- Where
- North Miami Beach, FL, United States
- Level
- Senior
Director of Curriculum & Instruction (DCI) – Judaic Studies, (Grades 6–12)
Scheck Hillel Community School, a large Modern Orthodox Jewish community school located in sunny North Miami Beach, Florida is currently accepting resumes for an experienced full time Director of Curriculum & Instruction (DCI) for Judaic Studies, (Grades 6–12).
Scheck Hillel is a nationally recognized college preparatory and Jewish community school located in North Miami Beach, Florida. Our well-rounded, rigorous, dual curriculum program serves over 1,400 students in PKT through 12th grade. As a Blue Ribbon School of Excellence, we attract and retain a diverse faculty who demonstrate professional excellence with an unwavering commitment to delivering an education of unsurpassed quality, As a community school, we understand that our school isn't just about education, it's about the whole child.
POSITION SUMMARY
The Director of Curriculum & Instruction (DCI) for Judaic Studies and Hebrew Language (Grades 6–12) provides instructional, administrative, and strategic leadership across Middle and High School programs. Serving as a master pedagogue, active classroom teacher, and collaborative leader, this individual bridges classical text study ( Tanach , Navi , Mishna , Gemara ) with modern, functional Hebrew language acquisition and lived experiential Jewish life within a warm, grounded Orthodox framework.
The DCI is a deeply knowledgeable, warm, and consistent leader who holds high standards for themselves and their faculty while leading with intellectual humility—able to admit when they are wrong and actively encouraging innovation through safe experimentation and reflective learning. Operating with deep listening and exceptional communication skills, the DCI understands how to navigate organizational change thoughtfully, recognizing that a large institution moves deliberately (like a large ship, not a speedboat).
The DCI designs a clear scope and sequence of Judaic skills and concepts, seeks authentic structural improvement over surface-level facades, follows through decisively on commitments, and acts as a firm advocate for educational standards when navigating parent expectations.
KEY RESPONSIBILITIES
1. Scope & Sequence, Pedagogical Standards & Innovation (Grades 6–12)
Clear Scope & Sequence: Architect and maintain a clear, structured scope and sequence of core Judaic Studies skills and conceptual understandings across Grades 6–12—establishing text decoding, reading fluency, and analytical benchmarks early.
Culture of Innovation & Learning from Failure: Encourage faculty to experiment with new instructional methods and creative initiatives, cultivating a supportive space where taking educational risks is valued and failures are embraced as key opportunities for reflection and growth. Lead department meetings that focus on the development of pedagogical skills and departmental alignment. Lead authentic decision-making processes when appropriate for department members. Ensure time for department meetings and professional development is concise and appropriately used.
Authentic Educational Quality: Drive real, deep pedagogical and structural improvement rather than settling for surface-level changes or visual facades.
Dual-Focus Hebrew & Text Literacy: Balance biblical text study ( Tanach with classical commentary) with modern spoken Hebrew fluency, ensuring administration and faculty treat Hebrew acquisition as a top-tier institutional priority.
Interdisciplinary Integration ( Torah u'Madda ): Partner with secular subject teachers to weave Judaic concepts, transferable analytical skills, and modern language applications into secular courses.
Differentiated Pathways & Mainstreaming: Implement pedagogical strategies tailored to varying skill levels ( Al Pi Darko ). Design targeted support pathways for students coming from non-traditional or diverse Jewish backgrounds to build core foundational knowledge and blend seamlessly into mainstream classes.
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