Bill Cohen's Educational Philosophy

As part of the application process, Bill, like our other applicants, submitted a statement of educational philosophy to the Committee for its review. Bill's focused upon the role of the Head of School of Jewish Day School. It follows:

ללמוד וללמד לשמור ולעשות (from Ahavah Rabbah)

Lilmod, u’lilamed, lishmor, v’laasot

(To learn, to teach, to guard and to do….)

These inspiring words, from the shacharit service, inform my vision of the appropriate role of a Jewish Day School’s Head of School.

“Lilmod” the learning of the students, is the action and activity which all of the constituencies of the school must work in concert to achieve. The best type of learning, be it General or Judaic Studies, is authentic, active, and relevant. Students respond best when they are introduced to text, concepts, and curriculum to which they understand some type of connection. In a Jewish day school, there are opportunities for integration in learning between Judaic and General studies. When this type of integration occurs, students are able to make connections between “secular” and Judaic subjects in a meaningful way, allowing them to deepen their knowledge on multiple levels. “Active learning” means that teachers provide students with activities for learning. The amount of frontal lecture, along with questions to be answered by one student, should be limited to absolute necessity. Cooperative learning (chevruta, in Judaic studies) should be encouraged. The highest form of learning happens when a student is given an opportunity to teach what they have learned. According to Mel Silberman’s “Active Learning Credo”:

What I hear, I forget.

What I hear and see, I remember a little.

What I hear, see and ask questions about or discuss, I begin to understand.

What I hear, see, discuss, and do, I acquire knowledge and skill.

What I teach to another, I master.

Authentic assessment is crucial in a day school, in order to ensure that the school’s learning goals are being met. The best learning occurs when Howard Gardner’s “multiple intelligences” are taken into consideration. When it comes to the study of classical Jewish texts (Bible, Mishnah/Talmud) a three level approach will be encouraged:

First Level: Pshat—What does the text say in Hebrew (key words and phrases) and

English?

Second Level: Midrash—How have the sages, beginning with the Talmud and ending with today’s “wise” men and women, interpreted the text? What questions have they had regarding the text? Has the meaning of the “pshat” changed over time?

Third Level: Personal Midrash—How does the study of the pshat (level one) and midrash (level two) inform my life? How do these studies change and inform my decision making today? What is the relevance of this study to my life?

Utilizing this three level approach, students, beginning in elementary school are able to engage in the classic Jewish conversation of the last two thousand years. The ultimate learning goal is to engage students so that they will become “life-long” learners.

U’lilamed: To teach. The school faculty is the “front line” in our first mission, to learn. Faculty must be given every possible opportunity to create viable learning experiences. We should ensure that our faculty are given appropriate professional development opportunities. We should, in all subject areas, understand that our curriculum is dynamic and therefore, we will continually seek programs that are “best practice” and most appropriate for our student body. Faculty deserve continual support, supervision and feedback. Faculty should work in partnership with department heads to continually hone their skills, and advance their practices as times, and learning technologies, progress. The buy-in of the faculty, into the mission of the school, is essential for the type of learning discussed above to become a reality.

L’shmor: To guard. The role of the Head of school is to be the “guardian” of each of the school’s key constituencies: students, parents, faculty, support staff, and Board of Trustees. While the relationship is unique to each of the constituencies, the Head of School must balance vision and leadership with communications and management. By “guardian” I would suggest that the Head of School will be the ultimate “decision-maker” when it comes to each of these constituencies, in their relationship to the school, except for the Board of Trustees. The Head of School is the guardian: managing, leading, inspiring, and holding each of the school’s leadership/management team members accountable for their responsibilities.

La’asot: To do. A Head of school must be aware that they are a role model to the entire school community. Each action which is taken can have impact, either constructive or destructive. At the foundation of any healthy school, is a governance team consisting of the Board of Trustees and the Head of School. Working as partners, collaboratively, with shared purpose and mutual respect, the Board of Trustees and the School Head must develop long and short term plans for creating excellence within the school community. Through the adoption of appropriate school policies and strategic plans (The Board) and the implementation of those policies (the School Head), the vision of the governance team can be realized.

Incredible things are possible when the right “match” is made between a school community, a Board of Trustees, and a Head of School.