Here Hope and Excitement About the Future.Hope Andexcitement About Issurely It Yet We Know That Is Not True

HaYidion

קיץ תשע"ג • Summer 2013

Bold Ideas

Hebrew Poetry Winners, pp. 44-50 / Hands-on Jewish Schools, p. 18 / Digital Badge Learning, p. 54

HaYidion: The RAVSAK Journal is a publication of RAVSAK: The Jewish Community Day School Network. It is published quarterly for distribution to RAVSAK this issue: member schools, associate members, and other Jewish and general education organizations. No articles may be reproduced in or distributed without express written permission of RAVSAK. All Visions rights reserved. Subscriptions are $36/year. Innovation Mindsets for Successful Schools Executive Editor: Dr. Barbara Davis • by Maya Bernstein, page 10 Editor: Elliott Rabin, PhD Design: Adam Shaw-Vardi Child-Centered Jewish Exploration Editorial Board • by Rebecca Milder, page 14 Rabbi Matthew Bellas, Vancouver Talmud Torah, Vancouver, BC Ilisa Cappell, El Paso Jewish Academy, El Paso, TX Hands-on, Inclusive Education: Building a New Future for Day Geo Cohen, United Herzlia Schools, Capetown, South Africa Schools Rabbi Andrew Davids, Beit Rabban, New York, NY • by Andrea Rose Cheatham Kasper, page 18 Dean Goldfein, Contra Costa Jewish Day School, Lafayette, CA Rabbi Eric Grossman, Frankel Jewish Academy, West Bloom eld, MI Adina Kaneeld, Jewish Primary Day School of the Nation’s Capital Beyond Denominations: Expanding Pluralism in Day Schools Dr. Raquel Katzkowicz, Albert Einstein School, Quito, Ecuador • by Eliana Lipsky, page 22 Rabbi Jack Nahmod, Abraham Joshua Heschel School, New York, NY Eric Petersiel, Leo Baeck Day School, Toronto, ON Cosmopolitan Jewish Education for the Jews Next Dor Daniella Pressner, Akiva School, Nashville, TN Alex Sagan, JCDS, Boston's Community Day School, Watertown, MA • by Benjamin M. Jacobs, page 24 Stacey Sweet, The Brandeis School, Lawrence, NY Nina Wand, Beth T loh Dahan, Baltimore, MD Outreach

Advisory Panel Day School as Hub of Adult Jewish Education Sandee Brawarsky, Jeremy Dauber, Eddie Harwitz, • by Sara Heitler Bamberger, page 26 Aron Hirt-Manheimer, Mark Jo e, Margot Lurie, Alana Newhouse, Renee Rubin Ross, Daniel Septimus, Jonathan Woocher An Orthodox Track: Meeting the Needs of the Whole Community • by Avi Weinstein, page 30 RAVSAK Board of Directors Arnee Winshall (Chair), Uri Benhamron, Lisa Breslau, Dr. Barbara Davis, Rebekah Farber, Matt Heilicher, Dr. Marc N. Kramer, Why Day Schools Should Provide Supplemental Jewish Education Paul Levitch, Zipora Schorr, Joseph Steiner, Lesley Zafran • by Daniel Libenson and Ana Fuchs, page 34

Advertising Information A Community Day School for the Whole Community Please contact Marla Rottenstreich at [email protected] or by phone • by Nicole Nash, page 38 at 646-450-7280. Bursting the Jewish Bubble RAVSAK • by Rebecca Voorwinde, page 40 120 West 97th Street, New York, NY 10025 p: 212-665-1320 • f: 212-665-1321 • e: [email protected] • w: www.ravsak.org Hebrew Poetry Contest Winners The views expressed in this journal do not necessarily re ect • pages 44-50 the positions of RAVSAK. Initiatives

RAVSAK would like to thank our associate members: Robotics: Empowering Jewish Creators • by Judy Miller, page 52

Digital Badge Learning: “Geeking Out” Across the Curriculum • by Sarah Blattner, page 54

Open-Source Jewish Learning • by Brett Lockspeiser and Joshua Foer, page 60 IsraelWay Educational Tourism www.israelway.com Life Insurance: Potent Tool for Day School Finance • by Daniel Perla, page 62

Everything Old Is New Again: Using Geneology in Jewish Day Schools • by Jeffrey Schrager, page 66 הידיעון Lights, Camera, Action: Bringing Jewish Studies to Life on the Screen

• by Yossi Kastan, page 68 • HaYidion

From the Editor, page 4 • From the Desk of Arnee Winshall, RAVSAK Chair, page 6 • Good & Welfare, page 7 • Dear Cooki, page 8 • Olami, page 70 [3] [4] RAVSAK's you wish Board ahappy Staff and Shavuot הידיעון • HaYidion summit. the the givingof in anticipation of Torah onits when harSinaisuddenlyblossomedwithflowers publish aswe prepareto celebrate Shavuot, is filled withboldideas,is filled withnew possibilities, with byBarbara Davis From the Editor ¿ ה ההוּא ה ה ההוּא ה ין ל שׁ ת שׁ: יָ יִּ יֶ יֵּ וְ נַּ כָּ דָ מַ הָ הְ עֲ וּמַ עָ הַ מֶ חָ אֵ חַ תַּ שֶּׁ שֶׁ שֶּׁ שָׂ שֶׁ שֶׂ שָּׁ will have to radically alter their presentation and delivery methods, their curricula, their methods,theircurricula, anddelivery will havetoradicallyaltertheirpresentation Jewisheducation.Schools education,particularly All ofthesedevelopmentswillaffect thoughtandlearning. interacttoproduce howneurons soon determine electricity. toproduce havebeenengineered ruses initiativewill research Apresidential has justbeenpublished.We havelandedonMars.We makecellsusing3Dcopiers.Vi- TheEncyclopediaofDNAElements theelusive“Godparticle.” entists havediscovered Sci- atthistime;weliveinanagethatpushesagainstfrontiers. Boldness isappropriate experience, youwillalsofi unique,original,evenaudacious. ndmanythatare perience, youmayfi ofyourageand regardless familiar;yet ndsomethatare manyblooms to pickinthisissue. Depending onyourageandex- are There hope and excitement about the future.hope andexcitement about issurely It yet we know that is not true. isnot that we knowyet issueofHaYidionThis appropriate that this is our spring issue,this isourspring that appropriate coinciding done,the sun,”there isnothingnew under and and with the rebirth of the nature in all its fruitful the nature itsfruitful inall of the rebirth with be, be will hasbeendoneiswhat andwhat 1:9 tells us tells will 1:9 ohelet hasbeeniswhat “What glory. Likewise, we that isfitting it חג שבועות שמח many wondrous secrets. secrets. many wondrous among uscanyetdiscoveranduncover is andwillbehasalwaysbeen,thebold thatwas, things. Forevenifeverything in yourownthinkingandwaysofdoing youtoboldness foryou,toinspire board asaspring- “Bold Ideas”issuewillserve us.Wethat isgoingonaround hopethis to ourtraditionbutbeingmindfulofall whatisvital place inthatsun,preserving under thesunandweneedtofi ndour issomuchthatnew positions. There our thatwereevaluate etc.)—it iscrucial CDs, desktops,faxmachines,landlines, oncenewer(newspapers, ogies thatwere astechnol- asendangered when booksare fi ned as the People of the Book—at a time unknowable.Forthoseofusde- its are isjustbeginningbutitslim- 21st century ways ofinteractingwithstudents.The [email protected]. NY. Barbara canbereached at Hebrew Day SchoolinDewitt, the Syracusehead ofschoolat tive editor ofhaYidionand ofRAVSAK,secretary execu- Dr. Barbara Davis is the is ¿ Mobile Solutions for Active Families. Parents are on the go. That’s why we’ve made the FACTS system even more accessible. Parents can make payments, review account changes, view their payment schedule, and more—right from their preferred mobile device. Families can also get support from FACTS 24/7 on their timetable. Contact us today to learn how FACTS’ technology makes tuition management easy for families.

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Facts_Haiydon-Ad_0422.indd 1 4/22/13 1:50 PM [6] הידיעון • HaYidion • • • • • • • • letting thembeinourway. obstacles and not from committed to doing what needs to be done, learning as chair,SAK when I accepted the role in being ambitious and rooted are on howRAVSAK’s impactsinceitsinception,andmyaspirationsforRAV Turningreflecting thepagesofthisissuedevoted toBoldIdeas,Ifindmyself RAVSAK since exposure my in1995. first witnessed andinwhichIhave beeninvolved at transitionthe Ihavethe extent of back andnotice untothe nations.” “light think help but Icannot transitionthe from anenslavedsignifying to a nation we celebratethe the givingof Ten Commandments, Shavuot when, only50 days afterthe exodus from Egypt, redemption, self-realization andanew beginning,to from Passover,to freedom and whenboldleadershipled the world have beguncountingthe Omer— the days of the boardtenureof my ofRAVSAK, aschairof Jews over all myAs Iwrite final column, countingthe final weeks down Winshall ¿ byArnee RAVSAK Chair From the desk of Arnee Winshall, and topushthe boundariesofthefield. thefield RAVSAK’s thatitcontinues bothtoserve toensure workandits resources, toexpandthe scopeof ofanambitious effort And whatisbold istheundertaking guide theorganization’s andthefield’s growth. assessment andmulti-yearplanto athorough toundertake guidance andsupport, What wasboldforRAVSAK, withtheAVI CHAIFoundation’s encouragement, totakeRAVSAKdedicate theirtime,wisdomandresources tothenextlevel. responsibility and the memberstoundertake What wasboldforthefirstboard AmericanJewishDaySchoolConference. North together, andlearning inthe forgrowing resulting aforum ganizations toprovide What wasboldforRAVSAK toinviteandbring together allthedayschoolor committed toJewishdayschooleducation. largely board populated and guided by distinguished lay leaders to an international thestepsExecutiveCommitteetook in2008totransition What wasboldwere organization. Dr.What wasbold(andwise)torecruit andleadthis Kramertogrow Marc mit toseriousandjoyousfull-timeJewishschooling. communitytocom- tofamiliesbeyondtheOrthodox What wasboldoutreach anetworkoftheseschools. was takenover25yearsagotocreate ofcommunitydayschoolsandthenthestepthat What wasboldthecreation - - • • • nership overthepastseveralyears. - andpart Thank youallforyoursupport ment. ance andvisiontothedayschoolmove- guid- leadership,support, and toprovide doing thatenablesustocontinuelearn dom. ItisRAVSAK’s commitmentto the - and onlythenwillwehavelastingfree Na‘aseh ve-nishmah! woven inhonorofShavuot. flowers Ihave offresh I donthewreath day schoolstudents,smilingwithprideas work ofRAVSAK. Ifeellikeoneof our will bemycontinuedinvolvementinthe ality hasbeenanhonorandaprivilege,as - inmakingthisare Doing mysmallpart חגשבועות שמח, Arnee investment inRAVSAK’s future. theirfinancial foundations increasing theindividualsand What isboldare themselves. schools tobecomethebestversionof personalized attentionenablingallour offield-wideand itsprovision ensures which excellence andresponsiveness, RAVSAK’s unyieldingcommitmentto What was and continues to be Who is development. and ership asitcontinuesitsgrowth RAVSAKprovide with insightful lead- sharp mindandstrategicthinkingwill whose incoming chairoftheboard, reached at [email protected]. Day School. canbe Arnee Boston's Jewish Community and founding chair ofJCDS, RAVSAK’s Board ofDirectors Arnee Winshall ischairof bold is Rebekah Farber, the We willdoandlearn, bold is ¿ News from RAVSAK Schools Good & Welfare Mazal tov to these newly appointed The Jewish Academy of Suffolk Coun- Junior Orlie Smith at New Communi- heads: Susan Siegel, B’nai Shalom Day ty on Long Island, NY, is relocating to ty Jewish High School in West Hills, School, Greensboro, NC; Sharon Pollin, the largest Jewish campus in the United CA, was selected as the most talented Community Day School, Metairie, LA; States. It is moving to the Suffolk Y – JCC student choreographer in Los Angeles Adam Tilove, Jewish Community Day where it will have tennis courts, indoor County by the Los Angeles County School of Rhode Island, Providence; swimming, 4 gyms, a 600 seat auditorium Offi ce of Education. Hundreds of en- Dr. Daniel Goldberg, Paul Penna Down- and much more. trants took part in the competition. Or- town Jewish Day School, Toronto; Lee lie is captain of the school’s JV Dance Buckman,TanenbaumCHAT, Toronto; Jeff In the Florida State Science Fair, two Team. Davis, Tarbut V’Torah, Irvine, CA. students from Hillel Academy of Tampa received awards. Eighth grader Marlin Ja- Middle school students from the Josh Sneideman, a teacher at Tarbut cobson received 3rd place in the Microbi- Weizmann Day School in Pasadena, CA, V’Torah in Irvine, CA, was one of 27 ology category, and seventh grader Josh participated in the Los Angeles County STEM educators selected for the 2013- McMurray received honorable mention Regional Science Fair. All of the thirteen 2014 Albert Einstein Distinguished Ed- in the Botany category. projects submitted were accepted for par- ucator Fellowship Program, sponsored by ticipation; they were chosen from over the Department of Energy in DC. He will Bryna Leider of the Luria Academy of thirteen hundred entries. Eleven of them spend a year in Washington working on Brooklyn has been named a winner of the qualifi ed for special judging, and one re- national education policy and programs Jewish Education Project 2013 Young Pi- ceived honorable mention in the fi nal to encourage energy literacy. oneers Award. round. ¿

Summer Conference in Jewish Environmental Education

AVSAK is pleased to announce ish environmental education for years, The conference will take place at the that we are partnering with the and is well positioned to partner with charming, bucolic Pearlstone Cen- Pearlstone Center outside of leaders in the field of Jewish education ter in Reisterstown, Maryland, Tues- RBaltimore to co-sponsor this year’s in order to make this an extraordinary day-Thursday July 9-11. During the Nevatim Teacher Training Conference annual event. sessions, attendees will in Jewish Environmental Educa- tion. The conference is a unique • Learn how to build, design, and dynamic event, providing and maintain a Jewish, education- professional development and al garden at your school training in Jewish garden and en- • Observe and create Jewish vironmental education for Jew- environmental curriculum for ish educators from around the learners of all ages country. While open to educators • Explore the state’s premier from diverse educational settings, outdoor classroom at the Irvine this year’s conference will have a Nature Center special focus on environmental • Milk goats, collect eggs, and education in day schools. prepare delicious farm to table meals on our 5-acre organic farm Entering its third year, the con- הידיעון ference attracts more than 60 To learn more about the con- participants. As North America’s ference and to register, go to

most active Jewish environmental http://pearlstonecenter.org/ • HaYidion education center, Pearlstone has signature-programs/early-child- been a leader in the field of Jew- hood-conference/. ¿

[7] [8] הידיעון • HaYidion ? project. have gonesofarto raise as for money specifically this a program whichIhave about doubts. serious They lobbied heavily by alarge group ofparentsto launch and staff, Ifindmyselfthe positionofbeing in from my input significant board members, parents welcomes new ideasandinnovation andencourages think ofmyselfto as aleaderwho Ilike While ¿ byCookiLevy Dear Cooki 1. demand!) comestoyourdesk? (even to do when an untenable request Sowhat to instituteagivenproposal. HOS just cannot agree and generous sometimes eventhemostopen-minded posal seemswayoutinleftfi eld.But opinions even if the pro- preconceived and without willing to listen carefully desk, youshouldbeasopenpossible, When new, your unexpectedideascross ofthestudents. act inthebestinterests themissionofschooland preserve and gestions and yet having to protect line of genuinelywanting outside sug- fiSchool leadersoftenwalkthevery ne Advice ColumnAdvice suggestions orchanges?suggestions to beaverseseeming to outside the parent body andwithout disappointing andalienating forright ourschoolwithout team feels strongly isNOT which my administrative this initiativeHow doIstop thing, are wegivingup? thing, are What,ifany- using ourresources? Isthishow weshouldbe dress? What identifi ed need doesit ad- What isthegoalofproject? have to answer the same questions: Allstakeholdersshould programs. and jection ofinnovativeprojects the discussion and acceptance/re- inplacefor Have aclearprocess community at large. community at the understanding and acceptance by helpgenerateand consistent message will follows.that the criticism and live with Aclear maketimes whenwe must difficult decisions As schoolleaders,there are that we know 3. 2. able atthistime. just becauseitmaynotbework- spectful: theideaisnotabadone why it isnot viable. Always be re- may help them see for themselves views and ask good questions that sion aboutit.Listenwelltotheir of the discus- gram in at least part pro- advocatingforacertain are mount. Includetheperson(s)who Clear communicationispara- ect andtheschool,nothingelse. ommendation. It’sabouttheproj- the personwhoismakingrec- Never let the discussion be about (the synagogue,theJCC)? in anothercommunityinstitution offered already Is this program mission, visionandphilosophy? and our school’s tween this project hausted? What is the alignment be- ex- itare funds raisedtosupport sustainable after the Is the project “Dear Cooki”inthesubjectline. tion, [email protected] ,with all schoolstakeholders.To submitaques- bec. Dear Cooki accepts questions from of theAkivaSchoolinWestmount, Que- asthelongtimehead viously, sheserved Head ofSchoolMentoringProject.Pre- Cooki Levyisthedirector ofRAVSAK’s nonetheless. responsibility our schoolisprimary not. Butmakingtherightdecisionsfor beconvinced?Certainly everyone Will acceptance bythecommunityatlarge. will helpgenerateunderstandingand a clear and consistent message areas, butasinsomanyother the casehere, that follows. This will undoubtedly be decisions and live with the criticism timeswhenwemustmakediffiare cult As school leaders, we know that there 4. even better. tohelpinthesameway,the board of decision. If you can get the rest youinyour and toactivelysupport derstand clearly what the issues are as yourally. Helphim/hertoun- enlist him or her ing this program, chair is not the person push- board must say so. Assuming that your lieve this will neverhappen, you then don’t. But if you firmly be- not have to say an outright “no,” Ifyoudo itcanbeconsidered. fore the thingsthathavetohappenbe- sayso,andlist work inthefuture, could If you think the project ¿ Please Welcome Rebekah Farber, RAVSAK’s incoming Board Chair!

ith joy and gratitude, in South Carolina and Shalom RAVSAK welcomes Y’All: Images of Jewish Life in Rebekah Farber to the American South. Wserve as the new chair of the board starting July 1. Rebekah was president of the board of Our House, a grief Rebekah and her husband, support center in Los Angeles Howard, are co-founders of the for 3 years, served on its board New Community Jewish High at large for 8 years, and remains School in West Hills, Califor- active on its advisory board. She nia, where they remain active is currently co-chair of the Far as board members, fundraisers, West Region of United Syn- consultants, and parents. Re- agogue Youth’s Endowment bekah sat on the board of the Campaign. She was a member Abraham Joshua Heschel Day of the board of the Hadassah School in Northridge, Califor- Foundation in New York, having nia, and served on its executive served as its treasurer. committee. She is a Los Angeles advisor to Moving Traditions Rebekah received her under- and Jewish Women Internation- graduate degree in educational al and a member of the Jewish psychology from the University Funders Network. Additionally, of Georgia Magna Cum Laude; she has served on the boards her master’s degree in education and/or committees of the Zim- from the University of Oregon, mer Children’s Museum, the Skirball Mu- Jewish Federation of Greater Los Angeles and a master’s in public policy and ad- seum, The Museum of the Southern Jew- and RAVSAK. ministration from the University of Ore- ish Experience, Adat Ari El Day School, gon. She attended post-graduate studies in Temple Judea, and the Jewish Federation After numerous years working as a devel- American Jewish history at the University of Greater Los Angeles. She was also pres- oper of corporate training programs for of Judaism in Los Angeles. She is also a ident of the University of Georgia South- Bank of America, Cox, Castle & Nich- graduate of the Wexner Heritage Program. ern California Alumni Chapter. olson, and Knight Protective Industries, Rebekah founded History Tours of Jewish Rebekah divides her time between Encino, Rebekah and Howard have made signifi - America, an educational travel program California, Crowley Lake, California, and cant philanthropic commitments to: New for museums and non-profi ts. She devel- Aiken, South Carolina, with her husband Community Jewish High School, Abra- oped curricula for seven different destina- and their three children: Hannah, who ham Joshua Heschel Day School, Univer- tions in the United States incorporating works and lives in Boston; Max, a senior, sity of Southern California Fine Arts De- the history, culture, art, and cuisine of the and Emma, a freshman at New Commu- partment, Adat Ari El Synagogue, Skirball American Jewish experience for Jewish nity Jewish High School. In her spare time Cultural Center, Camp Ramah of Califor- museums and many other organizations. she is an equestrienne who owns show nia, The Hadassah Foundation, Far West She is a contributing consultant to A Por- jumpers and trains in the mountains of the USY, American Jewish University, the tion of the People: 300 Years of Jewish Life Eastern Sierras. ¿

“Speaking on behalf of the RAVSAK board, we are thrilled and energized that in Rebekah’s new role as chair, the organization will benefit from her experience in leadership roles, her expertise in organizational development and strategy, and her passion for and commitment to day school education.” Arnee Winshall, RAVSAK’s Board Chair [10] Visions הידיעון • HaYidion “innovation sector” are tosomeextent “innovation sector” are even new. Theconceptsusedintoday’s the oldfornew, norisitnecessarily does notimplythatweneedto abandon It and changeprocesses. critical growth of toolsthatassistcommunities through andaset used tosymbolizeanapproach thatiscurrently or hype.Itistheword “Innovation,” then,isnotapassingfad, educational philosophyandsystems. onits the impactofthesenewrealities community hasnochoicebuttoaddress aspect of schooling, the Jewish portant perhaps themostim- are failure, towards grit, perseverance,andhealthyattitudes showingthatlifeskills,likeflare exibility, ity offamilies;andinwhichresearchers forthemajor- particular, isunaffordable tion ingeneral,andJewisheducation capitalists); inwhichthecostofeduca- being paid to do so by radical venture (and are nies rather than go to Harvard theirowncompa- selectingtostart are high school students graduating from fl world;inwhichthesmartest at,virtual byanincreasingly intoturmoil thrust methodologies ofeducationhavebeen and inwhichthestructures In aculture meaningful? and profoundly thorough, ing, relevant, inspir-this educationisvibrant,creative, that toensure responsibility important society atlarge, isn’titourmost offer to ucation havesomethingimportant ty, andthatindividualsgrantedthised- ourowncommuni- something tooffer we believethataJewisheducationhas so critical?To thequestion:if reframe Why isinnovationinJewisheducation Introduction it. for appliesitsprinciples Bernstein Jewish education. which encouragestaketo with anideaandrun people Jewish landscapecomethe from “innovation sector,” excitingthe most developmentsSome of today’s on ¿ byMaya Bernstein for Successful Schools Mindsets Innovation community. complex needsofour and abletomeetthe stay nimble, fl exible, asweattemptto important es thatare valuesandapproach- core represent used fordecadesandcenturies.Butthey ofconceptsthathavebeen repackaging business andkeep ballooningpricesun- taneously fi guringout how tostayin public andotherprivateoptions, simul- to continuecompetewith excellent meaningful. Moreover, ourschoolsneed and cient textsandlanguagesrelevant while also fi guringouthowtokeep an- itive world,wemustfacethischallenge paced, global,hyper-technical, compet- the challenge of keeping up with a fast- grapplingwith are secular counterparts This is no easy task. While our schools’ and theworldatlarge.” the Jewish community, American society, who willmakelastingcontributionsto ed, andpassionateaboutJudaism, who will be knowledgeable, sophisticat- should betofosteragenerationof“Jews Academy sumsitupinthisway:ourgoal tive, mendingimpactontheworld.Gann andimperativetomakeaposi- the desire overalleducation;and ing andarigorous sense ofJewishidentity;alovelearn- inJewishvaluesandadeep grounding in today’sworld.They hope to instill a intentofaJewisheducation overarching aunifito share the regarding edvision seem al differences, despite denomination- excellent dayschools, community’s many sion statements,our Based ontheirmis- life inthe21stcentury. for a rigorous Judaism, and also prepared knowledgeable, andpassionateabouttheir tobecomesophisticated, the opportunity the nextgenerationsofJewswillbegiven inensuringthat vation sector, crucial are inno- latest thinkingintheentrepreneurial the ing needs.Thesemindsets,culledfrom tomeetthenextgeneration’schang- grow will allowustocontinueadaptand mindsetsthat core must embracecertain Jews,we of committed,engaged,inspired ing andchallengingthenextgeneration nourish- that ourcommunity’sschoolsare thesepivotalquestions,andensure dress toad- I wouldliketosuggestthatinorder place ofcreativity anddevelopment.…The into avoidwhichonlylaterisrecognized asa People need inspiration and drive to step out Answers, RonaldHeifetzobserves, well. InhisbookLeadershipWithout Easy the fi fordoingthework rststepnecessary whatvalueitbrings,is work isimportant, ofwhyour our workwell.Theexpression about ourwork,wewillbeunabletodo why we care Unless we can articulate Focus andPassion for Successful Schools Seven Innovation Mindsets fi worth make thisstruggle ghting. Jewishvaluesthat on theprize:core allwhilekeepingtheireye der control, [email protected]. Area. Shecanbereached at Baydesign ofﬁcer at UpStart the strategicMaya Bernsteinis practice of leadership requires, perhaps first and foremost, a sense of purpose—the capacity to find the values that make risk-taking meaningful. … Preserving a sense of purpose helps one take setbacks and failures in stride.

Day schools must take the time to genu- inely explore their purpose: is it to create knowledgeable Jews? Jews committed to certain core values? Jews who practice in particular ways? Some combination? Each activity in the school, the classes offered, the structure, the underlying message, should resonate with this mission and these core values.

Profound Optimism Global activist Lynne Twist, in her book The Soul of Money, explains that we suffer today from a constant attitude of scarcity:

For me, and for many of us, our first wak- ing thought of the day is “I didn’t get Go out and find some real people. Listen to their enough sleep.” The next one is “I don’t have enough time.” Whether true or not, that stories. Don’t ask for the main point. Let the story thought of not enough occurs to us auto- run its course. Like flowing water, it will find its matically before we even think to question or examine it. We spend most of the hours own way, at its own pace. and the days of our lives hearing, explaining, complaining, or worrying about what with different skill sets, experiences, ap- portunities to listen to their students and we don’t have enough of. … Before we even proaches, and beliefs. It assumes that the involve them in the design of their school sit up in bed, before our feet touch the floor, experience of a student in a school is as life? we’re already inadequate, already behind, important as the perspective of the head already losing, already lacking something. of school, and it creates opportunities Be Creative … We go to sleep burdened by those thoughts to make less authoritative voices heard. and wake up to that reverie of lack. Innovations enter systems from a wide We take our work seriously, as we should. variety of streams, and it is more likely But we sometimes take ourselves too se- This “reverie of lack” is unfertile ground that insights and new ideas will emerge riously for our own good. Yes, the educa- for creativity and exploration, the key in- when there are multiple streams flowing tion of our children is no game, no laugh- gredients of innovation, and it is not only into the system. IDEO’s Tom Kelly, in his ing matter. But unless we learn how to be rampant in society at large, but is an un- book Ten Faces of Innovation, writes, more playful in its design, we may look spoken shadow in the Jewish community. up and realize that the kids have gone to Our passion for Jewish education cannot Go out and find some real people. Listen to play somewhere more fun. If we want to be grounded in a fear of Jewish extinction, their stories. Don’t ask for the main point. design inspiring, exciting learning experi- of anti-Semitism, of intermarriage, or even Let the story run its course. Like flowing ences, we need to employ exciting, inspir- of Jewish survival. Jewish life must be mo- water, it will find its own way, at its own ing methodologies. Innovation thrives in tivated not by what we are afraid of losing, pace. And if you’ve got patience, you’ll playful soil. Our planning meetings, con- or not having enough of, but by what it learn more than you might imagine. ferences, and board meetings can benefit contributes to our lives. An attitude of op- from some more art, theater, outdoor ex- timism, of hope, of anti-lack, is critical for In order to grow and stay relevant, we periences, from more play, to help re-train continued innovation in Jewish life. need to ensure that the widest spectrum us to be more open, more relaxed, and of perspectives is included in the conver- even sometimes silly, because that is the הידיעון sation and imagination of what might be. state in which we can be most inspired, Listen to the People and Collaborate The voices of students, in particular, can and inspiring.

Innovation is a democratic process. It be especially illuminating. How might • HaYidion thrives on collaboration between people day school professionals create more op- [continued on page 12]

[11] [12] Visions הידיעון • HaYidion those changes. making usfrom This shouldnotprevent the changesweideallywouldlike tosee? ling them;whohasthebudget tomake tack- usfrom ing. Often,thisprevents resource-consum- can betremendously We know that new ideas and projects Stay Lean: Experiment, andLearn wrong someofthetime. bold decisions,evenifthatmeansbeing risks.” We tomake encourageeveryone saying: “Theriskiestthingistotakeno This means—takerisks!We haveanother says, holders uponFacebook’sS-1fi ling, Mark Zuckerberg, inhislettertoshare- yourself to fail, you might not grow. The ideaisalsothatifyoudon’tallow somethingfromit. fail aslongyoulearn and academic.Andtheideais—itisOKto biggest screw-ups, personal,professional, Make failure resumes—the resume of their that sheasksherstudentsto andInnovation,”shared trepreneurship ofTeachingin atalkon“TheArt En- University, atStanford Seelig, aprofessor Tina have mostincommon?Failure. What dosuccessfulpeopleandventures Failure isEducative ly lessurgent. butperhapsslight- nolessimportant, are slow down,andfeelthatourchallenges Innovation canhappenonlywhenwe process requires persistence. lic spaces; there will be a process. To lead a tobeautifyitspub- cycling more, orstarts re- invest more in its school system, or starts to moment whenyourcommunitystarts there’s aprocess.Andthere won’tbea to walk; is no moment when a child learns Change isn’tanevent;it’saprocess.There note, to ChangeThingswhenisHard, Dan Heath, in their book Real changetakestime.AsChipand Be Patient [continued from page 11] Switch: How , EricReiswrites, book TheLeanStartup tomakelarger changes.Inhis resources, ment oftime,andcapitalhuman toaskfortheinvest- weready ments are multipleexperi- Only afterwehaverun again. them,andtrying then revising islessatrisk,and mistakes becausethere them,beinglessafraidtomake from learn ments totestourideasandassumptions, Instead, weshoulddevisesmallexperi- sign experiences and products for people sign experiences andproducts these mindsets, to that de- emerge from adoptingthe mindsets,andthetools are today The mostsuccessfulentrepreneurs demandsandopportunities. information, inundatedwith tention ofpeoplewhoare ultimate challengeofhowtocatchtheat- tions; andyettheytoograpplewiththe setofques- world isfacingadifferent The innovationsectorinthebusiness the globalgood? its teachingstocontributeinlastingways about Judaism,nourishedbyit,anduse tobeexcited today’s Jewishchildren ultimately: howmightwebesteducate ucation? Whatisnot?Andwhy?And, is workinginourspacesofJewished- we musthonestlyaskourselves:What meaningful waytoliveintoday’sworld, ly andactivelyembraceJudaismasa challenge thenextgenerationtoful- and If wehopetocontinueinspire Conclusion “tests” ofnewideas. simple,inexpensive relatively pen from institutions. Signifi canhap- cant growth intotheir orstructures grams, curricula, newpro- what itmeanstointroduce Schools shouldshiftperspectiveson perseverance andfl exibility. stead, theypossessauniquecombinationof vere theplanerightintoground.In- long asyou somethingfrom learn it. to failacademic. isOK as the ideais—it And screw-ups,biggest personal, professional, and Make failure resumes—thetheir resume of the fi rstsignoftrouble,nordotheyperse- Successful entrepreneurs donotgiveupat core Jewishvalues,ontheworldatlarge. core and lastingimpact,deeplyembeddedin positive and couragetomakeaneffective, their curiosity, skills,desire, interpretive inwhichourstudentsbring sion afuture ing andtheiractionsintheworld.Ienvi- connections betweentheirJewishlearn- pants insociety, andthathelpthemweave studentstobeactivepartici- that prepare should seekpedagogicmethodologies We ofthelearning. andtimbre direction involvedinshapingthe and studentsare processes, which teachersguidelearning excitingandcollaborative,in that are educationalenvironments on creating believe thatweshouldfocusourenergies all thosewhoseekaJewisheducation.I andenrich, inspire lenge andnurture, tional experiencesthatgenuinelychal- Jewish educa- them to create transform someoftheirbestpractices,and plore I hopethatJewishdayschoolswillex- vibrant Jewishcommunity. to stayengagedin,andcontribute to,a them thatinspire ences forourchildren slip, wecandesigneducational experi- and get back on our feet each time we and passion,ofwillingness tolaugh attitude ofplenty, ofhope,patience an andcontributetoit.With approach theinnovationsector’s both gainfrom so manycenturies.Ourcommunitycan its traditionsandbeliefsalivethrough have allowedourcommunitytokeep thevaluesthat Jewish values;theseare much aligned with core actually very The valuesoftheinnovationsectorare experiment withtheseapproaches. is toeducateandchallengeourselves in our educational spaces growth essary the fi meaningful,nec- rststepincreating Ibelievethat abetterfuture. towards paths thathavethepotentialtoleadus that comewiththem,canhelppave Together, thesemindsets,andthetools that genuinelymeettheirneeds. ¿ JOIN US, AND MAKE A DIFFERENCE.

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WWW.SCHOOLTOOLBOX.COM 1-800-952-1119 [13] [14] Visions הידיעון • HaYidion Jewish Exploration Child-Centered today—take part inacenturies-old in- today—take part tion demonstratetheideathat we—Jews stacking oflayersJewishinterpreta- First, thelarge sizesignsandthevisual visibleinthepicture. Jewish ideasare Jewishexploration. Two layersof tered afifrom rstandsecondgradechild-cen- 1showsaninstallation Picture project. exploration entailsbyexaminingafi nal Jewish Let’s see what child-centered Exploration a Single Thematic An In-DepthLook at ment.org/blog. of ourworkisavailableatjewishenrich- ing onegrade each year. Apublicblog secondgrade,grow- through nursery-3 families. Currently, children we enroll fi andday school liated, congregational, ment. Ourcommunityincludesunaf- and text-rich environ- Hebrew- warm, thematicJewishexploration,ina term, togetherengageinlong- and children Out ofthisbasebelonging,educators community.ideas inarespectful and can voice their for learning, sources knowtheirpeerstobere- which children We in alsostrivefor anenvironment what’s happeningatschoolandhome. angry, whathewantstogetbetterat, laughter, or whatshedoeswhentired friendships, what brings vidual: interests, childisknownasanindi- in whichevery our work.We strive foranenvironment isatthecenterof nership withchildren At theJewishEnrichmentCenter, part- of thissecurity, willproceed. learning How canachildknow, Imatter?Forout one recognized practioner it. schoolgoesabout intoto put practice. easy not here’s ofhow adescription ”Child-centered education” is onpaperbut soundsgreat Milder ¿ byRebecca our ownthinking.Orthestrideschil- andspecialfriendstodeepen parents with shared ourideaswere morning into thisthematicexploration.Orthe andgrammarincorporated vocabulary collaborating onideas.OrtheHebrew tion, refl work,and ectingonchildren’s possible, spentplanningforexplora- tors’ hoursthatmadethesefi nalprojects theeduca- Notvisibleare the picture. ish explorationthatcannotbeseenin Jew- isalotaboutchild-centered There and comicstrips). (inpointillism and asvisualexpressions (totheleftofeachchild’spainting) dren as transcriptsofdialoguesamongchil- includedboth are rabbis’ interpretation the Torah textandabouttheclassical thoughtsabout rah’s text.Thechildren’s question oftheTo- asked a different child unique; every child’sworkis every installation, andthat inthe role portant ideas playanim- clear thatchildren’s it’s Furthermore, on thebottom). (purple, classical rabbiniccommentary andabout (on therainbowbackground) Torahideas, bothaboutaparticular text interpretive shows individualchildren’s Second, the picture process. terpretive time to ideas. revisit time to processtime new information,children and then, requires allow that educational modes the center oflearning, children at Placing our smartphones. our smartphones. conversations on scripts and recorded many, manyquestions.We tooktran- had children tually saying.Asweread, whattheTorah from wasac- the story about separate whatwemayhaveheard to of thetextwithoutpreconceptions, We tounderstandthewords triedhard ly (inthiscase,Noah’sark,Genesis6-9). theTorahtogether byreading textclose- ourexploration grade children—began We—educators andfi rstandsecond home. tocontinuetheconversationat parents for wepostedinorder recommendations andbook posts, Jewishtexts,pictures, blog Orthenumerous young children. to makecollaborationpossiblebetween and thelanguagewepracticedinorder toworktogether, madeinlearning dren mix colors, to reinforce Hebrew con- Hebrew mix colors,toreinforce to hadbeenlearning session), children visitnearlyevery studio, whichchildren questions.”InYetzirah“burning (ourart their toshare them, soweinvitedchildren thattroubled ticular elementofthestory inquiries hadcometocenteronapar- Educators noticedthatsomechildren’s [email protected]. reached at jewish.enrichment. in Hyde Park, Chicago. Shecanbe and Sunday Jewish enrichment Center, anew center for afterschool the Jewish Enrichment director of Rabbi Rebecca Milderisfounding tent for this theme and to offer children an additional tool for visual expression. Together, the Yetzirah specialist and the children’s lead educator decided that children would learn pointillism, and the final installation shows the connections between the children’s dialogues about their “burning questions,” their recorded ideas about the Torah text, and their pointillism textual interpretations (Picture 2).

At kibud (snacktime), educators read back children’s transcripts, and children Picture 1 discussed each other’s work. As children’s pointillism work drew to a close, educators introduced classical rabbinic inter- to do likewise in dialogue with the chil- skills and vocabulary until they flow with pretations related to children’s “burning dren. ease, children need time to wrestle with questions,” and once again, ideas flew. new ideas. Each child comes to us with Growing short on time for the theme’s What makes this kind of child-centered a different way of making sense of the exploration, we asked children to share Jewish exploration possible? world, and so every child will understand their reflections on rabbinic ideas through new ideas in his or her own way. I can an expressive form with which they were read the story of Noah’s ark with a child, already familiar, a comic strip. Before the Time for Reflection & but I can’t tell a child how the story will morning with parents and special friends, Revisiting be meaningful to him/her. children reflected on their work, writing and drawing about what they learned and Children need time to learn. Not only When we provide time and support for a felt proud of. We then asked our visitors do children require time to practice new child to become aware of how the story affects his/her worldview, this process, re- peated month after month and year after Picture 2 year, offers children a structure through which to create a personally meaningful approach to Judaism. Placing children at the center of learning, then, requires educational modes that allow children time to process new information, and time to revisit ideas. Project-based learning provides a flexible structure in which educators can reopen a conversation that took place a few weeks earlier in order to un- earth the development of children’s understanding and questions.

In addition, child-centered Jewish exploration requires a good deal of reflection time for educators. Educators need time to sit together and examine children’s work, searching for evidence of what children understand and what remains to be learned before the theme draws to a close. Educators require time to think through children’s words, to hear underneath children’s sometimes terse or oblique language what ideas children are grappling הידיעון with. Educators, too, need time to collaborate and brainstorm their next educa-

tional moves. This reflection and collabo- • HaYidion [continued on page 16]

[15] Picture 3 Picture 4

[continued from page 15] portive of children’s engagement with At the Jewish Enrichment Center, for ex- ration needs to be part of educators’ paid material and peers. The physical envi- ample, our rooms’ Pinat Ivrit (Hebrew work time. Nearly a third of staff’s paid ronment—choice of furniture and its corner) includes puzzles, games, writing time at the Jewish Enrichment Center is arrangement, educators’ use of wall materials, magnets, children’s Hebrew spent in professional development, refl ec- space, materials available for children’s work, pictures of children working on tion, and crafting an intentional educa- use—should affi rm children’s right to Hebrew, and more (Picture 4). The phys- tional environment. explore materials and ideas (Picture 3). ical environment should also provoke Can a child see him/herself in the room children’s curiosity and extend children’s (and the school), represented through thinking, as in (Picture 5). A rich phys- Intentional Educational pictures, past work, quotes, and ideas-in- ical environment, intentionally crafted Environment progress? Does the physical environment and updated frequently, will support chil- encourage children to explore ideas and dren’s Jewish exploration. Child-centered Jewish exploration re- skills at their own pace, alone and with quires an intentional environment sup- peers? In addition, for child-centered Jewish exploration, educators must intentionally craft the social environment. Children need an emotionally safe space in which they can explore ideas and practice working together. Educators can create such a space by prompting children to consider their own thoughts and feelings, make decisions, and turn to peers and books for assistance. Children become certain that their opinions count, both about Jewish topics and about next steps for a small- group project. Educators’ language, too, can support children in thinking creatively to solve academic and social challenges, and support children in developing stamina for trying multiple solutions. Furthermore, when we practice language for friendship and problem-solving, and when this emphasis is school-wide, children internalize the knowledge that using kind words and actions matters.

Flexibility During Exploration

In child-centered Jewish exploration, we הידיעון [continued on page 33] HaYidion • HaYidion Picture 5 [16] SPECIAL END OF YEAR DISCOUNT!

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Unripe dates [ BACKGROUND ably refers to thekafniyot date flowers] – located on the panicle, which The word : ַּ ְ ׳נִּיֹות is made up of thin, close-knit branches. While kayfniyotthe plant is וְ הָ תַ נְיָאדכ -prob מְ עָ גְ בִ ין?כ young, they are juicy and edible. Typically, the male flowers ְ נִּיֹותכ אֵ יןכ ַ ּמֵ אכ of the palm tree are eaten, since removing them does not :The Gemara now considers the next part of Rav’s statement ּובַ ַּ ׳ ג,כוְ אֵ יןכמִ ּט ֶ סֶ חכמַ עֲ שֵׂ damage the date crop. It is possible that the term is it correct that גכנִי ָּ ףכבְּ ָּ ףֹותכ ֹו ַ ׳ְ נִּיֹותכנִ also includes the spathe, the leaf wrapped around the in one אֹו ָ לִ ין.כוְ טּומְ אַ תכ Wasn’t it taught may not establish an טּומְ אַ תכ ַ מְ אֹותכ florescence, which was occasionally ground and core of a palm tree,in a מַ עֲ שֵׂ ג,כ ּומִ ּט kafniyot ?baraita: Heart of palmeiruv with unripe datesAnd בְּ ֶ סֶ חכ .making flour - it does may B B not contract thebe bought with , the soft, edible inner אֹו ָ לִ ים. used for ally a food, but rather a part of the tree itself.second- tithe money; ritual impurity of foods be bought with H ,H but ritual impurity ofsecond- foods.tithe money, and as it is not actu הּואכ ּ ָ עֵ ץכ -And unripe dates may גדכ ֹוגכהֲ גֵ יכ HN יְהּו:ָ הכאֹומֵ ֶ סֶ חכ Rabbi Yehuda says they even ַ גבִּ יכ ֶשׁ ּנִי ָ ףכבְּ contract the כ אֶ ּלָ אכ :a tree in all its this somewhat differently ָ ל כ ְּ :בָ גָ יו, הֵ ן כ ַּ ְּ׳גִ יכ לְ ְ נִּיֹותכ –כהֲ גֵ יכ second-tithe money,legal aspects, except that it may be bought with ג.כוְ ַ ׳ ֹותכ מִ ןכ Heart of palm is like מַ עֲ שֵׂ ָ אכ ֶשׁ ּ׳ְ טּוג ,in all regards ֵ יהֶ ם,כ אֶ ּל .as it is edible לְ ָ ל כ ִּ :בְ ג characteristic, whichas they is are actual fruit,And unripe dates are הַ ַ ּמעֲ שֵׂ ג.כ they are not yet fully ripened.that they except like fruit are exempt fromwith tithe respect to one בִּ ְ :נִיסְ ָ ףנֵי. OFF 20% :The Gemara answers הָ תָ םכ sHN because palms that There, never the baraita is referring to fledged fruit even fullyin their ripen unripe state. Rav, however, was referring . They are therefore regarded the as full- to the fruit of palms, which eventually ripen. Their unripe statefruit is of יְהּו:ָ הכ .merely a transitional stage in their development לֵ ימָ א כ גַ בִּ יכ FOR SCHOOL בְּ הָ אכ גכ :The Gemara asks אִ יכהָ ִ י,כ וְ הָ תַ נְיָאדכאָ מַ הַ ַ ּמעֲ שֵׂ ג?כ this If so, would Rabbi Yehuda say with regard ְ טּוגֹותכמִ ןכ בֵּ יתְ יֹונִיכ that they are exempt from tithes? Wasn’t ּ׳ הּוזְ ְּ גּו ַּכ׳ ּרֵ יכ that יְהּו:ָ הדכלֹאכ בֵּ יתְ יֹונִיכ Rabbi Yehuda said: The ַ גבִּ יכ בִּ לְ בַ :; ַּכ׳ ֵּ ריכ yoniB לְ עִ נְיַןכמַ עֲ שֵׂ גכ were only mentioned with regard to tithes,it taught to אֶ ּלָ אכ בְּ מַ עֲ שֵׂ ג. Date inflorescence wrapped in spathe In the case of unripe figs of in a ְ טֹובִ ינָאכףַ ּיָ יבִ יןכ *LIBRARIES baraita כ: the unripe figs of Beityoni, andthe the place unripe called וְ אָ הִ ינִי the place called Beit they never ripen,Tuvina, since they one are is obligatedconsidered to full-fledged tithe themas it fruit was instated: all ּולְ עִ נְיַןכ respects? dates of בְּ נִיסְ ףָ נֵי,כ even though לְ עֹולָ םכ לָ אוכ ַ בִּ יכ ,Rather, say as follows: Actually אֶ ּלָ אכ ְ :אָ מַ גכג ָ לִ יןכ ָשׁ אנֵי.כ ִּ טּומְ אַ תכאֹו עַ לכיְ:ֵ יכ fruit of palms that כלְ מַ ְּת ָ ןכ the baraita is not referring to the הֹואִ ילכוְ גָ אּוי כ that eventually ripen.never However, fully the יֹוףָ נָןדכ ֹולכלְ מַ ְּת ָ ן ,ripen נַמִ ידכהֹואִ ילכוְ יָ al impurity of foods but rather to the fruit of palms הָ אּוג.כהָ ָ אכ regard to the impurity is of different, foods cannot halakha be brought as proof of its הָ אּוג. and an item’spertaining status as ato food the with עַ לכיְ:ֵ יכ status as a food with regard to an ritu- elsewhere: with Since they are fit to be eiruvsweetened through fire,they are regarded as food for the. Aspurpose Rabbi of Yoĥanan tithes; said Flower panicle of the date too, we can say: ing with Since they are fit cooking Heart of palm – fire, However, withunripe regard dates to an are fit toto contract be sweetened the impurity through of foods. TheThe inner section of the trunk top is here : ֹוג.the stem of the palm heart of palm refers to the top of consumption, and something that can be prepared to become food white and tasty and is considered a delicacy. It was rarely eiruv, we require food that is readycook for - eaten because a date tree is ruined when its upper section is not sufficient. is cut off, as it can no longer renew itself. Consequently, only the hearts of palm of trees that were slated to be chopped down in any event were eaten. In talmudic times, heart of palm was eaten both boiled and fried. Beityoni – : Beityoni refers to the settlement known .town a few kilometers from Jerusalem בֵּ יתְ a smallיֹונִי ,Talmud isn’t just black & white as Beit Hini Heart of palm may be bought with second-tithe money – ג HALAKHA ֶ ֶ סֶסֶ חכמַ מַ עֲ עֲ שֵׂשֵׂ Second-tithe (Rambam money may be used to pur: נִלְנִלְ palmָָּּ ףכof בְּבchase heartְּ accordance with the view of Rava (Rambam כ ֹוג .(Sheni 7:8 7:8). Sefer Zera’im , Hilkhot Ma’aser - Tumat Okhalin 1:10). Heart of palm does not contract ritual impurity – Sefer Tahara, Hilkhot Unripe dates Heart of palm does not contract the ritual impurity of foods, : Unripe dateswith regardcontract to the ritual ritual impurity impurity – of foods (Ram- Unripe dates contract the ritual impurity of foods (Ram טּומְ אַ ה as stated in the mishna and the .(bam Sefer Tahara, Hilkhot Tumat Okhalin 1:13 ַ מֵ א לְ עִ נְיַן Sefer Tahara :אֵ ינֹוinכ מִ ּט ּ,boiled or fried, it does contract the ritual impurity of foods כ ַּ ְ ׳נִּיֹותכ baraitot. , Hilkhot Tumat Okhalin However, if it was Unripe dates with regard to tithes – 1:13). dates are exempt from tithes because they are not considered לְ עִ נְיַןכמַ מַ עֲ עֲ שֵׂשֵׂ ג full-grown fruit (Rambam Unripe : ַּ ְ ׳נִּיֹותכ – The impurity of foods Sefer Zera’im, Hilkhot Ma’aser Sheni foods refers to ritual impurity that can be contracted by food , Hilkhot Ma’aser Sheni NOTES כ אֹו ָ לִ ים .(The to impurity impurity of 2:5 :טּומְ אַ תitems, which, in general, are more susceptible than other substances. The definition of food for these pur tithes applies only to ripe produce. One who eats unripe pro poses is a broad one. Still, anything that is unfit for human duce, even if it is already fit for human consumption, is not obli Beit Hini and surrounding region consumption or which people do not typically eat does not gated to separate the tithes because it is considered casual eat -main obligation applies once the הידיעוןUse promo code: RAVSAKSCHOOL contract impurity. - ing rather than a set meal. The* 154 Perek III . 28b . produce has reached its completed state and, if possible, when - -Obligation to tithe – the entire crop has been harvested together. Consequently, un כ׳ג כרפכ:חכ ףד ripe fruit or small almonds are exempt from tithes, as one is obli The obligation to separate : ִ ּיּובכבְּ מַ עֲ שֵׂ ג Offer valid at www.korenpub.com only ,gated to separate tithes only from produce in its completed state ף which requires no further work. - -

Offer expires July 1, 2013 • HaYidion

KOREN PUBLISHERS JERUSALEM www.korenpub.com [17] F [18] Visions הידיעון • HaYidion Jewish Day Schools Building aNew Future for Hands-on, Inclusive Education: provide individualattentiontothe grow- provide tout smallclass size andtheabilityto ferentiation. ManyJewishdayschools anddif- suchasscaffolding buzzwords education,spawning into mainstream tise andknowledgehaveslowly leaked known thisfordecades,andtheirexper- levels. Specialeducationteachershave alldisabled,justatdifferent that weare Thefi abetterfuture.” create rstlessonis to “designtechnologiesforpeople diverse disciplines come together from researchers the MITMedia-Lab,where from Jewish education has a lot to learn ofourstudents. sible tomore isacces- and that,asaresult, curriculum that foldsmanualskillsintothegeneral subjects and intelligences, grates across to developapedagogicvisionthatinte- child inthevisionofpastprogressives, Jewish schoolsthateducatethewhole community.learning Itistimetobuild thetotalityofourdiverse that itserves ing. We schoolingso needto reimagine thrive inthedominantmodelofschool- variety ofstudentswhosimplydon’t “disabled”; ithasalsoexcludedawide of ourcommunitythanthoselabeled excluding an even larger ure, segment education hasrefl ectedthissamefail- ment ofourpopulation.Sadly, Jewish a communitywe have faileda large seg- coverage madeitpainfullyclearthatas Monthandthe Disabilities Awareness Jewish community. wasJewish February about thelackofinclusionwithin regularly The Jewishmediareports isintensely once. that hands-onandJewish at school educational settings. Kasperthe ante, ups envisioning a pedagogy, isincreasingly valued it yet today inall ”hands-on” ofJewish aclassical description isnot RoseCheatham¿ byAndrea Kasper and application ofvariousintelligences pollination cessfully modeled how cross ligences, buttheMedia-Lab hassuc- helped educatorsclassifymultiple intel- Gardner skills. Howard and 21stcentury needs, subject integration verse learning issues ofdi- addresses they candirectly dayschooleducation,where reimagine and cept allowseducatorstorecreate solutions ‘should’looklike.”Thiscon- notions ofwhatispossibleorthe bypreconceived the past,unencumbered waysfrom in“wildlydifferent explored issuesare ethos,”where ti-disciplinary lessonisan“an- institutions. Thethird our ask whomwehaveexcludedfrom pedagogic assumptions and on current students. Jewish educators should refl ect that ourpedagogyisdisabled,not means plying thisideatotheclassroom community knownas“disabled.”Ap- the ogy thatissupposedtobeserving abled isthetechnol- person—what is dis- thing asadisabled isnosuch that there The secondlessonis ties. limited rangeofabili- ately, they do sofora appropri- differentiate and work toscaffold So while committed teachers children. rather thanmoldingthepedagogyto pedagogicalexpectations predominant tothe has beenonmoldingthechildren ing needsofeachchild.Theemphasis Jewish education. ers, lookingfornewwaystoengagein that welcomesandhonorsdiverselearn- buildaschool and appliedlearning—to hands-onskills development through which aimatintellectualandcognitive newmodalitiesoflearning, must offer thisissue.They education mustaddress andleadersinJewish to allofourlearners, simplynotappropriate high schoolsare high schoolyears.Jewishcommunity many ofitsstudents,especiallyinthe The Jewishcommunitylacksoptionsfor defican achievewithinthisnarrow nition. beyond thosewithinourcommunitywho focus beyondacademicachievement, fi elds.However, itistimetoexpandour ing leadersinacademicandprofessional thisfocusbybecom- cessful atharnessing the Jewishcommunityhavebeensuc- velopment oftheintellect,andmanyin Jewish educationhasembracedthede- solving. criticalthinkingandproblem learning, inexciting disciplinesresults to different cation by stressing the link between the cation by stressing abalanceinJewishedu- school offering anew kindofJewishhigh ics provides A JewishAcademyof Applied Academ- The Vision reached at [email protected]. University.Northeastern Shecanbe leadership at Hebrew College and EdD inJewish student educational Andrea Rose Cheatham Kasper isan production of the hands and the stretch- ing of the mind. The school community is guided by the following question: Links to innovative, hands-on schools How does direct application of knowl- San Francisco Brightworks: Reimaging K-12 education with experiential, edge and ideas help me engage in the hands-on, project-based learning world, strengthen collaboration, expand http://sfbrightworks.org/ my thinking and find new connections to Judaism, humanity and the world? This Big Picture Education: Leading vital educational change in innovative, kind of school fundamentally challenges personalized schools working with the real world of the greater community the status quo by expanding Jewish edu- http://www.bigpicture.org/ cation’s focus on intellectual creation to include physical creation of the hands. High Tech High: Charter school coalition in San Diego, K-12 education, teacher education and graduate programs, focusing on school-to-work This shift in pedagogical ideology and ap- strategies plication makes school more accessible to http://www.hightechhigh.org/ a wide range of students with dissimilar learning needs. An emphasis on hands-on Studio School Movement: Bold approach to learning, teaching through education and physical creation expands enterprise projects and real work grounding student learning in the real world learning by providing opportunities to (UK) connect the learning to concrete skills. http://studio-school.org.uk/ While direct application and clear applica- bility of knowledge to “real” life is par- The Jewish Montessori Society: Partnering with Jewish communities looking ticularly important for students struggling to build Jewish Montessori schools to make abstract connections, it is equally http://www.jewishmontessorisociety.org/ powerful for all. Students in this school will learn a variety of skills allowing them The Binah School: New Orthodox girls’ middle and high school using project to participate professionally in a wide ar- based learning, empowering Jewish girls ray of work within their communities, in- http://moodle.thebinahschool.org/ cluding green construction, agriculture, welding, textile-making, culinary and fine Online Jewish Academy: Innovative, online, personalized, collaborative Jewish arts. By providing multiple pathways to education for students who couldn’t access Jewish education for diverse success, this school naturally honors the reasons wide array of abilities and interests within http://www.onlinejewishacademy.org/ the Jewish community.

Naomi Brunnlehrman, cofounder and Guided by Jewish values, applied Jewish al development, work-based learning and executive director of the Jewish Deaf Re- education is appropriate and open to stu- preparation, and the appropriate meth- source Center, explained that the Jewish dents of all backgrounds and academic ods to most effectively meet the needs of deaf community has been shut out of abilities, and offers them a full range of students. The educational vision of such Jewish life and parents do not consider career options. Imagine a thriving year- schools incorporates and integrates prac- a Jewish day school education for their round school community working to re- tice and theory, providing a powerful and hearing impaired children. Deaf students, define Jewish education that is founded obvious answer to the question “why do I she explained, would feel welcome in an on past wisdom yet unencumbered by old need to learn this?” Using a project based environment where there is little, if any, assumptions. Most importantly, it could approach, students move from application frontal classroom teaching but continual offer a new learning paradigm for Jewish to theory in a cyclical pattern to enhance occasions to learn visually. Arlene Remz, students who do not fit into the tradition- their understanding of both, all the while Executive Director of Gateways, states al structures of our educational system. focusing on how to better understand that a holistic approach to education and make efficient their skills of produc- which focuses on various tasks and allows Let’s build schools that offer a new ed- tion. Each project focuses on the Jewish, for non-college bound students to suc- ucational model addressing system-wide academic and production aspects of the ceed is especially appropriate to many spe- change within the context of both the work. Reflecting on kibbutz life, visualize cial needs students. Many students on the American educational system and Jewish redefining Jewish literacy through hands- autism spectrum will find the small group education in the United States schools on and practical knowledge grounded in הידיעון work and ability to move in and out of that rethink pedagogy, student body, ap- physical creation. individual work a successful platform to plicability of Jewish education, hands-on both grow and share their talents along- work and production, faculty roles, age- This educational philosophy posits that • HaYidion side their peers. based groupings, cognitive and intellectu- [continued on page 20]

[19] [20] Visions הידיעון • HaYidion • • • • [continued from page 19] students begintoexplore: questions the are and Judaism. Here chemistry, biology, history literature, of disciplines:mathematics,physics, arange tial questionsthatdrawfrom Theycompilealistofessen- room. forthedining chairs tobereproduced with thegoalofbuildingatableand er guided by afaculty collaborator an assistantadvisor, workingtogeth- onejuniorworkingas sophomores, two of students, twofreshman, group You walkintotheseschoolsandseea solving. problem cross-discipline laborative and independent work and as developskillsincriticalthinking,col- as well succeed in eachof their projects skillsto to helpthemgainthenecessary and individually both insmall groups teachersworkwithstudents ronment, envi- learning ment. Inthisalternative similar totechnology, thathasnojudg- and thesafetyofworkinginamedium, students with essential instant feedback exploration. Hands-onworkprovides and self-discovery student interests, development based on tive curricular andalterna- native wayoflearning an alter-This methodology presents ing and intense subject concentration. complexunderstand- allows formore withthismethod learning thermore, Fur- intheproject. allgrounded are subjects as they academic and religious experience the connection between all in awaythatisdisconnected,students subjectmatters Rather thanlearning toaspecifi learning grounds cproject. pedagogy focuses on amethodthat The learning. gagement and profound ineducational en- will result project emphasisona in-depth, longterm How doforestry, sus- reforestation, tobuild them? derstand inorder ofwoodmustwe un- What properties both literallyandmetaphorically? What isthepurposeofthisfurniture, to otherdisciplines? connectourlearning Jewish sources discussed, for whatpurposes? How do iswood in Jewishliterature Where • • • • our learning to otherdisciplines? our learning how doJewish sources purposes? connect what Where inJewish literature iswood discussed, for physics, biology andecology. their studiesinchemistry, mathematics, to theJewishsources connections from method enables the students to make est formanyrabbisandscholars). This Sinai (asubjectofinter-tablets from two goldboxestohousethebroken tobeplacedbetween was constructed of Life)andconsiderwhyawoodbox (theTreeciated withwoodandtrees language asso- also discuss and explore bush).They believe itwastheburning standing when theydiscover that some fi under-re (anespeciallyinteresting to for building,medicine,resistance species andunderstanditsproperties ofits1300 which leadsthemtolearn aboutatzeishittim(acaciawood) learn kan, especially the ark.The students wood forthebuildingofmish- by scholars),andinShmottheuseof gopher wood(aspeciesstill contested Eden, thebuildingofNoah´sarkfrom theirstatedpurposeinGan and trees, ofgrowth creation exploration from of them quickly withareas provides the useandmentionofwood.Bereshit ploring theTanakh andothertextsfor laborator, thestudentsbeginbyex- Meeting with the Jewishstudiescol- furniture? tor intothemanufacturingcostof fac- revenue man hoursand projected How dolumbercosts,energy costs, growth? tree andecologicalsystemsaffect istry soilchem- How dotheenvironment, history? veloped throughout useanddesignde- How hasfurniture distribution? weight How dovariousdesignsaffect strength? physics anddesigntoassure the affect How dowoodproperties ourchoices? affect exports tainable woodandimports/ models; nowit is timetoact. anddynamic have thetools,resources We learning. for relevant opportunities community, tocreate sire connectionand pedagogic model. Jewish educators de- theappropriate tally inclusivebyoffering day school education that is fundamen- day school;itisaboutbuildingaJewish not aboutbuildingaspecialneedsJewish member tothriveandcontribute.Thisis the communityandalloweachevery challenge the dominant image within our diverse students. This actionmust that must move into action on behalf of is asenseofsocialjusticeandinclusion oftheJewishcommunity At theheart fun.” “hard the MITmedialab,terms refl of ectswhatFrankMoss,thedirector that is put to use. It also durable product ing auseable,aestheticallypleasing and the complexvariablesinvolvedinbuild- and acquired ance betweenthelearning bal- animportant combination provides type foruseintheschool.Thispowerful proto- ceeded inbuildingasatisfactory ofwhether they suc- objective measure of theschoolcommunityaswellan and workshopfortherest presentation culminates with a dations. The project collection, analysisandfirecommen- nal forcomparison,data several prototypes aswellbuilding ing intheseareas charged with the The learn- students are datacollection. andsecondary primary of writing,reporting andcreative prose lected. They practice scientifi cwriting, foundanddatacol- ideas, information their andpresent writing stylestoexpress studentswork in several process entire the Throughout complete the project. to sixmonths to for the following three required responsibilities ual and group individ- Theteamdetermines undertake. theymust understanding of theprocess expandstheir of howeachtheseareas questions and gain adeeperappreciation variousdisciplinestorefity from nethe of facul- The studentsmeet with the rest ¿ Project SuLaM Graduates Its Fourth Cohort at a Shabbaton on Israel Education

articipants of Project SuLaM came together for a celebratory shabbaton at the end of April. Lead professionals Pwere joined by colleagues and lay leaders for a weekend of study and refl ection upon the theme of Israel and Zionism. During daily sessions they discussed sources ranging from the Tanakh to classical Zionism and contemporary Israel, with an eye to the ways that Is- rael today stands in relation to the rich and complex Jewish traditions about our ancestral homeland.

The Sulamites took a day trip in New York City to learn about contemporary issues and initiatives. Israel’s minister for economic and social affairs at the UN Mission, Shuli Davi- dovich, discussed trends in Israel’s relations with the other UN members both in public sessions and behind closed doors. Yehuda Kurtzer, the president of the Shalom Hart- man Institute of North America, shared the philosophy and pedagogy of Hartman’s new program in Israel education called iEngage. Both programs gave participants information, ideas and resources to inspire them and their colleagues in their work at their day schools.

As always, the shabbaton was filled with lively conversation and chevruta learning of Jewish texts. Participants led services, gave stirring divrei Torah and supported each other in their personal and professional lives. On motz’ei Shabbat they enjoyed a Beit Cafe with Israeli snacks, drinks, pictures and music.

In the program’s second year, members of a school’s SuLaM team worked on a project designed to have a powerful and lasting impact on the Jewish life and learning of their school. Sulamites created exciting projects in a wide array of areas, targeting volunteer engagement, Hebrew blended learning, Jew- ish environmental education, the creation of a school siddur, parent education, and more. These projects generated a host of new part- nerships, new curricula, new activities and new excitement throughout participating schools. ¿

[21] [22] Visions הידיעון • HaYidion an adopted child from Vietnam andthe Vietnam an adoptedchild from ditional. Onefamilyistwofathers and whatonemight call nontra- ly unitsare Theothertwofami- children. and three a traditionalfamilywithmother, father, distinctfamilytypes,including three are traditional familyunit.Intheshowthere ofthe Americans changetheirperception ily has done anexcellent job ofhelping Fam- The hit television sitcom Modern in aone-dimensionalviewofpluralism. so long as we engage main underserved re- These,andall,children and more. economic standing,politicalworldview, also in family makeup and history, socio- ligious understandingandpractice,but notonlyintheirre- differ that children We Jewish observance. must recognize savefor ofdifference areas er important ism is limited in scope. It overlooks oth- While admirable,thispracticeofplural- people? one weare that, despiteourdifferences, comingtogetherandrecognizing dren hopethanthatofourchil- more offers typesofJews.Whatvision for different toleranceandanappreciation respect, qualitiesof on developingtheworthy our communitieshasgenerallyfocused nition ofpluralisminourschoolsand Jewishcommunity.a stronger Thedefi - andworkingtogether,learning building inational andideologicalupbringings ofdenom- anassortment from children munity dayschoolisthevisionofJewish ofapluralistic Jewishcom- At theheart empowerthem. andexploreto students own to recognizeurges schools otherforms ofdifference and terms. indenominational ofprimarily thought Lipsky the Jewish world,In term the “pluralism”to be tends Lipsky ¿ byEliana Day Schools Expanding Pluralism in Denominations: Beyond cy: APractical GuidetoMulticultural Inhisbook, Choosing Democra- culture. manywaystodefi are There netheword needs. ourstudents’ othercultural gies toward ourener-of hashkafot itistimetoturn spectrum ing on attending to a broad students. Afterseveraldecadesoffocus- meeting theotherculturalneedsofour we havenotbeensensitiveenoughto comprise ourpluralisticcommunities, hashkafot to meettheneedsofdiverseJewish this issue? toraise population. Whyisitimportant socioeconomic broad we have a very ofthecommunityschool, as isthenature And ethnicbackgrounds. with different countries manyfrom adopting children, infamilieswhoare seen anincrease Wedered. havealso sexual, or transgen- homo- heterosexual, themselves might be or who parents have students whose we Furthermore, partners. or single, divorced, ries suchasmarried, ofcatego- whofallintoanarray parents numberoffamiliesmadeup growing ship. Similarly, in our schools we have a relation- aprevious who hasachildfrom South America younger woman from toamuch remarried other isadivorcé (ideological perspectives)that While we have been struggling While wehavebeenstruggling need toextend ourdefi nitionofplu- forwhywe twomainreasons are There how weteach. when choosingwhatand be considered and socioeconomicstatusalso needto ity, of origin, family unit type, country least,eachstudent’sethnic- At thevery our curricula. ideology when creating cultural characteristicsbeyondreligious educators? We needtotakeintoaccount What doesthismeanforusasJewish and values.” attitudes, behaviorpatterns, to produce economic classoverlapwithinthehome gender,systems. ...Culture, and socio- andemotionalsupport guages, learning, practices,lan- has itsownchild-rearing In thismulticulturalsociety, eachculture our societyconsistsofseveralcultures. racy,” Campbellexplains,“argues that cultural democracy. “Culturaldemoc- tocreate to betakenonestepfurther opinion. Heargues thatpluralismneeds thanoneperspectiveor ismore there peoplebelievethat of democracywhere defi pluralismasonetype nestheword family traditions, to name a few. He also and igin, socioeconomic class, religion ethnicity,one’s culture: ofor- country ates aplethoraofitemsthatcomprise Education, Duane E. Campbell enumer- [email protected]. class. Shecanbe reached at Orthodox the Modern in Tanakh focusing empowerment onstudent at Loyola University Chicago, EdDand instruction candidate Eliana Lipsky isacurriculum ralism. First is the underlying fact that children come to our schools with their own understanding of the world and their families’ place in it. The phrase “funds of knowledge,” developed by education professor Luis Moll, refers to the wealth of information, practices and traditions that each child is taught through his or her culture at home before ever entering the classroom. All children bring with them a set of knowledge and skills that have been transmitted by their family.

When teachers recognize that their students come to class with these funds of knowledge, the teachers can set their students up as cultural resources. This ac- knowledgement that a student does not enter the classroom as an empty vessel is key because it sends students an important positive message: each student is an expert in something valuable and each student should have an opportunity to teach peers about his or her expertise. This can build confidence in individual students and put them in greater esteem with their peers while simultaneously increasing student engagement in the classroom.

The second reason we need to broaden Teachers could work together in teams to our definition of pluralism is related to create cultural maps of their classrooms. These the term “culturally responsive teaching,” which is currently featuring as a central maps would identify both the similar and issue in general education community de- unique cultural characteristics of the students bates. Culturally responsive teaching aims to create curricula that take into account in their classes. the cultural backgrounds of the students for whom the curricula are being de- lives to make sense of what they are learn- is important that our curricula reflect the signed. Though it is primarily focused on ing, they grasp the material in a more students whom we are teaching. enhancing education for students of col- meaningful way and understand it more or, it should be considered an educational deeply. This is the same concept as hav- The same way we need to choose a pleth- desideratum. ing social studies teachers infuse the tra- ora of assorted Jewish texts and media in ditional American history narrative with our courses to represent the array of Jewish Geneva Gay explains that knowledge of voices of women so that female students denominations we serve, we must choose these cultural differences allows teachers can see themselves in our nation’s story. a range of general media that speaks to all to make their curriculum more personal- cultures represented in our student popu- ly meaningful to their students which in According to Gay and Campbell, teachers lation. Our intentionally pluralistic schools turn will lead to greater student engage- need to know how their own culture af- are focused on fostering respect, appre- ment and overall academic success. It is fects their pedagogy. By having teachers ciation, and tolerance for diversity. Gay important that students see themselves “understand how their own cultures af- writes, “Building community among di- and their experiences reflected in the cur- fect their lives, their teaching strategies, verse learners is another essential element riculum they are learning because it pro- and the lives of their students,” in Camp- of culturally responsive teaching.” Students הידיעון vides them a context for relating to the bell’s words, teachers can better recog- should be considering cultural issues that material. Educational research has shown nize where their curriculum might need affect them, their classmates and those time and again that when students can to be supplemented or reworked to meet who are not represented in our schools. • HaYidion use concrete examples from their own more of their students’ cultural needs. It [continued on page 32]

[23] [24] Visions הידיעון • HaYidion the Jews Next Dor 1 Adapted from BenjaminM.Jacobs,“Prob- Adaptedfrom 1 age. we may simply call a “post-everything” nic, post-Zionist,post-diaspora,orwhat post-denominational,post-eth- modern, inapost- of theJewishexperience—are Jewish identity—indeed,almostallfacets Jewish peoplehood,thestate, In the 21st century, Judaism, Jewish life, tothat. accomplish the former; as seriously hesketches acurriculum out as take wethe latter just should that Jacobs argues tostudents bebothgoodJews andgoodcitizens. Our schoolslookfor balance aswethe right educate ¿ byBenjamin M. Jacobs Cosmopolitan Jewish Education for Vanilla LattewithCinnamon,NoFoam: andBerktold,GrandeSoy Greenberg intheaptlynamedstudyby explored (This ideawas relevant. and concerns establishmentideas,institutions, regard eration ofAmericanJewswhonolonger appealingtoarisinggen- coming more Jewishaffiand/or religious be- liationare cultural,ethnic,civic, of post-everything world.Newtypes ingly interconnected, and complex, but nonetheless increas- inanever-changing and reconstructed constantlybeingconstructed ties thatare ty. Instead,theylivewithdiverseidenti- identi- Jewish religious/ethnic/national firubric of nedorconstrainedbythe age no longer feel de- post-everything manyyoungJewsinthe As aresult, lective identity. ualism alongsideadecliningsenseofcol- challenged bynewemphasesonindivid- Jewish, letalonea“goodJew,” being are ing conceptionsofwhatitmeanstobe tinuity isunsettledatbest.Longstand- cated, whiletheoutlookforJewishcon- identity isfl uid,contested,andcompli- Minority Education 7:1(2013),39-53. thing World,” Diaspora,Indigenous,and for Intelligent Citizenship in a Post-Every- ofJewishEducation lems andProspects 1 In the post-everything age,Jewish Inthepost-everything different places that are hometoother, placesthatare different of other, the presence from take] pleasure but[also its ownculturalparticularities, tached toahome of one’sown, with “at- youngJewsare itanism, whereby cosmopol- Jewish educationforrooted generally.changing cosmosmore andenhancement ofour to theprogress abletocontribute of theworld,whoare ity”), tocultivatinggoodJewishcitizens and perpetuation(“identitycontinu- tosustainitsgrowth ostensibly prepared good citizensoftheJewishcommunity, cultivating from prise mustshiftitsthrust The American Jewish education enter- zeitgeist. tune withthepost-everything gram of apro- For theJewsnextdor,Ipropose schools. what theyactuallyexperienceinJewish cially motivated by notespe- life butare connections to Jewish ties andseekpositive ish education activi- inJew- fact participate youth, whomayin Dor American Jewish eration Next,orNext of-age, so-called Gen- non-secular), coming- and-fi butalso le(i.e.,non-Orthodox, meaningful forthelarge numberofrank- ageistofipost-everything ndsomething The challengeofJewisheducationinthe Time ofUnlimitedChoices). Jewish IdentityandCommunityina cosmopolitan Jewisheducation in cal stances toward those very samelocal thosevery cal stancestoward endorse liberal,deliberative,and analyti- would theeducational program there, values, andpractices.From grounds, back- people ofdiffering to compare againstwhich that theyhaveabackdrop traditions,andwayoflife,so culture, dents tobeinitiatedintotheirlocal Cosmopolitan educationcallsforstu- coming individualistic.” the individualhumanbeingwithoutbe- ditions andinheritances,toesteem other tra- lessonsforlifefrom to learning without beingtraditionalistic,tobeopen andtradition-respecting conservationist tobeculturally without beingparochial, without beinguniversalistic,tobelocal to be universal cosmopolitanism “aspires Teachers College,Columbia,educational ofphilosopherDavidT.words Hansenof life. In the plexities of contemporary to the com- that can help one respond sensibilities habits, fortheymayprovide al allegiancetoone’sowncustomsand mor-mindful ofheritage,andretaining being local/family/community culture, inone’s rooted It alsomeansremaining beyond one’simmediatecontext. horizonofpeople andabroader concern horizonof horizon ofoutlook,abroader the world”—meansembracingabroader often understoodasbeinga“citizenof is now needed. Being cosmopolitan— opher KwameAnthonyAppiah,iswhat people,” in the vision of philos- different [email protected]. University. Hecanbereached at and Jewish studiesat New York professor ofsocialstudies, education Benjamin M. Jacobs isassistant traditions and inheritances, so as to develop in the young the capacity for crit- The American Jewish education enterprise must ical detachment from what is familiar to shift its thrust from cultivating good citizens them, in order to be at once reflective on their own cultural foundations and also of the Jewish community to cultivating good receptive to understanding the cultural Jewish citizens of the world, who are able to foundations of others. The critical detachment is not meant to dismantle one’s contribute to the progress and enhancement of affection for or affiliation with the local our changing cosmos more generally. community and its traditions. It is only meant to enable students to see them- ties of building common ground for the velopments, politics, economic activities, selves as others might see them, warts and sake of cultural creativity and social trans- demographics, social science, education, all, and to recognize the complex ways in formation the world over. and other facets of 21st century Jewish which human experiences are interrelated life, so as to attune Jewish youth to the across spatial, temporal, racial, ethnic, na- What might a program of cosmopolitan complexities of the contemporary Jewish tional, religious boundaries. Jewish education look like, and by what world. means might it be effectuated? Cosmo- In the process, it might even persuade in- politan Jewish education begins with an In contrast to conventional forms of Jew- dividuals to appreciate the contributions intensive program of Jewish socializa- ish education, in which contemporary of their local culture to the cosmos, or en- tion, that is, the local socialization that concerns are often subordinated to mat- lighten them about ways they can bring is prerequisite to further edification, ters of tradition, cosmopolitan Jewish edu- about change from within in order to which we will call Yiddishkeit. While this cation calls for backward planning, that is, make the world better. Encouraging stu- might look quite similar to Jewish educa- starting with contemporary Jewish prob- dents to learn from other traditions as a tion programs of the past century, with lems and exploring their historical and הידיעון means of clarifying their own ways of see- their attention to tradition, history, and conceptual roots. In a similar vein, cosmo- ing the world also fosters cross-cultural culture, now special emphasis would be politan Jewish education calls for multiple understanding, an appreciation of shared placed on Jewish current events, commu- possible approaches to a problem rather • HaYidion fate, and a capacity to see the potentiali- nal concerns, social problems, cultural de- [continued on page 58]

[25] [26] Outreach הידיעון • HaYidion Kevah was conceived of around aBerke- Kevah wasconceived ofaround Education Adult An Experiment inJewish mightlooklike. education program thinking aboutwhataschool-basedadult successes asawayofencouragingbold and early abit about itshistory share ea-based adulteducationnetwork,Iwill As thefounderofKevah,aBayAr- thebestwecando? really on topicsbothJewishandsecular. Isthat the year, throughout of adultprograms asmattering So mostdayschoolsoffer and sadly, lack of interest. a perceived suchaprogram, leaders tocoordinate lackofparent including lackofresources, obviouschallenges, are That said,there identity thanwhatschooltheyattend. inflnot more) uentialonachild’sJewish their ownJewisheducationisatleast(if commitmentto cation, andaparent’s bought intothevalueofJewishedu- Thecommunityhasalready program. hubforanadulteducation perfect It would seem that a day school is the value thatweallshare? one Jewish learning—the around parents once amonthwithhandfulofother them? Whatwoulditbeliketoconnect know soccer games,howwelldoIreally and playrehearsals, parties, at birthday of timeshmoozingwithotherparents day schoollooklike?WhileIspendalot basedata park adulteducationprogram What wouldahit-the-ball-out-of-the- the joy gives ofsharedgram Jewish adults learning. that forthemselves.it Bamberger provides onemodelofapro- as ambassadors for it, andvalueto understandit they need Forto parents buy into day fully schooleducation andserve ¿ bySara Bamberger Heitler Day School as Hub of Adult Jewish Education gram alumni. all denominations, JCCs and Israel-pro- withsynagoguesof nerships underway their own.Inaddition,Kevahhaspart- of who wanttolaunchKevahgroups the country individuals around ly from dai- requests Kevah receives groups. twotoalmost75 from mushroomed has years, thenumberofKevahgroups met twiceamonth.Overthepastfew eachofwhich home-based studygroups, As afi rststep,Kevahlaunchedtwo Jew. life ofeachandevery be integratedintothe seeking truth—should bracing dialectics, and alyzing stories, em- year traditionofan- Torah study—a 3,000 1:15) todescribehow Mishnah (PirkeiAvot usedinthe word Kevah, meaning“asetpractice,”isthe classicalJewishtexts. adults toexplore accessiblewaysforyoung how tocreate friends began meeting to brainstorm ley kitchentablein2008whenfour facebooked, tweeted world, adultsappre- sophical conversation.Inournetworked, formeaningfulphilo- the opportunity that issimple,yetsurprisingly elusive: something participants Kevah provides Deep, Personalized Content Working? About What ModelIs This sion. The content of a Kevah group is sion. Thecontent ofaKevahgroup ing theirwholeselvesintothe discus- bring- feel comfortable help participants trainedto own lives.Kevaheducatorsare ofthetexttotheir therelevancy explore andthen orothertextual references, ary of thetext(peshat),drawhistorical,liter- withtheplainmeaning start Participants “Torah”—both knowledge andwisdom. Kevahteaches fer anacademicapproach, other adulteducationorganizations pre- Is the discussion meaningful? totheirinterest. or topicthatistailored homeinonatext groups tive process, out.Bythiscollabora- tweak orthrow to approve, and then puts it to the group it with the educator,the topic, shares suggests The organizer of each group Is thetopicofinteresttogroup? following questions: Jewish community, Kevahfocusesonthe Jewishidentityandbuild best strengthen story, oftenforthefi to rsttime.Inorder with apieceofTalmud aBible orexplore get to grapple In addition, participants ter, newideasandpersonalepiphanies. meetingincludeslaugh- Genesis, every leadership, socialjustice,orthebookof and personallevel.Whetherthetopicis ly satisfyingonanintellectual,spiritual is deep- that Kevah offers sonal growth discussion. The community and per- offriendsforagreat ering withagroup appealofgath- ciate thesomewhatretro [email protected]. ﬁve children. Shecanbereached at California, withherhusbandand (www.kevah.org), lives inBerkeley, and executive director ofKevah Sara HeitlerBamberger ,the founder Whereas Whereas by definition old—usually at least 1,000 years old—but the ideas that emerge al- Participants come to each meeting ways feel brand new. expecting to go deep—deep into the material, deep into each other’s lives, deep Innovative Business Model into their own heads and hearts. The other reason for Kevah’s success is its innovative business model. Kevah’s work ministrative support and dynamic facili- at least 50 groups each, thereby creating consists of three overlapping processes. tators, even the busiest organizer can be a national network of groups that serve successful in creating a Kevah group that adult learners. Some of these groups will First, Kevah cultivates an ever-expanding provides intellectual and spiritual suste- be affiliated with synagogues, day schools, network of volunteer group organizers nance for its members, and that contin- JCCs and other institutions; many will be who launch Kevah groups both outside of ues to meet regularly month after month, autonomous. and within existing institutions. You know year after year. these people: they are the PTA presidents, the party hosts and the network weavers. Kevah’s goals are that each group should How Might Kevah’s They are the kind of people that when be small (8-14 people), sticky (high level Approach Be Applied in a they invite you over, you show up. of relationships), sustainable (all partici- Day School Context? pants pay), empowered (participants have Second, Kevah empowers these organiz- ownership and feel comfortable self-cor- Think Small ers with top-notch support. This includes recting) and fertile (each group should help sending out reminders, collecting generate at least one other group). With The starting point of Kevah’s work is to payments, paying educators, and trouble- these goals in mind, Kevah creates cus- start small. Kevah’s smallest group has shooting group dynamic problems as they tomized learning communities which five regular participants; its largest has arise. leaves participants in some small way seventeen. In general, Kevah encourages הידיעון transformed. groups to aim for 8-14 members: large Third, Kevah recruits talent—an ever-ex- enough to have a rowdy conversation; panding pool of educators who facilitate Kevah’s vision is that within five years, small enough so that everyone notices • HaYidion text-based discussions. With Kevah’s adat least five cities will have a network of [continued on page 28]

[27] [28] Outreach הידיעון • HaYidion the teacher and with the material itself. In sense of connection that emerges with aswellthe between participants, form bondsthat Their stickinesscomesfrom sticky. thatare micro-communities create Not surprisingly, tendsto thisapproach forthesemester.its topicofinterest togetherfiand thenthegroup out gures geography anddemographyofthegroup, frequently, theorganizer identifi esthe enting? medicalethics?Talmud?). Most (par- interest with orwithoutchildren?), youin? demography (whatlifestageare (what neighborhooddoyoulivein?), axes:geography that isthenexusofthree aspecifiganizer around caffi nityprinciple or- is led by a group Each Kevah group StickyThink it touchtheirsoul? asking?Does already are the participants questions tions: Does the topicaddress them tothinkaboutthefollowingques- ing withour educators, we encourage Inwork- into theirownheadsandhearts. terial, deepintoeachother’slives, expecting togodeep—deepintothema- cometoeachmeeting Participants norm. conversation isn’ttheexception,itis ameaning-making a settingwhere create ourabilityto Kevah’s successstemsfrom such conversationsleavelingersfordays. spiritual and intellectual satisfaction that for theseconversationsisdiffi cult,the society. Althoughmakingtimeandspace similation and integration in American practical and existentialchallenges of as- of spiritualityinafast-pacedworld;the diffi themeaning cultiesofparenting; things:the talkaboutreal Kevah groups Deep Think be thatplace. bycontrast,can Asmallgroup, growth. it isunlikelytobetheplaceforpersonal B’Omer barbequecanbefunforfamilies, oraLag lenged. WhileaPurimcarnival andchal- wefeel valued, heard es where inplac- al epiphanieshappenmuchmore conversationsandperson- transformative that to smallnessisbasedonthepremise if youdon’tshowup.Thecommitment [continued from page 27] a powerful impact on ourstudents as well. a powerful themselveswillhave come Jewishlearners to be- early grades.Empowering parents the evenfrom edgeable thantheirparents, Jewishlyknowl- students becomemore asmanydayschool important, the more isall oftheirbackground regardless learn to In dayschools,encouragingallparents community.brant andcommittedparent timately, ofavi- senseofbeingpart more conversation,andul- good foodandgreat questions, more bonding, more al, more ritu- more learning, more wanting more: leave The goalistohaveparticipants tofeelempowered. cal forenablinggroups iscriti- fortheprogram person responsible someone atthedayschool,havingastaff Kevahor Whether itissomeonefrom them. andaddress self-diagnose problems educators feedback,andhelpthegroup collectpayments,give out reminders, Wecan callonusforsupport. helpsend organizers know that they letting group sibility. by Kevahcushionsresponsibility andwithownershipcomesrespon- group, It takessomeworktolaunchaKevah them toconsume,butforcreate. because theexperienceisnotshapedfor meaningful experience,andthatislargely toeverhavesuchapersonally only group the feelsliketheyare feel. Eachgroup have aDIYethos,andboutique,salon ticipants issurprisinglysimilar. All groups affi nityprinciple,theexperienceofpar- hasitsown Although eachKevahgroup EmpoweredThink Talmud andclassicalcommentators. It unique totheworldof vocabulary the Aramaic, andhadspentyearslearning and primarily formenwhoknewHebrew was notafullydemocraticactivity: itwas idea. Historically, seriousJewishlearning whichisinsomewaysanew to learning, democratic approach Kevah takes a very DemocraticThink Avot, TractateAvot, Megillah,etc.). and othersonspecifi cbook (Genesis, Pirkei cifi Shabbat) ctheme(tzedakah,parenting, ofK-2ndgraders),someonaspe- (parents basedontheageoftheirchildren groups a dayschoolcontext,onecouldhavesome as opportunities forimprovement. as opportunities them andreframe igate thesmallfailures nav- is criticalthatsomeonehelpsgroups makingfolksfeelathome,it has trouble sporadic attendance,oranorganizer who who talks too much, match, a participant Whether itis a poorgroup-educator earlyandwithoutblame. we intervene not, time aspossible,andwhentheyare going well as much as the as possible are thatasmanyfactors tomake sure staff the time.Theirjobistoworkwithour willgowellall thatnoteverything reality organizers forthelikely toprepare we try gels.Earlyinthelaunchprocess group brilliant allofthetime,andnotevery educatoris will besuccessful,notevery organizer willthrive,notevery groups thatwhilemost At Kevah,werecognize the Jewishpeople’ssurvival. of againisoneofthesecrets and try off, history. Ourabilitytofail,dustourselves ples, andmanyothermomentsinJewish ofthe First andSecondTem-destruction the experiencesofGoldenCalf, Jewishvalue,refl acore certainly ectedin experience.Thisis ofthegrowth as part thatembracesfailure aculture creating of istheimportance Kevah haslearned lessonsthat One ofthemostpowerful Embrace Failure school families.Similarly, organizations amongday to catalyzeJewishlearning Kohelet Foundationhaveemerged totry of organizations suchasOorahandthe exists.Anumber looking atwhatalready it is worth new adult education program, plunging enthusiastically into designing a Finally, notingthatbefore itseemsworth Find Partners your Niche/Seek Out Tanakh DafYomi. tothosewholearn of who haveneverheard welcome learners we ofourparticipants, of thebackgrounds ing teacherstobesensitivethevariety claim it.” By teaching in English and train- forallJewswhocomeand is thecrown oftheTalmudwords (Yoma 72b), “Torah rah istheinheritanceofallJews,orin ates. AtKevah,wefirmly believethat To- passes even many of our day school gradu- assumed alevelofJewishliteracythatsur- [continued onpage 32] RAVSAK ad_Layout 1 4/17/13 3:19 PM Page 1

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88 Broad Street, Boston, MA 02110 617.367.0001 www.peje.org [30] Outreach הידיעון • HaYidion closed afterseveral years. schoolwasattemptedand Orthodox schools. A separate nities with Orthodox age, theirfamilieslefttownfor commu- becameofschool children Orthodox nity. wasthat when Theexperiencehere commu- to the needs of the Orthodox challengedwithregard been particularly ofJewishpractice,HBHAhas spectrum totheentire Mindful ofitsresponsibility twenty thousandJewsinKansasCity. anestimated fi are There area. fteen to KansasCity school inthemetropolitan RAVSAK school,istheonlyJewishday Academy,Hyman BrandHebrew aK-12 school, andhowwouldthisbeachieved? within thecontextofacommunityday needs of this community the particular Wouldkashrut. itbepossibletoanswer and it comestoShabbatobservance likemindedwhen cle offriendsthatare have a cir- that their children portant comes to what is taught. It is also im- whenit best, orpotentiallyinappropriate community dayschoolsisinsuffi cientat at ofJewishstudiesoffered the usualfare atschool.Formany,getically reinforced rituals practicedathometobeunapolo- Theywantthevaluesand precedence. community fortheirchildoftentakes needs ofhavinganobservant particular ofpeers,the mixing withadiversegroup Even iftheyliketheideaoftheirchild mal choicefortheirchild’seducation. a communitydayschoolisnotanopti- For many, parents, evenmost,Orthodox here’s relationshipto make succeed.that onemodel the Jewish content. canbedemandingabout schools but Orthodox population,to day which sends usually children schools often have complicatedthe local relations with communities,Especially in smaller community day ¿ byAvi Weinstein Community Whole Meeting the Needs of the OrthodoxAn Track: or through Yeshivaor through University’sjobfair. eitherlocally models fortheprogram able to attract acceptable teachers/role siderable addedexpenses.We havebeen of theBIAV itscon- communitycovered success. Thefiprogram’s nancialsupport tothe Several factorshavebeencrucial year. pected toexpandfi fteenstudentsnext class of2012-13haselevenstudents,ex- kindergarten class ofsix,andthepresent began with an incoming kindergarten at atimeandisnowinitsfi fthyear. It agrade (“striving scholars”),hasgrown Matmidim program, The resulting regularly.”see mygrandchildren want mykidsbackintown—I to in KansasCitysaid,“I life ers ofOrthodox of themajorsupport- expenses.Asone ary for theextrabudget- money to compensate seed ing toprovide community was will- grades.TheBIAVtary for elemen- program thodox Jewish studies the possibilityofhavingaseparateOr- leadership ofHymanBrandtoexplore rael andVoliner (BIAV), the approached synagogue, BethAbrahamIs- Orthodox ing) togetherwiththerabbiofmain thodox instituteforhigherTorah learn- Members ofthecommunitykollel(Or- One unforeseen challengeisthe amount One unforeseen expands. as theprogram diffi which becomesmore rate room, cult asepa- tics. Eachoftheseclassesrequires volved inschedulingandgeneral logis- it hasaddedtotheworkloadofthosein- move wasnecessary. Onapracticallevel, whysucha issuspicionregarding there thodox studentswell—andtheyhave— have felttheyaccommodatedOr- Becauseteachers inenrollment. increase cepting thattheschoolbenefi the tsfrom studies faculty, ac- by and large they are Jewish Despite some misgivings from atworst? atbest,andthreatening sary change orwouldtheyseeitasunneces- Jewishstudiesfacultyembracethis rent we haveenoughspace?Would ourcur- How wouldthisworklogistically?Do school? people seeusasanOrthodox overanother?Wouldcommunity favored tions bythegeneralcommunity. Was one percep- ticipated challengesconcerned or unexpected. The an- underestimated well, someexpectedandotherseither havebeenseveralchallengesas There thodox community. of the Or-needs of the whole spectrum utation asaplacethatunderstandsthe solidifiOrthodox rep- edtheschool’s Having aheadofJewishstudieswhois [email protected]. Park, Kansas. Hecanbereached at Hebrew Academy, ofOverland BrandJewish studiesofHyman Rabbi Avi Weinsteinthe headof is of tuition assistance that a significant number of students need to attend the The Matmidim program has been mutually program. The new classes are small, and beneficial, helping to stabilize enrollment at many of these students need significant support with school fees. The support the day school and already contributing to the from the Orthodox community covers growth of Kansas City’s Orthodox community. only the added faculty, not general school expenses. corrected if they chose to pronounce ers. The one thing that was universally re- their prayers, or study Jewish texts, with jected was the proposed extension of the The greatest unanticipated challenge is an Ashkenazi pronunciation. school day. Now that we are preparing for that Orthodox concerns are not mono- fourth grade, this issue is being revisited. lithic. The KC Orthodox Jewish com- Because of the diverse community with- munity, although relatively small, has in the major Orthodox synagogue, there In one of the benefits of the program, representatives from very modern Or- is a sense that whichever faction has the parents from more liberal backgrounds, thodox Jews to charedi and Chabad ad- most students at the end of the day will some of whom felt threatened by the herents. The disagreement among these ultimately be the one who will control overt Jewishness of the school, now feel different factions about the nature of the all these issues. This has ramifications for that the general program is much less in- school’s hashkafah, its religious outlook, how the school day looks for students timidating since there is a separate pro- was not fully considered. For instance, who opt for this program. For instance, gram for the Orthodox. This reaction has even though we created a letter of under- beginning in third grade, instead of go- been gratifying and totally unanticipated. standing that outlined our worldview as ing to specials—computer, music and a Zionist school where Yom Ha’atzmaut art—Matmidim students had Chumash The Matmidim program has helped sta- and Yom Hashoah are observed, teachers enrichment. For one parent, this change bilize enrollment and has already con- who came from a less-Zionist background was enough reason to opt out of Chu- tributed to the growth of the Orthodox were offended by the Israeli pronuncia- mash enrichment in favor of specials, thus community. With proper preparation הידיעון tion of prayers. Parents also entered the truncating a small class even further. It is and open communication, a school can fray. In response, the guidelines offered clear now that added Chumash enrich- fit each community’s needs, as long as it were that students would be taught in ment will be nonnegotiable for some, but understands that one size does not neces- • HaYidion Israeli pronunciation, but would not be specials will be equally important for oth- sarily fit all. ¿

[31] [32] Outreach הידיעון • HaYidion who their students are. Awider range who theirstudents are. odological diversitythatbetter refl ect meth- content or instructional creasing forin- identify potentialopportunities to theircurricula teams shouldreview Using these cultural maps, the teacher their familiesandheritage. toknowabout they thinkisimportant of what essays or graphic representations bybeingaskedtosubmit in thisprocess their classes. Students could be involved tural characteristics of thestudentsin identify boththesimilaranduniquecul- These maps would of theirclassrooms. culturalmaps together inteamstocreate Teachersdividual cultures. couldwork oftheirownin- ing teachers’awareness practice should dedicate time tobuild- communitiesorof learning teacherprofessional Future ter prepared. our studentsteachersneedtobebet- to meet the cultural needs of In order [continued from page 23] annoyingthatblocking nothing more busy, are rience? Parents is andthere Are weprovidingahighqualityexpe- gram shouldaddress. tions thataboldadulteducationpro- To ques- core conclude,Isuggestthree Quality, Community, Sustainability yourinitiative. tions mayfeelfrom sense ofcompetitionthatotherorganiza- asacollaborationcansoftenthe program JCC. Positioning your adult education cluster ofsynagoguesorutilizethesame your school’s students attend thesame especially if manyof ucation program, an adult ed- for creating ideal partners in yourlocalcommunitythatwouldbe Finally, maybeotherorganizations there availableevenforbusyparents. learning tolowerthebarmakeJewish shiva try ZugandtheWebYe-like Kevah,Project [continued from page 28] Expanding PluralismExpanding Day in School Day School as Hub of Adult Jewish Education der identity, ques- who are and children questioning theirsexualorgen- who are of nontraditionalfamilyunits, children children the needsof adopted children, used asguidesforhowteachers canmeet shouldbe Parents school environment. andinthegreater in theirclassrooms ways tobestmeettheneedsofchildren sponsible forhelpingteachersidentify re- thatare groups er-parent advisory teach- Administrators mightalsocreate sexual orgenderidentity, adoption,etc. with whomightbestruggling of children train teachersonhowtomeettheneeds to help with several advocacy groups thatadministratorswork might require culturalneeds.Forexample,this varying feel confi dentin meeting theirstudents’ that their teachers also need to ensure sity should be included. School leaders socioeconomic classandculturaldiver- rangeof abroader terials thatrepresent aswellgeneralma- of Jewishsources coming up with a smart waytoallocate coming upwithasmart can maintain.Butitalsohastodowith with afi nancialmodelthattheschool sustainability hastodowithcomingup Is theprogramsustainable?Ofcourse, ing andsatisfaction. involvement, fundrais- of parental terms in school willhavepositiverippleeffects andthe and betweenparents parents bondsamong perience thatstrengthens anadult education ex- arable. Creating shouldbeinsep- deepening relationships Torahah, webelievethatlearning and Are webuildingcommunity?AtKev- much higher. ted teacher, thelikelihoodforsuccessis vet- withacarefully interest of shared atopic offriendsaround with agroup contrast, the activityis getting together tunity fordisappointmentishigh.If,by theoppor- lecture, isafrontal program Ifthe thatislessthangreat. program out timeandgettingababysitterfor munity, notjust our Jewishideologies. withinourcom- for themyriadcultures andtolerance respect ness, appreciation, Jewish community we must build aware- vibrant, and diverse building a strong, that our students can continue ensure Andto beliefs, behaviorsandlearning. al piecescontributingto our children’s that considers all of the foundation- culturalpluralism incorporate abroader child, our intentional pluralism needs to tempting tomeettheneedsofwhole at- weare al knowledge.Inan era where ofcultur- selves andtheirpeersasexperts students andthatallseethem- reflensuring thattheircurricula ecttheir thissharingby in theseschoolssupport sharing cultural knowledge. Teachers to engage their community members in into classrooms the students and parents ralism is vibranthave teachers inviting culturalplu- School communitieswhere tioning theirJewishidentity. nities, inadditiontohostingevents? commu- in“planting”learning resources for years.Giventhis,whynotinvestsome thatcancontinuetomeet Kevah group tolauncha it doestoempoweraparent nize andpublicizeaone-timeeventas takes thesameamountoftimetoorga- isthatit lessons thatwehavelearned time.Oneofthemostimportant staff benefi tourstudentsaswell. and theirlearning wereap ents’ learning, Asweinvestintherichnessofpar-dren. will also be a sign for our chil- parents avot simanlabanim—theactionsofour of the Israelite nation, future the just asthestoriesofGenesisforetell ish life.InthevisionofNachmanides, andJew- modelsforJewishlearning role theprimary are asparents the children, butalsofor notonlyforparents service education seriously, abetter theyprovide To theextentthatdayschoolstakeadult Conclusion Ma’aseh ¿ ¿ Child-Centered Jewish Exploration Feel connected [continued from page 16] to the texts that define us. make room for children’s ideas and interests to influence the trajectory of an exploration. Before starting a thematic exploration, educators and administrators can brainstorm possible directions that children’s ideas will take, but we can’t know, in advance, exactly what ideas will catch our children’s imaginations. Flexible exploration requires that educators leave space in our own minds to hear what children are expressing, rather than hearing what we expect children to be saying.

The second kind of flexibility required during exploration is a kind of creativity, in which educators must match children’s interests with the kinds of exploration opportunities (e.g., games, discussions, art, imaginative play) that we imagine will open doors for children to take their ideas further, build skills, and deepen friendships. Educators can maintain flexibility by asking, What questions and ideas are the children most engaged with? How might we match children’s interests with long-term goals? What might we offer children to increase understanding and take ideas forward?

Imagining a Thematic Exploration When starting a new theme, administrators and educators have much to consider before the first, heart-pounding week with children. Even with careful planning, the first week (or longer) can be messy, as educators assess what previous knowledge children are drawing on and exactly where children’s questions and interests lie. During the initial phase of an exploration, educators may offer children exploration opportunities that turn out to be only tangentially related to the trajectory of the theme. It’s not wasted time; it’s time spent grappling with core ideas in order to figure out how to match long-term goals with children’s questions and interests.

Extensive planning by administrators and educators, though, is essential for child-centered Jewish exploration. Let’s start with the administrators’ perspective.

Imagining a Thematic Exploration: Administrators’ Perspective

One of the most important roles fulfilled by administrators is to ensure that thematic exploration matches the culture and Jewish orientation of the school. For example, at the Jewish Enrichment Center, we aim to set children in the context of an evolving Juda- Enhance your ism, and partner with children to develop skills and attitudes for making a meaningful Jewish path for themselves. Our thematic Judaic studies classroom הידיעון exploration is oriented within this idea. Other orienting ideas for with interactive schools include, for example, living a life of mitzvot, or social justice through a Jewish lens. video courses. • HaYidion [continued on page 43] alephbeta.org [email protected]

[33] [34] Outreach הידיעון • HaYidion about digitalphotography initsearly though itis much betterinothers (think al- respects, in certain dominant product scene, itistypicallynotasgood asthe fi product a disruptive rstcomes onthe atthelowendofamarket.When start game-changing innovationsfrequently hasfoundthat Christensen’s research processes. a market’soperativeassumptionsand becausetheyupendandreplace ruptive” panies. Hecallstheseinnovations“dis- established com- more rather thanfrom newplayersinamarket, ly comefrom game-changing innovationsusual- innovationtoexplainwhy disruptive of Christensen developedthetheory BusinessSchool’sClayton Harvard What IsDisruptive Innovation? diversifiday schoolsthrough cation. andstabilizetheeconomicsof children ish educationtolarge numbersofJewish Doing sowouldbringhigh-qualityJew- viders ofJewishsupplementaleducation. statusquobybecomingpro- the current willingto“disrupt” naissance iftheyare and evenbringaboutaneducationalre- thesechallenges Day schoolscanaddress offered. they have traditionally ucation programs of synagoguesandthesupplementaled- ty ofdayschools,aswelltothefuture tothefisubstantial threats nancialviabili- economypose ment andadepressed ucation ischanging.Jewishdisengage- The landscapeofAmericanJewished- havesynagogues largely failed: supplemental education. say it’sand Libenson time for to stepinwhere day schools provide programming beyondtheir core consituency. Fuchs two advocate the next for and to day article schools This andAnaFuchs ¿ byDaniel Libenson Supplemental Jewish Education Why Day Schools Should Provide Day Schools, Disrupt! what itlostinprofi tmargin. thanmakeupinvolume would more the marketforlaptopsandthatApple the newmarketfortabletswoulddwarf that ness. Itdidsobecauseitrecognized itsownhigh-endlaptopbusi- rupted” $500 iPadtabletcomputer, it“self-dis- the own markets.WhenApplereleased its ample), butalsoiswillingtodisrupt dominant(music,forex- companies are other markets where not onlydisrupts strategy isApple,which ing adisruptive The companymostfamousforemploy- tomers oftheestablishedproduct. “good enough”toattracteventhecus- better andbetter, eventuallybecoming tendtoget products time, disruptive Over product. those buyingthecurrent setofcustomersfrom different to avery appeals days). Assuch,thenewapproach mal Jewish education; their families are mal Jewisheducation; theirfamiliesare no for- to one study—receive according a third Many Jewish children—about innovation theory.the lens of disruptive Let’s lookatJewisheducation through Landscape Jewish Current EducationalThe schools getinvolved. thatcould beacceleratedifday process tion ofAmericanJewisheducation, a reinven- the leading edge of a disruptive exciting waysthatwebelieve represent and creative thispopulation invery serve beginningto organizations are start-up Jewish education.Inseveralcities,small of non-synagogue-basedsupplemental foraspecialistprovider opportunity” “market a tremendous ers represents number of non-consum- The growing poor quality. due totheexpenseandoftentheir togainaccesssuchprograms, in order be willingorabletopaysynagoguedues Jewishfamilieswillnot andmore more agogue-based supplementaleducation; munities, theonlyotheroptionissyn- Inmanycom- ucation fortheirchildren. will notchoosefull-timedayschooled- most Jewish families economic reasons, options available.Forideologicaland limited due to the very ahead, in part intheyears any kindislikelytogrow of inJewisheducationprograms rolled noten- The numberofJewishchildren schools. synagogue religious such as plemental education programs, indayschoolsandhalfsup- enrolled abouthalfare ish educationalprograms, inJew- enrolled whoare Of thechildren market. “non-consumers” in the current and [email protected]. reached at [email protected] Afterschool Community. canbe They HebrewIndependent Schooland director ofJewish KidsGroups, Atlanta’s Jewish life.the executive AnaFuchs is to accelerating boldinnovation in idea andeducation center dedicated Institute forthe Next Jewish Future, an the the president of Daniel Libensonis The independent start-ups recognize that parents who do not send their children Someone will step into the vacuum of unserved to day schools or to synagogue-based and underserved children created by the schools are not necessarily uninterested in Jewish education. Rather, neither day atrophy of synagogue-based supplemental schools nor synagogue-based programs education. Day schools have quite a few are right for them. competitive advantages. The readers of this article are already fa- could meet them, the program would be and their rapid growth indicate that fami- miliar with some of the most common providing real value to them. lies are enthusiastic about this new model. reasons families do not elect to send their children to day schools. Families who The successful independent providers, Day Schools as Supplemental also do not send their children to a syn- such as Atlanta’s Jewish Kids Groups and Jewish Education Providers agogue-based program report that it is Chicago’s Jewish Enrichment Center of because Hyde Park, with which we are involved, Make no mistake: someone will step into have built programs that meet these the vacuum of unserved and underserved • they don’t belong to a synagogue or needs by creating nondenominational children created by the atrophy of syn- feel connected to a particular religious curricula that emphasize Jewish culture agogue-based supplemental education. denomination and Hebrew language, employ child-cen- Day schools have quite a few competitive tered pedagogy and a camp-like approach advantages over independent start-ups. • their children are exhausted after a to learning that feel fun at the end of a The independent afterschools, like many long day of school and complain about long school day, offer flexible schedules, entrepreneurial ventures, are small and having more school in the afternoon and transport kids from their public and underfunded. These infant organizations and on Sundays private schools. This year, Jewish Kids struggle to tackle simultaneously the lo- Groups even launched a five-day-a-week gistical, financial and personnel challeng- • as working parents, they cannot trans- program to address families’ general need es that confront all new organizations and port their children from school to syn- for childcare. educational models. agogue during the week. Walk into these Jewish afterschools, or Day schools, on the other hand, already At the same time, many parents want into others in Berkeley, Boston and DC, have much of the physical and organiza- הידיעון their children to have Jewish educations and you will see children laughing, play- tional infrastructure in place, as well as a and to make Jewish friends. Also, working ing, learning, creating, studying and pray- wealth of professional talent. While we do parents have child care needs that they ing together in a community of Jewish not minimize the challenges involved in • HaYidion must meet somehow; if a Jewish program peers. The growing number of start-ups [continued on page 36]

[35] [36] Outreach הידיעון • HaYidion attending Jewishafterschoolprograms. know ofquiteafewdayschool children ofdayschool studentsaswell;we parents valueto other activitiesmightbeofgreat musiclessons,and tions, suchassports, thatincluded enrichmentop- program another, afterschool avibrantandcreative bestteachers.For could attractthevery positions,sodayschools and part-time fltions, aswellmore exibleschedules full-timeteaching posi- ofmore creation Foronething,itwouldenablethe stream. day schoolsbeyondanadditionalincome value to great grams wouldalsoprovide Running supplementaleducationpro- schoolday.the endofregular public and privateschoolsat pick-up from toarrange puts theminaprime position which systems andexpertise, portation critically, dayschoolshaveexistingtrans- And, toafford. hard-pressed are start-ups sional Jewisheducatorsofacaliberthat profes- employhighlycredentialed already could onlyprogram of.Dayschools dream thatastart-up and manyotherresources facilities, playing fi art music room, elds, include agymnasium,kitchen,dininghall, andonSundays,often weekday afternoons Day school buildings, largely unused on Jewisheducationrightaway.ry stellarsupplementa- toprovide start-ups position than independent in astronger endeavor, webelievethatdayschoolsare a dayschool’stakingonanylarge new [continued from page 35] ic environment of recent years.Anafter- ofrecent ic environment fallen awayduethechallenging econom- Many dayschoolsfamilies have already not dinosaurslikeKodak. like Apple and schools will be disrupters someone else. Wefrom hope that day theinevitabledisruption from protection positives: ahighervolumeofsalesand ization, butthatisoutweighedbythe the market might causesome cannibal- positioned at thelow-end of product Apple understands that a high-quality even mighty for-profi t companies die. why understandable andexplainsinpart is Response: Thefearofself-disruption fiwould beworse-off nancially.” their kidsoutofthedayschool,andwe of ourdayschoolfamilieswouldtake high-quality after-school some program, alower-cost education. Ifweoffered other option is low-quality supplemental to sendtheirkidsdayschooliftheonly fiJewish educationwillstretch nancially about care Objection: “Peoplewhoreally 1. We ourday will lose familiesfrom likely objections. some willbepractical.Beloware Some objectionswillbe principled and will not be easy for most day schools. We thatsteppingintothiswork recognize Likely Objections school. four we think it is important towork with, we thinkitis important ofJewisheducation.While ing anyform receiv- numberofJewishchildren in the decline in a further this collapse resulted is collapsing. haveabar/bat mitzvah school inorder inthe synagogue bership and enrollment mem- The synagogue model ofrequiring schools. inlocalafter- members’ participation options,includingsubsidizing alternative exploring are thecountry gogues around syna- a synagogue school. Progressive have alegitimatewayoutofproviding to Some mightactuallyseeitasarelief generalsynagoguefunds. sidies from heavy sub- and require expensive to run very Response: Synagogueschoolsare be mentschy.” tionships in thecommunity and wouldn’t rela- important Doing thiswouldharm competition. mental educationasdirect supple- munity wouldviewouroffering Objection: “Thesynagoguesinour com- 2. Synagogueswon’tbehappy. forearly experiments. port fifoundations wouldoffer nancialsup- take therisk:wesuspectthatfundersand er advantagefordayschoolswillingto We isafi alsobelievethat there rst-mov- school tuition. willnotoutweighanylostday parents) grand- ates (thinkanxious and relieved cre- theprogram donor opportunities tion-paying afterschool families and the bynewtui- created stream the revenue tobelievethat teaching teams.Itishard and the schools’educationalapproaches to school buildings,exposingparents ofnewfamiliesintoday bring hundreds wouldalso programs Supplementary thanto“downgrade.” program families to“upgrade”thedayschool would lead more supplemental programs WeApple products. anticipatethatgreat rangeof totheentire as “gatewaydrugs” school, justastheiPodoriPhoneserve intotheday that theymovetheirchildren might besopleasedbytheafterschool somefamilies them back.Furthermore, school program could be a way of getting u twudb rgc if But itwouldbetragic not against, synagogues, and we urge ment of time and money. Aside from pro- binary options available today: all-day im- day schools to manage these relationships viding new revenue streams as explained mersive high-quality day school education thoughtfully and creatively, we do not above, such programs would also protect delivered by professional educators versus think that the objections of synagogues day schools from being disrupted them- one- or two-day-a-week under-resourced (whose educational programs will soon selves. If day schools do not get into sup- synagogue-based education delivered close their doors anyway) should prevent plementary education, independent pro- mostly by college students and other the emergence of an innovation that is viders will. This represents a long-term non-professionals. A day-school-based good for the Jewish community. threat to day schools, according to disrup- Jewish afterschool would offer high quali-

3. We don’t have the bandwidth. A day-school-based Jewish afterschool would Objection: “We are so busy running the offer high-quality education to a much larger day school. We can’t even imagine open- number of Jewish children, would engage ing an entirely new program!” their families, and would contribute to a Response: The main reason that dominant renaissance of Jewish life. players fail to bring game-changing innovations to market is that they are so busy tion theory, because over time the after- ty in a different format; we think it would serving their current customers that they school programs will get good enough to be good enough and would get better don’t devote the time, energy, resources, attract many day school families. over time. And we think it would offer and focus to R&D that might be the long- high-quality education to a much larger term salvation of the company. Chris- 4. Supplemental Jewish education is in number of Jewish children, would engage tensen’s research offers a roadmap for conflict with our commitment to day their families, and would contribute to a companies—and nonprofits—struggling school Jewish education. renaissance of Jewish life. with this “innovator’s dilemma.” Apple is not the only company that has successfully Objection: “We believe that all-day immer- Conclusion navigated these waters. The Dayton-Hud- sive Jewish education is the only way to son Corporation was a successful depart- develop the kinds of Jews that we want What is the mission of a Jewish day school? ment store company that understood the our students to become. We do not be- Is it to provide all-day immersive Jewish impending threat from discount retailing lieve that we could do it any other way.” education to those that want it and can and started a little side project called “Tar- afford it? Or is it to provide high-quality get.” A few years ago, Dayton-Hudson Response: We respect this principled point Jewish education to a respectable percent- changed its corporate name to Target and of view because it is based on a funda- age of Jewish children? We believe that the sold off the department store business. mental belief that Judaism is serious and latter represents an exciting and inspiring important and that we should insist on new framework that preserves the all-day Starting a new afterschool program would high quality. However, it represents a immersive model of Jewish education and not be easy and would require the invest- view about Jewish education stuck in the also pioneers a new approach that meets the educational needs of today’s Jewish children and the practical needs of their wage-earning parents. While most people measure the success of for-profit business- es only by the financial bottom line, nonprofits have a double bottom line: they must aspire for both economic success and mission maximization.

Day schools can ensure their long-term financial health and can maximize their con- tribution to the Jewish future by becoming disruptors of Jewish supplemental education. Moreover, we believe that doing so will defend them from being disrupted by independent Jewish afterschool programs. הידיעון For Jewish day schools, getting into the afterschool business would be bold indeed.

Some might say it would be risky, but stay- • HaYidion ing the course is riskier still. ¿

[37] [38] Outreach הידיעון • HaYidion versation inour large gym. Asourgym con- and evenengageinsomegrown-up playequipment share bagels andcoffee, during thecoldwintermonths toenjoy escape the confi nes of small apartments could andenergetic children parents cious andsunnygymnasium.Exhausted babies andtoddlersinourschool’sspa- playspacefor Senesh, aSundaymorning in 2011 with Sundays@ programming community tion-NY, Seneshkickedoff UJA Federa- with a grant from Starting Jewisheducation. in informal teens, andfamilieswithyoungchildren, includingadults, learners, many different education inavarietyofways,engaging lyn communitytoexperienceJewish Brook- Brownstone bers ofthegreater thatinvitesmem- City@Senesh, aproject WeJewish life in the area. Small- created for us to become a hub of opportunity This burgeoning needopenedupan engagement. Jewish forincreased searching ilies are Engagement Study,” manyofthesefam- the NewYork Federation’s“EarlyJewish todatafiJews. Andaccording ndingsby families withbabies,includingmany to youngmiddleupper-middle class edly, olderfi from rstgenerationItalians of theneighborhoodhaveshiftedmark- Jewish life.Sincethen,thedemographics ally anItalianneighborhoodwithlittle tradition- Brooklyn, Gardens, Carroll Day Schoolopenedanewbuildingin In 2007,HannahSeneshCommunity lies andstudentsitserves? communityfortheK-8fami- a learning thanjust Can adayschoolbecomemore their catchment area. programming andeducation for Jews underserved in to provide avarietyschool undertook ofJewish family her that the highlyambitiousproject nash describes ¿ byNicole Nash A Community Day School for the Whole Community focused programming. They were eager Theywere focused programming. Jewishly inmore interested were parents that the and learned and focus groups, conversation, informal online surveys, through search we conducted re- success, program’s To buildonthis environment. friendly, and Jewish families inawarm, with other young be abletosocialize thrilledto ents were winter, thattheseyoungpar- welearned the throughout Sundaymorning ery fi lledwiththesoundsofhappykidsev- with variousstakeholdersandtheidea We agegroups. haddiscussions different to that wecouldopenupprogramming andrealized research Then wedidmore theimmediateneighborhood. from farandwide,notjust comingfrom were thatpeople anddiscovered information, Weprogramming. kept track of sign in numbers offamiliesattendedthisholiday activities led by Senesh teachers. Large andart performances, holiday related that includedJewishandIsraelimusic, ofholidayprogramming to beapart at [email protected]. School inBrooklyn. Shecanbereached the HannahSeneshCommunity Day Nicolethe headofschoolat Nashis was easily accepted by our leadership as a wonderful way to serve a need and raise the school’s profile in the community. We applied for a grant from the Covenant Foundation and SmallCity@ Senesh was born.

As we embarked on program development our mantras were “quality” and “mission clarity.” We made sure each program was as excellent as possible and involved our best staff in planning and running it, and we partnered with the sharpest, smartest, best run community organizations. Mission clarity means that all programming should share a common theme. For us as a school, the common theme is open, non-judgmental, joyous Jewish education that can be delivered and received by a diverse group of constituents. We aimed to create conversations that lead to connections and community building. Having clarity about mission is the key to staying focused and making it clear that you are offering something new and unique.

The foundation support has enabled us to launch quality community programming and attract many participants to these programs. But providing programming does not mean providing free programming. A budget for every program needs to reflect a path towards sustainability. We are not in the business of making money in this arena, but we want a program that will exist in three years. The school charges for programming, perhaps less than some for-profit outfits in the neighborhood, but enough to manage the program responsibly both now and in the future.

In creating a program it is important to stay true to your vision of what you are and what you want to become. What we have learned is that Jewish programming is not a zero-sum game. The market is vast (at least in Brooklyn), and embarking on an effort to reach out and open doors only adds to enhancing Jew- ish life in the larger community. There are many different ways to be a Jew: synagogue, meditation, theater and song, learning, communal work. SmallCity@Senesh offers new paths into Jewish life for a people who have varying personal relationships with Judaism.

For families, our holiday programming allows young children and their parents to interact with art, music, storytelling and movement as a way to explore holidays and develop their Jew- ish identity. For teenagers we offer Kehilah, a Jewish community high school program that meets on Sunday evenings and includes Senesh alumni, other day school educated teens, and Jewish teens from a public school background. Adults from all over the borough attend Jewish meditation classes and Israeli dancing on Wednesday evenings.

Our internal team continues to think of other populations and to brainstorm ways to reach them. In my opinion, this should be the goal of Jewish outreach of any kind: bring people in on הידיעון their terms, connect them to a Judaism they can appreciate, and give them some skills and resources to begin creating their own

Jewish narrative. • HaYidion [continued on page 51]

[39] [40] Outreach הידיעון • HaYidion day schoolstudents andJewishstudents ofJewish Jewish ritualinmixedgroups Studying Jewishtextand discussing purpose. a deeperexplorationaboutmeaning and into take that pushed the group different inIsrael.Andso, hehada arriving before assignmentforall fellows reading quired about inHeschel’sTheSabbath,are- time discussing the ideashehadjust read people whokeptShabbat.Itwashisfi rst conversation washisfi rsthearingfrom But Benraisedauniquevoice.This guitar onthelawnandsingingzemirot. talked aboutsummersatcampplaying movement Fellows raisedintheReform behindSabbathlaws. tail thereasoning de- themselves ornot,explicatedingreat school fellows,whethershomerShabbat Day tions that needed to be enforced. about thelawsofShabbatandrestric- fellows talked Ben spoke. Observant fore tookafamiliarcoursebe- bat asagroup The discussionaboutcelebratingShab- school. kind ofsupplementary school, aJewishsummercamp,orany salem, hehadneverattendedJewishday thatficircle inJeru- rstFridayafternoon Unlikeothers sitting inthe in thegroup. wasthemostlimited tional background a twenty-six highschooljuniorsselectedas ofatwo-hour debate.Asoneof heart of Shabbat?”Ben’s inthespirit bad fortheenvironment, hours andwastingelectricity, whichis is leavingthelightsonfortwenty-fi ve “Maybe I’mmissingsomething,buthow schools—fortheir mutual growth. teens encountertheir Jewish peersfrom other happenswhenday school learning powerful most fellowships, Voorwindethe someof believesthat the prestigious Bronfman of As adirector Voorwinde¿ byRebecca Jewish Bubble Bursting the Bronfman fellow Bronfman , Ben’sJewisheduca-

question cuttothe their own. than a lensgreater the world through leaders whocansee Jewish oping future the benefi tofdevel- educationally for into contact groups world tobringthese in thedayschool untapped potential isan America. There Israel and North munity of 1000 across high schooljuniorswithanalumnicom- for pluralistic Jewish leadership program fellowships,a oftheBronfman director I havewitnessedthisphenomenonasco- ences, enrichesstudents’understanding. with limitedJewisheducationalexperi- the fi eld,we’veconsistentlyfoundthat school year. Remarkably, after 27 years in the study textthroughout if theyalready benefi textstudyonour program tfrom if ourdayschooleducatedfellows would wondered Early onoureducationalstaff own voice. to fallintothetrapofcensoringtheir even thebrightestdayschoolstudents er, at times, leads exposure, theoretical anddiscussion.Howev- interpretation amethodfortextual They alsolearn commentaries and laws they encounter. behindthetexts, context andhistory the thing. Studentslearn wonderful Judaism.Thisismostlya approach Day schoolsshapethewaystudents PowerThe the Naïve Reader of their owninsights. school students to then move to offering as a foundation for day This depthserves of expositionthatourtradition provides. often amazedbythewealth dents are of theirteachers.Non-dayschool stu- one oradrashfrom a Rashicommentary intheclassroom—whether encountered theyhave interpretations tion byoffering gize theirpeerswithlessJewisheduca- dayschoolstudentsener- For theirpart, momentum. text emerge and the discussion picks up and, in so doing, the deeper layers of a the discussionbecauseoftheir“naiveté,” in creativity day schoolstudentsinspire using theirownsensibilities.Thenon- andrespond toread free remain readers fl Naïve uencehisorherinterpretation. orculturalcriticismtoin- theoretical atextwithoutanyhistorical, proaches is calledthe“naïvereader,” whoap- thisconcept academic circles In certain reading. togiveafresh andfree dered theycometothetextunhin- before, theseJewishideasindepth encountered Because they have never interpretations. study discussiontheirownquestionsand ed a Jewish day school brings to a text Jewish studentwhohasneverattend- Something magicalhappenswhena those whohavenot. and worked withJewishtextsbefore interplay betweenstudentswhohave our textstudyismostenhancedbythe becky@byﬁ.org. America.North Shecanbereached at community of1000across Israel & for highschooljuniors withanalumni pluralistic Jewish leadershipprogram the Bronfman fellowships,of a Rebecca Voorwindethe co-director is tendees and other Jewish Redefining the Jewish students, an attitudinal Bubble shift is needed when it I often speak with fellows comes to the educational who talk about the social divide. isolation that comes from attending a day school. Jewish camps are an ex- As a day school graduate, cellent place for informal I know what they mean Jewish education and when they refer to “living identity formation, but in a Jewish bubble.” They they sometimes inadver- lament that the names in tently reinforce or bring their Facebook friends list into focus the knowledge looks more like an Israeli gap between different- phone directory than that of an American This “Jewish bubble” is even smaller ly educated young Jews. For many of teen. They share fears of walking onto a when you take into account estimates my camp friends who attended Hebrew college campus and only then for the first compiled by the Jim Joseph Foundation school at their synagogue, they were time encountering non-Jewish students. using recent censuses of classroom-based never more intimidated by their “lack” These fellows are aware of a certain so- Jewish education for school-age children of Jewish education as when they sat be- cial segregation that comes with intensive that around 45% of Jewish youth between side a day school student during tefillot Jewish education. Many at camp. Jewish schools attempt to remedy this separation by Perhaps this imbalance partnering with Christian comes from the way we and sometimes Muslim convey to students that day schools for exchang- only those at the top end es and programs. Parents of a “Jewish knowledge often send their children hierarchy” can proper- to town sports, summer ly undertake “serious” camps, or extracurricular text study. Day school activities to compensate programs that bring stu- for this separation from dents together could non-Jewish peers. contribute to righting this potentially divisive But the “Jewish bubble” attitude. On the Bron- that enwraps Jewish day fman fellowships, we’ve school students applies seen that study sessions also to their relationship that generate the most with other American unique insights are those Jews. Day school students are often out grades 1-12 attend either day school or where everyone in a diverse Jewish group of touch with a wider range of Jewish supplementary school (“Effective Strate- are regarded as equals to the learning pro- mindsets and identities. Despite the best gies for Educating and Engaging Jewish cess. Day school graduates, if exposed to efforts to diversify day school enrollment, Teens,” p.3). Though the rise in enroll- this diversity, could help generate more families that send their children to day ment in Jewish summer camps has helped shared learning experiences when they schools are those who have, somewhere to bridge socially between day school at- enter the “adult” Jewish community. along the way, made the choice that day school, a What Can Day Schools strong, immersive Jewish Do to Widen Their education, is an import- Students’ Lenses? ant value. This self-selection and prioritization of Here are a few ways Jew- Jewish learning has made ish day schools might the greatest impact, in- contribute to bridging הידיעון delibly and perhaps sub- the divide between their consciously, on the mind- students and other Jew- set of students. ish peers. • HaYidion [continued on page 51]

[41] Moot Beit Din: Amazing Students + Remarkable Teachers = Extraordinary Learning

an a young Jewish woman attend concern for a grade or reward. Group A her Catholic best friend’s church wedding? This year’s program was made possible • First Place: The Weber School, Atlan- C through the generous sponsorship of an ta, GA Teams from 20 RAVSAK high schools anonymous donor. Special thanks to this • Second Place: TanenbaumCHAT - throughout the US and Canada con- year’s host school, the Jack M. Barrack He- Wallenberg Campus, Toronto, ON verged on Philadelphia last month for brew Academy in Bryn Mawr, PA. the Moot Beit Din shabbaton. Prior to Group B gathering, students took a challenging All of the teams did extraordinary work case that required them to examine the in the Moot Beit Din. RAVSAK congrat- • First Place: Schechter School of Long history of Jewish-Catholic relations and ulates the winning teams: Island, Williston Park, NY • Second Place: Hyman Brand Hebrew Academy, Overland Park, KS Moot Beit Din gave me the opportunity to seriously explore and engage Jewish texts in a modern and Group C practical manner. not only was I able to connect more • First Place: Solomon Schechter with Judaism, but the friendships I made connected me School of Westchester, Hartsdale, NY with the American Jewish teenage community. • Second Place: Adelson Educational Campus, Las Vegas, NV ¿ Josh Lurie, student, San Diego Jewish Academy, San Diego, CA explore the potential and limits of interfaith friendships. They formed a moot “beit din,” a Jewish court of law, and is- sued a ruling based on their study of the issues and Jewish legal sources. In Phila- delphia they presented their conclusions in front of judges, rabbis from the range of denominations, who asked them probing questions that forced them to think on their toes and stretch their rea- soning, all in front of a live audience.

The shabbaton is about much more than the case. Students quickly bond over icebreakers and common interests. They heard from a Catholic professor and a rabbi about changes in Catho- lic doctrine and interfaith relations. They gave back to the host community For me, Moot Beit Din is a culmination and a through several chesed projects. Stu- celebration: a culmination of my students’ hard work in dents led soulful tefi llah and spirited wrestling with the Jewish sources and applying them to singing during Shabbat. They tapped into the talents of the advisors, who de- the contemporary issues of the case, and a celebration livered divrei Torah and led study ses- of the joy of Torah study, multiplied when shared with sions on a wide range of topics. The en- their peers from across north America. tire program and shabbaton epitomizes the value of Torah lishma, studying Michal Cahlon, teacher, hyman Brand hebrew Academy, Jewish sources for its own sake, without Overland Park, KS Child-Centered Jewish Exploration

[continued from page 33] And then we’re off on our exploration, achievement; that children learn through An administrator’s role is to work with ed- partnering with children, maintaining play, observation, reading, listening, art, ucators to define Jewish content bound- flexibility for what children offer and how games, reflection, questioning, and rela- aries of a theme, set motivating Jewish we can together meet long-term educa- tionships with peers and adults. We must texts for exploration, and define language tional goals. trust that children, given the opportunity, for the theme, all based on the values and will offer their best. philosophy of the school. Staff text study helps establish the school’s orientation Conclusion For when we give children time to grow towards the text as distinct from educa- Child-centered Jewish exploration is chal- skills and make meaning of Jewish ideas; tors’ personal orientations, and also offers lenging. This kind of children’s learning when we are intentional about creating a educators a role in developing language may require changes to a school’s staffing learning environment rich in exploration for a particular theme supportive of the structure, physical layout, and timing of opportunities and social-emotional sup- school’s orientation. At our center, be- the school day—not small changes. At port; and when we maintain flexibility for cause our community holds diverse beliefs its core, child-centered Jewish explora- matching children’s interests with long- and practices, we develop language for tion may require a shift in thinking about term educational goals, children know Torah study that values our different ap- children. Placing children at the center they are in a safe learning environment proaches to the text. of learning requires us to believe that that values them in their fullness. In such a children are resourceful, capable and Jewish environment, a child knows, I mat- imaginative; that children are naturally ter. The boundaries for learning become Imagining a Thematic curious, enjoy discovery, challenges, and limitless. ¿ Exploration: Educators’ Perspective Before starting a new theme, educators consider what we know about the chil- William Davidson Graduate School dren with whom we work, both aca- demically and socially. What do we know of Jewish Education about how a particular group of children Deepen your knowledge • Enhance your credentials • Expand your network likes to learn—through dialogue, games, imaginative play, or otherwise? Are there Study with one of the most outstanding Jewish Education particular social-emotional foci needed faculties in North America. right now, or that fit well with the theme? The Master’s Program in Jewish Education Educators consider, too, how to connect offers a variety of options: the upcoming thematic exploration with • Day School Education previous learning: What big ideas are • Experiential Education children still wrestling with? What misun- • Synagogue Educational Leadership derstandings/confusion do children have • Distance Learning Program related to long-term goals that might be addressed through this theme? The Doctoral Program for aspiring scholars and professionals working in the field offers three different schedules: In addition, educators can plan opportunities for integrating Hebrew language Full-Time • Part-Time • Executive Doctoral Program learning and review, and potential avenues for connecting with parents and com- Full-tuition fellowships are available. munity members around the theme. If children are working on specific tools for self-expression, such as painting or story- For more information about The Davidson School, telling, or have expressed fascination with please contact Abby Eisenberg at (212) 678-8022 three-dimensional work, for example, ed- or [email protected]. ucators can consider how these skills and interests may be developed through the theme. Educators plan, too, a starting point for the educational environment: Davidson Graduate School of Jewish Education what materials to make available to chil- www.jtsa.edu/davidson dren and what visuals to put on the walls.

[43] Hebrew Poetry Contest 2013

abbi Yehuda used to say: The whole world was on one side, while Abraham was on the other side. Breishit Rabba 42:8

This famous midrash about Abraham explains why he is called ha-ivri, the Hebrew, and by extension, it tells us something about the Hebrew language. Abraham was willing to take a stand; as the world’s fi rst monotheist, he bravely stood on one ever, one side, while the rest of the world stood opposed to him, on the other side. Similarly, Ivrit, the Hebrew language, is the language of Hebrews. To use Hebrew is to take a stand, to connect oneself with the Jewish past, present and future. To use Hebrew is to draw a line that connects us with other Jews throughout the world and especially in the state of Israel. Language is much more than a tool for communication; it is an ocean that carries an entire history and culture. To write poetry in Hebrew is to connect one’s own personal creativity with the heritage and creative genius of the Jewish people.

This year, the RAVSAK Hebrew Poetry Contest inspired numerous Abrahams and Sarahs to remarkable achievements in quite a variety of forms. For the fi rst time we received a Hebrew haiku as a winning entry! Other winners take the form of a dramatic monologue and a letter of condolence, draw inspiration from nature or from dreams, refl ect inner states, philosophical ideas, and Jewish history and themes. One striking trend is the use of rhyme and meter throughout many of the poems, an interest in the craft of poetry. We were pleased to receive poems from schools throughout the US and from some of RAVSAK’s partner schools in Israel.

A special thanks goes to this year’s judge, Janice Silverman Rebibo, herself a wonderful Hebrew poet and a recipient of the President of Israel Award for her fourth collection entitled A Stranger in Zion. Janice is a senior program offi cer and technology director at Hebrew at the Center, which works with day schools and other Jewish educational settings to change and radically improve Hebrew instruction. Janice read all submissions with care and commented generously on all winning entries.

1st place: Grades K-5 non-native Dalia Shvartsman Runner-up: Grades K-5 non-native 5th Grade—Rabbi David L. Silver Yeshiva Academy, Harrisburg, PA Zev Goldhaber-Gordon 5th Grade—Gideon Hausner Jewish Day School, Palo Alto, CA צלילי גשם The Sounds of Rain תפתח פיך ויאירו דבריך Open Your Mouth and Your Words Will Shine אני ברחוב יושבת I’m sitting in the street תאמר את הרעיונות שלך, והם ומוזיקה זורמת, while music fl ows to a beat ישמעו. Tell all of your ideas, and יוצאת מן השמיים from the sky above us all על רובוט גדול או שלום לעולם, .they will be heard לאט כמו מפל מיים. .slowly like a waterfall אז תדברו. About a big robot or world טיפות יורדות לפלא, Myriad drops fall and amaze בארצות הברית וגם בישראל, יש .peace, speak out צבעוניות כאלה, ,in a colorful daze דיבור חופשי. In America and Israel, there אוספות באדמה gathering to the ground רק תדמיין ותאמר לעצמך: אני .is freedom of speech צלילי גשמה חמה. .the warm drainpipe sound מאמין בעצמי. -Only imagine and tell your תפתח פיך ויאירו דבריך, .Judge’s comments: Fifth-grader, non-native Hebrew speaker Da- self: I believe in myself אבל גם צריך—לפקוח עינייך. lia Shvartsman does a more competent job in Hebrew than any Open your mouth and your rough English translation can represent. Her concise lines, engag- words will shine, ing rhythm and feminine end rhymes connect sight and sound, But you also need to open concluding with a couplet in masculine rhyme that receives the your eyes. rain from sky and gutters down into the earth with a song. Judge’s comments: Zev Goldhaber-Gordon’s well-chosen words carry forward the wise and witty tradition of the Sages.

[44] 1st Place: Grades K-5 native Hebrew Poetry Contest 2013 Yaheli Penso 4th Grade—Bernard Zell Anshe Emet Day School, Chicago, IL

רבקה Rivka

בַּעֲלִ י הוּא יִצְחָק . אֲ נִי רִבְקָ ה. .My husband is Isaac. I am Rivka אֲ נִי אִשָּׁ ה א רְגִילָה, טוֹבַת מַרְאֶה וּמְ יֻחֶדֶת בְּמִ ינָ הּ . .I am a unique, attractive woman and one of a kind אֲ נִי מְקַ יֶּמֶת אֶת מִצְ וַת ”הַכְ נָסַת אוֹרְחִים“ בְּצוּרָ ה .I perform the mitzvah of “hospitality to guests” in the correct way טוֹבָ ה , ,With Eliezer’s assistance, I found Yitzchak כּָ מָצָאתִי, בְּעֶ זְרַת אֱלִיעֶ זֶר אֶ ת יִצְחָ ק .The son of Avraham and Sarah בֵּ ן אַבְ רָ הָ ם וְשָׂ רָ ה. ;I left my father’s house without fear or apprehension עָ זַבְתִּי אֶת בֵּית אָבִי לְא פָּחַ ד וַחֲשָׁ שׁ, ,A big secret in my ears סוֹד גָּדוֹל בְּ אָזְנִי , ה‘ בְּעַצְמוֹ לָחַ שׁ, ,G-d himself whispered בַּבֶּטֶן שֶׁ לִּי, שְׁ נֵי בָּ נִים שֶׁ יִּגְדְּלוּ לִהְיוֹת עַמִּ ים יְרִיבִ ים. .In my belly, two boys will grow up to be rivaling nations אָהַבְתִּי אֶ ת יַעֲ קֹב יוֹתֵר מֵאֲשֶׁר עֵשָׂו אָחִ יו. ;I loved Yaakov much more than his brother Esav מָצָאתִי תָּכְ נִית כּָ שֶׁ יַּעֲ קֹב יְקַבֵּל אֶת הַבְּכוֹרָ ה, ,Thus, my plan was for Yaakov to receive the blessing of the fi rst born אֲפִלּוּ שֶׁ יָּדַעְתִּי שֶׁ זֶּה יַכְעִיס אֶת כֻּלָּם נוֹרָ א. .Although I knew it would make everyone very upset עֵשָׂ ו לַשָּׂ דֶ ה יָצָא, כִּי צַ יִד חִפֵּ שׂ, .Esav went into the fi eld, looking to hunt אֲ נִי כָּאן אֶ ת יַעֲ קֹב לְעֵשָׂו אֲחַפֵּ שׂ . .While I will disguise Yaakov as Esav יִצְחָק אֶת הַבְּרָכָה לְ יַעֲ קֹב יִתֵּ ן, ,Yaakov will receive the blessing from Issac גַּם אִם אֶת עֵשָׂ ו זֶה מַמָּ שׁ יְעַצְבֵּ ן . .Despite the fact that Esav will be extremely angry אֶת הַבְּכוֹרָה מָכַר לוֹ בִּ נְזִיד עֲדָשִׁ ים, ;Esav traded the lentil stew over the blessing כּָ שָׁ רַק אֶת עַצְמוֹ יוּכַל לְהַאֲשִׁ ים. .Thus, it is only himself that is to be blamed זֶהוּ בְּ נִי יַעֲ קֹב, אוֹ אִם תִּרְ צוּ יִשְׂ רָאֵ ל, .This is my son, Yaakov. Or, if you would like, Yisrael זוֹ אֲ נִי הַמְּסַפֶּרֶת, רִבְקָה בַּת בְּתוּאֵ ל. .This is me: the narrator Rivka, the daughter of Betuel.

Judge’s comments: Fourth grade native-speaker Yaheli Penso works in the classic genre of dramatic monologue with an immediacy that transports us into the presence of an outspoken Rivka and her favored son. A bold use of contemporary and classical registers and syntax is only one expression of this poet’s craft. As you read Yaheli’s rhymed here and ,כאן ,first-person narrative, pay attention to the shifts in Hebrew tenses that draw us into the fateful scene now, just as it is about to commence.

Runner-up: Grades K-5 native Bernard netanel 5th Grade—Rockwern Academy, Cincinnati, OH

עוֹלָם שֶׁ ל צְבַ עים World of Colors

אָדוֹם כְּמוֹ דוּבְדְבָ נִים מְתוּקים עָסִיסִ יִ ים Red like sweet, juicy cherries כָּ חוֹל וְלָבָן כְּמוֹ קְעָרַת שַׁ מֶּ נֶת וּפֵ רוֹת יַעַ ר. Blue and white as a bowl of cream and berries. ֹשָׁ חוֹר וְלָבָן וּמַבְרִיק כְמוֹ לִ וְיָתָנים קַטְלָ נִ יים Black, white and shiny like a pod of killer whales שֶׁ מוֹשְׁ כִים כְּלַבֵ י יָם בִּ זְנַבוֹתֵיהֶ ם Pulling seals off little snow islands by their tails. מֵאִיי הַשֶׁ לֶג הַקְטָ נים . Deep blue as a sparkling, sapphire lake אֲ גַם כָּ חוֹל וְעֲמוֹק כְּסַפּיר נוֹצֵ ץ, Rich, dark brown as a chocolate birthday cake. חוּם כְ עוּגַת שׁוֹקוֹלַד בַּיוֹם הוּלֶדֶ ת . Burnt orange like sunset skies כָּתוֹם שָ ׂרוּף כְּשְׁ מֵי הָשְׁ קיעָ ה Aquamarine as a kitten’s eyes. הידיעון צֶבַ ע יָרוֹק כְּמוֹ עֵ ינֵייהָ שֶׁ ל חֲתַלְתּוּלָ ה.

Judge’s comments: Bernard Netanel fi lls our world with color in his vivid, extended similes. • HaYidion

[45] [46] הידיעון • HaYidion even ifhe,too,isonlylookingoutthewindow. musicality. child’s“Whenyouwishuponastar…,” every Notetheleappoethastakenfrom andinformal tradition ofcontemplatingtheoutdoors,isachievedcleverlywithconsiderableformal message in 6th grader YoavJudge’s comments:Theinstructive Cooper’s poem, in the peripatetic “We’ll takehumanlifeinablink!” Perhaps thestarsseemeandthink: But I’velearnedthatmylifeisaprettygoodsight. I seefallingstarseverynight— Still can’tbeatchildhood,that’snotalwaysadish. A fallingstarthatfulfillseverywish, Even whenthingsgetmessyoralittlesad; But beingachildisreallynotsobad, Soaring withouthindranceatafuriouspace. I imaginemyselfameteorinspace, From cloudtocloud,dayandnighttheyfly. Like adreamtimeangel,splittingthenightsky, Sometimes one,sometimestwo,evenmanyinall. Through thewindowI’veseenlittlespeckledballs, I hopemylifelikethemwillbebright. I seefallingstarseverynight. Falling Stars 6th Grade—Keshet Democratic School, Zichron Yaakov, Israel Yoav Cooper Place:1st native Grades 6-8 convey thesimple joyofautumnleaves. languageintorhymed coupletstoeffectively everyday direct, Judge’s comments:Maorarranges And because of that a lot of leaves are dropping now. dropping And becauseofthatalotleaves are The fallbeganlastweek, lotsofpilesleaves. were And there thewindow,I lookedthrough Immediately Igotoutofmybedandstoodonthefl oor. whenIwokeup, And inthemorning, pleasant. It wasvery intheleaves, I waswalkingbarefoot And lotsofjoyandhappiness. waskindofasound, There They seemedsohappy... lotsofplants, were There In whichoneleafsaidtome“Shalom!” One dayIhadadream, Leaves intheFall 7th Grade—Rabbi David L. Silver Yeshiva Academy, Harrisburg, PA Maor Cohen Kidron Runner-up: native Grades 6-8 חוצים את שמי הלילה כמו מלאך מהחלום, זהלאטוביותרמילדות,שהיאקצת קשה. אנימדמייןאתעצמיכמטאורמן החלל, אוליהכוכביםאותירואיםואז חושבים: אחד,לפעמיםשניים ולפעמים ”הלוואישליהיוכאלהחיים אנושיים“! אפילושזהסיבוךגדול,ולגמרילא קל, כדוריםקטניםכתומיםראיתי מהחלון, להיותכוכבנופלשממלאכל בקשה- אבלגםלהיותילדזהלאממש חבל, אבללמדתילקחשחיימספיק טובים. אנירואהכללילהכוכבים נופלים, אנירואהכללילהכוכבים נופלים, מענןלענןהםקופצים-לילה ויום. עףכלכךמהר,בליבעיות בכלל. אנימקווהשחיייהיוכמותם יפים. כוכבים נופלים ממש המון. ובגללזהנושריםהמוןעלים עכשיו. מידמהמיטהעלהרצפה נעמדתי, Hebrew Poetry Contest 2013 וערמותשלעלים,היושם המון. הםהיונראיםכלכך שמחים. ובועלהאחדאמרלי שלום, הלכתילייחפהבין העלים, לפנישבועהתחיל הסתיו, יוםאחדחלמתי חלום, היהשםכזהמין צליל, ובבוקר,כשהתעוררתי, היושםהמון צמחים, הבטתידרך החלון, זההיהנורא נעים. והמוןשמחה וגיל. עלים בסתיו Hebrew Poetry Contest 2013 1st Place: Grades 6-8 non-native Bayley Goodman 6th Grade—Rockwern Academy, Cincinnati, OH

אֲ גַ ם Lake

אֲ גַ ם Lake מָקום שֶבּו אֲ נִי יָכול לַחְ שוב, ,A place where I can think אֲני מַבִּיט לְמַטָה בּהִשְתַּקְפוּת שֶ לי, ,I’m looking down at my refl ection כָּל כּַ שָ קֵט כּאן בְּאֶמְצָע הַ יַעַ ר, ,It’s so peaceful here in the middle of the forest כָּל מַה שֶאֲ ני יָכול לִשְמועַ זֶ ה ,All I can hear is the trees swaying תְּ זוּזַת הָעֱצִים, הָ לו וָ שוב. ,Back and forth הַמַ יִם כְּחוּלִ ים, ,The water is blue הַשֶמֶש קורֵן עַל הָאֲ גַ ם, ,The sun is beaming down on the lake אֲ נִי זורֵק אֶבֶ ן ,I throw a pebble in the lake הִיא קופֶצֶת לְמַעְלָה וּלְמַטָ ה. ,It jumps up and down תְּנוּעַת הַמַ ים, ,The water ripples וְאַז פִּתְאום אֲ נְי מֵבִ ין, ,Then suddenly I realize הָהִשְתַּקְפוּת שֶ לִ י, ,My refl ection נְמוּגָ ה ...... ………Fading away

Judge’s comments: In 6th grader Bayley Goodman’s fi rst-person, contemplative poem, we fi nd ourselves reminded of Bialik by his “pool.” The poet allows us to accompany him as he calmly examines the natural surroundings step by step, moving toward a realization. We join the poet at this revelatory point of creation, where image and fi gurative language meet to express the otherwise inexpressible.

Runner-up: Grades 6-8 non-native Marcelle Lobar 1st place: Grades 9-12 non-native 7th Grade—Rockwern Academy, Cincinnati, OH Karen Lapscher 10th Grade—David Posnack Jewish Day School, Davie, FL עֲ נָ נֵ י גֶ שֶׁ ם Rainclouds

מכתב למשפחות A Letter to the Families עֲ נָ נֵ י גֶ שֶׁ ם Clouds of rain הִתְפּוֹצְצוּ לְמָ ים Bursting into water משפחות יקרות, ,Dear families הַרְבֵּה שְׁ לוּלִ יוֹת Many puddles אני ממש מצטערת שזה קרה .I am very sorry that this happened זה לא היה אמור לקרות .Judge’s comments: Marcelle Lobar’s haiku strikes us This was not supposed to happen אבל עכשיו אנחנו יודעים ,with crystal clarity and the right touch of whimsy. Note But now we know שדברים כאלה יכולים לקרות. .that our “ear,” be it Hebrew or English, might expect That things like these can happen אני מעולם לא דימיתי. the equivalent of “burst” or “exploded into pieces,” I would have never pictured this שלכם בזיכרון .while Marcelle’s twist—“exploded into water”—com- In the world that we live in חנה לפשר ,municates the scene with maximum economy. In three In your memory quick steps, her “puddle world” is created and revealed. Karen Lapscher

Judge’s comments: Many writers who submitted to the poetry competition applied their talents to the diffi cult subject of the Munich Olympics

הידיעון -Massacre. Karen (Hanna) Lapscher’s poem stood out for its highly suit able simplicity and directness. She shaped her poem in bold, underlined, centered lettering, forming a text that reminds us of a printed death notice. Writing a letter—an epistolary poem—allowed her to reach out • HaYidion to her imagined addressees with the touching, authentic expression, “I never imagined…”.

[47] Hebrew Poetry Contest 2013

Runner-up: Grades 9-12 non-native Andrew Moss 12th Grade—Frankel Jewish Academy of Metropolitan Detroit, MI

לב בכינרת Heart in the Kinneret

אני מתרגש כשאני הולך לכינרת. .I am moved when I go to the Kinneret הרוח על הפנים שלי מרגיש כמו חיים. ,The wind on my face feels like life השמש על המים נראת כמו בראשית The sun on the water looks like the creation of the העולם. .world סוף הים חם, הרגלים שלי קרות .The end of the beach is hot. My feet are cold העיניים שלי זוהרות כמו שמש על המים. .My eyes glisten like the sun on the water אין אנשים איתי .There is no one with me אני לבד. .I am alone יש מגן דוד על הצוואר שלי. ,There is a Jewish star around my neck האבות שלי בראש. ,My ancestors are in my head אני מרגיש קרוב להשם, .I feel close to god אני אהיה אני ,I will be me ואני שמח. .And I am happy

Judge’s comments: Andrew Moss’ poem displays the utmost authenticity in his use of the He- brew he has learned. This is crucial to his success in making his personal epiphany ours.

1st place: Grades 9-12 native Sagiv Levi 11th Grade—NCJHS, New Community Jewish High School, West Hills, CA

דממה Silence

המאוורר זמזם, ,The fan was buzzing צחוק ילדים נשמע מהבית הסמוך, ,Children’s laugher is heard from the neighbors next door ואני לבדי בבית, ,And I am alone at home דממה. .Silence

חשכה מסביב, ,Darkness surrounds me והארץ שקטה, ,And the land had rested הבדידות קורצת לי, ,Loneliness winks to me אני בעלטה. .I am surrounded by darkness

רחש הלב, ,The sound of the heart מרחוק קול נביחה, ,A bark was heard from a far בדידות זה מצב חולף, ,Loneliness is a transitory condition דממה כזו עוד לא נשמעה. .But such silence has not been heard

הנשמה אבודה, ,My soul is lost רעם פתאומי בחוץ נשמע, ,Sudden rumbling sound outside הדממה כלכך ארוכה, ,The silence is so long כבר עברו ארבעים שנה? ?Have forty years passed הידיעון Judge’s comments: Sagiv Levi’s competent, existential poem delights us with its ironic closing question. The ref- erence to the magic number of “40 years” anchors Sagiv’s universal lines fi rmly in the shifting sands of Hebrew tradition. Sagiv’s choice of closure in effect opens this poem to further musings by the reader in retrospect. HaYidion • HaYidion [48] Runner-up: Grades 9-12 native Ishay haykeen 11th Grade—NCJHS, New Community Jewish High School, West Hills, CA

החופש לאהוב Freedom to Love

כמו זוג נוצות על כנף ציפור, ,Like a pair of feathers on a bird’s wing כמעט נוגעות כמעט ביחד. .Almost touching almost together יושבות בצל ולא באור, ,Sitting in the shade and light מחפשות מעט תקווה ונחת. .Looking for a little hope and comfort

וניסתה הנוצה להושיט ידה, ,And the feather tried to stretch out her hand תכף נשברת לא מתאוששת. Almost broken and not recovering מרחק נגיעה מאהבתה, ,Touching distance from her love אשר ממנה מיואשת. .From which she is desperate

ויום אחד נשרה הנוצה, ,And one day the feather dropped נטשה את אשר אהבה. .Abandoned who she loved נדם ליבה על ההחמצה, .And left to the next world ועזבה לעולם הבא. While one was floating in the clear air, בעוד האחת מרחפת באוויר הצלול, .It also seems the other נדמה גם השנייה. ,Slowly falling dropping down the steep path לאיטה צונחת צונחת במסלול .That the other one went down too התלול, שהלכה בו חברתה. ,Then suddenly when they both fall They lost a beat and life. אך לפתע פתאום כשנופלות שתיהן, ,Fate wanted that they would pair hands אבודות פעימה וחיים. .And meet in a different life רצה הגורל שזוג ידיהן, יפגשו בחיים אחרים. And slowly they land on the ground Clasped hands and look. ולאט נוחתות אל האדמה, ,New love now hatched שלובות ידיים ומבט. By one feather to the other אהבה חדשה שכעת נרקמה, ,And I’m a feather and you as well בין נוצה אחת לחברתה. .Residing together in the same nest ואני נוצה ואת גם כן, ,Small heart beats for you שוכנים ביחד באותו הקן. .Know this, I will not go without you לב קטן שפועם בשבילך, דעי זאת, בלעדייך לא אלך.

Judge’s comments: This is a fully conceived poem, whose central fi gure is sustained consistently and with remarkable sensitivity. Ishay Haykeen’s text is skillfully turned from an act of rhymed and metered narration to a direct declaration of love, strength- ened by a fi nal touch of classicizing diction. הידיעון • HaYidion

[49] Hebrew Poetry Contest 2013

First Place : Teacher Deborah Kramer netanel Rockwern Academy, Cincinnati, OH

צְ עָ דִ י ם Footsteps

צְ עָ דִ י ם Footsteps חַ יִים שֶ ל צְעָדִ ים A lifetime of footsteps צְעָדִים שֶמְהַדְהֵדִים עַל פְּ נֵי רִצְפּוֹת מַבְרִ יקוֹת Footsteps that echo across polished fl oors הילוּ זָהיר עַל אֲ גַמִים קְפוּאִ ים Tread cautious over icy lakes מְטַפְסִים עַל הַרִ ים וְהולְכִים בִּרְחוֹבוֹת הָעוֹלָ ם. .Climb mountains and walk the streets of the world

צְ עָ דִ י ם Footfalls חַ יִים שְ לֵמִים שֶ ל צְעָדִ ים A lifetime of footfalls צְעָדִים מְלֵאֵיי אֶ נֶרְגִיָה שְ קוֹפְצִים בְּשִ ֹמְחָ ה, ,Footfalls that bound with energy לְחַ יִים, לְפְעוּלָ ה Leap with joy צְעָדִים שֶ רוֹקְדים וּצְעדִים שְ קֵטִ ים .Spring to life, to action צְעָדִים שֶ ל דְמָמָה עַל כָּריוֹת קְטִיפָ ה Steps that dance and quiet steps too וּצְעָדִים עַל קָצֶה הָאֶצְבָּ עוֹת Silent steps on plush cushions and לוֹחְשִים, עָדִ ינִים, א עַרְמוּמִ יִ ים .Steps on tiptoe-they whisper; they are delicate, not sly ופְסִיעות שֶ מובִילות לְשָ ם. .And the steps that take us there צַעַד אַחַר צַעַד מִתְחֲשֵב-תֵּן לְרַגְלַ יִים לְהַמְשִ י בְּלִי הִ יסוּס! Step by thoughtful step בְּבִיטָּחון, וא עַל חֶבֶל דַ ק. Let the feet proceed unfaltering נְסיעוֹת אֵין-סופׁ ִיות בְּ נָתִיב שֶ אָנוּ יוֹצְ רים. With confi dence, an endless travel on a path that we create What we feel beneath the feet is not a tightrope דְפִיקוֹת לֵ ב The undisclosed need not spell danger חַ ייִם שֶ ל פְּעִימוֹת לֵ ב .the yet-unsampled awaits דְפִיקוֹת לֵב שֶמְהַדְהֵדִים לְ א זְהִ ירוּת דְפִיקוֹת לֵב שֶ בּוֹכוֹת וְצוֹעֲקוֹת בְּשִמְחָה וּבְּכְאֵ ב Heartbeats דְפִיקוֹת לֵב שגוֹרְמוֹת לָנוּ לִרְצוֹת ולְהַרְ גיש A lifetime of heartbeats כְשֶאֲנוּ שוֹמְעים אֶת רַעֲמַם ושַ לְָ וָתַ ם Heartbeats that echo without caution Heartbeats that cry and shout with joy and pain צְ עָ דִ י ם Heartbeats that make us want and feel צְעָדִים שֶ נִזְקָקִים לִצְעוֹד קָדִימָ ה as we hear their thunder and their peace בְלִי הִיסוּס, בִּלְתִי מִתְפָּשֵר ותְּכִלָתִ י צְעָדִים שֶמְחֲכִים לִקְפוֹץ, לִ גְלוֹש אוֹ לְטַ יֵ יל Footsteps לְ הֲ ָ נ אָ תַ ם Footsteps longing to stride ahead צְעָדִים שֶ רוֹצִים פָשוּט לָלֶכֶת בְ נוֹחוּת, יַחַ ד Unhesitant, unwavering and purposeful צְעָדִים שֶשוֹמְעִים אֶת פְעִימוֹת הַלֵ ב וְמֻכָ נִ ים Footsteps waiting to jump, glide or saunter לָ לֶ כֶ ת בְ עִ קְ בוֹתַ ם Footsteps that want to simply walk, comfortably together Footsteps that hear the heartbeats and want to follow הַלֵב פּוֹעֵם חָ זָ ק הָרַגְלַ יִים מִצַד לְצַ ד נַ עוֹת, The heart beats and beats מְחֲ כּוֹת The feet move from side to side לַמוֹחַ וְלַ נֶפֶש לְקָבֵל הַחְלָ טוֹת The mind and soul decide

Judge’s comments: Deborah Kramer Netanel’s centered poem hangs in the balance. It is built on myriad repetitions and variations, refl ecting the endless footsteps and heartbeats that persist while the mind and

.spirit hesitate הידיעון HaYidion • HaYidion [50] Bursting the Jewish Bubble

[continued from page 41] school student from Berkeley, CA and fman alumna, has set up an inspiring Tap into natural peer networks. For half attended a day school in the Boston model that brings together day school Jewish high schools, check whether area. Day schools could spearhead an students and other Jewish students at there’s a Jewish Student Connection effort like this and could ‘find’ non-day the Jewish Enrichment Center for learn- group in your local public school or school students through camps or youth ing and fun after-school. (See her article contact the Bureau of Jewish education groups. in this issue.) More programs like this are about other public or private secular needed. school relationships that may already ex- Host community learning. Many day ist. A day school could host a joint learn- schools already open their building to The reciprocal benefit of bringing day ing or discussion session or find another programming for the local Jewish com- school and non-day school students to- way to collaborate. Similarly, student munity. Consider targeted programming gether is clear. The relationship between leaders could identify Jewish friends and that attracts non-day school students to day school students and other Jews will in- invite them to join an event, class, or ac- participate. fluence the building blocks of tomorrow’s tivity hosted by their day school. Jewish community. We have the opportu- Joint after-care programming. Day nity to ensure both types of students are Virtual chevruta. A few years ago, two schools might host or promote a Jewish enthusiastic about building a Jewish future Bronfman alumni paired their friends after-care option for children attending in partnership with all Jews and with a true for regular skype and phone chevruta day schools and those who do not. In appreciation of the varied lenses every Jew study. Half of each chevruta was a public Chicago, Rabbi Rebecca Milder, a Bron- can bring to the discussion. ¿

A Community Day School for the Whole Community

[continued from page 39] established your market and its needs, there is no reason to lose an exception- Not every community has as much need you can start to build the program. The al amount of money for the long term. for Jewish programming as our corner of program should be high quality and You might decide to lose money to Brooklyn. Nonetheless, every day school mission consistent. Hold brainstorming build a program that you know can be is rich in resources that can benefit the sessions with as many different people as successful after a few months, but that larger community. Here are five things possible so that you can collect creative should be a strategic decision. Other- to consider about providing community ideas about what your program can be. wise, charge more and find a less expen- programming. Be realistic about the gap between what sive teacher. your market might say they want, and Market research. Before you begin de- what they are able to commit to. Be reflective and be flexible. Be pre- veloping a program, learn about your tar- pared to drop something if it isn’t work- get market and what it needs. Does your Marketing outreach. Know how your ing. If after much marketing and effort a community have a large number of young market finds out about programs and program is losing more money than you families with children, empty nesters, el- be vigorous about reaching them there. would have expected, move on and try ders, Russians, and/or Israelis? When you This means making sure you regularly list something else. This is an important part have learned what segment in your com- on neighborhood listservs if that is how of program refining; there is no reason munity is most interested in program- they get their information, or put listings to commit to a program that isn’t doing ming, begin to collect emails or phone in local newspapers if that is their prefer- anything for the community you serve. numbers. After this, do the research ence. If you are working with elders, you through many different vehicles: focus might need to have a phone bank once Day schools are hubs of talent and re- groups, online surveys or phone call in- a week to remind them to come to pro- sources that have the capacity to enrich terviews. Ask your market what they want grams. This takes work and planning, but the lives of many more people than are in the way of programming, what times outreach and marketing is key to getting usually found within their walls. Commu- of the week work best for them to go to a the attention you need. nity day schools in particular are adept at program, how much they would be will- serving the full range of Jews that exist in הידיעון ing to pay, and if they’d prefer drop-in or Sustainability. Only do programming our neighborhoods. Seeing ourselves as to register for a handful of classes. that you can financially sustain. Even if part of a living and growing Jewish eco-

you are using your programming as a system can enrich both our schools and • HaYidion Program Development. Once you have way to drive attention to your school, our communities. ¿

[51] [52] Initiatives הידיעון • HaYidion Scientists andEngineers andtheauthor for Award Early Career the Presidential atTufts,Group of the2005recipient ofDevTechand theDirector Research ofChildDevelopment son Department in theEliot-Pear-Marina isaprofessor American JewishDaySchoolconference. as a keynote speaker at a North served Marina BersofTufts University, who to Several yearsago,Iwasintroduced said EricWasserstrom, aCJDSparent. skills atayoungerandage,” these learn thatourchildren important piece ofourdailyactivity, itisevenmore nology continuestobecomeagreater Technology Fund.“Asscience andtech- oftheWasserstromerosity Scienceand sixthgradewiththegen- through fourth so successfulthatitwasexpandedto was grade. The program third through riculum for students in kindergarten pany, cur- welaunchedapilotrobotics withtheBattelleCom- In partnership knowledge. thelensofJewish they viewitthrough them tobethechangersofthatworldas students forachangingworld,itenables notonlyprepares al studiescurriculum into ourintegratedJudaicandgener- Bringing STEM education ed learning. andself-direct- its potentialforcreativity the “humaninskyscrapers”through awayforstudentstofihas provided nd curriculum Day School,anewrobotics in theskyscrapers.”AtColumbusJewish human acombs butratherhowtoremain isnothowtoworshipinthecat- concern “Our Abraham Joshua Heschel wrote, they wantto display. representthe valuesthat dynamic models and activities to createStudents canuserobotics subjects inall an exciting wayto engage students inSTEM learning. shows how roboticsMiller than canbemuchmore ¿ byJudy Miller Empowering Jewish Creators Robotics: erhut, vice president foreducationand erhut, vicepresident ofEricFing- pedagogy; inthewords us asapilotschoolforthisinnovative Battellesaw rator forthispilotprogram. innovation madethemanaturalcollabo- commitment toscience,technologyand Battelle’s robots. and programming laptop computerstoengageinbuilding usingLegoblocksand ods, studentsare sive trainingbyBers.Usinghermeth- inten- unteers andteachersunderwent vol- aplanforCJDS.Parent concretize nization basedinColumbus,Ohio,to development orga- and a globalresearch together with Battelle, her Bers andbrought We outto reached grades. in earlyelementary cessfully implemented how itcouldbesuc- ics, andtoinvestigate aboutrobot- more metolearn inspired attheconference Bers’s presentation nology intheEarlyChildhoodClassroom. of Lego materials. “drinks” from awater fountain ofnon- madeout rolls awaythat from anegative situation and to relax andrefocus,rolls itshead andarobot distracters,takes adeepbreaththat and arobot programmed itshead awayturn to from Examples ofstudent’s designsincludearobot Blocks to Robots: Learning withTech-Blocks toRobots:Learning and activities.Explorationofthefi rst question thatguidestheyear’slearning Each gradeatCJDShasanessential studies. socialstudiesandJewish ence, literature, inconjunctionwithsci- robots program tobuildand studentslearn sign process, lum. Beginningwiththeengineeringde- into their established curricu- robotics units that integrated educators created with Bers.Usingherframework,our volunteer training opment and parent devel- telle’s fundingalsopaidforstaff grade.Bat- third through Kindergarten kitsandlaptopsfor robotics purchase fierous nancialbackingCJDSwasableto theirgen- inschools.With programming for amultitudeofSTEMeducational fundingandsupport Battelle provides beyond.” bestpracticeincentralOhioand proven asademonstrationsitetoscalethis serve atBattelle,“CJDSwill STEM learning [email protected]. Albany, Ohio. Shecanbereached at Columbus Jewish Day SchoolinNew the headofschoolatJudy Milleris grade essential question, “How do we build a community?” led the class to base their robotics unit on kibbutzim. Liat Shaked, our community shlichah, spent time with first graders teaching them about the structure of kibbutzim and the many activities that take place within the kibbutz community. Liat helped the students create maps of their own kibbutzim, which are on display outside their first grade classrooms.

As an extension of this unit on community, the first grade robotics unit challenges the students to build and program robots that would be elements of a kibbutz. Stu- dents are collaborating to create a piece of playground equipment using Legos, the first step to get a feel for the building materials. In their next robotics sessions first graders will refine how they will translate the ideas of community into functioning robots.

Third graders have already presented their final robotics projects to friends and family. The robotics unit is based on the social-emotional curriculum Superflex, Sixth graders integrated their science re- built a drilling robot, which required him created by Michelle Garcia Winner. The search into engineering fields with their to figure out how to use the same motor curriculum includes characters called the study of robotics. Students researched to make the drill bit spin fast while the Unthinkables, who exhibit inappropri- different types of engineering, including machine moves forward slowly. ate behaviors that invade our brains and audio, mineral and environmental engi- subvert healthy social behavior. The be- neering. They looked at the kinds of work This robotics curriculum enhances our haviors-characters include inattentiveness each type of engineer might do, the edu- goals of delivering academic excellence, (Brain Eater), over-sensitivity (Glassman) cation required and other interesting as- promoting critical thinking and inspir- and mean-spiritedness (Mean Jean). The pects for each field. Then they presented ing creativity all in an inquiry-based hero, Superflex, is totally flexible and can their robotics unit at the science fair. They learning environment. This program is think of many different solutions to one built a robot to illustrate a specific aspect the kind of hands-on, next-level learn- problem. CJDS has been using the Super- of their research. For example, one stu- ing that will prepare our children for the flex curriculum to help students learn to dent researched mining engineering and 21st century. ¿ identify and articulate destructive social behaviors and then role play to devise possible responses and solutions. The most fun and meaningful The third graders designed and programmed their Lego robots to respond fundraiser you will ever do appropriately to an Unthinkable by using ity to partner one of the strategies developed in class. "This is an opportun ous artist to give "The piec with a world-fam t es are absolutlely g Examples of student’s designs include a n art experience tha and will b orgeous your students a e a lasting mement robot programmed to turn its head away tiful pieces..." class and o of the produces beau the experience of le from distracters, a robot that takes a deep together. T arning ~Teacher o have the opportu create such nity to breath and rolls its head to relax and re- personalized treas is priceless." ures focus, and a robot that rolls away from ~ הידיעון Parent a negative situation and “drinks” from a water fountain made out of non-Lego materials, a requirement of the robotics www.hiddurmitzvah.org • HaYidion curriculum. 301.493.5577

[53] [54] Initiatives הידיעון • HaYidion shifting howwe assesswhatstudents landscape and for the learning forming time—a timefortrans- It isaprofound online. We mustlistentothenumbers. 64% ofteenspostsomekind content of social network; and over some sort in online;80%ofteensparticipate are that 95%ofAmericanteensages12-17 found andAmericanLifeProject ternet thePewIn- Numbers alsotellastory: the future. meet ourstudents’educationalneedsfor we “doschool”andhowcanbest how time hascomeforustoreimagine challenges. The andinteresting relevant tosolve to seekoutsolutionsandexperts and aglobalplatform, content through world inasocialcontext,tocontribute the toexplore heightened opportunities education,providing of progressive the possibilitiesofJohnDewey’svision amplifi solving.TheInternet problem es communicatingand thesizing, creating, is aboutcollaborating,evaluating,syn- today ors, coachesandpeers.Learning in the fiexperts eld, mentors, counsel- of people, including teachers, all sorts wallsandwith beyond theclassroom happens beyondtheschoolcalendar, importantly,decade ago.More learning could accessinuniversitylibrariesjusta tion in the palms of their hands than we informa- ers todayhaveaccesstomore canhappen.Learn- and whenlearning Technology how, revolutionizes where andmore. learning planning,curricular problem solving, blended pedagogical aims, includingmotivation, assessment, to of accomplishcan employ digital badges ahost Foundation, Blattner demonstrates how schools the innovations upon Building the Mozilla of ¿ bySarah Blattner Across the Curriculum “Geeking Out” Digital Badge Learning: so much more thanjust anicon. so muchmore accomplishment. Butadigitalbadgeis a graphiciconsymbolizesmilestoneor thebadgeas youth scoutingprograms, in pathways. Similartobadgesearned about students’knowledge,skillsand ofthelearner, capturingrichdata ry nifi esachievements andtellsthesto- adigitalbadgesig- In simplestterms, suing theirinterests. allwhilepur-transcript oftheirlearning, theirbadgesasatransparent through dents candemonstratewhattheyknow happen insideoroutsideofschool.Stu- achievements that badgesfor can earn context.Students ry cial andparticipato- occurs withinaso- and project-based ing is passion-based, students. Badge learn- digital mediaafford and that theInternet endless possibilities onthe ey andrelies thatinvokesthespiritofDew- approach isoneinnovative Digital badgelearning know andwhattheycando. are hard codedwith richmetadatathat hard are “open badges.”Openbadges the term movementandcoined badge learning The MozillaFoundationisleading the with toomuch ease.Goodgamesalso obstacles whelmed or moving through notover-on theedgeoffrustration, isbalanced the learner lenge, where Good gamesmaintainapleasant chal- community. journey,learning visiblewithinan online along the recognized milestones are achievements and granular level, where accomplishments at a back and rewards feed- on frequent relies badge learning of satisfyingaccomplishment.Similarly, asense tokens andpointsthatprovide gamers visiblyseemilestones,levels, anexperience, feedback. Throughout constant engagedthrough the learner A goodvideogame,forinstance,keeps on manyelementsofgoodgamedesign. capitalizes learning Badge-empowered Badges Backpack.” their “Mozilla Open through terfaces badges to a variety ofsocial media in- outtheir mayshare tion Act),learners OnlinePrivacyProtec- to theChildren’s upon theageofstudent(adhering ways to achievement. And depending path- and adescriptionofthelearning forthelearning institution, therubric on abadge,usermayseetheissuing Whenclicking card. grade onareport farbeyondatraditionalletter reaches can bereached at [email protected]. on Twitter @tamritzlearning, andshe Foundation.CHAI You canfollow her the AVI by and generously supported Dual Investment Program Fellowship incubated asaJoshua Venture Group dayteachers, schoolstudents and networkbadge for learning Jewish executive director of Tamritz, adigital Sarahthe founder Blattner is and encourage risk and fun in failure, for in failing, we get to try again and again, TAMRITZ - BADGES SAMPLES & EXPLAnATIOnS seeking mastery. Like good games, badge Name Icon Signifies… learning creates a fun risk-taking environment and is supported by a community of peers and mentors. Tamritz Badge That a school is part of the Tamritz Badge Learning Learning network—more of a logo, not a Badge learning embraces the spirit of network badge to be earned play and the benefi ts of “iterative pro- totyping,” both cornerstones from the Certifi cate Level Badge: the completion design world. By creating a low-stakes of the 10-week professional development environment where students feel free to Digital Age course; teachers demonstrate deep takes risks, muck around in the messi- Teaching understanding of habits and tools of ness of learning and test out models, we designing and leading teaching and empower students to be more creative learning in the digital age and innovative in their problem solving. Instead of attempting to arrive at a fi nal Learning pathway within Digital Age completed project the fi rst time around, Learner 2.0 Teaching course, focused on “how multiple versions or prototypes evolve learning happens in the digital age” through formative feedback. The ending result is “sticky” learning and the kind of Learning pathway Digital Age Teaching learning that reaches the full range of the course, focused on “how professional new Bloom’s Taxonomy. PLn and personal learning networks can support professional growth and student Additional gaming elements infl uence learning” badge learning, including points tied to badges, leaderboards and the unlocking Learning pathway within Digital Age of privileges or “power ups” within the Digital Teaching course, focused on “how to learning community. For instance, badg- Citizenship integrate and model digital citizenship in es may recognize soft skill behaviors, like classroom learning experiences” collaboration and posting comments on a discussion forum. Badges may confer community power ups, such as being pro- Learning pathway within Digital Age Teaching course, focused on “how to moted to peer reviewer status, where stu- Create 2.0 dents who have earned a skill badge get leverage new media to creatively share promoted to that badge’s peer review or and publish learning” nomination team. Students may also unlock additional “superpowers,” like the Learning pathway within Digital Age freedom to design their own badge. Teaching course, focused on “how Learning instructional design, badge learning and Design Steeped in current research, badge learn- new media engage students in authentic ing relies on the values and principles of learning and shift instructional practices” “connected learning,” as well as data about how youth learn with new media. A reward badge indicating habits of a As explained by the Digital Media and Digger lifelong learner by digging more deeply Learning Research Hub, University of into content California, Irvine, which is supported by the MacArthur Foundation: “Con- nected learning seeks to harness and integrate the learning that young people A reward badge that recognizes the pursue in the spheres of interest, peer 10Tweets learner’s use of Twitter to share, discover relations and academics.” Lead research- and refl ect er Mimi Ito explains that one way youth הידיעון interact with digital media is they “geek out,” seeking deep understandings and

A reward badge that indicates habits of a • HaYidion skills around an academic interest. When Social Light social and participatory learner [continued on page 56]

[55] [56] Initiatives הידיעון • HaYidion Badge,” toname afew. Abadge learning the “StevenSpielberg Communication Messinger CollaborationBadge” and Acceptance Badge,”the“Ruth Wiesel includingthe“Eli ect-based learning, thehallmarksof proj- around rubrics and Jews.Forinstance, teachers crafted learners within theirstudentsasmodern attached toattributestheywantsee who demonstrate values that couldbe models andlivingrole contemporary around program thebadgelearning tured Their middleschoolfacultyteamstruc- time. throughout these qualitiesreverberate toemulateandhow we wantchildren modelsdemonstratevalues Jewish role called “Echoes,”which focuses onhow original charactereducationprogram their around program badge learning of implementation. Epstein designed a Foundation, Epsteinisinitssecondyear TheCovenant from Kids andsupport NewYork’s trainingfrom With Global day schooltrailblazerforbadgelearning. The EpsteinSchoolinAtlantaisaJewish Jewish studieselectives. STEMinitiativesor programs, ects, arts proj- research programs, learning service in canengagelearners badge learning outcome, orlearning any contentarea Relevantto instruction. differentiated stylesand what weknowaboutlearning integratesthebestof design approach pathways.Thisinstructional ple learning studentswithchoicesormulti- provide outcomesand project-based relevant, designedwith are journeys or learning to know”withinthestudents,“quests” essential question.Bysparkinga“need beginswithan planning, badgelearning cies andskills.Likeallgoodcurricular riences thatintegratenewmedialitera- connected expe- into modern, learning Jewishdayschool ing cantransform intentionaldesign,badg- out.” Through helpingstudentsto“geek ed learning, tillation oftheprinciplesconnect- isanaturaldis- Digital badgelearning understandings. help coach,guideandevolveastudent’s come inthepeer-connected to culture wel- “geeking out,”adultmentorsare [continued from page 55] duced toEpstein’s 6thgradersasan was fiThe badgingprogram rstintro- facultyteam. Epstein’s badgelearning feedback and coaching from frequent with nities toengageindeeplearning studentswithopportu- pathways afford it” andthen“doit.”Thesemultiple students fi it,”“talkabout rst “recognize pathways, where cludes multiple learning ora“badgingconstellation”in- scaffold to nameafew. “Steven Communication Spielberg Badge,” Messinger Collaboration Badge”the and the “Eli Wiesel Acceptance Badge,”the “Ruth hallmarks ofproject-based learning, including Teachers crafted aroundthe rubrics voki.com Vokis—talking mediaavatars celt.iastate.edu/teaching/RevisedBlooms1.html Teaching Bloom’s Taxonomy: IowaStateUniversityCenterfor ExcellenceinLearningand bie.org Buck Institute:Project-BasedLearning http://d4tc.parsons.edu/week03/Sven2salen_ecology.pdf “Toward anEcologyofGaming,”byKatieSalen dmlhub.net Digital MediaandLearningResearchHub dmlhub.net/publications/connected-learning-agenda-research-and-design Connected Learning: An Agenda forResearchandDesign connectedlearning.tv/what-is-connected-learning What isConnectedLearning? hastac.org/collections/digital-badges Digital Badges:CuratedCollectionofResources hastac.org/digital-badges-bibliography Digital Badges: An Annotated ResearchBibliography tamritz.org Tamritz coppa.org Children’s OnlinePrivacyProtection Act openbadges.org Mozilla OpenBadges OnBADGInG RESOURCES OnLInE

and created Vokis,and created talkingmultimedia leaders forthebadges the contemporary alsoengaged inresearching dents were laptop withoutteachersupervision . Stu- toworkona cy Badge,”orpermission Litera- Google forthe“Information for achievements,suchasadaytripto within the middle school community ful powerups for grantingprivileges thestudents on meaning- input from faculty sought where optional program,

avatars, that captured the essence of each to mark milestones in their learning and Tamritz, a national digital badge learn- Jewish leader and their attributes. Stu- demonstrate their understandings and ing network for Jewish day schools, is a dents continue to be recognized for their skills. nonprofit project dedicated to supporting learning accomplishments through public schools in shifting their learning land- recognition ceremonies at Epstein. K-12 digital learning tools and resources scapes. Tamritz, meaning “incentive” in are also providing some badge learning Hebrew, seeks to give Jewish day schools Epstein reflects trends in the secular features, such as the badges and achieve- an incentive to collaborate, network and learn together within a connected, online community. Taking a comprehensive ap- The Pew Internet and American Life Project proach to implementing badge learning, found that 95% of American teens ages 12-17 Tamritz focuses on professional development, student learning and collaboration. are online; 80% of teens participate in some sort of social network; and over 64% of teens For starters, teachers participate in a 10- week badge learning course, “Digital Age post some kind of content online. We must Teaching,” designed to build their skills listen to the numbers. sets in teaching and learning with new media. The course immerses educators in world, ranging from K-12 education to ment levels within the Khan Academy a badge learning experience, as well as in higher education and the business world. and the social learning tool, Edmodo, a community of practice. Following the The New York City Department of Ed- where teachers can award badges within course, school badging teams participate ucation’s Dig/It program engaged over the online community. In higher educa- in face-to-face training, designing their 4,000 high school students this school tion, Purdue University’s Passport badg- own badge learning curriculum. year in badge learning. Students partici- ing program guides their college students pate in a digital literacy course, engaging through challenges that earn badges. And On the student learning front, Tamritz them in mastering real-world life skills in the business world, forward-thinking provides a badge learning course for mid- and knowledge within a peer-supported companies like Deloitte are using badges, dle schoolers, “Digital Media Literacy,” online learning community. Ultimately, missions and leaderboards to engage and which focuses on connected learning hab- these high school students use the badges train their own employees and clients. [continued on page 65]

Alexander Muss High School in Israel (AMHSI) works closely with Jewish day schools and community organizations to customize an Israel experience that meets the school’s and organization’s educational philosophy and goals. AMHSI offers campus-based programs, travel programs, creative itineraries and committed educators who bring Israel’s history to life. Through AMHSI, teens discover, explore and embrace their connection to Judaism as well as the people and culture of Israel. הידיעון

To learn more, contact: • HaYidion Hindie Fried, Director of Operations 212.472.9300 x-185/ [email protected] www.amhsi.org [57]

HSI1007 Half Page Ad.indd 1 11/29/11 1:22 PM [58] Initiatives הידיעון • HaYidion while folks like Bernard Madoff were were Madoff while folkslikeBernard good were why folkslikeJacobSchiff byothers—forexample, be perceived ish communityimpliesandhowitmight oftheethicalJew- on whatbeingapart hope of engendering critical refl ection Jewishwaysofliving,withthe toward They wouldadoptananalyticstance ity ofthesevaluesortheirtransgression. reflish pastandpresent ecttheinviolabil- ideas, practicesandepisodesintheJew- They wouldconsidertheextenttowhich age, justice,charity, andgooddeeds. ship, mutual responsibility, moral cour- compassion, empathy, mindfulness,kin- toothers,including humility,in relation amongthemselvesand ly havepromoted to thesystemofvaluesthatJewsclassical- of Jewishlife.Studentswouldbeexposed peoplehood andvaluesinthecontinuity ofJewishcommunity,for theimportance while stillmaintaininganappreciation Jewishconcerns parochial narrowly ward aged todevelopahealthyskepticismto- schlichkeit, studentswouldbeencour- In thenextstage,whichwewillcallMen- habits ofinvestigationandanalysis. this schemewouldorientstudentstoward in required learning entails, theinquiry thatculturaltransmissionoften learning world.Inplaceofthepassive the present issuesin linkstothebroader have direct those componentsoflocalheritagethat students, but it also keeps attention on totoday’s for thequestionofrelevance signifireligious cance,notonlyaccounts tions, inadditiontotheirhistoricaland sizing theirmoralandecologicalimplica- byempha- teaching thelawsofkashrut Forexample, than amonolithicresponse. Cosmopolitan Jewish Education for the Jews Dor Next [continued from page 25] Online: www.ravsak.org |Bymail: RAVSAK, 120 West 97th Street, new York, nY 10025 Take ourgrowing and dynamic insupporting community. part of Jewish community day schools, a vibrant ensuring Jewish future. RAVSAK Partner with RAVSAK. strengthens and sustains the life, strengthens andsustains leadershipand learning gain proclivities andskillsthatcanbe gain proclivities andneedsofothers,to yearnings, understandingthebackgrounds, toward youth todeveloppositivedispositions above all, is for Jewish The aim here, rights, racialequality, andpeace. civil environmentalism, and welfare, workers’ rights, health relief, as poverty ical mattersontheglobalagendasuch tocrit- ciples, personnel,andresources nowapplyingJewishprin- are programs organizations, networks,initiativesand and cyberspaceJewish brick-and-mortar Jewish educationsettings.Abundant and methodsfordoingtikkunolamin todrawonforrationales of resources isnoshortage tion enterprise,andthere mental totheAmericanJewisheduca- olam. Tikkunolamhaslongbeenele- involves tikkun itan education program The laststageoftheJewishcosmopol- ues andwaysofliving. against asystemoftraditionalJewishval- inthisworld what is right andwrong ethical integrity, andtheabilitytojudge the cultivationofmenschlichkeit:Jewish are intended outcomesofthisprocess Jewish communallifeinparticular. The bad, bothfortheworldatlarge andfor or their transgression.their or these theinviolability of presentvalues reflect and practicesthe Jewish past andepisodesin to whichideas,the extent them consider themselvesto others. andinrelation have Jews havethat classically promoted among Exposethe system ofvaluesto students and participation. toencourageaffi inorder room, liation in the class- organizations and programs ducing theworkofinnovativeJewish volves makingabundantspaceforintro- ally Jewisheducationcontext.Italsoin- intothetradition- relations, intergroup methods,suchas as wellinstructional al andcriticalconsciousnessmaterials, content, such as multicultur-curriculum of uncommon the introduction requires theworld.Bringingthisabout repairing activeinvolvementin utilized toward ish citizens of the 21st century world. ish citizensofthe21stcentury tobegoodJew- them thetoolsnecessary sibilities oftherisinggenerationandgive cosmopolitan sen- the forward-looking, Jewish educationagenda,ortoappeal while clingingtoadefensive,survivalist demiseoftheJewishcommunity feared the choiceistocontinuebemoan importantly, buy-in.But wouldrequire conceptualizedandmost institutions are confi guration of how Jewish educational nology, Itwouldentailare- and more. tech- networkformation, preparation, development,teacher and curriculum in program ment of time and resources substantial invest- cation would require cosmopolitanJewishedu- Effectuating ¿ WHAT’S YOUR VISION FOR JEWISH EDUCATION? IMAGINE IT HERE.

• SCHOLARSHIPS American Jewish University • PLURALISTIC COMMUNITY Study and offers generous merit and need-based scholarships collaborate with Jews from different backgrounds up to 100% of the cost of tuition to qualified • ENTREPRENEURIAL At AJU, you can get MAEd applicants. Candidates who submit their inspired, take risks and expand your career options application by February 1 will be given priority consideration for these awards. • PROGRAMS Master of Arts in Education (MAEd), Master of Arts in Teaching (MAT), MAEd/MBA, Day school teachers who apply to the MAT Program in Experiential Education program will automatically be considered for a generous tuition grant.

FOR MORE INFORMATION Millie Wexler, Director of Recruitment and Outreach 310.440.1249 or [email protected] • www.ajula.edu/education [60] Initiatives הידיעון • HaYidion Rabbi Ariel Shalem at Southern Califor-Rabbi ArielShalem atSouthern the world. it with of that work and share the results Wedoing astheylearn. wantto capture already to whatdayschoolstudentsare close allvery making translations—are inputting traditionalcommentaries,and texts, ing connectionsbetweendifferent Sefaria needstomoveforward—identify- outthatthekindsofwork It turns a Jewishdayschoolclassfi tintoit? This is a big vision, but how exactly does ers totendandlookafterit. anactivecommunityofcaretak- it requires but alsobecause,likeanexquisitegarden, we imagineittobeperpetuallygrowing, Webecause terface. callita“livinglibrary” withafun,easy-to-usein- source, andopen faria iscompletelyfree ed, withparalleltranslations.Se- Jewish texts,fullyinterconnect- ofall buildingalivinglibrary are texts online,andontheiPad.We andinteractwithourcore plore ex- students andscholarsread, how that aimstorevolutionize sefaria.org), anewdigitalproject That isthegoalofSefaria(www. sands ofotherJewsallovertheworld? visible, andimmediateimpactforthou- hadaclear,in yourdayschoolclassroom over too.ButwhatiftheTorah learning looksit teacher gradesit,maybeaparent end: astudentcompletesherwork, assignments havebeenakindofdead Traditionally, homeworkandclassroom to aglobal project. contribute resource fortexts andlessons, andforto students Sefaria potential hasenormous forteachers asa power of ofJewish education. forthe benefit Wikipedia open-sourceThis initiativethe collaborative captures andJoshua¿ byBrettLockspeiser Foer Jewish Learning Open-Source not exist before. Puttingtheirwork on not existbefore. the worldsomethingvaluable thatdid into They workedtogetherandreleased complishment forRabbiShalem’s class. In ourestimation,thiswasaserious ac- any assignment. theirTalmudtexts from class,outsideof they continuedaddingandtranslating class enjoyedusingSefariasomuchthat twoofthestudentsin What’s more, II_Kings.15). whole(www.sefaria.org/a wonderful of eachstudentcametogethertocreate Theindependent work before. Internet translatedonthe had neverbeenfreely the RadakandMetzudatDavidwhich on thischapter, includingtextsfrom rich set of commentaries pleted a very Sefaria. Afterafewdaystheyhadcom- chapter, translatethem,andaddthemto esting classicalcommentariesonthis independently tofi ndthemostinter- bi Shalemtaskedhisstudentstowork 15th chapterofMelachimBet,andRab- Tanakh the class.Theclasswaslearning anearlyversionofSefariainhis to try nia Yeshiva HighSchooltookachance and [email protected]. tion. canbereachedThey at [email protected] curiosities,the Sukkah and Citydesigncompeti- eratedthe world’sto onlineguide wonders and and co-founder ofAtlas Obscura,the user-gen- journalist, author of Moonwalking withEinstein nonproﬁts inSanFrancisco. JoshuaFoer isascience and now works and independently withstartups cations; manager at Google hebegan asaproduct LockspeiserBrett designsandlaunches web appli- for others to improve upon. for otherstoimprove butmayfunctionasafiprocess, rstdraft none, thisisn’tnecessarilytheendof had translation foratextthatpreviously anew its). Ifadayschoolstudentoffers pedia, wedon’tallowanonymoused- by thecommunityatlarge (unlikeWiki- is tracked,publiclyvisible,andreviewed faria, includingaddingnewtranslations, It shouldbenotedthatallactivityonSe- America. schools inNorth also happentobeover800Jewishday chapter of930intheTanakh—but there will fi ndit.Ofcourse,thisisonlyone studentsofMelachimBet future where Sefaria means thatit’snowinalocation As users contribute to Sefaria, they score As userscontribute toSefaria,theyscore a smallpiecetosomethingmuch larger. nowcontributing of theoutput,theyare doing,butbycapturingabit already are learners iswhatchavruta reading careful thetextwithoutissue.This reviewed thatthey have If not,thetwocanrecord it. with theiPadcanimmediatelycorrect isfound,thestudent cies. Ifaproblem text togetherwithaneyefordiscrepan- a reading and onewithbook—carefully Sefaria, ta—one withaniPadrunning typos is valuable work. Imagine a chavru- for thing asmundaneproofreading level canhavesomethingtooffer. Some- atany engaging withJewishlearning Butwebelievethatanyone for everyone. anadvancedclassandisn’tsuitable quires Translating medievalcommentatorsre- points that help establish their credibility The texts of the Jewish people deserve a new, within the Sefaria community. Thanks to this active tracking, Sefaria can help teach- living, interactive shape. The foundations of ers see and assess what each student is do- Jewish wisdom should be free and open to all. ing. It also makes it possible to “gamify” the learning process and add a helpful students is connectedness: the ability to (though by default they are private to competitive spirit. Classes or schools as a quickly explore in a deeper way what a you and those you share them with), and whole could set up a challenge for, say, teacher has explored only in part. From we’re currently piloting a way for schools translating a book Mishnah, and watch in any selection of text in a source sheet, one to create a special space to store the sheets real time as their points rack up. can click to open the complete text—thus created within their own community. seeing the context of the quotation, but The feature of Sefaria which has been also opening up a world of additional The Sefaria Project is just getting started. consistently getting the most enthusiastic commentaries and connections. A source Though we’ve already built some critical reaction from Jewish educators has been sheet becomes a jumping off point for ex- tools and software and begun the arduous our source sheet builder (www.sefaria. ploring the complete web of Jewish texts. process of collecting the Jewish canon in org/sheets). one place, our real challenge is now just The process of creating source sheets also beginning. We must rally a critical mass of Building on top of Sefaria’s open, struc- plays into the bigger vision of engaging participants who believe, like we do, that tured database of Jewish texts, our online people around the world in contributing the texts of the Jewish people deserve a source sheet builder allows you to create to a shared library of Jewish texts. When new, living, interactive shape and that the beautifully formatted, bilingual source creating a source sheet, educators are of- foundations of Jewish wisdom should be sheets without having to go through the ten very willing to create one small trans- free and open to all. We have a few small trouble of copying and pasting. For classical lation of this sugya of Talmud or that one glimpses of how exactly Sefaria will be texts, people simply write the citation (like Midrash if they can’t find it otherwise. used in a Jewish day school setting, but “Genesis 6:4-8” or “Esther Rabbah 10:4”) Currently that result is all too often print- we’re certain we have only seen the be- to include it in Hebrew and English, then ed out once then lost to a single person’s ginning. To those of you in a position to הידיעון add their own commentary and notes. hard drive. On Sefaria, each piece of work help us, we have one request: Participate! can be immediately shared into a global Try something that fits for your class-

These source sheets are easier for teach- commons. Source sheets as a whole can room, and please let us know how it turns • HaYidion ers to create, but what they really offer also be made public to all Sefaria users out. ¿

[61] [62] Initiatives הידיעון • HaYidion few of the more than300 Jewish day few of the more insurance policies,itappears that very standing thepotentialappeal of such Notwith- endowment buildingefforts. toolsintheir such policiesasimportant surance policies over the years and view ofdonor-sponsoredhundreds lifein- Washingtonof Greater havereceived eration ofNewYork andFederation Local federationssuchasUJAFed- some pointinthefuture. istheguaranteeofalarge giftat there the perspective ofthenonprofiFrom t, mayevenbe tax deductible. premiums nually. properly, Whenstructured the cost thedonor$20,000-$30,000an- For example, a $1 million policy might will befarlessthanthedeathbenefi t. the totalsumofannualpremiums Forthedonor, is fairlystraightforward. The appealtobothdonorandnonprofi t her death. ingful fundstoanonprofi tuponhisor mean- adonorcanprovide premiums, annual oneormore insurance through gift oflifeinsuranceandbyfundingthe alegacy simple:bycreating is relatively donor tution. Thepitchtoaprospective foranonprofi support long term tinsti- life insurancepolicycanhelpprovide perspective, adonor-gifted permanent bothalegalandfi from properly nancial fessionals knowthat,whenstructured life) insurancepolicy. Fundraisingpro- (wholelifeoruniversal the permanent is sophisticated developmentdirectors inthequiverofmost Among thearrows lookpromising. that schools.tips onideas here survey andhis ishiscritical the potential exploring ofinsuranceto support has considered proposals inonconversations andsat In his perch abovethe world of day school finance, Perla ¿ byDaniel Perla for Day School Finance Life Insurance: Potent Tool proximately a15yearperiod. Leading proximately oflifeinsurance,over ap- the purchase ofthetuitionsavingstoward portion day school family could apply a small alowertuition,each insurance. With theuseoflife tuitions inhalfthrough that Toronto dayschoolscancuttheir sions-and-blogs/tuition-plan) man (www.torahinmotion.org/discus- dayschool.RabbiJayKel- children’s such insuranceforthebenefi toftheir selves thatwouldbeaskedtotakeout them- als, itisthedayschoolparents propos- insurance. Intwonoteworthy newusesforlife taking placearound currently, conversationsare interesting ance policiesamongdayschoolsdonors Despite the low utilization of life insur- ing. cle forcharitablegiv- rather thanasavehi- own estateplanning insurance fortheir among donorstouse as wellapreference over giftsofinsurance schools forcashgifts most Jewishday among a preference forthismayinclude Possible reasons one involvesorutilizeslifeinsurance. acy-institute/generations), notasingle peje.org/index.php/endowment-a-leg- (www.of PEJE’sGenerationsprogram legacy giftsthathavearisenasaresult For instance,ofthenearlytwodozen donorgiftsoflifeinsurance. secured schools intheAVI CHAIuniversehave suggests insurable interest posals assume that day schools have an diffi bothpro- cultiesofsuchprograms, Beyond the administrative to fruition. cant obstaclesinbringingtheprograms paper. Unfortunately, signifi are there - bitious andmakeatleastsomesenseon am- are Bothproposals the premiums. ofwealthydonorspaying with agroup foramodestsumofmoney,be insured to wouldagree all dayschoolparents underwhich aprogram ner proposed tion-a-self-sustaining-solution). Kush- op-ed-funding-jewish-educa- article/2010/04/18/1011634/ ner in2010(www.jta.org/news/ CharlesKush- by Jewishphilanthropist toanideafiresemblance rst outlined Rabbi Kelman’snovelideabearssome cash. and theschoolswouldbefl ushwith theirmoney back dations would receive andfoun- thephilanthropists realized, Whenthedeathbenefishortfall. tsare to fund the annual (school) budget loan aninterest-free need toprovide andfoundationswould philanthropists Indealingwithlifeinsurance,aperson (or 1 getting an insurance carrier to agree to toagree getting aninsurancecarrier Another obstacleisthediffi cultyin This maybeafaultyassumption. continued life of the insured. continued lifeof the insured. expectation ofprofi torbenefifrom the t hasareasonable whenthepurchaser terest institution) isdeemedtohaveinsurable in- reached at [email protected]. Foundation inNew York. Hecanbe daythe AVI schoolﬁnance at CHAI Daniel Perla isaprogram ofﬁcer in 1 in all of their parents. inalloftheirparents. such a program. I am told by insurance experts that the time and effort required Despite the low utilization of life insurance to research and document a small insur- policies among day schools donors currently, ance policy is equal to the time and effort it takes to underwrite a large policy. In interesting conversations are taking place around short, it might be difficult to find an -in new uses for life insurance. surance company willing to underwrite thousands of relatively small insurance nuanced and more impactful versions position to co-fund, or “match,” the policies. The final difficulty related to of existing ones. One nuance to the insurance premiums which the donor is timing. Most day school parents are in traditional approach of soliciting life in- making. their 30s and 40s. With an average life surance gifts employed by the two local expectancy of 80+, death benefits would federations mentioned above is the cre- Let’s take an actual example from the not be realized for decades. That’s a long ation of an insurance premium matching Federation of Greater Washington. One time for schools to wait for money and program. Many federations have existing of this federation’s donors was interest- for donors and foundations to continue endowment funds or savings accounts ed in creating a legacy gift using univer- funding a program without seeing any and are in a good position to do this. Af- sal life insurance. The donor agreed to payback. ter all, those monies need to be invested a $1 million policy on the donor’s and in a conservative fashion anyway. What his wife’s lives (these are called “second Sometimes the path to success in archery better product to invest those monies in to die” policies). The donor agreed to consists not of buying a new arrow, but than a life insurance policy. Whole life fund an annual premium of $35,000 הידיעון in sharpening the existing arrows in the or universal policies typically have long for three years subject to a match from quiver. The metaphor might hold true term expected rates of return in excess the federation itself. In other words, the for life insurance as well. We may not of 5% and are triple A-rated. The local donor contributed $17,500 per year to- • HaYidion need entirely new programs but rather Federation may therefore be in a good [continued on page 64]

[63] [64] Initiatives הידיעון • HaYidion ment fundstoinsurancepolicies. to committhemajorityoftheirendow- necessarily butfewschoolswouldwant miums whichthedonorismaking.Not co-fund, ormatch,theinsurancepre- to offer these schoolscouldrealistically Afairnumberof $1 millionormore. withendowmentsof thecountry across at least50 Jewish day schools are There a goodpositiontodothesamething. in existing endowmentfundsandare A numberofJewishdayschoolshave Washington andisfetedassuch. donor totheFederationofGreater a$1million donor isnowconsidered miums alsoamountedto$52,500.The deductible. The federation’s total pre- tax amounted to$52,500andwere Thedonor’spremiums the premiums. contributed $17,500peryeartoward andthefederation thepremiums ward [continued from page 63] Visit jwa.org/livingthelegacy A JEWISHSOCIALJUSTICEEDUCATION PROJECT LIVING THELEGACY passion foractivismand EXAMINE socialjustice through aJewishlens. UNLOCK students’ EXPLORE identity. social change. • • • • unrestricted accessto: Visit jwa.org/livingthelegacy in theLabor Movement. brings tolifethedramaticroleofJews NOW Jews andtheCivilRightsMovement. FIRST, weuncoveredthestoriesof designed foravarietyofsettings. traditional Jewishtextstudies writing activities;and art, role-playing,andcreative over 150historicalsources; photographs, letters,and online lessonplans; , theJewishWomen’s Archive will be fi nanced by a large European years($3mm,$3mm$1mm)and three $7millionover are 50s. Thepremiums policy forawealthymaleclientinhis a$20millionlifeinsurance ly secured fibased insurance brokerage recent- rm an actual example. A WestHere’s coast- with wealthyclients. toestablisharelationship loans inorder free interest effectively whatare to offer fi willing nanceasalossleaderandare evenbanksthatviewpremium are there Iamtoldthat the deathofinsured. backupon modest)interest and (very a bank. The bank would getits principal from fund thelifeinsurancepremiums to the money necessary could borrow school withsuffi cientendowmentfunds anindividualdonorora a program, fiinsurance premium nance. Under such inwhatiscalled about theopportunities ofdiscussion beenpart I’ve recently

today!

for

cash value its loancollateral.Asthepolicyamasses of able andisviewedbythebankaspart theinsurancepolicyitselfisvalu- more, of collateralwiththebank.Further- toleaveanother$1million also agreed fibanks and brokerage rms. Theclient generatesignifiprograms cantfeesfor gram withthebank.Assetmanagement million inanassetmanagementpro- todeposit$2 in ourillustrationagreed anewclient.Theclient bank acquires What’s in it forthe bank? Firstly, the nocosttotheclient. bank atvirtually arrow. to hit a target is to simply use a sharper istic. Afterall,sometimesthe bestway real- they maybemore ner proposals, new orboldastheKellmanandKush- isas While neitheroftheseprograms use ofaschoolendowmentfunds. Still,thisseemslikeacompelling more. that mightnotoccurfortwodecadesor individualsdiedand when theinsured lions ofdollarswouldonlyberealized est). To beclear, ofmil- thehundreds whom theschoolhasaninsurableinter- head, keyteachersetc.(anyonewith donors,aschool als, includingparents, be writtenonanynumberofindividu- vestment andtheinsurancepolicycould individual(s) couldmakethebankin- nifi cantendowments,anyoneormore In thecaseofdayschoolswithoutsig- all forthebenefi toftheirdayschools. ofmillionsdollarsinsurance, dreds hun- of individuals to purchase group um fi itwouldenablea nanceprograms, similarpremi- ofbanksoffering a group investedwith million. Ifhalfofitwere cumulative endowmentofatleast$250 top 100Jewishdayschoolspossessa is signifi toPEJE,the cant.According potential benefi ttoJewishdayschools might alsobesomewhatcomplex,the fi premium around program nance aday school-based While structuring variety ofcharities. willalsogoto Part a lifeinsurancetrust. $20 millionwillgotohisheirsthrough ofthe loan. Whentheclientdies,part satisfy its the bank to (at leastpartially) 2 Permanent life insurance policies typically Permanent 2 lifetime. accumulate valueduringthepolicyholder’s 2 over time, the cash goes to ¿ “Geeking Out” Across the Curriculum

[continued from page 57] its and etiquette, digital citizenship, research and media tools for collaboration, communication and creative productivity. Ultimate- ly, schools will implement their own badge-empowered, connected learning programs, supported by a community of practice. Currently, Tamritz concentrates on middle schools, where developmentally students are expected to take an increased ownership of their learning.

When determining if your school is ready for a badge learning program, a few key elements must be in place to support the success of the faculty and students. First, reliable technology infrastructure and ample access to digital learning equipment is a must. Equally important is tech support staff for troubleshooting and technology integration. In addition, schools should be prepared to dedicate a small team of faculty to the badging initiative, serving as a “badge learning advisory team.” This academic team will help create the vision, build the program, coach students through the learning and train others into the future. Most importantly, schools must be ready and committed to shifting the learning landscape towards new media literacies and project-based learning.

John Dewey said, “If we teach today as we taught yesterday, we rob our children of tomorrow.” We are living in a time of infinite information and possibilities for learning, collaborating and creating. We must teach and learn for tomorrow.

John Dewey said, “If we teach today as we taught yesterday, we rob our children of tomorrow.” We are living in a time of infinite information and possibilities for learning, collaborating and creating. We must teach and learn for tomorrow. As the authors of the Mozilla Foundation’s whitepaper, “Open Badges for Lifelong Learning,” explain:

Learning is not just “seat time” within schools, but extends across multiple contexts, experiences and interactions. It is no longer just an isolated or individual concept, but is inclusive, social, informal, participatory, creative and lifelong. And it is not sufficient to think of learning simply as consumption, but instead learners are active participants and producers in an interest-driven, lifelong learning process.

Digital badge learning has the potential to place Jewish day schools on the leading edge of pedagogy and new media literacies and skills הידיעון sets, supporting students in “geeking out” across the curriculum. Badge learning is one innovative approach to digital age teaching and learning that harnesses the power of the Internet and digital media in • HaYidion a relevant and engaging way for both students and teachers. ¿

[65] [66] Initiatives הידיעון • HaYidion denomination andbackground. the fi of regardless res ofJewishstudents canlight experience. Thistypeofproject by personalizingeachindividual’s Jewish onesolutiontothisdilemma ricula offers toourcur- projects genealogical research oflarge-scale the past.Theintroduction inexploring students seem uninterested era, many tion exceeds that of any previous at atimewhentheavailabilityofinforma- Ironically,dents whooftenseemrootless. fostering a connection to the past in stu- Many educatorsbemoanthediffi cultyof the future. into theJewishstory to boldlypropelling andcommit implications forthepresent, refl ectonacherishedpast,understandits We andfuture. ously inthepast,present whole. To beJewishistoexistsimultane- be thecentralmessageofJudaismasa vinced thatBecholdorvadormay, infact, Jewish education,Ihavebecomecon- contemplation of time and careful With seder.entire ular pointasthecentralmessageof year, hepausedtoemphasizethispartic- Egypt.Each we hadpersonallydeparted our obligationtoenvisionourselvesasif graph thepara- abouttoread quiet aswewere and asking for stopping the proceedings myuncle sors. Inparticular, Iremember that bindeachyear’ssedertoitspredeces- stories, food, and family customs recalling member thesedarimofmyownyouth, history, gatherfortheseder. Ifondlyre- theworld,asthroughout families around For many, theJewishyearclimaxeswhen numerousthe curriculum. across subjects to motivatethe power in learning andguidestudent beyondtoday.the limitedusesschoolsmake ofit has It In Schrager’s view, genealogy goesfar haspotentialthat Schrager ¿ byJeffrey Jewish Day Schools Using Genealogy in OldEverything is New Again: Bechol dor vador,inwhichwestate and testhypotheses,thinkcreatively, and They mustdevelop applicable elsewhere. es anddocumentsmustextract details come into contact with a variety of sourc- ical investigationdemands.Genealogists the patienceandperseverancegenealog- Any amateurgenealogistcanattestto scribe theirfamilyexperience. de- ancestor or“zoomout”andbroadly choose to“zoomin”ononeparticular their fi ndings,schoolsorstudentsmay their fi ndingsontheirlives. Inpresenting Jewish law, anddiscusstheimplicationsof customs incoursesonsocialstudiesor world history, and their cultures explore periences oftheir ancestors in Jewish and Simultaneously, theyshouldstudytheex- family tree. adetailed toconstructing socrucial prove that mining the nuggets of information ries, anddocumentsbothonlineoff, indexes,oralfamilyhisto- online records andwebsites, cluding computerprograms in- availableresource usingevery history oftheirfamily’s search intensive re- dertake Students shouldun- gesting muchmore. ations. We sug- are gener-two orthree generally goingback a family tree, to create another, beenasked have, at one point or school moststudents middle schools. Bythetimetheyreach takesplacein far beyondwhatcurrently goes project A detailedfamilyhistory even playorsingmelodiestheir ancestors be foundonline,musicalstudents can Using sheetmusicthatmay and more. orLadino,cook traditionalfoods Yiddish orJudaica,experiment with art relevant research depicting theirancestralareas, booksorpoems eases. Theycanread a studyofcommonJewishgeneticdis- and heredity. fascinatedby Studentsare demands understandings of cells, DNA alogy, inthefi thenewestfrontier eld, genealogical discussions.Geneticgene- Other subjectssimilarlybenefi tfrom lost. grantsavibrancyotherwise history fiimportant andplacesinJewish gures to derstanding anancestor’sproximity becomes.Un- meaningfulhistory more the back studentscantracetheirroots, events intheirbooks.Indeed,thefurther thattheirancestorslivedthe realization thestudents’ ish andgeneral,gainfrom classes,bothJew- History project. term in such a long adapted to play a role lies initsversatility. Manyclassescanbe ofgenealogicalresearch Another strength from multipleanglesandapproaches. from atopic ed withawillingnesstoperceive correlat- is directly projects family history orintellectualendeavor.search Successin re- foranyreal mental toughnessrequired the analytical skills,andmostimportantly patience, student-genealogists willlearn our into a dead end. As aresult, running of sometimes experiencethe frustration at [email protected]. education. Hecanbecontacted inJewish use ofJewish genealogy towardsgeared the promoting the founderand is ofL’dor Vador, Academy the Akiba ofDallas schoolJudaicstudiesatmiddle Rabbi Jeffrey Schragerteaches heard in synagogue on Shabbat or holi- concept of minhag and take pride in those er faith groups without an inkling of their days. Possibilities for cross-curricular and customs native to our ancestral homes. Jewish roots. We can and should ask our interdisciplinary projects are practically students why their family identifies with endless. Even a seemingly ordinary activity, pre- Judaism, emphasizing the aspects of Juda- paring a cholent for example, becomes ism their ancestors found compelling. Perhaps the classes with the most poten- replete with meaning when we awaken a tial benefit from genealogical research are consciousness of and connection to our We must encourage the continuation technology and computer classes. Many ancestors who did the same. Addition- of that conversation when our students technology classes focus on skills in com- ally, discussions of tradition will yield a return home. So often, we neglect dis- puting such programming, keyboarding contextualization of practice our students cussing these larger issues as a result of and use of basic programs. Day schools are searching for, and a heightened under- curricular demands and a never ending can offer students a completely different standing of the “whys” behind Jewish life. shortage of class time. In this context, the set of skills by teaching them how to think They become aware of family customs, single question “why am I Jewish?” hov- critically when their information comes their source and significance, and simul- ers above the classroom, demanding each from a screen. Researching genealogy taneously develop a newfound respect for student find a uniquely personal answer. requires carefully scanning a variety of tradition in its broader Jewish sense. sources: records databases, document im- Initially, I was nervous about teaching ages, indexes and a myriad of other docu- But rather than discussing these issues students from families with non-Jewish mentation. We can use genealogy to teach in broad strokes, students personalize ancestry. I have been pleasantly surprised, the larger challenges our students will the struggle and its implications. “Jews however, with how enthusiastically they face, namely sifting through information had to decide whether to stay in Europe have embraced their projects. They enjoy online. Students will experience the exhil- or journey to America” transforms into learning about their own families, and they aration of discovery while simultaneously “your grandfather had to decide.” Some approach discussions of Jewish experienc- learning the importance of patience, even students are lucky enough to have an es with interest comparable to students when looking at a screen. opportunity to discuss previous gener- with exclusively Jewish roots. Themes like ations’ challenges with grandparents or identity and tradition resonate with every Yet for all the educational benefits gene- great-grandparents. Our students rarely student, and each student confronts sim- alogical research can offer, its potential seize such an opportunity and fail to ask ilar questions regarding their relationship as a meaningful Jewish experience most the questions they may wish answered with Judaism. Personally, as half of my strongly advocates for its inclusion in our later in life. This intergenerational dia- family tree is not Jewish, I have found schools. Implicit in both Judaism and logue, so crucial in Judaism, anchors our meaning in every generation while tracing family research is the value placed on tra- students in their grandparents’ experienc- the story of how I came to be the Jew and dition. Learning about our roots speaks es and nurtures an awareness of the value person I am today. to some unconscious sensitivity within us in looking back to answer contemporary and awakens a connection with the past questions and dilemmas. Fittingly, the tree serves almost exclusively our fast paced world often lacks. We don’t as the visual metaphor for genealogical re- just study Shabbat or holidays, we connect Conducting organized family history research. We who concern ourselves primar- with how our ancestors celebrated and search opens a discussion of perhaps the ily with instruction of the next generation identified with them. We can celebrate the most important questions we and our of Jews play a critical role in nurturing the students face: Why am I Jewish? Inevita- Jewish family tree. A tree’s survival in- bly, as students climb further along their herently depends on the depth and com- family tree, they will find relatives who no plexity of its root system. Connecting the longer identify as Jews. Some may even Jewish future to its past reinvigorates a be strongly identifying members of oth- bond that may otherwise atrophy or, God forbid, disappear altogether. We can begin the process and watch as our students blossom, finding their unique story within the Jewish people, fortifying themselves to write the next chapter. ¿ הידיעון • HaYidion

[67] [68] Initiatives הידיעון • HaYidion Hollywood peers. usaccesstomany oftheir also provided andcontacts,they circles professional their onthesite. Through rials that are andtuto- tise todevelopthecurriculum andChethadtheexper-studies. Darrin the goalofengagingthem in Judaic fi theirownshort produce lms,allwith writeand enabling studentstoresearch, andsoftware com), anonlinecurriculum Impact Films(www.studentimpactfi lms. isStudent Jewish dayschools.Theresult We came together to discuss the need in of fi withat-riskteens. lminclassrooms implementing the same concepts were FletcherandChetThomas,who Darrin led me to two fiMy search lmmakers, worldsituationsandcharacters. real in learned then applyingtheinformation with theJudaiccontentandvalues ofthefiproducers lm,activelygrappling studentsbecamethe wherein program a fully engaged.SoIsetouttocreate sive experience.Iwantedstudentstobe method isthatwatchingfi lmsisapas- withthis or topic.Themainproblem ofaJudaicsubject visual representation when wewanttoshowthestudentsa Many ofususeitinourclassrooms Film is not a new tool in day schools. standing, analysisandevaluation. the Judaiccontentalivefortheirunder- gage theminawaythatwouldbring mystudents,butitwouldalsoen- from Iwouldliketosee emotional response Not only would fi lm evoke the type of this subject would make a great movie. ic classes,Ioftenfoundmyselfthinking, severalyearsofteachingJuda- Through fantasy,to lifetheir Jewish study onscreen. bringing a movietheir company enablingto hisstudents fulfill When hewasteacher inLA, aJudaics Kastan created how many students movie? dreamtheir own ofmaking ¿ byYossi Kastan Life on the Screen Bringing Jewish Studies to Lights, Camera, Action: and catchuponwhattheymissed. theycanaccessthesoftware any reason, site. Ifstudentsmissadayofschoolfor lum pagesoftheweb- taught inthecurricu- skillsthatare reinforce tutorials to fers virtual alsoof- The software to theirfieffects lms. to addtheappropriate library sound effects aswella by genre, ally composed music ofprofession- library amusic screenplays, ofproduced library access toarobust fully engagingexperience.Studentshave a thatmakethesoftware features more composed music and many professionally access to with Hollywood professionals, late the website with exclusive interviews Their connectionsenabledustopopu- arts festival. arts at theend-of-year screened which were tzedakah toleshonhara, ranging from dents haveworkedonfi lmswith topics todate,stu- ley inPennsylvania,where Jewish DaySchooloftheLehigh Val- wasthen implementedatthe program time.The duringproduction learned in theirworkhasfarsurpassedwhatthey of monthstoedit.Thestudents’pride itself tooktwodaystofi lmandacouple http://tinyurl.com/b5u94lr and cannowbeviewedonYouTube at at ficepted and screened ve fi lm festivals a fi lm about bullying, which was ac- OneLastShot, my classhelpedproduce 2011 at the ShalhevetSchool,where inLosAngeles started The program . Thefi lm and storylines. characters through sentiments expressed spond toitemotionallywith their own to evaluatematerialcognitivelyandre- subject. Filmmakingallowsstudents want themtothinkandfeelaboutthe to students what we sciously imparting es wepushcontentandskills,subcon- All toooftenwhenweteachJudaicclass- to thattopic. and showcases their emotional responses material in a tangible way, and draws out dent’s cognitiveunderstandingofthe enablesustoassessthestu- This process ofthecharacters intheirfistruggles lm. ing bygrapplingwiththeemotional and thendemonstratetheirunderstand- thesubjectmatterwell students tolearn Most importantly, fi lmmakingforces and timemanagement,leadership. as teamwork,collaboration,scheduling perience alsoteachesthemlifeskillssuch Theex- (setdesign)andmuchmore. art and writingscripts),math(budgeting), (reading languagearts the studentslearn experiencewhere fers across-curricular Filmmaking of- writers and producers. in charge, enabling them to become the suchasoursisputtingstudents program The keytothesuccessofafi lmmaking with that, we produce magic. with that,weproduce a Jewishidentity, wepromote hearts, and fiThrough lm,wedevelopmindsand com. can bereached at jkastan5@gmail. Academy inHollywood, Florida, and the Brauserschool of Maimonides Yossi Kastanthe incoming is headof ¿ RAVSAK Teams Up with Chai Mitzvah on New Adult Education Initiative

AVSAK is pleased to announce a Chai Mitzvah is designed as an immersive RAVSAK envisions that the program new collaboration to support Jew- program for Jewish adults who may not might be used for recruiting new fami- ish adult education in day schools. have ever received a strong Jewish edu- lies, geared perhaps toward parents of R cation, or for those who want to reinvig- children who will be entering kindergar- We are partnering with Chai Mitzvah, a orate their experience of Judaism. As we ten. Alternatively, it could be a tool to proven program that enables adult learn- know, this can be especially ers to explore Judaism according to their valuable for families whose own interests and passions. Originally young children are learn- developed for synagogues, the program ing about Judaism and is being adapted for day schools with practicing it much more RAVSAK’s guidance. than their parents ever did. encourage parents whose children are al- Participating schools receive at no cost: With the guidance of a teacher-men- ready in the school to keep their kids en- tor, participants create their own pro- rolled for middle school—hence, aimed • A 9-month program for parents, with gram in order to at parents of 4th or 5th graders. Schools monthly study sessions are free to determine where the program • A curriculum rich in sources and dis- • Learn about their heritage makes the most sense for them. cussion questions • Participate in a new ritual • Training and ongoing support from • Engage in social action with Jewish Training begins this spring, and the pro- staff at Chai Mitzvah lenses gram starts in September. To learn more • $1000 for support of the school • Join a community discussion or enroll your school, contact Dr. Elliott teacher • Celebrate their achievement Rabin at [email protected]. ¿

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ADVERT FINAL.pdf 1 4/23/2013 3:23:27 PM [70] הידיעון • HaYidion shocked, confused, disappointed,even felt inciding withmy17thbirthday!—I ing—with theschool’sclosing dateco- School wouldbeclos- that theCardin offi 5th wentoutonFebruary cialword unfolding.Whenthe my excitingfuture and I saw I had beenaccepted to Cardin, just likemysister. that In2011Ilearned Cardin experiences and graduating from tohavingsimilar I waslookingforward colleges ofherchoice. ers that won her scholarships to all of the herteach- from recommendations sincere and fullofsocialactionprojects, resume a levelofconfi dencenooneexpected,a 2006, andgraduatedfouryearslaterwith in freshman asanintroverted ter arrived ic andsocialinvolvementabound.Mysis- forciv- andopportunities the curriculum, ry, infusedthroughout andtraditionsare Jewishvalues,histo- where environment, in a pluralistic, Jewish student is nurtured ships withanoutstandingfaculty. Each while developingmeaningfulrelation- students flCardin, ourish in small classes and later I, couldattendthisschool.At sothatmyoldersister,land, toBaltimore 2006. We Columbia,Mary- movedfrom the centerofourfamily’suniversesince hasbeen nity HighSchoolinBaltimore Jewish Commu- The Shoshana S. Cardin Reisman ¿ byLianna Goin g Out aBang with Olami /Personal Essay "The BookofGoodLife" The Maccabeats, head, Idecidedtotakeaction.OnFebru- my through running thesewords With cabeats song“GottaKeepYour HeadUp.” to my mind the Mac- of the school brought Watching thissadnesstakeoverthemood the hallwithheadshanginglow. withstudentssulkingthrough depressing, inourschoolbecamegloomyand sphere ceptance ofthisharshreality. Theatmo- of denial,griefandfithe process nally ac- MyfriendsandIwentthrough tered. petrifi wasshat- ed.Mylong-timedream the concert, and he agreed toletususe andheagreed the concert, we wanted tohost of thetemple where the executivedirector and Iapproached Next, my mother ed to move forward. hisblessing ifwewant- event, butoffered fiable toprovide forthis nancialsupport the school’slackoffi nances,hewasun- about school withmyidea.Concerned theheadof mother andIapproached asIcouldover“my”event.My control ents, butIwanted to maintainas much Admittedly, Ineededtoinvolvemypar- mentioned thisideatoanyadultsyet. Ihadn’tactually Then Iremembered a date. planning business!We on quicklyagreed Suddenly, Ifoundmyselfintheconcert about datesandtechnicalrequirements. school, and ready totalk school, andready theclosingof garding tending hersympathyre- booking manager, ex- thegroup’s from response An hourlater, a Ireceived school community. energy andmoraleofthe towouldboostthe forward something excitingtolook year. Ithoughtthathaving attheendof ing history school tocelebrateitsamaz- forour could perform group Maccabeats, askingifthe 10,Isentanemailtothe ary wheels were movingfasterandfaster! wheels were fortheirhelp.The andcaterers restaurants localkosher andhow toapproach cert, Schoolfamiliesafterthecon- the Cardin dinnerfor idea ofincludingacelebratory We theconcert. fladvertising eshedoutthe talked aboutraisingmoney, budgetingand fundraiser,friend, a professional and we I metwithmygrandmotherandher stakeholders welcome. [email protected]. Submissionsfromall fi eld! Send an essay of 600 words to Hay- experience indayschools?Share itwiththe totellaboutyour Do youhaveaspecialstory will besuchamemorableday! toJune9thisyear,my birthday becauseit is set for June 9. I’m petitioning to move ment ofplanningthisevent.Theconcert As forme,I’mfocusingontheexcite- ago. amonth thantheywere up muchmore defischool, andstudents’headsare nitely in the lightened the mood of everyone has defianticipation of this concert nitely Yetclosing, but that wouldn’t be true. the hasforgotten thattheschoolis everyone excitementthat mood issofullofconcert completion. Iwishcouldsaythatthe inthefiNow weare nalstagesofcontract dinner.ebratory obtaining donationsoffoodforthecel- andticketing logistics,and advertising fee.The tasksleftforuswere the concert tofund membersvolunteered ual board Tosupport. our joyous surprise, individ- forfi oftrustees school’s board nancial the My motherhadanideatoapproach for Cardin studentsandfaculty.for Cardin this event would be free ed to make sure community toseeksponsorships.Iwant- businessesinthe a planforapproaching fee.Wepay theperformance developed waystoraisethemoney brainstormed the facility at no cost. My family and I Beat! ¿ Let ITC Show You the Spirit

Synagogue Tours TM Bar & Bat Mitzvah Family Tours Jewish Heritage Tours Interfaith Tours ISRAEL TOUR CONNECTION Custom Private Tours New & Exciting from ITC: CALL: 1-800-2-ISRAEL Sephardic Odyssey Tours WWW.ISRAELTOUR.COM • Spain - Morocco - Portugal and more! Eastern & Central Europe • Germany - Prague - Budapest - Vienna Challenge Us With Cuba “People to People” Tours Any Destination! • Experience the Culture and Arts of Jewish Cuba Under the authorization of the Cal Cuba Art Project - Lic CT# -2012-297556-11 הידיעון • HaYidion

[71] [72] הידיעון • HaYidion school. Staytunedfordetails! Separate competitionsforelementary, middleandhigh thefi withinschools and throughout learning Hebrew eld. scholars.Thecontestaimstoraisetheprofiliterary leof poetsand Hebrew selectedbyrecognized are Winners thePsalmstotoday. from poetry the richesofHebrew Hebrew, tointroduce andteacherswiththeopportunity capacityin with themotivationtodeveloptheirexpressive students The RAVSAK Contestprovides Poetry Hebrew Hebrew Poetry Contest New York,NY10025 120 West97thStreet The JewishCommunityDaySchoolNetwork RAVSAK exciting RAVSAK competitions! year next takethese to in Gear up part details! Separate competitionsformiddleschoolandhighschool.Stay tunedfor gallery, specialprizes. andtopwinnerswillreceive es willbeshowninavirtual the connectionoftheirworktotheme.Works selectedbyapanelofjudg- statement explaining artist's students submit a short an image of their artwork, tooneofthetexts.Alongwith thatresponds art Thentheyproduce Learning. bytheGlobalDayofJewish prepared Jewishsources ofsacred curriculum studya artists stage!Participating theirworkonaninternational to present and richlymeaningfulworkofJewishart Empower yourstudentstocreate RAVSAK Contest Art Mechanicsburg, PA NonProﬁt Org US Postage Permit 63 PAID