The reflections of Rabbi Maury Grebenau echo my experiences. A long serving teaching colleague in Jewish studies at a large urban Jewish high school received government certification to teach math at the secondary school level. He approached the Headmaster, a YU musmakh, with a request to add a math class to his teaching timetable. He thought that teaching on both sides of the curriculum would be seen as an asset, demonstrating ‘Torah u’Mada’ to the school community. The Principal of General Studies endorsed the proposal. Still, the request was rejected by the Headmaster with the comment, ‘If you teach general studies you will forfeit your reputation as a serious teacher of Jewish studies.’
The conversation which followed in the staff room sought to understand the response. It divided into three approaches.
One attitude noted the separation of academic disciplines which was inherent in the school’s culture. The Jewish and general studies staff each had their own spaces which were distinct and separate. The staffs often met independently. There was no history of a faculty member teaching both Jewish and general studies.
A second perspective focused on the delivery of curriculum. Courses in general studies followed specific government mandated outlines. There was rigor in the delivery, outcomes and evaluation. There were objective standards to be met. Jewish studies classes were based on locally developed outlines and were taught by people who were not accustomed to the structure of a general studies course. In Jewish studies courses, levels of achievement could vary from class to class and teacher to teacher. Perhaps the introduction of general studies rigor into a Jewish studies class would negatively impact the positive feelings of Jewishness that the school seeks as an outcome for their Jewish studies program.
A third line of reasoning was from a parent perspective. This was a college prep school. Its success—and ultimately the base for future enrollment—was measured by the acceptances of its graduates to prestigious universities. Science and math are key elements on an academic transcript. Having a member of the Jewish studies faculty teach math might not be seen as advancing the school’s mission.
While this event took place in the mid 90’s, it is unfortunate to see that this prejudice still exists. The task of lay and professional school leaders in the Jewish day school world is to ensure that the school’s culture is a ‘whole student’ approach and that ‘chochma’ is not segregated. Jewish day school students are the beneficiaries when they see their Jewish studies teachers engaging in activities outside of their perceived areas of experience. School leaders must work diligently to ensure that divisions and barriers are minimized, if not removed. In my own experience as a Head of School, I have worked diligently to create one staff with a common language of curriculum and school culture. This has earned very positive responses from all stakeholders.
As a postscript to the story, in the middle of the academic year, a vacancy occurred in the math department which was best filled internally. The principal of general studies had no choice but to approach the member of the Jewish studies faculty with an offer to teach one class. Initially, the principal received calls from parents who were skeptical about this assignment. The principal reassured them that the teacher was certified (certifiable?) and experienced. At the end of the year, the standardized test showed a very high academic achievement. Going forward, the teacher taught on both sides of the curriculum to very high praise from students, peers and parents. Also, when the school undertook a renovation, only one staff room was created with space for all faculty to gather together.
Rabbi Eliot Feldman
Edited 1 time(s). Last edit at 07/25/2016 06:19AM by mlb.
