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Strategic Plan 2009

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Strategic Plan 2009 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
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