For the past few years, we have been living in a world defined by crisis. COVID, political hyper-polarization, rabid antisemitism, Hamas—just to name a few. For good reason, our communities—including their educational institutions—have scrambled to respond to these crises, and have not only survived but in many cases thrived through them all. Survival is a significant achievement, but the thriving is nothing less than remarkable.

Every other Friday, the 9th grade Jewish Studies classes each sit in a circle in the middle of the room. At the front of the room, a neatly pressed white cloth neatly covers a table with two Shabbat candles and two snacks. We start the period with a song and then dive into the heart of the student-led activity. This is what the kids have come to know as “Jewish Journey Friday.”  After lighting candles and distributing snacks, the two students hosting that week each ask a carefully constructed question. The questions are designed to elicit a specific and personal story that will reveal some element of a person’s Jewish Journey. “Tell a story about a particularly memorable Passover experience.” “When was a time when you felt particularly proud to be a Jew.” “Tell about a specific way in which you see your Judaism differently today than you

When I joined TABC seven years ago in the role of STEM Coordinator, I was charged with building a project-based engineering curriculum that would integrate interdisciplinary learning. The intention was to provide students with a well-rounded, skills-focused STEM education in order to inculcate within them problem-solving skills, technology literacy, and effective collaboration. There were a lot of open questions, such as how engineering classes would fit into the overall curriculum, whether they would be mandatory for all students, and, if not, which students would take them. As we answered and re-answered each of these questions over the years while exploring all possible avenues to offer our students unique learning opportunities, a robust interdisciplinary elective program emerged and developed. Now, while my main focus is still teachi

In 2012, when we launched our integrated course on Jewish Thought, Philosophy, and Literature (formerly Tikvah, now JPhiL), a student asked, “Is there a Final?” to which Dr. Watts responded, “How you live your life is the Final.” From the beginning, we have sought to open students’ minds to the fact that through Judaism, individuals can contribute meaningfully, not only to conversations on philosophy and literature, but that by the very nature of their Jewish identities they can make a significant impact on society. While we have always known of the course’s short-term effects, we now know of its longer-term impacts on students’ approaches to critical thinking, their relationship to Judaism, and their relationship to God. And those impacts are profound. Students consistently report that in the years since, the course has moved them to liv

Abraham Joshua Heschel High School (NY) prides itself on building and cultivating an engaged and connected student body. As in many Jewish day schools, our students would report that a defining characteristic of their high school experience is the community. As our school has grown significantly in the last ten years, it has gotten harder to ensure that the unique nurturing atmosphere in the high school is preserved. With this in mind, in the summer of 2023 we created a new program that we refer to as Hachanah le’Shabbat. We feel privileged and blessed that we piloted this program in September of 2023. Following October 7th, this program offered us a weekly opportunity to pray for the hostages and learn about the war in Israel. The events of October 7 transformed our program, and this allowed us to ritualize and process our response and o

Five years ago, a former Ida Crown Jewish Academy (ICJA) parent and board member approached the school with an idea to help increase student connection and engagement, as well as help with future enrollment. His recommendation was to focus on separate gender programming, specifically starting with the girls. He felt that this type of programming would create meaningful opportunities for involvement in leadership roles and activities, connection to other students and to the school, and pride in being an ICJA student. He also felt that this type of program would appeal to parents whose children had been enrolled in non-coed elementary schools, providing a more comfortable landing for them. What began as an experimental program has grown into a cornerstone of our culture, reshaping the student experience and strengthening the school communit

How do we inspire students to use their talents to help others in a society that encourages self-interest? How do we shift their focus from personal recognition to servant leadership? How do we guide our most capable students to excel academically while simultaneously developing their most compassionate selves? These questions have shaped our vision since the doors of The Jewish Leadership Academy (JLA) of Miami first opened in 2023.Our answer lies in the Service Entrepreneurship Program (SEP)—a cornerstone of our school that empowers students to practice kindness while developing entrepreneurial problem-solving skills. Over the course of seven years, our students will blend field experience with Design Thinking, enabling them to discover their passion for service and innovate solutions to existing societal challenges.The SEP Journey: A R

Imagine a conversation in a Jewish day school hallway:“Kapara, yesh matzav ata ba lamesiba?” “Ken, ani zorem”“Yaalla balagan!”This lively exchange is not just a snapshot of teenage chatter—it’s a direct result of an innovative Hebrew slang program that has taken root in our school. In our Upper School, we have found a way to make Hebrew vibrant, relatable, and fun for middle and high school students through our weekly Hebrew (Ivrit) slang program. This collaborative initiative introduces students to modern Israeli slang through engaging videos shared across the school community, bridging language learning with creativity, connection, and relevance.We teach Hebrew using the communicative approach aligned with ACTFL proficiency guidelines. Students learn in proficiency-level courses designed to develop their language skills effectively. The

Lunch and Learn is such a powerful space, and it’s a safety net—not because it’s purely Zionist, but because it’s a space where we can talk about things and not come to conclusions and not agree with other people. We’re talking because we’re talking, not because we’re trying to get somewhere, and that’s the point. It’s Lunch and Learn—not lunch and persuade or argue or even agree. We pause our conversation when lunch ends, but the conversation itself doesn’t end. It’s this beautiful, beautiful space of us coming together to talk, and nothing else matters. – Eden ‘25Who We AreThe Jewish Community High School of the Bay (JCHS) is a pluralistic, San Francisco-based school and community where diversity—both in Judaism and beyond—is not only celebrated but is also considered essential for deep learning. We are committed to teaching students to

In a world where our focus is pulled in many different directions, and identity is constantly evolving, helping students tap into their Jewish sensibilities is more crucial than ever. And we are quickly discovering that traditional methods alone don’t always spark that deep, personal connection. Enter the duo of arts and culture on the one hand and Jewish text study on the other; a fusion where creativity meets tradition, and ancient wisdom finds a fresh voice. Through this integration, students don’t just learn; they experience, interpret, and make Jewish thought their own. And here’s the twist; this research isn’t just about students, it’s by students. They aren’t just the subjects of study; they are the scholars, the artists, the explorers of their own Jewish journeys. At Gross Schechter Day School (Cleveland, OH), we dove headfirst in

The Shifra Hanon Pathfinders Department at the Yeshivah of Flatbush High School (Brooklyn, NY), plays a crucial role in empowering students to develop their individual and unique potentials. Working collaboratively with college guidance, secular, and Judaic departments, we advance experiences inside and outside of the classroom to help students explore who they are, nurture their interests, and develop professional skills. The program focuses on four main goals with every student: self-exploration, career exploration, professional skills, and extracurricular involvement. The program began in 2011 when a surge in applications impelled colleges to become increasingly selective. Mrs. Shifra Hanon, an English teacher in the school, began researching mentoring programs used in the NYC public high school system and the Women in Science program

Picture, if you will, an entire school eagerly gathered in one room. Nearly 600 people—students, faculty, and staff—all charged with excitement for what is to come after months of waiting and wondering. It’s a moment when the energy explodes, the building comes alive, and lifelong memories are created. At Katz Yeshiva High School of South Florida, we have a name for this event: Stormania.More than merely a series of games comprising the highly anticipated annual Color War competition, Stormania is a celebration and demonstration of everything we stand for. This multi-day signature event brings students and faculty together in a vibrant display of school pride, Jewish heritage, and community spirit. Featuring varied challenges designed to ensure that participants with disparate strengths and interests can all contribute equally and meaning

Genesis 1:27: And God created humankind in God’s image, in the image of God He created him; male and female He created them. Betzelem Elohim. Every child is made in God’s image. This idea is fundamental to creating learning environments that honor the unique potential and worth of every child in a school. When truly embraced, this belief fosters a culture of deep respect, equity, and belonging, ensuring that every student feels valued and seen. It also serves as a guiding principle for meeting the diverse needs of all learners, ensuring that each child receives the support and challenge necessary to thrive. However, sustaining this perspective requires intentional effort, as the daily demands and stress of teaching—lesson planning, classroom management, assessments, and administrative responsibilities—can easily shift educator

A Jewish day school is more than just a place for academic learning—it is a kehillah, a sacred community where students and faculty form deep, lasting, and meaningful connections. At Solomon Schechter Day School of Metropolitan Chicago, we believe in the transformative power of community.One of the most impactful ways we foster this sense of belonging is through our Tribes program, a multi-grade initiative designed to build relationships, strengthen school unity, and create opportunities for student leadership. Over time, we have seen the long-term impact of this program, with students and staff members describing Tribes as one of their most valued experiences here.We recognize that some of the most profound learning and joy happens when students step outside of their typical classroom settings to connect with other students in their scho