The Transparency Files: Budget is an Expression of Jewish Values

We have a saying here at Galinsky Academy: “If you really want to know what we value most, you only have to look in two places – the schedule and the budget.”

And it is true; there are no more valuable resources than our time and our money.  How we decide to allocate them is, therefore, the truest test of our values.  All the rest is commentary, as they say…

I have spent the last couple of months working with our school heads, the synagogue’s executive leadership, and a variety of lay committees on the 2014-2015 budget.  It is as rigorous and exhaustive a process as it to be, because there is nothing more critical to our mission than ensuring the longterm financial viability of our Academy and its schools.  We cannot provide the extraordinary secular and Jewish education that we do from age 1 to grade 12 in our Academy’s four schools – the DuBow Preschool, the Bernard and Alice Selevan Religious School, the Martin J. Gottlieb Day School, and Makom Hebrew High – if we become financially insoluble.

Why is it critical that there be a Galinsky Academy?

Ask them:

That video was created as part of this year’s L’dor V’dor Annual Campaign (LDVD).  This is the magical time of year where we are both working hard to close this year’s campaign to fulfill  our current budget expectations AND determining the expectations to satisfy next year’s budget with all it represents for our children and our community.  Why give?

Pie-chart

Well, that is one reason.

In an average year, endowments and tuition cover only 80% of the cost to provide each student’s education at Galinsky Academy.  Annual giving provides the crucial margin of excellence that distinguishes education at the Galinsky Academy.

Here’s another:

The budget of Galinsky Academy essentially has four levers that matter: Tuition & Fundraising on the revenue side and Salaries & Scholarships on the expense side.

That’s the budget.

For our stakeholders, I can assure you that our budget has long been trimmed of fat.  We spend as little as necessary without sacrificing the integrity of our schools and trying (but not always succeeding) our best to compensate our teachers as fairly as we can.  As the economy’s impact took hold in our community, we have seen legitimate scholarship need skyrocket and have had to match it with increased fundraising to keep pace so that we do not have turn away students from families who desire a Galinsky Academy education and genuinely cannot afford the full tuition.  All four of our schools have seen this rise in scholarship need and all four of our schools have benefited from LDVD funds to meet it (and at MJGDS a critical annual allocation from Federation).

Any other reasons annual giving is so important?

Here’s a few more:

LDVD will allow the Galinsky Academy to continue building upon several important priorities…

  • Supports the efforts of our teachers, providing them professional growth experiences and ever expanding resources and curriculum.
  • Provides students a chance to experience the integration of technology in the educational process and to understand its relevance to life in the 21st century.
  • Provides a “silent scholarship” for every student by supplementing tuition dollars to develop bold and inspiring programs.
  • Provides meaningful experiential learning and character-building opportunities both in the classroom and in the community.

 

If we treat our budget as the most honest expression of our Jewish values, then it is critical that the above and more find its way in to all the schools of Galinsky.  As we approach the two-year anniversary of our Academy’s founding, perhaps it is worthwhile to remember who we named our Academy after and why…

Samuel and Esther Galinsky were, by all accounts, modest and unassuming members of the Jacksonville Jewish Center.  They participated in synagogue life and were respected members of the congregation.  They cared about Jewish education, but had no children of their own.  They were, in many ways, like any other couple.  When they died, their friends mourned their passing.  And that should be the end of the story.  But it isn’t.  Because this ordinary couple did something extraordinary.  With no fanfare and no notice, Samuel and Esther Galinsky left the Center amongst the most significant gifts it has ever received – $3 million.  And it was given for one purpose – this childless couple gave their fortune to ensure that Jewish children would be able to have a Jewish education.  Has there even been a more selfless gift?  Have any people ever more embodied the idea of L’dor V’dor?

And so it is in the spirit of this gift – of that remarkable couple – that we officially announce the creation of what will forever now be known as “Galinsky Academy”.

To those who have given to help secure the Jewish future of Jacksonville, thank you.  To those who have not yet given, but plan to, thank you in advance.

To those who typically do not give, but are capable…

Let this be the year you are counted.  L’dor v’dor.

You-Shall-Raise-Up-the-Foundations-of-Generation-to-Generation

The Transparency Files: Homework Wars II – The Homework Strikes Back

home-work-close-up-1-1126726-mIn late November, I blogged about what was then a pending conversation our faculty was going to have in order to revisit and realign our school’s homework philosophy with our learning target.  In that post, I suggested some likely ideas that I imagined would make their way in based on all the work we have done these last few years making our beliefs about teaching and learning more explicit.

We introduced the project at the December Faculty Meeting in a really interesting way.  One member of our 21st Century Learning Team, randomly went onto class blogs and picked homework assignments that were then presented to the faculty to open the meeting.  The question was then asked: “How long do you think this assignment ought to take the ‘typical’ students in this grade?”

The results were clarifying to say the least.  Just about each assignment – regardless of grade level or subject – was estimated to take anywhere between 5-40 minutes!

So if our own teachers couldn’t agree about how long an assignment ought to take our students to complete, imagine how our parents and students feel!

This was a great introduction into a conversation about revising and articulating our school’s homework philosophy.  Unlike other decisions in our school, I made it clear to faculty that although they would have input, the ultimate decision would be mine.  [In our school we peg decisions on a hierarchy of decision-making.  Some decisions they make with my input.  Some decisions I make with their input.  Some decisions require consensus.  Some decisions are made democratically.  And so on.  I find it helpful to make this transparent to teachers so expectations are clear and there are no unnecessarily hurt feelings.]  They were given the month to provide me with feedback to a draft similar to that which was in my blog on this issue.  I was then to report back at our January Faculty Meeting what the new “MJGDS Homework Philosophy & Guidelines” were to be.

And so I did.

The following was disseminated to our faculty last week…

MJGDS Homework Philosophy & Guidelines

I.  Introduction

II.  Philosophy

III.  General Homework Principles

IV. Homework Guidelines in Elementary Grades

V.  Homework Guidelines in Middle School Grades

VI.  Characteristics of Effective Homework Practice

VII.  Parent, Student, Teacher, and Administration responsibilities

VIII.  Implementation Strategy [To Be Created]

 

I.  Introduction

The purpose of the MJGDS Homework Policy is to provide guidelines for teachers, provide for consistency through the grades, and to educate parents who have questions about homework.  A school policy regarding homework, along with clear expectations for teachers as to what constitutes good homework, can help to strengthen the benefits of homework for student learning.

This policy addresses the purposes of homework, amount and frequency, and the responsibilities of teachers, students, parents, and administrators.

The MJGDS Homework Policy is based on research regarding the correlation between homework and student achievement as well as best practices for homework.

 

II.  Philosophy

The philosophy at the Martin J Gottlieb Day School regarding K-8 homework is that homework should only be assigned that is meaningful, purposeful, and appropriate.  Most learning will take place during the school day (accept when utilizing an explicitly “flipped pedagogy”.  Homework will serve to deepen student learning and enhance understanding.  Homework should be consistent with the schools “Learning Target” and strive to incorporate creativity, critical thinking, authenticity, and student ownership.

Legitimate academic purposes for homework include:

  • practicing a skill or process that students can do independently but not fluently,
  • elaborating on information that has been addressed in class to deepen students’ knowledge,
  • enabling students to finish classwork that they were unable to complete in class, and
  • providing opportunities for students to explore topics of their own interest.

Non-academic purposes for homework, particularly in K-3, include:

  • developing better study habits and skills,
  • developing independent problem-solving skills and better time organization, and
  • greater parental appreciation of, and involvement in, schooling.

We understand today’s busy schedules and demands on parent and student time.  Most learning is done in school, but like learning a foreign language or learning to read, reasonable and age-appropriate practice and repetition is exceptionally beneficial in certain subject areas.  We also recognize that in a 21st century learning institution the barriers between bounded times and spaces for learning are ever-shifting and, so, we remain flexible to new ways to provide our students with authentic opportunities to learn and to explore.
III.  General Homework Guidelines for all Grade Levels

  • Homework is never to be used to teach a new skill (with the exception of explicitly “flipped pedagogy”).
  • Teachers are not required to assign homework.
  • Homework should not exceed more than 10 minutes per grade level per night for the average student (not including reading).
  • Homework should be purposeful and meaningful to students.  Legitimate purposes for homework include practicing a skill or process that students can do independently but not fluently, elaborating on information that has been addressed in class to deepen students’ knowledge, and providing opportunities for students to explore topics of their own interest.
  • Reading is an integral part of learning and is a consistent part of homework.
  • Practicing second-language skills is consistent part of homework in a bilingual school.
  • Homework will reflect the accommodations and modifications of curriculum that is stated in a student’s modified program.
  • Assigning homework over holidays is highly discouraged.

IV.  Homework Guidelines in Elementary Grades (K-5)

In elementary grades, with the exception of reading and being read to, there is little proven correlation between homework and achievement.

  • In the primary grades (K-3), homework should consist primarily of reading plus a limited number of independent exercises to reinforce previously taught basic skills.
  • Except for reading, homework at the elementary level should not be assigned over weekends, holidays, or extended school breaks.
  • At the upper grades (4-5), homework consists of completing, practicing, preparing, or extending core academic skills and is designed to build independent study habits.
  • Long-term assignments should be limited in number and duration.  Project based assignments should primarily be undertaken and completed in the classroom. These tasks should not require significant assistance from parents or costly materials.  These assignments should include clear checkpoints to monitor progress toward completion.

V.  Homework Guidelines in Middle School Grades (6-8)

  • Homework should be assigned during the school week on a regular basis.
  • Teachers should coordinate scheduling of tests and projects.
  • Long-term assignments at the middle grades should be limited in number and duration.  These assignments should include clear checkpoints to monitor progress toward completion.  All deadlines must be posted on the class blog.
  • When assigning group projects, teachers should allow in-class collaboration time with specific tasks to be completed independently; however, these tasks should not require significant assistance from parents or costly materials.
  • Except for reading, homework at the middle school level should not be assigned over weekends, holidays, or extended school breaks.
  • Bear in mind that middle school students preparing for their b’nei mitzvot are spending 10 minutes per night during the year leading up to their b’nei mitzvot and more than that in the month prior.

 

VI.  Characteristics of Effective Homework
This section addresses practices to help increase the benefits of homework while minimizing potential problems.  Homework is more effective when…

  • the purpose of the homework assignment is clear.  Students should leave the classroom with a clear understanding of what they are being asked to do and how to do it.
  • it does not discourage and frustrate students.  Students should be familiar with the concepts and material (unless it is taught in an explicitly “flipped” pedagogy, i.e. Math).
  • it is on a consistent schedule.  It can help busy students and parents remember to do assignments when they are consistent.  (Of course, it must be necessary and not just because “it’s Wednesday”.)
  • it is explicitly related to the class-work.
  • it is engaging and creative.
  • part of the homework is done in class.
  • it is authentic.
  • feedback is given.  Follow-up is necessary to address any comprehension issues that may arise.
  • it is differentiated.
  • it reviews past concepts to help retention over the course of the year.

 

VII.  Responsibilities

Students are responsible for:

  • ensuring understanding of the homework and asking for clarification or help when needed
  • regularly completing assigned homework in a timely manner
  • managing time by staying focused, on task, and planning effectively for long term projects
  • bringing home all necessary materials
  • putting forth their best effort to produce quality work
  • completing or making up missed assignments and tests if required by the teacher.

Parents/Guardians are responsible for:

  • being an advocate for their child, while encouraging the child to advocate for himself/herself
  • encouraging reading at all grade levels
  • providing an appropriate environment, including necessary supplies, for homework to be done
  • providing a healthy balance between homework, extra and co-curricular activities, and family commitments
  • contacting the teacher if their child is not consistently able to do the homework by himself/herself within the time guidelines, or if challenges or questions arise

Teachers are responsible for:

  • sharing expectations for homework with students and parents early in the school year
  • designing homework assignments that clearly articulate their purpose and expected outcome, allowing for student questions and planning
  • providing timely feedback to students
  • ensuring any homework assigned is directly related to the classroom instruction and consists of clear, purposeful, and authentic activities
  • assigning homework that is appropriate and differentiated as needed
  • teaching the skills necessary for the students to complete the homework and become successful independent learners
  • being careful not to assign too much homework or homework that frustrates or discourages the students

Administrators are responsible for:

  • monitoring homework quality and quantity
  • communicating homework expectations with parents

 

VI.  Implementation Strategies

And this section was – and still is blank.

Why?

Because this is the hard part!  It is easy (ish) to write out a philosophy and guidelines.  Putting it into practice in a way that is consistent and clear to all?  That is hard work!

This is why we spent the last hour of our amazing Professional Day last Friday (after our EdCamp) meeting by division (Lower School General Studies, Lower School Jewish Studies & Middle School) to begin to develop an implementation strategy.  Our goal is to finalize that implementation strategy in time for it to be included in all Parent Handbooks for the 2014-2015 school year.  The conversations so far have been especially rich and I am looking forward to seeing how the project comes to conclusion.

Watch this space…

Martin J. Gottlieb Day School Middle School Retreat 2013 Part I – The Storify

Martin J. Gottlieb Day School Middle School Retreat 2013 Part I – The Storify

Each year, we take our Middle School for a fall retreat at Camp Ramah Darom. We spend four days playing, praying, learning, adventuring and building community. This year our theme was "derekh eretz" and how to strengthen our Community of Kindness.

  1. It all begins with with a bus ride from Jacksonville, Florida to Clayton, Georgia!
  2. (The days and times for the Flckr images are not accurately labeled.  They are slotted appropriately.)
  3. We leave so early that we always stop on the side of the road for some “roadside davening”!
  4. A meal in a kosher restaurant is always a treat!
  5. We take advantage of driving through Atlanta each year to take educational field trip.  This year?  CNN!
  6. The final stop before Camp…Walmart!  Here are a few girls enjoying a creative “ice cream campfire”!
  7. Our theme was “derekh eretz” and we had three educational activities to explore it.  The first one divided our students into “Hokies” and “Pokies” – two cultures with many differences that had to learn to get along.
  8. Hokies and Pokies had to work together to cross the raging river!
  9. Later that day we hiked to Telulah Falls…there it is!
  10. Martin J Gottlieb DaySchool is on our way to zip-line…we are doing our best to balance visual updates with edited video and pictures…be assured that all is well! #MiddleSchoolRetreat
  11. Our second educational activity required Planet Kreplach, Planet Gefilte Fish and Planet Matzoball to identify which Jewish values they needed to barter from each other to resolve serious issues facing the Council of (Jewish) Planets!
  12. Our second major outing was tubing!  The best part was watching how many pairs of students who never really interacted prior to the retreat, sharing rides and enjoying the beautiful day.
  13. Our third educational activity was trust walks and conversation about how one builds trust and loyalty into our community of kindness.
  14. After a night of #Schnupencup dreams and a morning friendship circle, the Martin J Gottlieb DaySchool #MiddleSchoolRetreat is on the bus and headed home to Jacksonville!
  15. A final campfire, a night of final finding, and a final friendship circle took us onto the bus and back to school…and now the real test will begin.  Will the magic stay at camp?  Or will it come with us to school and help deepen our community of kindness – not just within the Middle School, but throughout the entire school?  We hope so!  But only time well tell.

    Watch this space!

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Empty Seats: Are We Asking Too Little?

No, this is not a picture from the most recent Jaguar’s home game!seats-1-803275-m

But there is a link between this picture, the Jacksonville Jaguars, and our school’s experience over Sukkot this past week…

I blogged about a year and a half ago about my observations of what happens when a Jewish day school closes for the explicit purpose of celebrating Jewish holidays and finds that a minority of families appears in synagogue.

I want to revisit that conversation, update it, and perhaps offer a provocative solution…

The Issue

I am going to inch close to a third rail during this conversation even though it is not at all my intention to do so.  I am going to run the risk of appearing judgmental although I really do not hold families in judgement.  I am going to name the elephant in the room and point out the obvious.  I am going to ask some difficult questions.  I am going to make some suggestions.  And I will do all of this in the spirit of trying to spark a valuable conversation and furthering the mission of our school and community…and will hope that I have built up enough credibility so that because I believe it is part of my job to raise precisely these questions that the only outcome will be an honest exchange of ideas.

When Jewish day schools close for Jewish holidays they do so with the presumption that families need to be free to fulfill Jewish obligations and to celebrate the joy these holidays bring.  Yet so often, our school closes for holidays such as Sukkot, Passover, Shavuot, etc., and the synagogue remains remarkably free of our students and families.

Blaming families is easy.

The truth is, institutionally we have failed to bring the families of day school students along for the rides they have committed their children to, regardless of their motivations for doing so.  Parents who themselves are unobservant and often Jewishly uneducated enroll their children in Jewish day schools for myriads of reasons – seeking their own Jewish journeys may be one them, but surely not always.

However, without the family – Judaism’s primary and preeminent educational institution – we are too often expecting too much of the children we are educating.  It is not reasonable to expect children to be change agents for their parents.  It is reasonable to use enrollment as the means to reach out to families and help move them with love along the path being carved out by their children.

What is being done?

journey_thru_jewish_holidays2013.pdfLast year we launched an incentivization program that provided an extrinsic motivation designed to ensure sufficient attendance to allow for the much preferred intrinsic motivation of celebrating the joy of Jewish holidays with friends and community.  I admit that I had – and have – reservations about this program.  I worry that essentially bribing children to celebrate being Jewish is not a terrific message and in the long run may, in fact, be counterproductive.  But we had to do something and something we did.

What happened?

Well we had more students last year for the first two days of Sukkot than in recent memory.  And even if the momentum faded slightly for Passover and slightly more for Shavuot – last year’s “Journey Through The Jewish Holidays” was considered a success.  We had more students than ever before AND we offered more programming than ever before.  Lots of children got their Adventure Landing passes and their Jaguars tickets.  And so we decided that we would do it again this year…

Well, now this year’s Sukkot has come and gone…and, although, we did have better turnout than we had two years ago, we did not match last year’s success, let alone build on it.  And I would be naive to think that the fact that this year the holidays were connected to weekends did not contribute to this reduction in attendance…

Okay, so what else can we do?

Before I offer the provocative suggestion, I acknowledge the fatigue that comes with being in the same building day after day after day.  And I am not immune to the ways in which life interferes in the best laid plans.  I know how important extracurricular experiences and family vacations are.  But I also know we can work together make Judaism come alive OUTSIDE the school – in shul and in homes – in powerful ways which only create more opportunities for sacred moments and lifelong memories.

And so I still believe that first and foremost, we can and must offer families compelling examples of synagogue life.  Regardless of the age group being targeted, we have to provide appropriate, meaningful and spiritually satisfying experiences.  I believe in Judaism and its ability to inspire.  I believe if children and adults have an opportunity to learn and live Jewish lives, the positivity it generates becomes self-motivating.  We have the responsibility to try to create those moments.

We also have a responsibility to ask for more and not settle for less.

I have been inspired by my colleague Stan Beiner, the Head of the Epstein School, in Atlanta who this year tried something bold.  Despite the logistical challenges of not being housed or affiliated with any particular synagogue, he counted the first day of Sukkot as a day of school.  He recently blogged about this experience and how positively it impacted his students, his parents, his school and his community.

And so I have charged our Day School Community to take on this question during our year of work together:

What would it mean for the Martin J. Gottlieb Day School to count the first two days of Sukkot as half-days of school that included appropriate celebration and programming?

Would we have more kids?  Would we have more parents?  Would we have more programming?  Would it lead to the desired outcome – more families creating powerful Jewish memories?

I don’t know what we will decide.  I do know it will be a conversation well worth having.

Feel free to begin now in the comments…

A Sukkah for Orly

[This was originally published on September 18th, 2013.  In honor of Esther Ohayon’s first yahrtzeit, I am republishing with an update on Orly’s progress and important information about how you can support the family and continue to keep Esther’s memory alive.  If you are inspired…please give.]

 

esther ohayon-1By now it is likely that you have heard, read or seen the news of the traffic accident that took the life of our beloved DuBow Preschool Teacher Esther Ohayon and placed her daughter, Orly, an MJGDS graduate, into stable, but critical condition as they attempted to simply walk to attend Kol Nidre services at Etz Chaim Synagogue last Friday evening. There are no words to describe the loss of a teacher as sweet and beloved as Miss Esther and a world where a child as kind and loving as Orly must endure such tragedy. The shock has not yet worn off and the sorrow is only beginning…

By now Esther’s body has been returned to Israel for burial and Orly remains hospitalized with a long convalescence ahead.  For those in our local community, we will share information about possible memorial services once they are decided and, for now, despite the multitude of fundraising vehicles that have been created to support Orly and her family, we are honoring Etz Chaim’s Rabbi Fisch’s request that those looking to help make their donations directly to his discretionary fund.  (You may contact Etz Chaim directly for more information.)

Teachers, parents and children returned to school on Monday and we summoned the courage to comfort when appropriate, to shelter when necessary, and to love with ferocity. Our faculty met with Jacksonville Jewish Center Senior Rabbi Jonathan Lubliner for the purpose of providing information, planning communication for parents and especially children, counseling the bereft and to take a moment as a faculty to mourn the loss of a colleague and a friend.  Clergy and social workers have been available to meet with parents and students in the Preschool and the Day School to offer counseling and to answer any questions.

1174922_10151413569977168_1156741566_n 2

Miss Esther was my younger daughter Maytal’s teacher a couple of years back and Orly was in my first graduating class.

My initial message to families ended like this:

I wish there was something more hopeful, more encouraging I could add to lessen the blow, but I, too, am both at a loss and feel the loss.  It is in such times as this, that I feel blessed to work and live in a community such as ours. The collective strength and love it possesses will be relied upon by us all as we do only what we can – to ensure Esther’s memory everlasting, to pray for Orly’s recovery, and to finally learn the lesson of life’s fragility and ensure we treat each day as if it could be our last.

And it is in the spirit of wishing I had something more hopeful to add and in the spirit of recognizing life’s fragility that I am moved to share what our students are doing today – on a rainy afternoon headed into what is supposed to be the joyous holiday of Sukkot.

The sukkah itself is a symbol of life’s fragility.  We are commanded to dwell in these temporary structures as a physical reminder of that fact.  As frustrating as it can be to deal with rain and wind while trying to enjoy meals on Sukkot, I actually appreciate the tangible opportunity to remind my children, and myself, that we are at the mercy of a life unpredictable.  To remind ourselves that there are those less fortunate for whom a sukkah would be a step up.  To remind ourselves that when we return to our homes and our lives when the holiday concludes, there are many who cannot and do not.

And so I cannot imagine a more fitting symbol than the sukkah as I think about Orly Ohayon.  No one knows more about life’s fragility than she.  And as we return to our normal lives after Sukkot, Orly upon recovery will never know normal again.

As hard as it is to find something hopeful in a situation such as this, I must share that as a principal I am inspired by an act of lovingkindness that the Middle School of the Martin J. Gottlieb Day School is performing today.  Recognizing that holidays come whether we feel like celebrating them or not and recognizing that those staying in the hospital with Orly would be without, our students, under the leadership of our Middle School Vice Principal Edith Horovitz and with the additional help of students from Torah Academy (housed at Etz Chaim Synagogue), are on their way to the hospital to build a sukkah for Orly.  And even though she will be in no condition to dwell in it, it is in her honor and the honor of her mother’s memory that it is being built.

Esther Ohayon was a teacher of young children.  She loved, nurtured and protected them. She was their sukkah.  And so we will build a sukkah in her memory so that, in some small way, she can continue to love, nurture and protect those who now care for her own child.

This is what it means to be a true community of kindness.  This is what is means to be a true community.  This is what happens when students grow up in a school where learning about things is not sufficient.  This is why we do weekly mitzvah trips.  Learning must lead to action.  Learning must inspire us to make the world a better place.  Learning must make a difference in the lives of others.

So on a rainy Wednesday in Jacksonville, Florida, we will build a sukkah for Orly that she will never dwell in.  But by doing so we will honor the memory of Esther and demonstrate our love for Orly.  I pray this Sukkot that even as our joy is tinged with sadness, that we take the time to celebrate this happiest of holidays with loved ones and friends and as a result of a tragedy unfathomable, to finally learn the lessons of life’s fragility.

Chag sameach.

 

October 7, 2014 – Update

As I was getting ready to walk to synagogue this past Erev Yom Kippur, I was thinking about Esther and Orly and revisited this blog post.  It struck me how easy it is to be motivated in the moment, when the emotions are fresh, and how hard it is to stay motivated when the moment passes, and we – the lucky ones – return to workaday concerns.  So when the holiday ended, I reached out to Edith Horovitz, the Middle School Vice Principal of the Martin J. Gottlieb Day School, where Orly graduated from and to Shereen Canady, the Director of the DuBow Preschool, where Esther worked, to see how Orly is doing, how the family is doing, and most importantly, what we can keep doing.

From Edith Horovitz:

Orly is looking great!  She is here with her sister for her senior year of High School.  All of the schools dedicated all tzedaka on Friday in Esther’s memory.  The Day School collected over $300.

From Shereen Canady:

I saw Orly and Ilana recently and both look well.  Ilana will be here a couple more weeks and then will go back to Israel. Orly’s other sister, Simi will be coming mid-October to stay for a while with her.

We dedicated our preschool Shabbat in memory of Esther last Friday.  Rabbi Lubliner spoke about her and joined us.
All 3 schools collected tzedakah and we collected over $600. 

Chabad had a nice event planned in Esther’s memory.  The Megah Challah Bake was well attended by women from Chabad, the JJC and Etz Chaim.  We advertised it to our folks and several of our moms and some teachers attended.

By the way, Orly’s birthday is Oct. 13.

I was pleased to hear the news and look forward to more updates as time goes on.  But now I would suggest that as Esther was always there for her students, her colleagues, and her family, let’s continue to be there for hers…now and forever.

In honor of Esther’s memory, in celebration of Esther’s life, in support of Orly’s journey, in the spirit of community, let’s join our schoolchildren in the act of giving tzedakah.  

Please contact Shereen Canady ([email protected]) if you are interested in making a donation or contribution.  

Shofar, So Good!

K & 8 HavdalahThe very first thing we do at the beginning of each school year is gather together as a school community and celebrate the ceremony of Havdalah.  Havdalah literally means “separation” and is the ceremony that marks the transition between Shabbat and the weekday.  Because of its length (short), melody, and prominence in Jewish camping, Havdalah is a relatively popular ritual even with those who are less ritually observant.  Part of what makes any ritual powerful is its ability to infuse the everyday with transcendent meaning.  My small way to lend transcendence to the typical “Back to School” assembly is to use the power of Havdalah to help mark the transition between summer and the start of school.

And so this past Monday morning, the students and faculty of the Martin J. Gottlieb Day School marked the transition between the summer that was and the school year that is presently unfolding with a heartfelt Havdalah.

9552597393_cde60ed76bI told my faculty during “Pre-Planning Week” that I had never been this excited for the start of a school year in my 9 years as a head of school.  All the work of the last three years combined with a cast of talented, dedicated, loving, enthusiastic returning and new teachers has led us to this point.  We are as ready as we have ever been to deliver on the the promise of “a floor, but no ceiling”.  And this first week has more than lived up to my expectations.

It has been wonderful to walk the school, to feel the positive energy oozing through the9552603425_0aec85d685 walls and see the smiling faces of our students and parents.  As we say this time of year, “Shofar so good!”

Our newest faculty members are acquitting themselves with great aplomb and our returning teachers have plenty of new tricks up their sleeves to mix with their tried and true excellence.  We are focused on ensuring that we take the time at the beginning of the year to create classroom communities of kindness under the leadership of our new Community of Kindness Coordinator Stephanie Teitelbaum.  We are paying extra attention to lunch and recess to make sure the good work of the classroom teachers don’t full through the cracks of unstructured time.

The first week of our new 1:1 iPad program in Grades 4 & 5 has been a success (with the normal amount of confusion newness brings) and the addition of a full-time K-8 Science Teacher has already raised the bar for science education at MJGDS.  And in my meetings with faculty to discuss their professional development plans for the year, I can see the impact their summer reading is already having on their practice.

Confession.

I don’t think I am alone in this, but I will admit that in the eight prior years of being a head of school, that whenever I had the time to do a school walk-through, in addition to all the positive things I was hoping to see…a part of me was always steeled for the possibility of the things I was hoping not to see.  If a principal is honest, s/he knows which teachers s/he has concerns about, which students s/he is worried about, and, yes, which parents s/he has difficulty with.  We don’t share that information with anyone, but in our hearts we know the score.  And we go into each year optimistic that those problem areas will improve, but realistic that there will inevitably be fires to be put out.

I took my first walk-through of this school year yesterday.

9555387218_1761fe3553I visited each classroom.  I saw every facet of our curriculum.  I saw each teacher.  I saw every space.  It took me about a half-hour before I could put my finger on what was different this time around.  And then I realized that the small sinking feeling of the possibility of something going wrong that typically accompanies me on my walk-through’s was absent!  Room after room, teacher after teacher, activity after activity, student after student…it all looked…like how it was supposed to.  It has taken us four years, but it just might be possible that we have finally begun to become the school we have all worked so hard and with such positive energy to become!

I am no pollyanna.  Things are going to go wrong during the course of the year.  We will still have behaviors to correct, programs to improve, teachers to grow, parents to connect, lessons to be learned, and yes, probably a few fires (metaphorical ones this year!) to put out.  But if the next thirty-nine weeks go as well this one, the 2013-2014 school year will, indeed, be a very special one.

Square Holes

This series aired on CBS in 1982-1983…so you may or may not recall its glorious one-year run, documenting the real life adventures of two “square pegs” entering their high school years.  I was thinking about the show (and its awesome theme song by The Waitresses) as I have recently finished one of my summer reading books from our Faculty Summer Book Club:

Book Club- Square PegIn the seventh grade, Todd Rose was suspended—not for the first time—for throwing six stink bombs at the blackboard, where his art teacher stood with his back to the class. At eighteen, he was a high school dropout, stocking shelves at a department store for $4.25 an hour. Today, Rose is a faculty member at the Harvard Graduate School of Education.

Square Peg illuminates the struggles of millions of bright young children—and their frustrated parents and teachers—who are stuck in a one-size-fits-all school system that fails to approach the student as an individual. Rose shares his own incredible journey from troubled childhood to Harvard, seamlessly integrating cutting-edge research in neuroscience and psychology along with advances in the field of education, to ultimately provide a roadmap for parents and teachers of kids who are the casualties of America’s antiquated school system.

With a distinguished blend of humor, humility, and practical advice for nurturing children who are a poor fit in conventional schools, Square Peg is a game-changing manifesto that provides groundbreaking insight into how we can get the most out of all the students in our classrooms, and why today’s dropouts could be tomorrow’s innovators.

 

There is a lot to appreciate about this book.  It is very easy to read.  The human story is compelling.  The research findings have impact.  The implications for schooling are motivating.  But the common thread I am finding as I interact on our faculty ning with other teachers who are reading the book, is that we are constantly thinking about who have been and who continue to be our “square pegs” and how good a job we have (or have not) done serving their needs.  Do schools have a responsibility to be “square holes” for their “square pegs” and, if so, how can we truly differentiate in ways that meet all students’ needs?  Is it by embracing 21st century learning – which the book clearly indicates is a likely possibility – and, if so, what does it look like on the ground?

One great feature of the book is that it is not just the story of a “square peg” who overcame the odds and went on to be a great success…it is that he has dedicated himself to the very thing that was his greatest obstacle – education (schooling).

I was not a “square peg” – at least not academically.  My learning style is built for education.  And I would guess that many, if not most teachers and educational administrators were good fits and, thus, good at school.  We were round pegs who found round holes.  We are now responsible for all shapes of pegs…

 

The other connecting point was bullying…that square pegs are frequent targets for bullying and that no one can learn – especially those for whom it is hardest to learn via conventional means – when preoccupied with one’s health and safety.

So…inclusive schooling, differentiation, educational technology, 21st century learning and communities of kindness…sounds like an excellent Jewish day school!  Hopefully ours!

 

For (a whole lot) more about the neuroscience informing Dr. Rose’s work, please do check this out:

 

As we round the bend towards school beginning (!), I am pleased to announce that we are indeed fully staffed.  I have already blogged about the structure and makeup of our lead administrative and faculty, but allow me to announce the final group:

  • Second Grade General Studies Assistant Teacher: Dee Ann Wulbern
  • Third Grade General Studies Assistant Teacher: Emma Boette
  • Fourth Grade General Studies Assistant Teacher: Joni Shmunes
  • Fifth Grade General Studies Assistant Teacher: Michelle Lewis
  • Jewish Studies Assistant Teacher: Shosh Orgad

Ms. Wulbern is an experienced public school teacher working her way back after having paused to raise a family.  Ms. Boette has worked in our Preschool and recently graduated with her degree in education.  Mrs. Shmunes has worked at the Center for years and years and was recently honored by the Center for her excellence in teaching.  Ms. Lewis is a new teacher who is also new to our community.  Morah Shosh was on my faculty in Las Vegas who, by happenstance, recently relocated to Jacksonville.

So…we are fully staffed and fully excited (at least I am!) to report back on August 12th for Faculty Pre-Planning (during which we may very well invite a successful former square peg to share his or her experiences and their impact with our teachers).

For now?  Enjoying the present and looking forward to the future…

 

Why Experiential Education Matters

How is it possible that this guy…

UAHC Camp Swig Maccabiah 1996

 

…is old enough to be taking his soon-to-be 8 year-old daughter to her first Jewish summer camp experience on Monday?

I don’t know either.

But somehow life happened and Eliana and I are off on Monday to Atlanta, Georgia where I will hand her off to the good people at Camp Ramah Darom for her one-week “taste”.

As we have been dutifully putting her name in and on everything she owns, I have naturally grown nostalgic thinking about my own experiences.  The impact of Jewish camping on me is indescribable and undeniable.  It is not hyperbole to suggest that I am neither the Jewish person nor the Jewish professional am I today without having spent my formative years as a camper and staff person at a variety of Jewish summer camps and on numerous Israel experiences.  There have been lots of studies documenting the tremendous power of informal Jewish education or experiential education.

Timing, as always, is everything.

As I am living through this family transition, here at the Jacksonville Jewish Center we are going through a directly related professional transition – namely welcoming Ezra Flom, our new Director of Experiential Education.  As it says in the article introducing him (pg. 12),

The Center understands that meaningful, formal classroom educational experiences are essential, but recognizes that for many, it is the experiential educational moments that occur in camp and youth group settings that leave a lasting impact. With that in mind, the Center has hired Ezra Flom as its first Director of Experiential Education.

As the director, Ezra will spend his time working with the Center’s youth groups, Camp Ki Tov summer day camp, and scouting programs.

I have blogged about some of the pedagogical implications of experiential education for Jewish day school in the past.  I think in many ways there are confluences between “21st century learning” and “experiential education” – the most important of which, to me, is an emphasis on authenticity.  Students learn best when engaged in tasks they perceive to have real-world meaning.  That can be building a real game or mitzvah trips that make the work a better place.  It can take place within the walls of a school or out in the world.  As an academy housed at a synagogue, we have unique opportunities to not only “learn Jewish” but “do Jewish”.  We don’t just learn about Shabbat; we experience Shabbat.  We don’t just learn about tikkun olam/social action; we go out and fix our community.  We don’t just go to school; we go to camp and youth group.

Most importantly we encourage our student to be their authentic Jewish selves as they carry their experiences from context to context.  To me that why experiential education matters.  It brings with the promise of making real what, in some cases, can only be simulated or sampled within the walls of a classroom.  Those are often the most important experiences of all…

And so as I am presently feeling the impending impact my daughter’s first taste of Jewish camping will have on her and on our family, and as I think back on the impact my experiential educational experiences have had on me, I look forward to working with Ezra to re-imagine the walls and boundaries within our academy so that we may provide our students and their families the full richness of what Jewish living has to offer.

 

When One Door Opens Another Door Opens

Open DoorsFor those of you who are members of our local school, academy, synagogue or Jewish community and who read my blog regularly (and I thank you if you do!), you may be wondering why I have been so conspicuously silent about what has been known locally for an entire month – namely, my decision not to renew my contract when it expires in order for me to assume leadership of the Schechter Day School Network.

At the time, my desire was that the national announcement should be the place where people not living in Jacksonville should hear about it for the first time, but with that announcement still pending for another week or so and with leaks mounting on Facebook and Twitter, it no longer seems necessary to wait.  Additionally, I have had a full month or so to process and reflect on this future transition and, thus, feel better able to share a little about how this decision is impacting my thinking and planning.  [My focus, here, is on my current headship.  I will have other opportunities and spaces to explore my thinking about Schechter, and when I do, I will be sure to link to them, but this blog is dedicated to my work here and now.]

First, let me take an opportunity to share what was sent to our stakeholders:

 

May 28, 2013

Dear Galinsky Academy Families and Members of the Jacksonville Jewish Center,

We are very fortunate to have Dr. Jon Mitzmacher leading our efforts toward achieving excellence in all of our Center schools.  As he concludes his first year as Head of the Galinsky Academy, it is clear we are on the right track with a bright future that lies ahead.

In the spirit of transparency, Dr. Mitzmacher and the Schechter Day School Network Network (of which the Martin J. Gottlieb Day School is a member) have engaged in open and candid discussions with the Center’s leadership regarding the Schechter Network’s interest to retain Dr. Mitzmacher as their Executive Director upon the conclusion of his current contract, which would be July 1, 2015.  Since this would be after Dr. Mitzmacher has fulfilled all of the obligations and duties of his current contract, it is with great appreciation that we are receiving a full two years notice of his future plans.

Dr. Mitzmacher has indicated his strong desire that he and his family remain in Jacksonville, as the Executive Director position does not require him to relocate in the immediate future.  As a member of the Schechter Network, the Martin J. Gottlieb Day School will benefit greatly from having the “head of the network” living and working in our Jacksonville Jewish Community and his children attending the Galinsky Academy.

The Schechter Network has assured the Center of their strong desire to ensure a smooth transition for our Day School and the Galinsky Academy.  According to Jane Taubenfeld Cohen, “The Martin J. Gottlieb Day School is a flagship school in our network.  With a rich history of over 50 years, it is a shining example of what Day School education is all about.  We are committed to the ongoing success and positive transition for the Martin J. Gottlieb Day School and in no way would we ever want to detract from the great strides the school has made in recent years. ”

Going forward, it is business as usual.  We are very confident that Dr. Mitzmacher is extremely focused on the task at hand.  He is committed to the ongoing success of the Jacksonville Jewish Center’s Galinsky Academy and the Martin J. Gottlieb Day School.  We are fortunate to have him leading the way for the next two years.

Please join us in congratulating Dr. Mitzmacher on being recognized as an outstanding educator and visionary in Jewish Education.  It is this type of leadership that the Schechter Network desperately needs and will be of benefit to all member schools, including our own.

Regards,

Michael DuBow                             Alyse Nathans                                                               President                                        VP of Education & Chair, Galinsky Academy Cabinet

 

One month later, I am still very grateful to Michael, Alyse, and all my other lay leaders for working with me and the Schechter Network as we prepared for, announced and now plan for a healthy and smooth transition.  I continue to be inspired the by care and nurturance the Jacksonville Jewish Center provides its professional staff.

One month later, I am still very grateful to Schechter for working with me to re-imagine what leadership can look like in order to allow me to continue to live in this amazing community and send my children to this amazing school.

Typically opportunity requires you to close one door so that you may open the next.  And sometimes, life is such that a door is closed for you and opportunity requires you to open the next.  Rarely does one have an opportunity to reach for the next open door while the current door remains (in some ways) open!  But that is the blessing the Schechter Network and the Jacksonville Jewish Center has afforded my family and we are humbled by it and grateful for it.

As I shared at our annual L’Dor V’dor event a week after the announcement was made,

Last year, I closed with one of my favorite quotes from the Mishnah: “Lo alecha ha’mlacha legmor…” – “It is not incumbent on you to finish the work, neither are you free to exempt yourself from it.”  (Mishnah: Avot, 2.16).  This year, those words – for me – are charged with new emotion as I prepare to transition over the next two years from my current position to my new position as head of the Schechter Day School Network, which was announced to our community this week.  There is something very appropriate about this timing as it is only because of L’dor V’dor that we have been able to raise the bar at our schools and it is only because of the opportunity and support of this community that the Schechter Network took an interest in our school and in me.  None of this happens for me if I had not been blessed to wind up in this nurturing and special place.  My commitment to Galinsky Academy does not expire when my contract does.  While I am the proud head of the of the Galinsky Academy and when I become the head of the Schechter Network, proud to call MJGDS one our flagship schools, I will remain inspired to do my part – with you – to carry this dream forward into the years ahead.

And so in addition to the typical summer planning one does as a head of school, I have begun thinking about what I need to do over the next couple of years to ensure that not only will the chapter of our school and academy’s history that I will have helped shape be as excellent as it can be, but – perhaps more importantly – that the next chapter continue and better the story.  They say the most important leadership task is paving the future for what comes next…

I can assure you that I will never take a task more seriously.