We recognize the significant physiological, psychological, and social growth experienced by our Middle School students, making this period crucial in their lives. Our program prioritizes these developmental changes by offering a comprehensive education that blends rigorous academics with a strong emphasis on character development, Judaics, and Torah studies.
At Hebrew Academy, we believe education is about more than academic achievement. Through our SELF program, middle school students develop confidence, empathy, emotional awareness, resilience, and healthy relationship skills. Grounded in positive psychology and Jewish values, the program gives students practical tools to communicate effectively, manage challenges, resolve conflict, navigate peer relationships, and make responsible decisions as they grow into thoughtful, well-rounded people of strong character.
Talmud Enrichment offers academically-driven students a comfortable space to extend their Gemara learning beyond the regular classroom setting. Focused on deepening understanding through analysis and Havruta learning, the class aims to introduce students to the richness of Torah and foster a commitment to exploration and inquiry.
Minimester, a 1-week program for Middle School students, provides an innovative exploration of courses beyond the regular curriculum. Geared towards equipping students with 21st-century skills, this immersive experience features hands-on learning on and off campus. Faculty-designed courses, enhanced by local community and business collaborations, culminate in student projects or presentations showcased at the annual Exhibit Night, cultivating a dynamic learning environment.
Each year, 6th to 8th-grade students can join our Student Government program by applying and campaigning for class representative roles. They learn about the election process and the value of listening to constituents. Throughout the year, Student Government members collaborate with the Activities Director to organize school events, holiday programs, fundraisers, and community service activities.
The Israel STEAM program integrates science, technology, and innovations in Israel. Students explore these themes during one weekly science period. The curriculum delves into influential figures in Israeli science and technology, examining their impact on society. Topics include the Dead Sea’s benefits, Israeli innovations in medicine, food, defense technologies (IDF), water technology, sustainability, entrepreneurship, and High Tech. Through scientific experiments and engaging activities, students gain a meaningful learning experience.
Middle school students have extended learning periods tailored to their individual needs, offering enrichment or intervention. During this time, students collaborate on group projects, receive individualized remediation or enrichment from teachers, and have dedicated time to complete assignments. The focus is on improving skills identified through standardized tests.
The CIJE Robotics League offers Middle School students an annual elective course where they collaborate to build and compete with robots. Focused on advanced programming, mechanical building, teamwork, and problem-solving, the league aligns with the official Vex Robotics Challenge, a global leader in robotics tournaments.
The Names, Not Numbers program is an additional history course for our 8th-grade students. It covers topics from the roots of anti-Semitism to the aftermath of the Holocaust and the creation of Israel. The focal point is the “Names, Not Numbers” oral history project, where students interview Holocaust survivors to preserve their stories. The project culminates in a documentary featuring survivor testimonies and reflections from participating students. Working in groups, students acquire skills in interview techniques, historical research, filming, and editing.
Students design, build, and race drones while developing skills in engineering, STEAM, teamwork, leadership, and entrepreneurship. Through simulators and competitions, they gain hands-on experience and may qualify for regional and national events.
Mrs. Kaltman has more than 14 years of experience in a broad range of educational leadership positions, including those of assistant principal, principal, and business administrator. Most recently, Mrs. Kaltman has served as the School Business Administrator and Assistant Principal at North Atlanta High School in the Atlanta, Georgia public school system. Mrs. Kaltman has a Master of Arts degree in Educational Studies from Emory University, a Bachelor of Arts in History from the University of Florida, and completed the Educational Leadership Endorsement Program at Kennesaw State University. In addition, she is completing an additional certification in Educational Leadership by the State of Florida.
Rabbi Jack Cohen will collaborate closely with the Judaic faculty of the Upper School, and will be a source of outreach to the community at large.
Previosuly, Rabbi Cohen served as the Director of Education for Olami in North America, training new teachers, coaching and consulting for veteran educators, writing curriculums and overseeing the development and deployment of innovative educational technologies. Prior to this, he was the Director of Education and Senior Educator for Meor Manhattan, teaching large and small groups, and overseeing an ecosystem of transformative educational programs for young people living in the city. Rabbi Cohen is also the co-author of Nurture their Nature: The Torah’s Essential Guidance for Parents and Teachers published in 2021 by Mosaic Press.
Rabbi Cohen’s academic background includes a Bachelor of Arts in Physics and Philosophy from the University of Pennsylvania, where he was honored with the graduation address in front of 13,000 in attendance. Rabbi Cohen then spent six years learning in Israel in Machon Yaakov, Nesivos Aharon, Mir Yeshiva, and Yad Saadia Kollel. He became a close student of Rabbi Beryl Gershenfeld, founder and director of Meor, and prolific author and speaker, Rabbi Immanuel Bernstein. He received his Semicha from Rabbi Zalman Nechemia Goldberg zt”l. Rabbi Cohen also completed a Master’s Degree in Education from Harvard Graduate School of Education.
Reena Rabovsky serves as the Director of Student Support at Hebrew Academy, where she is dedicated to helping every child reach their academic and social emotional potential. She earned her bachelor’s degree in Psychology and Judaic Studies from Hebrew Theological College and her Master’s degree in School Psychology from Queens College.
Reena began her career at Hebrew Academy as the Elementary School Psychologist, working closely with students, parents, and teachers to foster students’ social-emotional growth and overall well-being. Her passion for supporting children and collaborating with families and educators led her to her current role as Director of Student Support. Today, Reena oversees the school’s academic support services and social-emotional programs, ensuring that each student receives the individualized support they need to thrive. She is passionate about creating an inclusive learning environment where every child feels valued, supported, and empowered to achieve success.
Mrs. Andrea Lucero received her Bachelor of Arts in Secondary Education with a concentration in Social Studies for grades 6-12 from Manhattan College in Riverdale, New York. She began her teaching career as a fifth-grade teacher at an independent private school, then taught U.S. History at a public high school in New Jersey. In 2002, she moved to Miami and joined Hebrew Academy Middle School, where she taught social studies, English, and math, eventually focusing on Middle School Social Studies. During her years as a teacher, she served as student council advisor, Ruach team coach, Community Service Coordinator, and grade level coordinator.
Mrs. Lucero began her path into administration as assistant to the Middle School principal while completing her master’s degree. She earned her Master’s in Educational Leadership from Nova Southeastern University in 2008. In 2010, she became Middle School Principal, a role she held for sixteen years. For the 2026–2027 school year, she steps into the role of Director of Curriculum, Instruction and Professional Learning, leading schoolwide initiatives in curriculum development, instructional growth, and professional learning for faculty K–12.
