Dos & Don'ts for a Great Seder: Crowdsourced Resource from the Mayberg Foundation

Dos & Don'ts for a Great Seder: Crowdsourced Resource from the Mayberg Foundation

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We are experiencing new and unfamiliar challenges together with the world community, and we all feel some uncertainty. However, what is certain is that Jews across the globe are beginning to prepare for Pesach, just as we have always done for thousands of years.

With that legacy, we share this crowdsourced seder resource with ideas that may add joy this year and inspire hope for future celebrations.

We thank the Mayberg Foundation for collecting diverse suggestions about the Pesach seder from colleagues and friends in the Jewish community. Submissions were solicited over several months. Most were shared in the spirit of the holiday celebrated every year, and some were specific to this year.

Chag Pesach Sameach! Enjoy a festive Pesach holiday.

Finding Hope in Challenging Times from Personal, Professional, and Torah Lessons 

Finding Hope in Challenging Times from Personal, Professional, and Torah Lessons 

We are living in a different world than we were a week or two ago. The world is changing at such a fast pace. We are playing catch-up and functioning in the now rather than being able to plan in advance. Having said that, here are some quick thoughts that I hope will help us all cope and lift up our spirits.

As we all navigate the new, current reality of social distancing, here are a few reassuring points to keep in mind:

Purim Word Play for Jewish Nonprofit Leaders

Purim Word Play for Jewish Nonprofit Leaders

For Jewish children, one of the joys of Purim is dressing up, and on a more serious note, costumes send two central messages on Purim. First, costumes indicate that the surface of something may not reflect the actuality of that thing. Second, since God’s name does not appear in Megilat Esther, God is essentially hiding behind the text, arranging the string of “coincidences” that guide Esther’s story to its grand conclusion. Similarly, we hide our true faces from each other and present false fronts.

Often, in the Jewish nonprofit world, we employ a similar strategy of hiding not limited to Purim use. This hiding also happens with words. Recently, we constructed a list composed of jargon we hear often in our nonprofit world. At one time these words conveyed profound meaning. Through overuse, they have become less impactful. On the positive side, these words seek to create a common language and a connection among professionals and lay leaders. On the less positive side, their use becomes banal and blunted when used haphazardly.

In honor of the themes of Purim, I suggest that we utilize the Jewish tradition of Purim humor. In the 2011 Positive Psychology work by Müller and Ruch, Humor and Strengths of Character, they point out that the ability to laugh at our foibles makes us stronger and more connected to each other. In addition, we gain realizations and perspectives about ourselves.

Innovating the Tefillah Experience: A Middle School Success Story

Innovating the Tefillah Experience: A Middle School Success Story

Tefillah is a vital part of our daily lives. Yet, for us, as a society and as individuals, Tefillah is hard. After all, Tefillah is called Avodah Sh'balev/work of the heart for good reason. The world of constant instant gratification, alongside the bold feeling of “It’s all coming to me,” has increased our challenges with Tefillah, to say the least. Without a pressing need (thank God) and unfortunately, often without a proper sense of gratitude, of what use is Tefillah to us in the 21st century? Recent research from Nishma (“The Meaningfulness of Tefillah among Modern Orthodox Jews,” 2018) has shown that approximately 60% of Modern Orthodox Jews do not find prayer meaningful!

In many Jewish day schools across the world, both students and educators struggle to find an effective model for meaningful Tefillah education – especially with middle schoolers. Ask any school leader or Tefillah educator and they will likely tell you that they believe in having an inspiring Tefillah experience that helps each student connect to Hashem and learn the skills and knowledge necessary to create a lifelong connection to Tefillah. But achieving such a goal has proven to be quite difficult. There are many factors that contribute to the challenge, and each school has its own unique resources, culture, and limitations that need to be taken into consideration.

Bridging the Administration-Teacher Perception Gap

Bridging the Administration-Teacher Perception Gap

JEIC’s mission is to catalyze radical improvement in Jewish day schools. As part of this, we realize that all components of the Jewish day school ecosystem—administrators, educators, parents, students, and influencers—must work together in sync in order for positive culture change to occur and become deeply ingrained in the schools.

In light of that, some interesting statistics surfaced in Education Week, two of which I would like to address. Both of these indicate a disconnect between the perceptions of the principals (which includes heads of school and division heads) and the perceptions of the teachers—a phenomenon that can only impede student growth and progress. Clearly, the article is addressing secular schools, both private and public. But Jewish day schools are not immune to these disconnects, and it is worth surfacing and discussing these specific issues.

The Debate about Data, Assessment, Outcomes, and Impact

The Debate about Data, Assessment, Outcomes, and Impact

What do you think about this robust exchange of ideas posted on eJewish Philanthropy?

How can and should Jewish day schools use data and assessment to guide their work with students? What are the ultimate goals of a Jewish education? What might lasting impact look like for day school alumni?

Let us know what you are doing in your school or what you hope to learn more about. Contact Sharon Freundel, JEIC Managing Director, with your insight, input, or questions.

Work-Life Balance: A Necessity, Not a Luxury in Schools

Work-Life Balance: A Necessity, Not a Luxury in Schools

Brian Dyson, former vice chairman and COO of Coca-Cola said, “Imagine life as a game in which you are juggling some five balls in the air. You name them — work, family, health, friends and spirit and you’re keeping all of these in the air. You will soon understand that work is a rubber ball. If you drop it, it will bounce back. But the other four balls — family, health, friends, and spirit — are made of glass. If you drop one of these, they will be irrevocably scuffed, marked, nicked, damaged, or even shattered. They will never be the same. You must understand that and strive for balance in your life.” 

In schools professional demands abound, since we need to be present--both physically and mentally. Teachers need to be on site for both arrival and dismissal, teach on their feet between four and six periods a day, cover lunches and recesses, prepare unit plans and lesson plans, meet with supervisors, colleagues, parents, and individual students, grade tests, write report cards, and somewhere in there, they need to develop their content and their own professional practices and come up with creative ways to facilitate student learning. Teachers in Jewish day schools, in particular, are often expected to blur the lines between their professional and personal lives, taking “PTA meetings” at synagogue on Shabbat and working way beyond their contracted hours, because “it’s for the future of the Jewish community.” Or having awkward encounters with colleagues who happen to be their child’s teacher or running into a difficult parent at a kids’ soccer game.

These expectations alone are enough to burn anyone out. Now add to a teacher’s life a spouse, one or more children, a family member who is elderly or experiencing a health crisis, and we create the need for a 72-hour day. 

How can the administrators in Jewish day schools assure a proper work-life balance for their staff?

The Next Innovation in Yeshivot May Surprise You

The Next Innovation in Yeshivot May Surprise You

In a seminal article published in 1966, Rabbi Shimon Schwab, the former Rav of Khal Adath Jeshurun in Washington Heights, succinctly framed the option facing every family desiring to send their son to a traditional yeshiva today. “Young students attend either a high school which stresses excellence in secular studies as much as in limudei kodesh (Judaic Studies) or ... an institution where the secular program, reduced to the absolute minimum, is grudgingly taken in stride and absolved without enthusiasm and without fanfare.”  

The perspective of many yeshivas today is that in order to produce high caliber talmidei chachomim (learned scholars), the full focus of the day needs to be on Judaic Studies. As such, General Studies fall to a secondary status resulting in students losing respect for the little time that has been allocated for Language Arts, History, Science, and Math. The typical yeshiva high school schedule offers rigorous Jewish academics infused with opportunities for spiritual growth until the early afternoon. Following that, for approximately three hours, students are exposed to a typical secular curriculum when their energies are low and their attention depleted. The material often contradicts Torah philosophies, and the students’ growth energy has already been devoted to Talmudic studies. Following dinner, students return to their Judaic curriculum until they end their day, around 9 pm, with Maariv (evening prayer service).

A Paradigm Shift for Thinking about God in the Classroom

A Paradigm Shift for Thinking about God in the Classroom

Over the past 75 years, Jewish day schools in North America have experimented with ways of teaching Jewish identity.  The methodologies ranged from heavy textual induction to deep discussion to Israeli dance to computer-based solutions to maker spaces to Project Based Learning.  In that time a singular topic remains under-developed: how to teach about the Divine. Most approaches focus on either: trying to create an emotional connection with God through nature, meditation, or experiential learning; or sharing a significant amount of knowledge about the topic of God with the potential for some discussion from students.  

What other methods could teachers employ to build a strong, lasting Jewish identity in their students?

JEIC's Listening Booths Initiative Highlighted in HaYidion: The Prizmah Journal

JEIC's Listening Booths Initiative Highlighted in HaYidion: The Prizmah Journal

Don’t miss the Fall 2019 issue of HaYidion: The Prizmah Journal, which features a compelling article written by JEIC Managing Director Sharon Freundel called “Listening to Day School Dreams.” This piece highlights what we learned from Jewish day school stakeholders about their dreams, visions, and wishes through our Listening Booths Initiative at PrizmahCJDS’s bi-annual conference in March 2019.

"Iron Sharpens Iron"... Especially in the Teacher Work Room

"Iron Sharpens Iron"... Especially in the Teacher Work Room

Phillip Stanhope, 4th Earl of Chesterfield, a British statesman and man of letters, is purported to have said on March 10, 1746, “Whatever is worth doing at all, is worth doing well.”

Nearly 300 years later, those words still ring true and certainly should speak to Jewish educators. Our work is “worth doing” in order to develop in the next generation a healthy Jewish identity and sense of connectedness; given those stakes, it needs to be done in the best way possible.

What might that “best way” entail? 

At least in part, it should include collaborative practice. A spiraling scope and sequence―considered best practice for teaching―needs input from all teachers to create seamless boundaries among subjects and from grade to grade. When we present challenges to a community of practice, the discussion generates a more robust list of solutions than when we grapple alone with an issue. There is value in feeling like we are part of something larger than our own classrooms in a profession where one’s primary rewards are gleaned from students’ successes.

Why, then, do most schools create schedules in a way that is penny-wise, but pound-foolish?

Rachel Mohl Abrahams, Long-time AVI CHAI Foundation Senior Program Officer, To Join JEIC’s Professional Team

Rachel Mohl Abrahams, Long-time AVI CHAI Foundation Senior Program Officer, To Join JEIC’s Professional Team

Chevy Chase, Md., October 24, 2019 -- Rachel Mohl Abrahams, an AVI CHAI Foundation senior program officer specializing in Jewish education and day school initiatives, will join the Jewish Education Innovation Challenge’s (JEIC) professional team in January 2020 as part of her new role as senior advisor for education grants and programs at the Mayberg Foundation, which incubates JEIC.

As senior advisor, Abrahams will direct her efforts to both the Mayberg Foundation's core grantmaking program and JEIC’s work with day school grantees, innovative Jewish educational initiatives and philanthropic partnerships. Abrahams brings more than two decades of experience in Jewish educational project design, program management, and evaluation.

Abrahams will advance the impact and scope of JEIC’s grantmaking, which supports the scaling and implementation of contemporary, proven educational models designed to reignite students’ passion for Jewish learning and improve the way Jewish values, literacy, practice, and belief are transferred to the next generation. Additionally, she will elevate JEIC’s position as a positive disrupter in the Jewish day school field by conferring with staff and stakeholders on organizational strategy and advocating for change initiatives in Jewish education.

Striking a Balance for a New Year and New School

Striking a Balance for a New Year and New School

The start of the school year typically presents a challenge with balance. Fall brings us an often-appreciated change of weather, and we shiver a bit from the chilly mornings and sad sight of our slowly shriveling much-loved gardens. Rosh Hashanah’s festive feel includes sweet foods and celebratory meals with family and friends, and it also serves as a time of judgement in determining our fate for the year. And in the same spirit, Simchat Torah represents the culmination of reading the full Torah, and then we find ourselves beginning all over again with the very first word.

This balance between the present and the future, the jovial and the austere, the culmination and beginning might seem contradictory at first, but it is a key part of our annual transition, extending to any time of transition or creation. Similarly, in creating our new Jewish day school, Einstein Academy, we wrestle with making sense of these seemingly-contradictory concepts every day. 

Prizmah-CJDS Highlights Manette Mayberg's Call to Day Schools: Follow This Kind of GPS for a Strong Jewish Future

Prizmah-CJDS Highlights Manette Mayberg's Call to Day Schools: Follow This Kind of GPS for a Strong Jewish Future

Prizmah: Center for Jewish Day Schools highlighted a compelling thought leadership article written by Mayberg Foundation Trustee, Manette Mayberg, about her dream of God-Powered Schools (GPS).

Let’s Follow this Kind of GPS for a Strong Jewish Future illustrates a “directional system for Jewish day schools that guides them by mission and vision, mapping the way forward most effectively. A GPS would provide continuous evaluation of a school’s actions so when a miscalculation or misguidance occurs, the school would be redirected… A GPS is one that is guided by the sum of our holy texts, time-tested over thousands of years. A GPS is informed by the teachings of eternal Jewish wisdom and embodies Jewish values. A GPS steers students to develop a relationship with the Divine—whatever their concepts of God might be—and a strong Jewish identity. A GPS emphasizes Jewish values and relevance as much as text study and skills. It also demands that all systems throughout a school—from policies to content to pedagogy—support students’ journeys of Jewish discovery.”

Balancing Two Truths Requires Honoring Two Voices

Balancing Two Truths Requires Honoring Two Voices

I have a new hero, and it’s a bit embarrassing. 

Embarrassing to admit that I’ve studied and taught this character for decades and always assumed he was the anti-hero, the person we shouldn’t become, the epitome of someone who was impelled by a mistaken zeal to lead a mistaken life. 

My anti-hero has become heroic. 

I’m talking about Jonah. 

Kol Nidre As a Paradigm for Teaching

Kol Nidre As a Paradigm for Teaching

During Kol Nidre, which ushers in Yom Kippur each year, the Jewish community does something seemingly odd. We publicly declare all of our vows between a person and God null and void from this Yom Kippur to the next one. Rabbi J. B. Soloveitchik points out that we nullify vows based on two premises (explained in Shulchan Aruch Yoreh Deah 228).

1.     At the time a promise was made, a person was ignorant of some circumstance that made it too difficult to perform the promise.  

2.     At the time of the vow, the person was not ignorant, but came to regret the promise as time moved on because of new circumstances. Fulfilling the vow became too difficult.

Kol Nidre makes these assumptions with its grand stroke of remitting a statement that all these vows disappear for the next year. This future thinking makes us more attuned to our future vows, cautioning us against making regrettable promises.

Innovating Jewish Text Study Through Jewish Literature

Innovating Jewish Text Study Through Jewish Literature

I have a bad habit of assuming that whatever I have loved or enjoyed other people will also love and enjoy. Sometimes this assumption sends me down the wrong path, but in the case of my Jewish literature course for high schoolers, it led to the development of something beautiful and enduring for my students.

Creating this course was a dream of mine since falling in love with a Jewish Literature course in my freshman year of college. I was transformed by the class, and all I could think about throughout that year was: Why didn’t they teach any of these texts to me during my twelve years of Jewish education? 

When I began teaching high school English in a Jewish day school bringing Jewish literature into my classes was a priority. The students came from a broad range of backgrounds and many felt detached from Jewish learning through ancient texts. Teaching Jewish literature was an opportunity to broaden their understanding of their religion, culture and what constitutes a Jewish text.