Since 1946 we have shaped well-rounded, curious and independent human beings. We draw on the culture of the Jewish people while opening our doors to all beliefs, celebrating difference as our greatest strength.
Nearly a century of history that began as a community's dream and has grown into a national benchmark for education.
UIB is founded in Medellín by a group of Jews who arrived from different parts of Europe, with the purpose of preserving Jewish culture and supporting the well-being of the community.
UIB founds Colegio Theodoro Herzl to provide the young members of the Jewish community with an excellent education. It becomes Medellín's first coeducational school and a pioneer in providing an education rooted in respect for diversity.
As the community grows, the Villa Alicia property in Bello is purchased. The preschool and elementary school move there, and enrollment opens to students from diverse religious backgrounds, marking the first step toward a multicultural community.
Between 1959 and 1964, the high school program is established and strengthened. In 1964, the school celebrates its first graduating class of seven students.
The community relocates the preschool to the Betania property in Envigado—the beloved "Theodorito." Looking to the future, UIB purchases the land in Alto de Las Palmas where the school stands today.
The entire school moves to its current campus in Alto de Las Palmas, Envigado, Antioquia, where it continues to grow to this day.
CTH adopts Horaá Mutemet, an Israeli educational approach focused on education for diversity, transforming teaching and learning across the school.
To meet growing enrollment demand, the school makes the strategic decision to expand the number of sections at each grade level.
Construction of the Hatikváh Coliseum begins alongside the transition to Calendar B, modernizing the school's infrastructure and academic organization.
CTH earns its Google for Education Reference School certification—international recognition of its educational innovation—and opens its new robotics lab.
Man and G-d, man and his fellow man, man and society, man and his environment. A philosophy of knowledge, awareness and respect for oneself, for others and for the world around us.
Starting from self-esteem and autonomy, we help students embrace the rights and responsibilities that come with being part of the institution, and we recognize love as a fundamental part of everyday life.
As an important part of our institutional philosophy, CTH educates students to live in harmony with the environment and care for natural resources.
Students from different cultures and religions coexist at our school. Respect for differences and diversity is one of our goals, as we believe that acting out of conviction is essential to harmonious coexistence.
Our philosophy is strengthened by the "United Within Difference" anti-bullying project, led by our upper-grade students, which serves as a model of respectful coexistence for other young people in our school community.
At the same time, the school creates inclusive spaces where human rights are upheld regardless of creed, race, religion, ideology, or social group, while fostering environmental awareness and healthy lifestyles.
We know that, by being here, we follow the principle of Tikun Olam (repairing the world). Guided by this principle, we nurture individuals who innovate and transform their surroundings for the better.
We are an institution that provides a multicultural education designed to develop each student's full potential, nurturing reflective, happy individuals committed to excellence through the practice of universal values rooted in Jewish culture and the Colombian and global context.
To be recognized nationally and internationally for educating respectful citizens who are attuned to their social and environmental surroundings, committed to building a more humane society, and inspired by the State of Israel's spirit of innovation and the richness of Jewish tradition and culture.
"Education rooted in diversity, enriched by Jewish culture, in a warm, close-knit environment where students enjoy learning."
Five principles that guide coexistence and the formation of every CTH student.
The ability to put yourself in another person's shoes, offer help without judgment, and support them wholeheartedly along their journey.
The ability to make sense of another person's words and ideas. Comprehension involves empathy, identification, and perspective-taking.
Believing in yourself, embracing challenges, and setting increasingly ambitious goals. Confidence gives you strength in the face of uncertainty.
The ability to observe and practice basic standards of social behavior that enable us to live together as a community.
The willingness to live respectfully and peacefully with every member of the school community.
An Israeli pedagogical model that helps children develop their skills through play while respecting their individual learning pace and style. It embraces diversity and recognizes that every student reaches understanding through a different path.
Meaningful learning lasts when it connects to prior experiences, engages students emotionally, and builds higher-order thinking skills and the capacity for independent learning.
CTH has studied educational practices in Israel — a multicultural country that developed an educational model capable of successfully supporting students from around the world — to respond to the demands of a globalized world.
Grounded in play, multiple intelligences, competency development, and educational technology, it offers multiple pathways to learning and fosters autonomy, decision-making skills, and teamwork.
Every year, our teaching staff receives training from international experts in this educational model.
Learning experiences are more effective when they are engaging and relevant. Teachers create challenging situations that allow students to build knowledge through different pathways.
Horaá Mutemet adapts assigned work to students' learning needs, prioritizing depth over quantity.
Teachers identify students' individual learning needs and plan multiple ways for them to engage with and demonstrate their learning, anticipating and responding to each situation.
Teachers and students learn together. The classroom is a living organism where knowledge is co-constructed as a community, while respecting each person's individual pace.
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