy (2003). Partnering with a Mentor. Moskowitz, N.S. (Editor). In The Ultimate Jewish Teacher's Handbook. Denver, CO: A.R.E. Publishing Inc. 653-661.<br />
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Artson, Bradley Shavit (2006). The Gift of Soul, Gift of Wisdom: A Spiritual Resources for Mentoring and Leadership. Springfield, NJ: Behrman House.<br />
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Cutter, William (1995). Hierarchy and Mutuality: Mentor, Protégé and Spirit. In Touching the Future: Mentoring and the Jewish Profession. Edited by Zeldin, M. & Lee, S. S. Los Angeles, CA: Hebrew Union College-Jewish Institute of Religion.<br />
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Feiman-Nemser, Sharon (2007). Beit Midrash for Teachers: An Experiment in Professional Development. Journal of Jewish Education 72(3), 161-181.<br />
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Feiman-Nemser, Sharon(2007). Discovering and Sharing Knowledge: Inventing a New Role for Cooperating Teachers. In Transforming Teacher Education: Reflections from the Field.Ed. Carrol, D., Featherstone, J., Featherstone, H., Feiman-Nemser, S. & Roosevelt, D.. Cambridge, MA: Harvard Education Press. 139-160.<br />
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Feiman-Nemser, S. (2006). Foreward. Mentoring Teachers Toward Excellence. Ed. J. Shulman & M. Sata, Eds. San Francisco:: Jossey Bass. xi-xv.<br />
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Feirman-Nemser, Sharon (May, 2003). What New Teachers Need to Learn. Educational Leadership. Alexandria, VA: Association for Supervision and Curriculum Development. 60(8). http://prodev.dadeschools.net/MINTMentorSupport/what%20new%20teachers%20need%20to%20learn.pdf<br />
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Feiman-Nemser, Sharon (2007). What We Know About Learning to Teach and What This Means for Jewish Education. In What We Know Now About Jewish Education: Perspectives On Research and Practice. Ed. P. Flexner & R. Goodman (Eds.). Los Angeles: Tora Aura Publications.<br />
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Goldberg, A. & Schapira, R. (Winter, 2008). Training Students to Become Jewish Educators. RAVSAK Journal, HaYidion. 22-23.<br />
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http://www.ravsak.org/news/157/125/Training-Students-to-Become-Jewish-Educators/d,HaYidion/<br />
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Gorsetman, C.R. (2005). Mentoring Novice Teachers in Selected Modern Orthodox Jewish Day Schools. Unpublished doctoral dissertation, Azrieli Graduate School of Jewish Education, Yeshiva University, NY.<br />
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Howard, L. B. (2006). The Madrichim Manual: Six Steps to Becoming a Jewish Role Model. Springfield, NJ: Behrman House.<br />
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Joseph, S. (1989). The Madrikhim Handbook: A Training Program for Teenagers Working in Jewish Schools. Los Angeles, CA: Torah Aura Productions.<br />
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Levin, N. P. & Lee. S.S. (2006). Bridging the Gap: The Power of Mentoring Teachers for Creating Teaching Excellence. Los Angeles, CA: HUC-JIR.<br />
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Melamed-Turkish, M. (Summer, 2007). Mitzvot Pairs. Jewish Education News. http://www.caje.org/learn/Summer07/mitzvahpairs.asp<br />
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Solomon, R. (January, 2008). A New Career Development Ladder for Professional Development for Supplemental and Day School Teachers. In Creative Solutions to Educational Challenges, Lookjed Electronic Professional Learning Community, The Lookstein Center, Bar-Ilan University. http://lookstein.org/lookjed/read.php?1,16568,16568#msg-16568<br />
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Solomon, R. (Winter, 2008). Developmental Ladder for Students and Teachers in a Jewish Day School. RAVSAK Journal, HaYidion. 18-21.<br />
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http://www.ravsak.org/news/155/125/Developmental-Ladder-for-Students-and-Teachers-in-a-Jewish-Day-School/d,HaYidion/<br />
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Solomon, R. & Davidson, N. (Spring, 2009). Cooperative Learning: Research and Implementation for Jewish Education. Jewish Educational Leadership. 7(3).<br />
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Solomon, R., Solomon, E. & Bor, H. (Fall, 2007). From Madrichim to Expert Educators: New Career Ladder for Professional Development for Supplementary and Day School Teachers, Jewish Education News, CAJE, 28 (3). http://caje.wikispaces.com/Jewish+Education+News<br />
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Zachary, Lois, J. (Summer, 2006). Creating A Mentoring Culture. Jewish Education News, 27(3), 10-12. In this article Dr. Zachary describes the values of mentoring and compares the process of creating a culture of mentoring to the building of the mishkan. She writes: Creating a mentoring culture, like building the mishkan, is sacred work that connects us more deeply to one another as we take the mentoring journey that renews us individually and collectively as an educational community. An institution or initiative doesn’t need to be large to successfully create a mentoring culture. However, it must be willing to enlarge its thinking. It doesn’t need to possess extensive resources. Rather, it needs to utilize available resources wisely. It takes a commitment to do the right kind of work and provide space for individuals to bring their contribution to bear. The presence of a mentoring culture expands the opportunities for individual, personal, and professional growth and development and prepares us to harness and focus our energy to create momentum that raises the bar for everyone. When the bar is raised, we can achieve amazing results. http://www.caje.org/learn/Summer06/zachary_one.pdf .<br />
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Zachary, Lois (Summer, 2001). Lessons from a Mentoring at Sinai. Jewish Education News. 22 (3). http://www.caje.org/learn/a_zachary.htm<br />
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Zeldin, Michael (1995).Touching the Future: The Promise of Mentoring. The Journal of Jewish Education. 72 (2), 87-90. http://huc.edu/faculty/faculty/pubs/MichaelZeldin/TouchingTheFuture.pdfAre there Jewish educators out there interested in improving the quality of day and supplementary school education?tag:www.classroom20.com,2009-04-23:649749:BlogPost:3330432009-04-23T17:00:00.000ZRichard D. Solomon, Ph.D.https://www.classroom20.com/profile/RichardDSolomonPhD
Hi Colleagues,<br />
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I have just started a blog whose purpose is to create a venue where interested educators can access information about Jewish mentoring programs and materials. I envision that blog as a forum to discuss issues relating to the improvement of Jewish education through the mentoring of Jewish students and teachers. In the blog you will find articles, resources, and programs on the role of mentoring in the recruitment, development and retention of Jewish teachers.<br />
<br />
<br />
For those…
Hi Colleagues,<br />
<br />
I have just started a blog whose purpose is to create a venue where interested educators can access information about Jewish mentoring programs and materials. I envision that blog as a forum to discuss issues relating to the improvement of Jewish education through the mentoring of Jewish students and teachers. In the blog you will find articles, resources, and programs on the role of mentoring in the recruitment, development and retention of Jewish teachers.<br />
<br />
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For those interested, here's the address of that blog: http://richarddsolomonsblog.blogspot.com/<br />
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Now here's a question for you? I'm a novice at blogging. How do I get my blog linked to Classroom<br />
2.0 ? My blog is already linked to Classroom 2.O .<br />
<br />
Thank you!<br />
<br />
Richard D. Solomon, Ph.D.