Professional Development

Walk into a Jewish early childhood classroom, and you’ll find more than finger paints and story time. You’ll find children learning to say shema with tiny hands covering their eyes, lighting Shabbat candles with joy, and dancing to Hebrew songs that echo through generations. You’ll see the beginnings of a lifelong relationship with Jewish tradition, language, values, and kedosha - community.

Jewish early childhood education is more than a service—it’s a sacred responsibility. And yet, the professionals who carry out this holy work are often under-recognized and under-compensated. Presently, we find ourselves at a pivotal time in education, with early childhood professionals feeling pressure to leave the field, not because they have lost their passion, but because they can’t afford to stay. It is time to change this narrative.

Jewish early childhood programs do more than prepare children for school—they help shape Jewish identity from the very beginning. Through rituals, songs, holidays, Hebrew language, and stories of our people, young children begin to understand who they are and where they come from.

These early experiences don’t just build literacy and social skills. They build neshama—spirit. They create connection and lay the groundwork for lifelong engagement in Jewish life and community. Early childhood educators are the front-line ambassadors of Jewish continuity. They do all of this with patience, warmth, and professionalism—often with limited resources and minimal compensation. It is holy work. And it deserves holy recognition.

If we believe in the power of Jewish education, we must invest in the people who bring it to life. That means:

• Fair compensation for educators who do essential, demanding, and deeply meaningful work

• Professional development opportunities that empower teachers to grow and lead

• Communal recognition of early educators as builders of Jewish identity, not just caretakers

This is not just about paying teachers more. It’s about lifting up an entire profession—and, in doing so, strengthening the foundation of Jewish life for generations to come. Our sages teach us about the importance of torah, avodah, and gemilut chasadim—learning, service, and loving-kindness. Jewish early childhood educators embody all three.

This isn’t just a workforce issue. It’s a Jewish future issue. We must honor this work, elevate this profession, and build a stronger Jewish future—together.

Jen Schiffer

Early Childhood Center Director

The Community Synagogue of Port Washington 

By Leslie Scheck

Director of Early Childhood Education, Temple Solel, Cardiff by the Sea

As early childhood educators within the Reform Jewish community, we understand that lifelong learning (Talmud Torah) is not just a value we teach — it is a value we live. Our youngest learners thrive when we, their teachers, are also growing, reflecting, and renewing our practice.

Continued professional learning is essential in early childhood education. Research in child development, brain science, and pedagogy continues to evolve. Staying engaged in learning ensures we can create environments rooted in best practices, support every child's development with care and wisdom, and model the very curiosity and love of learning we hope to nurture in our students.

Professional learning also strengthens our communities. When we learn together, we inspire one another, deepen our collective knowledge, and build stronger bonds rooted in a shared commitment to excellence and growth.

There are many ways to engage in professional learning. One powerful way to stay engaged is through reading and reflective dialogue. Here are several recommended books to inspire and support your journey:

• "The Whole-Brain Child" by Daniel J. Siegel and Tina Payne Bryson
  A clear guide to understanding young children's brains and supporting healthy development.
• "How to Talk So Little Kids Will Listen" by Joanna Faber and Julie King
  Practical communication strategies for connecting compassionately with young learners.
• "Developmentally Appropriate Practice in Early Childhood Programs" (NAEYC)
  A foundational guide outlining best practices in early learning environments.
• "The Importance of Being Little" by Erika Christakis
  A thoughtful exploration of how honoring children's perspectives leads to better learning.
• "Powerful Interactions" by Amy Laura Dombro, Judy Jablon, and Charlotte Stetson
  Tools for building intentional, meaningful relationships that extend children's learning.
• "Inspiring Early Childhood Leadership" by Susan MacDonald
  A motivational resource for growing as a leader in your school community.
• "What’s Jewish About Butterflies?" by Maxine Segal Handelman and Deborah L. Schein
  A beautiful integration of Jewish values and early childhood education, offering ideas for embedding Jewish identity and learning in everyday moments.
• "A New Vision for Early Childhood: Rethinking Our Relationships with Young Children" by Noah Hichenberg
  A fresh perspective on building authentic, respectful relationships with young children.
• "From Teaching to Thinking: A Pedagogy for Reimagining Our Work" by Ann Pelo and Margie Carter
  A call to move beyond rote teaching toward a reflective, inquiry-based approach to early childhood education.

In pursuing our own growth, we not only fulfill our professional responsibilities — we honor the sacred trust placed in us to guide and nurture the next generation with wisdom, compassion, and purpose.

I invite you to share your favorite title (from this list, or your own) - with a trusted colleague or member of your staff.  Keep the conversation and the learning going!

We recently participated in a workshop series lead by Susan McDonald, who authored the book, Inspiring Professional Growth.  Our cohort of directors and education coordinators met monthly for 6 months.  In addition to creating a vision for our programs and professional growth, we spent time reflecting on our current practices and supervision of teachers.  We discussed what is working, what is not, and supported each other in how we work with challenging staffing dynamics. 

Throughout our time at this workshop, we learned that the most powerful changes for our programs, our teachers and ourselves, came when we engaged in reflective practice, listening to and supporting each other. 

At this time of year, we are meeting with teaching teams or with teachers individually, reflecting on the school year and developing goals for next year.  We want to share some of the reflection questions from this workshop that we found meaningful, in hopes that you will find them helpful.   

Because our time with our teachers can be limited, we suggest you choose no more than 5 or 6 questions from the list below that you feel are relevant to your staff and school.  

What to consider before you begin: 

• How will you gather information from your staff? 
• When will you plan to do this? 
• What concerns do you have about asking for feedback? 
• How will you share your results with your staff? 

Educator Reflection Questions: 

• What dynamics in your classroom are working for you? 
• What are the most important lessons you have learned as an early childhood educator, and how do you apply these lessons in your daily work? 
• What are your super-powers? How are you using them in the classroom? 
• What challenges are you facing? How can I, your director, support you in meeting those challenges in making your work more rewarding? 
• What do you hope to achieve professionally?  

• Step outside yourself: If someone else was writing a (professional) reflection on you, what would they write? Your response should reflect how you believe you are perceived by others. Include aspects of your collegial partnerships, sharing teacher responsibilities, and your interactions with students and families.  
• As a follow up, are you open to the perspective of others? Share how your demonstrated willingness to shift your thinking, based on an idea or perspective that may have been different than yours.  

As we ask our teachers to reflect on this past school year, we encourage you to take the opportunity to do the same.  Use their responses as a roadmap to shape the ways in which you will build professional development or create the vision for your program for the coming school year.   

Stacey Gabriel 
Education Coordinator 
Temple Beth Avodah 
Newton, Ma 

Stephanie Lerner 
Early Learning Center Director 
Temple Shir Tikva 
Wayland, MA 

For the past several years, ECE-RJ has served as a partner organization for The Orchard, a conglomerate of 25 organizations from across North America, to bring the highest quality professional learning for educators in Jewish early childhood centers.  This partnership gives you access to hundreds of resources including webinars on a huge variety of topics and Learning Communities (are small group networks who do a deeper dive into some of the issues that are top of mind in our field).  These hot topic webinars are a mix of live and recorded sessions in order to make participation easy for everyone.

As in previous years, ECE-RJ is offering a limited number of grants to our members who want to participate in one of 7 Learning Communities being offered this year:

• Nature Educators
• Pedagogical Leadership
• Reflective Supervision
• A Taste of Creating Intergenerational Experiences
• Group Coaching
• Children’s Lively Minds, Active Bodies and Tender Hearts
• Visual Languages

You can read more details about each Learning Community HERE.

The cost of these networks ranges from $400-$850 for 6-8 sessions over the course of several months and, for a LIMITED TIME, you can apply for you or a member of your staff (if they are a current ECE-RJ member) for up to 50% off the price of the network (max $300).   The application can be found HERE.    

In addition to these Learning Communities, the Orchard offers regular sessions on Monday afternoons (for Directors and Assistant Directors) on Leadership Topics and on Thursday evenings (for all educators) on 3 themes – Rhythms of the Jewish Year, Diversity Equity and Inclusion and Childhood Development and Pedagogy.  Not only are these incredible resources for individuals, but each is an amazing opportunity for your staff meetings throughout the year.  All these sessions will be listed on the ECE-RJ calendar and highlighted in UNITE each month and for our School Memberships only – we will provide occasional discussion guides for the “Thursdays are for Educators” sessions.

The possibilities are endless!!!

Lisa Samick

Director of Early Childhood and Family Engagement, Temple Israel of the City of NY and

Immediate Past President, ECE-RJ

Professional development has always been an important part of the learning that happens for teachers and staff in early childhood education. During COVID, we were unable to gain access to the face-to-face connections we looked forward to making during conferences and days of learning with other early childhood professionals.  

This year however, a “pop-up” conference opportunity presented itself, and I, along with a few colleagues, was able to attend a day of learning at Salanter Akiba Riverdale Academy, most often referred to as SAR Academy in the Bronx. While the Bronx is not conveniently located to Long Island, the hour-long drive was well worth it. 

Upon walking into the school, we were in awe of the school’s design and the learning happening in classrooms and outdoor spaces. The Early Learning Center at SAR is a new construction, completed in September of 2020, with open spaces for learning, a rooftop playground, indoor play spaces complete with a ball pit and climbing wall, as well as spaces for cooking, STEM learning and so much more.  

While SAR is a day school, and our early childhood center in Port Washington does not offer a Hebrew-immersion component, there was still so much to be learned from our visit We were lucky enough to visit SAR on the heels of the school’s Yom Ha’Atzmaut celebration, and we loved getting new ideas from the ways in which the individual classes celebrated. From hot air balloons created in blue and white with the number 75 on the basket (for Israel’s 75^th birthday), to a life-sized Kinneret that demonstrated for the children the ways in which the water gets into their homes – there was inspiration everywhere.  

The school design in itself was impressive. There were spaces for children to move and play, to hone their gross motor skills, and the rooftop playground was simple yet inspiring. The other teachers and I took many pictures to bring back to our colleagues in Long Island.   

As an added benefit, we were able to ask questions of the SAR staff, and also to get to know other educators in attendance. During lunch, we sat with educators from a school in South Carolina. We had a rich conversation about how we run our classrooms, our available resources, and the ways in which we infuse Judaism into our curriculum. 

The SAR staff was welcoming and friendly. Some of my favorite takeaways were simple and easy to incorporate into my classroom. I couldn’t wait to get back and put them into action.  

As a teacher who has been teaching for over 20 years, and working in the same preschool for 11 years, I surprised myself by how much I got out of this conference. It is rare that we get the opportunity to tour a different school and to interact with other early childhood educators in this way. I am grateful to have been given this unique opportunity and to incorporate so many new ideas into my classroom. 

Co-Written by Jaimee Stulberg, Head 3’s Teacher & Jen Schiffer Director  

The Community Synagogue L’Dor V’Dor Early Childhood Center 

As early childhood educators, we understand the importance of continuous professional development and the role it plays in enhancing our knowledge and skills to better serve our students. Recognizing this need, the Early Childhood Educators of Reform Judaism (ECE-RJ) recently organized a three-part professional development Meet Up Series for Early Childhood Directors and Assistant Directors. The series aimed to address the challenges faced by supervisors in mentoring their staff and provide insights into becoming productive and supportive supervisors.

The first session, titled "Professional Development Dilemma: What? So what? Now what?" was held on May 23, featuring guest speaker Jenna Turner. The session focused on the crucial task of determining the professional development needs of educators and finding the most effective format to deliver the necessary training. Attendees engaged in a lively discussion about maximizing the professional development budget and exploring collaborative opportunities within the community.

The second session, titled, "Reflecting on your Role as a Supervisor & Building Productive Supervisory Relationships with Staff," is scheduled for June 28 at 3:30 pm – 4:30 pm ET. Led by Elana Paru, a professional coach, mentor, and organizational consultant, this session will delve into the multifaceted nature of supervision. Participants will explore the importance of developing a professional and collaborative relationship between supervisors and supervisees. The session will offer strategies for providing and receiving effective supervision, emphasizing the shared responsibility and mutual accountability between supervisors and their staff. This interactive conversation promises to provide valuable insights and best practices for establishing and maintaining productive supervisory relationships.

The final session, titled "Creating Intentional Supervision For Your Staff," will take place on August 17, from 3:30 pm – 4:30 pm ET. Denise Moyes-Schnur will lead this session, addressing the challenges faced by early childhood supervisors working to meet the individual needs of their staff. Participants will explore the benefits of adopting a purposeful philosophy of staff supervision and how it can strengthen relationships within the team. Attendees will gain practical strategies and tools to implement intentional supervision practices, ensuring the growth and success of their early childhood teams.

Supervision plays a vital role in supporting teachers and promoting their professional development. Effective supervision goes beyond managing tasks and meeting deadlines. It entails building a nurturing and collaborative environment where both supervisors and supervisees feel valued and supported. By establishing a productive supervisory relationship, teachers can thrive and deliver high-quality education to their students.

To ensure the success of supervision, it is essential for supervisors to adopt best practices. These include providing regular feedback, setting clear expectations, fostering open communication, and promoting a culture of continuous learning. Additionally, supervisors should create opportunities for professional growth, such as offering relevant professional development opportunities, encouraging participation in conferences, and facilitating peer collaboration. By investing in the development of their staff, supervisors contribute to the overall improvement of the learning environment and the quality of education provided.

The Meet Up Series organized by ECE-RJ provides an excellent opportunity for early childhood directors and assistant directors to enhance their supervisory skills and explore innovative approaches to mentor a diverse staff effectively. By attending these sessions, participants can gain valuable insights and practical strategies that can be implemented in their respective institutions.

To register for the upcoming sessions or access the recording of the previous session, please visit the following links:

Session 1: Professional Development Dilemma: What? So what? Now what? Recording Link

Session 2: Reflecting on your Role as a Supervisor & Building Productive Supervisory Relationships with Staff - Registration Link

Session 3: Creating Intentional Supervision For Your Staff - Registration Link

Investing in professional development and promoting effective supervision practices are essential steps towards creating a nurturing and supportive relationship with early childhood educators and staff.

Zoë Miller and Mihaela Schwartz, Vice Presidents of Learning, ECE-RJ

In the world of early childhood education, this year felt very much like a new chapter for our schools. It has been a time for rebuilding, for establishing new norms and for coming together after two long COVID years kept us apart. This year, in-person meetings and conferences provided us with ways to make meaningful connections once again with other Jewish educators, to learn from one another, to ask questions and to seek answers together.

As we near the end of the school year, we wanted to highlight some of the “best of” professional development workshops and trainings. As a community of lifelong learners, one of our goals as an organization has always been to share our collective knowledge with one another, and to provide a system of support for Jewish early childhood educators to continue honing their craft.

Without further ado, here are a few highlights from this year:

• ECE-RJ Meet Up: Using Materials to Grow New Ideas with Children and Adults: Another Look with Matt Karlsen and Susan Harris MacKay
• Nan Sumner’s in-person workshop, “Loose Parts for Newbies” Nan Sumner, Director, Barnert Temple Preschool, Franklin Lakes, NJ
• Dr. Betsy Stone’s talk: Dealing with the Trauma Caused by COVID: https://www.betsystonephd.com/
• Meri Cherry’s mobile workshop talking about process art: https://mericherryshop.com/products/mobile-art-teacher-workshop
• Susan Remick Topek visited Jewish preschools on Long Island sharing her workshop, “Intentional Jewish Experiences – Something New & Something Old”
• Tom Copeland – “The Business of Family Child Care Video Series” https://www.tomcopelandblog.com/blog/the-business-of-family-child-care-video-series
• “Newish to Jewish” series offered by The Paradigm Project – recordings can be found HERE
• Missy Brown - Incorporating Mindfulness in Your Classrooms and Your Lives: https://youtu.be/R7T1LqAIkcM
• Nancy Parkes: Social, Emotional & Spiritual Learning: https://www.nancyparkesconsulting.com/

We are looking forward to the joint ECE-RJ/ARJE Conference in Memphis, Tennessee, which is scheduled for January 22-24, 2024. Conferences are one of the most meaningful ways in which to not only learn together as a community of Jewish educators, but also provide a landscape for us to connect with one another. We hope you will save the date for what we know will be an amazing experience for all who are lucky enough to attend.

Jen Schiffer

Director, The Community Synagogue L’Dor V’Dor Early Childhood Center

Ben Zoma says: Who is wise? He who learns from every person. – Pirkei Avot 4:1

Investing in ongoing professional learning and coaching of early childhood educators has multifaceted benefits. At the Efshar Project, formerly known as the Colorado Jewish ECE, we found that not only does investing in collaborative long-term learning of teachers improve the educational experience for children and families, but it also creates a pipeline of future leaders. 

 Here are three strategies that have been gateways to growing future leaders in our schools:

1. Support Collaborative Cohort Learning Opportunities - Many of our assistant director and curriculum coordinator positions have been filled with educators who have received collaborative cohort learning experiences through Efshar. These experiences have taken place at the national, community-wide, and individual school levels. The common denominator has been the spark of inquiry-based learning in a long-term collaborative format combined with coaching.  One example has been our Community of Practice (CoP) in which educators build relationships while growing and learning with and from each other.
2. Support Opportunities for Shared/Distributed Leadership – Implementing opportunities for teacher leadership can take many forms. One way is to create a peer coaching and mentoring program.  Another is using a distributed leadership approach. This is where different staff members are given responsibility to lead in an area that is meaningful to them. To expand your knowledge on this concept, read Rachel Denee’s blog post on distributed leadership.
3. Be a Model -  As with any form of teaching, modeling is our strongest tool. Be the type of leader you hope people will grow into. 
4. Provide reading material - Some valuable books that Efshar coaches have unpacked with school leaders are Brene Brown’s Dare to Lead, Elena Aguilar’s  Onward: Cultivating Resilience in Educators, and Appreciative Leadership by Diana Whitney.  Caron Blanke wrote about an aspect of leadership coaching inspired by these books in the COJECE  Blog. 
5. Collaboration - We also support a collaborative process in our community by creating a Reflective Consultation Group. This is where directors grow their reflective skills to maintain and continually build a positive school culture that keeps people coming back.

Ben Zoma says: Who is wise? He who learns from every person. We might add to this ancient wisdom, “And, she who allows every person to lead.”

Judi Morosohk
Pedagogical Director
The Efshar Project

Professional Development Resources for ECE Staff

Congregations often reach out to ECE-RJ about the different professional development services we provide members.    

All of our professional development offerings are designed to prepare individuals to work with young children and their families. They improve the knowledge, skills, practices, and dispositions of early childhood professionals. Having a strong ECE staff not only makes for a better ECE program, but also helps congregations attract new members.  

Our professional development services vary in order to meet the diverse needs of our members. They include:

Monthly webinars (Meet Ups) – We hold monthly conference calls hosted by ECE-RJ members. Each call’s focus is a designated topic of interest to our members.  

Database of searchable information – ECE-RJ provides a growing searchable database of articles on a variety of topics including classroom management, curriculum ideas, and how to work with parents and families.  

Chatrooms/Forums- We have chatrooms where members can ask and answer each other’s questions in almost real-time.

Monthly newsletter- UNITE, our monthly newsletter, provides articles the support our members as educators and leaders.  

Kallot/National Conference – Each year, ECE-RJ holds an annual get-together in a different city. These events are designed to help participants develop and grow, both personally and professionally. For example, in 2020,  ECE-RJ is (was if you are reading this after the event) holding a Kallah, titled The Art of Intentionality. Participants will/did learn to create environments that encourage intentional learning and develop reflective practice. 

Tricia Ginis
Executive Director
ECE-RJ  

“My professional development budget has been cut.” 

Everyone who plans and manages budgets needs to understand the implications of that one sentence.

Early childhood education is in the political and budgetary forefront nationwide.  A federal grant focused on improving quality in early childhood centers has propelled all 50 states to implement quality rating improvement systems.  Thanks to advances in brain development research, we have more information available over the past five years than ever before about how the brain is wired and how we need to approach teaching to give our youngest students a strong foundation for future learning. 

Project-based learning, a method that creates critical thinking skills as children participate in investigations that help them answer their questions about the world, has become a dominant 21^st-century strategy for educating young children and is considered among the highest quality approaches to teaching young children.  Yet, the majority of teachers and school directors did not learn how to implement a project-based approach when they were being educated, and they did not experience it themselves as children.  We didn’t know that what we were doing was not the most effective and impactful way to teach children.

How important is quality professional development for early childhood educators? It is essential to compete in today’s marketplace. Only people who know better can do better. 

Faith-based centers are where it all started.  Synagogues and churches opened child care centers because families needed to have safe places for their children to learn and socialize.  Today, so many faith-based centers are being woefully left behind. 

In order for Reform Jewish early childhood centers to survive this momentum of early education improvements, they have to meet many new demands, not the least of which is for high-quality early education.  The only way to do that is to budget for early childhood educators to attend conferences, participate in live learning sessions and take advantage of opportunities such as ECE-RJ meetups.  Online learning may be inexpensive, but it cannot be the only professional development that is offered.  Early childhood educators need to talk with each other, share their successes and missteps and seek cohorts for professional development where they can ask questions. They need to hear about what progressive early childhood settings are implementing so they aren’t left behind.

 -Cindy Terebush, Early Childhood Consultant

As teachers and early childhood educators, we delight in watching our students learn.  We are also lifelong learners ourselves when we can find the time!  Take a peek at the professional development resources below for ideas on where your learning will take you next.  And… please help us grow our list!

Books

• Learning Together with Young Children, a Curriculum Framework for Reflective Teachers by Deb Curtis and Margie Carter
• Really Seeing Children: A Collection of Teaching and Learning Stories by Deb Curtis
• The Play’s the Thing:  Teachers’ Roles in Children’s Play by Elizabeth Jones & Gretchen Reynolds
• The Language of Art:  Inquiry-Based Studio Practices in Early Childhood Settings by Ann Pelo
• Lens on Outdoor Learning by Wendy Banning and Ginny Sullivan
• Uncover the Roots of Challenging Behavior:  Create Responsive Environments Where Young Children Thrive by Michelle Salcedo, M.Ed.
• Young Investigators: The Project Approach in the Early Years (Early Childhood Education) by Judy Harris Helm
• Windows on Learning: Documenting Young Children's Work, Second Edition (Early Childhood Education Series) by Judy Harris Helm
• Loose Parts 2: Inspiring Play with Infants and Toddlers by Miriam Beloglovsky
• Loose Parts: Inspiring Play in Young Children by Lisa Daly
• The Intentional Teacher:  Choosing the Best Strategies for Young Children’s Learning by Ann S. Epstein

Online Opportunities

• https://www.prosolutionstraining.com/
• https://smartypantsonlinetraining.com/
• https://app.readrightfromthestart.org
• https://www.cceionline.com
• https://fairydustteaching.com/programs/
• https://www.earlychildhoodwebinars.com/presentations/
• https://academicearth.org/early-childhood-education/

As directors of schools and leaders in the field of early education, it is our obligation to support our teaching staff through professional development.  Ongoing learning allows staff to remain current in educational trends and to implement new ideas in ways that align with your school’s curriculum, philosophy, and culture. It also allows teachers to feel excited and enables them to bring these feelings into the classroom.

For teachers, one of the most beneficial ways to grow professionally is by engaging, either in-person or virtually, with other early childhood educators. Of course, these opportunities can come in many forms, but it is not always easy to find or create learning opportunities that will work for our staffs throughout the year. Below are some tips for creating professional development opportunities for your staff. Please respond to the questions at the end of each tip in the comment section at the end of the article. (Don’t see the comments button?  Be sure you are logged into the site.)

Using Your Congregation for In-house Training
In-house training may be one of the most common (and least expensive) forms of professional development offered. Just as we aim to “meet children where they are,” in-house training allows us to meet our staff where they are, both literally and in their journeys as educators. The challenge is who should do the actual training.  We, as directors, usually have a good sense of the skills of our staff and the direction we would like to go.  However, sometimes a new voice is exactly what is needed to inspire staff to take the next step.  One idea is to look within your congregation for that inspiration. One of your members may be a child psychologist, school administrator or other  expert and would be excited to share his or her expertise  with your staff.

Please share where you find your subject area experts?  

Yearlong Theme
Creating yearlong themes for staff learning allows teachers to focus on a specific skill or set of skills so they can observe and measure their own growth over the course of a year,  just like they do with their students. Examples of staff development themes might include documentation and assessment, intentional teaching, and working with loose parts/open-ended materials.

 If you have used themes to guide staff learning, how does it play out in your program?  What themes have allowed your staff to move forward in their learning?

Classroom Observations and Modeling
Sometimes, the best learning takes place while working together in the classroom.  Members of our staffs bring different skill sets and strengths to their work, so it can be very useful to invite teachers to observe in each other’s classrooms.   They can provide in-class support to one another when confronted with challenging situations.  Allowing teachers to mentor and model encourages each professional to share her unique skills and style for the betterment of the whole school.  How do you facilitate staff  learning from  one another?

Networking Through ECE-RJ
Learning from professionals outside of our own schools can inspire us to view our work in new and exciting ways.  Through ECE-RJ, member teachers can connect with other teachers working in Reform congregations across North America.  An educator working in a school down the street or across the country may utter a single sentence that brings about positive changes in our programs.   

How do your teacher use ECE-RJ membership to help them develop professionally?

Investing in the professional development of your staff sends the message they are valued and that the work they do is important, allowing them to feel more confident and positive about early education. A confident and positive environment is a win-win for everyone.

What About Us, the Directors?
A recent listserv thread mentioned two books on developing new leadership skills:  Leadership in Action:  How Effective Directors Get Things Done (The Director’s Toolbox) (by Paula Jorde Bloom) and The No Complaining Rule (by Jon Gordon). 

Do you have any more suggestions to add to this list?

--Jayne Lieberman, Director Early Learning Center, Temple Shaari Emeth, Manalapan, NJ

Reflective Supervision – An Asset from the Director’s Point of View

Why make the time to meet with each teacher individually?

Time, the resource early childhood directors run out of more quickly than money. It seems there are not enough hours in the day to complete all the administrative tasks, engage in authentic communication moments with families, be a presence in each classroom, and still make time to meet with each teacher individually.

Yet there are so many reasons why planned individual interactions with teachers must be prioritized in a high-quality early childhood education program.  Here are a few:

1. Just as each child is an individual on their own unique learning trajectory, so too is each teacher. As educators, we seek to make a zone of proximal development for every staff person to support them as they increase their classroom skills and personal growth. Creating a shared vision of goals is the first step toward success.
2. Teachers who experience a trusting relationship have the emotional fulfillment necessary to meet the needs of the children in their classroom. Making the time to have conversations, and holding that time as sacred, is the means to building trusting relationships with staff members.  
3. Challenging situations and conflicts among staff members or within a classroom setting do not decrease on their own. Change is more likely to occur when small adjustments are made at regular intervals. This approach also minimizes the potential for the huge blow-ups that come from repeated frustrations left unaddressed.
4. Regularly scheduled conversations provide directors with better insight into the dynamic within a teaching team. Tweaks and modifications made along the way provide the support for co-teachers to bring their best selves to the classroom. They also provide the much-needed venting zone to manage – and normalize – the frustrations inherent in an on-going relationship. However, the conversations should not be filled with complaining but used as an opportunity to problem solve together.
5. Reflective supervision is a window to the parts of the school the director does not get to see. Once built, an on-going relationship becomes an opportunity for staff to share observations about the program. Many of the best modifications we have made to our programs have been the outgrowth of an honest conversation with a staff member.
6. Teachers need to know they have the support of the director and that they can turn to the director for help whenever needed.  No one is in this alone.
7. Most importantly, reflective supervision is a chance for the director to grow. Reflective supervision provides time, space, and guidance for teachers (and directors) to examine their own thoughts and beliefs about children, families, and education.  The opportunity to look inward allows for deeper personal growth.

While finding the time for reflective supervision is an article in its own right, we cannot end this without sharing a few ideas to get started. The ways to create time are as varied as the structures of early childhood programs. The key to success is directors scheduling in time to supervise staff with sacred respect. Ideally, supervision time is built into staff contracts, with 5-10 hours per year added to existing responsibilities.  Supervision time might include half hour windows either before and after a standard school day, meetings during rest/nap times, utilizing a floating teacher a few times per month to cover teachers, or combining classrooms for outdoor play allowing for multiple teachers to rotate through time to meet.  As Directors, we find time to meet with a rabbi, lay leaders, and parents. Let's give our staff the same respect and hold these times sacred.

Fern Katz
Early Childhood Education Director
Sinai Preschool
Chicago Sinai Congregation

Susie Wexler
Director
Early Childhood Program at the Chava Center Congregation B’nai Jehoshua Beth Elohim
Deerfield, IL