Jewish Educational Leadership invites articles for the Spring 2021 issue focusing on:
Learning from COVID
The COVID-19 pandemic has forced everyone to adapt to a new reality, and a recent study suggests that day schools adapted better than most of the rest of the educational world. While we do not yet know how long and to what extent the pandemic will continue to play a major role in our daily lives, there is already much to learn from the kind of adaptations which have been forced upon us and there are silver linings to the storm which has enveloped us. Some of the radical changes made by the educational community overturned decades of practice for the better; even the process of change has been dramatically altered. This issue of the journal focuses on looking at COVID-19 as a catalyst for rethinking Jewish education with an eye toward the questions of, “What do we want to keep?” and, “In what ways are we better off now?”
The areas we would like to address include but are not limited to:
– The school’s role as a community center and its relationship with its constituents, including parents, students, and staff
– Administrative issues such as teacher and student absence, remote learning, scheduling, meetings, after-hours learning, space, flexibility, and fundraising/development, priorities in new hires, and cooperation with other schools
– Professional development, including experimentation, collaboration, and pace of change
– Social-emotional learning, including care for students in and out of school, support for families, support for educators and school leaders, and school/organizational culture
– Educational issues including curricular priorities, assessments, technology, differentiation, guest teachers, student ownership of their learning, and revisiting the tradition-innovation tension.
Articles should be 1000-2000 words in length, with no footnotes or academic references.
In addition to our regular articles, for this issue we will be publishing a supplement of shorter pieces, 500-750 words, describing COVID-related short-term challenges, experimental solutions, successes, and failures. These are designed to address current challenges such as:
– Re-learning basic social skills
– Policies re voluntary “Zoom”ing in
– Rebuilding school culture
– Concurrent/hybrid teaching
– Policies re physical contact (between students, with teachers)
– Identifying students in crisis
– Maintaining/re-establishing professional boundaries
– Coping with COVID learning gaps
The journal is iended for teachers, educational leaders, and interested laypeople across a range of Jewish educational settings. Please send abstracts or queries for all submissions to the Editor-in-Chief by April 12, 2021.