Here Are Many Individuals Within Our These Issues

In this issue of HaYidion: A Word from the Editor Socioeconomic Diversity famous Mishnah states, We are not all the same, nor does • by Dr. Bob Berk, page 4 “When a human being Torah seek uniformity…The miracle Amakes many coins from the of creation is that unity in heaven Ten Steps for Day Schools to Become same mint, they are all the same. G-d produces diversity on Earth. Torah makes everyone in the same image is the rain that feeds this diversity, More Inclusive of Interfaith Families – His image – yet none is the same allowing each of us to become what • by Dr. Kerry M. Olitzky as another.” (Sanhedrin 4:5) This is- only we can be.” and Eva Stern, page 6 sue of HaYidion examines the subject of diversity as it applies to the We hope that this issue of HaYidion The Sephardi/Ashkenazi Divide Jewish community day school. The will help you to become what only you • by Chaye Kohl, page 8 ever-increasing heterogeneity of our can be. Whether your school is large schools poses both challenges and or small, urban or suburban, one of A Few Thoughts on Jewish Diversity opportunities for day school leaders. many or isolated, you are still part of • by Dr. Marc N. Kramer, page 10 The articles that appear in this issue the RAVSAK community. After two are designed to provide both theo- decades of association with RAVSAK, retical and pragmatic frameworks I am still amazed by how alike and Including LGBT Jews within which community day school yet how different we all are. Thus, the • by Gregg Drinkwater, page 12 leaders can approach the range of contributors to this fall’s HaYidion questions that arise Day Schools: Preparing Students from the growing Dr. Barbara Davis to Engage with the World’s Diversity diversity within our is the Secretary of RAVSAK, Editor • by Rabbi Josh Elkin, Ed.D. school populations. of HaYidion and Head of School at and Suzanne Kling, page 14 the Syracuse Hebrew Day School in Jonathan Sacks, Dewitt, NY. Barbara can be reached Leadership from the “Outside” Chief Rabbi of Great at [email protected]. • Interview, page 20 Britain, wrote a com- mentary on Parshat Ha’azinu in which the Torah is com- seem to relate completely to many Day School Through the Lens of pared to rain. Rabbi Sacks notes of the critical issues I face, while at an Interfaith Family that this comparison is made “pre- the same time offering unique and • by Michael Brent, page 22 cisely to emphasize that its most original perspectives and solutions important effect is to make each of that will prove invaluable to me and, I Using Diversity: The Possibilities of us grow into what we could become. truly believe, to you also. ¿ Pluralism in Community Day Schools • by Dr. Susan Shevitz, page 24 HaYidion: Editor: Dr. Barbara Davis The RAVSAK Journal Production: Robin Feldman Women in Leadership: is a publication of RAVSAK: Design: Adam Shaw-Vardi The Jewish Community Are We Still Talking About This? Day School Network. It is Contributors: Dr. Bob Berk, Michael • by Susan Weidman Schneider, page 26 published quarterly for Brent, Gregg Drinkwater, Rabbi Josh distribution to RAVSAK Elkin, Suzanne Kling, Chaye Kohl, member schools, associate Dr. Marc N. Kramer, Yavilah McCoy, Being Out at Work members, and other Jewish Dr. Kerry M. Olitzky, Susan Weidman • by Dr. Susie Tanchel, page 24 and general education Schneider, Dr. Susan Shevitz, Eva Stern organizations. No articles may and Dr. Susie Tanchel be reproduced or distributed “Color” in the Jewish Community: without express written Advertising Information A Matter of Perspective permission of RAVSAK. All Please contact Marla Rottenstreich • by Yavilah McCoy, page 24 rights reserved. at [email protected] or by phone at 646-496-7162. A Word from the Editor, Page 2 • President’s Message, RAVSAK 120 West 97th Street, New York, NY 10025 Page 3 • Case Study: Economic Diversity, Pages 33 p: 212-665-1320 • f: 212-665-1321 • e: [email protected] • w: www.ravsak.org

הידיעון • HaYidion [2] From the Desk of Susan Weintrob, RAVSAK President

iversity not only comes in many not welcome the tensions that diversity Diversity in our schools should create a colors; it comes in many voices. brings, they polish our values and aspi- living Talmud page. The central text of DNonetheless, typical of many rations, test our assumptions and stretch Chumash becomes the school and the di- schools’ diversity definitions is the fol- our notions of identity. These challenges verse rabbinic texts, which speak to each lowing goal from my neighboring inde- help us confront whether we are comfort- other across the centuries, become our pendent school’s strategic plan: “The able dialoguing with those with school will seek to raise the percentage whom we disagree, and help us Susan Weintrob of students, faculty and administrators of to learn to respect those who is the President of RAVSAK and color…” may pray differently or eat with the Head of School at the Hannah different standards. We should, Senesh Community Day School in Diversity should do more than create with the right process and val- Brooklyn, NY. Susan can be reached populations with different races, al- ues, create a community with at [email protected]. though that is a worthy goal. Diversity those whose families are struc- of voices and perspectives in our schools tured differently and who may helps us to craft educational philoso- think or live differently. ideas, our families, our students, our cur- phy, a framework for community and a riculum and our guide. plan for outreach. Yet we know that any While many other schools have diverse change brings tensions and challenges populations, few encourage the dialogue Jacob Neusner describes the Jerusalem each day. At RAVSAK schools, with no among families, staff and students that we Talmud as a text of many voices, but specific rabbinic authority, no political generate in RAVSAK schools. We are used one melody. This is the vision that we guidelines, and no imposed educational to exchanges of ideas. Once a Christian share, the paradigm that we hope to cre- standards, a school may struggle in its student of my husband asked me how we ate. How we bring the Talmudic pages to creation and implementation of its own knew what the right way to read the Bible life is a day-by-day test of our leadership community values. was. My answer was to show him a Tal- and values. In collaboration with our ad- mudic page. “But which one of the rabbis’ ministration, staff, trustees, families and Celebrating diversity should open the views is the truth?” he asked. I explained community, we find the many paths that door to Jewish families, creating com- that all were considered holy. The study will allow us to open our doors, grow our mon ground for those in our community of many points of view is not only a com- schools, and strengthen the next genera- raising Jewish children. While we may mandment but a way of life. tion of Jewish children. ¿

RAVSAK Launches High School Network

This past year the decision was made the catalogue of programs and that had been paying “double” dues to bring the vision and programs services offered to Jewish schools in past years to both NAAJHS and of NAAJHS (North American across North America. RAVSAK you will have the added Association of Jewish High Schools) benefit of paying dues only once. under the RAVSAK umbrella to Much hard work and planning have create a vibrant new Jewish High gone into this union and it is with To register your school today as School Network out of the merger. great joy that we now invite all high a member of the High School Building on the pioneering work of schools to join our new-and-improved Network, please contact Robin NAAJHS and the unprecedented network. All Jewish high schools Feldman, Director of Member success and growing infrastructure regardless of affiliation are eligible Services at 212-665-1320 x303 or of RAVSAK, we will be able to expand for membership. For those schools [email protected].

[3] הידיעון • HaYidion Socioeconomic Diversity ¿ by Dr. Bob Berk

s educators we often forget that Why do I believe this to be true? our recruitment process should allow the word “socioeconomic” has for discretionary choice of recruitment A two parts – “socio” and “eco- In community day schools we value plu- strategies by the admissions director, we nomic.” Socioeconomic status has come ralism, diversity of practice and to refer only to financial means. We have a commitment to Klal Yisrael. Dr. Bob Berk all but forgotten the first part of the word. Our Boards actively discuss is Head of School at Akiva Commu- There are many individuals within our these issues. What board has nity Day School in Nashville, TN and communities with a rich diversity of expe- not spoken about how we re- serves as Vice President for Finance rience and opinion. This diversity makes cruit more Reform families… on the RAVSAK Executive Com- mittee. Dr. Berk can be reached at our schools better learning communi- or additional Orthodox fami- [email protected]. ties. We have children whose parents lies? What board has not spo- are first generation immigrants, artists, ken about how we pray in the or carpenters. They are from Argentina, school? But in too many schools it is only need to make sure that the least affluent adopted from China. Some come from the finance or scholarship committees do not receive the least personal recruit- interfaith households, some have single that speak about our poorest families. In ment methods. parents. They may live in homes that are addition to questions about financial aid multigenerational or include extended capacity, our lay and professional leader- We also know that some practices in our families. They may have relatives to care ship should ask themselves the following schools are difficult for our least affluent. for in other parts of the world. Some of questions: (1) What are we doing to spe- Do schools have a mechanism in place to these families are also poor. cifically recruit the least affluent in our reduce the financial burden that enrich- community? (2) What practices in our ment events cause? Ice cream days, holi- They bring with them experiences that school make our least affluent families day gifts for faculty members, tzedakah might not be typical in our full-paying and students uncomfortable? (3) What drives, field trips, club fees, and book families. These children often add an can we do to make these students and fairs…the random costs, as we all know, important and different outlook to class- families more comfortable? (4) How can can get quite expensive. Does somebody at the school approach our least affluent Some of these questions are easier families – well before an event – and offer to help financially so that these items to answer than others. Do all our are not an uncomfortable burden?

potential recruits get the same attention? Perhaps the most difficult challenge that Do some get invited to an intimate we face is making the least affluent feel valued within the community. We rarely breakfast with the Head of School and ask them to serve on our boards. They often cannot take leadership positions others to an open house? in our parent-teacher organizations because they work full-time. And the truth room discussions. Imagine exploring the we help these parents to feel valued by is, even when we know that they could exodus with children who, themselves – the school – to know that they add more easily help on a project, it is often easier or whose parents – undertook their own. than they take? to call somebody who is more available. In high schools, imagine a conversation For us to truly recruit, welcome and re- about a national health insurance pro- Some of these questions are easier to tain our least affluent we must ask these gram with some students who may not answer than others. Do all our potential families to make worthy contributions to have coverage. Imagine debating the war recruits get the same attention? Do some the school. It is our job to figure out how in Iraq with students who know that some get invited to an intimate breakfast with to facilitate this difficult task. of their classmates’ parents are currently the Head of School and others to an open serving in our military. These discussions house? Do some – but not others – get In the last issue of HaYidion, Michael can occur when we welcome – and more invited to Shabbat dinner at a current Steinhardt challenged us to work to ap- importantly, actively recruit – our least family’s house? Do some get handwritten peal to more than just the 10% of the affluent. notes and others get form letters? While community that we currently enroll in הידיעון • HaYidion [4] our day schools. He offered that in addi- our school profiles. For most of those a day school education can receive one. tion to doing what we are doing now, our asking my job is simple, I simply re- Within the school, we are firmly commit- schools need to appeal more to the val- port the hard data: 100 students K - 6, ted to this as well. Our interests, howev- ues of contemporary Jews. This may be 12 students in our preschool, 20 FTEs er, lie beyond the individual. We believe one path for competing with other high (full-time equivalent) faculty members, that socioeconomic diversity is a compel- quality schools within our markets. An- 5:1 student teacher ratio, tuition equals ling educational interest. In other words, other way is to change the focus of our conversation about our poorer students. In many communities, day schools are In community day schools we value now affordable for all those who desire pluralism, diversity of practice and a Jewish education. Let us continue to make sure that the financial aid is avail- a commitment to Klal Yisrael. Our Boards able. But let us do this quietly. The more pertinent work is to reconsider what we actively discuss these issues. do to recruit and retain students from our least affluent families – are we doing $11,000 plus fees, the list goes on and Jewish day schools need students from what is required…or just what we have on. Most organizations ask for similar poor families as much as students from always done? data. The exception to this rule is our poor families need Jewish day schools. local Federation. They always want to Let us make sure that our actions follow Summer is the time of year when all of know how much financial aid we plan to this dictum. ¿ our local print publications, school as- award for the upcoming year. Our Fed- sociations and, of course, the Federation eration is interested in making sure that [See page 33 for a case study on economic allocation committee ask us to update each and every Jewish child who wants diversity in Jewish day schools]

We can’t cure genetic diseases. We can prevent them. Ask your doctor about testing for Jewish Genetic Diseases now. There are eleven genetic diseases which are more likely to affect children of Ashkenazi (Eastern European) Jewish Ancestry. Less frequently, these disorders occur in families of all ethnicities. Many of these diseases can be severe and may result in the early death of a child. If you or your partner have any Jewish or Eastern European ancestry, consider screening for these diseases. A simple blood test can detect if you are a healthy carrier of a gene for one of these disorders and at risk of passing the gene on to your child. Ask your doctor for more information or contact the Jewish Genetic Disease Consortium at (866) 370-GENE (4363) or www.jewishgeneticdisease.org. Protecting Future Generations

[5] הידיעון • HaYidion Ten Steps for Day Schools to Become More Inclusive of Interfaith Families ¿ by Dr. Kerry M. Olitzky and Eva Stern

ommunity day schools tion of interfaith families and sive environment for interfaith your website reflect the diver- have the potential lower them, if not eliminate families. This can be done in sity of the institution. Cto become powerful them altogether. Sure, a small ways that do not challenge points-of-entry for interfaith percentage of interfaith fami- the school’s understanding or 2. Don’t wait for students and families. They can serve as lies will enroll their children pivotal institutions, acting as in our schools regardless of Dr. Kerry M. Olitzky exemplars for the way that the the obstacles, willing to par- is the executive director of the Jewish Outreach entire community responds to ticipate without any changes Institute (www.joi.org), and the author of many the opportunity presented by while sometimes quietly en- books and articles that bring Jewish wisdom interfaith marriage. during discomfort, slights into everyday living. Dr. Olitzky can be reached at or difficult conversations at [email protected]. Yes, we said “opportunity.” home about “authenticity.” We live in a different commu- The majority of intermarried nity today than even a decade households, however, will Eva Stern ago. It has become clear that have to be sought out through is a senior program officer at the Jewish Outreach for as many Jews who sup- creative and targeted market- Institute. Eva can be reached at [email protected]. posedly “marry out” and leave ing and open educational pro- the community, there are an grams, and promised a much equal or perhaps even greater more positive and inclusive number of households where experience. It is one thing to spouses from other religious catch people when they are backgrounds have “married already running in our direc- practice of halakha (Jewish their families to come to you. in.” While there are conflict- tion—winning over those who law), though they cannot be Go out to where they are to re- ing statistics on how Jewishly might be hesitant to join us is addressed without challeng- cruit. Use what we at JOI call interfaith families raise their a different matter entirely. ing the school’s ecology. Public Space JudaismSM—low children, one thing is clear: barrier events in public ven- there have been more chil- When considering changes to Here are ten things that your ues with easy access so that dren born to one Jewish par- become more inclusive, day day school can do to begin potential students and their ent than two Jewish parents schools will have policies to creating a welcoming environ- families can “stumble onto” over the past 15 years, and grapple with such as cost or ment for interfaith families: the Jewish community. Make that trend shows no sign of admissions—what some so- sure that the event is not just abatement. ciologists have named “the 1. Since websites have become about recruitment for your game”—but what we might the first point-of-contact for school. Instead, it should be a If we wish to help these fami- find even more challenging nearly every institution—as content-filled event—perhaps lies raise Jewish children— will be creating a welcoming they present a safe, anony- a holiday experience—that re- and we believe it is our moral ambience about the school mous environment that can flects the kind of learning ex- imperative to do so—we must (what some refer to as “the be accessed at any time and at periences and educational op- ensure that day schools offer a spectacle”). The latter reflects any place—the homepage of portunities that can be found welcoming and supportive en- the attitudes of the teachers your school’s website should at your day school. vironment to the intermarried and students that sometimes prominently feature a mes- and their children. To reach are expressed (both explic- sage that clearly and warmly 3. Be a presence in their lives out and welcome in interfaith itly and tacitly) in unfortunate welcomes all. Don’t assume from the first day they en- families, “business as usual” ways. Together, “the game” anything, and don’t make counter your school. By of- must change. and “the spectacle” form the hints. Go ahead and say it: fering periodic programs as ecology of the day school, and We welcome all students from a service to all parents in the Day schools have to be willing as equal partners, attention all kinds of Jewish families. community (both in public to identify the existing barri- must be paid to ensuring that And make sure that any pho- spaces and your own) on top- ers that obstruct the participa- both help to create an inclu- tographs that are included on ics such as birth, parenting,

הידיעון • HaYidion [6] early childhood tips, you can Jewish day school. Intermar- confidence. Celebrate the di- the school. Highlighting these demonstrate that you are a ried Jews who have raised versity of the student body as in your materials can allevi- resource and support network strongly-identified Jewish reflective of the modern Jew- ate parental concerns that the and can meet the universal children can be role models ish community. school’s focus is too narrow or needs that come with raising for our community—as can be sectarian. Rather, try to com- children. In this way, when it their non-Jewish spouses who 8. Be mindful of take-home as- municate that the school un- comes to choosing a school, helped them do so. The focus signments. Steer clear of proj- derstands the inherent value interfaith families will see is on creating Jewish house- ects that make assumptions of its role as a part of the en- that your school is responsive holds. or ask students to explore the tire community. to their parental needs and religious identities/family not just their Jewish needs. 6. All interfaith families are background of two parents/ 10. Be a house of learning for not the same. The majority caregivers. Also, strive to cre- all. Know that many parents— 4. Use inclusive language in of those that will send their ate a level playing field within intermarried or inmarried— all of the materials produced children to day schools are the classroom by assigning may feel uncomfortable with by your day school. While it not “interfaith” families at work that can be handled re- their children deepening their is obvious to take such an ap- all. They are Jewish fami- gardless of Jewish cultural or Jewish learning without hav- proach to recruitment materi- lies where one adult partner religious memory. It is impor- ing the opportunity to do so. als, this practice also needs to comes from a different reli- tant to remember that not all Sensitively acknowledge and be taken into consideration gious background. In most students have parents who address these potential con- when composing materials cases, that partner left the were raised in observant or cerns through your literature used inside the school, includ- practice of that religion in culturally engaged families. and interactions with parents. ing the simplest forms and childhood. Treat them as you Additionally, offer opportuni- sign-up sheets. Inclusive lan- would every other family in 9. Emphasize the universal ties for parents to learn dur- guage removes assumptions: your school. ethics and values (emerging ing evenings and weekends, assumptions that all parents from Judaism) that guide the through study groups, classes are Jewish (or married, or 7. In these families, even those curriculum and uniqueness of and workshops. ¿ same-sex), that all Jews know with strong Jewish individual Hebrew or Yiddish, that all and family identities, there Jews practice Judaism in a will be extended family mem- certain way, and so on. bers who are not Jewish. Thus, There have been more children born to one Jewish parent than two Jewish parents over the past 15 years, and that trend shows no sign of abatement.

5. Make sure that there are these children will be actively staff members who reflect the exposed to other religious cul- diversity that you are trying tures. Don’t avoid this issue, to foster, especially with re- but don’t embarrass or shame gard to interfaith families. It students for it either. Use this is important that families and situation as an opportunity to students see that adult mem- raise awareness of diversity Temple Beth Ami Rockville, MD bers of interfaith families are and create a positive learn- Day School welcomed and supported and ing experience. Train your can affirm their Jewish iden- staff in maintaining the focus tity in positive ways, such as on Judaism while addressing by teaching or working at a the issue with sensitivity and

[7] הידיעון • HaYidion The Sephardi/Ashkenazi Divide ¿ by Chaye Kohl

he debate regarding homoge- Ashkenazic and forty percent Sephardic. material “haves” versus the “have-nots” neous and heterogeneous classes The school day began with prayers, a re- were often drawn across cultural lines. Thas simmered for decades. Every quirement for all students. There were Sentences beginning with “Rich SY” and educational journal and many a confer- both Ashkenazic and Sephardic prayer “J-Dub” were used derisively by Ash- ence paper have wrestled with the issue: services held each morning. The Judaic kenazim and Sephardim respectively. Is it educationally sound to have students Studies faculty included both of mixed abilities in the same classroom? Sephardim and Ashkenazim. Chaye Kohl Do we deprive students of growth oppor- is an educator, writer, and lec- tunities if we group them according to Class make-up was often cul- turer. Chaye can be reached at academic ability? turally homogeneous, a de [email protected]. facto result of choices made by As we debate, we also need to examine students and parents. The Beit the effects that cultural diversity has in Midrash program, a Judaic an educational institution. With so much Studies option which required emphasis being placed on “Whole Child” more hours of Talmud study, was rarely Celebratory greetings by Ashkenazi education, we should be asking: How favored by the Sephardic students. Fam- students to newly engaged Sephardic does cultural diversity affect the social ilies were mostly focused on building girls were often followed by whisperings and emotional climate in an institution? wholesale and retail businesses. The un- about “How crazy is that?” derstanding was that Judaic Studies edu- Demographics as well as parental and cation was important, yet investing extra Yeshivah of Flatbush faculty and ad- student choices affect the cultural make- time in it would not benefit those boys ministrators make a concerted effort to up of the student body at a school. Ad- who hoped to join their father’s busi- celebrate the cultural diversity of their ministrative decisions often impact how ness. While Sephardic parents agreed student body. At their Shabbatonim they the cultural diversity is treated. Are ef- it was valuable for girls to learn Talmud sing both Ashkenazic zemirot and Sep- forts made to quash the differences and and sharpen their reasoning skills, they hardic pizmonim at each Shabbat meal. create a melting pot? Is lip service being did not agree that girls needed to take The school’s co-curricular activities in- paid to the cultural differences? Or is on extra hours of Gemara. The expecta- clude speakers from both communities. I there a concerted effort made to celebrate tion was that the girls would marry soon clearly recall the excitement that rippled the diversity? Administrators can set pol- after graduation. There was a school through the entire student body when icies and curriculum in schools that em- policy – if a student married during the YFHS hosted a visit of the Sephardic brace the cultures represented by their school year, she could not continue to Chief Rabbi of Israel. students. Alternatively, they can ignore attend classes. I saw this rule enforced cultural differences, or even suppress twice. The young men were working At The Frisch School, in Paramus, NJ, any efforts young people make to proudly summers in their dad’s or uncle’s busi- with close to 700 students, there is a explore their cultural background. In the nesses. One young man boasted to me: small contingent of Sephardim. Their public school system, administrators and “I make more money in a summer than minyan fills a classroom – fewer than fif- teachers ignore cultural diversity at their you do all year.” ty students. Some years the room is more own peril. crowded than others. The Sephardic stu- He was right. dents clearly see themselves as a minor- This article will reflect on the workings ity. A number of them, having discovered of three schools with Ashkenazim and Students from homes of Ashkenazic my Yeshivah of Flatbush roots, would Sephardim in their student body. My ob- heritage were college-bound as a mat- often quiz me on my knowledge of their servations regarding demographics and ter of course. And Ashkenazi boys and cultural background, reveling in having programming are based on on-site expe- girls from religiously observant homes an adult in the building who knew about rience. expected to spend a year post- high kibbeh and lachmajee, and who knew school in Israel. Differing life views that “mabrook” was the equivalent of Yeshivah of Flatbush High School, in the affected the way students of the two “mazal tov”. 1980’s - 1990’s, with a student body of 750 cultural backgrounds sometimes in- - 800, was approximately sixty percent teracted. The lines drawn between the As assistant principal, I organized stu-

הידיעון • HaYidion [8] dents and helped run a Sephardic Cul- Miami Beach, Florida has seen a cultural school graduation. ture Day at Frisch. The enthusiasm was shift in its student body in the past de- palpable among both Sephardic students cade. The shift is reflective of the Latin Hillel began doing a formal demographic who were eager to show off their culture, American Jewish community whose study of its student body this year. My and Ashkenazic students who were cu- children now constitute a major portion personal observations of how students rious. There were exhibits of artifacts. Students created a corner “room” with cushions and draperies where students Demographics as well as could join their peers, who were dressed parental and student choices in traditional Sephardic robes, and learn to play the drums and finger cymbals. affect the cultural make-up of the The various food stations featuring traditional Sephardic foods, served up by student body at a school. other costumed students, were a big hit. Recorded music played and students of the student body. They come from Ar- react along cultural lines, is intertwined learned some new dance moves to use at gentina, Brazil, Cuba, Mexico, Panama, with their religious practice as well as the next Sephardic wedding they might and Venezuela. Many of them have sto- their ancestry. My observations were attend. The Sephardic students were ries to share of actual kidnappings or corroborated by others who have been gratified to be given a chance to share close calls. at the school for many years. Eighty their heritage; the Ashkenazim found percent of the current student body of it fascinating to sample foods, and hear In comparison to Yeshivah of Flatbush 1,100 students from pre-kindergarten music. They marveled at some of the ex- High School, which is not the automat- through high school, come from fami- hibits, which included photographs of ic default for all students in the YF el- lies who are non-practicing or liberal in family celebrations that featured Sebet ementary school, and The Frisch School, practice, yet the school follows Modern celebrations and Henna ceremonies. a high school with a number of local Orthodox guidelines. This provides an Many were heard to remark: “They re- feeder schools that reflect the North- interesting conundrum. Hillel requires ally do that?” “Your sister wore that cos- ern Jersey Jewish community, Hillel is attendance at tefilah, and there is a Sep- tume?” “Are you going to do that stuff a Jewish community day school, which hardic minyan available to middle school when you get engaged?” draws from diverse communities, al- and high school students. There are ap- though typically, students begin in pre- proximately sixty students who attend The Hillel Community Day School in N. kindergarten and continue on until high [continued on next page]

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Let us work together to bring this journey through Israel’s living history into the hearts of your students and faculty.

To learn more about our Day School Partnerships, contact us at 800-327-5980, or [email protected]

[9] הידיעון • HaYidion [continued from previous page] side the United States) grew flects Modern Orthodoxy and Latin American students are this minyan. The high school up with a different notion of Zionism as guiding ideals. proud of their heritage and seniors who were among the Jewish education. In South many get involved in activities founding members of the Sep- America, Jews attended Jew- As the Hillel student body be- outside the school where they hardic minyan at Hillel when ish schools often as a secu- came more Latin, there was a have the opportunity to meet they were in middle school rity measure. Parents wanted shift on the board of trustees up with their fellow Latinos. are fiercely protective of the their children to be safe from as well. The current board re- There are dance troupes that minyan. Yet the stark differ- harassment, to have the op- flects a religiously left moving perform for and athletic teams ences in cultural attitudes portunity to be among Jew- trend that is a reflection of the that play against other Jewish about Jewish education do ish peers (insurance against fewer strictly observant fami- teens in Brazil and Argen- not cut across the Sephardic intermarriage) and to learn lies joining Hillel. As is true tina. Spanish is spoken in the and Ashkenazic lines; it plays something about their Jewish in the Syrian Jewish commu- corridors among Latino stu- out as American versus Latin heritage. They did not expect nity in Brooklyn, when Latin dents. The Spanish Language American. an intense Judaic curriculum. American Jews attend syna- program has classes on each gogue, they generally pray level for Spanish speakers Hillel parents who are first-, Hillel was founded by a group in the Orthodox tradition, and non-speakers. Recently second- and third-generation of parents who were of Ashke- but, that does not necessarily there were parents who asked American are intent on their nazic background and Mod- mean that their daily practice to remove Hebrew language children acquiring a solid ern Orthodox in practice. follows Modern Orthodoxy. as a school requirement be- Jewish education typical of The community day school This is informing the overall cause of the level of difficulty. the Jewish community day they envisioned followed the running of the school as well Those among the parent body school. A great percentage of American model where all as the day-to-day program- who advocate for this feel that parents and grandparents of Jewish children could be edu- ming. Parents who send their their children can learn what current Hillel students (and a cated and Judaic Studies were children to Hillel attend Shab- they need to know about their small number of third-gener- vitally important. The mission bat services and have festive heritage by reading the Bible ation students were born out- statement they created re- family dinners and/or lunch- and other Judaica in transla- es on Shabbat. The way they tion. spend the rest of the day af- fects social interaction among In all three schools I saw how Fundraising students. The more observant cultural diversity is embraced teenagers feel isolated; they and often celebrated. Stu- Fact cannot join many of the ac- dents in Jewish high schools tivities planned by classmates tend to be accepting of their for a Saturday afternoon. peers, except when they are A dynamic vision not. Creating friction is one frames the campaign. The cultural divide, as in- characteristic of adolescent 6 forms religious practice, is at behavior, and though it may issue. To avoid complications, stem from something else Conveying clearly what the future might for example, Hillel provides entirely, cultural diversity, hold for an organization gives the all lunches and snacks. Judaic often compounded by lack of campaign a sense of purpose and value. faculty monitor snack items cultural knowledge, can exac- that students bring, look- erbate these situations. Sensi- We’ve helped over 300 nonprofits achieve their ing for Kashrut symbols, and tive administrators and facul- goals. Find out more by requesting your free copy of school policy forbids home- ty members can use teachable “18 Facts that will Change the Way You Think about baked goods on campus. Uni- moments to celebrate differ- Fundraising” at www.ehlconsulting.com/facts forms are the dress code; and ences. In a country where di- they clearly prevent students versity is part of the cultural 07TeELCnutn ru,Inc. Group, Consulting EHL The © 2007 from wearing debatably im- landscape, celebrating differ- modest clothing. Conversa- ences can lead to tolerance tions among administrators and appreciation of others – include whether to implement Jew and non-Jew alike. There punitive action for boys who are valuable lessons about our 2300 Computer Ave., Building D-18, Willow Grove, PA 19090 do not wear their kipot during differences that we need to tel: 215-830-0304 fax: 215-830-0351 lunchtime. impart to our students. ¿

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[11] הידיעון • HaYidion A Few Thoughts on Jewish Diversity ¿ by Dr. Marc N. Kramer

ne of the questions I am asked within these limited ranks, the more so- Core Jewish Values. To quote a long- most often is “What is a com- phisticated schools see their pluralism as time colleague, “you are nothing without Omunity day school after all?” a goal, not a given. these.” This query is frequently followed by the questioner’s attempt to answer it him- So if not pluralistic, then what? I posit 2. Use these key documents to frame your self: “Schools where anything goes… that “Jewish diversity” may be a useful thinking about how the school can serve Judaism-light… private schools for Jew- term and lens through which to view our the widest range of Jewish children and ish kids…Orthodox schools disguised as schools. The 1990s conversation on di- their families. Be realistic, but think big. liberal schools… schools that can’t make versity, despite much Jewish leadership, Envision including every Jewish child. up their minds what they want to be or was largely about race, economics and to Envision excluding any Jewish child. who they want to serve.” In an attempt a lesser degree, gender. Jews were by and to avoid a second round of Q&A (ques- large assumed to be “white” and “middle 3. Name and explore your biases and tion-and-assume), I offer that a Jewish class” and as such, were lumped into the blind spots: Put on the table a lack of ex- community day school is “created in the majority. While most Jews did not see perience or comfort with certain types of image of the local community in which it themselves in the “of color” camp, place- Jews and see what you can make of it. It’s is found, and that the school understands ment in the “not of color” column was okay to say that you know nothing about Jewish diversity as a strength and not a equally fallacious. The upshot threat.” Of course, this begs an explana- of this unfortunate matter is Dr. Marc N. Kramer tion of what we mean by Jewish diversity, that within the Jewish commu- is the Executive Director of and given the theme of this issue of HaY- nity “diversity” as a term has RAVSAK. He can be reached at idion, I attempt to offer one now. room to grow. [email protected].

”Pluralism” is an express ideology that Just as the United States and suggests that divergent paths can and will Canada, at their theoretical be positively altered in the presence of best, are an amalgamation of others. “Peoplehood” suggests the poten- hyphenated-North Americans, so too Persian Jews; this acknowledgement tial for a powerful collective identity (both is the Jewish community day school an opens the school up to the possibility to praiseworthy, if complicated school mis- ingathering of hyphenated-Jews: Torah- learn and grow. sions). Jewish diversity in the Jewish com- observant-Jews, black-Jews, Jewish- munity day school setting is an unbiased, ly-unafilliated-Jews, Sephardic-Jews, 4. Know your community: Assume that non-hierarchical acknowledgement of the intermarried-Jews, liberal-Jews, gay- demographic studies are useful but vast potential that will arise by welcoming Jews, working-class-Jews, cultural-Jews, flawed and fail to capture many of the and honoring the myriad expressions of single-parent-Jews, very-Yekkish-Jews, families you – a school of Jewish diver- what it means to be a Jew into one school. Jews-by-choice, synagogue-affiliated- sity – want to serve. Jews, Jews-who-need-more-than-one- Most Jewish community day schools hyphen-Jews, and certainly more. 5. Review your curriculum: Is it reflective use the term “pluralistic” to describe of and open to Jewish diversity? Does it their position in the day school market- Bringing together Jews of all stripes is overlook certain Jewish experiences? Are place, highlighting the fact that they are in and of itself a lofty goal; of course, some Jewish perspectives given honor at not movement affiliated or theologically we are in the schooling business, so the the expense of others? Will all children dogmatic. Research on community day focus cannot rest on gathering alone. see and hear images of Jewish kids like schools suggests that most are non-de- Jewish community day schools that are themselves, or do we in some way ask nominational, meaning that the school committed to Jewish diversity must be them to take non-speaking roles in the holds at bay all trappings of denomina- prepared to meet diverse needs. Rather script of school life? tionalism, or trans-ideological, meaning than suggest simple solutions to complex that a range of denominational expres- challenges, allow me to instead posit a 6. Examine your teaching staff and your sions is captured in the life of the school theoretical framework for attending to a board: To what degree do these essential (often Reform-to-Conservative or Con- Jewishly diverse population: structures reflect or ignore your Jew- servative-to-Modern Orthodox). Few, ish diversity? For many, enrolling their in fact, are authentically pluralistic, and 1. Clarify the school’s mission, vision and [continued on page 15]

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[13] הידיעון • HaYidion Including LGBT Jews ¿ by Gregg Drinkwater

Adding formal and explicit language Despite recent advances in lesbian, gay, about LGBT inclusion to the school’s bisexual and transgender (LGBT) rights and public outreach materials (newsletters, website, etc.), the school’s student con- visibility, both in the world at large and in duct policies, and all formal employment the Jewish community, homophobia is still policies and procedures; endemic in our society. Anti-gay bias is also Planning regular professional development opportunities for faculty and ad- acutely felt in our schools. ministration around LGBT issues and diversity in general, including intensive ccording to the Gay, Lesbian and ish day schools reported experiences of training for the school’s counselors and Straight Education Network’s ostracism and judgment.” The lack of re- other key staff; A 2005 National School Climate sponse from educators, rabbis, and other Survey, two thirds of LGBT students re- authority figures is pervasive. “Teachers, Evaluating the school’s curriculum to port being verbally or physically harassed students, or parents complained of dis- find age-appropriate opportunities to at school because of their perceived sexu- crimination, invisibility, harassment, or incorporate LGBT-relevant content, par- al orientation. Three quarters of students a ‘deafening’ silence,” the report found. ticularly within Judaic studies; surveyed for this respected, nationwide study reported feeling unsafe in school, Without a more recent follow-up to Ti- Demonstrating commitment to an in- with predictably negative impacts on moner’s 2003 study, we have no way of clusive culture through a leadership that their school performance. confirming that the situation in Jewish models respect for everyone in the school day schools has improved, although the community. The severity of the problem may be news anecdotal evidence points to to many educators because these same progress. For example, Kes- Gregg Drinkwater students rarely report incidents of verbal het (www.keshetonline.org), a is the Executive Director of Jew- and physical harassment to school au- Boston-based LGBT advocacy ish Mosaic the National Center for thorities or parents, in part because they organization, has seen incred- Sexual and Gender Diversity located doubt any action will be taken. This per- ible interest in its powerful new in Denver, CO. Gregg can be reached ception is fueled by the fact that nearly film, “Hineini: Coming Out in at [email protected]. 20% of respondents reported hearing a Jewish High School”, docu- homophobic remarks from faculty and menting teenager Shulamit staff, and over 83% reported that faculty Izen’s courageous fight to establish a gay- Some school leaders might agree that and staff do not regularly intervene when straight alliance at her Boston-area Jew- pro-active change around LGBT inclusion they hear anti-LGBT language. ish high school. Keshet’s Shalem Educa- is all fine and well, but in a world of com- tion Project, which includes Safe Schools peting priorities and limited resources, Although the GLSEN data covers stu- trainings for Jewish educators and other they simply can’t push this to the top of dents at all schools, public and private, school staff, continues to expand. the agenda. And besides, how many stu- the world of Jewish education is not im- dents would this really impact, anyway? mune to the problems of homophobia Scheduling a screening of Hineini, or and exclusion. A survey of seven Jewish holding a diversity workshop for faculty All Jewish day schools have lesbian, gay, day schools conducted in 2003 by Rachel and staff are both important and highly bisexual or transgender students, and Timoner, now a rabbinical student in her recommended steps that every Jewish most have LGBT faculty. With LGBT 4th year at Hebrew Union College, found day school should take. But deep and people comprising between 3-5% of the that “almost every Jewish day school re- sustainable progress will only come when population, it is nearly statistically im- ported anti-gay name-calling, teasing, the leadership at Jewish day schools pro- possible for a school to claim it has no stu- harassment, or use of gay epithets.” Ti- actively makes LGBT inclusion a systemic dents who currently, or will in the future, moner’s research also found that “gay element of school culture. Steps toward identify as lesbian, gay, bisexual or trans- and lesbian students and teachers in Jew- systemic change include: gender. And any school with 100 or more

הידיעון • HaYidion [14] students is sure to have LGBT students in same-sex attractions is 9. For girls it is and respect. As a recent Jewish Mosaic every grade level. But perhaps even more age 10. On average, boys have their first study of Colorado’s Jewish community important than creating an affirming en- homosexual experience by age 13, and showed, Jewish institutions that are open vironment specifically for LGBT kids, is girls by age 15. Whether we’re ready for and welcoming of LGBT Jews tend to be fostering a climate of respect for all peo- it or not, students in our schools are al- open and welcoming of all Jews. And as ple. The bulk of anti-LGBT harassment ready grappling with these issues at ever one participant in the study stated, “Be- in schools is directed at kids who identify younger ages. ing open and welcoming is a sign of a as straight, but who are the victims of the healthy Jewish institution.” pervasive efforts of their peers to police For elementary schools, kids may not yet behavior along rigorously gendered lines. be exploring such feelings (although for It takes leadership to transform our Calling someone a “fag” may not reflect a people who will later identity as trans- sometimes insular school environments bully’s belief that the student in question gender, research indicates that most are into communities that are open and wel- is actually gay, but is a way of humiliat- aware from as early as 2-3 years of age coming of all Jews. But such leadership ing and marking the student as other, as that their gender identity does not match is essential if we want our Jewish day outside, and as suspect. It should come their biological sex, or social expecta- schools to continue attracting the best as no surprise, then, that kids who are tions about their gender role). But more and brightest Jews from across the coun- questioning their own sexual identities and more day schools have students with try, as American Jewish society becomes find they have no one to confide with and LGBT parents, and the numbers are more and more diverse. nowhere to turn. growing as more LGBT people have kids, and more LGBT Jews live more openly in As a father, as someone who has taught Elementary and middle schools are not their communities. Jewish teens, and as someone who has immune, either. Although we may prefer worked with Jewish educators from ev- to avoid talking about the sexual devel- One of the most enriching aspects of be- ery Jewish movement and in every type opment of Jewish adolescents, according ing a Jewish educator is the opportunity of educational institution, I consider the to researchers in the field, the average to expose the next generation of Jews to opportunity – and duty – to share Jewish age at which boys who will later identity our community’s deep commitment to values of inclusion with our youth to be as gay or bisexual first become aware of inclusion, openness, justice, compassion, an honor and a blessing. ¿

[continued from page 12] your community day school. child in a Jewish day school is already a stretch; for some Jewish diversity is too impor- hyphenated Jews, taking the tant an issue to limit to this plunge may be contingent column. We invite all read- upon seeing Jews who look/ ers to go to: www.ravsak.org/ sound/live like them with jewishdiversity to share how leadership and faculty ranks your school attends to Jewish in order to take he plunge. diversity. You are welcome to post under your own name or 7. Train your team: We would anonymously. all benefit from training in how to listen, how to ask It strikes me that one of our questions, and how to benefit obligations as Jewish educa- !ND¬BEFORE¬YOU¬KNOW¬IT ¬YOURE¬IN¬THE¬MIDDLE¬OF¬AN¬ from a range of perspectives. tors is to give our students a AVALANCHE¬)NCREASE¬YOUR¬PRODUCTIVITY¬WITH¬$AY3CHOOL ¬ The recent “Conference for better, richer, more purpose- A¬CUSTOMIZABLE¬ADMISSIONS ¬DEVELOPMENT¬AND¬ Change” identified countless ful Jewish life than the ones COMMUNICATIONS¬SOFTWARE¬SOLUTION¬,ET¬US¬HELP¬YOU lay and professional leaders we live. If Jewish diversity PUT¬YOUR¬MOUNTAIN¬OF¬PAPERWORK¬INTO¬MELTDOWN¬ from across the spectrum of can be woven into the tapes- 2EGISTER¬AT¬WWWSNOWMANSOFTWARECOM Jewish life who are eager re- tries of our schools – side by TO¬RECEIVE¬THE¬2!63!+¬¬DISCOUNT sources for your school. side with threads of Torah, Hebrew, Zionism, Jewish val- 8. Retune your message: Ac- ues, and gemilut chasadim tively outreach to the wide (acts of righteousness) – then range of Jewish communities we may be one step closer to ¬0URCHASE¬AND¬IMPLEMENTATION¬MUST¬BE¬WITHIN¬¬MONTHS¬OF¬PUBLICATION¬FOR¬OFFER¬TO¬BE¬VALID you seek to educate through fulfilling that dream. ¿ [15] הידיעון • HaYidion Day Schools: Preparing Students to Engage with the World’s Diversity ¿ by Rabbi Josh Elkin, Ed.D. and Suzanne Kling

o many of us are engaged in the to navigate through the many religious ates not only survive but thrive amidst challenge of introducing new options in order to formulate his or her the cultural smorgasboard on college Speople to the marvelous world of own Jewish experience and identity.” campuses validates anecdotal stories like Jewish day school education. One of the the Gann graduate’s with solid evidence. concerns that day school advocates hear The author, who was educated in Jewish If we want our children’s education to most frequently from potential parents or day schools from kindergarten straight prepare them for diverse environments, donors is the perception that day school through high school, captures the ten- day schools are a great choice. culture is, by definition, too homogenous sion of what diversity looks like in Jew- to adequately prepare graduates for life ish schools. Even at schools that are The third voice is a bit more provoca- in “the real world.” Even more than they not religiously pluralistic in mission, we tive and counter-intuitive. The concern express misgivings about the cost of day know that students from different socio- about lack of exposure to diversity usu- school education, parents worry that economic or cultural backgrounds are ally emerges from a belief that living in sending their children to a Jewish day forced to confront differences among a more diverse community makes people school may socially cripple them or leave themselves. Jewish day schools them ill-equipped to deal with the diver- are certainly more diverse than Rabbi Josh Elkin, Ed.D. sity so prevalent—and so exalted--across meets the eye. is the Executive Director of PEJE. North American society. To many, the Rabbi Elkin can be reached at day school appears to be only a sheltering When prospective parents men- [email protected]. cocoon, at best a place for young children tion diversity, it is almost al- to receive a foundation in Jewish culture ways linked to a concern about and values before joining the rest of their how their children will manage peers in that ever-bubbling melting pot, in life beyond “the bubble” of public high school. Jewish day school. The sec- Suzanne Kling ond voice, then, emerges from is PEJE’s Communications Of- As we consider this concern about day groundbreaking research on ficer. Suzanne can be reached at schools, though, a few voices resonate. day school alumni that PEJE [email protected]. just released, together with The first voice is from remarks of a recent Brandeis University’s Cohen graduate of Gann Academy, a pluralistic Center for Modern Jewish Jewish high school in Waltham, MA: Studies. Analyzing surveys from over 3000 Jewish college students, more tolerant and more engaged with “During Shabbatonim, school wide holi- researchers found that: the challenges of multiculturalism. Good day celebrations, Judaic classes, and citizens, we have been convinced, are at morning and afternoon prayer, we are The “social bubble” of day school is not a their best in diverse environments. Erica forced to confront our diversity in order sealed social network but is more akin to Goode, a science editor at The New York to achieve religious experiences that are a safe foundation from which day school Times, recently spotlighted surprising acceptable, comfortable, and religiously students venture forth to meet new research conducted by social scientist legitimate for each student and faculty friends. Even as they maintain strongly Robert Putnam, the well-known author member. This process is not easy and Jewish social networks, undergradu- of Bowling Alone. Putnam’s research up- is something that the community as a ates with a day school history are also ends the conventional wisdom that be- whole has been grappling with for as long immersing themselves in all aspects of ing in a diverse environment makes one as I’ve been a student. The Gann commu- campus life and making friends through more accepting and open to diversity. nity will continue to struggle with it for these activities. Goode, responding to Putnam’s finding years to come because this struggle is the that diversity seems to trigger social iso- essence of this kind of education. While in Along with the entire day school field, we lation, ponders this idea: many public schools students need to tol- at PEJE celebrate these findings. Having erate diversity, here, each student needs data that proves that day school gradu- [continued on page 29]

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This curriculum – ideal for day schools – fosters an open and timely dialogue among 9th and 10th grade girls that will empower them to make healthy decisions as they face social challenges later in adolescence, and later in life.

This fall JWI will offer two curriculum training opportunities with “Strong Girls” writer Dr. Shira D. Epstein, professor of education at The Jewish Theological Seminary: a four-part teleconference training, Tuesdays, 9/11, 9/18, 9/25 and 10/2; and one in-person training seminar, Sunday, 10/14 in New York. Each curriculum includes a detailed facilitator’s guide, participant workbooks, “healthy relationship” brochures, and a short documentary film that features Jewish teens To learn more, order the curriculum or register for discussing their dating experiences. a training session, contact Rella Kaplowitz, [email protected], or visit www.jwi.org.

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[17] הידיעון • HaYidion Associate Members Enrich Day School Leadership

Hebrew University In addition to serving Jewish community of Jerusalem day schools across North America, RAVSAK Rothberg International School has a special category of membership for Office of Academic Affairs One Battery Park Plaza, 25th Floor Jewish and educational organizations, New York, NY 10004 consultants and companies which share Phone: 212-607-8520 Toll Free: 800.404.8622 our visions of excellence in Jewish day Fax: 212-809-4183 http://overseas.huji.ac.il school education. We encourage you to Dr. Janet Alperstein, [email protected] take advantage of our newest Associate Interested in spending time in Israel Members’ offers and services. while working toward your college or graduate degree and your future? Look- ing to absorb the rich textures of Jerusa- Jewish Genetic Disease National Gaucher lem while studying at a renowned global Consortium Foundation university? Whether you’re finishing high 315 West 39th Street, Suite 701 2227 Idlewood Road school, enrolled in college, or beyond, we New York, NY 10018 Suite 12 may have the perfect program for you at Phone: 866-370-GENE (4363) Tucker, GA 30084 Hebrew University of Jerusalem’s Roth- www.jewishgeneticdiseases.org Phone: 800-504-3189 berg International School! Lauren Gross, [email protected] Fax: 770-934-2911 As you may know, Hebrew University’s The Jewish Genetic Disease Consortium www.gaucherdisease.org Rothberg International School offers a (JGDC) was created as a means by which Rosina Papantonio Cristalli, [email protected] One Year Program where you can spend a number of smaller, individual organizations could join together to heighten The National Gaucher Foundation (NGF) awareness of Jewish genetic diseases with was established in 1984 as a non-profit, tax a strong and unified voice. Our strength exempt organization dedicated to support- lies in our ability to pull together resourc- ing and promoting research into the causes es and experience to best reach our target of, and a cure for Gaucher Disease. The audience-medical professionals, rabbis, mission of the NGF is to promote educa- your “Junior Year Abroad” in Israel. But and the Ashkenazi Jewish population at tion, outreach and awareness to the com- did you know that you can also go for just munity and to meet the ever-increasing a semester, enroll in one of our three in- needs of individuals with Gaucher disease tensive summer institutes, or study at the Jewish and their families. The NGF offers finan- Rothberg School for a semester or year Genetic Disease cial assistance programs and a wide-range before college or university? The Roth- of resources for the benefit of the Gaucher berg School also offers seven Masters Consortium Degree programs including Community Leadership and Philanthropy Studies, large. United, we are better equipped to Jewish Education, and Middle Eastern educate this audience about the existence Studies. For further information about of carrier screening which will ultimately our programs, student life in Israel, and prevent the birth of affected children. Our financial aid, please visit our website to- goal is to someday disband as the tragic day. diseases we face today are eliminated.

הידיעון • HaYidion [18] community. In an effort to promote community/physician awareness and educational programs, the NGF holds live Web Other Associate members include: meetings, conferences, patient meetings and seminars, pub- American Jewish World Service www.ajws.org lishes a quarterly newsletter and has both national and region- The Hebrew University of Jerusalem, The Melton Centre for Jew- al marketing programs. ish Education, The Senior Educators Program http://sep.huji.ac.il Israel Connection Corporation www.isrconn.com Israel Experts www.israelexperts.com PEJE- Partnership for Excellence Israel Guide Dog Center for the Blind www.israelguidedog.org in Jewish Education Israel Phones www.israelphones.com, www.gcellular.com Keshet Israel www.keshetisrael.org.il 88 Broad St., 6th floor The National Board for Professional Teaching Standards www. Boston, MA 02110 nbpts.org Phone: 617-367-0001 Oranim Educational Initiatives www.jewishadventures.com Fax: 617-367-0029 Our Learning Company www.our-learning.com www.peje.org Yad Vashem www.yadvashem.org.il Young Judaea www.youngjudaea.org The Partnership for Excellence in Jewish Education (PEJE), founded in 1997 by Michael Steinhardt and Rabbi Yitz Greenberg, is a national organization of visionary Jewish philanthropists seeking to establish a vibrant and sustainable Jewish future through strengthening the Jewish day school movement in North America. In its first nine years, PEJE’s model of making grants, providing expertise, and advocating for the day school movement reached over 150 elementary, middle, and high schools and invested a total of over $20 million in the field. PEJE has contributed to the opening of over 60 new Jewish day schools.

For more information, please contact 617-367-0001 or by email: [email protected].

We would like to welcome the following Associate Members who have renewed their membership again this year: Alexander Muss Institute for Israel Education

AMIIE Day School and Special Programs 21 New England Road Maplewood, NJ 07040 973-868-7774 973-762-2107 WWW.AMIIE.ORG Lori Serbin Lasday, [email protected] PANIM: The Institute for Jewish Leadership and Values

6101 Montrose Road, Suite 200. Rockville, MD 20852 Phone: 301-770-5070 Fax: 301-770-6365 www.panim.org Miriam Stein, [email protected] [19] הידיעון • HaYidion Leadership from the “Outside” ¿ Interview

new board members are both important. A Conversation with This usually manifests itself with board Donald R. O’Quinn, Head of School, members assuming the powers of administration dealing with issues. The ratio- Yavneh Academy of Dallas nalization would be that the non-Jewish headmaster just doesn’t understand. avneh Academy is a Modern Or- school, and I suggested things that need- thodox high school located in ed to be done in order for the school to A culture which is based upon thousands YDallas, TX on land rented from grow. After interviews with president of of years of customs, practices, and rules, a Baptist church from $1 per year, and the board, the director of the Education which wishes to maintain all of those, is supervised by a Pentecostal headmaster. Committee, and a group of close to 30 difficult to understand and to work with Founded in 1993 by a core of six commit- people, committed to Jewish education in the short run. This manifests itself in a ted families, Yavneh had been through but most too young or too old to be high myriad of ways ranging from with whom three campuses and as many heads in its school parents, there was a symbiosis of you can and cannot shake hands to ap- first five years. That’s when Don O’Quinn an educator, with little knowledge of the propriate behavior at a funeral, a bris, a comes in. Jewish faith and a sincere Jewish group, wedding, a Shabbat meal, when and how with little comprehension of the world of to wash your hands before a meal, what to Of all of the journeys to headship educational administration. say to a bride at her wedding, how to be- we have ever heard, yours is cer- have when you visit someone who is sit- tainly one of the most unusual. Tell I brought to Yavneh the knowledge and ting shiva, and many more. The diversity us how you wound up at Yavneh skills necessary to the daily operation of the culture, through, and even within Academy of Dallas. of a high school, a network of education the branches of Jewish observance, adds resources, and a reputation as a student- to this; I’ve never been to any two funer- In 1998, I came to Yavneh as a physics centered, teacher- teacher. With degrees in physics and supportive admin- Donald O’Quinn math, I had worked in Texas public edu- istrator, one that is Headmaster at Yavneh Academy in Dallas, TX. cation for 32 years as a teacher, football quickly helped me He can be reached at [email protected]. coach, bus driver, department chair, recruit experienced This conversation was facilitated by Deb Silver- planetarium director, assistant principal, teachers. Completely thorn, Director of Communications at Yavneh and principal. When I came to Yavneh, absent from my edu- Academy and Robin Feldman, Director of Mem- as a favor to a colleague, I was teaching cation were the rules ber Services at RAVSAK. physics at a local community college, and of Kashrut, modest working as a consultant specializing in dress, Shabbat, Torah Umada, and the als, or weddings, that were identically improvement of mathematics scores on ritualistic customs of weddings, funerals, performed. state-mandated graduation tests, and in and other traditions that were way of life staff development. for my students and teachers. It was here The mistrust that some Jewish parents that I embarked on the greatest adven- have of a non-Jew when dealing with I was in-place and available when the ture of my lifetime. issues of education or environment for headmaster announced that he was de- their children manifests itself in the need parting and, in truth, there were few op- What are the pitfalls of being a to have one of our rabbis join the conver- tions for the board to consider in making non-Jewish head of a Jewish day sation. For most of our families though, a mid-year change. While there are ap- school? How are they manifest in as we’ve spent time together, they’ve proximately 60,000 Jews in the Dallas/ day-to-day work? come to trust me. Ft. Worth Metroplex, and close to 50 rabbis in the area, few possess experience in Board members usually do not under- Once the community realized that I high school education. stand the role of the board, the role of was working to achieve the goals of the the headmaster, and the relationship community, a strong Jewish education Approached by the president-elect of that must exist between the two entities. paired with a rigorous college prepara- the board, we discussed the state of the Thus, board retreats and instruction of tory education, Jewish allies appeared

הידיעון • HaYidion [20] from all directions. Yavneh’s curriculum displeased about something that I have have put committed Jewish students was divided into secular and Judaics pro- done. This also saves the local rabbis from Texas into many of the major uni- grams of study and a bright, young rabbi from having discordance where I a mem- versities of the country. heading the Jewish school undertook my ber of their congregation. own Jewish education. He invited me for In terms of another aspect about the Shabbat meals, explaining the meaning What, if anything, should Jewish concern for diversity, I would observe and importance of each facet of the meal day schools do to be more welcom- that people of the Jewish faith, by large and it was there that I realized the Shab- ing and more supportive to teach- numbers, place their students into pri- bat meal is one of the most beautiful and ers and administrators from other vate secular schools, send their students important aspects of the Jewish family, faith-cultures. to public schools, send their students to keenly feeling its absence from Christi- Catholic and Episcopalian schools and anity. I believe that, while there is a natural ten- donate large amounts of money to those dency to segregate along religious lines, institutions. None of the places that I Are there any advantages to com- school communities need to accept the have named have large numbers of Jew- ing at the work of Jewish school premise that the education of its youth ish faculty or administrators. leadership from an “outside” per- to the highest quality possible is the most spective? important function of the school. Admin- When you began as Head at Yavneh, istration must act in such a way as to pro- the school was considering closing The very fact that I’m from the “outside” duce an integrated faculty of colleagues its doors. How are things today? brings a new vision for problem-solving while understanding that many activities because the expertise was developed in need to be explained and that strong ef- The enrollment is now 120, approxi- a different world. When I came from the forts need to be made to assimilate every- mately 30 students per grade level, and I “outside,” I brought a network of advi- one into the school community. couldn’t be more proud. This year, three sors, consultants, teachers, coaches, ad- of our students recorded perfect 800’s on ministrators who came to work with the To what degree, if any, does the the SAT – the third consecutive year that school and who helped to build its reputa- presence of non-Jews in a Jew- a Yavneh student has scored an 800. We tion as a strong dynamic institution. Our ish day school (we’ll call this “in- have students at Columbia, Barnard, Har- success speaks to how “inside” the caring terfaith”) inform positions about vard, MIT, Penn, NYU, Brandeis, Mary- and respect of children can, and should Jewish diversity (which we’ll call land, University of Texas, Texas A&M, be, regardless of religious affiliation. “intra-faith”)? as well as many yeshivahs in Israel. The school is a recognized basketball power Often, I serve as the cushion to intoler- There is no such thing as a homogeneous in the state, both boys and girls. Yavneh ance of Jewish affiliations for each other group of anything living. A faculty made is a powerful secular school, yet all but and it seems that no one trusts me com- of completely of Orthodox rabbis still has three members of the senior class par- pletely, everyone wishing that I was one diversity because of their own person- ticipated in the March of the Living, and of them. My parents do believe though alities, talents, skills, wisdom, and com- over 50% of the senior class will spend that I will serve as a moderator and in my mitment. A faculty which has a mixture a year of study in Israel before starting years at Yavneh, no student has changed of Jewish affiliations has another degree college. Our students are noted for tak- affiliation. Over four years of attendance of diversity and a faculty which includes ing the lead in Jewish activities wherever at Yavneh students tend to become stron- different faiths has another level of di- they go. ¿ ger, more knowledgeable participants in versity still. At Yavneh, only one faith is their own synagogues and no student being taught, Judaism. English, however, has changed affiliation. When they leave is taught by highly trained, highly expe- home for college, Yavneh students tend to rienced, and highly successful teachers, The executive hold to their faith and to their practices. none of whom are Jewish. This year, of committee and staff of the 17 students who took the Language I don’t regularly attend synagogue servic- and Composition AP test, fourteen scored RAVSAK wish you a es and other Jewish community events. either four or five. There are three perfect On the occasion that a student or staff 800’s on the SAT for this year’s seniors שנה טובה member must be disciplined or terminat- and it is the third consecutive year that ed, I’m able to make the hard decisions there has been a perfect 800 on the SAT. and take the difficult actions necessary It is the best teacher for the position that ומתוקה ,to the operation of any school without I consider, not the religion of the person having to live within a community that is which has resulted in performances that

[21] הידיעון • HaYidion Day School Through the Lens of an Interfaith Family ¿ by Michael Brent

erhaps it goes without saying that Our young, small school didn’t have much after and food was brought over. Celebra- every interfaith family is different. of a track record yet but it did have a well tions were shared. The school provided a PSome families celebrate the holi- developed curriculum and a willingness simple framework for us to use outside of days of only one religion. Others create and ability to tailor the program to each school and grow the community, with re- an amalgam of their separate faiths. Oth- individual child’s need. The school was minders of providing for those who keep ers still navigate the calendar from one a cost-effective alternative to our area’s kosher and not scheduling parties on secular celebration to the next. outstanding public schools. The school Shabbat or other Jewish holidays. cost about 1/3 more than our children’s But every family – secular or religious, pre-school day care but provided a huge The school uses a similar philosophy in interfaith or in-married – always wants amount of educational content for the ex- its Judaics program to create an atmo- to do the best for their children, particu- tra money including a foreign larly when it comes to their education. language, lessons on morality Michael Brent and ethics, Jewish traditions, is a parent at the Contra Costa I would call our family a “Reform Jewish history and rituals. Most im- Jewish Day School in Lafayette, interfaith family.” We belong to a Reform portantly, they made our fam- CA. Michael can be reached at temple but celebrate an American secular ily feel welcome and accepted [email protected]. version of Christmas and Easter in our without negative bias. We were home in addition to the Jewish holidays. not asked to explain our ob- Although our community is home to a servances, defend our family large number of private schools- many decision, nor agree to assume religious sphere where everyone can feel comfort- of them are Christian schools- we never practices at home as a prerequisite for enable. All students participate in all parts really considered parochial education for rollment. We soon learned that the open- of the Judaics program without regard for our kids. We expected our children would ness and understanding expressed by the religious affiliation. The program takes a go to a secular school and we would pro- head of school was to be found throughout historical perspective and religious in- vide them their religious education at a school committed to Jewish diversity. struction focuses on process. Students home and at temple. learn rituals and can worship comfort- Why is a Jewish community day school a ably in any synagogue. They learn and The year before our children were to en- good fit for our family? For us it has been understand the mitzvot and respect their ter kindergarten, we went to our temple’s that word “community.” When we came observance. The emphasis is on the uni- open house and a Jewish day school to the school, we were a family looking versal nature of these commandments. This education allows students to feel comfortable participating in discussions The school need not change about what it means to be Jewish with or augment the curriculum for Jews and non-Jews in any Jewish, non- Jewish or secular community. Students interfaith or non-Jewish families. take pride in being part of the Jewish People; a religious people, a cultural en- caught our eye. This Jewish day school to expand the community we had found tity and members of the family of nations courted and eventually won us over. at our synagogue to the broader Jewish in the world through Israel. The next year our children entered the community. There were families from school’s kindergarten and today our chil- all the branches of Judaism. There were Finally, the school need not change or dren are now entering 4th grade with our non-affiliated Jews. There were secular augment the curriculum for interfaith or sights set on continuing at our school all Israelis. There were Russians and Roma- non-Jewish families. All they must do is the way through middle school. nians. There were interfaith families. And show respect for each family’s differenc- it was a community. Families looked out es. With these efforts Jewish community How and why did we make this decision? for each other. In the event of an emer- day schools can develop, grow and main- Good academics was at the top of the list. gency or sickness, children were looked tain religiously diverse student bodies. ¿

הידיעון • HaYidion [22] You Are Not Alone!

Start the new school year with the support and collaboration of colleagues with shared responsibilities or interests.

Join one of PEJE’s Communities of Practice:

ADMISSION Rebecca Egolf [email protected] A TE SAVE THE D DIVERSE LEARNERS Donna Lupatkin [email protected]

FINANCIAL MANAGEMENT Stephane Acel [email protected] April 6-8, 2008 PEJE Assembly for LAY LEADERSHIP Mollie Aczel [email protected] Jewish Day School Education Y SCHOOLS ATING OUR 10TH YEAR OF MATCH DEVELOPMENT PROFESSIONALS CELEBR Sheila Alexander [email protected]

STRENGTHENING JEWISH DA ISRAEL ENGAGEMENT Marion Gribetz [email protected]

And our newest CoP:

PROFESSIONAL DEVELOPMENT Pearl Mattenson [email protected]

A PEJE CoP is a group of day school leaders with a shared goal--to improve their practice. Guided by a facilitator, they “meet” during regularly scheduled conference calls, through electronic discussion forums, and in person, when opportunities arise. Through this peer-to-peer collaboration, members of the CoPs are able to: generate knowledge directly related to the work they do; utilize that knowledge back in their schools; and re ect on results in order to make visit us on the web at further modications, as needed. This iterative cycle yields www.peje.org more knowledge that can be widely disseminated to the eld.

Watch your mail for the PEJE Jewish Day School Calendar

[23] הידיעון • HaYidion Using Diversity: The Possibilities of Pluralism in Community Day Schools ¿ by Dr. Susan Shevitz iversity is a fact of Jewish life denominator” (i.e. the ritual practices of ity to hold and grapple with multiple, even today. The radical openness of the most stringently traditional families?) contradictory interpretations and perspec- DAmerican society, where indi- Or does it challenge these patterns by pre- tives. It expects students to learn to articu- viduals craft their own identities based on senting another model, one which is truly late their own ideas, engage with others’ choices they make for themselves, leads pluralist? ideas, become more thoughtful and through to – and celebrates – all sorts of hyphen- this possibly change their own positions or ated and hybridized identities. Marriages Approaches to Pluralism together generate new approaches. As ex- to non-Jews, inter-marriage and adoption pressed by a twelfth grade student: mean Jews, who have never been mono- Interested in pluralism, I have been study- lithic, are multi-cultural, multi-ethnic and ing Jewish schools that are not affiliated The Jews are a wandering people, both geo- multi-racial in ways not known before. with any particular Jewish denominational graphically itinerant and spiritually roving. Consider the Jewish daughter of a Korean movement. Some call themselves commu- A Jew can never stay in one state of mind mother and WASP father who at the end nity, others non-denominational, Dr. Susan Shevitz of high school converts to Judaism – and, trans-denominational or plural- is a professor for the Jewish Profes- now married to a non-practicing Italian- istic. Whatever their names, they sional Leadership Program at Bran- American from a Catholic family – brings all must develop stances about deis University located in Waltham, her child to a day school, or the self-pro- what their diversity means and MA. Dr. Shevitz can be reached at claimed Wiccan whose Jewish parents send the extent to which it will be used [email protected]. her to a Jewish high school, or the adopted for educational purposes. daughter of a single Jewish/Buddhist parent or…. Driven perhaps by demographic I have found that at least three worries, populations that were previously orientations to diversity characterize in for too long. We debate; we change our ignored by much of the Jewish commu- these settings. The first, “demographic minds; we amend. [School] allowed me to nity, such as Jews of color, inter-marrieds, pluralism,” is the most limited. The school change my opinions and alter my beliefs in single parent families, GLBT individuals enrolls a diverse population and creates an environment where I can gracefully cede and families, and others are now being ac- conditions in which most families will be even my strongest certainties to new ideas. knowledged and courted by the leadership comfortable. It doesn’t use the diversity to of the Jewish community. Whether they explore aspects of American Jewish life and This approach to pluralism expects people choose to acknowledge it or not, all Jewish Jews’ various patterns of religious belief to generate new personal and/or commu- educational institutions deal with different and practice. nal understandings and actions. Diversity types of families and learners. becomes the grist for the pluralist mill. A second approach, “co-existence plural- Community day schools represent an ad- ism” attempts to use its diversity as an ele- Pluralism as Active Engagement ditional dimension of diversity, as well. ment of its educational program.” It active- with Diversity and Peoplehood Attracting families who range from secular ly seeks demographic diversity, and wants to Orthodox in practice and/or belief, they individuals and groups to learn to respect Community schools are uniquely positioned operate without either a predetermined each other and the different ideas and ide- to prepare their students to embrace Jew- consensus about matters of educational ologies represented. As a senior at a school ish peoplehood. In an era when the Jewish practice or policies determined by one of I am studying put it, “I have learned the im- world is factionalized and where barriers the religious movements. Having accepted portance and necessity for tolerance. It is a to joint efforts and new thinking abound, the mandate to educate all kinds of Jewish message engrained in the very idea of [the providing students with tools to define children every community day school faces school] --- a pluralistic day school tolerant their own positions while also learning to basic questions: what does it do in the face of all forms of Jewish religious practice.” understand and work with different sorts of of its diversity? Does it tacitly accept the Jews is vital to our collective future. How Jewish community’s patterns of minimizing A third approach that I am calling “genera- this is done will of course look different in meaningful discussions among Jews with tive pluralism” goes further. It incorporates elementary and secondary schools and will very different approaches to Jewish life or the elements of demographic and co-exis- also be influenced by the particular charac- go by the well-known “frummest common tence pluralism but is based on the abil- teristics of the school, its surroundings and

הידיעון • HaYidion [24] stakeholders. There is no one way to “do” On a School-wide Basis: gate the effects of pluralism on students pluralism, though there are principles that and families. In-depth studies of teachers, guide practice. To be clear about its purposes, the school curricula and other programs can guide needs to consider how it relates to its re- schools. Effective material can be gathered Three principles of generative pluralism ligious (and other) diversity. A task force and shared. that I have seen in practice, each of which on pluralism might study the subject and is rooted in the rabbinic and biblical tra- look at the school: Where on the pluralism Community day schools are uniquely ditions (but that is a subject for another continuum does it now fall? Where does it poised to make a powerful contribution article), are at the heart of the endeavor: want to be? How can it move in that direc- to Klal Yisrael. They can prepare a new (1) students need to know who they are tion? generation to build solid bridges where and articulate this to themselves and oth- few currently exist. Discussing the need to ers; (2) they need to encounter people On an Inter-school Basis: “make a minyan” at a pluralist day school, with different ideas and perspectives and a student bases his comments on the traits engage in meaningful dialogue with self- Schools that are “doing pluralism” can of the biblical Aaron who both loved peace awareness and openness; and (3) they will be convened, whether through a series of and pursued peace: be intellectually and emotionally prepared conferences, a network (real or virtual), or to further understanding and determine some other means, to share what they have “Sometimes neither minyan would hap- acceptable practice. Rather than imposing, learned, strategies and methods they have pen, and sometimes Egal[itarian] would however gently, the views of the dominant developed and questions they face. Schools compromise and go to Mechitza. However, group while downplaying the needs of the that want to deepen their commitment the spirit in which these discussions took others, processes are developed for people to pluralism can be paired with others to place shows the kind of pluralism that I ex- to explore different approaches with the guide them. perienced here. The purpose of these dis- expectation that the group will find accept- cussions was the pursuit of peace, because able solutions. In this kind of environment On a National Basis the goal was to help the minyanim coexist, the school’s policies and practices –from and they were conducted with love for our what content will be taught to the range of Teams of researchers and practitioners fellow humans, because we were respecting speakers and programs at assemblies -- are can document and disseminate effective each other’s needs and beliefs. This is how looked at through the lens of its commit- practices, analyze problems, and investi- compromise and pluralism . . . works.” ¿ ment to, among other things, pluralism. With structures in place to allow people to look at what divides them in order to generate ways to work together, the school is building Jewish peoplehood.

This approach is as fitting for contemporary "SFJWJN7PMVOUFFS4IMJDIJNGSPN*TSBFM life in western society. A leading scholar of religious pluralism in American society, Di- ZPVOHJOGPSNBM+FXJTIFEVDBUPSTGSPN*TSBFMXPSLJO+FXJTI ana Eck, puts it well: pluralism means “be- DPNNVOJUJFTBSPVOEUIFXPSMECSJOHJOH*TSBFMUPUIFOFYUHFOFSBUJPO ing committed to being at the table – with one’s commitments.” Jewish day schools :0634$)00-$"/"-40.",&*43"&-$0.&"-*7& that take pluralism seriously cultivate this 2VBMJUZ USBJOFE4IMJDIJN stance. Their students gain the tools to use *TSBFMFOSJDIFETDIPPMBUNPTQIFSF DPOUFOUBOEDVSSJDVMVN their own commitments as they engage and *OGPSNBMBOEEZOBNJD)FCSFXJOTUSVDUJPO work with others around issues of impor- -PXDPTU MJWJOHBOEUSBWFMFYQFOTFTPOMZ tance to the wider community. 'PSNPSFJOGPSNBUJPOPSBTIPSUWJEFP Moving Beyond Diversity: What DPOUBDU Can Be Done Now? 5BNBS(SVCFS $PNNVOJUJFT%JSFDUPS 5FM Immediate actions can be taken to support &NBJMUBNBSH!KB[PPSHJM schools that want to use their diversity for educational purposes. These few ideas in- 1BSUOFSJOH8JUI1VSQPTF all over the world. tended to start a conversation about steps XXXKFXJTIBHFODZPSH to be taken.

[25] הידיעון • HaYidion Women in Leadership: Are We Still Talking About This? ¿ by Susan Weidman Schneider

was recently part of a 24-hour think- to the halls of leadership, making sure that had a chance to lead, to work with a criti- tank aimed at speeding the recogni- at the very least women are interviewed cal mass of other women, and who—im- Ition of diversity in Jewish life. The for executive-level jobs and nominated to portantly—has not had strong female role three categories of Jews considered in serve in lay leadership positions. models is at risk as she makes her own need of attention were Jews of color; gay, career and life decisions. She may not lesbian, bisexual and transgender Jews; But why should it matter that females are even feel empowered to reject unwanted and—are you sitting down?—women. underrepresented on the boards of most sexual encounters, or may not feel she Jewish day schools? Or that there is not can assert herself in myriad other class- Why are women –51% of the Jews--still yet gender parity in the Jewish institu- room and social circumstances. on our list of those minority populations tions of communities supporting these in need of “inclusion”? Why still in the schools? Isn’t this some kind of narrow- • Encourage diversity training for class- category of disadvantaged groups? minded single-issue bean counting? Don’t room teachers and school administra- we simply need to nominate the best lead- tors, federation and JCC personnel. Be- Here is part of the answer: Women are ers, hire the best educational administra- ing conscious that a teacher calls on male still underrepresented in the leadership of tors, support the best policy-makers, in- students more often than female, or that our communities. Girls outnumber boys dependent of their in some Jewish camps and youth groups, gender? Susan Weidman Schneider but the leaders of co-ed groups are usual- Editor in Chief of Lilith magazine (www.Lilith.org) ly still the guys. In the adult Jewish world, No. since its launch 30 years ago, is the author of sev- women are rarely the featured speakers eral books, among them Jewish & Female: Choices and Changes in Our Lives Today and Intermarriage: at community-wide events, and even less We also need to The Challenge of Living with Differences Between frequently invited or hired to head pres- mirror the people Christians and Jews. tigious commissions and institutions. who are being led, Women rabbis protest the stained-glass being served, being ceiling and young Jewish women profes- educated. If the experts who teach are all school committees are staffed more often sionals are forsaking the Jewish nonprofit or mostly male, if the revered figures in a by boys than girls, or that girls’ athletic world when they realize how slight are school—including those historical figures activities are funded skimpily compared their chances of advancement. whose visages decorate the corridors— to those sports played mostly by boys, are exclusively male, if the community or that girls are discouraged subtly from Why does this matter? leaders whose work is honored at the an- taking advanced math or boxing or Tal- nual fundraiser are all guys, then it’s hard mud, can help reduce the disparities. For one thing, we’re missing out on a lot; for girls to imagine themselves someday the Jewish community could certainly use assuming those leadership roles. • Make sure community events--panel the talents, insights, brains and energy of a discussions for parents, for example, or whole subset of the Jewish population. And Day schools, community centers, and the school assemblies, graduation speakers, for another, well-educated Jewish women whole alphabet soup of Jewish organiza- honorees at fundraisers--feature female are voting with their feet, taking their skills tions have a large part to play in mak- as well as male experts. Women Talmud and their smarts into the secular world. ing sure girls and women are seen--and scholars or Middle East policy mavens Jewish women--the best-educated females heard--in the community. Three simple or social justice activists, for example. in North America, according to the Nation- steps toward greater gender inclusive- (Lilith magazine maintains a Talent Bank al Jewish Population Study--see multiple ness (and I’m sure you can come up with of women in fields from AIDS to Zionism, opportunities for themselves in the out- steps four through 40): and can point you towards other resourc- side world as professionals, as volunteers, es as well.) Girls need to hear women’s even as philanthropists, but paradoxically • Try, yourself, whoever you are, to listen voices—and to see that these voices are see fewer doors open to them in Jewish harder and better. The personal is politi- heeded, are heard with respect. Women life. All of us who care about the creative cal. A young woman who has not been role models are crucial for female as well survival of the Jewish people need to take listened to and heard, had her strengths as male students to be able to envision a responsibility for opening the doors wider recognized and supported, who has not more inclusive Jewish future. ¿

הידיעון • HaYidion [26] Let world renowned sculptor Gary Rosenthal help your school create Jewish art, engage your children in the process, and accomplish a mitzvah!

The Kristolnacht Project: Students take pieces of beautiful Gary Rosenthal collection glass and create a mosaic that is then fused into a single piece of glass that will become the front of a pair of Shabbat candlesticks. Have each student create one for themselves or work as a community to make a commissioned piece for the school.

A great hands on teaching aid for Holocaust learning plans. Remember the past but look to the future. With this Hiddur Mitzvah Project students put the broken pieces of glass back together and bring the lights on anew!

For Details call (301) 493-5577, ask to speak to the Hiddur Mitzvah Program Director.

www.HiddurMitzvah.org

[27] הידיעון • HaYidion Being Out at Work ¿ by Dr. Susie Tanchel

oming out at work was one of the honesty. Indeed this teacher continued to lives. Many of them are scared about scariest things that I have ever invite me for Shabbat lunch with his fam- how those around them will react when Cdone; I was frightened that I was ily, and now my girlfriend was included they learn the student’s truth, while oth- going to lose my job because I am a les- too. ers have already suffered painful experi- bian. At that time I was chair of the Bible ences. Some wonder about how to rec- department and knew of no other Jewish The students, too, had to grapple with oncile their sexual orientation with their school that had a(n out) gay or lesbian having a lesbian TaNaKH teacher. An commitment to Judaism. Having a safe chair of a limudei kodesh (Jewish stud- Orthodox student relayed to ies) department. me how when he first learned Dr. Susie Tanchel of my sexuality, he had won- is the Associate Head of School I love the Jewish high school in which I dered whether he could still for Jewish Education at Gann work and would never want to do any- learn TaNaKH from me. In the Academy, located in Waltham, thing to harm it. Before I came out, I was end, he determined that I “was MA. Dr. Tanchel can be reached at anxious that when I revealed the truth not perfect,” but none of his [email protected] . about my sexual orientation others would other teachers were either. He view me as harmful to our school, wheth- decided that he could still learn er in terms of recruitment or retention. from me because “had learned Rabbin- space to go is essential for helping these I also walked around school frequently ics from teachers who did not observe students grow into healthy adults. Too wondering whether certain teachers and Shabbat and (I) knew a lot of Torah.” I many gay, lesbian, and bi-sexual Jewish students would still respect me if they feel badly that he had to grapple with this adolescents feel isolated, alone, and un- knew about a crucial part of my identity. issue, but in the end what mattered was accepted. I work to provide these young Despite my intense fear, and with some my subject matter knowledge and what men and women with a place in which sleepless nights, I chose to come out to kind of teacher I was, not my sexual ori- they are can express their fears and their our Headmaster; in the final analysis, entation. dreams. I also implicitly function as a this was the only acceptable option. The role model for them by offering one pos- most compelling reason behind my deci- To this day not everyone in my school sible way of living a committed Jewish sion was that which guides hundreds of community thinks that living a gay life life. This, hopefully, opens up different my decisions as an educator: I wanted to is (halakhically) acceptable. But no one possibilities for how they might choose to serve my students better. This required at school - not a single faculty member, live their lives. being authentic in my community and administrator, student or parent - has true to myself. Since hiding takes so much ever treated me with anything but deep Several years have past since I first came energy, being in the closet meant that I respect. I understand that differences of out. Looking back, I realize that the far was not as good an educator as I should opinion need to co-exist, and I also know majority of my interactions with stu- have been. Despite fears swirling around that all teachers need to feel accepted and dents, faculty, and parents are no differ- in my head and in my heart, I came out. I comfortable in the school in which they ent from those before I came out, except have never regretted it. work in order to do their best work. each feels radically different to me. I no longer have to use some of my energy Still the path has not always been an easy Having ‘out’ teachers at a school can also to hide; I no longer live in fear. I feel ac- one. I have had to endure some uncom- be a positive, as they can serve as invalu- cepted and strengthened, and thus am a fortable conversations, including one in able resources. Over the years, adminis- more productive and better contributor which a teacher said to me, “Susie you are trators, teachers, and even some parents to my school. a sinner, but we are all sinners.” While his have approached me with questions or a words stung, I could see in his eyes and need of assistance in working with a gay/ When I recently got married, my simcha hear in his tone how he was struggling to lesbian/bi-sexual student. Moreover, was treated like those of my straight col- hold both his caring for me and his deep each year, a few students who are strug- leagues. The faculty had a small celebra- allegiance to halakhah (Jewish law). We gling with their sexual orientation find tion in our honor, and my TaNaKH class continued to discuss Judaism and homo- their way into my office. I do not seek threw me a surprise party. These events sexuality in many conversations, and our them out, but they come seeking a sup- meant a great deal to me as they symbol- friendship was strengthened by the new portive adult Jewish presence in their ized my full acceptance into a community

הידיעון • HaYidion [28] that I hold so dear. As our school treats [continued from page 16] ance, and a grounded desire to make a heterosexual and same-sex couples equally, But what if diversity had an even positive difference in the world. offering them the same benefits and privi- more complex and pervasive effect? leges, my partner is a recognized member What if, at least in the short term, liv- So the question of diversity and day of our school community. This is part of ing in a highly diverse city or town led schools is complex. By only scratch- what makes it possible for me to continue to residents to distrust pretty much ev- ing the surface, we know that day work at my school and to grow as an educa- erybody, even people who looked like schools are in fact more diverse tor. My erstwhile fears have been replaced them? What if it made people with- than meets the eye, first of all. And with an acknowledgment of all parts of my draw into themselves, form fewer second, if the unspoken fear behind identity. I feel deeply blessed to work at an close friendships, feel unhappy and the concern for diversity is how day educational institution that believes that powerless and stay home watching school graduates will function in “the each person is created betzelem elokhim (in television in the evening instead of real world,” we now have quantita- God’s image) and deserves the opportunity attending a neighborhood barbecue tive evidence that supports the day to realize his or her potential. ¿ or joining a community project? school case. Finally, we are urged to reconsider the late 20th/early 21st Editor’s Note: LGBT people can opt for Goode paints this “unsettling picture” century assumptions about living in invisibility. Unlike Jews of color, LGBT based on Putnam’s nationwide re- a diverse community. Jews can mask “gayness” in ways unique search. If living in a diverse environ- in the diversity community, and in fact, ment can have these unintended con- Let us celebrate the diversity within many opt to do so while others feel com- sequences, perhaps “diversity for the our schools—and the cohesiveness pelled to do so. It is both possible and likely sake of diversity” is a less compelling of the day school community--as we that there are unseen LGBT people in your argument. Instead, strong in-group prepare our students to participate school – students, parents, and faculty. The bonding, such as day schools pro- actively in the mosaic of life which question becomes, are they closeted from mote, prepares young people to em- lies beyond the day school walls. And you or because of you, and what can your brace the diversity they will inevitably let’s get the word out to more poten- school do to be a more welcoming place? encounter with self-confidence, toler- tial parents! ¿ Brandes Foundation to Underwrite Merit Scholarships at San Diego Jewish Academy hat may be the largest com- “This generous commitment from the “scouts” who will identify junior high mitment ever made for pri- Brandes Foundation will enable addi- school students who have distinguished Wvate school merit scholarships tional bright and accomplished students themselves in competitions such as; math in San Diego was announced today by the to receive the best combined Jewish and and science fairs, athletic events, music San Diego Jewish Academy and the Tanya general education possible. The ongoing recitals and other areas of excellence; and and Charles Brandes Foundation. commitment is the equivalent of a large then invite them to apply for the scholar- endowment,” said SDJA Executive Direc- ships. Unsolicited applications will not Starting with the 2007-2008 school year, tor Larry Acheatel. “It is as if the Brandes be accepted, Acheatel said. “We are go- the Brandes Foundation will donate to Foundation deposited $7 million in a ing to recruit, ‘keeping our eyes and ears San Diego Jewish Academy the funds bank account and told us to withdraw open’ for fantastic kids.” necessary to provide half the yearly tu- 5 percent, after interest earnings, every ition per student for up to 10 meritorious year for this purpose.” In making their gift, Tanya and Charles students for up to four years per student. Brandes said: “We are honored to part- “The objectives of this open-ended com- ner with the San Diego Jewish Academy. Each year, the Brandes Foundation will mitment is to recognize outstanding Through this gift, we hope to assist SDJA add another group of 10 scholars until students, help grow the enrollment of in recruiting and retaining exceptional potentially 40 students are receiving the the school, further enhance the student students. With the skills and values scholarships. Thereafter the Brandes body, and enable the continued growth of learned, in an environment of academic Foundation will continue to fund up to a wide array of educational opportunities excellence and values education, these 40 scholarships on an ongoing basis, for all of the students.” students will be prepared to become ethi- making the total contribution of over cal leaders in their communities and pro- $365,000 per year. Acheatel said that SDJA plans to utilize fessions.” ¿

[29] הידיעון • HaYidion “Color” in the Jewish Community: A Matter of Perspective ¿ by Yavilah McCoy

s the Executive Direc- amine the misunderstandings of Color who feel strongly that with this aspect of their physi- tor of the Ayecha Re- around difference that can, skin color should not be used cal package to counteract the Asource Organization, unfortunately, keep people as a means of defining their negative stereotypes and mis- I have had both the pleasure apart. primary identity because it information that exist around and opportunity of gather- describes their physicality and color in American society and, ing networks of support for What is most interesting, to not their spir- Jews of Color while providing me, about working with Jews itual affinity, Yavilah McCoy educational resources to the of Color, is that for many Jews which is what is the executive direc- greater Jewish community on of darker skin tone, differenc- makes them tor of Ayecha in St. Louis. appreciating difference and es in “Color” are not an issue. Jews. In fact, Yavilah can be reached at: building sensitivity and toler- Through participant discus- many have [email protected]. ance. Through our Rabbini- sions at our various work- posited that cal Advisory Council, Train- shops and correspondence, one role that ing and Curriculum, Relief I have found many Jews of Jews of dark Fund and Annual Shabbaton, Color who refuse to identify skin tone can play in the Jew- at times, inform social inter- Ayecha has brought people of themselves around the color ish community is to remind actions between Jews of dif- various backgrounds and af- of their skin due to a feeling the Jewish people, as a whole, ferent racial backgrounds in filiations together to consider that doing so would represent that it is not the exterior that the Jewish community. what binds Jews to each other a misplaced notion among makes the Jew, but the inter- despite difference, and to ex- Jewry. I have met many Jews nal spirit, and the content of Unfortunately, it is often the the Jewish character. Over the misinformation that exists course of the last few years, around “color” in the Jew- I have met many Jews of Color who feel strongly that skin color should not be used as a means of defining their primary identity.

since Ayecha’s formation, our ish community that presents members have discussed this the strongest need for an or- topic and many others that ganization like Ayecha. Mis- relate to the understanding taken assumptions around of “Color” in the Jewish com- Jews having a monolithic munity. In contrast to Jews of racial identity, that is chiefly Color who avoid identifying “White” and European, can by the racial aspect of their lead to situations where Jews physicality, there have been with dark skin tone, including others who have voiced feel- those from the Middle East ings to the contrary. For these and North Africa, are consid- Jews, even though “Color” ered to be other than “normal” is not their primary identity, or “standard” Jews. Mistaken they would still like to create assumptions around Jewish some positive identification identity can also lead to situa-

הידיעון • HaYidion [30] tions where Jews with dark skin are blan- Israel and the United States, each shared trospection on where he stood within his ketly assumed to be converts and where instance of difficulty presents us with the purpose for being created. As Jews, we instead of being celebrated as an aspect challenge of making welcome, integration are a people with tremendous potential of mainstream Jewishness, they become and retention in the Jewish community a to give praise to our Creator through our exotified, strange, curiosities that remain reality for all of us. As an organization, harmonious representation of the diver- outside of definitions for normalized Ju- Ayecha hopes to improve our community sity of our world. I have often asked par- daism. by offering Jews a safe “space” to talk ticipants in our workshops to imagine for about their experiences with “color” and a moment the look, feel and sound of a Stereotypes and prejudices that exist explore what has worked well in the past moment when all the Jews who currently within the United States, regarding vari- and what needs to be fixed for the future. exist in the world are gathered together ous racial, ethnic and cultural groups, have been damaging to American society Stereotypes and prejudices that as a whole, but are particularly virulent when brought into the communal inter- exist within the United States, actions of the Jewish community. Jews regarding various racial, ethnic and cultural rely on each other for community in countless ways that bring people together groups, have been damaging to American around food, prayer, observance of holidays, and the celebration of Jewish life. society as a whole, but are particularly When we buy into prejudices, it plants hurtful separations in the places where virulent when brought into the communal our religion naturally provides us with interactions of the Jewish community. community and contributes to a deep level of isolation that is akin to being Individuals who join our organization, in one location. With all the different lan- separated from one’s family. The entire regardless of color, can both contribute guages and customs, there would still be community is robbed when we allow the to and learn from discussions, programs one word for G-d and one word for our supposed boundaries of “color” to keep and activities that stand to move us for- people, “Yisrael.” For those who are al- us from making deep and meaningful re- ward in our communal acceptance of dif- ready standing in the Garden of Eden, lationships with each other. ference. Ayecha is an organization that the question “Ayecha” is moot. But for poses a question: “Where do you stand?” those who have the courage to look out Even though Ayecha has had the pleasure Our commentaries teach us that G-d into an imperfect world and see where of celebrating the warmth and welcome asked this question of Adam, after the their hands and perspectives can make a that many Jews of Color have found in a sin of the Tree of Knowledge, not to find difference, the question becomes a call to variety of Jewish communities, both in his physical location but to inspire his in- action. ¿ 21st RAVSAK Annual Leadership Conference

Houston, Texas • January 20-23 • 2008 • More information @ www.ravsak.org

[31] הידיעון • HaYidion RAVSAK Membership Benefits RAVSAK remains the fastest On-Site Services growing network of Jewish day RAVSAK provides customized services for member schools including consultations with Boards and Heads, Board Retreats, schools and high school in North Marketing, Development, Teacher in-Service, Curriculum As- sessment, School Policy Handbooks, Judaic Accreditation, Ac- America and beyond. To join or creditation Team Management and Website Development. renew your membership, go to www.ravsak.org. National Affiliation/Representation RAVSAK is the voice of Jewish community day school educa- Professional Development and Conferences tion around the world. We represent the vision and needs of our schools with major educational and Jewish communal or- Annual Leadership Conference ganizations including the AVI CHAI Foundation, PEJE, JESNA and others. RAVSAK coordinates a leading-edge professional development conference designed exclusively for lay and professional lead- Networks and Communication ers of community day schools. Open to Heads of School, Ju- daic Directors, other key administrators, Board Presidents and Website other lay leaders, the annual conference is a four day intensive exploration of themes connected to academic excellence in an RAVSAK maintains a state-of-the-art, interactive website that environment of Jewish Peoplehood. reaches some 55,000 people each month. The site features a map of all RAVSAK schools across North America, an archive Project SuLaM of RAVSAK research and publications, the latest information on trends and issues in Jewish community day school educa- In partnership with the AVI CHAI Foundation, this fully funded tion, educational job opportunities and password protected course of study provides professional day school leaders with membership information for member schools. Please visit our a meaningful Judaic studies experience through study, leader- website at www.ravsak.org. ship and mentoring. Journal Placement for Heads of School and Judaic Directors HaYidion, RAVSAK’s renowned quarterly journal, features ar- RAVSAK conducts a limited number of customized searches ticles and information on key issues in day school education each year for Heads of School and Judaic Directors from the and Jewish Peoplehood. The journal also showcases funding initial advertising and screening process all the way through opportunities, relevant government programs and other na- contract negotiation. We have a near-perfect track record of tional initiatives. aligning the right professional leaders with the right schools at a fraction of the cost of a placement firm. International School Directory

Teacher Recruitment RAVSAK maintains the most comprehensive guide to Jewish community day schools throughout North America. Updated As the central address for Jewish community day school educa- annually, this directory is provided to all member schools and tion in North America, RAVSAK is the first place teachers turn facilitates communication between colleagues. when seeking a new position. We post ads, review resumes, and network with graduate schools and teacher training programs Research and Publications across North America and in Israel. RAVSAK regularly conducts research on current issues in Jew- Curriculum Development and Training ish community day school education. Recent projects include: Salary and Benefits, Administrative Structures, Demographic RAVSAK provides comprehensive teacher training for curricula Studies, Judaic Policy and Operational Protocols. We also con- designed in-house for the community day school setting. duct customized research projects for member schools.

הידיעון • HaYidion [32] Case Study: Economic Diversity Originally presented at the 2007 RAVSAK Annual Leadership Conference in Los Angeles, this case study accompanies Dr. Bob Berk’s article on pages 4-5.

he Goldberg Hebrew Academy, and will again need to reduce its con- dent body? Your perception in the com- a pre-K to 8th grade community tribution toward faculty health insur- munity? How will your work mesh with Tday school of 300 students is lo- ance. The director of admissions, who the school’s vision of what it means to be cated in Platinum Park, CA, an affluent understands her job to be as much about a community day school? How will you suburb of Los Angeles infamous for mil- retention as it is new recruits, raises the implement your plan? How will you pay lion dollar price-tags on even the small- concern that an additional 17% of the for it? est of homes. By all measures, Goldberg student body would now qualify for fi- Hebrew Academy is a school of excel- nancial aid, but that these “on the cusp” Factors to consider: lence – beautiful facilities, a top-notch middle class families have been known academic program, a rich Judaic cur- to leave the school rather than “admit” • The school currently assumes 20% riculum, prize winning sports teams, a the need for aid. She also questioned of potential tuition will be abated as state-of-the-art performing arts center, the impact that such a tuition hike might financial aid. and a highly trained teaching faculty have on the school culture – as is, the deeply devoted to student achievement. older students speak of the “LKs” and • Rumors of the proposed tuition hike Not surprisingly, Goldberg Hebrew the “FKs” (Lexus Kids and Ford Kids) have begun circulating and some Academy is seen as a leading indepen- and teachers joke about leaving the pro- families have quietly looked at other, dent school highly desired by Jewish fession to become household help in stu- less costly schools. families from Platinum Park and across dents’ homes. the Greater LA area. • Money is a factor: The school is Working the Case struggling to meet its $3.8 M annual Like most Jewish day schools, Goldberg budget. Hebrew Academy serves a largely middle The Board Chair has assembled a task and upper-middle class population. An- force composed of lay and professional • Each class (average of 32 students) nual tuition increases – needed to stay at leaders to explore the challenge at hand. is currently arranged into 2 sections the forefront of the independent school To be sure, this task force is not being of 16 kids per year. School bylaws market – have had little impact on the asked to balance the budget – they are cap class size at 18; a significant drop most well-to-do families, for whom ris- asked to report back to the Board their in enrollment could lead to classes ing tuition remains in reach, and equally ideas for maintaining economic diver- of fewer than 10 – a financial, social, little bearing on the least affluent fami- sity with the least negative impact on the and educational problem. lies, for whom their limited means call school’s vibrant reputation, school cul- for significant financial assistance. His- ture, and fiscal bottom line. Please assign the following respon- torically, Goldberg Hebrew Academy has sibilities within your group: been able to offer its lower income fami- For now, your task is as follows: lies the aid necessary to be present in the • Conversation facilitator school. You and your tablemates are the task force charged with understanding the • Scribe In preparing the budget for the com- impact of becoming a high-tuition insti- ing school year, the head of school and tution on the school and its constituen- • Time keeper business manager agree that they will cies. How will you go about this work? need to recommend that tuition be set at What research will you do? How will you • Reporter $19,000 per student in the lower school determine the real financial thresholds and $21,000 in the middle school, an for current and future families? What re- You have 30 minutes to work on this case increase of 12% from the year before. cruitment and retention initiatives would with your tablemates. At the end of the Without this sharp increase, the school you undertake? How will your decisions half-hour, your reporter will be asked to will be unable to offer raises to teachers impact the teachers? Your current stu- share a few of your group’s insights. ¿

[33] הידיעון • HaYidion Mazel Tov to Project SuLaM’s Cohort II on Completing Their First Summer Session.

PARTICIPANTS MENTORS Steve Adleberg, Administrator Idit Moss, Student Life Coordinator Rabbi Tzvi Berkson, Judaic Director Gesher Jewish Day School Yavneh Day School Donna Klein Jewish Academy

Nora Anderson, Head of School Patricia Schwartz, Interim Head Rabbi Achiya Delouya, Principal Westchester/Fairfield Hebrew Academy Portland Jewish Academy Addlestone Hebrew Academy

Susan Cohen, Teacher Marilyn Sherman, Principal Karen Feller, Head of School Hebrew Day School of Central FL David Posnack Hebrew Day School Donna Klein Jewish Academy

Amir Eden, Hebrew Chair Dr. Deborah Starr, Head of School Mariashi Groner, Director Donna Klein Jewish Academy Heritage Academy Charlotte Jewish Day School

Gayle Green, Middle School Principal Claire Steingo, Primary School Director Susan Koss, Principal, Lower School David Posnack Hebrew Day School David Posnack Hebrew Day School Melvin J. Berman Hebrew Academy

Howard Haas, Head of School Wendy Waxman, General Studies Dir. Hyman Brand Hebrew Academy Hillel Academy of Ottawa For more information about Project SuLaM please visit Dr. Janice Johnson, Head of School Miriam Weissberger, Head of School Jess Schwartz Jewish Community H.S. Hebrew School of Monterrey Mexico www.projectsulam.org. Project SuLaM Cohort I Update

Judy Miller, Head of School, Tonight is the ceremony and we look Greenfield Day School in Miami was the Milwaukee Jewish Day School forward to presenting each child with recipient of the Targum Shlishi award. a diploma and a Chanukiah. We will The Teacher Excellence and Creativity I am thrilled to tell you that the trans- give them a mazel-tov and tell them Awards recognize teacher excellence, formative experience I had with Project that as they light the candles each year, dedication and contribution to the field SuLaM has already infused more Jewish they should re-dedicate themselves to of Jewish education. Recipients are se- life into our school. As I was reflecting on the values of Torah that they learned at lected based on their educational talent, our last Shabbaton, I thought about the MJDS. demonstrated by outstanding practices “low hanging fruit” of which we spoke. It in the classroom, school and commu- occurred to me that although our gradu- Although this is a small change, it re- nity. In addition to this recognition, re- ation ceremony is held in synagogue minds our families, staff and students cipients receive a $1,000 grant from the sanctuaries, have Jewish music and that we are part of a Jewish community Targum Shlishi Foundation to be used prayer throughout, the graduates only day school. Our grads receive so much for professional growth and develop- receive a diploma--but no Jewish sym- more than “reading ‘riting and ‘rithme- ment. bols. Knowing that our graduation was tic!” fast approaching, I called my Shabbaton Sue believes that Project SuLaM is the partners, Middle School Principal, Diane Sue Einhorn, Middle School reason behind all of her learning and Wolfson, and Lay Leader, Moshe Katz. Director, Greenfield Day School growth as a Jewish educator. She credits We discussed various possibilities and SuLaM with being the catalyst for her de- decided to start the tradition of present- RAVSAK is pleased to announce that sire to pursue her Judaic Studies masters ing each grad with an MJDS Chanukiah, Project SuLaM Cohort I participant hopefully to be completed by next sum- engraved with their year of graduation. Sue Einhorn, Middle School Director at mer via Siegal College. ¿

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[35] הידיעון • HaYidion ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ REGISTER NOW Big Issues & Big Ideas in WANTED Jewish Day School ALL JEWISH DAY Leadership SCHOOL LEADERS Houston, TX AT THE 2008 Jan. 20-23, 2008 RAVSAK Annual InterContinental Leadership Houston Hotel ★ ★ ★ SIGN UP NOW! ★ ★ ★ Conference www.ravsak.org

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