The RAVSAK Magazine HaYidion

שבועות תשס “ ז • Shavuot 2007 Too Jewish? Not Jewish Enough?

In This Issue: It’s All in the Packaging – Can a Jewish Community Day School Really be Too Jewish? • by Leon Covitz, page 4

Balancing “Too Jewish” with “Not Jewish Enough” • by Dr. Barbara Davis, page 6

What if Our Schools Are Too Jewish? • by Dr. Marc N. Kramer, page 8

The Language of the Hebrewman • by Naomi Stillman, page 10

My Vision of a Secular Jewish Day School • by Michael H. Steinhardt, page 12

Liberal Jews Want Jewishness, Too • by Nancy Bossov, page 14

Board Leadership and the Shaping of School Culture • by Rabbi Jay Moses, page 16

School Culture Audit: A Tool for School Improvement • by Dr. Susan Shevitz, page 17

A Word from the Editor, Page 3 • President’s Message, Page 3 • School Culture Surveys, Pages 18-21 Mazel tov to the second cohort of Project SuLaM. We are honored by your participation and look forward to learning with you and from you over the course of the next year (as of May 2007)

Steven Adleberg, Senior Administrator Idit Moss, Student Program Coordinator AtA school, Gesher Jewish Day School, Fairfax, VA Yavneh Day School

where Nora Anderson, Head of School Patricia Schwartz, Principal we are Westchester/Fairfi eld Hebrew Academy, Greenwich, CT Portland Jewish Academy

watchinwatching the Cindy Benedek, Early Childhood Director Marilyn Sherman, Principal clock and putting JDS of Metropolitan Seattle, Bellevue, WA David Posnack Hebrew Day School, Plantation, FL

out fi res, there is Susan Cohen, Middle School Director Dr. Deborah Starr, Head of School no time for deep Hebrew Day School of Central FL, Maitland, FL Heritage Academy, Longmeadow, MA professional and Amir Eden, Chair, Hebrew Department Claire Steingo, Primary School Director personal growth. It Donna Klein Jewish Academy, Boca Raton, FL David Posnack Hebrew Day School, Plantation, FL is so refreshing to Gayle Green, Middle School Director Wendy Waxman, General Studies/Primary Director be the student again David Posnack Hebrew Day School, Plantation, FL Hillel Academy of Ottawa, Ottawa, ON - to learn, share, Howard Haas, Head of School (new appointment) Miriam Weissberger, Head of School refl ect, laugh Hyman Brand Hebrew Academy, Overland Park, KS Hebrew School of Monterrey Mexico, Monterrey and plan.” Dr. Janice Johnson, Head of School Jess Schwartz Jewish Community H.S., Phoenix, AZ

Larry Kligman Mazel tov to the “SuLaMites” from the fi rst cohort of Project SuLaM. Although your program has Abraham Joshua offi cially ended, we hope that it is just the beginning of your path to Judaic enrichment. Heschel Day School Middle School Director Abraham Joshua Heschel Day School, Northridge, CA Lerner Jewish Community Day School, Durham, NC Betty Winn, Head of School Dr. Alice Maniloff, Head of School Larry Kligman, Middle School Director Ofra Sheetrit, Director of Judaic Studies Bonnie Smigel-Derin, Board President Ben Soloway, Educator, Hebrew/Judaic Studies Julie Harris, Member, Board of Directors Donna Klein Jewish Academy, Boca Raton, FL Karen Feller, Head of School Milwaukee Jewish Day School, Milwaukee, WI Carol Kolsky, Middle School Director Judy Miller, Head of School Lesley Zafran, Vice President, Board of Directors Diane Wolfson, Middle School Principal Moshe Katz, Educator/Lay Leader Greenfi eld Day School, Miami, FL Sue Einhorn, Middle School Director Shalom School, Sacramento, CA Dr. Lee Binder, Head of School Dr. Joan Gusinow, Director Shelli Lavender, Vice Principal, K-6 Jewish Day School of Metropolitan Seattle, Miri Levine, Judaic Studies Coordinator Bellevue, WA Lisa Breslau, Board President Tom Elieff, Head of School Laurie Minsk, Board President Vancouver Talmud Torah, Vancouver, BC Myra Michaelson, Judaic Studies King David School, Scottsdale, AZ Coordinator Mitch Flatow, Head of School Cathy Lowenstein, Co-Principal Sherry Saper, Middle School Coordinator Jennifer Shecter, Community Relations/ Amy Laff, Board President Development Participants listed in bold with their team members listed underneath. הידיעון • HaYidion [2] A Word from the Editor Once again, RAVSAK places in your our schools “feel” to their constituent in the papers presented hands an issue that will have both imme- communities. Michael Steinhardt’s ar- in HaYidion this quarter. diate and long-term value. Day school ticle is sure to provoke thought and re- We hope you will enjoy culture is the subject of this Shavuot is- sponse. The “triage” survey will prove them and benefi t from sue of HaYidion. All of us struggle with intriguing and stimulating. The articles them not only now but in the issues of school culture – of being on creating links, using Hebrew and re- the future. “too Jewish” or “not Jewish enough.” thinking and repackaging our product As one head of school humorously will be of use both to heads of schools Dr. Barbara Davis commented at our January conference, and to boards. Shavuot is a holiday that Dr. Barbara Davis “I have people on the left mad at me has evolved from an agricultural fes- is the Secretary of RAVSAK, Editor and I have people on the right mad at tival to that that celebrates study and of HaYidion and Head of School at me. I fi gure I must be doing something commitment to the tenets of Judaism. the Syracuse Hebrew Day School in correctly.” Levity aside, the articles in Its pivotal fi gure, Ruth, is a convert. The Dewitt, NY. Barbara can be reached at this issue deal with the theme of how many facets of this holiday are refl ected [email protected].

From the Desk of Susan Weintrob, RAVSAK President Living for over two decades in Okla- RAVSAK helps all of us answer these (high school); Rory Paul homa and Indiana, I was asked many questions with a “yes” by supporting (Canada); Rachel Keller times, “Why are you so Jewish?” In those of us who are professionals in (Judaic Studies) and Dr. those days, I was less observant, less Jewish education, and by reaching out Bob Berk, VP of educated and not a Jewish profession- to our trustees and schools. Working Finance. al. Yet the question persisted. with RAVSAK’s Executive Board has Susan Weintrob been a time of development for both my Our new executive board has expanded Few ask why individuals are so rich, so school and me. It has been a privilege in important areas to support more educated or so lucky. Yet, the question to work with members of our outgoing schools in more ways. Our new high about Judaism may not be a bad one to Executive Committee: Bathea James, school division will help teachers and answer. When we ask ourselves why we president; Jack Sparks, treasurer; administrators network and collabo- commit ourselves to Judaism, in what- Lynn Raviv, past president. I look for- rate in programs. Our Judaic Studies ever form we do, we should include in ward to collaborating with our continu- Executive member will work with He- that question what we do with our Jew- ing and new executive board members, brew, Jewish texts and the diverse top- ishness, just as we ask ourselves what as RAVSAK continues its growth from ics covered under this discipline. Our we do with our wealth, our education a grass roots organization to an inter- Canadian division will help our impor- and our opportunities. Do we welcome nationally respected network of Jewish tant Canadian schools work together and support others? Do we model professionals and supporters: our con- and connect with the schools from the moral behavior? Do we celebrate our tinuing exec. members, Bathea James, US. Jewishness? Are we part of the Jewish Dr. Ray Levi, Dr. Barbara Davis, and community? our new members - Dr. Rennie Wrubel [Continued on page 5]

HaYidion: The RAVSAK Magazine Editor: Dr. Barbara Davis For advertising information, please is a publication of RAVSAK: The Jew- Production: Robin Feldman contact Marla Rottenstreich at marlar@ ish Community Day School Network. It Design and Layout: Adam Shaw-Vardi ravsak.org or by phone at 646-496-7162. is published quarterly for distribution to RAVSAK member schools, associate Contributors: Nancy Bossov, Leon RAVSAK members, and other Jewish and gen- Covitz, Dr. Barbara Davis, Ezra 120 West 97th Street eral education organizations. No arti- Kopelowitz, Dr. Marc N. Kramer, New York, NY 10025 cles may be reproduced or distributed Rabbi Jay Moses, Dr. Susan Shevitz, p: 212-665-1320 without express written permission of Michael H. Steinhardt, Naomi Stillman, f: 212-665-1321 RAVSAK. All rights reserved. Christopher R. Wagner e: [email protected] • w: www.ravsak.org

[3] הידיעון • HaYidion It’s All in the Packaging – Can a Jewish Community Day School Really be Too Jewish? During the Passover they may learn a smorgasbord of Jew- environment in my Jewish commu- break, which I was ish topics and experience a few Jewish nity day school? First of all, cultural Leon Covitz spending with my fam- festive occasions. Therefore, this begs change does not happen overnight. It ily in London, I received an email from the following questions: What really is takes time and patience and is ongoing. the RAVSAK head offi ce requesting me a Jewish community daysSchool, and The following are a few of the cultural to create an article on how my school to what extent should Judaism perme- changes have been introduced into has created its culture and how I grap- ate the different facets and disciplines our daily school life over the last few ple with the issue of how to make all of school life? years: involved with the school comfortable 1. When the students and teachers in the level of culture that has been cre- My school, proudly, claims to be a Jew- enter the school in the morning, ated. If I were to give answers on one ish community day school. Jewish spir- Hebrew songs are heard in the foot – a request that was made of Hillel ituality – known as ruach – is smelt, background. – these would be my fl ippant replies: felt, seen, touched, heard and eaten 2. The morning announcements are 1. The culture is still evolving after 54 throughout the school, and within both in Hebrew and English, and years. each part of the curriculum. From the there are a few short tefi llot and 2. It is virtually impossible to satisfy time one enters the building (perhaps of course the Pledge of Allegiance all the constituents - even some of Beit Mikdash –temple - may be a more and HaTikva. the time. appropriate name) the walls and the 3. Every Friday afternoon the whole sounds that are heard should awaken school assemble for an Oneg Shab- Like many of my fellow administra- one’s senses to the reality that we are bat – which includes hadlakat tors and educators, throughout North in a place where Jews not only learn nerot, Kiddush, singing, a short America in Jewish community day together but also absorb and experi- d’var Torah, grade presentations schools, I fi nd that there is a tension ence Jewish living as a community. We and a Powerpoint presentation - not only between the denominations do not need to be on the defensive or which contains what has gone on but also concerning the so called Jew- be in the same position as Ya’acov was at the school during that week. ishness of the school. After receiving in Genesis 28:16 -Achen yesh Hashem 4. Each student has been assigned a the request I prepared a survey for the bamakom hazeh va’anochi lo yadati – shevet (tribe) based on the shivtei parent body focusing on my school’s Surely the L-rd is present in this place yisrael (the tribes – children of – “Jewishness.” Many stated that they and I did not know. We must make sure Israel), and earn shevet points for send their children to a Jewish com- that our students are constantly aware “being caught doing mitzvot.” munity day school for a Jewish edu- that they are in a Jewish environment. 5. Each middle school grade has an cation and to strengthen their Jewish in-school Shabbaton with themes identity, yet complain that we are too From the above it is probably quite ap- based on our connection and re- Jewish. Other parents believe we are parent that I fi nd it hard to accept that sponsibility to both Israel and our providing a strong foundation in actual a Jewish community day school can be local Jewish community. “yiddishkeit in a diverse environment” accused of being “too Jewish.” I am of 6. Each grade, from Kindergarten to while complaining that we do not focus the opinion that we are only accused 8th grade, has a family educational enough on community. of being “too Jewish” when we preach, program based around the chagim consequently forgetting that we are – the Jewish festivals. Not only is I have often felt that our parents are here to teach. When we indoctrinate this for the family but it has been oblivious to what is going on in their and forget that our role is to educate, a wonderful social experience for children’s school. Many want their chil- then being “too Jewish” is a deroga- many of the parents. dren to be in a school for Jews but are tory term which places our school in unaware that a Jewish community day a negative light. But if we are creating Yet our work is not, nor will it ever be, is more than a mere catering service a learning environment, which is both complete. Over the next few years we that churns out the next generation of compassionate and welcoming, then must bring our parents into our unique Jewish entrepreneurs, who have only a this “too Jewish” claim can easily be special setting. Not only will they learn basic Jewish background. For this they refuted because this “Jewishness” is about what their children are studying could save their thousands of hard- part of who we are, which also includes and experiencing but they, themselves, earned dollars and send their children a deep love for the communal setting. will hopefully feel that their children’s to synagogue afternoon schools where So, how have I tried to create such an Jewish education is just as important

הידיעון • HaYidion [4] and meaningful as their general studies. We need to be more transparent – parents need to be told about what is happening in the school. Communication must be open and consistent. If a decision affecting Judaics or Jewish life is made then it must be fully explained.

So how do we rid ourselves of being “too Jewish”? There is still much to done at my school. But if the stakehold- ers see that what we are doing is for the benefi t of their children and the community then there will be buy-in. By bringing parents into the school and allowing them to feel this ruach, whether it is at the oneg or at a fam- ily educational program, we are taking away the feel- ing that we are “too Jewish.” Exposure to our Jewish community day school is the key element to making our school a Jewish one, and not a school for Jews. Inviting parents into the school and allowing them to partici- pate in a Jewish program or experience, without feel- ing pressured, allows us to break down these “too Jew- ish” barriers, which are impediments not only for the parents but also for students. Attitudes towards Jewish ritual and practice are often just the children mirroring their parents apathy towards traditional Jewish values and customs.

Finally, I fi rmly believe that if we are not affecting our students in a Jewish way then why pretend to be a Jewish community day school. Instead, we should be known as Greenfi eld Hebrew Academy - a Community Day School for Jews. Yet we are Greenfi eld Hebrew Academy - a Jewish Community Day School. As my dear wife correctly says to me, “it’s all in the packag- ing and presentation.” She is right, for we have a great package, that is over three thousand years old, to sell.

Leon Covitz is the Director of Judaics at the Greenfi eld Hebrew Academy in Atlanta. Leon can be reached at [email protected]

From the Desk of Susan Weintrob, RAVSAK President [Continued from page 3]

Those of us in educational leadership are called upon to sustain the vision of our schools, support our staff, and always place the students at the center of our daily goals. RAVSAK has created a community of profes- sionals to support each other. I am inspired by each of you and look forward to sharing challenges and success with you over the next two years.

Susan Weintrob is the President of RAVSAK and the Head of School at the Hannah Senesh Community Day School in Brooklyn, NY. Susan can be reached at sweintrob@ hannahsenesh.org.

[5] הידיעון • HaYidion Balancing “Too Jewish”with “Not Jewish Enough” I can never forget the day handwashing, there are those who were originally and traditionally the that I showed a group of claim that a dual curriculum cannot province of the Orthodox community prospective parents a possibly cover all the “material” that a and, as such, were rejected by Jews short promotional video public school does, others who object in America in favor of public schools, about our day school. In to “wasting” time with prayer and yet which were seen as the entry to Ameri- Dr. Barbara Davis a very brief image, the others who believe that a day school can society. As Rabbi David Wolpe has children were seen washing their hands cannot prepare students to compete in written, “Public schools Americanize…. and saying a blessing before popping a the modern world of technology and That was the traditional wisdom,” and crouton and heading to lunch. One fa- globalization. it worked for the generations who grew ther slapped his hands down hard on up earlier in this century and sent their the table. “That’s it!” he cried. “My chil- The interesting thing about all these own children to public schools. dren will never go to that school!” objections is that there is absolutely no basis for them, other than personal However, as Rabbi Wolpe goes on to His outburst amazed me but his mes- opinion and “conventional wisdom.” note, “The traditional wisdom has sage was completely clear: our school Like an urban myth, the allegations betrayed us, and it is time to face the was “too Jewish” for him. Recently, about a day school being “too Jewish,” truth. First, you cannot avoid having I received a call from a current par- and therefore inappropriate, fl ourish your children be American. They live ent advising me that she had met the in the absence of anecdotal evidence or with movies and music and malls and grandparents of a young child who said research studies that verify their valid- sports and television. As long as they that the family was considering our ity. In fact, the many research studies live in this country, they will be Ameri- school. “But they wanted to know if the that have been done prove the contra- can. But you can prevent your children kids have to wear yarmalkes,” she re- ry, but are ignored by those who cling from being Jewish: just don’t educate ported, “and when I said ‘yes,’ they said to this antiquated idea. them.” they really didn’t know if that ‘would fl y’.” Needless to say, I didn’t place that “You cannot avoid The community day school movement family on the “likely to enroll” list. is the answer for a new generation of having your children Americans, those who want their chil- What makes a community day school be American… you can dren to be both American and Jewish. “too Jewish”? Many of us struggle with prevent them from be- The research on the value of Jewish day this issue. At the 2007 RAVSAK confer- school education is solid, of long-stand- ence session on “Everything to Every- ing Jewish: just don’t ing and validated. And the tide is chang- one,” many of the participants indicated educate them.” ing. In a recent article, Rabbi David El- that one of their major problems was be- lenson, author of After Emancipation, ing seen as “too Jewish.” Sydney Hart, The dilemma faced by our schools – wrote “Day schools are at the heart of of Northeastern Illinois University, has entities envisioned as independent where Jewish renewal and renaissance written that “one of the main dilemmas schools – is made more complex by can be.” Just as the children of Israel facing American Jews [today] is how to assumptions regarding private educa- had to wander in the desert for forty balance being Jewish enough without tion. As noted by Dr. Marc N. Kramer years to develop new ways of thinking, becoming too Jewish.” He notes that (2000), “Stereotypes of private schools so too do American Jewish parents have “Jews often struggle with the simultane- resonate strongly for many Americans: to divest themselves of the idea of “too ous experience of being too Jewish (and gold-crested blue blazers, ivy draped Jewish” in order forge a new identity as therefore not properly or fully assimilat- walls, English-accented headmasters, both Americans and Jews. ed) and not Jewish enough (because they and towheaded ‘preppies’ sauntering and others often identify true Jews with across picturesque New England cam- And, by the way, that father from the Orthodox ritual practice). This struggle puses. These images remain very much beginning of this article? His three chil- concurrently accepts and resists the no- a part of the collective think of the dren attended and graduated from our tion of ‘Jew’ and ‘American’ as separate American middle class, who despite a school and are very successful today. but related categories.” rather more complex reality, continue to envision private education in the ex- At what tipping point does a commu- clusive realm of the Anglo-Saxon Prot- Dr. Barbara Davis is the Secretary of nity day school become “too Jewish” estant elite or religiously fervent Chris- RAVSAK, Editor of HaYidion and Head for some families? In addition to those tian communities.” of School at the Syracuse Hebrew Day that draw the line at the wearing of School in Dewitt, NY. Barbara can be kippot, or those who object to ritual The reasoning is historical. Day schools reached at [email protected].

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[7] הידיעון • HaYidion What if Our Schools Are Too Jewish? In a certain sense, for- the Ivy League. Days off from school otherwise, she’ll need AP bio, chem., mulating this issue of when the workplace is open. Rules and physics. Parents will pay extra for HaYidion around the about lunch that seem crafted for the SAT prep, a geometry tutor, a college question of a school’s rabbi’s kids alone. So much attention application coach, and Suzuki violin, Jewishness is something to a language spoken in only one coun- but a Hebrew tutor… I send my kid of a red herring: Very few try on earth? Would it kill you to cut to a Jewish day school! What do you readers of this journal just one period a week of Hebrew bi- mean he needs help in Hebrew? Board would claim to be in the ble so my daughter could have a dance meetings come to fi st-to-cuffs over Dr. Marc N. Kramer business of reducing the elective? If we want to increase enroll- which grade will get a robotics elective religious and cultural tenor of a school, ment and measure success by it, then or an in-class pottery wheel – these and to be sure, no one at RAVSAK perhaps our schools are too Jewish. look great on a child’s resume; Rashi wants to see Jewish commitments de- might open a child’s eyes to a world of cline. Those of us committed in word, Plus, “success” is understood by the wonder, but until it is a pre-requisite at deed and purse to Jewish community bottom line. Two teaching facul- Choate, it may not get much support. If day school education are in it for the ties are at least twice the cost of one, where a student goes after day school is Jewish bit – there are secular institu- and the funds expended in search of our real commodity, then our schools tions of academic excellence for our Judaic teachers are extraordinary. are too Jewish. children in both the private and pub- Multiple sections of English lit might lic sectors, there are countless schools make some sense, but three levels of Also, teaching the particularities of that dream of employing educators like Hebrew? Please. How many charities Judaism in the global village is coun- us, and frankly, most non-profi t or- do not support religious institutions? ter-cultural and potentially counter- ganizations would give their eye teeth When is the last time your football productive. In a day where common for lay leaders like ours. In our small team had a major corporate sponsor? ground is the real terra sancta, teach- corner of the universe, “too Jewish” How much of the actual cost of educa- ing a unique love for Israel simply reads as an oxymoron. The analogies tion is the result of the dual curriculum does not make sense. More so, the are easy and there to be had by all: Too and increasingly costly Judaic staff and Berlin Wall has come down, inter- Jewish is like too pretty (di kale is sch- leadership? I’m sure that I could sell Irish strife is a thing of the past, the oin shein), too rich, too smart, and too more tables at the annual gala if it was Balkan states at peace, so why focus good. All we want is for our schools to on a Friday night and served shrimp on the never-ended cycle of sorrow in be a success. cocktail and good wine just like eve- the Middle East? Our children need to ryone else. The local prep school just develop the skills and dispositions to Yet. be citizens of the world, and certainly “Would it kill you to this trumps any anachronistic notion Yet, “success” is measured by increased of mentchlicheit. “Spanish is the new enrollment. The vast majority of fami- cut just one period a English” and untold fortunes are to be lies who seriously consider a Jewish week of Hebrew bible made in China and India, so what does community day school will need to speaking Hebrew and uncovering the traverse the rocky waters of school so my daughter could treasures of Torah have to do with my choice, an experience framed by one’s have a dance elective?” child’s chance at being well connected own school experience (likely public and successful? The fostering of a posi- school), what one’s peers are doing opened a state-of-the-art science lab, tive Jewish identity is simply in confl ict with their children (likely not a Jewish but you want to spend even more on with the meta-trends of society. If we school), what the grandparents think something called “Neta?” If we want to want our children to forgo Jewish pe- and are willing to pay for (a crap-shoot, improve the bottom line and measure culiarities in the name of globalization, to be sure), and how much the values success by it, then perhaps our schools then our schools are too Jewish. of the school resonate with life at home are too Jewish. (and given the confl ation of “values” And really, the Jewishness of the and “behaviors,” this seems limited Yet, the real commodity of the school is school is designed to make a small but and limiting). Parents almost always where the students go next. Families, vocal minority happy at the expense choose schools that look and feel like rightfully so, see day school tuition as of the rest of the families. By most ac- what they know. Kippot, kashrut, Chu- an investment in the futures of their counts, the majority of the families we mash, Mishnah, midot (or worse, mi- children. What can you do to guaran- serve (and think of all the families we dos) – behaviors and subject areas they tee my son a place at Fancypants Coun- could serve), do not care deeply about do not necessarily understand, have the try Day? How many of your 3rd graders the Judaic side of the school’s equa- capacity to support, engage in at home, are early acceptance at Yale? If you can tion, but instead, begrudgingly accept take away from math and reading, or prove that Gemara will enhance my the “religious” stuff in the name of have anything to do with applying to daughter’s chance at MIT, then fi ne, tolerance, community spirit, or more

הידיעון • HaYidion [8] pragmatically, for the sake of keeping seats fi lled. Most of our students keep kosher only at school. Most stu- Associate Members Off er Endless Benefi ts dents never discuss G-d outside of the classroom. Many students only engage in formal prayer in school. Only a In addition to serving Jewish community day schools across small fraction of our student body lives in homes of rich North America, RAVSAK has a special category of member- Jewish commitments. Why in the world should we be ship for Jewish and educational organizations, consultants exposing/imposing on the majority of our constituents and companies which share our visions of excellence in Jew- this way? Couldn’t the frum kids just have their own ish day school education. We encourage you to take advan- class? If policies of maximal inclusion are unpalatable, tage of our newest Associate Members’ offers and services. then our schools are too Jewish. S&S Worldwide And most importantly, who really believes that the future PO Box 513 of the Jewish People is dependent on one of our schools? Colchester, CT 06415-0513 Our teachers have an enormous task in trying to impart Ph 1-800-243-9232 general knowledge in a rapidly changing world. Life is Fax 1-800-566-6678 scarier and faster moving than ever before; our schools Customer Service must be dedicated to giving our children everything they 1-800-937-3482 need to not only survive, but thrive. Is it fair to lay the Account Representative: Christine Taranto x2273 burdens of Jewish continuity, religious purposefulness, a love of Israel, and more on our teachers and, to be sure, www.ssww.com on our kids? There are only 1.5 million of them in North America, for Heaven’s Sake! Unless you think that your S&S Worldwide’s commitment to providing expert service, school has something to do with a vibrant Jewish future, one-stop shopping,guaranteed satisfaction and fun, inno- then our schools are too Jewish. vative product lines has, quite simply,set us apart from our competitors. Too pretty, too smart, too rich, too Jewish. We continue to grow and serve new markets everyday, but we haven’t forgotten the main reason for our success: our customer and the unique personalized attention we give Dr. Marc N. Kramer is the Executive Director of RAVSAK. them. He is the recipient of the 2006 Covenant Award. Marc can be reached at [email protected].

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[9] הידיעון • HaYidion The Language of the Hebrewman Outside my window, it is or text-message-based; via reading an antly- educators say “When we get to raining cats and dogs. If Israeli newspaper, or, more impor- the important part we switch to English you are a native English tantly, writing a letter to the editor in so the kids won’t miss the important speaker, you know ex- Hebrew. Students who know Hebrew content.” This viewpoint creates a cycle actly what I mean. The are able to become active participants of Hebrew ignorance; - students don’t rest of you may envision in and contributors to the growth of know Hebrew, so important things are puppies and kittens fall- Jewish culture. not discussed in Hebrew; important Naomi Stillman ing from the heavens, or things are not discussed in Hebrew, so wonder how domestic How can we bring Hebrew into our the students don’t learn Hebrew. pets got involved in a description of the schools? In contrast to the precipitat- weather, or even be asking yourselves ing pets above, the key to Hebrew in Breaking this cycle is very diffi cult, but just what it is I am trying to say. the school is that it be meaningful, au- it CAN be done. We must talk about thentic, and necessary. People learn important things in Hebrew – or the This is an example of how it feels to and internalize knowledge they need kids will understand that there is no know a language – to “just get” expres- – knowledge that makes a difference in real reason to learn Hebrew! Natu- lives. It is not enough for students rally, it would be best to start off withא sions, nuances, meaning. To know a their language is to belong to the community to memorize lists of Hebrew vocabulary Hebrew in the preschool and early el- of those who know it and to have access words, or to know how to order a meal ementary years - but it is not too late to the community’s culture, its values, or ask directions to the central bus sta- even in high school. There must be a and its humor. Secret languages are tion. A small phrase book will suffi ce for plan for introducing active Hebrew in universally used by children to exclude that. Students must fi nd that they need the school; the level of Hebrew (i.e. -express vocabulary, syntax, length and com בoutsiders (often adults) and to create a Hebrew to say things they can’t cozy “in” group. That is why knowing fully in English, or to get through a day plexity of sentences) should be appro- a language is a way to be at home – to of school or even to get a good grade in priate and manageable to the majority share understanding. Knowing He- an important subject. We all know that of the students. Profound ideas can be brew is a way to be at home in Jewish when something is matters, you learn discussed in easy Hebrew – but the culture. it. That’s why immigrants famously teacher must be attentive to the level of know many languages – the languages Hebrew being used. If Hebrew is used, “The limits of my language mean the they needed to survive. matter-of-factly, in the public discourse limits of my world” wrote Ludwig Witt- of the school (announcements, gradua- genstein in 1922. Conversely, when you To foster meaningful communica- tion speeches) as well as in classrooms, hallways, and offi ces, then the schoolד push past the limits of your language, tion, the students must be involved in you expand the horizons of your world. meaningful Hebrew communication and its students have become part of If you know Hebrew, you can say and daily. We must make plain by our daily Hebrew and Jewish culture and com- a con- school routines and standards that we munity. A Hebrew-speaking school is aג – ”understand the word “davka cept impossible to express in a single value Hebrew or students will know we school with a Jewish consciousness. English word. You can relish new Is- are asking them to “do as we say, not as raeli words like tidluk (fi lling your gas we do.” We cannot simply tell students “Language shapes the way we think, tank) or taklitor (CD) because you that “Hebrew is important and useful”; and determines what we can think know Hebrew grammar and vocabu- educational integrity demands that we about.” (American linguist Benjamin lary. You can smile delightedly when demonstrate its importance and useful- Lee Whorf, 1897-1941) -school announce הyou encounter “ein ladavar sof” in the ness daily. Important Mishna, because you learned the ex- ments should be made in Hebrew, He- Hebrew, in particular, allows us to think pression just the other day and people brew songs and plays should be part of Jewish thoughts in authentic ways, to school culture, Jewish Studies teach- encounter age-old Jewish dilemmas, to וare still using it! the ers should be teaching in Hebrew, and capture Jewish cultural ideas in com- I am not claiming that you must know all conversation in Jewish Studies and munal shorthand, to explore Jewish -What better en ז.Hebrew to be Jewishly engaged nor Hebrew classes should be in Hebrew. ideas independently is the opposite necessarily true, that A school-wide commitment to Hebrew trée to Jewish culture can we offer our Hebrew knowledge de facto ensures brings unparalleled Judaic richness to students? Jewish engagement. But I am assert- the school without entering the “too ing that when you do know Hebrew Jewish/not Jewish enough” fray. your opportunities for deep Jewish en- Naomi Stillman is the Associate gagement grow – via the vibrant intel- The classic concern about this ap- Director of NETA in Newton Centre, lectual community of Jewish thinkers, proach is that the students will not un- MA. Naomi can be reached at both modern and ancient, text-based derstand. More pointedly – and poign- [email protected] חט הידיעון • HaYidion [10] What if one call could help her stop hurting?

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[11] הידיעון • HaYidion My Vision of a Secular Jewish Day School

Editor’s Note: Renowned tion for their children, but acceptance Ultimately, we must transform what is philanthropist Michael into the fi nest colleges, it is no won- taught in our day schools. I have long Steinhardt has recently der they choose the best schools in the dreamed of creating a secular Jewish Michael H. Steinhardt challenged the Jewish non-Jewish realm. day school that will impart the fi nest community to consider and most compelling Jewish values. building secular Jewish day schools. But the main reason is the issue of val- It will teach Hebrew, the historic and For many, “secular” and “Jewish” ues. The inert, Bible-based Jewish con- contemporary language of our people. are at inextricable odds, while others cepts taught in Orthodox and Conser- It will teach Jewish history, including wonder what aspects of this concept vative schools do not resonate among the Bible and its attendant religious might well inform the work of com- most American Jews. If we want to texts, but it will also teach the extraor- munity day schools. We invited Mr. expand enrollment beyond a paltry ten dinary secular blossoming in every Steinhardt to share his vision with percent, we need to create a school that fi eld Jews have entered in the past HaYidion’s readers and are honored speaks to the values of contemporary 300 years. It will teach the amazing that he accepted. Jews. From this perspective, the ques- contributions Jews have made to our tion of whether current schools are contemporary secular reality - from For all the much-touted accomplish- “too Jewish” or “not Jewish enough” is Baruch Spinoza’s philosophy to Albert ments of the Day School movement in off target. In an overwhelmingly secu- Einstein’s science to Milton Fried- the past two decades, the fact remains lar age we must refashion our educa- man’s economics - and it will explore that they currently appeal to about ten tion system to refl ect what is meaning- the Jewish undercurrents of their percent of non-Orthodox Jews. Why ful today. For all the time that is spent work. have we not succeeded in convincing studying the words of Rashi, how much the larger Jewish community of the time do day schools invest in secular A secular Jewish day school will not re- benefi ts of day schools? role models from Emma Lazarus to move the existence of God, or indeed Hank Greenberg to David ben Gurion? deny the importance of God in the for- The obvious answer is the commu- My feeling is far too little. mation of Jewish tradition. But it will nity’s ever-widening rates of assimila- emphasize tangible Jewish values that tion. If parents do not see Judaism as have guided our people for centuries: a living and breathing source of daily for instance, the primacy of education sustenance, it is no surprise that they “If we want to expand in Jewish history not only to impart refuse to invest in rigorous Jewish edu- enrollment beyond knowledge but as a means of individual cation for their children. After all, day and collective liberation; or tzedakah, schools today are essentially religious a paltry ten percent, in all its forms, as an expression of institutions in an age when religion is we need to create a our responsibility for our fellows; or in decline. the priority Judaism places not on liv- school that speaks ing for the sake of eternity, but on our Some say the problem is the high costs to the values of embodied, mortal lives in the here and of day school tuition. Although afford- contemporary Jews.” now; or our history as idol-smashers ability is certainly a factor, recent data and outsiders providing independent suggests that high tuition may not be critiques of contemporary society and as strong a disincentive for the non- conventional wisdom. Orthodox as some might think. After This is particularly relevant given the all, many Jewish parents send their overwhelming Jewish embrace of dem- A secular Jewish day school that is children to private schools - even to ocratic values in America. Many Jewish proud but not doctrinaire about our schools with a Catholic background. parents who do not send their children history, culture and religion has the to day schools perceive the idea of day potential to dramatically increase the Unfortunately, our day schools have schools as a violation of the universal enrollment of Jews in day school. That generally not succeeded in offering the values they cherish. They want to be- is a goal I think we can all get behind. kinds of superlative-quality offerings, lieve they are not segregating their chil- both in terms of educational excellence dren from life in the open society, and and top-notch facilities, as non-Jewish they often perceive day schools as pa- Michael H. Steinhardt is the Chairman private schools. If the main goal among rochial and as a step backwards in their of the Jewish Life Network/Steinhardt today’s parents is not religious instruc- families’ integration into America. Foundation, based in New York, NY.

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[13] הידיעון • HaYidion Liberal Jews Want Jewishness, Too When a Jewish family many wonderful educational processes. and understanding our rich past in or- who identifi es as “Re- I also witnessed one unsettling discus- der to plot out the future. form” chooses to send sion teetering on fear, about being “too their child to a day Jewish.” I’m not quite sure what that In the past few years, leaders in the Jew- school, what are they means, but I am sure that if you ask ish Early Childhood Education commu- hoping for, expecting, ten people you will hear ten different nity have been working to identify and and needing from the defi nitions. I have also cringed when bridge gaps when our families transi- Nancy Bossov school? What is their people defi ned Reform settings as the tion from their years in early childhood role in their home syna- ones that “do less” in the Jewish ob- and move into elementary education. gogue? How is the con- servance arena. It is disturbing to me Serious dialogue has begun to focus on tent of the curriculum coordinated to be among those defi ned by what “we creative programming to engage fami- between day school, synagogue, home, don’t do” rather than by “what we do.” lies before exit and entrance points in youth group, and summer camp? Are It is, moreover, ironic, because much of their Jewish community involvement. there potentially contradictory mes- what Reform Judaism’s identity rests Often the relationships developed in sages being sent? Where are the con- upon is action and social justice. the early years are personal and very sistencies and inconsistencies? I think close and the trust developed between it is important for our formal and infor- From my perspective, it doesn’t mat- child and teacher, director and family mal educational arms to focus on both ter if you replace the word Reform can have enormous infl uence on the questions and answers for all students, with Reconstructionist, Humanistic, or next steps in a family’s Jewish life. especially day school students. Conservative. There are many ways of living Jewishly, of practicing Judaism, Early Childhood Education Directors During my visits to Jewish early child- of developing a relationship with G-d, offer guidance about choosing schools hood schools, day schools, congrega- of interpreting Torah, of prioritizing for kindergarten and elementary edu- tional schools and professional confer- according to Jewish values, of making cation. Imagine the increase in these ences and meetings, I have observed choices according to our traditions, offerings if they had a full breadth of

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הידיעון • HaYidion [14] understanding and a personal/profes- parents choose an early childhood pro- wrongdoing. When children in a class- sional relationship with the local day gram for their children but it does be- room disregard another’s space or are schools as well. Also, a day school may come an important part of the family’s disrespectful of their safety or dignity, better understand the needs of the in- home and synagogue life and infl uenc- they must be separated from the group coming family by having interaction es their religious practices. Ruth Pink- until they are able to function as a pro- with the leaders of the local early child- enson Feldman’s study of Philadelphia ductive member of the community. hood education professional staffs. Jewish parents showed that when par- The corrolary is that being a welcomed What are these families looking for ents enter their preschool children into member of a community where your Jewishly? How can a partnership be Jewish-content child-care programs, presence makes a difference and is val- established with the synagogue so that the Jewish observance level of he entire ued is the greatest gift we can provide all their communal and spiritual needs household becomes more extensive. to our families. can be met? How can the two institu- tions provide a balanced set of choices It does seem that one needs a really Each congregation, early childhood for the families? “We could get far more good recipe to make a school appeal- school, religious school and day school learning, engagement and enthusiasm ing to families. The ingredients must has the potential lto meet people’s so- if we thought more about coordination. be carefully measured and the ratio cial needs by creating an extended fam- Jewish institutions are disconnected between them balanced in order for ily. They can reach out to one another, from one another, and would operate the product to be savored by the con- and link arm in arm for a larger and better if they were linked,” wrote Jack sumer. The challenge however, is that stronger community. And Wertheimer Wertheimer in “Linking the Silos: How each and every consumer has differ- wrote, “It doesn’t help a community to Accelerate the Momentum in Jewish ent tastes different dietary restrictions grow if these schools all act independ- Education Today.” and different vitamin needs. It almost ently. It’s important for all schools to seems an impossible task. support one another.” Certainly the intensity of the Jewish experience and exposure offered in a There is, however, a common denomi- Jewish early childhood setting varies nator: relationships and community. Nancy Bossov, R.J.E. is the Director of greatly from school to school. We know Throughout the Torah, we see separa- Early Childhood Education at the Union from recent research that the Jewish tion from the community as the conse- of Reform Judaism in New York. Nancy aspect of a school is not the reason why quence for mistakes or punishment for can be reached at [email protected] Introducing RAVSAK’s 2006-2008 Executive Committee

Susan Weintrob, President Dr. Rennie Wrubel, High School Representative Hannah Senesh Community Day School Milken Community High School Brooklyn, NY Los Angeles, CA

Dr. Robert Berk, VP for Finance Rory Paul, Canadian Representative Akiva Community Day School Gray Academy of Jewish Education Nashville, TN Winnipeg, MB

Betty Winn, VP for Development Rachel Keller, Judaic Representative Abraham Joshua Heschel Day School David Posnack Hebrew Day School Northridge, CA Plantation, FL

Dr. Ray Levi, VP for Planning Bathea James, Immediate Past President Minneapolis Jewish Day School Tehiyah Day School Minneapolis, MN El Cerrito, CA

Dr. Barbara Davis, Secretary Syracuse Hebrew Day School Mazal Tov! מזל טוב! Dewitt, NY

[15] הידיעון • HaYidion The Hidden Refl ection: Board Leadership and the Shaping of School Culture I spent fi ve years as an and other “business” which must of to Jewish learning, integrity means associate rabbi in a large course be the board’s purview. And engaging in regular Jewish learning Rabbi Jay Moses congregation. Some- yet, if these important technical details together. A board that studies Torah where around my third come to be the sole focus of the board, together will make wiser, more com- year, the executive committee of the then a disconnect inevitably arises be- passionate, more thoughtful policy de- congregation decided that too many tween the board and the institution it cisions. This means more than a three- board members were disconnected is governing. minute d’var Torah at the beginning from the congregation’s lifeblood de- of meetings. Boards of Jewish schools spite being charged with fi duciary re- Nowhere does this potential tension should be learning in an ongoing way, sponsibility for it. They sent a letter stand out in starker relief than in the both Jewish study and the study of to the board announcing that board context of a Jewish say school. Because leadership trends and techniques. members would henceforth be expect- the central mission of schools concerns ed to demonstrate their leadership by, the education of children, adult board Does the board feel like a community? minimally, showing up to services on a members may be particularly suscep- One of the great strengths of Jewish regular basis. tible to acting as if their work on the day schools is their success in creating board is somehow separate from the a sense of community that many liken One gentleman who had been on the culture of the school itself. to an extended family. This can be re- board for decades and who was strict- inforced or contradicted by the board’s ly a High Holy Day Jew, sent back a Day school boards might consider ask- culture. Does the board have fun to- letter which was short and sweet. It ing themselves some of the following gether? Do board members care for read: “Is this suffi cient commitment questions. In each case, start by assum- each other in the way that we hope stu- for you?” Enclosed was a check for ing that the culture of the board and dents and their families do? Are Jew- $50,000 (which was this individual’s the culture of the school are mutually ish holiday and life cycle celebrations annual pledge to the synagogue). The reinforcing phenomena that have sub- part of the discourse and relationship letter and check were received by the tle but real impacts upon one another. among school leaders? synagogue’s leadership with a smirk, a shrug, and quiet acceptance. What does the board “training” consist “A board that studies of? How are board members’ respon- Of course, very few Jewish schools or sibilities communicated to them? How other non-profi ts would be prepared Torah together will are new board members welcomed? Are to jeopardize the support of angels make wiser, more board members “mentored” or thrown who make our work possible through compassionate, more into “trial by fi re”? How does this train- their generosity. And yet, a question ing connect back to the school’s mis- remains: what does it say about an in- thoughtful policy sion and core values? stitution when seats on its board of di- decisions.” rectors are reserved for people who do What is the atmosphere of board nothing more than write a check? What What are the school’s core Jewish val- meetings and functions like? Is it are the messages conveyed by how our ues? If your school has a mission state- Competitive? Supportive? Tense? Col- boards function and what is expected ment or a code of ethics or behavior laborative? Refl ecting high standards? of them? for students, does the board hold itself Boring? Spiritual? Whatever it “feels” and its behavior to the standard articu- like to serve on the board, that feeling The fact is that in the setting of Jewish lated by them? A board which fosters tone will be subtly refl ected in both the institutions, the way a board operates is or tolerates interactions that would not board’s policy decisions and in the way a refl ection of a organization’s culture be acceptable in the classroom or the students, staff, and faculty relate to and in turn infl uences that culture— faculty lounge will be far more likely those decisions. whether we are aware of it or not. So to make decisions that in turn lead the we might as well be very aware of it. school itself astray from its values. Would students in the school be proud at how the board conducts itself? This All Jewish institutions—and Jewish day Does the board study together? Lead- might be the ultimate test. Boards schools are certainly no exception— ership is about integrity—and for the might consider how they would lead have important fi nancial, legal, policy, leadership of an institution devoted [Continued on next page]

הידיעון • HaYidion [16] School Culture Audit: A Tool for School Improvements We all know it when we see it: a school these cases we can imagine an alterna- and analysis, they come with a powerful culture. People just tive situation where it is the group that to recognize the values seem “to belong,” to know what is ex- might have been the unit to share space, the school is expressing pected and to do it. There is consist- handle civic problems or be rewarded and how its culture both ency in the values expressed by the for the work that was carried out by fosters and constrains words and actions of all the people in- many people in a particular lab. For a its decisions and actions. Dr. Susan Shevitz volved –from the children to the teach- wide range of reasons, based on politi- This awareness is the ers, board, parents and administrators. cal theory, patterns of settlement, his- starting point for the school to become Some school cultures support produc- torical circumstances and much more, more intentional about its culture and tive teaching and learning and clearly the “I” usually trumps the “we” in this to use it to support improvement. convey their Jewish and educational society. But until we stop to think about philosophies; others do not do this, at this, we take it for granted and organize Schools would do well to think about least not consistently. ourselves placing heavy emphasis on their culture at specifi c times: in its the individual. early years as its patterns are being When we are part of a culture we take formed, during transitions when the it for granted; it is “just the way we do The same dynamic operates in schools. culture may be more malleable, or things here.” How often, when in a fa- Basic assumptions about the nature when, despite many attempts, it can’t miliar place, do we question the obvi- of learning, Judaism, children, teach- seem to solve a basic problem. It is best ous? It is when we are in an unfamiliar, ing and much else form the core of the used when there is stability and a com- foreign environment that we become culture and are repeatedly expressed in mitment to improvement. aware of the seemingly commonplace: what the school does. Unless the school how formal people are, their habits stops to assess its culture, these pat- The PEJE protocol, now in its prelimi- and customs. Culture is transmitted terns are replicated in many different nary form, can be done in 2 or 3 sessions to new people and shapes everything ways. Schools need to periodically as- with a facilitator and a group consisting that goes on. This is true in schools, as sess their cultures to be sure they are of a cross section of the school’s stake- well. Unless there is a dedicated effort moving in the directions they want. holders. PEJE will be piloting the proto- to stop and think about the culture and They need to grapple with the ques- col during the 2007 -08 school year in a what it is conveying, it perpetuates it- tions: what values and beliefs are being limited number of schools. For more in- self; its core beliefs continue to be ex- expressed, directly and indirectly? Are formation about using the protocol, be pressed though in ever evolving ways. they the ones we want to be expressing in touch with Susan Shevitz (shevitz@ To use an example: consider the indi- or are there changes that we can make brandeis.edu) or Bonnie Hausman at vidualism that is deep within American in our culture that will improve the PEJE ([email protected]). society in our understanding of iden- quality of the education we offer and tity (the individual is the unit whereas the community we forge? And if there The conceptual framework for this ap- there are societies where the group is are modifi cations that the school wants proach to school culture is derived from the basic unity), how we organize our to make, how can it go about achieving the work of Edgar Schein, Seymour space (members of families expect to them? Sarason and Terrence Deal. have separate bedrooms), who our he- roes are. Think about the triumphant PEJE has developed a protocol to help individual, whether he is John Wayne schools answer these questions. It is a Susan Shevitz, Ed.D. is a professor coming into town to restore order, the straight-forward approach to investigat- at the Hornstein Jewish Professional batter who breaks an important record, ing the school’s culture. Members of the Leadership Program at Brandeis or the scientist who receives a major school community become, in a sense, University in Waltham, MA. Susan can award for an important discovery; in all anthropologists. Through observation be reached at [email protected].

[Continued from previous page] reminder of the interconnectedness of in the glow of Torah in our children’s a school and its lay leadership. eyes. differently if there were a child from the school present. If that’s hard to im- The relationship of a board to the agine, then consider actually inviting school it governs is an integral, refl ec- Rabbi Jay Moses is the Director of the a student or a group of students to at tive one. The refl ection is sometimes Wexner Heritage Program in New York, least part of a board meeting. It will be hidden. But we must shed light on it, NY. Rabbi Moses can be reached at a strong statement and an important for only then can the light be refl ected [email protected].

[17] הידיעון • HaYidion Assessing and Improving Your School’s Culture A central offi ce admin- What is measured when assess- What is the best way to adminis- istrator recently told me ing a school’s culture? ter the survey? that one of his schools was becoming more Studies by the National School Im- We encourage you to use the SCTS in like Iraq everyday. Re- provement Project, the Center for Im- your school but, PLEASE, don’t just Christopher R. Wagner lationships were rag- proving School Culture, and over 30 in- “give” the survey without using the fol- ged, achievement was dependent research projects on school lowing tips for its administration: on the decline, there were a number culture have narrowed the many facets of tribes within the school who hated of organizational culture – in this case, 1. At a faculty meeting, simply ad- each other, and the leader was in hid- school culture – into three signifi cant minister the School Culture Triage ing! He had correctly determined that behaviors. They are: Survey Without The Scoring Sheet. the problems were not caused by a We just ask teachers to complete lack of curriculum development, poor Professional Collaboration: the survey without any explana- teaching modalities, or “bad” teachers, tion. Have someone other than the students and parents. The problem Teachers and other staff meet together school secretary or administrator was that the culture of the school was regularly to solve instructional, organi- collect the surveys. To ensure the in disrepair. zational, and/or curricular issues; best results, there must be an iron- Collegial Relationships: Evidence of clad guarantee of anonymity (no Assessing and improving a school’s people working together, supporting names). culture is fast becoming a signifi cant one another, feeling valued and in- 2. Gather a small group of teachers strategy in the arsenal of school im- cluded, a sense of family and belong- to tabulate the results making an provement efforts. For school leaders ing; item-by-item analysis. I use an who have assessed their school’s cul- EXCEL program to make charts ture, there is often the realization that Effi cacy/Self-Determination: and graphs. Teachers, especially it should have been the fi rst improve- left-brain, linear thinkers, LOVE ment strategy to be implemented. How People are in this school because they to look at and analyze the results. can we quickly and accurately assess a want to be. They work to improve their 3. At the next faculty meeting, show school’s culture, and then, how can the skills as professionals. They do not see the faculty the results of the sur- culture be improved is the major thrust themselves as victims of a large uncar- vey. Be sure they all have copies of of this article. First, some background ing bureaucracy. the survey items to use as a refer- on culture research. ence. What is learned by measuring 4. Call attention to and celebrate high What is the connection between these “culture behaviors?” scoring items. Divide into groups culture and schools? for the purpose of establishing Where these behaviors exist in a school culture goals for the next The origin of the study of cultures in a school to a great degree as measured few months based on identifi ed ar- formalized manner began in the aca- by the School Culture Triage Survey eas that need improvement. Come demic discipline of social anthropol- (SCTS), the culture of the school is to group consensus on two or three ogy. Understanding the rituals, tradi- usually healthy. Where these behav- (maximum) of the items suggested tions, stories, and shared beliefs of iors do not exist to a great degree as for improvement. past and contemporary societies serves measured by the SCTS, the culture is 5. Develop an action plan to improve as the foundation for all cultural re- usually toxic. The research is clear and the areas identifi ed. Include a search. Historic research on cultural has revealed stunning correlations be- timeline, people responsible and a topics, e.g. religion, art, language, law, tween the health of a school’s culture vision (the best it can be) for each leadership, business, industry, etc. and student achievement, staff job area. have continued to emphasize the con- satisfaction, and parent engagement. 6. If you plan on administering the nections between culture and organi- We have found this to be true in every survey in the fall, let everyone zational development. While the study study to date, including the participa- know that you will be conducting of culture in educational organizations tion of over 5100 elementary, middle, the survey again about mid-year is a much more recent development, and high schools across the U.S. and and again toward the end of the those educators who have embraced Canada. Perhaps the most important academic year. the concept have been conditioned to fi nding in our study of school cul- perceive school through a much differ- ture is that it is dynamic and can be ent set of lenses. changed. [Continued on page 21]

הידיעון • HaYidion [18] SCHOOL CULTURE TRIAGE SURVEY

Directions: Please circle a number to the right of each statement that most closely characterizes the practice in your school. Rating: 1 = Never 2 = Rarely 3 = Sometimes 4 = Often 5 = Always or Almost Always

Professional Collaboration 5. Our school supports and appreciates the sharing of 1. Teachers and staff discuss instructional strategies new ideas by members of our school. 1 2 3 4 5 and curriculum issues. 1 2 3 4 5 6. There is a rich and robust tradition of rituals and 2. Teachers and staff work together to develop celebrations including holidays, special the school schedule. 1 2 3 4 5 events, and recognition of goal attainment. 1 2 3 4 5 3. Teachers and staff are involved in the decision- making process with regard to materials Self-Determination/Effi cacy and resources. 1 2 3 4 5 1. When something is not working in our school, the 4. The student behavior code is a result of collaboration faculty and staff predict and prevent rather and consensus among staff . 1 2 3 4 5 than react and repair. 1 2 3 4 5 5. The planning and organizational time allotted to 2. School members are interdependent and value teachers and staff is used to plan as collective each other. 1 2 3 4 5 units/teams rather than as separate individuals. 1 2 3 4 5 3. Members of our school community seek alternatives to problems/issues rather than repeating what Affi lliative Collegiality we have always done. 1 2 3 4 5 1. Teachers and staff tell stories of celebrations that 4. Members of our school community seek to defi ne support the school’s values 1 2 3 4 5 the problem/issue rather than blame others. 1 2 3 4 5 2. Teachers and staff visit/talk/meet outside of the 5. The school staff is empowered to make instructional school to enjoy each others’ company. 1 2 3 4 5 decisions rather than waiting for supervisors 3. Our school refl ects a true “sense” of community. 1 2 3 4 5 to tell them what to do. 1 2 3 4 5 4. Our school schedule refl ects frequent communication 6. People work here because they enjoy and choose opportunities for teachers and staff ? 1 2 3 4 5 to be here. 1 2 3 4 5

The lowest triage score is 17 and the highest score is 85. After utilizing the triage questions in several program evaluations, our data suggests the following:

17 – 40 = Critical and immediate attention necessary. Conduct a full-scale assessment of your school’s culture and invest all available resources in repairing and healing the culture. 41 – 59 = Modifi cations and improvements are necessary. Begin with a more intense assessment of your school’s culture to determine which area is in most need of improvement. 60 – 75 = Monitor and maintain making positive adjustments. 76 – 85 = Amazing! A score of 75 was the highest ever recorded.

School culture is of such importance that it requires constant monitoring. Yet before engaging in an elaborate and extensive analysis of the school culture, this quick assessment of current status can assist in determining the wise allocation of time and resources.

© 2002, Center for Improving School Culture www.schoolculture.net Box 51632, Bowling Green, Kentucky 42104 CREATING BETTER PLACES TO LEARN

[19] הידיעון • HaYidion Israel in RAVSAK Schools Editor’s Note: No dis- the United States,” argues that there engage socially with Israelis and Israeli cussion about the Jewish are two basic types of Israel education society. Of these 22 schools, a minority character of a commu- - symbolic and social. pursue the path of encouraging aliya, nity day school would and a majority encouraging their stu- be complete without ex- Symbolic education involves Israel as dents to participate in People to People ploring the role of Israel part of the overall strategy for estab- programming. We also saw that the and Zionism education. lishing the “Jewish look and feel” of the commitment to a strategy of social en- Ezra Kopelowitz This brief article is fol- school. In contrast, social education gagement with Israel corresponds with lowed by a quick sur- goes beyond the symbolic level and en- a wider educational ethos in the school vey, which we encourage you to use in courages students to form an ongoing that includes increased symbolic, in- your schools. relationship and commitment to Israe- formal and formal educational activity lis and Israel. along many measures of Jewish culture In Fall, 2004, RAVSAK and the Jew- and religion, including Israel. ish Agency commissioned an Internet All schools participating in the survey The complete report is available at: survey of the place of education about are engaged with Israel at the level of http://www.researchsuccess.com/de- Israel in the life of Jewish Community symbolism – for example all hold Is- fault.asp?id=273 Day Schools in North America. rael Independence Day ceremonies, fl y Israeli fl ags and hang maps of Is- The resulting report, “Towards What rael. However, 22 of the 48 RAVSAK Ezra Kopelowitz is the CEO of Research Ideal Do We Strive? A Portrait of Social schools participating in this survey go Success Technologies based in and Symbolic Engagement with Israel beyond the level of symbolic engage- Israel. Ezra can be reached at ezra@ in Jewish Community Day Schools in ment and encourage their students to researchsuccess.com.

Is Israel explicitly mentioned in your school’s written vision and/ Are there occasions in which students in your school sing the or mission statement? Israeli national anthem Hatikvah? a. No a. No b. Yes b. Yes c. There is no written vision or statement If Yes: When do students in your school sing Hatikvah? Does an Israeli fl ag(s) hang in your school? a. Daily a. No b. Weekly b. Yes c. At all school wide assemblies or programs d. At school wide assemblies that specifi cally relate to Israel (ie. If Yes: In which of the following areas are fl ags hanging in your school? Israel Independence Day) c. In every classroom e. Our students sing Hatikvah, but not on a regular basis d. In classrooms in which Judaic studies are taught e. In public areas such as the auditorium or lobby Some North American Jewish institutions have created f. In front of the school building partnership projects with Israeli institutions. Is your school involved in a partnership project with an Israeli institution (e.g., with an Israeli gan)? Is there a map(s) of Israel hanging in your your school? a. No a. No b. Yes b. Yes c. Not sure

If Yes: In which of the following places are maps of Israel found in your school? a. In every classroom b. In classrooms in which Judaic studies are taught c. In public areas such as the auditorium or lobby d. In front of the school building Survey continued on next page.

הידיעון • HaYidion [20] To what extent does your school encourage students to participate in each of the following events or activities at school?

Not at all Somewhat To a great extent Did not take place Events sponsored by your local Jewish community

Shavuot Learning

Daily prayer

A commemoration ceremony in honor of victims of terror in Israel Yom Hazikaron - memorial ceremony for the IDF soldiers who have fallen in battle Yom Haatzmaut - Israel Independence Day ceremony

Organizing/participating in an Israel Day Parade

A ceremony on Holocaust Remembrance Day

A ceremony in honor of Yom Yerushalayim (Jerusalem Day)

A Tu Beshvat seder

Planting trees in Israel on TuBeshvat

Donations for families of terror victims in Israel

Donations to Israel in general

Having a connection with an Israeli School

Having connection with Israeli youth

Demonstrations supporting Israel

Supporting Aliya to Israel

[Continued from page 18] and meaningful. The enculturation of Please visit our website, www.school- a philosophy of continuous improve- culture.net for more information. 7. Celebrate improvements and rec- ment begins with an environment that ognize successes, continue to mon- values every member of the organiza- itor. (Some schools administer the tion, celebrates successes, holds on to Christopher R. Wagner, Ph.D. is a SCTS three times per year.) the “good” traditions and discards the professor of Educational Administration “bad” traditions, but mostly, one that at Western Kentucky University and A school’s culture is much like a per- encourages and supports strong pro- director of the Center for Improving sonal relationship. It takes constant fessional and personal relationships School Culture. Christopher can be maintenance to make it lasting, vibrant within the learning community.” contacted at [email protected]..

Membership has its privileges. To renew or start your membership, visit us on the web, at www.ravsak.org. Questions? Please call Robin Feldman, Director of Member Services at 212-665-1320

[21] הידיעון • HaYidion Advocating for Associate Member Quarterly Update: Community Day Schools Israel Guide Dog Center for the Blind Israel Guide Dog Center for the Blind will be hosting it’s second Jewish Funders Network International Conference week long summer camp, pairing blind and sighted youths of 15 RAVSAK Executive Director, Dr. Marc N. Kramer, years and older. For more information about the Israel Guide Dog spoke on behalf of Jewish community day schools Center for the Blind or our Mitzvah Project, go to www.israelguid- at the recent Jewish Funders Network International edog.org or e-mail [email protected]. Conference in Atlanta. Participating on a panel on “Turning Jewish Engagement to Jewish Commit- Israel Phones ment,” Marc focused on the unique roles that RAVSAK IsraelPhones is the largest cellular rental company in Israel with schools play in the Jewish communal marketplace: offi ces in the US, Israel, Canada, UK, South Africa and Austral- a primary portal to the rest of the Jewish communi- ia. RAVSAK members that work with IsraelPhones and Europe- ty, a laboratory for Jewish living, a gathering place Phones are provided with: phones for their staff to use while es- of Jews from across the spectrum of Jewish life. To corting the group, the ability to send a text message to the entire hear a complete recording of this presentation, go program from any computer or Israeli cellular phone, online ac- to: http://www.jfunders.org/programs/2007-jfn- cess to IsraelPhones database to view real-time list of student’s international-conference/2007-conference-audio cellular numbers, a dedicated service representative and door-to- and scroll down to last item on the page. door service for all staff and student needs, during and after the program. To discuss how IsraelPhones can service your program, The Conference for Change please email [email protected] or call Lisa Green from the Sponsored by Lynn Schusterman and Angelica Bar- sales team at 1-866-244-8949. rie, The Conference for Change was a two-day event for 100 thought-leaders from across North Ameri- Keshet Israel ca to explore issues of inclusion and advancement Keshet is now expanding its educational programs to include Out- of Jewish women, Jews of color, and gay/lesbian/ door Training Activities such as low and high ropes course ele- bisexual/transgender Jews. Dr. Kramer, who has ments. Within these group-building workshops we both integrate frequently highlighted the need for equity in the Jewish values and programs to help strengthen an individual’s Jewish workplace, spoke proudly about the many Jewish identity. ways in which Jewish community day schools are already places of maximal inclusion and advocated Melitz Israel for closer working relations between day schools Melitz is producing an ‘Israel @ 60 Celebration Kit’ including in- and organizations dedicated to broadening and structions for Memorial and Independence Day ceremonies, inter- strengthening our notion of what it means to be a active programs for all ages, suggestions for Israel based program- part of the Jewish People. Inspired by the passions ming, a DVD of a popular Israel movie and much, much more. Kits and ideas generated at this think tank, the RAVSAK cost $175 when ordered before June 30th 2007, $200 afterwards. E- staff will explore the creation of a Jewish Diversity mail Helen [email protected] for more information or to order kits. Bookshelf, promote best-practice models for enroll- ment and employment equity, and work to ensure Oranim Educational Initiatives that all future committees and panels will strive for Oranim Educational Initiatives is beginning to take requests for greater gender balance. RAVSAK was the only day next years Israel programs. We would love to hear from you re- school organization represented at the Conference. garding any and all travel programs. Please call Micky Zoldan 216- 496-5505 or drop me an email at [email protected]. Joint Task Force on Reform Day Schools Dr. Kramer also participated in the Reform Move- PANIM: The Institute for Jewish Leadership and Values ment’s Joint Task Force on Reform Day School edu- PANIM has announced our 2007-2008 dates for Panim el Panim cation. PARDeS, the Reform day school network, and Jewish Civics Initiative seminars! Log onto www.panim.org participated in this past year’s Annual Leadership to sign up for next year’s seminars before they fi ll up! Also, let Conference to the great satisfaction of both organi- your students know about our two outstanding summer programs, zations, suggesting that future collaborations were Summer JAM www.dcjam.org and PanimWorks www.panim- both possible and desirable. At the Task Force meet- works.org. ing, Marc promoted RAVSAK schools as a highly de- sirable option for Reform- affi liated families, partic- Young Judaea ularly in communities without a Reform day school Summer programs offering 3 & 5 1/2 week adventures for teenagers option. He also aired the concern that many Reform with optional excursions to Spain and Italy and 3 college credits. rabbis continue to advocate against day school in Year Course (370 registered participants!), our fi rst-year college in favor instead of public education. Marc was joined Israel program combines volunteering and academics (31 college by former RAVSAK president Dr. Zena Sulkes, who credits). Learn about our newest program to France, Great Britain, is serving as a consultant to the Union for Reform Prague, Morocco & Ethiopia. Call 800-725-0612 with questions Judaism. and for a free dvd and brochure.

הידיעון • HaYidion [22] Development Matters

Annual Campaign Naminga g OOpportunitiesppotutes RRAVSAK:AVSAK: The Jewish CoCommunitym Day School RAVSAK: The Jewish Community Day School Net- work would like to thank the following individuals Network has recentlyrecently launchedlaunc a Capital Cam- and organizations for their generous contributions paign forfor our new InternationalInternati Center for Jew- to our 2006-2007 Members Campaign. With your isishh Education.Education. help we have already reached 98% of our goal for the year. We are especially proud to say that, once again, we have received 100% participation from AAllll donations to the camcampaignpaign will be acknowledged our staff and Executive Committee. oonn a dedication wall in the neneww center as well as in HHaYidionaYidion, the RAVSAK qquarterlyuarte magazine, and on Anonymous Paul Levitch and Family Abraham Joshua Heschel Day School Dr. Alice and ththee RAVSAK website.website. Aimee Adashek Howard Maniloff Rabbi Joel Alter Shelley and Debra Altshul-Stark and Brian Stark Barry Meyers Rabbi Alexis and Dr. Robert Berk Elinor and Beth Tfi loh Dahan Charles Miller NamingNaming OpportunOpportunityity # Available Dedication Community School Eileen and Shoshana Bilavsky James Miller RAVSAK’sRAVSAK’s International Center foforr Dr. Lee Binder Lee Miller JewisJewishh EEducation*ducation* 1 $750,000 Lisa and Jonathan Breslau Eugene Millstein Ilisa and Dr. Ezra Cappell Lauren and Adam Mizock Dr. Barbara and Leslie Davis Linda and Dr. David Morrow EExecutivexecutive LeadershiLeadershipp OOffiffi ce 1 $40,000 Bonnie Smigel-Derin and Greg Derin Sheila and Lawrence Pakula Marci and Marc Dollinger Barbara and Rory Paul DDevelopmentevelopment OOffiffi ce 1 $30,000 Sue Ann Einhorn Dr. Joan Gusinow and Janet Scheer and Dr. Gerry Elgarten Jerry Pollack Fran and David Elovitz Lynn and Arie Raviv Member Services OfficeOffi ce 1 $30,000 Robin and Jon Feldman Jeffrey Richard and Family Karen Feller Marla and Mitch Rottenstreich Mitch Flatow Ingrid and Dr. Harry Schoenburg Conference Room 1 $30,000 Sara and John Glenn Shalom School Tamira Elul and Dean Goldfein The Shoshana S. Cardin School Lobby & Reception Foyer 1 $25,000 Rabbi Reuven Greenvald Karla Sternberg Smith Heritage Academy (Longmeadow) and Neil Smith Edward Heyman Dr. Jack Sparks Technology Offi ce 1 $25,000 Bathea and Sam James Dr. Debora and Howard Starr Jewish Community Day School Ayelet Koren and Daniel Steiner of Rhode Island Dr. Jacquelyn and Charles Stern Administrative Offi ce 1 $20,000 Carol and Ron Goldman Leslie Crary and Andrew Stoloff Joanne and Gary Gottlieb Dr. Zena Sulkes Katherine & Jacob Greenfi eld Julie and Robert Tornberg Security System 1 $18,000 Hebrew Academy of Atlanta Frances Urman Ellyce and Gil Kimmelman Deann Forman and Sidney Vidaver Offi ce Furnishings 5 $15,000 The King David High School Shaul Wachsstock Lisa and Ralph Kleinman Dr. Jane West Walsh and Irving Klothen Rabbi Ariel Walsh Telecommunications System 1 $10,000 Susan and Rabbi Saul Koss Phyllis Weinstein Jennifer Kramer Susan and Neil Weintrob Dr. Marc Kramer and Family Betty and Ross Winn Workstations 3 $8,000 Caren and Laurence Kutler Dr. Jonna Gaberman and Eleanor and Mark Lainer Bruce Wintman Wall of Honor Artwork 1 $5,000 Dr. Miesha Leibson Marlene Fishman Wolpert and Dr. Raymond and Bruce Wolpert Virginia Levi Lesley Zafran Pantry 1 $5,000 We are only $500 away from meeting our goal. There is still time to make a contribution before the year closes at the end of Computers 11 $2,500 June. If you have not yet made a gift to the 2006-2007 RAVSAK Annual Campaign, please send a check today to: Mezuzot 6 $540 RAVSAK 120 West 97th Street New York, NY 10025 * The underwriter of the new RAVSAK International Center for Jew- ish Education will initiate a change to the RAVSAK logo and all print You may also donate online at www.ravsak.org materials including letterhead, website and business cards.

For more information about the RAVSAK Annual Campaign, Capital Campaign and other opportunities for giving please contact Deann Forman, Director of Development and Operations at 212-665-1320 x302, or by email at [email protected].

[23] הידיעון • HaYidion st 21 RAVSAK Annual Leadership Conference

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

RAVSAK NonProfi t Org The Jewish Community Day School Network US Postage 120 West 97th Street PAID New York, NY 10025 Mechanicsburg, PA Permit 63