Mifgashim Volume 8 Issue 101


1.	Continuing Education Sessions

2.	Non-Orthodox Students in Orthodox Institutions

3.	Mentor Training

4.	Marshall Memo: Students as Potential Leaders Against Bullying


1.	Continuing Education Sessions 

The Institute for University-School Partnership at Yeshiva University presents an array of 
exciting online continuing education webinars for teachers, administrators, support 
coordinators and lay leaders for Fall 2009.

Participation is free. Register at under Upcoming Events. View 
our complete Fall 2009 Online Continuing Education Program at

Five series of sessions were developed in response to the feedback the Institute received 
from administrators, teachers, support coordinators and lay leaders to our Online 
Continuing Education planning survey last June. Each series offers intensive training 
targeted to develop knowledge, understanding and skills of Jewish day school 
professionals in a specific area.  At the same time, individuals may find sessions in more 
than one series to be beneficial to them. The five series are: Leadership, Differentiated 
Instruction, Social-Emotional Skill Building, Enhancing Jewish Studies and Interactive 

Register now for these upcoming webinars:

Strategies for Differentiating Jewish Studies in Lower School
Mrs. Melanie Eisen, Teacher
DI Consultant, Institute for University-School Partnership, Fairfax, Virginia
Thursday, November 5, 4:00-4:45 PM EST

What are the Images of Principals that Emerge from TV and Film?
Dr. Jeffrey Glanz, Silverstein Chair in Professional Ethics and Jewish Values
Director of Masters Program, Azrieli Graduate School
Yeshiva University
Senior Fellow, Institute for University-School Partnership
November 10, 4:00-4:45 PM EST

Ein Shaliach L'Dvar Aveyrah:Would the Godfather be guilty in a court of Jewish Law?
Rabbi Steven Eisenberg, Doctoral Candidate, Azrieli Graduate School 
Yeshiva University
Wednesday, November 11, 4:00-4:45 PM EST

Revitalizing Tefilla in Lower School Through Differentiation
Mrs. Mindy Reiss, Lower School Teacher, Riverdale, New York
Thursday, November 12, 2:00-3:00 PM EST

Thinking About Jewish Education Part #1
Dr. Yoel Finkelman
Director of Projects and Research of ATID, Jerusalem, Israel
Sunday, November 15, 10:30-11:15 AM EST

What are the 4 Frames of Leadership?
Dr. Jeffrey Glanz, Silverstein Chair in Professional Ethics and Jewish Values
Director of Masters Program, Azrieli Graduate School Yeshiva University
Senior Fellow, Institute for University-School Partnership
November 17, 4:00-4:45 PM EST

Teaching Tanakh with Online Media
Rabbi Tzvi Pittinsky, Director of Educational Technology, The Frisch School
Paramus, New Jersey
Wednesday, November 18, 4:30-5:15 PM EST

Thinking About Jewish Education Part #2
Dr. Yoel Finkelman, Director of Projects and Research of ATID
Jerusalem, Israel
Monday, November 23, 12:00-12:45 PM EST

Integrating Parallel Sources in Tanakh Instruction
Ms. Adina Luber, High School Tanakh Teacher, Jerusalem, Israel
Tuesday, November 24, 1:00-1:45 PM EST

Educator's Role in Addressing Child Sexual Abuse
Dr. David Pelcovitz, Gwendolyn& Joseph Straus Chair in Jewish Education
Azrieli Graduate School
Senior Fellow, Institute for University-School Partnership
Monday, November 30, 4:00-4:45 PM EST

For questions, contact Shari Koller, Assistant to the Director, Institute for University 
School Partnership, Azrieli Graduate School, Belfer Hall Room 214, [log in to unmask]
(212)960-5400 ext. 6945


2.	Non-Orthodox Students in Orthodox Institutions

Gail Diamond commended to readers’ attention the following article on non-Orthodox 
students in Orthodox schools.


3.	Podcast on Mentor Training

I thought you might like to listen to this recent podcast on our vision for training
Jewish educators.

The Partnership for Jewish Life and Learning in Rockville, Maryland recently invited me to 
record a podcast on our vision for training Jewish educators.

The web address for the podcast is:

Richard D. Solomon, Ph.D.
[log in to unmask]
Author of “Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and 
Beyond” which can be found at


4.	Marshall Memo: Students as Potential Leaders Against Bullying

In this Principal Leadership article, author and Empower Program founder Rosalind 
Wiseman says that students can play a key role in turning around a negative school 
culture – but only if they are taught some principles of ethical leadership. 

She uses the example of a high school in which students were able to trot out the 
ostensible values – tolerance, respect for diversity, proud traditions, caring teachers, 
school spirit – but also reported incidents of derogatory language (That’s so gay. Sk---. 
Don’t be a p----), offensive racial and ethnic jokes, religious intolerance (If you don’t 
believe in Jesus, you’re going straight to hell), and misogyny (Shut up, woman!). In 
addition, students reported that they didn’t fully trust their elected student council 
members to represent school values and stand up to student bullies.

Wiseman suggests several leadership arguments to help students step up to the plate and 
begin to change their school’s culture:

• Redefine loyalty. 
Wiseman says that students need to get to the place where they see that loyalty means 
“standing up to someone to whom they are close and respectfully telling that person when 
he or she is wrong. Loyalty is not backing someone up or saying nothing when he or she 
does something unethical. That’s not being loyal; that’s being manipulated.”

• Differentiate between snitching and reporting. 
Snitching is trying to get someone in trouble. Reporting is meant to fix a problem that’s 
beyond the capacity of the individual to fix, to right a wrong. Sure, there’s the danger 
that a clueless adult may make the situation worse, but Wiseman says we need to help 
students find the adult who can be their best advocate in the situation.

• Practice with real situations. 
Students learn best by discussing actual case studies similar to situations they are likely 
to face. How should they talk to peers in leadership positions who aren’t doing their jobs? 
How can they talk to peers who aren’t taking them seriously?

• Educate adult leaders. 
“Adults in the school community can’t ask students to do work that they aren’t willing to 
do themselves,” says Wiseman. That means exposing them to the same anti-bullying 
training that students get, and urging them to support students as they take on leadership 
roles with their peers. 

But in the end, concludes Wiseman, kids can do some of the heaviest lifting. “Students 
have the potential to be leaders in ways that adults in the community can’t be,” she says. 
“If they receive the training, skills, and resources that they need – and if adults are in the 
background, guiding the student leaders – students have far more power to effect positive 
change than faculty members ever would.” 

“The Leadership Dilemma” by Rosalind Wiseman in Principal Leadership, October 2009 
(Vol. 10, #2, p. 40-43), no e-link available;
The Marshall Memo is a weekly digest of important research in K-12 education. 
subscriptions are $50 for the school year at


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