Dr. Chaim Botwinick
As we know, there are numerous definitions for the term excellence. They include words like brilliant,
superior, outstanding, distinct, high quality, etc. But, when referring to education and the schooling of
our students, these definitions become more specific, precise, focused and defining.
First and foremost, it is important to note that Jewish day school and yeshiva excellence is not an even
playing-field.
There are Jewish day schools and yeshivot that define educational excellence through a wide array of
diverse lenses; and, there are those institutions that view excellence through a very specific and
prescribed set of standards, assumptions and understandings.
Each school, group of schools, or school community has its own set of philosophical and hashkafa
standards, practices and boundaries which define the education they provide. For example, there are
those institutions that define educational excellence by offering an amalgamation, balance or
confluence of high quality limudei kodesh and limudei chol. And, there are those that focus more
exclusively on limudei kodesh. Very few if any schools focus almost exclusively on general studies at the
expense of Judaic studies. Otherwise, there would be no need for these institutions.
So what does excellence in our Jewish day schools and yeshivot actually look like and how is it created
and measure?
Painting a Portrait of Excellence
Most Jewish day schools and yeshivot balance dual curricula and prepare students to lead successful
lives in both the secular and within the Jewish world.
The core dimensions of excellence in these institutions can be divided into four discrete categories.
They include: academic rigor, character development, community connection and critical inquiry.
- Academic Rigor is the blending general studies (STEM, humanities, arts and sciences) with
Judaic studies (Torah, History, Navi, TaNach, Talmud and Hebrew language); - Character Development focuses and emphasizes excellent middot and derech eretz, as well as
personal growth and development, including participation in a variety of chesed initiatives; - Critical Inquiry: encourages student learning through chavruta study in order challenge one
another to analyze multiple perspectives, and challenge assumptions that engage in critical
thinking as it related to Jewish law, philosophy and values; and - Community Connectedness inspires students to engage in communal projects, participate in
Israel travel, educational experiences in Eastern Europe, summer camping programs and delving
deeper into Jewish history through experiential learning.
These four broad categories are just a few of the many challenges and opportunities our day schools and
yeshivot offer our students and community.
There are a variety of unique characteristics which are very specific to Jewish day schools and yeshivot.
But the one which stands out the most, relates to the long term impact many of these institutions have
on adult Jewish attitudes, behaviors and involvement.
An integral part of day school and yeshiva excellence is not only academic in nature but affective as well.
Studies consistently demonstrate that Jewish day school students outperform national averages in
reading, math and college readiness. This may be due to small class sizes, high expectations, and a
culture that respects learning and scholarship.
In Judaism, learning is not just a means to a career – it is a sacred value and a reverence for limud which
permeates the secular classroom as well.
In Jewish day schools, students learn to grapple with complex texts early. A child who can navigate a
page of Talmud at age ten is not intimidated by the classics or calculus at age sixteen. The skills are
transferable. Critical analysis, debate, attention to detail, inferential thinking and comfort with
ambiguity are all part of the evolving skill-set which day school students learn to navigate at an early
age.
Although the dual curriculum is often very demanding, it is a strength. Students learn to master time
management, mental switching and intellectual stamina that their peers in single-curriculum schools
rarely develop. They often learn that hard work is normal and even expected.
Excellence in a Jewish day school and yeshiva also means….menschleckiet. Being a good decent person
who exhibits exemplary character, middot tovot and derech eretz is not extracurricular, it is in fact the
curriculum.
In the final analysis, excellence in our day schools and yeshivot is not accidental or incidental. It is rather
the result of intentional communities such as dedicated teachers and faculty, sacrificing parents, and a
student body that understands and appreciates the fact that they are part of something larger than
themselves.
It is also important to note that day school students learn that they are an integral part of a 3,000 year
mesorah or a vital link in a chain of responsibility for each other and for the world; and that chesed
projects, and tefilla give academic learning a moral anchor.
According to PRIZMAH, a nationally recognized Jewish communal organization responsible for day
school research, development, and teacher training, it is well know that our Jewish day schools and
yeshivot promote and inspire excellence through their very construct. To be sure, they offer a rigorous
dual-curriculum that pairs elite secular education with immersive Judaic studies and foster intellectual
curiosity, critical thinking and a strong moral framework, shaping well rounded students who are deeply
connected to their heritage and prepared to be future leaders of our Jewish community.
Values-Driven Education
Finally, another aspect of day school and yeshiva excellence is the institution’s ability and capacity to
infuse ethics and values into daily life; and empower students to become ethical and responsible leaders
who give back to their respective communities as they grow and mature.
The importance of giving tzedakka, and performing acts of chesed in the community are viewed as
critically important values which today’s day schools continuously inspire, promote, celebrate and
support.
Day schools of excellence engage professional leadership that align the school’s specific hashkafa with
clear, measurable graduate profiles and desired outcomes. They are also goal-oriented and ensure that
the standards of the school are aligned with the school’s values, mission and philosophy as well as vision
statements.
Continuous professional development and collaborative curricular planning that keep educators
intellectually stimulated and focused on instructional quality are all critically significant characteristics
which help us define and exemplify educational excellence.
Failure of Day Schools and Yeshivot to Exhibit Educational Excellence
So far, we have focused on those critical characteristics or factors which are attributed to a school’s
support and pursuit of excellence. Nevertheless, there are a variety of schools in our orbit which have
unfortunately failed to achieve levels of educational excellence due to a variety of reasons and
extenuating circumstances.
These factors which hinder or prevent excellence from being realized are as follows:
Schools fail to achieve inequities in funding, teacher burnout, and an overemphasis on standardized
testing over critical thinking.
When day schools prioritize rote memorization and conformity, they stifle natural curiosity. This rigid
approach often leaves students ill-equipped to confront the challenges and complexities of the real
world.
Issues such as grade inflation and poor classroom management also lower academic baselines and
provide students with a false academic standing.
Ultimately, true excellence requires a paradigm shift that promotes and supports critical thinking as an
essential requirement to helping students and schools thrive.
Finally, it is important to note that school leadership churn and a constantly rely on new educational
fads which destroy curriculum coherence. This leaves teachers overwhelmed and unable to master new,
helpful classroom teaching methods and pedagogic strategies.
Other factors which inspire failure include high professional turnover rates of teachers and senior
school leadership, a lack of focused curricular goals, expectations and objectives and fuzzy metrics.
It is also essential that to understand that if school leadership, faculty, parents and board do not hold
themselves to a higher academic standard, than the school will slump into academic mediocrity. This
holds true for both Judaic and general studies.
Moving Forward
In the final analysis, given the competitive nature of our schools, most of our day school and yeshiva
communities today will hopefully strive to create and maintain high standards of academic rigor. This is
evident through their curricula and the personnel they engage to lead their schools, including their
proactive responses to students with exceptionalities (an important topic for another post)
As our Jewish day schools and yeshivot evolve into the future, they will be challenged to become the
“best they can be”. At the end of the day, their success will all depend on one fact – leadership and the
survival of the fittest.
This reality will require a clear vision, a sense of urgency, a new-found respect for the impact of AI
technology and an ability to transcend complacency and mediocrity.
About the Author
Dr. Chaim Botwinick is an organizational consultant and senior executive coach. He served as
president/ceo of the central agency for Jewish education in Baltimore and Miami and head of
school/principal for a variety of Jewish day schools and yeshivot. As an Influencer, Dr. Botwinick has
lecture extensively on topics relating to strategic planning, organizational development and leadership
training. He is co-founder of LEV Consulting Associates and producer/host of the Chinuch Horizons
podcast series. Dr. Botwinick is author of Think Excellence, Brown Books, 2011.
