Framing Questions
Do we need standards and
benchmarks for the teaching
of Rabbinics?
If so, how so?
If not now? When?
In this session, we will:

Examine the TaNaKH Standards and Benchmarks;
a) their purpose and their impact on
instruction and learning
b) as a model for thinking about standard for teaching
and learning Rabbinics
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Participate in a “mini” ( very mini) workshop on
developing standards for the teaching of Rabbinics;
Address the framing question: Is there a need to
develop standards and benchmarks for the teaching
of Rabbinics?
What is Your Understanding of
Rabbinics as Subject Matter

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How do you define Rabbinics for your
school setting?
List three important goals for the
teaching and learning of Rabbinics
Standard

Given a domain of learning, a
standard is an overarching
learning outcome exhibiting a
synthesis of knowledge, attitudes
and behaviors
Standard 1

Students will become independent and
literarily astute readers of the biblical text in
Hebrew.
Standard 2

Students will be engaged in the learning of
ancient, rabbinic, and modern modes of
interpretation of the biblical text and will see
themselves as a link in this ongoing chain of
interpretation.
Benchmark
Specific learning outcome,
what a student will know
what a student will be able to do
Standard 1: Students will become
independent and literarily astute
readers of the biblical text in Hebrew.
Benchmarks:


1.10f Uses context cues to comprehend
words in their context.
1.28 Analyzes literary devices found in
the biblical text
How might standards impact
curricular decisions in a school?
Jot down your thoughts as you read
through the TaNaKH Standards
Standards for the Teaching and Learning
of
TaNaKH
1:Students will become independent and literarily astute readers of the biblical text in Hebrew.
2: Students will be engaged in the learning of ancient, rabbinic, and modern modes of interpretation of
the biblical text and will see themselves as a link in this ongoing chain of interpretation.
3:Students will appreciate TaNaKH as a multi-vocal text with a complex history of development.
4:Students will view the TaNaKH as the formative narrative of the Jewish people, past , present and future.
5: Students will, through the study of TaNaKH, understand and value that the Land of Israel informs and
shapes the historical, theological, and sociological experiences of the Jewish People.
6: will develop an appreciation for the sacredness of TaNaKH as the primary record of the meeting
between God and the people of Israel and as an essential text through which Jews continue to grapple
with theological, spiritual and existential questions.
7:Students will understand through the study of TaNaKH and its interpretations, the role of mitzvoth in the
shaping of the ethical character and religious practices of the individual and the Jewish People.
8:Students will develop a love of Torah for its own sake and come to embrace it as an inspiring resource,
informing their values, moral commitments, and ways of experiencing the world.
Jewish Day School Standards and Benchmarks
A Project of the Melton Research Center for Jewish Education- funded by AVI CHAI
JTS
Shared Vision and Mission

The hallmark of any successful
organization is a shared sense among
its members about what they are trying
to accomplish. Agreed upon goals and
how to attain them will enhance the
organizations’ capacity for rational
planning and actions.”
Susan Rosenholtz, Teachers’ Workplace: The Social Organization of Schools.
Teachers’ College Press
Coherent Curriculum
“A coherent view of curriculum,
assessment and teaching is at the core
of any vision of more effective
education.”
Linda Darling Hammond
The Right to Learn: A Blueprint for Creating Schools
that Work
Goals

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
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Define mission and vision for the teaching of
subject matter
Clarify goals
Develop a common language
Develop collaborative faculty culture
Engage students in the learning process
Apply curricular design where assessments,
big ideas, essential questions, and learning
activities are aligned with the overarching
standard/s
Illuminates understanding of what it means
to be proficient in a given subject matter
“Mini” Writing Workshop
Review your first definition of Rabbinics for your school setting.
We will work groups of five
Share definition with group and write one overarching goal
Group selects and writes two overarching goals for the teaching
of Rabbinics
Write your group standards on the post-it paper.
What was challenging?
What was inspiring?
What would be the next step/s?
So,


Do we need standards for the teaching
of Rabbinics ?
If so, how so?
Stay in touch!
Charlotte Abramson
Project Director
Jewish Day School Standards and Benchmarks
Melton Research Center for Jewish Education
3080 Broadway
New York, NY 10027
212-280-6019
chabramson@jtsa.edu