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Shira Epstein, Ed.D, delivered a series of training modules at The Jewish Theological Seminary with students from the William Davidson Graduate School of Jewish Education. These sessions were geared towards emerging educators preparing to enter the field. Teachers introduced students to the issues of teen dating abuse as one of the evaded curricular issues, conducted discussions with students about the relevance of these "evaded curricular issues" to increase their professional development, and were introduced to resources (curricula, videos, websites) that might be utilized as "entry points" in their teaching.

Training Contact Information:
info@mayan.org

Adaptability of Program:
This program can be utilized as an induction training program or with seasoned educators to reflect upon the range of issues that might arise in their teaching. For more information on facilitating these sessions, additional training may be required. Please contact the program developers for more information.

Entry Points Used:
Jewish text, video, self-reflection, small group discussion, and large group discussion

Outside Resources used:
Text from Torah (Sarai/Hagar narrative) and other healthy relationship curricula (see Summary of National Programs in Section 1)

Lessons Learned / Things to keep in mind in your own Setting:
The range of "evaded curricular" issues that educators identify as relevant in their teaching is dependent upon the type of setting in which they teach. Areas identified as "evaded curricular issues": Day School educators identified issues related to theology, prayer and God-talk, Synagogue School educators identified issues related to interpersonal relationships. Participants were asked to find applications of this session to their field work. Facilitators are encouraged to immediately follow up this session by asking participants to reflect upon "How might you address evaded curricular issues in your own classroom?"

Outline of Program:
Introduction: Facilitator defines the term Evaded Curriculum as taken from the AAUW 1992 report "How Schools Shortchange Girls" stating that: "The evaded curriculum is the term coined in this report for matters central to the lives of students and teachers but touched upon only briefly, if at all, in most schools." Exercise: Facilitator creates a “graffiti board” by writing on the top of a blackboard or large post-it pad “What is the Evaded Curriculum?” Facilitator then instructs participants to simultaneously record their responses with magic marker or chalk. Facilitator further defines the “evaded curriculum” by first drawing upon the AAUW report, including characteristics such as the functioning of bodies, the expression and valuing of feelings, the dynamics of power, “New Morbidities”: eating disorders, substance abuse, and suicide, talk about relationship and intimacy, and discussion of feelings. (The full listing can be found on page 75 of the 1992 AAUW report “How Schools Shortchange Girls.”) The report further states that: "Students are offered a set of facts devoid of references to the complex personal and moral dilemmas they face in understanding and making decisions about critical facets of their lives.” (AAUW Report, p. 75) Facilitator has students engage in a think-pair-share around questions about healthy relationships in their own lives and in the context of learning in Jewish educational settings. Facilitator has students name assumptions about why we wouldn’t address the subject of “healthy relationships” in Jewish educational programs, both for the field and according to their own practice. Facilitator may choose here to use pieces of other “healthy relationship-building” curricula or training videos. Whatever is used should be set up with pre-viewing or pre-exercise organizing questions. The hope is that the learners will go through a reflective process of thinking back to when they were teens. Text Study: After using the formal curriculum or video of choice, facilitators will enter into a learning piece around what Jewish text and tradition has to say about healthy relationships. Some ideas might be to use the Hagar/Sarai narrative (a suggested focus of the JWI curriculum “Strong Girls, Healthy Relationships: A Conversation on Dating, Friendship, and Self-Esteem.” Educators may refer to p. 22 of the JWI facilitator’s guide as well as information about the overall curriculum in Section 1 of this resource guide.). Facilitator begins a discussion with learners of other entry points one can use in their teaching including the use of role-play, young adult fiction books, and music. Additionally, facilitator names that other curricula exist around this topic in the Jewish community, namely: Sacred Choices and Rosh Hodesh: It’s a Girl Thing!—(see Summary of National Programs). Facilitator gives link to The Extended Curriculum Resource Guide for Jewish Educators for further reference. Wrap-Up: Facilitator charges learners to examine the implications for their practice and needs that might arise to keep this front and center on their radars. In addition, facilitator addresses the meta-perspective of how the material was presented, in methods that might be new to learners. Facilitator gives space for comments and practical application in learners’ practices.