In our ongoing efforts to articulate our educational priorities, we have taken steps to define the core characteristics of a Gann educator. What follows is a work in progress, which we are reviewing on an ongoing basis.

1. Reflection, collaboration, and growth
   Gann Academy is committed to the belief that teaching is a process and not a static endeavor.  Thus, we expect teachers continually to work on their teaching practice.  Teachers’ growth can occur through a variety of modalities that we support within our professional learning community including supervision, close collaboration with colleagues, department meetings, co-planning, curriculum development and classroom observations.  We expect teachers:
   
• to embrace consistent reflection and a desire to improve
• to be curious about the learning process
• to collaborate with other teachers
• to be open to new strategies and ways of thinking
• to give and to receive feedback on their curricular units
• to participate in our culture of openness
• to make their practice public
• to engage in formal professional development in subject matter, pedagogy and technology  
  
  
2. A commitment to the diverse students in our pluralistic school

Students come to Gann for a Jewish educational experience – the main criteria for being a part of this community is a desire to be at Gann and to take advantage of both Jewish and general studies offerings.  Gann seeks to maximize the potential of all our students through appropriate challenge.  Therefore in dialogue with our students, it is imperative that we determine their educational needs and work with them to meet those needs by offering multiple strategies for learning within a class. To accomplish this goal, teachers must be aware of the diversity that might exist within one classroom (e.g. learning styles, religious background) when developing curricula and incorporate strategies from outside sources (including the Learning Center) on how to serve students best.  We expect teachers to discuss openly with students and other faculty the challenges and the beauties of teaching and working with people who have strong and differing points of view.


3. Pedagogical Content Knowledge
   Teaching is an interactive process between the teacher, the learner, and the content.  The teacher’s main role is to build a bridge between the subject matter and the learner.  In order to facilitate this, a teacher needs deep and flexible subject matter knowledge which he/she uses and holds:
   • to find and pose salient and developmentally appropriate essential questions that help them to work with the material
   • to find diverse pedagogical strategies that provide different paths into the subject matter
   • to adapt/adjust classroom activities in response to students needs
     
     
4. Jewish Identity Facilitator
   Central to a student’s experience at Gann is his or her Jewish journey in a pluralistic setting.   Thus, Gann expects teachers to view themselves as facilitators of those Jewish journeys.  As such, we want Jewish and non-Jewish teachers alike:
   
   • to feel comfortable challenging their students to think about how they connect with Judaism and the Jewish People and their place in the students’ lives
   • to possess an appreciation for the act of journeying
   • to engage in conversation with students about the process of spiritual growth and
   • to connect with students’ diverse experiences around their Jewish exploration

   Respect for pluralism plays a large role in a teacher’s effectiveness in this area.  Teachers need to be prepared to engage in challenging conversations about the school’s respect for a myriad of approaches to Judaism, to discuss a variety of models of Jewish living and respectful of the differences of opinion represented in the school body. Gann also expects the faculty, where appropriate, to be role models for living a Jewish life.

5. Supporting the Mission Outside the Classroom
   At Gann, education outside the classroom is as valued as education inside the classroom. To support students’ experiential education outside of the classroom, teachers’ responsibilities extend beyond traditional ones and include participation in mission-centered experiences including:

• School-wide activities (Limud Clali (assemblies), overnights, Exploration Week)
• Advisory
• Student Clubs

These programs foster student leadership, provide for informal interactions with students, and create opportunities for caring relationships with other students and teachers in our community.