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נוטר כרמו seeds 10 Years of Growth in Chinuch Contents From the Director: 10 Years of Growth, 10 Avenues of Impact Tending to the Vineyard

Pen Tending to the Vineyard...... 3 Dear Friend, Camera Portrait of a Classroom...... 4 1. Training the Front Lines...... 6 With tremendous gratitude to Hashem, in tribute to the that a strong, viable and successful education can Menachem Education Foundation’s tenth anniversary, and will become a reality. 2. Celebrating Chinuch...... 8 we are proud to present you with Seeds, a magazine The last ten years of growth could not have happened honoring those who have joined us over the last ten years, 3. Building Leadership...... 10 without our staunch supporters, who are not only friends championing a strong chinuch for every student in our of MEF, but advocates for our community’s children. In 4. Continuous Learning...... 12 community. In this magazine you will meet the many faces particular, I would like to thank my dear friends, Mr. Alan those who tend to Hashem’s most precious – ”נוטר כרמו“ of 5. Raising the Standard...... 14 and Mrs. Lori Zekelman for changing the experience of vineyard, our children. Each individual you will meet has for thousands for Jewish children. Globe-Americas Global Impact...... 16 partnered with MEF in ensuring that every student in a 6. Cultivating Community...... 18 Chabad school has access to a high-quality education that This organization’s team has been the collaborative effort will prepare him or her to lead a successful life, imbued of hundreds of Mechanchim and Mechanchos over the 7. A Time to Recharge...... 20 with Torah and its values. years who have given of themselves to advance the Shlichus of chinuch. I would like to especially recognize 8. Supporting the System...... 22 Chabad chinuch has changed in innumerable ways Yossi Rosenblum, Rabbi Mendy Greenbaum, Dr. Sarah over the last ten years. MEF is proud to have played a 9. A Vision for Chinuch...... 24 Rosenfeld, Mrs. Chanah Rose, Rabbi Yitzchok Wolf, significant role in shifting our community’s attention to and Rabbi Noson Gurary whose work in the field has been 10. Planting Seeds of Change...... 26 the big picture of our chinuch system while maintaining critical in transforming Chabad chinuch today. Thanks also Comments an unwavering focus on individual student success. Our Looking Forward...... 28 goes to Mrs. Rena Udkoff, Mrs. Leah Caras, and Mrs. Etty many innovative projects – teacher training programs, Teleshevsky for their dedication and talent in producing hand-holding-usd Funding Excellence...... 30 educational conventions, teacher awards, the Zekelman this magazine. Standards – have realized incredible outcomes, and we are so grateful to begin reaping the fruits of our labor with There are countless more people who have played a vital MEF TEAM: enhanced learning, inspired educators, and a community role in the stories you are about to read, and while it is Rabbi Zalman Shneur, Executive Director Mrs. Blumie Gurevitz, Teacher Coaching Consultant that is engaged and proud of their schools. impossible to give all of them adequate credit, it is these Mrs. Chanah Rose, Educational Director Rabbi Yehuda Sugar, School Placement and Recruitment educators and lay-leaders who are shaping the next decade Mrs. Etty Teleshevsky, Administrator Mrs. Rena Udkoff, Communications Specialist As chinuch has changed, so have we. Over the years, MEF for Chabad chinuch. May Hashem bless all who are involved Rabbi Yossi Rosenblum, Director of Zekelman Standards and Mrs. Leah Minkowitz, Curriculum Specialist has kept growing and reinventing ourselves to meet the Leadership Training in the tending of Hashem’s vineyard, and may we see the Mrs. Avigail Bakaleynik, Curriculum Specialist changing needs of the children, teachers, and schools we Rabbi Menachem Greenbaum, Co-Director of Leadership Training seeds we plant today grow to the highest heights of success Mrs. Mimi Mark, Development Specialist serve. As chinuch has become more respected, with higher Dr. Sara Rosenfeld, D. Ed, Director of Zekelman Standards Training Rabbi Reuven Deray, IT Specialist in the renewed vitality of the Jewish people. Rabbi Yitzchok Wolf, Director of Menahaeli Mosdos Chinuch (Head of expectations of excellence, the goalposts have moved. Many Mrs. Leah Caras, Graphic Designer School) Training of the issues we will face in the next ten years of chinuch Rabbi Zelly Silber, Director of Teacher Induction will be different. No matter how difficult the challenge, Zalman Shneur Rabbi Zalman Shneur VAAD RUCHANI: BOARD OF DIRECTORS: EXECUTIVE COMMITTEE: VAAD HAMECHANCHIM: MEF will continue to rise to the occasion. With the brachos Rabbi Noson Gurary Mr. Gerald Eisenberg Dr. Galina Datskovsky Rabbi Menachem Greenbaum and inspiration of the , we are excited and confident Executive Director Rabbi Chaim Dovid Kagan, PhD Rabbi Zalman Shneur Dr. Nathaniel Deutsch Rabbi Yossi Rosenblum Mr. Alan Zekelman Dr. Charlotte K. Frank Rabbi Yosef Simpson 2 3 educators utilize 625 resources that support Portrait of a successful standard implementation at educators were informed www.ZekelmanStandards.org. 850 and inspired at annual summer seminars, conventions and retreats. 167 CLASSROOM schools avail themselves of MEF's wide variety teachers recognized through of offerings. graduates of the Teacher 20 the Chinuch Awards for their 163 Induction Program were positive impact on their students. empowered with practical skills and pedagogical knowledge to actualize students’ potentials in the classroom each day. teachers and 150+ principals were employed through the MEF job fair and job placement services.

educators participate 475 annually in professional development webinars to continue learning and honing their classroom skills.

principals trained to 60 impact their schools through effective leadership practices in the Chabad School Leadership Program. experienced educators 35 were trained as mentors through the Daniel Kahalani Teacher Coaching Program, and in turn 7,000 mentored 250 new teachers. 3,000+ students benefit from standards-based students participated in customized assessment and individualized instruction. online assessment of the Zekelman Standards for Chumash*.

Individualized Instruction for Building theEach Student

Capacity of Educators

Invigorating 1,860

the Chinuch individual donors from *Educational standards are the Community across the community learning goals for what students rallied to support MEF should know and be able to do at MEF CHAMPIONS THE BEST in a large fundraising each grade level. The Zekelman POSSIBLE CHINUCH FOR effort, proving grassroot Standards for Judaic Studies act EACH CHILD THROUGH A support and wide as uniform benchmarks to ensure that THREE-PRONGED APPROACH: recognition for the rigorous and age appropriate learning takes need and importance of place in Jewish schools around the world. school improvement.

4 5 TIP opened my eyes to a world of tools and techniques that I could use and develop to become a much more effective teacher. TIP laid out a roadmap to classroom excellence and gave us the opportunity to discuss the techniques, to internalize them, and to practice them in the : Training the work that we do both in the TIP classroom and in our own classrooms. Profile: I’ve seen tremendous change in how I approach my class on a daily basis as a result of the program. Rabbi

MRS. ZELDY FRIEDMAN Front Lines Teacher, Bais Rivka High School, Crown Heights Dovid Blasberg TEACHER AT MENACHEM, 1.Equipping Teachers with Tools for the Most Important Job in the World “My mentor was able to feel my pain and be there for me, LOS ANGELES giving me practical tips to address specific issues,” says hen Rabbi Yehoshua Einbinder completed a year using the best educational practices necessary to succeed Gerlitzky. “Having someone on my team was so important in “When I first started teaching, I was eager to Wof training in the Teacher Induction Program, he in the classroom. The program provides a built-in support making it through that rough first year.” succeed although I had very little knowledge or entered the classroom with new skills and systems for system by pairing new teachers with carefully selected experience in how to make that happen. Without enhancing the learning as well as building rapport with his MEF-trained mentors who work one-on-one with the Practical solutions, like streamlined classroom procedures, any substantial educational background, I was students. His students and their parents alike couldn't be new teachers throughout the year. The program has been and actionable skills have become a hallmark of TIP. handed some curriculum materials, given some more grateful. As one father shown to accelerate new Designed by educational experts, the program emphasizes very basic instruction, and was on my own in wrote to him, "I want you to teacher effectiveness, impactful teaching methods for immediate use in the know that Yossel is picking the classroom. That first year of teaching was 163 teachers empowered with transforming good teachers classroom. Teachers learn important concepts like classroom up a tremendous amount of very challenging. I had students disrupting my practical skills and pedagogical into great teachers, and as a management, student rapport and engagement, lesson learning, and even seems planning, and differentiated instruction in an intensive class constantly, leaving their seats and unable to knowledge to actualize students’ result has vastly improved to be enjoying the learning. week-long summer course and bi-weekly follow up sessions stay on task. I struggled throughout the year and student learning. Baruch Hashem he is potential in the classroom each day. throughout the year. These skills are then translated into almost gave up. growing b'ruchnius, and for Rabbi Shimmy Gerlitzky hands-on application, actively improving each teacher’s I knew that given the right tools, I could do better. that we sincerely appreciate had no prior teaching experience or any form of training instruction and thereby student learning. For my second year of teaching, I joined TIP with what you are teaching him, and even more than that, the when he faced a classroom full of rambunctious 5th grade that goal in mind. MEF instructors introduced me to patience that you display and the efforts that you are boys. He recalls feeling overwhelmed and intimidated Combating teacher burnout: a whole new world of education. Suddenly, I found putting in." Yossel G. is one of the 3,000 students who by the discipline issues that arose and struggled to benefit from the quality instruction of an MEF trained myself discussing how to implement techniques manage his class while creating a brand-new curriculum 50 percent of teachers leave the teacher. for literacy instruction, involve students with at the same time. At the suggestion of his principal, profession within their first 5 years. different learning styles in the lesson, and engage Founded in 2008, MEF’s Teacher Induction Program he joined MEF’s TIP and was assigned a mentor who students in critical thinking. (TIP) was created to advance teacher effectiveness in worked with him every week on key practices such as of TIP graduates Chabad schools. Student achievement is at the heart of classroom procedures, lesson planning, assessment, 90% continue to actively teach or The techniques and tools I learned worked. From the program, which views teachers as the single most and differentiated instruction. The support and guiding day one, my students were really learning! They all important school-based factor in a student’s success. TIP lead in schools 5 years later. presence of a seasoned teacher helped Gerlitzky problem took huge strides in their ability to read and write is deeply rooted in Torah-true educational philosophy, solve and improve his teaching. and, even to me, who was setting their learning goals, their progress was remarkable. By the end The encouragement and guidance I received from my mentor, of the year, all of my students, some of who could coupled with the insightful academies, were an incredible support in the challenges that I faced as a first-year teacher. My not recognize two syllable words at the beginning mentor went out of his way to create an open and comfortable of the year, were reading 100-page chapter books. relationship which served as the basis for our year long journey One student told me how excited he was to be of introspection, recognition, evaluation and implementation. able to take notes in other classes for the first RABBI YITZCHOK KLEIN time in his life, now that he knew how to write. As Teacher, , Crown Heights a teacher, that is what it is all about.” 6 7 5771 (2011)

The Abraham Award was given to 6 teachers as the first MEF initiative to recognize outstanding teachers. These teachers were selected as pioneers of the then fledgling Celebrating standards-based learning and Data Driven Instruction initiative for Limudei Kodesh.

Sponsored by Mordechai Weiner in honor of his grandparents, Avraham ben Eliyahu Greenwald and 2. Chinuch Avraham ben Chaim Wiener OBM. Highlighting the Importance of Educators 5772 (2012)

Through Recognizing and Celebrating their Efforts After being renamed the Eisenberg Award, this accolade evolved to recognize top graduates of the growing Teacher Induction Program who were starting off in Chinuch on elebrating outstanding educators gives a boost to the entire chinuch community by upholding the right foot. Crole models for other teachers to emulate and showing the world that teachers matter. Awarding Sponsored by Jerry and Sharon Eisenberg in loving exceptional educators raises the stature of those in education, and recognizes those who have made memory of Yaakov Velvel (Billy) Eisenberg OBM. a real impact on the lives of our children. Over the past decade, MEF has honored 20 hardworking Mechanchim and Mechanchos who are leading the way to a brighter future for chinuch and for us all. 5776 (2016)

When MEF’s Chinuch Awards were opened to the entire Award Recipients Chabad educational community, hundreds of students, parents, and educators nominated inspiring educators These devoted educators stand out for their sincere dedication to their students, around the world. The nominations were narrowed down to exceptional educational craft, and ability to inspire the next generation. ten finalists and two winners annually - one Mechanech and one Mechaneches. Each year focused on one educational attribute and the awards were presented at the gala banquet 5771 (2011) The Abraham Award Rabbi Shmuel Geisinsky, Darchei Menachem, of the Kinus Mechanchei Chabad each summer. Rabbi Chaim Binyomin Burston, Cheder Menachem, Los Angeles Rabbi Meir Perelstein, Darchei Menachem, Brooklyn Rabbi Shneur Munitz, Cheder Menachem, Los Angeles Mrs. Ruchama Thaler, Bais Chaya Mushka, Los Angeles 5773-5775 (2013-2014) The Eisenberg Award Mrs. Shoshana Braude, Bais Chaya Mushka, Los Angeles for TIP Graduates The Chinuch Award showed teachers that they are valued. Teaching is one of the toughest jobs in the world, yet teachers Rabbi Eli Rothman, Boys’ School, Pittsburgh Rabbi Yehoshua Einbinder, Darchei Menachem, Brooklyn It validated their hard work and showed them that do not often receive a lot of recognition for their extensive Mrs. Chanie Altein, Girls’ Yeshiva School, Pittsburgh Rabbi Mannis Frankel, Boys’ Yeshiva School, Pittsburgh someone was noticing all the positive things they were efforts. To me, the Chinuch Award was not about my personal doing. It sparked a conversation the focused on the strong success or about any one individual educator, but felt like an 5772-5773 (2012-2013) The Eisenberg Award 5776 (2016) The MEF Chinuch Awards points of those in Chinuch, and it was inspiring to read acknowledgement of the important role that teachers play in Mrs. Toba Spalter, Cheder Lubavitch, Morristown Rabbi Zalman Schapiro, Oholei Torah, Brooklyn about the incredible dedication and unique approach of our communities. To get the recognition that what we do is Mrs. Chaya Scherra Spalter, Cheder Lubavitch, Morristown Mrs. Miriam Gerber, Cheder Chabad, Philadelphia other teachers. The fact that someone from our school was valuable and appreciated, and to receive that on a national Mrs. Nechama Tauber, Lubavitch Educational Center, Miami chosen as an award winner created a real sense of pride level, was the most impactful part of the award. among the staff and the greater community. Rabbi Elozor Fisch, Cheder Menachem, Los Angeles 5777 (2017) The MEF Chinuch Awards RABBI YEHOSHUA SAMUELS Rabbi Leibel Lipsker, Cheder Menachem, Los Angeles Rabbi Yehoshua Samuels, Darchei Menachem, Brooklyn MRS. SARA ROSENFELD 2017 Chinuch Award Winner Rabbi Mendy Hershkop, Darchei Menachem, Brooklyn Mrs. Devorah Leah Smith, Bais Chana, Miami Principal, Bais Chana LEC, Miami Teacher, Darchei Menachem, Crown Heights Rabbi Yehoshua Samuels, Darchei Menachem, Brooklyn 8 9 Mark Moskowitz of the NYC A principal has to realize that there is no such thing as status quo. This program gave me the tools and vocabulary with Leadership Academy has trained principals which to think about and begin to drive positive change. across the . In his many years of professional coaching, his most memorable MRS. SHANA TEICHTEL Building Principal, Bais Rivkah High School, Crown Heights national experience was “working with the principals from the Menachem Education Foundation” because it gave him “the chance to see facilitative-based competency A cohort of the Chabad School Leadership coaching work its magic. The principals in Leadership Program in Boro Park 3. this program demonstrated that coaching trained 10 principals of Chassidic, Giving Those Who Set the Tone the Tools to Lead the Way can result in behavioral and paradigm shifts.” non-Chabad schools.

n a memorable meeting over summer break, more than Program in 2008 created a paradigm shift for Chabad Ia dozen young Chabad principals sat around a table principals, from viewing their job as an administrator to sharing their vision for the future of Chabad Chinuch. that of the leader of the school with the responsibility of Swapping ideas and working off of each other’s energy moving education forward for their students. This premise and enthusiasm, the unique continues to underlie all of group of educators felt our programming for school excited and confident that a 59 principals have participated in leaders. strong, viable and successful Leadership Training programs that These programs have a Chabad education can have advanced their skillset. become a reality for every wide-reaching impact, child in their communities. as the 59 participants represent 47 schools, This cohort of young principals were taking part in a and, most importantly, 11,800 students who are now yearlong Chabad School Leadership Program that was receiving an improved education. By building the capacity created to strengthen the practice, knowledge, and skills of school leaders, MEF has created a ripple effect of more of current principals, and to help build aspiring leaders deliberate and impactful Chinuch that extends throughout who can fill principalship vacancies in Chabad Schools. our community. The leader of a school has an outsized Over the past decade, MEF has developed and delivered impact on the entire community. By investing in just one five separate school leadership initiatives which have individual who can implement change, by giving them the offered rigorous leadership development to a total of tools, resources, and personal coaching to deliver on that 59 educational leaders. The original MEF Leadership responsibility, we can impact generations of students. Profile:: “We learned from top professionals, and discovered what goals we should be setting as school leaders. It gave me Rabbi Aharon Matusof a foundation of tools for coaching my staff, and taught PRINCIPAL OF CHEDER CHABAD, BALTIMORE us to really see the role of principal as an educational leader, not just site manager.” Rabbi Aharon Matusof faces a bevy of responsibilities each day guiding the school’s vision, managing staff and curricula and

RABBI MENACHEM GREENBAUM inspiring students to succeed. By joining MEF’s Chabad School Leadership Program with eleven of his peers, Rabbi Matusof Principal, Cheder Menachem, Los Angeles was able to develop vital skills needed to lead a school community and improve instruction for all students. “Participating in the program has given me greater confidence in my role and in my abilities as a principal.” 10 11 MEF offers schools 40 different customizable courses Profile:: for teacher development. Mrs. Sarah Chuzhin DIRECTOR OF CREATIVE CORNER, CROWN HEIGHTS

“Over the past few years, I have seen a real change in how the community views education. There is a renewed culture of continued growth for our teachers, where we are all striving to bring the post possible teaching practices to our classrooms. New teachers have always learned by modeling their instruction after the effective teachers they see, but MEF really takes these skills and breaks them down for teachers so that we can know what we are meant to accomplish in the classroom and why.

MEF’s professional development courses are like a culmination of all the teaching skills that teachers need. There a lot of Continuous teachers who come into the classroom without many tools or resources, and they try their best by learning on the job. MEF provides a great support tool for these educators and for all teachers because they are creating a platform for talented and knowledgeable educators to share their expertise with others.

I have worked with teachers in sharing different techniques and tools, and it is so heartwarming to know that our boys and girls are being taken care of cognitively, emotionally, physically and in a ruchnius way. Parents’ attitudes are changing towards Learning yeshiva schools as they see that their children are learning more, are able to pick up skills and information more easily, and that 4. they are excited to go to school each day.” When Teachers Keep Learning, Students Succeed

argeted professional development for teachers The workshop gave tangible, ready to use ideas to our staff. The interactive setting Tis one of the key factors in school excellence of the workshop allowed the teachers to and student success. MEF provides dozens of fully experience cooperative learning in the opportunities each year for educators to explore a classroom. Despite a staff with a wide range of experience and ability, each teacher left excited variety of topics in online and group settings, and and ready to integrate their new techniques. schools are increasingly availing themselves of our custom options to bring tailor-made professional MRS. CHANIE ZAKLIKOVSKY Principal, Cheder Menachem of New Jersey development to their teachers.

Whenever MEF offers a course, I grab it. Regardless of your "ההצעה לערוך קורסין מזורזים להכנת The suggestion to hold accelerated courses to“ level of expertise, there is always so much to gain and new מורים... נכונה במאד מאד… ובודאי עושים train teachers… is very correct… And certainly this is being done with utmost energy, and it insights being offered. This is for anyone who really wants to reach the children of today and make learning exciting. בזה במרץ היותר גדול, ואפשר כדאי שאף may be worthwhile for even certified teachers MRS. CHAVY RAPPAPORT אלו שכבר מוסמכים הם ישתתפו עכ״פ בחלק ,to participate at least in some of these courses Teacher, Bais Chaya Mushka, Toronto מהקורסין למען לחזור על הישנות ואי אפשר in order to review what they have already לבית המדרש בלא חידוש." learned - and there is no learning that does not yield something new.” ממכתב ו' תמוז, תשי"ד )אג"ק מ"ט ע' קסח) 12 13 EDUCATION IS A JOURNEY, AND THE TEACHER IS THE GPS: "My father-in-law said that a good teacher is one who doesn’t just teach the content to his students, but who teaches him to be able Clear and specific Formative & frequent Teachers analyze data Teachers create action learning standards serve assessments check where about student mastery to plans as a “new route” to learn on his own." as the destination each student is holding “recalculate” their teaching for each student אג"ק כ"ק אדמו"ר, ה, ע' קעא Through standards and data-based instruction, we can ensure that every student arrives at the Raising the goal of life long Torah learning.

Profile:: Standard Mrs. 5.The Zekelman Standards for Chumash Help Students Learn How to Learn ow can educators know if they are succeeding? How steps to meet them, opening the door to transparent and Chani Okonov Hdo we know if students are actually progressing purposeful assessment of student learning. PRINCIPAL OF MAZEL DAY SCHOOL, in their learning? The Zekelman Standards for Judaic BROOKLYN When Rabbi Noach Kosofsky heard about the Zekelman Studies set out to answer Standards, he decided “Unlike most Chabad schools, our day school only these questions by Since the introduction of Zekelman to implement the has two hours every day for all our Judaic studies outlining the specific ZekelmanStandards.org is the online home proven system at the subjects. I realized that with so little time for learning, skills that students need Standards in 5770 (2010), Chabad schools for Chumash teachers, featuring: we needed to focus on skill-building to reach our in order to be able to have shifted their focus from material Lubavitcher Yeshiva • Easily navigable and customizable view of the Zekelman goals and really teach our students how to learn. master independent covered to skill-based learning and Academy (LYA) in Longmeadow, MA. At Standards for Chumash learning. The concept assessment, ensuring that every child is The Zekelman Standards break down Chumash study was bold but simple. the start of the school • Growing resource library with 150 items for download and purchase into actual textual study skills with proper scope and By introducing specific learning how to learn. year, his staff tested sequence for development. Some of my teachers had goals to be mastered, student skill level with • Video tutorials for effective Chumash instruction assumptions about their students’ skill level, but with schools can shift the focus from material covered to a standards-aligned baseline assessment. The average • Users from 100 schools on six continents, uniting the concrete data from the assessments we were able skills gained, from spotty progress to individual mastery, score of the students in grades 1-4 was 23.9%. At the end Jewish world in learning to see exactly where they were holding. It helped us and from teachers teaching to students learning. of the school year, the same students averaged 93.4%. In the first year of the school utilizing the Zekelman identify skills that we were missing across the class The Zekelman Standards include hundreds of unique Standards for Chumash, students made 300% gains in and students who were maybe falling through the skills that students have to master over eight grade Utilizing this model of assessing skills, analyzing data and their learning and retention of Chumash skills. cracks. levels, from the and values that underlie Torah then creating action plans for remediation has proven to be a tremendous benefit for our students. We are able to study, to the linguistic foundations of how to decipher With these concrete new tools, educators can teach Today, I walk into a Chumash lesson and the students discover missing skills and even special learning needs early understand the text. I used to see a lot of drilling a posuk of Chumash. The initiative allows teachers and children Torah in a way that enables and inspires them to on and are able to work with students right away. students to set clear and individualized goals and the continue to learn it, and live it, for life. and memorization, and repeating after the teacher. RABBI MENACHEM GREENBAUM Now, students have the ability to look at the text and The Zekelman Standards Project has been generously endowed by Alan and Lori Zekelman, Principal, Cheder Menachem, Los Angeles in loving memory of Yechezkel ben Avraham Aharon and Rus bas Avraham. understand how it works.” 14 15 Map-Pin Toronto: 20 Toronto educators travel to Map-Pin Europe: A new way of Map-Pin TIP trained educator brings best the Chabad Chinuch Convention, with many Moscow: teaching Chumash is live- practices in education to a growing community furthering their learning as avid participants in streamed via webinar at staff of schools, while continuing to access MEF webinars throughout the year. trainings in Vienna, Austria ZekelmanStandards.org for new resources. and in Milan, Italy. Map-Pin Montreal: Montreal turns to MEF presenters each year to service their Map-Pin Ukraine: A teacher in Machon Map-Pin Portland: A husband professional development needs. Map-Pin London: Chaya Mushka, Zhitomir, attends the and wife team, both Map-Pin Graduates of the Chabad Chinuch Convention for her graduates of the Teacher Crown Heights: In MEF's Brooklyn first online Teacher boost of inspiration and best practices. Induction Program, lead the headquarters, locally hosted workshops, Induction Program way in an innovative day gatherings and other events impact the largest bring best practices school. Chabad educational community in the world. for teaching into London’s classrooms. Map-Pin Atlanta: Atlanta Head of School is one of 27 Map-Pin Los Angeles: Visiting educators in senior leadership hired throughout the Map-Pin : The Torah Shebaal Peh principals from the Chabad School country through our job placement office. Standards, crafted jointly with MEF Leadership Program always find to promote student mastery of how their way to Cheder Menachem, to Map-Pin Miami: MEF-trained principals, to learn , is incorporated into see learning standards, data, and teachers, and mentors contribute to national curricula and backed by the other best practices come to life. classrooms throughout the Sunshine Torah Umesorah hosts workshops on government’s department of education. = 1 school State, including LEC, the second the Zekelman Standards, resulting in largest Chabad school in the country. enhanced Chumash learning in dozens of = 2-5 schools schools in Brooklyn, Lakewood, and throughout the United States. = more than 5 schools Creating Brighter Futures Map-Pin Sao Paulo: Escola Lubavitch Map-Pin Johannesburg: Johannesburg educators attend Map-Pin engages MEF experts to provide on Sydney: the annual Kinus Mechanchei Chabad for inspiration. utilizes the Zekelman Standards for site leadership training. The Torah Academy principal has trained in the Chabad Chumash and numerous professional Around the Globe School Leadership Program, and teachers participate in development opportunities throughout learning webinars throughout the year. the year. See the scope of MEF’s impact Map-Pin Buenos Aires: The new Wolfsohn Academy Map-Pin Cape Town: The Cape Town day school community comes together to Map-Pin : Beth Rivkah and Yeshivah Colleges are models through our growing network. high school incorporated the Zekelman Standards embrace standards-based learning through hosting an in-person workshop with of standards-based learning and assessment. Melbourne-based as a curriculum framework from the start. online follow up. director is a Teacher Induction Program graduate. online training reaches educators throughout the world.

1. Wolfsohn Tabacinic Academy, Buenos Aires, Argentina 2. Wolfsohn Secundario, Buenos Aires, Argentina 3. Kesser Torah College, Sydney, 4 .Cheder Chabad Sydney, Sydney, Australia 5. Cheder Levi Yitzchak, Melbourne, Australia 6. Beth Rivkah Women's College, Melbourne, Australia 7. The Yeshiva College, Melbourne, Australia 8. Cheder Chabad, Pheonix, AZ 9. Torah Day School of Pheonix, Pheonix, AZ 10. Lubavitch Schools of Brazil, S Paulo, Brazil 11. Chai Tots, Chatsworth, CA 12. Gan Chabad , Los Angeles, CA 13. Chana High School, Los Angeles, CA 14. Shalom School, San Fransisco, CA 15. Harkham Hillel Hebrew Academy, Los Angeles, CA 16. Oakland Hebrew Day School, Oakland, CA 17. Ohr Hachaim Academy, Los Angeles, CA 18. South Peninsula Hebrew Day School, Sunnyvale, CA 19. Bais Menachem, San Fransisco, CA 20. The Hebrew Academy, Huntington Beach, CA 21. Bais Chaya Mushka, Los Angeles, CA 22. Bais Rebbe Junior High School, Los Angeles, CA 23. Cheder Menachem, Los Angeles, CA 24. Desert Torah Academy, Palm Springs, CA 25. Chabad Hebrew Academy, San Diego, CA 26. JETS Yeshiva, Granada Hills, CA 27. Gray Academy, Winnipeg, Canada 28. Rambam Day School, Ottawa, Canada 29. Bais Chaya Mushka, Toronto, Canada 30. Bais Chomesh High School, Toronto, Canada 31. Shmuel Zehavi Cheder Chabad, Toronto, Canada 32. Lubavitch Toronto, Toronto, Canada 33. Yeshiva Levi Yitzchok, Montreal, Canada 34. Beth Rivkah Academy, Montreal, Canada 35. Rabbinical College of Quebec, Montreal, Canada 36. Seminary BMC, St. Agathe, Canada 37. Bnos Yerushalayim Belz, Montreal, Canada 38. Hebrew Academy, Cote St. Luc, Canada 39. Shalhevet Girls High School, Vancouver, Canada 40. Denver Academy of Torah, Denver, CO 41. Southern Connecticut Hebrew Academy, New Haven, CT 42. Lubavitch Boy's School, London, 43. Ruth Lunzer Lubavitch Girls' Primary School, London, England 44. O.Y.Y. Lubavitch Boys' School, Manchester, England 45. Gan Balgravia, London, England 46. OYY Girls School, Manchester, England 47. Chabad Hebrew Academy, Boca Raton, FL 48. South Florda Jewish Academy, Coconut Creek, FL 49. Beis Chana, Miami Beach, FL 50. Orlando , Orlando, FL 51. Jewish School of the Arts, Palm Beach, FL 52. South Florida Jewish Academy, Miami, FL 53. Arevim Schoolhouse, Miami, FL 54. Lanaar, Miami, FL 55. Miami Jewish Montessori, Cocunut Grove, FL 56. Klurman , Miami, FL 57. Katz , Boca Raton, FL 58. Scheck Hillel Community School, Miami, FL 59. Hebrew Academy Community School, Coral Springs, FL 60. Esformes Hebrew Academy, Daytona, FL 61. Lubavitch Educational Center Boys' School, Miami, FL 62. Lubavitch Educational Center Girls' School, Miami, FL 63. Chaya Mushka Children’s House, Atlanta, GA 64. Bais Chaya Mushka, Postville, IA 65. Lubavitch Girls High School - , Chicago, IL 66. Tzemach Tzedek, Chicago, IL 67. Cheder Lubavitch Girl's School, Chicago, IL 68. Cheder Lubavitch Boy's School, Chicago, IL 69. Scuola del Merkos, Milan, Italy 70. Hyman Brand Hebrew Academy, Overland Park, KS 71. Louisville Jewish Day School, Louisville, KY 72. Torah Academy, Metairie, LA 73. New England Hebrew Academy, Brookline, MA 74. Longmeadow Hebrew Academy, Longmeadow, MA 75.Cheder Chabad of Baltimore, Baltimore, MD 76. Gan Israel Preschool, Clarksville, MD 77. Torah Institute, Baltimore, MD 78. Grand Rapids Hebrew Acadamy, Grand Rapids, MI 79. Lubavitch Cheder, S Paul, MN 80. Epstein Hebrew Academy, St Louis, MO 81. Sholom Torah Academy, Morganville, NJ 82. Cheder Lubavitch Girls' School, Morristown, NJ 15,000 STUDENTS IMPACTED IN 167 SCHOOLS. 83. Cheder Lubavitch Boys' School, Morristown, NJ 84. Cheder Menachem, Monroe, NJ 85. Yeshivat Noam, Paramus, NJ 86. Bnos Bracha, Lakewood, NJ 87. Yeshivat Frisch, Paramus, NJ 88. Tiferes Chaya, Lakewood, NJ 89. BBYHS, Lakewood, NJ 90. Joseph Kushner Hebrew Academy, Livingston, NJ 91. Yavneh Academy, Paramus, NJ 92. Desert Torah Academy, Las Vegas, NV 93. Maimonides Hebrew Day School, Albany, NY 94. Miamonides Bnos Chaya High School, Albany, NY 95. Chabad Girls Academy, Brooklyn, NY 96. United Lubavitch Yeshiva, Brooklyn, NY 97. Bais Chaya Mushka, Brooklyn, NY 98. Beth Rivkah Elementary School, Brooklyn, NY 99. Beth Rivkah High School, Brooklyn, NY 100. Bnos Menachem, Brooklyn, NY 101. Ohr Menachem, Brooklyn, NY 102. Cheder at the Ohel, , NY 103. Lamplighters Yeshiva, Brooklyn, NY 104. Mazel Day School, Brooklyn, NY 105. Oholei Yosef Yitzchok Lubavitch, Brooklyn, NY 106. Shluchim Online School, Brooklyn, NY 107. United Lubavitcher Yeshiva of Ocean Parkway, Brooklyn, NY 108. Darchai Menachem, Brooklyn, NY 109. Yeshiva Ohel Sarah, Brooklyn, NY 110. Silverstein Hebrew Academy, Long Island, NY 111. Cheder Chabad of Monsey Boys’ School, Monsey, NY 112. Cheder Chabad of Monsey Girls’ School, Monsey, NY 113. Monsey Beis Chaya Mushka, Monsey, NY 114. The Hebrew Academy, New City, NY 115. Yeshivat Chovevei Torah, Bronx, NY 116. Oholei Torah, Brooklyn, NY 117. Yeshivas Chok L'Yisroel, Brooklyn, NY 118. Ohr Temimim, Buffalo, NY 119. All My Children, Brooklyn, NY 120. Ateres Chaya, Brooklyn, NY 121. Bnos Chomesh, Brooklyn, NY 122. Creative Corner Preschool, Brooklyn, NY 123. Gan Yisroel Girls' School, Brooklyn, NY 124. Ganeinu, Brooklyn, NY 125. JRC , Brooklyn, NY 126. Michlelet Chana, Brooklyn, NY 127. Yeshiva Shaarey Zion, Queens, NY 128. Chabad Cheder Long Island, Coram, NY 129. Day School, , NY 130. Alef Bet Preschool, Pelham, NY 131. Beth Rivkah Seminary, Brooklyn, NY 132. Queens Gymnasia, Queens, NY 133. Yeshiva Torah V'Daas, Brooklyn, NY 134. Adas Yereim, Brooklyn, NY 135. Ohr Shrage, Brooklyn, NY 136. Mesivta Lev Temimim, Monsey, NY 137. Stream/Chabad Academy, Queens, NY 138. Brooklyn Heights Jewish Academy, Brooklyn, NY 139. Jewish Online School, Brooklyn, NY 140. Yeshiva Ahavas Torah, Brooklyn, NY 141. Bnot Yaakov, Great Neck, NY 142. Yeshiva Ketana Ohr Reuvein, Spring Valley, NY 143. Hillel Academy of Broome County, Binghamton, NY 144. Stella K. Abraham HS, Hewlett, NY 145. Tomchei Temimim Queens, Queens, NY 146. Jewish Foundation School, , NY 147. Beit Rabban Day School, New York, NY 148. Chaviva High School, Cleveland, OH 149. Ohr Torah Cincinnati, Cincinnati, OH 150. Maimonides Jewish Day School, Portland, OR 151. Torah Academy of Philadelphia, Philadelphia, PA 152. Cheder Menachem Wilkes Barre, Wilkes Barre, PA 153. Cheder Chabad of Philadelphia, Philadelphia, PA 154. Yeshiva Schools Boys' Division, Pittsburgh, PA 155. Yeshiva Schools Girls' Division, Pittsburgh, PA 156. Magen David Academy, Panama 157. Chabad Jewish Academy, Myrtle Beach, SC 158. The Sinai Academy, Cape Town, 159. Phyllis Jowel, Cape 16 Town, South Africa 160. Torah Academy, Johannesburg , South Africa 161. Shaarei Torah Primary School, Johannesburg, South Africa 162. Bais Yaakov Adas Yereim, Johannesburg, South Africa 163. Torah Day School, Houston, TX 164. Machon Chaya Mushka, Zhitomir, Ukraine 165. Menachem Mendel Seattle Cheder, Seattle, WA 166. Menachem Mendel Seattle Cheder Girls’ High School, Seattle, WA 167. Bader Hillel Academy, , WI 17 MEF has been able to connect us, both digitally and : Profile: in person, with a community of like-minded educators from different backgrounds. As a school that is distant Mrs. from major Jewish hubs, this has created a new level of Cultivating opportunity. Rochel RABBI SHNEUR WILHELM Baila Yaffe Principal, Maimonides Jewish Day School, Portland TEACHER AT SOUTHERN CONNECTICUT 6. Community HEBREW ACADEMY For 15 years, I have been involved with various“ איש את רעהו יעזורו, ולאחיו יאמר חזק educational outlets, and I have always found a sense of fulfillment in transmitting our heritage to others. eaching can be a lonely profession. Gathering • with leading Mechanchim When I heard about MEF’s 3-day summer seminar for Teducators for events of chizuk, networking and • Alumni reunions and Melaveh Malkahs educators, I was intrigued. I was already familiar with inspiration helps empower educators on both an individual and communal level. MEF believes that • Hakhel gatherings for teachers across names of the talented presenters and I knew that they Crown Heights schools we can achieve our goals when we tap into the power would be able to provide me with real life experience of our community. Over the years, our staff worked • Principal networking events and quality guidance based on cutting edge research, to create a powerful learning community for our as well as Chabad’s traditional approach to education. • Yom Iyyun for parents many teacher constituents and the greater Chabad I decided to attend, knowing that I would be getting educational community as a whole. Our varied events • Eitzah Chinuch Hotline the best in both and pedagogical and services present many new opportunities for • Online events and webinars connecting methodology. connecting people and developing knowledge and skills teachers from around the world that directly enhance the education of our children. At the seminar, I met dozens of educators from a wide range of schools – small schools for troubled teens, huge mainstream institutions with hundreds of students – and we were all there for the same purpose: to become better "כיון שהשגחה העליונה העמידתו בחלק היפה, Since Divine Providence established for him the pleasant“ ,teachers. Although we came from different backgrounds לחנך בני ובנות ישראל בחינוך כשר... הנה על lot of educating the sons and daughters of Israel... [and at times there are dilemmas that arise,] about situations with different approaches to education, different levels of support and training from our administration, and varied Crown Heights boasts the largest number of local Chabad כגון דא אמרו דאגה בלב ישיחנה לאחרים וכידוע such as these it is said, ‘A worry in one's heart should be familiarity with the materials that MEF presented, we schools in the country, yet no real opportunities existed for הפתגם כ׳׳ק אדמו׳׳ר האמצעי שעי׳׳ז הנה שתי discussed with others,’ and the saying of the Frierdiker .were all in the same boat. We immediately became a educators from different schools to come together and share נפה׳׳א נגד נפש הבהמית אחת..." Rebbe is known, that through this ‘there are two G-dly souls against one animal soul.’” -collaborative community, sharing ideas and learning MEF organized a series of Hakhel events that facilitated peer אג"ק חלק י׳׳ד, אגרת ה׳שיב from each other. to-peer collaboration and networking. Dozens of teachers who taught the same grade levels joined together to gain from Since the seminars, I have kept up the dialogue with the each other’s strengths, experience, wisdom, and energy. colleagues I met, and I also signed up for the resources available at Zekelmanstandards.org. I feel like a child 10 Hakhel networking events inspired who is learning to ride a bike for the first time – secure 300 educators from 13 Crown Heights in the knowledge that his parents are right behind him, schools, who brought back fresh ideas even if they are not holding on to the bike. It is such a comfort to know that I have a place to address my and energy to the 5,400 children questions and that I can continue my education with in their classrooms. people who are there to help me succeed.” 18 19 I keep on coming back because at the end of a school year, you’ve worked hard, you’re tired, and you need to recharge. The convention re-energizes me to focus on why I became a teacher, and gives me new tools to come back into the classroom and make a difference.

RABBI AVRAHAM WAGSHUL Teacher, Harkham Hillel Hebrew Academy, Los Angeles

My experience at the MEF convention was one of immense learning. I gained a lot, I networked with other teachers, and I enjoyed being a part of an atmosphere of learning and growing, being one of many people A Time to doing the same job, dedicated to chinuch. MS. CHAYA ZIRKIND Recharge Teacher, Bais Rivkah High School, Crown Heights 7. I feel that by coming to this convention 350 Educators Gather Annually at the Kinus Mechanchei Chabad I have been given a greater pride in my work. I was reminded that this is a shlichus, an avodas hakodesh, and I feel like I am a part of a worldwide verybody needs a time to plug in and network of teachers who are here to Erecharge, especially those on the front lines change the world. of chinuch. The Kinus Mechanchei Chabad is I [also] had a lot of opportunities to a time for educators to come together, reignite network with other teachers, so I was their dedication to chinuch, reconnect to the able to gain validation for the different The entire tone of the convention struggles in my classroom, and at the Rebbe and to each other, and renew their skills was elegant, meaningful and same time I was to learn tools and to bring back to the classroom. practical as it raises the standard tricks that I can use back in class in of education in our schools. September. The annual Kinus includes unique networking MS. ESTY NEWFIELD opportunities that celebrate educators and MRS. DENA GORKIN Principal, Bnos Chomesh, Teacher, Bais Rivkah Elementary a Gala Banquet that honors them for the Crown Heights School, Crown Heights incredible impact they have on the lives of our children.

The Kinus Mechanchei Chabad has been hosted The kinus was a true example of chassidim getting together to benefit others. Through farbrenging together, for three years running, with close to 1,000 in recommitting ourselves to the shlichus of chinuch, and attendance, and a total of nearly 200 workshops developing our skills as mechanchim, we are now able to and sessions. Educators now have an annual go back to our classrooms with renewed chayus and tools boost to look forward to, and carry with them to educate the next generation of chassidim. throughout the school year. RABBI PINNY RAPOPORT Teacher, Oholei Torah, Crown Heights

20 21 Profile:: Rabbi Menachem Schmidt Job Placement BOARD MEMBER, CHEDER CHABAD OF PHILADELPHIA Part of MEF’s mission is to get great teachers into In 5772 (2012), Cheder Chabad of Philadelphia was the classroom, and great leaders into the schools a small but growing community school, lacking in Supporting that need them. For this reason, we are dedicated to basic professional systems and structures. Since helping schools fill positions with qualified educators, partnering with MEF, Cheder Chabad has become a and to helping aspiring educators find their way into professionally organized institution where quality the classroom. MEF hosts an annual Chinuch Job Fair learning takes place, and has achieved a number the System in Crown Heights where employers and recruiters of very significant educational and organizational 8. from different schools have the opportunity to milestones. Today, the school has obtained legal Building Stronger Infrastructure for Better Chinuch meet with prospective hires. In addition, MEF runs status, enjoys a committed board, a professionally

he most effective change is systemic change, and Other aspects of our 360 degree approach to education a dynamic job placement office, and assists tens of trained principal, and a fully-developed, standards- Tsometimes, schools are looking for more than a include job placement and recruitment, governance support educators with optimal placement and maximizing aligned curriculum that allows students to thrive. particular program or service to help them improve. and consultation, and school inspections and observations their impact on Chinuch. “I was involved with the Cheder at a pivotal time MEF’s school partnerships and strategic guidance have followed by professional recommendations for growth. and was very active on the board. The Chabad had impact ranging from helping a new school get off Our professionally trained experts facilitate a supportive community in Philadelphia was growing and the the ground, to sustaining an existing moisad during a framework, so that those at the helm can engage in best need to grow our then small Cheder into a proper turbulent transition, and from guiding a small school to practices and strive for excellence on all levels of school MEF has strengthened the infrastructure school was pressing and obvious. But we as a keep up with rapid growth, to helping move the “big ship” function. for Chabad Chinuch through: of an established school seeking new direction. board did not have the expertise to accomplish By partnering with MEF and instituting changes in • Visiting 7 schools for comprehensive inspections, with that transition. To take our Cheder to the next Through step by step guidance and top-to-bottom school governance, policy and procedure, fiscal responsibility and follow-up recommendations for change. level educationally, in terms of communicating improvement, MEF helps school leaders transform the staffing,Chabad schools have greatly increased their a real Lubavitch Chinuch, and professionally, in professionalism and effectiveness of a school in a matter educational quality, efficiency, professionalism and • Engaging in school improvement partnerships with 10 terms of building a board, fiscal oversight and all of one to three years. MEF’s support includes guidance in: accountability. Our goal is to support schools in providing Chabad schools in North and . the elements that a real school needs to have, we the best education possible so that students can thrive. • Connecting over 500 educators in 5 annual Chinuch needed help.  Governance Job Fairs.  Human Capital Since MEF deals with so many different schools, they We reached out to MEF for help with the transition • Facilitating the placement of over 150 educators in are able to be open and supportive to different kinds of from a small-scale school to the full-fledged  Education learning and concerns. The whole team is very motivated Chinuch positions, including 20 in senior leadership. educational institution that it has become. MEF and invested in the chinuch of children in our community  Development & Fundraising and beyond. The schools who are being serviced by MEF are • Consulting with dozens of schools annually on issues helped us with finding a board, with hiring a  Community Engagement stronger schools because of it. of policy, governance, and more. principal, consultancy, fiscal structure, teacher training, recruitment and more. We could not have  Recruitment and Professional Placement MRS. DEVORAH LEAH ANGYALFI • Assisting tens of educators with optimal placement Founder & Director, Chabad Girls Academy, Crown Heights become the school we are now without the help and maximizing their impact on chinuch. of the Menachem Education Foundation.” 22 23 Make Chinuch Your Shlichus®

Educators are our community's most valued ambassadors of all the values that we hold dear. MEF’s inspirational : messaging, publications and events reconnect educators Profile: with each other, with their mission, and with the Rebbe, whom they represent. Our motto “Make Chinuch Your Mrs. Shlichus®” puts education back at the forefront of our aspirations and our efforts, reminding us all that Shaindel Blasberg education is the privileged vocation of tending Hashem's COMMUNITY MEMBER, vineyard with care. CROWN HEIGHTS להרים קרן החינוך

“I went to a parent night at my child’s school and

they asked us, what are your hopes for your child this ב׳׳ה Revisiting Education year? So many parents said, ‘that my child should be A Vision for MEF wanted to bring clarity to the happy.’ I was shocked. Is that really all we want for ongoing community conversation our children? Yes, I want my child to feel that they are on how to reinvigorate the Chinuch Revisiting Education valued and they are safe. But as a parent, what I want system by rooting the dialogue

published for them is to be in a thriving environment. in Torah-true sources. MEF by

distributed Chinuch commissioned JLI’s Machon Shmuel by Not every child thrives in the same way, but every to study a few of the most pressing child needs to be putting in effort and succeeding 9. chinuch questions educators face today, and draw up a comprehensive report of its findings. at something. It’s about progressing, but not just in .knowledge - also in effort, learning and social skills בס״ד or nearly a decade, MEF has helped educators, The result is Revisiting Education, an extensive report If they’re progressing in their life, improving, and Fschools and the greater community aspire to VISION FOR CHABAD SCHOOLS which explores many of the critical and timely issues the highest quality education for their students by related to Chinuch from the perspective of Torah growing as a person, that’s when they will also be establishing a culture of excellence in Chabad schools. Every graduate of a Chabad school will: luminaries across the spectrum of Torah scholarship, happy in school. When I saw the Vision for Chabad emphasizing the views of the Lubavitcher Rebbeim. MEF We are proud to have become the voice of parents and Schools that MEF put out, I was so glad that as a presented these findings as a resource to the general public educators in advocating for the positive educational Possess the knowledge, values and strength of conviction community we are setting a higher standard for to make and maintain a LIFELONG COMMITMENT so that mechanchim and parents alike can participate in chinuch. experience that all children deserve. TO TORAH AND MITZVOS. the critical conversation about the aspirations we have for the Chinuch of our children. MEF Publications: Strive to REALIZE THE VISION OF THE REBBE AND OF I have had children who breezed through school CHABAD CHASSIDUS, in their personal lives and because they were blessed with a good head and love • Vision for Chabad Schools in the world. The Thirteen Principles of Faith: A Chasidic Viewpoint of learning, but I have also experienced as a parent • The Thirteen Principles of Faith: A Chasidic Be an INDEPENDENT AND LITERARILY ASTUTE READER OF JUDAIC TEXTS in their original language. some very painful experiences that my children had Viewpoint By Rabbi Noson Gurary to go through in school. So when I read your mission Have the PERSONAL AND LIFE SKILLS necessary to lead The MEF editorial team reviewed and • Revisiting Education - the Chabad a self-sustaining life in today’s world. statement - a vision that pledged what a teacher

GURARY Therepublished Thirteen this fascinating Chasidic The Principles of Faith perspective on Chinuch A Chasidic Viewpoint (continued from front flap) Thirteen Maimonides’ thirteen principles, whichanalysis he described as the roots and and interpretation of the would give - I was really, deeply touched. Maimonides profound Thirteen Principles of Faith have long been foundations of the Jewish religion, Commentary on considered the basic and fundamental tenets of . first appeared in his The Thirteen Principles of Faith Principles Be an individual of REFINED CHARACTER, SHOWINGprinciples are not merely descriptive, a the Mishnah as an introduction to the Sanhedrin. philosophical statement of lofty Jewish F But why are there only thirteen fundamental principles in Judaism? of final chapter of the tractate ideals. Their intention is experiential: Faith They were subsequently abbreviated And why does Maimonides begin each principle with the words, “I A Chasidic Viewpoint they are intended to be an encounter F and Rambam’swere later appended to many Thirteen Principles of Faith. • “Thoughtful Thursday” Whatsapp with ourselves, with the axioms upon believe with complete faith”? CONSIDERATION TO OTHERS and extending both versions of the daily prayer book. To which we base our lives, with the this day, they constitute one of the F Does this not contradict the belief that the most fundamental of wisdom of G-d, and ultimately, as a clearest statements of Jewish belief principles is knowing – not believing - that G-d exists? material and spiritual help. happy encounter with G-d Himself. everWith written. the publication of this volume, Two of my sons went through MEF’s teacher training Rabbi Noson Gurary expertly addresses these and many other questions inspiration broadcast to 2,000 teachers In Chasidic literature, the thirteen as he examines each principle in great detail and applies their meaning to principles have received a scholarly the entire structure of Jewish faith. Discover how these principles have and methodical analysis. This come to define man’s relationship to G-d and Torah, and the application volume is based on the teachings of each principle as a way of life. and writingswhich of several of the most highlights the underpinnings weekly prominent Chasidic masters, notably program are now teachers. They benefited from what those of the Lubavitch dynasty. Each Face his or her life with a sense of principle is treated as a meditation, a JOY, CONFIDENCE, soul-illuminating insight into the very ABOUT THE PUBLISHER depths of one’s being, the nature of G-d andof His teachings, Jewish and the Torah. faith as illuminated by The Menachem Education Foundation ABOUT THE AUTHOR (MEF) was established with the goal of This work is not an exposition but they learned there, and they took it and ran with it. AND PERSONAL EMPOWERMENT. rather an expedition into the thirteen raising the bar for . Rabbi Noson Gurary is a noted expert in Jewish law and theology, • “Voices of Chinuch” blog, by teachers for With an uncompromising focus on principles of faith. Chasidic philosophy as well as a prolific author and lecturer. He has published numerous views all of Torah as a manifestation student success, it is the organization’s articles in rabbinical publications and is the author of three books on mission to be the best champions of of G-dChassidus, Himself. Thus, the thirteen MEF hopes to inspire Judaic theology: The Thirteen Principles of Faith: A Chasidic Viewpoint, Jewish students. MEF hopes that the Chasidism: Its Development, Theology, and Practice and The Jewish Holy Rabbi publication of this volume, which Days in Chasidic Philosophy. With over four decades of service to the teachers, surfacing important educational highlights the Chasidic philosophy of Noson Gurary They, too, have a clear vision that they are moving Jewish community, Rabbi Gurary continues to set the spiritual tone (continued on back flap) spiritual belief, will inspire readers to for the Chabad community in upstate New York and is respected for his deepen their connection to their Jewish wisdom throughout the Jewish world. readers to deepen their connection faith and pursue additional learning issues opportunities. to Hashem and pursue additional towards. Thanks to MEF, they now have the tools to learning opportunities. achieve it." 24 25 "שצריכים להיות נרות להאיר... לעשות שגם השני יהי' נר מאיר." תורת מנחם תשמ"ה )ח"א ע' 605) Profile:: Mrs. Blumie Gurevitz INSTRUCTIONAL LEADER AT CHEDER CHABAD OF PHILADELPHIA

In 5774 (2014), Mrs. Blumie Gurevitz participated in an MEF instructional program that focused on using evidence of student learning to guide educational goals. The program facilitators identified her as a teacher who could lead this process in her school, ,and she transitioned into the role of a team leader. This training, coupled with years of experience in instructional coaching טופח על מנת להטפיח 10. made Mrs. Gurevitz a candidate to lead MEF’s Teacher Coaching Program when it was formed. Over two years of workshops, webinars, and individualized support, Mrs. Gurevitz trained about 20 new coaches. The trained Planting Seeds coaches continue to use their skills to this day to help new teachers and make a difference in so many classrooms. "Helping guide the coach-coachee interactions," says Mrs. Gurevitz, "I had the privilege of seeing new teachers really blossom and overcome their challenges in the classroom. I'm grateful that through MEF, I was able to go from being a coach in my own school to a of Change trainer of coaches, and be part of a ripple effect of growth in Chinuch." Building a Task Force of EF’s goal is to invest in educational talent, enabling Chabad educators to continuously act as agents Chabad Educational Leadership Mof change in their schools and communities. Building the skills and capacity of individual chinuch influencers sets off a chain reaction of impact far beyond MEF’s direct reach. An investment in those who are shaping the future of chinuch will pay in dividends that benefit Chabad students around the world for years to come. 35 20 Coaches coaches trained through outstanding Chabad new MEF’s Teacher Coaching educators were teachers Program went on cultivated by MEF to Drawing the Best and Brightest into Jewish Education to mentor facilitate professional development Mentors When Rabbi Mendy Levin was deliberating possible Identifying Rabbi Levin’s potential, MEF invested in his workshops for schools other 250+ principals Trains Shlichus paths, he did not consider education as a viable around the world. training and secured him a personal coach to build his new teachers. as a option. Yet, MEF recognized Rabbi Levin’s many talents and leadership abilities. Rabbi Levin assumed the role of coach Trains as Facilitates convinced him to give chinuch a chance. In 5771 (2010), principal in 5774 (2013). Head of workshops School for other Rabbi Levin enrolled in the Trains teachers as a yearlong Teacher Induction As a young new principal, Rabbi Mendy Levin was eager to principal Program and went on to work toward achieving high quality educational outcomes 5 3 star trainees went on to principals trained in become a successful for his students. With guidance from MEF’s leadership co-direct our Teacher MEF’s Chabad School consultants and access to a wide range of resources, Rabbi classroom teacher. In Induction and Coaching Leadership Program went the spring of 2012, Levin quickly improved his school’s culture of excellence by Programs, impacting on to train and coach Outstanding MEF was working with enhancing communications, tackling thorny staffing issues, candidate Trains as a inspired teacher for the then fledgling Cheder and developing a mindset of growth and understanding 150+ 50+ to join classroom new teachers. Chabad of Philadelphia, whose throughout the administration. Recently, Rabbi Levin was new leaders. Chinuch success board was seeking a principal for their promoted to Head of School, and today is a mentor in his own growing school. right, regularly coaching a young principal in Argentina. 26 27 well-being of our children, because what the knowledge חינוך על טהרת הקדש gives is much more than knowledge. Rabbi Yossi Paltiel, Teacher at Chovevei Torah and Machon L’Yahadus in Crown Heights, For Rabbi Paltiel’s full comments, please subscribe to and Noted Lecturer (InsideChassidus.org) mymef.org/blog.

he number one challenge facing Jewish education Ttoday is keeping the schools and the parents on the same page. Schools must find language to include the Bringing Respect Back to Chinuch parents in the educational process more than they already Rabbi Hershel Lustig, Dean of Oholei Torah-Oholei Menachem, Crown Heights Looking are. And parents must appreciate that when they choose a school for their children they are also agreeing and signing on to the values that the school provides. he biggest issue facing Chinuch today relates to the What parents and educators must equally be on board Tgoal of Chinuch. For decades, the goal in Chabad with is the model of “chinuch al taharas hakodesh.” What Yeshivas was to go on Shlichus. However, today less than Forward this means is that until our children develop sufficient 20 percent of young men between the ages 30 and 35 are A Round-table Discussion on the Future of Chinuch excitement, appreciation, and dedication to their faith- on Shlichus, and that number is dwindling each year. So based life, we keep them separate from the “real world.” Bochurim today may question, if I’m not likely to go on This is the price we pay for Chassidic children. We must Shlichus then why am I staying in Yeshiva for so many he Menachem Education Foundation reached out to thought leaders in the world of Chabad Chinuch appreciate and embrace this if this is the education we years - why not go out and start learning a career? and asked them to share their thoughts on the state of Chinuch today, and on MEF’s role in assisting T choose for our children. Mechanchim in their sacred task. Today, our challenge is to articulate the goal of learning in On the other hand, children must learn and develop the Yeshiva, which is to be a chassidisher yungerman, and be a ability to enjoy learning Torah. This is not only about Shliach by influencing all of the people around you to do being intellectuals, it is about being human beings and Mitzvos, including in your workplace. We need to inspire Teaching Our Talmidim How to Think R’ Meir first learned the whole oral Torah from R’ . Learning in school for children is the equivalence our Bochurim as to the value of Limud Hatorah, and Rabbi , Scholar-in-residence at Yishmael. Then he went to study with R’ Akiva. What of work in adults. They must learn. However, just as the impact that these years in Yeshiva will have on Chabad of the Five Towns, and Noted Author and was left to learn? R’ Akiva taught him methodology, how no one would enjoy going to work if he or she was a their future, whatever form it takes. Lecturer (SoulWords.org) to use the information that he had learned already. The failure, similarly, no child will enjoy school and (more Rebbe comments that R’ Meir’s true teacher was not the At the same time, chinuch today has improved in a importantly) what the school is about without success. he Jewish people accepted the Torah with a promise one who taught him everything he knew, but the one who number of areas. One is that we are more focused on every of “naaseh v’nishma” (we will do and we will T taught him how to use that information. Why? Because This success is the ability to learn. student. The teachers are trying to teach in different understand.) First, we give Hashem our doing, next we that is the whole purpose of education—to learn how to ways, using various modalities and learning styles, with give Hashem our understanding - not just behaving like think. On balance in our system, at the moment we put great effort to reach every student. Secondly, there is a lot Jews but learning to think Jewishly as well. enormous effort into inspiring the children. The area that more respect for the child - for his welfare, his experience Practically, what does this mean? Short answer tests needs most improvement is to make sure that each child and his perspective. There is a much greater awareness I often meet wonderful young people who have an tell us that students know what we told them, not that learns, that they get the skills they need to be able to go nowadays of the emotional and physical wellbeing of our incredible amount of information about , they understood deeply enough to figure out things that through school and not fall out of the system. students, as opposed to just what they are taught. This is a and even Chassidus, but when they encounter real life weren’t explicitly taught. We need to go back to the tried very positive thing. dilemmas they are at a loss. We have a duty not just to and true method and farher students orally. Also, we need Teaching a child how to learn is vital not only for fill our students with information, but to see to it that to get them writing, as the Rebbe often urged regarding the development of his mind but for his appreciating Furthermore, MEF is bringing respect back into Chinuch, they emerge from their formative years with a coherent writing scholarly articles. himself and appreciating his way of life. You cannot and highlighting the vital role that Melamdim have in the worldview that can meet life’s challenges. raise religious children on faith and Chassidus alone. They community. Melamdim are now seen as people who should MEF provides training in things like authentic assessment need to be empowered so they’ll stay with it. And that's be looked up to, and therefore many more people are The first Mishna of Pirkei Avos says “ha’amidu talmidm and higher order thinking. The bottom line is that we what knowledge and scholastic excellence provides. attracted to go into Chinuch. This, as well as the extensive harbei” which literally means “stand up many students.” have to make sure that we aren’t just filling students training that MEF does, builds up Chinuch in a real way, so The Rebbe explained that the goal of education is that with information. We need to make sure that they are MEF places its emphasis and priority on the development that it is now much easier to find qualified people to teach. students should be able to intellectually stand up for confident, creative, independent thinkers. of children's academic strength and in advancing their themselves. They can’t just rely on the teacher. They need intellectual aptitude. Their work is vital for the Ruchniyus Chinuch is seen as a vital profession and taken much more to know how to think independently. 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