Strengthening Hebrew reading across Australia
Ten schools across Victoria and NSW joined Professor Scott Goldberg for teacher professional development.
Over 110 Jewish educators from 10 schools across Victoria and New South Wales recently took part in a professional development program with professor Scott Goldberg, focused on the science of Hebrew reading.
Facilitated by the Jewish Educators Network of Australia (JENA), the visit brought together Hebrew and Jewish studies educators to explore how research-based approaches to reading can strengthen Hebrew literacy, classroom practice and student access to Jewish learning.
Goldberg’s sessions offered educators a clear introduction to the science of how students acquire reading skills in Hebrew. Drawing on current research, he unpacked the cognitive processes involved in reading and connected these insights to the specific challenges and opportunities of teaching Hebrew.
The visit began in Melbourne, where Goldberg worked with educators across several school settings before continuing to Sydney for further school-based sessions and communal professional learning. Across both cities, the program created space for teachers to reflect on their existing approaches, build a shared professional language, and consider how evidence-based instruction can support students at different stages of their Hebrew reading journey.
A key focus of the professional development was moving Hebrew reading instruction from intuition or inherited practice toward a more research-informed and systematic approach.
Participants explored how students develop accuracy, fluency, decoding skills, and comprehension, and how teachers can better identify areas where students may need targeted support.
Reflecting on the significance of the program, JENA general manager Rabbi Alon Meltzer said the visit marked the beginning of an important national conversation.
“Professor Goldberg’s visit has allowed us to begin an important conversation about Hebrew reading instruction in Australia.
“Our hope is that this will lead to the ongoing development of Hebrew teachers around the country, with the ultimate goal of enhancing student outcomes and strengthening access to Hebrew language and Jewish texts.”
Feedback from educators was positive. One participant reflected that the science of Hebrew reading PD “provided well researched context and practical training that will strengthen our approach to Hebrew literacy”.
They noted that the sessions deepened their understanding of how students acquire reading skills in Hebrew and offered “clear, evidence-based strategies that can be applied immediately in the classroom”. They described the program as playing “a vital role in professionalising Hebrew teaching”, equipping educators with shared language, informed practices, and greater confidence in delivering high-quality instruction.
Another educator praised Goldberg’s ability to make the research accessible and compelling, describing the session as “an engaging introduction to research-based strategies for Hebrew teaching”.
They highlighted the way the approaches presented support greater student access to Hebrew language and Jewish texts, fostering meaningful learning and a stronger connection to Jewish identity. “My team and I left inspired and wanting more.”
For JENA, the visit marks an important step in building a national culture of professional learning for Jewish educators. Beyond the individual sessions, the program has helped lay the groundwork for ongoing collaboration through JENA’s Professional Learning Communities, including a dedicated focus on Hebrew education.