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Rhea Hirsch School of Education, Los Angeles
Academic Information
Since 1969 the Rhea Hirsch School of Education has been in the forefront of preparing professional educational leaders who can face the challenges and questions about the present and future of Jewish life. Through its full time graduate programs it has prepared leaders for congregations, day schools, Jewish camps and Jewish community programs. The visionary leadership of these professionals has enabled them to reach out to Jews of all ages and connect them to the riches of the Jewish tradition and Jewish communal life. The core Master of Arts in Jewish Education (MAJE) program is also offered as a joint degree program with the Master of Arts in Jewish Communal Service, as well as a one year degree program for rabbinical students of the Hebrew Union College. Within the Master of Arts in Jewish Education there is a Concentration in Day School Education, which requires a two-year post-graduate residency in a day school after completing the MAJE degree. The Rhea Hirsch School of Education offers a Certificate in Day School Teaching to students completing the 13 month Day School Leadership Through Teaching (DeLeT) Fellowship.
The Rhea Hirsch School of Education is also a center for research and development. Among the initiatives developed by the School are the Experiment in Congregational Education (ECE), Jewish Day Schools for the 21st Century (JDS21) and Creating Teaching Excellence in Congregational Education (CTECE). The Tartak Learning Center serves as a resource, both locally and nationally, for published educational materials and student produced curriculum projects.
Doctor of Philosophy
Admission to the Program
Candidates for admission are expected to hold a master's degree in education and a master's degree in Judaica or their equivalent. Candidates submit the application form, copies of all transcripts, GRE scores, letters of recommendation, and published and unpublished samples of academic and professional writing to the Office of Admissions. The Admissions Committee decides on a candidate's eligibility to sit for the admissions examination based on his/her documents. The process of admissions involves two open-book examinations, one in Judaica and one in education/Jewish education. Performance on these examinations and a personal interview with the Admissions Committee determine whether a candidate will be accepted.
Degree Requirements
- Successful performance on a Hebrew proficiency examination which focuses on reading/comprehension of social science literature,
particularly in education.
- Completion of 39 units, exclusive of dissertation, beyond the master's level. These include 12 units in Jewish education, 12
units in Judaica, 9 units in general education within a selected specialty, 3 units in research methods in education, and 3 units in
directed readings. There is a two-semester residency requirement.
- Demonstration by test of competency in a foreign language (in addition to Hebrew) or in computer language.
- Successful completion of three comprehensive examinations in Jewish education, general education (within the student's
specialty), and Judaica (emphasizing the student's chosen specialty).
- Preparation of a qualifying project and dissertation proposal. Both the qualifying project and the dissertation proposal must be
deemed satisfactory in order for the student to start work on the dissertation.
- Completed dissertation within five years of approval of the dissertation proposal. Upon approval of dissertation, the candidate
presents his/her research in public forum.
In order to be awarded the degree at commencement exercises, the final copy of the dissertation must be presented to the Library and the appropriate petition submitted not later than April 15.
Master of Arts in Jewish Education
The M.A. program in Jewish education aims to develop the concept of "educator" in its broadest sense. The goal is the training of a Jewish education generalist, although by virtue of individual effort, a particular specialty may be developed. The M.A. program in Jewish education offers multiple training options for careers in Jewish life.
Admissions
Prerequisites
Candidates are expected to satisfy all the standards for admission to the graduate programs of HUC-JIR. A Bachelor's degree from an accredited college or university or its equivalent is a prerequisite for admission. In addition, the Graduate Record Examination and an interview with the Admissions Committee are required. Strong academic potential and effective communication skills are required, as the program of study calls for the ability to think critically and reflectively.
Formal study of Hebrew and Judaica is strongly recommended. Candidates must pass a Hebrew competency examination in order to start their course of study in the MAJE or JM programs, demonstrating the equivalent of at least two years of college-level Hebrew. Teaching experience, though highly desirable, is not a prerequisite for entry into the program; however candidates should demonstrate an understanding of some of the issues and trends in Jewish education, as well as a familiarity with what it means to be a professional in Jewish life.
Procedures
Prospective candidates should contact the school to receive more information. All applications are due by February 1 of the academic year prior to planned matriculation.
First-Year MAJE Program
Jerusalem
The Year-in-Israel Program is mandatory for all first-year MAJE and Joint Masters students. Matriculation into the Year-in-Israel Program is conditioned upon passing a Hebrew language competency examination, demonstrating the equivalent of at least two years of college-level Hebrew.
Priorities
- To equip you with an understanding of the Hebrew language that will enable you to meet the academic and professional challenges
which lie ahead, and to increase your fluency in Modern Hebrew as much as possible.
- To expose you to the exhilarating and exasperating realities of modern Israel, with a particular emphasis on the many dimensions
of Jewish peoplehood.
- To furnish you with both affinity for and aptitude with classical Jewish texts, especially Bible (above all), Liturgy, and
Rabbinic literature.
- To help you explore your religious identity in a committed yet non-coercive framework as part of a learning community.
- To lay the foundation of your professional identity and collegial relationships as a future educator.
Orientation
The Year-in-Israel Program includes a number of orientation sessions and seminars at the beginning of the academic year and thereafter throughout the course of study. Among the topics examined are: (a) a basic orientation to Jerusalem past and present, (b) an introduction to modern Israel, (c) a discussion of the role of Reform Judaism, and (d) an examination of the roles of Jewish professionals within the community.
Program of Studies
The program is divided into core courses and enrichment classes. MAJE/JM students take the following core courses with rabbinical and cantorial students in addition to a required Education Seminar. The MAJE/JM program requires only one History credit.
Core Courses
| Modern Hebrew |
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| Level Aleph, Bet, Gimel |
10 credits |
| Level Daled, Hey |
8 credits |
| Classical Grammar |
2 credits |
| Bible I (Introduction) |
3 credits |
| Liturgy |
2 credits |
| Introduction to Rabbinic Literature |
3 credits |
| Modern Jewish History |
2 credits |
| Israel Seminar |
2 credits |
| Jerusalem Course (Level Hey) |
1 credit |
Enrichment Courses
Various courses in Jewish studies and modern Jewish thought are offered for no academic credit. These courses are open to all students. Although no grades wil be granted, students who register for these courses are expected to fulfill all the class requirements including attendance.
Other Requirements (no Academic Credit)
- Weekly Monday morning, Tuesday mincha and Kabbalat Shabbat minyan (Reform liturgy Workshop)
- Community service project
- Attendance at Shabbat morning services at the Murstein Synagogue at least once a month
- Field study trips
Optional
Students are also encouraged to participate in a range of additional activities and learning opportunities including:
- Mincha prayer services
- Morning minyan
- Visits to Progressive congregations throughout the country
Second and Third Years
Program of Studies
Following the year in Israel, MAJE students return to the Los Angeles campus. The Los Angeles campus of HUC-JIR is on the quadmester system. A quadmester is 7 weeks long. The academic year is divided into four quadmesters. The school year begins at the end of August and ends in the beginning of May.
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2nd Year MAJE/JM Students
Intensive
- EDU 601A Teaching 1 (1.5)
Fall
- BIB 600 Bible (Torah) (3)
- HEB 600 Hebrew Language 1 (3)
- RAB 600 Mishnah 1 (3)
- EDU 601B Teaching 2 (3)
- EDU 605 Human Development (3)
- EDU 610 Sociology of Jewish Education (3)
- EDU 625A Supervised Teaching 1 (2)
Spring
- BIB 601 Bible (Nevi’im) (3)
- HIS 601 Late Antiquity and the Middle Ages (3)
- RAB 601 Midrash Exegetical (3)
- RAB 603 Commentaries A (1.5)
- EDU 601C Teaching 3 (1.5) (first half of semester)
- EDU 615 Liturgy Practicum (1.5) (2nd half of semester)
- EDU 620 Professional Learning 1 (3)
- EDU 625B Supervised Teaching 2 (2)
3rd Year MAJE/JM Students
Intensive
- HEB 602 Introduction to Aramaic (1.5)
Fall
- BIB 602 Bible 3 (Ketuvim) (3)
- HIS 602 Modern Jewish History 3 (3)
- RAB 605 Talmud A (3)
- EDU 630A Curriculum 1 (3)
- EDU 635A Organizational Systems 1 (3)
- EDU 640A Leadership and Management 1 (3)
- EDU 650A Supervised Administration 1 (2)
Spring
- PHI 602 Jewish Thought: Modern/Contemporary (1.5)
- EDU 630B Curriculum 2 (3)
- EDU 645 Ideologies of Jewish Education 1 (3)
- EDU 650B Supervised Administration 2 (2)
- EDU 655 Family Systems (2)
- EDU 699 Guided Research on Curriculum (2)
Rab-Ed Students
Intensive
- EDU 601A Teaching 1 (1.5)
Fall
- EDU 601B Teaching 2 (3)
- EDU 605 Human Development (3)
- EDU 610 Sociology of Jewish Education (3)
- EDU 630A Curriculum 1 (3)
- EDU 635A Organizational Systems 1 (3)
- EDU 640A Leadership and Management 1 (3)
- EDU 650A Supervised Administration 1 (2)
Spring
- EDU 601C Teaching 3 (1.5) (first half of semester)
- EDU 620 Professional Learning 1 (3)
- EDU 630B Curriculum 2 (3)
- EDU 645 Ideologies of Jewish Education 1 (3)
- EDU 650B Supervised Administration 2 (2)
- EDU 699A Guided Research on Curriculum (2)
DeLeT Students
First Summer
- EDU 501A Teaching and Learning 1 (3)
- EDU 505 Child Development and Learning (3)
- EDU 510A Introduction to Jewish Texts 1 (2)
- EDU 520A Reading, Language and Literature 1 (1)
- EDU 535 Meeting the Needs of All Learners (1)
- EDU 530A Arts in Education 1(1)
Fall
- EDU 501B Teaching and Learning 2 (2)
- EDU 516 Math (1) (first half of semester)
- EDU 520B Reading, Language and Literature 2 (2)
- EDU 545 Day School and Society (1) (second half of semester)
- EDU 550A Supervised Day School Teaching 1 (4)
Spring
- EDU 501C Teaching and Learning 3 (2)
- EDU 525 Integrated Social Studies (2)
- EDU 550B Supervised Day School Teaching 2 (4)
- EDU 555 Health and Jewish Values (1) (first half of semester)
- EDU 560 Physical Education and Jewish Values (1) (second half of semester)
Second Summer
- EDU 501D Teaching and Learning 4 (1)
- EDU 510B Introduction to Jewish Texts 2 (2)
- EDU 515 Science (1)
- EDU 530B Arts in Education 2 (1)
- EDU 536 Differentiating Instruction (1)
- EDU 540 Educational Technology (1)
- EDU 570 Diversity in Schools (4)
Academic study is complemented by professional training. Working in various educational settings allows each student to experiment with models of teaching, approaches to administration and supervision, and curricular materials. The supervision provided in field placement and as part of the student's academic program affords the opportunity for synthesis of the varied elements of the total program into one's own mode of working.
- Supervision
Students are supervised by full-time academic faculty of the Rhea Hirsch School of Education and clinical faculty members, who serve
as the students' supervisors at their internship sites. Bi-weekly meetings with these supervisors provide the framework for
reflection on student growth and experiences.
- Clinical Education
Clinical education is an integral part of the course of study at the Hirsch School, and the internship is its focus. Each student is
assigned to a responsible position - at a clinical education site, either in a congregational educational program or another
education agency, under the supervision of a clinical faculty advisor, usually the senior Jewish educator on that site. The goals of
the clinical education component of the student's program are the development of skills, knowledge, and expertise required for the
professional practice of Jewish education.
- The Tartak Learning Center
The Tartak Learning Center is an educational resource center designed to support the Jewish educator. It offers lesson-planning ideas
and curricular materials to Hebrew Union College-Jewish Institute of Religion students, alumni, and Jewish professionals. The Tartak
Learning Center, located in the Mercaz on the ground floor of the Los Angeles campus, was established through a
generous and on-going gift by the Tartak Family and is maintained by the Rhea Hirsch School of Education (RHSOE). For more
information, visit its website at www.huc.edu/tartak.
- Additional Opportunities for Professional Growth
The Rhea Hirsch School of Education has developed formal relationships with leading educators and educational institutions throughout
the West. These relationships afford students the opportunity for specialized training.
- The University of Southern California School of Education offers HUC-JIR students immediate access to a wide range of
educational experiences, including seminars, technological equipment, personal consultations, libraries, and general
resources.
- The Los Angeles school systems, both public and private, are the settings for a variety of experimental educational
Sprograms. A professional consortium assists in the location and utilization of these learning and viewing opportunities.
Core Variations
There are many opportunities for service in Jewish education and therefore a number of variations of the "core" program are available to students. Examples of these variations:
- Joint Master's Degree in Jewish Education and Jewish Communal Service (MAJE/MAJCS): The core program for the Master of
Arts in Jewish Education is combined with the core program for the Master of Arts in Jewish Communal Service to provide an option for
study in both of these professional areas. Students who seek to carry out educational responsibilities in Jewish communal agencies
can elect this joint degree program. The core program for the MAJE is augmented by two intervening summers of study in communal
service, and an internship in Jewish communal service in place of one of the two internships in Jewish education.
- Master of Arts in Jewish Education and/or Master of Science in Education (MAJE/MSED): A double degree program between
HUC-JIR and the University of Southern California in Jewish and secular education, for the individual who wishes to advance his/her
secular technical knowledge and who may need the secular credentials for specific schools or for further studies.
- Master of Arts in Jewish Education (MAJE) for rabbinical students of HUC-JIR: Rabbinical students from any campus of
HUC-JIR may apply for matriculation in the MAJE program as participants in a special 14-month program. All requirements for the
degree must be completed within this period of time, on the Los Angeles campus.
Day School Concentration
Master of Arts in Jewish Education (MAJE) students at the RHSOE will be invited to apply for the Concentration in Day School Education program during the winter semester of the second year of their studies, after having completed a first year of intensive Hebrew language and Jewish text study in Israel at HUC-JIR's Jerusalem campus.
The Concentration in Day School Education program includes:
- a one-month externship in a Jewish day school at the end of the second year of study for the MAJE, structured to enable students
to learn about day schools through classroom observation, interaction with experienced teachers and administrators, and involvement
in Jewish co-curricular activities, with the support and guidance of RHSOE faculty
- completion of planning and design of an in-depth Masters Curriculum Project designed for a day school in year three
- upon completion of the MAJE at the end of year three, a two-year mentored Jewish studies teaching and leadership residency in a
participating day school in a Jewish community in North America that supports new teacher learning and Jewish growth, with guidance
and support from the day school's Jewish studies coordinator(s), as well as an assigned mentor teacher nominated by the day school
and supported by the RHSOE
- enrollment in one Judaica course each semester, for both years of the Residency, at an approved institution of higher learning,
as part of their continuing education
As an incentive to pursue day school careers, the RHSOE will provide MAJE Concentration in Day School Education students with a full tuition stipend for year three of the MAJE, a transition stipend for the summer after MAJE graduation to cover relocation expenses and preparation for the Residency, a salary enhancement stipend, and tuition stipend for the required Judaica courses taken during the two years of the Concentration Residency.
Day School Leadership through Teaching (DeLeT) Certificate Program
DeLeT is a thirteen month fellowship program to prepare teachers for liberal and community day schools. The program includes two summers in residence at the HUC-JIR Los Angeles campus and placement in a day school classroom with a mentor teacher during the intervening academic year. In addition to learning from the classroom experience, DeLeT fellows participate in ongoing professional development one day a week at the HUC-JIR Los Angeles campus. Generous fellowships are available. Alumni of the DeLeT program pursue careers in day school education through teaching, state credential programs, or MA degrees in Jewish education.
For further information, please see the DeLeT website at www.delet.org or send a message to Rivka Ben Daniel at rbendaniel@huc.edu.
The Bachelor of Science in Jewish Education
The Bachelor of Science in Jewish Education requires a total of 120 units; 52 units in Judaic Studies, which includes 14 units in Hebrew language and literature and 12 units in Jewish education; plus 68 units in liberal arts from an accredited college or university, 6 of which shall be in general education courses.
Tuition and Fees
Go to Tuition and Fees.
Students attending colleges and universities with which HUC-JIR has special tuition arrangements will be charged tuition according to the agreement made with the institution in which the student is enrolled. The same tuition schedules apply to all courses, whether taken for credit or audit.
Financial Aid
HUC-JIR has a generous scholarship program based on need. Grants from the College-Institute for those eligible (about 80% of students qualify annually) are in varying amounts. Applicants for financial aid must file an application with the Graduate and Professional Student Financial Aid Service.
In addition, the Graduate Fellowship Program of the Wexner Foundation provides awards each year to a small number of exceptional candidates.
Course Offerings
All courses offered at the Los Angeles campus for the 2006-2007 academic are described at http://www.huc.edu/courses/06-07/LA/.
The current offerings of the Rhea Hirsch School of Education are:
SOE 401
SOE 402
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TEACHING 1 (1.5) Q1
TEACHING 2 (1.5) Q2
A survey of the concepts and skills in lesson planning and classroom teaching. The seminar includes application in teaching
settings of the skills acquired, and analysis of teaching performance by the students in the seminar.
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SOE 403
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TEACHING 3 (1.5) Q3
An exploration of the philosophical and methodological issues in teaching Hebrew language and Jewish texts.
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SOE 405
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SOCIAL FOUNDATIONS 1 (1.5) Q1
The study of the history and sociology of the American Jewish community and its impact on Jewish education.
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SOE 406
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SOCIAL FOUNDATIONS 2 (1.5) Q2
Continuation of SOE 405
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SOE 407
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ORGANIZATIONAL DEVELOPMENT (1.5) Q1
A survey of perspectives on organizational climate, goal-setting and improvement process as applied to the needs and
realities of Jewish educational institutions.
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SOE 408
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GUIDED RESEARCH ON ORGANIZATIONS 1 (1) Q2
Students prepare a deliberation project on a selected issue in Jewish educational institutions or programs.
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SOE 409
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LITURGY PRACTICUM (1.5) Q3
An exploration of the teaching of prayer and the use of prayer in educational settings.
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SOE 410
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HUMAN DEVELOPMENT 1 (1.5) Q1
A survey of developmental theories from early childhood through middle childhood.
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SOE 411
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HUMAN DEVELOPMENT 2 (1.5) Q2
A focus developmental theories from adolescence through adulthood.
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SOE 412
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HUMAN DEVELOPMENT 3 (1) Q3
A focus on family systems and basic counseling skills.
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SOE 413
SOE 414
SOE 415
SOE 416
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SUPERVISED TEACHING 1 (1) Q1
SUPERVISED TEACHING 2 (1) Q2
SUPERVISED TEACHING 3 (1) Q3
SUPERVISED TEACHING 4 (1) Q4
Supervised teaching in a Jewish educational setting.
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SOE 417
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STAFF DEVELOPMENT 1 (1.5) Q3
Perspectives on the theory and practice of models of clinical supervision.
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SOE 418
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STAFF DEVELOPMENT 2 (1.5) Q4
Hiring and evaluating educational staff, and development of in-service programs for staff.
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SOE 420
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CURRICULUM 1 (1.5) Q1
Theories of curriculum and curriculum design.
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SOE 421
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CURRICULUM 2 (1.5) Q2
Educational visions and curriculum decision-making.
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SOE 422
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CURRICULUM 3 (1.5) Q3
Perspectives on the Jewish content areas of curriculum in Jewish educational settings.
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SOE 423
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CURRICULUM FOR ADULTS (1) Q4
Exploring the development of curricula for adult Jewish learning.
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SOE 425
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CURRICULUM FOR DAY SCHOOLS (1) Q4
Special issues in designing curriculum for Jewish day schools.
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SOE 426
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CURRICULUM FOR FAMILIES (1) Q4
Models of curriculum for family education.
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SOE 427
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GUIDED RESEARCH ON CURRICULUM 1
The creation of a curriculum guide on a selected topic.
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SOE 428
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GUIDED RESEARCH ON CURRICULUM 2 (1) Q4
Continuing development of a curriculum guide.
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SOE 429
SOE 430
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LEADERSHIP AND MANAGEMENT 1 (1.5) Q1
LEADERSHIP AND MANAGEMENT 2 (1.5) Q2
The survey and practice of administrative skills of the Jewish school including perspectives on policy issues in Jewish
education and leadership.
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SOE 431
SOE 432
SOE 433
SOE 434
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SUPERVISED ADMINISTRATION 1 (1) Q1
SUPERVISED ADMINISTRATION 2 (1) Q2
SUPERVISED ADMINISTRATION 3 (1) Q3
SUPERVISED ADMINISTRATION 4 (1) Q4
Supervised administrative experience in Jewish educational settings.
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SOE 433
SOE 436
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PHILOSOPHICAL FOUNDATIONS 1 (1.5) Q3
PHILOSOPHICAL FOUNDATIONS 2 (1.5) Q4
A survey of educational ideologies from both the secular and the Jewish realm. Issues of oral education and religious
development are explored.
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SOE 450
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TEACHING PRACTICUM (1.5)
Pre-quad intensiveThis weeklong intensive covers the essential elements of lesson planning and classroom management, so that
students are well prepared to begin their teaching. Topics under lesson planning include: "webbing" to explore themes,
articulating "big ideas," Bloom's taxonomy, writing objectives and developing a questioning sequence. Topics under classroom
management include: organizing space and time, varying classroom organization, and setting rules and consequences.
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