Strategic Plan 2009

- 1 -

Portland Jewish Academy Strategic Planning Review Committee Members 2007-08

Stacy Barna, parent Deborah Eisenbach-Budner, parent Merrill Hendin, staff Kate Herschman, parent Lisa Horowitz, staff Shirlee Lenske, PJA Board member, alum grandparent Judy Malka, community member Jim Meyer, alum grandparent Lisa Rackner, community member, alum parent Mary Rait, parent Steve Rosenberg, PJA Board member, alum parent, chair Rabbi Laurie Rutenberg, community member, alum parent, Erika Saiers, staff Patricia Schwartz, staff Colleen Sexton, staff Ruth Steckel, parent Jeffrey Waite, parent Jay Zidell , PJA Board member

PJA Descriptor and Mission Statement

Portland Jewish Academy is an independent school located on the Mittleman Jewish Community Center campus. PJA encompasses a pre-school through eighth grade Jewish Community Day School as well as infant-toddler and after-school programs.

Our mission is to ensure an academically excellent environment in which children thrive. Portland Jewish Academy nurtures and inspires positive Jewish engagement, respect for human and religious differences, and responsibility for the world in which we live.

,ulhn middot – Foundational Values

1. lunhk limmud – Study

vc tkufl vc lupvu vc lupv “Delve into it and continue to delve into it, for everything is in it.” (Pirkei Avot 5:26)

- 2 - An academically excellent environment in which children thrive – Education at PJA is both an integrative and developmental process. The school embraces the belief in education for the whole child and values the concept that each child learns as a unique person. Love of life and learning are integrated into all aspects of school life.

At PJA, the educational experience fosters intellectual curiosity, encourages a capacity for creativity, and teaches critical thinking. As children progress through the school, the way in which they are taught changes to reflect their increasing abilities to think abstractly and independently. Social, emotional and physical needs are integrated into all aspects of the program. Jewish Philosophical thought and practice are interwoven throughout the curriculum. In all areas of school life, opportunities are provided equally for both genders.

Both traditional Jewish texts and Jewish history are studied reverently and critically to understand their centrality and relevance to modern day Jewish life. The Hebrew language is taught both as a modern language as well as a language that facilitates identification with the texts of the Jewish people and the state of Israel. Holidays are celebrated and Jewish traditions are practiced to connect with Jewish history and the cycle of nature and to nurture spiritual life.

2. lucf kavod – Respect

lrcjk vag, tk lhkg hutbaa vn “What is hateful to you, do not do to another.” (Talmud, Shabbat 31)

Respect for human differences – Students are taught to treat themselves and all people with human dignity. Both within and outside the school population, everyone is treated with respect, whatever physical, racial, sexual or cultural differences may exist.

Respect for religious differences – PJA encourages a deep respect for the multiple perspectives and practices found within Jewish society. PJA also encourages respect for people of other religions. Students will learn to participate in dignified and respectful dialogue with individuals of differing religious perspectives.

3. ,uhrjt akharayut – Responsibility

/vcurn vftknvu rme ouhv vbnn kychk ihruj ic v,t tku rundk vftknv lhkg tk “The day is short, the work is great. You are not expected to finish the work, but you are not free to desist.” (Pirkei Avot 2:20-21) Responsibility for the world in which we live – In keeping with Jewish principals, PJA teaches students to nurture themselves spiritually, emotionally, intellectually and physically. As students learn to integrate these elements harmoniously, they will be equipped to participate in the work of oukg iueh, tikkun olam, “repair of the world”.

PJA urges students to assist in repair of the chasm between the material and spiritual dimensions of life. Students learn to envision a perfected world: a world of peace and harmony, full of human dignity, justice, and consciousness of God. Through active concern for the diverse inhabitants of the world and environmentally sound activities directed to nurture our planet Earth, PJA students help, step-by-step, to actualize this vision.

PJA’s goal is to nurture a sense of wonder for the sublime in life and an awareness of God. Students study Jewish moral and religious worldviews that guide their actions and promote social justice. As vkugp ;u,ha shituf p’eula, “conventional partnership” is taught, the students develop a sense of active responsibility for humanity. Students learn to view themselves as responsible citizens of the United States and the world and to be intimately bound up with the future of the Jewish people and Israel. - 3 -

4. ktrah kkf klal Yisrael – Community

vzf vz ohcrg ktrah kf “All Jews are responsible, one for another.” (Talmud, Shevuot 39a)

Positive Jewish engagement – PJA students develop a sense of belonging to the Jewish people. Students will understand their connection to past, present, and future generations of Jews. This awareness encourages a sense of belonging and connectedness among the student’s manifold Jewish environments: the home, the school population, the Jewish community of Portland, the State of Israel and the world.

5. vtruv hoda’ah – Appreciation

kgn vfrc tkc vzv okugv in vbvbv kf “Anyone who enjoys this world without a blessing commits theft.” (Talmud, Berakhot 35a)

Capacity for gratitude – In Judaism, it is traditional to say blessings of thanksgiving every day. Some are recited prior to eating or drinking; some are recited before rituals; others express praise and thanks to God. Reciting these blessings, we show our appreciation for the beauty of the world. Every joyful occasion, striking phenomenon of nature, or performance of mitzvah offers the opportunity to be spiritually aware. In this way, we sanctify our daily activities, bringing God into our lives.

At PJA, students learn Jewish texts and engage in tefilah (prayer) in a spirit of reverence and intellectual openness meant to help each student to see him/herself as a link in the chain of Jewish heritage, with something unique to contribute. Students have the opportunity to develop a sense of reverence for daily life in keeping with the teaching that “the world stands on three pillars: the study of Torah, service to God and humanity, and acts of loving kindness.”

6. ,uvz zehut – Jewish Identity

ktrah hbaga okugv lkn ubhvukt vh v,t lurc I give thanks to God that I am a Jew (Jewish siddur, daily morning blessings)

Promotes Jewish identity – At PJA, Judaism is viewed as a way of life. Students are encouraged to express their Jewish identity joyously and embrace their Jewish heritage. PJA provides a solid foundation of meaningful Jewish experience and knowledge, as it is rooted in Jewish culture, ritual, and over 5,000 years of wisdom. As students mature into adulthood, it is expected that they will make informed choices based on a rich experiential knowledge base. It is anticipated that PJA graduates will maintain their Jewish identity and practice in a diverse and complex world, and that it will strengthen and sustain them.

PJA Foundational Beliefs We believe in… academic excellence.

cultivating a lifelong love of learning through the practice of thinking independently, critically, and creatively.

living the Jewish value of Kavod: respecting learning, ourselves, others, and property.

- 4 - meeting the diverse needs of our students through a developmentally appropriate curriculum and differentiated instruction.

providing a solid foundation of meaningful Jewish experience and knowledge, as it is rooted in Jewish culture, ritual, and over 5,000 years of wisdom.

creating an environment where students are physically and emotionally safe to communicate and take risks.

learning Jewish texts and engaging in tefillah (prayer) in the spirit of reverence and intellectual openness in order for every student to see him/herself as a link in the chain of tradition and interpretation

studying the Hebrew language as a connection between our past, present, and future.

fostering the relationship of Jews everywhere to the State of Israel.

providing an integrated program that nurtures students’ intellectual, artistic, and physical development.

building strong partnerships among our school, families, and the greater community.

practicing tikkun olam: taking action to repair our world.

- 5 -

Finance

Goal 1 Provide sound stewardship of school resources.

Objectives Measures

Continue to operate Portland Jewish Academy in a Implement balanced budget. fiscally responsible manner.

Strategy

Grow to meet financial targets

Tactical Plan

Task or Activity

A. General Financial Initiatives

1. Create five year financial plan including tuition increase and new program expenses (IB) • Calculate shortfall for salaries for 08-09 • Establish intermediate target salaries

2. Explore summer program to generate new revenue

B. Creating a Culture of Giving • Increase number of alumni giving by 60% • Increase number of parents giving to annual fund from 36% to at least 75% • total amount given in Annual Fund from $80,000 to at least $100,000 • increase median size of gift from $36 to at least $144

1. Hire Development Director

2. Reach out to Alumni • Establish alumni dinner • Publish Alumni newsletter • Establish alumni telethon

- 6 -

Tactical Plan

Task or Activity

1. Reach out to Parents • Create Parent Solicitation Committee • Create campaign earmarked for teacher salaries • Conduct Annual Fund Telethon • Personal calls, thanks yous, invitations to events

2. Explore options with Foundations’ and grants

3. Engage 8 th grade class in giving

4. Explore incentives to contribute to Annual Fund

C. Salaries and Benefits • Exit interviews will indicate that teachers are not leaving because the pay is too low, working conditions are poor or they have a more attractive offer • Teacher pay will be not less than 10% lower than public teachers’ salaries

1. Recruit and retain the best teachers possible • Survey teachers about their needs

2. Explore various alternative compensation packages • Look at other models of compensation • Survey other schools • Discuss and evaluate

Program

- 7 -

Goal 2 Provide a superior education within a community predicated on the wisdom, spiritual richness, and ethical guidelines of Judaism.

Objectives Measures

In a Jewish context, prepare children to be “citizens of the world” PJA is an accredited IB school. and prepare children for life in the 21 st century All Hebrew classes are taught Ivrit b’Ivrit Strategy

Enrich PJA’s Curricular Framework by adopting an IB Program and enrich PJA’s Hebrew curriculum by teaching Ivrit b’Ivrit

Tactical Plan

Task or Activity

1. Provide teacher training for implementation of IB Program for acceptance as accredited school.

2. Develop and maintain effective communication with parents about IB Program

3. Develop and implement TK-5 IB Program

4. Develop and implement Middle School IB Program

5. Achieve re-accreditation

- 8 -

Tactical Plan

Task or Activity

1. Train teachers in methodology to teach Ivrit b’Ivrit

2. Hire and retain Hebrew language stratify at all levels who are native speakers and who are Language educators

3. Develop teacher evaluation competence for Ivrit b’Ivrit methodology

4. Extend Concept of Tikkun Olam to global/universal concerns

5. Investigate forming partnership with The International High School

- 9 -

Enrollment

Goal 3 Achieve the Maximum Enrollment allowed by Portland Jewish Academy’s facilities.

Objectives Measures

Increase the number of new students and Add 65 new students each year. retain current ones. Achieve retention rates of more than 92% in the day school and more than 60 % in the preschool.

Strategy:

Run a dynamic recruitment for the following target audiences: • Synagogue members; Unaffiliated families • Inter-married families • Eastsiders • Newcomers to the Portland area • Intel families from Israel • Middle and upper-middle class families who need some financial aid but feel reluctant to apply and therefore don’t come to PJA • Public school devotees • Private-school devotees unsure of a Jewish Day school education; and ECLC parents.

Identify discrete tasks that integrate marketing/curriculum upgrades (ie, IB, sports) that will be implemented on a priority basis.

Tactical Plan

Task or Activity

A. Recruitment

1. Create more effective open houses

2. Host PJA sponsored event on eastside

3. Work with MJCC on parent programming (e.g. Oy Baby, Sundae Singalong, Shake, Rock and Roll)

- 10 -

Tactical Plan

Task or Activity

A. Recruitment

1. Create Parent Ambassador group to promote school and assist in recruitment.

2. Work with preschool directors for preschools for referrals

3. Contact congregations for referrals, parent presentations

4. Meet with rabbis to promote PJA and partnerships

5. Open JCC holiday programs to all PJA parents even if not members

6. Implement invite a friend to school day.

7. Improve image on websites such as gradeschools.net and websites that newcomers to town will be reviewing.

8. Create a detailed card (brochure) that highlights the top 10-20 things that make PJA unique. (Focus on what makes us different from other private schools and public schools.)

- 11 -

Tactical Plan

Task or Activity

A. Recruitment

1. Set up program that gives preschool enrollment priority for families intending to send kids to at least first grade at PJA.

2. Talk to Rabbis about potential aid for affiliated families

3. Bring more families into the JCC for PJA exposure. Distribute JCC after school program info to all target markets.

4. Send brochures to realtors and schedule follow-up meetings

5. Send appropriate publications to all families on our “J” mailing list.

6. Investigate advertising on OPB

Tactical Plan

Task or Activity

B. Retention

1. Create a new logo that the kids will wear on clothes

2. Select new “cool” promotional clothes and POS. Let the kids assist in selecting the products

3. Implement buddy system with preschool and day school

4. Implement sports program for middle school that allows students to compete against other schools

- 12 -