Jewish Private School Curriculum Sample for a Schoolwide Student Advisement, Counseling and Guidance (original) (raw)

Early Childhood Jewish Education. The Best Practices Project in Jewish Education. Second Edition

1996

This book contains short descriptions of early childhood Jewish education programs that conform to the definitions of Best Practice found in a "Guide to Best Practice in Early Childhood Jewish Education," which represents the wisdom of experts concerning what constitutes success in this area (provided in Appendix 1 of the book). Descriptions of eight schools and settings and four individual programs, based on brief observations of the schools or programs, are provided along with recommendations for future best practices research, an overview of early childhood Jewish education, and suggestions for improving these programs. A lisc of the consultant-and research team members is provided in Appendix 2. (JPB)

Current Models and Trends for Supervision within Jewish Ultra-Orthodox and Hassidic Schools

In this research paper - after a brief summary of the current abysmal state of education in the U.S., I briefly discuss the current most common model and rationale for supervision – and as such, most commonly used formats within both public and private formats for education, including but not limited to, Jewish Ultra-Orthodox private schools. This description of this format includes the supervisory style used within the school I currently work for as well. After briefly introducing the report, I then discuss how the solutions presented in the report match current framework for best educational practice as discussed by various educational experts (Sergiovanni & Starratt, 2007; Danielson, 2007; Ornstein & Hunkins, 2013). Following that discussion, I present how the current model for supervision most commonly used within Jewish Orthodox Schools, are practices that conflict with current research for optimal supervision. Following my review of the current educational environment, I discuss how the current framework for supervision within Jewish schools came to be, and why they are, in many cases, failing their communities. I then present my philosophy on best frameworks for education, supervision, and evaluation, and question how one should attempt to fix the leadership system in my school and others. I conclude that the system is broken and although they have the ability to fix it, current leadership has very little reason to do so. I therefore conclude that if future educational leaders desire to incorporate better professional practice within the Ultra-Orthodox community, they will have to buck the trend and create their own educational institutions, as only such institutions will be able to incorporate the optimal frameworks of practice.

Local Jewish School Policy Review

In this essay I discuss the basic structure of school law and its effects on private schools, specifically in the state of New York. After a review of various sources of school legislation and policies which are available to school leaders within a private school setting, I discuss the format of policymaking in private schools, including the school manuals and student handbooks, and those who are involved in the process.

Counseling and guidance in the schools: Three exemplary guidance approaches

1992

This book describes three guidance programs which have a solid conceptual foundation and have been field validated through extensive and successful use in school programs across the country. The first chapter presents "The Comprehensive Guidance Program Model" by Norman C. Gysbers. This guidance program model reintegrates guidance into the curriculum and redefines the counselor's role and duties in the context of the overall guidance program. This program aims to set up a guidance curriculum to integrate the work of school counselors into the educational mainstream. The second chapter presents "The Teacher Advisor Program" by Robert D. Myrick and Linda S. Myrick. The assumption behind this program is that each student needs a friendly adult in the school who knows and cares about him or her in a personal way. The advisors help their advisees deal with the problems of growing up and getting the most out of school. The third chapter presents "Invitational Learning for Counseling and Development" by William W. Purkey and John J. Schmidt. This program seeks to redress the forbidding school climate by reconstituting the entire school (people, places, policies, programs, and processes) so that every aspect serves to "invite" students to learn by respecting them encouraging them, and validating their unique importance and possibilities. The fourth chapter "Putting It All Together" by Garry R. Walz summarizes the three programs and focuses on their combined use. The three monographs which are devoted to each of these approaches are cited in the bibliography. (ABL)

Guidance and Counseling in Schools

2019

This paper discusses the need for counseling services in schools in a holistic manner in line with the current era of globalization and the industrial revolution. Guidance and counseling services are important aspects of the school system. Counseling services are not just for students who are involved in disciplinary issues, but also for the positive development of individuals. To be effective counselors in helping students, especially in this era of globalization, counselors need current knowledge in the field of counseling. In Malaysia, most school counselors have been trained in a special counseling training program. Most counselors who are providing counseling services in high school have a first degree (Bachelor’s) in the counseling field and some even specialize further with a Master’s. In line with the Malaysian Counselor's Act (Act 580), many of the school counselors have been registered with the Board of Counselors to practice professionally. Schools have also been prov...

A Guideline for Establishing a New Guidance and Counseling Center in School

Educational institutes have multiple roles to perform nowadays. To fulfil their roles professionally, need to be competent in their responsibilities towards their students inside and outside the classroom. One important role inside and outside the classroom is to provide guidance and counselling to students. This article has two aims. First, it discusses the importance of guidance and counselling for educational institutes. The second aim of this article is to investigate important components of guidance and counselling needs in educational institutes.