Picture yourself at our school. Picture:
- Your child in our nurturing, attentive, and supportive learning environment.
- Your family connected to our strong, vibrant community.
- Your child at our school, engaged in playful learning, ethics-based conversations, deep intellectual work and curious exploration.
- Your family as part of our school.
Our faculty members recognize the gifts of all our students. We celebrate our students for who they are as individuals and for their contributions to the group.
Learning at HDS is active, alive, contextual and relevant. Through our multi-faceted dual curriculum, students develop the skills and habits of lifelong learners.
Grounded in their identities and guided by Jewish values, HDS is a place where mensches blossom.
The mission of the Hebrew Day School of Ann Arbor is to nurture the development of knowledgeable, caring and committed Jewish children in a dynamic learning environment. Through exceptional general and Judaic studies and Hebrew language immersion, students will create a meaningful and joyous connection to their heritage and build a strong foundation for lifelong learning and involvement in the wider community.
Learning at Hebrew Day School is challenge-based, supportive, developmental and exciting. Our curriculum is ever-evolving; each student and each teacher breathes new life into it, as we believe that every individual contributes to the collective whole.
Grounded in standards and grade-level expectations yet flexible enough to meet and teach all students where they are, our curriculum is continually evaluated, updated and refreshed. It is born out of wonder yet grounded in rigor. High expectations coupled with a supportive environment allow students to move beyond their comfort zones and rise to the challenges before them.
Our emphasis is on process: the process of thinking, the process of developing skills, the process of understanding. This is the process of learning.
"The students in the room were terrific at asking questions. They had questions, rather than just sitting there; their questions were authentic, rather than attempts to show off or compete with the presenters; they weren't afraid to ask questions that really showed the limits of their own knowledge but instead preferred to ask and learn more; they asked questions that showed they were imagining the process of discovery as well as the information known at the end. That's seriously impressive. And it doesn't happen by accident. It's the kind of thing that happens when a culture of a certain kind of questioning and conversation is deliberately fostered."