Midot, Meaning, Mindfulness, and More: Exploring Complementary

Pathways for Jewish Growth

Faculty Facilitator: Jeff Kress, PhD, William Davidson Graduate School of Jewish Education

OVERVIEW
The field has increasingly embraced the idea that the social and emotional elements of Jewish experience and education
are inseparable from the cognitive and behavioral. Educators have been doing innovative work creating seamless,
authentic, integrative growth experiences. Examples include implementing a character education program
incorporating Jewish values and texts, involving students in mindfulness mediation, or developing an approach to prayer
that addresses both keva and kavannah. As reflected in the title of this project, these efforts go by different names or
headings (e.g., character education, social and emotional learning, mindfulness, etc.). While there are important
differences among these, there are also many points of overlap and commonality that can unite the efforts of these likeminded educators. The goal of this project is to enhance the work of these individual educators by drawing on the
collective expertise and experience of others working in similar areas.
GOAL STATEMENT
This initiative will establish a cadre of educators who will:
a) Share ideas and provide consultation to support one anothers efforts;
b) Develop and implement innovative approaches to conceptualizing and assessing outcomes;
c) Use assessment outcomes to further enhance the work of individuals and the group; and
d) Share their work more broadly with the larger field.
The action-inquiry research conducted by these educators will enrich the cadre and the field as a whole.
PROGRAM COMPONENTS AND EXPECTATIONS
1. Monthly webinars structured around introduction of new ideas and peer sharing and consultation.
2. Mentoring, with at least one meeting per month.
3. Individual action inquiry project targeting an area of practice, documenting the process, and assessing
results.
4. Ongoing consultation with the JTS faculty facilitator.
5. Participation in the JTS Meaning of Meaning conference June 2015, and a pre and/or post meeting.
6. Small financial allowance for purchase of relevant materials by each participant.
7. Brief reading and/or writing assignments in anticipation of each webinar.
8. Monthly meeting with a hevrutah pair.
9. Final write up of activities (format TBD).
In general, participants should be ready to commit to the components listed above. Monthly meetings will be
scheduled to accommodate as many people as possible. The action-inquiry project involves the willingness and
ability to implement a change of practice and to participate in the development of relevant assessments.
ANTICIPATED OUTCOMES
1. Development, implementation, and assessment of new practices in each setting.
2. A compendium of new materials and assessment approaches to be shared widely with the field.
3. The institutionalization of a model in which academic-based research and field-based innovation are
strongly linked.

Midot, Meaning, Mindfulness, and More, 2/26/15

Participants
This pilot project will include cohorts of day school and supplemental school educators. Diversity of agegroup-served and denomination (or lack thereof) is also expected.
Participants in this project should
1. be implementing a specific initiative related to this area. That is, they have taken focused steps toward
enhancing a specific element of their program through this lens. Examples can include: being involved in
a process of: developing/implementing a programmatic focus on middot/values, etc.; adapting and using
character education or social and emotional curriculum material from general studies; developing/using
a "home grown" curriculum program or co-curricular program related to these areas; revamping a tefillah
program to foster spirituality and connection; etc. Note that many people (a) have great interest in this
area but it is not their area of primary intentional focus at the moment and/or (b) do general work in this
area but do not have one specific focus area that is an intentional initiative at the moment. Though their
efforts are important, they will not gain as much from the current initiative.
2. be in a position to make actual and direct changes in their practice relevant to social-emotionalspiritual elements. For educational leaders, this could mean a professional development initiative,
changes in school policies, curriculum development, or instruction in a class. That is, if someone else
would be doing the on-the-ground work on the initiative (with the leader supervising that person) then
the hands-on implementer may be a better fit.
3. realistically have the time to commit to webinars, meetings with hevrutah and mentors, and doing some
writing about the work, in addition to work on the actual social-emotional-spiritual initiative.
4.
be open minded and value learning from others who may be taking different approaches to a similar
topic, or may be in difference settings.
5. should be willing to share their story of the process of change with the group and, in ways that are
appropriate, more broadly. Sharing of materials will also be encouraged.

Mentors
Project mentors are experienced educators and psychologists who have implemented and provided support
for efforts in the social and emotional sphere. Much of their work has been done in secular settings, but they
have a familiarity with the world of Jewish education. While the mentors bring a wealth of experience in
promoting work in the social and emotional spheres, it us understood that everyone mentors, participants,
facilitator bring to the table both expertise and appreciation for learning and growing.

Timeline

Spring 2015: Initial webinars in April and May.

June 7-8 2015: Conference on Meaning and Meaningfulness in Jewish Education at JTS, possible pre and or post
meeting of the action-inquiry cohort.
Spring/Summer 2015: Planning of individual action inquiry projects.
Fall 2015-Spring 2016: Monthly webinars, implementation of action research projects.
Spring 2016: Creating work products telling the story of the action inquiry projects.

Contact
Dr. Jeff Kress
jekress@jtsa.edu
212-678-8920
Midot, Meaning, Mindfulness, and More, 2/26/15

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