Highly Effective

Teachers and Leaders

Great schools require great teachers and school leaders. We empower our educators to lead and we invest in training to help them grow as professionals.

The Jewish Academy's Theory of School Leadership

TJA believes outstanding schools—that offer rigorous academics and character development—are built, led, and sustained by empowered leaders at all levels. Through invaluable on-the-job training, transformative coaching experiences, and the highest-quality formal and informal professional development, TJA leadership teams strengthen the skills and competencies they need to be effective in their roles. Effective teachers set high expectations, believe in every student’s unlimited potential, and are equipped with the training, tools, and resources to maximize their success in the classroom. Our teachers exemplify three core middot (character traits) that are the foundation of our schools culture. 

Our Core Middot

“We are worthwhile people because we are created b'tzelem elokim. Everything we think, say, and do must show that we are created b'tzelem elokim.”

-Rabbi Kalman Rosenbaum

Approach to Teacher Effectiveness

Blueprint

School Culture, Classroom Mananagement, and Instructional Planning overview.

Faculty Handbook

Faculty policy, rules, and standard of ethics

Philosophy 

Our theory of teacher effectiveness and a description of our approach to teaching and learning.

Staff Resources

Our Core Middot

Staff Contact Info

PTO Request

Core Competencies

Grading Policy

Teacher Actions Checklist

TLC Rubric

General Studies Lesson Plans

Training and Coaching

TJA teachers receive most of their professional development through job-embedded activities at their schools and online virtual learning experiences. Over the course of the year, teachers will participate in professional learning communities that engage in lesson study, teacher and student data analysis, and coaching at regular intervals. 

 

TJA teachers have access to a variety of high-quality online instructional ‘toolkits’ that can be accessed at no cost, anytime, from anywhere. These resources draw from a plethora of resources including Uncommon Schools, KIPP, Teach Like a Champion, Education Weekly, and Teach for America, among others. These online resources include coaching tools, protocols, and guides to help leaders to support teachers in achieving instructional excellence every day. New resources on a variety of topics are created and added on a consistent basis.

Professional Development Requirements


All teachers must complete a series of Professional Development Workshops on the following topics below. In order to receive Professional Development credits​ for the class, teachers must complete an accompanying assignment and/or exam. Professional Development opportunities will be provided both during Faculty Meetings and through online learning. 

 

By end of Professional Development Week, all teachers must complete the following 20 Core Credits to begin the school year. By the end of the school year, teachers must complete 60 Professional Development credits. 

 

20 Core Credits Required by End of PD Week:                                    

  1. Ownership:           

  2. Growth:                  

  3. Positivity:                

  4. Differentiated Instruction:             

  5. PBS & Classroom Management:         

  6. Pedagogy:             

  7. Communication:     

  8. Backward Planning:

3 Credits

3 Credits

3 Credits

 

3 Credits

3 Credits 

3 Credits

1 Credit

1 Credit

Calendar of Faculty Meetings & Events

Faculty Meeting Dates: 

  • TBD

Professional Development

1

1

Core Middot

Content