A group of Israeli educators from the organization Habaita, founded by Gann
alumni parent Izhar Armony, visited Gann on Thursday, October 16th, to discuss with
teachers and administrators the various qualities that make Gann a successful
educational institution. The visit was part of a broader initiative to facilitate the
movement of displaced Israelis back to their home regions through the promise of better
education. This delegation hoped to learn from the Gann environment and curriculum so
that they might implement these factors into the schools they plan to establish.
Habaita was founded post October seventh at a time when thousands of Israelis
were displaced from their homes in the Western Negev and Galilee. These Israelis
moved to different areas of Israel, and many have yet to return to their homes. Habaita’s
mission is to improve the educational systems of these regions with the hopes of
incentivising Israelis to move back. Throughout their visit, representatives from the
organization learned about Gann’s successful teaching methods and united school
culture.
The delegation started at the Gann farm, where they learned how students could
participate in hands-on learning, before moving on to the library for lunch. After lunch,
they educated several B Block Hebrew classes on their goals and hopes for the future
in returning Israelis to their communities. Habaita representatives commented that
students appeared “really engaged” and expressed their happiness that “the Gann
community was so interested in our mission.” After this presentation, Gann Seniors
Danielle Hayman and Noam Neiger ‘26 led a comprehensive tour of the campus in
Hebrew, showing the educators the daily life and community structure of the student
body. Following the tour, Head of School Dr. Dalia Hochman led several other faculty
and administrators in an educational ideas symposium. In this symposium, groups of
educators cycled through three different faculty-led stations discussing various topics of
interest.
The first station of the symposium covered school culture and student leadership.
It was led by Dr. Hochman, Hebrew teacher Tami Levy, and Associate Director of
Student Experience Linda Echt. One Habaita representative told a story about her son’s
IDF Commander, who messaged to his soldiers that “Culture wins wars.” She further
explained that this was a common sentiment in Israel that grew particularly prominent
since the October seventh attacks. The commander emphasized the importance of
understanding personal identity and how it related to the culture of a team. This
connected to the discussion of united culture at Gann, a culture that the Gann leaders
agreed was essential to maintaining a functioning school environment – just as it is
essential to victory in war. Levy, reflecting on Gann’s cultural pillars, highlighted the
school’s focus on pluralism in Judaism and continued patience and respect with peers.
Echt added that Gann’s success stems from relationships fostered within the school,
noting that teachers always make an effort to form respectful, educational bonds with
students and “make sure students know they want to be here.” She explained that a
clear positive attitude on the teachers’ part goes an extremely long way towards
establishing a comfortable environment for students in which relationships can form.
Hochman reinforced this idea with the mantra “Happy teacher, happy student,” further
underscoring the importance of adults feeling motivated and supported so as to pass
this energy to students. Habaita representatives found these insights helpful, noting that
they would take lengths to establish a similar environment in their educational
institutions.
The second station of the symposium presented the interdisciplinary curriculum
for freshman students at Gann. It was led by Director of Humanities Cate Bleyl,
Assistant Director of STEM and Academic Operations Valerie Giebel, and Assistant
Head of School for Teaching and Learning Dr. Marion Menzin. Giebel introduced the
innovative math, science, and technology rotation program for ninth graders, in which
students are introduced to high school through a structure where STEM teachers are
rotated throughout the semester. This allows them to experience and become interested
in three different teaching styles and subjects. The Habaita educators expressed
interest in the curriculum structure, noting that they might try implementing it –
especially as Gann teachers found it increased student interest in non-mandatory fields
like engineering. Bleyl then explained the Humanities 9 program, which merges social
studies and English under the theme of a “human story,” presenting another possible
curriculum route for the educators to take.
The third station of the symposium discussed the social-emotional aspect of
learning at Gann. Gann offers extensive learning support to its students, which was
highlighted by Dr. David Ball, Gann’s Assistant Head of School. The Habaita
representatives were interested in Gann’s approach to assisting students with learning
accommodations. They were impressed by Gann’s “thoughtful” incorporation of support
into the academic school day, like the Learning Center and advisory program. The
representatives also discussed how Gann approaches dialogue around current
antisemitism with their students. While they agreed that enrollment in a Jewish school
allows for students to find comfort in their religious community, they debated Gann’s
place in acting as a mediator for discussions around antisemitism. Some argued that
Gann is the ideal space for such conversations, while others opined that school is
meant to act as a break from the antisemitism of the outside world.
Over the course of their visit, the Habaita representatives commented that they
were impressed by Gann’s tight-knit community. Izhar Armoney, the Chairman of
Habaita, mentioned that he had “never seen high school students so happy.” Another
representative added that they were “amazed” by how thoughtfully Gann students
spoke both with each other and adults. The representatives were also “impressed” by
the students’ extracurricular involvements, with one adding that they “enjoyed hearing
about the many clubs students participate in.” These reflections showcase how the
Habaita representatives were moved by their interactions with the Gann community.
The Habaita representatives’ visit to Gann provided valuable insights into the
innovative approaches they might use to foster academic growth and student unity in
their plans for new educational programming. It highlighted the importance of
community and culture in shaping students’ experiences and drawing Israeli families
back to their homes. The educators’ positive feedback and excitement showcase how
they, by observing Gann’s focus on cultivating strong relationships, interdisciplinary
learning, and a supportive environment, left the school with a deeper understanding of
how to create meaningful and lasting change in their own educational initiatives. As they
continue their work to rebuild and enhance schools in Israel, the lessons they learned at
Gann might serve as a guiding inspiration for their mission to foster hope and
educational excellence in the country.