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Career
“The participants in the Pardes Educators program graduate with a valuable blend of deep knowledge and pedagogic skills that provide the basis for effective teaching. They are also very sensitive to the diverse backgrounds of our student population and our pluralistic mission. CESJDS benefits enormously from the way in which Pardes graduates apply these skills and experiences to enrich our students’ education and the life of our School.”
Jonathan Cannon
Headmaster, Charles E. Smith Jewish Day School, Rockville, MD
 Career Planning and Placement
Pardes has an extensive network of Community, Reform, Conservative and
Orthodox schools who are seeking to hire their graduates. Pardes faculty
members serve as ongoing resources for career placement and development.
Pardes assists students with writing resumes, enhancing interviewing skills,
preparing sample lessons, researching North American communities and
referrals to job placements. Educators and principals from North America
often visit Pardes to meet with and interview our students. In addition,
students interview in North America following student teaching. Many of our
students receive job offers from the schools at which they intern.
Graduate Employment
Pardes Educator graduates teach high school, elementary or middle schools. Our graduates teach Bible or Talmud, as well as Jewish holidays, Jewish Thought, Jewish History, Prayer, Jewish Life Cycle, and Hebrew. The majority of institutions where PEP gaduates teach are community day schools, followed by days schools affiliated with the Conservative, Orthodox and Reform movements.
Abraham Joshua Heschel School, Manhattan, NY
Abrams Hebrew Academy, Yardley, PA
Barrack Hebrew Academy, Merion Station, PA
Beit Rabban Day School, New York, NY
Beth Tfiloh, Baltimore, MD
Brevard Jewish Community School, Melbourne, FL
Charles E. Smith Jewish Day School, Rockville, MD
Chicagoland Jewish High School, Deerfield, IL
Cohen-Hillel Academy, Marblehead, MA
Community Hebrew Academy of Toronto, ON
Davis Academy, Atlanta, GA
Donna Klein Jewish Academy, Boca Raton, FL
Dr. Miriam and Sheldon G. Adelson School, Las Vegas, NV
El Paso Jewish Academy, El Paso, TX
Emery/Weiner Community School, Houston, TX
The Epstein School, Atlanta, GA
Frankel Jewish Academy of Metropolitan Detroit, W. Bloomfield, MI
Gann Academy, Waltham, MA
Gross Hebrew Academy, Miami Beach, FL
Hannah Senesh Community Day School, Brooklyn, NY
Harkham Hillel Hebrew Academy, Beverly Hills, CA
Hebrew Academy of Tidewater, Virginia Beach, VA
Hillel Community Day School, Rochester, NY
Hyman Brand Hebrew Academy, Overland Park, KS
Jess Schwartz College Prep-The Jewish Community's High School, Phoenix, AZ
Jewish Community Day School, Newton, MA
Jewish Community High School of the Bay, San Francisco, CA
Jewish Primary Day School of the Nation's Capital, Washington, DC
Kehillah Jewish High School, Palo Alto, CA
Lerner Jewish Community Day School, Durham, NC
Maimonides School, Brookline, MA
Metropolitan Schechter High School, Teaneck, NJ
MetroWest Jewish Day School, Framingham, MA
Milton I. Schwartz Hebrew Academy, Las Vegas, NV
Moriah School, Englewood, NJ
New Community Jewish High School, West Hills, CA
Paul Penna Downtown Jewish Day School, Toronto, ON
Rashi School, Boston, MA
Rodeph Sholom School, Manhattan, NY
Saligman Middle School, Melrose Park, PA
San Diego Jewish Academy, San Diego, CA
Shoshana S. Cardin Jewish Community High School, Baltimore, MD
Solomon Schechter Day School of Bergen County, NJ
Solomon Schechter Day School of Greater Boston, MA
Solomon Schechter Day School of St. Louis, MO
Solomon Schechter School of Manhattan, NY
Solomon Schechter High School of New York, NY
Talmud Torah of St. Paul, MN
Tarbut v'Torah Community Day School, Irvine, CA
Toronto Heschel Middle School, Toronto, ON
Weber School, Atlanta, GA
Yeshivat Rambam (Maimonides Academy), Baltimore, MD
Many of our graduates plan to continue in the classroom throughout their professional lives, while others aspire to careers in curriculum development, supervision or administration. After only two to three years in the field, six of our graduates were appointed to senior administrative positions. Others have been recruited for additional responsibilities in areas such as informal education, prayer services, accreditation teams, and parent education.
 The Pardes Educators Program was developed with and is funded by a grant from The AVI CHAI Foundation.
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Alumni Support in the Field
Pardes places value in providing sustained support to novice teachers. Through a partnership with the Jim Joseph Foundation, the Pardes Educators Program Alumni Support Project has been established to help its graduates succeed in their chosen career. The program provides resources for alumni support and formal teacher induction. Through the PEP Alumni Support project, graduates are provided with ongoing support, counseling, mentoring and networking from PEP staff and fellow alumni. In addition, graduates are inspired and re-energized through opportunities for continued text study and professional development.
The PEP Alumni project provides the following unique opportunities:
- Senior Pardes faculty members visit alumni in the field at least once each year during their first two years in the field to provide support, feedback and attention to PEP alumni during their first years as day school teachers.
- Monthly meetings via teleconference or videoconference to provide a forum for raising difficult issues, troubleshooting, sharing experiences and supporting one another.
- A two-week curriculum writing workshop at the end of the program to help graduates prepare for the first year of teaching.
- Summer Professional Development Workshop brings alumni back to Jerusalem for two to three weeks to engage in intensive text study, work on curricula and lesson plans, learn from their peers and invest in the upcoming school year through workshops and planning.
- Annual Alumni Retreat Reunion in North America - a content-rich program including pedagogy workshops, text study, and sharing sessions. Typically held in November, the retreat provides an opportunity for learning, reflecting and connecting.
- Personal e-mail and phone support from Pardes faculty members to help novice teachers respond to specific challenges.
Graduates Speak About Education
"When we speak of education, we are not talking about something that happens. This is not an event with a beginning and an end, nor a process initiated by a teacher, foisted upon a student. Rather, we are talking about the students and teachers in a learning community, together reaching towards their potential as part of a relationship. Our classroom is the world and our curriculum is everything in it."
Evan W.
Pardes Educators Program 2000-2002
Director of Experiential Education
Tanach Teacher
Jewish Community High School of the Bay, San Francisco, CA
Evan has been involved in the development of the field of Experiential Education for six years and has a passion for learning about the world of music and dance. Evan previously taught 9th, 11th and 12th grade Tanakh at Gann Academy where he co-developed the Echad Ha'Am Leadership Fellowship. Evan was awarded a National Endowment for the Humanities Fellowship to study Holocaust Education in the 21st century at the University of Wisconsin, Madison and co-authored an article, "The Card: An Educators Encounter with Cancer, " published in the Spring 2004 issue of Family Medicine.
"Students need to be aware of how their assumptions affect their reading of
text. My new course gives them the opportunity to wrestle with the
unanswerable questions fundamental to us all. Students are introduced to
notions of Mosaic / Divine authorship and the development of this idea, and
then introduced to modern Biblical scholarship."
Tamar R.
Pardes Educators Program 2000-2002
Grade7,10, 11 Tanakh Teacher and Jewish Educator, Charles E. Smith Jewish Day School, Rockville, MD
Tamar teaches Tanakh to 7th through 11th graders. In her role on the Task Force for Curriculum Mapping Initiative, Tamar helped to develop the school's new 7th grade Tanakh curriculum. In addtition, Tamar is a mentor for new teachers, a grade school advisor and serves on the Task Force for the New Middle School Initiative.
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