MS-763: Rabbi Herbert A. Friedman Collection, 1930-2004. Series I: Wexner Heritage Foundation, 1947-2004. Subseries 1: General Files, 1949-2004.
Box Folder 64 1
Jewish Community Day School Network. 1988, 1994-1996.
For more information on this collection, please see the finding aid on the American Jewish Archives website.
3101 Clifton Ave, Cincinnati, Ohio 45220 513.487.3000 AmericanJewishArchives.org JEWI~ ,eOMMUNITY DAY SCHOOL NETWORK (JCDSN} , i" c::ii C''T1?'ili' ino 'n::i nw1
Sunn Cook, Chairman .. B'nai Shalom Day School Greensboro, NC 27410 910-855-5091 FAX 294-7011
Dr. Harvey Raben, Treasurer/Communications Hebrew Academy of Toledo Sylvania, OH 43560 419-885-4584 FAX 885-3207
Morris Sorin, Resources The Hebrew Academy School of Central Florida November 27, 1 994 Maitland, FL 32751 407-647-0713 FAX 647-1223
Dr. Allen Silver, Outreach The Jewish Day School of Metropolitan Seattle Bellevue, WA 98008 206-641-3335 FAX 957-0520 Mr. Herbert Friedman Wexner Heritage Fund Dr. Tamar Lubin, Events 551 Madison Avenue The Hebrew Academy Las Vegas, NV 89'104 New York NY 10022 702-255-4500 FAX 255-7232 Dear Mr. Friedman: Ada Michaels, Eastem Regional Coordinator Hebrew Academy of Tidewater Virginia B1111ch, VA 23464 I was informed by our organization chairman, Susan Cook, of your 804-424-4327 FAX 420-0915 interest in knowing more about the Jewish Community Day School Network - RAVSAK. Dr. Laurance Kuder. Mid-Western Reg.Coord. Commission for Jewish Education Youngstown, OH 44501 Enclosed are a variety of materials that should provide you with 216-747-0452 FAX 746-7926 an overview of the organization's activities.
Ruth Gavish, Westem Regional Coordinator Portland Jewish Academy If you would like further information or have any questions, please Portland, OR 97 219 feel free to contact Susan or myself. We will be glad to assist you 503-244-0126 FAX 452-7001 in any way that we can. Susan Fish, Staff Liaison Coordinator The Jewish Day School of Met. Seattle Sincerely, Bellevue, WA 98008 206-641-3335 FAX 957-1223
Rabbi Reuven Taff, Member-at-Large 2A~ l~ Gasher Jewish Day School of North Virginia Harvey A. Raben, Ed.D. Fairfax, VA 22031 703-978-9789 FAX 978-2668 HAR:mjr Natalie Berman, Pest Chairman Enc. Representative to JESNA Community Day School Pittsburgh, PA 15217 412-521-5127 FAX 521-1120
Eleanor Welngless, Grant Consultant Wilmington, OE 19803
A ffiliated with the Jewish Education Service of North America MAILING ADDRESS: JESNA 730 BROADWAY, NEW YORK, NY 10003 (212) 529-2000 FAX 529-2009 JEWISH COMMUNITY DAY SCHOOL NETWORK (JCDSN) ii o::i, C"'Tl?'iii' ino 'n:J nw,
Su••n Cook, Ch•irman B'nai Shalom Day School Greensboro, NC 27410 910-855-5091 FAX 294-7011 September, 1994 Dr. Harvey Raben, Trea•urer/Communicatlons Tishri 5755 Hebrew Academy of Toledo Sylvania, OH 43560 419-885-4584 FAX 885-3207 Dear Friends: Morris Sorin, Resource. Ttie Hebrew Aeedemy School of Central Florida Maitland, FL 32751 How do you handle scholarships in families where there 'has 407-647-0713 FAX 647-1223 been a divorce? Have you found a computer program that can
D'r. A.lien Silver, Ou'traach manage the complexities of a day school schedule 7 At what The Jewish Day School of Metropolitan Seattle point do your Russian students start learning Hebrew ? Do you Bellevue, WA 98008 have a confidentiality clause in your teacher's contract? These 206-641-3335 FAX 957-0520 are only a sample of the questions I am currently addressing as Dr. Tamar Lubin, Events I launch a new school year at B'nai Shalom. Heading a Jewish The Hebrew Academy community day school can be a lonely job without the support Las Vegas, NV 89104 of colleagues. Luckily, my support is only a phone call away. 702·255-4500 FAX 255-7232
Ada Michaele, Eastern Regional Coordinator Membership in JCDSN has provided me with a ready source of Hebrew Academy of Tidewater outstanding professionals whose brains are there for the Virginia Buch, VA 23464 S.04-424-4327 FAX 420-0915 picking. Those of us who have chosen to become active in JCDSN rely on each other for advice and counsel ... and we are Dr. Laurence Kutler. Mid-Western Reg.Cootd. eager to count you among us. Commission for Jewish Education Youngstown, OH 44501 216-747-0452 FAX 746-7926 Membership has many benefits beyond the opportunity to build close professional ties. We are in the midst of refining Ruth Gavi•h. Western Regional Coordinator our K-8 Shabbat curriculum, developed with a grant from the Portland Jewish Academy Portland, OR 97219 Jim Joseph Foundation. Our annual conference in Tampa, 503·244-0126 FAX 452-7001 March 12-15, should be an exciting one, featuring leading educator, Joyce Swarzman. There will be time to learn, to Susan Fish, Staff Uai•on Coordinator The Jewish Day School of Mat. Seat:tle share and to enjoy the city. Bellevue. WA 98008 206-641-3335 FAX 957-1223 Enclosed in this membership packet is our Network's annual survey. True to our mission to facilitate communication, we Rabbi Reuven Taff. Member-at-large Gasher Jewish Day School of North Virginia see this survey as a direct and immediate way to exchange Fairfax, VA 22031 information. Upon joining the Network and 1completing the 703-978-9789 FAX 978·2668 survey. you will receive a useful directory of member schools Natalie Berman. Paet Chairman and a comprehensive summary of the survey information. If Representative to JESNA this is the full extent of your participation in the Network, the Community Day School cost of memberslhip will have been well spent. Pittsburgh, PA 15217 412·521·5127 FAX 521·1120 (over)
E111nor Weinglae•. Grant Con•ultant Wilmington, DE 19803
Affiliated with the Jewish Education SeNice of North America MAILING ADDRESS: JESNA 730 BROADWAY, NEW YORK, NY 10003 !2121 529-2000 FAX 529-2009 JCDSN letter September, 1994 Page 2
The schools we head are really microcosms of the Jewish community at large, with all the attendant challenges and rewards. We bring together families of diverse levels of education and observance and attempt to create a school culture that reflects and respects that diversity, while being true to the traditions and values that bind us all. This is a difficult task, but made more difficult without the support of colleagues. So join with us. We will strengthen each other as we seek to strengthen our schools and our communities.
Sincerely, ~~ Susan Cook Chairman, JCDSN
PLEASE RETURN COMPLETED MEMBERSHIP FORM AND SURVEY FORM BY FRIDAY, NOVEMBER 11, 1994 Dear Friends of PARDeS, PflltDeS I am pleased to tell you that P ARDeS has expanded its activities in many ways An affiliate of UAHC during the past year, and we are plaruring a full agenda of projects and programs for The Leo Baeck Day School the future. Our meeting in February was well attended by directors, teachers and lay Toronto, Ontario leaders. The stimulating programs and dialogues generated significant ideas for us to Baltimore Hebrew Day School Baltim0te, MD consider as we move forward in developing the Reform Day School movement.
Beth Am Day School Miami, FL The interest in starting a Reform Day School has greatly increased, especially
Bet Breinl Day School since the article in Reform Judaism appeared(winter 94). There are three new Miami, FL schools starting in September, and three others that are in the initial planning stages. Beth Elohim Day School Brooklyn, NY PARDeS will co-sponsor with UAHC and WZO a conference on Teaching Beth Hillel Day School Valley Village, CA Hebrew in Reform Day Schools, Nov. 4-5, in New York.
Beth Israel Day School San Diego, CA PARDeS will co-sponsor with HUC-JIR and UAHC a teacher institute
The Davis Academy with Dr. Howard Kirschenbaum on Character and Moral Values Education, AUanta, GA Feb. 23, in Miami. This is a pre-conference day. Temple Emanuel Day School Beverly Hills, CA PARDeS conference, Feb. 24-26, 1996 will be in Miami. The theme ofthe Temple Isaiah Day School Los Angeles. CA conference is Reform Day §cGools: Maf<'D:.g A Difference for the Jewish Future. We especially want to invite those who want to explore the idea of starting a Day Kol Ami Day School Plantation, FL School.
Temple Israel Day School Los Angeles, CA P ARDeS has been instrumental in bringing a Day School Resolution to the Rashi School UAHC biennial which will strengthen advocacy for Day Schools in the Reform Needham. MA Movement. Rodeph Sholom Day School New Yori<. NY P ARDeS is in the process of publishing a brochure for the biennial, and a Rosenwald School Chicago, IL guidebook for starting a Day School. We have also developed an interschool network
Shlenll.er School newsletter. Congregation Beth Israel Houston, TX I invite you to become a member, or renew your membership in P ARDeS for the Sinai Academy cf Temple Sinai school year 1995-96, and join us in the vision of intensifying Jewish education for North Miami Beach, FL the 21st century. The SO/el School Paradise Valley, AZ
Stephen S. WJSe Temple Day School Los Angeles, CA
Lenore C. Kipp&r. President Roberta Krolick. Chairperson Sue KJau. Vice President Jacqueline Gilbert. Vice President Irwin Shlachter, Vice President Nira Eloul, \rice President Jan Goldmann. Treasurer Esther Saritzky, Secretary . N:JIJ-16-1994 13=26 212 249 240? P.02
REFORM JEWISH DAY SCHOOLS PARDcS
l . The Davis Academy 460 Abernathy Road Atlanta, OA 30328 Director/Principal: Molly Aa.el (404) 303-0347
2. The Leo Bacck Day School 1950 Bathurst Toronto, Ont. MSP 3P9 Canada Direcwr/Principal: Vita Gardner (416) 222-9220
3. Beth Am Day School 5950 North Kendall Drive Mi.ami, FL 33156 Director/Principal: Lenore Kipper (305) 665-6228
4. Beth Israel Day School 2512 Third Avenue at Laurel San Dieao, CA 92103 Director/Principal: rill Green (619) 239-2157
S. Temple Emanuel Day School 8844 Burton Way Beverly Hills, CA 90211 DirectoTIPrincipal: N'ua Eloul (310) 288-3737
6. Baltimore Hebrew Day School 7401 Park Hci&}lts Avenue Baltimore? MD 21208 Ditector/Principal: Barbara Barr (410) 764-1587
7. Rashi School 77 Fem.dale Road Needham, MA 02192 Director/Principal: Jennifer Miller (617) 449-6049 8. Temple Israel Day School 7300 Hollywood Boulevard Los Angeles, CA 90046 Director/Principal: Madelyn Katz (213) 876-8330
9. Rodcph Sholom Day School 10 West 84th Street New York, NY 10024 Direotor/Principal: Irwin Shlachter (212) 362-8769
10. Rosenwald School 5959 North Sheridan Road Chicago, IL 60660 Director/Principal: Jacqueline Gilbert (312) 878-5828
11. Shlenker Day School Congregation Beth Israel 5600 Nonh Bracswood Boulevard Hou.non, TX 77096 Dire<;tot/Principal: Patricia Tonkin (713) 270-6127
12. Sinai Academy of North Dade 1880 l NE 22nd Avenue North Miami Beach, FL 33180 Director/Principal: Jan Goldmann (305) 932-9010
13. Stephen S. Wise Temple Day School 1SSOO Stephen S. Wisc Drive Los Angeles, CA 90077 Director/Principal: Mctuk.a Benjamin (310) 476--8561
14. T cmple Isaiah Day School 10345 West Pico Boulevard Los Angeles, CA 90064 Director/Principal: Lisa Rosenstein (310) 277-1041 15. The Solel School Early Childhood Leaming Centm 6805 East McDonald Drive Paradise Valley, AZ 85253 Director/Principal: Bomrie Morris (602) 991-7414
16. Beth Hillel Day School 12326 Riverside Drive North Hollywood, CA 91607 Director/Principal: Melanie Goldberg (818) 763-9148
17. Congregation Beth Elohim Day School 8th A venue &. Garfield Place Brooklyn. NY 11215 Director/Principal: Joan Warner (718) 768-3814 18. Be t Breira Day School Miami, FL
19. Kol Ami Day School Plantation, FL
TOTAL P.04 CONTENTS STATE SCHOOL AND CITY PAGE ALABAMA BIRMINGHAM JEWISH DAY SCHOOL (Birmingham) 2 ARIZONA TUCSON HEBREW ACADEMY (Tucson) 10 CALIFORNIA MORASHA JEWISH DAY SCHOOL (Aliso Viejo) 7 CALIFORNIA NORTH PENINSULA JEWISIH COMMUNITY DAY SCHOOL (San Mateo) 8 CALIFORNIA SAN DIEGO JEWISH ACADEMY (San Diego and La Jolla) 8 COLORADO THEODOR HERZL JEWISH DAY SCHOOL (Denver) 9 FLORIDA JEWISH COMMUNITY DAY SCHOOL OF PALM BEACH COUNTY (West Palm Beach) 6 FLORIDA HEBREW DAY SCHOOL (Maitland) 4 FLORIDA HILLEL SCHOOL OF TAMPA (Tampa) 5 IOWA DES MOINES JEWISH ACADEMY (Des Moines) 2 MINNESOTA TALMUD TORAH OF ST. PAUL (St. Paul) 9 MINNESOTA MINNEAPOLIS JEWISH DAY SCHOOL (Minneaporis) 7 NEVADA THE HEBREW ACADEMY (Las Vegas) 4 NEW YORK SYRACUSE HEBREW DAY SCHOOL (DeWitt) 9 NORTH CAROLINA B'NAI SHALOM DAY SCHOOL (Greensboro) 1 ''OHIO AGNON SCHOOL (Beachwood) 1 OHIO AKIVA ACADEMY (Youngstown) , OHIO HEBREW ACADEMY OF TOLEDO (Sylvania) 5 OKLAHOMA HERITAGE ACADEMY OF TULSA, INC. (Tulsa) 5 OREGON PORTLAND JEWISH ACADEMY (Portland) 8 PENNSYLVANIA JEWISH DAY SCHOOL (Lancaster) 6 PENNSYLVANIA COMMUNITY DAY SCHOOL (Pittsburgh) 2 TEXAS EL PASO HEBREW DAY SCHOOL (El Paso) 3 TEXAS FORT WORTH HEBREW DAY SCHOOL (Ft. Worth) 3 VIRGINIA HEBREW ACADEMY OF TIDEWATER (Virginia Beach) 4 VIRGINIA GESHER JEWISH DAY SCHOOL OF NORTHERN VIRGINIA (Fairfax) 3 VIRGINIA JEWISH COMMUNITY DAY SCHOOL (Richmond) 6 WASHINGTON JEWISH DAY SCHOOL OF MET. SEATILE Last March I had the wonderful years. I had attended many secular I was fortunate to attend the an- opportunity to attend the annual educational institutes and conferences, nual RAVSAK conferenc,e in Las Ve- RAVSAK conference in Las Vegas. I but I wasn't sure how professional and gas this past March, as president-elect was motivated to participate when I challenging a Jewish Comm unity Net- of the Minneapolis Jewish Day School. learned that Jewish Family Education work would be. It was wonderful! Not Although no board representa- was included as a topic. I debated only did I learn from the presenters, tive from our school had pre- whether our Jewish Family Education but the participants as well viously attended this confer- co-ordinator or a faculty member (!' rn still quoting ence, I was particularly at- should also participate but, from the Daniel Khan.) You ~~\ ~ ~i'~ tracted by the board devel- publicity I had, I could not get a clear all are terrific! I en- \~\ ~~ \.. op men t workshops on the picture of how beneficial this would joyed meeting with you conference agenda. be. (More detailed conference infor and sharing ideas. I am {\"\\ Those workshops turned mation should be sent out earlier.) now on the bandwagon \J\\ out to be invaluable to I made the decision to attend alone to encourage JCDSN to ~~\l me, and in addition, I andl "check you all out!" When][ made imprnve communications ~~ ~" discovered that the this commitment Ito attend I called my and let all community day ~' RAVSAK confer- good friend, Karen Feller in Tampa, schools know what you have ence has a lot to of- and encouraged her to join the Jewish to offer! The sense ofmispucha fer the lay leadership Community Day School Network and is wonderful. (I felt as if I was of the Jewish community day attend the conference. (Next year why reunited with old friends when schools. doesn't eve1y member school bring a Susan Fish and I met at a HUC sympo- The board development work- representative from another scihool?) siurn.) It was wonderful to be with shops, led by Dr. Daniel Khan of the We both agreed that it would be won peers and to commiserate and share New Jersey Association of Indepen- derful for us to meet together once a ideas. dent Schools, were highly infonna- year, (not only socially but on a profes 1 look forward to seeing you all tive, well organized, and concise, and sional level). next March. I wouldn •t miss it for the Dr. Khan was an effective, compelling I am now glad I made the decision world! speake1:. The governance model he to attend. Professional development is Karen Rund outlined, along with the suggested not new to me. I have been involved in Principal su·uctures and strategies for building a community day school as a teacher San Diego Jewish Academy anddevelopingastrong,effective board and administrator for the past fifteen of directors, were precisely the tools I had hoped to acquire in preparation for my upcoming leadership rnle. The op portunity to meet and talk with Dr. Khan was an added benefit, since he can serve as a resource to explore fu- Continued on page 3 Page 2 Heroes, Holidays & History What is 'Developmentally Appropriate'? By Deborah Schein Four-year-oldAdam was recently holidays. How then do we resolve this of the specialness of Shabbat. hummingaPesachsongabout the Isra apparently fundamental educational At school, four year-old Joshua elites leaving Egypt. Suddenly he conflict? learned that on Hanukkah we light stopped and tilted his head. "Are these many candles. From the stories he heard people real? Did they really live? Did •CREATING AN ENVIRONMENT us read he now knows that Judah this story really happen? What about At Agnon we begin by looking at Maccabee won a war, even though he the Maccabees? Were they real? Is this human development in general. By the doesn't know which war was fought. story the same as the Hannukah story?" age of two most healthy children have He knows that it was a real war that Adam is at an awakening stage oflearn taught themselves to walk and talk. happened long ago and that the Jews ing about history. For him the light How do human children accomplish won. He also heard us tell the story bulb went on in the context of a song this? First, there is an internal desire about how the Jews went to the Temple and makes sense because of the 1ich inherent in humans to learn. Secondly, after the war to light the oil. He is still ness of his learning environment. But a child needs to be in an environment too young to understand "rededicat how do we best teach history to young which is conducive to learning so that ion," but he knows that the oil burned children who are not yet capable of leamingcan ultimately occur. Thesame longer than anyone expected.Joshua is understanding abstract concepts? requirements are necessary for learn also attracted to the idea of good guys I first heard the term "Develop ing abolll everylhing including one's vs. bad guys, which according to child mentally Appropriate Practice" (OAP) Jewishness. At Ag non we create a Jew psychiatrist.Bruno Betteleheim, is cer in 1991 at an Early Childhood Educa ish environment in which holidays are tainly an appropriate reaction for a tors conference. It has since become an celebrated, symbols are used, seasons four-year-old. But Joshua does nor educational buzz word. The practice of are recognized and an awareness of know he is having an age appropriate teaching only that which is thought to time inundate the child. This permits reaction; he only knows that he is learn be age appropriate is being considered Jewish learning to be absorbed by the ing about Hannukah. in relation to aspects of education and child in much the same way that all One of the ways we prepare for mlllst certainly be a part of cun"iculum other knowledge is. Pesach at Agnon is to have the children development for young Jewish chil Examples of Jewish learning oc "clean house" and learn more about dren. Applying this principle, how cuning as a result of the proper envi "order." The children try to remove all ever, can be particularly problematic ronment can be seen by observing chil hametz from the classroom. They ob when developing programs for chil dren both at home and at school. My serve the order of the universe by wit dren under six. son Benjamin, at the age of one, al nessing the emergence of spring, and Most early childhood educators ready knew that on Erev Shabbat we lit they learn about the order of the seder. agree that teaching abstract concepts Sha bbat candles. He associated candles When Jessica goes home, she helps her such as symbols. time, holidays, and with Challah, and he began to ask for mother cleari house for Pesach. She history is developm~ntally inapprop1i Lala (his word for Challah). He was continues to build upon her under ate. These concepts do not become learning about the existence ofShabbat standing of the meaning of the word coherent, understood or apprecimed symbols as he recognized the candles "order." Dishes are sorted; foods are until a child becomes a conscious and the Challah. He was also develop sorted. The world is full of order. Jes learner, somewhere around the age of ing an understanding oftime. He knew sica, thus, learns about traditions asso seven or eight. However, in spite of the thatShabbat was a different time of the ciated with Pesach. fact that Jewish holidays are based on week because it was treated differently symbols, histo1y, seasonal changes and by his family. He was learning that a • OFFERING STRUCTURE time, Jewish educators agree that young week is the time from one Shabbat to While creating the proper envi- chi.ldren need to be taught about the the next. And he was becoming aware Continued on page 3 Page3 'Developmentally Appropriate'? From The Continued from page 2 • ACHIEVING A BALANCE Chairman ronment is essential, giving sLructure We all know that children learn to that environment is also necessary. and retain certain concepts more easi 1y Dear Friends, AtAgnonstructure does not mean rigid at certain ages. As an educator, I would routine or teacher directed Lessons. agree that young children under the Every year I get so many great age of seven do not consciously under Instead it requires that things be done ideas from our annual conference. purposefully and regularly. What stand the concepts of symbols, holi This year was no exception. Dr. brings Jewishness to children beyond days, seasons and time. Yet as a Jew Dan Khan inspired me to look at simply being born into the religion is ish early childhood educator, I have B 'nai Shalom's organizational repetition: a repetition of the beauty observed that children glean much more structure and work toward a leaner and appreciation ofJudaism from those from experiences than we could ever and more efficient model. His sug imagine. I suggest that there is some who bestow it on them. gestions that the Board Members, thing else involved in the learning pro Children in Agnon's early child and Boards should be evaluated cess of young children, something that hood program experience the repeti regularly was a welcome one. The is there in adulls. This "mher" type of tion of holiday observances week after instruments to conduct such evalu learning is best described in the words week and year after year. The children ations were a bonus. ofMaria Montessori, in TheAbsorbenr light the Shabbat candles and recite the Sharing with other school blessing over the wine and challah Young children have a special M.i.!J..d.. heads and many lay people from every Friday. Every autumn they visit ability to take from their environment the Las Vegas area was both fruit the sukkas of their friends and design that which makes sense ro them. Each ful and validating. I got to pick child is therefore capable of creating their own sukkas. Our four an. five people's brains on admissions poli year-old children even build their own appropriate learning out ofincompre cies. scholarships, hiring and fir hensible information. Trusting in the sukka out of wood, and they nail it ing employees, and recruiting and child's ability to absorb concepts, with together using the tools from their dismissing students. I soaked up woodworking comer. In addition at out requiring formal proof of compre the creativity and enthusiasm of hension, allows children to reach their the beginning of each month, one of others and, I hope, contributed in the pre-kinderga1ten classes at Agnon own level of understanding. Our job as return. takes a walk to observe the seasonal parents and educators is Lo create an Our organization is my link to changes. This in itself is not a Jewish environment that is rich, exciting, and Jewish Community Day School safe, as well as structured and ordered. act, but rather pa1t of an ongoing sci educators all over the country and This will enable our children to learn, ence project. Yet, because ofthe regu it can be yours.Join, if you haven't! through absorption, as much as they larity of the activity, the Jewish envi Participate on the annual survey ronment created in the school, and the are ready and able to learn. and receive valuable infonnation Reprinted with permission of guided questions of the teacher, it is about the inner workings of our Agnon School, Cleveland. not uncommon to hear a child whisper, schools. Use the directory to share "This all happens because of God." ideas and talk through sticky is sues.' Plan on attending our next Viva Las Vegas conference tentatively scheduled Continued from page 1 for March 12-15 in Tam pa, Florida. find support for working out the many We have a lot to learn from ture issues as the year progresses. issues we all face as community day each other!! Equally as valuable was the op schools. I look forward to drawing on portunity to meet and talk with repre that support in the future, and to at Sincerely, sentatives from community day schools tending next year's conference! Susan Cook, Chairman around the country. The RAYSAK Ellen Sue Parker Jewish Community Day network provides a valuable forum to President, Board of Directors School Network share ideas as well as problems. and to Minneapolis Jewish Day School Page 4 Reflections on the March of the Living & Jewish Day School Education Harvey Raben - Hebrew Academy of Toledo This April I had the experience of greater facility and comfort with major group was an affective way of bridging a lifetime. I, along with nearly 6,000 parts of the program that required He the gaps of national cultures. (Those Jewish young people, participated in brew. Two particular instances stand with multiple years of Jewish camping the March of the Living. A two week out: a day school grad conducting an also fared well in this regard.) trip to Poland and Israel coincided with interview for Israeli TV-ha-kol b 'ivrit Jewish History was everywhere Yorn Ha-Shoah and Y om Ha-Atzmaut. entirely in Hebrew. The other was a one looked during this trip. Many of Were I to participate again, I cannot discussion between a young Lithua the participants had been prepared with imagine the intensity of the evems of nian Jew and a current day school a smattering of Holocaust and Israel this trip being the same. No doubt student from Kansas City entirely in materials. The day school students and many of you have listened to im pas Hebrew each using a second language. graduates were far more knowledge sioned desc1iptions by participanrts of These snapshots and others remind me able and therefore comfortable with the March and how it has affected them of the vital role of Hebrew in our cur the many facts and figures thrown their "forever." riculum and the importance of extend way. Although only a few of them had [n my role as maddch to a group ing our schools, at least through eighth actually experienced fo1mal Jewish of 34 participants from the "greater grade. history classes, their breadth ofknowl Midwest," I had an oppo1tunity to in Te/Wah and familiarity with the edge was superior to others without teract with youth from a variety of order of prayer were a major part of the day school education. The tour of Is Jewish educational backgrounds. I "March of the Living" experience. Day rael rang with special historical impor wondered whether a Jewish day school school students were far more com tance for these students. education had any significant impact fortable in services and were usually Overall, the March of the Living on the experiences these young people the one able to lead morning prayer. It is a pivotal life experience for all who were having. Most of the students had was no surp1ise since the vast majority participate. For day school grads the some: Jewish education, usually in an of the young people in our group had experience has, I believe, a differem afternoon Hebrew School. Day school no expeiience with daily tefillah. Day impact. It puts in order what they have graduates from Toledo, Detroit, and school people seemed far more com been taught for 6, 8, or more years. Kansas City showed different reac fortable with the Jewish rhythms. Jewish living becomes a higher prior tions to the March from their peers Tefil/ah was also a form of communi ity. Jewish continuity, Jewish survival, without day school. Here are several cation across language and national Jewish identity, are not slogans for impressions from the trip. boundaries. The ability to recite Birkat them. It will be a natural by-product of Hebrew language for most of the Ha-mazon, Shma/V'ahavta. and their increased commitment to Jewish group was more foreign than Spanish kaddish together with an international living. or French. The day school grads showed 1995 CO~FER ENCE JE\VJSH COi\li\ILNIT\' DAY SCHOOL NET\VOl{K i\'IARCll 12 - i\IARCll 15 "i'vtaximizi.ng the Effectiveness of the School Environment: lmproving your Effectiveness as a School Leader'' THE HILLEL SCHOOL 0.F TAJ\ll'A INVITES YOU TO COi\IE TO BEAUTIFUL TAl\IPA BAY!! *Enhance your skills as a Jewish Con1n1unity leader & day school educator/principal *Exchange ideas with your peers *Enjoy networking and break-out sessions FEATURED KEYNOTE SPEAKERS: BARRY A. KOS)llN, Pl-1.D University of London, England McfVtaster University, Canada Demographer, Social Historian~ Director of the CJF 1990 Natioual Jewish Population Survey~ Director of the Mandell L. Bennan Institute - North American Jewish Data Bank Graduate School and University Center, City University of New York; Director of Research for the CoWlcil of Jewish Federations. JOYCE BURRICK S\VARZi\IAN, ED.D Teachers' College, Columbia University; Ohio Stale University Director, Sw1 Coast Area Teacher Training Honors Program, University of South Florida; Associate Director of Clinical Education at the University of South Florida College of Education; trainer of over 5,000 teachers and education students iu conunw1icalion and effective teach.jug skills since 198 l. KOSHER MEALS AND MORNING ~llNYAN WILL BE PROVIDED. YOUR SURVIVAL DEPENDS ON CONTINUED GROWTH' TREAT YOURSELF TO AN ENERGlZlNG. EXCITING TJJ\,1£ WJTH OTHER PROFESSIONALS I~ YOLR FLELD! JEWISH COMMUNITY DAY SCHOOL NETWORK SCHOOL SURVEY - 1994/95 PHONE#______FAX # ______E-Mail Address______ SIZE OF JEWISH COMMUNITY------ IS YOUR SCHOOL ACCREDITED BY ANY NATIONAL ACCREDmNG AGENCY? (circle) Yes No If yes, by which agency?______ TOTAL ENROLLMENT: 1992/93____ 1993/94 ----1994/95_____ Grades----- Instructional Hours: General Studies______Judaic/Hebraic ______ TOTAL BUDGET$______TOTAL TUITION ASSISTANCE $ ______(Include tuition assistance policy & application, if available) TUITION: If varies, give range______(Attach a tuition fee schedule, if available) Do you offer: Sibling discount? YES NO Amount $ _____ Jewish Professional Worker $ Staff discount? YES NO Amount$______Other$______ Do you receive Federation subsidy? YES NO How much $______ FUNDRAISING AMOUNT $ ______By what means?------ ADMINISTRATIVE STAFF:#______finclude secretaries, bookkeeper, etc.) List positions:______ TEACHING STAFF:#______Full Time #______Part Time # ______ Policy on class size? YES NO Maximum Size______Minimum______ Do you have multi-grade classes (combination)?----- SUPPORT TEACHING STAFF: (indicate F (full time) or P (part time) Guidance Counselor____ Art.___ _ Library/Media. ______ Music____ Physical Education____ Computer ____ Other__ _ SALARIES: Director/Principal (circle one) $0.. . 20,000 30,000... 40,000 50,000. .. 60,000 70,000 ...80 ,000 20,000. . . 30,000 40,000... 50 ,000 60,000 ...70,000 80,000... up Benefits: ______ (over) TEACHER'S SALARJES: Beginning (8.A. 1st Year) $ ______Maximum $ ______(Attach salary schedule, if available) Benefits: (include amounts or %) Health Insurance ----- # Sick Days.___ _ Life lnS\Jrance ------# Personal Days_____ Merit Pay-----Other------ Do teachers have prep time during the day? YES NO How much?___ _ Daily? YES NO How many days a week? ----- Do teachers have an organization which negotiates salary, etc. 7 YES NO DOES YOUR SCHOOL PROVIDE: Transportation? YES NO Parent Cost. ____ Lunch program? YES NO Parent Cost______ Special services for learning difficulties YES NO Parent Cost. ______ Do you allow outside tutoring during the school day? YES NO How much?______ How do you handle remedial Hebrew language instruction for new students entering at levels beyond kinderganen? ______ ESL for New Americans?______ Extra-curricular Activites=------ When______Is cost covered by: (circle) School? YES NO Parent? YES NO FACILITIES: Do you own or rent?______ Do you have plans for expansion? (Describe)______ Facility Use: Do outside groups use your facilities after hours?______ Do you provide before I after school care? ____ Cost------ ADMISSIONS: Do you require pre-admission assessment? YES NO What insttuments do you use?------ Who determines admission? Director/principal?----- Admission Committee?------ ANNUAL ACHlEVEMENT TESTING? YES NO What test? ------ FUTURE NETWORK SURVEYS: What questions would you like included? ______ ADDITIONAL COMMENTS: RETURN TO: Morris Sorin, Hebrew Day School, 851 N. Maitland Ave .• Matiland FL 32751 THANK YOU JEWISH COMMUNITY DAY SCHOOL NETWORK (JCDSN) MISSION STATEMENT This n•tworlc is compris.d of'J•wish community dt1y schools which.,. not 11fliliarad with 11 pNticu/ar J.wish dtmominationtJI movMnt1nt, INld which ar• committt1d to tht1 following: ••.acknowl•dgem11nt of th• validity of all ma;or strt1/tm$ of Jt1wish thought, and th11 incorport1tion of this prfnc/plt1 into their curricula. This aclcnowfedgemtmt implies that. ther11 t1xist many possibl• options for the axpre$$ion of Judaism• •.•appr•c iation 11nd advocacy for the value concept ol K 'lal Y-l$rtle/. ••.promotion ofparticipation in J•wish community fiftt. ••• dilllogu• and exchang• of ldt1as, and a willingness to I.am from t1ach otht1r. •..d11velopmt1nt of a program which fosters appr11ciation of the commonalities and differences i'n Jewish life. MEMBERSHIP STATEMENT - Pleas• Type or Print - City______State/Zip ______ Phone______FAX. ______ Name of Teacher Liaison ______ Name of School Director______Board President______ A representative, generally the school director or Judaic studies director, must be appointed as representative to the Network. Please indicate the name of the representative below: Name of School Representative $50 one-tlme registration fee to JCDSN for NEW MEMBERS $ Current dues assessment Is enclosed Title ($1.25 per student • $500 max.) $ Number of students__ Grades A donation to JCDSN Is enclosed. $ Rstum Msmb•rshi'p Statem•nt snd cht1ck to: Total amount enclosed $ Or. H ..rvey A. R•ben1 TreuurtN ~h Community D•y School N•tworlc 6465 Sy/veni• AVMU• Syfv•nl• OH 43560 Signature of School Director Date BENEFITS OF MEMBERSHIP We provide the following resources for our member schools: • Newsletter • Latest Information by Fax (bi-monthly) • Shabbat Curriculum • lnterNet E-Mail Communication • Teacher Representation • Annual Conference • Networking - Administration, Faculty & Staff • School Survey The purpose of the JCDSN is to improve the effectiveness of Jewish community day school by: • defining, clarifying and advocating common areas of interest • facilitating the professional growth of our administrators and staffs. • providing professional and personal support for our administrators and staffs. • facilitating the development of lay leadership aUiliated Jews. many UAHC. Solomon Schechter. and Torah U'mesorah Day Schools also attract students from all A Community branches of American Judaism. Nor does their label come from the source or their funding. ror some denomina Day .School tional day schools receive as much or more Federation support as JCDSN schools in the same city. Neither the na ture of the constitue:icy nor the source Networl< of the funding makes a sc.hool ·community.- Rather. a Jewish commu nicy Day School is ·communicy- be cc;use it adheres to a unique philoso phy or Jewish pluralism. Jewish plurc:ilism means that no one Judaic philosophy is more valid than an other. that each philosophy or Judaism By Daniel W. Bennett has distinct beaucy and validity. and that one group's Jewish pracrices are as authentic as another's. It's an approach to Jewish education which Dr. 'David Shluker. Director oi JESNA's Depart Tfte newly-fanned Jei.visf1 Community Day Scftool Nctu10rll encourages a ment of Community Consultation and p{tilosopfty of Jewish pluralism wnid1 advocat.es Ute concept of K'lal 'fisracl anJ planning. calls ·transideological.- and promotes dialogue and an o:dumgz of ideas.s which Dr. Barry Chazan. Profes:>or of Ed ucation ac the Hebrew University rn Jer usalem. predicts is well on its way to n Genesis 6:14 God told. Noah to buil~ an. ark. ~t ~shi says that God be~oming a new ideology in its own could have saved Noah without an arl Avt e" JANUARY 1988 ll to learn and respect the customs ol schools sh:m.- ,.. PEDACCCC REPCRTER d?es our hislOf'Y as an organization. ex While the vision is shared by all RAV plains our goals. highlights a rew of our SAK schools. each is free to implement The students belonged founding schocls. and shares several it in its own way. RAVSAK does not in to different philosophies and perspe-;:tives. Plan tend to set policy for its member ning ror the second annual RAVSAK schools; each school retains autonomy synagogues; their Conference is well underway. It will be in all matters of practic,e and curri held in Boston in March. 1928. preced culum. RAVSAK is a network of schools parents practiced ing the national conference of the Asso which share a philosophy of Jewish Judaism in different ciation for Supervision and Ctlrriculum pluralism. True to that philosophy. our Development (ASCD~ The !theme will practices may dHrer. One RAVSAK ways. But to each be '"Supervision and Evaluation.- Sev school may require beys to ·.wear kippot other, they were not ·· .. - eral noted scholars will join us for ple at all times. while another may make nary sessions and multi-track program the practice optional. Levels of lc.ashrut Reform, Conservative, ming. and over eighcy professional and observance may differ from school to lay leade:-s are e: JANUARY 1988 15 [ \ l_ thines to all pet."Ple. A school must de- SAK schools have no institutional au search for their lewish idemiues. they fine itself in terms of goals and prac- thority to consult no accepted guide must be role mcdcls who feel comfort ti~ it must deorly publicize what it lines to adopL With the guidance o( able with their own .e."tpression o( stands for and how it fulfills its stated their professionals and. often. with a:>m fudaism. It is wondcrful ror children to goaJs: it must be proud of what it is at- munity participation. each school must be exposed to varied role models. RAV tempting to accomplish: it must hold go through the difficult and SAK schools must strive to find true to its charter. palnst.aking-yet often rewarding- tc 16 JANUARY 1988