Director of Curriculum & Instruction - Judaic Studies, Hebrew Language

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.

2. Faculty Leadership, Communication & Team Culture

• Active Listening & Clear Follow-Through: Practice deep, patient listening ("listen, listen, listen") with faculty, students, and families. Act decisively on feedback, and clearly communicate the rationale whenever a requested change cannot or will not happen immediately.
• Intellectual Humility & Accountability: Model integrity and humility by readily admitting mistakes, taking ownership when wrong, and maintaining consistent follow-through on all decisions and commitments.
• High Standards & Compassionate Leadership: Set high academic and professional expectations for faculty and oneself, while leading with a warm, caring, and approachable personality. Ensure consistent adherence to Orthodox practices for  for both religious and general studies curriculum, experiences, publications, and trips.
• Guidance Over Compliance: Cultivate a collaborative, family-like team environment built on mutual trust, shared resources, cross-grading, and teacher autonomy rather than top-down enforcement.
• Active Teaching & Direct Supervision: Maintain an active classroom teaching presence to stay grounded in instructional realities while mentoring Judaic Studies and Hebrew staff, Department Chairs, and Tefillah Coordinators across Grades 6–12.

3. Operational Flexibility, Parent Partnership & Campus Life

• Strategic Patience & Flexibility: Demonstrate high adaptability and strategic patience when guiding institutional change—understanding that organizational shifts in a large school require deliberate, steady steering (navigating a ship rather than a speedboat).
• Firm & Respectful Advocacy: Communicate clearly and maintain appropriate boundaries with parents, standing firm and saying "no" with warmth, respect, and rationale when parent requests are unreasonable or conflict with educational standards.
• Experiential & Emotional Pedagogy: Incorporate outdoor/experiential learning, songs, and emotional connections into both Judaic and Hebrew programs (Chagim, Rosh Chodesh, Chesed, Shabbatonim, Moot Beit Din, Sukkah building) so learning leaves positive, lasting memories.
• Zionism & Israel Gap Year Leadership: Foster an intentional, grounded connection to Eretz Yisrael, Israeli culture, and Zionism. Guide and mentor students through the search, application, and acceptance process for Israel gap-year programs (yeshivot, seminaries, and specialized programs).

4. Administrative & Mission Alignment

• Admissions & Diagnostic Placement: Assist admissions teams with testing, Hebrew text-reading, and oral language assessments for incoming 6–12 applicants to ensure proper placement and support.
• Senior Exit Evaluation: Establish formal Senior Exit Interviews to assess graduate sentiment, skill readiness, gap-year preparation, and pride in their Jewish and Hebrew language journey.
• Rabbinic & Shared Vocabulary: Partner with Rabbinic leadership to establish a shared Jewish vocabulary across the school and highlight vibrant Jewish life through communications and digital media.

QUALIFICATIONS & EXPERIENCE

• Education: Master’s degree required, preferably in Judaic Studies, Rabbinic Literature, Seminary, Educational Administration, or Curriculum & Instruction. Educator Certification preferred.
• Experience:
  • Minimum 5 years of successful Judaic Studies and/or Hebrew Language teaching experience at the Middle or High School level.
  • Minimum 2 years of administrative, department chair, or instructional leadership experience.
  • Proven track record in developing clear scope and sequence frameworks, multi-grade standards alignment, and instructional coaching.
• Pedagogical & Judaic Knowledge: Deep expertise in classical Judaic Studies content (Tanach, Mishna, Gemara, Halacha) and modern educational research, assessment design, and pedagogy.
• Communication & Leadership Attributes:
  • Exceptional verbal and written communication skills; an empathetic, active listener.
  • Warm, caring, and personable demeanor with high emotional intelligence.
  • Demonstrated intellectual humility, consistency, and accountability (able to admit when wrong and follow through on commitments).
  • High personal and professional standards coupled with flexibility and strategic patience.
  • Ability to hold firm, professional boundaries with parents while maintaining positive relationships.
• Hashkafa & Practice: Deep commitment to and personal background in Orthodox Jewish practice and values.

GRADUATE & PROGRAM OUTCOMES
The DCI is responsible for delivering a program where graduates:

1. Demonstrate Literacy & Communication: Accurately read, decode, and analyze core Hebrew texts (Tanach, Navi, Mishna, Gemara) AND fluently speak, listen, read, and write in modern Hebrew with confidence to enter seminaries, yeshivot, universities, or global Jewish settings without knowledge gaps.
2. Possess Religious Confidence & Agency: Feel equipped with practical skills (leading davening, hosting Shabbat, setting up a Sukkah) and character (middot) to build an informed Jewish home, articulate their values, and navigate the secular world confidently outside the school "bubble."
3. Benefit from a Growth Culture: Flourish in an environment where teachers hold high standards, model continuous growth and reflection, and encourage students to ask questions, experiment, and learn from mistakes.

We offer a comprehensive compensation package that includes competitive salary, benefits, professional development, opportunity for growth and more. For further consideration, email resumes or visit our website at www.ehillel.org for more information about Scheck Hillel. Scheck Hillel is an equal opportunity employer.
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