Clinical Education is an integral part of MARE Program of the New York School of Education. Students are assigned to a clinical education site, either a religious school or another educational agency where they engage with other professionals in the field. Students work with a clinical faculty advisor to collaboratively determine the goals and outcomes for learning. The clinical internship emphasizes the acquisition of knowledge and specific skills though practice, direct observation and analysis of professional activity. The clinical experience works in tandem with the student’s academic coursework to strengthen the potential for professional growth and development.
Hear from Lisa Grant, Ph.D., Professor of Education at the New York campus of HUC-JIR.
Clinical Education enables students to:
- Confront the realities of Jewish education in different settings;
- Acquire a more fully-developed concept of the role of the Jewish educator;
- Gain an awareness of personal strengths and weaknesses;
- Develop the expertise required as a professional Jewish educator;
- Develop insight into the culture and structure of synagogues and Jewish educational institutions.
In their internships, students can:
First Year Internship
- Experiment with personal styles of teaching, supervision and administration;
- Apply knowledge and methodologies learned in academic coursework to practical situations;
- Observe and analyze different teaching and administrative models;
- Reflect on and discuss their concerns and progress with the assigned Clinical Faculty Mentor and with their Academic Faculty Advisor from HUC-JIR.
Individually chosen clinical faculty members will supervise and mentor MARE students in their teaching internship placements. Clinical faculty members meet with the individual student they supervise. The clinical faculty will also meet as a group for training and review of student progress. Student placements are designed to enable students to put theory into practice. By reflecting on their work in the field, in a supervised setting, students move towards greater professional growth.
Second Year Internship
During a student’s second year in New York, the internship has a special focus on leadership. This work enables the student to see the other aspects involved in being an educator in various settings. Some of the things students have the opportunity to do include: supervise faculty, lead professional development sessions, attend board meetings, and run staff meetings. All of this takes place while being mentored by the director of education in all aspects of their learning experiences in the field.