Anonymous writes in:
When Dr. Holden first met the Board of Directors, he impressed them by telling them that he had a vision for the school. His vision was to make the school a school of excellence on par with “Miami Country Day” or others schools of excellence.
Miami Country Day is a great school. It is definitely academically strong.
Hillel has ignored one critical factor that contributes to the success of excellent schools:
Before elite schools hire a principal or even a department head, they invite the individual to come down to the school for at least a day so he or she can meet everyone that he or she will be working with intimately in the future.
The employees of excellent schools have a large say as to who gets hired or not.
It makes sense.
If we are going to model ourselves after Miami Country Day or other such schools, we should not ignore the critical factors that contribute to their success–staff input in the hiring process is, without question, a critical factor.
Why doesn’t that happen here?
Why do the Board members get to make all of the decisions about who teachers must be saddled with as bosses without any input from the staff-at-large?
If the staff as a whole (and not just a select few teachers chosen to sit on the selection committee) were to be given some say about who they wish work for, the need for this website would cease to exist, and everyone could go back to business as usual.
24 responses so far ↓
1 Anonymous // Apr 18, 2007 at 9:17 am
These are excellent points you make! Again, it relates back to the manner in which the administrator had dictated the governance. It was made clear that he was the boss and would not allow interference from the board in decision making. The board apparently will not buck that ultimatum for the fear of having to embark on a new search for head of school.
Keep in mind, it is not just the head master but the associate head of school, Rabbi Druin, also at issue here.
An esteemed Rabbi and teacher, such as Rabbi Kaplan is more than qualified to run the school. Right now the school lacks a high school principal, it is losing the highly qualified elementary principal and replacing her with an individual who lacks any elementary school principal, teaching or curriculum experience, and the middle school is going to have a principal who was an assistant principal in the High School.
What kind of decisions are really being made here? Apparently, they are not in the best interest of our school, our teachers, or our students.
These are the questions that remain unanswered.
In addition, the low employee (faculty) morale and treatment is a tremendous issue that will radiate in our classrooms.
These are the issues that must be addressed sooner rather than later. Once people leave, it is difficult to convince them to return.
2 Hillel Parent // Apr 18, 2007 at 12:58 pm
These are good points. I think that parents should be invited to join the process too. Many of the administrators seem to have no idea who my child even is. No one ever says hello or takes any active interest in her. I remember that things were different with my older children. It’s only the teachers who seem to be interested, nurturing, and caring. I wish that Hillel would return to the loving, warm environment that it once was. I think putting in the right administrators would go a long way to create a warmer atmosphere. Inviting parent feedback in this selection process might help bring some of this warmth back to Hillel.
3 Anonymous // Apr 18, 2007 at 1:28 pm
The nepotism is very disturbing too.
The idea that next year’s principal is a friend of Holden’s from Kansas and that no one in the school–neither parents nor teachers–had any say in his hiring troubles me a great deal.
4 Anonymous // Apr 18, 2007 at 1:38 pm
I concur with this. Nepotism is disturbing - he was hired because he will be loyal to him - there will be no dissention.
I further agree that Hillel would and could return to the loving, warm, nurturing environment it was famous for. This can only be done by the infusion of warm qualified Jewish administrators who better understand the environment and challenges.
5 Joan Muss // Apr 18, 2007 at 11:35 pm
I was dismayed and mortified that “Miami Country Day” would be in a conversation of academic standard.It is a playground of simple minds,they are very lucky to have 3 or 4 kids a year that are naturally bright.
Our concern of Jewish thinking is to overcome the tendency to see the world in one dimension,by attending Hillel I would hope we all want a pluralistic approach to Jewish learning and observance that provides our children with the opportunity to develop spiritually and intellectually.
A school of excellence provides values and principles that characterize integrity,intellectual exploration,justice,righteousness and human dignity.A school of excellence should encourage the professional and personal growth of our teachers and adminstrators.
Our role models should be The Heschel School of NY,The Weber School of Atlanta,American Hebrew Academy of Greensboro,Solomon Schecter of Westchester and Long Island,The Milken School of LA and many more who are using the texts of the Jewish tradition and the history of the Jewish people as fundamental resources for developing ideas,beliefs,behaviors and values to shape and inspire the lives of our children.
6 Anonymous // Apr 19, 2007 at 1:23 am
Joan,
Could you help expose our children to the Alexander Muss High School in Israel program?
I hear it’s wonderful!
7 Joan Muss // Apr 19, 2007 at 7:04 am
I am trying,Mrs. Kohl was not interested
8 Anonymous // Apr 19, 2007 at 8:49 am
She is no longer with the school.
9 Aaron // Apr 19, 2007 at 8:57 am
Joan,
Just from your comments, it is easy to see how Hillel has drifted over the years. It is clear that there is a diversity of opinion of what Hillel should be.
Sometimes, it is good to look back and recall we liked about the “Old Hillel” to see if it applies to a “New Hillel,” especially a Hillel modeled on schools like Heschel, Schecter, Weber, Milken and the like.
I recall (way back when) we were planning an on-campus debate tournament. The schools you listed were not invited. We invited schools like Ramaz, Frisch and HAFTR (and even MTA and Central). Yes, Hillel was a community school with students of diverse backgrounds and levels of observance, but when the school would deal with religion it would always be Orthodox (or Modern Orthodox) doctrine that was applied. Because of that, ALL students of ALL levels of belief could co-exist together.
If Hillel were like the schools you mentioned, then it never would have hired Rabbi Raab, Rabbi Bald or Rabbi Kaplan. I doubt the Hillel you envision would have hired my father.
Remember one of the reasons this website was created? I am sure that a Hillel based on those models would not have hired Mrs. Heber.
10 Anonymous // Apr 19, 2007 at 9:07 am
The school needs to retain its traditional torah values which are orthodox/modern orthodox. Teaching it how it was written and providing the opportunity for application of such values in real life. The diversity of being able to know how and then choose the way you want to apply it was the beauty of the school.
These are the values we need to return to.
Rabbi Bald, Rabbi Raab, Rabbi Kaplan, Rabbi Herzog, Rabbi Neufeld, Rabbi Berkson and of current Rabbi Rubenstein, Rabbi Reisel, Josh Meisels and the like are the very core of our school. This is what we need to return to. These are the individuals who know how to instill the values in our children.
This is the Hillel that thrived!
11 Aron Sotnikoff // Apr 19, 2007 at 10:33 am
This is actually the debate that is at the heart of everything that is going on at Hillel now. Rather than argue it back and forth endlessly, let’s find out what parents really want. That’s what the idea of the parent survey is. Maybe the vast majority of parents don’t want an Orthodox school anymore. There are other alternatives in South Florida for Orthodox education. Or maybe most parents still want the school to operate under the Orthodox charter. Or maybe it’s right down the middle. Let’s find out, instead of operating on assumptions. Once we know the cold, hard facts, then we can proceed to take the school in the right direction and make the necessary compromises.
12 Hillel Parent // Apr 19, 2007 at 12:08 pm
Joan is a friend of mine. I believe she would go along with what the survey finding are in terms of how Hillel approaches teaching Jewish values as long as the teaching is done in a nurturing and loving way. Joan took her children out of Miami Country Day because she found the academics to be lacking and because she wanted her children to have a solid Jewish education (regardless of the angle from which it was taught).
One of the fired teachers helped her son in preparation for his Bar Mitzvah.
It will be interesting to see what the results of this survey find.
13 Anonymous // Apr 19, 2007 at 12:57 pm
It seems to me that the Heschel school’s philosophy is not so far off from Hillel’s:
http://www.heschel.org/high.html#one
The School fosters a religious environment characterized by mutual respect and sensitivity.
The Heschel High School is committed to creating a Jewish environment in which all students feel comfortable. Kashrut is observed at all school events, and school activities and assignments are scheduled to accommodate the observance of Shabbat and Jewish holidays. We strive to build a vibrant Jewish community in which the particular religious commitments of students and their families are nurtured while emphasizing the common covenantal bond that all Jews share.
It is our desire to recruit and admit young people who have not attended a Jewish day school during their elementary and/or middle school years. We seek highly motivated students interested in exploring the role that Judaism can play in their lives. We believe that the expansion of our student population by the inclusion of young people of varying Judaic studies backgrounds (or none at all) enhances our mission and our community. The Sha’ar (gateway) program provides intensive enrichment in Hebrew language and Judaic studies to facilitate eventual integration with those continuing from Jewish day schools.
The Heschel School is rooted in an abiding appreciation of the pluralism inherent in Jewish communal life. Welcoming students from other educational institutions complements the social, intellectual, and religious universe that has been ours from the school’s inception.
Applicants need not have a prior knowledge of Hebrew language. The Sha’ar program is designed to develop Hebrew language abilities, quickly enabling students to move into the exciting arena of study of classical texts that forms the heart of the Judaic Studies program. This intensive Hebrew language study will be geared to the level of the individual student …
Each school day begins with tefilla (prayer). Recognizing the diversity of Jewish backgrounds of our students and faculty, a variety of prayer groups meet. Faculty advisors help students to develop a meaningful tefilla experience and serve as religious role models for each prayer group. School-wide prayer experiences foster the unity of our religious community.
The culture of our School is rooted in the rhythms of the Jewish calendar, the Hebrew language, Torah study, and love for the land of Israel. Students celebrate Jewish holidays, as a community by synthesizing the traditional rituals of the holiday with text study, music and art. Through shabbatonim and other retreats, students share the experience of Shabbat with their classmates.
Tikkun Olam activities bring students together as they reach out to the larger community, Jewish and non-Jewish, and engage in gemilut hesed (acts of loving-kindness) on an ongoing basis.
14 Aaron // Apr 19, 2007 at 8:43 pm
The Heschel School philosophy and the school in reality are two different things. In theory, EVERY SCHOOL should have a remarkable/inspirational charter. It’s the application of said charter wherein the complications lie.
Being in New York, I am not aware of any Modern Orthodox families sending their children to Heschel.
Hillel has always been a place where people of all levels of observance can observe and learn together.
Are we willing to lose this?
15 Anonymous // Apr 19, 2007 at 9:12 pm
I think we may have already have lost a lot of the Orthodox contigency to Yeshiva High School of Boca.
The truth is that we are all speculating.
The survey Aron is creating will identify how our parents affiliate themselves: Orthodox, Modern Orthodox, Conservadox, Conservative, Traditional, Reform, Unaffiliated
Once we identify who comprises our school we will be able to make decisions based on data-driven information rather than emotion, speculation, or positions of privilege and elitist power.
16 Joan Muss // Apr 19, 2007 at 11:30 pm
Aaron,
I apologize for not being clear with my thoughts,I am very happy with the Judaic teachings at Hillel.
I was responding to the offensive wish of the board member wanting to be on par with Miami Country Day.
My children attended Park East Day School(Modern Orthodox ) for 7 years.Their former classmates are split between Ramaz and Heschel.
Both schools are provide a stimulating educational environment in which students can develop their commitment to a life of Torah learning,to the land of Israel while pursuing a superior curriculum in secular studies.
Both schools have students entering the Intel Science Competition.
Different then Hillel,at Ramaz Hebrew is the primary language of instruction and conversation for all courses in Judiac studies and students must submit all written work in Hebrew.
I used Heschel and the other schools I mentioned as example of combining the”Old Hillel” and “New” without compromizing our traditions and providing cutting edge technology for learning.
When we moved here I made the mistake of putting my kids at Miami Country Day and count my blessings that I was able to move them to Hillel.I am so grateful that they have been embraced by the Hillel community and are blossoming.It is for this reason that I want the school to be on “par” with real schools of excellence.
I speak with parents from Heschel and Ramaz on a daily basis and what makes these schools so special is the faculty members that embody and model for students intellectual curiosity,critical thinking,a sense of humor and impeccable integrity.
17 anonymous // Apr 19, 2007 at 11:45 pm
Fine words of wisdom from first hand knowledge are being spoken here. Hopefully more interested parents and community members will also provide constructive input!
Please encourage your fellow-parents to weigh in on this very important information.
18 Aaron // Apr 20, 2007 at 12:39 am
Joan, I wasn’t attacking you at all. I know you have the school’s best interests (and your children’s) in mind. I’d actually rather finish our conversation via e-mail… It shouldn’t be so hard for you to find my e-mail address (as it’s on the website that my name is linked to in all my postings).
19 Anonymous // Apr 20, 2007 at 7:56 am
Aaron,
This is an important conversation.
I think we should all be able to read it as it is highly instructive for our community.
I would encourage you not to take this conversation offline.
I don’t get the sense that Joan felt attacked at all.
This is a very important conversation. Please share it with all of us. Thank you.
20 Hillel Alum Parent // Apr 20, 2007 at 10:35 am
Anonymous said,
I think we may have already have lost a lot of the Orthodox contigency to Yeshiva High School of Boca.
It is my observation that many, if not most, orthodox students are no longer at Hillel, in large part due to the gradual reduction in Jewish studies requirements over the years.
This is my opinion, only. Others may have a different opinion. But the reduction of Jewish studies (and tefillah requirements) is a concern I have heard expressed by some of the more observant parents over the years.
21 Anonymous // Apr 20, 2007 at 10:45 am
A very good point. Then let’s bring them back.
22 Educator // Apr 20, 2007 at 11:44 am
As our school looks for a compromised approach, it is better for us to seek a balance between models like Ramaz, Frisch, YULA, HAFTR, SAR, Y.Flatbush, CHAT, Heschel, Milken, Schecter etc. than to look to Miami Country Day, Pinecrest, Ransom who have an entirely different vision than any day school has. These Jewish school provide an outstanding college preparatory program AND provide Jewish education. These are the types of schools we need to model ourselves after.
(My personal preference is Ramaz. After years of reviewing curriculum, I have never seen a better integration of Jewish and General Studies or more impressive curriculum. The curriculum is modern, addresses contemporary problems, and is extremely rigorous. )
23 Anonymous // Apr 20, 2007 at 11:02 pm
THIS IS FROM THE US DEPARTMENT OF EDUCATION:
The Research on Why it is Essential to Start Including Everyone in the Process Today if Hillel is to overcome the current crisis:
http://www.ed.gov/pubs/SER/SchBasedMgmt/promise.html
We saw evidence in some schools that principals were moving away from being the instructional leader, while in others the principal concentrated on conveying a strong instructional vision.
In all restructuring schools, principals were moving toward the role of facilitator and manager of change.
Principals at actively restructuring schools worked to broaden and sustain the school’s commitment to reform BY GETTING VARIOUS STAKEHOLDERS INVOLVED IN DECISION MAKING TEAMS.
Principals in those schools motivated staff, created a team feeling on campus, and often provided A VISION for the school.
Successful principals also shielded teachers from issues in which they had little interest or expertise so that they could concentrate on teaching.
*PRINCIPALS AT STRUGGLING SCHOOLS WERE AT ODDS WITH THEIR STAFF AND WERE ACCUSED OF FAILING TO SUPPORT THEM or, in the extreme, of vetoing or ignoring site council decisions.
Teachers at those schools often were not willing to accept guidance and leadership from the principal…
It is clear from actively restructuring schools that School Based Management does not mean that principals no longer have a role to play. Rather, they play a different role.
Characteristics of Actively Restructuring Schools:
1. Schools saw themselves as engaged in a broad set of reform activities, not simply implementing SBM as an end in itself.
2. Schools had clearly written vision statements that often were DEVELOPED COLLECTIVELY BY SCHOOL STAFF under the guidance of the principal. Thus, there was SCHOOLWIDE CONSENSUS ABOUT WHERE THE SCHOOL WAS GOING and the principal assisted in helping it get there.
3. Schools created MULTIPLE, TEACHER-LED DECISION-MAKING TEAMS that cut across the school both horizontally and vertically to INVOLVE ALL TEACHERS IN THE DECISION-MAKING PROCESS . The teams also fostered high levels of information sharing and interaction around issues related to school performance.
4. Schools LEARNED NEW WAYS TO INVOLVE PARENTS IN THE SCHOOL COMMUNITY, and worked actively to be responsive to parents’ concerns and TO KEEP THEM INFORMED.
5. Schools used state and district curriculum frameworks to focus reform efforts and to target changes in curriculum and instruction. The instructional guidance mechanisms also helped to set the work agendas of the various decision-making teams.
6. Schools redesigned their schedules to ENCOURAGE TEACHER INTERACTION during the regular school day. Thus, teachers at the same grade level, in the same subject area or on the same decision-making team used common planning periods, for instance, to work together on specific tasks.
7. Principals were more facilitators and managers of change than instructional leaders. Teachers often took the lead in the areas of curriculum and instruction.
8. Schools made heavy investments in professional development to expand both the organizational and individual capacity of the school. Such activities focused on the development of team process skills, as well as instructional staff development.
9. Schools were assisted in their restructuring efforts by district offices that encouraged risk-taking, and that offered technical assistance and support in response to school requests.
10. PRINCIPALS TOOK CARE TO RECOGNIZE THE EFFORTS OF SCHOOL STAFF THROUGH THANK-YOU NOTES, AND PUBLIC ACKNOWLEDGMENTS IN NEWSLETTERS OR AT FACULTY MEETINGS.
24 Joan Muss // Apr 21, 2007 at 1:28 am
I agree,every graduate of Ramaz is a well-rounded,successful candidate for higher learning.
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