LeahMeir

Go Forward and Succeed

 Posted by on June 5, 2018 at 10:15 am  No Responses »  Tagged with:  Categories:
Jun 052018
 

AVI CHAI has enthusiastically supported overnight Jewish summer camps because they reflect so well our commitment to Jewish living, learning and peoplehood. As our aspirations state: “Our best hope for attaining this vision of the future is through a focused investment in educational experiences for Jewish youth which are Jewishly meaningful, engaging and full of joy.” After spending 12 years in Jewish camps, sending my own children to Jewish camps and visiting many of your camps, I can’t think of a much better definition of Jewish summer camp than “Jewishly meaningful, engaging and full of joy.”

AVI CHAI see the leaders, staff members and campers as the Jewishly committed and educated young people who will lead the North American Jewish community into a bright future. And the professional leadership of those camps are the ones entrusted with infusing those camps with Jewish values, content and tradition. It’s an “awesome” (in the original meaning of the word) responsibility. Yitro, Moses’ father-in-law, wisely counseled him that one leader, even Moses can’t build a vibrant Jewish community on his own; a leader needs a “leadership team” who will eventually themselves become the leaders.

As we read in the book of Bereishit, when Jacob is traveling and still unsure of his place and where he’s headed, he dreams of a ladder with angels going up and down between heaven and earth. When he wakes, he exclaims:

וַיִּיקַ֣ץ יַעֲקֹב֮ מִשְּׁנָתוֹ֒ וַיֹּ֕אמֶר אָכֵן֙ יֵ֣שׁ יְהוָ֔ה בַּמָּק֖וֹם הַזֶּ֑ה וְאָנֹכִ֖י לֹ֥א יָדָֽעְתִּי׃  “Surely the Lord is present in this place and I didn’t know it!”

“Achen Yesh HaShem BaMakom Hazeh…” – the Lord is present in these summer camps full of children and young adults. These are sacred places because of what is happening within them

As the summer of 2018 quickly approaches, take a moment from the frenetic preparations in which you are all immersed to accept our thanks in advance for inspiring a generation of young Jews. Alu Ve’hatzlichu – go forward and succeed!

Cornerstone2-424x284@2x

Camp Ramah Darom participants at FJC’s Cornerstone program in May.

 

May 022018
 

By: Leah Nadich Meir

Now that May is upon us, the countdown to summer – and camp – has begun!  Camp leaders know that memorable and meaningful camp experiences don’t just happen; they’re like the vegetables that grow in so many camp gardens. Tending the seedlings with loving care results in those sweet-tasting tomatoes and peppers campers enjoy at summer’s end.

So how are you planning your camp’s celebration of Israel’s 70th birthday? Camp life, with its multi-sensory experiences, is the perfect venue for celebrating Israel and appreciating its uniqueness. And it goes way beyond the one day of “Yom Yisrael” (“Israel day”) that’s become a tradition in many camps.

Do you want some help? New ideas? Out-of-the-box suggestions? You might get some from the 12 camps in the intensive two-summer component of the “Israel @ Camp” initiative, which are developing a holistic vision and implementation plan for Israel education.  The iCenter, in collaboration with the Foundation for Jewish Camp and the Jewish Agency for Israel, works closely with each camp over 18 months.  As part of the thought and planning for the coming summer, North American camp leaders and staff members take part in the Jewish Agency’s seminar in Israel for the Israeli shelichim who will spend this summer in camps all over North America.  And Israeli shelichim will participate in the Foundation for Jewish Camp’s Cornerstone seminar in the US for experienced counselors. The key word is: relationships. These relationships between North Americans and Israelis get a head start at the seminars and are strengthened during the summer.  The impact of these personal relationships on campers is powerful, and they develop strong ties to the Israeli shelichim as well.

1Israeli and North American participants in Israel @ Camp joint training in Israel.

If your camp has Israeli staff members, take special care to encourage and nurture those person-to-person relationships and take advantage of every chance to have the shelichim share their stories with staff and campers.  I still have powerful memories of the stories I heard from the Israeli shelichim at Camp Ramah in New England in the summer of 1967, when they arrived at camp two weeks after the Six-Day War, exhausted, exhilarated, grieving for lost friends and realizing that they were part of a turning point in Israel’s history.

Would you welcome some creative and ready-made program resources for Israel-focused activities? How about a box of resource materials and guidelines from the iCenter? Last summer, 54 camps received the boxes and beginning next week, you can apply to receive a box for the cost of shipping! What will you find in the box? Activities like these:  “Golda’s Kitchen Cabinet” (based on reports of cabinet meetings that took place in Golda Meir’s kitchen!), containing recipes, Israeli spices and special aprons – all designed to surround the campers with the stories, tastes and smells of Israel. Or inspire campers to create their own portraits of well-known Israeli leaders based on the whimsical portraits of Hanoch Piven.

2Campers making pita on their outdoor oven with recipes received through their Israel @ Camp Resource Box. 

3Campers showing off their Hanoch Piven-inspired portraits in front of their Israel @ Camp Banner.

Do you have ideas for celebrating Israel’s 70th that you want to share? Email them to us and we’ll send them around! Don’t worry if you end up inspired by too many program ideas – you can always save some for next summer’s celebration of Israel’s 71st!

A Look Back at Nadiv – What Have We Learned for the Future?

 Posted by on June 15, 2016 at 3:34 pm  No Responses »  Tagged with:  Categories:
Jun 152016
 

This post is cross-posted from eJewishPhilanthropy

Nadiv

Photo courtesy of The AVI CHAI Foundation

By Ramie Arian, Leah Nadich Meir, and Steven Green

Five years ago, the Nadiv program was launched as an innovative pilot program involving six camp-school partnerships whose primary objective was enhancing and deepening the quality of Jewish education at the camps and enriching experiential education at the schools while building a mutually beneficial and sustainable camp-school model. The Nadiv model created six new full-time positions for experiential Jewish educators, each shared by a camp and a school in geographic proximity to each other. The educators, whose responsibilities were defined by each camp and school based on its needs, toggled their responsibilities between them. In most cases, this meant spending four days in the school during the academic year with one day devoted to planning the camp program for the coming summer, with the entire camp season being spent in camp. The hope was to create a career path for select, talented educators. The program began with a preparatory year in 2011 and is concluding its active four-year phase this month.

You could say that the theme song of this pilot was “partnership,” since it involved not only camp-school partnerships but also a $3.3 million funding partnership of the Jim Joseph and AVI CHAI Foundations, which remained actively involved throughout the five years. In addition, the Union for Reform Judaism (URJ), which operates three of the six participating camps and with which three of the schools are associated, was represented in the inception of the project. The entire project was directed by Ramie Arian under the auspices of the Foundation for Jewish Camp, with intensive involvement of two veteran experiential educators in the role of mentors. From the outset, Nadiv was an enterprise with “many moving parts.”

Each camp-school partnership was unique in character, structure, expectations and possibilities. Four of the schools were Jewish day schools and two were Reform congregational schools. In addition to the three URJ partnerships (Camp Coleman and Davis Academy in Georgia; Crane Lake Camp in Massachusetts and Temple Shaarey Tefila in New York; Camp Kalsman and Temple De Hirsch Sinai in Washington), there were two independent camp-school partnerships (Herzl Camp in Wisconsin and Heilicher Minneapolis Day School; Camp Mountain Chai and San Diego Jewish Academy in California) and a Young Judaea-Solomon Schechter partnership (Camp Young Judaea Sprout Lake in New York and Solomon Schechter Day School of Bergen County, New Jersey).

Each Nadiv educator was mentored by a veteran experiential educator. In addition, the group had periodic conference calls with the Nadiv director and the two mentors, and a yearly two-day seminar.

The Nadiv model was compelling in its potential for:

  • Improving the quality and consistency of experiential Jewish education in the camps and schools
  • Nurturing collaboration between two major approaches to Jewish education in North America: the formal and the experiential
  • Being an innovative experiment on behalf of engaging Jewish children through the intellect, the senses and the emotions.

On the other hand, it faced some daunting challenges such as:

  • Creating camp/school partnerships built on shared goals and visions rather than only on the relationship with the shared educator
  • Retaining Nadiv educators in the face of the heavy time demands of working in both school and camp settings
  • Juggling the sometimes conflicting expectations of two sets of supervisors
  • Handling the upheavals imposed by leadership changes in the schools and camps.

Nadiv was closely followed and its progress evaluated through its mid-point in December 2014 by the strategic consulting firm Informing Change. The executive summary of its report found gradual progress in improving Jewish education at the camps. A positive relationship of the Nadiv educator with camp staff influenced the extent to which change occurred in the camp’s Jewish program.

In the schools, the report found variance in the nature and scope of improvements in Jewish experiential education due to the differences in the roles of the Nadiv educators and in the schools’ priorities. In terms of the Nadiv camp-school partnerships, Informing Change reported communication between each partner camp and school, but little evidence of the kind of shared vision and mutual need that are characteristic of genuine collaborations. This last observation isn’t surprising, given that the original Nadiv vision was of a shared employee, not necessarily of a full collaboration.

In the final year of the Nadiv grant ending in June 2016, the three URJ partnerships remain intact. Of the three other partnerships, one of the schools appointed its Nadiv fellow as Judaic Studies Department Chair and Director of Jewish Life, and his new responsibilities made it impossible to continue in his camp position. The two other Nadiv fellows were dissatisfied with their school positions and took positions at other schools, which made continuation of the original camp-school partnership impossible.

What lessons can we share from Nadiv now that it’s approaching the end of its four-year active phase?

The Nadiv program resulted in positive results for the camps. Having a master’s level Jewish educator with camp experience (rather than an undergraduate or graduate student) overseeing and devoting time during the year to Jewish programming and education in camp raised the level and professionalism of Jewish programming in all six camps. It resulted in more creative and innovative educational programs and contributed to improving the preparation of teaching faculty in the camps. In addition, the Nadiv educator’s presence in the camp for a number of consecutive summers provided much needed continuity to the Jewish program that had often suffered from a high turnover of seasonal staff.

Depending on the educator’s role, Nadiv also resulted in enhanced experiential education in the schools, to an extent. The educators with responsibilities beyond the classroom, such as tefillah or “Jewish life,” were better positioned to introduce experiential elements into the life of the school than those who were primarily in the classroom.

Despite the heavy demands of switching between school and camp responsibilities, most of the Nadiv educators reported high job satisfaction and professional growth during their years in the program. The supervision provided by the partner organizations together with the intense mentoring and professional seminars provided by Nadiv added up to high-level, concentrated in-service training in both formal and experiential education.

There were nonetheless substantial challenges and obstacles to the goal of continued camp-school partnerships after the end of the philanthropic funding. None of the original partnerships will continue employing the same model after June 2016. The key challenges include:

  1. The difficulty in building true camp-school partnerships and establishing an overarching common goal and vision, along with the lack of conviction on the part of some of the schools that an experiential educator adds real value that would otherwise be absent. In the case of Nadiv, the camps were the primary drivers, searching for a school with which to partner. True collaborations call for each partner to see a compelling need for the partnership, and to spend time and energy on exploring areas of mutual interest. In addition, partnership goals have to be reviewed with an open mind over time and revised or even discarded.
  2. The high cost of the shared salary and of the ongoing mentoring and professional development. The budget limitations of camps and schools pose a serious challenge to an unsubsidized shared educator model accompanied by mentoring and professional development.
  3. This year-round employment model places heavy demands on the educator, especially in the high intensity planning times of late spring (for camps) and late summer (for schools). This raises the question of the price exacted from an educator in terms of having sufficient time to devote to camp and school responsibilities as well as to personal and family life.
  4. Leadership changes in the partnership organizations can, and usually do, have an impact on the work of a shared educator. The transition can disrupt lines of authority, and the new camp or school leader may not have the same buy-in to the model as the previous leader. Half the Nadiv partnerships experienced transitions in a camp or school leader.

Even when the camp-school partnership model does not continue, however, a positive ripple effect can be seen. The Nadiv partner camps value the professional planning and expertise that have raised the bar over the past four years for their Jewish educational programming. They are looking for different ways to maintain that level of professionalism. One camp hired its Nadiv educator as its associate director with the intent of keeping Jewish education high on its leaders’ priority list; another camp arranged for its Nadiv educator to continue during the summer and on a part-time basis during the academic year even after she left the partner school.

Inspired by Nadiv and by the model of the Ramah-URJ Service Corps, URJ is now supporting the creation of employment partnerships between selected congregations and URJ camps. Each congregation-camp partnership hires a full-time staff member, who usually serves as youth director in the congregation and unit head (or other senior staff role) in the camp. The staff members are generally early-career professionals with a bachelor’s degree and extensive camp experience. URJ contributes significantly to their salaries, and it provides a one-year training program that includes a professional development retreat in the fall, and webinars every six weeks throughout the school year. URJ anticipates that 20 such joint positions will be in operation for 2016/17.

A second example is a program supported by the Jewish United Fund of Metropolitan Chicago. “Springboard Teen Engagement Specialists” has engaged one professional this year in a year-round position to work with Jewish teens and will add one per year over the next four years. During the academic year, they work in the Chicago community providing teen programming for an array of Jewish youth groups, synagogues, and school clubs. During the summer, they will engage in outreach as part of the programming staff at a Jewish summer camp. The summer relationships they forge will help guide the subsequent year’s programming.

We owe thanks to all those whose dedicated efforts made the Nadiv pilot happen and to the talented Nadiv Fellows who pioneered this initiative, bringing their passion for experiential education into Jewish camps and schools. This pilot program enhanced Jewish educational programming in all six camps, brought camps and schools into working partnerships, and led others to consider what else can be accomplished by building bridges of collaboration between our educational organizations. We see Nadiv’s story as unfinished, and will wait and watch patiently to see what new collaborations it will inspire.

Rabbi Ramie Arian is a consultant working with Jewish camps and other programs of experiential education in the Jewish community. He serves as project manager for Nadiv.

Leah Nadich Meir is a Program Officer at The AVI CHAI Foundation.

Steven Green is Director of Grants Management/Program Officer for the Jim Joseph Foundation.

Nov 192015
 

In an atmosphere of anticipation and excitement, a group of Jewish day school educators, scholars of Rabbinics and education and experienced Jewish educators has begun to collaborate on a compendium of Standards and Benchmarks for the study of Rabbinics in Jewish day schools. The initiative is under the auspices of the Davidson Graduate School of Jewish Education at the Jewish Theological Seminary. The compendium will guide Jewish day schools in planning and implementing goals for rabbinic studies for their students. It is especially heartening that the group working so collaboratively represents a cross-denominational selection of schools: modern Orthodox, Conservative and Community.

This effort officially kicked off with a three-day conference at the end of October, to be followed by a series of writing institutes. 16 schools are participating as “partner schools”, and will be committing time, resources and faculty expertise to the writing process over the coming year. Their educational leaders and faculty members will work first within their schools on developing standards and benchmarks; the schools’ educational leaders will then come together for two intensive writing workshops in the coming months. They will be joined at the writing workshops by scholars from across the denominations to determine the most important goals for learning rabbinic texts and make those goals accessible through specific benchmarks and performance assessments.

Rabbinics conference 1015 Photo 2

The history of Rabbinic standards really began in 2003 with the development of standards and benchmarks for the study of Tanakh in Jewish day schools, also under the auspices of the Davidson Graduate School of Jewish Education at the Jewish Theological Seminary. Since then, close to 80 schools have worked with skilled Tanakh Educator Consultants on establishing outcome-based Tanakh learning in their schools based on the standards and benchmarks document developed in 2004. The project provides participating schools with a yearlong professional development program for teachers and Judaic studies leaders (and a follow-up year) to address questions such as: What are the essential questions our students should be grappling with when they study the texts? What do we want our students to know when they finish each grade level and when they graduate high school? Instructional leadership institutes for Judaic studies heads provide them with the knowledge and skills that they need to effectively lead their faculty members through this (and future) educational journeys.

Building upon what they’ve learned in their years of experience with the TaNaKH standards project, Charlotte Abramson (Director) and Rabbi Sheryl Katzman (Rabbinics Initiative Leader) have designed the Rabbinic standards initiative to include school leaders and faculty members more actively from the very beginning in formulating and writing overarching standards and detailed benchmarks for different grade levels. The interchange between the schools that will adapt these guidelines for their own student learning and the scholars whose lives are devoted to study of the texts will lead to standards that reflect the complexity of rabbinic texts while guiding each school in adapting the standards to its own mission and unique learning environment.

The participants in the opening conference addressed questions like: What does literacy in rabbinic texts mean? How does the study of text differ when looked at from different perspectives, such as historic, literary or halakhic (based on Dr. Jon Levisohn’s “A Menu of Orientations to the Teaching of Rabbinic Literature”)? How can students learn the skills necessary for learning texts as well as experience the meaning of the texts in their own lives?

Rabbinics conference 1015 Photo 3

A Standards and benchmarks document for the study of Rabbinics in Jewish day schools is by no means a recipe for standardized learning or conformity to a single approach. It is, rather, a road map for schools by which to chart a thoughtful path toward goals in Rabbinic studies that will reflect their own unique visions and direct their students toward an understanding and appreciation of the rich world of rabbinic text. AVI CHAI is supporting this ambitious effort in the belief that it will bring the level of Judaic studies to an even higher level of excellence within Jewish day schools across the spectrum.

Dec 162013
 

By: Leah N. Meir

The AVI CHAI Foundation is committed to Jewish day schools as a vehicle to foster vibrant Jewish engagement in the next generation. To achieve this vision, it is not enough for day schools to simply exist: they need to be excellent, providing a first-rate education in both general and Judaic studies. We believe a three-pronged approach is necessary to create strong ties to Judaism and Jewish life. First, students must be inculcated in Jewish literacy so that they know how to engage with Jewish texts – not just in school, but for the rest of their lives. Second, students must be instilled with a deep feeling of connection to Jewish living and values. Finally, a strong, ongoing connection to Israel is necessary for students to feel a sense of Jewish peoplehood.

What can help achieve these aspirations for our students? AVI CHAI’s work in Day School Teaching & Learning endeavors to answer this very question. The programs we fund fall into three strategies: 1) Providing resources to teachers, including curricula and professional development; 2) Developing standards and benchmarks for Judaic studies (currently focused in Tanakh); and 3) Enhancing learning through introducing new teaching models. Here are some lessons we have learned through this work:

  • Professional development is key: While we began with work on the content and curricula of Jewish education, and continue to believe that that is important, we realized that the success of the learning is also dependent on the teaching of it. Therefore, we have also invested in the professional development of teachers, both to teach specific curricula as well as overall. For instance, the Foundation believes that Hebrew language skills are essential to becoming a fully literate Jew able to read and appreciate our texts in their original form. Two AVI CHAI-supported Hebrew language programs – TaL AM and NETA-CET – provide students with carefully developed, sequential Hebrew language curricula, and educators with the professional development necessary to build and hone their skills in teaching Hebrew. Additionally, we support Ivriyon, a summer Hebrew immersion program for Judaic studies teachers. Another area we find critical in teacher professional development is the recruiting and training of educators interested in becoming Jewish day school teachers (addressed by the Pardes Educators Program) as well as increasing the effectiveness and retention of new teachers through intensive mentoring (in the Jewish New Teacher Project, JNTP).
  • Both professional development and content need to be constantly renewed: In order to produce the desired effect of lifelong Jewish engagement, we have found that the content itself as well as teacher knowledge and skills need to be current to address the needs of today’s students. Our programs have sought out and incorporated opportunities to improve upon existing teaching and learning in several ways. For instance, two of our programs, TaL AM and NETA-CET, are undergoing a transformation to become digital and interactive, capitalizing on new technology as well as trends toward project-based learning. In another example, we have partnered with Mechon Hadar to bring their model of chevruta partner learning into the day school classroom. This partnership not only enhances learning through the application of a tried and true Jewish learning model, but also introduces students to Mechon Hadar Fellows, Yeshiva students and potential role models for students.
  • Successfully upgrading school teaching and learning requires all parts of the school to be behind it: The AVI CHAI teaching and learning programs ostensibly deal with one particular area of the school, such as Hebrew language instruction or the teaching of Tanakh. Yet the reality is that this kind of disruption in the classroom requires strong support and reinforcement throughout the school. When the Judaic studies head and school leadership give the sense that it is a collaborative effort, the change in teaching is much more likely to succeed. In essence, projects such as Jewish Day School Standards and Benchmarks Project (for Tanakh) or JNTP become mechanisms for effecting school change, which pervades multiple aspects of the school staff and environment.

Day school teaching and learning is a complex and rich area of work. At times the challenges loom high, for instance: How can we increase teacher retention rates? How can we find and inspire new and qualified educators to embark on day school careers? How can we have the maximum impact on what and how students learn? Yet the potential payoff – a new generation inspired by and committed to Jewish life, learning, and engagement – is priceless.

Leah N. Meir is a Program Officer at The AVI CHAI Foundation.

Jul 312013
 

By: Leah Nadich Meir

We’ve all heard it before (and maybe have said it to ourselves): “Teachers have it great. They work until 3 PM for ten months a year and then get to hang out on the beach all summer!” That may be true of some teachers, but I saw a very different picture last week when I spent a day at the Davidson Graduate School of the Jewish Theological Seminary (JTS) in New York. Davidson is known for its pre-service training of educators who go on to careers in Jewish education, both formal and experiential. With all the MA and PhD students off for the summer, you’d think that July would be a VERY quiet month at Davidson. It isn’t. The classrooms, hallways and outdoor spaces are alive with Jewish educators of all stripes: teachers (early childhood through high school), Judaic studies department heads, Jewish day school heads and aspiring heads. They are novice teachers and experienced administrators based in cities across North America and working in schools across the denominations.

Why are all these educators sitting in classrooms in the heat and humidity of a New York summer (especially this one!)? They’re doing this to become better teachers and educational leaders so they can create better schools and educational experiences for our kids. While they may not trumpet their own dedication to the cause when they return home, let me tell you a bit about what they’ve been up to:

  • Day School Leadership Training Institute (DSLTI): For three weeks in the summer, heads and aspiring heads of school gather at JTS to develop their leadership skills through DSLTI. The institute, which extends over 15 months, provides a cutting-edge curriculum, dynamic experiences in authentic contexts, collaborative cohort groupings, and ongoing mentoring and support. The school leaders are guided by a group of experienced, skilled mentors who are themselves Jewish day school leaders, and develop a powerful bond with one another that continues to support them throughout their years as leaders.
  • Ivriyon: A four-week Hebrew immersion experience for Judaic studies teachers in Jewish day schools enables them to create a Hebrew environment in their classrooms, lead classroom discussions in Hebrew and help students improve their written and spoken Hebrew. Participating teachers take Ivriyon very seriously: I’ve heard them speaking Hebrew with one another walking down Broadway after a long day of classes! This summer’s Ivriyon graduates will work with a mentor throughout the year to help them effectively integrate Hebrew into their classes.
  • Jewish Early Childhood Educational Leadership Institute (JECELI): JECELI engages a select group of new and aspiring early childhood directors in intensive Jewish learning, reflective practice, leadership development, and community building. Jewish learning provides the foundation for all of the areas that are studied. JECELI is a collaboration between JTS and HUC (Hebrew Union College), in consultation with the Bank Street College of Education.
  • Jewish Day School Standards and Benchmarks Project: Since 2003, The Jewish Day School Standards and Benchmarks Project has been helping schools transform their teaching of TaNaKH (Bible) through an outcomes-based approach. A year-long professional development program guided by TaNaKH Educator Consultants (TEC) provides Judaic Studies leaders with the skills to lead their faculty members in adopting a Standards-based orientation and performance assessments for the study of TaNaKH in all grade levels. This past week, Judaic studies leaders from seven Conservative and Community day schools met for the first of three intensive instructional leadership institutes to be held this year. The TaNaKH faculty of each school will meet bi-weekly throughout the year to adapt the Standards to its students, and the Judaic studies heads will work closely with their TECs. Read what Dr. Barbara Neufeld, a prominent educational evaluator, had to say about the impact of this program.

What do these programs have in common, in addition to their thoughtful and reflective approaches to education? They all demand considerable time and work from their participants; they all include mentoring, which has been proven immensely valuable in sustaining school change; they all depend on the infusion of philanthropic funds in addition to fees for service (AVI CHAI supports the DSLTI, Ivriyon and Jewish Day School Standards programs, The Alan B. Slifka Foundation supports DSLTI and the Jim Joseph Foundation supports JECELI); and most importantly, they all raise the quality of Jewish early childhood and day school education.

You may be pleasantly surprised at the answer you’d get if you asked your child’s teacher, Judaic studies leader or head of school: “So what did you do during your summer vacation?”

Apr 292013
 

Watch the following captivating short video to learn how See3 Communications, with AVI CHAI’s support, helped Jewish day schools all over the country learn how to be better online communicators. Through participation in social media and video academies, school staff learned how to tell their stories to parents, donors and community members; involve their alumni in becoming advocates for their alma mater; conduct online fundraising; and engage their communities in the life of their school. The schools continue to share their ideas with one another through their Facebook group. The schools in the second cohort of the social media academy are now hard at work finishing up their projects. We can’t wait to see how they use their new social media skills in telling their stories!

Feb 132012
 

After months of video production, promotion, and hard work, the Jewish Day School Video Academy Awards contest has come to a close with over 17,500 votes!! The competition was intense with 116 videos submitted by 68 schools. In addition to the three “people’s choice” prizes, three prizes were awarded by a panel of expert judges. The time that we’ve all been waiting for has arrived.

Drum roll please…

1st place winners of $10,000 are:

People’s Choice:
Columbus Torah Academy
for If a Picture is Worth a Thousand Words

Expert Judging:
The Weber School – Doris and Alex Weber Jewish Community High School for Admissions Video


2nd place
winners of $5,000 are:

People’s Choice:
Lander-Grinspoon Academy, The Solomon Schechter School of the Pioneer Valley for A Gem in the Valley

Expert Judging:

Milwaukee Jewish Day School for Milwaukee Jewish Day School Trailer

3rd place winners of $2,500 in video equipment are:

People’s Choice:
Greenfield Hebrew Academy for Put the P Back in PTSA

Expert Judging:
Martin J. Gottlieb Day School for MJGDS 50th Anniversary Video Invitation

Congratulations to our winners and to all participants! The new video production skills and expertise that participants are bringing back to their Jewish day school communities are invaluable.  Keep up the great work!

Interested in participating in the next contest? Great!  Stay tuned in early March for more details on our next video contest!

Learn more by visiting the Jewish Day School Video Academy website, join our booming Facebook group, and follow our Twitter feed at #JDSVA. (And follow AVI CHAI’s Twitter feed  and Facebook page.

 

 

Jan 262012
 

By: Leah Meir

I was reminded of my father when I read a recent New York Times article entitled “Big Study Links Good Teachers to Lasting Gain”.  This major study found that good teachers have lasting effects on their students’ lives that go way beyond academics, affecting life choices the students make years later. This study only confirms what many of us have felt personally. And the impact of teachers is even more crucial in Jewish studies, where we expect teachers to “lead by example” and act as role models for students in addition to imparting knowledge.

And why was I reminded of my father, Rabbi Judah Nadich z”l, when I read the article?  Because when he was 12 years old in 1924, he had a teacher who changed the course of his life, launching him on a path to the rabbinate, to serving as Senior Jewish Chaplain in Europe during World War II and Advisor to General Eisenhower on Jewish Affairs and then to a distinguished career as a leader of American Jewry. He was the kind of rabbi whose teaching had deep impact on both adults and children. His years in the chaplaincy are the subject of a current exhibit at the library of the Jewish Theological Seminary in New York, through February 7th.

In his unpublished memoir, my father tells the following story:

Growing up in Baltimore, his Jewish education had consisted of private lessons with a European-born teacher. By the time he was 12, he was completely bored with the rote lessons (which his teacher often listened to while sitting in his kitchen drinking a cup of tea Russian-style, sugar cube between his teeth). He started to skip his lessons to play in the park with his friends. He had absolutely no interest in the Jewish studies that he had experienced. When his parents found out, his mother lamented that he was in danger of growing up to be “a truck driver”, clearly not an acceptable career choice for her Jewish son!

She had heard about the Baltimore Talmud Torah, a more “modern” school on the other side of town, and enrolled him there. He was amazed to see that his teacher was a 19-year-old Johns Hopkins student by the name of Morris Perman, only a few years older than he was!  At the end of his first day, Mr. Perman asked him what he enjoyed doing and my father answered that he liked to draw. Perman asked him whether he would draw a map of the Kingdom of David, which the class was studying, on the blackboard the next day. My father was hooked.  A teacher was interested in what he liked to do, and actually asked him to use his skill in the class! It was a small but profoundly important gesture that made a lasting impact on a young boy.

My father noted in his memoir that Morris Perman went on to a career in Jewish education, leading religious schools in a number of cities including the illustrious Talmud Torah of Minneapolis. Searching the internet, I just discovered that Morris Perman passed away in 2008 at the age of 101, just months after my father. His obituary notes: “His zeal for teaching profoundly enriched and touched generations of students, family, and friends.” It certainly did.

Thank you to Mr. Perman and to all the teachers in Jewish religious and day schools who show their students the way, through their character and behavior as well as their knowledge. How can we recruit more like Morris Perman and Judah Nadich?

Leah Nadich Meir is a Program Officer at The AVI CHAI Foundation. Connect with her on Twitter @lmeir