Pardes Teacher Helps Out at PJA

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Pardes Teacher Helps Out at PJA

BY DEBORAH MOON SELDNER

Portland Jewish Review, 1 March 2004

A student teacher from the Pardes program in Israel spent three weeks in February at Portland Jewish Academy learning from master teachers and sharing her enthusiasm and insights with the day school's students and staff.

Nancy Lipsey is in her first year of the two-year Pardes Educators Program, a collaborative program of the Pardes Institute of Jewish Studies and Hebrew University in Jerusalem, funded by the Avi Chai Foundation. Pardes trains North Americans to become Jewish studies teachers in Jewish day schools in North America. Currently about 18 graduates of the 4-year-old program are teaching at North American day schools, and 18 current students spent February as student teachers, primarily at community day schools.

"When I learned Pardes, Hebrew University and Avi Chai were doing this, I couldn't imagine anything better for the future of North American Jewish day schools," said PJA Judaic Studies Director Sharon Pollin, who jumped at the chance to have one of the program's student teachers.

Susan Wall, the program's director, said the program is very selective about where it sends students. A staff member visits the school and meets potential mentors before committing to send a student teacher. Wall then visits the school during February "to ensure the partnership between the school and program is the best it can be."

During her evaluation visit to PJA in February, Wall said, "We definitely feel like this has been a good match for us. ... We are hopeful to come back here."

Wall praised Lipsey's two mentors, Dina Feuer and Jana Hopfinger, saying, "They have been very supportive. They have clearly invested a lot of time ... and took it very seriously. ... Not every good teacher is a good mentor."

Lipsey called the experience invaluable.

"Lectures and classes have limited value," she said. "The best way to perfect the art of being a teacher is to practice it and to observe other great teachers."

Lipsey said she learned a great deal from both Feuer and Hopfinger.

"They both are considered master teachers," said Lipsey. "Dina has years and years of experience, and she draws upon that when we talk about different ways we could do things and what has worked for her in the past. Jana has really helped me find teaching styles that would work best for me and for younger kids."

PJA and the mentors also reportedly benefited from the three-week visit. The relationship with the Pardes program is a potential recruitment tool, the opportunity gives the mentors a chance to reflect on their craft, and students and staff benefit from the dynamic learning of the Pardes program, said Pollin.

"For us as a school in terms of our professional development, it's quite a thrill," said Pollin. "It's extremely rewarding for a teacher to be able to mentor someone-to be reflective with a novice teacher and to be able to share your insights of your craft. Dina has been a teacher her entire (adult) life. She's had such an influence on her students and our community, and for her to be able to pass on her skills is a gift for her and the person receiving them."

Feuer said she thought it was great for the school to be connected with Pardes "in such an intimate way." She said with a student from Pardes, "we have access to their philosophy of teaching."

"This is great for the school in terms of having new blood; she brings such enthusiasm and great ideas," said Hopfinger. "And it makes me as a teacher think carefully about what I'm doing and why ... it gives me three weeks of intensive reflection."

Wall said that many day schools have requested student teachers as a recruitment tool.

"Historically about half the schools where students teach have hired graduates," Wall said. "Even if Nancy doesn't come back, she can pass on her experiences to others who might be interested."

"I'm definitely going to encourage many of my fellow students to consider Portland," said Lipsey, who said she hopes ultimately to return to the Atlanta area, which is near her family.

"As a city, it's a great place to be; in terms of the Jewish community, there's a lot of desire for and appreciation for Jewish studies teachers ... (and) PJA is a very warm place," she added. "The students all seem happy and relaxed. The teachers are all very committed to the process of learning. It's a beautiful school with lots of activity. The children of PJA are getting a top-quality education."

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