Math Program Overhaul

REFLECTION REPORT MATH PROGRAM OVERHAUL 7








Reflection Report Week 4, Module 5
Math Program Overhaul
Yechezkel Moskowitz
Educational Administration
May 29, 2015
Mr. Tony Rusnak










Abstract
Although math is a fundamental of education, Americans "stink at math" (Green, 2014). Educational researchers are doing their utmost to get to the root of the problem, however, many students are still failing (Green, 2014). Math success rates in Jewish private schools are consistently split 50/50. According to Marvin Schick, the success of the math department, and the entire general studies department, lies in the hands of the administrator and the end goals of the school itself (Schick, 2014) & (Schick, 2007). Yeshiva day schools have been recorded to have inferior general studies programs – in contrast to their more modern counterparts (Schick, 2014). Yeshiva day school leaders should make every effort to even the score, amend the situation and provide better education. I analyzed– with the limited resources available to me - the current common math program in Yeshiva day schools and, using collection of data, leader and staff collaboration, developed a process for overhauling the program.







Math Program Overhaul
The Endeavor of Changing the Math Program in Yeshiva Elementary Schools
Current State of Affairs
It is no secret that math departments across the nation are failing (Green, 2014). The introduction of the common core standards in 2009 has not yielded much positive change and has received a lot of backlash from parents (Leclair, 2014). Private schools math programs have fared much better as their financial platform is able to provide the best for the best – consequently this factor is a driving force in the school choice argument (Wolf, 2015). Jewish schools usually have a decent track record when it comes to their secular studies programs, and have even proven to be truly exceptional. One such example is North Shore Hebrew Academy, Long Island with a one hundred percent graduation rate to top tier and Ivy League colleges post high school (Fischler, 2007). In an interview from 2007, Dr. Daniel J. Vitow, headmaster of the North Shore Hebrew Academy High School said that what inspired him to build the school was that in "Jewish education there is so much mediocrity that I was just committed to creating something really excellent" (Fischler, 2007), with tuition at 22,000 dollars - breakfast, lunch and laptop included – Dr. Vitow has done exactly that.
Not all modern orthodox day schools have been as fortunate or as successful as North Shore. However, when it comes to Yeshiva day schools - otherwise known as Hederim - things are entirely different and the current situation is truly alarming (Miller, 2014). There has recently been an exposѐ of sorts on the current, abysmal state of the math department, and overall quality of the general studies programs, in these Hederim (YWN, 2013). According to the report on DNAinfo.com, "most Ultra-Orthodox Jewish schools offer limited instruction in English, math and science, and some don't teach them at all" (YWN, 2013). Zalman Alpert, a librarian at Yeshiva University and expert on the Ultra- Orthodox community said "There are a number of schools which have absolutely no pretenses of it — kids from 3-years-old to 18 have no secular education at all" (YWN, 2013). Parents are not happy. With tuition wavering somewhere between 11,000 and 21,000 dollars, parents expect the best education for their dime in all subjects - not just Jewish ones (Schick, 2014). Some parents and former students of the system are fighting back. In 2014 Naftuli Moster, a social work student and former Hassid, founded YAFFED Young Advocates for Fair Education, its goal to bring about awareness of the current situation common in Hederim across the country (Miller, 2014). Moster believes that it is a superintendent's responsibility to enforce the law and ensure that even Ultra-Orthodox Jewish children receive a required amount of general studies education. In efforts to about awareness of the issue, Moster and a group of Ultra-Orthodox parents – who wish to remain anonymous – are laying the groundwork for a lawsuit to be filed against NY State (Miller, 2014). The lawsuit would sue the state for turning a blind eye and not enforcing Ultra-Orthodox parochial schools to provide students with the minimum education necessary to achieve success in the greater world (Miller, 2014).
Making Changes; Truly an Endeavor
According to Moster, as long as there is community wide resistance to general studies in Yeshiva day school, there is little chance for any substantial changes (Miller, 2014). Due to this reality, I think it's fair to assume that any changes to the general studies department, and more specifically math or science, would have to be gradual. In addition, Jewish day schools – usually - have separate principals for general and Judaic studies which further complicates things. Another concern with making change is that Yeshiva headmasters often have a rabbinic background and don't feel that general studies are a priority. These circumstances have created a group think environment (Lunenberg & Ornstein, 2012), where there is little room to promote an idea that is different than the one currently practiced.
Where There's A Will, There's a Way To Change
With the common core now standard for the NYS regent exams, it is even more important that all Yeshiva schools prepare their students for the new testing standards – aside from the need to provide their students with the ability to compete in the 21st century environment. In addition, there appears to be a rising interest by Ultra-Orthodox parents for better educational opportunities for their children, making this an opportune time for change.
Let's get rational. As an administrator I would use the rational model (Lunenberg & Ornstein, 2012), as a basis for my discussion - as my staff will mostly be comprised of Yeshiva graduates, known for their superior intellect and problem solving skills due to Talmud study (Cohen, 2015). I would then use elements of the consultative (CII) model, where I would share the problem with my staff in a group setting and "[I would] obtain their ideas and suggestions" (Lunenberg & Ornstein, 2012, p. 143). However, I would add a personal touch based on my feeling that educational decisions should reflect, to a major degree, staff input - as they are the one expected to perform them. Such staff sessions present unique opportunities for brainstorming and presenting ideas, and increases staff investment thus increasing motivation. In addition, by hearing from teachers directly, I enhance my assessment of the current math department.
In the first session, four main questions would be discussed; What do we want out math program to be? What do our parents want our program to be? Do we currently provide such a program, for all levels of learning? Does our school have the capability to do so? I believe that these four questions are essential for any math program.
Time for a follow up. After the first session, I would follow up with the math department with my position and express my thoughts on the various elements the staff presented. I would conclude the meeting by offering my staff the opportunity to critique my position and offer alternatives for my consideration to be submitted to my office for review before the third and final meeting. I believe this kind of leadership would present new levels of collaboration within my math department, boost staff morale and very possibly enhance my perspective on the matter at hand.
Time for analysis. Taking the time to review the input data which I received from my staff, I would formulate my decision. My decision making would mainly base itself on what I feel would best suit the needs –that is learning real life skills and meeting state testing standards - and learning levels of all students. In addition, I would take into consideration the abilities of my staff, and consider making faculty adjustments to meet my new program's goals. I would present my final ideas to the staff and, upon majority commitment, proceed with the implementation. I would still be open to suggestions and rework the program to meet our mutual specifications.
Evaluation. All changes must have an evaluation process in addition to the program implementation time frame. Staff and administrative assessment is essential, as lessons can and should be learned from the implementation process regardless of the program's success or failure. In addition, having a follow up also assures staff that I am invested in the program- further enhancing my leadership within the school.
Conclusion
School leadership is a complex and exciting experience. I feel this is even more so in Jewish day schools, where a school leader must be a jack of all trades, as he fills many roles which in a public school system would be filled by others (Schick, 2007), presenting a unique set of challenges. One of these challenges is the development of a general studies department which is up to state standards and capable of educating the core subjects of math and science to all students. As a future leader I feel that am ready for these challenges, and with the right attitude I feel there is much positive change on the horizon.




References

Cohen, R. S. (2015, 2 8). How we can fix talmud instruction, for all learning levels. . (Y. Moskowitz, Interviewer)
Fischler, M. S. (2007). 57 Million North Shore Yeshiva Is a High School Like Few Others. Retrieved from New York Times: http://www.nytimes.com/2007/03/18/nyregion/nyregionspecial2/18LIpeople.html?_r=0
Green, E. (2014, July 23). Why do Americans stink at math. Retrieved from New York Times: http://www.nytimes.com/2014/07/27/magazine/why-do-americans-stink-at-math.html
Leclair, R. (2014, 28 08). New York State Exposed Education: Common Core and private schools. Retrieved from News 10: http://www.whec.com/article/stories/s3544899.shtml
Lunenberg, F. C., & Ornstein, A. C. (2012). Educational Administration Concepts & Practices . Belmont: Wadsworth.
Miller, J. (2014, November 21). Yiddish is not enough. Retrieved from NY Times: http://www.nytimes.com/2014/11/23/nyregion/a-Yeshiva-graduate-fights-for-secular-studies-in-hasidic-education.html
Schick, M. (2007). Survey of Day School Principals in the United States. New York: Avi Chai.
Schick, M. (2014). Census of Jewish Day Schools in the United States 2013 - 2014. Retrieved from The Avi Chai Foundation: http://avichai.org/knowledge_base/a-census-of-jewish-day-schools-in-the-united-states-2013-14-2014/
Wolf, P. (2015, May 26). Here's the Data to Prove School Choice Is Working. Retrieved from Daily Signal : http://dailysignal.com//2015/05/26/heres-data-prove-school-choice-working/
YWN. (2013, Januray 22). Yeshiva Expose: English is Absent and Math Doesn't Count at Brooklyn's Biggest Yeshivas . Retrieved from Yeshiva World News: http://www.theYeshivaworld.com/news/general/153679/Yeshiva-expose-english-is-absent-and-math-doesnt-count-at-brooklyns-biggest-Yeshivas.html