Framing Questions

1. Framing Questions Do we need standards and benchmarks for the teaching of Rabbinics? If so, how so? If not now? When?

2. In this session, we will: • Examine the TaNaKH Standards and Benchmarks; a) their purpose and their impact on instruction and learning b) as a model for thinking about standard for teaching and learning Rabbinics • Participate in a “mini” ( very mini) workshop on developing standards for the teaching of Rabbinics; • Address the framing question: Is there a need to develop standards and benchmarks for the teaching of Rabbinics?

3. What is Your Understanding of Rabbinics as Subject Matter • How do you define Rabbinics for your school setting? • List three important goals for the teaching and learning of Rabbinics

4. Standard • Given a domain of learning, a standard is an overarching learning outcome exhibiting a synthesis of knowledge, attitudes and behaviors

5. Standard 1 • Students will become independent and literarily astute readers of the biblical text in Hebrew.

6. Standard 2 • Students will be engaged in the learning of ancient, rabbinic, and modern modes of interpretation of the biblical text and will see themselves as a link in this ongoing chain of interpretation.

7. Benchmark Specific learning outcome, what a student will know what a student will be able to do

8. Standard 1: Students will become independent and literarily astute readers of the biblical text in Hebrew. Benchmarks: • 1.10f Uses context cues to comprehend words in their context. • 1.28 Analyzes literary devices found in the biblical text

9. How might standards impact curricular decisions in a school? Jot down your thoughts as you read through the TaNaKH Standards

10. Standards for the Teaching and Learning ofTaNaKH 1:Students will become independent and literarily astute readers of the biblical text in Hebrew. 2: Students will be engaged in the learning of ancient, rabbinic, and modern modes of interpretation of the biblical text and will see themselves as a link in this ongoing chain of interpretation. 3:Students will appreciate TaNaKH as a multi-vocal text with a complex history of development. 4:Students will view the TaNaKH as the formative narrative of the Jewish people, past , present and future. 5: Students will, through the study of TaNaKH, understand and value that the Land of Israel informs and shapes the historical, theological, and sociological experiences of the Jewish People. 6: will develop an appreciation for the sacredness of TaNaKH as the primary record of the meeting between God and the people of Israel and as an essential text through which Jews continue to grapple with theological, spiritual and existential questions. 7:Students will understand through the study of TaNaKH and its interpretations, the role of mitzvoth in the shaping of the ethical character and religious practices of the individual and the Jewish People. 8:Students will develop a love of Torah for its own sake and come to embrace it as an inspiring resource, informing their values, moral commitments, and ways of experiencing the world. Jewish Day School Standards and Benchmarks A Project of the Melton Research Center for Jewish Education-funded by AVI CHAI JTS

11. Shared Vision and Mission • The hallmark of any successful organization is a shared sense among its members about what they are trying to accomplish. Agreed upon goals and how to attain them will enhance the organizations’ capacity for rational planning and actions.” Susan Rosenholtz, Teachers’ Workplace: The Social Organization of Schools. Teachers’ College Press

12. Coherent Curriculum “A coherent view of curriculum, assessment and teaching is at the core of any vision of more effective education.” Linda Darling Hammond The Right to Learn: A Blueprint for Creating Schools that Work

13. Goals • Define mission and vision for the teaching of subject matter • Clarify goals • Develop a common language • Develop collaborative faculty culture • Engage students in the learning process • Apply curricular design where assessments, big ideas, essential questions, and learning activities are aligned with the overarching standard/s • Illuminates understanding of what it means to be proficient in a given subject matter

14. “Mini” Writing Workshop Review your first definition of Rabbinics for your school setting. We will work groups of five Share definition with group and write one overarching goal Group selects and writes two overarching goals for the teaching of Rabbinics Write your group standards on the post-it paper.

15. What was challenging? What was inspiring? What would be the next step/s?

16. So, • Do we need standards for the teaching of Rabbinics ? • If so, how so?

17. Stay in touch! Charlotte Abramson Project Director Jewish Day School Standards and Benchmarks Melton Research Center for Jewish Education 3080 Broadway New York, NY 10027 212-280-6019 chabramson@jtsa.edu