iSchool

• 8.1.1: Measuring the Success of a School's "Jewish Mission"
• 8.1.2: Special Education in Jewish Community Day Schools
• 8.1.3: Educational Travel & Student Exchange: Israel and Beyond
• 8.1.4: Teaching Hebrew
• 8.1.5: Educating and Sustaining a Board of Directors
• 8.1.6: Marketing Across the Spectrum
• 8.1.7: Technology and Jewish Education
• 8.1.8: Too Jewish? Not Jewish Enough?
• 8.1.9: Diversity
• 8.1.10: Board Leadership
• 8.1.11: Making the Case for Jewish Day School
• 8.1.12: The Arts in Jewish Education
• 8.1.13: Religious Purposefulness

Greenfield Day School participated in the initiative Project Day School Excellence, funded by the Center for The Advancement of Jewish Education and The Greater Miami Jewish Federation. The goal was to create teacher learning communities, embedding daily practice for more meaningful school-wide improvement. The National Staff Development Council provided a two year learning opportunity for our leadership team. Our team shared what was learned with our staff. All of our faculty participated in reading research articles, making peer classroom visitations and formulating an overall goal for our school.

Since we are a laptop middle school, our middle school teachers are very proficient at incorporating technology. The elementary school teachers needed to improve their technological skills. During brainstorming sessions we reached consensus and expressed our goal as follows: “Elementary school teachers will become proficient in the use of computers and other technological tools to augment daily instruction, provide a richer learning experience, and facilitate smooth integration between academic and Judaic curriculums while improving student performance.” This goal also aligns with our school mission to integrate secular and Judaic studies as well as enhance technology in an ever expanding global community.

The NSDC Standards Assessment Inventory was used to determine which areas of teacher training were required. The leadership team created a teacher computer skills inventory using input from the teachers as well as the assessment inventory completed by all teachers indicating their knowledge and proficiency with technology. The teachers and the leadership team analyzed data from the computer skills inventory. A similar survey was administered to students in Grades 3, 4 and 5. The data from the surveys demonstrated the overall gaps in student and teacher computer skills. These results were used to determine the specific teacher training needed by experts in technology over a two year period.

As a result of utilizing NSDC standards to create and implement professional learning communities, the following results indicate teacher mastery of learning:

midway through training, teachers’ self-confidence improved as well as the kinds of activities students accomplished using technology.

• students viewed teachers as learners, and the Middle School students began mentoring teachers during professional learning opportunities.
• teachers became adept at producing professional looking materials.
• teachers who began with few technology skills increased their mastery by a range of 20 to 70 percent.
• teachers who had more mastery of technology increased their skills by 10 to 15 percent.

RAVSAK has been critical to the growth of our school.”

Dean Goldfein, Head of School
Contra Costa Jewish Day School

Membership

Members of RAVSAK enjoy many benefits which support the overall work of the school and the professionals who lead them. Find out more about membership benefits and how your school can become a member.

Use our interactive map of member schools to find a Jewish Day School near you.

In addition to serving Jewish community day schools across North America, RAVSAK has a special category of membership for Jewish and educational organizations, consultants and companies which share our vision of excellence in Jewish day school education.