A Visitor's View of HMJDS

Ray Levi, Head of School

When guests and consultants spend time at HMJDS, I always take some time before they leave to ask a few questions: “What stood out for you during your visit? What surprised you? If you were in my chair, where might you suggest I focus attention?”

More often than not, our visitors notice things that we might easily take for granted. A colleague told me that a remarkable moment occurred as he was on the lunch line. Several eighth graders approached him saying, “We saw you during t’filah this morning. Do you want to come and have lunch with us? We’d be happy to tell you about the school and answer your questions.” As a middle school administrator, he was struck by their enthusiasm and by the clear willingness to share lunch time with a stranger.

More often than not, our visitors notice things that we might easily take for granted.

Whether parents or teachers, we’re always encouraged by situations like these when our children show the values we hope they will internalize. But, comments also relate to program.

A number of columns in Kesher this year have focused on professional development opportunities for faculty. Several guests have commented on the level of dialogue among teachers. “I can’t imagine a teacher in my school beginning a conversation at a meeting with the words, ‘I need help in assuring that the project I’m designing is…’ That reflects a level of trust,” one educator observed, “ that you shouldn’t take for granted.” Another noted, “I can’t believe how much meeting time is given to teachers working together on curriculum planning.” As a leader in a school also engaged in the Standards and Benchmarks work for the Tanakh (Bible) curriculum, he was encouraged by the possibility that all of the Judaic Studies teachers in grades 3-8 are working on this project, again not necessarily a given in other schools.

And what are the outcomes that grow out of teacher dialogue? Here are a few:

SMARTBoard activities in the Kindergarten.
A refined guided-reading work in third grade that integrates word study and vocabulary development, and that focuses on discrete reading comprehension skills.
A refined Ethics Project in sixth grade that takes students methodically through database research and interview skills, and provides an assessment rubric for both the first draft and final copy of position papers.
New interdisciplinary projects in both seventh and eighth grades that allow students to apply skills in meaningful ways. A seventh grade genetics unit in science will be expanded to include a Jewish perspective and to offer students an opportunity to learn formal debate skills in social studies and language arts. An eighth grade research project will be expanded to allow students to pursue individual interests in social issues and to share their learning both in a formal paper and through other media.

Visitors are also struck by inter-personal interactions. They comment on the food at breakfast and lunch, but also notice older students helping younger children and the banter and serious conversations that take place between adults and children particularly during informal moments. But, they also note the countless opportunities for 1:1 conversation during instructional periods, the time provided to make sure that collaboratively developed curriculum can be tailored to individual learning styles.

As we focus on conversations designed to strengthen our program, we’re appreciative of the perspective offered by visitors who remind us of the abundance of small blessings that we may easily overlook.

B'shalom,



IN THIS ISSUE A Visitor's View of HMJDS Can You Hear Me? God of Abraham and Sarah... *HMJDS Hanukkah* Information HMJDS HAPPENINGS EVENTS CALENDAR THE BACK PAGE THE LIONS' PHOTO DEN COMMUNITY ANNOUNCEMENTS Core Value for November Judge all people favorably (kindly).** (Mishnah Avot 1:6) Give people the benefit of the doubt and don't jump to conclusions.	A Visitor's View of HMJDS Ray Levi, Head of School When guests and consultants spend time at HMJDS, I always take some time before they leave to ask a few questions: “What stood out for you during your visit? What surprised you? If you were in my chair, where might you suggest I focus attention?” More often than not, our visitors notice things that we might easily take for granted. A colleague told me that a remarkable moment occurred as he was on the lunch line. Several eighth graders approached him saying, “We saw you during t’filah this morning. Do you want to come and have lunch with us? We’d be happy to tell you about the school and answer your questions.” As a middle school administrator, he was struck by their enthusiasm and by the clear willingness to share lunch time with a stranger. More often than not, our visitors notice things that we might easily take for granted. Whether parents or teachers, we’re always encouraged by situations like these when our children show the values we hope they will internalize. But, comments also relate to program. A number of columns in Kesher this year have focused on professional development opportunities for faculty. Several guests have commented on the level of dialogue among teachers. “I can’t imagine a teacher in my school beginning a conversation at a meeting with the words, ‘I need help in assuring that the project I’m designing is…’ That reflects a level of trust,” one educator observed, “ that you shouldn’t take for granted.” Another noted, “I can’t believe how much meeting time is given to teachers working together on curriculum planning.” As a leader in a school also engaged in the Standards and Benchmarks work for the Tanakh (Bible) curriculum, he was encouraged by the possibility that all of the Judaic Studies teachers in grades 3-8 are working on this project, again not necessarily a given in other schools. And what are the outcomes that grow out of teacher dialogue? Here are a few: SMARTBoard activities in the Kindergarten. A refined guided-reading work in third grade that integrates word study and vocabulary development, and that focuses on discrete reading comprehension skills. A refined Ethics Project in sixth grade that takes students methodically through database research and interview skills, and provides an assessment rubric for both the first draft and final copy of position papers. New interdisciplinary projects in both seventh and eighth grades that allow students to apply skills in meaningful ways. A seventh grade genetics unit in science will be expanded to include a Jewish perspective and to offer students an opportunity to learn formal debate skills in social studies and language arts. An eighth grade research project will be expanded to allow students to pursue individual interests in social issues and to share their learning both in a formal paper and through other media. Visitors are also struck by inter-personal interactions. They comment on the food at breakfast and lunch, but also notice older students helping younger children and the banter and serious conversations that take place between adults and children particularly during informal moments. But, they also note the countless opportunities for 1:1 conversation during instructional periods, the time provided to make sure that collaboratively developed curriculum can be tailored to individual learning styles. As we focus on conversations designed to strengthen our program, we’re appreciative of the perspective offered by visitors who remind us of the abundance of small blessings that we may easily overlook. B'shalom,

IN THIS ISSUE

A Visitor's View of HMJDS

Ray Levi, Head of School