Winter 2002/2003

Published by JESNA, Jewish Education Service of , Inc. • Winter 2002/2003

JESNA: Non-Stop Action at the GA Continental Council: Improving Day School Education Joe Kanfer Completes Term As Chair — Maintains Close “Alignment” with he Continental Council for Jewish Day School Education, JESNA Board which was formed to strengthen national cooperative T efforts to improve day school education, sponsored a oe Kanfer has expertly guided JESNA with rare intelli- gence and superb management skills over the past three standing room only workshop at the 2002 General Assembly years. His quest for consistent excellence at JESNA and (GA), entitled “It’s Not the Same Old Day School Story: New J in Jewish education as a whole has inspired JESNA’s most Opportunities, New The Continental Council, ambitious Achievements.” The pro- endeavor ever: gram focused on three of convened by JESNA and the drafting and the Council’s five key con- UJC, includes implementation tent areas — marketing and of the agency’s representatives from a new Strategic advocacy, affordability, and wide array of key Plan, “Building community relations. stakeholders interested in Jewish Education for the 21st A highlight of the work- assuring the vitality of shop was a videotape Century.” appearance by Alan day school education. As president and Dershowitz, Harvard CEO of GOJO University Professor of Law, who spoke about the importance of Industries, Joe his day school has brought suc- education and cessful business how it shaped Joe Kanfer and Jon Woocher. models to his personal JESNA. He helped JESNA adopt the “alignment model,” which transformed and profes- the way the agency does its business. Through the use of this sional life. model, JESNA has been able to ensure that its strategies, He was such structures and processes serve to fulfill its purpose and vision. a hit that people are With the Strategic Plan now completed, Joe has turned his still sending attention to one of the key requisites for its successful imple- in requests mentation: the need to raise substantial new resources to sup- port JESNA’s new initiatives. He has accepted the position of for a copy Chair of the Financial Resource Development Cabinet and will of his Jaymee Alpert, a rabbinical student at the Jewish Theological Seminary remain an active, committed shaper of JESNA’s and Jewish videotape! (left), and Yehuda Kurtzer, a Wexner Fellow at Harvard University (right), education’s future. spoke about the significance of day school education in their lives.

CONTINUED ON PAGE 8 CHAIR’S COLUMN

number of us who are con- age the wide array of part- committed staff, with Jon vinced that the future of our nerships and collabora- Woocher’s intelligence, ability, people depends on the quality tions between agencies and guidance at the helm. and scope of Jewish educa- with shared interests or Our Board has helped to tion we offer every Jew. complementary strengths. develop the vision delineated If we are indeed dedicated to 3. Our quest for excellence in in the Strategic Plan and has the collective vision of giving Jewish education will committed their time, their our youth a foundation on require a financial invest- collective wisdom and their Helene Berger which they will continue to ment as large as our finances to ensure that build throughout their lives, if vision. We look to every lay JESNA is the catalyst for Facing the Future Together we are seeking to make leader, not only for their transformation. Thanksgiving and Chanukah Jewish education relevant personal financial commit- Yet we know that we cannot allowed us time to step back, and alive, if we hope to touch ment, but to seek and accomplish the enormous task to be with family and come up the next generation spiritually encourage the communal before us alone. We shall for air after JESNA’s exhilarat- as well as intellectually, then and private dollars that will increasingly seek the guidance ing and multi-faceted sessions we, both lay and professional fuel the transformation. and support of the many orga- at the GA in Philadelphia. Our leaders, have a monumental As I begin my tenure as the nizations and institutions who Board and working sessions role to play. Chair of JESNA, I am cognizant are our partners and of the and the Hadesh conference, 1. We look to lay leaders of all the work that has been visionary funders who are sponsored by the Jewish throughout the country accomplished by so many to changing the face of Jewish Renaissance and Renewal who hold respected lead- bring the agency to this day. A learning and living every day. alliance, were all well attended ership positions at home, long line of remarkable lead- and well received. It is both a new beginning for to be effective advocates ers have preceded me. I par- me and for JESNA as together The universal positive com- for Jewish education in ticularly want to acknowledge we embark on carrying out ments from our many partners their communities. my deep gratitude to Joe our Strategic Plan which across North America who Kanfer who moved us to 2. We are proud of JESNA’s seeks a Jewish educational participated in our programs places we never dreamed role as a catalyst for an system of consistent excel- were a strong expression of were possible three years ago. expanding network of rela- lence. I truly believe that support for our common We are grateful for his leader- tionships that foster col- JESNA is ready to lead the agenda — seeking excellence ship, enthusiasm, financial laborative and systemic renaissance in Jewish educa- in Jewish education. In addi- commitment, and especially approaches to strengthen- tion that will bring greater tion to the concrete programs for his continuing significant ing Jewish education. We spirituality and meaning to and ideas that were high- role as the head of JESNA’s look not only to our Board our lives, thereby strengthen- lighted at these sessions, new Financial Resource members, but to all the lay ing and reshaping the Jewish there was a more intangible Development (FRD) Cabinet. leaders who serve on the community and insuring a but powerful sense of connec- We are also blessed with an boards of many of these vibrant Jewish future. tion between the growing extraordinary, dedicated and organizations, to encour-

• Sunday, June 1, 2003 — JESNA Board Social Dinner, Mark Your • Monday, June 2 through Tuesday morning, June 3, 2003 — JESNA Board Meetings, New York City Calendars! • Sunday, October 26 through Monday, October 27, 2003 — JESNA Board Meetings, New York City • Sunday, February 8 through Tuesday, February 10, 2004 (tentative) — Proposed Jewish Education Leadership Upcoming Summit, South Florida JESNA • Friday, February 6 through Sunday, February 8, 2004 — Proposed Pre-Summit Board Shabbaton, South Meetings Florida • Sunday, June 6 through Monday, June 7, 2004 — JESNA Board Meetings, New York City

2 Vibrant Jewish Life through Jewish Learning EXECUTIVE SUMMARY

tepid parental support; and of quality Jewish education. achievements merely a har- the fact that significant num- There are day schools and binger of what is yet to bers of individuals never find congregational schools that come. their way into the educa- offer it, camps and youth The three principles for cre- tional system altogether. The groups, early childhood and ating consistently excellent problems are real, but so too adult programs, trips to Jewish education are: 1) is one simple fact: We can and sites in cyberspace. So, leverage; 2) partnerships; solve them. We have reached why isn’t this everyone’s and 3) continuous improve- Dr. Jonathan Woocher a time in American Jewish Jewish educational experi- ment. life when we can have great ence? Because we haven’t Jewish education for every- yet insisted that it be so. Leverage enables us to take Why Not the Best? Getting one. We know enough (not Because we’ve tolerated advantage of what already Serious About Jewish everything, but enough), and mediocrity too often, and exists and use it to achieve Education we certainly have enough because we’ve failed to even greater results through Jewish education is vitally resources, both human and make the changes that multiplier effects. It means important for our future. financial, to create a Jewish would make excellence not a asking not only what the out- While Jews may disagree educational system whose rare exception, but a consis- comes of a specific program about many things, this is a hallmark is consistent excel- tent achievement. are, but how we can capital- proposition about which lence. And if we do this, we ize on those outcomes to there is little argument. Calls What do we need to do? A know that the payoff will be achieve something else. If for more Jewish education, lot. We need so much — enormous. Jewish education Jewish early childhood edu- better Jewish education, and new facilities, new programs, works — more and better cation programs, with their more spending on Jewish more and better personnel Jewish education means tens of thousands of partici- education emanate from — that it almost seems deeper and more enduring pants, made explicit efforts every quarter of the commu- impossible. I want to sug- Jewish commitment and to guide families into contin- nity. In fact, many good gest, though, that we look at involvement. What we need uing the early childhood things are happening in the challenge differently. are the vision and the deter- experience in Jewish day Jewish education. Day There are three principles mination to go after the goal schools, enrollment in these schools are proliferating, that if applied assiduously of consistently excellent schools would increase dra- Jewish summer camps are will enable us to create great Jewish education and the matically. Leverage means filled to capacity, adults are Jewish education in North strategies that will take us recognizing that relatively flocking to intensive study America. These principles are there. small changes at one point programs. core values for JESNA, which can produce large-scale I know this is a possible has made “leading the com- So, if things are so good, changes over time. If congre- dream because there are munal commitment and why are they so bad — well, gations built a summer of already numerous examples mobilization for excellence in perhaps not really “bad,” but Jewish camping into the fab- before us of excellent Jewish Jewish education” its vision. certainly far from being as ric of their educational pro- education of every type. Not The three principles are not, good as they could and grams by making it norma- perfect, not guaranteed to however, limited to any sin- should be? As almost anyone tive for every child, the reli- work for every individual all gle agency or institution. If can tell you, Jewish educa- gious school experience the time, but, really, really applied widely and consis- tion still has plenty of prob- throughout the year and over good — engaging, rich in tently, these principles would lems: a chronic shortage of the years would be trans- Jewish content, delivered dramatically transform the quality personnel; “Hebrew formed. Thinking this way and experienced joyfully, educational landscape and school” programs that are opens up a wealth of possi- thought-provoking, and lay the groundwork for the uninspiring and ineffectual; bilities that today are more action-inspiring. Every cascade of change that will large numbers of drop-outs often missed opportunities. denomination has examples make today’s educational after Bar or Bat Mitzvah; CONTINUED ON PAGE 4

Vibrant Jewish Life through Jewish Learning 3 Partnership as a way of the next steps in the process learner — not institutional to improve them that are doing business makes lever- — rigorous assessment, dis- interests — at the center of needed to drive successful age work. In the business tillation and application of our attention. Absolute insti- change, will cost several mil- world, almost no enterprise what is learned, a second tutional autonomy will have lions of dollars. But, the can thrive today without a wave of implementation to to give way to a new mind gains in educational produc- network of strategic alliances test revisions — rarely hap- set of collaboration and tivity that will result will be and partnerships. Yet Jewish pen. Our approach to accountability. many times the investment education is notable for its improvement in Jewish edu- and will justify the vastly Second, we will need to absence of such relation- cation is almost entirely larger amounts that need to invest a great deal more in ships. Institutions operate unsystematic. Institutions be spent on facilities, per- Jewish education. The $3 largely in isolation. Why experience great difficulty in sonnel, and programs where billion or more that currently aren’t more day schools, learning from their own excellence will then be mani- is being spent on Jewish congregations, and training experience, much less from fested. education in North America is institutions partnering to deal that of others, and even an impressive figure. But, it Yes, we can have great with the challenge of recruit- where learning takes place, is simply not sufficient to Jewish education. We ing, developing, and retaining the tools and training to achieve consistent excel- deserve it and we need it for quality personnel? Why apply that learning — i.e., lence. The resources for sub- our future. JESNA is deter- aren’t JCCs and synagogues actually to do things better stantial new investment in mined to lead the way in working together more to — are missing. If we want Jewish education from both making this the North create diverse and vibrant consistently excellent Jewish consumers and philan- American Jewish commu- opportunities for Jewish ado- education, we need to build thropists do exist. If we can nity’s rallying cry for the next lescents to learn, socialize, the systems that will define convince these potential fun- decade and more. We are recreate, and serve the com- and support the achievement ders that their increased substantially expanding our munity? By eschewing of excellence through contin- spending will buy a truly work to recruit and prepare opportunities to work uous improvement. superior product — excellent the people who will drive the together, institutions wind up The formula for producing Jewish education for them- process of improvement, to diminishing their resources great Jewish education is not selves, their families, and the provide them with the knowl- and effectiveness, and in the mysterious. I don’t mean to Jewish community — I edge and know-how they end, everyone — especially pretend, though, that getting believe that they will make need to create excellent pro- the Jews seeking the highest there will be easy. First, we the decision to invest. Here grams and institutions, and quality education — loses. will need to challenge and too, putting the principle of to give them the tools and Continuous improvement overthrow long-held assump- leverage into play is key: A the hands-on support that requires ongoing effort, not tions and habits. Thinking relatively small additional will enable them to succeed sporadic attempts or waiting and behaving in accordance investment made smartly — in the difficult work of for someone else to make with the principles of lever- i.e., in ways that will pro- change. We are ready to be change happen. Great age, partnerships, and con- mote leveraging, partner- Jewish education’s “system- Jewish education doesn’t tinuous improvement ships, and continuous builder,” using the principles happen serendipitously. requires that we “do” Jewish improvement — will yield of leverage, partnerships, Improvement comes through education differently, that we huge dividends. For example: and continuous improvement a process of experimenta- operate as a true educational Creating a true “knowledge to envision and help fashion tion, assessment, learning, system. We need to use all of infrastructure” for Jewish a Jewish educational enter- and re-testing that goes on the tools available to us, education, a framework for prise in North America that constantly. Jewish education multiple settings and systematically gathering, will power a Renaissance of doesn’t operate this way methodologies, including processing, and disseminat- Jewish learning and living of today. “Experiments”in the non-traditional ones, and ing the vast amounts of historic proportions. It’s pos- form of innovative programs take full advantage of the information about the state sible; it’s achievable. Why — new curricula, new initia- revolutionary power of tech- of our current endeavors and should we aim for anything tives — do take place. But, nology. We need to put the the lessons from our efforts less?

4 Vibrant Jewish Life through Jewish Learning RESEARCH AND EVALUATION

How Can Knowing What You’ve Done This growth reflects a developing appreciation and under- Make What You Do Better? standing of the value of evaluation. Funders, program providers, community decision-makers, program participants, t is remarkable how the “evaluation market” has grown over and a myriad of other stakeholders are coming to recognize the past few years. It was not too long ago when it was rare that the evaluation process can help clarify program goals, I for funders or program providers in the Jewish community to determine the extent to which programs and initiatives are consider the need to evaluate their programs. Today, “evalua- aligned with their goals, identify the strengths and weak- tion” has not only become part of the common vocabulary, but nesses of program implementation, provide feedback to guide a growing number of funders of Jewish programs are requiring mid-course corrections, and assess the impact and effective- systematic evaluations as a condition of their grants. The ness of programs. Findings from evaluations not only provide demand for professionally trained, skilled evaluators who know accountability measures, but can also guide next steps in Jewish education and the Jewish community has sky-rocketed. program development — and positive results can surely be The Berman Center, since its establishment in 1992, has con- used for marketing and promotion. ducted close to 100 evaluation studies and consultations, and A few of the Berman Center clients speak out on the “value of each year the number of communities, foundations and national evaluation”… programs seeking evaluation consultation multiplies.

The Emigre Leadership Institute (ELI) is a San Francisco community In Baltimore, where the Berman Center is providing initiative that trains and involves individuals from the former Soviet ongoing evaluation consultation to the Meyerhoff Teen Union in Jewish communal activities and leadership. Lisa Taback, Initiative (MTI), local youth professionals are gaining director of ELI in San Francisco, comments “the recommendations valuable tools and skills that enable them to monitor from the Berman Center evaluation of the ELI have provided the their programs and assess how effective they are in roadmap for revising the program after its pilot year. We have already achieving their goals. According to Gayle Bloom, com- been able to implement some of the suggestions in our second itera- munity youth professional coordinator, “the portfolio tion of the program and the results have been a great success.” assessment is helping the community youth profession- als become more reflective practitioners, assess their The DeLeT leadership has worked closely with the accomplishments, and identify areas for improvement. Berman Center to apply a cutting edge model of evalua- And from our standpoint, guidance from the Berman tion. This model places the evaluation focus on helping Center has been instrumental in increasing local capac- DeLeT decision makers learn about how specific ity to conduct ongoing evaluations.” assumptions and decisions impact upon program out- Helen London, executive director of MTI, reports that, comes, as they move quickly in the pilot phase. Over “data from the Berman Center’s evaluation has yielded time, the evaluation focus will change as the DeLeT pro- important information about factors that have con- gram stabilizes and the organization develops a long tributed to the success of the Initiative. Among other range business plan for the post-pilot phase. Jane West benefits, this information will be important in terms of Walsh, executive director, explains, “a complex, innova- identifying issues that need to be improved, and will tive project like DeLeT needs such a responsive evalua- allow others to replicate our efforts.” tion design to be able to learn, and succeed, over time.”

The bottom line is that evaluation, when done well, is far more than a scorecard of success or failure. It’s a vital component of building a successful program, and an investment that pays dividends well beyond its cost. For more information on the activities of the Berman Center, please contact Leora Isaacs at [email protected].

Vibrant Jewish Life through Jewish Learning 5 EDUCATOR RECRUITMENT AND DEVELOPMENT

Professional Opportunities in the Jewish Community: recruitment efforts by individual agen- The “Recruitment Team” and Their Road-Show cies, the yield of future professional lead- ers could be substantially increased.

Contributed by: Rachel Brumberg, JESNA; Rachel Gurshman, Hillel; Amy Wagner, Today the core “Recruitment Team” is UJC; and Stephanie Wener, JCC Association comprised of Hillel, JCC Association, JESNA and UJC. The Team also partners n any list of critical issues facing recognizing the need to revamp and with organizations on a local level to the Jewish community today, the upgrade professional recruitment efforts. insure that all the opportunities available recruitment of talented new pro- In 1998, Hillel created a new recruit- O within the Jewish community are repre- fessionals is sure to rank near the top. ment model that involves a concerted sented. On each campus, the Team meets JESNA has been focusing on this issue joint recruitment effort by a consortium with relevant academic and professional since the early 1990s, when it launched of agencies on behalf of the Jewish com- departments such as the career center, the Lainer Interns for Jewish munity. Hillel recognized that college school of social work, Jewish studies, and Education Program, the first of a series students were a prime, easily reached school of management, educating them of successful recruitment initiatives that recruitment target. By investing more so that they can become better resources. today includes the Graduate Seminar in time and resources in on-campus recruit- Often the Team participates in the cam- Jewish Education, Jewish Educators ment efforts and providing students with pus career fair, where they attract stu- Corps, and Everett JewishJobFinder. a broad overview of professional oppor- dents who may not be active members of tunities, rather than scattered on-campus But JESNA has hardly been alone in Hillel. In the evening, they run a pro-

teaching at Hebrew school. “Once I started teaching,” she explained, “I realized that there was no other career that would allow me to Boasts Successful connect so well with people and that would be as rewarding.” First Year of “Matchmaking” Susan Detwiler, a mid-career professional, also successfully found a job through the Web site. She was drawn to the field of Jewish an you really find a job in the Jewish community or fill a communal service after several years working in the secular staff position on the Web? For a growing number of job world. She claims “something clicked” after attending a confer- C seekers and employers, the answer is a resounding “yes!” ence where she had a discussion about the shortage of Jewish Everett JewishJobFinder (www.JewishJobFinder.com) is cele- professionals — and she found herself inspired to devote her full- brating its first birthday with close to 1,300 resumes, almost 200 time professional energies to Jewish communal work. jobs and over 3,000 registered employers and job seekers on the JESNA’s Berman Center is now planning a full-scale evaluation of site. Since last year’s launch, an average of 5,265 visits have been Everett JewishJobFinder in order to identify how it can serve made to the site each month, which translates to an average of both employers and job-seekers even more effectively. Updates 173 visits per day. In just one year, Everett JewishJobFinder has and new features are regularly being added to the site, increasing won tremendous acclaim from the field, has seen a marked its value as an information resource as well as a placement ser- increase in the number of employers and job seekers turning to it vice. for assistance, and has been responsible for a number of success- ful, yet diverse, matches. Everett JewishJobFinder was established thanks to a generous gift from Henry and Edith Everett, and is sustained by individual Brooke Heilweil, a recent graduate from Yale University, found a donations. teaching job at a congregational school through Everett JewishJobFinder. With an original plan to head straight to law For further information, please contact Judith Goldstein- school, Brooke “got hooked” her sophomore year in college while Fischer at [email protected].

6 Vibrant Jewish Life through Jewish Learning gram for Jewish students who are interested in learning about career opportunities in the fields of Jewish communal service The Aspen Retreat: and Jewish education, including information on graduate Creating a Systematic Strategy for schools and scholarships to fund these programs. Educator Recruitment As the Recruitment Team travels from community to commu- n October 2001, the Covenant Foundation and JESNA assem- nity and campus to campus, up to 10 campuses a month, bled professionals from across the country to share and reflect they’ve been receiving positive feedback from students, pro- upon their experiences in seeking to redress the universally fessionals and faculty members about the importance of pre- I recognized shortage of qualified Jewish educators. What emerged senting a unified message. What is most heartening is that the from that day-long consultation was a clear sense that the dimen- student quality is high and many are excited about working sions and significance of the recruitment challenge warrant a for the Jewish community. It is becoming increasingly obvious strategic national response. that feeder programs are succeeding; Hillel and other univer- One of the key recommendations of a follow-up report, prepared by sity program participants, Israel experience alums, overnight Shani Bechhofer, senior research associate of JESNA’s Berman Center, camp and youth group leaders all become exceptional candi- was to convene a group of respected professionals, researchers, and dates. Often, they want to begin working immediately after communal stakeholders in the field of Jewish education for an completing their undergraduate studies and to have profes- extended and intensive “think tank” aimed at taking the ideas raised at sional experiences before committing to graduate school. the consultation to the next level. In response, the Covenant Thus, the most popular opportunities are one-year programs. Foundation and JESNA organized a two-day retreat in October, 2002 in Aspen, Colorado, hosted by Susan Crown, to begin to shape a sys- There is no doubt that the “road-show” is succeeding at tematic and comprehensive recruitment initiative. changing current perceptions and proving that the field of Jewish communal and educational work is both professional At the retreat, 30 educators and funders looked at the full array of and “cool.” However, there are challenges as well. Because challenges involved in recruiting and retaining quality educators for the team is not in one place long enough to establish an the many settings in which Jewish education is carried out. The ongoing relationship with potential candidates, follow-up is participants recommended a comprehensive and systematic initia- tive, focused on three areas for action: critical. Ideally, local constituent agencies will become ongo- ing contacts and role models so that a network of recruiters • Developing a recruitment infrastructure capable of proactive, and resources will be in place, not only to encourage students assertive recruitment to the field of Jewish education, on the to enter the field, but to support future members of the pro- national and local levels; fessional Jewish community from the outset of their career. • Addressing the structural and cultural impediments to attracting and retaining talented individuals for careers in Jewish education; Everyone involved with the Recruitment Team is excited and about the inter-agency partnership that has been forged, and • Gathering the information and empirical evidence needed to about getting the word out about the opportunities available. inform and guide successful recruitment efforts. But above all, they want to help guide students towards a The Covenant Foundation and JESNA are now taking the lead to meaningful career that is in line with their goals, and matches make this vision a reality. They have launched the Jewish their skill sets. By knowing what options are available — Educator Recruitment Initiative, with initial seed funding from whether they are one-year fellowships, entry level job open- the Covenant Foundation, as a collaborative endeavor that will ings, academic programs and scholarship opportunities, or involve a broad group of academic, organization, and philanthropic Israel programs — interested students can find their place in partners. Working groups will soon be assembled to plan for each of the Jewish community and become an important part of its the three action areas, and a number of “fast track” pilot projects future. will be coordinated with the planning efforts. For more information, please contact Rachel Brumberg at What began in New York and continued in Aspen will now, hopefully, [email protected]. become a national endeavor to make the shortage of Jewish educa- tors only a distant memory.

Vibrant Jewish Life through Jewish Learning 7 JESNA:CONTINENTAL The Continental Council,N convenedon-Stop by JESNA and UJC, includes COUNCIL: representatives from a wide array of key stakeholders interested IMPROVING in assuring the vitality of day school education. The Council met DAY SCHOOL twice during the past year, and its five working groups have EDUCATION launched a number of projects to increase communal support for day schools and enhance their financial viability. CONTINUED FROM PAGE 1

The Continental Council will play a prominent role in the Partnership for Excellence in Jewish Education’s (PEJE) inaugural Leadership Assembly to be held in Los Angeles on February 3 and 4. Senior lay and professional leaders of day schools, federations, community foundations and bureaus of Jewish education will gather to address four key areas: student recruitment, affordability, resource development and personnel.

Members of the Continental Council’s Steering Committee will facilitate and lead several sessions at this gathering. A report based on a marketing research study of lay and professional leaders of federations — sponsored by the

Josh Elkin, a co-chair of the Council (left) with Robert Aronson, chief executive officer of the Marketing and Advocacy Working Group — will be Jewish Federation of Metropolitan Detroit (right), one of the Council’s presenters who presented at the Assembly. Attendees will also learn described the creation of Detroit’s Jewish Education Trust. about the results of an updated study conducted for the Council’s Affordability Working Group on Tuition Subvention programs. The work of the Council in the areas of For more compensation philosophies and information, professional recruitment, please contact development and retention will also Steve Kraus at be featured at sessions. [email protected]. Dr. Lynda Giles and Rabbi Joshua Elkin are the Council’s Gary Shiffman, chair of the Shiffman Family Day School Assistance Fund in Detroit (left), co-chairs and Claire Ellman explained during his presentation what his family’s motivation was for creating this multi- million dollar day school tuition assistance fund. Howard Jacobson, president of the Jewish and Rabbi Robert Hirt are Federation of Kansas City (right), described the process in which Kansas City’s JCC and day vice-chairs. school learned to work together to share human and financial resources on a newly developed campus. His presentation was so successful that Mr. Jacobson has already been booked to fly to another community to consult with them on this issue.

8 Vibrant Jewish Life through Jewish Learning p Action at the GA About Helene Berger

elene Berger brings to her new role as JESNA JESNA Chair a long history of leadership in the Board H Jewish communal world, including her lifelong Installation commitment to Jewish education. In addition to serv- and Dessert ing as President Reception Helene Berger celebrating with her two granddaughters, Emily (left) and Madeline (right), along with Sue Stevens, of the Covenant Foundation, and Helene Kalson Cohen, co-chair of Miami the Board Installation and Dessert Reception. Central Agency for Jewish Education, Helene has served in many national positions. She was the Helene Berger with JESNA past presidents (left to right) Billie Gold, Joe Kanfer, Bill Berman, National Bennett Yanowitz (co-chair of the Board Installation and Dessert Reception), and Mark Lainer. President Helene Berger holding the yad that Joe symbolically of the passed to her during the installation ceremony. Happy Birthday Bill Berman Council of Jewish n Tuesday Federations Women’s Division, and a long-time Board evening we paid member of the American Jewish Joint Distribution tribute to Bill Committee (JDC). She is known as an inspirational O Berman, our honorary speaker, an effective trainer, an innovator in leader- chair, on the occasion of ship development programs, and as a builder of con- his 85th birthday. Bill, sensus on boards. JESNA is honored to have her lead us as we embark on the next stage in our efforts to one of JESNA’s founders create vibrant Jewish life through Jewish learning. and the man who has made possible the As Helene Berger accepted the mantle of leadership Berman Center for at JESNA, she said, “I feel deeply privileged to be Research and Evaluation, asked to follow such illustrious leaders, to work with has a passionate commit- such a talented, committed staff, and to be at the helm of a dynamic organization dedicated to ment to our people and to strengthening and reshaping Jewish education for the study as a way of life. He has poured energy, time 21st century to insure a vibrant Jewish future.” Bill Berman. and dollars into Jewish JESNA Board, staff and friends are proud to welcome education and a host of other Jewish causes over the course of a life- Helene to her new role. time of service and leadership. Bill, till a hundred twenty!

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Vibrant Jewish Life through Jewish Learning 9 JESNA:Hadesh Conference: Uniting Renaissance andN Renewalon-Stop Efforts

here’s a Jewish Renaissance occurring in North America, and the UJC/JESNA Renaissance and Renewal Alliance is helping it flourish. For the first time in T three years, communities were given the spotlight to showcase their current renaissance efforts at Hadesh: Renewing Jewish Communities, a conference held November 18–19 in Philadelphia, PA, prior to the UJC General Assembly. This confer- ence, which attracted over 225 participants, challenged communities to create effective long-term strategies for their Renaissance work, and offered practical guidance as they seek to transform themselves into vibrant centers of Jewish learning and living.

Hadesh, which was heralded as a great success by participants, was organized by the The keynote address was given by Rabbi Saul Berman (right) and Jewish Renaissance and Renewal alliance, in partnership with JESNA. Dr. Leonard Fein (center) who spoke on forging a vision and strategy for Jewish community. Dr. Alisa Rubin Kurshan (left) Other programs run throughout the At every opportunity, the con- moderated the conversation, which was lively and set the tone for discussions at the conference. two-day event included a reception co- ference schedule encouraged community leaders to net- sponsored by the Jewish Publication work, building a sense of larger Society, an inspiring performance by community. Hadesh attendees Bikkurim resident Storahtelling called also had a chance to hear from “Pillow Talk: Bedtime Stories to Wake Dr. Jonathan Woocher, JESNA’s president and the lead profes- You Up,” a session with Dr. Steven M. sional person for the Jewish Cohen of Hebrew University about Renaissance and Renewal issues in North American Jewish alliance. At the UJC General Assembly identity, and multiple workshop Dr. Beryl Geber, chair of the Renaissance and Renewal sessions in Renaissance and Renewal that followed Hadesh, the Pillar, framed the conference by discussing the importance Jewish Renaissance and of national networking. program areas. Renewal alliance held a full range of successful programs. The nine GA sessions sponsored by the Jewish Renaissance and Renewal alliance featured presenters from communities of all sizes from all over North America. Sessions of note include “Jewish Camping at 100,” which included not only speakers but a songleader as well! The R&R Forum, “Rebels with a Cause: A Jewish Identity Report Card,” was one of the liveliest sessions of the entire GA program. Four “generations” of Jewish activists dialogued on the achieve- ments of the Jewish community in strength- ening Jewish identity and engagement since the famous student protests at the 1969 GA and on the challenges still to be met. R&R also sponsored sessions on adult Jewish At the closing session participants heard from Barry learning, outreach, synagogue renewal, Shrage of the Combined Jewish Philanthropies of Israel education, early childhood education, Boston (pictured above), Richard Joel of Hillel: the Foundation for Jewish Campus Life (soon to be arts & culture and a Thursday morning per- President of Yeshiva University), and Renaissance formance and workshop by Storahtelling. The success of Hadesh: Renewing Jewish Communities was due in and Renewal Pillar member Marion Blumenthal, all large measure to the passion and dedication of the conference of whom have been instrumental in creating For more information, please contact Andrea chairs, Lawrence A. Sherman of Chicago, IL (left), and Elaine change and inspiring Renaissance and Renewal Fram Plotkin at [email protected]. Schreiber of Phoenix, AZ (right), members of the R&R Pillar projects. Committee and JESNA Board.

10 Vibrant Jewish Life through Jewish Learning p Action at the GA Teachers Uplifted by Grinspoon- Steinhardt Events at the GA

he third class of Grinspoon-Steinhardt Award recipients, outstanding Jewish teachers from North America, came to the GA for three days of T learning and celebration. Thirty-six of the 44 Award recipients attended the seminar and Awards ceremony. The teachers honored this year repre- sented all denominations and Jewish school settings — a true microcosm of the field. The opening orientation, led for the second year by Cheryl Finkel of PEJE, was warm and spirited, with teachers introducing each other to the group. It was not uncommon for the teachers to express their amazement at 2002 Grinspoon-Steinhardt Award Winners with Harold Grinspoon and Diane Troderman. the commonalities among them, despite the diversity in their teaching experi- ence and the settings and communities they came from.

The teachers also attended the JESNA Board dinner, hosted by Diane Troderman and Harold Grinspoon, where they had the opportunity to hear Barry Shrage, president of the Combined Jewish Philanthropies of Greater Boston, offer an inspiring vision of how education can power a Jewish Renaissance in North America.

Other highlights included a guided tour of the National Museum of American Jewish History and Congregation Mikveh Israel, the Covenant Awards Jon Woocher, JESNA President, with Larry Moses, The Wexner Foundation President. Luncheon, and, of course, the Grinspoon Steinhardt Awards reception, attended by over 300 people who came to honor the teachers.

Teachers were effusive in their From right to left: Grinspoon-Steinhardt Award winners Ilana Schechter, San Francisco, CA, and Aliza First, Los Angeles, CA, praise of the Awards. “We want enjoying the JESNA Board dinner. more communities to participate next year,” one commented. “I am going home to tell the leadership of my federa- tion and Central Agency what an important event Diane Troderman and Harold Grinspoon share a laughing this was in my professional development.” Many of moment during the Awards reception.

the teachers hope to be able to reunite this coming summer as the Grinspoon-Steinhardt Awards pro- gram offers its first seminar in Israel for the first three cohorts of Award winners. For more information, please contact From right to left: Barry Shrage and Dan From right to left: Rabbi Avraham Schwartz (NY), Neil and Judy Amy Amiel at [email protected]. Segal, JESNA Board member. Weintraub (St. Louis), Marsha Goldstein (Cleveland) and her sister Lois Mager.

Vibrant Jewish Life through Jewish Learning 11 RENAISSANCE AND RENEWAL

Tune Into Israel Education Month: “House Calls,” in which master There’s Something for Everyone educators and tour guides who have led Israel experience trips for North American communities How can students living in Chicago, will run sessions for teachers, Kansas City and Pittsburgh all enjoy the Israel-related committees, adults, high school and college stu- dents in North American communities. In addition to programs same Tu B’shvat Seder without having sponsored by JAFI, UJC-JESNA, and other national partner agencies, communities will be provided with tools to create their to travel to a common location? Sounds own dynamic educational programming.

‘virtually’ impossible, right? Now they A special Web site, www.israeleducationmonth.org, has been can! There will be a ‘virtual seder’, setup to serve as a resource clearinghouse for IEM. In addition to a host of educational materials, the site will also feature con- accessible to day schools throughout tributions by prominent figures like Gil Troy, author of Why I North America as the first of many am a Zionist and professor at McGill University, who is writing age-appropriate pieces for educators to use in classrooms and unique opportunities that will be informal settings. offered from January 19 through Another highlight of IEM is Libi B’Mizrach, a satellite confer- ence that will be held on January 30 sponsored by the UJC February 16 as part of Israel Education Rabbinic Cabinet and the R&R Pillar in cooperation with the Month. Israel Education Month (IEM) is Jewish Agency for Israel (JAFI). This special program, which is taking place in Israel, and broadcast live to local federations, an initiative of the UJC/JESNA Jewish will engage rabbis in study about the land, people and our con- Renaissance and Renewal alliance in nection to Israel. The opening address will be delivered by Noam Zion, director of curriculum and teacher education at the cooperation with the Jewish Agency for Shalom Hartman Institute. Respondents will include: Rabbi Israel’s Jewish-Zionist Education Michael Marmur, dean HUC–JIR ; Rabbi Einat Ramon, Ph.D., Schechter Institute; and Rabbi Ed Snitkoff, JAFI Department, as well as a host of Education Department. national and local partner agencies. The success of IEM reflects the efforts of the many agencies involved that are providing programmatic resources to schools, IEM calls attention to the important role that engagement with college campus, early childhood, and adult Jewish learning pro- Israel should play as part of every individual’s Jewish educa- grams — all with the goal of heightening people’s awareness of tional experience. IEM will serve as the springboard for ongoing and connection to the land of Israel. A partial listing of partners efforts to strengthen Israel education in formal and informal includes: ADCA, the Association of Directors of Central settings, and to develop new approaches to involving young peo- Agencies; Hillel: Foundation for Campus Jewish Life; the Jewish ple and adults in meaningful educational encounters in Israel, Community Centers Association; birthright israel; the Andrea its people, its significance in Jewish history and its place in con- and Charles Bronfman Philanthropies and other national Jewish temporary Jewish life. agencies. IEM is a month-long cornucopia of programs and activities tak- For a full listing of IEM programs, as well as how IEM can help ing place locally, nationally, and in cyberspace. One highlight is you, visit www.israeleducationmonth.org. an online flash video that brings to life Israeli sights and sounds that can be viewed privately or downloaded and shared with an For more information, please contact Rafi Cohen at audience as an educational tool. Another IEM initiative is called [email protected].

12 Vibrant Jewish Life through Jewish Learning EDUCATOR RECRUITMENT AND DEVELOPMENT

DeLeT Vision Leads to Early Successes: • a national day school teacher recruit- ment project that introduces Jews across Teachers Better Prepared to Hit the the country to a Jewish education career Classroom in day school teaching with the help of the DeLeT Web site and follow-up sup- aura Lauder, a day school parent, venture capitalist, phil- port from the national DeLeT office; and anthropist, and new member of the JESNA Board had first Lhand experience with the challenges of finding talented • an evaluation project that will spread individuals to teach a demanding integrated day school curricu- ideas about improving teacher learning lum. But Laura didn’t stop with recognizing a problem. Using throughout the Jewish community. her entrepreneurial With the dynamic direction from skills, she proposed Academic Directors Sharon Feiman-Nemser (Brandeis and spearheaded the University) and Michael Zeldin (HUC–JIR, Los Angeles), development of a Program Directors Judy Elkin and Luisa Latham, and the clini- solution: a new cal staff and faculty, Laura’s vision is now operating in the real recruitment/fellow- ship-training pro- world of classrooms, teachers and students. Nine day schools, 18 gram for day school Cohort One fellows and their 20-plus mentor teachers are work- teachers — DeLeT: ing on the front lines to implement a new model for teacher Day School preparation and support. Leadership Through According to DeLeT Executive Director, Dr. Jane West Walsh, HUC-JIR Dean Lewis Barth (right) and Professor Sara Teaching. With assis- DeLeT’s success depends Lee, director of the Rhea Hirsch School of Education tance from Jonathan and co-chair of the DeLeT Academic and Professional Woocher, JESNA’s on partnerships of many Advisory Committee (left) discuss DeLeT at a meeting different kinds. She at Hebrew Union College in Los Angeles. president, and Josh Elkin, executive explains, “JESNA, director of Partnership for Excellence in Jewish Education Brandeis, HUC– JIR, and (PEJE), Laura initiated a planning process that shaped her idea nine DeLeT day schools into a groundbreaking program. Finding partners who shared from across the country this vision led to the venture philanthropy partnership that ini- have been the institu- DeLeT fellows and their mentor teachers enjoy tiated DeLeT ’s three-year pilot phase, which is now in the mid- tional partners that have a meal as they begin their year of work dle of its second year. helped launch DeLeT’s together at the first Summer Institute. DeLeT ’s donor partners today include Laura and Gary Lauder, pilot program year. The Jewish Life Network/Steinhardt Foundation, Edgar Bronfman, partnership of first-rate academic institutions, innovative day Debbie and Jeffrey Swartz, Howard and Leslie Schultz, Andrea schools, caring veteran teachers, a group of far-sighted and gen- and Charles Bronfman Philanthropies, The Crown Family erous financial supporters, an outstanding advisory team, and Foundation, The Covenant Foundation, The Harold Grinspoon JESNA, which stepped forward to serve as our fiscal and admin- Foundation, and The Albert and Janet Schultz Supporting istrative home, has produced a program that we believe can Foundation. Their dollars are making possible a multi-dimen- produce dozens of new teachers to inspire hundreds of young sional program that incorporates: people and help change the face of day school teaching across the continent.” • a pre-service preparation and induction program for teachers that include generous fellowship stipends and scholarships; DeLeT is now recruiting candidates for Cohort Two, whose fellow- ship will begin in July 2003. For more information or to refer can- • Mentor Teacher Institutes and stipends for day school teach- didates to this program, contact Dr. Jane West Walsh, executive ers who commit to a year of learning how to teach new teach- director, at [email protected] or check out the Web site ers about teaching through processes of mentoring, co-plan- ning, and coaching; at www.delet.org.

Vibrant Jewish Life through Jewish Learning 13 YOUTH INITIATIVES

Engaging Our Youth: Partnering Communities Program Education (IJE) at Brandeis University to launch the Partnering Communities Program (PCP). PCP is an outgrowth of the suc- Strengthens Youth Initiatives cessful network that JESNA has developed with IJE for com- Initial Success in Vancouver and Kansas City munities that are engaged in community-wide youth initiatives. PCP will serve as a laboratory for developing and testing “new Here’s a paradox to ponder: Active Jewish involvement during practice” aimed at strengthening these initiatives as vehicles for the adolescent years is perhaps the single most powerful spur engaging and educating larger number of Jewish teens. The to lifelong Jewish commitment. Yet, before they graduate from program focuses on collective problem solving that allows each high school, more than half of our Jewish teenagers will drop community to identify and address its needs with the aid of out of Jewish education and activities. professional and peer assistance.

In an effort to change this pattern, five communities have Below are highlights of two of the PCP communities that are joined with JESNA and the Institute for Informal Jewish working with JESNA:

VANCOUVER comprehensive self-assessment process. Karen Gerson, director of Learning for Life at The Vancouver community is comprised of a Once the environmental scan is complete, the the Central Agency for Jewish Education and number of micro-communities with limited next step will be to begin the Needs the Federation, explains, “This is a much interagency communication or understanding Assessment Study, which will identify how the larger age group than is usually tracked, and of the nature of social and programmatic net- community will fill in the missing gaps that is thus requiring a rather complicated tracking works. To help, JESNA has joined with the JCC currently exist. mechanism that has never before been used of Greater Vancouver and the planning depart- within the Jewish world. Wendy Rosov from ment of the Federation to promote a greater the Berman Center has been a terrific fit for KANSAS CITY degree of interaction between the different us, and her expertise is allowing us to create Kansas City, which began its collaboration with sub-communities in Vancouver. the system needed to track the continuum of JESNA even before the Kol Ha Na’ar confer- informal experiences of our youth. Our ulti- As the Vancouver “team” begins the process ence in 2001, has a number of overall goals: mate goal is to raise the consciousness and of creating better and more inclusive youth to engage under-engaged youth; to develop awareness of this age group who are currently programming and network systems, one initial community-wide programming for youth; and dropping out after Bar and Bat Mitzvah.” step they are taking is the facilitation of an to contextualize short-term intensive programs environmental scan to identify what teen pro- for youth. After Kansas City successfully tracks their gramming and services already exist, who and youth and finds out how many people are par- About nine months ago the Kansas City Team how many staff members work in these pro- ticipating in what programs, the next step is to began working with JESNA’s staff, primarily grams, and what types of background, training create more effective programming for them, Wendy Rosov, senior research associate at the and experience the staff possess or still need. and for the professionals who work with them. Berman Center, and Devorah Silverman, direc- JESNA’s staff, primarily Wendy Rosov, senior tor of youth initiatives, and Joe Reimer, direc- PCP efforts are being facilitated, in part, research associate at the Berman Center, and tor of the IJE, to begin this process. Their first thanks to the generous support of individual Devorah Silverman, director of youth initia- step is to develop a sophisticated tracking donors and foundations, including the Jewish tives, are providing expert guidance and assis- mechanism, which will detail the affiliation of Community Foundation, which is actively tance with this process. all the youth involved in congregational life. involved in the process. With JESNA’s assistance, the Vancouver com- With seven congregations and over 1,000 stu- For additional information about the munity will now be armed with the instru- dents, they are looking to track every informal ments required to move forward in a system- experience that their youth are engaged in. Partnering Communities Program, or the atic, effective, and all-inclusive effort. Their pilot effort will focus on pre- and post- five current participating communities Beginning this January, approximately 30 Bar/Bat Mitzvah age students, and subse- (Atlanta, Boston, Kansas City, San Francisco youth serving organizations such as camps, quently they hope to track everyone who is in and Vancouver), please contact Devorah youth groups, synagogue programs, day third grade through young professionals up to Silverman, director of youth initiatives, at schools, and others, will be guided through a 26 years old. [email protected].

14 Vibrant Jewish Life through Jewish Learning Covenant Award Recipients Honored at November Luncheon in Philadelphia Welcome New JESNA Board Members ver 300 people attended the festive Covenant Awards luncheon at the Crystal Tea Room in conjunction with We are pleased to announce our five new O the November 2002 General Assembly. Board Members and one new Chair’s The Awards were presented by Susan Crown, a co-founder of Appointment. Please join us in welcoming… the Covenant Foundation, Lester Crown, and Renee Schine Paul Flotken from St. Louis, Missouri Crown to, respectively, Rivy Poupko Kletenik (Seattle, WA), Rabbi Sidney Schwarz (Silver Spring, MD) and Rabbi Peretz Wolf- Michal Hart Hillman from Atlanta, Georgia Prusan (San Francisco, CA). Martin Kaminer from New York City Each recipient spoke movingly about their experiences as Laura Lauder from Atherton, California teachers and Jews. Ms. Kletenik, nominated by Searle E. Mitnick from Baltimore, Maryland Michelle Rosen, was Chair’s Appointment honored for her work as a community educator. Alan Ades from Longboat Key, Florida Rabbi Schwarz, nomi- nated by Dr. Shulamith Reich Elster, was recognized for his work with Jewish youth as Order Form For: the Founder and Director of Building Jewish Education PANIM: The Institute for Jewish Leadership and Values. Rabbi for the 21st Century: Peretz Wolf-Prusan, nominated by Dr. Isa Aron, was accorded JESNA’s Strategic Plan this honor for his work as a synagogue educator at Congregation Emanu-El. Eli Evans, chair of the Covenant I would like to receive additional copies of the Executive Summary and/or the Strategic Plan: Foundation board of directors, served as the Master of Ceremonies for the occasion. Executive Summary # of copies:

Strategic Plan # of copies:

Please mail them to:

Name:

Address:

City: State: Zip:

Phone:

Please return form to Amy Stein, JESNA, 111 Eighth Avenue, From left to right: Lester Crown, Rabbi Sidney Schwarz, Rivy Poupko Kletenik, and 11th floor, NY, NY 10011. Rabbi Peretz Wolfe-Prusan.

Vibrant Jewish Life through Jewish Learning 15 CONGREGATIONAL AND COMMUNAL JEWISH EDUCATION

Center for Excellence in supporting the Center for Excellence in Congregational Congregational Education: Promises Education,” she comments. “I am particularly interested in change on the national level, and for all aspects of congrega- Much More than “Supplemental” tional education to be affected, including lay leadership, cur- Improvements riculum, quality of teachers, etc.” The Foundation is also fund- ing a congregational education program at the Auerbach hanks to a generous grant from the Ricky & Andrew Jay Central Agency for Jewish Education in Philadelphia as well as Shechtel-Philanthropic Fund and additional support from IFund, a project of Jewish Funders Network, CAJE and JESNA. T Charles Nirenberg, JESNA has embarked on the next The first step in creating the Center is to further develop the stages of its efforts to strengthen congregational and communal knowledge base that is crucial to guide new initiatives in the Jewish education. Guided by the recommendations of the Task field. Although more Jewish children and their families are Force that JESNA convened three years ago to deal with this educated in congregations than in any other setting, there is critical arena, JESNA has been identifying and disseminating surprisingly little systematic information about the state of con- promising strategies for improving congregational education and gregational education and about current efforts to improve it. forging links with cutting edge projects and thinkers. Working with JESNA’s Berman Center, the planning commit- Now, with the support from the Shechtel Foundation, JESNA is tee will start to gather relevant material, extant research, and designing and laying the groundwork for a Center for publications, and conduct additional data gathering and post Excellence in Congregational Education. The Center will the information online on JESNA’s Sosland Online Resource serve as a catalyst, convener and resource for improvement Center. The committee also plans to bring together many of efforts throughout the field. The planning committee for the the key players who participated in last December’s Center, which is chaired by Gail Weinstein, consists of JESNA Congregational Education Think Tank again in May along with Board members, lay leaders, representatives of a number of others working in the field and outside experts to address the partnering organizations and interested funders. question of how to “scale up” improvement efforts that are currently working. Ricky Shechtel, a day school graduate and a parent who sends her children to congregational school, considers herself a For more information, please contact Steve Kraus at staunch supporter of Jewish education. “We are pleased to be [email protected].

OUR PURPOSE: Vibrant Jewish Life through Jewish Learning OUR VISION: Leading the Communal Commitment and Mobilization for Excellence in Jewish Education

For additional information on JESNA please contact Amy Stein, director of marketing and communications, at (212) 284-6896 or [email protected].

JESNA — the Jewish Education Service of North America, Inc. was created in 1981 as the Jewish Federation system’s educational coordinating, planning and Jewish Education Service development agency. JESNA is widely recognized for its leadership in six differ- of North America, Inc. ent areas, including media and technology, research and evaluation, engaging and empowering Jewish youth, educator recruitment and development, day 111 Eighth Avenue, 11th floor school education, and congregational and communal education. New York, NY 10011-5201 212 284-6950 JESNA is a national, non-profit agency governed by a board of directors com- 212 284-6951 Fax prised of lay and professional leaders in Jewish education from across North [email protected] America, including individuals from the major Jewish religious movements. www.jesna.org JESNA is a beneficiary of Jewish federations throughout North America and other private and communal funders.