12
Gary RoCus.)
was I985
so I wasn't years"
the identity, the love of who I am and
what I am is a direct result of my years there. " _
Oh sure, I would've
Virginia
in dewater that lain aware of.
ship for my parents to ,
who and what we are The school gives the students opportunities
that are not available in other schools ,- learning the Parshat
hashivua (Parsha of the
ish holiday)
Although
Thanks Morn and Dad and thanks HAT. :
1
Southeastern Virginia Jewish News
October 30, 1998
€
'":' As the 1997=
/i - 98 year drew
, to a close, we
i celebrated the
. ,:;.: -
. ..... graduation of
14 students
who took
with them an outstanding General
Studies education and an under-
standing of what it means to live
Jewishly and to appreciate our
precious heritage and traditions.
The excitement'of a new year
reverberates throughout the halls
and classrooms of our building.
There is a palpable energy that
pervades the school.
We are extremely pleased to
announce that this year we have
the largest number of students in
the history of HAT. However,
from the perspective of the
Admissions office, there is an
even more significant statistic: this
year more new students enrolled
at HAT than ever before. Clearly,
the community recognizes both
the quality and uniqueness of a
Jewish Day School education.
Who are these students? This
year they represent students from
different countries and cultures as
well as diverse socioeconomic
backgrounds. And in the spirit of
the meaning of community, our
school population represents
Reform, Conservative, and Ortho-
dox children. Diversity flourishes
at our school.
From the perspective of the
students, working in the science
lab with our new flex cam video
camera makes science exploration
take on new dimensions. Further,
the classrooms are bustling with
creative problem solving in an
innovative math curriculum, and
The 1997-98 year was a peri-
od of substantialgrowth for
Hebrew Academy of Tidewater
in the area of development. Fol-
lowing are some of the more sig-
nificant accomplishments last
year:
Annual Campaign
In the fiscal year 1997-98,
Hebrew Academy planned and
successfully executed Campaign
'98. which elicited the participa-
tion of members of the Tidewater
Jewish community in both
Southside and the Peninsula.
Campaign '98 constitutes a
viable model for the school's
future fund raising efforts.
Neighborhood
Assistance Program
The Hebrew Academy Schol-
arship Foundation, Inc. is an offi-
cial Neighborhood Assistance
Program (NAP) project autho-
rized by the Virginia Department
_of Social Services to offer state
tax credits. In the 1997-98 pro-
ject year, the HAS Foundation
received $218,000 in NAP con-
tributions.
.*Drawings by
the challenge of a new reading
program in grades kindergarten
through third grade has height-
ened children's excitement. At all
grade levels students are busy
learning skills and increasing their
understanding of the world
through reading both classical and
contemporary literature.
A visitor to our building would
not be able to pass our newly
refurbished computer lab with
state of the art Pentium 266 com-
puters without sensing the eager-
ness of the students. Classes and
individuals not only learn word
processing skills, but also use the
lab for spreadsheets, analyzing
data, and creating graphs and
charts that enhance learning in
core subjects. The children com-
municate through networks and
telecommunications. Further, a
stroll down the hall would likely
give the viewer an opportunity to
see teachers and students engaged
in storing, retrieving and transmit-
ring electronic information both in
the lab and in all classrooms.
While it's not Itzhak Perlman,
it's music to our ears as the stu-
dents practice Suzuki violin on the
78 new violins purchased during
the. summer. Learning through
the musical-rhythmic intelligence
is just one of Howard Gardner's
recognized intelligences that our
students utilize. Teachers plan
lessons with all eight intelligences
in mind on a weekly basis.
How would you like to have
your child mentored by a profes-
sional journalist or botanist? How
about having your child learn to
manufacture and market a new
product? The School Wide
Enrichment Program reached new
Technology
The Office of Development
recognized that technology is
today an indispensible aid in
education. In partnership with
the Tidewater Jewish Founda-
tion, it established Techno-Link,
a remarkable program utilizing
the technological infrastructure
at Hebrew Academy to establish
on,going communication and
exchange between the Tidewater
Jewish community and its sister-
city, Pardes Katz, in Israel. The
Premiere on May 17, 1998, was
attended by the Hun. Meyera
Oberndorf, Mayor of Virginia
Beach, and was covered by the
CBS and NBC local affiliates.
Planned Giving
At the end of the last fiscal
year, the Hebrew Academy of
Tidewater Foundation, Inc. was
fortunate to have received an
endowment of over $1.5 million
from the Sandier family. InSep-
tember of this school year, Dr.
Leon and Selma Leach estab-
lished The Leach-Kantro Educa-
tional Trust in the amount of
heights as students delved into
"level three" experiences with
mentors from the community.
Currently one group of children is
learning the art of professional
grant writing in order to raise
funds to build a greenhouse a
pi-oject developed by another
group of students.
And if all this doesn't account
for our enthusiasm, consider the
Middle School students who
began the year with a two day
camping trip where students and
teachers enjoyed nature, a ropes
course, orienteering and cama-
raderie. Middle Schoolers are
involved in numerous extra curric-
ular activities. They choose from
Yearbook Staff, Newspaper, Gym-
nastics, Hebrew Language Club,
Soccer, Basketball, and Tennis.
Hebrew Academy is a busy,
vibrant institution. It is staffed by
nurturing teachers; it is filled with
bright inquisitive children; it is
supported by devoted parents.
Multiple
Intelligences
at HAT
As a cutting edge educational
institution, Hebrew Academy of
Tidewater, over the past two past
two years, began to incorporate
the learning theories of Harvard
University cognitive psychologist,
Howard Gardner.
Gardner, whose work is highly
thought of in Israel as well as in
progressive circles in the United
States, is known as the progenitor
of the Theory of Multiple" Intelli-
gences. This theory has vastly
expanded traditional notions of
intelligence and, in the process,
has pushed educators to literally
redefine whaf intelligence actually
is.
The implications of the idea
that individuals have diverse cog-
nitive profiles is profound for edu-
cation. Without going into the
details of the Theory of Multiple-
Intelligences in this context, suf-
rice it to say that Gardner haS
identified eight forms of intelli-
gence, which are as follows:
• Linguistic Intelligence
• Logical-Mathematical Intelli-
gence
• Bodily-Kinesthetic Intelli-
gence
• Visual-Spatial Intelligence
• Musical Intelligence
• Interpersonal Intelligence
• Intrapersonal Intelligence
• Naturalist Intelligence
For example, teachers, social
workers, actors, and politicians
tend to be strong in the area of
Interpersonal Intelligence. lndi"
viduals whose occupation is that
of athlete, dancer, surgeon heavily
utilize Bodily-Kinesthetic Intelli-
gence. And so.forth.
As an educational institution
geared to nurturing the individual
and maximizing each child'S
potential, Hebrew AcademY is
proud to incorporate the Theory of
$300,000 for the ultimate benefit
Mulnple lntelhgences
of Hebrew Academy in memory . ' . " • . in its cur-
nculum and approach
oJ' their late on, Dr. Frederick E. mi" , ' " to acade"
