HAYIDION The Prizmah Journal


Day School Teachers

Day School Teachers

Are there unique qualities and characteristics that we expect—and find—among day school teachers? Is there sufficient infrastructure to train teachers in the numbers needed by day schools, and do schools support those teachers sufficiently to grow and retain them?

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Teachers in our Schools

by RAVSAK Dec 03, 2013
RELATED TOPICS: Teachers

“Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task.” Haim Ginott

The Pew Survey and Day Schools: Opening Ourselves to New Possibilities?

by Jonathan Woocher Dec 03, 2013
RELATED TOPICS: Mission & Vision

The publication of the Pew Research Center Survey on U.S. Jews on October 1 has given the Jewish world plenty to talk about as it got back to work after the holidays.

Don’t Forget the Teacher When Teaching with Technology

by Jared Matas Dec 03, 2013
RELATED TOPICS: TechnologyPedagogyTeachers

The author argues that technology is not merely an add-on to lesson planning. Instead, field leaders should treat technology as part of a new triad that needs to be fully enmeshed with teachers’ pedagogical skills and content knowledge.

A Model to Support Faculty and Build Morale

by Jill Kessler Dec 03, 2013
RELATED TOPICS: LeadershipTeachers

Kessler presents Appreciate Inquiry as a philosophy and method for creating positive relationships and productive collaboration among faculty members and between faculty and administration.

School Quality Depends on Teacher Quality

by Eran Tamir Dec 03, 2013
RELATED TOPICS: LeadershipTeachers

The author of a large-scale study of teachers at Jewish day schools finds that teacher support, including professional development and mentoring, is critical for satisfaction and retention, and needs to be considered as an ecosystem beyond the schools themselves.

Painting a Teacher Portrait

by Nancy Pryzant Picus Dec 03, 2013
RELATED TOPICS: LeadershipTeachers

The Shlenker School developed this tool to clarify teacher expectations. By soliciting teacher collaboration in composing this document, the administration empowered teachers to help define their role within the values of the school community.