When our grandparents went to school, classrooms typically featured one teacher for 25 to 30 students, behind desks in sterile squared-off classrooms. This traditional model has remained largely unchanged for well more than a century. However, at Schechter Bergen, we embrace a different approach that benefits both students and teachers alike. New research out of Arizona State University supports that collaborative teaching (team teaching) not only enhances student learning but also increases teacher satisfaction. This and other studies have shown that when educators work together, they feel more supported, students receive more individualized attention, and the overall learning experience becomes richer and more engaging. ​ 

Recognizing these advantages early on, at Schechter we introduced the “Kehillah Model”—a team-teaching approach—four years ago. This model allows our teachers to collaborate, share expertise, and create a more dynamic classroom experience, while bringing the grade together as a community (Kehillah). While more and more schools are beginning to explore this idea, we've been refining and improving it. Yes, we faced initial challenges—learning to co-teach effectively, coordinating lesson plans, and adjusting to new classroom dynamics—but we've worked through them. Now, in our fourth year, team teaching is an essential part of our school community, offering support to teachers that is unparalleled locally.​ It is definitely more work for teachers than teaching solo, but everytime I ask our teachers if they prefer the old model, they resoundingly say no.

One of the most significant benefits we've observed of our Kehillah model is the ability to provide more individualized instruction. With multiple teachers collaborating, students no longer slip through the cracks. Those needing extra support receive it promptly, and students ready for advanced work are appropriately challenged. Our collaborative environment has strengthened instruction, increased student engagement, and fostered a community where educators feel valued and supported. Research indicates that team teaching enables teachers to better address the needs of diverse learners and promotes a supportive classroom environment. 

Another key advantage to our Kehillah model is continuity in learning. In traditional models, students transition from one grade to the next with little connection between their previous and current teachers. At Schechter Begen, multiple teachers share responsibility for a student's progress over two consecutive years, known as looping, ensuring smoother transitions and a more cohesive educational experience. This continuity allows for a faster and more successful start to the learning process each year.​

National trends indicate that team teaching is gaining traction, and for good reason. Schools implementing similar models have reported higher teacher retention rates, improved student outcomes, and more positive school cultures. A systematic review of team teaching effectiveness found that such collaborative environments lead to improved student engagement and academic performance. Our own assessments, such as MAP data, show our students performing competitively with independent schools nationally and outperforming public schools. Beyond academic metrics, the skills gained from collaboration, critical thinking, and problem-solving fostered in a team-teaching environment are significant indicators of future success.​

The Kehillah Model isn't just about teaching differently—it's about creating an environment where students thrive, teachers feel empowered, and learning becomes an active, community-driven process. We've seen the benefits firsthand and believe this approach represents the future of education. It's not just about enhancing learning; it's about making it more meaningful, connected, and impactful for everyone involved. This model embodies the Jewish value of Kehillah, reinforcing the importance of community and working together to support each other.