Deborah Fishman

Mar 132017
 

In this previous blog post, I wrote about one trend in day school Jewish mission and vision that I observed at the Prizmah Conference: an emphasis on standards for different aspects of Judaic studies.

In this second post, I will explore a second takeaway from the sessions I attended: It is crucial for school leaders to make the case for and explain the goals of teaching Jewish studies at your school.

This idea came to a point at the session “Hebrew for What? Hebrew at the Heart of the Jewish Day School.” At this session, Dr. Jack Wertheimer and Dr. Alex Pomson reported on the findings from their soon-to-be-released research report (look out for it on the AVI CHAI website soon!). The study investigated why day schools across North America choose to teach Hebrew, what types of Hebrew they prioritize, and whether stakeholders are aligned in their perceptions of what is being achieved in their schools around Hebrew language study. Schools of all affiliations were studied through surveys of parents, educators, and students.

At the session, we looked at how different denominations ranked different reasons: for studying classical Hebrew, including for prayer, text study, appreciation of Jewish culture and tradition, feeling a part of a synagogue; and for studying modern Hebrew, for forming a connection with Israel/Jews around the world, brain development, feeling included in conversations, and more. Amongst other findings, it was brought to light that many schools could improve how they make the case for why it is important to learn Hebrew – and that a considerable minority of parents and students are unpersuaded. The schools where the perception of the success of the Hebrew program was highest were those that articulated clearly and strongly “why Hebrew? “

Though not discussed or covered in this study, I believe the lesson is applicable to other components of Jewish study and life at the school, including tefillah, kashrut policies, and more.

One approach to addressing the need to communicate your goals came from another conference session: “Leveraging Your Jewish Story for School Leadership,” with Jonathan Cannon and Alanna Kotler of Educannon Consulting. This session supported the larger conference theme of “The Power of Story” by suggesting that stories are a tool for leaders and should be built into leadership practice.  Leaders must make the case and galvanize constituents toward the leaders’ goals and storytelling is an effective technique because it is highly engaging, shows rather than tells, and gives a concrete and personal example.

The session explored how and why leaders tell stories through presenting the general motifs shared by the powerful stories that resonate with us. For instance, stories that resonate are those that point to a greater cause, or leave room for different interpretations. It reviewed the dominant story of charismatic and successful leaders like Martin Luther King, Jr. (“There can be an interracial society for all”), what questions it elicited (“Can American society be integrated?”) and how it led to specific actions (sit-ins, directed letters to the president, etc.) and beliefs (about the ideals of America).

What if day school leaders could powerfully leverage their Jewish stories for school leadership? What if they could succinctly and effectively convey the “why” behind conducting Jewish studies, teaching Hebrew and living out Jewish life at day schools? Perhaps this could bring consensus and rally school communities around these crucial aspects at the heart of Jewish day schools.

In upcoming blog posts, Jewish day school leaders who attended the Prizmah conference will share their Jewish stories and what sparks made them into the Jewish educators they are today. Stay tuned!

Reminder: Come to Harvard AOL/LEV!

 Posted by on March 8, 2017 at 10:48 am  No Responses »  Tagged with:  Categories:
Mar 082017
 

Application deadline is next Wednesday, March 15

Time is running out to apply to a structured and proven process for enhancing the quality of your school’s Jewish mission sponsored by AVI CHAI.

The year-long program includes:

  • A week of professional development at Harvard Principals’ Center world-famous Summer Institutes for educational leaders – Improving Schools: The Art of Leadership (AOL) or Leadership: An Evolving Vision (LEV);
  • Nightly facilitated sessions while in Cambridge, applying the day’s lessons to your change project;
  • Project management throughout the year to support you and help you stay on track.

Past participants include Yoni Fein, Assistant Principal of The Moriah School in Englewood, New Jersey, who recently won the Kohelet Prize for Differentiated Instruction for Personalized Talmud Learning, a project that was born through the Harvard experience. Yoni explains the impact that the Harvard experience had on him as follows:

“As a school leader, I have seen firsthand that even the best ideas sometimes fail to reach the desired sustainable results. It was only after my training at Harvard along with the talented consultants from AVI CHAI and fellow cohort members that I truly understood what it means to lead. I was able to reflect on my own practice and explore my own personal growth plan to hone my leadership styles. I walked away with a tremendous amount of resources including professional development ideas, protocols and data management templates, and research-based approaches to my work. Most importantly, I walked away with strong relationships with dozens of talented school leaders from across the country, most of whom I am still in contact with today on a regular basis.

“When I started the program at Harvard, I was at the beginning stages of launching a new approach to teaching Talmud utilizing a personalized learning model. While I understood where I wanted to go with it, and had research to back it up, I wasn’t sure how I would be able to lead such a drastic change from what has been done in the past at our school without negatively affecting our school culture. We are now 6 months into the project and already the initiative has gotten national recognition as a Kohelet Prize winner, and we are only just getting started. I know that without the training at the Harvard/AVI CHAI program that this would not have been nearly as successful.

“I never thought that one week of professional development could transform my understanding and practice of leadership. This program did that for me, and it is the single most important professional development I have ever participated in. I can’t wait for the chance to attend the LEV training in the future.”

Are you inspired to take action? More information, including program dates this summer and how to apply, can be found here.

Additionally, you can contact Nechama Leibowitz with questions at: nleibowitz@avichaina.org

Mar 062017
 

The Prizmah Jewish Day School conference on February 5-7 in Chicago was a strong manifestation of the energy and excitement around the birth of Prizmah, the new central address for Jewish day schools, which staged this impressive gathering of more than 1000 stakeholders in Jewish education. The conference featured innovative shared experiences ranging from interactive improv workshops and custom sketches of Jewish day school life by Second City Works to a keynote lecture by world-renowned game designer and author Jane McGonigal, who encouraged the audience to consider: Why don’t our learning platforms work more like a game? In addition, constellations of learning enabled attendees to choose their own learning adventure through an almost overwhelming array of sessions, built around the running conference theme: the power of story. This personalization was especially accommodating for diverse subsections of conference-goers, such as the substantial group of lay leaders and those from small schools and small communities.

Amidst all of this activity around Jewish day schools as a path to build a strong Jewish future, the question naturally arises: What is the “Jewish” of Jewish day schools, and how are schools working to bring it to life?

One trend I observed is a growing emphasis on standards for different aspects of Judaic studies. I attended sessions on: “Crafting Israel Education Standards” with the iCenter; “Why Jewish Fluency Matters”, where Lisa Exler presented the standards and benchmarks she compiled for fluency in Jewish studies at Beit Rabban Day School in conjunction with Mechon Hadar; and “Tell Me Your Torah: Reading Sacred Texts with Multiple Lenses,” where Charlotte Abramson and Rabbi Sheryl Katzman used protocols from The Legacy Heritage Instructional Leadership Institute (formerly Jewish Day School Standards and Benchmarks Project) of the Davidson School at JTS.

Israel education, tefillah, Rabbinics and Jewish practice are all areas where using standards is a novel approach. Standards do not mean standardized learning; rather, they describe a way of approaching learning. The term is used in different contexts in different ways. With the Legacy Heritage Instructional Leadership Institute project, it is based on an outcomes-based approach to teaching, where first the overarching standards are set, and then benchmarks, instructional methods and performance assessments are selected to meet those standards. To take an example from that project, one of the eight standards about developing “an appreciation for the sacredness of Tanakh as the primary record of the meeting between God and the people of Israel” and another is about “the role of mitzvot in the shaping of the ethical character and religious practices of the individual and the Jewish People.” You can teach any text through the lens of: How does it help students develop an appreciation for the sacredness of Tanakh as the primary record of the meeting between God and the people of Israel and as an essential text through which Jews continue to grapple with theological, spiritual, and existential questions? Or, you could teach it through the lens of: How does this influence our understanding of the mitzvot? Each standard will cause you to focus or emphasize in a different way. (These examples are based on the Tanakh Standards which can be found here.)

On the other hand, the standards compiled by Lisa Exler at Beit Rabban have more to do with what specific content should be covered to achieve fluency than with the process or overarching standards.  These standards offer a road map for content, so students who graduate from day school at 8th grade should be fluent in certain texts, similar to fluency in a language. That will enable them to make connections between the different texts they read and become more independent learners.

At first glance, it may seem challenging enough to create standards within one school, as in the case of Beit Rabban, let alone across schools with different perspectives. But there is much to be said for the collaborative process among schools, as I experienced in the room of the Israel education standards workshop – through which new insights can emerge not only through understanding other approaches, but also about oneself. It remains to be seen how the idea and practice of writing and using standards will revolutionize the field, but much success has been had already, for instance, in the twelve years of the Standards and Benchmarks program.

This is just one example of the rich content that the Prizmah conference brought to life. Stay tuned for additional posts here on the AVI CHAI blog with more about the “Jewish” of Jewish day schools at the Prizmah conference.

Attendees have now returned home energized and armed with new tools, ideas, and connections to continue their important work of securing the Jewish future. We can’t wait to see how the field continues to grow with Prizmah’s support and resources – and to take in those new developments when the next conference comes around.

 

Mar 012017
 

Applications are Now Open: Deadline is March 15 

The AVI CHAI Foundation sponsors a structured and proven process for enhancing the quality of your school’s Jewish mission.

The year-long program includes a week of professional development at Harvard Principals’ Center world-famous Summer Institutes for educational leaders – Improving Schools: The Art of Leadership (AOL) or Leadership: An Evolving Vision (LEV); nightly facilitated sessions while in Cambridge, applying the day’s lessons to your change project; and project management throughout the year to support you and help you stay on track.

This program is an amazing opportunity for you to develop your leadership skills and bring improvements to your school. But don’t just take it from us… listen to program participants:

“Throughout my professional life, I have operated always upon the principle that one learns through experience better than sitting in an academic environment absorbing the same ideas. I firmly believed that the more opportunities in which one participates – the more one learns and grows. My summer experience at the Harvard Institute and through the AVI CHAI cohort flipped my appreciation of academic learning on its head.  Being engaged and working in small groups in an intensive academic forum inspired me to make critical changes in both my personal and professional lives.  My new perspective engendered at last summer’s Harvard Institute subsequently created a renewed energy and positive approach to problem solving and staff development.”
Rabbi Levi Solomon
Principal – Emek Hebrew Academy in Sherman Oaks, CA

Stay tuned for more participants’ stories on the AVI CHAI blog – and apply today!

More information, including program dates this summer and how to apply, can be found here. Additionally, you can contact Nechama Leibowitz with questions at: nleibowitz@avichaina.org

The Transformative Value of Fieldwide Teacher Collaboration

 Posted by on January 11, 2017 at 10:04 am  No Responses »  Tagged with: ,  Categories:
Jan 112017
 

This article was first published in HaYidion: The Prizmah Journal in its inaugural issue on Collaboration.

by Deborah Fishman

Last summer, four day schools in the Midwest came together to explore a common challenge: how to differentiate instruction in a Hebrew classroom to meet the needs of students with varying levels of knowledge and experience. Teams of educators and administrators from each school—Saul Mirowitz Jewish Community School in St. Louis, Akiva School in Nashville, The Hebrew Day School of Ann Arbor and Hyman Brand Academy of Kansas City—met at Mirowitz to learn about differentiation from a master general-education instructor, and to discuss among themselves how to apply this learning to a Hebrew classroom.

The educators’ energy and enthusiasm, both in bonding as teams and in meeting and networking with one another, was overwhelming. With multiple teams sporting school shirts, morale was very high; despite the fact that some of these schools resumed sessions the following week, they were nevertheless investing this time in their professional development and forging relationships with other educators. The instructor remarked early in the day how he couldn’t tell which educators had existing relationships and which had become instant best friends with “complete strangers.”

The professional development day is one example of collaborations that are taking place within the JDS Collaborative, with funding from The AVI CHAI Foundation. Where can we find the leverage to strengthen the Jewish mission of schools throughout the day school field? The Collaborative aims to provide one answer: collaboration by teachers and leaders within schools and between schools can allow school change to take place in the most efficient and effective manner through the creation, prototyping and spread of new ideas, forging of new relationships, and sharing of resources. The Collaborative’s unique process connects day school leaders and teachers over long distances; focuses them on challenging aspects of their Jewish mission at their school; and ignites collaborations on projects that they believe will address the challenge, largely through online networking strategies. Additionally, there is some funding to support professional development and travel opportunities.

The Hebrew differentiation project is one of 21 such projects currently underway in the Collaborative. These projects range from designing curricula using game-based learning, to developing Hebrew language activities built around real-life opportunities and experiences, to using educational simulations to explore scenarios school leaders face regarding Judaic teachers and curriculum content and tradition vs. innovation. Below are the implications we have seen from this work so far regarding the features that are most important for achieving impact and success.

First, while school participation depends on the school leaders’ buy-in and investment in the concept and its potential for application at the school, we have found that in many cases it is most effective for the majority of the work to be done by the teachers themselves. School leaders are simply too busy to be as invested in the daily process, and in the end it is the teachers in whose classrooms the resulting projects will be implemented.

Moreover, we have learned that Jewish day school teachers are indeed hungry for opportunities to form relationships with other teachers and to be exposed to resources, ideas and connections outside the four walls of their classrooms. When Cheryl Maayan, head of school at Mirowitz, opened the Hebrew differentiation day by asking the group to share about challenges in Hebrew instruction in a Jewish day school environment, the room exploded with everyone wanting to contribute.

“This is an area of growth for Jewish day schools. There are lots of opportunities in the field for leaders to connect, but we don’t always provide these opportunities for faculty,” said Maayan. She serves on the Collaborative’s Leadership Team along with Rabbi Dr. Gil Perl, head of Kohelet Yeshiva High School in Philadelphia; Dr. Michael Kay, head of Solomon Schechter of Westchester; and Larry Kligman, head of the Abraham Joshua Heschel Day School in Los Angeles.

Suzanne Mishkin of the Sager Solomon Schechter Day School in Northbrook, Illinois, which is participating this year in a project about STEAM and the chagim, emphasized the benefits of sharing expertise. “We are interested in the Collaborative because we believe it is important to be able to pool resources. I worked for public school for many years, where there are many schools in a district, so you have access to educators with varied experiences and new ideas. There are great ideas in our building, but to be able to go outside and collaborate is always a positive experience.”

Second, we are finding the Collaborative’s support in project management is an essential resource in order to make sure projects come to fruition. Jonathan Cannon, director of the Collaborative, employs the following steps in the process of forming new projects:

  1. Recruiting potential participants
  2. Eliciting their priorities for improvement of their school’s Jewish vision and practice
  3. Connecting participants who face similar challenges and/or opportunities
  4. Helping them formalize this commonality into projects, around which they can collaborate.

While school leaders and faculty alike are enthusiastic about participating, they have very busy schedules, and the friendly guidance of Alanna Kotler, Collaborative project manager, can make the difference between a successfully implemented project and one that falls by the wayside. Kotler ensures that projects stay on track through managing the team roles and responsibilities and breaking down deliverables, milestones and deadlines.

The Hebrew differentiation project reveals how participants develop their work through collaboration and resource-sharing. In the time since the day of learning, the schools narrowed down their focus to differentiation strategies for second grade Hebrew reading fluency, and together determined the standards they wanted to work on. The Charles E. Smith Jewish Day School of Rockville, Maryland, subsequently joined the project, and its Hebrew reading specialist created a webinar that was given to 15 teachers and administrators at Mirowitz and Akiva. After the webinar, teachers worked in their schools to create new benchmarks for reading fluency and share lesson ideas of how to differentiate instruction in light of student assessment. The schools are currently working on furthering the work in their schools to better define assessment and fluency criteria.

The process represents a shift in the way many day schools approach challenges that can seem beyond the ability of the school to address. “The Collaborative is the first opportunity we’ve had to think about a problem from within our school rather than joining an external program that’s been created for us. The impact has been subtle but profound. There hasn’t been any one “aha moment” or one stand out experience but every few weeks we gained more information and pushed forward. Now, a year later, we have come a long way,” said Daniella Pressner, principal at Akiva.

Third, we are unearthing at what stages of this process collaboration is most helpful, and to what end. What is the best model for structuring collaboration among multiple day schools such that it is a value added rather than an obstruction to a successful outcome? What unexpected benefits of collaboration may not have been anticipated?

We are finding that collaboration among different schools is most valued for the learning (professional development) and evaluation phases, whereas collaboration within a school is prioritized during the implementation phase.

One ancillary reported benefit of the Collaborative is that collaboration between teachers teaching the same topic and administrators within each school itself has increased enormously and has been sustained, leading to a culture of cooperation that has the potential to transform relationships between colleagues and positively impact student learning as a result. “Our experience is showing that the sustainability of projects that had collaboration in the schools is greater because of the joint conversation and accountability,” Cannon said.

In conclusion, day school collaboration is critical because it allows schools to share resources, which is not only more efficient, but also leads to the spread of new ideas. “As a Jewish day school field, we need to figure out more effective ways to share resources. I don’t just mean financial resources but that sense of support… the idea that someone has your back,” Pressner said.

If you are interested in learning more about the Collaborative, please contact Jonathan Cannon at jonathan@educannonconsulting.com.

Case Study Webinar Available: Hebrew Instruction at JDS

 Posted by on September 27, 2016 at 9:59 am  No Responses »  Categories:
Sep 272016
 

As evidenced by the high rate of participation in an AVI CHAI webinar yesterday, Hebrew instruction is a topic which elicits passion in many Jewish day school educators and leaders. The webinar – hosted by Dr. Michael Berger, AVI CHAI Program Officer – sought to illuminate the challenges and possibilities of JDS Hebrew language education in the JDS classroom. The recording is available to watch here. It was based off two case studies on this topic from “How Schools Enact Their Jewish Missions: 20 Case Studies of Jewish Day Schools”: “Meshuga La Davar: Hebrew,” about The Epstein School, by Dr. Michael Berger and Pearl Mattenson, and “A School That Places Israel at Its Center,” about the Golda Och Academy, by Dr. Jack Wertheimer, who served as Project Director of the case studies project. Speaking on the webinar were Stan Beiner and Dr. Joyce Raynor, former heads of Epstein and Golda Och, respectively. Beiner is now a consultant to non-profit organizations and schools, and Dr. Raynor currently serves as the Head of School of the Dr. Miriam and Sheldon G. Adelson Educational Campus in Las Vegas, NV.

The webinar speakers encouraged attendees who are designing or improving their schools’ Hebrew programs to consider questions such: How do you create an immersive Hebrew environment in your school that simultaneously provides ongoing professional development and teacher support? How do you assess and evaluate your approach? How do you leverage current thinking in bilingual education? How do you effectively market and advocate for your Hebrew program? Do you want your Hebrew program’s aspirations to reflect your community, or to lead it?

In the Q&A, many webinar viewers were thinking about purveyors of Hebrew language programs and how to decide which programs and approaches best fit their school’s needs. The advice given by the speakers was that the answer should stem from thinking about what goals and outcomes you want to see from Hebrew language instruction, its philosophical underpinnings, and what would create a purposeful approach toward these goals. Is the goal speaking fluent modern Hebrew or reading religious texts/comprehension? Also, you shouldn’t be afraid of using multiple programs, or of adopting pieces of various programs to meet your specific needs and goals. You should start with what you want to accomplish and then select appropriate texts rather than vice versa.

Some of the programs mentioned and submitted by viewers included TaL AM; NETA-CET; Bonim B’Yahad – Distance Learning from Israel; JETS Israel – Distance Learning; Morim Shlichim Program of World Zionist Organization; and the American Council on the Teaching of Foreign Languages (ACTFL).

Thank you very much to the webinar speakers and viewers for your participation and b’hatzlacha with your important work in Hebrew instruction this year!

Watch the webinar recording here: http://avichai.org/case-studies-webinars/

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Aug 192016
 

This summer, Jewish day school leaders unlocked new leadership skills at two programs of the Principals’ Center at the Harvard Graduate School of Education. This is the first post in a series highlighting thoughts on leadership and the Jewish vision and mission of day schools from leaders who attended with AVI CHAI sponsorship. Etan Dov Weiss is the Director of Jewish Life and Hebrew at the Amos and Celia Heilicher Minneapolis Jewish Day School and attended the Harvard Art of Leadership (AOL) program. See below for a video filmed at Harvard where Etan describes the school change project he will be working on during this coming school year.

What have you been working on at your school?

I’ve been in my position for a year. I was brought in at a time when there was a significant change in leadership personnel and structure. This provided a great opportunity to work on systematizing, documenting, and updating handbooks. We also went through reaccreditation and completed our strategic plan. Our strategic plan focuses on professional excellence: creating a culture where people are excited to work, with revamped expectations, supervision and professional development opportunities. In Judaic studies, we are working on a full review and articulation of goals for our Hebrew program. We are considering questions such as: Where does the connection to the State of Israel go in the curriculum to be most effective, with Hebrew or Jewish history? What does that look like and what are the goals of the Israel connection piece, and of Hebrew overall? We are analyzing how to fill in curricular gaps and how we improve communication between teachers to make sure the work is in sync.

What are you personally focused on and/or passionate about?

My personal goal is to improve my leadership style and skills: finding a balance between efficiency, efficacy, and building trust. Especially since the whole leadership team and structure is new, I place an emphasis on building teams and trust, communication, and articulating where we’re going and the strategy to get there. I am also engaged in getting buy-in for this strategy, both internally to teachers and externally to community partners. My main focus is on knowing where my skill set lacks and how to then recalibrate a balance that works for me.

At the end of the day, though, the students are the focus. What keeps me up at night is the Jewish mission and vision of the school actually, and the passion and dedication to that. This is what I’m committed to. I want it to be optimally effective for each individual student, and this will only happen through creating changes and systems that will be long-lasting. At the same time, my child is in the school, and my child only gets one first-grade experience. So there’s a balance between recognizing that building relationships is key for long-term sustainability, yet wanting change to have already happened. As the sages say, “If not now, when?”

What is your vision for pluralism in your school’s Jewish life?

We tackled our vision for pluralism in our strategic plan – we are working on using the term ‘community’, which we think means more than ‘pluralism’. We recognize that there are 70 faces to Torah, as the Talmud says. Whereas I may have my own way, I also have to hear about the ways of others. Parents sometimes worry that their child will be exposed to other ways in Jewish day school which will end up taking precedent over their ways. What I’ve actually found from 10 years of working in Community day schools is that the child becomes the standard bearer of the parents’ ways and gets to show pride in how their family connects Jewishly. For instance, kids love to share how their families observe Shabbat. They never say: your family should do it the same way as my family. They just want to share. When you’re exposed to and challenged by different perspectives, it helps you feel more comfortable in your own. This helps the children reflect on: How can I be part of klal Israel, so I can build community? How does the community affect me?

I’m interested in a cultural shift for students where I want them to be there for each other. For instance, on Shabbaton, kids determine their own bunk rules as to how to do Shabbat so that everyone feels comfortable. It’s about learning to stand up for yourself and stand up for others. My ideal is for an Orthodox student to think of a Reform classmate: s/he needs this from me so as to feel fulfilled. Likewise, I want reform communities to say: We need a mechitza in the school for our Orthodox classmates. I want them saying this for each other instead of for themselves.

How does your day school intersect with the local community?

Locally in Minneapolis, we are pulling in the rabbis of synagogues and leaders of Jewish institutions to think about: What do you want from a Jewish day school? What is the distinction between skills you learn at synagogue and at Jewish day school? For instance, personally I believe that leining (reading from the Torah) is a synagogue skill. We need to clarify what is and isn’t our goal, and what are we not doing enough of to support each other? This is particularly true because we are a smaller community, with around 8-10 synagogues. The end goal is all about enhancing the Jewish mission. If we can partner with one another and be spokespeople to tell the story of the amazing work we’re all doing, we can increase enrollment and it will benefit us all.

Author’s note: Heilicher participated in “How Schools Enact Their Jewish Missions 20 Case Studies of Jewish Day Schools.” The case study exploring tefillah at Heilicher is available here.

Jun 102016
 

The Pardes Day School Educators Program (PEP) graduated its 15th cohort last week. The two-year program combines intensive text study at the Pardes Institute of Jewish Studies with a Master of Jewish Education from Hebrew College. The graduates will go on to fulfill their commitment to teach Jewish studies in a North American Jewish day school for a minimum of three years upon completion of the program.

AVI CHAI Program Officer Michael Berger addressed the cohort with some words of wisdom and mazal tov in the following video:

 

May 252016
 

We are pleased to announce the release of a new case study on the adoption of online/blended learning in Jewish day schools. “Zafon Elementary School: Growing the Station-Rotation Model in Year 3,” is available here. This is the second case study to document “Zafon,” an Orthodox, pre-K through 2nd grade school, which opened in 2012 with blended learning as a core element of its design. The prior study, released in January 2015, is available here.

Conducted by Dr. Leslie Santee Siskin of New York University with Daniel Loewenstein, the new case study examines the shift from building a new school to one that is growing larger and older. In Year 3, the focus was on establishing the infrastructure and school culture; the case also looks forward to anticipated challenges in Year 4 (2015-16) around changes in moving to a new building and reconfiguring the school’s administrative structure.

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The case is available here on the AVI CHAI website.