By Ziva R. Hassenfeld
This post was originally published by The Wexner Foundation.
“Teachers cannot create and sustain the conditions for the productive development of children if those conditions do not exist for teachers,” wrote Seymour B. Sarason, Yale professor and psychologist. Sarason points out a truth that is self-evident to most teachers, and, upon reflection, applicable to all of us: We cannot teach what we are not actively engaged in. If we wish to develop our students with a curiosity, inquiry, and proclivity towards the critical thinking that propels learning, then we must provide teachers with the opportunity to be curious, inquire, and think critically.
By Ziva R. Hassenfeld
My toddler and I were outside of our house, drawing on the sidewalk with chalk, as we often do while my husband puts our baby to sleep. Out of nowhere, after weeks of drawing tic-tac-toe boards and hopscotch courts, my daughter drew two circles, connected them with a line, and said, “Look, Mama! It’s a car!”
In that moment, I experienced a new kind of parental joy. My child, unprompted, had reproduced a key illustration of my most beloved scholar’s work, an idea which sits at the center of my research.
By Rafi Cashman
We in the Jewish education community are really beginning to dive into general education research when it comes to teaching (and learning) sacred text. The Mandel Center’s recent two-day conference on developing independent readers of Tanach was a wonderful experience of how productive such a gathering can be—especially when conducted with a group of talented, thoughtful and committed educators. I entered the conference having spent the last three years with the Tanach PLC at my school trying to use the research on early literacy and reading complex texts to inform our teaching practices in the middle school. But our group felt as though we were doing this work alone, and encountering a larger body of research that we weren’t always sure how to apply. I left the conference with deeper knowledge, a series of new questions, a new community of practice, and new ways for thinking about the relationship between literacy research and the teaching of Tanach. Continue reading
Research shows that school contexts influence teachers’ career decisions and their effectiveness. From the mid-nineteen-seventies to the present, researchers have examined how the organizational contexts of schools support and constrain teachers and teaching. Based on extensive observations and interviews as well as large-scale surveys, a robust body of evidence challenges the belief that teachers’ career decisions and success are mainly related to the students they teach rather than the conditions under which they work.
We know, for example, that teachers who work in supportive schools stay longer and improve faster than teachers in less supportive schools. In supportive schools teachers can count on regular opportunities to collaborate with colleagues, receive feedback and instructional guidance from administrators, and experience an orderly school environment. This is especially true for beginning teachers who leave teaching at alarmingly high rates, often before they have a chance to grow into effective teachers. We know that principals play a critical role in creating these conditions.
So how do Jewish day schools stack up? Continue reading
Do we need to cultivate the inner spiritual life of our Jewish educators, as Aryeh Ben David claims? Certainly we do. But as Ziva Reimer Hassenfeld has argued in response, based on recent empirical research at the Mandel Center for Studies in Jewish Education at Brandeis, many teachers already bring a passion for Judaism to their teaching. Passion is not enough. What those teachers need, she continues, is “the professional development necessary to foster skilled, reflective practitioners.”
I agree with Ziva’s argument, but I’ve also been thinking recently about another aspect of the issue. Sometimes passion is not enough—but sometimes it is too much. When a teacher demonstrates passion, when a class seems to get drawn into a focus on the teacher’s persona, does that inevitably threaten the boundaries between teacher and student? Does it interfere with learning? Is it simply too dangerous? Continue reading