A survey of the historical development of Jewish educational theories and institutions from the talmudic period through the medieval and modern periods. 

A survey of the major ideological approaches to Jewish education from ancient until modern times. Special emphasis on contemporary ideologies and their relevance to Jewish education.

Exploration of theories of child and adolescent development in the specialized context of Jewish educational settings. 

Students will explore both how positive psychology impacts upon themselves as teachers and upon their students.

CREATIVITY: What can we learn from research and practice about creativity to inform and improve classroom practice?

Curriculum mapping and UbD curricula applied to the Jewish Day School. 

A study of curricular principles and their practical applications by contemporary practitioners. Students prepare curricula in Jewish studies based on the theoretical principles studied in the course. 

Techniques in teaching the Pentateuch, Prophets and Writings. 

Techniques in teaching Jewish values, including analysis of classic texts in the field of Jewish values education. 

Techniques in teaching Mishnah and Talmud including methodological case studies using selected rabbinic texts. 

Techniques in teaching aggadah, including analysis of selected rabbinic texts. 

Techniques in teaching Jewish history, with emphasis on utilization of primary source materials. 

This course is designed to provide theoretical and experiential knowledge regarding basic principles of educational assessment and intervention for all learners in Jewish schools. Candidates will focus on the use of assessment practices and strategies as a means of improving differentiated instruction leading to student success. The focus is on the planning, creation and implementation of formative and summative assessments, and the analysis and use of said assessment data. Candidates will become familiar with measures to assess learners with special needs and learners from linguistically and culturally different backgrounds.

Techniques in teaching Jewish thought, including analysis of classic texts of Jewish philosophical literature.

Techniques in teaching the history of the Holocaust as part of an elementary and secondary level curriculum. 

Key approaches and strategies necessary to run a successful classroom.  Characteristics of a successful teacher, teacher-student relationships, positive expectations and motivation, checking for understanding, formative & summative assessment. 

The “Notable Nine” instructional strategies for classroom success: setting objectives and providing feedback, cooperative learning, summarizing and note taking, homework.

Problems relating to classroom organization and student-teacher interaction, with particular reference to the day school classroom situation.

How to prevent and deal effectively with disciplinary issues in the classroom.

A survey and analysis of various aspects of educational evaluation, with particular application to Jewish studies. 

What are the differences between the ways boys and girls learn and how can we plan instruction to best meet the needs of each gender?

Sample topics include: Methods of Effective Classroom Instruction in the Day School; The Happy and Giving Student; Gender and Learning; Advanced Teaching Practicum; Positive Psychology and Education. 

Classroom strategies and observing and critiquing lessons using Marzano’s Framework.

A study of challenges and dilemmas in contemporary Jewish education. 

Students pursue guided research leading toward the preparation of a thesis. Students must formally present the results of their investigation in class for discussion and analysis.

Students will present lessons in class as well as in a formal school setting, and receive specific and detailed feedback from both the instructor and master teachers.

Emphasis will be upon practical classroom experience and practice as well as application of educational research.

Preparation of classroom lessons with supervision, guidance and feedback from instructor and peers.

Students will explore both how positive psychology impacts upon themselves as teachers and upon their students.

CREATIVITY: What can we learn from research and practice about creativity to inform and improve classroom practice?

This course is designed to provide theoretical and experiential knowledge regarding basic principles of educational assessment and intervention for all learners in Jewish schools. Candidates will focus on the use of assessment practices and strategies as a means of improving differentiated instruction leading to student success. The focus is on the planning, creation and implementation of formative and summative assessments, and the analysis and use of said assessment data. Candidates will become familiar with measures to assess learners with special needs and learners from linguistically and culturally different backgrounds.

This course focuses on current approaches to teaching children with disabilities; special education and the Individuals with Disabilities Education Act; identification for evaluation of students who may have disabilities; current theories and methodologies for working with students with disabilities; inclusion and the concept of the least restrictive environment; early intervention; special education curriculum modifications, classroom management, and use of technology; educational challenges and instructional approaches for children with cognitive deficits, physical and sensory impairments, language delays, emotional disturbance, and learning disabilities; working with children with autism; application of principles of differentiated instruction. Students are exposed to evidence-based instructional methods and critically examine the concept that instruction should be evidence-based. 

This course will have three major areas of focus. Primary within these three areas will be Hebrew reading instruction, followed by understanding of Hebrew language and Hebrew language speaking skills. Consideration will be given to differences between classical Hebrew and Modern Hebrew language and their place within different types of Jewish day schools. Further emphasis will be placed on Hebrew reading in the context of second language learning theory and typical curricular expectations around Hebrew reading in Jewish day schools.