Setting A Research

Agenda for Continuing Rabbinic

Education

Spotlight Session: Network for Research in Jewish EducationTuesday, September 9, 2009

What is Continuing Rabbinic Education (CRE)?

• A new concept/nascent field within the North American Jewish community

• A loosely defined cadre of continuing education and professional development programs, almost exclusively for pulpit rabbis

Why is CRE Worth our Attention?

• Approximately 3,000 active pulpit rabbis are serving congregations nationwide

• Proliferation of roles of pulpit rabbis – “Rav” (sage, teacher, posek)– “Rebbe” (spiritual guide, social justice agitator)– Preacher, pastoral counselor, and social worker– CEO, CFO, COO, CIO

• Expanded roles for rabbis beyond the pulpit– Various manifestations of Jewish communal work– Formal and Informal education and camping– Chaplaincy

Why is Research Essential to CRE?

• The field of CRE requires ways to adapt programming, share strengths, and meet challenges

• A systematic approach to CRE research and evaluation will:– Help the field develop benchmarks, assess program

implementation, and understand impact– Result in data that can inform the field – Identify key leverage points for change

Our Conversation Today

• Introductions• Presentation

– Learnings from literature and environmental scan– Findings from JESNA’s evaluations of CRE programs– Evolution of the field of CRE – impact and vision

• Exploration of key research questions• Group discussion • Conclusions and next steps

CRE Research: Literature Review

• Current foci of research– Transition into ministry – Clergy renewal– Leadership and non-profit management training– Clergy/congregation satisfaction – “State of the Clergy” surveys

• Major findings– Close relationship between congregational

leadership and congregational vitality– Link between pastoral leadership and congregation’s

personal and spiritual growth– Resources congregational leaders need to sustain

vocations

CRE Research: Literature Review

• Large survey of Conservative Movement rabbis and lay leaders (Wertheimer, 2006)

• Primary learning goal– Expectations of rabbis and lay leaders

• Major Findings– Rabbis seem willing/able to engage professional

development to enhance professional practice. – Congregational leaders seem to understand the

importance of professional development.– Rabbis and lay leaders may have distinctive ideas

about the necessary kinds of/areas of development.

CRE Research: Extant Program Providers

• Jewish CRE Providers– About 17 providers offering more than 30 programs

• Non-sectarian or multi-religious continuing clergy education (CCE) programs

• University and seminary graduate programs

• Consultants, funders, and research institutes

CRE Research: Interviews with Extant Program Providers

• As many as 2,000 rabbis have participated in one or more of 30 Jewish CRE programs.

• This number does not account for “double counting” – rabbis who attend multiple programs or who repeat programs.

• Marked increase in CRE programs over the last six to 10 years.

CRE Research: Common Program Elements

• Address various learning modalities

• Take place outside “day-to-day” settings

• Facilitate relationships and network building

• Follow-up after formal program

Formal Evaluations of CRE Programs

• Between 2004 and 2008, the Berman Center conducted four evaluations of extant CRE programs:– Institute for Jewish Spirituality Rabbinic Leadership

Program (2006)– STAR PEER (Professional Education for Excellence in

Rabbis) (2006 pilot program; PEER Alumni - current)– Oraita: Institute for Continuing Rabbinic Education

(Hebrew College, 2007-2008)– Legacy Heritage Rabbinic Enrichment Initiative at Yeshiva

University (2008)

• Major Evaluation Findings– Factors motivating rabbis to participate

– Most valued components of CRE experiences

– Other essential elements of successful CRE programs

– Positive reactions to inter-denominational CRE programs

– Significant impacts of CRE according to rabbis

– Areas rabbis identify for additional growth and proficiency

Formal Evaluations of CRE Programs

Evolution of CRE in North America

The Alliance for Continuing Rabbinic Education (ACRE)

• Initial conversation among key players (2007)– Lasko Family Foundations– JESNA – IJS, Oraita, STAR

• Convened discussion among CRE providers (April, 2008)– Seminaries, funders, and program providers

• Created Steering Committee (spring/summer, 2008)• Hosted first-ever CRE conference (September, 2008)

– Attendees included 78 leaders in the field

• Launched ACRE (March, 2009)– www.allianceforce.com

The Alliance for Continuing Rabbinic Education (ACRE)

• Mission Statement– The Alliance for Continuing Rabbinic Education (ACRE) is

dedicated to advancing the field of continuing rabbinic education in order to enrich the communal, spiritual and educational life of rabbis, and through them, the entire Jewish community.

• Vision – ACRE will:– Establish CRE as the norm for rabbinic, organizational, and

congregational life.– Help rabbis remain current on cutting-edge academic

Judaic research and enhance practical rabbinic skills.– Assess gaps in CRE programs; collaborate on initiatives to

fill gaps, where feasible

The Alliance for Continuing Rabbinic Education (ACRE)

• Vision - ACRE will:– Serve as a clearing house for CRE information. – Foster cooperative interchange for recruiting/training CRE

faculty. – Commit to research and evaluation

• Use research and evaluation to develop guidelines for high-quality CRE

• Advocate for additional funds for research and evaluation.• Devote resources to assess the impact of key programs.• Share findings through ACRE conferences and publications.

“Real World” CRE Program Evaluation

• Institute for Jewish Spirituality: Rabbinic Leadership Program

• JESNA evaluation study of alumni – Cohorts I & II– Online survey of all alumni (91% response rate)– Supplementary in-depth interviews with 10 alumni

• Major Findings: Impact on Rabbis’ Personal Growth

• Major Findings: Impact on Rabbis’ Professional Growth

• Outstanding Research Questions

Exploring Key CRE Research Questions

• Creating the research agenda– Who should be driving the research agendas of CRE

programs?– What essential information about CRE would benefit the field?– What collaborative partnerships/structures/resources are

needed?– How can researchers, policy- and decision-makers, and

practitioners use this research to professionalize the field of CRE?

• Conducting research – What is needed to get this research off the ground?– What methodologies might be most effective? – What models could be adopted/adapted from research of

other professional development programs?

CRE Research: Conclusions and Next Steps

• Reflections• Recommendations• Thank you!