To advise Jewish Schools
and Educational Institutions on:
a) School Management - Leadership
Development, Staff Supervision, Financial and Educational Administration.
b) Staff Development - Classroom Management,
Communication Skills, Lesson Planning, Teacher Appraisal, Subject Teaching.Curriculum
c) Curriculum Development - Curriculu
Implementation Procedures and Evaluation.
d) Student Assessment Programmes -
Preparation, Testing, Grading, and Assessment Analysis.
to Present - Director of development - Menorah Boys Grammar
School, London (140 students aged 11 to 18). Responsible for examining
all aspects of the School programme (educational, administrative, physical,
financial) and setting up structures for implementing change.
- 1994 - Principal - Leibler Yavneh College, Melbourne, Australia
(750 students, Kindergarten to Year 12, staff of 123).
- 1993 - Educational Consultant - Gibraltar Jewish Community.
to Present -
Educational Consultant - Prague Jewish Community
to Present -
Founder and Educational Consultant - Massoret Avot School Budapest,
Hungary (450 students, aged 5 to 18, staff of 65).
Founding Director - Institute of Jewish Education, London - a teacher's
professional servicing agency (109 pre-schools, 60 day schools, 700
Executive Director - United Synagogue Board of religious Education
(88 pre-schools, 6 day schools, 45 Talmudei Torah, 8 youth centres,
20 annual residential and holiday programmes-16,000students). Staff
of 26 professionals and 9 support.
Headteacher of primary and sub-primary divisions - Mount SCOPUS
Memorial College, Melbourne, Australia (1200 students, Kindergarten
to Grade 6, staff of 105).
Director of Jewish Studies - Mount Scopus Memorial College, Melbourne,
Australia (2300 students, Kindergarten to Year 12, staff of 45).
-1975 - Director of Jewish Studies - North West London Jewish
Day School, (300 students, Kindergarten to Grade 6, staff of 7).
Family Parasha Publication"
(Yavneh College, Melbourne, Australia -
We Really Need More Jewish Schools?"
(United Synagogue Publications - 1991)
and Future Trends in Jewish Education"
(United Synagogue Publications - 1990)
- Towards a Jewish Future"
(United Synagogue Publications - 1985)
- 1971 - 1975 -
Director of jewish Studies, North West London Jewish Day School Prior
to his arrival the School had no structured Jewish Studies Curriculum.
By 1975 a full Curriculum had been implemented and was operating successfully.
- 1975 - 1980 -
Headmaster of Mount Scopus Memorial College (Primary and Sub-Primary
Divisions). Melbourne, Australia Before taking up his post no Jewish
Studies Curriculum existed and no professional staff development programmes
had been created. Further in spite of a large percentage of children
with special needs there was no facility to cater for them. In addition
the concept of parental education had not yet been introduced into the
College. By 1980 a comprehensive Jewish Studies Curriculum was in place
and regular in-service training for both Jewish Studies and General
Studies staff featured prominently. A Special Services Department was
established coveting migrant education, remedial and enrichment programmes,
speech therapy and counselling services. A parental education programme
was a popular innovation which strengthened links between the School
and the home.
- 1980 - 1992 -
Executive Director of the Board of religous Education, London Before
1980 the 6 Day Schools under the auspices of the Board of religious
Education had no Jewish Studies Curriculum and no professional staff
development. Further the Board had no involvement in Jewish informal
or adult education. In addition the Publications Department was small,
producing afew pamphlets and booklets for use in the Talmud Torah system.
By 1992 each Board of Education Day School had its own tailor-made Jewish
Studies Curriculum supported by a challenging staff development programme.
Two new Departments were opened, one dealing with the 8 youth clubs
which came under the authority of the Board and an Adult Education Department
which ran 15 residential, and non-residential programmes annually. By
this time the Publications Department had grown to be a world-wide distributor
of jewish educational materials, books and teaching aids.
- 1984 - 1992 -
Director of the Institute of jewish Education, London With no professional
servicing agency for Jewish education in Great Britain, Michael Cohen
established in 1984 the Institute of Jewish Education. Within a few
years it had grown to such an extent that it was semcing 60 Day Schools
in Great Britain and Europe, 109 Pre-school centres and 700 teachers.
The Institute ran regular training programmes, professional seminars
andproduced a large number of educational publications.
- 1990 - present
- Educational Consultant to Massoret Avot, Budapest, Hungary In
1990 Massoret Avot became the first Religious Day School to be opened
in Hungary for over 50 years. Today it is a thriving primary and secondary
school with over 400 students. Michael Cohen has been responsible for
overseeing the educational development of the School since its inception.
- 1991 - present
- Educational Consultant to the Prague Jewish Communi!y Michael
Cohen has served as Educational Consultant to the Prague Jewish Community
for the past 4 years, during which the first Jewish Kindergarten since
World War 2 and is flourishing. Further a teacher-training programme
was set up and he regularly organises seminars and staff development
programmes in Prague.
- 1992 - 1993 -
Educational Consultant to the Gibraltar Jewish Community. Initially
Michael Cohen was invited to carry out an inspection of the Jewish Day
School in Gibraltar. This led to setting up an examination programme
for the School as well as a series of teacher-training seminars for
Jewish and General Studies staff. In early 1993 he assisted the Community
in establishing a Jewish Secondary School for Girls which today is growing
- 1992 - 1994 -
Principal.of Leibler Yavneh College. Melbourne, Australia In 1992 Michael
Cohen was invited to take over the leadership of the Leibler Yavneh
College which had been experiencing severe difficulties - low morale,
a decline in student numbers and severe financial problems. Within 2
years he had turned the College around by recamping the professional
and administrative leadership, restructuring the Jewish Studies Curriculum
and putting the School's finances onto a sound grounding. By the time
he left in 1994 student numbers were up and morale was high reflected
in the College becoming the top School in the State in the Annual National
- 1995 - present
- Director of development, Menorah Grammar School, London In 1995
the Menorah Grammar School turned to Michael Cohen and asked him to
spearhead a Development Programme. He has already restructured the School's
finances, streamlined its Administration, broadened its curriculum,
established an imaginative fundraising programme and is currently overseeing
the relocation to a new School campus.