Scanned Document - American Jewish Archives

3101 Clifton Ave, Cincinnati, Ohio 45220 513.487.3000

AmericanJewishArchives.org

MS-831: Jack, Joseph, and Morton Mandel Foundation Records, 1980 – 2008. Series E: Mandel Foundation Israel, 1984 – 1999.

Box Folder D-1 2018

CIJE correspondence and meetings. Lead Communities correspondence and reports,

1992-1993.

Pages from this file are restricted and are not available online. Please contact the American Jewish Archives for more information.

THE JACOB RADER MARCUS CENTER OF THE

AMERICAN JEWISH ARCHIVES

http://americanjewisharchives.org/collections/ask/

CALENDAR LCs AND CUE

1993 1994MEETING May June July Aug. Sept Oct. Nov. Dec. Jan. Feb. Mar. Apr.

1. Key Lay Leaders & Pros — L.C.s & CUE (2X/Year [Feb. & Sept.]

+ GA)

X X X

2. KeyProfessionals L.C.s & CUE (5X/Year)

X X X X X

3. CUE S taff to Each LC (Every 4-6 Weeks)

Atlanta

Baltimore

Milwaukee

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

4. Educator's Survey

Atlanta

Baltimore

Milwaukee

5.

6 .

MEETING

1 . Key Lay Leaders & Pros-L.C.s & CIJE (2X/Year [Feb. & Sept.]

+ GA)

2. Key Professionals L.C .s & CIJE (5X/Year)

3. CIJE Staff to Each LC (Every 4 -6 Weeks)

Atlanta

Baltimore

Milwaukee

4. Educator's Survey

Atlanta

Baltimore

Milwaukee

5.

6.

CALENDAR LCs AND CIJE

1993 May Jund July Aug. Sept Oct.

X

X X X

X X X X X

X X X X X

X X X X X

1994 Nov. Dec. Jan. Feb. Mar. Apr.

X X

X X

I I

I X X X X X X

X X X X X X

X X X X X X

I

M a n d e l Ins t i tute ן ו כ מ ל ד נ מ

F o r th e A d v a n c e d S t u d y a n d D e v e l o p m e n t of J e w i d i E d u c a t i o n5. The School for Educational L eadersh ip ............................................... 28

a. Academic Board Members of the School for EducationalL e a d e rs h ip .......................................................................................... 28

b. Fellows of First Year Class of the School for EducationalL e a d e rs h ip .......................................................................................... 29

c. Students in the Preparatory Year for New Immigrants(M echina)............................................................................................. 33

d. Program of Studies —November 1992-February 1993 ................ 35

6. Invitations

a. Israel Museum, Tuesday, June 1st

b. Luncheon, Tuesday, June 8th

D. Minutes —Board Meeting —December 22-24, 1992 ............................................... 46

E. Agenda ................................................................................................................... 55

P.O.B. 4497 Jerusalem 91044. Israel Tel. 02-618728: Fax. 02-619951 .ם 4497 ת.ד שלי רו 91044 יb i t n e t No. - m a n d e l @ h u j i v m s י - ט מס נ ט י ב

Mandel Institute

D.

E.

I •ll 1111.. \dvqm .. ·1.. I S111d, .111 . ' .k .·v_c _1o_p_,n_c_n1 _ _ o _l _.i...._·"'. 1'>;1 )-.. I Lluc.111011 S. The School for Educational Leadetsh1p . -i)

a. Academic Board Members of the School for Educational Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

b. Fellows of First Year Class of the School for Educational Leadership . . . . . . . . . . . . . . . . . . . . . . . . . 29 .

c. Students in the Preparatory Year for New Immigrants (Mechina) . . . . . . . . . . . . . . . . . . . . . . . . . . 33

d. Program of Studies-November 1992-February 1993. 35

6. Invitations

a. Is rael Museum, Tuesday, June 1st

b. Luncheon, Tuesday, June 8th

Minutes -Board Meeting- December 22- 24, 1992 46

Agenda ...................... . . . 55

I' O,H -1-11'7 Jau,akm ''10-l-1. 1,r.10·1 1.:1 112 61X7:!X '·"· ()~ C,1'11)51 Oi'!:l ,Cl] hlXPX )l!).,\) ')10-1-1 0'.,'0)1' J-1•17 ,n HITNFl No t\1ANlll.l (al Ill JI\ \1S UlU'J •t:m

CALENDAR LEAD COMMUNITIES AND CIJE

1993-94

MEETING May June J u l y Aug. S ep t Oct Nov Dec Ja n Feb Mar Apr

Key Lay Le a de r s & .

LCs & CIJE ־ *os ’x / y r . [ F e b . & S e p t] . +

U

X X X

P r o f e s s i o n a l s ״Y .

(:8 CIJE ( 5 x / y r

X X X X X

. CIJE S t a f f t o each Z ( E v e r y 4-6 weeks) t l a n t a a l t i m o r e i Lwaukse

XX

X

XX

' X

X

XX

XX

X

XX

X

XX

X

XX

X

XX

X

XX

X

XX

X

XX

X

E d u c a t o r s ' Sur ve y .t l a n t a a l t i r o o r e

Iwaukeeו

-

1

•׳

/2 1 / 9 3

r�

■?aa 4 ׳ Lcuiimim.1 n 1e r a : e p c c ? ג h i . i

#

/ ,

I I CALENDAR

LEAD COMMUNITIES AND CIJE

1993-94

MEETING May June July Aug, Sept Dct I

Nov Dec Jan Feb I

Har Apr

. Key Lay Leaders & X X X ·os - Les & CIJE

~x/yr. [Feb. & Sept, J + \)

. r ., Professionals X X X X X ~s CIJE CSX/yr)

. CIJE Staff to each : (Every 4·6 weeks) tlant.~ X X X X X X X X X X X al ti more X X X X X X X X X X X il1o1auk~e X X X X X X X X X X X

. Educators' Survey tlanta altirnore i lwaukee

I I

' I . I

I ..

I 121/93

L C: "-ll7:tfl.>..l ~ I.I 1"11

CENTRE fo r EDUCATIONAL SOC IOLOG Y

Department of Sociology

The University of Edinburgh

7 Bucclcudi Plivt

Edinburgh EH8 9LW

S c o !l* n d

F ix U K (0) i l 6a 126)

Em&ll C E S ^ u k .a t ' rdlnburgl1

Telephone UK <0))l 650 1000

or direct 1111) UK (0)31 650 4186/4187

FACSIMILE TRANSMISSION

W ,v^t o : A n n e t t e W < ^ S

l2־- <s>(ct cl'S0 ^1■ ־? ]FAX NO ‘ C

FROM ; (p> 9 M O t ®t

DATE :

* 1P ל^־ * r ^1 ^ ־־ PAGES : (including top sheet) "2- T3 I ^ ^ J 1 *< ל- n •V ץ A-v v Ts —_______________________________________________

: NOTES

February 8, 1993

To: CIJE Evaluation Project Advisory Board

From: Adam Gamoran and Ellen Goldring

Re: Draft of summary report

Enclosed is a draft of our summary report on our first quarter of fieldwork. The

report has three parts: Community comparisons, progress made by CIJE, and

progress made by the evaluation project. The intended audience for this summary

report is CIJE staff (not community members). We would appreciate any quick

reactions you con provide, both on the substance of the report and how it should he

distributed. We would like to incorporate your suggested revisions next week (the

week of Feb. 15).

You can reach us by fax or by electronic mail at:

Fax: Elg£jTgni£-mfllj:

Adam: 44-31-668-3263 EKJC68®ERCVAX.ED.AC IJK

Ellen: 1-615-343-7094 [email protected]

Thanks very much.

FAX NUMBER FOR REPLY +31 668 3263.

PLEASE TELEPHONE 431 650 4186/4187 IF THERE ARE ANY PROBLEMS WITH THE

RECEIPT OF THIS DOCUMENT.

~D ( r? Ls> f 0 0 v ־ £!> < ־ '* y'W)OsJr <3~- M ' . t e I . T W , h • P i /

...

FACSIMILE TRANSMISSION

.• At'\ ~1 (~-. rt .D C ~ ~ ~ /-''"\

Cl::t•HREjor EDUCATIONAL SOCIOLOGY Drputmcnl of Sociolo&]

TO

f'AXNO

FROM

DATE

D 10 q 't 1.-. 2 G,{qq~f

The Univ~uity of Edinburi:h

7 llu~clrucl, r 1,~~

Edinburgh EH8 9L W

xotl~d

A~ql'\I\ • '6 'f-e6 .

b q ll'v! 0 f q V'\ fix UK. (OJll ~ }26)

fm&ll C:f~ul. . ..: ,Jlnbur1h

Tcl•phon< UK. (0))1 6i0 1000

or dir•n Jlal UK tO)ll 6SO 4116/ 4117

PAGES (Including top sheet) '°2- f' 1 111 "2- 'r> "< 'f-~

NOTES

February 8, 1993

To: CIJE Evoluotlon Project Advisory Board From: Adorn Gomoran and Ellen Goldrlng Re: Draft of summary report

·- -\-\.\ ; 'i f ~ ,.. 't" \.., c.c '> I 4 f ~.) ~ j

Enclosed ls o draft of our summary report on our first quarte.r of flelrlwork. The report has three parts: C ommunity comparisons, progress made by CUE, and progress made by the evaluation project. The Intended audience for thl.s .summary report Is CIJE stoff (not community members) . We would appreciate any quick reactions you con provide, both on the substance of the r eport and how It should he distributed. We would like to incorporate your suggested revisions next WP.P.k (the week of Feb. 15).

You con reach us by fax or by electronic mall at:

Adorn: 44- 31-668-3263 Ellen; 1-615-343-7091

Thanks very much.

Electronlc mail:

EKJC68'3>ERCVAX.ED.AC.lJK GOLDRIEB®VUCTRVAX.bltnet

FAX NUMBER FOR REPLY +31 668 3263.

PLEASE TELEPHONE .. 31 650 4186/4187 IF THERE ARE ANY PROBLEMS WITH THE RECEIPT OF THIS DOCUMENT.

Y( n r"JV

Mandel Instituteמנדל מכון

Tel. 972-2-617 418:618 728

Fax: 972-2-619 951

Facsimile Transmission

'-/7 ( H v /

H°f* tU,

I ,

Mandel Institute

Te!. 972-2-617418;618728

Fax: 972-2-619951

Facsimile Transmission

r, , · . , / · Date. ~qu/..::..;., /~Cf...:....} ---To:_-::'-1AM4~~___!::.~~--:--;-;--;--::,~=-- I I

!) ~ If 0~ No Pages· __:r:.....___ ___ _ From:

"=ax Number: _______ _

~ eC<A. G{ ·e-.- "' ,, ) //

H0rv tL, F 1'._J5 U' ~-/2_~ tLv_ ~ ~y/4 (: C ~

·.•

l'd ~ ~"" 1-0 ~ f- £...t;;_~ ,f (9~ ~ r · cJctJv/2 - L r70J't--fMj pok.J;; f~s~-~

fZ)~L;, V

MEMORANDUM

TO: STEVE HOFFMAN, SHULAMITH ELSTER & GINNY LEVI

FROM: ANNETTE HOCHSTEIN

DATE: FEBRUARY 8, 199 3

RE: LEAD COMMUNITIES: NEXT STEPS

Dear Fellow Travellers,

Despite the hectic schedule it was wonderful being with you. I hope everyone got home safely and well. So as not to forget — and before reading formal minutes, I am faxing this preliminary and probably incomplete list of what we need to produce, promises made, meetings to convene or confirm, and steps that are otherwise necessary in order to continue the job of building credibility, momentum and good work in the lead communities. Please see this as a random list which I'll be happy to see integrated in any master list of assignments that Ginny may be compiling. I have not related to the board meetings in this page.

a. Documents:

1. The planning guide should be produced and sent to the communities within the next few days.

The Best Practices Guide and Best Practices in the,-.־ .2Supplementary School document should be circulated among us at the very end of this week or the beginning of next week, to be produced during the week of the 15th and placed in the hands of the communities before our next round of visits later in February.

b. A pilot project for Baltimore:

1. Barry Holtz and Shulamith Elster to visit with the planners in Baltimore and undertake conversations with them towards the design and development of a first pilot project. A meeting will take place on February 23rd (1:00-5:00 p.m.?) with SF, AH, BH, SRE, and the planners in Baltimore to further discuss this. (Ginny could you please convene this meeting?)

c. Negotiations on funding for a planner:

1. To remind us, Atlanta is asking for some funds to cover a position from March-July (we were not fully clear on this).

1

TO:

FROM:

DATE:

MEMORANDUM

STEVE HOFFMAN, SHULAMITH ELSTER & GINNY LEVI

ANNETTE HOCHSTEIN

FEBRUARY 8, 1993

RE: LE~D COMMUNITIES: NEXT STEPS

Dear Fellow Travellers,

Despite the hectic schedule it was wonderful being with you. I hope everyone got home safely and well. So as not to forget and before reading formal minutes, I am faxing this preliminary and probably incomplete list of what we need to produce, promises made, meetings to convene or confirm, and steps that are otherwise necessary in order to continue the job of building credibility, momentum and good work in the lead communities. Please see this as a random list which I'll be happy to see integrated in any master list of assignments that Ginny may be compiling. I have not related to the board meetings in this page.

a . Documents:

1. The planning guide should be produced and sent to the communities within the next few days.

2. ·. •. The Best Practices Guide and Best Practices in the Supplementary School document should be circulated among us at the very end of this week or the beginning of next week, to be produced during the week of the 15th and placed in the hands of the communities before our next round of visits later in February.

b. A pilot project for Baltimore:

1. Barry Holtz and Shulamith Elster to visit with the planners in Baltimore and undertake conversations with them towards the design and development of a first pilot project. A meeting will take place on February 23rd (l:00-5:00 p.m.?) with SF, AH, BH, SRE, and the planners in Baltimore to further discuss this. (Ginny could you please convene this meeting?)

c. Negotiations on funding for a planner:

1. To remind us, Atlanta is asking for some funds to cover a position from March-July (we were not fully clear on this).

1

'I,.

Baltimore is probably open to negotiations. In any case, we need to discuss this with MLM - and perhaps SHH to continue the conversation with the communities. (I believe conversation is probably very important right now, to let them know in general that we are following up and not neglecting anything.)

d. We need to further define how ongoing planning and work guidance will be given to the communities.

e. Planning meeting:

1. In light of the communities' strong message concerning thedifferences between them and the need to develop differentsolutions to problems, we are now reconsidering the usefulness of a joint planning meeting on March 3rd and 4th. There are several alternatives. One would be to visit the communities again in the coming weeks (Baltimore and Milwaukee are scheduled. Atlanta is a less clear need and assignment.) Another alternative — suggested to us in Baltimore, would be to hold a satellite teleconference instead of the planned meeting - on March 3 or 4. (Botwinick available at certain times only). We would discuss matters common to the communities, including the planning guide and best practices document or other matters of common interest We could use the opportunity to have a staff meeting in Cleveland at the same time.

We ought to discuss and decide this very soon — and then informthe communities as soon as possible.

f.I am working with Adam and Ellen on getting the monitoring, evaluation and feedback project in sync with the work in the communities and useful to the process.

g. Milwaukee: Howard Neistein wanted to be briefed on the agenda for our visit on the 22nd. Steve could perhaps talk to him in the same spirit that you prepared the other communities for our visit.

It is probably important to rapidly contact the communities - under whatever pretext, in order to let them know that we are following up on our visit, and that next steps are forthcoming.

Looking forward to hearing from you all,

Best regards,

Baltimore is probably open to negotiations. In any case, we need to discuss this with MLM - and perhaps SHH to continue the conversation with the communities. (I believe conversation is probably very important right now, to let them know in general that we are following up and not neglecti ng a nything.)

d. We need to further define how ongoing planning and work guidance will be given to the communities .

e . Planning meeting :

1 . In light of the communities ' strong message concerning the differences between them and the need to develop different solutions to problems, we are now reconsidering the usefulness of a joint planning meeting on March 3rd and 4th . There a re several alternatives . One would be to visit the communities again in the corning weeks (Baltimore and Milwaukee are scheduled . Atlanta is a less clear need and assignment. ) Another alternative -suggested to us in Baltimore, woul d be to hold a satel l ite teleconference instead of the planned meeting - on March 3 or 4. (Botwinick avai l able at certain times only). We would discuss matters common to the communities , including the planning guide and best practices document or other matters of common interest We could use the opportunity to have a staff meeting in Cleveland at the same time.

We ought to discuss and deci d e this very s oon -- and then inform the communities as soon as possible.

f.I am working with Adam and Ellen on getting the monitoring, evaluation and feedback project in sync with the work in the communities and useful to the process.

g . Milwaukee: Howard Neistein wanted to be briefed on the agenda for our visit on the 22nd. Steve c ould pe rhaps talk to him in the same spirit that you prepared the other communities for our visit.

It is probably important to rapidly contact the communities -under whatever pretext, in order to let them know that we are following up on our visit, and that next steps are forthcoming.

Looking forward to hearing from you all ,

Best regards~

2

Dear Annette:

"Lead Communities at work":

Document is very clear. May be problematic for someone who does not know Commission process and thinking or MI MO.

Possible Missing Points:

general statement on lead community vis-a-vis continuity; general statement on lead community versus the rest of

North America;something on using the general educational community,

local universities, etc. as a resource;emphasis on the whole as being greater than its parts; linkage between the goals formulation process with the

planning process and the work of the M.E.F. unit;possibility of Israel experience as a part of training; does M.E.F. work apply to individual institutions as well

as to the community-at-large? (denominations too?)everyone wiii be learning about Jewish education?"dream department?"

"CIJE Workplan":

Words such as "professional leadership" (C/4), "work" (C/5), and "training" (C/7b) are too telegraphic, if the message that you want to get across is that every sentence is a project/assignment. What you gain in being concise you lose in clarity about the nature of assignment. Assumes MI MO.

Focus is so centrally on CIJE that the perspective of communities is somewhat lost. The communities have to do a self-study, but how will CIJE learn enough about them (with emphasis on issues linked to Jewish education) in order to begin?

Dear Annette:

"Lead! Ccmmu!:l___!.t1es at work." :

Document is very clear. May be problematic for someone who does not know Commission process and thinking or MI MO.

Possible Missing Points:

general statement on lead community vis-a-vis continuity; general statement on lead community versus the rest of

North America; something on using the genera l educational community,

loca l ~n1vers1ties, etc. as a resource; emphasis on the whole as being greater than its parts;

l1nkaqe between the goals formula tion process with the planning process and the work of the M.E.F. unit;

pcs sibt l 1ty of Israel experience as a part of training; does M.E.F. work apply to individual institutions as well

as to the communLty-at-large? (denominations too?) everyone w11 l be learning about Jewish education? "dream depa rtment?"

"CI_JE_ W_orkpl an " :

Words such as "professional leadership" (C/4), "work" (C / 5), and "training" (C/7b) are too telegraphic, if the message that you want to get across is that every sentence is a pr0Ject/ass1gnment. What you gain in being concise you lose in clarity about the nature of assignment . Assumes MI MO.

Focus is so centrally on CIJE that the perspective of communities is somewhat lost. The communities have to do a seif-study, but how will CIJE learn enough about them (with emphasis on issues linked to Jewish education) in order to begin?

I , _ _.,,

WORKING TOGETHER

THE CHALLENGE

• Business —Not as Usual

• Developing Responses

CUE'S ROLE

• Expertise

• Program Development

• Bridge to Resources:— People— Programs— Institutions— Foundations

LEAD COMMUNITIES ATWORK

, ...

WORKING TOGETHER

THE CHALLENGE

• Business-Not as Usual

• Developing Responses

CIJE'S ROLE

• Expertise

• Program Development

• Bridge to Resources: - People - Programs - Institutions - Foundations

LEAD COMMUNITIES AT WORK

"- ~

LEAD COMMUNITIES

THE IDEA

• Demonstrate What Could Be

• Community As Demonstration Site

• Resources to:— Personnel— Community Mobilization

SELECTION

• 23 Communities Respond

• Atlanta

• Baltimore

• Milwaukee

,

LEAD COMMUNITIES

THE IDEA

• Demonstrate What Could Be

• Community As Demonstration Site

• Resources to: - Personnel - Community Mobilization

SELECTION

• 23 Communities Respond

• Atlanta

• Baitimore

• Milwaukee

LEAD COMMUNITIES

A POSSIBLE SCENARIO FOR YEAR ONE

TASK NAME

Pilot Projects

Local Commission— Strategic Plan

Best Practices

Goals Project

Educators' Survey

Communications,Networking

v_______________________________________________________)

LEAD COMMUNITIES

A POSSIBLE SCENARIO FOR YEAR ONE

TASK NAME

Pilot Projects

Local Commission

- Strategic Plan

Best Practices

Goals Project

Educators' Survey

Communications, Networking

: i.szj!ז/ 3FACSIMILE TRANSMISSION

TO: H.L.Zucker and V.F.Levi

FROM: Annette Hochstein

DATE: 15/1/93

Re: Contacts with Communities

The attached memos may help to further clarify the issue o f contacts

with the lead communities. They include:

Exhibit 1. — memo to A.R. of December 7 - 1 don't believe he dealt with this agenda when visiting Baltimore . The other communities

were not visited.Exhibit 2.— memo to you summarizing contacts between CIJE and

Lead Communities ־ ־ this is based on our best information to date. Exhibit 3. — memo to A.R. concerning negotiations on the letter of agreement.

Though circumstances have shifted and time has passed I think some

of this is still very relevant — though it needs to be somewhat

adjusted.

It may be useful to share some or all o f this material with SHH.

Hope this is helpful,

Shabbat Shalom and Mazal Tov!

1 -

't

FACSIIVIILE TRANSMISSION

TO: H.L.Zucker and V.F.Levi

FROM: Annette Hochstein

DATE: 15/1/93

----------------------------------------- -· - ·-- ·------------------------------------------------------Re: Contacts with Communities

The attached memos may help to further clarify the issue of contacts with the lead communities. They include:

Exhibit 1. -- memo to A.R. of December 7 - I don't believe he dealt with this agenda when visiting Baltimore . The other communities were not visited. Exhibit 2. -- memo to you summarizing contacts between CIJE and Lead Communities -- this is based on our best information to date. Exhibit 3. -- memo to A.R. concerning negotiations on the letter of agreement.

Though circumstances have shifted and time has passed I think some of this is still very relevant -- though it needs to be somewhat adjusted, It may be useful to share some or all of this material with SHH.

Hope this is helpful,

Shabbat Shalom and Mazal Tov!

- 1 -

i t 1

Mמנדל מכון a n d e l I n s t i t u t e

F o r t h e A d v a n c e d S t u d y a n d D e v e l o p m e n t o f J e w i s h l i d u c a t i o n

December 7, 1992

Mr. Ar thur Rotman

Dear Ar t ,

Re: Your V i s i t to the 3 Lead Communities

December 1992

In our conversat ion in New York l a s t week, we agreed tha t i t would be important f o r you to v i s i t each o f the lead communities at the e a r l i e s t possible t ime, in order to discuss next steps wi th community leadership (both lay and profess ional ) and to get actual work underway in each community.

I cannot t e l l you how pleased I was to learn tha t you have in f a c t found the t ime to go to the communities th i s week and next ־- I bel ieve your v i s i t w i l l be of s i g n i f i c a n t bene f i t to the process and the p ro jec t . The fo l low ing notes may be useful f o r your v i s i t .

A. DESIRED OUTCOMES

Opt imal ly, your t r i p would have the fo l l ow ing outcomes:

1. You would help lav and professional leadership i d e n t i f y next steps in the process. This would r e s u l t in f u l l - s c a l e operat ion of the local commission (e .g . , preparat ion of the 5-year plan; decision on an act ion plan f o r the cur rent year inc luding p i l o t p ro je c ts ) . I t would also pave the way fo r Barry and Shulamith to begin work wi th the educators and the rabbis (e .g . , the best pract ices p ro jec t f o r supplementary school teachers) and al low the f i e l d researchers to carry on wi th t h e i r work (the feedback to communit ies). In other words, the CIJE could then make i t s f u l l con t r i bu t ion to the community (see d e ta i l s below).

2. An ear ly step might be the proposed meeting between kev CIJE board members and too local leadership to discuss the p ro jec t , the ro le of the lead communities and of the CIJE, leadership

1

P.O.B. 4497 Jerusalem 1)1044. Israel Tel. 0 2 - 6 1X72X: Fax. 02-619951 0 2 - 6 נקס : I S72X ־ 4 ת. 4 9 טלפון 91044 ירושלים 7

BITNET No. - MANDEL@HUJ I VMS - •ביטנט מס

\ l a n de l I nstitu te

December 7, 1992

Mr. Arthur Rotman

Dear Art,

Re: Your Visit to the 3 Lead Communities

December 1992

f><Hif31T I / 1

;,~)t~ 11:>,:J

In our conversation in New York l ast week, we agreed that it would be i mportant for {ou to visit each of the lead communities at the earliest poss i b e time, in order to discuss next steps with community leadership (both lay and pr ofessional) and to get actual work underway in each community.

I cannot tell you how pleased I was to learn that you have in fact found the time to go to the communities this week and next -- I believe your visit will be of significant benefit to the process and the project. The following notes may be useful for you r visit.

A. DESIRED OUTCOMES

Optimally, your trip would have the following outcomes:

1 . You would helo lav and orofessional leadershio identifv next steos in the orocess . This would result in full - scale operation of the local commission (e . g . , pre paration of the 5- year plan; decision on an action plan for the current year inc luding pilot projects). It would also pave the way for Barry and Shulamith to begin work with the educators and the rabbis (e . g . , the best practices project for supplementary school t eachers) and allow the fie l d researchers to carry on with their work (the feedback to communities) . In other words, the CIJE could then make its full contribution to the commu nity (see details below) .

2. An early step might be the orooosed meetina between kev CIJE board members and too l o cal l ea de rs h i o to di s cuss the pro j e ct , the role of the lead communities and of the CIJE , leadership

1

r .o .n_ J,W7 J.:ru,ah:111 l)l()JJ, br:11:I Td. O:?-(,IX7:?X; Fa~. 0~-611Jl)~I Oi7:) :0:?-61~7~X l'~"" <)l()JJ Q>',,un• J.!lJ7 -.n BITNET :slu. - '.\1,\,'-:0EL@HL'J IV:-.1 S - OJl)'J ·en

mob i l i za t i on f o r the local commission, funding, s t a f f i n g , etc.

3. Negotiate f u r t h e r the l e t t e r of understanding (separate memo forthcomi ng ) .

4. Get the planners fu r th e r on board. We need to f i nd a way fo rthe planners to encourage the actual in tens ive launch to take p lace , even be fo re spec ia l s t a f f i s h i red — or to h i r e immediately s t a f f tha t could dedicate a l l t h e i r t ime to theproj e c t .

5. Further the j o i n t agreement and understanding as to the fo l low ing steps in the process:

a. S ta f f the p ro jec t l o c a l l y wi th paid, dedicated s t a f f — p lanner or educa t iona l p lanner — at l e a s t h a l f - t i m e , but prefe rab ly f u l l - t i m e .

b. Set up the local commission and i f i t al ready ex is ts , ascertain the c a l i b re of leadership.

c. Review the commission's assignments:

1. Prepare an act ion plan fo r the current year tha t wouldinclude p i l o t projects in the areas of personnel andcommunity leade rsh ip ( these would be de f ined and designed w i t h Barry H o l t z , but might i n c lu d e , f o rexample, a summer leadership seminar in the U.S. or in I s r a e l ; an in -serv ice t r a i n i n g program fo r p r i nc ipa l s and d i r e c to r s of educational i n s t i t u t i o n s , ' a leadership t r a i n i n g program fo r members o f school boards).

2. Begin addressing the content and i t s app l ica t ion ins p e c i f i c se t t ings : in t roduc t ion of the best pract icesp r o j e c t - - beginning w i th supplementary schools and ear ly chi ldhood programs (Barry Ho l tz ) .

3. Prepare a 5-year plan fo r deal ing with the enabl ing opt ions and with the Israel Experience (see A Time to Ac t ) .

4. Assessment of the community's Jewish educational system— i t s resources■, st rengths, weaknesses. Begin perhaps wi th a survey of the educators ( t h e i r q u a l i f i c a t i o n s , numbers, scope of pos i t ions , t r a i n i n g needs)Guides are for thcoming f o r the- 5-year plan and the assessment o f the communi ty 's educat iona l system. (Ukeles and Meier.)

6. In sum, vour meetings might include the fo l lowing i tems:

a. Get t ing the leadership f u r th e r onboard, comfortable wi th the recommended process (see "c. " above) — the current year being a planning year and a year fo r p i l o t p ro jec t s ; j o i n t design of the lead communities p ro jec t by the CIJE and the communities through

2

mobilization for the local commission, funding, staffing, etc.

3. Negotiate further the letter of understandina (separate nemo forthcoming).

4. Get the planners further on board. We need to find a way for the planners to encourage the actual intensive launch to take place, even before special staff is hired -- or to hire i mm e d i ate l y s ta ff that co u 1 d de d i cat e a 11 the i r t i me to the project.

5. Further the joint agreement and understanding as to the following steps in the process:

a . Staff the project locall y wit h paid, dedicated staff -planner or educational planner -- at least half-time, but preferably full-time.

b. Se t up the local commission and if it already exists, ascertain the calibre of leadership.

c. Review the commission's assignments:

6.

1.

2 .

3.

4.

Prepare an action plan for the current year that would include pilot projects in the areas of personnel and community leadership (these would be defined and designed with Barry Holtz, but might include, for example, a summer leadership seminar in the U.S . or in Israel; an in-service training program for principals and directors of educational institutions; a leadership training program for members of school boards).

Begin addressing the content and its application in specific settings: introduction of the best practices project -- beginning with supplementary schools and early childhood programs (Barry Holtz).

Prepare a 5-year plan for dealing with the enabling opt i ans and with the Israel Experience (see A Ti me to Act).

Assessment of the community's Jewish educational system -- its resources-) strengths, weaknesses. Begin perhaps with a survey or the educators (their qualifications, numbers, scope of positions, training needs) •. -Guides are forthcoming for the- 5-year plan and the assessment of the community's educational system. (Ukeles and Meier.)

In sum. your meetings might include the following items:

a. Getting the leadership further onboard, comfortable with the recommended process (see "c. 11 above) -- the current year being a planning year and a year for pilot projects; joint design of the lead communities project by the CIJE and the communities through

2

an ongoing planning e f f o r t throughout the year. A desired outcome of your v i s i t would be the p o s s i b i l i t y f o r local and CIJE s t a f f to sys temat i ca l l y introduce the idea of lead communities to the various actors in the community.

b. The content : preparat ion of a 5-year plan tha t focuses on de a l in g w i t h the shor tage o f q u a l i f i e d personnel ( e . g . ,strengthen in -s e rv i c e t r a in i n g oppo r tun i t i es ; new h i res) and on community m ob i l i za t i on fo r Jewish educat ion. This would include:

1. P i l o t p ro jec ts fo r immediate, or ear ly , implementat ion.

2. I n t r o d u c t i o n o f the best p r a c t i c e s p r o j e c t to the educators, rabbis and to leaders in the community.

3. Discussion of the v is ion and goals f o r Jewish educationat several levels in the community.

4. Moni tor ing and evaluat ion wi th the purpose of g iv ingfeedback to the community and the CIJE as to how work is progressing and what the impact of the e f f o r t i s .

'k ־*־ ־*־★★★ ־*־

B. BACKGROUND NOTES:

1. Since se lec t ion of the communities, the contacts wi th the CIJE have dea l t wi th the fo l l ow ing : the l e t t e r of understanding, the f i e l d workers (moni tor ing, evaluat ion, feedback loop), the November Planners' Workshop in New York, selected contacts wi th loca l o r g a n i z a t i o n s . These contac ts have in v o lv e d Shulamith E ls te r and Jack Ukeles in 1-3 meetings in the communities plus a l a rge number o f te lephone contac ts and o f course they have involved you in many contacts.

2. Important beginnings have taken place. We now want to move towards an act ion plan fo r the current year.

3. In each community one or more federat ion planners have been appointed to be current ly , the key local professionals fo r the lead communities p ro jec t . They do t h i s in addi t ion to t h e i r normal workload, and u n t i l paid s t a f f is h i red. This places a l i m i t on the amount of work tha t can be done at the present t ime.

4. In each community, a lay person has taken the leadership pos i t ion , to be the Chair of the Lead Community Committee or Commission. The c a l i b re of leadership needs to be ascertained (are these the "champions" t h a t w i l l g i ve l e a d e rs h ip and resources to the pro jec t? ) .

3

an ongoing planning effort throughout the year. A desired outcome of your visit would be the possibility for local and CIJE staff to systematically introduce the idea of lead communities to the various actors in the community .

b . The content: preparati on of a 5-year plan that focuses on dealing with the shortage of qualified personnel (e.g., strengthen in-service training opportunities· new hires) and on community mobilization for Jewish education. This would include :

1. Pilot projects for immediate, or early, implementation .

2. Introduction of the best practices project to the educators, rabbis and to leaders in the community.

3. Discussion of the vision and goals for Jewish education at several levels in the community.

4. Monitoring and evaluation with the purpose of giving feedback to the community and the CIJE as to how work is progressing and what the impact of the effort is.

* * * * * * *

B. BACKGROUND NOTES :

1. Since selection of the communities the contacts with the CIJE have dealt with the following : the letter of understanding, the field workers (monitoring, evaluation, feedback loop), the November Planners' Workshop in New York, selected contacts v,ith local organizations. These contacts have involved Shulamith Elster and Jack Ukeles in 1-3 meetings in the communities plus a large number of telephone contacts and of course they have involved you in many contacts .

2. Important beginnings have taken place. We now want to move towards an action plan for the current year.

3 . In each community one or more federation planners have been appointed to be currently. the key l ocal professionals for the lead communities project. They do this in addition to their normal workload, and until paid staff is hired . This places a limit on the amount of work that can be done at the present time.

4. In each community, a lay person has taken the leadership position, to be the Chair of the Lead Community Committee or Commission. The calibre of leadership needs to be ascertained (are these the "champions" that will give leadership and resources to the project?).

3

5. In each community there is a commission or committee, completed or in format ion. I t was not c lear how e f f e c t i v e l y t h i s group has been convened at the present t ime.

6. Leadership mob i l i za t i on : lay, p ro fess ional , educat ional and rabb in ic leadership needs to be brought on board. I t is not c lear at the present time what the needs of each of these groups is and we ought to devise ways of f ind ing out. Key CIJE leadership, such as MLM or CRB, might help in f i nd ing t h i s out f o r lay leadership.

F i r s t steps have a l ready been taken as regards f e d e r a t i o n p lanners , loca l leaders who are CIJE board members, and addi t iona l i n d i v i d u a ls .

* * * * * * *

I t is c lear tha t there have been good beginnings and tha t cer ta in people have been informed of the pro jec t . Our chal lenge now is to f i nd the appropr iate venues to discuss wi th the communities what the p ro jec t e n t a i l s , why i t holds the great hopes i t does, and how we w i l l j o i n t l y move ahead with i t .

4

5. In each community there is a commission or committee completed or in formation. It was not clear how effectively this group has been convened at the present time.

6. Leadership mobilization: lay, professional, educational and rabbinic leadership needs to be brought on board. It is not clear at the present time what the needs of each of these groups is and we ought to devise ways of finding out. Key CIJE leadership, such as MLM or CRB, might help in finding this out for lay leadership.

First steps have alrea dy been taken as regards federation planners, local leaders who are CIJE board members, and additional individuals.

* * * * * * * It is clear that there have been good beginnings and that certain people have been informed of the project . Our challenge now is t o find t he appro priate venues to discuss with the communities what the project entails, why it holds the great hopes it does, and how we will jointly move ahead with it.

4

EXHIBIT 2

Henry L. Zucker & Ginny Levi January 15^199^

Annette Hochstein & Shmuel Wygoda

Dear Hank,

Re: Contacts between CIJE and Lead Communities

This is a summary of contacts to date between the CIJE and the Lead Communities — to the best of our knowledge.

1. Preliminary contacts during the selection process:

During the final round of the Lead Communities selectionprocess a site visit by a CIJE delegation took place in each of the lead communities. This included a lay person (MLM forAtlanta; Charles Bronfman for Baltimore; Chuck Ratner for Milwaukee), a professional and Shulamith Elster. During that site visit the delegation met with leadership and professionals in the community. During this period there were ongoing phone contacts between Jack Ukeles, his office staff, Shulamith Elster and the lead communities.

2. Since the selection of the communities (End August 1992)

a. One or two meetings between the planners in each of the 3lead communities and Jack Ukeles and Shulamith Elster todiscuss a proposed letter of understanding. In some cases lay people were present part of the time. The letter ofunderstanding was never finalized. It is a problematic document - partly because it is not the result of jointly developed understandings between the CIJE and Lead Communities.

b. Ongoing telephone contacts between community planners, Federation execs and Art Rotman; community planners and Shulamith Elster. These are many administrative, recently these have included concern about the lack of follow-up on process and materials, by the CIJE.

Henry L . Zucker & Ginny Levi

Annette Hochstein & Shmuel Wygoda

EXHIBIT 2

January 15~

\ qc.y3

Dear Hank,

Re: Contacts between CIJE and Lead Communities

This is a summary of contacts to date between the CIJE and the Lead Communities -- to the best of our knowledge.

1. Preliminarv contacts durinq the selection process :

During the final round of the Lead Communities selection process a site visit by a CIJE delegation took place in each of the lead communities. This included a lay person (MLM for Atlanta: Charles Bronfman for Baltimore: Chuck Ratner for Milwaukee), a professional and Shulamith Elster . During that site visit the delegation met with leadership and professionals in the community. During this period there were ongoing phone contacts between Jack Ukeles, his office staff, Shulami th Elster and the lead communities.

2. Since the selection of the communities (End August 1992)

a. One or two meetings between the planners in each of the 3 lead communities and Jack Ukeles and Shula.mi th Elster to discuss a proposed letter of understanding . In some cases lay people were present part of the time. The letter of understanding was never finalized. It is a problematic document - partly because it is not the result of jointly developed understandings between the CIJE and Lead Communities.

b. Ongoing telephone contacts between community planners, Federation execs and Art Rotman: community planners and Shulami th Elster. These are many administrative. recently these have included concern about the lack of follow-up on process and materials, by the CIJE.

l •

c. Several contacts between community planners and Jack Ukeles/Jim Meier (since December Jack's assignment no longer includes contacts with communities).

d. A full-time field researcher has moved into each of the 3 communities for the monitoring, evaluation and feedback proj ect:

Atlanta: Claire Rotenberg Baltimore: Julie Tamivaraa Milwaukee: Roberta Goodman

The field researchers are limited in their contacts with the community by the planners, because of the perception that the project has not really started.At the same time they have become the round-about conduit for introducing the Lead Communities idea into the communities — since they have been talking to the largest number of people. While they are collecting baseline data that may be very useful for understanding the launch process and later for viewing progress in the community, their presence is uneasy in the absence of other CIJE activity.

e. The G.A. : The CIJE held two events at the G.A . — oneforum and one festive breakfast meeting with representatives from the Lead Communities.

f. Planners' workshop in New York: November 23-24. A workshop of CIJE staff with planners from each Lead Community was held in New York on November 23-24, 1992. The gap in preparations, expectations, communications was brought to the fore at this meeting.

Art sent a note to the communities in early December telling then that AH was appointed Director of the Lead Communities Project. This confused matters even further. Since that time, there have been contacts between Shulamith Elster and community planners, as well as additional educators and some lay people.

3. Communitv-bv-communitv

a. Atlanta:

Steve Gelfand — the assistant federation executive for planning — has put a halt to plans for a visit by Art Rotman to Atlanta, making it conditional upon the CIJE agreeing to fund the Lead Communities planner position for the ($40,000) . We have not responded further.

b. Baltimore:

c. Several contacts between community planners and Jack Ukeles/Jim Meier (since December Jack's assignment no longer includes contacts with conununities).

d. A full-time field researcher has moved into each of the 3 communities for the monitoring, evaluation and feedback project:

Atlanta: Claire Rotenberg Baltimore: Julie Tamivaraa Milwaukee: Roberta Goodman

The field researchers are limited in their contacts with the community by the planners, because of the perception that the project has not really started. At the same time they have become the round-about conduit for

introducing the Lead Communities idea into the communities -since they have been talking ta the largest number of people. While they are collecting baseline data that may be very Lseful for understanding the launch process and later for viewing progress in the community, their presence is uneasy in the absence of other CIJE activity.

e. The G.A.: The CIJE held two events at the G.A. - - one forum and one festive breakfast meeting with representatives from the Lead Communities.

f. Planners' workshop in New York: November 23-24. A workshop of CIJE staff with planners from each Lead Community was held in New York on November 23-24, 1992. The gap in preparations, expectations, communications was brought to the fore at this meeting.

Art sent a note to the communities in early December telling then that AH was appointed Director of the Lead Communities Project. This confused matters even further. Since that time, there have been contacts between Shulamith Elster and community planners, as well as additional educators and some lay people.

3. Communitv-bv-comrnunitv

a. Atlanta:

Steve Gelfand the assistant federation executive for planning -- has put a halt to plans for a visit by Art Rotman to Atlanta, making it conditional upon the CIJE agreeing to fund the Lead Communities planner position for the ($40,000). We have not responded further.

b. Baltimore:

1. Art Rotman visited the community December and met with Darrell Friedman, Marshall Levin (planner) and Haim Botwinik (BJE head). The key topic was a proposed visit by Charles Bronfman later in the year, (see Exhibit 1)

2. Shulamith Elster made a presentation to the Board of Directors of the BJE.

3. Local commission: Baltimore has a strategicplanning process underway for its Jewish education. Its and has local commission may become the lead communities steering committee.

c. Milwaukee

1. Visits: Shulamith Elster has visited severaltimes with Milwaukee where Howard Neistein has been the most active of the communities planners: a local steering committee, co-chaired by Jane Gelman and Louise Stein, has met on December 14th and is scheduled to meet again on January 19th to set up a commission on the lead community project. Shulamith Elster met with the Principals' Council and with lay leadership, as well as with foundation heads (the Bader Foundation) .

3 $

1. Art Rotman visi ted the community December and met with Darrell Friedman, Marshall Levin {planner) and Hairn Botwinik {BJE head). The key topic was a proposed visit by Charles Bronfman later in the year. (see Exhibit 1)

2. Shulamith Elster made a presentation to the Board of Directors of the BJE.

3. Local comrn~ssion : Baltimore has a strategic planning process underway for its Jewish education . Its and has local commission may become the lead communities steering committee .

c . Mi lwaukee

1 . Visits: Shulamith Elster has visited several times with Milwaukee where Howard Neistein has been the most active of the communities planners: a local steering committee, co-chaired by Jane Gelman and Louise Stein, has met on December 14th and is scheduled to meet again on January 19th to set up a commission on the lead community project . Shulamith Elster met with the Principals' Council and with lay leadership, as well as with foundation heads (the Bader Foundation).

J $

EE1 Letter o£ Understanding• . . ־ • : . ' • •• • • ! ׳ י

I am responding to the draft of the letters of understanding for ■' Atlanta, Baltimore, and Milwaukee as forwarded to me by Jack׳ on

the 2nd of December — these differ from the earlier versions I had.

As discussed at our meeting of November 23rd with MLM, theietters :::V d o not represent the joint understanding that would result from a

mutually agreed design of the project. Rather, they represent the communities’ understanding of the project at this time (see in

particular the preambles to the letter referring to the CIJE' as '׳■; '! 1 :: aassisting them in their current plans) .

While it would perhaps be preferrable to go to work without, this ץ־�■ [ A . • . : written agreement, it may not be possible to do so., Therefore, it

limiting the agreement׳ was decided to include a specific clause ׳ י:׳■'■•'■'to one year,׳ This is in order to allow us to negotiate the ,.,real״agreement during: the current year as the elements of the projects, the resources required and the contributions of the CIJE and of the community become specific and clear. ׳••׳.-.

The current letter is also problematic׳ on the following particulars: ■•::,י .

1 , : The total amount, ,of money a community will commit; ׳;■ 2. The need to hire special staff for the project; and "■ r;׳ ־

3 — The def inition of the current year as a planning year .׳:* : while both parties would want it also to be an action year (e.g., pilot projects). ;

... . ..

,# .Mtsndel Institute

Tel. 972•2·617 418; 618 728

Fax: 972-2·819 951

l ::::Y-t-1 I /J Ii )

Facsimile Transmlaalon

·1 Mr. Arthur Rotman To: __ _ Annet~e Hochstein I _ From: __________________ _

Date: ------------December 10, 1992

No. Pages: ________ _

cl '----"----:=-----:---;---~-----------------------~:..____,;, _ __; Fax Number: --------------

Dear Art,

Rt.t Letter 9.f understanding

I am responding to the draft of the letters of understanding for Atlanta, Baltimore, and Mi l waukee as forwarded to me by Jack· on the 2nd of December -- these differ from the earlier versions I had.

I

As discussed· at our meeting of November 23rd with MLM, th,j.et.ters do not represent the joint understanding that would result from a mutually agreed design of the pr oject. Rather, they represent the communities• understanding of the project at this time (see in particular the preambles to the letter referring to the CIJE' as aaesisting them in their current plans ).

While it would perhaps be preferrable to go to work without. this written agreement, it may not be possible to do so~ Therefore, it was decided to include a specific clause •limiting the agree~ent to one year, This is in order to allow us to negotiate the 1.1real 11

agreement during · the current year as the elements of the projects, the resources required and the contribut ions of the CIJE and of the comunity pecome specif ic and clear.

The current letter is also problematic· on the following particulars:

l. The total amount .of money a community will commit; 2. Tha need to hire special staff for the project; and · 3 . The definition of the current year as a planning year -while both parties would want it also to be an action year {e.g., pilot proj ects) .

I hope these notes1are useful towards your meetings in the; comrou- nities — any progress from the currant version would be great. You will certainly find out whether and how : it is possible to progress from the current version. : i. '•

Best regards,

.. •• . •

• I

I!

'I • I

. .

I~

., ,-...

• :

I

I I I

!.- • I

I i ..

•.• r,•.•1• I •

I hope these notes are useful towards your meetings in the . communities -- any progress from the current version would be great. You will certainly find out whe ther and how ,it is possible to progress from the current version.

. • I

• I

I ' I

I I

I I I I I I

h I

l' ,! . I ,•

I

' I

I I

I •

.. "· . .

I t

..

I

i I I

f I

1 I r !

I• I

I . J I I

t

I.. •

I ... I . . I • l I . I

~ 1 I

I ••• I. ~ :, • J

I j . . . ' I '" • . I

r . ' I

• j . I

I ·I• . ~

'

January 28, 1993

GOALS FOR JEWISH EDUCATION IN LEAD COMMUNITIES

The Commission on Jewish Education in North America avoided

dealing with the issue of goals for Jewish education in order to

achieve consensus. However, it was clear that when the recommen-

dations of the Commission would be acted upon, it would be impos-

sible to avoid the issue of goals for Jewish education. Now that

the work in Lead Communities is beginning, working on goals can

no longer be delayed. This is so for several reasons: 1) It is

difficult to introduce change without deciding what it is that

one wants to achieve; 2) researchers such as Marshall Smith, Sara

Lightfoot and David Cohen have effectively argued that impact in

education is dependent on a clear vision of goals; 3) the evalua-

tion project in Lead Communities cannot be successfully undertak-

en without clear articulation of goals.

In Lead Communities goals should be articulated for each of the

institutions that are involved in education and for the community

as a whole. At present there are very few cases where institu-

tions or communities have undertaken a serious and systematic

consideration of goals. It will be necessary to determine what is

the state of affairs in the Lead Communities. There may be insti-

tutions (schools, JCCs) that have undertaken or completed a

serious systematic consideration of their goals. It is important

for us to learn from their experience and to check as to whether

an attempt has been made to develop their curriculum and teaching

methods in a manner that is coherent with their goals. In the

case of those institutions where little has been done in this

1

January 28, 1993

GOALS FOR JEWISH EDUCATION IN LEAD COMMUNITIES

The Commission on Jewish Education in North America avoided

dealing with the issue of goals for Jewish education in order to

achieve consensus. However, i~ was clear that when the recommen

dations of the Commission would be acted upon, it would be impos

sible to avoid the issue of goals for Jewish education. Now that

the work in Lead Communities is beginning, working on goals can

no longer be delayed. This is so for several reasons : 1) It is

difficult to introduce change without deciding what it is that

one wants to achieve; 2) researchers such as Marshall Smith, Sara

Lightfoot and David Cohen have effectively argued that impact in

education is dependent on a clear vision of goals; 3) the evalua

tion project in Lead Communities cannot be successfully undertak

en without clear articulation of goals.

In Lead Communities goals should be articulated for each of the

institutions that are involved in education and for the community

as a whole. At present there are very few cases where institu

tions or communities have undertaken a serious and systematic

consideration of goals. It will be necessary to determine what is

the state of affairs in the Lead Communities. There may be insti

tutions (schools, JCCs) that have undertaken er completed a

serious systematic consideration of their goals. It is important

for us to learn from their experience and to check as to whether

an attempt has been made to develop their curriculum and teaching

methods in a manner that is coherent with their goals. In the

case of those institutions where little has been done in this

l

area, it is crucial that the institutions be encouraged and

helped to undertake a process that will lead them to the articu-

lation of goals.

The CIJE should serve as catalyst in this area. It should serve

as a broker between the institutions that are to begin such a

process and the various resources that exist in the Jewish world.

By resources we mean scholars, thinkers and institutions that

have concerned themselves and developed expertise in this area.

The institutions of higher Jewish learning in North America

(Y.U., J.T.S.A. and H.U.C.), the Melton Centre at the Hebrew

University and the Mandel Institute in Jerusalem have all been

concerned and dealing with this matter. Furthermore, these insti-

tutions have been alerted to the fact that the institutions in

Lead Communities will probably need to be assisted in this area.

They have expressed an interest and a willingness to help.

The Mandel Institute has particularly concentrated efforts in

this area through its project on alternative conceptions of the

educated Jew. The scholars involved in this project are: Prof.

Moshe Greenberg, Prof. Menahem Brinker, Prof. Isadore Twersky,

Prof. Michael Rosenak, Prof. Israel Scheffler and Prof. Seymour

Fox. Accompanied by a group of talented educators and social

scientists they have completed several important essays offering

alternative approaches to the goals of Jewish education as well

as indications of how these goals should be applied to education-

al settings and educational practice. These scholars would be

willing to work with the institutions of higher Jewish learning

2

area, it is crucial that the institutions be encouraged and

helped to undertake a process that will lead them to the articu

lation of goals .

The CIJE should serve as catalyst in this area . It should serve

as a broker between the institutions that are to begin such a

process and the various resources that exist in the Jewish world .

By resources we mean scholars, thinkers and institutions that

have concerned themselves and developed expertise in this area.

The institutions of higher Jewish learning in North Arnerica

(Y.U. I J.T.S.A . and H. U.C.), the Melton Centre at the Hebrew

University and the Mandel Institute in Jerusalem have all been

concerned and dealing with this matter. Furthermore, these insti

tutions have been alerted to the fact that the institutions in

Lead Communities will probably need to be assisted in this area.

They have expressed an interest and a willingness to help.

The Mandel Institute has particularly concentrated efforts in

this area through its project on alternative conceptions of the

educated Jew. The scholars involved in this project are: Prof .

Moshe Greenberg, Prof. Menahem Brinker, Prof. Isadore Twersky,

Prof. Michael Rosenak, Prof. Israel Scheffler and Prof . Seymour

Fox . Accompanied by a group of talented educators and social

scientists they have completed several important essays offering

alternative approaches to the goals of Jewish education as well

as indications of how these goals should be applied to education

al settings and educational practice . These scholars would be

willing to work with the institutions of higher Jewish learning

2

and thus enrich the contribution that these institutions can make

to this effort in Lead Communities.

It is therefore suggested that the CIJE advance this undertaking

in the following ways:

1. Encourage the institutions in Lead Communities to consider

the importance of undertaking a process that will lead them to an

articulation of goals for their institutions.

2. Continue the work that has begun with the institutions of

higher Jewish learning so that they will be prepared and ready to

undertake consultation if and when they are turned to.

3. Offer seminars whose participants would include representa-

tives from the various Lead Communities where the issues related

to undertaking a program to develop goals would be discussed. At

such seminars the institutions of higher Jewish learning and the

Mandel Institute could offer their help and expertise.

The problem of goals for a Lead Community as a whole, as well as

the question of the relationships of the denominations to each

other and to the community as a whole will be dealt with in a

subsequent memorandum.

3

and thus enrich the contribution that these institutions can make

to this effort in Lead Communities.

It is therefore suggested that the CIJE advance this undertaking

in the following ways :

1 . Encourage the institutions in Lead Communities to consider

the importance of undertaking a process that will lead them to an

articulation of goals for their institutions.

2 . Continue the work that has begun with the institutions of

higher Jewish learning so that they will be prepared and ready to

undertake consultation if and when they are turned to,

3. Offer seminars ~hose participants would include representa

tives from the varioas Lead Communities where the issues related

to undertaking a program to develop goals would be discussed. At

such seminars the institutions of higher Jewish learning and the

Mandel Institute cou~d offer their help and expertise.

The problem of goals for a Lead Community as a whole, as well as

the question of the relationships of the denominations to each

other and to the community as a whole will be dealt with in a

subsequent memorandum.

3

August 12,1992

L E A D C O M M U N I T I E S AT W O R K

A. INTRODUCTION

The Commission on Jewish Education in North America completed its work with five recommendations. The establishment of Lead communities is one of those recommendations, but it is also the means or the place where the other recommendations will be played out and implemented. Indeed, a lead community will demonstrate locally, how to:

1. Build the profession of Jewish education and thereby address the shortage of qualified personnel;

2. Mobilize community support to the cause of Jewish education;

3. Develop aresearch capability which will provide the knowledge needed to inform decisions and guide development. In Lead Communities this will be undertaken through the monitoring, evaluation and feedback project;

4. Establish an implementation mechanism at the local level, parallel to the Council for Initiatives in Jewish Education, to be a catalyst for the implementation of these recommendations;

5. The fifth recommendation is, of course, the lead community itself, to function as a local laboratory for Jewish education.

(The implementation o f recommendations at the continental level is discussed in separate documents.)

B. THE SCOPE OF THE PROJECT

1. A l^ead Community will be an entire community engaged in a major development and improvement program of its Jewish education. Three model communities will be chosen to demonstrate what can happen where there is an infusion of outstanding personnel into the educational system, where the importance of Jewish education is recognized by the community and its leadership and where the necessary resources are secured to meet additional needs.

r

August 12, 1992


A. INTRODUCTION

The Commission on Jewish Education in North America completed its work with five recommendations. The establishment of Lead communities is one of those recommendations, but it is also the means or the place where the other recommendations will be played out and implemented. Indeed, a lead community will demonstrate locally, how to:



3. Develop a research capability which will provide the knowledge needed to inform decisions and guide development. In Lead Communities this will be undertaken through the monitoring, evaluation and feedback project;

4. Establish an implementation mechanism at the local level, parallel to the Council for Initiatives in Jewish Education, to be a catalyst for the implementation of these recommendations;

5. The fifth recommendation is, of course, the lead community itself, to function as a local laboratory for Jewish education.

(The implementation of recommendations at the continental level is discussed in separate documents.)


1. A Lead Community will be an entire community engaged in a major development and improvemeat program of its Jewish education. Three model communities will be chosen to demonstrate what can happen where there is an infusion of outstanding personnel into the educational system, where the importance of Jewish education is recognized by the community and its leadership and where the necessary resources are secured to meet additional needs.

1


The vision and programs developed in Lead Communities will demonstrate to the Jewish Community of North America what Jewish education at its best can achieve.

2. The I^ead Community project will involve all or most Jewish education actors in that community. It is expected that lay leaders, educators, rabbis and heads of educational institutions of all ideological streams and points of view will participate in the planning group of the project, to shape it, guide it and take part in decisions.

3. The Lead Community project will deal with the major educational areas — those in which most people are involved at some point in their lifetime:• Supplementary Schools• Day Schools• JCCs• Israel programs• Early Childhood programs

In addition to these areas, other fields of interest to the specific communities could also be included, e.g. a community might be particularly interested in:• Adult learning• Family education• Summer camping• Campus programs• Etc...

4. Most or all institutions of a given area might be involved in the program (e.g. most or all supplementary schools).

5. A large proportion of the community’s Jewish population would be involved.

C. VISION

A Lead Community will be characterized by its ongoing interest in the goals of the project. Educational, rabbinic and lay leaders will project a vision of what the community hopes to achieve several years hence, where it wants to be in terms of the Jewish knowledge and behavior of its members, young and adult. This vision could include elements such as:

• adolescents have a command o f spoken Hebrew;• intermarriage decreases;• many adults study classic Jewish texts;• educators are qualified and engaged in ongoing training;• supplementary school attendance has increased dramatically;

LEAD COMMUNfT/ES AT WORK

The vision and programs developed in Lead Communities will demonstrate to the Jewish Community of North America what Jewish education at its best can achieve.

2. The Lead Community project will involve all or most Jewish education actors in that community. It is expected that lay leaders, educators, rabbis and heads of educational institutions of all ideological streams and points of view will participate in the planning group of the project, to shape it, guide it and take part in decisions.

3. The Lead Community project will deal with the major educational areas - those in which m ost people are involved at some point in their lifetime: • Supplementary Schools

• Day Schools • JCCs • Israel programs • Early Childhood programs

In addition to these areas, other fields of interest to the specific communities could also be included, e.g. a community might be particularly interested in: • Adult learning • Family education

• Summer camping • Campus programs • Etc ...

4. Most or all institutions of a given area might be involved in the program (e.g. most or all supplementary schools).

5. A large proportion of the community's Jewish population would be involved.

C. VISION

A Lead Community will be characterized by its ongoing interest in the goals of the project. Educational, rabbinic and lay leaders will project a vision of what the community hopes to achieve several years hence, where it wants to be in terms of the Jewish knowledge and behavior of its members, young and adult. This vision could include elements such as:

• adolescents have a command of spoken Hebrew; • intermarriage decreases; • many adults study classic Jewish texts; • educators are qualified and engaged in ongoing training; • supplementary school attendance has increased dramatically;

2


• a locally produced Jewish history curriculum is changing the way the subject is addressed in formal education;

• the local Jewish press is educating through the high level o f its coverage o f key issues.

The vision, the goals, the content of Jewish education would be addressed at two levels:

1. At the communal level the leadership would develop and articulate a notion of where it wants to be, what it wants to achieve.

2. At the level of individual institutions or groups of institutions of similar views (e.g., all Reform schools), educators, rabbis, lay leaders and parents will articulate the educational goals.

It is anticipated that these activities will create much debate and ferment in the community, that they will focus the work of the Lead Communities on core issues facing the Jewish identity of North American Jewry, and that they will demand of communities to face complex dilemmas and choices (e.g., the nature and level of commitment that educational institutions will demand and aspire to). At the same time they will re-focus the educational debate on the content of education.

The Institutions of Higher Jewish Learning, the denominations, the national organizations will join in this effort, to develop alternative visions of Jewish education. First steps have already been taken (e.g., JTS preparing itself to take this role for Conservative schools in Lead Communities).

D. BUILDING THE PROFESSION OF JEWISH EDUCATION

Communities may want to address the shortage of qualified personnel for Jewish education insome of the following ways:

1. Hire 2-3 additional outstanding educators to bolster the strength of educational practice in the community and to energize thinking about the future.

2. Create several new positions, as required, in order to meet the challenges. For example: a director of teacher education or curriculum development, or a director of Israel programming.

3. Develop ongoing in-service education for most educators in the community, by programmatic area or by subject matter (e.g.the teaching of history in supplementary schools; adult education in community centers).

LEAD COMMUNfTIES AT WORK

• a locally produced Jewish history curriculum is changing the way the subject is addressed informal education;

• the local Jewish press is educating through the high level of its coverage of key issues.

The vision, the goals, the content of Jewish education would be addressed at two levels:

1. At the communal level the leadership would develop and articulate a notion of where it wants to be, what it wants to achieve.

2. At the level of individual institutions or groups of institutions of similar views ( e.g., all Reform schools), educators, rabbis, lay leaders and parents will articulate the educational goals.

It is anticipated that these activities will create much debate and ferment in the community, that they will focus the work of the Lead Communities on core issues facing the Jewish identity of North American Jewry, and that they will demand of communities to face complex dilemmas and choices ( e.g., the nature and level of commitment that educational institutions will demand and aspire to). At the same time they will re-focus the educational debate on the content of education.

The Institutions of Higher Jewish Learning, the denominations, the national organizations will join in this effort, to develop alternative visions of Jewish education. First steps have already been taken ( e.g., ITS preparing itself to take this role for Conservative schools in Lead Communities).


Communities may want to address the shortage of qualified personnel for Jewish education in some of the following ways:

1. Hire 2-3 additional outstanding educators to bolster the strength of educational practice

in the community and to energize thinking about the future.

2. Create several new positions, as required, in order to meet the challenges. For example: a director of teacher education or curriculum development, or a director of Israel programming.

3. Develop ongoing in-service education for most educators in the community, by programmatic area or by subject matter ( e.g.the teaching of history in supplementary schools; adult

education in community centers).

3


4. Invite training institutions and other national resources to join in the effort, and invite them to undertake specific assignments in lead communities. (E.g. Hebrew Union College might assume responsibility for in-service education of all Reform supplementary school staff. Yeshiva University would do so for Orthodox day-schools.)

5. Recruit highly motivated graduates of day schools who are students at the universities in the Lead Community to commit themselves to multi-year assignments as educators in supplementary schools and JCCs.

6. Develop a thoughtful plan to improve the terms of employment of educators in the community (including salary and benefits, career ladder, empowerment and involvement of front-line educators in the Lead Community development process.)

Simultaneously the CIJE has undertaken to deal with continental initiatives to improve the personnel situation. For example it works with foundations to expand and improve the training capability for Jewish educators in North America.

E. DEVELOPING COMMUNITY SUPPORT

This could be undertaken as follows:

1. Establishing a wall-to-wall coalition in each Lead Community, including the Federation, the congregations, day schools, JCCs, Hillel etc...

2. Developing a special relationship to rabbis and synagogues.

3. Identify a lay “Champion” who will recruit a leadership group that will drive the Lead Community process.

4. Increase local funding for Jewish education.

5. Develop a vision for Jewish education in the community.

6. Involve the professionals in a partnership to develop this vision and a plan for its implementation.

7. Establish a local implementation mechanism with a professional head.

8. Encourage an ongoing public discussion of and advocacy for Jewish education.

LEAD COMMUNfT"/ES AT WORK

4. Invite training institutions and other national resources to join in the effort, and invite them to undertake specific assignments in lead communities. (E.g. Hebrew Union College might assume responsibility for in-service education of all Reform supplementary school staff. Yeshiva University would do so for Orthodox day-schools.)



Simultaneously the CIJE has undertaken to deal with continental initiatives to improve the personnel situation. For example it works with foundations to expand and improve the training capability for Jewish educators in North America.


This could be undertaken as follows:

1. Establishing a wall-to-wall coalition in each Lead Community, including the Federation, the congregations, day schools, JCCs, Hillel etc ...


3. Identify a lay "Champion" who will recruit a leadership group that will drive the Lead Community process.



6. Involve the professionals in a partnership to develop this vision and a plan for its implementation.

7. Establish a local implementation mechanism with a professional head.

8. Encourage an ongoing public discussion of and advocacy for Jewish education.

4


F. THE ROLE OF THE CIJE IN ESTABLISHING LEAD COM- MUNITIES

The CIJE, through its staff, consultants and projects will facilitate implementation of programs and will ensure continental input into the Lead Communities. The CIJE will make the following available:

1. BEST PRACTICES

A project to create an inventory of good Jewish educational practice was launched. The project will offer Lead Communities examples of educational practice in key settings, methods, and topics, and will assist the communities in “importing,” “translating,” “re-inventing” best practices for their local settings.

The Best Practices initiative has several interrelated dimensions. In the first year the project deals with best practices in the following areas:* Supplementary schools* Early childhood programs* Jewish community centers* Day schools* Israel Experience programs

It works in the following way:

a. First a group of experts in each specific area is recruited to work in an area (e.g., JCCs). These experts are brought together to define what characterizes best practices in their area, (e.g., a good supplementary school has effective methods for the teaching of Hebrew).

b. The experts then seek out existing examples of good programs in the field. They undertake site visits to programs and report about these in writing.

As lead communities begin to work, experts from the above team will be available to be brought into the lead community to offer guidance about specific new ideas and programs, as well as to help import a best practice into that community.

2. MONITORING EVALUA TIONFEEDBACK

The CIJE has established an evaluation project. Its purpose is three-fold:

a. To carry out ongoing monitoring of progress in Lead Communities, in order to assist community leaders, planners and educators in their work. A researcher will be commis sioned for each Lead Community and will collect and analyze data and offer it to


F. THE ROLE OF THE CIJE IN ESTABLISHING LEAD COMMUNITIES


1. BEST PRACTICES

A project to create an inventory of good Jewish educational practice was faunched. The project will offer Lead Communities examples of educational practice in key settings, methods, and topics, and will assist the communities in "importing," "translating," "re-inventing" best practices for their local settings.

The Best Practices initiative has several interrelated dimensions. In the first year the project deals with best practices in the following areas: • Supplementary schools

• Early childhood programs

"' Jewish community centers

"' Day schools • Israel Experience programs


a. First a group of experts in each specific area is recruited to work in an area ( e.g., JCCs). These experts are brought together to define what characterizes best practices in their area, ( e.g., a good supplementary school has effective methods for the teaching of Hebrew).


As lead communities begin to work, experts from the above team will be available to be brought into the lead community to offer guidance about specific new ideas and programs, as well as to help import a best practice into that community.

2. MONITORING EVALUATION FEEDBACK


a. To carry out ongoing monitoring of progress in Lead Communities, in order to assist community leaders, planners and educators in their work. A researcher will be cornmis sioned for each Lead Community and will collect and analyze data and offer it to

5


practitioners for their consideration. The purpose of this process is to improve and correct implementation in each Lead Community.

b. To evaluate progress in Lead Communities — assessing, as time goes on, the impact and effectiveness of each program, and its suitability for replication elsewhere. Evaluation will be conducted by a variety of methods. Data will be collected by the local researcher. Analysis will be the responsibility of the head of the evaluation team with two purposes in mind: 1) To evaluate the effectiveness of individual programs and of the Lead Communities themselves as models for change, and 2) To begin to create indicators (e.g., level of participation in Israel programs; achievement in Hebrew reading) and a database that could serve as the basis for an ongoing assessment of the state of Jewish education in North America. This work will contribute in the long term to the publication of a periodic “state of Jewish education” report as suggested by the Commission.

c. The feedback-loop: findings of monitoring and evaluation activities will be continuously channeled to local and CIJE planning activities in order to affect them and act as an ongoing corrective. In this manner there will be a rapid exchange of knowledge and mutual influence between practice and planning. Findings from the field will require ongoing adaptation of plans. These changed plans will in turn, affect implementation and so on.

During the first year the field researchers will be principally concerned with three ques-tions:

(a) What are the visions for change in Jewish education held by members of the communities? How do the visions vary among different individuals or segments of the community? How vague or specific are these visions?

(b) What is the extent of community mobilization for Jewish education? Who is involved, and who is not? How broad is the coalition supporting the CIJE’s efforts? How deep is participation within the various agencies? For example, beyond a small core of leaders, is there grass-roots involvement in the community? To what extent is the community mobilized financially as well as in human resources?

(c) What is the nature of the professional life of educators in this community? Under what conditions do teachers and principals work? For example, what are their salaries and benefits? Are school faculties cohesive, or fragmented? Do principals have offices? What are the physical conditions of classrooms? Is there administrative support for innovation among teachers?

The first question is essential for establishing that specific goals exist for improving Jewisheducation, and for disclosing what these goals are. The second and third questions concern

6

UAD COMMUNITIES AT WORK

practitioners for their consideration. The purpose of this process is to improve and correct implementation in each Lead Community.

b. To evaluate progress in Lead Communities - assessing, as time goes on, the impact and effectiveness of each program, and its suitability for replication elsewhere. Evaluation will be conducted by a variety of methods. Data will be coilected by the local researcher. Analysis will be the responsibility of the head of the evaluation team with two purposes in mind: 1) To evaluate the effectiveness of individual programs and of the Lead Communities themselves as models for change, and 2) To begin to create indicators ( e.g., level of participation in Israel programs; achievement in Hebrew reading) and a database that could serve as the basis for an ongoing assessment of the state of Jewish education in North America. This work will contribute in the long term to the publication of a periodic "state of Jewish education" report as suggested by the Commission.

c. The feedback-loop: findings of monitoring and evaluation activities will be continuously channeled to local and CIJE planning activities in order to affect them and act as an ongoing corrective. In this manner there will be a rapid exchange of knowledge and mutual influence between practice and planning. Findings from the field will require ongoing adaptation of plans. These changed plans will in turn, affect implementation and so on.

During the first year the field researchers will be principally concerned with three questions:

(a) What are the visions for change in Jewish education held by members of the communities? How do the visions vary among different individuals or segments of the community? How vague or specific are these visions?

(b) What is the extent of community mobilization for Jewish education? Who is involved, and who is not? How broad is the coalition supporting the CIJE's efforts? How deep is participation within the various agencies? For example, beyond a small core of leaders, is there grass-roots involvement in the community? To what extent is the community mobilized financially as well as in human resources?

(c) What is the nature of the professional life of educators in this community? Under what conditions do teachers and principals work? For example, what are their salaries and benefits? Are school faculties cohesive, or fragmented? Do principals have offices? What are the physical conditions of classrooms? Is there administrative support for innovation among teachers?

The first question is essential for establishing that specific goals exist for improving Jewish education, and for disclosing what these goals are. The second and third questions concern

6


the “enabling options” decided upon in^l Time to A c t , the areas of improvement which are essential to the success of Lead communities: mobilizing community support, and building a profession of Jewish education.

3. PROFESSIONAL SERVICES

The CIJE will offer professional services to Lead Communities, including:

a. Educational consultants to help introduce best practices.

b. Field researchers for monitoring, evaluation and feed-back.

c. Planning assistance as required.

d. Assistance in mobilizing the community.

4. FUNDING FACILITATION

The CUE will establish and nurture contacts between foundations interested in specific programmatic areas and Ix ad Communities that are developing and experimenting with such programs (e.g., the CRB Foundations and youth trips to Israel; MAF and personnel training; Blaustein and research).

5. LINKS WITH PURVEYORS OR SUPPORTERS OF PROGRAMS

The CUE will develop partnerships between national organizations (e.g., JCCA, CLAL, JESN A CAJE), training institutions and Lead Communities. These purveyors could undertake specific assignments to meet specific needs within Lead Communities.

G. LEAD COMMUNITES AT WORK

The Lead Community itself could work in a manner very similar to that of the CUE. In fact, it is proposed that a local commission be established to be the mechanism that will plan and see to the implementation and monitoring of programs.

What would this local mechanism (the local planning group) do?

a. It would convene all the actors;

b. It would launch an ongoing planning process; and

c. It would deal with content in the following manner.

7


the "enabling options" decided upon in A Time to Act, the areas of improvement which are essential to the success of Lead communities: mobilizing community support, and building a profession of J ewish education.

3. PROFESSIONAL SERVICES

The CUE will offer professional services to Lead Communities, including:





4. FUNDING FACILITATION

The CIJE will establish and nurture contacts between foundations interested in specific programmatic areas and Lead Communities that are developing and experimenting with such programs (e.g., the CRB Foundations and youth trips to Israel; MAF and personnel training; Blaustein and research).

5. LINKS WITH PURVEYORS OR SUPPORTERS OF PROGRAMS

The CUE will develop partnerships between national organizations (e.g., JCCA, CLAL, JESNA, CAJE), training institutions and Lead Communities. These purveyors could undertake specific assignments to meet specific needs within Lead Communities.


The Lead Community itself could work in a manner very similar to that of the CUE. In fact, it is proposed that a local commission be established to be the mechanism that will plan and see to the implementation and monitoring of programs.

What would this local mechanism (the local planning group) do?

a. It would convene all the actors;

b. It would launch an ongoing planning process; and

c. It would deal with content in the following manner.

7


1. It could make sure that the content is articulated and is implemented.

2. Together with the team of the Best Practices project and with the Chief Education Officer, it would integrate the various content and programmatic components into a whole. For example: it could integrate formal and informal programs.

It could see to it that in any given area (e.g., Israel experience) the vision piece, the goals, are articulated by the various actors and at the various levels:

• by individual institutions• by the denominations• by the community as a whole.

In addition, dealing with the content might involve having a “dream department” or “blueskying unit,” aimed at dealing with innovations and change in the programs in the community.

H. LAUNCHING THE LEAD COMMUNITY - YEAR ONE

During its first year (1992/93) the project will include the following:

I. Negotiate an agreement with the CIJE including:

a. Detail of mutual obligations;

b. Process issues — working relations within the community and between the community, the CIJE and other organizations

c. Funding issues;

d. Other.

2. Establish a local planning group, with a professional staff and with wall-to-wall representation.

3. Gearing-up activities, e.g., prepare a 1-year plan, undertake a self-study (see 6 below), prepare a 5-year plan.

4. Locate and hire several outstanding educators from outside the community to begin work the following year (1993/94).

5. Preliminary implementation of pilot projects that result from prior studies, interests, communal priorities.

6. Undertake an educational self-study, as part of the planning activities:


1. It could make sure that the content is articllllated and is implemented.

2. Together with the team of the Best Practices project and with the Chief Education Officer, it would integrate the various content and programmatic components into a whole. For example: it could integrate formal and informal programs.

It could see to it that in any given area ( e.g., Israel experience) the vision piece, the goals, are articulated by the various actors and at the various levels:

• by individual institutions • by the denominations • by the community as a whole.

In addition, dealing with the content might involve having a "dream department" or "blueskying unit," aimed at dealing with innovations and change in the programs in the community.

H. LAUNCHING THE LEAD COMMUNITY - YEAR ONE


1. Negotiate an agreement with the CIJE including:


b. Process issues - working relations within the community and between the community, the CUE and other organizations

c. Funding issues;

d. Other.

2. Establish a local planning group, with a professional staff and with wall-to-wall representation.

3. Gearing-up activities, e.g., prepare a 1-year plan, undertake a self-study (see 6 below), prepare a 5-year plan.




8


Most communities have recently completed social and demographic studies. Some have begun to deal with the issue of Jewish continuity and have taskforce reports on these. Teachers studies exist in some communities. All of these will be inputs into the self-study. However, the study itself will be designed to deal with the important issues of Jewish education in that community. It will include some of the following elements:

a. Assessment of needs and of target groups (clients).

b . R ates of p articip ation.

c. Preliminary assessment of the educators in the community (e.g., their educational backgrounds).

The self-study will be linked with the work of the monitoring, evaluation and feedback project.

Some of the definition of the study and some of the data collection will be undertaken with the help of that project’s field researcher.

9


Most communities have recently completed social and demographic studies. Some have begun to deal with the issue of Jewish continuity and have taskforce reports on these. Teachers studies exist in some communities. All of these will be inputs into the self-study. However, the study itself will be designed to deal with the important issues of Jewish education in that community. It will include some of the following elements:

a. Assessment of needs and of target groups (clients).

b.. Rates of participation.

c. Preliminary assessment of the educators in the community (e.g., their educational back-grounds).


Some of the definition of the study and some of the data collection will be undertaken with the help of that project's field researcher.

9

August 10, 1992LEAD COMMUNITIES AT WORK

A. INTRODUCTION

The Commission on Jewish Education in North America completed its w o r k with five r ecommendations. The e s t a b l i s h m e n t of Lead communities is one of those recommendations, but it is also the means or the place where the other recommendations will be played out and implemented. Indeed, a lead community will demonstrate 1o c a l l y , how t o :


2. M o b i l i z e c o m m u n i t y support to the cause of Jewish educati o n ;

3. Develop a research capability which will provide the knowledge needed to inform decisions and guide d e v elopment. In Lead C o m m u n i t i e s this will be und e r t a k e n through the m o n i t o r i n g , e v a l u a t i o n and feedback project;

4. Establish an im p l e m e n t a t i o n m e c h a n i s m at the local level, parallel to the Council for I n i t i a t i v e s in Jewish Education, to be a c a t a l y s t for the implementation of these recommendations;

5. The fifth r e c o m m e n d a t i o n is, of course, the lead community itself, to function as a local laboratory for Jewish education.


1. A Lead Community will be an entire community engaged in a major development and improvement program of its Jewish education. Three model communities will be chosen to demonstrate what can happen where there is an infusion of outstanding personnel into the educational system, where the i m p o r t a n c e of Jewish education is recognized by the community and its leadership and where the necessary resources are secured to meet additional needs.

The vi sion and p r o g r a m s de veloped in Lead C o m m u n i t i e s will demonstrate to the Jewish Community of North America what Jewish education at its best can achieve.

2. The Lead Community project will involve all or most Jewish education actors in that community. It is expected that lay leaders, educators, rabbis and heads of educational institutions of all ideological streams and points of view will participate in the planning group of the project, to shape it, guide it and take part in decisions.

.. August 10, 1992


A. INTRODUCTION

The Commission on Jewish Education in No rth America completed its work with five recommendations. The estab l ishment of Lead communities is one of those recommendations, but it is also the means or the place where the other recommendations will be played out and imp l emented. Indeed, a lead community will demonstrate locally, how to:



3. Devel op a research capability which wi 11 provide the knowledge needed to inform decisions and guide development. In Lead Communities this wil I be undertaken through the monitoring, evaluation and feedback project;

4 . Establish an implementation mechanism at the local level, parallel to the Council for Initiatives in Jewish Education, to be a catalyst for the implementation of these recommendations;

5. The fifth recommendation is , of co urse, the lead community itsel f, to funct i on as a local laboratory for Jewish education.


1 . A Lead Community wi 11 be an entire commun i ty engaged in a major deve 1 opment and improvement program of its Jewish education . Three model communities will be chosen to demonstrate what can happen where there is an infusion of outstanding personnel into the educational system, whe r e the i mportance of Jewish education is recognized by the commu nity and its leadership and where the necessary resources a re secured to meet add it i ona 1 needs.

The vision and programs developed in Lead Communit i es will demonstrate to the Jewish Community of North America what Jewish education at its best can achieve.

2. The Lead Community project wi 11 involve all or most Jewish education actors in that community. It is expected that lay leaders, educators, rabbis and heads of educational institutions of all ideological streams and points of view wil l participate in the planning group of the project, to shape it, guide i t and take part in decisions.

1

3. The Lead Community project will deal with the major educa-tional areas — those in which most people are involved at somepoint in their lifetime:

- Supplementary Schools -Day Schools- JCCs- Israel programs- Early Childhood programs

In addition to these areas, other fields of interest to thespecific communities will also be included, e.g. a community might be particularly interested in:

- Adult learning- Family education- Summer camping- Campus programs- e t c . ..

4. Most or all institutions of a given area will be involved in the program (e.g. most or all supplementary schools).

5. A large proportion of the community's Jewish population will be involved.

C. VISION

A Lead Community will be characterized by its ongoing interest in the goals of the project. Educational, rabbinic and lay leaders 73 will project a vision of what the community hopes to achieve several years hence, where it wants to be in terms of the Jewish knowledge and behavior of its members, young and adult. This vision could include elements such as:

- adolescents have a command of spoken Hebrew;- intermarriage decreases;- many adults study classic Jewish texts;- educators are qualified and engaged in ongoing training*- supplementary school attendance has increased dramatically;- a locally produced Jewish history curriculum is changing the

way the subject is addressed in formal education;- the local Jewish press is educating through the high level of

its coverage of key issues.

The vision, the goals, the content of Jewish education will be addressed at two levels:

1. At the communal level the leadership will develop and articulate a notion of where it wants to be, what it wants to achieve.

2. At the level of individual institutions or groups of institutions of similar views (e.g., all Reform schools), educators,

2

3. The Lead Community project will deal with the major educational areas -- those in which most people are involved at some point in their lifetime:

- Supplementary Schools -Day Schools - JCCs - Israel programs - Early Childhood programs

In addition to these areas, other fields of interest to the specific communities will also be included, e.g. a community might be particularly inte res ted in:

- Adult learning - Family education

Summer campi ng - Campus programs - etc ...

4. Most or all institutions of a given area will be involved in the program (e.g. most or all supplementary schools).

5. A large proportion of the community's Jewish population will be involved.

C. VISION

A Lead Community wi ll be characterized by its ongoing interest in the goals of the project. Educational, rabbinic and lay leaders 73 will project a vision of what the community hopes to achieve several years hence, where it wants to be in terms of the Jewish knowledge and behavior of its members, young and adult. This vision could include elements such as:

- adolescents have a command of spoken Hebrew; - intermarriage decreases; - many adults study classic Jewish texts; - educators are qualified and engaged in ongoing training·

supplementary school attendance has increased dramaticaily; - a locally produced Jewish history curriculum is changing the

way the subject is addressed in formal education; - the local Jewish press is educating through the high level of

its coverage of key issues.

The vision, the goals, the content of Jewish education will be addressed at two levels:

1. At the communal level the leadership will develop and articulate a notion of where it wants to be, what it wants to achieve.

2. At the level of individual institutions or groups of institutions of similar views (e.g., all Reform schools), educators,

2

rabbis, lay leaders and parents will articulate the educational g o a l s .

It is anticipated that these activities will create much debate and ferment in the community, that they will focus the work of the Lead Communities on core issues facing the Jewish identity of North American Jewry, and that they will demand of communities to face complex dilemmas and choices (e.g., the nature and level of commitment that educational institutions will demand and aspire to). At the same time they will re-focus the educational debate on the content of education.



Communities will want to address the shortage of qualified personnel for Jewish education in the following ways:


2. Create several new positions, as required, in order to meet the challenges. For example: a director of teacher education or curriculum development, or a director of Israel programming.

3. Develop ongoing in-service education for most educators in the community, by programmatic area or by subject matter (e.g.the teaching of history in supplementary schools; adult education in community centers).

4. Invite training institutions and other national resources tojoin in the effort, and invite them to undertake specific assign-me n t s in lead communities. (E.g. Hebrew Union C o l l e g e m i g h t assume responsibility for in-service education of all Reform supplementary school staff. Yeshiva University would do so for day-schools)


6. Develop a thoughtful plan to improve the terms of employment of educators in the community (including salary and benefits, career ladder, empowerment and involvement of front-line educators in the Lead Community development process.)

Simultaneously the CIJE has undertaken to deal with continental

3

rabbis, lay leaders and parents will articulate the educational goals.

It is anticipated that these activities will create much debate and ferment in the community

1 that they will focus the work of

the Lead Communities on core issues facing the Jewish identity of North American Jewry, and that they will demand of communities to face complex dilemmas and choices (e.g., the nature and level of commitment that educational institutions will demand and aspire to). At the same time they will re-focus the educational debate on the content of education.



Communities will want to address the shortage of qualified personnel for Jewish education in the following ways:


2. Create several new positions, as required, in order to meet the challenges. For example: a director of teacher education or curriculum development, or a di rector of Israel programming.

3. □eve lop ongoing in-service education for most educators in the community, by programmatic area or by subject matter (e.g.the teaching of history in supplementary schools; adult education in community centers).

4. Invite training institutions and other national resources to join in the effort, and invite them to undertake specific assignments in lead communities. (E.g. Hebrew Union College might assume responsibility for in-service education of all Reform supplementary school staff. Yeshiva University would do so for day-schools)

5. Recruit highly motivated graduates of day schools who are students at the universities in the Lead Community to commit themse 1 ves to multi -year assignments as educ a tors in suppl ementa ry schools and JCCs.


Si mu 1 taneous 1 y the CIJ E has undertaken to deal with continental

3

initiatives to improve the personnel situation. For example it works with foundations to expand and improve the training capability for Jewish educators in North America.


This will be undertaken as follows:

1. Es t a b l i s h i n g a wall to wall c o a l i t i o n in each Lead C o mmunity, i n c luding the Federation, the c o n g r e g a t i o n s , day schools, JCCs, Hi 11 el etc..


3. Identify a lay "Champion" who will recruit a leadershipgroup that will drive the Lead community process.




7. Establish a local implementation mechanism with a profes-sional head.

8. Encourage an ongoing public discussion of and advocacy forJewish education.

F. THE ROLE OF THE CIJE IN ESTABLISHING LEAD COMMUNITIES:

The CIJE, through its staff, c o n s u l t a n t s and p r o j e c t s will facilitate implementation of programs and will ensure continental input into the Lead Communities. The CIJE will make the following avai1able:

1. Best Practices

A project to create an inventory of good Jewish educational practice was launched. The project will offer Lead Communities examples of educational practice in key settings, methods, and topics, and will assist the c o m m u n i t i e s in "impor t i n g , " "translating," "re-inventing" best p r a c t i c e s for th e i r local setti n g s .

The BestPractices initiative has several interrelated dimensions. In the first year (1991/92) the project deals with best practices in the following areas:

— Supplementary schools

4

initiatives to improve the personnel situation. For example it works with foundations to expand and improve the training capability for Jewish educators in No r th America .


This wi ll be undertaken as follows:

1. Establishing a wall to wall coalition in each Lead Community, includ i ng the Federation, the congregations, day schools, JCCs, Hillel etc ..

2 . Developing a special relationship to rabbis and synagogues.

3. Identify a lay 11 Champion 11 who will recru it a leadership group that will drive the Lead community process .

4. Increase local funding for Jewish education .



7. Establish a local implementation mechanism with a profes-sional head.

8. Encourage an ongoing public discussion of and advocacy for Jewish education .

F. THE ROLE OF THE CIJE IN ESTABLISHING LEAD COMMUNITIES:


1. Best Pract i ces

A project to create an i nventory of good Jewish educational practice was 1 aunched. The project wi 11 off er Lead Communities examples of educational practice in key settings, methods, and topics. and will assist the communities in 11 importing, 11

11 translating, 11 "re-inventing" best practices for their local settings.

The Best Practices initiative has several interrelated dimensions . In the first year (1991/92) the project deals with best practices in the following areas :

-- Suppl ementary schools

4

— Early childhood programs— Jewish community centers— Day schools— Israel Experience programs


a. First a group of experts in each specific area is recruited to work in an area (e.g., JCCs). These experts are brought together to define what characterizes best practices in their area, (e.g., a good supplementary school has effective methods for the teaching of Hebrew).

b. The experts then seek out existing examples of good programs in the field. They u n d e r t a k e site visits to programs and report about these in writing.

As lead communities begin to work, experts from the above te am will be b r o ught into the lead c o m m u n i t y to offer guidance about specific new ideas and programs, as well as to help import a best practice into that community.

2. Monitoring Evaluation Feedback


a. to carry out ongoing monitoring of progress in Lead Communities, in order to assist community leaders, planners and educators in their work. A researcher will be commissioned for each Lead Community and will collect and analyze data and offer it to practitioners for their consideration. The purpose of this process is to improve and c o r r e c t implementation in each Lead Community.

b. to evaluate progress in Lead Communities — assessing, as time goes on, the impact and e f f e c t i v e n e s s of each program, and its suita b i l i t y for r e p l i c a t i o n elsewhere. Evaluation will be conducted by a variety of methods. Data will be collected by the local researcher. Analysis will be the responsibility of the head of the evaluation team with two purposes in mind: 1) To evaluate the effectiveness of individual programs and of the Lead Communities themselves as models for change, and 2) To begin to create indicators (e.g., level of participation in Israel programs; achievement in Hebrew reading) and a database that could serve as the basis for an ongoing assessment of the state of Jewish education in North America. This work will contribute in the long term to the publication of a periodic "state of Jewish education" report as suggested by the Commission.

c. The feedback-1 p o d : f indings of m o n i t o r i n g ande v a l u a t i o n a c t i v i t i e s will be c o n t i n u o u s l y c h a n n e l e d to local and CIJE planning activities in order to affect them and act as an ongoing corrective. In this manner there will

5

Early childhood programs Jewish community centers Day schools Israel Experience programs


a. First a group of experts in each specific area is recruited to work i n an area (e.g., JCCs). These experts are brought together to define what characterizes best practices in their area, (e.g., a good supplementary school has effective methods for the teaching of Hebrew).


As lead communities begin to work, experts from the above team will be brought into the lead community to offer guidance about specific new ideas and programs, as we ll as to help import a best practice into that community.

2. Monitoring Evaluation Feedback

The CIJE has established an evaluation project. Its purpose is th ree-fold:

a. to carry out onaoi na moni tori na of oroaress in Lead Communities, in order to assist community leaders, planners and educators in their work . A researcher wi 11 be commi ss i oned for each Lead Community and wi 11 co 11 ect and ana 1 yze data and offer it to practitioners for their consideration. The purpose of this process is to improve and correct implementation in each Lead Community.

b. to evaluate oroaress in Lead Communities -- assessing, as time goes on, the impact and effectiveness of each program, and its suitabi lity for replication elsewhere. Ev al uat ion wi 11 be conducted by a variety of methods. Data will be collected by the local researcher . Analysis will be the responsibility of the head of the evaluation team with two purposes in mind: 1) To evaluate the effectiveness of ind i vi dual programs and of the Lead Communities th emse 1 ves as models for change, and 2) To begin to create indicators (e.g., level of participation in Israel programs; achievement in Hebrew reading) and a database that could serve as the basis for an ongoing assessment of the state of Jewish education in North America. This work will contribute in the long term to the publication of a periodic 11 state of Jewish education 11 report as suggested by the Commission.

c. The feedback-looo: findings of monitoring and evaluation activities will be continuously channeled to l o cal and CI J E p 1 an n i n g act i vi ti es i n order to affect th em and act as an ongoing corrective. In this manner there will

5

be a rapid e x c h a n g e of k n o wledge and mutual i n f l u e n c e between practice and planning. Findings from the field will require ongoing adaptation of plans. These changed plans will in turn, affect implementation and so on.

D u r i n g the first y e a r the field r e s e a r c h e r s will be principally concerned with three questions:

(a) What are the vi sions for change in Jewish education held by members of the communities? How do the visions vary among different individuals or segments of the community? How vague or specific are these visions?

J5J1What is the extent of community mobilization for

lewish education? Who is involved, and who is not? How broad is the coalition supporting the CIJE's efforts? How deep is p a r t i c i p a t i o n wit h i n the various a g e n c i e s ? For example, be yond a small core of leaders, is there g r a s s - r o o t s i n v o l v e m e n t in the community? To what extent is the c o m m u n i t y m o b i l i z e d f i n a n c i a l l y as well as in human resources?

(c) What is the nature of the professional life of educators in this community? Under what conditions do teachers and principals work? For example, what are their salaries and benefits? Are school faculties cohesive, or fragmented? Do principals have offices? What are the physical conditions of classrooms? Is there administrative support for innovation among teachers?

The first q u e s t i o n is essential for e s t a b l i s h i n g that specific goals exist for improving Jewish education, and for d i s c l o s i n g what these goals are. The second and th ird questions concern the "enabling options" decided upon in A Time to Act , the areas of improvement which are essential to the success of Lead communities: mobilizing community support, and building a profession of Jewish education.

3. Professional services:

The CIJE will offer professional services to Lead Communities, i ncludi n g :

a. Educational consultants to help i n t r o d u c e best practi c e s .

b. Field researchers for monitoring, evaluation and feedback.



6

be a rapid exchange of knowledge and mutual influence between practice and planning . Findings from the field will require ongoing adaptation of plans. These changed plans will in turn, affect implementation and so on.

During the first year the field researchers wi 11 be principally concerned with three questions:

(a) What are the visions for change in Jewish education held by members of the communities? How do the visions vary among different ind iv i dua 1 s or segments of the community? How vague or specific are these visions?

(b) What is the extent of communitv mob il ization for Jewish education? Who is involved, and who is not? How broad is the coalition supporting the CIJE's efforts? How deep is participation within the various agencies? For example, beyond a sma 11 core of 1 eaders is there grass-roots involvement in the community? to what extent is the community mobilized financially as well as in human resources?

(c) What is the nature of the orofessional life of educators in this community? Under what cond it i ans do teachers and principals work? For example, what are their salaries and benefits? Are school faculties cohesive, or fragmented? Do principals have offices? Wh at are the physical conditions of classrooms? Is there administrative support for innovation among teachers?

The first question is essential for establi shing that specific goals exist for improving Jewish education, and for disclosing what these goals are. The second and third questions concern the "enabling options" decided upon in A Time to Act , the areas of improvement which are essential to the success of Lead communities: mobilizing community support, and building a profession of Jewish education.

3. Professional services:

The CIJE will offer professional services to Lead Communities, including:





6

4. Funding facilitation

The CIJE will establish and nurture contacts between foundations interested in specific programmatic areas and Lead Communities that are developing and experimenting with such programs (e.g.. the CRB Foundations and youth trips to Israel; MAF and personnel training; Blaustein and research).

5. Links with purveyors or supporters of programs

The C U E will develop partnerships between national organizations (e.g., JCCA, CLAL, JESNA, CAJE), training institutions and LeadCommunities. These purveyors will undertake specific assignmentsto meet specific needs within Lead Communities.


The Lead Community itself will work in a manner very similar to that of the C U E . In fact, it is proposed that a local " C U E " should be established to be the mechanism that will plan and see to the implementation and monitor the programs. What will this local mechanism (from hereonin: "the local planning group") do?

a. It will convene all the actors;b. It will launch an ongoing planning process; andc. It will deal with content in the following manner.

1. It will make sure that the content is articulated and is implemented.

2. Together with Barry Holtz and his team, and withShulamith Elster integrate the various content components and p r o g r a m m a t i c components into a whole. For example:integrate formal and informal programs. In terms of the Israel Experience that the vision piece, the goals, arearticulated by the various actors and at the various levels:

by individual institutionsby the denominationsby the communmity as a whole.

In addition, dealing with the content will involve having a "dream department" or "blueskying unit," aimed at dealing with innovations and change in the programs in the community (see Barry Holtz' paper).

H. LAUNCHING THE LEAD COMMUNITY -- YEAR ONE

During its first year (1992/93) the project will include the fol1owi n g :

T. Negotiate an agreement with the C U E that includes:


7

4. Funding facilitation

The CIJE will establish and nurture contacts between foundations interested in specific programmatic areas and Lead Communities that are developing and experimenting with such programs (e.g.; the CRB Foundations and youth trips to Israel; MAF and personne training; Blaustein and research).

5 . Links with purveyors or supporters of programs

The CIJE will develop partnerships between national organizations (e.g., JCCA, CLAL, JESNA, CAJE), training institutions and Lead Communities. These purveyors wi 11 undertake specific assignments to meet specific needs within Lead Communities.


The Lead Community itself will work in a manner very similar to that of the CIJE. In fact, it is proposed that a local 11 CIJE" should be established to be the mechanism that will plan and see to the implementation and monitor the programs . What will this local mechanism (from hereonin: "t he local planning group") do?

a. It will convene all the actors; b. It will launch an ongoing planning process; and c. It will deal with content in the fo l lowing manner.

1. It wi 11 make sure that the conten t is articulated and is implemented.

2. Together with Barry Holtz and his team, and with Shul ami th El ster integrate the various content components and programmatic components into a whole . For example: integrate formal and informal programs. In terms of the Israel Experience that the vision piece, the goals, are articulated by the various actors and at the various levels:

by individual institutions by the denominations by the communmity as a whole .

In addition, dealing with the content will involve having a "dream department" or "blueskying unit," aimed at dealing with innovations and change in the programs in the community (see Barry Holtz' paper).

H. LAUNCHING THE LEAD COMMUNITY -- YEAR ONE


1. Negotiate an agreement with the CIJE that includes:


7

b. Proces s issues — work i n g r e l a t i o n s w i t h i n thecommunity and between the community, the CIJE and otherorgani zati ons

c. Funding issues;

d. Other.

2. Establish a local planning group, with a professional staff, with wall-to-wall representation.

3. G e a r i n g - u p activi ties, e.g., prepare a 1-year plan,undertake a self-study (see 6 below), prepare a 5-year plan.


5. Preliminary implementation of pilot projects that resultfrom prior studies, interests, communal priorities.

6. Undertake an educational self-study, as part of the planning acti viti e s :

Most communities have recently completed social and demographicstudies. Some have begun to deal with the issue of Jewish continuity and have taskforce reports on these. Teachers studies exist in some communities. All of these will be inputs into the self- study. However, the study itself will be designed to deal with the important issues of Jewish education in that community. It will include some of the following elements:

a. Assessment of needs and of target groups (clients).b. Rates of participation.c. Preliminary assessment of the educators in the community(e.g., their educational backgrounds).


Some of the definition of the study and some of the data collection will be undertaken with the help of that project's field V3 researcher.

8

b . Process issues working relations within the community and between the community, the C IJ E and other organizations

c. Funding issues;

d. Other.

2 . Establish a local planning group, with a professional staff, with wall-to-wall representation.

3. Gearing-up activit i es, e.9., prepare a 1-year plan, undertake a self-study (see 6 below), prepare a 5-year plan.




Most communities have recently completed social and demographic studies. Some have begun to deal with the issue of Jewish continuity and have taskforce reports on these. Teachers studies exist in some communities. All of these will be inputs into the selfstudy. However, the study itself will be designed to deal with the important issues of Jewish education in that community . It will include some of the following elements:

a. Assessment of needs and of target groups (clients) . b. Rates of participation. c. Preliminary assessment of the educ a to rs in the communi ty (e.g., their educational backgrounds) .


Some of the definition of the study and some of the data collection will be undertaken with the help of that project's field V3 researcher.

* * * * * * * *

8

Received: by HUJIVMS via NJE (HUyMai1-V61); Wed, 06 Oct 93 23:03:39 +0200

Date: Wed, 6 Oct 1993 16:03 CDT

From: <GAMORAN@WISCSSC>

Subject: Atlanta search

To: ALANHOF@HUJIVMS

Origina1_T0: ALANHOF

A 1 a n ,

I'm writing to tell you about our progress in the search for a

field researcher for Atlanta. I think we have a serious candidate.

William Robinson is a Ph.D. candidate in Political Science and

Anthropology at Rutgers, writing his dissertation on rabbinic

authority in the progressive movement in Israel. He is interested

in Jewish religious movements in the United States as well, and

sees the CIJE as an opportunity to pursue these interests. Although

education is not central to his research, he speaks thoughtfully

about Jewish education and recognizes its centrality for understanding

the American Jewish community. He has five years' teaching experience

in reform Jewish religious schools.

I have read the completed portion of his dissertation, which is

entirely theoretical, and found it intelligent and lucid. His

empirical work, which is not yet written up, is both qualitative and

quantitative; the quantitative work centers on a survey he administered

. about 150 congregants of progressive congregations in Israel. The

survey instrument, which he created, appears reasonable, and although I

would not call him a survey expert, I think he is competent enough to

run surveys under supervision from Ellen and me. (He created both

English and Hebrew versions of the instrument; I've only seen the

English version.) Samples of pre-dissertation quantitative work he has

sent indicate he would be capable of the straightforward analyses of data

required by our project.

I spoke with his advisor, Myron (Mike) Aronoff, who attested to

Robinson's positive qualities: Bright, a quick learner, a self-starter,

creative, broadly trained, strong interest in modern Jewish life, and

Received: by HUJIVMS via NJE (HUyMail - V61); Wed, 06 Oct 93 23:03:39 +0200 Date: Wed, 6 Oct 1993 16:03 CDT From: <GAMORAN@WISCSSC> Subject: Atlanta search To: ALANHOF@HUJIVMS Original To: ALANHOF

Alan,

I'm writing to tell you about our progress in the search for a field researcher for Atlanta. I think we have a serious candidate.

William Robinson is a Ph.D. candidate in Political Science and hnthropo logy at Rutgers, writing his dissertation on rabbinic ctuthority in the progressive movement in Israel. He is interested in Jewish relig i ous movements in the United States as well , and

sees the CIJE as an opportunity to pursue these interests. Although education is not central to his research, he speaks thoughtfully about Jewish education and recognizes its centrality for understanding the American Jewish community. He has five years' teaching experience in reform Jewish religious school s.

I have read the completed portion of his dissertation, which is entirely theoretical, and found it intelligent and lucid . His empirical work, which is not yet written up, is both qualitative and quantitative; the quantitative work centers on a survey he administered

. about 150 congregants of progressive cong regations in Israel. The survey instrument, which he created, appears reasonable, and although I would not call him a survey expert, I think he is competent enough to run surveys under supervision from Ellen and me . (He created both English and Hebrew versions of the instrument; I've only seen the English version.) Samples of pre-dissertation quantitative work he has sent indicate he would be capable of the straightforward analyses of data required by our project.

I spoke with his advisor, Myron (Mike) Aronoff, who attested to Robinson's positive qualities: Bright, a quick learner, a self-starter, creative, broadly trained, strong interest in modern Jewish life, and

solid knowledge of the institutional organization of Jewish communities.

The main advantage for our project is that Robinson is both interested

in and knowledgeable about Jewish communities and institutions; not

Atlanta specifically, of course, but communities in general. This

would be a big plus for us, since as you'll recall one of our weaknesses

last year was that the project turned out not to be about education, but

about communities, yet our staff (especially Ellen and I) mainly know

about education and not communities. While the balance of emphasis will

presumably shift over time, community dynamics will undoubtedly be

central to CIJE for some time to come, far more than I had originally

anticipated. The down side is that Robinson is less knowledgeable about

education; but he does have experience as a Jewish educator, and he

knows about the place of education in the Jewish community.

As for the rest of our search, I believe we have searched Altanta

exhaustively, through our canvassing of all the local institutions

of higher education. However, our search has probably not been

exhaustive on a national level (we placed one ad in the Chronicle, which

generated about 15 application, including Robinson's), so if we decide

not to hire Robinson, we should reopen the search nationally.

I am now sending materials to Robinson to help him better understand

the CIJE, its mission, and the role of the Atlanta field researcher,

including the survey responsibilities we envision. I want him to

understand the job, and I want to make sure he recognizes the applied

nature of the work. If I am satisfied on this point, and he is still

terested, I would like to interview him, and I would like your permission

to do so. I would fund the cost of the interview out of the "salaries"

category in the MEF budget, which is under budget since we have only been

paying two field researchers. I would try to schedule the interview

for November 7, when the MEF team is scheduled to meet in Nashville

to work on our reports on mobilization and visions. That way he would

have an opportunity to interact with all members of the team. The

candidate's ability to work in a team is an important quality for our

staff.

Please let me know what you think, and also let me know if you'd like

any additional information at this time.

solid knowledge of the institutional organization of Jewish communities .

The main advantage for our project is that Robinson is both interested in and knowledgeable about Jewish communities and institutions; not Atlanta specifically, of course, but communities in general. Thi s would be a big plus for us, since as you'll recal l one of our weaknesses last year was that the project turned out not to be about education, but about communities, yet our staff (especially Ellen and I) mainly know about education and not communities . While the balance of emphasis will presumably shift over time, community dynamics will undoubtedly be central to CIJE for some time to come, far more than I had originally anticipated . The down side is that Robinson is less knowledgeable about education; but he does have experience as a Jewish educator, and he k~ows about the place of education in the Jewish community.

As for the rest of our search, I believe we have searched Altanta exhaustively, through our canvassing of all t he local institutions of higher education. However, our search has probably not been exhaustive on a national level (we placed one ad in the Chronicle, which generated about 15 application, including Robinson's), so if we decide not to hire Robinson, we should reopen the search nationally .

I am now sending materials to Robinson to help him better understand the CIJE, its mission, and the role of the Atlanta fie ld researcher, including the survey responsibilities we envision. I want him to understand the job, and I want to make sure he recognizes the applied nature of the work. If I am satisfied on this point, and he is still

terested, I would like to interview him, and I would like your permission to do so. I would fund the cost of the interview out of the "salaries" category in the MEF budget, which is under budget since we have only been paying two field researchers. I would try to schedule the interview for November 7, when the MEF team is scheduled to meet in Nashville to work on our reports on mobilization and visions. That way he would have an opportunity to interact with all members of the team. The candidate's ability to work in a team is an important quality for our staff. Please let me know what you think, and also let me know if you'd like any additional information at this time.

Yours,

Adam

BMAIL>

Yours,

Adam

BMAIL>

Feedback Meiaorandu® to CIJE Staff on Atlanta

Wednesday dctober 6, 1993prepared by Roberta Goodman

I have maintained contact with Atlanta although my contact is more limited than with Milwaukee in terms of: 1) the number^of informants and 2) all mv contact is through phone conversations without the benefit of direct observation. I have also spoken to Gail and Alan about their Atlanta experiences.

X address the following topics in this memorandum:

1) Atlanta's Reaction to its C U E Encounters״2) Atlanta's Organization of the Lead Community Project3) Lay People and the Kexrt Lead Community Meeting in

Montreal

1) Atlanta's Reaction to its C U E Encounters

The CIJE encounters that I am reporting on include; the Baltimore meeting; and Gail and Alan's visit to Atlanta shortly after the Baltimore meeting, Gail is in Atlanta today, Monday September 27, 1993.

The overwhelming response to the Baltimore meeting and Gail and Alan's visit to Atlanta has been positive. One person commented that the Baltimore meeting was by far the best of the Lead Community meetings.

The two meetings have served to create more interest and certainty about the Lead Community Project within the Atlanta Federation. Janice Alper, Director of Jewish Educational Ser- vices, feels connected and committed to the project. Janice is the front person for distributing the Educator Survey. Lauren Azoulai is in the background working with Janice.

Administering the Educator Survey and Gail's visits do represent significant and heightened Lead Community activity for Atlanta,As to what impact this will have on other Lead Community involvement remains to be seen.

2) Atlanta's Organization of the Lead Community Project

Although Janice Alper was present at the Baltimore meetings, Bhe has not yet been integrated into the Lead Community project planning. One person suggested that the only reason Janice wasthere was to make Atlanta look good. Janice has had a conversation with David Sarnat indicating that she wants to process -the Baltimore meeting with David, Steve Gelfand, and Lauren. Setting up that meeting is in process. The pressure for doing something about the Lead Community projact, in the presence of Janice, is coming from outside the Federation. David Sarnat was responsive

6082316844 PAGE.002

t׳ I : 8 88 « 8 1 130

OCT 12 ’33 18:22

lauysiBfiD 01־ B0yd־200

Peedback Memor•ndum to CIJ~ Staff on a.tlanta

Wednesday &etober 6, 1993 Frepared by Roberta Goodman

r hav e maintained contact with Atlanta although my contact is more limited than with Milwaukee in terms o f: l) the number.of inforrnante and 2) all my contact is through phone conversations without the benefit of direct observation, I have also spoken to Gail and Alan about their AtlahtA experiences.

l address the following topics in t his memorandum:

l) Atlanta's Reaction to its CIJE Encounters. . 2) Atlanta's organization of the Lead Community ProJect 3) Lay People and the Nert Lead Community Meeting in

Mont.real

l) Atlanta's Reaction to its CIJE Encounters

The CIJE encounters that I am reporting on include~ the Baltimore meeting; and Gail and Alan's vis it to Atlanta shortly after the Baltimore meeting, Gail is in Atlanta today, Monday September 27, 1993.

The overwhelming responee to the Baltimore meeting and Gail and Alan's visit to Atlanta has been positive. One person commented that the Baltimore meeting wai by far the best of the Lead Community meetings.

The two meetings have served to create more interest and certainty about the Lead Community Project within the Atlanta Federation. Janice Alper, Director of Jewish Educational Services, feels connected and coia:mitted to the project, Janice ia the front person for distributing the Educator Surv~y. Lauren Azoulai is in the background working with Janice.

Administering the Educator survey and Gail 1 s visits do represent significant and heightened Lead Community activity for Atlanta. As to what impact this will have on other Lead Community involvement remains to be seen.

2) Atlanta'a Organization of the Lead Community Project

Although Janice Alper waa present at the Baltimore meetings, she has n?t yet been integrated into the Lead Community project planning . One person suggestea that the only reason J anice was there was to make Atlanta look good. Janice haa had a conver- ~ ,J

sation ~ith David Sarnat indicating that she wants to orocees -the Baltimore meeting with David, Steve Gelfand, and Lauren . Setting up that meeting is in process. The pressure for doing eornethi~g About the Lead Community projact , i n the presence of Janice, is corning f rom outside the Federation. David sarnat wae responsive

OCT 12 ' 93 16 : 22

200 ' 391:::id l3tJ~S13flJ 01

6082316844 PAGE .002

t:>l :s 86 , 81 lJO

2

Steve and Lauren,

guous. Tne reiationsmp w ., ״-*uw.«v״tinuitv and the Lead Community proj«ct is unclear to me as well as the CJC's degree of responsibility for the project. Although have probed this with several people, I have not^yet receivedmuch of an answer beyond that there is a connection. I have not yet discussed this issue with Bill Schatten, chairperson of the CJC. I will need to investigate this more.

3) Lay People and the Next L*ad Community Meeting in Montreal

No plans exist for bringing lay people to the meeting in Mon- treal. Had I not asked the question, I am not sure that the Federation would bave even considered bringing lay people to Montreal. I hope that this i* an issue that CIJE staff continues to discuss with Atlanta. As X suggested above, the entire role of lay people in the Lead Community project is unclear.

In the last update memorandum, I wrote about Michal Hillman who is a complex personality in understanding what is going on in Atlanta in terms of Jewish education, Michal Hillman, Chairperson of JES Board, wants to be more involved in the Lead Community project. As suggested in previous memos, Michal is a problematic figure. She is a major advocate of bringing Jewish education to the forefront, but she often takes matters into her own hand. One matter that she took into her own hands was offering the JES position to Janice Alper. After Phil Warmflesh turned down the position, Michal asked Janice, their number two candidate, to take the position.

I may have learned some of her motivation for this action and others which bypass normal channels especially on matters that in some way are related to the Federation. I just heard that David Sarnat bypassed Michal and the entire JES Board when a SearchCommittee for the Director 0E JES was devised, David invited Rabbi Alvin Sugarman to lead_ the Search Committee without going directly to Michal or the JES Board. Michal'6 appointment to head the JES Board was done by the former Board of Directors of the defunct Board of Jewish Education. David did not go through proper channels. He usurped the jeS Board's power in creating a

£1:8 G6 1 01 1 0 Eכ 0 0 3 9 uys13r13 01־Ud 13־

2

use of outelde pressure suggests a to thia outside pressure. The to consider. strategy that the CI.JE may want

. dl the Lead community project on an The Atlanta Federation han ea . thnt when there is some-•on demand• basie. ':'hat this.scans ~:d community meeting in thin9 concrete to discuss, liie a ~hen the [meaning the involved Baltimore or the Educator Survey~ms to be ~o on-going d~scuseion Fedcratio~ staff) ~ee~. T~&re •~thin the Federation either among 0 • the Lead Conununity proJect ~ 1 among David, the Planning Department staff ~ho rnee~ weekly or Steve and Lauren.

Where the lav people fit into this proje?t ie even moI:h~~= The r el~~ionship between the Co,rutu.ssion on Jew

9:1ou~, h d C niey- ~roJ'ect is unclear to roe a8 well tinuitv and t e Lea ommu • · t Alth ugh I ae the-CJC's degree of reeportaibility for the proJe; • . 0 d have probed this with aevera1 people, I have not.ye~ ~ehe ive t much of an answer beyond that there is a connect7cn . ave no yet discussed this issue with Bill Schatten, chalrpereon of the CJC. r ~ill need to invastigate this more .

3) Lay People and the Next Lead Community Meeting in Montreal

No p l ans exist for bringing lay people to the meeting in Montreal. Had I not asked the q-t.estion, lam not sure that the Federation would have even considered bringing lay people to Montrea~. I hope that thie i~ an issue that CIJE staff_continues to discuss with Atlanta. As t sugg00ted above, the entire role of lay people in the Lead Community project is unclear.

In the last update memorandu~, I wrote about Michal Hillman who is a complex personality in understanding what is going on in Atlanta in terms of Jewish education. Michal Hillman, Chairperson of JES Board, wants to be more involved in the Lead Community project. As suggested in previoue memos, Michal is a problematic figure. She is a major advocate of bringing ~ewi&h education to the forefront, but she often takes matters into her own hand . One matter that she took into he~ own hands was offering the JES position to ~anice Alper. After Phil Wanuflesh turned down the position, Michal asked Janice, their number two candidate, to take the poeition.

! may have learned some of her motivation for thie action and others which bypass nonnal channels especially on matters that in some way are related to the Federation. I just heard that David Sarnat bypassed Michal and the entire JES Boord when a Search Committee for the Director of JES was devised, David invited Rabbi Alvin Sugsrnan to lead_t he search Coron1ittee without going directly to Michal or the JES Board . Michal's appointment to head the JES Board was done by the former Board of Directors of the defunct Board of Jewish Educ~tion . David did not go through proper channels. He usurped the JES Board's power in creating a

800 "39~d 73~~5l3flJ 01 SI :9 86, 81 lJO

Bearch for its own director, A routine and predictable process was' not followed in this instance. This, pattern is something that reappears in other instances and needs to be taken into consideration when dealing with Atlanta,

3

6 0 8 2 3 1 6 3 4 4 PAGE, 0 0 4

3 1 : 8 3 6 . St 1D0

OCT 12 93׳ I S : 2 3

t700־H9yd 13־y y s 1 H n 3 01

3

search for its own director , A routinA and predictable process was · not followed in thi; insta•ce. This. pattern is something that reappears in other instances a•d needs to be taken into consideration when dealing with Atlanta.

OCT 12 '98 18:23

V00 ' 39tld 731:::f~Sl3fl:) 01

6082316844 PAGE,004

9 I : 8 86 , 8 I lJO

Atlanta Jewish Federation1753 Peachtree Road, Northeast/Atlanta. Georgia 30309/404-873-1661 /FAX 404-874-7043

July 30, 1993

To: Shmuel Wigoda, CIJE

From: Lauren Azoulai

We would like included on the agenda for the August 23-24 meetings:

1. an explanation about the CIJE operating process going forward. Who is in charge of what? How will we know with whom to speak about various situations, issues, etc.? 1 might suggest the creation of an organizational chart in diagram form which can be distributed and serve as a basis for discussion. (I personally have not found the overhead transparencies helpful.)

2. the revisiting of the schedule of meetings, who should attend them, how often they are held, where they will take place, and the purpose(s) of the meetings. We have some concern about how often staff has to be away, the expense involved in all the travel, and not wanting to overtax the time or pocketbooks of our volunteers.

I appreciate the opportunity to provide input to the agenda. We had a very productive meeting this morning with Bill Schatten, and I feel good about the progress we will make in the next couple of months. He is very concerned about our need to recruit a CJC director. Please be sure this isuppermost in the minds of anyone who might be in touch with potential candidates for us.

I look forward to seeing you in Baltimore.

PRESIDENT—G era ld D. Horowitz • FIRST VICE PRESiDENT-Dovid N. Minkin VICE PRESIDENTS—Jack N. Halpern, S. S tephen Selig III

TREASURER—Mark Lichtenstein • ASSISTANT TREASURERS—Elliott C ohen , Jody Franco SECRETARY—Larry Joseph • ASSISTANT SECRETARIES—C andy A. Berm an, Ann L. Davis

CAMPAIGN CHAIRMAN—Arnold B. Rubenstein, M.D. * EXECUTIVE DIRECTOR-David I. Sarnat

TS66T922i6T T0 <- N0Uda3a3d HSIM3I blNUIld 0fc9:׳T £6/0£/i0200d * 9 0 ON־

r. - -I \~=.-

ii -- - -_-____ ~ l

Atlanta Jewish Federation 1753 Peachtree Road, Northeost/Atlonto. Georgia 30309/404-873-1661/FAX 404-674·7043

July 30, 1993

To: Shmuel Wigoda, CIJE

From: Lauren Azoulai

We would like included on the agenda for the August 23-24 meetings:

1. an explanation about the CIJE operating process going forward. Who is in charge of what? How will we know with whom to speak about various situations, issues, etc.? I might suggest the creation of an organizational chart in diagram form which can be distributed and serve as a basis for discussion. (I personally have not found the overhead transparencies helpful.)

2. the revisiting of the schedule of meetings, who should attend them, how often they are held, where they will take place, and the purpose(s) of the meetings. We have some concern about how often staff has to be away, the expense involved in all the travel, and not wanting to overtax the time or pocketbooks of our volunteers.

I appreciate the opportunity to provide input to the agenda. We had a very productive meeting this morning with Bill Schatten, and I feel good about the progress we will make in the next couple of months. He is very concerned a.bout our need to recruit a CJC director. Please be sure this is uppermost in the minds of anyone who might be in touch with potential candidates for us.

I look forward to seeing you in Baltimore.

PRESIDENT-Gerald D. Horowitz • FIRST VICE PRES:DcNT-Dovid N. Minkin VICE PRESIDENTS-Jack N. Halpern, S. Stephen Selig Ill

iREASURER-Mark Lichtenstein • ASSISTANf TREASURERS-Elliott Cohen, Jody Fronco SECRETARY-Lorry Joseph • ASSISTANT SECRETARIES-Candy A. Bermcn. Ann L. Davis

CAMPAIGN CHAIRMAN-Arnold B. Rubenstein. M.D. • EXECUTIVE DIRECTOR-Qovid I. Sarnct

G00d 1790 ' 0N tS66t9Gcl6tt0 ~ NOI1~~303~ HSIM3f ~lN~ll~

19941993

ATLANTA

June July Aug. Sept Oct. Nov. Dec. Jan. Feb. Mar.

CJC (every 2 months) JESEducators' Survey Taskforces:

* Israel Experience

* Teacher Training

JCC: Judaic ContentHigh School Market Study (plan by Spring)ResourceDevelopment

Contact with Foundations

—Wexner

— Covenant

$1 M Gift

Create Fund for J. Continuity

How to build this

Exodus —Education Fund?

ATLANTA

1993 1994 June July Aug. Sept Oct. N ov . Dec. J an. Feb. Mar.

CJC (every 2 months)

JES

Educators' Survey

Taskforces: * Israel Experience

* Teacher Training

JCC: Judaic Content

High School Market Study (plan by Spring)

Resource Development


-Wexner

-Covenant

$1 M Gift


How to build this

Exodus - Education Fund?

19941993

ATLANTA



* Israel Experience

* Teacher Training



—Wexner

— Covenant

$1 M Gift


How to build this


ATLANTA

1993 1994 June July Aug. Sept Oct. Nov. Dec. Jan. Feb>. Mar.


JES

Educators' Survey

T askf orces: * Israel Experience

* Teacher Training

JCC: Judaic Content




- Wexner

- Covenant

$1 M Gift


How to build this

Exodus -Education Fund?

1993ו 994

ATLANTA



* Israel Experience

* Teacher Training



—Wexner

— Covenant

$1 M Gift


How to build this


ATLANTA

1993 1994 J une July Aug. Sept Oct. Nov. Dec. J an. Feb. Ma,.

CJC {every 2 months)

JES

Educators' Survey

T askforces: * Israel Experience

* Teacher Training

JCC: Judaic Content




- Wexner

- Covenant

$1 MGift


How to build this

Exodus- Education Fund?

19941993

ATLANTA


CJC (every 2 months)JESEducators' Survey Taskforces:

* Israel Experience

* Teacher Training

JCC: Judaic ContentHigh School MarketStudy (plan by Spring)ResourceDevelopment


—Wexner

— Covenant

$1 M Gift


How to build this


ATLANTA

1993 1994 June July Aug. Sept Oct. N ov. Dec. Jan. Feb. Mar.


JES

Educators' Survey

Taskforces: * Israel Experience

* Teacher Training

JCC: Judaic Content I




-Wexner

- Covenant

$1 M Gift


How to build this

Exodus-Education Fund?

CIJE Schedule 4/19-4/20

4/19

Late morning Meet with Steve and Lauren

12 Noon Lunch: Barry, Bill, Lauren, David, Shulamith,Gerald

1:30 Meet with congregational rabbis at Temple - Lauren

4 p.m. Barry Holtz meeting with Harry Stem at Centers

5:30 p.m. Dinner with Lauren

7:30 p.m. Barry Holtz and Shulamith Elster visit Tichon Atlanta and meet with chairs of congregational education committees, as well as Tichon Atlanta chairs at Epstein School library

4/20

9:00 a.m. Tentative: Barry Koltz and Shulamith Elster withDavid Holzel at Ahavath Achim

10:00 Barry Holtz, Shulamith Elster and Ellen Goldringmeet with EDC at Ahavath Achim

12:00 Barry Holtz, Shulamith Elster, and׳■ Lauren to meetwith an AJCC group for a couple of hours at Center

2: p.m. Barry Holtz and Shulamith Elster with Steve Gelfand*nd Lauren Azoulai at Federation

* V

4:00 Brietxng d£’three CIJE staff with Michal Hillman,JES at Federation

5:00 Meeting of Shulamith Elster, Barry Holtz and EllenGoldring with Dr. Ken Stein at Federation

6:00 CJC Meeting at FederationAgenda to include Ellen Goldring, Barry Holt2 and Shulamith Elster

LA.42.CIJE 19 Apr 1993

/ ,•־־• Y1 \4 _j s n r■ tד־ן 1 m 3 ' 100ר S d d 1 qsj •ז ־ n a w H w n 1

,

...

,, . ,

CIJE Schedule 4/19 - 4/20

4/19

Late morning Meet wi~h Steve and Lauren

12 Noon

1:30

4 p.m.

Lunch: Barry, Bill, Lauren, David, Shula.mi~h, Gerald

Meet with congregational rabbis at Temple ~ Lauren

Barry Holtz meeting with Harry stern at Center :

5:30 p.m. Pin.~er with Lauren

7:30 p .m. Barry Holtz and Shula.mith Elster visit Tiehen Atlanta and mee t with chairs of congregational education committees, as well as Tichon Atlauta chairs at Epstein School library

4/20

9:00 a .m..

10:00

12:00

2: p.m.

4:00

s.oo

6:00

Teotative: Barry Holtz and Shulamith Elster with David Holzel at Ahavath Acnim

Barry Hol tz, Shulamith Elater and Ellen Goldring meet with EDC at Ahavath A~him

Barry Eoltz, Shulamith Blster, and' Lauren to meet with an AJCC group for a couple of hours at Center

Barry Holt z and Shulamith Elst er wich Steve Gelfand =-no Lauren Azoula.i ac Federation ·--Sr~eting of 'three CIJE staff with Michal Hillman, JES at Federation

Meeting of Shulamich Elste~, Barry Holtz and Elle n Goldring with Cr. Ken Stein at Federation

CJC Meeting ac Federation Agenda. to include Ellen Goldring, Barry Holtz and Shulamith Elster

LA.42 .CIJE 19 Apr 19$)3

L00 ' 391::jd I C: N I 7 -=In NH 1,1 () 1

THB IT-WISH (';0M.JMDN).‘.I Y J«־KnKI1m0Nf OF CXBVMAN))!750 EUCLID AVENUE * CLEVELAND. OHIO 44115 ׳ PHONE (216) 566-Q?.00 • ?AX # (216) 861-1230

May 19/ 1993

M E M O R A N D U M

cc: Virginia Levi

.f y ~ ~

Morton L. Mandel Henry L. Zucker'Ny

TO:

PROM: Stephen H. Hoffman

David Sarnat called the other day to tell me that Gerald Cohen/ the CIJE board member from A t l a n t a, would like to retire from active duty. Gerald is an older member of our board/ though he has been a faithful attendee. You may remember that we had to encourage Gerald to join the board because he was reluctant co travel even then. He is a past president of the Atlanta Federation and a major supporter of Jewish education and conservative Judaism in Atlanta. H e’s also just a wonderful human b e i n g .

David has suggested that we consider replacing Gerald with another Atlanta leader/ Jay Davis, a young man in his early 40s. He and his father (who is 85) gave a million dollars to the Atlanta Federation for an endowment in Jewish education. David tells me that Jay is still being developed as a constructive leader and is in need of a significant amount of support and education as to community process, politics/ etc. It was David's suggestion that we consider inviting the three execs of our lead communities to CIJE board meetings in the future. This would give David a "cover" to be in attendance and to help with the education and cultivation.of Jay Davis.

I think we should consider this recommendation positively. The more young/ potentially significant players we can identify in the communities, the easier our job will be/ and we will also be doing a service for our lead communities, such as I think we are doing with Dan Bader in Milwaukee.

You will/ I believe/ also be pleased to know that David was much more positive coming out of the staff meetings with the lead communities last week than he was going in. Coming from David, this is "high praise." His usual style is to tell you nothing when he's happy and only to let you know when h e’s not.

S H H : g c 33:15A

President ■ Bennett Yanowir* ■ Vice• Presidents • George N. Aronoff • Robert Goldberg ■ Peter Rzepka ■ £v:e S״ rV11״ Treasurer * RobertS, Reirman ׳ Associate !Veasuror ־ Richard Bo>?,omolny ׳ Executive Vice-President ־ Stephen H. HoffmAn

2 0 0 ‘ 3 9 b d 1 S N I 3 ' QNdW 01ר י '־"־׳ ־* ’ "

-- -~,, T !J''I. ; r1 ,". AJ"l'('T r (''(')M M" \ 'l'j 'J 'V '·i;1 ') 1·:n r"I '''')'()N' (Y-< C ·1· l ,"'11,1· " :-. ·1 "> .J, >, ',V\ J.,"'! J7 ., • .J. ,\,.J ,.'I . J J J, J ,J:, •. }., . J , >. . , • .: \ , ...CL. '-I .

17S0 EUCLID AVENUE· CLEVE.l.AN0. OHIO 441 15 • !'HONE (216) S66·9l00 • FAX • (216) 861-1230

May 19, 1993

M E M O R A N D U M

TO: Morton L. Mandel Henry L. Zucker\,

FROM: Stephen H. Hoffmanr-

cc: Vicginia Levi

David Sa r nat called the othec day to tell me that Gecald Cohen, the CIJE board membe c from Atlanta, would like to retire fcom active duty. Gerald is an oldec member of our boa~d, though he has been a faithful attendee. You may remember that we had to encourage Gerald to join the board because he was reluctant to travel even then. He is a past president of the Atlanta Federation and a major supporter of Jewish education and conservativa Judaism in Atlanta. He's also just a wonderfu l human being .

David has suggested that we consider replacing Gerald with another Atlanta leader, Jay Davis, a young man in his early 40s. He and his father (who is 85) gave a million dollars to the Atlanca Federation foe an endowment in Jewish education. David tells me that Jay is still being developed as a constcuctive leadec and is in need of a significant amount of support and education as to community process, politics, etc . It was David's suggestion that we consider inviting the thcee execs of ouc lead communities to CIJE board meetings in the future. This would give David a "cove, 11 to be in attendance and to heli,:, with the education and cultivation . of Jay Oavis.

I think we should consider this recommendation positively. The more young, potentially significant players we can identify in the communities, the easier cue job will be, and we will also be doing a service foe ouc lead communities, such as I think we ace doing with Dan Bader in Milwaukee .

You will, I believe, also be pleased to know that David was much moce positive coming out of the staff meetings with the lead communities last week than he was going in . Coming fcom David, this is "high praise." His usual style is to tell you nothing when he's happy and only to let you know when he ' s not.

SHH:gc B3:15A

Pr~sident · Eknr~<:-Ct Yanowici. · Viet• rrc,;.ide:111,; · G<:or~~ \;, Aroncl · Ro Derr Col<il>~'rg · Pc:cr Rzepl<,\ • £ v·o: S"fr,,n Tre,,surer · Robert S. Relcm,,n · A~~oci.HI!' l'fenSlH('f • Ri<.:1M<1 8<.,,,_omol'ly · t.xl!',1:r,v,' Vi<.~•-f>rcslctc n~ · Srephe,, ~ Hoff:,,.\11

lSNl 7 30Ni:jW Ol ...,r•n '""' ,... ~• ,, _ .

F

MemQ/u1*1AumHEBREW UNION COLLEGE-JEWISH INSTITUTE OF RELIGION

3077 UNIVERSITV AVENUE > LCS ANGELES. CALIFORNIA 90007-3796 • PHONc 749-3424

Professor Seymour Fox ntTF Apr. 14, 1993

U.fiPR 15 610647 2'972 09:00 93׳ KUC L.A.

Sara L e e ___________________ _____

As you requested, I am sharing some observations about the LeadCommunities Project, based on meetings held in Atlanta and Baltimore withprofessional and lay leaders of the Reform Movement.

1) In both cities, there was little awaxeness of the nature, structure and purpose of the Lead Communities initiative. To date, there appears to be little engagement of the Reform leadership or institutions in planning, decision-making, or even orientation about the Lead Communities Project. It is not clear whether this situation is the result of some systemic flaw in involving denominational educational institutions or merely indicative of the fact that the project is at a very early stage. In any case, it does suggest that attention needs to be paid to inclusion of denominational leadership, both lay and professional, at the very early stages of planning, including their representation on central decision-making bodies.

2) As a result of our two meetings, the Reform leadership is developing a set of their educational priorities in both cities. Such priorities might be consonant with those identified in other segments of the educational community or generated by the core planners for the Lead Communities Project, but they may be quite different, as well. In both communities, this list of priorities will be discussed with the "federation" team responsible for the Lead Communities Project, ! ”he question that emerges is how the Reform priorities get negotiated within the overall agenda of the Lead Communities project Is there a plan or sense for how such negotiation is to take place? One clear result of the movement meetings is the mobilization of the Reform leadership in bath communities to advocate for their educational interests.

3) My personal impression is that the Lead Communities Project is viewed as a "federation” operation, leading to the conclusion that the Lead Communities Project is no different from other federation involvement with Jewish education. Such an impression can undermine the sense that the Lead Communities Project is truly a unique and profound attempt to bring about the enhancement of Jewish education through community-wide engagement with the issues and the development of systemic responses. As you know, there is constant discussion across the continent about federation-synagogue relations, and the Lead Communities Project is regarded as a litmus test of the viability of a new and more productive relationship between these two worlds.

04 1;;.APR HtrC L.A. F.2 "'l;.,tvw -

M~ HEBREW UNION COLLEGE-JEWISH INSTITUTE OF RELIGION

3077 UNIVEASIT'V AVENUE• I.CS ANGELES. CALIFORNIA 90007•3796 · P~ONE 749-3424

Professor Seymour Fox

~.:ioM __ __s_ara Lee

011TE Apr. 14,1 _9_9_3 __ _

As you requested, I am sharmg some observations about the Lead Communities Project, based on meetings held in Atlanta and Baltimore with professional and lay leaders of the Reform Movement.

1) In both cities, there was little awareness of the nature, structure and purpose. of the Lead Communities initiative. To date, there appears to be little engagement of the Reform leadership or institutions in planning, decision-making, or even orienution about the Lead Communities Project. 1t is not clear whether this situation is the result of some systemic flaw iI1 involving denominational educational institutions or merely indicative of the fact that the project is at a very early stage. In any case, it does suggest that attention needs to be paid to inclusion of denominationa l leadership, both lay and professional, at the very enrly stages of planning, including their representation on central decision-making bodies.

2) As a result of our two meetings, the Reform leadership is developing a set of their educational priorities in both cities. Such priorities might be consonant with those identified in other segments of the educational community or generated by the core planners for the Lead Communities Project, but they may be quite different, as well. T.n both co01munities, this list of priorities will be discussed with the "federation" team responsible for the Lead Communities Project. 1be question that emerges is how the Reform priorities get negotiated within the overall agenda of the Lead Communities project. Is there a plan or sense for bow such negotiation is to take place? One clear result of the movement meetings is the mobilization of the Reform leadership in both communities to advocate for their educational interests.

3) My personal impression is tha t the Lead Communities Project is viewed as a "federation" operation, leading to the conclusion that the Lead Communities Project is no different from other federation involvement with Jewish education. Such an impression can undermine the sense that the Lead Communities Project is truly a unique and profo\lod anempt to bring about the enhancement of Jewish education through community-wide eng,igement with the issues and the developme?lt of systemic responses. As you know, there is constaot discussion across the continent about federation-synagogue relations, and the Lead Communities Project is regarded as a litmus test of the viability of a new and more productive relationship between these two worlds.

0)®.00נ 4 /1 5 7 5 0 ^ ; ? 5 HUC L.A. P.3

Professor Seymour Fox page two April 14, 1993

In conclusion, the Reform Movement meetings in Atlanta and Baltimore point to some critical issues that should claim our attention, if the LeadCommunities Project is to actualize its potential for change.

SL:fj


HUC L.A.

ln conclusion, the Reform !\1ovcment meetings in Atlanta and Baltimore point to some critical issues that should claim our attention, if the Lead Communities Project is to actualize its potential for change.

SL:fj

F' . 3

TO M A N D E L I N S T P A G E .002APR IE ’93 13:56 FROM P R E M I E R / C I J E / P K W D

Atlanta Jewish Federation1753 Peachtree Road, Normeasf/AricrifG, Georgic 30309/404-873-1661/FAX 404-374-7043

April 2, 1993

Dear ________ :

As you know, Atlanta has been selected by the Council for Initiatives in Jewish Education (CIJE) as one of thrse leadcommunities in Jewish education in North America. Theunderlying goal of the Lead Communities Project is to foster Jewi3h continuity through Jewish education. Essential to this goal is the mobilization of the Jewish community to support the development of new Jewish education opportunities and to enhance the quality of existing ones. The Atlanta Jewish community hasestablished the Council for Jewish Continuity which will be ourcommunity's direct link to CIJE. The CJC is chaired by Dr. William Schatten, and I serve as staff to the Council.

One part of the collaborative effort between CIJE and the Atlanta Jewish community is the CIJE Monitoring, Evaluation, and Feedback project. The purpose of this project is to document the process of change and monitor the implementation of initiatives in Jewish education introduced in Atlanta.Dr. Claire Rottenberg is the field researcher assigned to our community by CIJE. As part of the effort of documentation.Dr. Rottenberg will be interviewing a broad range of community members, including lay leaders, rabbis, educators, parents and students. She also will be observing Jewish educational programs and meetings related to Jewish׳ education in Atlanta, in her research role. Dr. Rottenberg is contacting many individuals involved in Jewish education in‘Atlanta during the course of the project. She is looking forward to a continued collaborative effort between CIJE and the Atlanta Jewish community. I am sure that if you have not yet met her, you will join others in our community in extending our warm southern hospitality.

PRESIDENT—Gerald D. Horowitz • FIRST VICE PRESIDENT—David N. Minkin VICE PRESIDENTS-Jack N. Haipem. S. Stephen Seiig ill

TREASURER—Mark Lichtenstein • ASSISTANT TREASURERS—Elliott Cohen, Joey Frcnco SECRETARY—Larry׳ Joseph ♦ ASSISTANT SECRETARIES—Candy A. Berman. Ann L Davis

CAMPAIGN CHAIRMAN—Arnold 8. Ruberistein, M.D. • EXECUTIVE DIRECTOR—David I. Scrnat

APR 12 ' 93 1 3 : 5 6 FROM PREMI ER/ CJJ E/ PKW D

. -. - - ---- -- -- --- - -- . -- ====--.. - ----

TO MAND ELINST

Atlanta Jewish Federation 1753 Peochtree Rood, Nontiecsr/Al':cnro. Georoie JOOOQ/AOJ-8i3-166 l / FAX 404-87<!-70.13

April 2, 1993

Dear

PAGE . 002

As you know, Atlanta has been selected by the Council for Initiativ,es in Jewish Educat ion (CIJE) as one of three lead cornmuniti·es in Jewish educa t ion in North America . The underlying goal of the Lead Communities Project is to foster Jewish continuity through Jewish education. Essential to this goal is the mobilization of the Jewish community to support che development of n ew Jewish education opportunities and to enr.a.nce the quality of existing ones . The Atlanta Jewish community has established the Council for Jewish Cont i nui t y which will be our corrnm.inity's direct link to CIJE . The CJC is chaired by Dr. Willi.am Schatten, and! serve as staff to the Council.

One part of Che collaborat~ve effort between CIJE and the Atlanta Jewish community i s the CIJE Monitoring, Evaluation, and Feedback project. The pu:?;?ose of this project is to document the process of change and monitor the implementation of initiatives in Jewish education i ntroduced in Atlanta . Dr. Cl aire Rottenberg is the field researcher assigned to our cormnunity by CIJE. As part of the effort of documentation, ~r. Rotteci:lerg will be interviewing a broad range of community members, including lay leaders, rabbis, educators, parencs aDd studer:.ts. She als.o will be observing Jewish educational programs and meetings related to Jewish· education in Atlanta . In her research role, Dr. Rottenberg is contacting many i ndividuals involved in Jewish education in'Atlanta during the course of the project. She is l ooking forward to a continued collaborative effort becween CIJE and the Atlanta Jewish community. ! am sure that if you have not yet met her, you wil l join others in our COillII'lt.L.iity in extending our wa:?;m southern hospitality.

PRESIDENT-Gerold D. Horowitz• rlRST VICE PRES!DENT-Dcvid N. Minkin VICE PRESIDENTS-Jock N. Halpern. S. Steorien Selig !II

TREASURER-Mer'.< Uchtensrein • ASSISTANT TREASUl?ERS-Elliott Cohen. Joey Frcnco SECRETARY-Lorry Joseph • ASSiSTANT SECRETARIES-Candy A. Berman . AM L Davis

CAMPAIGN CHAIRMAN-Arnold 8. Rubenstein, M.D. • EXECUTIVE DIRECTOR-Da vid I. Scrnat

April 2, 199 3 Page Two

Another dimension of the CIJE Monitoring, Evaluation and Feedback project will be a survey of Jewish educators which will be conducted in each of the three lead communities. One of the goals of the Lead Communities Project is to develop and enhance the Jewish education profession. The educators' survey will provide us with a baseline of information on the Jewish education profession in Atlanta. The survey instrument is being designed at this time and more information about its implementation will be forthcoming.

If you have any questions about the CIJS Lead Community Project, please feel free to call me at 870-1629־.

Sincerely,

Lauren AzoulaiSenior Planning Associate

April 2, 1993 Page Two

--- . ,,., .., I

Another dimension of the CIJE Monitoring, Evaluation and Feedback project will be a survey of Jewish educators which will be conducted in each of the three lead communities. One of the goals of the Lead Coimnunities Project is to develop and e~..hance the Jewish ~ducation profession. The educators' survey will provide us with a baseline of information on the Jewish education profession in Atlanta. The survey instrument is being designed at this time and more information about its implementation will be forthcoming.

If you have any questions about the CIJE Lead Conununity Project, please feel free to call me at 870-162~.

Sincerely,

Lauren Azoulai Senior Planning Associate

PHONE No. :

FdlY )IWffior,

TO: Seymour Fox and Annetto Hochstein Steve lloflman and Unnry Zuokor Barry Holtz fjGinny Levi /(k

FROM; Shuנ amith Elflte^J׳ ''־RE: ETC: Lead Communities, Educator SurveyDATE; Sunday afternoon! April 11th

In anticipation of our■ telocon on Wednesday, I want to report ־to you on a number of item□ related to the LC Proiect and the Educator• S\1rvey,

I. AtlantaAtlanta appears to be moving right along. Barry, Ellen and X will be at meetings in Atlanta on April 19/20th. Among those scheduled are sessions with Rabbis, key educators, the Commission, Bill Shatten and Gerald Cohon (with Barry), and meetings wiLli Ken Stein (and perhaps others from the Emory faculty) and Henry Stern, the director of the- JCC. We have arranged for material ט to be sent in advance and, all in all, I think we are on the way.

Lauren will attend the May seminar and we received input from her regarding the Educator Survey.

II. BaltimoreOur next step in Baltimox-e is the meeting Barry and I have scheduled later this month regarding the pilot projects and the "launch" activities for May/June. I think that Marshall was going to bo in touch directly with either Steve and/or Seymour and Annette regarding some specific concerns and items for the agenda for the May seminar•. Mas anyone heard from him?

Barry has the proposal for the teacher specialist program and if Chaim lias not already sent you a copy I will do so after we speak on Wednesday.

III. Educator SurveyEllen and I have spent a good deal of time working together onthe draft survey, We had a telecon with Annette and Seymour lastFriday and they have- in hand- the first draft. By Wednesday, Ihopes that you will all have a copy of the second draft, 1 will try to fax it Tuesday (after yom tov). It is goingm on Wednesday morning to the field researchers and to the three communities for a firfct review. Ellen was to get it to Jim Coleman as per our- conversation with Jerusalem,

IV. May SeminarEllen has asked me to ge clarification on the participation of the field researchers in the May meetings. There is , she knows, a meeting scheduled that will involve them on Monday evening.What role will they play (if any) in the meetings on Tuesday and Wednesday? Are they to plan to attend? Is one of them to attend?

fipr.11 1993 2:32PM P01114*1 111 ■m

F-::,,, PHONE No.

TO: Seymour Fox ~nd Annattn Hoch~tein StCVA Ilof iman o.nd llA;,-1.1: y 7,Hoko:i.:·

Barry Holtz J---------Ginny Levi / "

FROM: 8huJct111ith EJRt,~ . RE: ETC: Lea<1 Communities, Eduoi:tLo.1: Survey DATE: finnday attar::1oon, April 11th

Apr. 11 1993 2:32PM P01

in :~;~cipation of iur telocon on Wednesday, I want to report to you en a number ot it.em::; rolated to the LC P.i:1;,j ect and the Educator. !-i,1rvey.

I. Atlanta ~tlanta appears to be moving right along. Barry, Ellen and I will be at meetings in ntlanta on ~pril l9/20th. ~nong tho~e sch~dul~<l are session~ with Rabbis, key educatoro , the Commj3~ion 1 Bill Shatten and Gerald Cohen (with Barry) , and meetings wlU1 K~n Stein ( and perhape; othcro from the Emo·ry faculty) and Huiu:y Stern, the direot.ol.' of tho JCC , We have o.rl.-o.ne;od fox me1.,e,1:lc1lt, to be :,senl. iu c:H.lv~nce and, al 1 in al 1 , I think we are on 'l.he Wl!l.Y.

Lau1.·en will ci.LL~ua the May seminar and we received input from her rc:s.:ti:-ding L11t1 E<lucator. Gurve,y .

l I, D~l timo1.•c Our next step in Bc1.l L.u11u1.·e is the meeting Barry and I have 5Ghoduled laL~.L· Lld.s month regarding the pilot projec"t.s and the 11 ldu11t::h" a(.:tivities for May/June. I think that Marshall was go.i.ng to b o in touch directly wlU1 ~1u1~r Steve and/or Seymour and Annette 1:egar<ll111:5 ~u1111::1 ::;p~ci[ io concerns and i tern~ for tht::l agenda £01:· the May ::,~mlao.r. IIcs.:s a.nyonc:: heard from him?

B.:irry hem Ll1t:1 F.L·opo~al for the teac:hel.' special .i.~ L !J.L"Ul.!,.L'dlll c:md if Chaim hct::; 110-I.:. a.lr.eady sent you a copy I will do so after we speak on Wednesday,

III. E<lucator Survey Ellen and I have 5pen'l. a l.!,uud d~ell of time working together on the draft. !Survey. We had a telecon with Annette and Seymour last FL·i<lc1.y c::1.nd they have- in hand- the f irst draft. By Wednesday, I hope that you will dll lldv~ a copy of the second draft. l will try to fax iL Tu~::;day (after yom tov), It is goingm on Wednesday mornir1e to tl11::1 f .i.~lu T:esearchers and to the three communitie5 fox· n firat r~vi~w . Ellon was to get i~ Lu J~n Coleman as per our co11.v.;rr1at.ion w.i.ll1 Jcru:1alem ,

IV . May !Jominar Ellen has a~k~<l me to ge clarification on the participation of the field researchers in the May meetings, Thero is , she knows, a meeting scheduled that will involve them on Monday evening. What role will they play (if any) in the meetings on Tuesday and Wednesday? Are they to plan to attend? Is one of them to attend?

■י-

PHONE No. : Apr.11 1993 2:33PM P02

Will someone please olarify and let. Ellen know. 1 imagine that Ginny is the logical one to ask to coordinate their schedule. If you ]enow before Wednesday please send a fax to Ellen in Atlanta! She in at the Hyatt Rogoncy phono: /*•Ok-5 7 7 -1234■ or FAX 404-588- 413 7. Please mark fax hold for arrival if she has not yet ohookod in.

V. Educator Survey Analysis!Ellen asked me to report that she will not be able to "price" the data analysis in timo for the Wodnesday teleaon. She also asked that I inform Seymour and Annette, in particular, that she and Adam agree that they will bo ablo to find the right individual for tho tochnical analysis but they either she or Adam ought to be the ones to make formal presentations on the findings and not have the presentation of the findings to various publio be part of the job description for tho consultont. Ellen mid I also wanted a reaction to their suggestion that C U E consider using the City University of New York gx־oup LhaL did the work for the CJF Population Study. Perhaps this is for discussion only between Ellen and Adam and Seymour and Annette.

Chag Samech! I will speak with you all on Wednesday morning.

- '

From

I--,

PHONE No. Apr.11 1993 2:33PM P02

Will someone pl~ase clarify and let Ellen know, I imagine that Ginny iB the logical ona to ask to coordinate their schedule, If you know before Wednesday please send a fax to Ellen in ntlanta: She ic at the !-Iy-1tt Regency phone: /,-0(1--577-1231,1, or FAX i,..o~-588-~13?, Plea6e mark fax hold for arrival if ~he hae not yet ohook~d in.

V. F.ch1~r1tnr Survey Analysis: Ellen asked me to report tho.t :;;he will not b~ able to "p:c·ioe" t.ha data analysis in timo for tho Wodne~day teleoon. She also ask~d that. I inform Seymour and h:nnette, in particular, that uhe and Adam agree that they will bo .:,,blo to find the right individual fo:r· tho tochnic.::il an~lyoi~ but they either she or l\dam ought to be the onec to make formal presentations on the findings and not havo tho precontation of the findinse to varioue public be part of the job de6cription for the cori:>ultont . Ellen emd l 01:::i<.> Wd.n'Lt::d o. .1:1:,a1.;L.i0n 1..o t.l1di:i.- ~uggeitst.ion that. CIJ]:; c:cm::iider usir1g Lht:l CiLy Univ~i.-~i·Ly u[ N~w Yurk ~:r:uup Ll1c:1,L <.llc.1 Lh'= wurk fur th~ CJi:' Population Study. Pel:·hapo thi~ i:, [or ditsou:::.sion oul y Le,; Lwro~o El 1~11 d.HU A<lc1111 cmd Seymou1· and Annt,tte.

Chas Samech ! I will speak with you all on Wedrn:ii:sday mo:i:·11111!:'> •

. r' •

• I ·- . . . . . , .. - /.

-

1 I

MINUTES: CIOS Staff Telecan

DATE OF MEETING: March 24, 1993

DAIE MINUTES ISSUED: March 25,1993

PRESENT: Shu.l amith Els ter, Seymour Fox, Annette Hochstein,Stephen Hof faan, Virginia Levi (Sec'y),Shrmiel Wygoda, Henry L. Zucker

COFY TO; Barry Holtz, Morten L. Mandel

I. Hie Minutes and Assignments of March 5 and 10 were reviewed.

A. Ellen Goldring sent a letter to Steve Gelfand in Atlanta describing the monitoring, evaluation and feedback project. SE will see that this is circulated to the staff group.

B. SF reported an a conversation with David Hirschbom, who is enthusiastic about the vrork of CUE. SF is to write a letter to Mr. Hirschhom indicating our understanding that he w3uld like to encourage the Lead Cccmunities to formulate goals for use as a basis of evaluation. Mr. Hirschhom also wants to meet with MLM and Esther Leah Ritz to discuss how he can help with the work of a monitoring, evaluation, and feedback ccmnittee. He would also like to meet with Adam Gamoran and Ellen Goldring to be kept in touch with the vrork they are doing. SF will draft a letter for review׳ by SHH, M124, and HLZ.

SF noted that Mr. Hirschhom is anxious to be involved in the local Lead CcrariLinity project in Baltimore. It was suggested that SHH encourage Daryl Friedman to involve Hirschhom locally, SHH will also suggest that MLM talk with Roy Hoffberger about the process in Baltimore and ,will provide him with an outline of discussion points.

C. HLZ will encourage MLM to talk with Corky Goodman so that the meeting with the presidents and executives of CJF, JCCA. and JESNA can be scheduled.

D. VFL was encouraged to move ahead an drafting a cental mi cation with board mgrbers about membership on board ccotaittees so that those committees can begin to functicn.

.. .... ---· ··- ·

CLJE Sta£f Talecan

March 24, 1993

DA'.I'E MINt11'E::i ISSUE!>: March 25,1993

PRESEID':

CDPY TO:

Shulamith Elster, Seym:,ur Fox, Annette Hochstein, Stephan Hofman, Virginia Levi (Sec'y}, SbmJel Wygoda, Henry L. Zucker

Bar:ty Holtz, M:lrtCXl L. Mandel

··--. ---

----------------------------------·---------------------------------------I. The Minutes and Assignments of March 5 and 10 were reviewed.

A. Ellen Goldring sent a letter to Steve Gelfand in Atl.anta descril:>ing the n-cnitorin:;r, evaluation and feedback project. SE will see that this is ci.rculated to the staff grcop.

B . SF reported en a ccnversaticn with David Hirschh:,m, who is enthusiastic about the work of CIJE. SF is to write a letter to Mr. Hirschhom indicating our understanding that he '1,t,U,l],d 1ike to ea.coo.rage the Lead Ccmrunities to fonnulate goals for use as a basis of evaJ:uation. Mr. Hirschhorn also wants to meet with MI.Mand Esther Leah Ria to discuss how he can help with the work of a m::mit:oring, evaluation and fee:iback ccmnittee. He ~d also like to treet with Adam Qmoran an:l Ellen Goldring to be kept in touch with the ~k they are doing. SF will draft a letter £or review by SHH, MI.M, and HLZ.

SF noted tba t Mr. Hirschhorn i s anxious to be i.nvol ved in the l ocal Lead Camunity project in Ba.lt.:urore. It was suggested that SHH encourage Daryl Friediran to :involve H:l.rachhorn locally. SHH will also suggest that MLM talk with Roy Hoffberger about the process in Baltilrore and will provide him with an outline of discussion points .

c. HLZ will encourage MrM to talk with Corky Go::,.lx,01\ so that the meeting with the presidents and ex:ecuti ves of CJF, JCCA arrl JESNA can be scheduled.

D. VFL was enc~ to :acve ahead on drafting a camunication with board narbers about J:lll!!!ll'bersp a1 board caxm:i ttees so that those ccmnittees can begin to functi.c:n.

I U r iH iNUtL 1 N5T P A G E . 0 03

CUE Staff Teleccn Page 2March 24, 1993

II* Update cn Ccamajnities

A. May Seminar

Work is ■under way to schedule a seminar with the training institutions in which they are to discuss how best to work with the Lead Canuunities, followed by a seminar of the Lead Cccmunities, to include sane overlap time for Interaction with the training institutions. It may be impossible for the two to coincide, in which case we may try to hold a meeting with the training institutions during the week of May 10 and a separate meeting with the ccxrtnunities cn May 17 and 18 at which one agenda item would be a presentation of what the training institutions are prepared to offer.

Discussicns will be held in Israel about the various cpticns and SF will advise VFL by Friday, March 26 cn haw to proceed with the planning and arrangements.

It was suggested that we involve the ccmnunities in preparation of the agenda for the asninar. SE, SF, and AH will begin by developing our proposed agenda. This will then be presented to the canmnities for their additions and cactnents.

B. Atlanta

Atlanta continues to have problems with availability of staff time. SE, EH, and E. Goldring are scheduled to hold a series of meetings in Atlanta cn April 20. They will begin by meeting with educators and other professionals, followed by a series of presentations to the Atlanta commission cn the work of CUE. During that visit, they will begin to work with Suory Universitycn the possibility of developing a pilot project cn personneldevelopment. They will also corxtixrue- ccsrvsrsatians-about------ -Atlanta's participation in the CRB Israel experience project.

It was noted that Atlanta will not send a representative to the meeting an March 29 an the educators survey. They will, however, send someone to the May seminar.

It was suggested that the lay leaders of Atlanta are more ready to move ahead than the professional staff. It was noted, however, that there are two factions of lay people trying to take the camunity in different directions and that the staff iscaught somewhere in the middle. It was agreed that this allneeds to be thought through carefully.

CIJE Staff 'l'elecCl:l Marcil 24, 1993

I!. U'odate en Camuni ties

A. Mav Seminar

IV l'IHNUt L j N~ f PA GE.003

Page 2

WOrk is under~ to schedule a seminar with the training inatituticna in which they are to discuss how best to work with the Lead Coxm,,.,ities, followed by a seminar of the Lead Ccmwnities, to include sare overlap time for interaction with the training institutions. It :tray be :i.Irpossible for the two to coincide, in which caae we nay tl:y to hold a zreeting with the training institutions during the -week of May 10 and a separate n:eeting with the carmmities an May 17 and 18 at which ane agenda i tan 'WOU.ld be a presentation of ~t the training institution.a are prepared to offer.

Diacussians will be held in Israel akx:,ut the various opticns and SF will advise VFL by Friday, March 26 cxi how to proceed with the plann:ing and arrangEm:!l'ltS ,

It was mJgge.sted that we involve the ccmrunities in preparation of the agenda for the aaninar . SE, SP, and AH will begin by developing our proposed agenda. 'Ihls will then be presented to the ccm:nmities for their additions and cannenta.

B. Atlanta

Atlanta continues to ha"8 prc:blE!II'S with availability of staff ~. SE, EH, and E. Gold.ring are scheduled to hold a series of ireetings in Atlanta an April 20. They will begin by :meeting with educators an:i other prof,easionals, followed by a series of presentatioos to the Atlanta cai:mission an the work of CIJE. Durin.;J that visit, they will begin to ~k with E:D::>:cy University on the possibility of developing a pilot project on personnel develcprent. They will also c.."Cll'"lt':i.nuE··~,:t-...:iti~.i------ ---Atlanta' s participation in the CRB Israel experience project.

It was noted that Atlanta will not send a representative to the meet.in] on March 29 on the Educators survey. They will, ~, send SCl'08(')ne to the May seminar.

It was suggested that the lay lead.era of Atlanta are zrore ready to nove ahead than the professional. staff. It was noted, however, that there are two factions of lay people tzying to take the camJJitlty in different clirecticns and that the staff is caught sarewhere in the middle. It was agreed that this all needs to be ~t through carefully.

MINUTES: CIJE Steering Committee

DATE OF MEETING: Marr.h 18, 1953

DATE MINUTES ISSUED: March 19, 1993

PRESENT: Stephen Hoffman, Ann Klein, Virginia Levi (Sec'y),Morton Mandel, Barry Reis

COPY TO: Seymour Kox, Annette Hovhstein, Henry L. Zucker

I. Purpose of Committee

The purpose of this committee is to coordinate and facilitate the work of CIJE. Over time, the committee will develop a regular modus operand! for CIJE.

Future meetings should include Seymour Fox and Annette Hochstein by telecon.

II. Administrative Needs

Ann Klein will serve as office manager for CIJE. Under her guidance, we will systematically develop policies and procedures. When we have a new secretary/bookkeeper, that person will be directly involved in implementation of many of the procedures.

AGK is preparing an operations manual with sections on general administration, travel, equipment and supplies, personnel, and communications. As we formalize our approach in each of these areas, the appropriate policies and forms will be distributed to CIJE staff and consultants.

With respect to travel, we are working toward an arrangement where one person at a selected travel agency will be responsible for handling all CIJE plane and hotel reservations.

Ill, Status of the Work with the Lead Communities

A. Atlanta

Discussion centered around the reluctance of Atlanta to move rapidly. This is of great concern to us. We will work with Atlanta to correct the situation.

There is an additional complication in Atlanta because they have been selected by the CRB Foundation as a CRB Lead Community and don't know how to respond. Barry Holtz spoke with Peter Geffen, director of the CRB project, In an effort to learn what is actually happening. He was frustrated with the "snow job" he got as a response. This is something to be considered further in the future.

r- rtC:. rl L:: rt '-Vt"\r- . nw•• • •~ • ···--·--

MINUTES: CIJE SteerLng Committee

DATE OF ttEETINC: Marr.h 18, 1993

DATE MINUTES ISSUED: March 19, 1993

PRESENT: Stephen Hoffman, Ann Klein, Virginia Levi (Sec'y), Morton Mandel, Barry Reis

COFY TO: Seymour .!-'ox, Annette Hochstein, Hem.-y L. Zucker

I. Puroose of Committee

The purpose of this committee is to coordinate and facilitate the work of CIJE. Over time, the committee will develop a regular modus operandi for CIJE.

Future meetings should include Seymour Fox and Annette Hochstein by telecon.

II. Administrative Needs

Ann Klein will serve as office manager for CIJE, Under her guidance, we will systematically develop policies and procedures. When we have a new secretary/bookkeeper, that person will be directly involved in implementation of many of the procedures.

AGK is preparing an operations manual with sections on general administration, travel, equipmenc and supplies, personnel, and communications . As "1e formalize our approach in each of these areas, the appropriate policies and forms will be distributed to CIJE staff and consultants.

With respect to travel, we are working toward an arrangement where one person at a selected travel agency will be responsible for handling all CIJE plane and hotel reservations.

Ill. Status of the Work with the Lead Comrnunitie~

A. Atlanta

PLscussion centered around the reluctance of Atlanta to move rapidly. This is of great concern to us. We will work with Atlanta to c9rrect the situacion,

There is an additional complication in Atlanta because they have hecn selected by che CRB Foundation .!IS a CRB Lead Community and don't know how to rcsporrd. Harry Holtz spoke with Peter Geffen, director of the CRB project, in an effort to learn what is actually happening. ~c was fruscraced wich the "snow job" he got as a response. This is something to be considered further in the future.

PAGE.008 : 1MAR 24

CXJE Staff Telecon

March 5, 1993

March 10, 1993

Shulamith Elster, Seymour Fox, Annette Hochstein, Stephen Hoffman, Barry Holtz, Virginia Levi, (Sec'y), Henry L. Zucker

MINUTES;

DATE OF MEETING:

DATE MINUTES ISSUES

PRESENT:

Morton L, MandelCOPY TO:

The primary purposes of this telecon were to clarify next steps in each of the three communities and agree on an ongoing communication plan for the staff team.

I, Atlanta

SE, SF, AH and SHU had just met with the Atlanta staff and lay leaders. They noted that a lack of human resources is making it difficult for Atlanta to get started. Following is a list of steps CIJE should take to move our process along:

A. Atlanta is seeking two new senior staff members, It was suggestedAssignment that SE, SF, and BH review their list of candidates. In addition,Assignment SF will propose one or two other candidates. Until they have the

necessary staff on board, it will be very difficult for Atlanta to move ahead with the project. We have promised Atlanta up to $30,000 to match local support for funding a position to help move the project forward. Atlanta is to let us know when there is a person in place. As noted above, we will be involved In identifying candidates.

B, In light of lay pressure to get going, Atlanta would like to moveAssignment forward with a pilot project. SE and BH will meet with Atlanta on

pilots, being very careful to keep the CU E agenda in mind.

Assignment C. Mobilization of the Atlanta commission should now begin. Tt wassuggested that Ellen Goldring, Claire Rottenberg and BH present their projects to the Council on Jewish Continuity as a way to help move the mobilization process along. Atlanta is looking to us for an agenda.

Atlanta is looking for help with a pilot project in one of the following areas:

D.

1. Personnel-- teacher education. (Emory University is interested in being involved.)

MAR 24 '3== 8: ! :' PAGE.002

MINUTES: CIJE Staff Telecon

DATE OF MEETING: March 5, 1993

DATE MINUTES ISSUES : Maren 10, 1993

PRESENT: Shulamith Elster , Seymour Fox, Annette Hochstein , Stephen Hoff man, Barry Holtz, Virgini a Levi, (Sec'y), Henry L. Zucker

COPY TO: Morton L. Mande l

- -- ---- - -. . . . - - -- --- -- ·- -· · --- -- -- --.... . -- -· --- · ·· ----- -- - · --------- .. - ... -- --

The pri~ary purposes of this telecon were to clarify next steps in each of the: t:hrcc communities and agree on sn ongoing communication plan for the staff team .

Assignment Assignment

Assignment

Assignment

I. 6,_tlanta

SE, Sr", AH and SHI! had just met with the Atlanta staff and lay leaders. They noted that a lack of human resou-rces is makini it: difficult for Atl~nta to g~t started. Following is a list of steps CIJE should take to move our pro~ess along:

A. Atlanta is seeking two new se11ior staff members. It was suggested that St, SF, and BH review their list of candidates , In addition , SF will propose one or two other candillates. Until they have the necessary staff on board, it will be very difficult for Atlanta to move ahead with the project. ~e have promised Atlanta up to $30,000 to match local support for funding a position to help move the project forward. Atlanta is to let us know when there is a person in place. As noted above, we will be involved in identifying candidates.

B. In light of lay pressure to get going, Atlanta would like to move forward with a pilot pr oject. SE and BH will meet wi th Atlanta on pilots, being very careful to keep the CIJE agenda in mind ,

C. !1obi1ization of the Atlanta commiss i on should now begin. Tt was suggested that Ellen Goldring, Claire Rottenberg and BH present their projects to the Council on Jewish Continuity ~s a way to help move the mobili,:;ati on process along. Atlanta is looking to us for an agimda.

D. Atlanta is looking for help with a pilot project in one of the following areas:

1 . Pe1:sonnel- -teachet' education. (Emory University is interested in being invol ved.)

CIJE Staff Telecon March 5, 1993

2. Israel experience programs.

In discussing the possibility of a pilot project on the Israel experience, BH reported that he had spoken with Peter Geffen and been given the "party line” on the CRB project. Atlanta is one of the twelve communities selected to participate, but it is unclear what this involves. We know that CRB is providing extensive technical assistance and is matching scholarship funds on a 1:3 basis. It was suggested that Atlanta is looking to CIJE for help in interpreting the CRB project. We might work with Atlanta to design a model of what it would take to significantly increase the number of young people from Atlanta who go to Israel and then present a plan to CRB. SE and BH will discuss this with Atlanta and decide if it is a priority.

3. Work with the JCC--to be undertaken later.

SE, SF, and BH agreed to prepare suggestions for how to proceed with these pilot projects.

E. Ellen Goldring should provide a written description of the monitoring, evaluation and feedback project including an explanation of Claire Rottenberg's role, Steve Gelfand will use this to introduce her to the community, It was agreed that Claire can now resume her duties as a field researcher. SE will call Ellen to let her know about the assignment.

F, SE will remain in regular contact, providing ongoing prodding and support of the process with help from SHH on community process issues.

Baltimore

Baltimore is at the end of a long planning process and anxious to moveahead with pilot projects. They wish to wait to convene theircommission until summer.

A. SE and BH will begin work immediately with Baltimore on developing a pilot project.

B. BH and SE will make the community aware of the availability of CIJE as a resource on hiring and training for senior staff.

C. No immediate steps are necessary in Baltimore with respect to the funding support we have promised for planning. We will wait to hear how Baltimore proposes to use that support.

D. We should encourage Marshall Levin to discuss what it means to be a Lead Community with the lay leaders.

r 1?ignment

ssignment

ssignment

ssignment

II

:signment

E. S£ and BH will try to arrange a private meeting with Chaim Botwinick to discuss how to procecd.

signment



1""1-11.:il::.. ~03

Page 2

In discussing the possibility of a pilot project on the Israel experience, BH reported that he had spoken with Peter Geffen and been given the "party li.ne" on the CRB project. Atlanta is one of the twelve communities selected to participate, but it is unclear what this involves. 'Ye know that CR.5 is providing extensive technical assistance and is matching scholarship funds on a 1:3 basis. It was suggested that Aclanta is looking to CIJE for help in interpreting the CRB project. We might work with Atlanta to design a model of what it would take to significantly increase the number of young people from Atlanta

,~ignmeot who go to Israel and then present a plan to CRB. SE and BH will discuss this with Atlanta and decide if it is a pri~rity.

ssignment

;;sigrunent

;;signment

II

.signment

signment



E. Ellen Goldring should provide a written descripcion of the monitoring, evaluation and feedback project including an expl~nation of Claire Rottenberg's role. Steve Gelfand will use this to incroduce her to the community. It was agreed that c:laire can now resume her duties as a field researcher. SE will call Ellen to let her know abouc the assignment.

F. SE will remain in regular contact. providing ongoing prodding, and suppo-rt of the process with halp f-rorn SHH on communi.t:y process issues.

Baltimore

Baltimore is at the end of a long planning process and anxious to move ahead with pilot projects . They wish to wait to convene their commission until SUlJIJner.

A. SE and BH will begin work immediately with Balti1nore on developing a pilot proj cct.

B. BH and SE will make the couununity aw.-:i.re of the ava.ilsbilicy of CIJE ns a resource on hiring and training for senior staff.

G. No immediate steps an'! necessary in Baltimore with respect to the £unding support we have promised for planning. We will wait co hear how Baltimore proposes to use chat support.

D. We should encourage Marshall Levin to discuss what ic means to be a Lead Community with the lay leaders.

E. S£ and BH will cry to arrange a private meeting with Chaim Botwini.ck to discuss how to p,ocead.

DAY.SCHOOL.COUNCIL2PAGE:

H-434 -1753

H-325-9133 B-723-9559

Pres, Epstein School 3270 Cochise Dr Atlanta, GA 3 0339

Principal, Torah Day Sch 1901 Montreal Rd #137 Tucker, GA 3 00 84

Mrs. Robin Rosenberg 588551

781196

PAGE: 2 DAY.SCHOOL.COUNCIL ------------------------------ -------------------- ----------------------

Mrs. Robin Rosenberg 588551

'"\

✓ Rabbi Yi t z c ho k Young 781196

--... ------····--··-

. '

'\

Pres, Epstein School 3270 Cochise Dr Atlanta, GA 30339

Principal, Torah Day Sch 1901 Montreal Rd ij137 Tucker, GA 30084

H-434-1753

H-325-9133 B-723-9559

JES - EDUCATION DIRECTORS COUNCIL 28 Oct 1992(AC.EDUC.DIRECTORS.COUNCIL - EDUC.DIR.COUNCIL)

CHAIRPERSON: Joanne Barrington

STAFF: Lauren Azoulai

H-984- 9285 B-873 -1734

H-633-6221 8 - i 33 - n 3 1

nH-633-4645

H- 399 - 6128 B-395-1340

H-971-5833 B- 873 - 1248

H-471-6113 B-581-3462

H- 395 - 7529

H-999-9999 B- 355 - 3508

H-394-4747 B-252 - 3073

H-551-0527

H- 350 - 8122

Education Director 1589 Peachtree Rd NE Atlanta, GA 3 03 67

1?68 Timothy Dr. 'Atlanta, GA 30329

1711 Deerfield Cir Decatur, GA 30033

Temp1e Emanu-El 1580 Spalding Dr Dunwoody, GA 30350

633 Parkcrest PI Marietta, GA 30068

1208 Interlaken Pa99 Jonesboro, GA 3 023 6

5250 Meachowcreek Dr Dunwoody, GA 3 0338

820 Stonedge Ct Marietta, GA 30068

7592 Van Eyck Way Dunwoody, GA 3 0350

48 Wing Mill Dr Dunwoody, GA 3 0350

2446 Northside Dr Atlanta, GA 3 03 05

D,'/׳״'Ms . Joanne Barrington (The Temple) ־־ 133596

/ i t o . Berta Becker v 138651 (Or VeShalom) )

^v/Mrs. Arlene Brightman ! 178701 (Shearith Israel)

^/Cantor Scott Colbert 216300 (Emanu-El)

\/Mr. Robert I. Cook 781305 (Tichon Atlanta)

Mr. Dennis G. DavidsorT^ 228250 (B'nai Israel) )

/ Rabbi Barry FriedmanN \ 287950 (Kol Emeth|__^

V M r . Steven Grossman 353412 (Ahavath Achim)

V Rabbi Jeffrey B. Lazar 454785 (Sinai)

" Mrs. Hassia Levin,׳,\\464826 (Beth Tikvah)

Mr. William Planer 791758 (Ahavath Achim)

H- 339 - 7602 B- 80 4 ־73—־12־

3 cf c? -S 3 0 0 H-394-8943fA

ר25£ע<-ל־5־3?

H- 925 - 7375 B-432-1000

2560 Bechers Brook NW Lawrenceville, GA 3 0243

7455 Brigham Dr Dunwoody, GA 3 0350

1318 Brays Mill Tree Lawrenceville, GA 3 0244

^•■'^Mrs. Andrea Settle'׳-•633941 (Beth David) )

630801 (B'nai Torah)

JES - EDUCATION DIRECTORS COUNCIL 28 Oct 1992 (AC.EDUC.DIRECTORS.COUNCIL - EDUC.DIR.COUNCIL)

-----------------------------------------------------------------------CHAIRPERSON:

STAFF:

Joanne Barrington

Lauren Azoulai

Education Director o~/Ms. Joanne Barrington 1589 Peachtree Rd NE

133596 (The Temple) Atlanta, GA 30367

~ ~rta--~~:;----- 1~ 6 B Timothy Dr. ( ~38651 (Or VeShalorn.2..-) /"Atlanta, GA 30329

~ JMrs. Arlene Brightman l 1,1 JL~ 1711. Deerfield Cir ' 178701 (Shearith IsraelJ ·~ Decatur, GA 30033

' ✓Cantor Scott Colbert 216300 (Emanu=El)

. VMr. Robert I . Cook 781305 (Tiehen Atlanta)

(Mr . Dennis G ~-David;~~ '-228250 {B 'nai Israel) _ _... .. )

, "1iabbi Barry F~ ~ 87950 (Kol Emeth)

-✓ Mr. Steven Grossman 353412 (Ahavath Achirn)

✓ Rabbi Jeffrey B. Lazar 454785 (Sinai)

/ Mrs. Hassia Levin~ ~ 464826 (Beth Tikvah)

Mr. William Planer 791758 (Ahavath Achim) --Mrs. Arlene Rotterl

, 598613 (Beth Shal omJ

Mrs. 1.r1.am eidband 630801 (B'nai Torah)

, ~s--~ ~ --6 3 3941 (Beth David) )

Temple Emanu-El 1580 Spalding Dr Dunwoody, GA 30350

633 Parkc rest Pl Marietta, GA 30068

1.208 Interlaken Pass Jonesboro, GA 30236

5250 Meachowcre ek Dr Dunwoody, GA 30338

820 Stonedge Ct Marietta, GA 30068

7592 Van Eyck Way Dunwoody, GA 30350

48 Wing Mill Dr Dunwoody, GA 30350

2446 Northside Dr Atlanta, GA 30305

2560 Bechers Brook NW Lawrenceville, GA 30243

7455 Brigham Dr Dunwoody, GA 30350

1318 Brays Mill Tree Lawrenceville, GA 30244

H-984-9285 B-873-1734

H-633-6221. B - , 33 -173'7

H-633-4645 n I5 : iJ ·)3 - /?'1-3

H-399-6128 B-395-1340

H-971-5833 B-873-1248

H-471-611 3 B-581-3462

H-395- 7529

H-999-9999 B-355-3508

H-394-4747 B- 252-3073

H-551-0527

H-350-8122

H- 339 - 7602 B- 893 1248

399-S3 oo H-394-8943 1; S-J)S?- of"J'l

H-925-7375 B-432 - 1000

EDUC.DIR.COUNCILPAGE: 2

H-394-5553 B-973 0137־rf

H-252 - 8728 B-641-8 63 0^

/ / / ? * - 3 S /y

495 Wyncourtney Dr Atlanta, GA 30328

Temple Kehillat Chaim 10200 Woodstock Rd Roswell, GA 30075

''*''Mrs. Linda Weinroth"'-N \ 728800 (Etz Chaim) )

Rabbi Harvey Winokur ׳׳׳ ,( 741950 V

PAGE: 2 EDUC.DIR.COUNCIL ------------------------------------------------------------------------

11/llC -· -- .. -- --· - -- ✓Mrs . Linda We inro th··,· ., \ 728800 (Etz Chaim) ~ '---- - =- ___-/ _,,. Rabbi · H~-rvey Wi~~k~-;---.

741950 ) _________ _-/

495 Wyncourtney Dr Atlanta, GA 30328

Temple Kehillat Chaim 10200 Woodstock Rd Roswell, GA 30075

H-394-5553 B-973-0137 r1

H- 252 - 8728 B-641-8630t1

//dN-..3r'/1t

SYNAGOGUES

636-7792(h)

Congregation Beth Jacob (Cont.)

Mrs. Elana Ellman, Sisterhood Co-President 1359 Biltmore Dr. N.E., Adanta, GA 30329

Mrs. Vivian Zisholtz, Sisterhood Co-President 320-6159(h) 1294 Bernadette Lane, N.E., Atlanta, GA 30329

C /3 ■

^ C O N G R E G A T IO N B E T H SH A L O M (Conservative)5303 Winters Chapel Road 399-5300

\ Atlanta, GA 30360 FAX 399-0766

Mark Zimmerman, Rabbi

Mrs. Feme Katz, Executive Director

Mrs. Eileen Cohn, President 518-8490 (h)9165 Chapelwood Dr., Alpharetta, GA 30202

Mrs. Merice Kraar, Sisterhood President 939*2491 (h)3010 Wembley Ridge, Atlanta, GA 30340 876-0640 (0)

Mr. Arthur Gittelman, Men's Club President 458-6376 (h)4008 Forrestal Dr., Chamblee, GA 30341

y C O N G R E G A T IO N B E T H T IF IL L A H (Observant)5065 Highpoint Road 843-2464Atlanta, GA 30342 FAX 257-9306

Yossi New, Rabbi

Mrs. Jill Ovadia, Office Manager

Dr. David Westerman, President 843-2168 (h)5515 Shiver Summit, Atlanta, GA 30342

Mrs. Anita Stein, Sisterhood Co-President 250-0200 (h)4895 Franklin Pond Rd., Atlanta, GA 30342

Mrs. Sharon Westerman, Sisterhood Co-Pres, 843-2168 (h)5515 Shiver Summit, Atlanta, GA 30342

Mr. Reed Travis, Brotherhood President 252-6861 (h)230 Marilyn Place, Adanta, GA 30342

. AH AVATH A C H IM C O N G R E G A T IO N (Conservative)f j 600 Peachtree Battle Avenue, N.W. 355-5222

FAX 352-283Lg . / 2 f.Atlanta, GA 30327

Dr. Harry H. Epstein, Rabbi EmeritusArnold M. Goodman, Rabbi 0, 8 > 7 £ ־Stephen Weiss, Assistant RabbiIsaac Goodfriend, Hazzan

Mrs. Geraldine F. Ashkenazie, Executive Director

Dr. Irwin J. Knopf, President 255-3341 (h)1091 Tennyson Place, Adanta, GA 30319 FAX 255-3438

Mrs. Karen Shonson, Sisterhood President 992-5646 (h)620 Trailmore Place, R osw ell, GA 30075

Mr. Philip G. Cuba, Men’s Club President 256-5678 (h)415 Highbrook Dr., Atlanta, GA 30342

(as)n ANSHE S ’FA RD C O N G R E G A T IO N (Ortho-Chassidic)

1324 North Highland Avenue, N.E. ( j£ ■ o ' l 7*1 874-4513.Atlanta. GA 30306

3? -׳ל

Nathan Katz, RabbiBinyomen Friedman, Assistant Rabbi

Mr. Haskell Frostig, President 237-5089 (h)1145 Norwich Circle, N.E., Atlanta, GA 30324

*C O N G R E G A T IO N BE T H A V E R IM (Reconstructionist)p .O. Box 54947 642-3467.tlanta, GA 30308

Mr. Michael Kinsler, President 248-0278(h)1255 Kingsley Circle, Adanta, GA 30324

*C O N G R E G A TIO N BE TH JA C O B (Orthodox)1855 LaVista Road, N.E. 633-0551Atlanta, GA 30329 FAX 320-7912

Dr. Emanuel Feidman, Rabbi Emeritus Ilan D. Feldman, Rabbi

Mr. Fred Glusman, Executive Director Mrs. Chana Shapiro, Program Director

Mr. Herb Mendel, President 237-8303 (h)1011 Lenox Valley N.E., Atlanta, GA 30324 892-1103 (o)

SYNAGOGUES ,---- (!iP) , AHA VATH ACHIM CONGREGATION (Conservative)

'{S 600 Peachcret Baute A venue, N. W. 355-5222

Atlanta, GA 30327 e. ,. c.lul.-r ti FAX 352-2831

Dr. Harry H. Epstein, Rabbi Emeriws Arnold M. Goodman, Rabbi Stephen Weiss, Assistant Rabbi Isaac Goodfriend, Hazzan

p if r £ 'I I .

Mrs. Geraldine F. Ashkenazie, Executive Director

Dr. Irwin J. Knopf, President 255-3341 (h) 1091 Tennyson Place, Atlanta, GA 30319 FAX 255-3438

Mrs. Karen Shonson, Sisterhood President 620 Trailmore Place, Roswell , GA 30075

Mr. Philip G. Cuba, Men's Club President 415 Highbrook Dr., AL.lanta, GA 30342

(Af)

992-5646 (h)

256-5678 (h)

-..;.ANSHE S'FARD CONGREGATION (Ortho-Chassidic) • 1324 North Highland Avenue, N.£. (~. cr/!11~~~-451~

Atlanta, GA 30306 /'·'~ :3-:P'f (} ~ Nathan Katz, Rabbi Binyomen Friedman, Assistant Rabbi

Mr. HaslceU Frostig, President 237-5089 (h) 1145 Norwich Circle, N.E .• Atlanta, GA 30324

'iCONGREGATION BET HAVERIM (Reconstructionist) P.O. Box 54947 642-3467 .tlanta, GA 30308

Mr. Michael Kinsler, President 248-0278(h) 1255 Kingsley Circle, Atlanta, GA 30324

iCONGREGATION BETH JACOB (Orthodox) 1855 LaVista Road, N.E. 633~55/ Atlanta, GA 30329 FAX 320-7912

Dr. Emanuel Feldman, Rabbi Emeritus !Ian D. Feldman, Rabbi

Mr. Fred Glusman, faecutive Director Mrs. Chana Shapiro, Program Director

Mr. Herb Mendel, President 1011 Lenox Valley N.E .• Atlanta. GA 30324

237-8303 (h) 892-1103 (o)

Congregation Beth Jacob (Cont.)

Mrs. Elana Ellman, Sisterhood Co-President 1359 Biltmore Dr. N.E .• Atlanta. GA 30329

Mrs. Vivian Zisholtz, Sislerhood Co-Presidenl 1294 Bemadeue Lane, N.E .. Atlanta, GA 30329

e. 13<.,

636-7792(h)

320-6159(h)

CONGREGATION BETH SHALOM (Conservative) 5303 Winters Chapel Road 399-5300

~,a, GA 30360 FAX 39~

Mark Zimmennan, Rabbi

Mrs. Ferne Katz, Executive Director

Mrs. Eileen Cohn, President 518-8490 (h) 9165 Chapelwood Dr., Alpharetta, GA 30202

Mrs. Merice K.raar, Sisterhood President 3010 Wembley Ridge, Atlanta, GA 30340

Mr. Arthur Gittelman, Men's Club President 4008 Forresta! Dr., Chamblee, GA 30341

939-2491 (h) 876-0640 (o~

458-6376 (h)

)(CONGREGATION BETH TIFILLAH (Observant) 5065 Highpoint Road 843-2464 Atlanta, GA 30342 FAX 257-9306

Yossi New, Rabbi

Mrs. Jill Ovadia, Office Manager

Dr. David Westerman, President 5515 Shiver Summit. Atlanta, GA 30342

Mrs. Anita Stein, Sisterhood Co-President 4895 Franklin Pond Rd., Atlanta, GA 30342

843-2168 (h)

250-0200 (h)

Mrs. Sharon Westerman. Sisterhood Co-Pres, 843-2168 (h) 5515 Shiver Summit, Atlanta. GA 30342

Mr. Reed Travis, Brota'lerhood President 252-6861 (h) 230 Marilyn Place, Atlanta. GA 30342

)C O N G R E G A T IO N N ER H A M IZ R A C H aranian)P.O. Box 95242Atlanta, GA 30347 315-9020

Shmuel Khoshkeraman, Rabbi

OR V E S H A L O M (Traditional- Sephardic) , , 0 / .& (1681 North Druid Hills Road, N.E. ( j r ' 633-1737Atlanta, GA 30319 / FAX 633-5938

Mr. Martin Karon, Executive Director Mrs. Berta Becker, Education Director

Mr. Bruce V. Bentor, President 804-8828 (h)110 Treadwick Dr., Dunwoody, GA 30350 512-0500 (0)

Mrs. Beverly Merlin, Sisterhood President 231-1810 (h)3300 West Roxboro Rd., Atlanta, GA 30324 451-8000 (0)

Mrs. Jane Axelrod, Executive DirectorMrs. Arlene Brightman, Religious School Administrator

874-2-162(h) 522-1980(0)

477-0668 (h)

Mr. Jake Arbes, President1597 Sussex Road, Atianta, GA 30306

Mrs. Debra Halpem, Sisterhood President 3999 Allenhurst Dr., Norcross, GA 30092

t T r 7/T H E T E M P L E (Hebrew Benevolent Congregation) (Reform)

1589 Peachtree Rd. N £ . 873-1731 JAtlanta, GA 30367 p j 0 2 - FAX 873-552<¥

Alvin M. Sugarman, Senior Rabbi — Brett R. Isserow, Assistant Rabbi

Mr. Mark R. Jacobson, Executive Director Ms. Joanne L. Barrington, Education Director

Mr. Irwin Lowenstein, President 2 5 2 6 6 4 4 (h)־6275 Old Hickory, P l, Atlanta, GA 30328 264^620(0 )

471-3586

:O N G R E G A T IO N B ’N A I ISR A E L (Reform)'.0. Box 383 Uverdale. GA 30274

477-1482 (h)

969-2274 (h) 221-7275 (0)

:red V. Davidow, Rabbi

Mrs. Brenda Turetsky, President 2319 Lago Dr., Jonesboro GA 30236

Mrs. Judy Garrett, Sisterhood President 164 Muse Rd., Fayetteville, GA 30214

)N G R EG A T IO N B ’N A I TO R A H (Traditional)700 Mt. Vernon Highway — 257-0537Atlanta, GA 30328 / ( g t * J J S ^ U ^ J A X 256-9706

Juda H. Mintz, Rabbi 0 ן n n , , n ־ ־ f r ~ - a ' v’״.iss. Cantor {?• ' 1 ^

396-7032 (h)

257-0410 (h)

455-1493 (h)

Mrs. Shelley Covin, Executive Director Mrs. Miriam Seidband, Education Director

Mrs. Margo Dix, President4370 Pullman Court, Dunwoody, GA 30338

Mrs. Sharon Wildstein, Sisterhood President 535 Coldstream Cl , Atanta GA 30328

Mr. Don Mem berg. Brotherhood President 3931 Granger Drive, Chamblee, GA 30341

(E C s )O N G R EG A TIO N E T Z C H A IM (Conservative)

1190 Indian Hills Parkway 973-0137Marietta, GA 30068 FAX 977-0829

I

3m Lewis, Rabbi

Ai. Randy Gorod, Executive Director Irs. Linda H. Weinroth, Education Director׳■

Mr. Ken Schlenker, President 973-8210 (h)2055 Paran Court, Marietta, GA 30062 426-4122 (0)

Mrs. Jill Sanderson, Sisterhood Co-President 587-2182 (h)1229 Colony Circle, Marietta, GA 30068

Ms. Susan Schneider, Sisterhood Co-President 973-8684 (h)2231 Post Creek Cl , Marietta, GA 30062

Mr. Barney Epstein, Men’s Club President 993-7490 (h)5242 Pikes Peak C l, Marietta, GA 30062 496-7460 (0)

raditional)873-1743

'AX 873-6235־ ע

'C O N G R E G A T IO N ^SH E A R IT H ISR A E L1180 University Drive, NJL. 77 •,

1 itlanta, GA 30306 / 0 J , _£> y

Mark H. Kunis, Kabbi

Mrs. Valerie Needle, Sisterhood President 266-9651(h)2858 Alpine Rd., Atlanta, GA 30305

:::ONGREGATION B'NAI ISRAEL (Reform)

'.O.Bo:d83 !iverdale. GA 30274 471-3586

:red V. Davidow, Rabbi

Mrs. Brenda Turctsky, President 2319 Lago Dr., Jonesboro GA 30236

Mrs. Judy Garrett. Sisterhood President 164 Muse Rd., Fayetteville, GA 30214

477-1482 (h)

969-2274 (h) 221-7275 (o)

. / ~-{')

~NGREGATION B'NAI TORAH _(Traditional)

7()() Mt. Vernon Highway - h. .lJR.o,~~ 257-0537 .J.tlanta. GA 30328 ,f lf. d_ I! 256-9706

Juda R Mintz, Rabbi O

_/n ... 4-t:i ., B~ ~ LJ ol-EI' "~iss, Cantor f- 1 , B .,; ~~ \irs. Shelley Covin, Executive Director Mrs. Miriam Seidband, Education Director

Mrs. Margo Dix, President 4370 Pullman Court. Dunwoody, GA 30338

Mrs. Sharon Wildstein, Sisterhood President 535 Coldstream CL, Atanta GA 30328

396-7032 (h)

257-0410 (h)

Mr. Don Membcrg, Brotherhood President 455-1493 (h) 3931 Granger Drive, Chamblee, GA 30341

,I (£e-> tONGREGATION ETZ CHAIM (Conservative) I 190 Indian Hills P arlcway -t-~J 973-0137 ~arieua, GA 30068 FAX 977-0829

Jm Lewis, Rabbi

¾. Randy Gorod, Executive Director ks. Linda H. Weinroth, Education Director

Mr. Ken Schlenker, President 2055 Paran Court. Marieua, GA 30062

Mrs. Jill Sanderson, Sisterhood Co-President 1229 Colony Circle, Marietta, GA 30068

Ms. Susan Schneider, Sisterhood Co-President 2231 Post Creek CL, Marietta, GA 30062

Mr. Barney Epstein, Men's Club President 5242 Pikes Peale CL, Marietta, GA 30062

.,

973-8210 (h) 426-4122 (o)

587-2182 (h)

973-8684 (h)

993-7490 (h) 496-7460 (o)

-,CONGREGATION NER HAMIZRACH (Iranian) P.O. Box 95242 Atlanta, GA 30347 315-9020

Shmuel Khoshkeraman. Rabbi

tOII S'> ONGREGATION OR VE SHALOM (Traditional-

Sephardic) (.c I ~7-t~~- 1-ec 1681 North Druid Hills Road., N.E. C • 1 I - • 633-1737 Atlanta, GA 30319 FAX 633-5938

, CF(;. S. Roffcn lchay. Rabbi

Mr. Martin Karon, Executive Director Mrs. Bena Becker, Education Director

Mr. Bruce V. Bentor. President 110 Treadwick Dr., Dunwoody, GA 30350

Mrs. Beverly Merlin, Sisterhood President 3300 West Roxboro Rd., Atlanta, GA 30324

804-8828 (h) 512-0500 (o)

231-1810 (h) 451-8000 (o)

rg:r) CONGREGATION"SHEARITH~SRAEL raditional) 1180 Univt:rsiryDrive,N.E. (B..J, 7'1. '~ 873-1743

tlanta. GA 30306 f, / C 3 ]) ~-~.L~f9)/j35

Marie H. Kwus.,

Mrs. Jane Axelrod, Executive Director Mrs. Arlene Brightman, Religious School Administrator

Mr. Jake Arbes, President 1597 Sussex Road, Atlanta, GA 30306

Mrs. Debra Halpern. Sisterhood President 3999 Allenhurst Dr .• Norcross, GA 30092

874-2·162(h) 522-1980(0)

477-0668 (h)

E TEMPLE (Hebrei Benevolent Congregation) (Refo~

Atlanta, GA 30367 p, IO 2 FAX 873-552 1589 Peachtree Rd. NE. 873-3/131

. f-11,... Alvin M. Sugarman, Senior Rabbi Brett R. Isscrow, Assistant Rabbi

Mr. Mark R. Jacobson, Executive Director Ms. Joanne L. Barringt.on, Education Director

Mr. Irwin Lowenstein, President 6275 Old Hickory, Pt... Atlanta, GA 30328

Mrs. Valerie Needle, Sisterhood President 2858 Alpine Rd., Atlanta, GA 30305

252-6644(h) 264-4620(0)

266-9651 (h)

641-8630

E M P L E K E H I L L A T C H A I M (R eforraj\ 10200 Woodstock Road )Roswell, GA 30075 _____

843-3967(h)

' Harvey J. Winokur, Rabbi Barbara G. Margulis, Cantor ■׳

Ms. Mary F. Treiss, Office Manager

Mrs. Rosalyn Bush, President6215 BlackwaterTrl., Atlanta, GA 30328

Mrs. Lori Sugarman, Sisterhood Co-President 452-1986(h) 4063 Admiral Dr., Chamble, GA 30341

Mrs. Catherine Rosing, Sisterhood Co-Pres. 565-0623 (h) 4340 Jordan Lake Dr., Marietta, GA 30062

Mr. Stanley Lovetz, Men’s Club President 640-9815(h) 2917 Mount Trace, Roswell, GA 30075

HTEMPLE KOL EI\iteTH (Reform) . * - י , * ן *o J 1415 Old Canton Road ' n U i7 £ 3 5 3 3

^{arietta, GA 30062 n S X F 3 FAX 973-3566/

928-0807 (h) 928-9581 (0)

565-4167 (h)

59 !-9292(h)

Steven Lebow, Rabbi

Mrs. Michele Selvin Baylis, President 4332 Brandon Rige Dr., Marietta, GA 30066

Mr. Harvey Schneider, Men’s Club President 1411 Saratoga CL, Marietta, GA 30062

Mrs. Debbi Adelman, Sisterhood President 298 Creekwood Cir., Ackworth, GA 30101

252-3073 FAX 252-8570

455-6420 (h) 885-6500 (0)

394-7964 (h)

Dr. Pam Reynolds, Women's Comm. Co-Chair 352-0370 (h) 1095 Winding Creek Trl., Atlanta, GA 30328

Mr. Roger Sheffield, Chairman's Men's Club 998-6167 (h)870 Waterford Green, Marietta, GA 30068 953-1597 (0)

/ f " ' L r s )^ T E M P L E S I N A I (Reform) / ׳ ■

5645 Dupree Drive j C\ L -1V .Atlanta, GA 30327 '

Philip N. Kranz, RabbiSarah Pscheidt, CantorRabbi Jeffrey Lazar, Education DirectorMr. Daniel B. Jacob, Executive Director

Mrs. Rita K. Loventhal, President 4396 Ashwoody Trace, Atlanta, GA 30319

Mrs. Janet Rush, Women's Comm. Co-Chair 5400 Redfield Cir., Dunwoody GA 30338

■ __ _____ ( v> ״ .....TEM PLE BETH D A V ID (Reform) ' \1885 McGee Rd״ Snellville. GA 30278 978-3916Mailing Address: P. 0. Box 865, Snellville, GA 30278

YRichard Baroff, Rabbi

972-1926 (h) 325-1244(0)

923-4921 (h)

923-4878 (h)

Mr. Kenneth Sissel, President 4786 Carlene Way, Lilbum, GA 30247

Mrs. Phyllis Falk, Sisterhood President 762 Windy Dr., Stone Mountain, GA 30087

Mr. Jerry Hunt, Men's Club President 707 Oxford Ct״ Lilbum GA 30247

642-0434EM PLE BETH T IK V A H (Reform)

9955 Coleman RoadRoswell. GA 30075 1X1 V ׳'׳'׳־"

993-0031 (h)

*aid A. Tam, Rabbi

Ms. Betty A. Johns, Office Manager Mrs. Hassia Levin, Education Director

Mr. Bruce E. Walkes, President 865 Lake Overlook, Roswell, GA 30076

Mrs. Susan Helpert, Co-Chair. Women's Club 395-7913 (h) 7845 N. Spalding Lake Dr.,Dunwoody GA 30360

Mrs. Nancy Madoff, Co-Chair. Women's Club 992-5743 (h) 835 S. Abbey Wood PL, Roswell, GA 30075

Mr. Lorin Greenstein,Co-Chair. Men's Club 449-4508 (h)4032 Primrose Lane, Norcross, GA 30092

Mr. Ron Sternberg, Co-Chair. Men's Club 751-7023 (h)1020 Matheson Way, Alpharetta, GA 30202

? ^ M P L ^ M A N U - E M r ^ o ~

1580 Spalding Drive 395-1340Dunwoody. GA 30350 0 FAX 671-0241 ׳

399-9196(h) 347-7522(0)

Stanley M. Davids, Rabbi Scott E. Colbert, Cantor/Educator

Mrs. Frances Litde, Execuuve Director

Mr. Harold Kirtz, President8150 Innsbruck Drive, Adanta, GA 30350

Mrs. Marlene Reeves, Sisterhood President 804-0581(h)1810 Treclodge Parkway, Dunwoody, GA 30305

Mr. Richard Holland, Brotherhood President 250-9909(h)285 Lcdgemont Court, Atlanta, GA 30342 433-8330 (0)

3

TEM~Jj:··iETH DA ~~:eform·;····- °"""-1885 McGu Rd., Snellville. GA 30278 \ Mailing Address: P. 0. Box 865, Snellville. GA 30278 \-/.__::__ _______ _ Richard Baroff, Rabbi p . C} { /3,3

Mr. Kenneth Sissel, President 4786 Carlene Way, Lilburn. GA 30247

Mrs. Phyllis Fa.Ile. Sisterhood ?resident 762 Windy Dr., Stone Mountain, GA 30087

Mr. Jerry Hunt, Men's Club President 707 Oxford Ct.. Lilburn GA 30247

~~LE BETH TIKVAH (Ref~ 9955 Coleman Road ~ ~•--

~~ .ald A. Tam. Rabbi

Ms. Betty A. Johns. Office Manager ~trs. Hassia Levin, Education Director

Mr. Bruce E. Walkes, Preside111t 865 Lake Overlook, Roswell, GA 30076

972-1926 (h) 325-1244 (o)

923-4921 (h)

923-4878 (h)

6424134

993-0031 (h)

Mrs. Susan Helpert, Co-Chair. Women's Club 395-7913 (h) 7845 N. Spalding Lake Dr .• Dunwoody GA 30360

Mrs. Nancy Malloff, Co-Chair. Women's Club 992-5743 (h) 835 S. Abbey Wood Pl., Roswell, GA 30075

Mr. Lorin Greensi.ein.Co-Chair. Men's Club 449-4508 (h) 4032 Primrose Lane. Norcross. GA 30092

Mr. Ron Sternberg. Co-Chair. Men's Club 751-7023 (h) 1020 Malheson Way, Alpharetta, GA 30202

~LE EMANU-EL (Refo~rm) . 1580SpaldingDrive o..k 395-1340 DUJ1woody. GA 30350 FAX 671-024/ - -----------St.anlcy M. Davids, Rabbi Scmt E. Colbert, Cantor/Educator

Mrs. Frances Little, Executive Director

Mr. Harold Kirtz, President 8150 Innsbruck: Drive. Atlanta. GA 30350

399-9 l 96(h) 347-7522(0)

Mrs. Marlene Reeves. Sisterhood President 804-058 l (h) 18 IO Treclodge Parkway, Dunwoody, GA 30305

Mr. Richard Holland. Brotherhood President 285 Lcdgcmont Co,Jit. Atlanta. GA 30342

250-9909(h) 433-8330 (o)

'IJiT-.1..- -i-~--'!.l~u.12. CJu .>4. ,; t-d ~ -EMPLE KEH ILLA T CHAIM (Reform)')

10200 Woodstock Road 64] -.8630 Roswell, GA 30075

( ~ey J. Winokur, Rabbi ) ~ bara G. Margulis. Cantor /

Ms. Mary F. Treiss, Office Manager

Mrs. Rosalyn Bush, President 6215 Blackwater Tri.. Ar.lanta, GA 30328

Mrs. Lori Sugarman, Sisterhood Co-President 4063 Admiral Dr., Chamble, GA 30341

Mrs. Catherine Rosing, Sisterhood Co-Pres. 4340 Jordan Lake Dr .• Marieaa, GA 30062

Mr. Stanley Lovetz. Men's Oub President 2917 Mount Trace, Roswell, GA 30075

Steven Lebow, Rabbi

Mrs. Michele Selvin Baylis, President 4332 Brandon Rige Dr., Marietta, GA 30066

1 Mr. Harvey Schneider, Men's Club President

l 1411 Saratoga CL. Marieu.a. GA 30062

Mrs. Debbi Adelman. Sisterhood President 298 Creekwood Cir .• Ackworth, GA 30101

- --------- ~ _, .. --· -· ( f5) EMPLE SIN AI (Reform) ,,-

5645 Dupree Drive {_, 9 c_ ) Atlanta. GA 30327 p· Philip . z, Rabbi Sarah Pscheidt, Cantor Rabbi Jeffrey Lazar, Education Director Mr. Daniel B. Jacob, faecutive Director

Mrs. Rita K. Loventhal, President 4396 Ash woody Trace, Atlanta, GA 30319

Mrs. Janet Rush. Women's Comm. CD-Chair 5400 Redfield Cir .. Dunwoody GA 30338

843-3967(h)

452-1986(h)

565-0623 (h)

640-98 l 5(h)

928--0807 (h) 928-9581 (o)

565-4167 (h)

591 :9292(h)

252-3073 FAX 252-8570

455-6420 (h) 885-6500 (o)

394-7964 (h)

Dr. Pam Reynolds, Women's Comm. Co.Chair 352-0370 (h) 1095 Winding Creek Tri., Atlanta, GA 30328

Mr. Roger Sheffield, Chairman's Men's Club 870 Waterford Green. Marietta, GA 30068

998-6167 (h) 953-1597 (o)

3

ORGANIZATIONSANTI-DEFAMATION LEAGUE OF B’NAI B’RITH (ADL) ־ Southeast Regional Office3384 Peachtree R d .,N £ . Suite 660 262-3470Atlanta, GA 30326 FAX 262-3548

Mr. Stuart Lewengrub, Executive DirectorMs. Jane Weinstein, Director of Development

Mr. Burton M. Gold,Southeast Chairman 237-9989 (h)2660 Peachtree Rd. #40-GH 816-0005 (0)Atlanta, GA 30305 FAX 816-0004

ATLANTA BUREAU OF JEWISH EDUCATION1745 Peachtree Road, N.E. 873-1248Atlanta, GA 30309 FAX 607-1457

870-1600Mr. Steve Gelfand, Interim Director

Dr. Stephen Kutner, President 355-0956(h)1071 W. Wesley Road, N.W., Atlanta, GA 30327 451-7453(0)

ATLANTA GROUP HOME3095 Margaret Mitchell Dr., N.W. 351 -3536Atlanta. GA 30327 FAX 352-3607

Mr. Myron Golub, Executive Director

Mrs. Frances Kuniansky, President 233-0690(h)757 Old Ivy Road, N £ ., Atlanta, GA 30342 816-0005 (0)

ATLANTA JEWISH COMMUNITY CENTER

875-7881FAX 898-9612

Peachtree Branch1745 Peachtree Road, Atlanta, GA 30309

971-8901 יFAX 565-2780''

396-3250 FAX 698-2055

458-3614 FAX 698-2055

454-7255

/ Shirlev Blumenthal Park\ 2509 Post Oak Tritt, Marietta, GA 30062_________

Zaban Branch5342 Tilly Mill Rd., Dunwoody, GA 30338

Weinstein Center for Adult Dav Services 5300 Tilly Mill Rd., Dunwoody, GA 30338

Barbara & Sanford Qrkin Respite Care Center 5276 Tilly Mill Rd., Dunwoody, GA 30338

\LPHA OMEGA FRATERNITY

Dr. Michael Szikman, President 952-6379(h)460 Cameron Valley Cl, Atlanta, GA 30328 952-5127(0)

AMERICAN ISRAEL PUBLIC AFFAIRS :OMMITTEE (AIPAC)'839 Paces Ferry Rd., Suite 1255 333-86261 tlanta. GA 30339 FAX 333-8630

lr. Mark Moskowitz, Regional Director Is. Amy Cooper, Associate Director

Mrs. Harriet Zimmerman, Vice-President 261-6783(h)3515 Paces Ferry Rd., Atlanta, GA 30327

MERICAN JEWISH COMMITTEE (AJC)Securities Centre, 3490 Piedmont Rd., Suite 1310 233-5501lanta, GA 30305 FAX 261 -2344

s. Sherry Frank, Southeast Area Directorrs. Sunny Stem, Assistant Southeast Area Director

Dr. Richard W. Cohen, President 352-3429 (h)2950 Rivermeade Drive, Atlanta, GA 30327 952-1551 (0)

Ms. Elise Eplan, Chair, ACCESS 873-5867 (h)1277 Cumberland Rd, Adanta, GA 30306 727-2651 (o)

-l^RICAN SOCIETY FOR TECHNION׳anta ChapterHoward Klein, Southern Regional Director (305)868-5666 -71st Street, Room 605, Miami Beach, FL 33141

262-1385(h) 524-1500(0)

Dr. Dan Kingloff, President490 Peachtree Sl , Atlanta, GA 30308

IT WOMEN ־ ATLANTA CHAPTER

Mrs. Marilyn Zuckerman, President 633-1099(h)1585 Adelia Place, N.E., Atlanta, GA 30329

Camp Isidore Alterman Dav Camp Winter: 396-32505342 Tilly Mill Rd., Dunwoody, GA 30338 Summer: 451-5765

ORGANIZATIONS .\LPHA OMEGA FRATERNITY

Dr. Michael Szikman, President 460 Cameron Valley Ct.. Atlanta, GA 30328

952-6379(h) 952-5127(0)

\MER IC AN ISRAEL PUBLIC AFFAIRS :OMMITTEE (AIPAC) ·839 Paces Ferry Rd., Suite 1255 ,1/anta. GA 30339

1r. Mark Moskowicz., Regional Director fa. P 'TIY Cooper, Associate Director

Mrs. Harriet Zimmerman, Vice-President 3515 Paces Ferry Rd., Atlanta. GA 30327

333-8626 FAX 333-8630

261-6783(h)

MERICAN JEWISH COMMITIEE (AJC) ~ecuriries Centre, 3490 Piedmont Rd., Suize 1310 133-5501 lanta, GA 30305 FAX 261-2344

s. Sherry Frank, Southeast Area Director :-s. SWlny St.em, Assistant Southeast Area Director

Dr. Richard W. Cohen, President 2950 Rivermeade Drive, Atlanta, GA 30327

Ms. Elise Eplan, Chair, ACCESS 1277 Cwnberland Rd, Atlanta, GA 30306

352-3429 (h) 952-1551 (0)

873-5867 (h) 727-2651 (o)

1cRICAN SOCIETY FOR TECHNIONanta Chapter Howard Klein, Southern Regional Direct.or (305)868-5666 -7lst Street, Room (i(}5, Miami Beach,FL 33141

Dr. Dan Kingloff, President 490 Peachtree SL, Atlanta, GA 30308

262-1385(h) 524-1500(0)

'.IT WOMEN - ATLANTA CHAPTER

Mrs. Marilyn Zuckerman, President 633-1099(h) 1585 Adelia Place, N.E., Atlanta, GA 30329

ANTI-DEFAMATION LEAGUE OF B'NAI B'RITH (ADL) - Southeast Regional Office 3384 Peachtree Rd., N.E. Suize 660 Atlanta. GA 30326

Mt. Stuan Lewengrub, E,;ecutive Direcior Ms. Jane Weinstein, Director of Development

Mr. Burton M. Gold.Southeast Chairman 2660 Peachtree Rd. #40-GH Atlanta, GA 30305

262-3470 FAX 262-3548

237-9989 (h)

816-0005 (o) FAX 816-0004

ATLANTA BUREAU OF JEWISH EDUCATION 1745 Peachtree Road, N.E. 873-1248 Atlanta, GA 30309 FAX 607-1457

Mr. St.eve Gelfand, Interim Director 870-1600

Dr. Stephen Kutner, President 355-0956(h) 1071 W. Wesley Road, N.W., Atlanta, GA 30327 451-7453(0)

ATLANTA GROUP HOME 3095 Margaret Mitchell Dr .. N.W. Atlanta. GA 30327

Mr. Myron Golub, Executive Director

Mrs. Frances Kunianslcy. President 757 Old Ivy Road, N.E., Atlanta, GA 30342

351-3536 FAX 352-3607

233-0690(h) 81Cr0005 (o)

ATLANTA JEWISH COMMUNITY CENTER

Peachtree Branch 1745 Peachrru Road, Atlanta. GA 30309

~B~~;nt°i;iPark l~09 Post Oak Triu. Marietta. GA 30062

Zaban Branch 5342 Tilly Mill Rd., Dunwoody. GA 30338

Weinstc:io Center Coe Adult Day Services 5300 Tilly Mill Rd., Dunwoody, GA 30338

875-7881 FAX 898-9612

971-8901 ' FAX. 565.;~cY

396-3250 FAX 698-2055

458-3614 FAX 698-2055

Barbara & San[ord Orkin Respite Care Center 5276 Tilly Mill Rd .. Dunwoody, GA 30338

454-7255

Camp Isidore Allennan Day Camp 5342 Tilly Mill Rd .. Dunwoody, GA 30338

Winter: 396-3250 Summer: 451 -5765

ATLANTA RABBINICAL ASSOCIATION

Rabbi Mark Zimmerman, President 399-530(Congregation Beth Shalom 5303 Winters Chapel Road Atlanta, GA 30360

ATLANTA REFORM SYNAGOGUE COUNCIL

Mr, Theodore G. Frankel, President 252-5500 (h6445 Powers Ferry Rd Suite 265 956-9502 (0Atlanta, GA 30339

ATLANTA SCHOLARS KOLLEL2191 Briar cliff Rd, Suite A 3214081Atlanta, GA 30329 FAX 320-7911

Rabbi Menachem Deutsch, Director

ATLANTA SYNAGOGUE COUNCIL Congregation Beth Shalom 399-530C5303 Winters Chapel Rd Atlanta, GA 30360

Mrs. Marcia Bergman, President 394-1617(fr7780 Landowne Drive, Atlanta, GA 30360

ATLANTA ZIONIST FEDERATION

Mrs. Laurel Weiner, President 874-1852(h1914 Wildwood Place, Atlanta, GA 30324 525-4313(0

BEN M ASSELL DENTAL CLINIC (See JEW ISH FAMILY SERVICES)

B’NAI B’RITH (Men)

B'NAIB'RITH DISTRICT #56611 Bay Circle, Suite 100 662-850:Norcross, GA 30071 FAX 448-1481

Mr. Michael Jaul, Executive Vice-President

B’NAI B’RITH GEORGIA STATF. ASSOCIATION

Mr. Mannie Lowe, President 578-1790(h2595 Oak Village Place, Marietta, GA 30062

ATLANTA JEWISH COMMUNITY CENTER (cont.)

Camp. Barney MedintzSummer: Rt. 3 Box 3828, Cleveland, GA 30528 (706)-865-2715Winter: 1745 Peachtree Rd NE, Atlanta GA 30309 875-7881

Mr. Harry Stem, Executive Director Mr. Joel Gross, Associate DirectorMs. Terry Cherniak, Assistant Executive Director, Peachtree Branch Mrs. Shaindle Schmuckler, Assistant Executive Director, Zaban Branch

& Director, Camp Isidore Alterman Ms. Barbara Vahaba, Director, Weinstein Center Mr. Steve Mendel, Director, Camp Barney Medintz

Mr. Cary Rosenthal, President 393-2497 (h)5664 New Peachtree Road, Atlanta, GA 30341 457-1301 (0)

ATLANTA JEWISH FEDERATION1753 Peachtree Rd., N E . 873-1661

:lanta, GA 30309 FAX 874-7043

Mr. David I. Samat, Executive Director

Mr. Gerald Horowitz, President

870-1608

237-1611 (h)3860 Nonhside Dr., NW, Atlanta, GA 30305 842-2300 (o)

ATLANTA JEWISH FEDERATION - Federation W om ens Council (FWC)

Mrs. Linda Diamond, Director Women’s Division 870-1602

Mrs. Kathy Sachs, President 252-0092 (h)5975 Riverwood Dr., Atlanta, GA 30328

ATLANTA JEWISH TIMES'575 Nonhside Dr., N.W. Building 400 Suite 470 352-2400Atlanta, GA 30318 FAX 355-9388

Mr. Charles A. Buerger, PublisherMr. Daniel Chovanec, Associate PublisherMr. Gary Rosenblatt, Executive EditorMs. Vida Goldgar, EditorMs. Fran Rothbard, Managing Editor

ATLANTA KASHRUTH COMMISSION1855 La Vista Rd 634-4063Atlanta, GA 30329

Rabbi Yehuda Boroocan, Director

5

ATLANTA JEWISH COMMUNITY CENTER (cont.) ATLANTA RABBINICAL ASSOCIATION

C:aroo Barney Mtdiotz s~r: Rt. 3 Box 3828, Cleveland, GA 30528 (706)-865-2715 Winrer: 1745 Peachrru Rd NE. Atlanta GA 30309 875-7881

Mr. Harry Siem, Executive Director Mr. Joel Gross, Associate Director Ms. Terry Chemiak, Assistant Executive Director, Peachtree Branch Mrs. Shaindlc Schmuckler, Assistant Executive Director, Zaban Branc

& Di.rector, Camp Isidore Altennan Ms. Barbara Vahaba, Director, Weinstein Center Mr. Steve Mendel, Directer, Camp Barney Mcdintz

Mr. Cary Rosenthal, President 393-2497 {h) 5664 New Peachtree Road, Atlanta, GA 30341 457-1301 (o)

ATLANTA JEWISH FEDERATION 1753 Peachtree Rd., N.E.

:lanca, GA 30309

Mr. David I. Samat, Executive Director

Mr. Gerald Horowitz, President 3860 Northsidc Dr., NW, Atlanta, GA 30305

ATLANTA JEWISH FEDERATION -Federation Women's Council (FWC)

Mrs. Linda Diamond, Di.rector Women's Division

Mrs. Kathy Sachs. President 597S Riverwood Dr., Atlanta. GA 30328

ATLANTA JEWISH TIMES '575 Nonhside Dr., N.W. Building 400 Suite 470 Atlanta, GA 30318

Mr. Charles A. Buerger, Publisher Mr. Daniel Chovanec, Associate Publisher Mr. Gary Rosenblaa., Executive Editor Ms. Vida Goldgar, Editor Ms. Fran Rothbard. Managing Editor

873-1661 FAX 874-7043

870-1608

237-1611 (h) 842-2300 (o)

870-1602

252-0092 (h)

352-2400 FAX 355-9388

ATLANTA KASHRUTH COMMISSION 1855 La Vista Rd 634-4063 Atlanta, GA 30329

Rabbi Yehuda Boroocan. Director

Rabbi Marie Zimmerman, President Congregation Beth Shalom 5303 Winters Chapel Road Atlanta, GA 30360

399-53()(

ATLANTA REFORM SYNAGOGUE COUNCIL

Mr. Theodore G. Frankel, President 6445 Powers Ferry Rd Suite 265 Atlanta, GA 30339

ATLANTA SCHOLARS KOLLEL 2191 Briarcliff Rd, Suite A Atlanta, GA 30329

Rabbi Menachem Deutsch, Director

ATLANTA SYNAGOGUE COUNCIL Congregation Beth Sha.Jorn 5303 Winters Chapel Rd Atlanta, GA 30360

Mrs. Marcia Bergman, President n80 Landownc Drive, Atlanta. GA 30360

ATLANTA ZIONIST FEDERATION

Mrs. Laurel Weiner, President 1914 Wildwood Place, Atlanta, GA 30324

BEN MASSELL DENTAL CUNIC (See JEWISH FAMILY SERVICES)

B'NAI B'RITH (Men)

B'NAI B'BIJJ:I DISTRICT #5 6611 Bay Circle, SuitdOO Norcross, GA 30071

Mr. Michael Jaul, Executive Vice-President

252-5500 (h 95&-9502 (o

321-408~ FAX 320-791:

399-530<.

394-1617(h

87~-1852(h 525-4313(0

662-850: FAX 448-148!

B'NAI B'RITH GEORGIA STAIE ASSOCIATION

Mr. Mannie Lowe, President 578-1790(h 2595 Oak Village Place, Marietta, GA 30062

5

B ’NAI B’RITH WOMEN ATLANTA CHAPTERS:

Chevra Chanter

Ms. Hope Green, President 594-9277 (h)1605 Geuysburg Place, Atlanta, GA 30350

971-1801 (h)

262-1054 (h) 984-3328 (0)

636-0036 (h)

Havannah Chapter

Ms. Elsa Friedman, Coordinator 3740 Clubland Dr., Marietta, GA 30068

Nashe Shalom Chapter

Ms. Lois Taylor, Co-President 3376 Inman Drive, Atlanta, GA 30319

Mrs. Connie Giniger, Co-President 526 Coralwood Dr., Decatur, GA 30033

Young Professionals Chapter

Mrs. Pam Lowe, President 578-1790 (h)2595 Oak Village PI., Marietta, GA 30062

B’NAI B’RITH YOUTH ORGANIZATION5342 Tilly Mill Rd. 457-6477Dunwoody, GA 30338 FAX 698-2055

Mr. Sam Riseman, Director

Mr. Jeff Lurey, President 449-0430(h)5555 Sappelo Trail, Norcross, GA 30092

BRANDEIS UNIVERSITY NATIONAL W OMEN’S COMMITTEE, Atlanta Chapter 231-6211

Mrs. Elaine Blumenthal, Co-President 432-5566(h)3840 Brandy Station Cl , Atlanta, GA 30339

Mrs. Ilene Miller Co-President 255-5533(h)835 Marseilles Drive, Atlanta, GA 30327 252-4180(0)

CAMP COLEMAN (U.A.H.C.)Winter Address: 1580 Spalding Drive 671 -8971

Dunwoody, GA 30350 FAX 671 -0241Summer Address: Route 3 Box 3704 (706)865-4111

Cleveland, GA 30528

Mr. Bobby Harris, Director Camping & Youth Services

{’NAI B’RITH (Men) (cont.)

:’NAT B’RITH ATLANTA LODGES:

^chim Lodge #3079

Mr. Malt Green, President 451 -3092(h)2526 Bentwood Drive., Atlanta, GA 30360

itlanta Lodge #1773

Mr. Jon S. Arth, President 578-0884(h)3810 Running Fox Dr., Marietta, GA 30062 351-2001(0)

ast Cobb Lodge #3328

Mr. Billy Balser, President 993-2545(h)S3 Rocky Glenn, Roswell, GA 30075'',׳•

451-1110(h) 396-6733(0)

633-5236(h)

ate Citv Lodge #144

Mr. Jerry Levine, Co-President 2850 Peeler Rd., Doravme, GA 30360

Mr. Jack Wexler, Co-President 633-4167(h)1727 Clairmont Way, Atlanta, GA 30329

io Frank Lodge #3216

Mr. Brian Coffsky, President 1189 Gail Drive, Atlanta, GA 30319

arty J Klee Unit #5447

Mr. Scott Feld, President 751-9400(h)3839 Greenhill Drive, Chamblee. GA 30341

frvm Unit # 1 6 9 צ (Jewish Home & Towers)

Mr. Ben Boksenberg, President 355-9516(h)3160 Howell Mm Rd., N.W . #327, Atlanta, GA 30327

lc< Unit

Mr. David Benda, President 448-6869(h)6316 Courtside Dr., Norcross, GA 30092

NAI B’RITH WOMEN

1 A NTA COUNCIL

Mrs. Karen Steinberg, Co-President 256-2627 (h)360 Stone Mill Trail, Atlanta, GA 30328

Mrs. Barbara Linde, Co-President 394-1893 (h)ש75 Roswell Rd #52, Atlanta, GA 30350

PNAI B'RITH (Men) (cont.)

:'NAI lB'RITH ATLANTA LODGES:

,chim Lodge #3079

Mr. Mau Green, President 2526 Bentwood Drive., Atlanta, GA 30360

,clama Lcx;ige # I 773

Mr. Jon S. Anh. President 3810 Running Fox Dr .• Marietta, GA 30062

ast Cobb Lodge #3328

Mr. Billy Balser, President r~3 Rocky Glenn, Roswell, GA 30075

ate Ci1y Lodge #144

Mr. Jerry Levine, CerPresident 2850 Peeler Rd., Doraville, GA 30360

Mr. Jack Wexler. Co-President 1727 Clairmont Way. Atlanta. GA 30329

;o Frank Lodge #3216

Mr. Brian Coffsky, President 1189 Gail Drive, Atlanta. GA 30319

am J Klee Unit #5447

Mr. Scoa Feld, President 3839 Greenhill Drive. Chamblee. GA 30341

wvro Unjt #5169 (Jewish Home & Towers)

451-3092(h)

578-0884(h) 351-2001(0)

993-2545(h)

451-11 IO(h) 396-6733(0)

633-4167(h)

633-5236(h)

75 l-9400(h)

Mr. Ben Bokscnberg, President 355-9516(h) 3160 Howell Mill Rd., N.W. #327, Atlanta. GA 30327

Mr. David Benda, President 448-6869(h) 6316 Counside Dr .. Norcross, GA 30092

NAI B'RITH WOMEN

'LANTA CQUNCU,

Mrs. Karen Steinberg. Co-President 256-2627 (h) 360 Stane Mill Trail, Atlanta, GA 30328

Mrs. Barbara Linde, Co-President 394-1893 (h) 7S00 Roswell Rd #52, Atlanta. GA 30350

6

B'NAI B'RITH WOMEN ATLANTA CHAPTERS:

Chevra Chapter

Ms. Hope Green. President 1605 Gettysburg Place. Atlanta, GA 30350

Havannah Chamer

Ms. Elsa Friedman, Coordinator 3740 Clubland Dr .• Marietta, GA 30068

Nashe Shalom Chapter

Ms. Lois Taylor, Co-President 3376 Irunan Drive, Atlanta, GA 30319

Mrs. Connie Giniger, Co-President 526 Coralwood Dr .• Decatur, GA 30033

Young Professionals Chapter

Mrs. Pam Lowe. President 2595 Oak Village Pl., Marietta. GA 30062

594-9277 {h)

971-1801 (h}

262-1054 (h) 984-3328 (o)

636-0036 (h)

578-1790 (h)

B'NAI B'RITH YOUTH ORGANIZATION 5342 Tilly Mill Rd. Dunwoody, GA 30338

Mr. Sam Riseman, Director

Mr. Jeff Lurey, President 5555 Sappelo Trail, Norcross, GA 30092

457-6477 FAX 698-2055

449-04~0(h)

BRANDEIS UNIVERSITY NATIONAL WOMEN'S COMMITTEE, Atlanta Chapter

Mrs. Elaine Blumenthal, Co-President 3840 Brandy Station CL, Atlanta, GA 30339

Mrs. Ilene Miller Co-President 835 Marseilles Drive, Atlanta, GA 30327

CAMP COLEMAN (U.A.H.C~) Winter Address: 1580 Spalding Drive

Dllllwoody, GA 30350 SU1T111Ur Address: Roule 3 Box 3704

Clevelarui. GA 30528

231-6211

432-5566(h)

255-5533(h) 252-4180(0)

671-<3971 FAX 671-0241 (706)865-411 I

Mr. Bobby Harris, Dirtttor Camping & Youth Services

COUNCIL OF JEWISH FEDERATIONS־(SOUTHEAST AREA OFFICE)1 753 Peachtree R o a d ,N £ . 881-4025Atlanta, GA 30309 FAX 874-7043

Mr. Barry R. Swartz, Consultant

THE ALFRED AND ADELE DAVIS ACADEMY460 Abernathy RoadAtlanta, GA 30328

Mrs. Mollie Aczel, Head of School

Mrs. Carol Nemo, President1075 Swathmore Dr., Atlanta, GA 30327

THE EPSTEIN SCHOOL (Solomon Schechter School of Atlanta)335 Colewood Way, N.W.Atlanta, GA 30328

Mrs. Cheryl R. Finkel, Head of School Mrs. Rosalyn Cohen, Assistant Head of School

Mrs. Robin Y. Rosenberg, President 3270 Cochise Drive, Atlanta, GA 30339

ETERNAL LIGHT HEMSHECH

Mr. Benjamin Hirsch, President 1610 LaVista Rd., Atlanta, GA 30329

KATHERINE AND JACOB GREENFIELD HEBREW ACADEMY OF ATLANTA, INC.5200 Northland Drive. NE 843-9900Atlanta, GA 30342 FAX 252-0934

Rabbi Jay Neufeld, HeadmasterDr. Elizabeth Cohen, Assistant HeadmasterMrs. Colleen Weston, Business And Development

Mrs. Terri Bagen, President 257-0470(h)190 Zeblin Road, Atlanta, GA 30342

Mrs. Francine Kersh, Co-President P.T.A. 448-3646 (h)5112 Running Fox Trl, Norcross, GA 30071

Mrs. Randy Knopf, Co-President P.T.A.480 Cameron Valley Cl , Atlanta, GA 30028

303-0347

266-1346 (h)

843-0111 FAX 843-0743

434-1753 (h) 434-8061 (0)

634-5246 (h) 325-3001 (0)

CAMP JUDAEAWinter Address: 2191 BriarcliffRd. Suite B

Atlanta. GA 30329 634-7883Summer Address: Route 9. Box 395

Hendersonville, NC 28739 (704) 685-8841

Mr. Andrew Davids, Camp Director

CHABAD OF GEORGIA • Lubavitch Central Organization for Jewish Education5060 Highpoint Road 843-2464Atlanta, GA 30342 FAX 257-9306

Rabbi Yossi New, Regional DirectorRabbi Yossi Lerman, Educational DirectorRabbi Ruvi New, Branch Director, Chabad of Cobb County

IILDREN OF HOLOCAUST SURVIVORS (Second Generation)

Mr. Saul Sloman, President 321-5919 (h)1398 Lively Ridge Rd NE, Atlanta GA 30329

CITY OF HOPE (SOUTHERN REGIONAL OFFICE)600 West Peachtree Street, Suite 145 873-6030Atlanta, GA 30308 FAX 872-3674

Ms. Joan M. Stuart, Southern Regional Director

Atlanta Chapter

Mrs. Roslyn Mandel, Co-President 634-5796 (h)1486 Briarwood Rd., Decatur, GA 30033

Mrs. Irma Yerlow, Co-President 261-8420 (h)1322 Briarwood Rd. NE #G-4, Atlanta, GA 30319

Mrs. Margie Silver, Co-President 875- 5748 (h)1225 Lenox Circle NE, Atlanta, GA 30306

Mrs. Irene M. Levine, Co-President 843-0225 (h)795 Hammond Dr. # 1201, Atlanta, GA 30328

CONSULATE GENERAL OF ISRAEL1100 Spring Street א . W. #440 875-7851Atlanta, GA 30309-2823 FAX 874-5364

Dr. Alon Liel, Consul General Mr. David Akov, Consul Mr. Shraga Karyan, Consul

7

CAMPJUDAEA \Vir.tu Adduss: 2191 Briarcliff Rd. Suite B

Atlarua. GA 30329 Summer Address: Route 9, Box 395

Hendersonville, NC 28739

Mt. Andrew Davids, Camp Director

CHABAD OF GEORGIA·

634-7883

(704) 685-8841

Lubavitch Central Organization for Jewish Education 5060 Highpoint Road 843-2464 Atlanta. GA 30342 FAX 257-9306

Rabbi Yossi New. Regional Director Rabbi Yossi Lerman, Educational Director Rabbi Ruvi New, Branch Director, Chabad of Cobb County

HLDREN OF HOLOCAUST SURVIVORS (Second Generation)

Mr. Saul Sloman, President 321-5919 (h) 1398 Lively Ridge Rd NE, Atlanta GA 30329

CITY OF HOPE (SOUTHERN REGIONAL OFFICE 600 West Peachlree Street, Suite 145 873-6030 Atlanta. GA 30308 FAX 872-3674

Ms. Joan M. Stuart, Southern Regional Director

Atlanta Chapter

Mrs. Roslyn Mandel, Co-President 1486 Briarwood Rd .• Decawr, GA 30033

634-5796 (h)

Mrs. Inna Yerlow, Co-Presider1t 261-8420 (h) 1322 Briarwood Rd. NE #G-4, Atlanta, GA 30319

Mrs. Margie Silver, Co-President 875- 5748 (h) 1225 Lenox Circle NE. Atlanta, GA 30306

Mrs. Irene M. Levine. Co-President 843-0225 {h) 795 Hammond Dr.# 1201, Atlanta, GA 30328

CONSULATE GENERAL OF ISRAEL I JOO Spring Street N. W. #440 Atlanta, GA 30309-2823

Dr. Alon Lie!, Consul General Mr. David Akov, Consul Mr. Shraga Karyan, Consul

875-7851 FAX 874-5364

COUNCIL OF JEWISH FEDERATIONS(SOUTHEAST AREA OFFICE) 1753 Peachtree Road, N .E. Atlanta, GA 30309

Mr. Barry R. Swartz, Consultant

881-4025 FAX 874-7043

THE ALFRED AND ADELE DA VIS ACADEMY 460 Abernathy Road 303--0347 Allanta, GA 30328

Mrs. Mollie Aczel, Head of School

Mrs. Carol Nemo, President 1075 Swathmore Dr., Atlanta, GA 30327

THE EPSTEIN SCHOOL (Solomon Schechter School of Atlanta) 335 Cole'WOod Way, N.W. Atlanta, GA 30328

Mrs. Cheryl R. Fin.Ice!, Head of School Mrs. Rosalyn Cohen, Assistant Head of School

Mrs. Robin Y. Rosenberg, President 3270 Cochise Drive, Atlanta, GA 30339

ETERNAL LIGHT HEMSHECH

Mr. Benjamin Hirsch, President 1610 La Vista Rd., Atlanta, GA 30329

26Crl346 (h)

843--0111 FAX 843--0743

434-1753 (h) 434-8061 (o)

634-5246 (h) 325J3001 (o)

KA THERINE AND JACOB GREENFIELD HEBREW ACADEMY OF ATLANTA, INC. 5200 Northland Drive. NE 843-9900 Atlanta, GA 30342 FAX 252-0934

Rabbi Jay Neufeld, Headmaster Dr. Elizabeth Cohen, Assistant Headmaster Mrs. Colleen Weston, Busines.s And Development

Mrs. Terri Bagen, President 190 Zeblin Road, Atlanta, GA 30342

Mrs. Francine Kersh. Co-President P.T.A. 5112 Running Fo:x Tri, Norcross, GA 30071

Mrs. Randy Knopf, Co-President P .T.A. 480 Cameron Valley CL, Atlanta, GA 30028

257-0470(h)

448-3646 (h)

7

ISRAEL BONDS, STATE OF2250 North Druid Hills Road, Suite 230 634-9500Atlanta, GA 30329 FAX 634-4243

Mr. Edward M. KofFsky, Executive Director

Mr. Alex Gross, Co-Chairman 321-4483 (h)1269 W ildcliff Parkway, Atlanta, GA 30329 483-4719 (0)

Mr. Adrian Grant, Co-Chairman 257-9654 (h)ש35 Piedmont #725, Atlanta, GA 30305 233-5486 (0)

ISRAEL GOVERNMENT TOURIST OFFICE1100 Spring Street Suite 440 875-9924Atlanta, GA 30309 FAX 875-9926

Mr. Eliezer Hod, Director

THE JEWISH EDUCATIONAL LOAN FUND, INC. 1605 Peachtree R d., NJE. 892■0503Atlanta, GA 30309 FAX 885-7558

Mrs. Gina Karp, Executive Secretary

Dr. Stephen W. Garber, President 256-9325(0)5555 Peachtree Dunwoody Rd., NJE. FAX 256-3662Atlanta, GA 30342

JEWISH EDUCATIONAL DIRECTORS COUNCIL(see: SYNAGOGUE EDUCATION DIRECTORS COUNCIL)

JEWISH FAMILY SERVICES, INC.1605 Peachtree Road, N. E. 873-2277Atlanta, GA 30309 FAX 885-7558

OUTREACH OFFICE:Cobb Branch: 973-31671240Johnson Ferry Place, Suite 20, M arietta, GA 30067

873-2277

393-8179 (h) 220-1101 (0)

881-1858

Zaban Park (Branch of AJCC):5342 Tilly Mill Road, Dunwoody, GA 30338

Mr. Gary Miller, Executive Director

Mr. David Herskovits, President 1055 Trailridge Lane, Atlanta, GA 30338

BEN MASSELL DENTAL CI.TNTC 18 Seventh St., N £ .Atlanta, GA 30308

Ms. Blanche Howard, Clinic Supervisor Theodore C. Levitas, DDS, Chief-of-Staff

HADASSAH * ATLANTA6075 Roswell Road. Suite 305 256-5007Atlanta. GA 30328

Mrs. Phyllis Cohen, Chair Executive Council 255-2180 (h)50 South Battery Place, Atlanta, GA 30342

Hadassah. Ein Karem Chapter

Mrs. Gerry Taiatoot, President 394-2697 (h)5570 Bend Creek Rd., Dunwoody, GA 30338

Hadassah. Hador Haba Group

Mrs. Alisa Unger, President 578-8743 (h)2690 Shadow Bluff Drive, Marietta, GA 30062

Hadassah. Ketura Chanter

394-6719 (h)

393-2835 (h) 255-2214 (o)

636-1709 (h) 843-9900 (0)

325-9596 (h)

Mrs. Susan Schlansky, Co-President 279 Dartmoor Cir., Atlanta, GA 30328

Mrs. Judy R. V in ess, Co-President 265 Devonwood Dr., Atlanta, GA 30328

Hadassah. Mount S c o pu s Chapter

Mrs. Martha Sanders, President1371 Stephens Dr NE, Atlanta, GA 30329

Hadassah. Neurim Chapter

Mrs. Elaine Antman, Supervisor 2686 Parkview Drive, Atlanta, GA 30345

HILLEL-ATLANTA1 Clifton Rd. 727-6490

Emory University , GA 30322

(Also see: YOUNG ADULT AGENCY)

HILLEL-GEORGIA1155S. Milledge Ave. 543-6393Athens, GA 30605 FAX 353-2336

Dr. Jared Klein, Board Chairman

8

HADASSAH- ATLANTA 6075 Roswell Road. Suire 305 Ar/anca. GA 30328

256-5007

Mrs. Phyllis Cohen, Chair Executive Council 255-2180 (h) 50 South Bau.ery Place, Atlanta, GA 30342

HJdassah. Ejn Karern Chapter

Mrs. Gerry TaralOOt, President 394-2697 (h) 5570 Bend Crnek. Rd.. Dunwoody, GA 30338

lia.dassah Haoor Haba Group

Mrs. Alisa Unger, President 578-8743 (h) 2690 Shadow Bluff Drive, Marietta, GA 30062

Hadassah. Kemra Chanter

Mrs. Susan Schlansky, Co-President 279 Dartmoor Cir., Atlanta. GA 30328

Mrs. Judy R. Viness, Co-President 265 Dcvonwood Dr., Atlanta, GA 30328

Hadassah. Mount Scopys Chanter

Mrs. Marth.a Sanders, President

1371 Stephens Dr NE, Atlanta. GA 30329

Hactassah. Neurim Chanter

Mrs. Elaine Ananan, Supervisor . 2686 Partview Drive. Atlanta, GA 30345

HILLEL-ATLANTA J Clifton Rd.

ETMry University , GA 30322

(Also see: YOUNG ADULT AGENCY)

HILLEL-GEORGIA 1155 S. Millaige Alilt. Athens, GA 30605

Dr. Jared Klein, Board Chairman

8

394-6719 (h)

393-2835 (h) 255-2214 (o)

636-1709 (h) 843-9900 (o)

325-9596 (h)

727-6490

543-6393 FAX 353 -2336

ISRAEL BONDS, ST A TE OF 2250 North Druid Hills Road, Suite 230 Atlanta. GA 30329

Mr. Edward M. Koffsky, Executive Director

Mr. Alex Gross, Co-Chairman 1269 Wildcliff Parlcway, Atlanta. GA 30329

Mr. Adrian Grant, Co-Chairman 3500 Piedmont #725, Atlanta, GA 30305

634-9500 FAX 634-4243

321-4483 (h) 483-4719 (o)

257-9654 (h) 233-5486 (o)

ISRAEL GOVERNMENT TOURIST OFFICE 1100 Spring Srreet Suire 440 Allan:a, GA 30309

Mr. Eliezer Hod, Direct0r

875-9924 FAX 875 -9926

THE JEWISH EDUCATIONAL LOAN FUND, INC. 1605 Peachtree Rd., N.E. 892-0503 A:lanra, GA 30309 FAX 885-7558

Mrs. Gina Karp, Executive Secretary

Dr. Stephen W. Garber, President 5555 Peachtree Dunwoody Rd., N.E. Atlanta, GA 30342

256-9325(0) FAX 256-3662

JEWISH EDUCATIONAL DIRECTORS COUNCIL (see: SYNAGOGUE EDUCATION DIRECTORS COUNCIL)

JEWISH F AMil, Y SERVICES, INC. 1605 Peachuee Road, N. E. 873-2277 A:lanta, GA 30309 FAX 885-7558

OJITREACH OFFICE: Cobb Branch: 973-3167 124()Johnson Ferry Place, Suire 20, Marieua, GA 30067

Zabao Park (Branch or AJCC): 5342 Tilly Mill Road, Dunwoody, GA 30338

Mr. Gary Miller, Executive Director

Mr. David Herskovits, l>resident 1055 Trailridge Lane, Atlanta, GA 30338

BEN MASSELL DENTAL CLINJC: 18 Stvt:nth St., NE. Atlanta, GA 30308

Ms. Blanche Howard, Clinic Supervisor Theodore C. Levitas, DDS, Chief-of-Staff

873-2277

393-8179 (h) 220-1101 (o)

881-1858

JEWISH NATIONAL FUND OF ATLANTA1644 Tullie Circle, N.E., Suite #118 633-1132Atlanta, GA 30329 FAX 633-1149

Mrs. Peggy Shulman, Southern Regional Director

Dr. Stephen Gordon, President 252-1820(h)985 Riverside Trace, N.W., Atlanta, GA 30328 256-9043(0)

640-8005(h)Mr. Cary King, Chairman of the Board3410 River Ferry Drive, Alpharetta, GA 30201 441-1526(0)

351-3536 FAX 352-3607

THE JEWISH TOWER3160 Howell Mill Road, N.W. Atlanta, GA 30327

Mr. Myron Golub, Administrator

Mr. Meyer Balser, President 237-8128 (h)3530 Piedmont Road #5A, Atlanta, GA 30305 658-9600 (0)

JEWISH VOCATIONAL SERVICE1100 Spring Street, Suite 700 876-5872Atlanta, GA 30309 FAX 876-6920 (call First)

Dr. Mark L. Fisher, Executive Director

Mr. John Perlman, President 255-1718 (h)475 Stone Mill Tr״ NW Atlanta, GA 30328 237-7076 (o)

Senior Adult Workshop1440 Chattahoochee Ave., N.W., Atlanta, GA 30318 355-0279

Mr. Kurt Smith, Manager

JEWISH WAR VETERANS OF THE U.S.A.

JWV. Bicentennial Post #976

Mr. Herbert Katzenstein, Commander 479-7958 (0)28B Hidden Branches Trail, Canton, GA 30114

634-8761(0)

JWV. Mack Frankel Post #112

Mr. Maurice Rich, Commander1378 Biltmore Dr N.E., Atlanta, G A 30329

JEWISH WAR VETERANS LADIES AUXILIARY

JWV Ladies Auxiliary. Mack Frankel - Post U 2

Ms. Bari Walsh, President 299-5489(h)4692 Cedar Pkwy., Stone Mountain, GA 30083

JEWISH GENEALOGICAL SOCIETY OF GEORGIA

Mr. Roy Cobb, President 255-0664 (0)370 Lighthouse Point, Atlanta, GA 30328

THE JEWISH GEORGIAN2460 Peachtree Rd., #103 237-7400Atlanta, GA 30305

Mr. Gene Asher, Publisher & Editor

THE WILLIAM BREMAN JEWISH HOME3150 Howell Mill Road, N.W. 351-8410Atlanta, GA 30327 FAX 351-6698

Ms. Deborah Beards, Executive DirectorBeth Laxton, Assistant Executive Director

527-4628 (o) FAX 527-4790

Mr. Adam S. Skorecki, President Amall, Golden & Gregory 55 Park Place, Atlanta, GA 30335

AUXILIARY OF THE JEWISH HOME

Mrs. Renay Levenson, Co-President 255-9623 (h)720 Tanglewood Trail, N.W., Atlanta, GA 30327

Mrs. Faye Siegel, Co-President 352-1733(h)2561 Westminster Heath, Atlanta, GA 30327

JEWISH LABOR COMMITTEE

Mr. Joseph Jacobs, Chairman1000 Equitable Building 255-9020(h)100 Peachtree Street, N.W., Atlanta, GA 30303 522-4280(0)

JEWISH MARRIAGE ENCOUNTER OF METRO ATLANTA

Berna and Noah Levine, Contact Couple 998-0285 (h)5256 Weatherwood Trace, Marietta, GA 30067 870-1604 (0)

9

JEWISH GENEALOGICAL SOCIETY OF GEORGIA

Mr. Roy Cobb, President 370 Lighthouse Point, Atlanta. GA 30328

THE JEWISH GEORGIAN 24{,() P~achtree Rd., 11103 Atlanta. GA 30305

Mr. Gene Asher, Publisher & Editor

255-0664 (o)

237-7400

THE WILLIAM BREMAN JEWISH HOME 3150 Ho~ll Mill Road, N.W. Atlanta, GA 30327

Ms. Deborah Beards, faecutive Director Beth Laxton, Assistant Executive Director

Mr. Adam S. Skorecki, President Am.all, Golden & Gregory 55 Park Place, Atlanta, GA 30335

351-8410 FAX 351-6698

527-4628 (o) FAX 527-4790

AUXILIARY OF THE JEWISH HOME

Mrs. Renay Levenson, Co-President 255-9623 (h) 720 Tanglewood Trail, N.W., Atlanta. GA 30327

Mrs. Faye Siegel, Co-President 352-l733(h) 2561 Westminster Heath, All.anta, GA 30327

JEWISH LABOR COMMITTEE

Mr. Joseph Jacobs. Chairman 1000 Equitable Building 255-9020(h) 100 Peachcree Street, N.W., Atlanta, GA 30303 522-4280(0)

JEWISH MARRIAGE ENCOUNTER OF METRO ATLANTA

Berna and Noah Levine, Contact Couple 998-0285 (h) 5256 Weatherwood Trace, Marietta, GA 30067 870-1604 (o)

JEWISH NATION AL FUND OF ATLANTA 1644 Tullie Circle. N.E .• Suite Ill 18 Atlanta, GA 30329

Mrs. Peggy Shulman, Southern Regional Director

Dr. Stephen Gordon, President 985 Riverside Trace, N.W., Atlanta. GA 30328

Mr. Cary King, Chairman of the Board 3410 River Ferry Drive, Alpharetta, GA 30201

THE JEWISH TOWER 31{,() Howell Mill Road, N.W. Atlanta, GA 30327

Mr. Myron Golub, Administrator

Mr. Meyer Balser, President 3530 Piedmont Road /#SA, Atlanta, GA 30305

JEWISH VOCATIONAL SERVICE

633-1132 FAX 633-l149

252-l 820(h) 256-9043(0)

640-8005(h) 441-1526(0)

351-3536 FAX 352-3607

237-8128 (h) 658-9600 (o)

1 JOO Spring Street, Suite 700 Atlanta, GA 30309

876-5872 FAX 876-6920 (call First)

Dr. Marie L. Fisher, Executive Director

Mr. John Perlman, President 475 Stone Mill Tr., NW Atlanta, GA 30328

Senjor Adult Workshop 1440 Chaltahooch.ee Ave., N.W.,Atlanra, GA 30318

Mr. Kun Smilh, Manager

255-1718 (h) 237-7076 (o)

355-0279

JEWISH WAR VETERANS OF THE U.S.A.

JWV, Bicentennial Post #976

Mr. Herben Katzenstein, Commander 479-7958 (o) 28B Hidden Branches Trail, Canton, GA 30114

rwv_ Mack Frankel Post #112

Mr. Maurice Rich, Commander 634-8761(0) 1378 Biltmore Dr N.E .. Atlanta, GA 30329

JEWISH WAR VETERANS LADIES AUXILIARY

JWV Ladies Au;,;jjiary, Mack Frankel · Post l 12

Ms. Bari Walsh, President 299-5489(h) 4692 Cedar Pkwy., Stone Mountain, GA 30083

9

455-6678 FAX 455-1402

938-3068 (h)577-2398 (0)

ORT, ATLANTA M EN’S 5455 Buford Highway, Suite B-206 Atlanta, GA 30340

Mrs. Susan R. Lips, Administrator Mr. Murry N. Schneier, Regional Director

Mr. Arthur Geduldig, President Dynamic Metals Inc584 Edgewood Ave., Atlanta, GA 30312 FAX 581-9721

ORT, WOMEN’S AM ERICAN (See WOMEN’S AMERICAN ORT)

REFORM JEWISH STUDENTS COMMITTEEDrawer A, Emory University 727-6496Atlanta, GA 30322

712-1344 (h)Ms. Stacy Isaacson, PresidentEmory UniversityP.O. 23474, Atlanta, GA 30322

SOUTHERN HADASSAH ZIONIST YOUTH COMMISSION2699 Stirling Rd., Suite A206Ft. Lauderdale, FL 33312

1-800-733-0637 FAX (305)962-7896

Mr. Walter Synalovski, Regional Director

497-0055 FAX 497-8602

264-0882 (h) 355-4580 (0)

STANDARD CLUB3060 Abbotts Bridge Rd.Duluth, GA 30336

Mr. John S. Schulz, General Manager

Mr. Julian Mohr, President3640 Paces Ferry Rd., Atlanta, GA 30327

SYNAGOGUE EDUCATION DIRECTORS COUNCIL

873-1734 (0)Ms. Joanne Barrington, Chairperson The Temple1589 Peachtree St., Atlanta, GA 30367

TECHNION (See: AM ERICAN SOCIETY FOR TECHNION)

THE LOUIS KAHN GROUP HOME1538 Markan Drive, NE 873-2112Atlanta, GA 30306

Mrs. Janet Sugarman, Execuitve Director

Mr. Mark Kopkin, President 578-9418 (h)591 Clubwood Court, Marietta, GA 30068 266-3188 (0)

NA’AMAT USA

Golda Meir

Mrs. Sylvia Schwartz, President 633-6060 (h)1840-A Briarcliff Circle, N E ., Atlanta, GA 30329

A>^nta Club One

Mrs. Rose Joel, President 355-6126 (h)3160 Howell Mill RcL, Apt417, Atlanta, GA 30327

NATIONAL COMMITTEE FOR LABOR ISRAEL • HISTADRUT

255-0888 (h) 525-2793 (o)

Mr. Herbert H. Mabry501 Pulliam SL, S.W., Suite 549 30312

Mr. Alec Aylat, Southeast Regional Director (215)564-2692 (h 1314 Chestnut St., 11th fl. P hiladelphia^ 19107 (215)732-3558(0:

NATIONAL CONFERENCE OF CHRISTIANS & JEWS

I N. Decatur Rd. 728-1926Atlanta, GA 30307

Dr. Jimmy Harper, Director

NATIONAL COUNCIL OF JEWISH WOMEN262-7199

378-4662 (h) 262-7199 (o)

475-7615 (h)

791 Miami Circle, N £ .Atlanta, GA 30324

Mrs. Sylvia Berkowitz, Executive Secretary

Mrs.Diana E. Cohen, President 791 Miami Circle, Atlanta, GA 30324

Evening Branch

Mrs. Stacey Wranker. President 210 Prellig Trace, Alpharetta, GA 30202

10

THE LOUIS KAHN GROUP HOME ]538 MarkanDrive,NE Atlanta. GA 30306

Mrs. Janet Sugarman, Execuitve Di.rector

Mr. Mark Kopkin. President 591 Clubwood Court, Marietta, GA 30068

NA'AMAT USA

Golda Metr

873-2112

578-9418 (h) 266-3188 (o)

Mrs. Sylvia Schwartz. President 633-6060 (h) 1840-A Briarcliff Circle, N.E., Atlanta, GA 30329

t, 11.,nt.a Club One

Mrs. Rose Joel, President 355-6126 (h) 3160 Howell Mill Rd., Apt 4 17, Allan ta, GA 30327

NATIONAL COMMITIEE FOR LABOR ISRAEL -HISTADRUT

Mr. Herben H. Mabry 501 Pulliam SL, S.W., Suite 549 30312

255-0888 (h) 525-2793 (o)

ORT, ATLANTA MEN'S 5455 Buford Highway. Suite B-206 Atlanta, GA 30340

Mrs. Susan R. Lips, Administrator Mr. Murry N. Schneier, Regional Di.rector

455-6678 FAX 455-1402

Mr. Anhur Geduldig, President 938-3068 (h) Dynamic Metals Inc 577-2398 (o) 584 Edgewood Ave., Atlanta, GA 30312 FAX 581-9721

ORT, WOMEN'S AMERICAN (See WOMEN'S AMERICAN ORn

REFORM JEWISH STUDENTS COMMITTEE Drawer A, Emory University 727-6496 Atlanta. GA 30322

Ms. Stacy Isaacson, President Emory University P.O. 23474, Atlanta. GA 30322

712-1344 (h)

SOUTHERN HADASSAH ZIONIST YOUTH COMMISSION 2699 Stirling Rd., Suite A206 Ft. Lauderdale. FL 33312

J-800-733-0637 FAX (305)962-7896

Mr. Alec Aylat, Southeast Regional Director (215)564-2692 (h Mr. Walter Synalovski, Regional Director 1314 Chestnut SL, Uth fl. Philadelphia.PA 19107 (215)732-3558 (o:

NATIONAL CONFERENCE OF CHRISTIANS & JEWS

I N. Decaiur Rd. 728-1926 Atlanta, GA 30307

Dr. Jimmy Harper, Director

NATIONAL COUNCIL OF JEWISH WOMEN 791 Miami Circle.NE. Atlanta, GA 30324

Mrs. Sylvia Berkowitz, Executive Secretary

Mrs.Diana E. Cohen, President 791 Miami Circle, Atlanta, GA 30324

Evening Branch

Mrs. Stacey Wronker. President 210 !-rcllig Tr.ice, Alpharetta. GA 30202

IO

262-7199

378-4662 (h) 262-7199 (o)

475-7615 (h)

STANDARD CLUB 3060 Abbous Bridge Rd. Duluih, GA 30336

Mr. John S. Schulz, General Manager

Mr. Julian Mohr, President 3640 Paces Ferry Rd., Atlanta, GA 30327

497-0055 FAX 497-8602

264-0882 (h) 355-4580 (o)

SYNAGOGUE EDUCATION DffiECTORS COUNCIL

Ms. Joanne Barrington, Chairperson The Temple 1589 Peachtree SL, Atlanta. GA 30367

873-1734 (o)

TECHNION (See: AMERICAN SOCIETY FOR TECHNION)

26 !-9369(h)

998-2048 (h) 851-5914(0)

664-4453 (h)

378-5786 (h)

984-2725 (h)

928-3135 (h)

396-6391 (h)

551-9526 (h)

Women's American ORT (Cont.)

Lffipx, Chapter

Ms. Ema Lesaius, President2965 Pharr Court S., #411, Atlanta, GA 30305

N, Fulton Chanter

Mrs. Judie Medin, President807 Summerbrook Dr., Atlanta, GA 30350

N. Suburban Chapter fAM)

Mrs. Belle Kulkin, President2310 Roxburgh Dr., Roswell, GA 30076

Regency Chanter

Ms. Suzi Schwarz, President1754 Coventry PL, Decatur, GA 30030

Terminus Chapter

Ms. Elisa Goldman, Co-President1133 Woodhollow Dr., Marietta, GA 30067

Mrs. Susan Multz, Co-President 4849 Helga Way, Woodstock, GA 30188

Tri County Chapter (PM)

Mrs. Allison Ahlzadeth, Co-President 7700 Blandford PL, Dunwoody, GA 30350

Mrs. Leah Ruttenberg, Co-President 2725 Braffington Cir., Dunwoody, GA 30350

WIZO ־ THE WOMENS INTERNATIONAL ZIONIST ORGANIZATION

P.O. Box 76921 257-0669Atlanta. GA 30358 FAX 522-3773

Mrs. Hilly Panovka, President 257-0669 (h)1010 Winding Creek Trail, Atlanta GA 30328

WORKMAN’S CIRCLE - Arbeiter RingBranch No. 1015 (men and women)

Mr. Joseph Jacobs, Chairman 255-9020 (h)5550 Lake Forrest Drive, Adanta, GA 30342 522^280 (0)

TORAH DAY SCHOOL OF ATLANTA1901 Montreal Rd.. Suite If137 723-9559Tucker. GA 30084

Rabbi Yitzchak Young, PrincipalRabbi Yigal Segal, Director of Development

Mr. Irwin RabinowitzPresident 633-2295 (h)1582 Nantahaila Court, Atlanta, GA 30329 255-0200 (0)

UNITED JEWISH APPEAL (REGIONAL OFFICE)700 W. Hillsboro Blvd. Suite 101 (305) 428-6677Deerfield Beach, FL 33441 FAX (305) 421-7752

Mr. Sandy Sherman, Regional Director

VOLUNTEERS FOR ISRAEL (Georgia District)

Mr. Kenneth Kipnis, Georgia Representative 498-2411 (h) 441 Maplecliff Dr., Stone Mountain GA 30088

393-8555

252-8082(h) 393-8555 (0)

394-5689 (h)

565-5251 (h)

393-3383 (h)

509-9665 (h)

642-6527 (h)

381-0898(h)

WOMEN’S AMERICAN ORT1532 Dunwoody Village Plcwy., Suite 209 Dunwoody, GA 30338

Atlanta RegionMrs. Sherilyn Krell, President90 West Battery Place, Atlanta, GA 30342

Crosstown Chanter (PM)

Mrs. Sherry Marsh, Co-President 5468 Martina Way, Dunwoody, GA 30338

Mrs. Shari Marx, Co-President 1182 Congress Court, Marietta, GA 30068

Mrs. Linda Reif, Co-President560 Spindelwick Drive, Dunwoody, GA 30350

E. Cobb Evening Chanter

Mrs. Debbie Cohen, Co-President 4390 Cove Islasnd Dr., Marietta, GA 30067

Mrs. Lauren Gray, Co-President 3910 Glenraven Ct״ Roswell, GA 30075

Gwinnett Comers Chanter

Mrs. Renee Sevy, President4415 Windward Lane, Norcross, GA 30093

11

TORAH DAY SCHOOL OF ATLANTA /901 Montreal Rd., Suue #137 Tucker, GA 30084

Rabbi Yitzchak Young, Principal Rabbi Yigal Segal, Direc10r of Development

Mr. Irwin Rabinowitz.President 1582 Nam.ihalla Coun. AtJanca. GA 30329

nJ-9559

633-2295 (h) 255-0200 (o)

UNITED JEWISH APPEAL (REGIONAL OFFICE) 700 W. Hillsboro Blvd. Suite 101 (305) 428-6677 Deerfield Beach, FL 33441 FAX (305)421-7752

Mr. Sandy Sherman. Regional Direct0r

VOLUNTEERS FOR ISRAEL (Georgia District)

Mr. Kenneth zGpnis, Georgia Representative 498-2411 (h) 44 l Maplecliff Dr., Stone Mown.ain GA 30088

WOMEN'S AMERICAN ORT 1532 Dunwoody Village Pkwy .• Suite 209 Dunwoody, GA 30338

A llama Regjon Mrs. Sherilyn Krell. President 90 West Battery Place. Atlanta. GA 30342

Crossmwn Chapter cPM2

Mrs. Sherry Marsh, Co-President 5468 Martina Way, Dunwoody, GA 30338

Mrs. Shari Marx, Co-President 1182 Congress Court, Mariena, GA 30068

Mrs. Linda Reif, Co-President

393-8555

252-8082(h) 393-8555 (o)

394-5689 (h)

565-5251 (h)

560 Spindelwick Drive, Dunwoody, GA 30350 393-3383 (h)

E. Cobb Evening Chapter

Mrs. Debbie Cohen. Co-President 4390 Cove lslasnd Dr., Marietta. GA 30067 509-9665 (h)

Mrs. Lauren Gray, Co-President 3910 Glenraven Ct., Roswell. GA 30075 642-6527 (h)

G wmnctt Comers Cha mer

Mrs. Renee Sevy, President 381-0898(h) 4415 Windward Lane, Norcross, GA 30093

Women's American ORT (Cont.)

Lenn Chapter

Ms. Ema Les.a.ius, President 2965 Pharr Coun S., #411. Atlani.a. GA 30305 26 l-9369(h)

N. Fulton Chapter

Mrs. Judie Medin, President 807 Summerbrook Dr .• Atlanta. GA 30350

N Suburban Chapter fc:'M1

Mrs. Belle Kullcin. President 2310 Roxburgh Dr., Roswell, GA 30076

Regency Chamer

Ms. Suzi Schwarz, President 1754 Covenay Pl., Decalur, GA 30030

Terminus Chamer

Ms. Elisa Goldman, CerPresidem l 133 Woodhollow Dr., Marietta, GA 30067

Mrs. Susan Multz, Co-President 4849 Helga Way, Woodstock, GA 30188

Tri County Chanter CPMl

Mrs. Allison Ahlz.adeth. Co-President 7700 Blandford Pl., Dunwoody, GA 30350

Mrs. Leah Ruuenberg, Co-President

998-2048 (h) 851-5914 (o)

664-4453 (h)

378-5786 (h)

984-2725 (h)

928-3135 (h)

396-6391 (h)

2725 Braffington Cir., Dunwoody, GA 30350 551-9526 (h)

WIZO - THE WOMENS INTERNATIONAL ZIONIST ORGANIZATION

P.O. Box 76921 Atlanta, GA 30358

257-0669 FAX 522-3n3

Mrs. Hilly Panovlca, President 257-0669 (h) 1010 Winding Creek Trail, Al.lama GA 30328

WORKMAN'S CIRCLE - Arbeiter Ring Branch No. 1015 (men and women)

Mr. Joseph Jacobs. Chairman 5550 Lake Forrest Drive, Allanta, GA 30342

255-9020 (h) 522-4280 (o)

11

YESH IVA HIGH SC H O O L3130 Raymond Drive 451-5299Atlanta. GA 30340 FAX 455-6391

Rabbi Herbert J. Cohen, Dean

Mr. Jeffrey Ram, President 633-5486 (h)1380 Bramble Rd., Atlanta, G A 30329 394-1300(0)

FAX 698-9384

YOUNG ADULT AGENCY(Incorporating Atlanta Hillel & Singles Counsel)1531 Clifton Rd. 727-6490Emory University , GA 30322

Rabbi Louis Feldstein, Executive Director

V Mrs. Billie Feinman, President 252-1492 (h)5310 London Dr., Atlanta, GA 30327 231-1111 (0)

YOUNG JUDAEA (See: SOUTHERN HADASSAH ZIONISTYOUTH COMMISSION)

ZIONIST ORGANIZATION OF AMERICA - AtlantaDistrict

Mr. Roy Cobb, President 255-0664370 Lighthouse Point, Atlanta, GA 30328

YESHIVA HIGH SCHOOL 3 l 30 Raymond Drive Atlanta, GA 30340

Rabbi Herbert J. Cohen. Dean

Mr. Jeffrey Ram, President 1380 Bramble Rd.. Atlanta, GA 30329

YOUNG ADULT AGENCY

451-5299 FAX 455-6391

633-5486 (h) 394-1300 (o)

FAX 698-9384

(Incorporating Atlanta Hillel & Singles Counsel) 1531 Clifton Rd. 727-6490 Emory Ullivusiry. GA 30322

Rabbi Louis Feldstein, Executive Director

Mrs. Billie Feinman, President 5310 London Dr., Atlanta, GA 30327

252-1492 (h) 231-11 ll ( o)

YOUNG JUDAEA (Sec: SOUTHERN HADASSAH ZIONIST YOUTH COMMISSION)

ZIONIST ORGANIZATION OF AMERICA-Atlanta District

Mr. Roy Cobb, President 2.55-0664 370 Lighthouse Point. Atlanta, GA 30328 .

12

IN T R O D U C T IO N

ever-growing netw ork o f services and activitiesfo r Atlanta's vital Jew ish community.

In its role a saresou rce to the entire 7 0 ,0 0 0 m em ber Jew ish community, the Federation allocates funds to fourteen beneficiary agencies:Athens HiUel, A tlanta Bureau o f Jew ish Edu- cation, Atlanta Hillel, A tlanta Jew ish C o m - munity Center, B 'nai B 'rith Youth O rganiza- tion, Epstein School, G reenfield H ebrew A cad' emy, Jew ish Educational Loan Fund, Jew ish Family Services, Jew ish H om e, Jew ish Voca tional Service, Louis Kahn G roup H om e, To- rah D ay School, and Yeshiva High School.

This year’s A nnual Report describes the direction the Atlanta Jew ish Federation has taken towards achieving som e o f the ambitious initiatives set forth in the Year 2000 Study which now serves as a blueprint fo r how w e will plan and provide fo r the cultural, religious, educational and social needs o f our community over the course o f the next eight years.

T here are exciting challenges ahead and we are ready to m eet them as a community.

O ne o f the m any challenges the Atlanta Jew ish Federation faces this decade is ensuring the quality and continuity o f Jew ish life. To m eet this challenge, the Federation has em - barked on an intensive effort to upgrade, improve and expand the fram ew ork o f its human and social service delivery system.

The Federation-sponsored Year 2000 R e- port, a major impetus fo r change ,has led us this year to three m ajor initiatives: a restructuring o f our com m unal education system, the expansion o f an existing agency to serve the needs o f our young adult population, and the continued development o f mentoring relationships with our Israeli sister communities.

These initiatives, which will impact on every m em ber o f Atlanta's Jew ish community, will provide us with an enriched and enhanced understanding o f one another, a deepened ap- predation and respect fo r our religion, our tradition and our heritage.

A t the sam e time we are moving in new directions, w e are continuing to provide an

Sincerely,

INTRODUCTION

One of the many challenges the Atlanta Jewish Federation faces this decade is ensuring the quality and continuity of Jewish life. To meet this challenge, the Federation has embarked on an intensive effort w upgrade, improve and expand the framework of it.s human and social service delivery system.

The Federation-sponsored Year 2000 Report, a major impetus for change, has led us this year to three major initiatives: a restructuring of our communal education system, the expan-sion of an existing agency to serve the needs of our young adult population, and the continued development of mentoring relationships with our Israeli sister communities.

These initiatives, which will impact on every member of Atlanta's Jewish community, will provide us with an enriched and enhanced understanding of one another, a deepened appreciation and respect for our religion, our . Tadition and our heritage.

At the same time we are moving in new directions, we are continuing to provide an

Sincerely,

Dr. S. Perry B President

ever-growing network of services and activities for Atlanta's vital Jewish community.

In its role as a resource to the entire 70,000 member Jewish community, the Federation allocates funds to fourteen beneficiary agencies: Athens Hillel, Atlanta Bureau of Jewish Education, Atlanta Hillel, Atlanta Jewish Community Center, B 'nai B 'rith Youth Organization, Epstein School, Greenfield Hebrew Academy, Jewish Educational Loan Fund, Jewish Family Services, Jewish Home, Jewish Voca-tional Service, Louis Kahn Group Home, Torah Day School, and Yeshiva High School.

This year's Annual Report describes the direction the Atlanta Jewish Federation has taken towards achieving some of the ambitious initiatives set forth in the Year 2000 Study which now serves as a blueprint for how we will plan and proviae for the cultural, religious, educational and. social needs of our community over the course of the next eight years .

There are exciting challenges ahead and we are ready to meet them as a community.

Executive Director

R E S T R U C T U R IN G C O M M U N A L E D U C A T IO N

leadership, direction and strategic planning for Atlanta’s Jewish education system. Its first taskwas to submit a proposal to the Council for Initia- tives in Jewish Education to become one o f three “lead communities’’ in the country.

The expansive network o f inter-connected structures will also include the new Jewish Educa- tion Services, dedicated to the profession andprac- tice o f Jewish education through training, recruitment, and placement o f teachers. The JES will also provide consultative services to day schools and

synagogue supplementary schools.In addition, a Jewish Educa-

tion Fund is planned to provide for the future endowment o f Jew - ish education in Atlanta. Sugges- tions for new initiatives in theeducation field will still be provided by various councils and associations in the community, such as the Atlanta Rabbinical Asso- ciation and the Education Direc-

tors Council which have continued to function in strong coordinating roles throughout the organizational review process.

Plans for this comprehensive restructuring o f our educational system are expected to include the enhancement o f the Jewish Heritage Center, which will house our community's archives, library, educational resources, and the ZACHOR' Holocaust Center as well as serve as a museum o f Jewish history. The Israel Programs Center, housed at the A JC C , expects to expand its role in making Israelexperiences a major component o f Jewish education.

Through this educational reorganization, we hope to deepen our understanding o f our Jewish heritage and, in the process, strengthen our com - mitment to Judaism and the Jewish community.

Education is a major transmitter o f Jewish continuity and Jewish identity. In the late 80s, with the approach o f a new decade, the Federation began to examine and rethink the way our Jewish community's educational needs were being met. Federation undertook a broad-based study o f the education system which included commissioning a study by JESN A (Jewish Education Services o f North America) and creating a special Ad Hoc Committee to review the roles and responsibilities o f the Atlanta Bureau o f Jewish Education.

Comprised o f representatives from the Federation leadership, the Executive Committee o f the Bu- reau, the Educational Directors Council, the Atlanta Jewish Youth Professionals, and the Atlanta Rab- birdcal Association, this Ad Hoc Committee reviewed the recommendations made in the JESN A report, gathered information about current educational programs in the community, and developed a list o f functions and programs critical to a complete Jewish education system.

The culmination o f this year-long process defined our vision for Atlanta's Jewish education system: to become an educating community for life-long learning. Calling for the creation o f a newly integrated system that promotes cohesiveness among all components o f the Jewish educational network, the Ad Hoc Committee cited the importance o f programming that would encompass all segments o f the Jewish population with attractive, affordable, accessible learning opportunities.

Orchestrating this proactive, long-range effort is the new Council for Jewish Continuity, a community council o f educators, rabbis and lay leaders responsible for providing a support base o f

"Atlanta's v ision for Jew ish

education is to become an educating

community for life-long

learn ing ."

RESTRUCTURING COMMUNAL EDUCATION

Education is a major transmitter of Jewish continuity and.Jewish identity. In rhe late 80s, with the approach of a new decade, rhe Federation began to examine and rethink the way our Jewish community's educational needs were being met. Federation undertook a broad-based study of the education system which included commissioning a study by JESN A (] ewish Education Services of Norrh America) and creating a special Ad Hoc Committee to review rhe roles and responsibilities of the Atlanta Bureau of Jewish Education.

Comprised of representatives

leadership, direction and strategic planning for Atlanta's Jewish education syscem. Its first task was to submit a proposal to the Council for Initiatives in Jewish Education to become one of three "lead communities" in the country.

The expansive network of inter-connected structures will also include the new Jewish Education Services, dedicated to the profession and practice of Jewish education through training, recruitment, and placement of teachers. The JES will also provide consultative services to day schools and

synagogue supplementary schools. from rhe Federation leadership, rhe Executive Committee of the Bureau, the Educational Directors Council, rhe Atlanta Jewish Youth Professionals, and rhe Atlanta Rabbinical Association, rhis Ad Hoc Committee reviewed the recommendations made in rheJESNA report, gathered information about current educational programs in the com

.. Atlanta's vision for Jewish

In adairion, aJewish Education Fund is planned to provide for rhe future endowment of Jewish education in Atlanta. Suggestions for new initiatives in the education field will still be provided by various councils and associations in the community, such as the Atlanta Rabbinical Assa-

education is to become an educating

community for life-long

learning:·

munity, and developed a tist of functions and programs critical to a complete Jewish education system.

The culmination of this year-long process defined our vision for Atlanta's Jewish education system: to become an educating community for life-long learning. Calling for the creation of a newly integrated system that promotes cohesiveness among all components of the Jewish educational network, the Ad Hoc Committee cited the importance of programming that would encompass all segments of rhe Jewish population wirh attractive, affordable, accessible learning opportunities .

Orchestrating this proactive, long-range effort is the new Council for Jewish Continuity, a community council of educators, rabbis and lay leaders responsible for providing a support base of

l

ciation and the Education Directors Council which have continued to function in strong coordinating roles throughout rhe organizational review process.

Plans for this comprehensive restructuring of our educational system are expected to include rhe enhancement of the Jewish Herirage Center, which will house our community's archives, library, educational resources, and the ZACHO R' Holocaust Center as well as serve as a museum of Jewish history. The Israel Programs Center, housed at the A]CC, expects to expand its role in making Israel experiences a major component of Jewish education.

Through this educational reorganization, we hope to deepen our understanding of our Jewish heritage and, in the process, strengthen our commitment to Judaism and the Jewish communiry.

S E R V IN G T H E N E E D S O F Y O U N G A D U L T S

cost o f participation in Jewish communal life.As a result o f these conclusions, the Ad Hoc

Committee recommended that Atlanta Hillel be restructured to serve the continuum o f needs from college years to young adulthood.

An expanded agency, serving as the central address and umbrella agency for the Atlanta Jewish

community's college age and single young adult population, will have a dual mission. It will foster the development o f Jewish identity and facilitate integrationinto the Jewish community through planning, outreach, advocacy, andcoordination o f relevant services.

With an enhanced agency, Jewish campus activity will be strength-

ened and expanded, and, once their college experience has concluded, our young people will be effectively integrated into the broader Jewish community.

Through this integrated service system, we will serve our young people educationally and socially, and through affiliation and involvement help them over the threshold o f Jewish communal life.

Fostering Jewish identity in our young adults is crucial to maintaining continuity o f our heritage. The Federation has begun to review and evaluate its means and methods o f providing for the cultural, religious, educational and social needs o f our Jew - ish college age and single young adult populations.

Young adults are considered by educators and community leaders to be the Jewish population’s largest "at risk” group.The Federation created the Ad Hoc Committee on Services to Young Adults to study their needs. While various programs and services exist for college age Jew - ish students at Atlanta area colleges and universities, they are concentrated mainly on the Emory campus, which has 41% o f the estimated 4 ,500 college age student population.

It was determined that involvement rates were low for the roughly 8,455 single young adults within our Jewish community. Again, while some programming existed for this group, they had a perception o f community indifference to their needs, difficulty accessinginformation and becominginte- grated into the community, and in affording the

"One of the top priorities of the Federation is the fostering of Jew ish

continu ity . College students and s ing le young adults are

at critica l stages in the developm ent of the ir iden tity

and are in the process of m aking important life

decisions. They stand a t the doorw ay of adu lt Jew ish

communal life."

·,

SERVING THE NEEDS OF YOUNG ADULTS

Fostering Jewish identity in our young adults is crucial to maintaining continuity of our heritage. The Federation has begun w review and evaluate its means and methods of providing for the cultural, religious, educational and social needs of our Jew~ ish college age and single young adult populations.

Young adults are considered by educators and

cost of participation in Jewish communal life. As a result of these concl~ions, the Ad Hoc

Committee recommended that Atlanta Hillel be restructured to serve the continuum of needs from college years w young adulthood.

An expanded agenc.y, serving as the central address and umbrella agency for the Atlanta Jewish

community leaders w be the Jewish population's largest "at risk" group. The Federation created the Ad Hoc Committee on Services w Young Adults to stwi.y their needs. While various programs and services exist for college age Jew, ish students at Atlanta area colleges and uni, versities, they are con, centrated mainly on the Emory campus, which

"One of the top priorities of the Federation is the

community's college age and single young adult population, will have a dual mission. It will foster the development of Jewish identity and facilitate integration into the Jewish community through planning, out, reach, advocacy, and coordination of relevant services.

fostering of Jewish continuity. College students and single young adults are

at critical stages in the development of their identity

and are in the process of making important life

decisions. They stand at the doorway of adult Jewish

communal life." With an enhanced

agency, Jewish campus activity will be strength,

ened and expanded, and, once their college experi, ence has concluded, our young people will be effectively integrated inw the broader Jewish com, munity.

has 41 % of the estimated 4,500 college age student population.

It was determined that involvement rates were low for the roughly 8,455 single young adults within our Jewish community. Again, while some programming existed for this group, they had a perception of community irul.iff erence w their needs, difficulty accessing information and becominginte~ grated inco the community, and in affording the

Through this integrated service system, we will serve our young people educationally and socially, and through affiliation and involvement help them over the threshold of Jewish communal life.

S T R E N G T H E N IN G T I E S T O IS R A E L

electoral system.The Federation has also created the Israel

Economic Development Partnership (IEDP) and hired a director to create new jobs for recent emigres by expanding markets for Israeli products. This goal is being accomplished through collaborative relationships among businesses, industries, univer- sides, and non-profit institutions in the Atlanta area, southeastern United States, and Israel.

The IEDP has identified sev- eraI major strategies to stimulate the Israeli economy: research proposals to create jobs for engineers and scientists; exporting, joint ventures and direct investment to ere- ate manufacturing jobs with additional employment in the service sector; and Galilee development projects to stimulate jobs for the hardest-to-employ Olim through

innovative ventures in Karmiel and Nazareth Illit.The Atlanta Jewish community is making a

difference in the quality o f life for Jews both here and in Israel by expanding the independence and productivity o f that nation's rapidly increasing population with the establishment o f such cooperative projects.

Atlanta-Israel ties continue to thrive and grow ever stronger through the generosity, effort and people-to-people connections o f our Jewish com - munity.

The continuity o f the Jewish people depends upon the strength o f our relationship to the people and the land o f Israel. As Atlanta emerges as a major center o f Jewish life, the community is becoming more closely involved with national and overseas issues affecting the delivery o f services to Jews throughout the world.

As part o f the implementation o f the Year 2000 initiatives, the Federation created the Israel, National and Overseas Commit-

tee, which advocates for maximum albcation o f resources to Israel, national and overseas programs; recommends specific allocations to United Jewish Appeal, national and overseas organizations; are- ates and oversees innovative programs abroad ; and educates members about international Jewish issues.

The Federation has emphasized involving our community in interactive projects in Israel and overseas that enhance our understanding and identification with Jewish concerns and needs around the world.

Several project areas being explored include developing a sister-city relationship with a Jewish community in the former Soviet Union or Eastern Europe, establishing a relationship with an Ethio- pian absorption center, and working with groups in Israel which advocate for changes in the Israeli

"We are working to build the world

Jew ish community w h ile

strengthen ing and energ izing our own Jew ish

identity ."

STRENGTHENING TIES TO ISRAEL

The continuity of the Jewish people depends upon the strength of our relationship to the people and the land of Israel. As Atlanta emerges as a major center of Jewish life, the community is becoming nwre closely involved with national and overseas issues affecting the delivery of services to

Jews throughout the world. As part of the implementation of the Year

2000 initiatives, the Federation created the Israel , \Jational and Overseas Commit,

electoral system. The Federation has also created the Israel

Economic Development Parmership (IEDP) and hired adirecwr to create new jobs for recent emigres by expanding markets for Israeli products. This goal is being accomplished through collaborative relationships among businesses, industries, univer, sities, aru:l non,profit institutioru in the Atlanta area, southeastern United States, and Israel.

The IEDP has identified sev, tee, which advocates for maximum allocation of resources to Israel, national and overseas programs; recommends specific allocations to United Jewish Appeal, national and overseas organizations; ere, ates and oversees innovative pro, grams abroad; andeducaces mem, bers about international]ewis~ is,

·we are working to build the world

eral major strategies to stimulate the Israeli economy: research pro, posals ta create jobs for engineers and scientists; exporting, joint ven, tu.res and direct investment to ere, ate manufacturing jobs with addi, tional employment in the service secwr; and Galilee development projects to stimulate jobs for the hardest,to,emplay Olim through

Jewish community while

strengthening and energizing our own Jewish

identity:· sues.

The Federation has emphasized involving our community in interactive projects in Israel and '1Verseas that enhance our underscanding and iden, tification with Jewish concerns aru:l needs around the world.

Several project areas being explored include developing a sister,city relationship with a Jewish community in the farmer Soviet Union or Eastern Europe, establishing a relationship with an Ethio, pian absorption center, and working with groups in Israel which advocate for changes in the Israeli

7

innovative ventures in Karmiel and Nazareth I llit. The Atlanta Jewish community is making a

difference in the quality of life for Jews both here and in Israel by expanding the independence and productivity of that nation's rapidly increasing population with the establishment of such coopera, tive projects.

Atlanta, Israel ties continue to thrive and grow ever stronger through che generosity, effort and people,to,people connections of our Jewish com, mu.nicy.

T H E Y E A R IN R E V IE W

series featuring Soviet Refusenik Elana Kuna, former investigative reporter for The Tennessean Jerry Thompson, and board certified Jewish genealogist Miriam Weiner.

The Federation's Community Relations C om - mittee became more proactive and broader based in the scope o f issues addressed by the Federation. This year the C RC sponsored a myriad o f impor-

tant programs and events helping us form a Jewish consciousness and perspective. Those activities included sending a delegation to Washington to advocate fo r U .S. backed loan guarantees, the organization o f a political liaison group to meet with candidates for political office, and several programs dealing with anti-Semitism in the 1990s.

The Federation assumed a strong role in the Atlanta Project, a unique

collaborative effort initiated by former President Jimmy Carter to mobilize the city's vast resources to attack poverty.

It is through this multi-faceted planning and development we will create an educated, involved and vibrant Jewish community.

As we move into this new decade, we can see a complex, ever-growing community coming together to meet the shared challenges and opportunities o f the future:

In 1991 -92, Federation offered a wide range o f activities designed to increase community participation. In the fall, Federation joined with the Atlanta Jewish Community Center to present our "Sunday in September" concert during the A JC C Family Fun Day. Federation encouraged the Jewish community to participate in Atlanta's Hun- ger Walk which raised funds for the city's organizations serving the homeless.

In the spring, the community cam e together on Yom Hashoa to honor and remember the victims o f the Holo- caust. The annual ob- ser vance drew more than 700 p artic ip an ts .Shortly thereafter ,A tlanta's J ew s c e l - ebrated Israel's birthday during a joyous evening with Israeli singing troupe Orot Hashchuna.

Many o f the year's activities encourage and recognize the development o f new leaders. YLC's Leadership Education and Development Series (LEAD S), the W om ens Division Women o f Achievement program, the Goldstein Young Lead- ership and People Power programs are geared towards promoting Jewish education and community involvement.

To appeal to the varied interests o f its members, YLC offered several other unique programs including a social event at Scitrek and a lecture

"It is through carefu l community p lann ing ,

strong and active leadersh ip developm ent

programs, and com prehensive and

expansive educational and cultural

opportunities that w e are able to move

effective ly tow ards our goals of community

cohesiveness and continu ity ."

THE YEAR IN REVIEW

In 1991-9 2, Federation offered a wide range of activities designed w increase community participation. In the fall, Federation joined with the Atlanta Jewish Community Center to present our "Sunday in September" concert during the A]CC Family Fun Day. Federation encouraged the Jewish community to participate in Atlanta's Hunger Walk which raised funds for the city's organizations serving the home-

series featuring Soviet Refusenik Elana Kuna, former investigative reporter for The Tennessean Jerry Thompson , and board certified Jewish genealogist Miriam Weiner.

The Federation's Community Relations Committee became more proactive and broader based in the scope of issues addressed by the Federation. This year the CRC sponsored a myriad of impor-

tant programs and events less.

In the spring, the community came to

gether on Yam Hashoa to honor and remember the victims of the Halo; cause. The annual ob; servance drew more than 700 participants.

"It is through careful community planning,

strong and active leadership development

programs, and comprehensive and

expansive educational and cultural

helping us form a Jewish consciousness and perspective. Those activities included sending a delegation to Washington to advocate for U.S. backed loan guarantees, the organization of a political liaison group w meet with candidates for political office , and several programs dea[ing with anti-Semitism in the 1990s.

Shortly thereafter, Atlanta's Jews eel; ebrated Israel's birthday during a joyous evening with Israeli singing troupe Orot Hashchuna.

opportunities that we are able to move

Many of the year's activities encourage and

effectively towards our goals of community

cohesiveness and continuity." The Federation as

sumed a strong role in the

recognize the development of new leaders. YLC 's Leadership Education and Development Series (LEADS), the Women's Division Women of Achievement program,the Goldstein Young Lead; ership and People Power programs are geared towards promoting Jewish education and commu; nity involvement.

To appeal to the varied interests of its mem; bers, YLC offered several other unique programs including a social event at Scitrek and a lecture

8

Atlanta Project, a unique collaborative effort initiated by farmer President Jimmy Carter to mobilize the city's vast resources to attack poverty.

It is through this multi-faceted planning and · development we will create an educated, involved and vibrant Jewish community.

As we move into this new decade, we can see a complex, ever-growing community coming to

gether w meet the shared challenges and opportuni; ties of the future.

C A M P A IG N

The three major initiatives— restructuring communal

education, serving the needs of young adults and strength-

ening our ties to Israel— call for creative thinking and long

range planning and have captured the imagination of the

Federation's corps of volunteers and sparked their efforts.

This excitement about the future of our Jewish community

has also translated to other areas of Federation activity such

as the Annual Campaign, where tremendous results were

seen.

The Atlanta Jewish Federation's Annual Campaign

offers every individual in the community the opportunity to

fulfill the Mitzvah of Tzedakah which obliges Jews to

respond to fellow human beings who

are unable to meet their own needs.

"Active involvement The funds contributed by Atlanta’s

in the community and ]ews enahU buiUins ° f Jeu,ish. . . . community. They energize the insti-

financial participation . . ..r \ tutions, agencies, services ana pro-

in the cam paign grams that directly or indirectly ben-

which supports the efit the more than 70 thousand Jews

world Jewish who call Atlanta home and many

Community are thousands more in Israel and through'

inseparable out the worldWhen the Federation a n -

componen S a Tiounced this year's Campaign goal

together form the of$1 2 .3 million, our volunteers knew

totality Of our Jewish they had a daunting task to master.

character." Taken within the context of a na-

tional recession, and following last

year's history-makingCampaign, we

are extremely pleased to end the 1992 Campaign with a

projected total of $ 1 2 .6 million.

The Annual Campaign structure, which is continu-

ally enhanced to appeal to as many members of the commu-

nity as possible, is based on divisions that relate to business

or profession, gender, giving level, age and interest. Each

division has its own leadership structure, programming and

special events.

As a result of this year's expanded programming,

special groups within the larger Campaign divisions contin-

ued to grow in membership. The parlor meetings offered by

the Maimonides and Builders and Real Estate societies, the

“lunch and leam” continuing education series sponsored by

the Legal division, the Business and Professional Women's

N ’Shama Society— all innovative and new Campaign

events— were designed to promote involvement.

9

~- ,, . •

f·~ . ,· t\ -.-

I

CAMPAIGN

The rhree major initiatives--restructuring communal education, serving the needs of young adults and strengchening our ties to 1 srael--call for creative thinking and long range planning and have captured che imagination of the Federation's corps of volunteers and sparked their efforts. This excitement about the future of our Jewish community has also translated to other areas of Federation activity such as the Annual Campaign, where tremendous results were seen.

.. ~ ~

' . rr· fl,. ,, . ...

The Atlanta Jewish Federation's Annual Campaign offers every individual in the community the opportunity to

fulfill the Mitzvah of T zedakah which obliges Jews to respond to fellcw human beings who are unable to meet their own needs.

I , ,._ , .....,,. -':,"

.~ . I "1"'-' - ~- '~_-:,. I-.. ,I ,~ I ....

"Active involvement in the community and financial participation

in the campaign which supports the

world Jewish community are

inseparable components that

together form the totality of our Jewish

character."

The funds contributed by Atlanta's Jews enable ,the building of Jewish community. They energize the institutions, agencies, services and programs that directly or indirectly benefit the more than 70 thousand Jews who call Atlanta home and many thousands more in Israel and throughout the world .

When the Federation announced this year's Campaign goal of $12. 3 million, our volunteers knew they had a daunting task to master. Taken within the context of a national recession, and following last year's history-making Campaign, we

are extremely pleased to end the 1992 Campaign with a projected total of $12. 6 million.

The Annual Campaign structure, which is continually enhanced co appeal to as many members of the community as possible, is based on divisions that relate to business or profession, gender, giving level, age and inte-rest. Each division has its own leadership structure, programming and special events.

· 11 J. ,, I ,t,.·

~- I As a result of this year's expanded programming,

special groups within the larger Campaign divisions continued to grow in membership. The parlor meetings offered by the Maimonides and Builders and Real Estate societies, the "lunch and leam" continuing education series sponsored by the Legal division, the Business and Professional Women's N'Shama Society-all innovative and new Campaign events-were designed to promote invok:ement .

r- -~ .- -- l fl

9

This year the Campaign boasts fifty-one new con-

tributors of $ 1 0 ,0 0 0 or more entering the Major Gifts

category, and two new $ 2 5 ,0 0 0 givers, two new $ 5 0 ,0 0 0

givers and five new $ 100,000 givers.

1992 was the first time adult children, whose parents

had contributed upwards of $ 2 5 ,0 0 0 to the Campaign,

were included among those attending Major Gifts events.

Among those events was the Federation's first gala-gifts

evening honoring all donors of $ 1 0 ,0 0 0 and more. Hosted

by Governor and Mrs. Zell Miller at the Governor's

Mansion, the evening brought together 2 0 0 major donors.

On the domestic scene, both Trades and Professions

and the Women's Division repeated their successful Wash-

ington Mission programs with increased numbers of partici-

pants. In total, 120 members of Trades and Professions

and 91 members of the Women's Division traveled to

Capitol Hill to become more knowledgeable about the

Federation’s Young Leadership Council offered those

der forty a vast array of unique social and educational'- ״

opportunities including a lecture by nationally syndicated

movie critic Michael Medved. YLC has also encouraged

participation in special nationally-organized singles and

young adult missions to Washington and Israel to empha-

size the important role Atlanta now plays as an emerging

leader in the American Jewish community.

Because of these exhilarating programs, the Federa-

don experienced a substantial increase in community par-

ticipation throughout the Campaign. Starting with the

momentum generated by the $2.3 million raised by 200

members of the Jewish community who traveled to Israel in

November on the Federation’s Miracle Mission, enthusi-

asm for the Campaign spilled out to the entire Jewish

community.

10

-•~ ' .... _r _

,. 'lit':' ··-' ... !'-: _ .. ..,

--~ . ·,. -~'ii' . ~-

Ir~. ,.· . - ~ !

r -'~ ~.,.. l ••....

• , •• t

'·\ ·__. ~ll .:. ....... ~: .· . ,, '

••: l . \ . ' :.: '· ,,

Federation's Young Leadership Council offered those · ..,der f arty a vast array of unique social and educational vJJP0rtunities including a lecture by nationally syndicated movie critic Michael Medved. YLC has also encouraged participation in special nationally-organized singles and young adult missions to Washington and Israel to emphasize the important role Atlanta now plays as an emerging leader in the American Jewish community.

Because of these exhilarating programs, the Federation experienced a substantial increase in community par• ticipacion throughout the Campaign. Starting with the momentum generated by the $2 .3 million raised by 200 members of the Jewish community who traveled to Israel in November on the Federation's Miracle Mission, enthusi• asm for the Campaign spilled out to the entire Jewish community.

10

f • -~

r,. ·. ; l .... ,.. ··. ·-' ...,.

r '·· ~ , -,

~ ., ~ -"~-. ,,.., . . . . / . . .. . . ~

f • .- ·•

This year the Campaign boasts fif ty•one new con• tributors of $10,000 or more entering the Major Gifts category, and two new $25,000 givers, two new $50 ,000 givers and five new $100,000 givers.

199 2 was the first time adult children, whose parents had contributed upwards of $25,000 to the Campaign, were included among those attending Major Gifts events. Among those events was the Federation's first gala-gifts evening honoring all donors of $10,000 and more . Hosted by Governor and Mrs. Zell Miller at the Governor's Mansion, the evening brought together 200 major donors.

On the domestic scene, both Trades and Professions and the Women's Division repeated their successful Washingwn Mission programs with increased numbers of partici• panes. In total, 120 members of Trades and Professions and 91 members of the Women's Division traveled to Capitol Hill to become more knowledgeable about the

with over 40 0 in attendance at the Federation’s annual

Super Sunday event. Because of the increase in Atlanta’s

Jewish population over recent years an additional 5 ,0 0 0

names were added to the list of those to be solicited which led

the Federation to host a first-time Super Sunday II. Those

volunteers who raised a combined total of $ 6 6 7 ,0 0 0 in-

eluded representatives from all Federation beneficiary agen-

cies as well as every area congregation.

And, finally, the Jewish community expressed its

commitment to the Campaign at the Federation’s Annual

Closing Event at Ruperts, where over 1,000 people turned

out to celebrate a job well done.

It is through the Campaign that the Jewish community

is built. By making possible the financial resources to ensure

the quality and continuity of Jewish life here in Atlanta, our

community can play a leading role in the world Jewish

community.

people and processes in government and make their voices

heard.

The Women’s Division reported significant increases

in its Campaign programs such as the Main Event where

over 400 women came to see Obie award-winning actress

Rosina Femhoff perform her one-woman play. This

annual fundraising event generated $2 .3 million, an 18%

increase over last year's $2 million.

Equally exciting was the participation of twenty

Women's Division members in the newly offered Women's

Division Mission to New York where the $1 8 ,0 0 0 Ruby

Division was inaugurated.

Overall Campaign enthusiasm and community par-

ticipation were also demonstrated at the Federation’s Open-

ing event, where 2 ,0 0 0 turned out for fun and entertain-

ment at the Atlanta Jewish Community Center.

Atlanta's Jewish community was also out in full force

11

people and processes in government and ma.ke their voices heard.

The Women's Division reported significant increases in its Campaign programs such as the Main Event where over 400 women came to see Obie award,winning actress Rosina Femhoff perform her one,woman play. This annual fund.raising event generated $2. 3 million, an 18% in.crease over lase year's $2 million.

Equally exciting was the parriciparion of twenty Women's Division members in che newly offered Women's Division Mission to New York where the $18,000 Ruby Division was inaugurated.

Overall Campaign enthusiasm and community par, ticipation were also demonstrated at the Federation's Open, ing event, where 2,000 turned out for fun and entertain, menc at the Atlanta Jewish Community Center.

Atlanta's Jewish community was also out in full force

ll

'i ;.•i· ---:;:r . . "" f .. 1.

J•~i . ' )} fi f . d, , , . ... . . ' ~•" • ,. .

. • .. ~ -::-.~ ... ~--..

.,,, •. . ... ~. :~,,.• .. : ;~. -.... .. ., ~,J.,._ •· l.,~• •· • .. • · ;t!,.-. , •. T'. .... :c;: -•. ~ •' .. • . . : ..: • •-ir" ::·i i'-~~ : ·!"t( " ..;. t· .... ~:. , ,., ... ,.. . . .. . ,; • ...,·,k:. •..;:- -·. ~ . ... _, .•·· _.-~· .... :w;:

... r .. -~,~ . .,. ,.~ ..,,~< ... ~1M"':6!#r':',~. ,:, ,. · ~ , al ,.. ~·-~"; r·:. .. ,. . " '·•· ·.- ----~· , ·. -~ ,,· ..... ., ,t •• _. ,. '· ~,. . ~.·~,.-~•\'•-·~ --~- ,.ii', •·~- ,,,r, · ~-~ ,,

,.,_ . J ,,lfl '!t.. ~-- · ~ ~·- - -~

~~>~-

with over 400 in attendance at the Federation's annual Super Sunday event. Because of the increase in Atlanta's Jewish population over recent years an additional 5,000 names were added to the list of those to be solicited which led the Federation to host a firsMime Super Sunday II. Those volunteers who raised a combined total of $667,000 in, cl uded re presentacives from all Federation beneficiary a gen, cies as well as every area congregadon.

And, finally, the Jewish community expressed its

commitment to the Campaign at the Federacion's Annual Closing Event at Ruperts, where over l 1000 people turned out to celebrate a job well done.

It is through the Campaign that the Jewish community is built. By making possible the financial resources to ensure the quality and continuity of]ewish life here in Atlanta, our community can play a leading role in the world Jewish communir-;.

Endowm ent Board

Sally Kaplan Kevin King

Martin Kogon Craig Kritzer

Mark Lichtenstein Bernard Marcus

Steven E. Marcus Victor Maslia

Glenda Minkin Ruth Rauzin

Robert Rinzler Charles Rosenberg

William E. Schatten Arthur J . Schwartz

William A. SchwartzMichael Schwarz

Cathy Selig

Sol Singer Gary E. Snyder Mark K. Taylor

Milton Weinstein Merrill Wynne

Bernard Zuckerman

Mark Eden Herbert R. Elsas Baron J. Frankel

Stanley K. Friedman

Davis Abrams Eliot Amovitz Joel S. Arogeti

Robert J. Arogeti

Charlotte Garson Bruce H. Gaynes Joseph S. Glenn

Burton Gold Elliott Goldstein Rita Goldstein Jack Halpem

Gerald Horowitz Betty Ann Jacobson

Harvey Jacobson

Thomas J . Asher Barbara Balser Ronald Balser John Benator

Stephen Berman M. William Breman S. Perry Brickman Gerald H. Cohen Alfred A. Davis

R osanne Diamond

ATLANTA JEWISH FEDERATION ENDOWMENT FUND

Financial Information December 31, 1991

$ 7,180,0004.650.0003.377.000

15,207,000

Fund Balances:philanthropic Funds Restricted Funds Unrestricted Fund

Subtotal

The information on this and the facing page tells some

wonderful stories. It shows how, thanks to the unique

generosity and caring of members of the Atlanta Jewish

community, the Atlanta Jewish Federation Endowment

Fund has grown spectacularly. One can see the Mitzvot

this growth has made possible in the extensive list of

recipients from our many Endowment entities. We are

especially proud of the way in which grants from our

Unrestricted Endowment Fund have helped lay the ground-

work for the future greatness of the Atlanta Jewish commu-

nity. We are indeed fulfilling the Biblical command to pass

the highest ideals of Judaism from generation to generation,

Dor L' Dor.

From its beginning just eleven years ago the Atlanta

Jewish Federation Endowment Fund has groim to nearly

$3 0 million in size. In calendar year 1991 we distributed

jver $3 .5 million to worthy recipients. This represents an

achievement of which we can be very proud.

The great advantages of Endowment giving extend

not only to the recipients of these funds and to the commu-

nity, but also to the donors. Major income tax and estate

tax savings often result from planned giving. The Endow-

ment Fund provides unique gifts to the givers. 11 gives them

the ability for their good work and generosity to go on

forever. It gives them immediate and long-range tax and

estate planning benefits. It can be tailored to further

particular charitable interests. It can even be used to

provide increased income for life to the giver.

The Endowment Fund is a treasured resource of our

community. It has a unique ability to address emergency

needs, to fund the initiation of new and innovative pro-

grams, and to provide “seed money” for experimental and

research projects. Endowment is of prime importance in

assuring that the Atlanta and world Jewish communities

will continue to grow from strength to strength.

ENDOWMENT

10.971.00026.178.000

2,850,00029.028.000

$ 8,104,0001.737.000

(3,916,000) ( 173,000)

$ 7,061,000

1.589.000$ 8 ,650,0C0

Supporting Foundations Total Fund Balance

Charitable Remainder Trusts Total Endowment

Activity (Twelve months ending 12-31-91): Contributions Investment Income Allocations ExpensesIncrease (Decrease) for Period

Increase in Charitable Remainder Trusts Increase (Decrease) for Period

E n d o w m e n t F u n dBetty Ann Jacobson, Chair

D is t r ib u t io nCharles Rosenberg

M a r k e t in g Barbara Baber

I n v e s t m e n t Merrill Wynne

Legal a n d T a x Stephen Berman

12

ENDOWMENT The information on this and the facing page tells some

wonderful stories. It shows how, thanks to the unique generosity and caring of members of the Atlanta Jewish community, the Atlanta Jewish Federation Endowment Fund has grown spectacularly. One can see 1he Mitzvot this growth has made possible in the extensive list of recipients from our many Endowment entities. We are especially proud of the way in which granrs from our Unrestricted Endowment Fund have helped lay the groundwork for the future greatness of the Atlanta Jewish community. We are indeed fulfilling the Biblical command co pass the highest ideals of] udaism from generation co generation, Dor L' Dor.

From its beginning just eleven years ago the Atlanta Jewish Federation Endowment Fund has grown co nearly $30 million in size. In calendar year 1991 we distributed ;ver $3 .5 million to worthy recipients. This represents an achievement of which we can be very proud.

The great advantages of Endowment giving extend not only co the recipients of these funds and co the community, but also to the donors. Major income cax and estate tax savings often result from planned giving. The Endowment Fund provides unique gifts to the givers. It gives chem the ability for their good work and generosity to go on forever. le gives them immediate and long-range tax and estate planning benefits. It can be tailored co further particular charitable interests. It can even be used to provide increased income for Uf e to the giver.

The Endowment Fund is a treasured resource of our community. It has a unique ability to address emergency needs, to fund the initiation of new and innovative programs, and ro provide "seed money" for experimental and research projects. Endowment is of prime importance in assuring that the Atlanta and world Jewish communities will continue to grow from stTengch to strength.

Endowment Fund Betty Ann Jacobson, Chair

Distribution Charles Rosenberg Marketing Barbara Balser Investment Merrill Wynne Legal and Tax Stephen Berman

12

Endowment Board Davis Abrams Eliot Amovitz Joel S. Arogeti

Rober,). Arogeti

Thomas J. A.sher Barbara Balser Ronald Balser John Benawr

Stephen Berman M. William Breman S. Perry Brickman Gerald H. Cohen Al/retl A. Davis

Rosanne Diamond

Mark Eden Heroert R. Elsas Baron J. Frankel

Stanley K. Friedman

Charlocu Garson Bruce H. Gaynes Joseph S. Glenn

Burton Gold Elliem Goldstein Rica Goldsr.ein Jack Halpern

Gerald Horowitz Betty Ann Jacobson

Han,ey Jacobson

Sally Kaplan KetJtn King

Martin Kogan Craig Kritzer

Marl< Licht.erutein Bernard Marcu.s

Stet1en E. Marcu.s Vicior Maslia

Glenda Minkin Ruth Rauvn

Robert Rinzler Charles Rosenberg

William E. Schatcen Arthur J. Schwanz

William A. Schwartz Micnael Schwarz

Cathy Selig

Sol Singer Gary E. Snyder Mark K. Taylor

Milton Weinstein MerriU Wynne

Bernard Zuckerman

ATLANTA JEWISH FEDERATION ENDOWMENT FUND

Financial I nformacion December 31 , 1991

Fund Balances: PhilaT1Lhropic Funds Rmricced Funds Unrestricce.d Fund

Subcocal

Supporting Foundations Tocal Fund Balance

Charicable Remainaer Trusts T oral Endowment

Actit1iry (T welt1e months ending 12-31-91): Contributions ImiestmeT1t Income Allocacions Expenses Increase (Decrease) for Period

Increase in Charitable Remainder Tru.m Increase (Decrease) for Period

$ 7,180,0CO 4,650,000 3.377,000

15,207,000

10,971,000 26,178,000

2,850,000 29,028,000

$ 8,104,000 1,737,000

(3,916,000) ( 173,000)

$ 7,061,0CO

1,589,000 $ 8,650,CXX>

CALENDAR 1 9 9 1 UNRESTRICTED FUND GRANTS

Atlanta Jewish Federation: One year temporary staff position to cover: staff support for reorganization of

Jewish education services; development of College and Youth Agency $ 5 0 ,0 0 0

The Epstein School: Purchase of movable temporary classrooms for expansion 2 5 ,0 0 0

Jewish Vocational Service: Capital needs (machinery, etc.) to enable senior workshop to obtain

government contract 3 600 ׳

Alexander Muss High School In Israel: To help them through crisis caused by Gulf W ar 7 ,0 0 0

Atlanta Jewish Community Center: To fund search for new director 7 ,5 0 0

American Jewish Committee: Seed money for Black/Jewish Coalition bi-racial high school retreat 1,250

Atlanta Jewish Federation: second year - Grant development department 6 0 ,0 0 0

Atlanta Jewish Federation: “Creating Community” Exhibit planning and development 5 ,0 0 0

Interdenominational Theological Center: For “Synthesis” program. Second year funding for highly

successful program at Atlanta University System Graduate School of Theology 4 0 ,0 0 0

Bureau of Jewish Education: Seminar for Georgia school teachers on teaching of Holocaust 3 ,0 0 0

Metropolitan Atlanta Furniture Bank: Toward handling furniture for Soviet Resettlement 10,000

Bet Uri - Israel: Special playground for this home for severely retarded children 6 ,0 0 0

Yemin Orde Youth Aliyah Village - Israel: Special conversion program for new Olim 14 ,000

Yehud Community Center - Israel: Toward fees so that recent olim can attend programs in Atlanta's

Project Renewal City 12 ,000

Torah Day School: Headmaster search and creation of cafetorium 9 ,0 1 0

CALENDAR 1 9 9 1 - GRANTS

The following organizations received grants from various Atlanta Jewish Federation Endowment Funds during 1991.

Adaptive Learning Center Charles L. Pincus Foundation Jewish Vocational Service Santa Barbara Therapeutic Riding AcademyAhavath Achim Synagogue Childrens Museum Jewish National Fund Scottish Rite Children's Hospital

Atlanta Jewish Community Center Citizens for Justice, Inc. Jewish Welfare Board Shearith IsraelAlbert Einstein School o f Medicine City o f Hope Joint Tech/Georgia Development Fund Shepherd Spinal Center

Alliance Theatre Columbus Jewish Federation Laubach Literacy International Simon Wiesenthal CenterAlpha Omega Foundation Commonweal Lifeline for the Old, Inc. South Palm Beach County Jewish Federation

Alzheimer's Disease Association Community Foundation o f UJA San Diego Link Counseling Center Southeastern Reinvestment Ventures, Inc.American Cancer Society Community Soup Kitchen Literacy Action Southern Poverty Law Center

American Heart Association Crisis Resource Center Louis Kahn Group Home St. Judes Children Research HospitalAmerican Jewish Committee Cystic Fibrosis Foundation Lowndes Country High School St. Joseph's Hospital Foundation

American Red Cross Davis Academy March o f Dimes Students in Free EnterpriseAmerican Society fen Technion Dekalb Medical Center Medical College o f Georgia Tam pa Jewish Federation

Anti-Defamation League Dermatology Foundation Memorial Sloan-Kettering Cancer Center The TempleAtlanta Lupus Research Foundation Diabetes Association o f Atlanta Men Stopping Violence Temple Beth El, Birmingham

Atlanta Artists Club Douglass College Middlebough Jewish Cemetery Temple SinaiAtlanta Ballet Educational Services Alliance MLX Center for Nonviolent Social Change Torah Day School

Atlanta Bureau o f Jewish Education Emory University Morehouse Medical School Tulane Medical CenterAtlanta Chapter Hadassah The Epstein School Mothers Against Drunk Driving U CLA Foundation

Atlanta Community Food Bank Fhst Montessori Class o f Atlanta Ml. Scopus Hadassah UN ICEFAtlanta Group Home Foundation for International Community National Council o f Jewish Women Union Mission

Atlanta Jewish Federation Assistance National Holocaust Museum United W ay o f Metro AtlantaAtlanta HiHel Friends o f Atlanta Fulton County Library National Jewish Center United Wary o f Palm Beach

Atlanta Scholars Kollel Gallaudet University National Jewish Center for Immunology and United Way ValdostaAtlanta Men's O RT Genesis Shelter, Inc. Respiratory Medicine University o f North Carolina, Chapel HillAtlanta Symphony Georgia State University National Kidney Foundation o f Georgia University o f South California

Bach Com er ata Georgia Tech Foundation National Psoriasis Foundation University o f TennesseeBayich Lepleitot, Inc. Glencasde, Inc. National Conference o f Christian & Jews University o f California Medical Center

Ben Massell Dental Clinic Greenfield Hebrew Academy National Conference on Soviet Jewry University o f Georgia FoundationBeth Jacob Habitat for Humanity International National Homeless Alliance US Holocaust Museum

B 'run B 'rith Foundation Hebrew Union College National Multiple Sclerosis Society Valdosta Hebrew CongregationB'nai Torah Henrietta Egleston Hospital National Yiddish Book Center Visiting Nurses Association

Boston Foundation Hands On Atlanta Nexus Contemporary Arts Center Washington & Lee UniversityBoys Club o f Metro Atlanta High Museum o f Art Northside Youth Organization Washington University

Boy Scouts Valdosta Hundred Club o f Atlanta Ohio Slate University Weizmann Institute o f ScienceBuckhead Rotary Independent Living Program Onstage Atlanta Weinstein Adult Day Care Center

Butler Street YMCA Indiana University Or Ve Shalom Westminster SchoolCamp Best Friends Israel Tennis Centers Association Our House, Inc. William Breman JeuAsh Home

Camp Sunshine Jaffe Institute for Strategic Studies Pace Academy Williams CollegeCardigan Mountain School Jefferson Medical College Paideia School W oodruff Arts Center

CA RE Jewish Educational Loan Fund Planned Parenthood W oodruff Health Sciences CenterCarter Center Jewish Family Services Rutgers University Foundatic.. Yeshiva High School

Catalyst Jewish Federation o f Greater Seattle Salvation Army YMCACenter for Visually Impaired Jewish Theological Seminary Santa Barbara Jeu!>sh Federation Young Audiences o f Atlanta

13

CALENDAR 1991 UNRESTRICTED FUND GRANTS

Atlanta Jewish Federation: One ye.:ir temporary staff position to cover: staff support for reorganization of Jewish education services; development of College and Youth Agency . ....... .......... ....... . ...... ... ....... $ 50,000

The Epstein School: Purchase of movable temporary classrooms for expansion . ..................... . ............ 25,000 Jewish Vocational Service: Capital needs (machinery, etc.) to enable senior workshop to obtain

government contract . ................ .. ... ... ..... ... ............................. .... . .............. . .................. 3,600 Alexander Muss High School In Israel: To help them t.hrough crisis caused by Gulf War ......................... 7,000 Atlanta Jewish Community Center: To fund search for new director . ......... .... .. ............................... 7,500 American Jewish Committee: Seed money for Black/Jewish Coalition bi-racial high school retreat . ............... 1,250 Atlanta Jewish Federation: second year - Grant development department . ................. .......... ............. 60,000 Atlanta Jewish Federation: "Creating Community" Exhibit planning and development . .......................... 5,000 Interdenominational Theological Center: For "Synthesis" program. Second year funding for highly successful program at Atlanta University System Graduate School of Theology . ................................ 40,000

Bureau of Jewish Edu.cation: Seminar for Georgia school teachers on teaching of Holocaust . ..................... 3,000 Metropolitan Atlanta Furniture Bank: Toward handling furniture for Soviet Resettlement . .................... . 10,000 Bet Uri - Israel: Special playground for this home for severely retarded children . .................................. 6,000 r'emin Orde Youth Aliyah Village - Israel: Special conversion program for new Olim . .......................... . 14,000 Yehud Community Center - Israel: T award fees so that recent olim can attend programs in Atlanta's

Project Renewal City . ................... ............. ....................................... . ....................... . 12 ,000 Tora.h Day School: Headmaster search and creation of cafetorium . ................................................. 9,010

CALENDAR 1991 - GRANTS

The following organizations received grants from various Atlanta Jewish Federation Endounnent Funds during I 99 I.

Ad,,.pa11< l..t,,ming Cm<c AM,..,o,J, Ad,im Syna&og,,t

Atla,v,a )tu.ult Comnuaur:, Cc,<c Albn, £iruc.t:in Scl,ool of Mtdzcin,

Ailianu.~t Alp/la On, 2" Fmavliuion

Alv,am,r · s Du<41t Ass"°"""" Ammc;rn C4nctT Soot<:,

A"""'can Htm1 As=on Ami,,ioon), ... ,h Comrruu.,

Am,nc.an Rul C,ou Ammcan Soci,ry far Ttchruon

Ano-Dt(atMbOft uag,,< Ad:aNa LM/)Us Rutmdt Fo,,NWian

Adanta A,asu Q..!, Adanta &U.t,

Ad.arua 9..,,_ of )t1Ui.ih Edi=aon Adan.ca C/,opcn Hadaswi

Aclanta Comm""'<:, Food Bank Arloru4 C,,o,,p Home

Adanus ),ui,J, Fu!naoon AclaNa H,~d

AclaNa Sdtolan Kolld AclaNa Mtn's ORT AclaNa SymfllwnJ

&d,Cam,,a,a BayuA Ltplciui1, /n,:.

Bm Ma.,.,Q Dmial C~nic Btui Ja,:oJ,

a·,,,. a ·,.;ui FOl61M<iDn B ·,,,. T oralt

Boscon F""7\1Jaaon Boy, a..h of Meao Ailanca

Ba, Sc:au,, Valdo,ca B..,,lch,,,d Rotary

8"'1,,SCTmYMCA Camp Bw Fnntd,

Camp SwNhin. Cmdigan Mo,,nu,,n School

CARE Ca,u,C,,un

eica1., .. Ctn..,.(,,,, V,,....Uy lmpa,,ul

Cliarln L. Pino., Fo,,ndacion C/,i/,l,ms Mwn,m

Cili{,ru (or )wliu., ln.c. Cir:, of Hope

Colvml,,,, }eui,J, Fulaazion Commonweal

Commwni,y F""'1'Vlazion of U}A San Diego Commun.,:, S""/> Kiu:licn

Cruu Rtsmnu Cm"' Cy,cic Fil,,orn F°""""oan

Daw Aa:idrm7 D,J,.alb Mulical Cm,a

D"'""colog:, Fowr.laoon Diabeus A.ssoo,u.ion of Ac.l.an.o,

Dawgla.,, Coll,,, Ed""'1lional Sa1na1 Allia,,ce

Emm-J Un,Uff1," TuEp,c.t:inSdtool

Fi<H Mon.,,,on Cla.s, of AclaNa Fovndalion for lncnnaoanc,l Comm....;,y

A:u1uanet

Fri<nd., of Ailanca Fulwn Co,,nr:, l.i/,,ary Gal!awdtt UniutT>o<:, Gmtm S"'1<c. ln.c.

G,org;,, Scace Uni"""" Gtorg;o Tedt Fo,,ndaaon

Gknai.sdt, '""· G,cm{itld Ht/,,,.,, Ac.ad,my

Hab,w fa, Hwmmvty lncnnaaor.al Htbmu UNOT\ Colkgt

Htnrit1ca Egk,con Ho,p.ial Har,d., On Auan<a

High Mwn.m of A" HwndruJ Q.d, o{ Adanca

/nd,prndcnc u .. "11 P.og,am lnd=vi Wumuy

ln-a.tl 1 cnrws Cmur, Auoci.aaan Jaf(t /n.,on,u far SaaUf"' S1.d.u

)t/(nson MulicaJ CoUtgt J «wit EdwuoonoJ loan F ..,.,J

)tw,sh farn,/y S"""'" }twuh F«kra,,at\ of G.,at.c, Stouk

)twnh n,oloical S"""""'J

13

),wuli Vocaoarcal Sa.iu )twuh Naoanc,l F141d Jcwuli We/far, Board

Join, T«J,/Gta,g,a Dtudopm.tN Flfflll L.a,,bad, l.itc1acy /ncnnaaonal

l.ifdin.t (or J... Old, '""· l..inlc C"""'e~"II Cm<c

l.iic,a,:y Ac<iDn l...ows Kahn C.""I> Hom,

J.,,.und,, C<Nn<:, High Scl,ool Ma,c/iofDimt,

Mtd.cal CoUtge of Gtorl"' Mnnoriol Sloan-Kt11<Tmg Canu, C<NtT

Mm Suipping Viol<na Middltbowgh }twuh CtTntttry

MLJ< Cc,,a far NonuioltN Soa.,J °""'ce Mou:Aowe Mulical ScJ.ool

Motl.,,, Apn,1 Dn,.nk Driumg Mc. Scoj)l<l Had&saJ,

Nooarcal Coi,no! of Jew ,J, W °""" Naoarcal Ho/ocm,.,1 Mwsn<m

Naaonal }tu.uh C,N..,. Naciard Juwh Crnu, far lmmunoloo and

Rtspi<a!DrJ MuJ.cin.< N,,,.,,.,,,J Kidney FOM11M<iDn of Gto,gia

Naoanal PiDn4lil FOIDl&laon Naciard ConftTmct o(Clrriman & )tw,

Naoorv,l Canfcmct on Sout1 )tu,ry Naocnal Hom,/, 11 AJlian.c,

Nooanal Muluplt Sde,o,., ~<:, Nooanal YidJi,J, Book Cm<c

Ncrwl CON<mpa,ary A,u Cenu, Norc/uid.t Y ovcll Organ,~uon

Ohio Siau Urwc,ir:, Orucag< Adarua Or Vt Sllalom

Q.,, Ha,,,., /n.c. Paa Ac.ad, my Poidna School

Plannul p.,..CNJ,oo,l

R1.ugns Un.aunsu,· h,.,...J.a:OG .. Saluaaon Army

S= /Ja,ba,a )tu»I. l',,J,,,,aoor1

San,,, Bmba,o Thcrap,,uic Ridin1 Ac,,d,,ny Sa,IJJ,J, Riu Cluldrtn·, Hosp,c.al

Shtaricli ln-ael Sl.tphnd Spmal CeNLT

SimDn WiatncAal ea,.,, Sovel, Palm Bead, Councy ),wi,J, Ftk.aoon

Sm..lhmsun,, RcifWtJtm.ml VCT\bnu 1 Inc. SowJi<m PO<la<:, Law C<NtT •

S1. Jwd.J Cluldtm Rtstmdt Ho,p,c.al S,. }01<p1t·, Hospiial Fo,,ndaaon

Sa,d,,nu in Frtt En<cprut Tampa )t,..,;, FuJnc.,;on

Th< Tm,pk T,mpl< B,cll El, Birmingham

Ttmpk Sinot T oralt Day School

T ,.Ja,.. Muli<al C,nttT UCLA Fmmdarion

UNICEF Union Mil,.an

UNud WtrJ of M,<To Adanu,

Uni rd WtrJ of Palm Btacl, Uniiul Way Valdo,ca

UniutT»ty of NoriJ. C.,,o/ina , Cl.ape! H,U UNu,,.»<:, of Soucll c,,Ji(c,m,a

Uf!iu,,gr:, of T mnt,,., Uruu,,»r:,of 0,l;fornia Muli<al C,nttT

Uniu<T•<:, of GtorflO F""71<da<iDn US Hol00N11 Mw .... m

Valdo,co H,1,,,.., CongT<li"lion Visij-ng Ni.a1es Au<X14tion

Waslu"icon & Lte UNutTu<:, Waihi"II""' Un..u,ru,y

WtitfNI"" lruo1W1t of Sotna W ti,uwn AdMlc DtrJ Ca,, C'""'

Wu'"""·"" Sdtool WJliom Omnon), ... ,h Hom.,

WJlimN Colkgt Wcodn,(f A,u CtnttT

Wood,,, f( HUJJ,J, Sa,n,:u Cm....y,,1u.., High Scl.ool

YMCA Y"""« ,\wd,,,,u, o/ Adanu

55.0%Israel and Overseas

27.8%Combined Agency Central Services and Administration**

5.4%Aging

11.2 %Jewish Education

2.4%Families and Singles

2.6%Other Grants and Distributions

1.1%National Agencies

*Net of expenses and shrinkage

* * See Agency Central Services & Administration, next page..5%Children and Youth

1991 _ALLoc.ATION s ..

21.8% combined p,..gency central servieeS

and f',,drninistrauon• •

11.2% Jevv1sn Educauon

2.6% otner Grants and Qistrit>utions

* Net of expenses and shrink.age "See Ag,r,cJ Central Services & Administrati()I\, """ page-14

55.0 % Israel and overseas

-r-- 1.1% National p..gencies

.5 % cni\d1en and '<outn

A L L O C A T IO N O F FU N D S 1 9 9 1 - 1 9 9 2

Yeshiva University 1,000Subtotal $ 113,610

P R O G R A M A L L O C A T IO N S

Family & SinglesChaplaincy (JFS) $ 20 ,000College Services (Athens) 26 ,338College Services (Atlanta) 4 2 ,8 0 9Family Life Education (JFS) 9 ,500Financial Assistance (JFS) 5 0 ,0 0 0Job Placement (JVS) 5 8 ,5 0 0Volunteer Services (JFS) 3 4 ,000Subtotal $ 247,549

AgingAssisted Living (LK G H ) $15 ,600D ART (JFS) 10,942Long Term C are (Jewish H om e) *429 ,951

20,000Meals on Wheels (JFS) 2 7 ,0 1 6Senior Adult W orkshop(JVS) 4 7 ,0 2 0Subtotal $ 550 ,529

*(T his amount was paid to the Jew ish H om e for 1990-91 from the 1991 campaign. The cash allocation for 1991 -92, $ 4 5 1 ,448 will be charged to the 1992 Campaign.)

Jewish EducationBureau o f Jew ish Education $ 302 ,793Epstein School 240 ,712Greenfield H ebrew Academy 399 ,553Torah D ay School 4 1 ,5 8 0Yeshiva High School 168,600Subtotal $ 1 ,153 ,238

Children & YouthAdoption (JFS) $ 6 ,0 0 0College Counseling (JVS) 3 ,5 0 0College Scholarship (JELF) 5 ,2 7 8Financial Aid Counseling and Screening (JVS) 500People A re Loving (JFS) 10,140

Teen Services (BBYO ) 3 2 ,7 4 0Subtotal $ 5 1 ,7 5 6

A G E N C Y C E N T R A L S E R V IC E S & A D M I N I S T R A T I O N

Atlanta Hillel $55 ,770Atlanta Jew ish Federation 898 ,983Atlanta Jew ish Community Center

(Includes program/overhead) 891 ,6 3 8B'nai B'rith Youth Organization 2 4 ,160Jewish Family Services 178,000Jewish Vocational Service 191,208Subtotal $ 2 ,2 3 9 ,7 5 9Other Grants and Distributions

D ev elop m en ta l Disabled Programs $15 ,0 0 0Community Relations Programs 165,900

Adopt-A-School 800Israel Related Programs (Reserve) 17,500Emergency Reserve 4 6 ,818Subtotal $266 ,018

T O T A L A L L O C A T I O N S ,

D IS T R I B U T IO N & R E D U C T I O N S $ 2 0 ,7 2 2 ,5 0 0

Beginning in 1990-91, the process for allocating funds to local agencies was changed based on the recommendations o f the Year 2000 Report. Each o f the local beneficiary agencies is treated uniquely depending on the nature o f its programs, and its current circumstances. Some agencies receive a lump sum allocation, and others receive an allocation fo r each program offered plus an allocation for overhead. T he allocation fo r programs is determined by the appropriate target group subcommittees. O verhead is a general allocation for agency operations to be used to cover costs not associated with programs. The amount is determined by the Budget Administration Subcommittee. The chart is net o f expenses and shrinkage and does not include Operation Exodus.

F U N D S A V A IL A B L E F O R A L L O C A T IO N

1991 Regular Campaign $ 11 ,590,000Operation Exodus 8 ,9 0 0 ,0 0 0Collection o f Shrinkage from prior years 7 5 ,000Reduction o f Fund Balance 150,000Undistributed Fiscal Year 1991 Allocation 7 ,500Total Funds Available fo r Allocation $20 ,7 2 2 ,5 0 0

A L L O C A T IO N S , D IS T R IB U T IO N S & R E D U C T IO N S

G E N E R A L D IS T R IB U T IO N & R E D U C T IO N S

Federation Campaign Expenses $ 777,653Shrinkage (3.5% ) on 1991 Regular Campaign 402 ,150Mission Expense 172,000Gift Restricted by D onor to Endowment Fund 100,000Forward Federation 130,000

$ 1,581,803Israel & Overseas

United Jewish AppeaIJJoint Distribution Committee (Regular Allocation) $ 5 ,447,421

U JA - Project Renewal 140,817U JA - Operation Exodus 8 ,9 0 0 ,0 0 0Bet Uri 6 ,0 0 0The Institute for the Advancement o f Education in Ja ffa 2 ,500American Joint Distribution Comm ittee 12,000National Council o f Jew ish W omen 5 ,0 0 0The Tel Aviv Foundation 2 ,500Yehud Community Center Program for New Immigrants 8 ,0 0 0Yemm Orde Youth Aliyah Village 14,000Subtotal $14 ,5 3 8 ,2 3 8

National AgenciesAmerican Jew ish Committee $ 19,250American Jew ish Congress 4 ,5 0 0Anti-Defamation League 23,750B'nai B'rith Youth Services Appeal 11,000Brandeis University-Hcrrns tein Program 350Hebrew Union College School o f Jew ish Communal Service 1 ,850 Jewish Braille Institute 800Jewish Education Services o f N orth America 11,000Jewish Labor Comm ittee 2 ,850Jewish Telegraphic Agency 6 ,5 0 0Jewish Theological Seminary o f Am erica 1 ,500Jewish War Veterans 2 ,500Joint Cultural A ppeal 12,500National Conference on Soviet Jew ry 8 ,7 6 0National Jewish C enter for Learning & Leadership 2 ,000National T ay Sachs 150Ner Israel Rabbinical College 1,500North American Jew ish Students Appeal 850Synagogue Council o f America 1,000

15

ALLOCATION OF FUNDS 1991-1992

Begmmng 1n 1990-9 I , the proct.u for allocatmg f untb 10 local agencies was changed basul on the recomrmndauoru of the Year 2000 Rcpor1. Each of the local bencfiaary agenc~ is treaud ~ly depending on tk nawrc of iLS programs, and ILS current circums1ances. Some agencies re::ci11e a lump sum ollocation, ond otkrs recci11e an allocauon for each progr(lrr\ offered plus an

allocation for overhead. The allocauon for progroms u decermined lry tk appropriate cargct group subcommittees. O11erhead is o gemral ollocation for agency operations w be used to cover costs not associated wir.h programs. The amount lS d.eu:rmmed lry tk Budget Admm1..1trauon Subcom1N11.ce. The chart is net of e.tpC'T\Ses and shrinkage and dDel not include Opcrouon Exodus.

FUNDS AVAILABLE FOR ALLOCATION I 991 Regular Campaign Opcrauon Exodus CoUecuon of Shrinkage from prior yeCll's Rt.duo ion of Fund Balance Undiscnbuud Fiscal Year I 99 I Allocation Total Funtb A11Clllable for Allocation

$1 I ,590,000 8,900,000

75,000 150,000

7,500 $20,722,500

ALLOCATIONS, DISTRIBUTIONS & REDUCTIONS GENERAL DISTRIBUTION & REDUCTIONS

Federation Compoign Expenses $ Shrmkagc (3.5%) on 199 I Regulm- Campaign M~ion Expcue Gift Resiriaed lry Donor to Endowmen, Fund Forward Fulcration

777,653 402,150 172,000 100,000 130,000

$ I ,581,803 Israel & Overseas

UniudJcwish Appeal/Joint Distribuuon Committee (Regular Allocation) $ 5,447,421

UJA • Pro1ea Renewal 140,817 UJ A • Operation Exodus 8,900,000 Bet Un 6,000 The lruiuuu for tk A.d11ancemcnt of Education in Jaffa 2,500 Amencan Jome Distribution Committee 12,000 National Council of Jewish Women 5,000 The Tel A11i11 Foundation 2,500 Yehud CommW1ity CcmCT Program /or New Immigrants 8,000 YemmOrd.e You.th Aliyah Village 14,000 Subuxal $14,538,238

National Agenck.i Amencan Jewish Committee Amencan Jewish Congress Anti-Defamation Lea~ B'na1 B'rir.h Y=h Ser11iccs Appeal Brand.eu Uni11emr:y-Homstem Program

$

Hebrew Union College School of Jcwuh Communal Scr11ice Jewish Braille /rutituu )ewuh Educatwn Services of Norr.h Amenca Jewish Labor Committee Jewish Tekgraphic Agency Jewish Theological Seminary of America Jewish War VetCTans Join1 Culucal Appeal National Conference on Soviet Jewry Nauonal}cwish Center for Leammg & Leaders/up Nauonal Tay Sachs Ncr Israel Rabbmical College North American Jewuh S11MUnLS Appeal Synagogue Council of America

19,250 4,500

23,750 11,000

350 1,850

BOO 11,000 2,850 6,500 1,500 2.500

12,500 8,760 2,000

150 I .500

850 1,000

15

Yeshi11a Uni,.,oersity Subcocal

PROGRAM ALLOCATIONS

Fam,!y & Singk.s Chaplaincy UFS) College Sm,ices ( Ar.hens) College SeT11ices ( Atlanta) Fam,ly Life Education UFS) Financial A.ssucance UFS) Job Placemen, (JVS) Vo!..ntm Services () FS) Subcotal

Aging Assisted Li11ing (LKGH) DART (JFS) Long Term COTe Uewish Home)

Meals on Wheels UFS) Senior Adult Wor"5hop(]VS) Subcotal

1,000 $ 113,610

$ 20,000 26,338 42,809 9,500

50,000 58,500 34,000

$ 247,549

$15,600 10,942

*429,951 20,000 27,016 47.020

$ 550,529

*(This amount was paid w tk Jewish Home for 1990-9 I from tk 1991 campaign. The cash al!oauion for /991-92, $451,448 unU be charged to

tk /992 Campoign.)

Jewuh Educatwn Bureau of Jewish Education Epstem School Grecnf ~Id Hel,rew Academy Torah. Day School Yesluva Higlt. School SubtoLal

Clt.ildren & Y owh Atuiption (JFS) College Courue~ng (]VS) Co!kge Scholarship (]ELF) Financial Aid Counseling and Screening (]VS) People Arc l.oi,ing UFS)

Teen Services (BBYO) Subcotal

$ 302,793 240,712 399,553

41,58LJ 168,600

$ 1,153,~38

$6,000 3,500 5,278

500 10,140 32,740

$ 51,756

AGENCY CENTRAL SERVICES 6a ADMINISTRATION Atlanta Hille! $55,770 AdancaJewish Federation 898,983 Atlanta Jewish Communuy Center

(lndudes program/overhead) B • nai B 'rich Y OUth Organization Jewuh Family Services Jewish Vocational Ser11ice Subccxal Other Grants and Distribuuon.s

De11elopmnicaUy Disabled Programs Commun11y Relauon.s Prograrn.s

Adopt-A-School Israel Related Programs ( Reser11e) Emergency Rcer11e Subcotal

TOTAL ALLOCATIONS, DISTRJBUTIO:'• & REDU CTIONS

891,638 24,160

178,000 191,208

$ 2,239,759

$15,000 165.900

800 17,500 46.818

$266,018

$20.722.500

Fourteen teen-agers partcipated in the High School in Israel reunion, held in the north Georgia mountains.

Teens Recall Israel At Mountain Reunion

•• A..•;- a V. . *A. » ■DAVID HOLZa STAF WRITER!..! .׳

m utual thing,” said th Dun woody High School ji nior, who was bom in Israe “I can see how the Palestin an8 might feel. The kids [ e

the retreat] don,t see the ba th ings Is ra e l is doinj There’s right and wrong 0 both sides.”

The conclusions the teer agers reached looked vastl different to Mr. Markowit: who led the exercise, “Israe Survival E t ”

The top three choices wer Israel’s getting support c Europe and the U nite States, negotiating with th PLO, and negotiating peace agreem ent with Jor dan and Syria, said Mr Markowitz, whose job is t organize Israeli cu ltura events locally and provid information on programs ii Israel. “Option H — depor the Arabs — was not ; priority a t all.”

Debra Gottlieb, a junior a Dunwoody H igh School echoed the feelingB of other when she said, "The bes thing about the re trea t wa: being with the people again I t got nostalgia”

M b . Peskin of the AJC( said a number of follow-uj events are planned, in eluding a social event ir March and another retrea next fall. At both, all gradu ates of High School in Israe will be invited to participate she said.□

. ך'* 4•ל« י''" י ~ ־.׳ * .• '• ־ •:*-•,"”.י.•** .• <>*•'•-•־* /' ־' י•ז*?'־ • *י ן•:•־:'.*• צ4־״ז ' . :

I racy Kaplowitz was ״ ׳ knowledgeable advocates of' Israel and of youth programs in Israel.

Jay Bre8sler didn’t waste time. The week after the retreat, the Riverwood High School junior was scheduled to lobby the AJCC board of directora. “My goal is to try to get the center to support High School in Israel to the limit financially,” he said.

Most memorable about the re treat for the 16 year old t was the intense discussion th a t lasted far into the night, following a screening of the H olocaust film E uropa, Europa. " ■■■

“We discussed if there wasn’t a Holocaust would there be an Israel, and if there had been an Israel, would there have been a Holocaust,” Jay said.

Most meaningful for Tracy Kaplowitz was the “huge debate on how to help Israel in the coming years.”

F o llo w in g a v a lu e s - clarification exercise, the group determined the most im portant things for Israel’s survival were “having a Palestinian state in Lebanon and having a peace trea ty with Jordan and Syria. The majority felt devoted to getting the Palestinians out of Israel,” the Rivenvood High School junior said.

Shai Azoulai said he was in the minority on th a t issue. “I t would be better ju s t to have peace and peace is a

M sad when she returned to Atlanta last month

■ a t the end of her semester a t the Alexander Muss High School in Israel. ־*

“It felt like leaving a place where you grew up,” said Tracy, a junior a t Riverwood; High School. “Even though we were there only two months, it’s a m^jor growing up of your life and you hate to leave it.”

“These kids are so enthusiastic when they come back, and there’s so much letdown,” said Amv Peskin. director of teen programming for the Atlanta Jewish Community Center7

To help channel the enthusiasm and ease the letdown, the AJCC organized a weekend reunion Dec. 13-15. Fourteen of the 35 Atlantans who participated in the High School in Israel's tall session gathered m a group oi cabins at Unicoi State Park in the north Georgia mountains.

“We wanted them to share what they’ve been through and to see if and how they can be more involved” in the Atlanta Jewish community, said Avi Markowitz, com- m unity shaliach and a retreat organizer.

In a series of programs, the teens learned about and discussed problems facing Israel. The goal, organizers said, was for participants to return to Atlanta as more

c12

C

Fourteen teen-ag81"9 pan cipeted in the tfigll Scl'ool in Israel 1'11Wliom, held in the north Geoorgil mot.ntains.

Teens Recall Israel - ., . .. ,, .. ...--~............ ,. . .

At Mountain~ Reu·nion ,.., ..

.. ·-~- "t j►'t . •. ,•J11._.

DAVID HOLm. STN'l''MTIHl .. , ~ · ';, //•::-:-•,, ::'·~·~l~~:~: ~. :~I -

Tracy Kaplowitz was ,Jmowledgeable advocates of sad when she returned ' ' Israel and of youth programs to Atlanta last month in Israel. at the end of her Jay Bressler didn't waste

semester at the Alexander time. The week aft.er the Muss High School in Israel.

"It felt like leaving a place where you grew up," aaid Tracy, a junior at Riverwood; High School. "Even though we were there only two months, it's a major growing up of your life and you bate to leave it."

1'hese ki d.s are 80 enthusiastic when they come back, and there's 80 much letdown," said Amv Peskin. ,director of teen oroirramming for the Atlanta Jewish Commumty Cent.er.

To help channel the enthusiasm and ease the letdown, the AJCC -organized a weekend reunion Dec. 13-15. Fourteen of the 35 Atlantans who participated m the High School m lsr.ael's tall session gathered m a group of ca6ms .at Unicoi State Park in the

v, north Georgia mountains. w "We wanted them to share ::E what they've been through ,_ and to see if and how they ~ can be more involved" in the 3; Atlanta Jewish community, ~ said Avi Markowitz, com< munity shaliach and a ~ retreat organizer. < In a series of prograTllll, ~ the teens learned about and < diBCUBsed problems facing

Israel. The goal, organizers

12 said, was for participants to return to Atlanta ae more

retreat, the Riverwood High School juoior was scheduled to lobby the AJCC board of

-directors. "My goal is to try to get the center to support High School in Israel to the limit financially: he said.

Most memorable about the retreat for the 16 year old , was the intense di8CU8sion that lasted far into the night, following a screening of the Holocaust film Europa, Europa. -

"We discussed if there wasn't a Holoc.aUBt would there be an Israel, and if there had been an Israel, would there have been a Holoc.aust," Jay said. .

Most meaningful for Tracy K.aplowit.z was the "huge debate on how tn help Israel in the coming years."

Following a valuesclarification exercise, the group determined the most important things for Israel's survival were "having a Palestinian state in Lebanon and having a peace treaty with Jordan and Syria. The majority felt devoted to getting the Palestinians out of Israel," the River;vood High School junior said.

Shw Azoulai said he W&.8

in the minority on that issue. "It ~·:owd be better just to have peace and peace is a

mutual thing," said tl: Dunwoody High School jt nior, who WaB born in Israe "I can see how the Pale:stin ans might feel. The kiwi h the reheat] don't see the ba things Israel is dQinE There's right and wrong o both sides.•

The conclusions the teer agers reached looked vaBtl ilifferent to Mr. Markowit who led the exercise, "lsral Survival KiL"

The top three choices wer Israel's getting support c Europe and the Unite States, negotiating with th PLO, and negotiating peace agreement with Jor dan and Syria, said Mr Markowitz, whose job is t organize Israeli cultura events locally and provid information on programs i1 Israel. w0ption R - depor the Arabe - was not . priority at all."

Debra Gottlieb, a junior a Dunwoody High School echoed the feelingB of other when she aaid, "'The bes thing about the retreat wa being with the people again It got nostalgic.,.

Ms. Peekin of the A.JC< said n number of fo1\ow-u1 ~vents are planned, in eluding a social event ir March SL;i another ret!-ea next fall. At both, all grad:.i ate;; of High School in lsrae will be invit.£:d to participate shesaid.O

JA

NU

AR

Y

29,1

9

93

Do Jewish kids with special needs have access to their Aleph-bet?DEVORAH GOLDMAN STAFF WRITER

21At left Dana Fink shares a lighthearted moment with other Greenfield Hebrew Academy students. Photo by Charles Rafshoon.

■ m ive-year-old Dana Fink is a happy, bright girl, bom with spina bifida,

■ g i She is in a wheelchair part of the time, and uses crutches to get around. This year, Dana’s parents decided to send her to the Green-

field Hebrew Academy, where her two older sisters attend, so she could have a Jewish day school education.

At the Hebrew Academy, Rabbi Jay Neufeld talked with Dana’s parents, and the director of the early childhood center, and decided that the school would be able to accommodate Dana’s needs.

Across town, Rachel recently completed a year at 'Ifemple Sinai’s preschool, and her parents, (who asked that their last name

ive-year-old Dana Fink is a happy, bright girl, born with spina bifida. She is in a wheelchair part of the time, and uses crutches to get around. This year, Dana's parents decided to send her to the Green

field Hebrew Academy, where her two older sisters attend, so she could have a Jewish day school education.

At the Hebrew Ac2demy, Rabbi Jay Neufeld talked with Dana's parents, and the director of the early childhood center, and decided that the school would be able to accommodate Dana's needs.

Across town, Rachel recently completed a year at Temple Sinai's preschool, and her parents, (who asked that their last name

Do Jewish kids . with special needs have access to their Aleph-bet? DEVORAH GOLDMAN STAFF WRITER

Al lolt Dana Anl< 1ha,11 a 11gl\lt>aa,1'1C! moment wi:n 01h11 GrNIIUld Hebrew Acao1my srudanls. PholC by CN,lu Ralshootl.

.., m a,

0, ~ ► a:

"" ::, z < ...

21

81 Jewish Fimily Services, speaking 10 a group 01 students at th

not been clearly defined in the Jewish school.

“There is a tremendous contro-versy as to whether the needs of children w ith handicaps can be best met in separate programs, or mixed into a normal school,” she said. “Should regular classroom teachers gain the expertise to teach handicapped children? We haven’t had to deal with this issue yet. How can we reach the Jewishchild w ith handicaps and give them an in ten se Jew ish experience? We are still very much in the learning process on this issue.”

Local Initiatives

Susan Tauber has been thedirector of the Adaptive Learning Center since 1982, an independently supported school whichoccupies half of the preschool area in Tsmple S inai’s building. Ms.Tauber, a charism atic educator committed to special education for

might have needed. “We are upset at the lack of aw areness. •Day schools are supposed to be community based schools, and there is a segment of the community that has special needs.”

But officials at the Davis Acad- emy felt the new school would be unable to m eet R achel’s r.eeds.Principal Mollie Aczel declined an opportunity to talk about how the decision was reached. Ms. Aczel released a prepared statement that said, in part, “Jewish day scKools and synagogue supplem ental schools have long been grappling with concerns related to children with special needs.”

Open Minds, Open Doors ■««־-»

Although educators realize the importance of providing a Jewish . education for all children, m ost־;.,- grapple with meeting the needs of'- ׳, already existing programs. P r in -0 cipals and boards operating with-l" in tight budgets, and lim ited-r WebbsPf* ^ I)6« loP™m*IDI" bi1mMCoordin‘,or

that we are highly flexible, and we can create highly individualized programs,” said Rabbi Young.“If a parent of a child with a handicap approached our school, and we had the funding, I would welcome the child in.” .

Some of the basic costs related to mainstreaming a child with spe- rial needs include providing extra teachers or tutors, and modifying an existing building to include ramps, for example. : ...•!

Rachel’s father insisted, though, that each child can and should be dealt with on an individual; case by case basis. ■ ....

“Jew ish children w ith special needs are rare kids,” he said. “It’s not like the [local] schools are getting flooded w ith special needs kids. Why can’t we say, isn’t it wonderful that this [special needs] kid wants a day school education?”

Ms. F inkel believes that the area of special education is still an unexplored frontier, one that has

facilities find it difficult to make special education a priority.

“We have no funds, no staff and no space [for special needs program s],’’ admits Cheryl Finkel, head of the Epstein School.“Wehave physical lim its. We need to : m eet the needs o f the current׳ student body before introducing new programs.”

Other principals seem -ed to agree that the regular demands of running a Jewish day school have left little room financially to cater to those children whose particular needs may beexpensive. Torah Day School principal Rabbi Yitzhok Young said that his fledgling school is ill-equipped to deal with children with profound special needs.

“We are very sm all, though, which m eans

not be used), decided to apply to the Davis Academy for their kindergarten-bound five-year-old daughter.

Rachel was born profoundly hearing impaired, and has an associated delay in language development. Yet, after receiving' 0•ochlear implant, a s tale-of-the-

device that electronically stim- ulates the auditory nerve, Rachel has learned how to ‘hear’.

Rachel’s parents were deeply disappointed when the Davis Academy did not offer them an application for admission. The family is now considering public school for their daughter.

While the girls’ separate circumstances differ in nature and intensity, their experiences depict some of the challenges encountered by educators, parents, and children with special needs — physical, intellectual or social impairments that may require extra attention and services by teachers or specialists. It also demonstrates he absence of a common protocol imong private Jewish schools in lealing with children who have 1* cal needs. For parents, this u. ^e frustrating.

“Special needs are not only bout funds, teachers or facilities, ut about a willingness to find a ay," said Rachel’s father, who had -entually offered to fund the ad׳tional teacher his daughter

Reaching a Jewish child with handicaps is still a new frontier.

- Cheryl Frankel

not be used), decided to apply to the Davis Academy for their kindergarten-bound five-year-old <laughter.

Rachel was born profoundly hearing impaired, and bas an associated delay in language development. Yet, after receiving

~ochlt,as- implant, a :,lal<!-oi-the<lcvice that electronically stim

ulates the auditory nerve, Rachel has learned how to 'hear'.

Rachel's parents were deeply disappointed when the Davis Academy did not offer them an application for admission. The familr is now considering public school fur their daughter.

While the girls' separate circumstances differ in nature and intensity, their experiences depict some of the challenges encountered by educators, parents, and children with special needs -physical, intellectual or social impairments that may require extra attention and services by teachers ir specialists. It also demonstrates he absence of a common protocol unong private Jewish schools in lealing with children who have

cal needs. For parents, this ~ .Al frustrating.

"Special needs are not only bout funds, teachers or facilities, ut about a willingness to find a ay," said Rachel's father, who bad •entually offered to fund the adlional teacher bis daughter

might have needed. "We are UJ)6et at the lack of awareness. -Day schools are supposed to be community based ecboola, and there is a segment of the com.muwty that has special needs.•

But officials at the Davis Academy felt the new school would be unable to meet Rachei's r.eeds. Principal Mollie Aczel declined an opportunity to talk about how the decision was reached. Ma. Aczel released a prepared statement that said, in part, "Jewish day acnools r and synagogue supplemental • schools have long been grappling with concerns related to children with special needs."

Open Minds, Open Doors -- -.

Although educators realize the importance of providing a Jewish education for all children, most· grapple with meeting the needs of~. ~-.·t already existing progrruns. Prin-r ;t . ~ cipalsandboardsoperatingwitb-' ~ · in tight budge ta and limited ~ WobbSptNU, Devt loprnontol OINbllnlu Coo1d,na10111 Jtwl•h Ft mit,' S.rvic:■1, ,pukin,i 10 • group of >1udon1, am

facilities find it difficult to make that we are highly flexible, and we not been clearly defined in the special education a priority. can create highly individualized Jewish school.

'We have no funds, no staff and programs," said Rabbi Young."lf a "There is a tremendous contro-no space (for special needs pro- pareot of a child with a handicap versy as to whether the needs of grams)," admits Cheryl Finkel, approached our school, and we had children with handicaps can be head of the Epstein School."We the fonding, I would welcome the best met in separate programs, or have physical limits. We need to' child in." mixed into a normal school." she meet the needs of the current Some of the basic rosts related said. "Should regular classroom student body before introducing to mainstreaming a child with spe- teachers gain the expertise to new programs." cial needs include providing extra teach handicapped children? We

Other principals seem-ed to teachers or tutors, and modifying haven't had to deal with this issue agree that the an existing building to include yet. How can we reach the Jewish regular demands of run- ramps, for example. child with handicaps and give

Reaching a Jewish child with handicaps is still a new frontier.

ning a Jewish day school Rachel's father insisted, though, them an intense Jewish experi-bave left little room that each child can and should be ence? We are still very much in the financially to cater to dealt with on an individual, case learning process on this issue." those chJdren whose by case basis. particular needs may be "Jewish children with special Local Initiatives expensive. Torah Day need!! are rare kids," he said. "It's School principal Rabbi not like the [local] schools are get-Yitzhok Young said that ting flooded with special needs his fledgling school is kids. Whycan'twesay,isn'titwon• ill-equipped to deal with derful that this (special needs] kid children with profound wants a day school education?•

Susan Tauber has been the director of the Adaptive Learning Center since 1982, an independently supported school which occupies half of the preschool area in Temple Sinai's building. Ms. Tauber, a charismatic educator committed to special education for

- Cheryl Frankel special needs. Ms. Finkol believes that the

"We are very small, area of special education is still an though, which means unexplored frontier, one that has

JA

NU

AR

Y

29.

1

99

3

Five-yaar-otd Dana Fink "h a i been looking forward 10 going to Hebrew Academy for a long lime.”

ents and I are working it out.”

Mrs. Fink w ill be spending a whole day in the school [before the school year begins] making notes, thinking logistically from Dana’s point o f view, so she can tell her daughter how to m ake her way through the school.

Dana’s presence, Rab- bi N eufeld said , w ill be good for the other students as well.

“It will teach the other children a lot about life and it w ill build Dana’s self-esteem at the sam e time,” he said.

Dana’s mother does not plan to have her daughter excused from physical education class or recess. Dana is a big fan o f w heelchair tennis, and in gym she will line up to try a som ersault with the rest of the kids. Mrs. F ink’s attitude toward D ana is an attitude of em powerm ent rather than helplessness.

“Anyone can go anywhere who has the willingness and the imagination,” said Mrs. Fink. “There really is a way around anything. There has to be a commitment to being open-minded. Dana can do anything.” □

- Mrs. Edith Fink23

adults and children with disabilities.

“Certainly, w ith the inclusionary trend in special education, [day

t school] teachers and principals would w ' י ant to be educated and

sensitized toward dealing with children with disabilities,” said Mr. Spraetz. “You don’t necessarily need a special educator in the classroom, but a teacher who has been sensitized to children with special needs.”

Somersaults and Alephs

Dana is not the first child with unique physical needs to attend Greenfield Hebrew Academy. An- other wheelchair-bound student attended the school in its prior location, where ramps were built to provide him easy access. Rabbi Neufeld has also had experience in welcoming a child with special needs into the m ainstream , when he ass isted a student with a degenerative physical condition in a Jew ish day school in Miami.

“We feel we can handle it ,” said Rabbi Neufeld.“We have some questions — for example, what she will do during a fire drill, or how will she get from class to class, but the par-

“Anyone can go anywhere who has the willingness and imagination.”

Ms. Tauber contends that the lack of commitment by the Jewish educational community toward children with special needs is due more to a lack of understanding than of desire.

“Not too many years ago, Jew- ish parents felt that they had to send their children [with special needs] outside of Atlanta for care and education,” she said. “There wasn’t anything available in the Jewish community. That is slowly changing. We now have three Fed- eration-sponsored subcommittees formed to address issues in the area of developmental disabilities. Educationally, the wave of the future in special education is that all children should be included in regular classrooms.”

Webb Spraetz, Developmental Disabilities Coordinator at Jewish Family Services, which is partially funded by the Atlanta Jewish Federation, advises on issues related to providing services to

School.

the past 20 years, has taught children from birth to age 7 w ith disabilities such as Down’s syn- drome, autistic disorders, cerebral

alsy, and other learning problems.Ms. Tauber frequently organizes

common preschool activities with Ttemple Sinai’s preschool and the students in her program. The two schools occupy parallel hallways, and children from Ms. Tauber’s program are easily mainstreamed into Temple Sinai’s preschool activities across the hall.

T h e easiest time to mainstream a child with special needs is in the early years,” said Ms. Tauber. “Most children should not be segregated out o f the mainstream classroom. It requires a will, and technical know how. But you cannot just place a child in the classroom without giving the teacher assistance to m ake it work. It takes coordination among the family, teacher, and outside professionals in the field.”

•~ Scihaol.

the past 20 years, has taught children from birth lo age 7 with disabilities such as Down's syn<lrome, autistic disorder.t, cerebral

alsy, and other learning problems. Ms. Tauber frequently ,organizes

common preschool activities with Temple Sinai's preschool and the students in her program. The two schools oocupy parallel hallways, and children from Ms, Tauber's program are easily mainstreamed into Temple Sinai's preschool activities across the hall.

"The easiest time to mainstream a child with special needs is in the early years," said Ms. Tauber. "Most children should n,ot be segregated out of the mainstream classroom. It requires a will, and technical know bow. But you cannot just place a child in the classroom without giving the teacher assistance to make it work. It takes coordination among the family, teacher, and outside professionals in the field."

Ms. Tauber contends that the lack of commitment by tbe Jewish educational community toward children with special needs is due more to a lack of understanding than of desire.

"Not too many years ago, Jewish parents felt that they bad to send their children [with special needs} outside of Atlanta for care and education," she said. "There wasn't anything available in the Jewish community. That is slowly changing. We now have three Federation-sponsored subcommittees formed to address issues in the area of developmental disabilities. Educationally, the wave of the fu. ture in special education is that all children should be included in regular classrooms."

Webb Spraelz, Developmental Disabilities Coordinator at Jewish Family Services, which is partially funded by the Atlanta Jewish Federation, advises on issues related to providing services to

"I'

ents and I are working it out."

Mrs. Fink will be spending a whole day in the school I before the school year begins] making notes, th.inking logistically from Dana's point of view, so she can le/I her daughter how to make her way through the school.

fivt-yHr~d DIN Fink "hH boon looking fotword lo going to H1b11w Ac,,d1my for I long time."

Dana's presence, Rabbi Neufeld said, will be good for the other students as well.

adults a1Dd children with disabili-

"Certainly, with the inclusionary trend in special education, I day

1 school) teachers and principals • · would want to be educated and

sensitized toward dealing with children with disabilities," said Mr. Spraetz. "You don't necessarily need a special educat.or in the classroom, but a teacher who has been sensitized to children with special needs."

Somersaults and Alephs

Dana is not the first child with unique physical needs to attend Greenfield Hebrew Academy. Another wheelchair-bound student attended the school in its prior location, where ramps were built to provide him easy access. Rabbi Neufeld has also bad ex-

"lt will teach the other children a lot about life and it will build Dana's self-esteem at tbe same time," he said.

Dana's mother does not plan to have her daughter excused from physical education class or recess. Dana is a big fan of wheelchair tennis, and in gym she will line up to trv a somersault with the rest of the kids. Mrs. Fink's attitude toward Dana is an attitude of empowerment rather than helplessness.

wAnyone can go anywhere who has the willingness and the imagination," said Mrs. Fink. "There really is a way around anything. There bas to be a commitment to being open-minded. Dana can do anything." 0

perience in welcoming a child with special needs into the mainstream, when be assisted a student wiith a degenerative physical condition in a Jewish day school in Miami.

"Anyone can go anywhere who has the willingness and imagination."

- Mrs. Edith Fink

.., "' "' "' "' >a: <C ::, :z <C

"We feel we can handle it," said Rabbi Neufeld. "We have some questions - for example, what she will do during a fire drill, or how will she get from class to class, but the par· 23

Six local congregations plan a first-ever joint trip to Israel.

but those who see it are upl ed. It is utterly overwhelmin said Rabbi Mintz.

Rabbi Mintz says that he v balance the itinerary for t multi-denominational g־rou but he doesn’t want them to to Israel ju s t to see sights. 1 wants them to get undemea the 3urface and *see its n shama”. While he notes th “traipsing around on camels im portant and fun for kids,r session of Torah study is i eluded on a visit to Ai! HaTorah, an Orthodox yesh va located in Jerusalem ’s O City.

While the group wfll visit ce tain sites together, each rab will be able to take his congr gation to sites that are partic larly special or relevant to h constituency.

Rabbi Tam plans on taldr his congregation to see th Reform movement’s Hebre׳ Union CoDege in Jerusalem, an hopes to visit a Reform kibbu! as well. Although his g roup: the only Reform congregatio tha t will be part of this trip, h is looking forward to a “fasc nating diversity among the ral bis.” Rabbi Shalom Lewi: rabbi a t Congregation Et Chaim, has a special side trij planned for the members of hi Conservative congregatior Several years ago, a woman wh attended Etz Chaim donated sefer Torah to demonstrate he appreciation of the synagogue Subsequently she passed awa\ and is now buried in Tiberias Rabbi Lewis likes to take visi tors there and perform a smai ceremony.

“I want [the group] to see th! sights and the glory of Jewis) life, but also the nitty gritty 0 how Israel lives everyday,” sail Rabbi Lewis. “We will probabl; visit an absorption center. Wei laugh and we’ll cry. There’s up. and down3 in Jewish life, am well see that on this trip, too.”

“My job is to take Jews t< Israel,” added Rabbi Mintz. “I let Israel do the re s t” □

TAFF WRITER

sightseeing that promises to be visually inspiring. There are also a few smaller side trips which seek to instill an understanding of the human price th&t is paid for having a modem Jewish land.

“I believe in the product,” Rabbi Mintz said of Israel. “I just w ant people to see th a t i t has come a t a price. After visiting other sites, I usually take my groups to visit the military oeme- tery at Har Herzl, and the group sees the [graves of] 17 and 20 year olds who have given their lives for Israel.”

In between shopping, dining and visiting the impressive new digs a t Beit Shean, Rabbi Mintz makes another unusual stop a regular fixture on his Israel itinerary. He plans on visiting Bet Halochem in Tel Aviv, a cen- te r devoted to rehabilitating Israeli soldiers who have been wounded. Visitors may see a blind soldier playing soccer with his seeing eye dog nearby, and a young soldier who lost both his legs swimming laps in the pool.

“It may not be a pretty sight.

Rabbi Juda Mintz take* time out from touring daring a trip to Israel last year.

t the last meeting of the Atlanta Rabbinical Association, Rabbi Juda Mintz, rabbi a t Con- gregation B’nai Torah, invited his colleagues to celebrate Shabbat with him — in Jeru- salem. He not only invited his fellow rabbis, but their families, friends, and members of their congregations.

Five rabbis accepted, and this summer'150 Atlantans will participate in the first Jewish multi-congregational tour ever to depart from Atlanta.

“I wanted to enable congregants to get to know each other, and their rabbis, on a non-superficial level,” explained Rabbi

Mintz. “Well share in our similarities and our differences, and I hope it will develop a greater sense of achdut (unity). I am hoping that this trip will inspire other inter-congregational activity in this city, because right now there is very little of tha t going on.”

The group span3 the denominational spectrum, and includes

Traditional, Conservative and Reform synagogues. Members from Congregation Beth Sha- 10m, B’nai Torah, Etz Chaim, 7 • Shearith Israel, Or VeShalom and Temple Beth Tikvah plan to embark on the trip, which is slated for an early July depar- ture.

Although there are other opportunities to travel to Israel with community-oriented groups from Atlanta, Rabbi Mintz does not feel th a t his group competes with these trips.

“However we get them there, it will strengthen their ties to Israel, ” said Rabbi Mintz.

Rabbi Mintz conceived and presented the idea to his colleagues, and assigned each rabbi certain tasks related to various aspects of the trip. Rabbi Donald Tam of Temple Beth Tikvah is handling financial matters, while Rabbi Shalom Lewis of Congregation Etz Chaim will supervise the bro- chure.

The upcoming trip, which will be Rabbi Mintz’s 33rd trip to Israel, will include plenty of

:JAFFMllTER

§fi13glgue Sextet Six local congregations plan a first-ever joint trip to Israel.

but those who see it are upl ed. It is utterly overwhelmin eaid Rabbi Mintz.

Rabbi Mintz says that he.,. balance the itinerary for t multi-denominational grou but he doesn't want them to to Israel just to see sights. } wants them to get undernea the surface and •see its n shama". While he notes th "traipsing around on camels important and fun for kids.' session of Torah study is i eluded on a visit to Ai: HaTorah, an Orthodox yesr va located in Jerusalem's 0 City.

While the group will visit CE

tain sites together, each rab will be able to take his congr g-ation to sites that are partic

• larly special or relevant to h oonstituency.

Rabbi Jllda Mlnlzta-allm• out from toartng during I trip to Israel last year. r,;.~-.. ~\ •-: ,_, ~ ~i I -iJ~~~td~:=

Rabbi Tam plans on takir hie congregation to see th Reform movement's Hebre· Union C.Oilege in Jerusalem, ar. hopes to visit a Reform kibbu: as well. Although his group · the only Reform congregatio that will be part of this trip, I. is looking forward to a Afasc nating diversity among the ral hie." Rabbi Shalom Lewi: rabbi at Congregation Et

__ ...,.., t the last meeting of the Atlanta Rabbinical Association, Rabbi Juda Mintz, rabbi at Congregation B'nai Torah, invited his colleagues to celebrate Shahbat with him - in J erusalem. He not only invited his

- fellow rabbis, but their families, friends, and members of their congregations.

Five rabbis accepted, and this ewnmer-160 Atlantans will participate in the first Jewish multi-congregational tour ever to depart from Atlanta.

"I wanted to enable congregants to get to know each other, and their rabbis, on a non-superficial level," explained Rabbi

Mintz. "We'll share in our similarities and our differences, and I hope it will develop a great.er sense of achdut (unity). I am hoping th at this trip will inspire other inter-congregational activity in this city, because right now there is very little of that going on."

Th~ group spans the denominational ~pedrum, and includes

·- " r~ · • ~• •·· .. -~ .(

Traditional, Conservative and sightseeing that promises to be Reform synagogues. Members visually inspiring. There are also from Congregation Beth Sha- a few smaller side trips which lorn, B'nai Torah, Etz Chaim, - · seek to instill an understanding Shearith Israel, Or VeShalom · of the human price thllt is paid and Temple Beth Tikvah plan for having a modern Jewish to embark on the trip, which is land. slated for an early July depar- "I believ,e in the product," ture. Rabbi Mintz said of Israel. "!just

Although there are other want people to see that it has opportunities to travel to Israel come at a price. After visiting with community-oriented other sites, I usually take my groups from Atlanta, Rabbi groups to visitthe milita?y ceme-Mintz does not feel that his teryatHarHerzl,andthegroup group competes with these tripe. sees the [graves of] 17 and 20

"However we get them there, year olds who have given their it will strengthen their ti es to lives for Israel.• Israel,• said Rabbi Mintz. In between shopping, dining

Rabbi Mintz conceived! and and visiting the impressive new presented the idea to his col- digsatBeitShean,RabbiMintz leagues, and assigned each makes another unusual stop a rabbi certain tasks related to regular fixture on his Israel various aspects of the trip. Rabbi itinerary. He plans on visiting Donald Tam of Temple Beth BetHalochem in Tel Aviv, a am-Tikvah is handling financial ter devoted to rehabilitating matters while Rabbi Shalom Israeli soldiers who have been Lewis ~f Congregation Etz wounded. Visitors may aee a Chaim will supervise the bro- blind soldier playing socrer with chure. his seeing eye dog nearby, and

The upo:mring trip, which will a young soldier who lost both his be Rabbi Mintz's 33rd trip to legs swimming laps in the pool. Israel, will include plenty of "It may not be a pretty sight,

Chaim, has a special side tri; planned for the members ofhi Conservative congregatior Several years ago, a woman wh attended Etz Chaim donated sefer Torah t.o demonstrate he appreciation of the synagogue Subsequently she passed awa) and is now buried in Tiberia! Rabbi Lewis likes to take visi tors there and perform a smai ceremony.

"I want [the group] to see th, eights and the glory of Jewisl life, but also the nitty gritty o how Israel lives everyday,~ sai< Rabbi Lewi!!. "We will probabl· visit an absorption cent.er. We1 laugh and we'll cry. There's up: and downs in Jewish life, anc we'll see that on this trip, too."

"My job is to take Jews t,, [srael," added Rabbi Mintz. w: let Israel do the rest.• D

Five Atlanta teens and a Jewish educator foster a ' relationship with Moscow colleagues'E א l RUBIN ASSISTANT ffiTPDR

_Despite being in Moscow, was preceded by a flight tothousands of miles from Germany and a subsequenthome and speaking no Rua- 36-hour train ride throughsian, she felt “like I was one eastern Europe. “I t was eerieof them.” that I was going through

One of five Atlanta Jewish Poland where millions 01teenagers and an educator to Jews went on these tracks,״have recently returned from recalled Judy Wendkos.Moscow, Ms. Garber, a ju- While the trip was de-nior a t the Woodward Acad- signed to cu ltiv a tes sense ofemy, now looks forward to . shared Jewishness between when her host visits here the teens, they spoke morethis spring. about youthful concerns

The program, coordinated such as music, clothes andby the Friendship Force, was who’s dating whom, notedthe first in a series of Ms. Garber,exchanges with the Moscow Those bonds, however, willNational Jewish Day School create relationships froma n d A t l a n t a J e w i s h which a dialogue aboutteenager8. Judaism can spring, noted

W hen th e M uscovites Steven Grossman, director ofcome here, they will be the Ahavath Achim religioustreated to sites such as syn- 9chool and the group’s chap-agogues, Six FlagB and a eron.grocery store. “I ju s t want to “Jewish identity problems^h o w v- ה־זי׳ר1* •>- v<׳ ׳ ״ ־■•: . *h'>*׳־ ־'n --

Russian and American students exchange idea* at the Moscow National Jewish Day SchooL . .

The Bridge From Moscow To Atlanta

Rlmlln and American -•udant1 exchange ~ - ; the lil01cow NatioMI Jewtsh Day School • • :~ . _ : .• ,:-:.._ . .

"#:; ... \· ~/7:.~

Th~. ~rid0e Froljl~ :~~- _ MoscoW To Atlanta . FIVe Atlanta teens· and a Jewish educator foster a . relationship with Moscow colleagues: -.. ,, .

NEI. RllUN ASSISTANT EOOOO

Playing card.a one evening with her new Criends, Amy Garber forg-ot where ahe was.

Despite being in Moscow, thousand.81 of miles from home and speaking no Russian, she felt "like I wae one of them."

One of five Atlanta Jewish teenagers and an educator to have recently returned from Moscow, Ms. Garber, a junior at the Woodward Academy, now looks forward to when her host visits here this spring.

The program, coordinated by the Friendship Force, wae the first in a series of exchanges with the Moscow National Jewish Day School and Atlanta Jewish teenagers.

When the Muscovites come here, they will be treated to eitee such ae synagogues, Six Flags and a grocery sbre. "I just want to ::;hO\\' •~"!"':1 •~n ·v-,• . .,n •: •. ,..

here: said Jeff Wehr, ar eighth grade atudtnt a, Daniel Middle School.

The five days in Mosco..., was preceded by a night to Germany and a eubaeque,nt 36-hour train ri.de through eastern Europe. "It wae eerie that I was going through Poland where millions of Jews went on these tracks," recalled Judy Wendkoe.

While the trip we.a designed to cultivate, a eenee of shared Jewishness between the teens, they spoke more about youthful concerns such as mu.sic, clothes and who's dating whom, noted Me.Garber.

Those bonds, however, will create relationships from which a dialogue about Judaism can spring, noted Steven Grose man, director of the Ahavath Ach·im religious school and the group's chaperon.

"Jewi~h identity problems 'h~ .. fl"I, "•a- '" --. ..... 11"1 · -

..

what they are here ,” he said.Mr. Grossman is hoping to

raise the money to bring the school’s principal, Gregory Lipman, to this country soon to m e e t w i t h J e w i s h educators in New York. The ultim ate goal, he said, is to create a Conservative Jew- ish day school in Moscow.

Signs of Judaism prevalent in this country, such as mezuzot or Chanukah menorot in the windows, were starkly absent in most of the homes seen by the students.

“They were not lacking in traditions, bu t in family tra- d itions,” noted M arjorie

Signs of Judaism such as mezuzot or Chanukah menorot

were absent in most of the homes.

Freedman, a North Springs High School student. *T don’t go to a Jewish school so I don’t get anything about Judaism there,” she said. “With them it’s almost the opposite extreme.”

During their three trips to the Moscow Jewish school, the Atlantans did everything from discuss their identities to congregate around the piano and play B eatles’ songs. They also attended Shabbat services in the Moscow Central Synagogue. Though some had been to an Orthodox service before, it remained a strange experi-

ence.“They don’t use our tunes

and they don’t really lead services,” said Ms. Garber. “They ju st do things quietly and no one pays attention.”

The realities of life in Russia made sharp impressions on the students. Susan Smilack was particularly taken aback by Gypsies who, in the Kremlin compound, begged for money. She also found tha t “outside nobody looks you in the eye, so they’re not really friendly toward strangers.” In the house, however, she found residen ts to be “overly friendly."

During their week, students said they were fed a steady diet of slaws, potatoes and m ea t They adm itted they missed the comforts of familiar surroundings. They all said they gained a greater aDpreciation for a cool c la ss

C

what they are here,"he said. Mr. Grossman ie hoping to

raise the money to bring the school's principal, Gregory Lipman, to this country soon to meet with Jewish educators in New York. The ultimate goal, he said, is to create a Conservative Jewish day school in Moscow.

Signs of Judaism prevalent in this country, 11uch aa mezuzot or Chanukah menorot in the windows, were starkly absent in most of the homes seen by the students.

--rhey were not lacking in traditions, but in ra.mily traditions," noted Marjorie

Signs· of Judaism such as mezuzot or Chanukah menorot

were absent in .. most of the homes .

. - , Freedman, a North Springs Thgh School student. "I don't go to a Jewish school so I don't get anything about Judaism there," she said. "With them it's almost the opposite extreme."

During t.heir three tnipe to the Moscow Jewish school, the Atlantans did everything from discuss their identities to congregate around the piano ~and play Beatlea' songs. They also attended Shahbal services in the Moscow Central Synagogue. Though some had been to an Orthodox service before, it remained a strange experi

ence. "!'hey don't use our tunea

and they don't really lead servioee," said Ms. Garber. "They just do things quietly and no one pays attention."

The realities of life in Russia made sharp impressions on the students. Susan Smilack was particularly taken shack by Gypsies who, in the Kr,emlin compound, begged for money. She also found that "outside nobody looks you in the eye, so they're not n1al1y friendly toward strangera." In the house, however, she found residents to be "overly friendly."

During their week, students said they were fed a steady diet. of slaws, potatoes and meat. They admitted they missed the comforts of familiar surroundings. They all said they gained a greater aopreciation for 11 cool dass

n Jewish Day Schools Recruit New FamiliesB AVID H012a STAFF VOTTB}

Cheryl Finkel hears the the school’s headmaster,same two questions “We want to couple that with

every time she hosts an open house. Well givean open house for pro- [prospective families] a taste

8pective families at The Ep- of what Torah Day School isstein School. ״ ... , • all about”

“They want to know how י Yeshiva High School sendsJewish day school• manage its students and teachers to

I to teach secular subjects in i*;• recruit at the day schools, asjjMI only half a day and what ־ well as at synagogues. *The/fTjj happens to children when outreach gets them to think'Ij\m they graduate — are they about us and then we invite

-3 prepared for the general en- them to come in,” said Rabbivironment,״ said the head of . . Herbert Cohen, headmaster Atlanta's Conservative day of the Orthodox-orientedschool. “At the open house , community high school,we show how it can be done.” Yeshiva will hold open

The Epstein School, with houses following basketballopen houses on Jan. 15, 20 ..• games played at the schooland 27, is not the only Jew* Jar.. 16 and 2c well cs a

נ81ו school recruiting new community luncheon on Jan.families. Midwinter is the 27.time all of Atlanta’s day How do families hearschools schedule tours and about the day schools andinformational coffees and their recruitment activities?lunches. The aim is to fill Mollie Aczel said parentseach school’s entry-level . tire the Davis Academy’sclass and, Ms.. Finkel said, best advertisement, and

. “to get as many Jewish kids ,they י will host open housesa Jewish education as posai- on Jan. 19,20 and 27.ble." Ms. Finkel said that while

At a typical open house, the Epstein School tries toparents hear about the reach fam ilies throughschool program from admin- advertisements and directistrators or faculty, tour the mail, “most of the informa-school, and often hear about tion goes out by word ofstudent life from students mouth. We get several hun-themselves. dred phone calls every year."

T h is is t r a d it io n a l She encourages parents torecruiting time for all visit all the day schools. “Ifprivate schools, said Dr. they choose us, we reallyElizabeth Cohen, assistant want a good match.”headmaster of the Green- Added Mrs. Aczel, ‘I ffield Hebrew Academy, parents are looking atAtlanta’s oldest Jewish day. private education —Atlantaschool. has vibrant day schools.

“Most schools, for plann- They have very gooding [and budget] purposes, choices.”□need to know their enrollment by March or April,” said Dr. Cohen, whose traditional school has completed three open houses.

Scheduling recruitment in January also gives parents several months to consider day school options, added r.Mollie Aczel, head of the Davis Academy, a Reform ': day school that opened last *־״September. . ; . . :ך.

Torah Day School, which will hold its mtgor recruit־^ , ment event in February, wants prospective families to join in celebration of a milestone reached by the ‘ school’s youngest students.The Orthodox school w ill. combine an annual party during which first graders receive a 8iddur, or prayer book, with a skit performed by kindergarteners.

“That will generate a lot of kids and a lot of parents,” said Rabbi Yitzhok Young,

They Want You

A tlanta’s Jew ish day schools accept students at any grade. Call the schools for information:

Davis Academy (Reform) grades K -2 303-0347

Epstein School (Conser- vative) grades pre-K - 8 843-0111

Greenfield Hebrew Acad- emy (traditional) grades pre-K-8 843-9900

Torah Day School (Ortho- dox) grades K - 7 723-9550

Y esh iva High School grades 8-12451-5299

Jewish o·ay Schools Recruit New Families HYIII lllZS. STNF MTER

Ch;ryl Finkel hean the the 1chool"1 headm&1ter. aame two ~ueation1 "We want to couple that with every lima 1he ho1ta an open hou.ae. We11 si•e an open hou.oe for pro• (pro1pective familiea) a taat.e

1pective familieo al The Ep- of what Torah Day School i• afein School. . . all abouL"

'Tlioy want to blow how Yeahiva High School aend1 Jewioh day ochooJ. manap lta 1tudenta and teachen to

I to teach aecular aubjecb in •. recruit at the day achoolo, ■-

~ only half a day and what woll •• at aynagoguea. -n,.,

, happen• to childnm when outreach g,,ta them to think they graduate - .are they about ua and then we invite prepared for the ll""eral en- them to come in," uid Rabbi vironment," aaid the head of . Herbert Cohen, headmHter A tlanla'1 Conaerv.tive day of the Orthodo.1-<>riented achoo!. "At the open houae . community high achoo!. weohowhowitcanbedone." Yeohiva will hold open

The Epateln School, with houaea following ba1ketball open houa&1 oo J-,. 16, 20 . ga1M■ played at the achoo! ani 27, ii not the only Jew- Jar .. !6 an<' 17, :,, ,...,J! c." Ian ac~ool rec:ni.lting new con•rnunity luncheon on Jan. familiu. Midwinter i■ the 27. time all of Atlanta'• day How do fomilie■ hear achoo]■ ache,dulo toun and about the day oclhool■ and informational ooftaea and their recruitment activitieo? lunche1. The aim i• to fill Mollie Acz,,1 uid parent.a each 1choo 1'• entry-level -are the Davi, Academy'• clou and, Mo. Finkel aaid, but advertiaemenl, and "to pt aa many Jewiab kida > • . they. will hoot open hoLIN!■ 1 Jewioh education .. poo■i• on Jan. 19, 20 and 27. ble." M.. Finkel aaid that while

At a typical open houae, the Epatein School triea to parentt hear about the reach fam·iliea through achoo! pmgram from admin- 1dvllrtiil6ffllllllll •nd direct iatroton or faculty, tour the mail, •moat of the inform•• 1chool, and of\.en hear about lion goee out by word of 1tudent life from atudenta mouth. We get aeveral hWl• lhemaelveo. dred phone calh every year."

Thi• i • tr ad \ti on a I She encourage, parenle to recrui ting time for all vi1it all the day achoola. "If privaU! ~hooh, ■aid Dr. they choooe uo, w e really Elizabeth Cohen, auiatant want a good mat.ch." headmaater of the Green- Added Mra. Aczel, '1f field Hebrew Academy, parent■ are looking at i\tlanta'a oldeat Jewieh day. private education -Atlanta achoo!. haa vibrant day achoola.

"Moat 1chool1, for plann- They hav., very good ing (and budget] purpoaeo, choice,.·□ need to know their enroll• ment by March or April," aaid Dr. Cohen, whoae traditional achoo! haa a>mpleted lhruopen howe1.

They Want You

Atlanta'• Jewiah day achoolo acx:e_pt atudenll at any grade. Call llio liChool, for information:

Scheduling reauitment in January al"° give• parenta 1everal m~mth• to 00n1ider day ,chool option■, added Mollie Acz.al, head of the Davia Academy, • R,,form , day school that ol"'ned la,t ;.' Davia Academy (Reform) Siiplom~r- . • irrade■ K • 2 303-034 7

Torah Day School, which will hold ita ml\icr recnut-;_ ment event in February, wanta proapecl:iv~ familiea to join in celebntion of a mileat.one reachM by the ■chool'a younge■t atudenta. The Orthodox .. hool will combine an ann·•al party during which 6n t IJT&dera r eceive a aiddur, or prayer book, with a ,kit performed by kindergartenen.

'"Inat will generate a lot of licide and a Jot of parenta," aaid Rabbi Yit.zhok Young,

Epotein School (Conaervative) gTadee pre-K • 8 843-0111

Grnenfield Hebrew Academy (tnditional) gTadea pre·K • 8 8◄3·9900

Torah Day School (Orthodox) gTadea K-7 723-9660

Yeahiva High School grade, 8 -12461-6299

M ETROPOLITAN ATLANTA POPULATION HIGHLIGHTS * ף 7 י

- 48 percent 01 all employed Jewish persons are professionals. 14 percant are in sales, 18 per• cent are in manager/proprietor positions, and 8 percent are blue collar workers.

REUGIOUS CHARACTERISTICS

• 6 percent of (he respondents identify themselves as Orthodox, 42 percent as Conservative,37 percent as Reform.

/^ 7 j i^ r c e n t of the respondents report that v— they currently belong to a synagogue or temple.

*About 33 percent of the adults rarely or never attend synagogue, while 13 percent report that they attend several times a month or more.

* 14 percent of the respondents always or usually observe dietary laws.

(* 14 percent of the marriages are between a Jewish person and a non-Jewish person.

* 44 percent of the Jewish households currently appear on mailing/membership lists of Jewish organizations and 57 percent report past or presen ־membership participation in Jewish organizations.

JEWISH EDUCATION

About 30 percent of all Jewish children 18 or ־under receive some formal Jewish education.

ISRAEL

• About 30 percent of individuals have made a trip 10 Israel

SIZE

- There are about 68,000 persons living in 32.000 households in greater Atlanta.

CHARACTERISTICS

About 44 percent of the households are ־headed by two parents with one or more children. Al! other households include widowed, divorced, married couples without children, or never married persons.

* Nearly 9 percent of the population isover the age of 65, 25 percent is below age 18, 22 percent between 30-39.

- About 13 percent of the households with children, or 5.7 percent of all households, are headed by a single parent.

NEIGHBORHOOD, MOBILITY, AND HOUSING

* Close to 40 percent of the Jew ish population is in DeKalb County, close to 30 percent in the dty of Atlanta, close to 30 percent in Cobb and Fulton Counties.

Approximately 18 percent o ־ f the respondents were bam in Atlanta. 37 percent are from the Northeast, 22 percent are from the South east.

- 96 percent of families with childrenplan to stay in the Atlanta a rea for at least the next 10 years.

EDUCATION

- Approximately 56 percent of the adultshave at least a college degree, and 22 percent have an advanced degree, while 13 percent have high school diploma or less.

EMPLOYMENT

* 75.percent of the principal wage earners and 40 percent of the other adults in the household are employed (ull-time. Less than 25 percent of th־ e spouses’ gre folHirrie h o m v m 3 ke rr

ivIETROPOLITAN ATLANTA POPULATION HIGHLIGHTS

SIZE

- There are about 68,000 persons living in 32.000 households in greater Atlanta.

CHARACTERISTICS

- 48 percent ot all employed Jewish persons are professionals. 1 4 percent are in sales. 18 percent are in manager/proprietor positions. and 8 percent are blue collar workers.

REUGIOUS CHARACTERISTICS

• About 4.t percent at the households are - 6 percent at the respondents identify them-headed by two parents with one or more children. selves as Orthodox, 42 percent as Conservative. All other households includ~ widowed, divorced, 37 percent as Reform. m2rried couples without children, or never married ~ persons. ('~ 27 percent ot the respondents report that

'-ttfey currently belong lo a synagogue or temple. • Nearly 9 percent of lhe population is

over the 2ge of 65, 25 percent is below age 18, 22 percent between 30-39.

- About 13 percent of the households with children, or 5. 7 percent or all households, are headed by a single parent.

NEIGHBORHOOD, MOBILITY, AND HOUSING

- Close to 40 percent of the Jewish population is in DeKalb County, close to 30 percent In the city of Atlanta, close to 30 percent in Cobb and Fulton Counties.

• Approximately 18 percent of the respondents were born in Allanta 37 percent am tram the Northeast. 22 percent are from the South east.

• 96 percent of fammes with children plan lo stay in the Atlanta area for at least the next 10 years.

EDUCATION

• Approximately 56 percent of the adults have at least a college degree, and 22 percent

• About 33 percent of the adults rar~y or never attend synagogue, while 13 percent report lhat they attend several times a month or more.

• 14 percent of the respondents always or usually observe dietary laws.

( . 14 percent of the marriages are between a Jewish person and a non-Jewish person.

• 44 parcenl or !he Jewish households currently appear on mal~ng/membership lists of Jewish organizations and 57 percent report past or presen· membership participation in Jewish organizations.

JEWISH EDUCATION

- About 30 percent of all Jewish children t 8 or

under receive some formal Jewish education.

ISRAEL

- About 30 percent of individuals have made a

trip to lsraeL

have an advanced degree, while 13 percent have~ -high school diploma or less.

EMPLOYMENT

• ~ 75.percent of the principal wage earners and JO percent al the olher adults in the household 2re employed lull-lime. Less than 25 percent of

-the spouS'C?S' -are (vlttime hom~'"":ikerS"

ForsythCherokee

Fulton

Gwinnett

Dekalb

Douglas

Rockdale

SynagoguesAhavaih Achim Congregation

@ Anshi S'fard Congregation © Congregation Bet Haverim @ Congregations Beth Jacob &

Ner Hamizrach © Congregation Beth Shalom

Congregation Beih Tifillah @ Congregation B’nai Israel <H) Congregation B'nai Torah

Congregation Etz Chaim S 3 j ) Congregation Or Ve Shalom

Congregation Shearith Israel *1| The Temple @ Temple Beth David ®3) Temple Beth Tikvah ©) Temple Emanu*El @ Temple Kehillai Chaim (0) Temple Kol Emeth ig) Temple Sinai

Fulton

OrganizationsO Atlanta Jewish Federation © Atlanta Jewish Community Center,

BBYO &. Bureau of Jewish Education © Jewish HomeO Jewish Family Services <& Jewish

Educational Loan Fund (P'tree only)© Jewish Vocational Service Q Greenfield Hebrew Academy © Epstein School0 Yeshiva High &. Torah Day Schools © Atlanta Hillel

Clayton

Fayette

Atlanta Jewish Federation

LOCATION OF ATLANTA JEWISH COMMUNITY SERVICES & SYNAGOGUES

I .._

LOCATION OF ATLANTA JEWISH COMMUNITY SERVICES & SYNAGOGUES

Cherokee

I -----------, I • I

.,·

Fulton fAJ) j \

-, I I I I I I I

l

I

'

Cobb

~ --. ----------\ ' . I •

1-7S

.• J _·.J.-----1-20 • ,

------- \ ;" \,"

Douglas ,/ , , ,

,, , ,

.,., , 1-285

,, --,,

, I

I I I

I I Fulton

I-85 l I I I I

OrraniztuitJru 0 Atlanta Jewish Fe&:rarion @ Atlanta Jewish Commim.iry Center,

BB YO & Bureau of Jewish Education @} Jewish Home 6 Jewish Family Services & Jewish

Educational Loan Fund (P'trcc only) e Jewish Voca.tional Service ~ Greenfield Hebrew Ac:adem y 8 Epstein School 0 Yeshiva High & Torah Day Scbool.s ~ Atlan!ll Hillcl

I I

,,•----i____ . I . I

• . \

Fayette

\, I I ,

I :

•,, ---... I

. '. '•

, . , ' , t ." : ./ ,'

,• @,-..... ! I ""',._,._ ,'

1-285

I

Dekalb

Gwinnett

, , --1-20--/

1

/ Rockdale , ' ,

--{ -·---------~ ,--.... , • I

lnagogutr

-, , __ , I

' \.. L. • ,-J

I-75 :

Clayton ~-j

. \

I , ' ..

\

""""" I ' I

r-'

' I . I I I

r--,_r1 I

~~

Ahavath Achim Congregation Anshi S'fard Congregation Congregation Bet Have.rim Congregations Beth Jacob & Ner Hamiuach

i. . Congregation Beth Shalom Congregation Beth Tuillah Congregation B 'nai Israel Congregation B'nai Torah Congregation Ett Chaim Congregation Or Ve Shalom

· Congregation Shearith lsracl The Temple Temple Beth David

~O·· ' Temple Beth Tikvah to) Temple Emanu-El

@(g)· · ,.. Temple K:hillat Chaim ~ Temple KJI Emeth

Temple Sinai

Atlanta Jewish Federation

.. -.

.,

I

A t l a n t a S y n a g o g u e sKcv of DenominationsCCa1wcn»un

•!IfwttMOOnhoikw

0b>crr>1U0־nR-Reform WC- Hecoontnxrtton

Tr»<jttx>cwU־T

m ! a מ _

1 1 S «a3 S = 2

w0caU

3ד<"»ך•£uSu■adu En

glU

li R

eadi

ng ד3$2

Iי־י*Ud03

uבtn

1

%oכזיCJ«a

Yout

h G

roiip

/SU

e

3VV£

aiuaa

e3auu־3

1

maaV*OMU

05

w

-5<u-כס

3 .a55

5

ייS

^ 2 2 ~a 5 £

_ < י

דזCju

o־3n* nי• 2

a צ < |

a

Ahavath Achim Congregation (C) 2100 � Y/Y � � 350 100 � � � � � � �

An3he STard Congregation (O) 45 � Y/Y � � � �

Congregation Bet Havertm (RECJ 60 O /O � � � � � �

Congregation Beth Jacob (0) 500 � Y/Y � � 50 � � � � � � � �

Congregation Beth Shalom (CJ 250 Y/Y � � 150 50 � � � � �

Congregation Beth TlOllah (OB) 110 Y/Y � 75 � � � � �

Congregation B'nal Israel (RJ 73 O/O � � 55 15 � � � �

Congregation B'nal Torah (TJ 470 � Y/Y � � 180 60 � � � � � � �

Congregation Etz Chaim (CJ 546 Y/Y � � 325 200 � � � � � �

Congregation Ner Hamirrach ש 40 � Y/Y �

CongregaUon Or Ve Shaiom (S) 450 Y /Y � � 70 � � � � � �

Congregation Shearlth Israel CTJ 766 Y /Y � � 100 25 � � � � � � � �

The Temple (R) MC0*• O /O � � 400 3 � � � � � �

Temple Beth David (RJ 118 O /O � � 100 10 � � � �

Temple Beth Tlkvah (RJ 215 O /O � � 150 70 � � � � � �

Temple Emanu־El (RJ 431 � O /O � � 358 60 � � � � �

Temple Kehmat Chaim (RJ 165 � O /O � � 130 30 � � � � �Temple Kol Emeth (RJ 300 � Y /Y � � 340 50 � � � � � �Temple Sinai (RJ 637 � O /O � � 361 40 � � � � � � �

A tlanta Jewish Federation1753 Peachcree Road, N ortheast * Atlanta, Georgia 30309 • 404-873/1661

AUanta Synagogues =-u

.:: !j

.:1 .. Ka oC Oeoom1o;it100;, ~ - Ill C . ':,

6~ C: .. .... Ill ~ Q. i

E u C-C•••-•o.,. ~ 5 ] ..... 1 ~ ! g ..... :! ;5

.. '3 .. ?9 " Q. .. .. ,, 1-1~ 0 u i ~ !! 0 '5 - » o-on,,.- i~ c i: a: ~ 0 vi

0 0 .. ., u u .; < ~ C: ~a

OR-<l~1tt =. ,, .. ~ 0 "! • .. = :, ~ ~ ... IN C: .. u

R0 1tci.- u .. .. .. ~ 3 .. ... -< = ~ 0 u ..... :, ..:: C: ... 6 - =

MP.'C•M~._. .... Z: ':, QI .. 0 '5

0

I ~ s 0 - = .. C ,, .. "

.. >S.....- . ~

(Al m = 0 Ill c.. .S! T-T- - u >-

C:

Mavulh Achim Congn:gauon (Cl 21001 t,/ I Y/Y ..,, ..,, 350 100 ..,, I I ..,, ..,, I t,/ I ..,, I ..,, I ..,, I Azuhe Sr:u-d Congn:gauon (01 45 ..,, I Y/Y

..,, t,/ ..,, I I I I ..,,

Con!!regaUon Bet Havertm IREO 60 I 0/0 ..,, ..,, ..,, ..,, I I I ..,, .,, CongregaUon Beth Jacob (OJ 500 ..,, Y/Y t,/ ..,,

I so ..,, ..,, ..,, ..,, I t,/ I ..,, t,/ ..,,

Congn:gauon Beth Shalom (Cl 250 Y/Y t,/ .,.. 150 50 .,.. l I t,/ I t,/ I t,/ .,..

Con~gauon Beth Tlfillah (OBI uo I Y/Y t,/ 75 t,/ t,/ I .,.. I l t,/ ..,,

CongregaUon B'nai Lsrael (ru 73 I o,o .,.. .,.. 55 15 .,.. t,/ I I .,.. t,/

CongregaUon B'nal Torah m -470 t,/ Y/Y t,/ .,.. 180 I 60 t,/ t,/ t,/ t,/ t,/ I t,/ l ..,,

Congrqauon Eb: Chaim (Cl 5-46 Y/Y ..,, v' 325 200 I ..,, ..,, I ..,, t,/ I ..,, I ..,,

Congregau:on Ner Ham.tzrncll (IJ 40 v' I Y/Y t,/ I I Congn:gauon Ot Ve Shalam (SJ (-r) 450 Y/Y t,/ t,/

70 I t,/ ..,, t,/ I t,/ t,/ I v'

Congn:gauon Sheartth Lsracl m 766 I Y/Y I t,/ v' 100 25 I t,/ v' v' t,/ ..,, t,/ t,/ .,, The Temple (RJ l4DI- 010 t,/ ti 400 3 t,/ t,/ t,/ ..,, I t,/ ..,,

Temple Beth DaV1d !RI 118 0/0 t,/ t,/ 100 10 ..,, t,/ t,/ ..,,

T=ple Beth Tikva.h !RI 215 0/0 t,/ ..,, 150 70 t,/ v' t,/ t,/ ..,, ..,,

Temple Em.:mu-El IRJ 431 .,.. 0/0 t,/ v' 358 60 t,/ t,/ t,/ I t,/ v'

Tanple Kchillat Cha.un (Rl 165 t,/ 0/0 t,/ v' 130 30 t,/ I t,/ t,/ I t,/ t,/

Temple Kol Emeth (RJ 300 t,/ Y/Y t,/ v' 1340 50 t,/ t,/ t,/ I t,/ t,/ v'

Tanple Sinai (RJ 637 I t,/ I o,o t,/ t,/ I 361 40 t,/ t,/ t,/ v' t,/ I t,/ ..,,

Atlanta Jewish Federatio n ti53 Pe:ichrrcc Road. '.'lorchc:isr • Aclanra. Gco~ta 30309 • 404-873/1661

A tlan ta?s SynagoguesCongregation Or Ve Shalom (Traditional- Sephardlc)1681 N. Druid Hills Road NE Atlanta. GA 30319 633-1737

Congregation Shear!th Israel (Traditional)1180 University Drive NE Atlanta, GA 30306 873-1743

The Temple (Hebrew Benevolent Congregation) (Reform^1589 Peachtree Road NEAtlanta. GA 30367 873-1731

Temple Beth David (Reform)1885 McGee Road, SnelM lle, GA 30278Mailing Address: P.O. Box 865. Snellville, GA 30278978-3916

Temple B eth Tikvah (Reform)P.O. Box 1425Roswell. GA 30077-1425642-0434

Temple Emanu-El (Reform)1580 Spalding Drive Dunwoody, GA 30350395-1340

Temple Kehillat Chaim (Reform)10200 W oodstock Road Roswell. GA 30075 641-8630

Temple Kol Em eth (Reform)2509 Post O ak Tritt Marietta, GA 30066 973-3533

Temple Sinai (Reform)5645 Dupree Drive Atlanta. GA 30327 252-3073

A havath Achim Congregation (Conservative) 600 Peachtree Battle Avenue NW A tlanta. GA 30327 355-5222

A nshe S’Fard Congregation (Ortho-Chassidlc) 1324 N. Highland Avenue NE A tlanta. GA 30306874-4513. 872-0856

C ongregation Bet HaycrimfReconstructionLst} P.O. Box 54947 A tlanta. GA 30308 642-3467

Congregation Beth Jacob (Orthodox)1855 LaVlsta Road NE

' A tlanta. GA 30329 633-0551

C ongregation Beth Shalom (Conservative) 5303 W inters Chapel Road A tlanta. GA 30360 399-5300

Congregation Beth Teflllah (Observant)5065 H ighpoint Road A tlanta. GA 843-2464

Congregation B'nai Israel (Reform)P.O. Box 383Riverdale. GA 30274471-3586

Congregation B'nai Torah (Traditional)700 Mt. V ernon Highway A tlanta. GA 30328 257-0537

Congregation Etz Chaim (Conservative)1190 Indian Hills Parkway M arietta. GA 30068 973-0137

Congregation Ner Hamlzrach (Iranian)P.O. Box 95242A tlanta. GA 30347 636-2473

Atlanta's Synagogues Ahavath Achim Congregation (Conservative) 600 Peachtree Battle Avenue NW Atlanta. GA 30327 355-5222

Anshe S'Fard. Congregation (Ortho-Chassicllc) 1324 N. Highland Avenue NE Atlanta. GA 30306 87 4--4513. 872-0856

-Congregation Bet Haverlm(Reconstn.Ldf.on1.stJ P.O. Box 54947 Atlanta. GA 30308 642-3467

Congregation Beth Jacob (Orthodox) 1855 LaVtsta Road NE

- Atlanta. GA 30329 633-0551

Congregation Beth Shalom (Conservative) 5303 Winters Chapel Road Atlanta, GA 30360 399-5300

Congregation Beth Teflllah (Observant) 5065 Highpoint Road Atlanta. GA 843-2464

Congregation B'nai Israel (Reform) P.O. Box 383 Riverdale. GA 30274 471-3586

Congregation B'nai Torah (Traditional) 700 Mt. Vernon HJ.ghway Atlanta. GA 30328 257-0537

Congregation Eu Chaim (Conservative) 1190 [ndlan Hills Parkway Martetta. GA 30068 973-0137

Congregation Ner Hamlzrach (Iranian) P.O. Box 95242 Atlanta. GA 30347 636~2473

Congregation Or Ve Shalo,m (TraditlonalS~hardic) 1681 N. Druid Hills Road NE Atlanta. GA 30319 633-1737

Congregation Shcarlth Israel !Traditional) 1180 Untvcrslty Drive NE Atlanta, GA 30306 873-1743

The Temple (Hebrew Benevolent Congregation) (Reform) 1589 Peachtree Road NE Atlanta. GA 30367 873~1731

Temple Beth David (Reform) 1885 McGee Road. SnelMlle. GA 30278 Malling Address: P.O. Box 865. Snellville. GA 30278 978-3916

Temple Beth Tikvah (Reform) P.O. Box 1425 Roswell. GA 30077-1425 642-0434

Temple Emanu-El (Reform) 1580 Spalding Drtve Dunwoody, GA30350 395-1340

Temple Kehlllat Chaim (Reform) 10200 Woodstock Road Roswell. GA 30075 641-8630

Teinple Kol Em.eth (Reform) 2509 Post Oak Tott Manetta. GA 30066 973-3533

Temple Slnai (Reform) 5645 Dupree Dnve Atlanta. GA 30327 252-3073

Services and ProgramsTewish Day Schools

The Alfred and Adele Davis A cadem y460 Abernathy Rd A tlanta. GA 30328 303-0347

The Epstein School(Solomon Schechter School of A tlanta)335 Colewood W ay NW A tlanta. GA 30328 843-0111

Katherine and Jacob G reenfield Hebrew Academy of A tlanta5200 Northland Drive A tlanta. GA 30342 843-9900

Torah Day School o f Atlanta1901 Montreal Road. Suite 137 Tucker, GA 30084 723-9559

Yeshiva High School3130 Raymond Drive Atlanta. GA 30340 451-5299

Senior Adult Services

Day CareAJCC W einstein Center5300 Tilly Mill Road NE.A tlanta. GA 30338

458-3614 ־

Employment Senior Adult W orkshop

Jew ish V ocational Service, Inc. (JVS)1100 Spring S treet NW, Suite 700A tlanta. GA 30309355-0279

Senior Centers Atlanta Jew ish C om m unity Center1745 Peachtree Road. N.E.Atlanta. GA 30309875-7881

Housing The Jew ish Tower3160 Howell Mill Road NE Atlanta. GA 30327 351-3536

Counseling

Jew ish Fam ily Services, Inc. (JFS)1605 Peachtree Road. N.E.A tlanta. GA 30309' ־ 873-2277

Cobb Branch1240 Jo h n so n Ferry Place., Suite 20.M arietta. GA 30067973-3167

Zaban Branch5342 Tilly Mill Road Dunwoody, GA 30338 873-2277

Day Care

AJCC Peachtree Branch1745 Peachtree Road. A tlanta. GA 30309 875-7881

AJCC Shirley Blum enthal Park Branch2509 Post O ak Tritt. M arietta, GA 30062 971-8901

AJCC Zaban Park Branch5342 Tilly Mill Road, Dunwoody. GA 30338 396-3250

Developmental Disability Services

Jew ish Fam ily Services, Inc.1605 Peachtree Road NE A tlanta. GA 30309 873-2277

Tewish Community Center

Atlanta Jew ish Com m unity Center (AJCC)1745 Peachtree Road. N.E.A tlanta. GA 30309 875-7881

Zaban Branch5342 Tilly Mill Road Dunwoody, GA 30338396-3250

Shirley B lum enthal Branch2509 Post O ak Tritt Road M arietta. GA 30062 971-8901

Services and Programs

Counselin~

Jewish Family Services. Inc. (JFS) 1605 Peachtree Road. N .E. Atlanta. GA 30309 873-2277

Cobb Branch 1240 Johnson Ferry Place, Suite 20. Manetta. GA 30067 973-3167

ZabanBrancb 5342 T1lly Mill Road Dunwoody. GA 30338 873-2277

Dav Care

.A.JCC Peachtree Branch 17 45 Peachtree Road. Atlanta. GA 30309 875-7881

.A.JCC Shirley Blumenthal Park Branch 2509 Post Oak Tr1tt. Manetta. GA 30062 971-8901

.A.ICC Zaban Park Branch 5342 Tilly Mill Road. Dunwoody. GA 30338 396-3250

Developmental Disabilitv Services

Jewish Family Services, Inc. 1605 Peachtree Road NE Atlanta. GA 30309 873-2277

T ewish Communitv Center

Atla.nta Jewish Community Center (.A.JCC) 1745 Peachtree Road. N.E. Atlanta. GA 30309 875-7881

Zaban Branch 5342 T1lly Mill Road Dunwoody, GA 30338 396-3250

Shirley Blumenthal Branch 2509 Post Oak Tritt Road Marietta. GA 30062 971-8901

lewish Dav Schools

The Alfred and Adele Davis Academy 460 Abernathy Rd Atlanta. GA 30328 303--0347

The Epstein School (Solomon Schechter School of Atlanta) 335 Colewood Way NW Atlanta. GA 30328 843--0111

Katherine and Jacob Green.field Hebrew Academy of Atla.nta 5200 Northland Drtve Atlanta. GA 30342 843-9900

Torah Day School of Atlanta 1901 Montreal Road, Suite 137 Tucker. GA 30084 723-9559

Yeshiva H.lgh School 3130 Raymond Drtve Atlanta. GA 30340 451-5299

Senior Adult Services

Day Care AJCC Weinstein Center 5300 Tilly Mill Road NE. Atlanta. GA 30338 458-3614 ·

Employment Senior Adult Workshop

Jewish Vocational Service. Inc. (JVS) 1100 Spring Street NW. Suite 700 Atlanta. GA 30309 355--0279

Senior Centers Atlanta Jewish Commnn1ty Center 1745 Peachtree Road. N.E. Atlanta. GA 30309 875-7881

Housing The Jewish Tower 3 160 Howell Mill Road NE Atlanta. GA 30327 351-3536

Senior Adult Services (cont.)

Long-Term Care The Jew ish Home3150 Howell Mill Road NE Atlanta. GA 30327-2199 351-8410

Singles and Single Parent Services

Jew ish A ssociation for Single Services (JASS)

A 24-hour recorded message of the latest singles events throughout the dty.

Vocational Services

Jew ish V ocational Service. Inc. (JVS)1100 Spring S treet NE, Suite 700Atlanta GA 30309876-5872

Volunteer Opportunities

People Power for AJF1753 Peachtree Road, N.E.Atlanta. GA 30309 873-1661

Youth Programs

Teen Programs B'nai B'rith Youth Organization (BBYO)5342 Tilly Mill Road.A tlanta. GA 30338 457-6477

CollegeAtlanta Hillel1531 Clifton Road Atlanta. GA 30329)727-6490

Young Adult (20s & 30s)

Atlanta Jew ish Federation Young Leadership C ouncil (YLC)1753 Peachtree Road NE Atlanta. GA 30309 873-1661

' Young Adult A gency1531 Clifton Road Atlanta. GA 30329 727-6490

Senior Adult Services ( cont.)

Long-Term Care The Jewish Home 3150 Howell Mill Road NE Atlanta. GA 30327-2199 351-8410

Sin~les and Sinele Parent Services

Jewish Association for SlD.glc Servtces (JASS}

-~• <fMls (:Joe+ J 7'0(5-33'1 S-A 24-hour recorded message of the latest singles events throughout the ctty.

Vocational Services

Jewish Vocational Service. me. (JVS) 1100 Sprtng Street NE. Suite 700 Atlanta GA 30309 876-5872

Volunteer Opportunities

People Power for AJF 1753 Peachtree Road. N .E. Atlanta. GA 30309 873-1661

Youth Pro~rams

Teen Programs B'nai B'rlth Youth Organization (BBYO) 5342 Tilly Mill Road, Atlanta. GA 30338 457-6477

College Atlanta Hillel 1531 Clifton Road Atlanta. GA 30329) 727-6490

Youn~ Adult (20s & 30s)

Atlanta Jewish Federation Yowig Leadership Council (YLC) 1753 Peachtree Road NE Atlanta. GA 30309 873-1661

·· - Young Adult Agency 1531 Clifton Road Atlanta. GA 30329 727-6490

;

...........................................................w ish Asso. S ingles Serv ices ..A JC C......................................................................................................... \ 0 sh e r F o o d s......................................................................................................A JFH o lo c a u s t

........................................................................................H o lo cau st E d u c a t io n.........................................................................A jC CIsrael R esource C e n te r

..............................................................................................JV SJob P la c e m e n t....................................................................................................................L ib ra r y

..........................................................................................JFSM eals o n W h e e ls.............................................................................A JFN ew co m ers to A tla n ta

................................................................................A JC CN u tri tio n P r o g r a m...............................................................................................JFSPA L P ro g r a m...............................................................................................A JFP eo p le P o w e r

...............................................................................JFSR efugee R e se tt le m e n t454-7255............(R esp ite C are (for D evelopm enta lly D isab led

...........................................................................JV SS en io r A d u lt W o rk sh o p...............................................................................................A JC C.......S in g le s

.......................................................................................................................Y A A.AJCC.........................Special E ״.........................875-7881 d u c a t io n

........................................................................JE L FS tu d e n t L oans - C o lle g e...............................................................................................T ay Sachs T e s tin g

..........................................................................................................BBYOT e e n s.....................................................................................................................A JC C.

...............................................................JFS.......T ra n sp o r ta tio n fo r E ld e r ly.......................................................................................................T rees in I s ra e l

...............................................................................................A JFT rip s to I s r a e l......................................................................A JFV o lu n tee r (P eop le P ow er)

S Y N A G O G U E S

...............................................................C o n se rv a tiv e.......A h a v a th A c h lm.........................................................................................................A n sh e S 'f a r d........................................................................................................A tlan ta H ille l

......................................................................R econstruction istBet H a v e r im.........................................................................................O r th o d o xB eth J a c o b

..............................................................................C o n se rv a tiv eBeth S h a lo m...................................................................................O b se rv a n tBeth T e f i l la h

.............................................................................................R e fo rmB 'nai I s r a e l....................................................................................T ra d it io n a lB 'nal T o r a h

..................................................................................C o n se rv a tiv eE tz C h a im.....................................................................................I ra n ia nN e r H a m iz r a c h

..................................................................................S e p h a rd icO r V e S h a lo m...............................................................................T ra d it io n a lS h ea rith I s r a e l

...........................................................................R e fo rmT e m p le Beth D a v id..........................................................................R e fo rmT e m p le B e th T ik v a h

...............................................................................R e fo rmE l־T e m p le E m an u....................................................................R e fo rmT e m p le K ehillat C h a im

״...........................973-3533 Reform...............T ״ e m p le Kol E m e th.........................................................................................R e fo rmT e m p le S in a i

...............................................R e fo rm............................................T h e T e m p le

Torah / S c h o o l — 723-9559U nited je w ish A ppea l (N Y ) 212-818-9100U nited Jew ish A p p ea l (SE. R egional office) ....(305) 428-6677 W einstein C e n te r 458-3614W om en 's A m erican O R T 393-8555Yeshlva High Schoo l . ״. ״ ״ ״ ״. 451-5299V o lun teers for I s ra e l 875-7881Young A d u l t Agency ( Y A A ) ״ 727-6490Y oung J u d a e a 1-800-733-0637

IN D E X B Y S E R V IC E

A d o p tio n JF S 873-2277B a b y sittin g ״ A d in Jew ish Tim es.352-2400B usiness 4c Prof. W o m e n A JF 873-1661C a m p s A JC C 396-3250 C o le m a n 671-8971 J u d a e a ״..634-7883 C a ree r C o u n se lin g JV S 876-5872C e m e te ry - A r lin g to n 255-0750 C re s t la w n 355-3380 G re e n w o o d 753-2128 C h a p la in JF S 873-2277C hild C a r e A JC C 875-7881C ollege S e lec tio n /C o u n se lin g .JV S 876-5872C ollege S tuden t P ro g ra m Y A A /H il le l 727-6490 H ille l-C eorg ia (706)543-6393

R eform Jew ish S tu d e n ts 727-6496C o u n s e l in g JF S 873-2277D en ta l C are for Low Incom e ...B en M assell C linic ..881-1858 D evelopm en ta lly D isab led JF S 873-2277D ial-A -R id e-T ran sp o rta tio n JF S 872-3278D onations - h o u seho ld item s ...N C JW 262-7199D o n atio n s - b o o k s B ra n d e is 231-6211E lderly D ay C a r e W einste in C t r 458-3614E lderly Info ic R e fe r r a l JF S 873-2277E lderly L iving O p tio n s Jew ish H o m e 351-8410 A JC C 875-7881 L ouis K ahn H o m e .. 873-2112 Jew ish T o w e r 351-3536E lderly P ro g ra m m in g A JC C 875-7881E lder S u p p o rt N e tw o rk JF S 872-2277E m ergency Fin. A ss is ta n c e JF S 873-2277F am ily R e la tio n s JF S ״ 873-2277Food Svc, M eals on W h e e ls JF S 873-2277Foster C a r e JF S 873-2277F u rn itu re B a n k - ״..355-8530 H igh H olidays, U naffilia ted ....H ille l-A tla n ta 727-6490. ״ ״H o m e le s s T ask F o rc e 589-9495

S h e lte rs S hearith I s ra e l 873-3147 T e m p le 872-2915 H o u sem ate M atch I..1 l-'l i. . I•־ > |('C 875-7881

IN ׳, D E X UY O R G A N I Z A T I O N

333-8626 (ucrican Israel Public A ffairs C om m ittec<A IPA C.acrican...............................................׳.......233-5501 Jew ish C o m m it te e.

262-3470......................li-D efam ation L eague of B 'nai B 'r i th..873-1248......................................ilan ta Bureau o f Jewish E d u c a t io n.

351-353 6...ilanta C ro u p H om e-m en ta lly d isab led a d u lt s875-7881........................................i i lan ta Jewish C o m m u n i ty C e n te r

396-3250.............................................................................................................i Z aban B ran ch971-8901..........................................................Shirley B lum enthal P a r k451-5765............................................................C am p Is ido re A lte rm a n875-7881.............................................(C am p B arney M ed in tz (W inter

873-1661.........................................................1 Ilanta Jew ish F ed era t io n352-240 0.................................................................ilan ta Jew ish T im e s

634-4063...................................................ilan ta K ash ru th C o m m iss io n399-5300......................................................ilan ta R abbinic A sso c ia tio n321-4085..................................................................ilan ta Scholars K olle l399-5300.........................................................ilanta S ynagogue C o u n c il

881-1858............................................................jn M assell D ental C linic•662-8505............................................nai B 'rith, (M en) D istrict O ffice׳ '

Call A tlanta C ouncil P residen t..................................................................1 nai B 'rith W o m e n396-9321..............................................1'nai B 'rith Y outh O rg a n iz a tio n

231-6211.......andeis U niversity N atl. W om en 's C o m m itte e י.671-8971................................................................................a inp C o le m a n634-7883....................................................................................iinp J u d a e a.843-2464..................................................................................liabad C e n te r

881-4025.......(uncil o f Jew ish F edera tions (R egional office.־303-0347...............................................................................1.i vis A c a d e m y843-0111............................................1 3tein S c h o o l /S o lo m o n S c h e c te r

843-9900............................................Ltnfield Hebrew A c a d e m y'*256-5007...........................................................................................l.u la ssa h727-649 0.................................................................................lillel, A t l a n t a

1-706-543-6393..................................................................................A t h e n s634-9500.......................................................................................ael B o n d s!875-9924...........................................................uicl G ovt. T ouris t O ff ic e875-7881...................................................................1 ael P rogram C e n te r875-785 1.........................................................................aeli C o n su la te..

892-0503........................................................................(w ish Educational Loan Fund (JELF873-2277....................................................(w ish Family Services (JFS.

237-7400...............................................................................w ish G e o rg ia n351-8410.........................................w ish H om e - nu rs in g care fa c i li ty

633-1132....................................................................w ish N ational F u n d:351-3536.................w ish T ow er - e lderly in d e p e n d e n t liv in g:

876-587 2..........................................................................................................................(w ish V ocational Service (JVS.355-0279....................................................JVS Senior A du lt W o rk s h o p

873-2112...........................................................11is K ahn G ro u p H o m e<(525-2793.... (Ijtiona l C om m ittee for L abor Israel (H is ta d ru t

728-192 6..........................................................................................la tional C onference o f C hristians U J e w s262-7199.............................................................................................(i.ilional C ouncil of Jew ish W om en (N CJW

455-6678........................................................................................(KT (M en•497-0055..............................................................................................i^u d ard C lu b

589-9495......................................................ibk Force for the H o m e le ss.

INDEX UY OllGANIZATION ,' Tor11h / School ........... ._ ...... _ ................................... 723·9559 wish Assa. Singles Services .. AJCC ........................ 874-JASS

,11crican Israel Public Affairs Commillcc(AIPAC) 333-8626 ,11crican Jewish Committee ................................ ! ..... 233-5501

UnitcJ iewish Appeal (NY) ................................. 212·818·9100 United Jewish Appeal (SE. Regional office) .... (305) 428-0677 Weinstein Center .................................. ........ ................. 458-3614

"asher Foods .......... ............................................... Y .allow Pages Holocaust .................................... AJF ............................ 873• 1661 Holocaust Education ............................................... ..... 873•)248

.. 11•DcCamation League of D'nai D'rith .................... 262-3470 . I l.inl11 8uu11u of Jewish £Juc11llon ... _ ..................... 873-1248

Women's American ORT ............................................. 393-8555 Yeshlv11 lllgh School .. "-·······"· ............... - .................... 451-5299

Israel Resource Center .............. AJCC ........................ 875·7881 Job Placement ............................. JVS ............................ 876•5872 ·

dJnla Group Home-mentally disabled adulls ....... 351-3536 Volunteers for Israel ..................................................... 875-7881 Library ............................................................................ 873• 1248 ,t/11111..i Jewish Commuuity Ce11ter .......................... 875-7881 You11g Adult Age11cy (YAA) ....... " ................................ 727•6490 Meals on Whcels ....................... . JFS ............................. 873•2277

Zaban Oran ch ....................................................... 396·3250 Young Juda!!a ...................................................... 1-800•733·0637 Newcomers to Atlanta .............. A)F ............................ 873·166 l Shirley Blumenthal Park .................................... 971•8901 Camp Isidore Alterman .... ................ : ................ 451•5765 INDEX BY SERVICE

Nutrition Program .................... AJCC ........................ 875•7881 PAL Program .................... ......... JFS ............................. 873·2277

Camp Darney Mcdintz (Winter) ....................... 875-7881 People Power .... ........... .............. AJF ....................... ..... 873-1661 1 tl1111l11 Jewish FeJtr11llo11 ......................................... 873-1661 Adoption ..................................... JFS ............................. 873•2277 Refugee Resettlement ............... JFS ............................. 873•2277 ,l.1111a Jewish Time, .................................................... 352-2400 Babysitting .................................. Ad in Jewish Tlmes.352•2400 Respite Care (for Developmentally Disabled) ...•...... 454-7255 1l.i111a J<ashruth Commi,slon ................................... 634-4063 11.:inta Rabbinic Association ...................................... 399•5300

Buslneu & Prof. Women .......... AJF ............................ 873-1661 Camps .................... ..................... AJCC ........................ 396-3250

Senior Adult Workshop ............ JVS ............................ 355--0279 Sing I es ................ .' ................. ....... AJCC ........................ 875•7881

tlanta Scholars Kolle) ....... ................................... ....... 321·4085 ...................................................... Coleman .................. 671•8971 ...................................................... YAA ......................... 727·6490 1lanta Synagogue Council ......................................... 399•5300 ...................................................... J udaea ...................... 634-7883 Special Education ...................... AJCC ........................ 875-7881

. .;n Massell Dental Clinic ............................................ 881-1858 Career Counseling ..................... JVS ............................ 876•5872 Student Loans - College ............ JELF .......................... 892--0503

. 11ai 0' rith, (Men) District Office ............................... 662·8505 , nai B'rith Women ............. ... Call Atlanta Council President

Cemetery ..................................... Arlington ................. 255-0750 ...................................................... Cre.1tlawn ................ 355-3380

Tay Sachs Testing .......................................................... 727·5782 Teens ........................................... BBY0 ........................ 396·9321

, 11ai 0'rith Youth Organization ................................. 396-9321 .... .................................................. Greenwood ............. 753-2128 .......................................... ............ AJCC ....................... . 875•7881 ,, .indcis University Natl. Women's Commillre ...... 231-6211 .,1np Coleman .............................................................. 671•8971 .,m p )udaca ....................................... .......................... 634•7883 l1.1uad Center ............... ...................... .......................... 843·2464

Chaplain ..................................... JFS ............................. 873-2277 Child Care .. ................................ AJCC ........................ 875-7881 College Selection/Counseling . J VS ............................ 876-5872 College StuJent Program .......... YAA/Hillel ............. 727~490

Transportation for Elderly ....... JFS ............................. 873-2277 Trees in Israel ............................. Jewish Natl Fund ... 633·1132 Trips to Israel ............................. AJF ............................ 873•1661 Volunteer (People Power) ........ AJF ...... ...................... 873•1661

.,uncil of Jewish fl.>derations (Regional office) ...... 881·4025 ............................... ....................... Hillel-Ceorgla (706)543~393 ,.,vis Academy ....................... ...................................... 303-0347 Reform Jewish Students ......... 727~496 SYNAGOGUES ,,1ei11 School/Solomon Schecter ............................. 843--0111 Counseling ................................. JFS ............................. 873-2277 ,.c,1fitlJ llrbrew Ac11Jrmy ....................................... 843-9900 Dental Care for Low Income ... Den Massell Clinic .. 881 • 1858 Ahavath Achlm .................. Conservative ....... ........... 355•5222

1.,,lo1ssah ........................................................................ 256•5007 Developmenlally Disabled ...... JFS ............................. 873-2277 Anshe S'fard ........................ Orthodox-Chassidic ...... 874•4513 11/fr/, Al/1111111 ............................................................... 727•6490 Dial•A•Ride-Transportation ..... JFS ............................. 872•3278 Atlanta Hillel ....................... Non•Denominational ... 727·6490

A then, ...................................................... 1 •706-543·6393 Donations• household items ... NCJW ....................... 262-7199 Det l·:laverim ........................ Reconstructionist. .......... 642•3467 ,.lei Uonds .. .................................................................. 634•9SOO Donations - books ...................... Drandeis ................... 231~211 Deth Jacob ............................ Orthodox ........................ 633--0551 ,.,cl Govt. Tourist Office ........................................... 875-9924 Elderly Day Care ....................... Weinstein Ctr ......•... 458-3614 Beth Shalom ........................ Conservative .................. 399•5300 ,.id Program Center .................................................. 875•7881 Elderly Info&: Referral ............. JFS ............................. 873-2277 Deth Tefillah ....................... . Observant ....................... 843•2464 ,.idi Consulate ............................................................ 875-7851 Elderly Living Options ............. Jewish l·lome ........... 351-8410 B'nal Israel ........................... Reform ............................ 471•3586 o1 1ish Etluc11t/01111/ Lo1111 F,,11d (]ELF) ...................... 892·0S03 ...................................................... AJCC ........................ 875-7881 B'nal Torah .......................... Traditlonal ...................... 257·0537

. wish F11inily Service, (]FS) ...................................... 873·2277 ...................................................... Louis Kahn Home .. 873•2112 Etz Chaim ............................ Conservative .................. 973--0137 ,vish Georgian .......................................................... .. 237•7400 wish llome - nursing care facility .. ......................... 351•8410

.wish National Fund . .................................................. 633·1132

...................................................... Jewish Tower .......... 351-3536 Elderly Programming ............... A)CC ........................ 875-7881 Elder Support Network ............ JFS ............................. 872•71.77

Ner Hamizrach ................... Iranian ............................. 315-9020 Or Ve Shalom ...................... Sephardic ........................ 633-1737 Shearith Israel ..................... Traditional ...................... 873-1743

.vish Tower - elderly independent living ............... 351-3536 . 111ish Voc11tio11al Service (]VS) ........ " ...................... 876-5872

JVS Senior Adult Workshop ................................ ... 355•0279 .,uis Kahn Group Home ...... ...................................... 873-2112 1..11iunal Committee for Labor Israel (Histadrut) .... 525-2793 1.1tional Conference of Christians & Jews ................ 728-1926 l..tiunal Council of Jewish Women (NCjW) ............ 262-7199 .1r1· (Men) ..................................................................... 455·6678

Emergency Fin. Assistance ...... JFS ............................. 873-2277 Family Relations ........................ JFS ............................. 873-2177 Food Svc, Meals on Wheels ..... JFS ............................. 873-2277 Foster Care ................................. JFS ............................. 873-7177 Furniture Dank .............................................................. 355-8530 High Holidays, Unaffiliated .... Hillel-Atlanta ..... " ... 727~490 Homeless .................................... Task Force ............... 589-9495

Shelters ................................. Shcarilh Israel ......... 873-3147

Temple Deth David ............ Reform .................. .......... 978-3916 Temple Beth Tikvah ........... Reform ............................ 642-0434 Temple Emanu•El ............... Reform ............................ 395·1340 Temple Kehillat Chaim ..... Reform ............................ 641·8630 Temple Kol Emeth ............• Reform ··"········· ............... 973-3533 Tern pie Sinai .... _. ................. Reform ............................ 252·30?3 The Temple ....... ·-······ .. ······ .. R~form ..•......................... 873•1731

, ... ,,Jard Club .................................. .............................. 497•0055 ..................................................... Temple ..................... 872•2915 .,~k Force for the Homeless ....................................... 589·9495 Housemate Match 1 .. , 1·11. ,I ·· · WC- ..................... 875•7881

2P a g e2 2 1 3 0 3J A 1 1 : 1 3 9 3 ' AM C יא 2.7 I J E

A TLA N TA C O M M IS S IO N List with Affiliations

A F F I L I A T I O N

Economist, Planning & Allocations Chair

Staff, Council for Jewish Continuityi

Synagogue Council President

Retired CPA, Past Chair, Education Commission

i

Chair, Planning & Allocations, Jewish Education Commission (Wexner)

Professor of Jewish Studies,Emory University

Oral Surgeon, Past Fedederation President

!1

Past Federation President, Board ofCIJE !

!Yeshiva High School (Orthodox)

iTemple Emanu-el (Reform)

Temple Emanu-EI (Reform)

Davis Academy Day School (Reform)Federation Officer (Wexner)

Kollel (Orthodox) ן

JCC, 1st Vice President

Congregation Beth Jacob (Orthodox)

Director, The Epstein Day School (Conservative)

Staff, Council for Jewish Continuity

Jewish Education Transition Chair (Wexner)

i

N A M E

Dr. Peter Aranson

Lauren Azoulai

Mrs. Marcia Bergman

Mr. Henry Birnbrey

Mrs. Joanne Birnbrey

Dr. David Blumenthal

Dr. S. Perry Brickman

Mr. Gerald H. Cohen

Rabbi Herbert J. Cohen

Cantor Scott Colbert

Rabbi Stan Davids

Mrs. Ann Davis

Rabbi Menachem Deutsch

Mrs. Laura Dinerman

Rabbi llan Daniel Feldman

Mrs. Cheryl Finkel

Mr. Steve Gelfand

Mrs. Toby Goldman

;,\~1• :? 7 '93 !I! 13 AM

Or Peter Aranson

LL!uren Azoulai

CIJE

Mrs. Marcia Bergman

Mr Henry Birnbrey

Mrs. Joanne Blrnbrey

Dr. David Blumenthal

Dr. S. Perry Brickman

Mr. Gerald H. Cohen

Flab!:)1 Herben J . Cot,en

C<1ntor Scott Colbert

Rnbbi Stan Davids

Mrs. Ann Dnvis

P.2.bbi Menachem Deutsch

Mrs. Laura Dinerman

Rubbi flan Daniel Feldman

Mrs. Cl1eryl Finkel

Mr. Steve Gelfand

Mrs. Toby Goldman

221306 Poge 2

ATLANTA COMMISSION List with Affiliations

AFFILIATION

Economist, Planning & Allocations Chair

Staff, Counci l for Jewish Continuity

Synagogue Council President

Retired CPA, Past Chair, Education Commission

Chair, Planning & Allocations, Jewish Education Commission (Wexner)

Professor of Jewish Studies, Emory University

Oral Surgeon , Past Fedederation President

Past Federation President. Board of CIJE

Yeshiva High School (Orthodox)

Temple Emanu-el (Reform)

Temple Emanu-EI (Refo rm)

Davis Academy Day School (Reform) Federation Officer (Wexner)

Kolle! (Orthodox)

JCC, 1st Vice President

Congregation Beth Jacob (Orthodox)

Director, The Epstein Day School (Conservative)

Staff, Council for Jewish Continuity

Jewish Education Transition Chair (Wexner)

A F F I L I A T I O NN A ME

Ahavath Achim (Conservative)

President, Jewish Educational Services

Past President, Epstein School (Conservative)

Past President, BJE

Past President, Torah Day School (Orthodox)

President, Davis Academy (Reform)

Head, Hebrew Academy (Orthodox)

Past President, BJE Past Federation Officer

Executive Director, Atlanta Federation

Chairperson, Council for Jewish Continuity

Officer, Jewish Education Services

JCC Executive Director

The Temple (Reform)

Rabbi Arnold M. Goodman Atlanta Commission

Ms. Michal Hillman

Mrs. Lois Kuniansky

Dr. Stephen Kutner

Dr. Dianne Leader

Mrs. Glenda Minkin

Mrs. Carol Nemo

Rabbi Jay Neufeld

Mr. Martin M, Pollock

Mr. David Sarnat

Dr. William Schatten

Mr, Arnold Sidman

Mr. Harry Stern

Rabbi Alvin Sugarman

1/93

NAME

Rabbi Arnold M. Goodman Atlanta Commission

Ms. Michal Hillman

Mrs. Lois Kuniansky

Or. Stephen Kutner

Dr. Dianne Leader

Mrs. Glenda Minkin

Mrs. Carol Nemo

Rabbi Jay Neufeld

Mr. Martin M. Pollock

Mr. David Sarnat

Dr. William Schatten

Mr. Arnold Sidman

Mr. Harry Stern

Rabbi Alvin Sugarman

1 /93

Ahavath Achim (Conservative)

President, Jewish Educational Services

Past President, Epstein School (Conservative)

Past President, BJE

Past President, Torah Day School (Orthodox)

President. Davis Academy (Reform)

Head, Hebrew Academy (Orthodox)

Past President, BJE Past Federation Officer

Executive Director, Atlanta Federation

Chairperson. Council for Jewish Continuity

Officer, Jewish Education Services

JCC Executive Director

The Temple (Reform)

Summary and Brief Analysis ofData Collected on Enrollment in

Jewish Educational Institutions for Children

Data on enrollment in Jewish pre-schools, supplementary schools and day schools in the Metro Atlanta area was collected in December 1991 - January 1992. All schools but one small supplementary school participated. The following is a summary of the results:

Level/Type Number

Pre-SchoolPartialWeek

Full week,partial day

336

462

Total Pre-School:

Full week full day care

160

974 ./־ !

Supplementary(Pre-K.to "2nd

984

3rd-7th 1, 559

8th-12th 439

Spec. Ed. 13

Total Supplementary: 2 , 982 ,/■ -־

Day SchoolK-2 463

3-8 577

9-12 130

Total Day Schools: 1, 168

5,12 4 /GRAND TOTAL:

Summary and Brief Analysis of Data Collected on Enrollment in

Jewish Educational Institutions for Children

Data on enrollment in Jewish pre-schools, supplementary schools and day schools in the Metro Atlanta area was collected in December 1991 - January 1992. All schools but one small supplementary school participated. The following is a summary of the results:

Pre-School

Total Pre-School:

Supplementary

Total Supplementary:

Day School

Total Day Schools:

GRAND TOTAL:

Level/Type

Partial Week

Full week, partial day

Full week full day care

Pre-K to 2na

3rd-7th

8th-12th

Spec. Ed.

K-2

3-8

9-12

Number

336

462

160

974

984

1,559

439

13

2,982

463

577

130

1 ,168

5,124

/

·/. 7

. I ,

\

~ ,. . ./

/(vJ· 1;,1 I V t. - ·

Data from the Atlanta Jewish community's Year 2000 strategic planning study predicted that by 1992 there would be 16,316 children from ages 0 - 19 in the Atlanta Jewish community.A comparison of that figure with the enrollment of 5,124 children in Jewish educational frameworks indicates that 31.4% of Jewish children in Atlanta are receiving some type of Jewish education.

If the ages of 0-2 and 19 are eliminated from both the enrollment statistics (-348) and the population count (-3,263), the percentage of Atlanta Jewish children— enrolled in some type of Jewish educational framework is7 36.6%.'0

LA.131.JE 21 May 1992

- h

Data from the Atlanta Jewish community's Year 2000 strategic planning study predicted that by 1992 there would be 16,316 children from ages O - 19 in the Atlanta Jewish community. A comparison of that figure with the enrollment of 5,124 children in Jewish educational frameworks indicates that 31.4% of Jewish children in Atlanta are receiving some type of Jewish education.

If the ages of 0-2 and 19 are eliminated from both the enrollment statistics (-348) and the population count (-3,263), the percentage of Atlanta Jewish chil~olled in some type of Jewish educational framework is' 36.6%:0

~-/

LA.131.JE 2 1 May 1992

PRE-SCHOOL TOTALS

PRE—SCHOOL1/2728 Jan 1992

PRE-SCHOOL TOTALS

Full Week Partial Week Full Day Totals By Pre-School: rf Pre-School: Care: e Schools

1..,'-' ~ -" '11

1/ -" o% Ill ,t,,,Qo

.. " .. " J.., ~ rf -" 1..,/ll qJ -J' .. " CZI qJ -J' l::,llJ 1..,'-'

.lo 1$ tt,J..; . ~ Ill t::o t::o l..,'lJ tt,t..,. ~ .~ o% ~ ~'Y cs 1$ q q

AJCC-Blumenthal 21 41 51 27 20 24 16 15 215 -Zaban 61 63 29 56 35 19 19 19 301 -Peachtree 4 5 lJ 17 18 57

Chaya Mushka lJ 10 5 28 (Chabad) (o)

Temple Sinai (.R) J 15 25 54 15 112

Beth Jacob lo) 7 14 8 29

B'nai Torah LT/ 6 20 J 11 4 44

Hebrew Academy (_-r-) 36 36

or Ve Shalom (,) 4 14 2 20

Epstein le) 8 32 50 8 98 Ahavath Achim le.) 12 11 11 34 -- - -- -- -- -- -- -- -- --

29 180 253 84 179 76 56 52 52 13

GRAND TOTAL 974 -

PRE-SCHOOLl/27 28 Jan 1992

//

/

DAY SCHOOL ENROLLMENT TOTALS 1991-92

/

D A Y .SCHOOLS1/28 28 Jan 1992

Epstein School

Greenfield Hebrew Academy

Torah Day School

Yeshiva High School

DA'f.SCHOOLSl/28 28 Jan 1992

J::: (lJ

4.J J.., l..J

tr, 1..,"'

J..,Qo ."'(

~ 4,, I

J::: J..,(lJ .,.., ..\;- Q,

57 20 61

60 16 68

18 21

135 36 150

DAY SCHOOL ENROLLMENT TOTALS 1991-92

J-. ,.]

§ ~

"'(lJ

52 37 43 52 25 25

65 5 4 61 46 39 32

25 17 16 21 18

16

142 108 120 119 84 73

I

I

17 389

25 466

136

31 23 29 4 2 36 177

73 23 29 42 36 1,168

SUPPLEMENTARY SCHOOL TOTALS

kmit 13 Ungraded

* Denotes Confirmation Class** This chart does not include the enrollment from

Beth David which did not provide the information reques ted.

AMIT 13Pre/K-2 9843-7 1, 5598-12 439

' I

SUPPLEMENTARY SCHOOL TOTALS

~,,f' ~ / -:," b ✓ ✓ ✓ ~~c ''" .l.,b q q q "y<j

~-<:- ~ \)' c.., Co '\<..J Cb<..J <>i "v. "'y

Ahavath Achim 15 28 2 4 28 21 20 32 40 11 . 13'nai Israel 5 6 5 3 4 4 6 3 2"

Kehillat Chaim 10 l'.l 20 15 17 14 10 13 4

J'lle Temple 20 32 40 55 4 9 37 41 22 31 31

Etz Chaim 11 33 43 43 4 2 40 Jl 43 43

B'nai Torah 20 24 20 23 20 23 32 18

Ueth Tikvah 19 21 21 18 19 15 26 20

Shearith Israe l 25 13 9 16 8 6 6 7

Sinai 22 27 23 30 35 JO 34 18 21

Emanu-El 32 29 37 36 36 35 47 37 18

Beth Shalom 20 19 12 17 30 13 17 26

'.) r Ve Shalom 13 15 15 10 10 7 10

Kol Emeth 35 36 54 37 J3 39 37 28 17

Emory University 6 6 8 9 9 8 10 5 4

Midrasha 45 -- -- -- -- -- -- -- -- -- --

l\mit

31 287 320 346 33'.l '.319 286 322 299 153

13 Ungraded

* Denotes confirmation Class ~* This chart does not include the enrol l ment from

Beth David which did not provide the information request e d .

8 10 10 8

2*

8 2

20 13*

19 31*

24 17*

12* 12*

37 33 13 7 -- -- -- --

130 118 23 15

AMIT 13 Pre/K-2 984 3-7 1,559 8-12 439

.,

~ ~

<..J t:..,O

255

40

126

391

329

180

159

90

, 290

348

154

80

340

65

135

2,982

PHONE No. : 12122608760 Mar.31 1992 1:13PM P02From »’ Ukeles Associates Inc.

tbsstxi;,“ .......... -

S\a

Atlanta Jewish Federationן753 paacfitr&e Rood, Nt.,1n 9ast/AHania, G^orota 30 ג09</104-8ל3- ו66ו /fax •*04-874-7043

Karch 30, 1992

Mr. Horton MandelCouncil on Initiatives in Jewish Education

o Ukalee Associates, Inc. Broadway, Suite SOS !יםi. - York, New York 10012

Dear Mort:

It gives me great pleasure to submit the Atlanta Jewish community's Application to becone a lead community of the Council on Initiatives in Jewish Education.

Atlanta's well-developed, closely-knit Jewish community, numbering fiome 70,000, is deeply committed to nurturing all levels of Jewish education through ' systematic community-wide planning end the delivery of tveellent programming. Vic• are a communicy that Is ready and able to a9aume a national leadership role in field of Jewish Education, as we have in campaign, resettlement, and local «וי

riaaning.

As chairman of the newly created Council for,Jewish.Continuity (CJC) and past President of the Atlanta Jewish Federation, I am privileged to ««rve^with an outstanding coalition of rabbis, educators, and communal leaders from a variety "f congregations, schools, agencies, and organizations, The CJC is Atlanta's pplicant to the Lead Communities Project, At this time there are tventy-3ix

r uicil members, and we look forward to welcoming a few more individuals in their capacities as lay or professional heads of newly emerging entities within 6ur Jewish education aystem.

The Council for Jewish Continuity is currently staffed by a full time planner at the Atlanta Jewish Federation. Our community plan is to have a full-time — — |j ךprofessional director tor the Council, supported by a Federation planner, both whom will be dedicated solely to Jewish education.

Va in Atlanta look forward to hearing from you and hope to host the CIJE in our community during the coming months.

Sincerely,

William Schatten, M,D.ChairCouncil for Jewish Continuity

PRESIDENT-Dr. S. Perry Brickman * FIRST VICE-PRESIDENT-Gerold Horowitz CE PRES)DENT$-Harry M aziar, Lois Blonder • TRtASURER-Robert Rlnzler • ASSISTANT TREASURE R-Biilie re in m cn

SECRETARY-Dovid Minkin * ASSISTANT SECRETARIES-Judy Kogon. Jock H alpern■ t . - י־׳ ~ a:in . rvr 1 1'״יוr!\ /c pm1 דז׳/יייי״/ל״י־י

F,·orn ,· Ukeles AssocU:ite:s Inc. PHONE No. : 12122608760 ~=..: • . ,. ,, _

Atlanta Je·'Nlsh Federation '763 Peochtr&e Rooa, N<: .• iNOSt/AHanlO, ~rg\o !0309/d04-873•166l/FAX .:0~-87~-,0-43

Karch 30, 1992

Kr. Morton Mandal Council on Init1ativa; in Jewi&h Education

o Ukolas Associate~, Inc. ~'\ ~roadway , Suite 505 i . , York, N•w )'or\.: 1001 ?.

Ooar Mort:

It giv6S me great pleA8u~e to submit the Atlanta Jewish community's Application to becotlle a lead community of the Council on Inithtives in Jewisah £duc-cit:ion.

Atlant4•~ w&ll•developed, eloocly·knit Jewish co=unity, nl\mb~rine AOmP. 70,000, is dee,ily C:Ollllllitt~d to nurt;udne, o.11 levels of J•vhh educoti.on thrnuch ..._ _ _ _ systematic community- wide pl111u1ins o.nd the delivery of e )teell ent: prosr1Ulllllb1g,, \J(• &re a comn:uniry that 1~ re~dy and able to asswne a nAtional leadership role in

')& field or Jewish Education, as ...,e have in c1U:1paign, resetclement, and local ~· ,!.4Ming,

As eha1niian of the newl cre~ted Council for_Jevish Continuitv (CJC) and President ~f the AtlAnta Jcvi.eh Federation, I Am privileged to aerv~ wt an oucstanding coal1L1ou ~f rabbis, educatoro, and co=unAl leaderc from a variety ~f congregations, schools, agencies, ~nd organlzation5, The CJC is Atlanta's

?Plicanc to the l.,eed Communities Proj~ct. At this time there &re t:venty-9ix r mcil members, and we look forward to welcoming a few mor~ individuals in their capacities as lay or professional heads of nuwly emerging entities within our Jewiah •ducation systGm.

/

The Counc1.l for Jewish ~onc1nu1t:y is curre11Lly &taffed bx a full ti11:_e_ plan:-1er at ~ ~ t:he Atlanta Jewish Federation. Our community pl.an is to have a full•tin-:e ~ i ~ ~tv/ profess!.onal director tor the Council, aupported by ii. Feder~t;.ion pla.nn~r, bo~ \ f IJ vhom will be dedicu~ed ~olely to Jowish •~ueation, ~~ . . . ~a in Atlanta look fon;&rd to hearing from you and hope to hoet the CIJE i.n our colll.lllunity during the coming months.

will1am Schatten, M.D. Chair CoW1cil Co~ Jcwi5h Continuity

PRESIDENT-Dr. S. Perry Bricl<mon • FIRST VICE-PRESIDENT-Gerold Horowitz CE PRESIDENTS-Horry Moz.ior, Lois Blonder • mi:ASURER-Roberl Rlnzler • ASSlSi Ar-.'1 'ITTEASURER-Sillie re:r.r:"'IC,')

SECRE1ARY-Dovid Minkin. ASSsrANT SECRETARIES-Judy Kogen. Joel< Halpern • ~, • · •, • - • • . . ,., - 1• - 111 r-vf" ,.....1 t'-r' \ Jt: t""\.l""'l':,....-1"""\r""I ,.... _ , ,.__, 1 ~ ,-.- .--'

Jewish Atlanta: A Statistical Prof118

Atlanta's Jewish population, with roots originating in the arrival of Jewish

peddler* tn 1845, has evolved into a vibrant sunbelt community experiencing

an increase of almost 24,000 people or a 40% growth r»t« in just 16 years. By the

year 2 0 0 0 , there will be approximately 20,000 children and youth aged 0-18 in the

Jewish Atlantans are generally well educated and upwardly mobile: more than

half hold college degrees and many have »dv*nt»d degrees aa well, The great

majority of Jewish workers in Atlanta ar« professionals, wanagers, or occupy other

Membership in Atlanta ar«a congregations increased by about 65% between 1970

and 198S; by the year 2000 that Increase will reach eloea to 70%. Th« mftaf. rapid

growth Is in the Reform movement, both in terms of tnembershtp and the e 8tablishment

of new congregations. Geographically, this growth is occurring in the suburban

According Co data collected recently, there are 5,124 children in Atlanta

enrolled in formal Jewish education programs. These include 974■ children enrolled

in Jewish pre-schools, 2,982 children 'enrolled in *upplementary school programs and

1,168 enrolled in Jewish day schools. Approximately 3,000 individuals cake

advantage of informal educational opportunities including summer camps, youth

group*, and rripa to Israel.

The Atlanta Jewish community is blessed with many schools, congregations,

agencies and organizations! which provide both formal and informal Jewish

educational programs. The roster of educational programming Includes the

following:

unprecedented growth. The Federation has forecast a Jewish population of

approximately 72,000 by 1 9 ^ and 83,000 by the year 2000. These numbers represent

Atlanta Jewish comnrunity, an increase of about 33% since 1984.

white collar positions.

areas which are experiencing the greatest population increases.

~ I ------

-

Jewish A~lanca: A Statistical P~o!~le

Atlanta's Jewish population, with rootc originating in the arrival of Jewis~

peddler, 1n 18451

h&t ovolve~ into a vibrane aun.b•lt community axperiencing

unpraoodented growth. The Fe6erat1on ha5 for•caat a Je~1ah population of

•ppro~iaAeely 72,000 by 19(1, &nd 83,000 by tho year 2000. Theaa numbara represent

an iru:ra&5e of almost 24,000 people or a 40• grovth rata in ju~t 16 yea~•- By ~he

y~ar 2000, there will be appruximately 20,000 children and youth ag~rl 0-18 in the

Jewish Atla.nt&nJI are generally vell educated and upwardly mobile: more than

llllljoricy of Jewiah Yorkers in Atl&nta are profeaaional1, ~~n•eer&, or occupy other

white collar poaitiona.

Me~erahip in Atlanta area congregationc increased by abou t 65\ b~NP-en 197 0

and 1988; by the year 2000 thdt incroaoe vlll reach cloaa to 70~ . ThA mnar. rA~id

srowt:h 1s in ~a tl.e£orm 111ovement, both in terms of 111amberchip and t:he establishm~nt:

of new congregations. CeogrAphically, thi5 grovth i• occurrins in the ~uburbAn

•rea■ which are •xp•riencin~ t:he groato5t p ,opulat:ion increaaesi.

According to data collec~ed recently, there are 5,124 children in AtlAnta

enrolled in formal Jevish oducAtion progr&.c1~. These include 974 children en~olled

1n Jowiah pro-schools, 2,982 children ~nrolled in •upplem~neAry school program~ And

advAntage of inform.al educAtion8.l opportunities inc1uding s\.l,DUner camps, youth

g~oupa, and trip• to Iarael .

•genciea and organi~atioru which provide both formal and informal J•vish

educational pr05ram». The roster of ed~ca~ional programming includ.» th•

following:

------' -------- —— ״־

1. *fourteen *upplenentary Claraejrvtary^schools

2 . On^^^omSSiiit^y supplementary 1igh sct)j>erT3 . _Egu.g oongr»g*tlon-b*8ed supplementary high schools

A T h r e e day-*g*«>^ T) 1' Jl ל*5. One Reform day *chool which will open for *cademie year 1992-93 J€. On6 fully accredited *11 day hl5h_jt_£h£Q7 . 'J^ish educational programs for college students, including Hillel programs, an

•ndowed chair and major in Judaic Studies at Emory University, internships with Jewish agencies, weekly Torah study groups, and travel grants for work and*tudy in I»rael.

8 . One program for developmentally disabled young adults9. One •upplementary program for learning disabled children

10. Seventeen pre-school programs at congregations and the Atlanta Jewish Community Centers

11. One supplementary education program for new American families, both parents and chi Ideen-y (r

12. One RSOL program with Judaic content for new Americans13. One^network of adult education classes provided by the Atlanta Scholars Kollel iA. Eighteen congregations providing ongoing adult education programs15. A family life education program (in tho planning stage) organized by the Day

School Council16. A third year extension of the Vexner Heritage Foundation for 19 pa.£t,it;ipan~517. A range of family life education, adult, senior adult, and children’s programs

in Jewish education offered by the Atlanta Jewish Community Center.18. A Holocaust education program for schools in Metro Atlanta19. Seven summer camp programs provided by the AJCC and Chabad20. Twenty eight youth group programs offered by congregations, BBYO, and Young

JudftA21. Participation in the Alexander Muss High School in Israel22. An array o£ programs sponsored by Chabad, including adult learning, special

programs for women, and Jewish Studies wit.11 college students

Atlanta has an estimated 165 persons working professionally in Jewish

education. Some of these individuals hold more than one position by combining work

at day *ohoolo, *uppleaentary schools and other community education programs.

It i* estimated that current__&pAndlnp. In Jewish education in Atlanta exceeds

$1 1 .A allllon. including community funds as well as funds expended by individuals,

The cohesion of Atlanta's Jewish community is reflected in the strength of its

Federati&n. The community campaign grew by 13.7% from 1988 to 1930, compared with

an average growth of 2.9% in other large cities. The 1991 campaign achievement was

$11,661,000 and the community anticipates exceeding its 1992 goal of $12.3 million

by $300,000. The ?,•deration'* Endowment Funds grew by 78.1% from 1988 to 1990.

These Statistics paint a portrait of a diverse and growing Jewish community

with an abundance of opportunities to deepen its Jewish identity. Our challenge is

to work toward a community-wide vision of Jewish education while respecting and

• ucav.raging differences in orientation and approach.

j

. I I

,-.. -, .. .

-l. "-(ou.rt•en •_;1pphmencary ~.o.c~ acnoo_ls 2. C>ne coCD111unit-y aupplementary '1:i~crt 3. ~congregation-baaed aupplemantary high achoola 4 _, ThrH , .., .. ...... avt l ~~ ',)

1• J. 7.

S. One Reform day achool vhich will op•n for academic year 1992-93 1/

6, ~ f1.1lly aecr•dited all d..y hi&!:'Jcbool 7, )-;;iBh educationa.l progra:.s for college students, incl1.1ding Hillel progr$.Jllt, an

endowed chair and rujor in Judaic Studies at Emory University, internship~ with J•viah agenci••• weekly Torah •tudy groups, and travel grants for vo:k and

swdy in I ■rael. a. Ona program for developmentally disabled you...~s adultg 9. One eupplemantary program for learning d~aabled children

10. Seventeen pr• • achool program~ at oongresationa and the Atlanta Jewi&h Community Centu·a

11, One a1.1pplo~entary edueation proGrA.m £or new American £a.milies, both parent& and

childr.&""°" 1, 12. One ESOL program with Judaic content for ft•Y A=arican& 13. One ' ne~ork of adult education classes provided by the Atlanta Scholars Y.o~lel 14. Eighte$n congregations providing ongoing adult education programs 1S, A f'Amily life oducation program (in tho planning stage) organLz:;ed by tbe Day

Scl\ool C:ouncil _..-16, A third year •xten.sion of the Yexne~ Herito.se Foundation £or 19 parLi~ipan~~ 17. A r•nge of family life education, adult, aenior adult, &nd children's program&

in Jeviah education offered by th& Atlanta J•vi&h Community Center. 18. A Holoeau..t education program for achools in Metro Aclanca 19. Seven aummer camp programs provided by the AJCC and Chabad 20. Twenty eight youth group progra.ma offered by congregatio1\S, BBYO, ~ml Yuung

Jud&a 21, P•rtieip•tion in tho Alexander Mus■ High School in lsn1el 22. An arrAy of prosrau,o ■pon:sored by Chobad, including adult

0

leo.rnin~, .special program• £or women, and. Jewi•h Studitow vit.h college Ptudent$

Atlanta has al'\ eacimac~d 165 p~r$ons vo~~ing profession.ally in Jewish

•dueation. Some of th••• individw:i.ls hold more than on~ po•i~ion by combining wo~k ----•t day aohoola, •uppl•hlent&ry aehool.~ and othc:: coami1.mity oducat:iou 1n.:ogrAIDs,

It 1• ••eimAted that ~p•odin~ in Jowi.sh education in Atlanta exceeds

$11.4 million. including community funds•• vell as funds expended by individual s, -Tho coha.sion of Atlanta's Jewish communicy is reflected in the atr•ngth of its

Federacion. The community campalgn grew by 13.71 fro~ 1988 to 1990, compared wi~h

~n aver~ge grovch of 2.9\ in other large cities. The 19Yl ca.t11paign achieve~ent was

Qll,681,000 -.nd the community anticipatoa exceeding ics 1992 goal of $12.3 million

by $l00,000. Tho ~.doration1 a !ndowment Funds grew by 78.11 from 1988 to 1~90.

Theae atatiatics paint a portrait of a divars~ and growing Jewi11h communic:y

with an ab\il'ld..e.ncc of opport=ities to deepen its Jewish ide~~i~. ~= ch4ll~nge t,

to vork toward a com.:nmity•wide vision of Jewish education while respecting And

,

Atlanta: Studies of the Jewish Community*nd Itc Educational Needs

In Ray 1990, the Atlanta Jewish community, under the *uspices of the Atlanta

Jewish Federation, completed a long range strategic planning otudy to ascertain how

the community will change, pinpoint what the community'a needs will be, and determine

the extant and best uaa of resources that will be necessary to effect change, The

viaion that *merged was that Atlanta's Jewish community aspires to be a leading center

of Jewish life in North America, contributing to the continuity of Jewish people In

The Year 2000 study defined a •et of priority areas to which community resources

will be directed in the future. *Fostering Jewish Identity and Knowledge" emerged as

one of the community'a top two priorities, resulting in increased Federation funding

to Jewish day schools and a commitment to further develop Jewish educational

programming.

In 1989, the Year 2000 Community Services Task Force commissioned JESNA to

perform a study of planning in Jewish education and to explore options for change.

The JESNA study recommended that Jewish educational planning in Atlanta be proactive,

address long range be linked Co fuxiding, engage all educating institutions,

include both formal *nd informal education, and involve top lay leadership in the

community. Among the *pacific recommendations were a differentiation between

macro-planning and jticro-planning, the creation of a lay comittee at Federation

charged with planning in Jewish education, and a redefinition of the role and

functions of the Bureau of Jewish Education.

Implementation of ehe JESNA study reconnnendations began in 1990. The process

gained further momentum in April 1991 when the Federation created an Ad Hoc Committee

to *eudy *i\d review the roles and responsibilities of the Atlanta Bureau of Jewish

Atlanta, in Israel a.nd around the world.

Education, gather information about current Jewish educational programs in the

to a

- ..

-··-- _ .. __ _

Atlanta: Studies of the Jewish Com:nunity •nd Its £cucationel Needs

In May 1990, the Atlanta Jewish cormuni.ty , Wider the •1.t.4pice5 of the Atlanta

J~wish Federa~ion, completed• long range etraeegie p1an.nins otudy to aacer~ain how - --- ------·- -----

the community vill change, ~inpoint what the comm1.1.nity'• needs vill be, &Tid dc~el'.'llline

the •xtene end best WI• of r•sourceD that will be nec•aDary to effect chan~~. The

vi■ion th&t amerg•d vas that Atlanta' ■ J•wich commu.ni~ a■pires to be a leadin~ center

of Jeviah lif• in North America, contribucins to ehe oont1nuit1 of ~•w15h people in

Atlanta, in Itrael and around th• world,

'The Y•Ar 2000 •rudy defined a ••t of priority are~~ to which co=unity re6ou.ces

will be directed in tha future. •Fostering Jewish Identity and Knowled~e~ emersed as .- ---one of the communiey'• top t:vo priori.ti••• resulting in increased Toderation fundin&

to Jev1sh day •choola -..nd a commit:m•nt to further develop Jewish odu~ational

-programming,

In 1989, t:he Yaar 2000 Community Sorvice9 Task Foree c o111.11:issioned JESNA t:o

perform A ■tudy of planning in Jewi5h oducacion and to explore opt1ons for change, ------

Tho ~ESNA study rocomi:aended chat Jewish e~ucation.a.l planning in Atlanta be proactive ,

ad.d.ra ■ s long rang• l••u.a•, be linlced to tu.nding, engage all oducat:ing 1ns~it:ut1ons ,

include both formal and informal e ducation, &nd 1n~olve top lay leadership in the

community. Anio1\g the ■pacific recommend.at.ions were a d1!:ferentiation between

lll.4cro-pltlnning and :icro- plArtning, the creation of a lay cotc::1ittee &t f ederation

eharged with planning in Jewish oducation, and a redefinition of the role and

function■ o! t:he Sur&au of Jewi~h Education,

1mpl•mentae1on o~ che JESNA Dtudy recoimn~nc;iations began in 1990. The process

~•ined fu.rcher momentun in April 1991 when the Fed6rAtion c~eated an Ad Hoc Co1:mittee

to aeudy and review the roles and responsibili~ie~ o! t:he A~lanta ~ureau cf Je~i&h

Educaeion , gathor infonaation about: current Jevish educational programs 1n the

~d dovelop vit h~ • 11•t or !unctions an~ programs crit1c&l to a

complece e o mmunlt:y J•vi~h educa t i on ayseom.

Commi ctee in carrying oue its ~ission.

-·

A c o1:11muni ty planner ass i s t ed t he I

Among the »ajor finding# of the Ad Hoc Co&aitt•• vara the importance of:

developing the Jewish education profession with port recruitment, training and

ret«ntion *fforts; providing more supportive sarvieas to •ducators and educating

institutions; involving eorounlty and congregational lay leaders in Jewish educational

programs; nerging community resources, •uch as th• library, archives, and other

reiource canters into * central location; and planning and coordination on a

community-wide basis.

Vvisc as Atlanta, turned to JESNA for outside atciatanea, tha most recent study

process alco included outside consultations. Th« first was with Dr. Chaim Peri, an

raeli educational leader, followed by a three month eelf examination process with

. . Adrianne Bank, a leading consultant in Jewish •ducation. Dr. Bank's work with the

Atlanta community began, with an extensive and inclusiv* process of defining Atlanta's

vision for Jewish education. In light of the findings of the Ad Hoc Committee's work

on the functions necessary for Atlanta's educational community, Dr. Bank recommended a

ay<1 Com of structure* within 4n overall inter ־related Jewish educational system,

including;

* The Jewish Educational Services, an agency dedicated to the development of ulus Jewish education profession and the provision of supportive services to educators and educating institutions.

* The Council for Jewish Continuity, which has already been created, to provide asupporting base of leadership, direction, and strategic planning for Atlanta's Jewish educating system. ' ‘ *

The Jewish Education Fund, a n •יי| e w endowment fund specifically dedicated to the

i funding of new and innovative Jewish education programs. —

* The Jewish Heritage Center, to bring together the community Jewish library, community archives. Holocaust Center, and teacher resource center.

* The strengthening of the roles of education-related councils in the community andthe creation of additional ones, as deemed necessary.

* The reassignment of responsibility for certain direct educating services, such as supplementary high school education and Jewish education for the developaentally disabled.

(* The addition of professional staff dedicated solely to community planning in Ir----- •ducati&A.

The broadening of the mission and responsibilities of the Israel Program Center.

..... 1

-Among the Ja.Ajor findinga of the Ad Hoo Com.mitt•• ~•r• the tm~nrta~ce of:

developing the Jevi•h ed~eation prof$a•ion with =ore racruitm~~. training and

retention •fforta; providin& ~ore •upportiv• ••rvie•s to aduc•tors and adueating ---------prosrama; aer&ing community r•souroet, 1uch a& the library, &rchives, and oth~r

re•ouree eentera into a oentral location; and planning &nd coordination on•

r~■ e aa Atlanta t:urnad to JESNA for outs:id.• a.u:iatanca, tha moat raeent i:tudy

proeoa• alco inoludad outJ1ido cons:ultation~. Th■ £!rat waa with Dr. Chaim P@ri, an

raeli educational leader , followed by• three month aelf ex&.mination procass with

. Adrianne Bank, a lea~ing ooneultant in Jewiah education. Dr. Bank's ~ork wi~h the

Atlant~ 001J1JDunity began with an extensive and inclusive proee•c of d.efining Atlanta'a

vld.on £or J•wi.11h •d.ucati.on. In li&ht of the findingir of the Ad Hoe Committae'a work

on the function, neee,aary for Atlanta'• educational community, Dr. Bank recommended a

•y•~am of atructure~ wichin ari overall inter~relacad Je¥ish educational system,

inc ludi.ng:

I I

I

The JewiRh Educational Services, an agency dedicated to the development of 1.;lu~ t Jowish education profession and tbB provisio n ot supportive services to Bducacors a.:nd •ducating inatitu:iona ,

,_ l .,. i

The Council for Jewish Continuity, which has already been c~e&t~d, t.v p~ovide a •upporting base of leadership, direct.ion, and 5trategic planning for Atlanta 's Jewish educating syst$~.

- • - - t

--- I '!'he J•~i•h ~ducation Fund, a new eudowment fund •p•cifically dedicGted to the ~ funding of naw and innovative Jevish •ducation programs. --------11 ------.. - - ---- -------

*

The Jewish Haritage Center, to bring together the community Jewish library , eom111unit:y archive&, Holocaust Center, and teacher resource center.

The at1·engthening o'f t.he roll!~ or ed1.1cClC!.on-related councils in the community and the creation of add1tional onea, as doenuod neees5ary.

* The reassignment of responsibility for cer~ain cirect educeting services, / •uch &Ii •upplell)entary high echool education and Jewish education £01.· the d..ve lopmoneally disabled,

_-, \* The addition of profe$sional $taff dedicat~d solely to comi:nunity planning in f 7 ~J\ ~ ~vi•h •dueatio~ . J * The broadenin~ 0£ the mission and responsibilities of the Israel Program Center.

Atlanta: Leading the Wav In Jewish Education

A Tradition of Jewish Learning: The Jewish community of Atlanta is a warm and

waleoming on•, ■with a *trong •ana• of cohesion and tradition. Ov*r the years, a broad

range of communal inatitutionc and congregations haa emerged to aarva cha diverse

needs and Interests of Atlanta's Jewish population. Strong schools, active

congregations, and conrrittad individuals hava worked together to foster an environment

of Jewish learning. Jewish education has helped Atlanta meet the challenges of

croating a Jewish community and maintaining Jewish traditions during Atlanta's

anoitien from a email Jewish community in the South to an emerging Jawith community

the Sunbelt,

For generations, the Jewish community of Atlanta ha* *erved as a hub for the

constellation of Jewish communities in the region. Various aarvicas and programs havo

baen brought to Atlanta's neighbors, and they have availed themselves of programs and

itrvieea within the Atlanta Jewish oommunity, including educational conferences,

retreats, mission* to Israel and community consultations.

Establishing the Foundation for Communal Change; The Atlanta Jewish community

has built a *olid foundation for aupporting change, innovation and growth in Jewish

education. A planning process began in 1984 with a population *tudy and was followed

_n 1989 with a Diajor strategic planning study ־ the Year 2000. The community' s

capacity to Mobilize, organize and Initiate systemic change was evident in this major

community undertaking. The Year 2000 identified Jewish education as a top priority

resulting in the Atlanta Jewish Federation's commitment to it in its planning and

allocations process. The Jewish community's financial resources have grown and itsV/

capacity to generate funding for Jewish education has been proven, /\

Systematic community-wid« planning has also characterized Atlanta's work in

Jawish •ducation. Through an inclusive process of community consultations and

meetings, Atlanta's vision for Jewish education has been defined, necessary functions

have been identified, and new central structures and an enhanced support system are

being implemented.

The Council for Jewish Continuity is! one of the str־uc.tt״r** which haa be-cn

,J._.....:,,,..__ ••

Atlanta: t...ading the ~av i~ J•wiah Education

~eed• and 1ntereets of Atlanta•~ Jewish population . Strons schools, active

of Jewi•h loaming . Jo~ich •du0ation has helped Atlanta meat the challensaa of

cr0Atin5 a Jewish comnrun!.t:y ar,d 11ud.ntaining. Jewis:h traditions: durin5 A.tlanta 1 ,.

anoition £rom • ■mAll ~•wish cot:r=unity in th• South to an ■morsing Jowi£h eollllJ:unity

the S1.1nbalt.

For generation.a, ehe Jewiah communlty of Atlanta ha• •erved as a hub !or the

b■en brought to Atla.nta'e neighhor~, and they have availed th■maelvem of program■ and

•ervieea vithin tho Atlanta Jeuich oommu.nity, includins educational confaranca$,

retreats, miaaioru- to 1■ra•l and community consultations,

ha• built a solid fou.pdation £or aupporting change, innovation and growth in Jewish

•ducation. A planning proco~~ began in 1984 vith a population study and was followed

_n 1989 wit.:.h ~ nu,.joi: st.r-a.t.egic planning i.tudy - the Ye.er 2000, The co=unity's

capacity to mobilize, organize a.nd initiate i,y5temic eha.nge va.s evident: in this mtajor

community u:ndorcaking, Th~ Yaar 2000 identified Jewish education as a top priority

resultint, in tbe Atlanta Jewish Federation's eommitment to i~ !.n ie.s pl&T'lning and

allocations procegg. The Jewish colllll!unity's financial rei.ources hav~ gro'WT'I and its

capacity to generate funding for Jewish education hai. been proven.

Syscematic COIIIUlWliCy•wid~ plannin& has al■o eharaeteri:ed Atlant& 1 3 ~ork in

J•w1ah education, Through an inclusive proco55 of community coni,ultations and

meeting&, Atlanta's vision £or J~wish education ha~ been defined, nece~aaty funeeion~

have been identified, ~nd new concr•l i.tructures and an e!'lhaneed support ay:te~ are

being implemented.

The Coune1.l ~or Jowi~h CQnth,.ui1:.1 1" one of th~ strv~t:ur .. Jt vhich has bc-c-n

established as part of the naw *y*tem. The ■embers rtpreient a coalition of communal

agencies, organization*, *ehools, educational councils, the rabbinic community and all

th• denominational branches of Judaism. The community process of studying Jewish

education ha* generated a great deal of enthusiasm for its potential growth and

development. Atlanta1* Jewish community has reached a level of maturity which has

facilitated calf♦examination and positions Atlanta to reach new heights. Thera is a

cadre of trained and educated people from whioh to recruit the leaders needed to move

forward. The excitement and feeling of momentum have inspired the community to work

Iward a unified vision and to meet the educational challenges of tomorrow,

tieular attention will b• giv«n to three challenges: the r®or\1itaent and training׳. 1

of educators, the provision of formal and informal educational opportunities for

teens, and the development of a high quality array of programs in adult education.

Atlanta: Toward a Vision of Excellence: Asked what they desired in the way of

laaming opportunities both for themselves and their children, Jews in Atlanta

suggested a multitude of subj acts and a variety of formats. Tilt: common threads

running through their answers were that they wanted high quality educational options 1

which responded to the needs of learners of all ages and levels. They wanted to reach

out and encourage those not yet involved to enrich their live3 by such learning.

Atlanta's vision for Jewish education is "to be an educating conuaunity for

Irfelong learning,״ a vision in which every Jewish person and family living in Atlanta

will find ways to deepen their understanding and connection to their Jewish heritage.

The vi&ion calls for the provision of attractive, affordable, accessible learning

opportunities for people of all ages through an integrated system of Jewish educatingj

institutions, both formal and informal, Atlantans envision their educating system as a

kal center of Jewish learning, a focal point for both the small and the emerging־egio1־1

communitle* in the South. Atlanta's vision Is to wind the thread of tradition from

its ancestors who first peddled their wares on the streets of the city to its

descendants who will carry forward the great traditions of Jewish learning.

, . .... . .

••t&bli•hed &a part of the naw •Y•t•m. Th• aembers rep~osont a coalition of col:lliDunal

~h• ~no~inational branch•~ 0£ Judaism. Th~ community process of studying Jewish

education ha• generated a great deal of onthus1a..m for its potent1Al grovth and

faciiitated aelf••XA!!lination and po~itiona Atl4nta to reach new h~ight:. The~e is a

forvard. The exeitam•nt and f••ling of momentum have inspired the community to vork

)Ward a \mifi•d v1•1on and to meet the odueation-lll ohallengcs of tomorrow,

·tleular attention vill be 5ivan to threo challeng+a: the reoruitmene and trainin5

of edueatora, the provlaion of foi-mal and informal •ducational opportunitie~ for

t••ns, and th• d•v•lopment of a high quality array of programs in adult $duc~tion.

Atlanta! Tovard a Vision of Excellence: Asked what they desired in the way of

learning opportunit1o~ both for themselves and their childran, Jews in Atlanta

•uggosted a multitude of subjact.s and a variety 0£ fonnllt.,, The C<>UW1011 t.hreads

running through cheir answers were that they wanted high quelity educational op ~ions

which ra•pond.od to the needs of learners of All Age& and levels. 'they wanted to ri,c,.ch

out and Gnc:o\l.ragc ~oac not yet involvad to enrich the.tr lives by such leo.rulng .

Atlanta's vision for Jewish ~ducation ia •to be an educa~ing co=unity for

lJ.felong looming,• a vision in which every Jewish person and family living in Atlan:a

will find woy• to d.ocpcn choir u.nd.e.rstanding and connection to their Jewish heritage.

n1& viflion ce,.lls !or tlu, provi~ion ot attract.ive, a!!ord.able, acc:essible learning

opportunitic5 for people of all ages through an inte&~ated system of Jewish educe~ini \ ' in.tit\l.tion•, both fo~l and informal, Atlantans envision their educating system as a ]

i:flgional c•ntc.1,· of Joviah lc.arning, a focal point for both the a111t1ll and th"' a111er~i11~

communities in the South. Atlanta's vision is to Vind the thread of traditio~ from

its ..nceators who tirst peddled their vares on the at~eets of the eity eo its

de s rand&nta vho will carry forward tho s~&a~ traditions of Jeviah lea~~ini.

6

A t la n t a : R »c»nt Comunitry Ir.t tlotivtis

The Atlanta Jewish community has been enriched with a vide array of new

initiatives in Jewish aducation, ranging from a very broad community review of the

educational •arvieac and programs to a series o£ very specific educational courses.

The Atlanta community' a major educational innovation has been the

coumrunity-wide planning process spearheaded by the Federation with tha involvement of

all sector* of the oducationa.1 community. This process, articulated elsewhere in

this document, vill provide a community context a& well as resources for planning

future initiatives in Jewish aducation.

Accompanying the cotnmunity-wide planning procase hac bean a profusion of new

programming by individual institutions. Among these new initiatives aro:

* Atlanta day *ohools received *wurd* for excellence for replicable programs In

rabbinics, oommunity aervica, apacial education, and integrated curriculum, a»

wall as recognition as Georgia School a of Excellence.

* A Reform Jewish dLay school, founded in 1991, will open in September 1992.

+ The Atlanta Day School Council ‘has:

\i1[ - conducted joint studies of Ceacher benefits and school operations

initiated plans for a family life education program for both day school and ־

non-day school families

* YeShiva High School instituted a rabbinic teaching intern program with teaching

in the norning and Jewish learning in the afternoon.

* The Atlanta Scholars Kollel (ASK), founded three and a half years ago, engages

approximately 500 persons per week In about SO adult education classes,

* The Atlanta Bureau of Jewish Education sponsored a family life education

conference for •ducators and lay leaders in educating institutions in November

1991. There was an unprecedented attendance of 300 at the conference which

featured four *ducators from the Whizin Institute in Los Angeles.

* Last fall, the Reform congregations Jointly sponsored their annual spirituality

conference for their congregants.

*■ Several of the larger community congregations hosted scholar-in־residcnce

7

·triffrn · ·- -· · •--

initiativos in JewiAh education, ranging from a very broad co=unity r•view o! the

Tho Atlanta co=iunity's ~ajor aducational innovation hac b••n the

conmn.miey- vidQ planning proC0$C ~pearheaded by ehe F•doratl~n wieh th• involvemene of

all aoctora of the oduoatioiu.1 oom:munity. Thia proe•s~, articulated elaeuhere in

futuro initiativ•a in Jewiah Aduc&tion.

Aecompanying the eotimiu.nity-wid• planning proeeea hA~ baQn a profusion of new

prosra.mming by individu.a1 iru:tit:v.tion11. bong theae n~w init1at1V~~ -~A:

vell aa r•cognition &a Georgia Sehon]A of £xcell&nee.

* A Reform Jewish day school, £ound~d in 1991, will open in September 1992.

* The Atlanta Day School Council 'ha5:

\J p condl.lct:•d joint 111tudioi. of t.oaclier bonofits and achool oper4li:iont

- iniciat•d plans for~ family life education program for both day school a~d

non-d.&y aehool fa..milios

* Y~shiva High School instituted a rabbinic teaching intern progr4.lll with teaching

in the morning uid Javisn learning in the Aftornoon,

w l'he htlanta Scholara Kol1el (ASK), £oundud three and a hall Y6•r• ago, enga~e~

approximately SOO pBrson» per w~~k in about SO &dult education el&&~ea.

• The Atlanta iureau of Jewish Educat1on sponsored a family life educa~1on

eonfer•nce for •ducators •nd lay leaders in educaLing institutions in Novembe~

1991. Thero was an unprecedented attend..b.nee of 300 at the con!ereneo which

feature~ tour educators from the W111zin Institute in t.os Arlgoles,

* Last tall, the Refot111 congregations jointly sponsored their annual epirituolity

con!orenco for their congregantg.

•· Soveral of the larger community congreg&cions host~d scholar-in•residonce

7

weekends this past winter vhich were open to nembere of the entire community.

Dennis Praeger, Danny Siegel, *nd Ron Uolfson were ar&ong the guest scholars.

* The American Jewish Committee, the Atlanta Jewish Community Center, the Atlanta

Jewish Federation, the Atlanta Rabbinical Association, and Jewish Family Service

Jointly sponsored a day long symposium on Jewish survival at the •nd of March

1992.

* &®ory University's Department of Religion is sponsoring a series of lectures and

events on Sephardic Jewish history and culture, The Sephardic Odyssey: 1A92-19S2.

* The Atlanta Jewish Youth Professionals, a grass roots organization, is

sponsoring a series of training program® for advisors and youth leaders and

community-wide programs for youth.

* ^yenty-one leader® in the Jewish comsunity participated In the tvo year Wexner

HeriCfige Foundation proKtan. Nineteen of them are participating in a third year_ -M,nn- 1 1!U_ >[ ||rr■■' " *1,1 WhmiH***י"

of intensive strudy at their own expense.

* One of Atlanta's congregations sponsored a lively community Purim parade through

a Jewish neighborhood with costumed marchers end entertainment.

* The Atlanta Jewish Community Center has initiated « variety of Jewish

educational programs during the last few years:

- an Institute for Adult Enrichment with classes on H&lacha, Jewish current

•vents, and other topics attended by 80 100 ־ adults a week

- a Family Ties program for single parent families with emphasis on Jewish

family life education, Shabbat experiences, holiday workshops and

celebrations, and parenting classes which combine traditional parenting skillfl

with Jewish tradition and ritual

* a Soviet acculturation program which includes holiday workshops and a family

Sunday school- Shalom Sunday

* A Shabbaton weekend for adults, initiated by a group of community leaders,

hosted Rabbi Yitz Greenberg from CLAL for an experience in Jewish learning.

The scope and variety of community initiatives indica-tcs Atlanta's capacity and

readiness to move to the forefront of Jewish education in North America.

- . . . . . . . .....

••okendtil thi• past vintcr vhieh ware Ol)•t\ to aembers of thP. end.re community.

Denn15 Pra•5•r, Danny Siegel, a.nd Ron ~olf,on ver• •~nne the guest acholars .

* The A.=eric~n Jeviah Co=ittoc, th• Atl&nca Jeviah Community Center, th~ Atlanta

jointly •ponaored a day long •yarposium on J~wish •urvival at the end of Ha~ch

1992 . --... * t;Gaory Univor•lty'• Department of Rellgion i• •ponaoring a aerie• of lectures and ~--------

events on Sephardic J~wi5h history and cult~re, The Sephardic Odys&ey: 1492-1992.

* nie Atlanta Jewiah Youth Profaaaionala, a grass root~ organization, 1s

•ponsorins • •ories of trainin~ progra.ms for advi•ora and youeh leaders and

cotimrUnity-widlll programa for youth.

* ~ent;y·onts leaders in the Jeviah 00'111:11\l.nity participat ~d {fl the t:vo year Yexner j Heritage Foundation ?rosr&Jn. Nineteen of them are participating in a third year ----~--- _, ... -....... of intenaive study at their own expense.

* One of Atl•nta' a congr~gation11 •pons1ored a lively communicy Purim parade throuih

a Jewish neighborhood with costumed ID.Archers ■nd entortAinment.

* The Atlanta Jewish Community Center has 1n1tiaeed a v~riety of Jewish

• an Inatit:\lte for Adult Enr1chmenc with cla~~ss on Halacha, Jeviah current

events, and other topics attand.ed by 80 · 100 adults a week

- • Family Ties program for single p&ren~ families vi~h ell:'ph••i~ on JewL$h

family life education, Shabbat experiences, holiday worb.hop• and

eelebratiorut, and parenting clas•es which combine tradition•l parenting ak1llft

with Jewish tradition and rit:u..a.l

• a Soviet accultur&t1on p=ogrB.l: which includes holic!.ey wo~k$hops and a fU1ily

SundAy school- Sha1om S\.U'\e.A)'

* A Shabbaton weekend for adults, in1t1Bted by• group of eoamru.l\ity lead•r1,

boated Rabbi Yitz Greenberg from CLJi.L f o r an experience in Jowiah l aarntng .

t'oa•iina11s to move to the forefront of Jewiah education in North America. .

8

COMMUNITY: ATLANTAJEW ISH POPULATION:

SUM MARY STA TEM EN T: Atlanta’s proposal highlights the dramatic growthundergone by the city’s Jewish community over the last few decades. It points out that the funds available to the Federation have also increased significantly. Whereas other large cities community campaigns had an average growth rate of 2.9% between 1988 and 1990, Atlanta’s rate was 13.7%. Federation Endowment Funds grew by 78.1% during that same period. The city aspires to be a regional center for Jewish activities.

CU RREN T STATUS OF EDUCATION PRO G RA M S: Atlanta currently supports a full roster of formal and informal activities, including day schools, supplementary schools and high schools and a range of formal and informal activities for youth and adults.

LEA D ERSH IP AND PLANNING: The Council for Jewish Continuity (established 1992) follows up on the work of the Year 2000 Community Services Task Force which commissioned a formal study of Jewish education in 1990. In addition, Atlanta has more recently employed Jewish education experts Dr. Chaim Peri and Dr. A drienne Bank as consultants in its planning process^/ Atlanta has formally articulated" severaf^goalsT־"

\ ^includrn־g esrabl!shtngXne^agency dedicated to the training and support of educators and־educational institutions, a new endowment fund specifically for new education programs,

1 and the creation of a Jewish Heritage Center housing a Holocaust Center, library, archives, and teacher resource center._______________________ ___________________________________j

Chair: William Schatten, M.D. past President of Atlanta Jewish Federation

Staff: Professional staff to be hired

CO.MMUNITY: 'ATIANTA JEWISH POPULATION:

SUMMARY STATEMENT: Atlanta's proposal highlights the dramatic growth undergone by the city's Jewish community over the last few decades. It points out that the funds available to the Federation have also increased significantly. Whereas other large cities community campaigns had an average growth rate of 2.9% between 1988 and 1990, Atlanta's rate was 13.7%. Federation Endowment Funds grew by 78.1 % during that same period. The city aspires to be a regional center for Jewish activities.

CURRENT STATUS OF EDUCATION PROGRAMS: Atlanta currently supports a full roster of formal and informal activities, including day schools, supplementary schools and high schools and a range of formal and informal activities for youth and adults.

LEADERSHIP AND PLANNING: The Council fo r Jewish Continuity (established 1992) follows up o n the work of the Year 2000 Community Services Task Force which commissioned a formal study of Jewish education in 1990. In addition, Atlanta has more recently employed Jewish education experts Dr. Chaim Peri and Dr. Adrienne Bank as consultants in its planning processJ Atlanta has formally articulatea several goals:--'

\ · ·includ1n-g-esrabttsnrng a new agency dedicated to the training and support of educators and educational institutions, a new endowment fund specifically for new education programs, and the creation of a Jewish Heritage Center housing a Holocaust Center, library, archives, and teacher resource center.

Chair: William Schatten, M.D. past President of Atlanta Jewish Federatio~

S taff:

SUMMARY STATEM ENT: Atlanta’s proposal highlights the dramatic growthundergone by the city’s Jewish community over the last few decades. It points out that the funds available to the Federation have also increased significantly. Whereas other large cities community campaigns had an average growth rate of 2.9% between 1988 and 1990, Atlanta’s rate was 13.7%. Federation Endowment Funds grew by 78.1% during that same period. The city aspires to be a regional center for Jewish activities.

CU RREN T STATUS OF EDUCATION PROG RAM S: Atlanta currently supports a full roster of formal and informal activities, including day schools, supplementary schools and high schools and a range of formal and informal activities for youth and adults.

LEA D ERSH IP AND PLANNING: The Council for Jewish Continuity (established 1992) follows up on the work of the Year 2000 Community Services Task Force which commissioned a formal study of Jewish education in 1990. In addition, Atlanta has more recently employed Jewish education experts Dr. Chaim Peri and Dr. Adrienne Bank as consultants in its planning process. Atlanta has formally articulated several goals, including establishing a new agency dedicated to the training and support of educators and educational institutions, a new endowment fund specifically for new education programs, and the creation of a Jewish Heritage Center housing a Holocaust Center, library, archives, and teacher resource center.

Chair: William Schatten, M.D. past President of Atlanta Jewish Federation

COMMUNITY: ATLANTAJEWISH POPULATION:

Professional staff to be hiredStaff:

C01\1MUNITY: ATLANTA JEWISH POPULATION:

SUMMARY STATEMENT: Atlanta 's proposal highlights the dramatic growth undergone by the city's Jewish community over the last few decades. It points out that the funds available to the Federation have also increased significantly. Whereas other large cities community campaigns had an average growth rate of 2.9% between 1988 and 1990, Atlanta's rate was 13.7%. Federation Endowment Funds grew by 78.1 % during that same period. The city aspires to be a regional center for Jewish activities.

CURRENT STATUS OF EDUCATION PROGRAMS: Atlanta currently supports a full roster of fonnal and infonnal activities, including day schools, supplementary schools and high schools and a range of formal and inform al activities for youth and adults.

LEADERSHIP AND PUNNING: The Council for Jewish Continuity (established 1992) follows up on the work of the Year 2000 Community Services Task Force which commissioned a fonnal study of Jewish education in 1990. In addition, Atlanta has more recently employed Jewish education experts Dr. Chaim Peri and Dr. Adrienne Bank as consultants in its planning process. Atlanta has formally articulated several goals, including establishing a new agency dedicated to the training and support of educators and educational institutions, a new endowment fund specifically for new education programs, and the creation of a Jewish Heritage Center housing a Holocaust Center, library, archives, and teacher resource center.

Chair:

Staff:

William Schatten, M .D. past President of Atlanta Jewish Federation

Professional staff to be hired

LEAD COMMUNITY APPLICATION

Council on Initiatives in Jewish Education

Submitted by:

The Council for Jewish Continuity Atlanta, Georgia

March 30, 1992

D E C E IV E D MAR 3 I 199?

- • - • •-• _...__._,._llj"-'-.J I WV

- -----·- -

LE~D CO.M:MUNITY APPLICATION

Council on Initiatives in Jewish Education

Submitted by:

Th~ Coun~il for Jewi~h Continuity Atlanta, Georgi~

March JO, 1992

RECEIVED MAR 3 1 19i?.

ע= Gפ =

1D

Atlanta Jewish FederationPftOChtr&e RoOO, North ו7&3 astyAttantO, Georgia 3009/404-873661 ־ ו/FAX AQ4-B74043?־

March 30, 1992

Mr 1 Morton Handel Council on Initiatives In Jewish Education 0/0 Ukftlas Associates, Inc.611 Broadway, Suit© 505 New York, New York 10012

1ear Mort:

It gives me great pleasure to submit the Atlanta Jewish community's appl ication to become a lead community of the Council on Initiatives in Jewish Education,

Atlanta’!* we 11 י■ developed, closely-knit Jewish community, numbering coma 70,000, is deeply committed to nurturing all levels ©£ Jewish education through systematic community*wide planning »nd the delivery 6f excellent programming, Uo are a community that is ready and able to assume a national leadership role in the field of Jewish Education, as we have in campaign, resettlement, and local planning.

As chairman of the newly created Councillor Jewish—Continuity (CJCV and pasr. President of the Atlanta Jewish'Federation, I am privileged to serve with an outstanding coalition of rabbis, educators, and communal leaders from a variety of congregations, schools, agencies, and organizations. The CJC is Atlanta's applicant to the Lead Communities Project. At this time therfc are twenty-six Council members, and we look forward to welcoming a few more individuals in their capacities as lay or professional heads of newly emerging entities within our ,ewiah •ducatlon system.

The Council for Jewish Continuity 1b currently staffed by a full time planner at the Atlanta Jewish Federation. Our community plan is to have a full*time professional director for the Council, supported by a Federation planner, both of whom will be dedicated solely to Jewish education.

We in Atlanta look forward to hearing from you and hope to host the CIJE in our community during the coming months.

William Schatten, M.D.ChairCouncil for Jewish Continuity

PRESIDENT-Dr. S. Perry Brickman » FIRST VICE־PRESIDENT-Gerald Horowitz VICE PRESIDENTS-Harry M azia r, Lois Blonder * TREASURER-Robert Rlnzler ♦ ASSISTANT TREASURER-Billie Feinm an

SECRETARY-David Minkin • ASSISTANT SECRETARIES-Judy KOQon. Jack H olpern C A M P A IG N CHA1RMAN-S. Stephen Selig III * EXECUTIVE DIRECTOR-David I. Somot

Atlonta Jewish Federation 17~ PeochfT&e Roocl, Norttl80St/Atlan1o. G6<)rgl0 30309/404-.873·166,/FAX ~-874-1043

Karch 30, 1992

Mr. Morton Mandel Council on Initiative& in Jewish Education o/o Ukoloa A.5pociate~, Inc. 611 ~rna~way, Suite 505 Now York 1 New York 10012

•ear Mort:

It gives me great pleasure to eubmit the Atlanta Jewish community's ~ppllcation to become a lead co111.t11un1ty of the Council on Initiatives !.n Jewish £0\tC'<'t:-ion.

Aclanta•~ well•developed, ~lo~ely- knit Jewish co111I11unity, n~unb•ring AnmP. 70,000, is deeply committed to nurt:uring all leve1s 0£ Jevl.sih education thrnueh 11yscc111at:1c communi 1;y•wide pleu·u11ng and the dclivn')' ol C'Hccllent: progra.mmtng, IJ~ are a commu.nicy th•t 1~ r~ady and able to assume a nAtional leadership r ole in the field or Jewish Education, a& ~e have in campaign, resetclem•nt, and local planning. -~ As &hainun ~e.,tly cr~ ounc1Lfo__; __-!~i•h- Contt!\ui.ty !,.._'2_~_)'7 and pa,;t: Prcs1denc of the Atlantd Jevish- TedorAtion, I am privileged to serve with an out:i;;tancU.ng coal1t..1on "f rabbis , edue.atora, and communt1l lea.der& !rom a va~i •t:y of congregations , .schools, a gencies, and organi.z.ati.on5. The CJC is Atlante rs applicant: to the 1,ead ColJ].[DW1ities Project. At this tim~ th~r~ Are t\lenty-s ix Counc;1.l lllembers, and we look forvard to welcoming a few 1110%'8 individuals in their capacities as lay or professional heads of n~wly emerging entities within our ~ewiah education oy11t:om.

The council for Jewish Continuity is currenlly staffed by a full time planner at the Atlanta Jew15h Federat:1on. Our coU11111.mit:y plan is to 'nave a full-time profe111.!.onal di rec tor f.or the Council, supported by a rederation planner, both of Whom will be dedicat..od &olely to Jevish •dueation,

We in Atlanta look fon.ard to hearing from you and hope to host the ClJE in our community during the eo~ing months.

Will1M) Schatten, M,P, Chair Council tor Jewiah Continuity

PRESIDENT-Dr. S. Perry Brickman • FIRST VICE·F>RESIDENT-Gerold Horowln VICE PRESIDENTS-Horry Maz.Jor. Lois Blonder• mEASURER-Robert Rlnzle r • ASSISTANT TI<EASURER-Billie Feinmon

SECRETARY-Dovid Minkin• ASSlSTANT S~Cl?ETARl~~JI.JdY K0'71on. Jock Halpern CAMPAIGN CHA1RMAN-S. Sleph~n Selig Ill • EXECUTIVE DIRECTOR-David I. Somo1

Mar.31 1992 1:14PM P03HHUNfc No. : 12122608760rrom : Ukeies Hssociates inc.

Jewish Atlanta: A Statistical Profile

Atlanta's Jewish population, with roots originating in the arrival of Jewish

poddler* In 1645, has evolved into a vibrant sunbelt community experiencing

unprecodented growth. The Federation has forecast a Jewish population of

approximatelyf72,000 by 1993; end 63,000 by the year 2000... These numbers represent

an increase of alanost 24,000 people or ft 40% growth rata in just 16 years. By the

year 2000, there will be approximately 20,000 children and youth ag&d 0-1.8 in the

Atlanta Jewish community, an increase of about 33% since 1984.

Jewish Atlantan* are generally veil educated and upwardly mobile: more than

half hold college degrees and many have advanced degree■ as well. The great

majority of Jewish workers in Atlanta are professional*, managers, or occupy other

white collar positions.

Membership in Atlanta area congregations increased by about 65% between 1970

and 1988; by the year 2000 that increase will raach close to 70%. Th« *anaf. rapid

growth Is in the S.e£or־m movement, both in te r m s of membership and the establishment*

of new congregations. Geographically, this growth is occurring in the suburban

areas which are experiencing the greatest population increases.

According to data collected recently, there *re 5,124 children in Atlanta

,!rolled in formal Jewish education programs . These include 974 children enrolled

in Jewish pre-schools, 2,982 children enrolled in supplementary school programs and

1,168 enrolled in Jewish day schools. Approximately 3,000 individuals take

advantage of informal educational opportunities including summer camps, youth

groups, and trips to Israel.

The Atlanta Jewish community is blessed with many schools, congregations,

agencies and organizations which provide both formal and informal Jewish

educational programs. The roster of educational programming Includes the

following:

t-·rom UKeleS HSSoc1ates I nc. r'HUNl:: No. 12122608760 Mar.31 1992 1:14PM P03

-----

-

Jewish Atlanta: A Statistical Profile

AtlantA'S Jewish population, vith root~ ~riginating in the arrival of Jewish

pe~dlert 1n 1845, ha& evolved into a vibrant aunb•lt community experiencing

unprecodented growth. The Federation has forecast a Jewish population of ---approx~t:ely(72,000 by 1993, •nd 83,000 by tho year 2000 . .. Thua numbers represent ' -- -- -- - '-- ------ ----an 1ncra&ae or almost 24,000 people or a 40\ growth rata in ju~t 16 years . By ths

y~&r 2000, there will be appruxi.mately 20,000 children •nd youth agArl 0-18 in the

~tlanta Javish community, an increase of abou~ 33t aine8 1984 .

Jewish Atl~carui are generally well edueatad and upwardly mobile: more than

hal.f hold college degree& and 111.&ny have adv•T\e.ad dagr••• aa -well . The grea t

11U1jori~y of Jewi•h worker9 in Atlanta are prof•aaional•. ~~nagers, or occupy other

whit• collar positions,

Metxlberahip in Atlant• area eongreg•tions increased by about 65, b~t:,,:P-en 1970

grow~h i• in tho tlo£orm Dovement, both in terms of 11e11b•r •hip and the establir;:hm~nr. '

of new congreg~~1oru;. Geographically, thi• grovth 1s occurring in tho ouburban

&r•aQ vhich are experiencing t he groate5t population incr•&•as .

According co data collocled recently, ther~ are S,124 children in Atlanta

·i.rolled in formAl Jev1sh oducation programs. Th&se include 974 children e nrolled

1n Jewish pro-5chools, ~,982 children enrolled 1~ auppl~m~nc~ry school pro5ram~ And

1,168 enrolled in Jewishday schoola. Approximately 3,000 individual~ ~&kb

actvantage of in.formal educational opportun1t1$& including s'WJIJller camps, youth

groups, arid cr1p• to Israel.

The Atl-.nta Jeviah communiry is blessed vith 111.a.ny sichoo lc;, oongregations,

agonci•• and organi~atiorns which provide bo~h fo~al and informal Jewish

educa~ional prosram~. The rostar of educattDnal progr=ins includ.as th•

following:

liar׳. ji 1. i Hrn nanl^hUNb No. ; 1 ^ 1 ^ .From : Ukeles Associates Incטטם טס׳ו

-----

1. Fourteen supplementary elementery schools2. On• community supplementary high school3. Four congregation-based supplementary high schools A. Three elementary level day schools5. One Reform day •chool which will open for *cademle year 1992-93 €. One fully accredited *11 day high school7. Jewish educational programs for college students, including Hillel programs, an

endowed chair *.nd wajor in Judaic Studies at Emory University, internships with Jewish agencies, weekly Torah study groups, and travel grants for work and

study In Israel.8. One program for developmentally disabled young adults9. One •upplenentary program for learning disabled children

10. Seventeen pre-school programs at congregations and the Atlanta Jewish Community

Centers11. One supplementary education program for new American families, both parents and

children.. One ESOL program with Judaic content for new Americans>. One network of adult education classes provided by the Atlanta Scholars Kollel

14. Eighteen congregations providing ongoing adult education programs15. A family life education program (in the planning stage) organized by the Day

School Council16. A third y««r extension of the Vexner Heritage Foundation for 19 participants17. A range of family life education, adult, senior adult, and children's programs

in Jewish education offered by the Atlanta Jewish Community Center,18. A Holocaust education program for schools in Metro Atlanta19. Seven summer camp programs provided by the AJCC and Chabad20. Twenty eight youth group programs offered by congregations, BBYO, and Young

Jud&A21. Participation in the Alexander Muss High School in Israel22. An array ©£ programs sponsored by Chabad, including adult learning, special

programs for women, and Jewish Studies with college students

Atlanta has an estimated 165 persons working professionally in Jewish

education. Some of these individuals hold more than one position by combining work

day flohaolo, supplementary schools and other community education programs.

It Is estimated that current spending in Jewish education in Atlanta exceeds

$11.6 million, including community funds as well as funds expended by individuals,

The cohesion of Atlanta's Jewish community is reflected in the strength of its

Federation. The community campaign grew by 13.7% from 19S8 to 1990, compared with

an avaragft growth of 2.9% in other large cities. The 1991 campaign achievement was

$11,681,000 and the community anticipates exceeding its 1992 goal of $12.3 million

by $300,000. The Federation's Endowment Funds grew by 78,1% from 1988 to 1990.

These Statistics paint a portrait of a diverse and growing Jewish community

with an abundance o£ opportunities to deepen its Jewish identity. Our challenge is

to vork toward a community-wide vision of Jewish education while respecting and

•encouraging difference* in orientation and approach.

~rom : Ukeles Associates Inc, t-'HUNt: NO,

~IT . ..... _ .•

l. Fourteen •uppl•mentary •l•mentary •choola 2. On• community auppleme~tary high 1ehool 3 . Four oonsre5ation-baaed suppl•~•ntary high achoola 4 , Three tltmtntary ltvel d.£y schools S. One Reform cay •chool which will open for academic year 1992-93 6. Ono fullr •ecredited all day high achool 7, Jewish educationAl programs for college student&, including Hillel progrSJ:De, an

•ndowed chair and iaajor in Jud.Aic Studies at Emory Univer:ity, internship~ with J•wi•h agoncios , weekly Torah •tudy group•, and travel grants for vork and

•eudy in hrae l. 8, One progran, for developmeneally disabled young adulta 9. One euppl•m•ntary program for l•arnins disabled children

10. Seventeen pra-achool prograc~ at oonsregations and the Atlanta J•vi&h Community Centai-a

11. On• aupploment•ry educ~tion proGram for ft•~ American families, both parent& and

children OnA &SOL program with Judaic content fern•~ American&

,. One net:vork of adul t education cla&&ea prov ided by the Atlanta Schola~s Koll~l 14 . Eighteen congregation& providing ongoing adult education progrwns 1S, A family life education px-o g ra.ai (in the planning litage~ organiz:ed by :.he rM.y

Sc\\ool Council 16. A third year •xten.sion of the Uexner Heritage Foundation £or 19 par~i~ipan~$ 17. A range of family life education, adult, aenior adult, and children •~ programs

in Jewiah education offered by th~ Atlanta Jewish Community Center, 18, A Holocau.st education program for achools 1n Metro Aclanca 19. Seven •wmrier ca.mp programs prov~ded by the AJCC and Chabad 20. Twenty •i~t youth group progra.ma offered by congregations, BBYO, C1-ml Yuung

Jud.ea 21, l"artic;ip•tion 1n tho 11.lexander Musa High School i n Israel 22. An arr•)' 0£ pro5%",ui,e, spc:>nsored by O'habad , including adult ·learnini:;, special

programs for vomen, and J'ewi~h Studieff with college st·udent5

Atlanta has Ar\ ••t~C6t~d 165 p•~$On~ ~orking professionally in Jewish

•dueation. Some 0£ theae individv.al5 hold more than on~ posl~ion by combining work

day •choolc, auppl•~entacy achool• and other CODID!unity oducatiou y.vgtWIJs,

Ie i• ••ei.tut&d that current spending in Jewish education in Aclanca exceeds

$11,4 mill1on, including community fun~»•• well as fundg expended by individuals,

The cohaaion of Atlanta's Jewish eommun1cy 1~ reflected in the »trength of it&

Federacion . Th& c~mmunit:y campaign grew by 13.71 fro~ 1988 to 19~0, compared with

an avarage grov~h ~f 2 . 91 in other large citic». Th~ 19~1 campaign achievement was

$11,681,000 &nd th• community anticipates exceeding its 1992 goal of $12.3 ~1111on

by $~00,000. The F•deratlon'• £ndowment F\.lnds grew by 7S,l\ from 19e8 ~o 1~90.

Thoao •tatiatiea point a portrait of a diverse and grow-ing Jewit-h communi ty

with an abuncance of opportunities to deepen ita Jewish identity , Our ch4llenge i,

to vork toward a community-wide vision of Jewish education whi le respectin& and

encouraging difference• in ori$ntation and approneh .

Atlanta: Studies of the Jewish Communityand Its Educational Needs

In May 1990, the Atlanta Jewish eommunity, under the auspices of the Atlanta

Jewish Federation, completed a long range strategic planning study !to ascertain how

the community will change, pinpoint what the community׳• needs will be, and determine

the extent and best u*a of resources that will be necessary to effect change. The

viaion that emerged was that Atlanta's Jewish community aspires to be a leading center

of Jewish life in North America, contributing to the continuity of Jewish people in

Atlanta, in Israel and around the world.

The Year 2000 strudy defined a set of priority areas to which community resources

will be directed in the future. “Fostering Jewish Identity and Knowledge" emerged as

one of the community's top two priorities, resulting in increased Federation funding

to Jewish day schools and a commitment to further develop Jewish educational

programming.

In 1989, the Year 2000 Community Services Task Force commissioned JESNA to

perform a study of planning in Jewish education and to explore options for change.

The JESNA study recoottaended that Jewish educational planning in Atlanta be proactive,

addre** long range taaue•, be linked to funding, engage all educating institutions,

include both formal and inforraal education, and involve top lay leadership in the

ci unity. Among the ■pacific recommendations were a differentiation between

macro*planning and micro-planning, the creation of a lay committee at Federation

charged with planning In Jewish education, and a redefinition of the role and

functions of the Bureau of Jewish Education.

Implementation of the JESNA study recommendations began in 1990. The process

gained further momentum in April 1991 when the Federation created an Ad Hoc Committee

to aeudy and review the roles and responsibilities of the Atlanta Bureau of Jewish

Education, gather information about current Jewish educational programs in the

community, and develop with educators a list of functions and programs critical to a

complete community Jewish education system. A community planner assisted the

Committee in carrying out its mission.

-~~==,=- ·

Atlant& : St:udies of the Jevish Co11m1unitv •nd lta Educational Needs

In May 1990, the Atlanta Jewhh community, under the •'l,l.Spices of the Atlanta

J~w1•h Federation, eompleted a long rang• ~trategic planning atudy, to &•certain how L------ - _ _,

the community vill cha.nge, pinpoint vhat the colllm'1nity'• need& vill be, and detennine

the extent and best UAe of reeource• that will be neceaaary to effect change, The

viaion that -erged vaa that Atlanta'• Jewish communit:y a11pira11 to be a leadin~ cen~er

of Jevi11h lif• in North America, eontributins to the oontinuit1 of Jewish peoplb in

Atlanta, in Ierael and around ch• world.

The Y•~r 2000 •tudy defined a eat of ?riorit:y area~ to vhieh community resources

will be directed in t:h• future, •Fostering Jewiah Identity and Knowled~e" emers8d as

one of the communiey•• top tvo ~rioriti••• resulting ln increased F•deration fU1"1d1 n 0

to .Jewish day achool11 and a eommit:ment to further develop Jewish educaeiont<l

programming.

In 1989, tl\e Y•ar :WOO Community S•rviee9 Task Force co=issioned JESNA to --perform a study of planning 1n ~5h_ ~~ucacio'l'L.and co explore opt1ons for change . - --Tho ~E~NA atudy recom:uended that Jewish educational plarming in Atlanta be proactive ,

a~r••• long range l••u.e•, be linked to l\.&nding, engage all e0ucat1ng institutions,

include both form.al and inform.al edueae1on, and 1n~olve top lay leadership in the

c, unity. Anong th• •p•cif1c recommendations ware a d1.f't'ei-entiation bet:ween

m.acro•pl$nnins and micro -plAt'U\1ng, the creation of• lay committee at Federation

charged vith planning in Jewish •ducac1on, and a redefin1t1on of the role and

funotion11 of the Bureau of Jewi&h &d~cation,

Impl•mentation o~ ~he JESNA atudy recoaimendations began in 19QO . The process

gained further Domentum in April 1991 vhen the Federation created an Ad Hoe Committee

to aeudy and reviev the r~le$_ and responsibilitie~ or the Atlanta ~ureau of Jewish

Education, gather information about current Jewish educa~1onal programs in the

eoD11J1u.nit:y, .-nd d.ovelop Yith ed~cators • li•~ o! !Wlctions and programs critical to A

co=pl&te conmunlty Jawish oducation ays tem. A COIJUJlunity planner a~s isted the

CoDllllittee in carrying out its mission .

-· ..

Frorr; : UkeleS Associates Inc. PHONE No. : 12122608760 Mar. 31 1992 1:15PM P06

MOM*— I —

Among the *ajor findings of the Ad Hoc Committee were the importance of:

ievsloping the Jewish education profession with mart, recruitment, training and

recantion efforts; providing more supportive n»tvie*t to educators and educating

institutions; involving community and congregational lay leaders in Jawish educational

programs; aerging community resources, •uch as th• library, archives, and other

resource canters into a central location; and planning and coordination on a

community-wide basis.

Just as Atlanta, turned to JESNA for outside assistance, the noit recent study

process also included outside consultations. The first was with Dr. Chaim Peri, an

I» eli educational leader, followed by a three month self examination process with

Dr. Adrianne Bank, a leading consultant in Jewish •ducation. Dr. Bank's work with the

Atlanta community began with an extensive and inclusive process of defining Atlanta's

vision for Jewish education. In light of the findings of the Ad Hoc Committee's work

on the functions necessary for Atlanta's educational community, Dr. Bank recommended a

*v*Lsn of structure* within an overall inter * related Jewish educational system,

including:

* The Jewish Educational Services, an agency dedicated to the development of thuJowish education profession and the provision of supportive services to educators and educating institutions.

* The Council for Jewish Continuity, which has already been created, to provide asupporting base of leadership, direction, and strategic planning for Atlanta's;Jewish educating system. 1 ־ • ••

* The Jewish Education Fund, a new endowment fund specifically dedicated to thefunding of new and innovative Jowish education programs,

* The Jewish Heritage Center, to bring together the community Jewish library,community archives. Holocaust Center, and teacher resource center.

* The strengthening of the roles of education-related councils in the community andthe creation of additional ones, as docmsd necessary.

* The reassignment of responsibility for certain direct educating services ,such as supplementary high school education and Jewish education for the davelopmentally disabled,

* The addition of professional staff dedicated solely to community planning inJewish educatioA.

* The broadening of the mission and responsibilities of the Israel Program Center.

4

Frorr. Ukeles Assoc i ates Inc. PHONE No. 12122608760 Mar. 31 1992 1 : 15PM P06 ---------·••'" . ·- ··

-Among t.he JIUljor findings of the Ad Woo Com.mitt•e v•r• the importance of:

1evel op1ng the Jeviah e6ucation profeaaion ~ith ~ore racruit~ent, training and

1naci~~~ions; involving eo11m1unity and congregational lay leader& in Jewish educacionAl

proiram•: aersing eommv.nity r••ouroea, auch as th• library, archives, and oth~r

re•oureo c•nt•ra into a central location; and planning and coordination on•

Just aa Atlanta turned to JESNA for outaide ae•i•tance , tho moat recent atudy

procoaa alco included outaido con&ultation&. Th• firat was with Dr. Chaim Peri, an

I • eli educational leader , followed by a three nonth ae l f examination process wi th

Dr . Adrianne Bank, a leading ~onuultant in Jeviah education, Dr. Bank'a ~ork with the

At lanta 0011UX1unity began with an axtensive and inelusiv• proc••a ot d.fining Atlanta ' s

viaion for J•wiah education , In light of the findings of the Ad Hoc Commi t:t:e e I ii "1orlt

on t he function• noc••••ry for Atlanta 1 a •ducat1onal community, Dr, Bank recommen de d a

inc l\lding :

*

•

*

*

*

*

*

The Jewinh Educational Services , an agenc y d e dicated to ~he dev e:lopmet"lt of Lhts Jovish $ducation profession and t h • p r ovision o f supportiv e aervices to educa t or s a.nd educating inatit:utiona .

The Council for Jeviah Cont:inuit:y , wh i ch has a lready b een c r eated, Lu p~ovi de a •upportin g hase of leaciership I diract.ion , a nd r. tra t egic planning f o r A-clani;a • s

;Jewi1ih educating syst.Qtn , · •

Tho J•wiah ~d~c•t1on Fl.=d , a new e~dowment fund •p•c1£1cally dedieated to the fWlding of new and innovative Joviah education program$.

The Jewish Heritage Center , t o bring together the communicy Jewish library, coi=v.niey arehives. Holocaust Center, and teacher resource een~er.

The sti:ang thani ng of t.h " r o leei of educacion•related councils in the co=unicy and tho e roation of additional onea, as dogm.ed necessary .

The roasaignment of responsibility for certain direct educating services, au.ch &Ii aupplementary high •chool education and Jewish education £01: the ~v•lopmentally diaabled,

11\e addition of professional staff dedicated aol~ly to coW!lunity planning in Jewiah educatio~.

The bro adonin$ of the mis s ion and responsibilities of th• Israel Program Cent e r.

4

-. . .. . ■ • -.... ...

Atlanta: Leading the Way in Jewish Education

A Tradition of Jawlsh U a m l n g : The Jewish community of Atlanta is a vara and

welcoming on•, •vlth a strong !*tit* of cohesion and tradition. CHr«r the years, a broad

range of communal institutions and congregation.* has amerg»d to s»rv» the diverse

needs and interests of Atlanta's Jewish population. Strong schools, active

congregations, and committed Individuals have worked together to foster an environment

of Jewish loaming. Jewish education hae helped Atlanta meet the challenges of

creating a Jewish community and maintaining Jawish traditions: during Atlanta's

t noition from a small Jewish community in the South to an emerging Jewish community

in the Sunbelt.

For generations, the Jewish community of Atlanta hae served as a hub for the

constellation of Jewish communities in the region. Various services and programs havo

been brought to Atlanta's neighbors, and they have availed themselves of programs and

*er־\.'icea within the Atlanta Jewish ootmaunity, including educational confarancas,

retreats, xtiaslorus to Israel and community consultations.

Establishing; the Foundation for Communal Change: The Atlanta Jewish community ■ -

has built a ■olid foundation for supporting change, innovation and growth in Jewish

education. A planning process began in 1984 with a population study and was followed

11. '>8$ with a major strategic planning study - the Year 2000. The community's

capacity to (■obilize, organize and Initiate systemic change was evident in this major

community undertaking. The Year 2000 identified Jewish education as a top priority

resulting in the Atlanta Jewish Federation's commitment to It In its planning and

allocations process. The Jewish community’s financial resources have grown and Its

capacity to generate funding for Jewish education has been proven.

Systematic community-wide planning has also characterised Atlanta's work in

Jewish education. Through an inclusive process of community consultations and

nestings, Atlanta's vision for Jewish education has been defined, necessary funeeians

have been Identified, *nd new central structures and an enhanced support system ar9

being implemented.

The Council for Jewish Continuity is one of the *truftur•* which has be-en

From : Ukeles Associates Inc. PHONE No. : 12122600760 Mar.31 1992 1:16PM P07From : Ukel e s Associ a tes Inc. PHONE No. 12122608760 Mar . 31 1992 1 : 16PM P07

, ___ . _ _ _

Atlanta: t..ading the Uay in J•wi•h Educ•t1on

A Tradition of Jeviah Learning: The Jewish community of Atlanta is a warm and

v•lcosaing on•, vi.th a •trong ••mi• of coh•cion and tradition. Ov•r th♦ yoar11, a bro.11.d

ra.n~e of comm~l i~titutio~ and consr•s•tiona ha• am•rg•d to ••rv• th• div•r~~

oeeda and 1nter•~t• of Atlanta'• Jewish population. ~tron& schools, active

congrogationa, and comm.itted indi~idual~ have vork•d togeth•r to fo•ter an environment

of Jewiah loaming. Jewich education ha& holped Atlanta meot the challenses of

croatins a Jewish community and =~in~•ining Jaut~h tradition~ durin5 Atlant~•a

~ noition £rom a •=all J•w1ah community in tha South to an •merging Jewi~h eolnlnunity

in the S1.1nbelt.

For goneration.s, the J•wish comml.lnit:y of Atlanta haa aerved as a hub £or the

~otutellatton of Jawiah collml\.\nities in tho resion. Varioua aervie•c and progrD-m~ h~vG

been brought to Atlanta'a neighbor~, and they have availed thamselvos of progrllllls and

ae:--•:Lees vi thin tho Atla.nt:a Jewich oommun1ty, includins •ducat ional conf11rancas,

rec~oata, mission.a to laraal and community consultat1ona,

t~tabl15hing the F~und~tioo for Oommunal Change: The Atl~nta Jevi&h community

ha» built a solid foundation £or auppo rting change, 1nnov •tion a.pd growth in Jewish

•ducation. A planning proco»~ b~gan 1n l984 vith a population atudy and VAS followed

11. 989 wi t.h a IJLB.jor strategic planning study • the Yecr 2000. The co=unity'&

capac:it;y to aaobiliz•, orga.ni7.e and initiat:e sy5tewic chAn~e .,.a.s evident in this major

collml\ll'lity u.idortaking , The Year 2000 identifiod Jevi5h education as a t:op priority

re.sulting in tbe Atlanta Jewish Federation's commitment t.o it in its planning and

allocations process. The Jewish co11m1unLty's financial reaource• have grown and itt

capacity to generate funding for Jevish education ha, been p~oven,

SysteJJl.lltic commW1ity•w1d~ planning has alao characteri~ed htlanta'3 work in

~•w1ah •ducat1on, Through an inclWJive proce5s of community eonsu1tattona an~

meet:1ngs, Atlant.a'11 vision fur J~willh education baa been defined, necesoat:,t funeeion~

have been 1denc1fied, and ne~ centr•l atructures and an &nhanced support sycte~ a r e

being impl•mentad.

Th• CO\.lnC1l ~or -'•vi.sh Contii-,uit1 111 one;, of the- stT'\lc:-.turflit v\-iich has been

awre,, —

established as part of th• new *yatem. The ■•nbtrs represent a coalition of communal

agencies, organization*, *chools, •ducational councils, the rabbinic community and all

th• denominational branches of Judaism. The community process of studying Jewish

education ha* generated a great: deal of enthusiasm for its potential growth and

development. Atlanta״* Jewish community has reached a level of maturity which has

facilitated self•examination and positions Atlanta to reach new heights. There is a

cadre of trained and educated people from which to recruit the leaders needed to move

forward. The excitement and feeling of momentum have Inspired the community to vork

toward a unified vision and to meet the educational challenges of tomorrow.

F :icular attention will b• given to three challenges: the recruitment and training

of educators, the provision of formal and informal educational opportunities for

teens, and the development of a high quality array of programs in adult education.

Atlanta: Toward a Vision of Excellence: Asked what they desired in the way of

learning opportunities both for themselves and their children, Jews in Atlanta

suggested a multitude of subjects And a ■variety o£ formats. The common threads

running through their answers were that they wanted high quality educational options '

which responded to the needs of learners of all ages and levels. They wanted to rtsach

out and encourage those not yet involved to enrich their lives by such learning,

Atlanta's vision for Jewish education is “to be an educating community for

liiv-long learning," a vision in which every J e w i s h p e r s o n a n d family living in Atlanta

will find ways to deepen their understanding and connection to their Jewish heritage.

The vision calls for the provision of attractive, affordable, accessible learning

opportunities for people of all ages through an integrated system of Jewish educating

institutions, both formal and informal, Atlantans envision their educating system as a

regional canter of Jewish learning, a focal point for both the small and the emerging

communities in the South. Atlanta's vision is to wind the thread of frarii-tl&a— from

its ancestors who first peddled their wares on the streets of the city to its

descendants who will carry forward the great traditions of Jewish learning.

.....

eatabliahed •• part of ch• n•w •yatem. The ••mbers repreaent a c~&lition of cotzu11unal

agenci•s, organizations, schoolc , eduo•tional oouncilc, tha rabbinic community ano all

th• d.anominational hranche~ of Judaiim. The co11m1Unity process of studying J~~ish

education ha• generated a great deal of enthuaiuam for ita potential grovth and

d•V•lopm•nt, Atlanta•• Jevlsh community haa reached a level of aotur~cr vhich haa

facili~atad aelf-axamin.ation and poaitions Atlanta to reach new height~. There is 4

forvard. The excitement and feelin& of momentum have inapired the community to ~ork

toward a unified viaion and to meat the education.al oh~llengcs of to~orrov.

F ;icular attention will b• 5ivan to thr•• challen&•o: the reoruitmene and trainin5

of •ducatora, the provicion of formal and informal educ•tionAl opportu.nitie$ for

taana, and th• development 0£ a hish quality array of program$ in adult education.

Atlanta : Toward a Vision of £xcallenee: AJ:ked what they desired in the ~ay of

learning opportun1 tie& both for t.homselves and cheir childrei1, Jew5 in Atlcmta

•uggoatecl a 111\.\lt:1.tude 0£ auhj acts &nd a variety 0£ fopnats. The c::<.>uwion t.hreads

running through their a.navers were that they wanted high quality educat1on~l options

which -re11ponded to the need• of learners of all age& and levels. They wanted to rt:,Clt.:h

out and encourage those not yet involved to enrich thei.r lives by such leci.ru~n~.

Atlanta's vision for Jewi~h oducetion is •to be an educating co=unit~ for

li~vlong loaming , • a vision in which every Jewi&h person and family living in A~lanta

vill find ways to d.eopcn their understanding and connection to their Jewi~h heritage,

n1s vitoion calls !or the prov1t.1on o!: attract.1ve, a!'!'ord.able, acccliliible learning

opportunities for people of all a5es through an integrated system of Jewish educating

inati~tion•, both formal and informal, Atlantans envision their educating syatem as A

co1111:11unitio• in th8 South. Atlanta'• vision is to vind the thread pf tradt...e.i-frcm -its ancaators vho first peddled the1r wares on the streot$ of the city to Lts

4escand&nta who will carry forv~rd th8 5reat traditions of Jewish learning .

6

Atlanta; Recent Community Initiatives

The Atlanta Jewish community has b*«n enriched with * wide array of new

initiatives in Jewish education, ranging from a very broad community review of the

educational »»rvie«s *nd programs to a caries of vary specific educational cour8«e.

The Atlanta community'a major educational innovation has been the

community-wide planning process spearheaded by the Federation with the involvement of

all aeetor* of the educational community. This process, articulated elsewhere in

this document, will provide a community context as well as resources for planning

future initiatives in Jewish education.

Accompanying the community-wide planning process has been a profusion of new

programming by individual institutions. Among these new initiatives are:

* Atlanta day aohools received awards for excellence for replicable programs in

rabbinics, community *ervie#, *pecial education, and integrated curriculum, a *

well as recognition as Georgia Schools of Excellence.

* A Reform Jewish day school, founded in 1991, will open in September 1992.

* The Atlanta Day School Council 'has:

- conducted joint studies of teacher benefits and *ehool operations

initiated plans for a family life education program for both d-sy school end ־

non-day school families

Yeshiva High School instituted a rabbinic teaching intern program with teaching ■י

in the morning and Jewish learning in the aftsmoon.

* The Atlanta Scholars Kollel (ASK), founded throe and a half years ago, engages

approximately 500 persons per week In about 50 adult education classes.

* The Atlanta Bureau of Jewish Education sponsored a family life education

conference for educators and lay leaders in educating institutions in November

1991. There was an unprecedented attendance of 300 at the conference which

featured four educators from the Whizin Institute in Los Angeles.

* Last fall, the Reform congregations Jointly sponsored their annual spirituality

conference for their congregants.

* Several of the larger community congregations hosted scholar-in-resldance

7

Atlanta: 2~~•nt Comn:iuniev Initiatives

Th• Attanta Jewiah eoamW\ity ha■ been enrich•d Vith avid• array of n•w

initiatives in Jewi■h education, ranging from a very broad community review of the

odue~tional •ervice■ and programs: to a ••rie ■ of ve-ry ■peeific edueat.{onal ~nursAs .

Th• Atlanta community's cajor educational innovation ha~ bean th•

coamru.nier-vid• planning proce=G tpearheaded by Che Federati~n with the involvement of

all aeccor■ of the educational community . Thi■ proe•••• articulat•d •l■ewher@ in

this docW11cnt, will provide a community ~ontQxt a■ well as r•aourc•s for plannfne

future initiatives in Jawi■h adueation.

Accompanying the coiim,unity-wide planning proc•cs hac bean• profu~ion of new

rro5ramming by 1ndiv1du.al LnJ1titution.., .blong th••· new initi•t1V~A -~ft;

• Atlanta day ■chools r•c•ived •ward• for excel.lenee !or rer,11cab1a proe;ra..ma i.n

rabbi.nica, community aervic•, ■pocial •ducation, and int•gr11t.•c1 curri rm1 \1.ITI, 11.1;

vell •• r•cognition ac Georgia Sehonl• of Excellance.

* A Reform Jewish d.&y achool, fow-id~d 1n 1991, will open in September 1992.

* !1\e Atlanta Day School Council 'haa :

• condueted joint i,tudie5 o!' ~oacl,er bone fits and achool op~t-41-'l:iOi\l

- initiated plans. tor a family lite edue,.,tion p rogram for both day school a n d

non-d.,..y school families

t YeshiVA High School instituted a rabbinic teaching intern program vith teaching

in ~e morning 41-nd Jewi~h learning in the aft&rnoon ,

• The htlanta Scholars Kollel (AS~), !oundod th~ee and a ha1£ y6&r■ ago, ongA5ea

apptoxi.mately SOO persona per w&~k in abo~t SO adult education el&ssea .

* The Atlanta B1.1reau of Jewish Education sponsored a family life educaLion

confer•nce for educators and lay leaders in educating institutions in November

1991. There was an unpreccden~ed &ttendb.nce of 300 at the ~onCer•nco which

feaeured !our educators from the Vhizin Institute in Los Angeles .

* Last fall, the Refonn congregations jointly sponsored their annual spirituality

contcrence for their congraganea .

* Soveral of ehe larger colllmun1ty congregations hosted seho1Ar-1n-residance

7

..

weekends this past winter vhich were op*n to members of the entire community.

Dennis Praeger, Danny Siegel, *rid Ron Volfson were among the guest scholars.

* The American Jewish Committee, tha Atlanta Jewish Community Center, the Atlanta

Jewish Federation, tha Atlanta Rabbinical Association, and Jewish Family Service

Jointly sponsored a day long symposium on Jewish survival at the •nd of March

1992.

* £®ory University'* Department of Religion is sponsoring a series of lectures and

events on Sephardic Jewish history and culture, The Sephardie Odyssey: 1692-1992.

* The Atlanta Jewish Youth Professionals, a grass roots organization, is

Sponsoring a series of training programs for advisors and youth leaders and

community-wide programs for youth.

* Twenty-one leaden* in the Jewish community participated in the two year Wexner

Heritage Foundation program. Nineteen of them era participating in a third year

of intensive study at their own expense.

* One of Atlanta’s congregations sponsored a lively community Purim parade through

a Jewish neighborhood with costumed marchers and entertainment.

* The Atlanta Jewish Community Center has initiated a variety of Jewish

educational program* during the last few years:

an Institute for Adult Enrichment with classes on Halacha, Jewish current ־■

events, and other topics attended by 80 100 ־ adults a week

- a Family Ties program for single parent families with emphasis on Jewish

family life education, Shabbat experiences, holiday workshops and

celebrations, and parenting classes which combine traditional parenting *kills

with Jewish tradition and ritual

* a Soviet acculturation program which includes holiday workshops and a family

Sunday school- Shalom Sunday

* A Shabbaton weekend for adults, Initiated by a group of community leader*,

hosted Rabbi Yitz Greenberg from CLAL for an experience in Jewish learning.

The scope and variety of community initiatives indicate* Atlanta's capacity and

readiness to move to the forefront of Jewish education in North America,

_,,· -- --------··-· ..

weeken611 ~hi• pa•t vintcr vhich were op•n to members of thP. entire co=unity.

Denni~ Pra•so~, Danny ticgel, ~d ~on Yolf•on wer• amnng the guest acholara.

• The American Jewish Conmiittee, th• Atlanta .:reviah Coamiunit::y Center, the Atlanta

Jov1•h Fadot&tion, ~a Atlanei ~bbinical AJJociat1op, and Jew1th fA.111ily Servi.ca

Joint:ly •potl,111,ored a d&y long •;rmpo1i\m on Jevish au.rvival at the •nd of March

1992.

* t;raory Univor•icy•• Dep&rtment of aellgion 1• •ponaoring a aeries of lectures and

events on Sephardic Jewish history Gnd culture, Tho S•phar~ic Odyssey: 1492-1992 .

* The Atlanta. Jewish Youth Prof1uai.onals, a grass roe>ti: organization, ·is

1ponaorins a aeries of tratning programs for adviaora and youth leadftrs and

co11DU.nity-widA progru,a for youth.

* Twenty-om, leader• in the .Jevish oom=unity -pa.rtici.pa~tod {1'1 the t:vo yea.r \Jexner

Her1~age Foundation program. Nineteen of the~ ara participating in a third year

cf inten■iv• •eudy at their own expense.

* One of Atlan~a•» congregations •pon~ored a lively communiey Purim parade throueh

a Jowiah n•ighborhood with costumed marchers and ente rtAinment.

* The A~lanta Jewish Community Center has initiated« v a ~iet:y of Jevi•h

educational Frogralll during the l•9t fav y••r•:

• an Inatit:ute for Adult Enrichment with cias~es on Halach&, Jeviah current

events, and other topics attended by 80 • 100 adult& a week

• a F~ily Ties program foT single parent families with eD1Ph••i• on Jewi.~h

faizi.1ly ltfe eduea~ion, Shabbat experiences, holiday woruhop• and

celebration.&, and parenting claa1e1 which combine ~raditionMl parenting skillA

vith Je~i•h er•dition and ritUAl

• a Sovi•t accu1turat1on program which includes holicuay workshops and a family

Sunday •chool· Shalom ~'-'f'lCU.Y

* A Shabbaton veekend for adults . initiated by a group of community lead•rs,

ho1ted Rabbi Yitz Greenberg from Cl.AL for an experience in Jewiah l•arntng ,

The 1cope and variety of COllllllUnity 1n1ti•tives ~n~icatcs Atlane&'• cap~oity and

readinas; to move to ~he forefront of Jewiah education in North America.

8

C t iv v v l / ’-f

MACHON L'MORIM OPENING REMARKS

Standing here surrounded by some o f the finest teachers in our community, it feels a little presumptuous to attempt to give a lesson, but I couldn't resist the temptation. I want togive a lesson in grant-making, to share a piece o f what brought us to this place, this day. Because I don't want you to leave here, to start on this adventure without knowing the history. In the process, I hope to debunk some o f the mystery that often surrounds the worldo f grantmaking, to demonstrate that grantmakers as my sister, Terry, so elegantly puts it, do the same thing you do. When we get up in the morning we put on our pants the same way ...one leg at a time.

The only difference is that we, through circumstance or hard work and sometimes both, have been given an extraordinary privilege, the opportunity to address issues o f justice with money. And it's not a bad tool, money— sometimes more effective than a hammer. But the privilege like all privileges bears a concommitant responsibility ( i f we take it seriously and my siblings and I do) and that is the responsibility for owning a vision, for developing it and assuring that it informs the work we do.

The money for this program comes from a philanthropic fund o f the Associated established over 14 years by my parents Lyn and Harvey Meyerhoff. From the moment o f its inception we four children and our respective spouses have been solely responsible for the funding choices and ultimate declaration o f our mission and purpose. This takes on added meaning when you understand that my brother Joe was still in college and my sisters and Iwere all in our early to mid twenties when we began. It was a fairly substantive leap o f faith for my parents to do what they did, substantive and unusual. But it has taught us something about the art (not the science for there is none) o f philanthropy. And there is, as you all know better than most, nothing quite so good for learning as doing.

Which brings me to the place where my siblings and I started over a year and a half ago. Joe and I were particularly concerned about the issue o f Jewish Continuity, not that it is an issue , but that we were seeing an excessive amount o f hand-wringing over the dilemma and a certain degree o f institutional and communal paralysis. We wanted to get in and do something. We worried that if we waited for the taskforces and strategic planning committees to finish their deliberations, more precious time might be lost, more opportunities missed. So at our quarterly meeting in April o f '92 we invited Joel Zaiman and Ilene Vogelstein to come talk to us, to share their opinions and over the course o f that evening a program began to take shape. We were, all four, predisposed to look to education first as a part o f the solution ( although it can credibly be argued that it has also been a significant part o f the problem these past three decades). Within an hour we knew we were talking about an exciting educational initiative. Joel introduced the notion o f acknowledging, rewarding, supporting an elite corps o f teachers, the possibility o f creating a national model. Ilene suggested middle school as the ideal developmental!cognitive window. Joe brought to it the concept o f Wexner-- exposing participants to the very best minds in the field. My experience with Park School

1

MACHON L'MORll1 OPENING REJ\.1.ARKS

Standing here su"ounded by some of the finest teachers in our community, it feels a little presumptuous to attempt to give a lesson, but I couldn't resist the temptation. I want to give a lesson in grant-making, to share a piece of what brought us to this place, this day. Because I don't want you to leave here, to start on this adventure without knowing the history. In the process, I hope to debunk some of the mystery that often su"ounds the world of grantmaking, to demonstrate that grantmakers as my sister, Terry, so elegantly puts it, do the same thing you do. Wizen we get up in the moming we put on our pants the same way ... one leg at a time.

The only difference is that we, through circumstance or hard work and sometimes both, have been given an extraordinary privilege, the opportunity to address issues of justice with money. And it's not a bad tool, money-- sometimes more effective than a hammer. But the privilege like all privileges bears a concommitant responsibility ( if we take it seriously and my siblings and I do) and that is the responsibility for owning a vision, for developing it and assuring that it informs the work we do.

The money for this program comes from a philanthropic fund of the Associated established over 14 years by my parents Lyn and Harvey Meyerhoff. From the moment of its inception we four children and our respective spouses have been solely responsible for the funding choices and ultimate declaration of our mission and purpose. This takes on added meaning when you understand that my brother Joe was still in college and my sisters and I were all in our early to mid twenties when we began. It was a fairly substantive leap of faith for my parents to do what they did, substantive and unusual. But it has taught us something about the art (not the science for there is none) of philanthropy. And there is, as you all know better than most, nothing quite so good for learning as doing.

Which brings me to the place where my siblings and I started over a year and a half ago. Joe and I were particularly concerned about the issue of Jewish Continuity, not that it is an issue , but that we were seeing an excessive amount of hand-wringing over the dilemma and a certain degree of institutional and communal paralysis. We wanted to get in and do something. We worried that if we waited for the taskforces and strategic planning committees to finish their deliberations, more precious time might be lost, more opportunities missed. So at our quarterly meeting in April of '92 we invited Joel Zaiman and Ilene Voge/stein to come talk to us, to share their opinions and over the course of that evening a program began to take shape. We were, all four, predisposed to look to education first as a part of the solution ( although it can credibly be argued that it has also been a significant part of the problem these past three decades). Within an hour we knew we were talking about an exciting educational initiative. Joel introduced the notion of acknowledging, rewarding, supporting an elite corps of teachers, the possibility of creating a national model. Ilene suggested middle school as the ideal developmental/cognitive window. Joe brought to it the concept of Werner- exposing participants to the very best minds in the field. My experience with Park School

1

and its FACA program offered a successful model for raising the standard o f teacher affirmation, compensation and academic excellence and suggested an additional opportunity for collegiality. Terry and Zoh contributed the bold idea that if we were really going to do something significant it would have to be a whole-hearted, wholey-funded effort. We reviewed our fiscal status toward the end o f the evening, hashed out a generous preliminary budget and determined that for the next three years we would accept no new proposals.

We were unanimous in agreeing that this could not simply be another teacher enrichment program. It had to carry in it the greater ambition o f transforming the way we teach our kids about being Jews. It had to answer the real question o f Jewish Continuity.The heretical one that we are so loath to ask, so stymied in answering. What's so great about being Jewish in the latter part o f the 20th century in America? What can we teach our kids that will be compelling? How do we teach them so that they feel filled with purpose rather than guilt? How can we instill in them a sense o f Judaism's enormous richness, that it has something even in this day, particularly in this day to offer them? The final decision o f the evening was that I would take this project on. I agreed because I care deeply about this issue and I have learned something about education from my association with Park School these past eight years.

That was the beginning. The middle went roughly like this. It took four months to identify the person who could transform this fledgling idea into a grant proposal that would undergo rigorous and wide-ranging review. It turned out he was right in our community from the start. Dr. Chaim Botwinik. It is one o f the great pleasures o f this work that you sometimes get to meet and deal with wonderful thinkers, purposeful doers and he is both o f those. We have become good friends from working together. That doesn't always happen and it's certainly not necessary as long as everyone conducts themselves in professional fashion, but it is a delightful bonus when it does occur. An advisory committee comprised o f the senior Rabbis from the three participating congregations met in the fall and early winter to react to the proposal as we drafted and redrafted. We chose Baltimore Hebrew, Chizuk Am uno and Beth Tfiloh because we also saw an opportunity in this program to de novo float a community-wide project that might bring us together on matters o f education rather than set us apart, emphasize our similarities as opposed to our differences. The selection was simplified by the criteria that we wanted each congregation to have a religious and a day school-to have demonstrated a total commitment to Jewish education. This group expanded mid-winter to include the various principals who helped us over the next few months to identify and refine the program focus for the first year-Tefillah; to create teacher application criteria; to better conceptualize the mechanics as well as the pedagogy; and to give it a name-- "Machon L'Morim". It is worth mentioning that we (my siblings and I) rejected the recommendation o f the advisory committee and decided not to include our name in the program because we felt it would be counter-productive to promoting it in the future as either a shared funding opportunity or a national model. Somewhere along the line we added the components o f a personal library and a culminating mission to Israel. We also clarified issues o f stipends, academic credit and compensation that would acknowledge the added value this program would grant participating faculty. This stage ended with the identification

2

and its FACA program offered a successful model for raising the standard of teacher affinnation, compensation and academic excellence and suggested an additional opportunity for collegiality. Terry and Zoh contributed the bold idea that if we were really going to do something significant it would have to be a whole-hearted, wholey-funded effort. We reviewed our fiscal status toward the end of the evening, hashed out a generous preliminary' budget and determined that for the next three years we would accept no new proposals.

We were unanimous in agreeing that this could not simply be another teacher enrichment program. It had to carry in it the greater ambition of transforming the way we teach our kids about being Jews. It had to answer the real question of Jewish Continuity. The heretical one that we are so loath to ask, so stymied in answering. What's so great about being Jewish in the latter part of the 20th century in America? What can we teach our kids that will be compelling? How do we teach them so that they feel filled with purpose rather than guilt? How can we instill in them a sense of Judaism's enonnous richness, that it has something even in this day, oarticularlv in this day to offer them? The final decision of the evening was that I would take this project on. I agreed because I care deeply about this issue and I have learned something about education from my association with Park School these past eight years.

That was the beginning. The middle went roughly like this. It took four months to identify the person who could transfonn this fledgling idea into a grant proposal that would undergo rigorous and wide-ranging review. It turned out he was right in our community from the start. Dr. Chaim Botwinik. It is one of the great pleasures of this work that you sometimes get to meet and deal with wonderful thinkers, purposeful doers and he is both of those. We have become good friends from working together. That doesn't always happen and it's certainly not necessary as long as everyone conducts themselves in professional fashion, but it is a delightful bonus when it does occur. An advisory committee comprised of the senior Rabbis from the three participating congregations met in the fall and early winter to react to the proposal as we drafted and redrafted. We chose Baltimore Hebrew, Chizuk Amuno and Beth Tfiloh because we also saw an opportunity in this program to de novo float a community-wide project that might bring us together on matters of education rather than set us apart, emphasize our similarities as opposed to our differences. The selection was simplified by the criteria that we wanted each congregation to have a religious and a day school--to have demonstrated a total commitment to Jewish education. This group expanded mid-winter to include the various principals who helped us over the next few months to identify and refine the program focus for the first year--Tefillah; to create teacher application criteria; to better conceptualize the mechanics as well as the pedagogy; and to give it a name- "Machon L'Morim". It is worth mentioning that we (my siblings and/) rejected the recommendation of the advisory committee and decided not to include our name in the program because we felt it would be counter-productive to promoting it in the future as either a shared funding opportunity or a national model. Somewhere along the line we added the components of a personal library and a culminating mission to Israel. We also clarified issues of stipends, academic credit and compensation that would acknowledge the added value this program would grant participating faculty. This stage ended with the identification

2

and hiring o f the person best qualified to serve as project director and take the program tofnution.

I consider ourselves inordinately fortunate to have been able to hire Dr. Shulamith Elster, a foremost educator, to oversee this last stage. Sometimes good things happen and Shulamith is definitely a good thing. She came in at the critical juncture when we were reviewing teacher applications and beginning to construct the curriculum. It is clear to anyone who glances at the fall line-up o f scholars that Shulamith has brought her considerable influence as well as her creativity to bear on this project. A t the last meeting o f the committee we were considering ways to parley the talent she has garnered to a larger audience. Although intimacy, exclusivity and excellence are central to the program, we have begun to consider ways in which we might be institutionally more inclusive than we had originally planned.

So we have arrived at this point, this moment. We have four middle school teachers from each o f the participating congregations and classes begin tonight after this dinner. The group will meet approximately 8 hours every month during the school year and the mission will be in the summer. We are currently negotiating with a first-rate ethnographic researcher on both means and methodologies o f appropriate and conclusive evaluation. For we must be accountable not only to ourselves but to the communities around the country who are watching this project with both interest and skepticism.

There is no question that this is the most exciting kind o f grant-making there is.From idea to reality, bearing the imprint o f the grantmaker's influence every step o f the way. But the most exciting part for me is not the imprinting- it's the opportunity for collaboration and growth. Creating the atmosphere where no possibility is too simplistic to explore, no concern too trivial to acknowledge, no idea too daunting to tackle. The availability and the assurance o f money can grant people the flexibility to enjoy this freedom, this luxury. This, I think, is what we funders can bring to the party. We are not the experts. But we can bring the experts together. We bring money to the table, to be sure, but without the vision, concern, energy and impetus we also contribute the money might be wasted. Additionally, we bring the experience we have earned in a multitude o f other places while the experts were all busy finetuning their particular skills. This gives us the confidence to question if we care, kindly but consistently from the outside— to push people to try harder, explain better, think bigger. In these instances we are not foisting our vision on others but forging it in concert with them.

It would be inappropriate to close without a few acknowledgements- first to my parents for having the foresight and trust to establish this fund so that we could leam our own lessons in philanthropy, second to Darrell Friedman for working diligently to expedite this even when it meant he had to stomach harsh words about Federation process and our impatient wish to circumvent it. Third to Jan Rivitz for her thoughtful counsel and clear reactions. Fourth to Joel Zaiman whose original vision this really is. Fifth to all the members o f the advisory committee who have worked so hard this past year both on the program and on working together, and finally to Chaim and Shulamith once again for

and hiring of the person best qualified to serve as project director and take the program to fnution.

I consider ourselves inordinately fortunate to hm•e been able to hire Dr. Shulamith Elster, a foremost educator, to oversee this last stage. Sometimes good things happen and Shulamith is definitely a good thing. She came in at the critical juncture when we were reviewing teacher applications and beginning to construct the curriculum. It is clear to anyone who glances at the fall line-up of scholars that Shulamith has brought her considerable influence as well as her creati,•ity to bear on this project. At the last meeting of the committee we were considering ways to parley the talent she has gamered to a larger audience. Although intimacy, exclusfrity and excellence are central to the program, we hai:e begun to consider ways in which we might be institutionally more inclusive than we had originally planned.

So we have arrived at this point, this moment. We have four middle school teachers from each of the participating congregations and classes begin tonight after this dinner. The group will meet approximately 8 hours every month during the school year and the mission will be in the summer. We are cu"ently negotiating with a first-rate ethnographic researcher on both means and methodologies of appropriate and conclusive evaluation. For we must be accountable not only to ourselves but to the communities around the country who are watching this project with both interest and skepticism.

There is no question that this is the most exciting kind of grant-making there is. From idea to reality, bearing the imprint of the grantmaker's influence every step of the way. But the most exciting part for me is not the imprinting-- it's the opportunity for collaboration and growth. Creating the atmosphere where no possibility is too simplistic to explore, no concem too trivial to acknowledge, no idea too daunting to tackle. The amilability and the assurance of money can grant people the flexibility to enjoy this freedom, this luxury. This, I think, is what we funders can bring to the party. We are not the experts. But we can bring the experts together. We bring money to the table, to be sure, but without the vision, concem, energy and impetus we also contribute the money might be wasted. Additionally, we bring the experience we have earned in a multitude of other places while the experts were all busy finetuning their particular skills. This gives us the confidence to question if we care, kirn:ily but consistently from the outside-- to push people to try harder, explain better, think bigger. In these instances we are not foisting our vision on others but forging it in concert with them.

It would be inappropriate to close without a few acknowledgements-- first to my parents for having the foresight and trust to establish this fund so that we could learn our own lessons in philanthropy, second to Da"e/1 Friedman for working diligently to expedite this even when it meant he had to stomach harsh words about Federation process and our impatient wish to circumvent it. Third to Jan Rivitz for her thoughtful counsel and clear reactions. Fourth to Joel Zaiman whose original vision this really is. Fifth to all the members of the ad,•isory committee who have worked so hard this past year both on the program and on working together, and finally to Chaim and Shulamith once again for

3

devoting genuine enthusiasm and many hours to our baby which has become, over time, the baby o f all who have labored to produce it.

What we have done is not easy. Money alone does not make it happen i f you care that it happens well. Hours o f drafting, editing, writing, meeting, arguing, negotiating have gone into it. And I have been grateful every step o f the way that I was "elected." to do it. It has been a tremendous experience for me, has allowed me to work with people whose paths I might only have crossed in passing. Personally, it has also provided me with an exceptional opportunity , to begin to confront my own decisions about how I live my life as a Jew, to askdifficult questions that don't have reassuring answers. Td like to take the last few minutes to share them with you because they lead me to the final point I would like to leave you with this evening.

For two or three years prior to this initiative, I had been toying with the idea o f beginning to attend synagogue regularly and had for the past year been tossing out the offhand invitation each Friday night, "Would anyone like to go with me to synagogue tomorrow?' Receiving no takers I would table the idea for another week. It finally registered that I would never find a companion from my family, that this would o f necessity be a solo venture if I ever cared to take it. One particularly tumultuous week last spring, I was feeling in desperate need o f a time for reflection. With neither the resources nor the discipline to carve it out for myself I asked my older sons to take care o f my younger daughters and went to Saturday morning services. It felt terribly awkward that first day. I was alone in a space that always made me uneasy in its lack o f intimacy. I felt like an interloper, an uninvited guest at a neighborhood open-house. I knew a number o f people there, but they were regidars and I n m not. I absorbed their quizzical glances which communicated their curiosity about my sudden and unexplained presence " Does she know the Bar Mitzvah boy? Why is she here alone? Lee's not religious, what's she doing in synagogue? Does she have a Yarhzeit7” And like a newcomer often will, I opted for the fringes, lurking at the edge o f the experience rather than plunging in. I sat in the back on the side opposite from our normal High Holiday seats. And I sat alone. I needed to be alone... in order to protect my ignorance, my vulnerability in making myself available to this ritual observance seemingly reserved for insiders (an irrational conclusion I clung to for the excuse it offered in the event the experience failed to prove meaningful). But I obeyed the impulse, the instinct that led me there. I sensed I needed to be in community, in a religious communal context, in order to reflect, to gain a clearer sense o f what I needed to know if I were going to begin to take responsibility for my Judaism and in order to learn how to pray.

Prayer is the quintessential Jewish communal activity and I wanted to rediscover my vaguely recalled capacity for it. Prayer could be rote, reflexive, mindless, inspiring or elevating. It could be heartfelt or mouthed. It could be whatever I brought to it. Whatever intent I carried, whatever knowledge I held, would o f necessity shape its effect on me. That I also sensed but did not truly know at the time. I simply knew that it held a critical truth I needed to discover. As Chair of this initiative, I had found the conversation amongst the professional advisory group o f Rabbis, principals and educators sufficiently stimulating to

devoting genuine enthusiasm and many hours to our baby which has become, over time, the baby of all who ha,·e labored to produce it.

W'hat we have done is not easy. Money alone does not make it happen if you care that it happens well. Hours of drafting, editing, writing, meeting, arguing, negotiating have gone into it. And I have been grateful every step of the way that I was "elected" to do it. It has been a tremendous experience for me, has allowed me to work with people whose paths I might only have crossed in passing. Personally, it has also provided me with an exceptional opponunity, to begin to confront my own decisions about how I lfre my life as a Jew, to ask difficult questions that don't hal'e reassuring answers. I'd like to take the last few minutes to share them with you because they lead me to the final point I would like to leave you with this evening.

For two or three years prior to this initiative, I had been toying with the id.ea of beginning to attend synagogue regularly and had for the past year been tossing out the offhand inritation each Friday night, "Would anyone like to go with me to synagogue tomorrow?" Receiving no takers I would table the idea for another week. It finally registered that I would never find a companion from my family, that this would of necessity be a solo venture if I ever cared to take it. One panicularly tumultuous week last spring, I was feeling in desperate need of a time for reflection. With neither the resources nor the discipline to can,.e it out for myself I asked my older sons to take care of my younger daughters and went to Saturday morning services. It felt terribly awkward that first day. I was alone in a space that always made me uneasy in its lack of intimacy. I felt like an interloper, an uninvited guest at a neighborhood open-house. I lazew a number of people there, but they were regulars and I was not. I absorbed their quizzical glances which communicated their curiosity about my sudden and unexplained presence" Does she la10w the Bar Mitzvah boy? Miy is she here alone? Lee's not religi.ous, what's she doing in synagogue? Does she have a Yarhzeit7" And like a newcomer often will, I opted for the fringes, lurking at the edge of the experience rather than plungi.ng in. I sat in the back on the side opposite from our normal High Holiday seats. And I sat alone. l needed to be alone ... in order to protect my ignorance, my vulnerability in making myself available to this ritual observance seemingly rese,ved for insiders ( an irrational conclusion I clung to for the excuse it offered in the event the experience failed to prove meaningful). But I obeyed the impulse, the instinct that led me there. I sensed I needed to be in community, in a religi.ous communal context, in order to reflect, to gain a clearer sense of what I needed to know if I were going to begi.n to take responsibility for my Judaism and in order to learn how to pray.

Prayer is the quintessential Jewish communal activity and I wanted to rediscover my vaguely recalled capacity for it. Prayer could be rote, reflexive, mindless, inspiring or elevating. It could be heartfelt or mouthed. It could be whatever I brought to it. Whatever intent I carried, whatever la10wledge I held, would of necessity shape its effect on me. That I also sensed but did not truly laww at the time. I simply lazew that it held a critical truth I needed to discover. As Chair of this initiative, I had found the conversation amongst the professional advisory group of Rabbis, principals and educators sufficiently stimulating to

4

begin examining my own attitude toward tefillah. I discovered much to my dismay that I didn't have much o f an attitude at all, save the conviction that prayer is central to religious activity, because I seldom prayed. Ipso facto if I did not pray I could not very well claim to be religious. I was also beginning to construct the declension o f secular and religious Judaism and slowly coming to the realization that I could no longer be personally satisfied with a secular declaration alone. Secular Judaism did not have the staying power that continuity would require. The figures proved that, history would prove it also if we did not wake up very soon. I determined that if I cared at all about Judaism I would need to be one o f the early risers on the secular side o f the bed.

And so I woke up that day. As I sat in synagogue feeling very much on the outside o f worship I began to see how the inside operates. I heard a rhythm which I knew to be unassailable. I saw a peace which I knew to be imperturbable. I felt a community that might be indivisible. I understood that the act o f communal prayer was sustaining all three.It intrigued me that prayer might do this, that the simple act o f being in synagogue for two and a half hours once a week might unleash these possibilities both for the individual and for the community. Great power o f a kind that might vastly overshadow the secular reach o f Judaism resided here. But I would have to work hard to understand it, to become a part o f it... for the impulse went against 40 years o f negative conditioning. A significant piece o f the work was the simple decision to attend synagogue every week I was in town. The decision to make the commitment, to take on the responsibility. I knew I would have to be there consistently before I could know what was and wasn't available.

A nd so I have been learning and growing and changing as a Jew in an odyssey that would have left my mother mute, astonishes but delights my father and would have affirmed everything my greatgrandfather, Oscar, a deeply religious man, knew to be important. I wonder at how much we have lost in the intervening generations between our ancestors, the immigrants and our children, the citizens. But I do not mourn its loss. I rejoice in its possible recovery, the opportunity for a joyous renaissance in American Jewish life. I do still reser\'e the right to muse over how my life might have been different had I had the good fortune to be in the right school at the right time, to have the benefit o f the influence that each one o f the twelve o f you brings to your classrooms, to your lives. This is what this program is all about. Making that influence the most powerful and compelling instrument you have as a teacher for your personal benefit and for the benefit o f all o f our children.

Please take this opportunity seriously and use the privilege o f study well. Tell us how we are doing. Make suggestions, offer criticism. Know that we are so pleased to be its sponsor, to be a part o f the national effort to recognize the critical, crucial role Jewish teachers play in the lives o f our children. To bring to your profession the recognition, respect and communal investment it deserves.

We are in no position at this point to assess the value o f this program although we have high hopes, good intentions and very clear expectations. It is most heartening that this is being launched as the Center for the Advancement o f Jewish Education begins to move

5

begin examining my own attitude toward tefillah. I discovered much to my dismay that I didn't have much of an attitude at all, save the conviction that prayer is central to religious acti1·ity, because I seldom prayed. Ipso facto if I did not pray I could not very well claim to be religious. I was also beginning to construct the declension of secular and religious Judo.ism and slowly coming to the realization that I could no longer be personally satisfied with a secular declaration alone. Secular Judaism did not hai·e the staying power that continuity would require. The figures proved that, history would prove it also if we did not wake up very soon. I detennined that if I cared at all about Judaism I would need to be one of the early risers on the secular side of the bed.

And so I woke up that day. As I sat in synagogue feeling very much on the outside of worship I began to see how the inside operates. I heard a rhythm which I knew to be unassailable. I saw a peace which I knew to be imperturbable. I felt a community that might be indivisible. I understood that the act of communal prayer was sustaining all three. It intrigued me that prayer might do this, that the simple act of being in synagogue for two and a half hours once a week might unleash these possibilities both for the indfridual and for the community. Great power of a kind that might vastly overshadow the secular reach of Judaism resided here. But I would have to work hard to understand it, to become a part of it ... for the impulse went against 40 years of negative conditioning. A sigmficant piece of the work was the simple decision to attend synagogue every week I was in town. The decision to make the commitment, to take on the responsibility. I lazew I would have to be there consistently before I could laww what was and wasn't available.

And so I have been learning and growing and changing as a Jew in an odyssey that would have left my mother mute, astonishes but delights my father and would have affirmed everything my greatgrandfather, Oscar, a deeply religious man, knew to be important. I wonder at how much we have lost in the intervening generations between our ancestors, the immigrants and our children, the citizens. But I do not mourn its loss. I rejoice in its possible recovery, the opportunity for a joyous renaissance in American Jewish life. I do still resen·e the right to muse over how my life might have been different had I had the good fortune to be in the right school at the right time, to have the benefit of the influence that each one of the twelve of you brings to your classrooms, to your lives. This is what this program is all about. Making that influence the most powerful and compelling instrument you have as a teacher for your personal benefit and for the benefit of all of our children.

Please take this opportunity seriously and use the privilege of study well. Tell us how we are doing. Make suggestions, offer criticism. Know that we are so pleased to be its sponsor, to be a part of the national effort to recognize the critical, crucial role Jewish teachers play in the lives of our children To bring to your profession the recognition, respect and communal im•estment it deserves.

We are in no position at this point to assess the value of this program although we have high hopes, good intentions and very clear expectations. It is most heartening that this is being launched as the Center for the Advancement of Jewish Education begins to move

5

forward. We are hopeful that CAJE will generate excitement, concern and the conviction that all o f us together must act. The privilege o f philanthropy, i f exercised wisely, is that it gives the philanthropist the freedom to act sooner rather than later. And that, it seems to me, ishow we Jews work together to create our own future.

Lee M. Hendler 10/121193

forward. We are hopeful that CAJE will generate excitement, concern and the conviction that ail of us together must act. The privilege of philanthropy, if exercised wisely, is that it gives the philanthropist the freedom to act sooner rather than later. And that, it seems to me, is how we Jews work together to create our own future.

Lee M. Hendler 10/12//93

6

BUILDING A STRONGER COMMUNITY TOWARD THE YEAR 2000

A STRATEGIC PLAN FOR JEWISH EDUCATION

Report of the Commission on Jewish Education

Th e Asso c ia t ed•V • JEWISH COMMUNITY FEDERATION OF BALTIMORE

June, 1993

/

BUILDING A STRONGER COMMUNITY TOW ARD THE YEAR 2000

A STRATEGIC PLAN FOR JEWISH EDUCATION

Report of the Commission on Jewish Education

June, 1993

TABLE OF CONTENTS

Introduction................................................................................................... 1

Study Process............................................................................................... 6

Study Findings.............................................................................................10

Recommendations..................................................................................19

Implementation .....................................................................................22

Appendices

Appendix A: Strategic Plan Timetable........................................... 25

Appendix B: Subcommittee Membership................................ 26-27

Appendix C: Center for the Advancement ofJewish Education Stuctural Chart....................................................28

TABLE OF CONTENTS

Introduction ... . .................................................. l

Study Process ................................................... 6

Study Findings ............................................ . . .... 10

Recommendations .. . ..... . ............... . ............ . ....... 19

Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Aooendices

Appendix A: Strategic Plan Timetable ......... . ............ 25

Appendix B: Subcommittee Membership .. .. ............ 26-27

Appendix C: Center for the Advancement of Jewish Education Stuctural Chart . . . .. . ..................... 28

I N T R O D U C T I O N

Beginning in 1988, THE ASSOCIATED: Jewish Community Federation of Baltimore embarked upon a comprehensive strategic planning approach for all resource development, resource allocation and service delivery conducted within the Baltimore Jewish community. At that time THE ASSOCIATED m ade a commitment to understand the needs and aspirations of the community, now and over the next decade, and to respond to them in the most effective ways.

The strategic planning process has changed the nature of community problem-solving and resource development for the Baltimore Jewish community. Generation of the comprehensive Strategic Plan was initiated in January 1988 and continued for 18 months, concluding in June 1989 with the approval and adoption of Building a Stronger Community: Toward the Year 2000. Implementation of the Strategic Plon beggn in July, 1989 gnd continues to unfold todoy.

A full section of the Strategic Plan was dedicated to Jewish education. In fact, it is the only area singled out for priority attention in that document. Among the most pressing questions asked during strategic planning was, "What are our goals in Jewish education?" Since 1989, THE ASSOCIATED has been engaged in numerous processes involving hundreds of community leaders to address that question, develop answers and begin implementing strategic solutions. Shaping a Jewish education agenda has been one of the most complex and challenging tasks facing the Baltimore Jewish community, yet it is central to our mission of ensuring and enhancing Jewish identity and Jewish continuity.

Clearly, the Baltimore Jewish community has accomplished a great deal since the inception of its strategic planning process (see Appendix A for the envisioned four phases of strategic planning for Jewish education). In 1989, consistent with the mandate of the newly adopted Strategic Plan, the Commission on Jewish Education was created to assist in building a comprehensive, well-coordinated, community-wide Jewish educational system. The Commission, which replaced the Jewish Education Committee, was assigned two major roles:

(1) to develop a specific Strategic Plan for Jewish Education inBaltimore by analyzing and determining:

A the magnitude of the needs for educational services under consideration;

B. the extent to which these needs were being met in quantity and quality; and

C. the methods by which available funds should be allocated to meet the needs.

1

I NTRODUCTION

Beginning in 1988. THE ASSOCIATED: Jewish Community Federation of Baltimore embarked upon a comprehensive strategic planning approach for all resource development, resource allocation and service delivery conducted within the Baltimore Jewish community. At that time THE ASSOCIATED made a commitment to understand the needs and aspirations of the community, now and over the next decade, and to respond to them in the most effective ways.

The strategic planning process has changed the nature of community problem-solving and resource development for the Baltimore Jewish community. Generation of the comprehensive Strategic Plan was initiated in January 1988 and continued for 18 months, concluding in June 1989 with the approval and adoption of Buildina a Stronaer Communitv: Toward the Year 2000. Implementation of the Strategic Plan began in July, 1989 and continues to unfold today.

A full section of the Strategic Plan was dedicated to Jewish education. In fact. it is the only area singled out for priority attention in that document. Among the most pressing quest ions asked during strategic planning was, "What are our goals in Jewish education?" Since 1989, THE ASSOCIATED has been engaged in numerous processes involving hundreds of community leaders to address that question, develop answers and begin implementing strategic solutions. Shaping a Jewish education agenda has been one of the most complex and challenging tasks facing the Balt imore Jewish community, yet it is central to our mission of ensuring and enhancing Jewish identity and Jewish continuity.

Clearly, the Baltimore Jewish community has accomplished a great deal since the inception of its strategic planning process (see Appendix A for the envisioned four phases of strategic planning for Jewish education). In 1989, consistent with the mandate of the newly adopted Strategic Plan, the Commission on Jewish Education was created to assist in building a comprehensive, well-coordinated, community-wide Jewish educational system. The Commission, which replaced the Jewish Education Committee, was assigned two major roles:

(1) to develop a specific Strategic Plan for Jewish Education in Baltimore by analyzing and determining:

A the magnitude of the needs for educational services under consideration;

B. the extent to which these needs were being met in quantity and quality; and

C. the methods by which available funds should be allocated to meet the needs.

(2) to review and monitor the fiscal and programmatic direction of each Jewish education agency/program under its purview, as well as to recommend ASSOCIATED funding allocations for Jewish education within the annual budgeting process.

One of the Commission's first acts was the creation of a new Fund for Jewish Education, again consistent with the community's mandate to "increase funding for Jewish education" in the Strategic Plan. This Fund was officially established by THE ASSOCIATED Board of Directors in 1990, with an initial minimum fundraising goal of $10 million, and has already advanced and allocated $300,000 in each of the last three fiscal years to supplement resources brought to Jewish education from the annual campaign of THE ASSOCIATED.

In late 1990, to begin its comprehensive strategic planning process for Jewish education for the Baltimore Jewish community, the Commission created four subcommittees, each charged to formulate reports that ultimately would serve as the basis for a formal Strategic Plan for Jewish Education (see Appendix B for membership of the respective subcommittees). At the end of 1990, simultaneous strategic planning processes began, representing priority areas in Jewish education:

• Jewish Day School Education• Congregational and Communal Religious School Education• Higher Jewish Education• Informal Jewish Education

From late 1990 through early 1993, each of the four Subcommittees held an extensive series of meetings to:

1. gather and analyze information to understand the nature and scope of each functional area;

2. review and analyze current funding arrangements;

3. identify unmet educational needs;

4. assess whether current educational needs are being met;

5. determine whether the current "system" is cost effective;

6. develop recommendations.

Concluding in early 1993, the Commission integrated the distinct recommendations from each of the four subcommittees in the areas of:

• Personnel• Programs• Initiatives• Special Populations

2

(2) to review and monitor the fiscal and programmatic direction of each Jewish education agency/program under its purview, as well as to recommend ASSOCIATED funding allocations for Jewish education within the annual budgeting process.

One of the Commission's first acts was the creation of a new Fund for Jewish Education, again consistent with the community's mandate to "increase funding for Jewish education" in the Strategic Plan. This Fund was officially established by THE ASSOCIATED Board of Directors in 1990, with an initial minimum fund raising goal of S 10 million, and has already advanced and allocated $300,000 in each of the last three fiscal years to supplement resources brought to Jewish education from the annual campaign of THE ASSOCIATED.

In late 1990, to begin its comprehensive strategic planning process for Jewish education for the Baltimore Jewish community. the Commission created four subcommittees. each charged to formulate reports that ultimately would serve as the basis for a formal Strategic Plan for Jewish Education (see Appendix B for membership of the respective subcommittees). At the end of 1990, simultaneous s.trategic planning processes began, representing priority areas in Jewish education:

• Jewish Day School Education • Congregational and Communal Religious School Education • Higher Jewish Education • Informal Jewish Education

From late 1990 through early 1993, each of the four Subcommittees held an extensive series of meetings to:

1. gather and analyze information to understand the nature and scope of each functional area;

2. review and analyze current funding arrangements;

3. identify unmet educational needs;

4. assess whether current educational needs are being met;

5. determine whether the current "system" is cost effective;

6. develop recommendations.

Concluding in early 1993. the Commission integrated the distinct recommendations from each of the four subcommittees in the areas of:

• Personnel • Programs • Initiatives • Special Populations

2

The study processes, study findings, and integrated recommendations of each of the four subcommittees can be found on pages 7 to 23 of this document.

in the fall of 1992, simultaneous with advanced phases of the subcommittees' study process, Baltimore received notice of its selection as one of three communities chosen by the Council on Initiatives in Jewish Education (CUE) for its Lead Communities Project. The ultimate goal of the Project is to re-energize Jewish education throughout North America, and to demonstrate and validate successful approaches to Jewish education that can be found in and replicated by communities across the continent. Baltimore's selection launched an intensive three-to-five year experiment, in partnership with CUE, toward producing a replicable model or models for providing top-quality Jewish education within an organized Jewish community.

As of July 1, 1993 the Commission will take major strides in moving forward the Baltimore community's Jewish education agenda. At that time THE ASSOCIATED will establish the new Center for the Advancement of Jewish Education (CAJE), which will enhance the federation's and the community's capacity to engage in a coordinated, comprehensive and community-wide approach to:

• Educational planning and service delivery;• Budget and grants review; and• Financial resource development for Jewish education.

One of the Center's primary responsibilities will be strategic planning implementation for the total Jewish educational community. To accomplish this goal, a senior Jewish educator/planner will be retained as Executive Director of CAJE to guide the Baltimore community through the challenging years ahead (see Appendix C for CAJE structural chart).

It is important to note that this document is not intended merely to describe the current state of Jewish education in the Baltimore community, but rather to pose the critical questions and challenges facing our community and either to suggest programmatic answers to those questions or to recommend processes and approaches by which new solutions can be fashioned and implemented.

In the course of the inquiries and deliberations of the Commission and its subcommittees, the following "definitions", "guiding principles", "questions" and "goals" emerged.

DEFINITIONS

• Jewish education is critical in ensuring and enhancing Jewish continuity. Jewish continuity is defined as the transmission from generation to generation of the values of Judaism and a reaffirmation of the historic role of the Jewish people as a "holy people" and a "light unto the nations"; and the assertion of the

3

The study processes, study findings, and integrated recommendations of each of the four subcommittees can be found on pages 7 to 23 of this document.

In the fall of 1992, simultaneous with advanced phases of the subcommittees' study process, Baltimore received notice of its selection as one of three communities chosen by the Council on Initiatives in Jewish Education (CIJE) for its Lead Communities Project. The ultimate goal of the Project is to re-energize Jewish education throughout North America, and to demonstrate and validate successful approaches to Jewish education that can be found in and replicated by communities across the continent. Baltimore's selection launched an intensive three-to-five year experiment, in partnership with CIJE, toward producing a replicable model or models for providing top-quality Jewish education within an organized Jewish community.

As of July 1, 1993 the Commission will take major strides in moving forward the Baltimore community's Jewish education agenda. At that time THE ASSOCIATED will establish the new Center for the Advancement of Jewish Education (CAJE), which will enhance the federation's and the communitv's capacity to engage in a coordinated, comprehensive and community-wide approach to:

• Educational planning and service delivery; • Budget and grants review; and • Financial resource development for Jewish education.

One of the Center's primary responsibilities will be strategic planning implementation for the total Jewish educational community. To accomplish this goal, a senior Jewish educator /planner will be retained as Executive Director of CAJE to guide the Baltimore community through the challenging years ahead (see Appendix C for CAJE structural chart).

It is important to note that this document is not intended merely to describe the current state of Jewish education in the Baltimore community. but rather to pose the critical questions and challenges facing our community and either to suggest programmatic answers to those questions or to recommend processes and approaches by which new solutions can be fashioned and implemented.

In the course of the inquiries and deliberations of the Commission and its subcommittees, the following "definitions", "guiding principles" , "questions" and "goals" emerged.

DEFINITIONS

• Jewish education is critical in ensuring and enhancing Jewish continuity. Jewish continuity is defined as the transmission from generation to generation of the values of Judaism and a reaffirmation of the historic role of the Jewish people as a "holy people" and a " light unto the nations"; and the assertion of the

3

need to sustain our vital Jewish tradition, historically characterizea by a sense of covenant and community, com m andm ent and commitment to fellow Jews and to all mankind.(Subcommittee on Jewish Continuity of the Commission on Synagogue/Federation Relations)

Jewish education is a lifelong enterprise, spanning from one's birth through old age. Jewish children, adults, and families within our Baltimore community should be afforded maximal opportunity to experience a broad range of educational experiences at various life stages. Jewish education for North American Jews occurs along a broad timeline, most often not in a continuous series of participatory learning and Jewish communal involvement, but rather in a "start-stop-and-start" pattern interrupted by spans of many years. Therefore, our challenge as a Jewish community is to find and attract participants in our shared mission of enhancing Jewish identity and Jewish literacy, and to intensify and enrich the Jewish learning experiences for all members of our Jewish community as they move through our "Jewish educational system" at diverse stages in their lives.

We also understand and accept the concept of a global Jewish education campus; that is, Jewish education takes p lace in day schools, yeshivot and congregational/com m unal religious schools, as well as in synagogues, JCC's, the home, retreat centers, summer camps, Israel, community meetings, and other "beyond the classroom" settings. At certain points in an individual's life, one form of educational/experiential activity might be more important or more attractive than another. Further, we acknowledge that certain types of education are more effectively imparted and experienced in a formal setting, while other types may be better suited to informal settings.

Recommendation #1 in THE ASSOCIATED's Strategic Plan mandates that THE ASSOCIATED should establish priorities in terms of the needs of clients. They should focus not on the programs particular agencies operate, but rather on the services the various client groups need, regardless of which entity is to provide them. Consistent with this mandate, this Strategic Plan for Jewish Education must focus on the needs of client groups of all ages and at all life stages. The "client groups" we have identified and designated are: Children, Adolescents, College-Age Youth, Adults, and Families.

need to sustain our vital Jewish tradition. historically characterized by a sense of covenant and community, commandment and commitment to fellow Jews and to all mankind. (Subcommittee on Jewish Continuity of the Commission on Synagogue/ Federation Relations)

• Jewish education is a lifelong enterprise. spanning from one's birth through old age. Jewish children, adults, and families within our Baltimore community should be afforded maximal opportunity to experience a broad range of educational experiences at various life stages. Jewish education for North American Jews occurs along a broad timeline. most often not in a continuous series of participatory learning and Jewish communal involvement, but rather in a "start-stop-and-start" pattern interrupted by spans of many years. Therefore, our challenge as a Jewish community is to find and attract participants in our shared mission of enhancing Jewish identity and Jewish literacy, and to intensify and enrich the Jewish learning experiences for all members of our Jewish community as they move through our "Jewish educational system" at diverse stages in their lives.

• We a lso understand and accept the concept of a global Jewish education campus; that is, Jewish education takes place in day schools, yeshivot and congregational/communal religious schools. as well as in synagogues. JCC's, the home. retreat centers, summer camps. Israel, community meetings, and other "beyond the classroom" settings. At certain points in an individual's life. one form of educational/experiential activity might be more important or more attractive than another. Further, we acknowledge that certain types of education are more effectively imparted and experienced in a formal setting, while other types may be better suited to informal settings.

• Recommendation #1 in THE ASSOCIATED's Strategic Plan mandates that THE ASSOCIATED should establish priorities in terms of the needs of clients. They should focus om on the programs particular agencies operate, but rather on the services the various client groups need, regardless of which entity is to provide them. Consistent with this mandate. this Strategic Plan for Jewish Education must focus on the needs of client groups of all ages and at all life stages. The "client groups" we have identified and designated are: Children, Adolescents, College-Age Youth, Adults. and Families.

4

GUIDING PRINC1P1ES

• Based upon the 1990 CJF Jewish Population Study of North America and other demographic indicators, by and large, Jewish education services and programs are not sufficiently enhancing the Jewish identity and/or Jewish literacy of the critical mass of Jews across North America.

• Jewish survival is not only dependent upon a strong sense of individual/personal Jewish identity and practice, but also belonging to and supporting a larger Jewish community.

• Jewish education is a major determinant of Jewish continuity and Jewish survival. Therefore, we can no longer continue with a "business as usual" approach. There is a need for new and more coordinated strategies across our "Jewish education system".

• One of the most critical principles to be com m unicated by our Baltimore and North American Jewish community is the profouna ana positive significance of Jewish life and communal commitment. We can no longer assume that all participants in any Jewish education program acknowledge this principle, emotionally or cognitively, personally or communally.

• The diversity of the Baltimore Jewish community reflects the many forms that Jewish commitment can take. It is a source of strength and must be preserved.

QUESTIONS

In order to decide upon a strategic plan of action for the Baltimore community in the arena of Jewish education, we must answer the following central questions:

• What qualities define an active, committed Jewish community? What would such a community look iike?

• How do we create and perpetuate those qualities?

• What qualitative and quantitative measures should be used to evaluate the successful creation and perpetuation of those qualities?

5

GUIDING PRINCIPLES

• Based upon the 1990 CJF Jewish Population Study of North America and other demographic indicators, by and large, Jewish education services and programs are not sufficiently enhancing the Jewish identity and/or Jewish literacy of the critical mass of Jews across North America.

• Jewish survival is not only dependent upon a strong sense of individual/personal Jewish identity and practice, but also belonging to and supporting a larger Jewish community.

• Jewish education is a major determinant of Jewish continuity and Jewish survival. Therefore, we can no longer continue with a "business as usual" approach. There is a need for new and more coordinated strategies across our "Jewish education system".

• One of the most critical principles to be communicated by our Baltimore and North American Jewish community is the profound and positive significance of Jewish life and communal commitment. We can no longer assume that all participants in any Jewish education program acknowledge this principle, emotionally or cognitively, personally or communally.

• The diversity of the Baltimore Jewish community reflects the many forms that Jewish commitment can take. It is a source of strength and must be preserved.

QUESTIONS

In order to decide upon a strategic plan of action for the Baltimore community in the arena of Jewish education. we must answer the following central questions:

• What qualities define an active. committed Jewish community? What would such a community look iike?

• How do we create and perpetuate those qualities?

• Whot qualitative and quantitative measures should be used to evaluate the successful creation and perpetuation of those qualities?

5

GOALS

The goals of Jewish education in our community are to:

• Promote the broadest range of educational opportunities to all members of our Jewish community that will enhance the personal meaning they derive from being Jewish.

• Encourage and assist every one of our community members to enter and remain involved (with as little interruption and for as long as possible) in Jewish life and learning.

• Enable the effective interaction of formal and informal teaching and learning for people of all ages.

• Coordinate the component parts of our "Jewish education system" toward maximizing the participation and enhancing the Jewish knowledge and commitment of ail members of our community.

• Stimulate and sustain institutional and systemic change, wherever necessary, to vitalize our Jewish community and the Jewish peop le .

• Incorporate as a first component of the implementation of our Strategic Plan for Jewish Education a mechanism, tim etable and budget for ongoing monitoring and evaluation of the achievement of the qualities noted above. This must include clear benchmarks along a multi-year course. Accountability for the funding of all programs will be based upon formal measurement of stated desired outcomes.

S T U D Y P R O C E S S

Following is a more detailed analysis of each Subcommittee's study process, describing the research and information gathering stage which formed the foundation for their individual planning processes:

I. SUBCOMMITTEE ON CONGREGATIONAL AND COMMUNAL RELIGIOUSSCHOOL EDUCATION

• The first phase of the study process involved research and information gathering via the design and administration of an educational needs questionnaire, fiscal profile questionnaire and follow-up interviews.

6

GOALS

The goals of Jewish education in our community are to:

• Promote the broadest range of educational opportunities to all members of our Jewish community that will enhance the personal meaning they derive from being Jewish.

• Encourage and assist every one of our community members to enter and remain involved (with as little interruption and for as long as possible) in Jewish life and learning.

• Enable the effective interaction of formal and informal teaching and learning for people of all ages.

• Coordinate the component parts of our "Jewish education system" toward maximizing the participation and enhancing the Jewish knowledge and commitment of Qtl members of our community.

• Stimulate and sustain institutional and systemic change, wherever necessary, to vitalize our Jewish community and the Jewish people.

• Incorporate as a first component of the implementation of our Strategic Plan for Jewish Education a mechanism, timetable and budget for ongoing monitoring and evaluation of the achievement of the qualities noted above. This must include clear benchmarks along a multi-year course. Accountability for the funding of all programs will be based upon formal measurement of stated desired outcomes.

STUDY PROCESS

Following is a more detailed analysis of each Subcommittee·s study process, describing the research and information gathering stage which formed the foundation for their individual planning processes:

I. SUBCOMMITTEE ON CONGREGATIONAL AND COMMUNAL RELIGIOUS SCHOOL EDUCATION

• The first phase of the study process involved research and information gathering via the design and administration of an educational needs questionnaire, fiscal profile questionnaire and follow-up interviews.

6

The educational needs instruments which were administered to 15 elementary and high school principals (79%) and 12 early childhood education directors (85%) consisted of a series of questions relating to the "levels of need" of service and programs being provided to the school by the Board of Jewish Education or through other sources.

The fiscal profile questionnaires which consisted of questions relating to school expenditures and income were com pleted by 8 early childhood educational institutions (57%) and 15 elementary/high schools (79%).

Group interviews were conducted by the Subcommittee with Rabbinic, lay and professional educational leadership in order to validate questionnaire responses. Follow-up interviews with teacher representatives were conducted by staff. The interviews also afforded members of the Subcommittee the opportunity to engage educational leadership in an open dialogue regarding the educational needs of their respective institutions, as well as the educational challenges they face over the next three to five years.

All responses to the survey instruments and interview questions were analyzed by staff and presented to the Subcommittee for review, interpretation and deliberation.

Phase two of the study process involved the formation of an eightmember Committee on Educational Goals and Objectives.

The m andate of the Committee was to identify specific educational goals and objectives within the Greater Baltimore area congregational and communal religious school system. The Committee addressed this challenge by:

1) defining Jewish attitudes and Jewish involvement we want our children to exhibit during adulthood; and

2) determining the educational goals and objectives schools should achieve over the next 5-10 years.

The full Subcommittee completed its work and received approval by the Commission on Jewish Education October 30, 1991.

• The educational needs instruments which were administered to 15 elementary and high school principalls (79%) and 12 early childhood education directors (85%) consisted of a series of questions relating to the "levels of need" of service and programs being provided to the school by the Board of Jewish Education or through other sources.

• The fiscal profile questionnaires which consisted of questions relating to school expenditures and income were completed by 8 early childhood educational institutions (57%) and 15 elementary/high schools (79%).

• Group interviews were conducted by the Subcommittee with Rabbinic, lay and professional educational leadership in order to validate questionnaire responses. Follow-up interviews with teacher representatives were conducted by staff. The interviews also afforded members of the Subcommittee the opportunity to engage educational leadership in an open d ialogue regarding the educational needs of their respective institutions. as well as the educational challenges they face over the next three to five years.

• All responses to the survey instruments and interview questions were analyzed by staff and presented to the Subcommittee for review, interpretation and deliberation.

• Phase two of the study proc ess involved the formation of an eightmember Committee on Educational Goals and Objectives.

• The mandate o f the Committee was to identify specific educational goals and objectives w ithin the Greater Baltimore area congregational and c ommunal religious school system. The Committee addressed this challenge by:

l) defining Jewish attitudes and Jewish involvement we want our children to exhibit during adulthood; and

2) determining the educational goals and objectives schools should achieve over the next 5- l O years.

• The full Subcommittee completed its work and received approval by the Commission on Jewish Education October 30, 1991.

7

II. SUBCOMMITTEE ON JEWISH DAY SCHOOL EDUCATION

• At the very outset of its deliberations, the Subcommittee on Jewish Day School Education determined:

Areas and/or activities to examineData gathering procedures and instruments to collect the facts needed to make informed decisions. The data included enrollment figures (current and projected), personnel requirements, programmatic expenses, and other costs of providing education services.

• At the start of calendar year 1991, the research and informationgathering stage began. This formed the foundation of the Subcommittee's strategic planning process, providing both qualitative and quantitative data. In order to better understand and interpret the data and to conduct more thorough and intensive inauiry into the shaping of recommenaations, the Subcommittee created three task forces: the Task Force on Fiscal Needs; the Task Force on Professional Needs; and the Task Force on Student Needs. The discussion and deliberations of these task forces focused on four areas within the Jewish Day Schools:

(1) Education Professionals(2) Students(3) Families(4) The Schools Themselves

• The full Subcommittee report was received and approved by the Commission on October 30, 1991.

III. SUBCOMMITTEE ON INFORMAL JEWISH EDUCATION

• The Subcommittee on Informal Jewish Education invited each ASSOCIATED agency which provides informal Jewish eaucation programming to appoint a representative to serve on the Subcommittee (BJC, BJE, BHU, JCC, JFS, JHS) and selected, in addition, six at-large representatives. For the purposes of its work, materials pertinent to the topic were distributed. The Committee met between November 1990 and July 1991. Meetings focused on the challenges involved in formulating a definition of informal Jewish education and in delineating issues, goals, and objectives. Meetings were devoted to the exploration of informal programs currently being offered and an assessment of what programs should be offered in the area of informal Jewish education to better meet the needs identified for the future. The report of the Subcommittee was submitted to and approved by the Commission on Jewish Education on October 30, 1991.

8

II. SUBCOMMITTEE ON JEWISH DAY SCHOOL EDUCATION

111.

• At the very outset of its deliberations, the Subcommittee on Jewish Day School Education determined:

Areas and/or activities to examine Data gothering procedures and instruments to collect the facts needed to make informed decisions. The data included enrollment figures (current and projected), personnel requirements, programmatic expenses, and other costs of providing education services.

• At the start of calendar year 199 l, the research and informationgathering stage began. This formed the foundation of the Subcommittee's strategic planning process, providing both qualitative and quantitative data. In order to better understand and interpret the data and to conduct more thorough and intensive inquiry into the shaping of recommendations, the Subcommittee created three task forces: the Task Force on Fiscal Needs; the Task Force on Professional Needs; and the Task Force on Student Needs. The discussion ond deliberations of these task forces focused on four areas within the Jewish Day Schools:

Cl) Education Professionals (2) Students (3) Families (4) The Schools Themselves

• The full Subcommittee report was received and approved by the Commission on October 30, 1991.

SUBCOMMITTEE ON INFORMAL JEWISH EDUCATION

• The Subcommittee on Informal Jewish Education invited each ASSOCIATED agency which provides informal Jewish education programming to appoint a representative to serve on the Subcommittee (BJC, BJE, BHU, JCC, JFS, JHS) and selected, in addition, six at-large representatives. For the purposes of its work, materials pertinent to the topic were distributed. The Committee met between November 1990 and July 1991. Meetings focused on the challenges involved in formulating a definition of informal Jewish education and in delineating issues, goals, and objectives. Meetings were devoted to the exploration of informal programs currently being offered and an assessment of what programs should be offered in the area of informal Jewish education to better meet the needs identified for the future. ll'he report of the Subcommittee was submitted to and approved by the Commission on Jewish Education on October 30, 1991.

8

SUBCOMMITTEE ON JEWISH HIGHER EDUCATIONIV.

• The Subcommittee on Jewish Higher Education engaged Ukeles Associates, Inc., a consulting firm based in New York City, to consult with the Subcommittee and assist in its m andate of impartially assessing the communal needs for Jewish higher education in Baltimore and the extent to which the needs are being met.

• Ukeles Associates conducted a community-wide needs analysis to provide a common base of information on the higher Jewish education population, consumer preferences, current higher Jewish education offerings within the community, and use of existing programs.

Both quantitative and qualitative research methods were used including:

26 key informant interviews with lay leaders; communal service professionals; senior educators; university professors and administrators; and religious leaders.

6 focus groups with a total of 47 participants. Participants were selected to represent a spectrum of the higher Jewish education population -- those currently involved in higher Jewish education, and those with potential needs for higher Jewish education. The groups included: communal professionals; day school teachers; day school principals; congregational school principals and rabbis; lay leaders; and adult learners. Group ranged in size from 4 to 15 participants.

a survey of 408 BHU students in a detailed questionnaire administered over a 3-week period.

analysis of data from the 1985 Baltimore Jewish Population Study and User Study.

numerous telephone interviews with providers of higher Jewish education both within the Baltimore Jewish community and in the general community.

analysis of data and information from 11 previous studies completed by Ukeles Associates in Jewish eaucation.

• The report of the Subcommittee was submitted to and approved by the Commission on Jewish Education on April 2, 1993.

9

IV. SUBCOMMITTEE ON JEWISH HIGHER EDUCATION

• The Subcommittee on Jewish Higher Education engaged Ukeles Associates, Inc., a consulting firm based in New York City, to consult with the Subcommittee and assist in its mandate of impartially assessing the communal needs for Jewish higher education in Baltimore and the extent to which the needs are being met.

• Ukeles Associates conducted a community-wide needs analysis to provide a common base of information on the higher Jewish education population. consumer preferences. current higher Jewish education offerings within the community. and use of existing programs.

Both quantitative and qualitative research methods were used including:

26 key informant inteNiews with lay leaders; communal seNice professionals; senior educators; university professors and administrators: and religious leaders.

6 focus groups with a total of 47 participants. Participants were selected to represent a spectrum of the higher Jewish education population -- those currently involved in higher Jewish education. and those with potential needs for higher Jewish education. The groups included: communal professionals: day school teachers; day school principals; congregational school principals and rabbis; lay leaders; and adult learners. Group ranged in size from 4 to 15 participants.

a suNey of 408 BHU students in a detailed questionnaire administered over a 3-week period.

analysis of data from the 1985 Baltimore Jewish Population Study and User Study.

numerous telephone inteNiews with providers of higher Jewish education both within the Baltimore Jewish community and in the general community.

analysis of data and information from 11 previous studies completed by Ukeles Associates in Jewish education.

• The report of the Subcommittee was submitted to and approved by the Commission on Jewish Education on April 2. 1993.

9

S T U D Y F I N D I N G S

CONGREGATIONAL AND COMMUNAL RELIGIOUS SCHOOL EDUCATION

PUPIL ENROLLMENT TRENDS

The total number of pupils enrolled in BJE-affiliated and associated schools as of Fall 1990 is 6,614 -- representing an increase of 10.3% over 1989-90.

In Baltimore City and County:

Pre-School enrollment increased by 19.2%One-day-a-week programs increased by 7.7% Two-day-a-week programs increased by 10.7% Three-day-a-week programs increased by 2.3%

In the outlying counties (Anne Arundel, Carroll, Frederick and Howard), enrollment increased by 16.0%. Enrollment in these counties represents 18.2% of the total pupil enrollment.

A ten-year analysis (1980-81 to 1990-91) of pupil enrollment in Baltimore City and County is indicated as follows:

In Baltimore City and Baltimore County, the total enrollment increased by 27.9%.

In the outlying counties, the total enrollment increased by 142.6%.

With regard to intensity, the percentage change in the days-perweek a student is exposed to supplementary schooling in 1990-91 compared to 1980-81 is as follows:

Three day-a-week program: -29.9%Two-day-a-week program: +102.0%One־day-a-week program: +25.1%

The aggregate enrollment in all Pre-School programs between 1980-81 and 1990-91 increased by 118.8%. Enrollment in Pre-School programs represents 28.8% of the total pupil enrollment.

10

I.

STUDY FINDINGS

CONGREGATIONAL AND COMMUNAL RELIGIOUS SCHOOL EDUCATION

PUPIL ENROLLMENT TRENDS

• The total number of pupils enrolled in BJE-affiliated and associated schools as of Fall 1990 is 6,614 -- representing an increase of l 0.3% over 1989-90.

• In Baltimore City and County:

Pre-School enrollment increased by 19.2% One-day-a-week progra ms increased by 7. 7% Two-day-a-week programs increased by 10. 7% Three-day-a-week p rograms increased by 2.3%

• In the outlying counties (Anne Arundel, Carroll, Frederick and Howard). enrollment increased by 16.0%. Enrollment in these counties represents 18.2% of the total pupil enrollment.

• A ten-year analysis ( 1980-81 to 1990-91) of pupil enrollment in Baltimore City and County is indicated as follows:

In Baltimore City and Baltimore County, the total enrollment increased by 27 .9%.

In the outlying counties. the total enrollment increased by 142.6%.

• With regard to intensity, the percentage change 1n the days-perweek a student is exposed to supplementary schooling in 1990-91 compared to 1980-81 is as follows:

Three doy-o-week program: Two-day-a-week program: One-day-a-week program:

-29.9°/o +102.0% +25.1%

• The aggregate enrollment in all Pre-School programs between 1980-81 and 1990-91 increased by 118.8%. Enrollment in Pre-School programs represents 28.8% of the total pupil enrollment.

10

TEACHER SALARIES

A total of 164 teachers employed by congregational schools on the elementary and secondary education levels and 147 teachers employed by early childhood education programs were surveyed (as of Fall, 1990).

The following are highlights of salary levels of the teacher workforce employed by congregational and communal religious schools:

Teaching Hours # Of Teachers Average Salary (mean)

12 19 $123606 39 53285 7 4,2554 26 32363 52 1,947

2.5 21 1,537

The following is the salary highlight for Early Childhood Education teachers:

Davs Per Week # Of Teachers Average Salary (mean)

5 half days 58 $5,6005 full days 89 10,920

FINANCES

Average total school expenditures for elementary/high school programs is $200,544.

Average totai school income is $120,476.

Average total school surplus/deficit is $55,724.

Average tuition income is $114,134. Tuition represents 57.6% of total income.

Average tuition/fees for elementary/high school programs is $575; for early childhood programs average tuition is $2,987.

Average per pupil cost for elementary/high school programs is $658. The Jewish Education Service of North America reported a national average per pupil cost of $660.

For early childhood programs, the average per pupil cost is $2,859.

TEACHER SALARIES

• A total of 164 teachers employed by congregational schools on the elementary and secondary education levels and 147 teachers employed by early childhood education programs were surveyed (as of Fall, 1990).

• The following are highlights of salary levels of the teacher workforce employed by congregational and communal religious schools:

Teacbioo Hours iJ Of Teachers

12 19 6 '5i 5 7 4 26 3 EQ

2.5 21

Averaoe Salary (mean)

$12,&0 5.328 4,255 3236 1,947 1,537

• The following is t he salary highlight for Early Childhood Education teachers:

Days Per Week # Of Teachers

5 half days 5S 5 full days ffi

FINANCES

Averaoe Salary {mean)

$5.L:(l) 10,920

• Average total school expenditures fo r elementary/ high school programs is S200,544.

• Average total school income is $120,476.

• Average total school surplus/deficit is $55,724.

• Average tuition income is $114,134. Tuition represents 57.6% of total income.

• Average tuition/fees for elementary/high school programs is $575; for early childhood programs average tuition is $2,987.

• Average per pupil cost tor elementary/high school programs is $658. The Jewish Education Service of North America reported a national average per pupil cost of $660.

• For early childhood programs, the average per pupil cost is S2,859.

11

EDUCATIONAL NEEDS

The following Is a summary analysis of responses to open ended questions which were asked of each respondent:

ELEMENTARY/HIGH SCHOOI PROGRAMS

• The five (5) services/programs considered most valuable:

Resource Center In-Service (Teachers)Teacher Recruitment/Placement Special Needs In-Classroom Consultation

• Essential service(s) which school requires, but is not being offered by the community:

Informal and Family Education Programs and Resources Secondary Education Consultation and Programming

• Three major educational challenges facing the school over the next five years:

Family/Parent Education and Involvement Enhancing Teacher Compensation and Staff Recruitment, Retention and Development Pupil Recruitment

EARLY CHILDHOOD PROGRAMS


Resource Center In-Service (Teachers)In-Service (Principals)In-Classroom Consultation Teacher Salary Scale


Special Needs Services Capitation Funding Benefits for Educators

12

EDUCATIONAL NEEDS

The following is a summary analysis of responses to open ended questions which were asked of each respondent:

ELEMENTARY /HIGH SCHOOL PROGRAMS


Resource Center In-Service (Teachers) Teacher Recruitment /Placement Special Needs In-Classroom Consultation


Informal and Family Education Programs and Resources Secondary Education Consultation and Programming

• Three major educational challenges facing the school over the next five years:

Family/Parent Education and Involvement Enhancing Teacher Compensation and Staff Recruitment, Retention and Development Pupil Recruitment

EARLY CHILDHOOD PROGRAMS


Resource Center In-Service (Teachers) In-Service (Principals) In-Classroom Consultation Teacher Salary Scale

• Essential service(s) which school requires. but is not being offered by the community:

Special Needs Services Capitation Funding Benefits for Educators

12

Four major educational challenges facing the school over the next five years:

Children with Special Needs Family Programming Qualified Personnel Intermarried Couples

II. JEWISH DAY SCHOOL EDUCATION

The following major findings relate to the Jewish day schools in Baltimore (as of June 30,1990):

• The total number of students enrolled in Baltimore's Jewish Day Schools has grown from roughly 2,380 in the 1985-86 school year to 3,300 in the 1990-91 school year, nearly a 40% increase in that five- year period. Even more dramatic growth is projected for the next five-year period.

• The teacher salaries and benefits represent approximately 70% of total Day School expenses.

• Net tuition underwrites approximately 46% of tota l Day School expenses.

• Fundraising and contributions underwrite approximately 33% of total Day School expenses.

• THE ASSOCIATED annual allocation underwrites approximately 5% of total Day School expenses.

• Jewish Day Schools are generating an aggregate $ 1.5-32 million deficit each year, representing approximately 15% of total Day School expenses. This aggregate deficit is increasing on an annual basis.

• The total debt of our local Day School system, including capital loans, is in excess of 38 million.

• Teacher salaries in our local Jewish Day Schools are approximately 20%-25% below salaries for similar positions in AIMS (Association of Independent Maryland Schools) schools and are 30%-35% below salaries for similar positions in the Baltimore County Public Schools.

• Benefit packages offered by Jewish Day Schools are substantially below those of the AIMS schools and of the Baltimore County Public Schools.

13

• Four major educational challenges facing the school over the next five years:

Children with Special Needs Family Programming Qualified Personnel Intermarried Couples

II. JEWISH DAY SCHOOL EDUCATION

The following major findings relate to the Jewish day schools in Baltimore (as of June 30. 1990):

• The total number of students enrolled in Baltimore· s Jewish Day Schools has grown from roughly 2,380 in the 198~86 school year to 3.300 in the 1990-91 school year. nearly a 40% increase in that fiveyear period. Even more dramatic growth is projected for the next five-year period.

• The teacher salaries and benefits represent approximately 70% of total Day School expenses.

• Net tuition underwrites approximately 46% of total Day School expenses.

• Fundraising and contributions underwrite approximately 33% of total Day School expenses.

• THE ASSOCIATED annual allocation underwrites approximately 5% of total Day School expenses.

• Jewish Day Schools are generating an aggregate S 1 .5-$2 million deficit each year, representing approximately 15% of total Day School expenses. This aggregate deficit is increasing on an annual basis.

• The total debt of our local Day School system, including capital loans, is in excess of S8 million.

• Teacher salaries in our local Jewish Day Schools are approximately 20%-25% below salaries for similar positions in AIMS (Association of Independent Maryland Schools) schools and are 30%-35% below salaries for similar positions in the Baltimore County Public Schools.

• Benefit packages offered by Jewish Day Schools are substantially below those of the AIMS schools and of the Baltimore County Public Schools.

13

These data lead to the following general conclusions regarding education professionals, students, families and day schools themselves.

EDUCATION PROFESSIONALS

The success of Jewish education depends on the quality of its personnel, both in the classroom and beyond the classroom. Locally and nationally, there is a severe shortage of qualified Jewish educators in every area of Jewish education. Consistent with the findings of every recent national and international study in Jewish education, personnel issues must be considered as a clear priority for addressing critical needs in Jewish education. Therefore, as a community, we must assist in building a profession of Jewish education.

STUDENTS

The student body of Baltimore's Jewish Day Schools is reflective of the Baltimore Jewish community as a whole. It includes children from families whose levels of ritual observance and economic strata cover the entire range of the larger Jewish community in Baltimore. Similarly, the abilities of the students themselves are diverse, representing varied levels of aptitude, talent, and achievement. The Day School students are typified by high com m itm ent to learning, both Judaic and general studies and by a profound desire for enhancing and intensifying their personal sense of Jewish identity and of Jewish community.

Special needs education programs are -- and should continue to be - an integral part of the Jewish Day School curriculum. Special learning needs programs include those programs that serve learning disabled, developmentally and/or physically disabled, as well as g ifted/ta lentea students.

Recent years have presented the American Jewish community with the historic opportunity and challenge of resettling Soviet Jewish newcomers. The responsibility for acculturating these new immigrants not only to America, but also to Judaism and to the Jewish community is a shared one, jointly undertaken by the larger Jewish community in Baltimore and the Day Schools. These new immigrant students have many of the same needs as nonimmigrant students within the Day Schools, but the educational process is a more intensive one for them. It is the role of the Jewish community and of the Day Schools to provide a meaningful and successful program of Jewish acculturation for these new immigrant students, so that they will becom e knowledgeable, positively identified and affiliated Jews.

FAMILIES

The families who enroll their children in Baltimore's Jewish Day Schools express their deep commitment to Judaism and to the Jewish people through the disproportionate allocation of their time, money and support to the Day

14

These data lead to the following general conclusions regarding education professionals. students. families and day schools themselves.

EDUCATION PROFESSIONALS

The success of Jewish education depends on the quality of its personnel. both in the classroom and beyond the classroom. Locally and nationally, there is a severe shortage of qualified Jewish educators in every area of Jewish education. Consistent with the findings of every recent national and international study in Jewish education, personnel issues must be considered as a clear priority for addressing critical needs in Jewish education. Therefore, as a community, we must assist in building a profession of Jewish education.

STUDENTS

The student body of Baltimore's Jewish Day Schools is reflective of the Baltimore Jewish community as a whole. It includes children from families whose levels of ritual observance and economic strata cover the entire range of the larger Jewish community in Baltimore. Similarly, the abilities of the students themselves are diverse, representing varied levels of aptitude, talent, and achievement. The Day School students are typified by high commitment to learning, both Judaic and general studies and by a profound desire for enhancing and intensifying their personal sense of Jewish identity and of Jewish community.

Special needs education programs are -- and should continue to be -- an integral part of the Jewish Day School curriculum. Special learning needs programs include those programs that serve learning disabled. developmentally and/or physically disabled. as well as gifted/talented students.

Recent years have presented the American Jewish community with the historic opportunity and challenge of resettling Soviet Jewish newcomers. The responsibility for acculturating these new immigrants not only to America. but also to Judaism and to the Jewish community is a shared one, jointly undertaken by the larger Jewish community in Baltimore and the Day Schools. These new immigrant students have many of the same needs as nonimmigrant students within the Day Schools, but the educational process is a more intensive one for them. It is the role of the Jewish community and of the Doy Schools to provide a meaningful and successful program of Jewish acculturation for these new immigrant students, so that they will become knowledgeable. positively identified and affiliated Jews.

FAMILIES

The families who enroll their children in Baltimore's Jewish Day Schools express their deep commitment to Judaism and to the Jewish people through the disproportionate allocation of their time, money and support to the Day

14

Schools. These families have dedicated themselves to creating a jewishly knowledgeable next generation of Jewish participants, educators, and communal leaders.

Nationwide experience in setting tuition levels charged to families has demonstrated that only a portion of higher tuition payments will result in additional cash flow to the schools. This is largely because increases in tuition rates trigger increased scholarship requests. In fact, the net tuition received by the day schools historically has increased only by the annual rate of inflation. Baltimore's day schools require families to fully document their financial needs before awarding tuition assistance and have thus maximized family financial responsibility in paying for their children's Jewish education.

Families with limited financial resources and/or new immigrant families and/or families with multiple children enrolled in the Jewish Day Schools require special consideration in payfng tuition costs for their children.

THE DAY SCHOOLS

The Day Schools themselves demonstrate an enormous commitment to enhancing Jewish education and to ensuring a vibrant Jewish future in Baltimore as well as in other communities throughout the Jewish world. This commitment is manifested in the major costs incurred and underwritten by the day schools in the course of their annual operations. Among these are the costs of constructing and maintaining their physical plants, administrative structures, and a cadre of qualified teachers in both the general studies and Judaic studies.

III. INFORMAL JEWISH EDUCATION

Jewish education involves both formal and informal educational components, and opportunities should be sought to fuse the two. Informal education describes both a m ethodology and a setting. However, method and setting are not mutually exclusive; that is, formal Jewish education settings (schools) are increasingly using informal methods, and informal settings (JCC, youth groups, camps) are increasingly using formal methods. Such a synthesis makes for more effective Jewish education.

In every community there must be cooperation between the various agencies that are potential providers of formal and informal education. Personnel should be trained to move from one sphere to another. In fact, the community needs both informal and formal Jewish education experiences if it wishes to foster Jewish identity. Education should be viewed as a process during which a person may be in school at one time, in cam p another time, attending a weekend retreat at a third time, and participating on a trip to Israel at a fourth time.

15

Schools. These families have dedicated themselves to crea ting a Jewishly knowledgeable next generation of Jewish participants, educators. and communal leaders.

Nationwide experience in setting tuition levels charged to families has demonstrated that only a portion of higher tuition payments will result in additional cash flow to the schools. This is largely because increases in tuition rates trigger increased scholarship requests. In fact. the net tuition received by the day schools historically has hcreased only by the annual rate of inflation. Baltimore's day schools require families to fully document their financial needs before awarding tuition assistance and have thus maximized family financial responsibility in paying for their children's Jewish education.

Families with limited financial resources and/or new immigrant families a nd/or families with multiple children enrolled in the Jewish Day Schools require special consideration in payrng tuition costs for their children.

THE DAY SCHOOLS

The Day Schools themselves demonstrate an enormous commitment to enhancing Jewish education and to ensuring a vibrant Jewish future in Baltimore as well as in other communities throughout the Jewish world. This commitment is manifested in the major costs incurred and underwritten by the day schools in the course of their annual operations. Among these are the costs of constructing and maintaining their physical plants, administrative structures. and a cadre of qualified teachers in both the general studies and Judaic studies.

Ill. INFORMAL JEWISH EDUCATION

Jewish education involves both formal and informal educational components. and opportunities should be sought to fuse the two. Informal education describes both a methodoloQv and a settinQ. However, method and setting are not mutually exclusive; that is, formal Jewish education settings (schools) are increasingly using informal methods, and informal settings (JCC, youth groups, camps) are increasingly using formal methods. Such a synthesis makes for more effective Jewish education.

In every community there must be cooperation between the various aoencjes that are potential providers of formal and informal education. Personnel should be trained to move from one sphere to another. In fact, the community needs both informal and formal Jewish education experiences if it wishes to foster Jewish identity. Education should be viewed as a process during which a person may be in school at one time, in camp another time, attending a weekend retreat at a third time, and participating on a trip to Israel at a fourth time.

15

At certain points in an individual's life, one form of activity might be more important than another. Further, we must acknowledge that certain types of education are better imparted in one setting, and others in different settings. One of the primary aims for the community should be the closer integration and interaction of formal and informal education across the full spectrum of age groups. Children, adults, and families should have the opportunity to move through a range of experiences at various life stages.

Four priority "target populations" within the Baltimore Jewish community were identified in order to achieve this goai. They are: young families, college age youth, singles, and adults of all ages.

Young families can best be reached through "gateway" institutions such as synagogues and JCC's. The goal is to establish relationships with young families during the impressionable parenting years as they belong to or pass through community institutions, and to use family education and other informal Jewish education activities to strengthen the family's Jewish commitment.

College presents one of the few times when Jewish youth are concentrated in one geographic area and when young adults are searching for and exploring their Jewish identity. Research has shown that in addition to positive adolescent experiences (camping, youth groups) and the observance of rituals in the home, the experiences during college years have a powerful influence on future involvement of young Jews. Recent dem ographic data reveal that Baltimore is a center for Jewish college students, both from Baltimore and other communities. It is estimated that there are as many as11,000 undergraduate and graduate students studying in Baltimore (including the University of Maryland, College Park.) This underscores the need or the Jewish community to strengthen its work with Jewish students on campus.

The needs of singles in Baltimore who wish to re-enter the community after their college years must also be addressed. Many, if not most, Jewish singles want to be involved in the organized Jewish community as participants in its services and functions. However, many Jewish singles feel alienated from the mainstream of Jewish life because of its emphasis on intact nuclear families. It is also worth noting that singles indicate a strong interest in programs held in more informal, non-institutionai settings. This underscores the tremendous need for a coordinated programming effort that in effect should be addressed to singles of all ages, whose numbers represent 1/3 of the Jewish adult population in Baltimore.

As Baltimore Jewry ages, we must seek new ways of advancing the Jewish education not only of children, but of adults as well. Education can no longer be reserved for the early years of life. Ornstein (1981) suggests that "in line with the growing complexity of society and the corresponding need for people to have access to a greater variety of educational resources at differing stages of their lives, education will continue to become more a life long process." We

16

At certain points in an individual's life, one form of activity might be more important than another. Further. we must acknowledge that certain types of education are better imparted in one setting, and others in different settings. One of the primary aims for the community should be the closer integration and interaction of formal and informal education across the full spectrum of age groups. Children, adults, and families should have the opportunity to move through a range of experiences at various life stages.

Four priority "target populations" within the Baltimore Jewish community were identified in order to achieve this goai. They are: young families, college age youth, singles, and adults of all ages.

Young families can best be reached through "gateway" institutions such as synagogues and JCC's. The goal is to establish relationships with young families during the impressionable parenting years as they belong to or pass through community institutions, and to use family education and other informal Jewish education activities to strengthen the family's Jewish commitment.

College presents one of the few times when Jewish youth are concentrated in one geographic area and when young adults are searching for and exploring their Jewish identity. Research has shown that in addition to positive adolescent experiences (camping, youth groups) and the observance of rituals in the home. the experiences during college years have a powerful influence on future involvement of young Jews. Recent demographic data reveal that Baltimore is a center for Jewish college students, both from Baltimore and other communities. It is estimated that there are as many as 11,000 undergraduate and graduate students studying in Baltimore (including the University of Maryland, College Park.) This underscores the need or the Jewish community to strengthen its work with Jewish students on campus.

The needs of singles in Baltimore who wish to re-enter the community after their college years must also be addressed. Many, if not most, Jewish singles want to be involved in the organized Jewish community as participants in its services and functions. However, many Jewish singles feel alienated from the mainstream of Jewish life because of its emphasis on intact nuclear families. It is also worth noting that singles indicate a strong interest in programs held in more informal, non-institutionai settings. This underscores the tremendous need for a coordinated programming effort that in effect should be addressed to singles of all ages, whose numbers represent 1 /3 of the Jewish adult population in Baltimore.

As Baltimore Jewry ages, we must seek new ways of advancing the Jewish education not only of children, but of adults as well. Education can no longer be reserved for the early years of life. Ornstein ( 1981) suggests that "in line with the growing complexity of society and the corresponding need for people to have access to a greater variety of educational resources at differing stages of their lives, education will continue to become more a life long process." We

16

must be involved in building a broader, more diversified learning network to serve the evolving neeas of all segments of the population, from young children to the most senior members of our Jewish community.

IV. JEWISH HIGHER EDUCATION

ADULT LEARNERS

• The participation of younger people in higher Jewish education -- college students, singles and parents of young children is lower than that of oider population groups -- empty nesters and older persons. This gap is of particular concern given the communal apprehension about Jewish continuity.

• Baltimore Hebrew University is regarded as the most serious of the Jewish studies programs in Baltimore, even by those who do not attend the University. The courses offered by the Adult Institute are, in general, not regarded as academ ically serious. The popularity of this program as well as the Etz Chaim program suggest, however that there is a neea in the community for diverse levels of Jewish learning.

• Orthodox Jews enroll in BHU courses in proportion to their presence in theBaltimore population (20% versus 19%). Modern Orthodox Jews are a viable target market for community supported higher learning.

• The dramatic growth of BHU's Elderhostel program (attracting outsiders) suggests the probable existence of a local market for this type of programming for older persons in Baltimore.

• In general, information on what higher Jewish education courses are being offered throughout Baltimore is inadequate.

• Former Soviet Republic immigrants are strongly interestea in job market related education (e.g., an Associate degree in accounting or early childhood education), which may or may not have a Jewish relationship.

• There is substantial concern in the community about the need to educate inter-married couples about Judaism.

JEWISH EDUCATORS

♦ There are a large number of new teaching positions in Jewish subjects every year -- 79 full-time and 61 part-time new teachers hired annually, there may, therefore, be sufficient need for a per-service degree program in Jewish eaucation.

17

must be involved in building a broader. more diversified learning network to seNe the evolving needs of all segments of the population. from young children to the most senior members of our Jewish community.

IV. JEWISH HIGHER EDUCATION

ADULT LEARNERS

• The participation of younger people in higher Jewish education -college students, singles and parents of young children is lower than that of older population groups - empty nesters and older persons. This gap is of particular concern given the communal apprehension about Jewish continuity.

• Baltimore Hebrew University is regarded as the most serious of the Jewish studies programs in Baltimore, even by those who do not attend the University. The courses offered by the Adult Institute are, in general, not regarded as academically serious. The popularity of this program as well as the Etz Chaim program suggest, however that there is a need in the community for diverse levels of Jewish learning.

• Orthodox Jews enroll in BHU courses in proportion to their presence in the Baltimore population (20% versus 19%). Modern Orthodox Jews are a viable target market for community supported higher learning.

• The dramatic growth of BHU's Elderhostel program (attracting outsiders) suggests the probable existence of a local market for this type of programming for older persons in Baltimore.

• In general, information on what higher Jewish education courses are being offered throughout Baltimore is inadequate.

• Former Soviet Republic immigrants are strongly interested in job market related education (e.g., an Associate degree in accounting or early childhood education), which may or may not have a Jewish relationship.

• There is substantial concern in the community about the need to educate inter-married couples about Judaism.

JEWISH EDUCATORS

• There are a large number of new teaching positions in Jewish subjects every year -- 79 full-time and 61 part-time new teachers hired annually, there may, therefore, be sufficient need for a per-seNice degree program in Jewish education.

17

A very large portion of congregational teachers (approximately 60%) have received in-service training through the Joint Commission program. However, there are some concerns about the quality of the program's offerings, and whether the right courses are being offered.

In contrast to the in-service training of congregational teachers, there is very little in-service training for day school educators and early childhood teachers.

The community has not actively recruited outstanding, charismatic Jewish educators.

Senior educators (in day schools and congregational schools) would like more opportunities for their own professional development.

LAY LEADERS

There is growing recognition of the importance of Jewish learning to effective lay leadership.

Few lay leaders in Baltimore receive leadership training with intensive Jewish content.

Many lay leaders are pursuing higher Jewish education on their own (at BHU and in other settings).

The community needs its own intensive Jewish content program for lay leaders.

Jewish content needs to be introduced into existing training programs such as THE ASSOCIATED's program of Human Resource Development (HRD).

Jewish content needs to be introduced into communal decision-making settings (e.g. post-meeting or pre-meeting learning sessions).

COMMUNAL PROFESSIONALS

Most communal service professionals want to know more about Judaism for personal as well as professional reasons.

Their first immediate concern to improve their Jewish professional effectiveness is learning about Jewish communal services.

Few agencies provide their professionals with in-service opportunities to learn about Jewish topics. Few agencies have the resources or sense of priority to see that their Jewish professionals are educated Jewishly.

• A very large portion of congregational teachers (approximately 60%) have received in-service training through the Joint Commission program. However. there are some concerns about the quality of the program's offerings, and whether the right courses are being offered.

• In contrast to the in-service training of congregational teachers, there is very little in-service training for day school educators and early childhood teachers.

• The community has not actively recruited outstanding, charismatic Jewish educators.

• Senior educators (in day schools and congregational schools) would like more opportunities for their own professional development.

LAY LEADERS

• There is growing recognition of the importance of Jewish learning to effective lay leadership.

• Few lay leaders in Baltimore receive leadership training with intensive Jewish content.

• Many lay leaders are pursuing higher Jewish education on their own (at BHU and in other settings).

• The community needs its own intensive Jewish content program for lay leaders.

• Jewish content needs to be introduced into existing training programs such as THE ASSOCIATED's program of Human Resource Development (HRD).

• Jewish content needs to be introduced into communal decision-making settings (e.g. post-meeting or pre-meeting learning sessions).

COMMUNAL PROFESSIONALS

• Most communal service professionals want to know more about Judaism for personal as well as professional reasons.

• Their first immediate concern to improve their Jewish professional effectiveness is learning about Jewish communal services.

• Few agencies provide their professionals with in-service opportunities to learn about Jewish topics. Few agencies have the resources or sense of priority to see that their Jewish professionals are educated Jewishly.

18

The Baltimore Institute for Jewish Communal Service serves very few people, ana there are concerns about program management. The program has declined in its visibility and possibly in its guality.

The relative proportion of community resources being directed to pre- service education for Jewish communal service professionals, through the Baltimore Institute, is considerably higher than that being directed to in-service education for this group.

R E C O M M E N D A T I O N S

The directional recommendations that follow were developed by each of the four Subcommittees and are divided into three categories - Personnel, Educational Programs/Initiatives and Special Populations.

The constituencies which are impacted by these recommendations encompass the com plete life-span from early childhood through adulthood, including families. Moreover, the numbers assigned to each recommendation are indicated for identification purposes only and are not reported in order of priority.

PERSONNEL

1. Increase teacher salaries and enhance benefits

2. Develop and utilize professional growth opportunities for in-service training of teochers end principals via classes, credit courses workshops, seminars gnd educational experiences on the local, national and international level

3. Develop and establish an intensive recruitment program to identify potential teachers and educators and monitor and assist them with their educational training and ultimate placement within a school

4. Provide teachers/educators with incentive grants in order to encourage and reward excellence

5. Create more full-time teaching positions in order to moke the field of Jewish eduegtion g primgry vocotionol focus

6. Enhonce community recognition of teochers to express esteem ond to elevote the stgtus of teochers in the community

7. Investigote the fegsibility of estoblishing g community-wide or school- bosed dgvegre proorgm for children of teochers

8. Provide more intensive educotional consultation services to teachers

9. Develop a degree program for full-time professional Jewish educators

19

• The Baltimore Institute for Jewish Communal SeNice seNes very few people, and there are concerns about program management. The program has declined in its visibility and possibly in its quality

• The relative proportion of community resources being directed to preseNice education for Jewish communal seNice professionals, through the Baltimore Institute, is considerably higher than that being directed to in-seNice education for this group.

RECOMMENDATIONS

The directional recommendations that follow were developed by each of the four Subcommittees and are divided into three categories - Personnel. Educational Programs/Initiatives and Special Populations.

The constituencies which are impacted by these recommendations encompass the complete life-span from early childhood through adulthood, including families. Moreover, the numbers assigned to each recommendation are indicated for identification purposes only and are not reported in order of priority.

PERSONNEL

l. Increase teacher salaries and enhance benefits

2. Develop and utilize professional arowth opportunities for in-seNice training of teachers and principals via classes, credit courses workshops, seminars and educational experiences on the local. national and international level

3. Develop and establish an intensive recruitment program to identify potential teachers and educators and monitor and assist them with their educational training and ultimate placement within a school

4. Provide teachers/educators with incentive Qrants in order to encourage and reward excellence

5. Create more full-time teachina oositions in order to make the field of Jewish education a primary vocational focus

6. Enhance community recoanition of teachers to express esteem and to elevate the status of teachers in the community

7. Investigate the feasibility of establishing a community-wide or schoolbased davcare oroaram for children of teachers

8. Provide more intensive educational consultation seNices to teachers

9. Develop a deoree orooram for full-time professional Jewish educators

19

10. Develop in-service Jewish education for Jewish communal professionals

11. Develop in-service education for senior educators

12. Improve the degree program for Jewish communal professionals

13. Develop a program in pre-service (non-degree) for newcongregational teachers

14. Develop a pre-service training program for senior educators

EDUCATIONAL PROGRAMS/INITIATIVES

15. Assist in making possible Educational Experiences in Israel including funding for pre and post-trip educational program; establish an endowment fund for Israel Trip experiences

16. Develop a comprehensive outreach cam paign to marginally affiliated populations who are not currently participating in existing Jewish institutions and their programs

17. Commit funds on a multi-vear basis in order to ensure the long-term viability of programs

18. Increase staff and program resources on college campuses in the Baltimore area in a coordinated manner

19. Provide consultative services from THE ASSOCIATED to schools in financial resource development to assist in areas of capita l needs, endowment development, fiscal planning and grantsmanship

20. Continue to provide financial support for the day schools' operating needs

21. Encourage interaaencv collaborative projects with synagogues participating as full partners especially in community-wide events

22. Implement effective models for Jewish Family Education

23. Enhancement of Resource Center in order to provide more intensive educational consultation and services to the community

24. Establish an informational resource whose role would be to: a) identify gaps in the educational system and advocate for the development of new programs; b) serve as a community resource for available programs/services and enhance the Jewish com ponent of programs; and c) identify opportunities for interagency collaboration on programming and reducing possible duplication

2D

10. Develop in-service Jewish education for Jewish communal professionals

11. Develop in-service education for senior educators

12. Improve the deQree proQram for Jewish communal professionals

13. Develop a program in pre-service (non-degree) for new congregational teachers

14. Develop a ore-service training program for senior educators

EDUCATIONAL PROGRAMS/INITIATIVES

15. Assist in making possible Educational Exoeriences in Israel including funding for pre and post-trip educational program; establish an endowment fund for Israel Trip experiences

16. Develop a comprehensive outreach campaign to marginally affiliated populations who are not currently participating in existing Jewish institutions and their programs

17. Commit funds on a multi-vear basis in order to ensure the long-term viability of programs

18. Increase staff and program resources on colleQe campuses in the Baltimore area in a coordinated manner

19. Provide consultative services from THE ASSOCIATED to schools in financial resource development to assist in areas of capital needs. endowment development. fiscal planning and grantsmanship

20. Continue to provide financial support for the day schools' operating needs

21. Encourage interoaencv collaborative projects with synagogues participating as full partners especially in community-wide events

22. Implement effective models for Jewish Family Education

23. Enhancement of Resource Center in order to provide more intensive educational consultation and services to the community

24. Establish an informational resource whose role would be to: a) identify gaps in the educational system and advocate for the development of new programs; b) serve as a community resource for available programs/services and enhance the Jewish component of programs; and c) identify opportunities for interagency collaboration on programming and reducing possible duplication

25. Utilize marketing resources of THE ASSOCIATED to determine needs of various population groups and to inform people about available programs

26. Increase capitation grants to dav schools based upon number of students enrolled in the school

27. Expand Resource Center materials to include greater variety of educational resource material as well as a resource bank of personnel in specialized areas

28. Provide schools with ongoing information and data regarding effective educational models which have the potential for replication in school settings

29. Investigate feasibility for providing students with a community-wide school transportation system

30. Develop recognition/incentives to stimulate academ ic excellence of students

31. Provide more intensive guidonce gnd gssistgnce to schools in the oreas of program planning and development

32. Ensure the trgnsition of pupils from preschool programs to elementory school

33. Assist principals in developing measures of accountability for their congregational schools

34. Offer new ventures and experiments in adult education

35. Focus curriculum service program on the specific needs of each congregational school

36. Provide ongoing onglvsis of congregotionol school-bosed educgtional needs

37. Explore various educational formats and methodologies in order to successfully implement the gools gnd objectives suggested in the Report of the Subcommittee on Congregotionol/Communol Religious School Educotion

38. Orgonize, mgrket gnd coordinote gll programs for Jewish singles

39. Assist schools in the criticol gregs of experientiol gnd informol Jewish educgtionol programming

21

25. Utilize marketina resources of THE ASSOCIATED to determine needs of various population groups and to inform people about available programs

26. Increase caoitation arants to dav schools based upon number of students enrolled in the school

27. Expand Resource Center materials to include greater variety of educational resource material as well as a resource bank of personnel in specialized oreos

28. Provide schools with onooioo information and data regarding effective educational models which have the potential for replication in school settings

'29. Investigate feasibility for providing students with a community-wide school tronsoortation svstem

30. Develop recoanition / incentives to stimulate academic excellence of students

31. Provide more intensive guidance and assistance to schools in the areas of oroaram olannino and development

32. Ensure the transition of pupils from preschool programs to elementary school

33. Assist principals in developing measures of accountability for their congregational schools

34. Offer new ventures and experiments in adult education

35. Focus curriculum service oroaram on the specific needs of each congregational school

36. Provide ongoing ana!vsjs of congregational school-based educational needs

37. Explore various educational formats and methodoloaies in order to successfully implement the goals and objectives suggested in the Report of the Subcommittee on Congregational/Communal Religious School Education

38. Organize, market and coordinate all programs for Jewish sinales

39. Assist schools in the critical areas of experiential and informal Jewish educational programming

21

40. Provide schools with more up-to-date and state-of-the-art material relevant to their individual curricular needs

41. Expand continuing higher Jewish education for parents of vouna chiiaren

42. Develop continuing Jewish education for lav leadership

43. Expand non-degree higher Jewish education for singles

44. Develop a pilot program in continuing higher Jewish education for mixed married couples

45. Maintain Jewish Studies degree option for adult learners

46. Enrich the Jewish content of informol proorgms for college-oge youth

47. Provide better information on opportunities for higher Jewish education

48. Maintain non-degree courses targeted to empty nesters

49. Maintain non-aegree courses targeted to older persons

SPECIAL POPULATIONS

50. Increase scholarship and loan funds available, enabling students from families with limited financial resources and/or families with multiple children to experience Jewish education programs of their choice.

51. Meet the needs of children with special educational needs by: a) enhancing the quality and scope of services; b) strengthening community advocacy for special learning needs; ana c) encouraging interschool sharing of information and coordination of programs.

52. Increase funding for immigrant support services

53. Improve Jewish Higher Education for Soviet immigrants (degree ana non-degree)

I M P L E M E N T A T I O N

If adopted by the Executive Committee and Board of THE ASSOCIATED, the recommendations we propose in this Report will set a new course for the community. They will establish a direction in which THE ASSOCIATED and the community should move. But by themselves they will change nothing. Putting these numerous recommendations into concrete proposals will be a lengthy and complex task.

22

4>.

41.

42.

43.

44.

45.

46.

47.

48.

49.

Provide schools with more up-to-date and state-of-the-art material relevant to their individual curricular needs

Expand continuing higher Jewish education for parents of vouna chiidren

Develop continuing Jewish education for lav leadership

Expand non-degree higher Jewish education for singles

Develop a pilot program in continuing higher Jewish education for mixed married couoles

Maintain Jewish Studies dearee option for adult learners

Enrich the Jewish content of informal oroarams for college-age youth

Provide better information on opportunities for higher Jewish education

Maintain non-degree courses targeted to emptv nesters

Maintain non-degree courses targeted to older oersons

SPECIAL POPULATIONS

BJ. Increase scholarshio and loan funds available, enabling students from families with limited financial resources and/or families with multiple children to experience Jewish education programs of their choice.

51. Meet the needs of children with special educational needs by: a) enhancing the quality and scope of services; b) strengthening community advocacy for special learning needs; and c) encouraging interschool sharing of information and coordination of programs.

52. Increase funding for immigrant support services

53. Improve Jewish Higher Education for Soviet immigrants (degree and non-degree)

IMPLEMENTATION

If adopted by the Executive Committee and Board of THE ASSOCIATED. the recommendations we propose in this Report will set a new course for the community. They will establish a direction in which THE ASSOCIATED and the community should move. But by themselves they will change nothing. Putting these numerous recommendations into concrete proposals will be a lengthy and complex task.

As noted earlier, with the establishment of THE ASSOCIATED's Center for the Advancement of Jewish Education, effective July 1, ]993, the Commission on Jewish Education and its Task Forces relating to Educational Planning and Service Delivery will engage in a comprehensive Strategic Planning implementation process. This process, which will transform directional recommendations into action recommendations, will involve an intensive and extensive deliberation process with representation from all constituency groups and service delivery institutions.

Start fast. In any set of organizations as complex and as successful as THE ASSOCIATED and its service agencies, inertia is pronounced. If no changes take place for some months after the approval of our report, it will be widely assumed that no substantial change will actually occur. Momentum will be lost and may never be fully regained. It is important, therefore, that the Commission move energetically and promptly to begin the processes of change.

Move deliberately. It is a corollary and not a contradiction of a rapid start that the pace of change thereafter can be deliberate. Though many of our recommendations can be readily implemented, others are ambitious or difficult. Their full accomplishment will take time. Though THE ASSOCIATED must quickly demonstrate it is serious about putting them into effect, it need not force the pace, once begun. The test of success will not be the speed with which change is made; it will be the effectiveness of the new arrangements and the breadth of their acceptance.

Delegate and consult. This Report assigns many tasks to the Commission on Jewish Education. If work on all tasks is to begin promptly, the Commission will have to form subordinate bodies and assign them considerable authority. Our recommendations can be viewed as falling into essentially three areas: Personnel, Programs and Initiatives and Special Populations. The Commission will form three Task Forces, one for each of these areas.

It is important that persons from affected agencies and institutions outside THE ASSOCIATED be involved in the work of such Task Forces. They should be asked not to redebate questions of "whether", but rather to advise and participate in decisions about "how". On "how" questions, their views should be accorded great weight.

Supply the required resources. The professional staff of THE ASSOCIATED has shown a remarkable ability to staff the strategic planning process while carrying out all its other duties. It will do the same in implementation. But actually accomplishing change is often detailed, sensitive and time-consuming work. With a full-time professional, who will serve as Executive Director of the Center, together with Planning and Budgeting staff, we are most confident that our proposed Strategic Planning implementation process will go forward in a timely, effective and efficient manner.

23

As noted earlier, with the establishment of THE ASSOCIATED 's Center for the Advancement of Jewish Education, effective July 1, 1993, the Commission on Jewish Education and its Task Forces relating to Educational Planning and Service Delivery will engage in a comprehensive Strategic Planning implementation process. This process. which will transform directional recommendations into action recommendations, will involve an intensive and extensive deliberation process with representation from all constituency groups and service delivery institutions.

Start fast. In any set of organizations as complex and as successful as THE ASSOCIATED and its service agencies, inertia is pronounced. If no changes take place for some months after the approval of our report, it will be widely assumed that no substantial change will actually occur. Momentum will be lost and may never be fully regained. It is important, therefore. that the Commission move energetically and promptly to begin the processes of change.

Move deliberately. It is a corollary and not a contradiction of a rapid start that the pace of change thereafter can be deliberate. Though many of our recommendations can be readily implemented, others are ambitious or difficult. Their full accomplishment will take time. Though THE ASSOCIATED must quickly demonstrate it is serious about putting them into effect, it need not force the pace, once begun. The test of success will not be the speed with which change is made; it will be the effectiveness of the new arrangements and the breadth of their acceptance.

Delegate and consult. This Report assigns many tasks to the Commission on Jewish Education. If work on all tasks is to begin promptly, the Commission will have to form subordinate bodies and assign them considerable authority. Our recommendations can be viewed as falling into essentially three areas: Personnel. Programs and Initiatives and Special Populations. The Commission will form three Task Forces, one for each of these areas.

It is important that persons from affected agencies and institutions outside THE ASSOC IA TED be involved in the work of such Task Forces. They should be asked not to redebate questions of "whether#, but rather to advise and participate in decisions about "how". On "how" questions, their views should be accorded great weight.

Supply the required resources. The professional staff of THE ASSOCIATED has shown a remarkable ability to staff the strategic planning process while carrying out all its other duties. It will do the same in implementation. But actually accomplishing change is often detailed, sensitive and time-consuming work. With a full-time professional, who will serve as Executive Director of the Center, together with Planning and Budgeting staff, we are most confident that our p roposed Strategic Planning implementat ion process will go forward in a timely, effective and efficient manner.

23

Continue the work. Strategic planning is not an act; it is a process. All plans need periodic updating and revision. One implementing task will be to set a schedule for implementation and to incorporate the recommendations in the community's future plans.

24

Continue the work. Strategic planning is not an act; it is a process. All plans need periodic updating and revision. One implementing task will be to set a schedule for implementation and to incorporate the recommendations in the community's future plans.

24

“TOWARD THE YEAR 2000”— ' A STRATEGIC PLAN FOR JEWISH EDUCATION

APPENDIX A

Summer 1989-Soring 1990

• "Building g Stronger Community/Toword the Yegr 2000"

• Estoblishment of the Commission on Jewish Educotion

• Creotion of the Fund for Jewish Educotion

Foil 1991 - Spring 1993

• Conceptuolizgtion of a Strategic Plgn for Jewish Education:

- Data collection and analysis (via four subcommittee study processes)

- Identification of guiding principles, core issues, ana priority needs

- Development of "directional recommendations" (i.e., specific recommendations to increase, decrease, maintain, create or redesign programs and/or policies impacting the allocation of financial and human resources)

Design for future implementation ־

Summer 1993-Spring 1994

• Establishment of Center for the Advancement of Jewish Education

• Determination of communal goals

• Development and prioritization of "action recommendations" (i.e., specific recommendations regarding how, when, and with what funds the proposed new programs and/or policies should be implemented)

FY95 and Bevond

• Implementation of "action recommendations"

• Evaluation of impact of "action recommendations"

• Ongoing review of communal goals and priorities

Phase I:

Phase II:

Phase III:

Phase IV:

25

APPENDIX A

"TOWARD THE YEAR 2000"- 'A STRATEGIC PLAN FOR JEWISH EDUCATION

Phase I:

Phase II:

Summer 1989 - Sorina 1990

• "Building a Stronger Community/Toward the Year 2000"

• Establishment of the Commission on Jewish Education

• Creation of the Fund for Jewish Education

Fail 1991 - Sorina 1993

• Conceptualization of a Strategic Plan for Jewish Education:

- Data collection and analysis (via four subcommittee study processes)

- Identification of guiding principles, core issues. and priority needs

- Development of "directional recommendations" (i.e., specific recommendations to increase, decrease, maintain, create or redesign programs and/or policies impacting the allocation of financial and human resources)

- Design for future implementation

Phase Ill: Summer 1993 - Spring 1994

• Establishment of Center for the Advancement of Jewish Education

• Determination of communal goals

• Development and prioritization of "action recommendations" (i.e., specific recommendations regarding how, when, and with what funds the proposed new programs and/or policies should be implemented)

Phase IV: FY95 and Beyond

• Implementation of "action recommendations"

• Evaluation of impact of "action recommendations"

• Ongoing review of communal goals and priorities

25

APPENDIX B

SUBCOMMIHE MEMBERSHIP

^BCQMMITTEE ON CONGREGATIONAL SUBCOMMITTEE ON JEWISH AND COMMUNAL RELIGIOUS SCHOOL DAY SCHOOL EDUCATION EDUCATION

Members at Large Members at Large

Richgrd P. Mgnekin, ChgirmgnRichgrd DavisonAlgn GibberDr. Agron GoldbergFlorene GoldnerDr. Leonord GolombekGeorge B. Hess, Jr.Judith HoffbergerLourence IsbeeJerome KoddenRgbbi Yehudg LefkovitzJules LichterMorton J. MocksKgy MillerSearle E. MitnickRabbi Ari NeubergerRabbi Herman N. NeubergerJeffrey PickerRhoda RochkindRabbi Murray SaltzmanDr. Paul SchneiderZipora SchorrHerbert SiegelRuth SilverstoneEve SteinbergScott SteinmanHannah StorchSteven StorchHillel TendlerRabbi Joel Zaiman

llene C. Vogelstein, Co-chairmanLouis J. Glick, Co-chairmanLeonard J. AttmanRabbi Donald BerlinDr. Suzanne CotterLaurie Horwitz DahanDavid HirschhornLawrence M. KatzSue Glick LiebmanEdward J. LevinRabbi Mark LoebAnita PreisDr. Paul SchneiderBarbara Shapiro

Staff

Dr. Chaim Y. Botwinick

Staff

Marshall S. Levin Bruce Eisen

APPENDIX B

SUBCOMMITTE MEMBERSHIP

SUBCOMMITTEE ON CONGREGATIONAL AND COMMUNAL RELIGIOUS SCHOOL EDUCATION

Members at Larae

Ilene C. Vogelstein, Co-chairman Louis J. Glick, Co-chairman Leonard J. Attman Rabbi Donald Berlin Dr. Suzanne Cotter Laurie Horwitz Dahan David Hirschhorn Lawrence M. Katz Sue Glick Liebman Edward J. Levin Rabbi Mark Loeb Anita Preis Dr. Paul Schneider Barbara Shapiro

Dr. Chaim Y. Botwinick

SUBCOMMITTEE ON JEWISH DAY SCHOOL EDUCATION

Members at Larae

Richard P. Manekin, Chairman Richard Davison Alan Gibber Dr. Aaron Goldberg Florene Goldner Dr. Leonard Golombek George B. Hess. Jr. Judith Hoffberger Laurence lsbee Jerome Kadden Rabbi Yehuda Lefkovitz Jules Lichter Morton J. Macks Kay Miller Searle E. Mitnick Rabbi Ari Neuberger Rabbi Herman N. Neuberger Jeffrey Picker Rhoda Rochkind Rabbi Murray Saltzman Dr. Paul Schneider Zipora Schorr Herbert Siegel Ruth Silverstone Eve Steinberg Scott Steinman Hannah Storch Steven Storch Hillel T endler Rabbi Joel Zaiman

Marshall S. Levin Bruce Eisen

APPENDIX B - CONT.

SUBCOMMITTEE ON JEWISH HIGHER EDUCATION

Irving F. Cohn, Co-chairman Roger C. Lipitz, Co-chairman

Associated Representatives

George B. Hess Alvin D. Katz M. Sigmund Shapiro

BHU Representatives

Tom M. Brown Sandy K. Dalsheimer Eli Velder

Community Representatives

Richard M. Lansburgh Naomi Z. Levin Melvin J. Sykes

Rabbinic Representatives


Members at Large

Peggy Wolf, Chairman Rosalie Alter Joanne Belgrad Linda Blumenthal Dr. Stuart Chalew Irving F. Cohn William Engelman Jonathan Genn Samuel K. Himmelrich, Sr.Alice Levin Rabbi Mark Loeb Joan Sobkov Eve Steinberg

Staff

Nancy R. Kutler Marshall S. Levin

Rabbi Floyd L. Herman Rabbi Ervin Preis Rabbi Joel Zaiman

Ex Officio

Alfred I. Coplan LeRoy Hoffberger Beverly M. Penn

STAFF

William S. Bernstein Devorah A. Silverman Darrell D. Friedman

27


Members at LarQe

Peggy Wolf, Chairman Rosalie Alter Joanne Belgrad Linda Blumenthal Dr. Stuart Chalew Irving F. Cohn William Engelman Jonathan Genn Samuel K. Himmelrich, Sr. Alice Levin f~abbi Mark Loeb Joan Sobkov Eve Steinberg

Staff

Nancy R. Kutler Marshall S. Levin

APPENDIX B - CONT.

SUBCOMMITTEE ON JEWISH HIGHER EDUCATION

Irving F. Cohn, Co-chairman Roger C. Lipitz, Co-chairman

Associated Reoresentatives

George B. Hess Alvin D. Katz M. Sigmund Shapiro

BHU Representatives

Tom M. Brown Sandy K. Dalsheimer Eli Velder

Community Representatives

Richard M. Lansburgh Naomi Z. Levin Melvin J . Sykes

Rabbinic Representatives

Rabbi Floyd L. Herman Rabbi Ervin Preis Rabbi Joel Zolman

Ex Officio

Alfred I. Coplan LeRoy Hoffberger Beverly M. Penn

William S. Bernstein Devorah A. Silverman Darrell D. Friedman

27

APPENDIX CTHE ASSOCIATED

BOARD OF DIRECTORS

THE ASSOCIATED EXECUTIVE COMMITTEE

ccCOMMUNITY PLANNING & BUDGETING

STEERING COMMITTEEcCENTER FOR THE ADVANCEMENT

OFJEWISH EDUCATION

(COMMISSION ON JEW ISH EDUCATION)

COMMITTEE ON LEAD

COMMUNITIES PROJECT

(CIJE)

COMMITTEE ON FINANCIAL RESOURCE

DEVELOPMENT

COMMITTEE ON EDUCATIONAL

PLANNING AND

SERVICE DELIVERY

COMMITTEE ON BUDGET

AND GRANTS REVIEW

TASK FORCE

ON

PROGRAMS/

INITIATIVES

TASK FORCE

ON

PERSONNEL

28

I

~

/

/

THE ASSOCIATED BOARD OF DIRECTORS

~

I ~ "I


■

COMMUNITY PLANNING & BUDGETING ..... I STEERING COMMITTEE

~

I

CENTER FOR THE ADVANCEMENT OF

JEWISH EDUCATION

(COMMISSION ON JEWISH EDUCATION)

" / COMMI1TEE ON' I COMMI1TEE ON '

BUDGET AND

I ■ ■■■

GRANTS REVIEW

j

TAS K FORCE ON

PERSONNEL

EDUCATIONAL PLANNING

AND SERVICE

DELIVERY

TASK FORCE ON

PROGRAMS/ INITIATIVES

••••

)

COMMITTEE ON FINANCIAL RESOURCE

DEVELOPMENT

l TASK FORCE

ON SPECIAL

POPULATIONS

)

APPENDIX C

~

I ' COMMITTEE ON

LEAD

• ••• COMMUNITIES PROJECT

(CIJE) )

28

’ 93 1 6 : 1 5 No . 02 2 P .01

\ The A ssociatedJEWISH COMMUNrtY FEKM nO H C f &MUMCKE

^ F .y./.

T E L : 4 1 0 - 7 5 2 - 1 1 7 7THE ASSOCIATED

0.

y./.׳סך ^

Center fo r the Advancement of

J ew ish Education ^ ׳ . , (?,JrJ p \ ~ \2l rS 1

TELEFAX COVER SHEET

M ך :TIME:DATE.־

TO: TELEFAX# : Q U - X - X Z k 1 * K s 1

COMPANY : \T\j3uvncSUSL

ATTENTION : * S V ^ v o ^ L l / ( X y A ^ -

FROM: DR. CHAIM Y. BOTW1N1CK

NUMBER OF PAGES INCLUDING COVER SHEET

REPLY {IF ANY) TO TELEFAX NUMBER: (410) 752-1177

IF COPY IS ILLEGIBLE OR IF ALL PAGES HAVE NOT BEEN RECEIVED, PLEASE CALL TRANSMITTER IMMEDIATELY AT:(410) 727-4828 EXTENSION #240.

MESSAGE:

*

p i n

-*-A, ־v*a-די<

ALVIN 0. KATZ I haiAMAM

DR. CHAIM Y. BOTWlNICK EXECUTIVE DIRECTOR

H-E 8SSOC I ATED TEL:410-752-1 177 16: 15 No . 022 P . 01

CENTER FOR THE ADVANCEMENT OF 3

....., JEWISH EDUCATION I\ \ ~- NO r1 Jl it ,

THE Asscx:IATED

Al.VIN 0. KATZ

Ofl. CHAIM Y eoTWINICK £l<GCUTIV! 0 1flfCTO,.

.. _ , r r-J r'1 )~, , , 7 ~ ,._rl

TELEFAX COVER SHEET

DATE: 11~\9,:12 TIME: L{ 'J,.o p.M-TO: TELEFAX# : 0 \ ~ - '\ 7 1 - '.b - b \ cl Gt S \

COMPANY : \~M._ ~·~ -\._g,

ATTENTION : S \-,._,_,_._Q__ V O...~o&.c,_

FROM: DR, CHAIM Y. BOTWINICK

NUMBER OF PAGES INCLUDING COVER SHEET~b:_.,;;;;,_ _ _ _

REPLY {IF ANY) TO TELEFAX NUMBER: {410) 752-1177

IF COPY IS ILLEGIBLE OR IF ALL PAGES HAVE NOT BEEN RECEIVED, PLEASE CALL TRANSMITTER IMMEDIATELY AT: (410) 727-4828 EXTENSION #240.

MESSAGE: _ _ ___ ___________ _

r l I \)

TEL:410-752-1177 Jul 2315=16 93־ NoTHE׳ ASSOCIATED

■fiUg *GEKgft

1. What constitutes a MCIJE Project" (definition) as opposed to an ongoing community initiative?

2. We need to coordinate and finalize the FY94calendar for all CIJE local and national meetings.

THt:. 'ASSOCIATED TEL :410-752-1177 Ju 1 23 '93 16:15 No. 022 P . 02

JOR CIJ! AGE?WA

1. What constitutes a "CIJE Project" (definition) as opposed to an ongoing community initiative?

2. We need to coordinate and finalize the FY94 calendar tor all CIJE local and national meetings.

(/

ל קרן ד מנ

22a Hatzfira St., Jerusalem , Israel

Fax No.: 972*2-6' 19951 T e l: 972-2-618728

— MR. DAVID HIRSCHHORNTo:

׳

1 7 . 0 6 . 9 ״ 3Date:

Urgent

SEYMOUR FOXR fitfu la rjT lU Iil ־ ——•—״■ ״ ■

0 5 5 2 6 5 9 - 4 1 0 ״ -F n x N n ,; . T im e S ^ r n י ״ -

1 . . . . . . .............. .. — . ----------------- 1

Message

DEAR DAVID:

I HOPE THAT YOU ARE FEELING WELL. I RETURNED TO ISRAEL AND HAVE BEEN BUSY

FOR THE PAST TWO WEEKS WITH MR. MANDEL'S V I S I T AND THE MEETING CF OUR

BOARD. HOWEVER ,WE MANAGED TO HAVE A MEETING WITH OUR STAFF TOGETHER WITH

DR. ELLEN GOLDRING (D R . ADAM GAMARON' S PARTNER) TO. D ISCUSS THE •.AGREEMENT

THAT I AM DRAFTING FOR YOUR FOUNDATION. I HOPE THAT I SHALL HAVE A DOCU -

MENT THAT THE EVALUATORS AGREE WITH AND CAN LIVE WITH EARLY NEXT WEEK.

WITH BEST REGARDS TO BARBARA.

MandelAssociatedFoundat ions

SINCERELY YOURS

I

Mandel Associated Foundations

Fax No.: 972·2-6·\9951

To: MR . DAVID HIRSCHHORN

• • .,.. -· ---c'-:::...~ -. • .: .. ,...... • ....... . . . ••

22a Haczfira St., Je:usalem, Israel

Tel.: 972-2-618728

Date: 17.06 . 93

Urgent

1From: SEYMOUR FOX

Re~ul:ir -----------;,

F:;x NQ.: 410 - 659 0552 Ti'Tle Sent:

~1essage

DEAR DAVID:

I HCPE THAT YOU ARE FEELING WE~L . I RETUP.N'.::D TO ISRAEL AND ruWE BEEN BUSY

FOR Tl-!E PAST TWO WEEKS WITH ~~ . MANDEL'S VISIT A.~D '!'HE MEETING OF OUR

BOARD. HOWEVER ,WE MANAGED TO HAVE A MEETING WITH OUR STAFF TOGETHER WITH

DR. ELLEN GOLDRING (DR . ADAM GA."1ARON 1 S PA.R.TNER) TO DISCUSS T::=: · . .AGREEMENT

TH.AT I AM DRAFTING FOR YOUR FOUNDATION. I HOPE THAT I SHALL HAVE A DCCU -

!-1..ENT THAT THE EVALUATORS AwIBE WITH AND C.AN LIVE W:ITH EA..~Y ):!EXT WE~K.

WITH BEST REGARDS TO BARB.ARA.

SINCERELY YOURS

BALTIMORE

1993 1994June July Aug. Sept Oct. Nov. Dec. Jan. Feb. Mar.

"CAJE"CIJE Committee (to June '95)

Planning (CIJE)Leadership Group Meeting

Goals, Best Practices, MEF

Launch CIJE at Commission MeetingEducators' SurveyFinancial Response Development

Ed. Forum for J. Philanthropy

Multi-Year Commitments

[Dovetail Lay & Pro CIJE Meetings][Rotate Locations]

1/7 X X X X X

4m

BALTIMORE

1993 1994 June J uly Aug. Sept Oct. Nov. Dec. Jan. Feb. Mar.

"CAJE" CIJE Committee (to June 1/7 X X X X X '95)

Planning (CIJE) -Leadership Group - -Meeting

Goals, Best Practices, MEF

Launch CIJE at ~

Commission Meeting

Educators' Survey

Financial Response Development

Ed. Forum for J. 494 Philanthropy

Multi-Year Commitments

[Dovetail Lay & Pro CIJE Meetings]

[Rotate Locations]

״” P.2 י־HUC L , A .04/14.APR 15 610647' 2'972 09:00 93׳

HEBREW UNION COLLEGE-JEWISH INSTITUTE OF RELIGION3077 UNIVERSITY AVENUE • LCS ANGELES, CALIFORNIA 90007*3796 - PHONE 749-3424

Professor Seymour Fox______ ____ hm-f Apr. 14, 1993

_____ Sara Lee__ __________ _________ ______

As you requested, I am sharing some observations about the LeadCommunities Project, based on meetings held in Atlanta and Baltimore withprofessional and lay leaders of the Reform Movement.

1) In both cities, there was little awareness of the nature, structure and purpose of the Lead Communities initiative. To date, there appears to be little engagement of the Reform leadership or institutions in planning, decision-making, or even orientation about the Lead Communities Project. It is not clear whether this situation is the result of some systemic flaw in involving denominational educational institutions or merely indicative of the fact that the project is at a very early stage. In any case, it does suggest that attention needs to be paid to inclusion of denominational leadership, both lay and professional, at the very early stages of planning, including their representation on central decision-making bodies.

2) As a result of our two meetings, the Reform leadership is developing a set of their educational priorities in both cities. Such priorities might be consonant with those identified in other segments of the educational community or generated by the core planners for the Lead Communities Project, but they may be quite different, as well. In both communities, this list of priorities will be discussed with the "federation" team responsible for the Lead Communities Project. The question that emerges is how the Reform priorities get negotiated within the overall agenda of the Lead Communities project Is there a plan or sense for how such negotiation is to take place? One clear result of the movement meetings is the mobilization of the Reform leadership in both communities to advocate for their educational interests.

3) My personal impression is that the Lead Communities Project is viewed as a "federation" operation, leading to the conclusion that the Lead Communities Project is no different from other federation involvement with Jewish education. Such an impression can undermine the sense that the Lead Communities Project is truly a unique and profound attempt to bring about the enhancement of Jewish education through community-wide engagement with the issues and the development of systemic responses. As you know, there is constant discussion across the continent about federation-synagogue relations, and the Lead Communities Project is regarded as a litmus test of the viability of a new and more productive relationship between these two worlds.

to_. ..

FROM

0-l / 14.APR Hl'C L .A. P.2

M~ HEBREW UNION COLLEGE-JEWISH INSTITUTE OF RELIGION

3077 UNIVEASIT" AVENUE , LCS ANGELES. CALIFO~NIA 90007,3796 • PjojONE 749-3424

~0

_ ____ P_rofessar Seymour Fox OATE_l\pr. 14, }_9_9_3 _ _ _

~rioM ____ ___s_ara Lee

As you requested, I am sharing some observations about the Lead Communities Project. based on meetings held in AtlaDta and Baltimore with professional and lay leaders of the Reform Movement

1) In both cities, th~re was little awareness of the nature, structure and purpose of the Lead Communities initiative. To date, there appears to be Little engagement of the Reform leadership or institutions in planning, decision-making, or even orientation about the Lead Communities Project. lt is not clear whether this situation is the result of some systemic flaw in involving denominational educational institutions or merely indicative of the fact that the project is a t a. very early stage. In any case, it does :suggest that attention needs to be paid to inclusioD of denominational leadership, both lay and professional, at the very enr]y stages of planning, including their representation on central decision-making bodies.

2) As a result of our two meetings, the Reform leadership is developing a s<:t of their educational priorities in both cities. Such priorities might be consonant with those identified in other segments of the educational community or generated by the core planners for the Lead Communities Project, but they may be quite different, as well. l.n both co01munities, this list of priorities will be discussed with the "federation" team responsible for the Lead Communities Project. Tbe question that emerges is how the Reform prioritii:s get negotiated within the overall agenda of the Lead Communities project. Is there a plan or sense for bow such negotiation is to take place? One clear result of the movement meetings is the mobilization of the Reform leadership in both communities to advocate for their educational interests.

3) My personal impression is that the Lead Communities Project is viewed as a 11federat:ion" operation, leading to the conclusion that the Lead Communities Project is no different from other federation involvement with Jewish education. Such an impression can undermine the sense that the Lead Communities Project is truly a unique and profound anempt to bring about the enhancement of J~sh education through community-wide engagement with the issues and the development of systemic responses. As you know, there is constant discussion across the continent about federation-synagogue relations, and the Lead Communities Project is regarded as a litmus test of the viability of a new and more productive relatiooship between these two worlds.

.@10 0 3P . 3HUC L . A .

04/1CTB. xf?.' ? 1 ב־ הט = ט d. bl0647V -4/ 1 4/ 00 L - k U i ^ O


In conclusion, the Reform Movement meetings in Atlanta and Baltimore point to some critical issues that should claim our attention, if the Lead Communities Project is to actualize its potential for change.

SL:fj

~~;~l ~f~ ~ bl~647 U .1..:I ,J1 ,t1U.1..;o


HUC L.A.

la conclusioo, the Reform ~ovement m~etings in Atlanta and Baltimore point to some critical issues that should claim our attention, if the Lead Communities Project is to actualize its potential for change.

SL:fj

P.3 -~003

MEMORANDUM

TO: SF, SW, CAROLINE

FROM: AH

DATE: APRIL 15, 1993

RE: MARSHALL LEVIN AT APRIL SEMINAR IN JERUSALEM

I spoke to Marshall Levin. He will be happy to come to Jerusalem for the seminar. He raised two major issues that have beentroubling him. One is problems they nave in Baltimore resulting from Sara Lee's meeting with the Reform rabbis and educators. These Reform rabbis and educators expressed the fact that they believed that they are not involved as much as their colleagues in A t l a n t a and Milwaukee. And Marshall said that they (the professionals — Daryl Friedman and himself) are "put on the line" versus their lay leadership.

Two — they are very concerned about lay participation fromMilwaukee at the May seminar. They feel that the Milwaukee lay leaders will speak to theirs and theirs will not understand why there is participation from Milwaukee and not from themselves.

We discussed the possibility of presenting this as differential stages in the lead communities project and that Milwaukee is further ahead than Baltimore. He somewhat went along with thisbut is not really satisfied.

Marshall will come to Jerusalem. We need to make reservations (I offered him the Moriah hotel — Caroline could you please make reservations). He will probably be arriving on the 26th andreturning by the late night flight on the nignt between the 29th and the 30th. He has to be back on Friday, the 30th.

C a r o l i n e will receive a pro forma invoice with details of reimbursement — please take care of this immediately — he needs payment right away. So, we should be in touch so that you can ask Cleveland to pay him. He will let you know whether to reimburse his travel agent or himself.

Shmuel — I told him that you were the coordinator of the seminar and that all details would be forthcoming from you.

P r o b l e m : We have not informed our other staff members in the United States that we are inviting Marshall. This needs to be done immediately in order to pre-empt any problems. Probably, Steve and Shulamith should be informed ASAP.

1

TO:

FROM:

DATE:

SF, SW, CAROLINE

AH

APRIL 15, 1993

MEMORANDUM

RE: MARSHALL LEVIN AT APRIL SEMINAR IN JERUSALEM

I spoke to Marshall Levin. He will be happy to come to Jerusalem for the seminar. He raised two major issues that have been t roubling him. One is problems they have in Baltimore resulting from Sara Lee's meeting with the Reform rabbis and educators. These Reform rabbis and educators expressed the fact that they believed that they are not involved as much as their colleagues in Atlanta and Milwaukee. And Marshall said that they (the professionals - - Daryl Friedman and himself) are "put on the line" versus their lay leadership.

Two -- they are very concerned about lay participation from Milwaukee at the May seminar. They feel that the Milwaukee lay leaders wi 11 speak to theirs and theirs wi 11 not understand why there is participation from Milwaukee and not from themselves.

We discussed the possibility of presenting this as differential stages in the lead communities project and that Milwaukee is further ahead than Baltimore. He somewhat went along with this but is not really satisfied.

Marshall will come to Jerusalem. We need to make reservations (I off erect him the Mori ah hote 1 -- Caroline cou 1 d you pl ease make reservations). He will probably be arriving on the 26th and returning by the late night flight on the night between the 29th and the 30th. He has to be back on Friday, the 30th.

Caroline will receive a pro forma invoice with details of reimbursement -- please take care of this immediately -- he needs payment right away. So, we should be in touch so that you can ask Cl eve land to pay him. He wi 11 1 et you know whether to reimburse his travel agent or himself.

Shmuel -- I told him that you were the coordinator of the seminar and that all details would be forthcoming from you.

PROBLEM: We have not informed our other staff members in the United States that we are inviting Marshall. This needs to be done immediately in order to pre-empt any problems. Probably, Steve and Shulamith should be informed ASAP.

1

Quite a bit of g r u m b l i n g still about CIJE g e t t i n g its act together — he knows about Shulamith.

c . c . : Carmela Rotem

2

Quite a bit of grumbling still about CIJE getting its act together -- he knows about Shulamith.

c.c.: Carmela Rotem

2

".

FAX COVER SHEET

T Q :P r o f e s s o r S e y m n u r F o x , A n n e t t e H a e h s t e i n , Shmufel W y g u d

F R O M ! S h u l a m i t h E l s t p rC o u n c i l for I n i t i a t i v e s in J e w i s h E d u c a t i o n 301 - 2 3 6 - P O 1 P.

D A T E 1 A p r i 1 14, 1993 T I M E : 1 0 : 5 5 AMN u m b e r o f p a g e s i n c l u d i n g t h i s s h s e t ! 18

FAX COVER SHEEr

TO : Profes&or SP.ymnur ~ox, Annette Hochstein , Shmu~l Wygoda

FROM: Shulamith ElstPr Council for InitiAtivQ~ in Jewish ~clucation 301-230-?012

DATEtApril 14 , 1993 TIME : 10 : 55 AM NumbP.r of page. in1:l11rling thi -. she et; 18

ruuc. . גיטטI'lMr; C.H 3 0 o . 1 1

Page 2CIJE Staff Telecon March 5, 1993


In discussing the possibility of a pilot project on the Israel experience, BH reported that he had spoken with Peter Geffen and been given the "party line" on the CRS project. Atlanta is one of the twelve communities selected to participate, but it is unclear what this involves. We know that CRB is providing extensive technical assistance and is matching scholarship funds on a 1:3 basis. It was suggested that Atlanta is looking to CIJE for help in interpreting the CRB project. We might work with Atlanta to design a model of what it would take to significantly increase the number of young people from Atlanta who go to Israel and then present a plan to CRB. SE and BH will discuss this with Atlanta and decide if it is a priority.



Ellen Goldring should provide a written description of the monitoring, evaluation and feedback project including an explanation of Claire Rottenberg's role, Steve Gelfand will use this to introduce her to the community. It was agreed that Claire can now resume her duties as a field researcher. SE will call Ellen to let her know about the assignment.

SE will remain in regular contact, providing ongoing prodding and support of the process with help from SHH on community process issues.

signroent

signment

signment

signment

BaltimoreII.

Baltimore is at the end of a long planning process and anxious to move ahead with pilot projects. They wish to wait to convene their commission until summer.

A. SE and BH will begin work immediately with Baltimore on developinga pilot project.

B. BH and SE will make the community aware of the availability of CIJEas a resource on hiring and training for senior staff.

C. No immediate steps are necessary in Baltimore with respect to thefunding support we have promised for planning. We will wait to hear how Baltimore proposes to use that support.

D. We should encourage Marshall Levin to discuss what it means to be aLead Community with the lay leaders.

;signment

E, S£ and BH will try to arrange a private meeting with Chaim Botwinick to discuss how to proceed.

!signment

l'IHr<. C."f ::J.:) O• 1 ..J


Page 2

2. Israel e~perience programs.

In discussing the possibility of a pilot project on the Israel experience, BH reported that he had spoken with Pete~ Geffen and been given the "party linQ" on the CRB project. Atlanta is one of the twelve communities selected to participate, but it is unclear what this involves. We know that CRB is providing extensive technical assistance and is matching scholarship funds on s 1:3 basis. It was suggested that Atlanta is looking to CIJE for help in interpreting the CRB project. We might work with Atlanta to design a model of what it would take to significantly increase the number of young people from Atlanta

c:ignmeot who go to Israel and then present a plan to CRB. SE and SH will discuss this with Atlanta and decide if it is a priority.

signment

s1gn.ment

signt11ent

II

:sigrunent

,signment



e. Ellen Goldring should provide a written description of the monit.oring, evaluation and feedback project including an explanation of Claire Rottenberg's role. Steve Gelfand will use this to introduce her to the community. It was agreed that Claire can now resume her duties a s a field researcher. SE will call Ellen co let her know about the assiBnment.

F. SE will remain in regular contact, providing ongoing prodding and suppo-rt of the process with help from SHH on community process issues.

Baltimore

Balt imore is at th~ end of a long planning process and anxious to move ahead with pilot projects. They wish to wait to convene their collL~ission until summer.

A. SE and BH will begin work immediately with Bal tixnore on developing a pilot project.

B. BH and SE will make the couununicy aware of the availo.bili ty of CIJE as a resource on hiring and training for senior staff .

C. No immediale steps are necessary in Baltimore wi.th respect to the funding support we have. promised for planning. We will wait to hear how Baltimore proposes to use that support.

D. We should encourage Marshall Levin to discuss what it means to be a Lead Community with the lay leaders.

E. s£ and BH will try to arrange a private mee.cinB with Chaim .Botwini.ck to discuss how to proce~d.

TO M R N D E L I N S T P A G E . 004MAR 25 ’ 93 1 7 : 0 7

CIJE Staff Telecan Page 3March 24, 1993

C. Baltimore

A meeting has been scheduled for May 14 at which presentations will be made to a gravy of cocmunity professionals an the work of CUE. SE will meet with the Baltimore team on April 2 to prepare for that May 14 mating. will talk with them atthat time about the possibility of including meetings with laypeople an that May date.

SE and BH have begun to talk with Baltimore about pilot projects. There are seme materials on the "teacher specialist" concept which SE will circulate to this group. This project has been funded; the professicnal advisory caamittee has met; arid this project is under way. Baltimore has received funding toexpand Israel programming for teens. [Later: At this stage ofthe projects, do they qualify as pilots?] Finally, Baltimore isresponding to a request by a local synagogue to rethink its supplementary education program.

When SBH calls Daryl Friedman to talk about David Hirschhom's interest in being involved locally, he will also ask about the status of lay participation in the Lead Community activity.

C. Milwaukee

SE and EH were in Milwaukee for a series of meetings and visits to schools on March 23 and 24. The Milwaukee ccntnissicta has been established and is planning to work over the next six months through task forces cn personnel, supplementary schools, and strategic planning. They are working cn developing a pilot project based esi the Best Practices in the Supplementary Schools report.

It was noted that a project cn staff development an family education through the JCC has been funded for tvro years by the Bader Faundaticn. Daniel Bader is enthusiastic about CIJE and pleased to be an the board. It was suggested that we begin to develop our relationship with him. It may be that Chuck Ratner could be an effective mentor for him. This will be considered further.

It was reported that Milwaukee has expressed concern about their perception that CIJE is not meeting its part of the bargain in the monitoring, evaluation and feedback project. Milwaukee was expecting feedback an the vrork they have already undertaken and would like that process to begin as soon as possible.

MAR 25 '93 17:07

CIJE Staff Telecan March 24, 1993

C. Bal ti:aore

TO MRNDELINS T PRGE . 004

Page 3

A ueeting has been scheduled for May 14 at 'Which presentatialS will be :trade to a. group of ca:muni ty professionals co. the ....ork of CTJE. SE will meet with the Baltim:>re team oo April 2 to pJ:"epare far tmt May 14 ~ting. mie will talk with then at that tilte aoout the possibility of including mee~ with lay people oo that May date.

SE and. BH have begun to talk with Baltiirore about pilot projects. lb.ere are sare materials on the "teacher specialist" concept \la'h.ich SE will circulate to this group. This project has been funded; the professiaia.l advisory ccmnittee baa met; and this project is under w;zy. Baltilrore has received funding to expand Israel programni.ng for teens. [Later: At this stage of the projects, do they qualify as pilots?] Finally, Balt..ilrore is ~ to a request by a local synagogue to rethink its S\JR)lementary educa tim ~rcg1an1.

When SEH calls Daryl Friedn-an to talk about David Hi.rschhorn' a interest in bejJ-ig involved locally, he will also ask about the status of lay participaticn in the Lead Canruni ty activity.

C. Milwaukee

SE and EH were in Milwaukee for a series of n-eet:ings and visits to schools oo March 23 and 24. The Milwaukee cannissio:o. has been established and is planning to work over the next six m::ntb.e tbrcugh task forces en persamel, m.ipplarentary schools, and strategic planning. '!hey are ""°rking oo developing a pilot project based oo the Best Practices in the SupplEl!'entary Schools rEifX-X.Ct.

It .....as noted that a project an staff develq_:ment on family education through the JCC has been funded for ~ years by the Bader Feuldatic:ri. Daniel Bad.er is enthusiastic aro..it CIJE and pleased to be on the board. It was ~ted that -we be:r:i.n to develop our rel.atiaiship with him. It IJ:8Y be that Chuck Ratner could be an effective n-entor for him. '.Ihis wlll be ccnsidered further.

It was Lep:n:ted t:lBt Mil.......aukee has expressed ccncern ~t their pe:rcepti<Xl that CIJE is not mee~ its part of the bargain in the IraU.torin,;J, evaluation and feedback project. Mil"Alaukee was e:xpec~ feedback on the -work they ha\18 already urxlartake.n and would like that process to begin as aeon as possible.

C U E Steering Committee March 18, 1993

B. Baltimore

Baltimore is in 3 hp.f.r.er position than Atlanta because they are well staffed. They are trying to put us on their timetable, but CIJE is succeeding in moving them more quickly than they might like. We are shaping their style.

C. MilvAukee

Milwaukee is moving most quickly and our challenge is to keep up with the necessary materials and ideas. The relationship with Milwaukee seems to be working well.

D. Lav Involvement

It was noted that most of the work in the communities so far has involved staff with staff or, on occasion, staff with lay leaders. At some point MLM or perhaps Chuck Ratner should probably visit each community. It was suggested that this would provide the lay people in most communities with a sense of purpose and excitement.

It was suggested that at the next steering committee meeting a plan and timetable for lay involvement with each Lead Community be developed.

IV. Communication Needs

It was noted that a modest communication plan could be very beneficial for CIJE. This might involve the periodic publication of a newsletter, distribution of documents such as Stu Eizenstat's 1992 GA speech, and similar communications with various publics,

It was suggested that we consider hiring a consultant to work on this for a half to a full day each week. Ideally, this would be someone already familiar with Jewish education who could be up-trained and would be available to help strategize and make contacts with the media while keeping our various publics informed. Steering Committee members are encouraged to submit any suggestions to VFL.

It was agreed that VFL will now arrange to distribute the minutes of the Executive and Board meetings of February 25. Further consideration will be given to what distribution, ,if any, there should be of the minutes of the Annual Meeting.

Internal communication is being handled through a weekly telecon of CUE staff.

There. was some discussion of the possibility of using JESNA as a distributor of CIJE publications. It was agreed that there are advantages and disadvantages and that this will be considered further in the future.

CIJE St~ering Committee March 18, 1993

B. Baltimore

Page 2

Baltimore is in .,. hP.t·.t:P.r position than Atlanta because they are well staffed, They are trying to put us on their timetable, but CIJE is succeeding in moving them more quickly than they mlght like. \Je are shaping their style.

C . Hi 1 v11.ukee

Milwaukee is moving most quickly and our with the necessary materials and ideas. Milwaukee seems to be working well.

D. Lay Involvement

chal l enge is to keep up The relationship with

l~ was noted that most of the work in the communities so far has involved staff with staff or, on occasion, staff with lay leaders. At some point Ml.Mor perhaps Chuck Ratner should probably vis i t each coITUnunity. It was suggested that this would provide the lay people in most communities with a sense of purpose and excitement.



It was noted that a modest communication plan could be very beneficial for CIJE. This might involve the periodic publication of a newsletter, distribution of documents such as Stu Eizenstat's 1992 GA speech , and similar communications wjth various publics,

It was suggested that we consider hiring a consultant to work on this for a half to a full day eech week. Ideally, this would be someone already familiar with Jewish education who could be up•trained and would be available to help s~rategize and make contacts with the media while keeping our various publics informed. Steering CommittP-e members are encouraged to submit ~ny suggestions ~o VFL.

It was agreed t hat VFL will no~ arrange to distribute the minutes of the Executive and Board meetings of February 25 . Further consideration will be given to what distribution, ,if any, there should be of the minutes of the Annual Meeting.

Internal communication is being handled through a weekly telecon of CIJE staff.

TI1ere wa!; some discussion of the possibility of using JESNA as A

dis~ributor of CIJE publica~1ons. Ic was a5rocd that there are advantages and disadvantages and that this will be considered further in the future.

Mar.10 1993 2:11PM P01PHONE No.F rom

Council for Initiativesin

Jewish Education

To:

Company Name:

Phone Number:

Fax Number:

From: Shulamlth R. Elster

If there are any problems receiving this transmission please call:

301-230-2012

From: PHONE No. Mar. 10 1993 2 :11PM P01

Council for Initiatives ., ,n

Jewish Education

To:

Company Name: _ _ _,_---=;_..._.:...;,;;_;;;,_....;;;._----'-----

Phone Number:

Fax Number:

From: Shulamlth R. Elster

Description:

\

Number of pages 5 Date sent:

Time sent:

---------If there are any problems receiving

this transmission please call:

301-230-2012

Mar.10 1993 2:12PM P02PHDNE No.

Memorandum

TO: Annette Hochs+.einSteve HoffmanBarry HoltzEllen Goldring Virginia Levi Shmuel Wygoda

FROM: Shulomith Elste, ■RK: Baltimore: MarcDATE; March 10, 199 3

The meeting at the Associated in Baltimore included Marshall Levin, Nancy Kutlcr,Chaim Botwinick and Julie Tammivaara. These notes are for our information as wc plan next steps in Baltimore.

I. The CIJE agenda for the meeting included the following:

Activities during the next three months to introduce the LeadCommunity concept to oonior educators, rabbis and lay leaders who are unfamiliar with it

(Barry was unable to attend this meeting and so the Pilot Projects were noted as a significant rosource here but not

A discussion of Baltimore's proposed initiatives- tho Israel experience, teacher specialist program and the restructuring o£ congregational schools

(What are the CIJE rccourcss available to work within this program?)

The Eduaatox־& Survey(Expectations and role of field reaodruliar fox־ qualitative segment)

Mai'shall noted thal Roy Hoffberger, the Commission chair, hadexpressed great excitement about the Lead Community concept. Bythe eiid of May the Commission would be receiving the Strategic Plan for Jewish Education and this would be presented to the Board of the Associated in July. He indicated that the Lead Community Project was built into the CAJE scheme. The Annual Meeting of the Associated takes places in mid-June and AlfredCoplan wants to include Lead Community selection and the statusof Lead Community activities among his administration's accomplishments on behalf of Jewish continuity and Jewish

fully discussed.)

Lead Community Planning seminar in May/Cleveland

II, "Launch Activities"

Community mobilization has not yet taken place and so the

From PHONE No.

Memorandum

TO: Annette Honhi:1t.t=1 in Steve Hoffman Barry Holtz Ellen Goldrins Virginia Levi Shmue-1 Wygoda

FROM: Shuh1mit.h El::1t RF.: Baltimore: Marc DATE: March 10, 1993

Mar. 10 1993 2:12PM P02

--------------- ---- - ----------------------- ---- --- -- ------------The meeting at the! Aeeooiatcd in Baltimore included Marshall Levin, Nancy K\ltlor,Chaim Botwinick and Julie Tammivac1.rc:1.. These notes ;;u.~e for our information ao we plun next steps in Dal tin,o:i:·e.

J. The CIJE agenda for the meetins included the following:

J\ctivities dur.i.ng the next. three months t.o introduce the Lead Community oonoept to :,onior oducatora, rabbi:5 (1nd lay leade:x:-::, who are unfamiliar with it

(Barry was unable to attond this meeting and oo the Pilot Pro.:5ect.s wore noted ae a eie;nific;:i.nt rosource here but. nc,t fn11 y disouseed, )

:A discussion of Baltimore's propo eed initiati.v~c:- tho Israel experience, taaoher epeoialiat program and t he restructuril'l.g of coneregational snhnn l~

(What are the CIJE rccource~ available to work within thif> proe;ram?)

The Eduoators Su..t·v1::1y (Expectatie>n:5 at1d role e,,f field rtn:Hhu·d1~:r: (or qualitative

sesment.)

Lead Community Pld.uaing 5eminar in May/Cleveland

II, "Launch Act.ivitie1:1"

Mar!!hall ne,,ted U1<SL Roy Hof fbe3rger, the Commission chair, had ox1.:a.-oosed g:reo.t. ~xciternent c:1.LouL tlie Lead Community concept. l:ly th~ end of Mc1y Lhe Commission would be receiving the Strategic Pla1"l fox:· Jewi5h Education and this would be presented to the Doard of Ll11;;; A:,:rnciated in July, He indicated that the Lead Community Pro 5 ect was buil l in to the C AJE scheme . 'l'he Annual Meeting of the Aes:,ouio.L~d takes place:, in mid-June and Alfred Copl"-n wants to include Lead Conununity sel~c'lion and the status of Lead ComrnuniLy activities among hi:, admini3tration'e accomplishments on behalf of Jewiah continuity and J~wish Eduoati.on.

Community mobilizatiun has not. yet taken place and 5o the

Mar.10 1993 2:12PM P03PHGNE No.

discussion turned ■to approaches ־to informing the key people about, the C U E 30 tha-t work can begin. We discussed a series of events for educators and rabbis and key lay leaders at which Barry, Ellen and Julie could present the projeot. We looked at a Friday date in late April/May when there would be a series ofpresentations:

Breakfast meeting with rabbis (preferably on a date the Baltimore Board of Rabbis is scheduled to meet already so that date would be clear)

Late morning meeting with school principals (day and supplementary, pre-schoole(7) )

Luncheon meeting with key lay leaders

A meeting has been scheduled on April 2nd to "flesh-out" plans for this meeting - A3 it turns out, Barry is unavailable to come to Baltimore for this meeting and will participate via tclocon. NOTE: I want to keep the momentum going on mobilisationactivities and scheduling meetings pre-Pesach is not simple. I think this will work with proper prior planning between Barry and myself,

Calendar: May 14 is a possible date for this. There is a majcx- Educator Awards evening scheduled for April 28th 50 it appears as though a major thrust with the educators may have to wait until aftex- Pesach and the April event. May 21st has already been set as a date for a major Steering Committee meeting with the annual meeting (largely ceremonial) scheduled fur June as noted abuve,

III. Baltimore's Three Initiatives! A Status Report

Regarding the congregational school initiative, C U E should note that the idea oi'i&inated with Rabbi Mark Loeb and Eyal Bor (TJJ trained educational dix'ector of Beth El) who px־epax־ed the proposal for the restrueLuring and asked the Associated if it would fit into the Associated and BJE programs. Apparently they had planned to proceed independently if it did not fit into the community agenda.

As a follow-up to the last meeting in Baltimore, Marshall noted that the CIJE could be helpful in assisting Baltimore to bring together professional resources fox• the initiatives especially those who m a y reside outside Beil Limox-e and including those in the non־J©wish sector, especially for the project involving the restructuring of sohouls since that it a major initiative.

Regarding the Israel program, it was noted that Baltimore has been working with its Israel program for between 1317־ years and Chaim announcad that a part■ time evaluator would be hired next week to work with the program.

Regarding the Teacher Specialist Progx-am, Marshall noted that the SKU hae ■Lop down professional and 1-ay support -for change and, for example, could play a rule in the shaping of the teacher

From PHONE No. Mar. 10 1993 2:12PM P03

dioc'\l:::zion turned t.o approaches to informing the key r,eor,le abont the C!JE :,o that work can begin. We discussed a series of ev~nts for oduc~torc and rabbi6 and key lay leaders at which Barry, Ellen and Julia could prc:3ent the pro;eot. We looked at a Friday dato in lotc April/May when there would be a. series of presentations:

Breakfast meetin~ with rabbis (preferably on a date the Baltimore Board of Rabbis is oohcdulcd to meet already ao that date would be clear)

Late mornins meeting with school principals (day and eupplement.ary, pre-1:Schools('l) )

Luncheon rneetins with key lay leaders

1\ meetinc has been scheduled on 7\pril. 2nd to "fleeh-outtt pJ.ans for thie maeting. Az it turn~ out, Barry i~ unavailoblo to come to Baltimore for thio meeting and will participate vi.:i tclc>con, NOTE: I want. to keep the momentum soins on mobili2ation. activities and scheduling meeting5 pre-Pccach io not oimplc. I think thia will work with proper prior planning between Barry and my~elf.

Calendar: May lt. is a possible date for this . 'I.'here i~ a t110Jur E<luvaLv.L· Aw,u·J::; t1vt::nd .. n1!!, echeid.uled for Ap1.·il 28th 50 it appear5 a:3 though a ma.:io-r thru~t with the educators may have to wait unt:i.l dfL~r Pesach and the April event. May 213t has already been set as a date for a ma.:iol.' Steering CommitLeo tC\t,t:,Liu~ w.ill1 Lht, c:U111ual meeting ( la:1.' gel y oeremunial) l:)Clu:1Julc,u f Ul.' Juut1 d::; ucrLt::!<l d.UOV~,

III. B~ltimoro•~ Throe In~tiativo3: A Status Report

Regarding the congi' egational school initiative, CIJF. :a.houJ d note L.haL Ll1e, id~a originated with Rabbi Mark Loeb and Eyal Bor (UJ trained. educational direct.or or Bc,Ll1 El) whu pr~i'd.L"'='U l-h1;:i propo:;al for t.he: :x:·e~ L.1:uc Lur .i.u~ emu a::;ked the A5 5ociated if it would fit in'l.o Lh~ A1':;;::s<.>1,;iated and BJE program:s, Apparently they had planned to prc.,c..;c,"'J luJttJ,n;:mlently if it did not fi.t into the community asend~.

As a follow -up to the l ast meeting in l:ldl·L.i.murt1, Mi:\.n;)1all noted t.hat the CIJE t;Oul<l Le htilpful in as8isting Baltimore to bring together professional resourct:l~ fur ~he ~nitiatives especially tho~e who may reside out~id"' Bdllimure and including those in the non· Jewiah :::.ect.o"J.~ , especially ror the project. involvir1g L-11e re~tructuring of 8chuul~ since that it a major initiative.

R1;;1ga.r:ding the Israel program. i.L w¢1::s noted that Baltlmore has been working with it.::s I8:c:~t:l l pI:ogram for between 13-17 years and Chaim announc0<l Ll1dl c:1 part· time evaluator woulu l-,,~ hired next week to work W'it.h t.he program.

Regardine; the:: 'l'oo.chei' Speciali::, L P.rug:i.·am, Mar3hall noted that the aHU- ~, .. a ~l" down. pi.--o fess ion.al -and l·ay support ·f·or change and, for example, could play d. 1:ule in the shaping of the teache:r:·

Mar.10 1993 2:13PM P04PHONE No.

specialist, and other• training programs.

The C U E national and international resouroes for working on these three initiatives were offered along with th© staffexpertise“ particularly Annette and Barry in Israel programs and supplementary schools, in particular.

It was noted that in the absence of the Lead Community programand CIJE, Baltimore's initiatives would still go forward.

Other initiatives being developed include! a family education program that would involve the Jowiah Family Service, and Conservative congregation Beth Israel, Reform congregation IlaxSinai and the BJE. I think this was"in5pir8d" by the conunaniLy י ע involvement with the Whisin Institute program/Pear1stone program. This would involve the development of a collaborative model for family education.

IV. Educator Survey

The importance of coordinating the ־timing of the two pieces was noted by Marshall. There was great, interest in joint work on the development of the instrument fox- the survey utilising the expertise of those who have organized similar־ effoiLs in other communities.

There is a sense of urgency about Lhe findings of the survey and Chaim wants it completed by tlie end of the current school year ( as do we) so that the x-esultg can be used in planning for next steps. There is a "good fit" here between Baltimore and the CIJE.

V. Monitoring, Evaluation and Feedback

Julie is very welcome in the community and Lhe issue ot access that we faced (and px־obably still do) in Atlanta is clearly not an issue here.

VI. CIJE Materials

Wo have not developed a plan for feedback on the Best Practices materials and I think that this is something that we should consider in light of manner in which some of our pilot projects will focus on these findings. I will have this conversation with Barry on Thursday,

VII. Next Steps in Baltimoz־e for SREA. Information to Baltimore on availability of immediate training through the training institutions/Melton-Israel/Jerusalem FellowsB. Continuing discussions on Educator Survey following telecon with Annette and Ellen0. Planning! closely coordinated for־ the May events D. Identification of personnel and other resources that can oontinue -to—i-nf orm- their planning of initiatives and their work towards implementation

• • \JIii • PHONE No . Mar.10 1993 2: 13PM P04

speC"!j ;:,.) i 1=1t. ,md other trainin,iz; p;r-ograms,

'l'hp. CI,JE national and international l':eeouroee for working on these three initiatives were offored along with the staff e2~e~~ise- particularly Annette and Barry in l~rael progromo ond supplementary sohoole, in particular.

It was not~d that in the absence of the Lead Community pro5rarn and CIJE, Bo.ltimore 1 s init1.ative3 would still ~o forwa:i:·d.

Other initiatives being developed include, a family education prosram that. would involve tho Jowiah Family Sex-vice,, and Conservative congregation Both Israel, Reform congregation Har SinD.i .:>.nd the BJE. I think thio wao"in:spired" by the conunuulLy':,; involvement with tho Whizin Im5titut.e prog:ram/Pearlston.e program . This would involve tho dcvolopment of a colla.borativ~ model fo r family educatjon.

IV . Educator. Survey

The importance of ooor.dinatins the tiroins of the two pieca8 was noted by Marshall. There wae great inte r03t in joint work on the development of the ini:st:t·wneuL fo.r: ·Lhe survey utilizing the expe')'.:"ti:,e of those who have organized simil c:n::· t:f[urL:::s l.u uU1er communitia~.

Thore is a sense of urgency aLouL Lhe fin<lingB of the survey and Chaim wan-ts it compleL~J Ly U11:1 1:1ml of the current school year. ( aa do we) :,o that the ree;ultl5 oan be u~t:iJ .l..11 1,>lc:umluis f.,n: nex-c steps. Thel.-e ifS ct "!!.uu <l .Cit" here betwe en Baltimore and the CIJE,

V. Monitoring, Evaluatioll dllcl Feedback

Julie i.s ve~~Y woloome iri the communi t.y au<l l-11t::t l.::;sue ot access that we fac:e<l ( c:wu p.r:ul.,Ql., l y Btil 1 do) in Atlanta is clearly not an issue here.

VI. CIJE Ma~~rials

Wo have nut developed a ):'>lan fo'J.' r~~dl.>ack on the Best Practices mate:r-ials and I lhluk that this is something that we should oonsidor in l.i..1!,l1t. of manner .i.ri which ::sume of our pilot p:i:·ojects will focus on. these fiuuing::,. I will have this convex·sc1.tion with Darry Ol1 Thu:t•f:!<lay,

VII. Next :Jteps in Balt-l.more for S:RE A. Infol:111c:1Lion to Baltimol'."e on avail c:1.bility of immediate training through the training institutions/Melton-Israel/Jerusalem Fellows B. Continuing discussiori::; un Educator Survey following tel econ with Annette and Ellen C. Planning: t;lo::iely ooordir1ated fur Lhe May events D. Idonl.it ic~tion of persu11m:,l and other resources that can

- -eontinue - -t.e---i:nform - their planning of initiatives and their work towards im~lementation

Mar.10 1993 2:14PM P05PHONE No.

VIII. Funding

A. The issue of the cost of attending the May seminar andadditional costs involved in the Lead Communities Proiect was raised. Will they get some assistance?

B. Work with Baltimore on the rolo of the CIJE as "broker" with foundations/and how can we help with local resource developmentas well.

PHONE No. Mar.10 1993 2:14PM P05

VIII, Funding

A. The issue of the cost of attendins the Muy additional costs involved in the Lcud CommunitieB raised. Will they get some aaeictancc?

ocminar and P:r.o.5oct was

B . Work with Balt.i.more on the rolo foundations/and how c~n we help with aa well.

of the CIJ'E a~ "bl.~oker" wiU1 local ref'\ou:1:-c~ tJ~velopment

TH E ASSOCIATED

BOARD OF DIRECTORS

TH E ASSOCIATED

EXECUTIVE COMMITTEE

*s ץLEAD COMMUNITIES PROJECT

(CUE)

FINANCIAL RESOURCE

DEVELOPMENT

Q CP&B STEERING COMMITTEE

L

(

CENTER FOR THE ADVANCEMENT

OF

JEWISH EDUCATION

(COMMISSION ON JEWISH EDUCATION)

־ ־ I־ 1FUND FOR

JEWISH EDUCATION

PHILANTHROPIC FUNDS, SUPPORT

FOUNDATIONS AND OTHER

FUNDING SOURCES

OTHER PROVIDERS

OF INFORMAL JEWISH

EDUCATION

BALTIMOREHEBREW

UNIVERSITY

IEDUCATIONAL PLANNING

AND

SERVICE DELIVERY

COUNCIL ON JEWISH

EDUCATION SERVICES

fro CONGREGATIONAL

AND COMMUNAL

RELIGIOUS SCHOOLS)

COUNCIL ON JEWISH DAY

SCHOOL EDUCATION

THE ASSOCIATED BOARD OF DIRECTORS


6 CP&B STEERING COMMITTEE


JEWISH EDUCATION

-.. (COMMISSION ON JEWISH EDUCATION) LEAD COMMUNITIES PROJECT (CUE)

• ••••••••••••••••••••••••••••••••

EDUCATIONAL PLANNING AND •••••••

0UDGET AND GRANTS REVIEW •••••••

FINANCIAL RESOURCE DEVELOPMENT SERVICE DELIVERY

COUNCIL ON JEWISH DAY

SCIIOOL EDUCATION

COUNCIL ON JEWISH

EDUCATION SERVICES

: rro CONGREGATIONAL AND COMMUNAi.

j RELIGIOUS SCIIOOI.S)

OTHER PROVIDERS

OFlNFORMAL JEWISH

EDUCATION

FUND FOR JEWISH

EDUCATION

PHILANTIIROPIC FUNDS, SUPPORT

FOUNDATIONS AND OTHER

FUNDING SOURCES

r־ R t n i c r «w r\ r

Fax Memorandum

TO: Annette Hochs־feein and Seymour FoxBarry Holtz FYI ! Qinny Levi /)

Steve Hoffman/ f r o m ? Shulemith Els ־ter *RE) Baltimore; F s b c u p 23, 15$3 DATE 1 F e b r u a r y 1 8 , 1 9 9 3

1- I spoke with MarsHa.ll ־this morning ־to confirm our mooting at. the Associated on February 23rd from 1־<*. They have invitod u b to begin our meeting with lunch*

2. For your :ו nf ormntion tLast Friday tho Board of the Associated passed the new reorganization plan for Jewish education. I am attaching to this memorandum a copy of tho organizational chart which was given tous at the meeting Steve, Annette, Ginny and I had in Baltimoreearlier this month.

It reflects how educational planning, budgeting and resource development will be handled with the new configuration. Chaim Botwinick's role will be even more significant than at present. Bill Bernstein and Darrell Friedman will be active as Jewish education moveB to the top of the local priorities. Marshall hasindicated that a major story about this development is scheduledfor the Baltimore Jewish Times tomorrow, I will send along the article as soon as I can get it.

3. I reviewed our agenda for 2/23: CIJE will focus attention on the role of Pilot Projects in the launch of the Lead Communities Project in Baltimore. The Best Practices work done by Barry in the area of supplementary schools will be the basis for our conversation and planning together during the afternoon.

This will be very muoh ״in synch” with what is happening in Baltimore at the present time. When asked about their greatest challenges (opportunities), the response was in the areas of in״ service training, personnel, curriculum development and the quality of congregational schools.

k. This morning Marshall outlined a major new local initiative in supplementary school education with the plans for a major r*8»truotux*ing of one of the largest <@ 900 students}Congreaational sohools- Beth El (Conservative).

Mark Loeb, Beth El's senior rabbi, is now very enthusiastic about the potential for a federation-synagogue partnership in Jewish education after years of being "somewhat disillusioned'* about the

PAGE.02FEB IS 32!9 ׳93

Fax Memorandum

TO: Annette Hochstnin and Seymour Fox Barry Holtz FYl1 Qinny Levi~

Steve Hoffml'.l FROM: Shul~mith tl~ter

r MUC • CJC..

Ri1 ~~1~.iJnQ.o; F~R.~ ~y 23, 1993 D~T~I Feb~u&ry l8 1 199 ----------------------L------------------------------------------1. I spoke with Maroi-lall thi1J mox·ning to confirm our mc,oting; at the ~smooiated on FobJu~ry i3rd from 1-~. They hove invited us to besin o~~ meetina with lunoh~

2. For you't.' ~T'lforml'ltion1 Laet Friday th0 Bo~rd ¢f the n~oocioted pd~~ed the new reorganiz~tion plan for Jewish ed~eation . I am attaching to thi~ memorandum a oopy of the organizational ohart which waij iiv~n to ua at the meetina Steve, Annette, Ginny ~nd I had in Baltimore earlier thi8 month .

It refleot~ how educational plannin1 1 bUdieting and re~ouroe development will be handled with the new configuration. Cheim Botwiniok's role will be even more eianificant than at ~r.eeent, Bill Bern~tein and Darrell Friedman will be active aa Jewieh eduo~tion movee to the top of the looal prioritie~. Mar~hall ha~ indioated that a ma.Sor etory about thil!I development ia eoheduled for the Baltimore Jewieh Time~ tomorrow . I will eend alona the artiole ae soon a6 I can get it.

3. I reviewed our agenda for 2/23: CIJE will focus att~ntion on the role of ~ilot Projects in the launch of the Lead CommunitieB Projsot in Baltimore. The Beet Practicee work done by Barry in the area c.if &Uppl~m1:,ni;.~ry 1$0hools will be the basis for our oonver■ation and planning together during the afte,rnoon.

Thia will be very muoh 11 in isynoh" with what iB happenina in Baltimor$ at the pre~ent time. When asked about their greatest challenseg (opportunities), the reeponse was in the are,acs of in,. servioe trainina, perBonnel, ourrioulum development and the qudlity of coniregational sohoola,

~. Thi3 mornini Mar~hall outlined a major new local 1nit1ative in ~upplsmenta~y aohool education with the plans for a majo~ ~~••t:.r:uuLux.·ina of one of th<' largest (@ 900 students) OOhir~e~tional eohoole- Seth El (Conservat~ve),

Mark Loeb, Beth El 1 n senior rabbi, is now very enthusia~tio about the potential for a federation-isynagogue ~artnerehip in Jewish 8ducation after year$ of being "somewhat dieill\:.:d.<>nedll &bo\lt the

F£8 18 '93 9!32 PAGE.02

F E B 18 1 0 : 5 6 9 3 ׳ P R E M I E R C O R P . P l DMIN. P A G E . 0 3

probabHw chanoas for suco«as£ul oollaboration, "All talk} nothing happening I״

page 2

By the Pall of 1994 Both El would liko to havo its supplementary school program restructured to provide '1more significant" educational programming, family components, parent education programs ©,to. The term "redeployment" hoc boon uood to doooribc th® realloaation of personnel and other raeourooo, It appoarc ao־though there are many areas of collaboration with the community here- work with the Pearlstone Institute on family education. Joint efforts with other synagogues in the development of a consortium for grant seeking,- and with the Lead Conwunity Project.., Beth El aa a model of how to "ahange", the oritical role of the rabbi and the educational direotor (Eyal Bor), use of Best Practice, use ot CIJE consultants eta,

5. Tentative Agenda for 2/23; For comment

A.Introduction (Annette and Marshall) What we hope to achieveUpdate on Baltimore

B.Best Practice Project (Barry)Supplementary School materials Introducing Best Practices into a Community

C״Pilot Projects (Seymour)Significance of pilots

D.Joint Planning for Baltimore Program elements Suggestions/approaches Timeline Joint workplan

I await your comments so that I can confirm the specific agenda with Marshall.

s.

F EB 18 ' 93 10 :56 PREMI ER CORP . AD MIN . PAG E. 0 3

prob&b]"' chanoeis for 1ucoeaeful oollabor~tion, "All. talk: nvLlling h._PP•n ,;.n1 l 11

page 2

By the Fall of 1991. Beth El would liko to ho.vo ito oupploment.ary aohool proarrun restruotured to provide 11 moro oianificont11

•duoational pro"rarnrnins, family oomponente, parent oduoation prosrams eto, The term 11:rodoploymont" ho.c boon uood to doooribo the raall◊oQtion of personnel ~nd other reeourooo. I~ ~~po0ro 0c though there are many are~e Qf collaboration with the community he~e- work with the Pearlstone In3titute Qn family education. jQint offort0 with other eyna&oauea in the development of a oon~ortium for a~ant Deekin1,- and with the Lead Community Project ... Beth El a21 ~ model of how to "ohanse", the critical role of the rabbi and t he ecucationel director (Eyal Bor ) , use of ~est Fraotice, U$8 Qt CIJE consultant~ eto.

5. Tentative Asenda for 2/Z3: For comm~nt

A.Introduction (Annette and Marshall) 'What we hope to aohiove Update on Baltimore

B,Seet Practice Project (Barry) ~upplementary School matarials lntroduoin1 Beet Praotioes into~ Community

C,Pilot Projects (Seymour) S1;nificanoe of pilot~

D.Joint Planning for Baltimore Pro&ram elements suaaestions/approacheB Tim9line Joint workplan

I await YOUT comments eo that I can oonfirm the epecifio agenda with Marshall,

s.

THE ASSOCIATED

HOARD 01� DIRECIORS

V?

n7.

rc

• ;*י ד

Qj ^THE ASSOCIATED

EXECUTIVE COMMITTEE CP&B STHORING COMMtTTCEכ

1

ccc

Co - cAquaJB -


JEWISH EDUCATION

Xce c t jLEAD COMMUNITIES PROJECT (CUE)

(COMMISSION ON JEW ISH EDUCATION)

I

------------EXECUTIVE DIRECTOR/CP&B STAFF

י|—

1cIIד6£

nNANCIAL RESOURCE

DEVELOPMENT

BUDGET AND GRANTS

REVIEW

1FUND FOR

JEWISHe d u c a t i o n

p h i l a n t h r o p i c

FUNDS. SUPTOfiT FOUNDATIONSJ> k m f m r m

I

U#ד

X x־ --EmJCAIiOfNiAL PLANNING

ר0 ^ \SERVICE DELI VERY

OTHER PROVIDERS

O F IN FORMA' JEWISH

BALTIMOREHEBREW

UNIVERSITYr ־ ־

M COUNCIL dtt-T JEWfSIl IF

I EDLHIATlOrs e r v i c e s ך >

aXINOLON JEWISH DAV

SCHOOL EDOC/C1TON

$\ r y ^

,

~-~ ; 7:.. l

OXJNOLO."f JEWISH DAY

SCllOOL EDI ,C .-{JlON

<DUHCIL JEWISII

EDI.IC,\TLO,-· $1.:Jl VI C-E.'i

Til~ASSOCIAU:I> BOARD OF l)fRECI ORS

TUE ASS OC."1 ATED EXECUTIVE COMMITTEE

CP&D STEERING COMMmEE

CENTERFORTHEADVANCEMENT OF

JEWISH EDUCATION

C

l C

, , n

(1

A

r C

lCOM.~ION ON JEWISH EDUCATION) -=====:;::==================== ~ Co - d.~ =

' ' I , I

EXECITTlVE DlRECIORJCP&B STAfF LEAD COMMUNITIES PROJECT

(CUE)

• ••••••••••••••••••••••••••••••••

BUDGET AND GRANTS REVIEW

OTIIER PROVIUERS

OFlNHlRMA' • ! JEWISH

••••••• ANANCIAL RESOURCE

DEVELOPMENT

FUNOR>R JEWISH

EDUCATION

Pllll.ANTIIROPIC FUNDS, SUN'ORT

R)UNDATIONS

I t:

7

' I G II

SYNOPSIS

LEAD COMMUNITIES PROJECT

Beginning in 1988, the Baltimore federation embarked upon a comprehensive strategic planning approach for all resourcedevelopment, resource allocation and service delivery conducted within the Baltimore Jewish community. At that time we made a commitment to understand the needs and aspirations of our community, now and over the next decade, and to respond to them in the most effective ways. While we have made significant strides toward implementing many of the action recommendations of our Strategic Plan, we have only begun to shape our community vision in other areas, most specifically Jewish education.

The strategic planning process has had two phases thatliterally have changed the nature of community problem- solving and resource development for the Baltimore Jewish community. Phase I (generation of the Strategic Plan) was initiated in January 1988 and continued for 18 months, concluding in June 1989 with the approval and adoption of the Plan, entitled Building a Stronger Community: Towardthe Year 2000. Phase II (implementation of the Plan) began in 1989 and continues to unfold in full force as of today.

A full section of the Strategic Plan was dedicated to Jewish education. In fact, it is the only area which was singled out for priority attention in the report. Among the most pressing questions we asked ourselves during strategic planning was, ״What are our goals in Jewish education?"Since 1988, we have been engaged in numerous processes involving literally hundreds of community leaders to explore that question in more depth, develop solutions, and begin implementing strategies. We have found planning a Jewish education agenda to be one of the most complex and challenging tasks before us, yet one so key to our mission of ensuring and enhancing Jewish identity and continuity.We have clearly accomplished a great deal, including the establishment of: 1) The Commission on Jewish Education, which was created to assist us in building a comprehensive, well-coordinated, community-wide Jewish educational system; and 2) The Fund for Jewish Education, which provides funds supplemental to those provided by the annual campaign for Jewish education programs.

However, though we have clearly come a long way in the last several years, we have a great distance to go before solidifying and ultimately implementing our communal vision for Jewish education in Baltimore. Our Commission established four subcommittees which have generated significant recommendations that will help shape our Strategic Plan for Jewish Education. This Strategic Plan (which has not yet been drafted) is scheduled to be completed and adopted within the next 18 months.Implementing the recommendations of this Plan will require much thought and many hands and will take some years to complete.

SYNOPSIS

LEAD COMMUNITIES PROJECT

Beginning in 1988 , the Baltimore federation embarked upon a comprehensive strategic planning approach for al l resource development, resource allocation and service delivery conducted within the Baltimore Jewish community. At that time we made a commitment to understand the needs and aspirations of our community, now and over the next decade, and to respond to them in the most effective ways. While we have made significant strides toward implementing many of the action recommendations of our Strategic Plan, we have only begun to shape our community vision in other areas, most specifically Jewish education.

The strategic planning process has had two phases that literally have changed the nature of community problemsolving and resource development for the Baltimore Jewish community. Phase I (generation o f the Strategic Plan) was initiated in January 1988 and continued for 18 months, concluding in June 1989 with the approval and adoption of the Plan, entitled Building a Stronger Communitv: Toward the Year 2000. Phase II (implementation of the Plan) began in 1989 and continues to unfold in full force as of today.

A full section of the Strategic Plan was dedicated to Jewish education. In fact, it is the only area which was singled out for priority attention in the report. Among the most pressing questions we asked ourselves during strategic planning was, "What are our goals in Jewish education? '' Since 1988, we have been engaged in numerous processes involving literally hundreds of community leaders to explore that question in more depth, develop solutions , and begin implementing strategies. We have found planning a Jewish education agenda to be one of the most complex and challenging tasks before us, yet one so key to our mission of ensuring and enhancing Jewish identity and continuity. We have clearly accomplished a great deal, including the establishment of: 1) The Commission on Jewish Education, which was created to assist us in building a comprehensive, well-coordinated, community-wide Jewish educational system; and 2) The Fund for Jewish Education , which provides funds supplemental to those provided by the annual campaign for Jewish education programs.

However, though we have clearly come a long way in the last several years, we have a great distance to go before solidifying and ultimately implementing our communal vision for Jewish education in Baltimore. Our Commission established four subcommittees which have generated significant recommendations that will help shape our Strategic Plan for Jewish Education. This Strategic Plan (which has not yet been drafted) is scheduled to be completed and adopted within the next 18 months. Implementing the recommendations of this Plan will require much thought and many hands and will take some years to complete.

It is fortuitous that the Lead Community opportunity is happening just when we are ready to break new ground in our strategic planning process for Jewish education. At a time when we are beginning to shape our consensus document, we feel the CIJE can provide the critical assistance, both interms of professional expertise and financial resources, our community needs to move its Jewish education agenda forward. At the same time, we believe Baltimore can serve as a model of progress and performance in Jewish education for other North American Jewish communities.

, ., ' ~

,

It is fortuitous that the Lead Community opportunity is happening just when we are ready to break new ground in our strategic planning process for Jewish education. At a time when we are beginning to shape our consensus document, we feel the CIJE can provide the critical assistance, both in terms of professional expertise and financial resources, our community needs to move its Jewish education agenda forward . At the same time, we believe Baltimore can serve as a model of progress and performance in Jewish education for other North American Jewish communities.

C O M M U N IT Y : B A L T IM O R E

JE W IS H P O P U L A T IO N : 92,000

SU M M A R Y S T A T E M E N T : Baltimore presents itself as an ideal community because of its record of commitment to Jewish Education. THE A SSO C IA T ED ’s Commission on Jewish Education has been actively involved in formulating a comprehensive strategic plan for the City since 1990 and with the establishment of a Fund for Jewish Education in 1991 to supplement the annual campaign, Baltimore has made a concrete step forward in its efforts to improve and expand educational services.

C U R R E N T STA TU S O F E D U C A T IO N A L P R O G R A M S : Approximately 80% of Baltimore’s youth in the 6-12 age group and 37% of youth in the 13-17 age group are currently receiving some form of Jewish schooling. In the past year alone, the City witnessed a 10% growth rate in pupil enrollment. Opportunities for children and adults include day schools, a Judaic Academy offering intensive programs for post Bar and Bat Mitzvah students, and a local Hebrew University offering graduate, undergraduate and Continuing Adult Education Programs.

L E A D E R S H IP AND PL A N N IN G : The Associated Jewish Community Federation of Baltimore established a Commission on Jewish Education in 1990 in direct response to a mandate in the community 's strategic plan. By the Fall of 1992, the City anticipates that it will have completed a comprehensive plan which will address the needs in the four priority areas: Jewish Day School Education, Congregational and Communal Religious School Education, Higher Jewish Education, and informal Jewish Education.

Chair: LeRoy HoffbergerStaff: (not addressed)

COMMUNITY: BALTIMORE

JEWISH POPULATION: 92,000

SUMMARY STATEMENT: Baltimore presents itself as an ideal community because of its record of commitment to Jewish Education. THE ASSOCIATED's Commission on Jewish Education has been actively involved in formulating a comprehensive strategic plan for the City since 1990 and with the establishment of a Fund for Jewish Education in 1991 to supplement the annual campaign, Baltimore has made a concrete step forward in its efforts to improve and expand educational services.

CURRENT STATUS OF EDUCATIONAL PROGRAMS: Approximately 80% of Baltimore's youth in the 6-12 age group and 37% of youth in the 13-17 age group are currently receiving some form of Jewish schooling. In the past year alone, the City witnessed a 10% growth rate in pupil enrollment. Opportunities for children and adults include day schools, a Judaic Academy offering intensive programs for post Bar and Bat Mitzvah students, and a local Hebrew University offering graduate, undergraduate and Continuing Adult Education Programs.

LEADERSHIP AND PLANNING: The Associated Jewish Community Federation of Baltimore established a Commission on Jewish Education in 1990 in direct response to a mandate in the community's strategic plan. By the Fall of 1992, the City anticipates that it will have completed a comprehensive plan which will address the needs in the four priority areas: Jewish Day School Education, Congregational and Communal Religious School Education, Higher Jewish Education, and informal Jewish Education.

Chair: Staff:

LeRoy Hoffberger (not addressed)

cr >ג־/ ר1כ0

Feedback Memorandum to CIJE Staffon Jtilwaukoo

Wednesday October 6, 193פPrepared by Roberta Goodman

I address four topics in this raemo;

1) Milwaukee*8 Federation “Got the Message"2) The Changing Perception of CIJE3) Motivation, Momentum, Connection and Planning4) The Personnel Data

1) Milwaukee's Federation "Got the Message

An outcome of having Rick Meyer, Milwaukee’s Federation Director, attend the CIJE Board meeting in New York was that CIJE staff and Board members had the opportunity to speak to him. Rick came back to Milwaukee very much concern'ed about people's perceptions of how strongly the Milwaukee Federation was supporting the Lead Community project.

Since the Board meeting, he haie devoted more time to finding out what is happening with the project. He has redesigned the Federation's organizational chart of officers and their responei- bilities to give the Lead Community project greater prominence. His new chart has a vice-president of continuity. Rather than having this project under the planning vice-president, the project is now under the vice-president in charge of continuity and human resources. Milwaukee has not had a continuity cotnmis-sion as have many other cities.

More significantly, Rick has vowed to hold a monthly meeting with Louise, Jane, Howard, Ruth, Betsy Green the Federation President, and possibly one other vice-prfesident. The first meeting of this group will be Tuesday October 12th while Gail is in Milwaukee. Gail had suggested the date at her last visit to Milwaukee. Rick has scheduled the Lead Community project for a report to the Federation Board in November. The month was Ruth's choice as she preferred November to October.

Howard too has had greater involvement in the project in recent weeks. Alan and Gail have both made certain to have contact with him. As one person pointed out, Gail is on a mission to involve Howard in the process. Gail met extensively with him on her recent visit to Milwaukee just prior to Yam Kippur. His increasedinvolvement is mainly in terms .of the time he spends working with Ruth and others on the project, Ruth and he have set up a regular time to meet.

It is worthwhile noting just prior to Rosh Hashanah, Howard received a promotion to Assistant Executive Director of the

^ *י־׳׳ר־׳ר״/גו־ו ר־׳■־־׳ a C ?׳> \r ר־ז *

s00 390 ׳d 13־yys1Hr13 01 91:8 86, si

Feedback Mefflorandum to ClJE Staff on· Jlilwau~o•

W~dnesday Octo~r 6, 1993 Prepared by Roberta GoodmAn

I address four topics in this memo;

1) Milwaukee' s Federation uGot the Message" 2) The Changing Perceptioos of CIJE 3) Motivation, Momentum, connection and Planning 4) The Personnel Data

1) Mtlwauk~e•s Fed•+ation "Got the Messa;~

An outcome of having Ri ck Meyeir, Milwaukee 's Federation Director, attend the CIJE Boa rd meeting in New York was that CIJE staff and Board members had the opportunity to speak to him . Rick cwne back to Milwaukee very much concero'e<l about people's perceptions of ho~ strongly the Milwaukee Federation was supporting the Lead Coram.unity project.

Since the Board meeting, he haG devoted more time to finding out what is happening with the project. He hae redesigned the Federation's organizational ch~rt of officers and their respons ibilities to give the Lead ConTJ'lJUnity project greater promine~ce. His new chart has a vice-president of continuity. Rather than having this project under t he planning vice-president, the project is now under the vice-pres ident in charge of continuity and human resources. Milwaukee has not had a continuity c ommission as have many other cities.

Hore significantly , Rick has vowed to hold a monthly meeting with Lo~iee, Jane , Howard, Ruth, Betef Green the Federation President, and possibly one other vice-president. The first meeting of thia group will be Tuesday October 12th while Gail is in Milwaukee. Gail had suggested the date at her la5t viait to Milwaukee . Rick has scheduled the Lead Community project for a report to the F~deration Board in November. The month was Ruth's choice as she preferred November to October .

Howard too has had greater involv~ent in the project in recent weeks. Alan and Gail have both m~de certain to have contact with hilt!. As one person pointed out, Gail is on a mission to involve Howard in the process. Gail met extensively with him on her recent visit to Milwaukee just prior to Yam Kippur. His increased involvement is mainly in terms .of the time he spends working with Ruth and others on t he project. Ruth and he have set up a regular time to meet.

It is worthwhile noting just prior to Rosh HaShanah, Eow~r~ receiv~d a p romotion to Assist• nt Executive Director of the

rnn~~•~~A~ n~~C nn c

S00' 391:jd 7 3ttc::!S I 3f I:) 01 9 t : 8 86, 8 I 1:)0

Federation. Rick has talked about the Federation doing its own restructuring and institutional long range planning in the near future. Supposedly, Howard's promotion is raore of a status promotion than a change in his responsibilities. How this all plays out is something that I will monitor,

The Federation clearly got the message that they were not perceived as supporting the L«ad Community project, Efforts have been made by the Federation itself and by the CIJE staff to raise their level of investment. I have described the steps taken.

Things to Consider

Although the Federation may have increased their commitment tothe Lead Community project itself, this question of their long- term commitment to the importance of educational planning is unresolved. Rick and Howard 8*0 the Lead Community project as being special. This special status translates into the project not being totally integrated into the Federation culture. The point has been made before about Ruth's status in the Federation being low. In addition, the Federation has made no decision about whether or not they are committed to doing educational planning or having educational planning done on such an extensive level by some other agency on a regular basis once their relationship with the Lead Community project ends. MAJE has applied no pressure to resolve this issue either,

The stakes and investment that the Federation has in this project are limited. It is important to remember that the Federation has invested almost no dollars in this project. They give Ruth office space and she shares Howard's secretary. The majority of Lead Community expenses -- Ruth's salary, travel monies, program monies — have come either from the Bader Foundation or the thirty thousand dollars that the CX'JE gave the community. The Federation has offered Ruth a contract for another year. The Federation must wait until November for the Bader Foundation Board to approve the proposal for the money to Bupport the project director. As far as I know, no contingency plan exists if Bader say a ‘,no."

A Final Practical Note

I am not certain that either Rick or Howard is aware of the high level of professional representation that Baltimore and Atlanta bring to the Lead Community meetings with the CIJE. I recommend that someone discuss this issue with them,

60823 1 6844 Pfi<3E . 006

11:8 £6 , St 100

OCT 12 ’ 93 16 :25

9 0 0 3 9 ־ bd 13־b a s1 3 r1 D 01

2

Federation. Rick hae talked about the feder~tion doing its own restructuring and institutional long range planning in the n~ar future . Supposedly, Howard's promotion is more of a stat~e promotion than a change in hia respons ibilities. How t his all p l ays out is something that I will monitor ,

The Federat ion clearly got the message th~t they were not perceived aa supporting the L~ad Community project. Efforts have been made by t he Federation itself and by the CIJE staff to rdise their level of investment. I Aave described the steps taken,

Thinge to Consider

Although the Federation may have increased their commitment to the Lead Community project itself, thi s question of t heir longtem commitment to the importance of educational planning is unresolved. Rick and Howard s•e t he Lead Cornrouoity project as being special. Thia specia l s tatue trans lates i nto the project not being totally integrated into the Federation culture. The point has been made before abaut Ruth's status i n the Federation being low. In addition, the Federation h~s made no decision about whether or not they are committed to doi ng educational planning or having educational planning done on such a n extensive level by some other agency on a regular bas is once their relationship with the Lead Community project ends. MAJE has applied no pressure to resolve this issue either,

The stakes and investment that the Federation has in this project are limited. It is important to remember t hat the Federation has invested almoet no dollars in this project. They give Ruth office space and she shares Howard's secretary. The majority of Lesd Community expenses -- Ruth's salary, travel monies , program ~oniee -- have come either from the Bader Foundation or t he thirty thousand dollars that the CIJE gave the community. The Federation has offered Ruth a contract for another year . The F~deration must wait until November for the Bader Foundation Board to approve the proposal for the money to support the project director. As far as I know, no contingency pl~n exiats if Bader e4ya kno."

A Final Practical Note

I am not certain that either Rick or Howard is aware of the high level of professional representation that Baltimore a nd Atlanta bring tc the Lead Community meetings with the CIJE . I recommend that someone discuss this issue with them,

OCT 12 ' 93 16: 25 6 082316844 PAGE . 006

900'39~d 73~~S13f!J 01 LI :e 86, 81 lJO

3

j) The Changing perceptions of clJZ

M־ ״ ng ־ judgment on the basisa risky prospectf y6 I ^יגודז No loners^ do I 110£tre t nts^about^the^CIJE^not^&oing something as 1 so frequently־"S d ^ i o r to ״ ־ Ba״ £ o ? tiSg. Milwaukee feels that the»» ־CIJE "has its act together."

Now the new issue is that Milwaukee has sensed that CIJE has an aoenda. By an agenda, people 1*. Milwaukee mean_that the wfnts to do things in the commtnity. F r o r a ^ d i S c u e B i o n s with Gail and Alan, Milwaukee's perception xn fac^ reflects the CICC desire to actively participate in the Lead Community process.

The next step involves negotiating and understanding the role of Alan and Gail, in particular, and the roles of Barry and Daniel pekarsky. What is Gail’s role in the communities? The words "consultant״ and "imp 1 feraenter" have been used to describe Gail's role. Shulamith was clearly a consultant with no visible agenda. People have commented on Gail's aggressive agenda. Is Gail a 4,motivator" or a *doer?" These roles are not mutually exclusive, rather I use them here to make a point. If you had to describe Gail's role using only nouns, how would you describe her role? Describing the roles of Gail, Alan, Barry and Daniel constitute the first set of questions that have been raised in Milwaukee.

More questions have already arisen in the community based on Gail; s two visits (one with Alan) to. Milwaukee; !)*What is her domain? Is she only working with the Lead Comraunitv project -י- its Commission, Task Forces, etc. -- or will she be working directly with the institutions? If she is going to be working directly with the institutions, what is her purpose in doing so?2 ) is she going to_support the efforts of the local Lead Com- raunity project or is she going to initiate her own efforts? 3 וWhat procedure will there be for clearing what Gail does and what

c< » n 1ty project is doing so that they coirolement one another and do not contradict one another? 4) A final question

neSStiftSd?1"?•?? cormunitY : K°v *ill these new roles ben gotiated? Will all the answers come from the CIJE and/or will

S m S V 5 ־ ? deterraine th* roles? In light of these types H ? nS and *6sues, the subject of partnership merits

further discussion. ^

3) Motivation, Momentum* Connection and Planning

Maintaining momentum, keeping pe-ople motivated, connecting the various Lead Community components, and developing a plan are

^ ^ ^ S7 ^ h,WnXChuM1JWaukee stzn^ 9 le&• These issues are interrelated. I describe how these isteues manifest themselves in Milwaukee's Lead Community process.

׳33 1 12 S : 2 5 S082316844 P A G E . 0 0 V " ־

8 1:8 88 < 81 1 0 כ<L00 39 ׳ud n 3 u y s 1 3r 101 כ

OCT

3

i Pe~ceptions of CI.JP! 2) The Chang og s·s of the absence of comments :an be

MaKing a j~dgment ont t~ef~:l~cQro.fortable concluding tha~ ~l~:~; a risky prospect, ye i f the rTJE. No longer o -kee has changed its percept o n~ ~ng soro;thing as I so frequently complaints about the Cif! not ~~~ing. Milwaukee feels that the heard prior to the Balt or: ro CIJE "has its act together.

. . a Milwaukee has sensed that CIJE has en Now the new issue is th t l . Milwaukee ~ean that the C!JE agenda. By an agenda, peop e ~~. roro rn discussions wi~h wants to do things in the commtnitt¥• Fin •aye~ reflects the CI~fE•s

-1 kee's percep ion~ - ~ Gail and Alan! Mi ~au .. t in ~he Lead community process. desire to actively participa e ~

. . d nderstanding the role of The next st~p i~volves.neiotiat~~gt~~ r~les of Barry and Daniel Alan and Ga~l, in particu ar, ~ · · ? fh ~ords Pekarsk What is Gail's role in the communities e . . , "consul{~nt" and "implementer" have been u~ed to d~scn.be Gail s role. Shularoith was clearly a consultan~ with no visible.agenda. People have commented on Gail's aggressive agenda. Is Gail 8

•

"motivator" or a "doer?" These roles are not mutually exclu~i.ve, ratber 1 use them here to make~ point. If you he~ to describe Gail's role using only nouns, how ~ould you describe her r?le? nesc=ibing the roles of Gail, Alan, Barry and Dan~el ~~nsr.itu~?. the first set of questions that have been raised in Mi-wa~kee.

More questions have already arisen in the community baa~ on Gail's two visits (one with Alen) to Milwaukee: 1) What 10 her domain ? Ia she only working with the Lead Comr.lunity project -its Commission, Task Forces, etc . -- or will she be working directly with the institutions? If she is going to be working directly with the institutions, what is her purpose in doing so? 2) Is she going to support the efforts of the locel Lead Community project or ie she going to initiate her own efforts? 3) What procedure will there be for clearing what Gail does and what the Lead Community project is doing so that they complement one another and do not contradict one ~nother? 4) A final question comes from me and not the col'llr.\unity: How will these new roles be negotiated? Will all the a nswers come from the CIJE and/or will the coJ'OJllunity help deterr.iine th~ roles? In light of these types of questions and issues, the subject of partnership merits further discussion.

3) Hotivotion, Moment\lfl\► Connection and Planning

Maintaining rnomenturn, keeping pe-ople motivated, connecting the various Lead community component~, and developing a plan are ieeues with which Milwaukee struggles. These ieeuea are interrelated. l describe how these is•ues manifest themselves in Milwaukee's Lead Community procete,

OCT 12 '93 I 6: 25 6082316844 PAGE.007

8 J : 8 f;6 I 81 1:io

l00'3:lt:ld 73t:l~SJ3rI::> 01 .... ··---

4

The Core Planning group (Louise, Jane, Ruth and sometimes Howard) tends to ״spin its wheels" avoiding making a commitment to any one plan or set of contingency plans. They almost never talk about what results they anticipate. This puts them in the position of not being able to give people a good sense of how their efforts make a difference, what is expected of these Commission or Task Force members, and how they can contribute.The Core Planning group has identified momentum as a problem.This entire pattern seems to contribute to their own momentum problems,

What happened with the Family Education Think Tank on Thursday September 9th exemplifies the issues of maintaining momemtum, connecting the Lead Community's components, and Milwaukee's lacking a plan. The Family Education Think Tank was engaged in a serious and involved discussion about the goals of family education as well as some other philosophical questions about the purpose and place of Jewish education. Toward the end of the meeting, Ruth asked to make an announcement about the upcoming Strategic Planning Retreat in November4 The whole situation became quite messy, Bottom line, Ruth told the group that they would not be meeting any more. She failed to show them how their efforts for the past four sessions had anything to do with the upcoming Strategic Planning process. Many people vocalized their anger that they felt co-opted as their efforts were essentially "meaningless״ to the Lead Community project. While this was going on, Eve Joan Zucker, the Think Tank chairperson, pledged that she would continue meeting with the group regardless of whether or not the Lead Community project sanctioned their gatherings.

The enthusiasm, interest, and direction the group took was unanticipated. Originally they did not want to talk about philosophy, they wanted to know about programs. At this meeting, they vocali2ed the opinion that programs were not the critical piece׳, rather they needed to discuss the purpose and goals of family education which they agreed really meant they had to discuss the purpose and goals of Jewish education. The plan that the Core Planning group had agreed on and one that they hadinformed Eve Joan of was to discontinue the group. Rather than viewing this group's new found direction and interest as an opportunity, Ruth and to an extent Jane, only saw it as prob-lematic. They saw Eve Joan as having her own agenda of wanting tobe Milwaukee's Jewish family educator. They had a renegade chairperson. They had neither anticipated any outcomes of theFamily Education Think Tank and hence did not have a plan on whatto do with these people, nor did they have a mind set which allowed them to go with the flow.

Ruth did not show how the Family Education Think Tank efforts were in any way connected with the entire Lead Community project. She did not show how their efforts contributed to the overall process. Someone in the group suggested that a formal report be

SI : 8 SG 1 El 1 0 כ

OCT 12 1 93׳S :26

800 ‘ 30Ud 13־u y s 1 3 n 3 01

4

The Core Planning g~oup (Louise, Jane, Ruth and sometimes Howa~d) tends to "spin its wheels" avoiding making a commitment to any one plan or set of contingency plans. They almost never talk about what results they anticipate. This puts them in the position of not being able to give people a good sense of how their efforte make a difference, what is expected of these commission or Task Force members, and how they can contribute. The Core Planning group has identified momentum as a problem. Thie entire pattern seems to contribute to their own momentum problerne,

What happened with the Family Education Think Tank on Thursday September 9th exemplifies the issues of maintaining mornemtum, connecting the Lead Cornrauoity•s components , and Miiwaukee's lacking a plan. The Family Education Think Tank was engaged in a serious aod involved discussion about the goals of family education as well as some other philosophical questions about the purpose and place of Jewish ed~cation. Toward the end of the meeting, Ruth ~aked to make an annoQncement about the upcoming Strategic Plenr.ing Retreat in November, The whole situation became quite messy, Bottom line, Ruth told the group thet they would not be meeting any more. She £ailed to show them how their efforts for the past four sessions had anything to do with the upcoming Strategic Flanning procese . Many people voc~lized their anger tbat they fel t co-opted as their efforts were essentially "meaningless" to the Lea~ Corruoo.nity project. While this was going on, Eve Joan Zucker, the Think Tank chairperson, pledged that ehe would continue meeting with the group regardless of whether or not the Lead Community project sanctioned their gatherings,

The entb~siasm, i nterest, a nd direction the group took was unanticipated. Originally they did not want to taik about philosophy, they wanted to know about programs. At this meeting, they vocali2ed the opinion that programs were not the critical piece·, rather they needed to discuss the purpose and goals of family education which they agr-eed really meant they had to discuss the purpose and goals of Jewish education. The plan that the Core Planning group had agreed on and one that they had informed Eve Joan of was to discontinue the g~oup. Rather than viewing this group's new found direction and inte~~et as an opportunity, Ruth and to an ertent Jane, only saw it ~s problematic. They saw Eve Joan as having her own agenda of wanting to be Milwaukee's Jewish family etiucator. They had a renegad~ chairperson. They had neither anticipated any outcomes of the Family Education Think Tank and hence did not have a plan on what to do with these people, nor did they have a mind set which allowed them to go with the flow.

Ruth did not show how the Family Education Think Tank efforts were in eny way connected with the entire Lead Community project. She did not show how their efforts contributed to the overall process, Someone in the group gu99ested th~t a formal report be

OCT 12 '93 16 :26 h~A?~I~~~~ PQ~~ ~~A

800 " 39t;d 7 3 1:::l ~S I 3f IJ O.L 8 I : 8 86, 81 lJO

5

presented to those participating in the Strategic Planning retreat. Although it is standard operating״procedure for aFederation staff person to write an executive report that could have acted as a conduit, a form of connection, Ruth had never thought of this. Mobilizing people is not sufficient. In some way they need to be connected to the project and process.

Momentum and motivation is an iB8ue in another way. Jane Geliman has expressed her frustration at feeling the burden of this project which is weighing on their shoulders — Ruth, Louise, and Jane. Yet, the Family Education Think Tank ie one example, from their perspective, of how they have not been successful at bringing on new leadership. The Personnel Task Force is another example. Even though they have three energetic and competent people working on the Personnel issue, one of whom who shows a good grasp of the Lead Community conceptualization and ter- rainology, Louise and Jane still continue to come to their planning meetings. Ruth believes this person has a lot more to learn.

Ironically, in the last few months, through the Commission and the Family Education Task Force, they have succeeded in raoti- vating some people who now share in the project's excitement and potential. One such person is Ina Regosin, the MAJE (central agency) director. She is now part of the Personnel Task ForceCore Planning group. She feels that she has made a contribution to this group. She is pleased that MAJE has a more prominent role in the LC project. Whether or not they are able to tap the enthusiasm and energy of these new supporters to share in guiding the project's efforts remains to be seen,

Ruth has been sitting on an outline of a Leadership Development plan for close to three montis. She claims not to have had time to share this with Louise, J*ne and Howard. The question remains: how are they going to bring new leadership to this project who can help share the ’,burden" *nd responsibility of this project?

The Core Planning Group operates in a “wait and see” fashion.They organize programs. Then they wait and see how people respond to the programs before planning the next step. The Core Planning Group has the Strategic Planning Retreat coming up on Sunday November 14 from 2:00 P.M. - 5:00 P.M. and on Monday November 15 from 8:00 A.M. until 10:00 P.M. (fourteen hours). Other than some general ideas and rhetoric aj&out how to follow up on the retreat, there is no established plan which lays out the steps, anticipates(the results, and organizes people, in many ways, the Core Planning Group seems to be rilying on the consultant to tell them what to do. The consultant is solely a process person. She is not Jewish and has little if any familiarity with Jewish education.If this retreat holds true to previous endeavors, the Cor* Planning Group will develop a response to the retreat only after it has happened.

009 . S082316S44 PFlGE

I :S ES 6 . 0 1 1כ0

12 ’93 1S :27

30dd ־l3bdSIBr1D Oi

OCT

S 0 0 •

... ... 5

presented to those participating in the Strategic Planning retreat. Although it is standard operating procedure for a federation staff person to write an executive report that could have acted as a conduit, a form of connection, Ruth had never thought of this. Mobilizing people is not sufficient. ln some way they need to be connected to the project and process.

Momentum and motivation is an issue in another way. Jane Gel.lmen has expressed her frustration at feeling the burden 0£ th~s project which is weighing on their shoulders -- Ruth, Louise, and Jane. Yet, the Family Education Think Tank ie one example, from their perspective, of how they have not been successful at bringing on new leadership. The Personnel Task Force is another example. Even though they have three energetic and competent people working on the Personnel issue, one of whom who shows a good grasp of the Leed Community conceptualiz~tion and terminology , Louise and Jane still continue to come to their planning meetings. Ruth beli$VeS this person has a lot more to learn.

Ironically, in the last few ~ontba, through the Cormnission and the Family Education Task Force, they have succeeded in motivating some people who now share in the project's excitement and potential. One such person i& Ina Regosin, the MAJE (central egency) director. She is now part of the Personnel Task Force Core Planning group. She feels that she has made a contribution to this group. She is pleased that MAJE hes a more prominent role in the LC project. Whether or not they are able to tap the enthusiasm and energy of these new supporters to share in guiding the project's efforts rem~in» to be seen.

Ruth has been sitting on an outline of a Leadership Developroent plan for close to three montia. She claims not to have had time to ehare this with Louise, Jane and Howard. The question remains: how are they going to bring new leadership to this project who can help share the •burdenM and responsibility of this project?

The Core Planning Group operates in a Nwait and seeu fashion. They organize programs. Then they wait and see how people respond to the programs before planning the next step. The Core Planning Group has the Strategic Plan~ing Retreat coming up on Sunday November 14 from 2:00 P.M. - 5:00 P.M. and on Monday November 15 from 8:00 A.M. until 10:oo P.M. (fourteen hours). Other than some general ideas and rhetoric ~ut how to follow up on the retrea~, there is no established plan whicb lays out the steps, anticipates the results, and organizes people. In many ways, the Core Planning Group seems to be r • lying o,n the consultant to tell them what to do . The consultant i; solely a proceas person. She ie not Jewish and has little if any familiarity with Jewish education, !f this retreat holds true to previous endeavora, the Cor~ Planning Group will develQp ~ reeponae to the retreat only after it has happened.

OCT 12 '93 15:27 S082316844 PAGE.009

600. 391:::ld 73tl~S13f!:) 01 61=8 E:6, E:1 1:)0

6

What can be done to help them break out of this self-defeating and often explosive cycle? At the Baltimore meeting, Alan mentioned that he wanted every community to develop a three month work plan. Thus far, Milwaukee and/or the CIJE have not created such a work plan. This process might assist Milwaukee in thinking through some Of the consequences and results, and subsequent steps of their actions, It would also help them see how well they anticipated the results and responded-to the situations.

4) The Personnel Data

The Milwaukee report on the Professional Lives of Jewish Educa-tors has been delivered to Rutk. She has begun to disseminate itto the Personnel TaBk Force Core Planning group, Howard, Jane, and Louise.

Ruth has met with Adam, Ellen by phone, and me to outline whatstatistical information could be helpful and useful. A pre-liminary report should be forthcoming from Nashville in October.

The Personnel Task force with tail’s input have devised more detailed plans for the Personnel Task Force's first three meetings in October, November, and December, In addition, plans exist for distributing the Professional Life of Jewish Educator'sreport to Milwaukee's education directors and for having a discussion with them about the report early on. The available reports will be part of the orientation for those participating in the Strategic Planning retrteat,

I shared with Ruth that Atlanta has plans for distributing the Professional Life of Jewish Educator’s Executive Summary to all teachers as they often get excluded. I am not certain as to Ruth'3■plans for the teachers.

These reports are serving as a catalyst to educate people aboutthe personnel issue, raise policy questions, and inform the community's planning activities.

At the recent meeting of the Personnel Ta6k Force Core Planning group meeting, there was some discussion of what happens if theeducation directors want to go further in talking about their professional lives and/or the reports. I heard some talk abouthow this Personnel Task Force connects to the Strategic Planning process. Again, these ideas sfe loosely constituted and no firm decisions or plans were made. A three month work plan would help solidify the plans,

6082316344 PfiGE.010

03:8 EG. El 130

OCT 12 '9 3 16 :27

0 10 ' 39Ud 1 3 d d 3 I3 r 1 3 01

6

What can be done to help them break out of this self-defeating and often expl osive cycle? At the Baltimore meeting, Alan mentioned that he wanted every corarnunity to develop a three month work plan. Thus far, Milwaukee and/or the CIJE have not created such a work plan. This process might assist Milw~ukee in thinking through aorne of the consequence s and results, and subsequent eteps of their actions. I t would also help them see how well they anticipated the results and responded to the situations.

4) The Personn~l Data

The Milwaukee report on the Prafessional Lives of Jewish Educa tors has been delivered to Ruta, She has begun to disseminate it to the Personne l Task Force Co~e Planning group, Howard, ~aoe, and Louise.

Ruth has met with Adam, Ellen by phone, and me to outline what statistical information could be helpful and useful. A preliminary report should be forthcoming from Nashville in October.

The Personnel Task Force with tail 's input have devised more detailed plans for the Personnel Task Force's first three meetings in October, November, ~nd December. In addition, plans exist for distributing the Profe8eional Life of Jewish Educator's report to Milwaukee's education directors and for having a discussion with them about the report early on . The available reports will be part of the orientation for those porticipating in the Strategic Planning retreat.

I shared with Ruth that Atlanta bas plans for distribut ing the Profeeeional Life of Jewish Eduoator' a Executive Summary to all teachers as they often get excluded, ! am not certain as to Ruth's.plans for the teachers .

These reports are serving as a catalyst to educate people about the personnel issue, raise policy questions, and inform the community's planning activiti~.

At the recent meeting cf the Personnel Task Force Core Plenning group meeting , there was some discussion of what happeus if the education directors want to go further in t~lking about their professional lives a nd/or the reports. I heard some talk ebout how this Personne l Task Force connects to the strategic Planning process. AQain, these ideas are loosely constituted and no firm decieione or p lans were made . A three month work plan would help solidify tbe plans .

OCT 12 '93 16:27 60623 16844 PAGE . 0 1 0

0!0 " 39~d 73~~S13fIJ 01 02:9 £6 , 81 !JO

< j ± ± ? 1£. £ . ־(,ע כ1 כ ס1כ !

M ILW AU KEE jEW iSH FEDERATION

MEMORANDUM

TO: Shrauel Wigoda

FROM: Ruth Cohen

DATE: July 26, 1993

Dear Shmuel:

I enjoyed talking to you on Monday, July 26. Per your request, I am listing the topics we would like to address during our meeting in Baltimore.

1. The definition of "A Lead Community Project".

2. Definition and clarification of the concept "systematic change".

3. Some strategic ideas for moving from institutional planning done in isolation, to a collaborative, community planning; how to change the existing routine of individual organizations/agencies developing their own plans and trying to "establish their own niche" to a more global outlook — planning in consultation and collaboration with other organizations, considering overall community goals, etc.

4. Goals definitions and implementation both on the community level and the institutional level,

a. What kind of assistance can we expect to receive from CIJE consultants, the Educated Jew project staff, etc.?

b. What are some creative ideas for initiating the process of identification of substantive goals on both the community and institutional level?

Give ray regards to Seymour, Annette and Danny Pekarsky.

Le'hitraot.

Ruth

RC/nm

GO N. Prospect Avenue Milwaukee, Wisconsin 53202-3094 414-27l*f?33fi FAX 414-2 71-7081 ר. 1

Befsy I . Green Richard H. Meyer

f T O I m r i 1 ! n r 1 1 f i 1 1 n l ( i r n 0 1 1 i r f f 1 A f

TO:

FROM:

DATE:

MILWAUKEE JEWISH FEDERATION kEMORAHDUM

Shmuel Wigoda

Ruth Cohen

July 26, 1993

Dear Shmuel:

I enjoyed talking to you on Monday, July 26. Per your request, I am listing the topics we would like to address during our meeting in Baltimore.

1. The definitio-n of "A Lead Community Project".

2. Definition and clarification of the concept "systematic change".

3. Some strategic ideas for moving from institutional planning donQ in isolation, to a collaborative, community planning; how to change the existing routine of individual organizations / agencies developing their own plans and trying to "establish their own niche" to a more global outlook -planning in consultation and collaboration with other organizations, considering overall community goal5, etc.

4. Goals definitions and implementation both on the community level and the institutional level.

a. What kind of assistance can we expect to receive from CIJE consultants, the Educated Jew project staff, etc.?

b. What are some creative ideas for initiating the process of identification of substantive goals on both the community and institutional level?

Give my regards to Seymour, Annette and Danny Fekarsky.

Le'hitraot,

Ruth

RC/nm

1.1(,0 N. Pro~pect Avenue Milwaukee, Wisconsin 53202-3094 414-271-R338

R~tw I . Green Rich~rd H. M~yf!r

!1Wfi(f~nr iunn 1ri1 m l (im n,nri rl n R 1

FAX 4 l 4-2 7l •7U81

- ,-,- ,--.. - " '

' W׳׳

MILWAUKEE JEWISH FEDERATION

MEMORANDUM

TO: Shmuel WigodaFax # 011 972 2 619-951

FROM: Ruth CohenFax # 001 414 271-7081

DATE: July 26, 1993

RE: Lead Community Calendar

The following are some important dates for future Lead Community activities:

ActivityTimeDate

Visioning exercisefor Federation officers andsenior professional staff.

First meeting of the Personnel Development Task Force.

Commission retreat. Continuation of our visioning process,*

7:30 p.m.

1:00 p.m. 8:00 p.m,

August 19

September (date to be established with Dr. Danny Pekarsky)

October 10

We are trying to identify a national speaker/facilitator for the retreat; a person of vision who can inspire our Commission, provide a model of a rich vision and guide the development of shared vision for our local community.

In order to effectively plan this activity, we need to finalize all details as soon as possible, especially identifying our key note speaker.

We would appreciate your suggestions and creative ides.

414-271-8.138 FAX 414-271-70811360 N. P ro je c t Auenua M iU u U , W iscnnsm

Betsy 1. Green Rirhard H. MeyerPlf‘:'lil'Ir1 it '/י״•״ U r r x r

MEMORAHDUK

TO: Shmuel Wigoda Fax :t 011 972 2 619-951

FROM: Ruth Cohen Fax t 001 414 271-7081

DATE: July 26, 1993

RE: Lead Community Calendar

The following are some important dates for future Lead Community activities:

D_a:t;e Time Activitv

August 19 7: 30 p.m. Vis i oning exercise

September (date to be established with Dr. Danny Pekarsky)

October 10

?

1:00 p.m. -s:oo p.m.

f or Federation officers and s enior professional staff.

First meeting of the Personnel Development Task Force.

Commission retreat. Continuation of our visioning process . *

We are trying to identify a national speaker/ facilitator for the retreat; a person of vision who can inspire our Commission, provide a model of a rich vision and guide the development of shared vision for our local community.

In order to effectively plan this finalize all details as soon as identifying our key note speaker.

activity, possible,

we need to especially

We would appreciate your suggestions and creative ides.

Hetsv L. Green F't i>:,id..-, ,t

414-271 -R.1.'rn

Rirh:rn:! H. Meyer f 'I .:,, ffltow \It, ·,• u,.11, :.I--•

FAX 414-2 71-7081

Shrauel Wigoda P a g e 2

Please share this information with Danny Pekarsky and give him my regards.

Le1 hitraot.

RC/nm

P.S. The October retreat is in lieu of the retreat originally planned for August.

Shmuel Wigoda Page 2

Please share this information with Danny Pekarsky and give him my regards.

Le' hitraot.

RC/nm

P. S. The October retreat is in lieu of the retreat originally plannAd for August.

.,.

-. ·,

' ... ♦ • .. . . . ! ' .. :

r

..... . .... .

Today's Qate7 T־ / / 3 ?- . m,s3;50 ■ ׳7l u X L

Dept. Charga

----------- “ s

From

Company

location

Fax */3 3/ - ^/T5iephone#f 1-10%1-־7^ s*ד osI W,

!"1 Destroy [” 1 Return | | Call *or pickup :Disposition

TO

Company

Location

Fax# Oil A ^lQ -951 Tt"6״honBTComments

/

o -

?£//1J1ג׳ ע// ^

I 7 / J t

3 fe d

nj'd / / ' 6 -ה ׳-< Ww / , y c /י׳ - J j r £ -־ s><ר

/ j £>מ

I ;0?•ר>י, p M j ' Z , ^;>7) i j j i / s f

17; f^ 0 יA7' /DV^Aר^ ))_z j׳ r ...

V / J I / > A ' ^ / 1O<>׳A y ^J י t</ 9יז/c־“ ׳r

r/ ל0y /1׳ ט

^ f a /■ < ) ! ) M y / \

LOCl~Ofl LocaL-ctl

· lfv

I ? /f-c 9((./

· J'?1 J/f N,1(/ J/c,I y;./t ft ,i::?;) Q)JJI ,')'o ( f,6 FJ r-u11,I yyfc

. /\ I J t, 3/ '> /1/ /,J)" /JJ CJJ-c- ,) 'i' u ,') J I ,I i) l 'j./' Cl ;, ' ') }' ) ;, ,> !)) I 1.3 / i Q j' ,, ?

. . r- JJJ I..I?. r •1 (( 'le} O rl' i"i)_J .,A 1

1, ~ ~ /{_ 1 ;, r ,I J

f> "llc:i ->-fl ,r,7:J f._)lfvl/ /'P,J\ '~/I,::, e~ I , {J/lt, ~J 0 \JI . y>~ r- ,fcJ\J i)

,. _,rfr,1 /' ,; /) 1\ y //'

·/L0 _A /)

M E M O R A N D U M

June 4, 1993

TO: Seymour Fox011-972-2-619951

FROM: Daniel Pekarsky

RE: Milwaukee

A lengthy conversation with Roberta Goodman leads me to want to underscore the importance of a timely and thoughtful treatment of some of the issues raised in my June 1st memo:

1. They have an immediate need for outside help in developing the planning process. They want to work towards a late August planning retreat for their leadership but could use a lot of help in developing the agenda and format for that retreat.

2. The relationship of the Lead Community project to their central agency (MAJE) is very problematic. For a number of reasons (which we can discuss at some point), the Lead Community leadership has resisted making MAJE a partner in their planning process. If not addressed soon, this problem could have seriously adverse consequences; it's already a contaminant. As we have agreed in previous conversations, the relationship of central agencies to Federations and to Federation-run initiatives has not been well-handled in many communities. Inasmuch as Milwaukee is a lead-community, it is desireable to find a more rational way to address this issue.

My own schedule for the next few weeks is pretty hectic. I may have a day or two available in June, but am otherwise consumedwith loose ends here and arranging our move back to Madison. Asof July 6 I will be in Israel up to the end of the month. In August, I will begin to have more time available. Since they may need a lot of help during the period I'm unavailable, are there other resource-persons who can be called on for the summer? Is the CIJE staff available to them?

I would welcome your thoughts about how I should approach my work with them, both short and long term.

I look forward to our being in touch soon. All the best.

] ,rl/1 .וז?/ rfn\ fAvIflCfl.-l

JW1e 4, 1993

TO:

FROM:

RE:

_________ , __________________ - .

MEMO RA N D UM

Seymour Fox 0 1 1-972- 2- 6 19951

Daniel Pekarsky

Milwaukee

A lengthy conversation with Roberta Goodman leads me to want to underscore the importance of a timely and thoughtful treatment of some of the issues raised in my June 1st memo:

1. They have an immediate need for outside help in developing the planning process. They want to work towards a late August plann i ng retreat for their leadership but could use a lot of help in developing the agenda and format for that retreat.

2 . The relationsh i p of the Lead Community project to their central agency ( MAJE ) is very problematic. For a number of reasons (which we can discuss at some point), the Lead Community leadershi p has resisted making MAJE a partner in their planning process . If not addressed soon, this problem could have seriously a dverse consequences; it's already a contaminant. As we have agreed in previous conversations, the relationship of central agencies to Federations and to Federation-run initiatives has not been well-handled in many communities. Inasmuch as Milwaukee is a lead-community, it is desireable to find a more rational way to address this issue.

My own schedule for the next few weeks is pretty hectic. I may have a day or two available in June, but am otherwise consumed with loose ends here and arranging our move back to Madison . As of July 6 I will be in Israel up to the end of the month. In August, I will begin to have more time available. Since they may need a lot of help during the period I'm unavailable, are there other resource-persons who can be called on for the summer? Is the CIJE staff available to them?

I would welcome your thoughts about how I should approach my work with them, both short and long term.

I look forward to our being in touch soon . All the best.

TO 0119722619951 P. 01

J?"•׳

' ׳ W׳


MEMORANDUM

TO: Annette HocheteinFAX # Oil 972 2 619-951

FROM: Ruth CohenFAX # 001 414 271-7081

DATE: June 4, 1993

Please disregard ray last fax; inadvertently an error was made inthe time suggested for our telephone conference.

The following is a list of possible dates and times for the telephone conference call.

8:30 a.m. - 9:30 a.m. Milwaukee time8:30 a.m. - 9:30 a.m. Milwaukee time8:30 a.m. - 9:30 a.m. Milwaukee time8:30 a.m. - 9:30 a.m. Milwaukee time8:30 a.m. - 9:30 a.m. Milwaukee time8:30 a.m. - 9:30 a.m. Milwaukee time

Tuesday, June 8 Thursday, June 10 Friday, June 11 Wednesday, June 16 Thursday, June 17 Friday, June 18

Please let me know when you will be able to call me. /

Lehishtamea.

RC/nm

0 ו3ל N. P rosper! Avenue M ilw aukee, W iscons in 53202-3094 8338 1-271 ׳11 ־ FAX 4 1 4-271-70S1

• • - •• •••- v-wi...Ni I L:U TO 0119722619951


MEMORANDUM

TO: Annette Hochstein FAX f 011 972 2 619-951

FROM: Ruth Cohen FAX t 001 414 271•7081

DATE: June 4, 1993

Please disregard my last fax; inadvert~ntly an error was made in the time suggested for our telephone conference.

The following is a list of possible dates and times for the telephone conference call.

Tuesday, June 8 - 8:30 a.m. - 9 : 30 a.m. Milwaukee Thursday, June 10 - 8:30 a.m. - 9:30 a.m. Milwaukee Friday, June 11 - 8:30 a.m. - 9:30 a.m. Milwaukee Wednesday, June 16 - 8:30 a.m. - 9:30 a.m. Milwaukee Thursday, June 17 - 8:30 a.m. - 9:30 a.m. Milwaukee Friday , June 18 - 8:30 a.m. - 9:30 a.m. Milwaukee

Please let me know when you will be able to call me. ~

Lehishtamea.

RC/nm

time time time time time time

P .01

Milwaukee, Wi~r.onsin 53202-3094 ,11 ,1.:a1 8338 F,\X 4 l 4-L71-7081

~mrn1 nmm ~ I 11 1 11

I will be

FAX 414-271-7081

TOTPL P . 01


MEMORANDUM

TO: Annette HochsteinFAX # Oil 972 2 619-951

FROM: Ruth CohenFAX # 001 414 271-7081

DATE: June 3, 1993

I would like to set up a telephone conference with you, available on:

Thursday, June 3 Tuesday, June 8 Wednesday, June 9 Thursday, June 10 Friday, June 11 Thursday, June 17 Friday, June 18

P l e a s e let me know your preferred data.

RC/nm

- after 3:00 p.m. Milwaukee time- after 3:00 p.m. Milwaukee time- after 3:00 p.m. Milwaukee time- after 3:00 p.m. Milwaukee time- after 3:00 p.m. Milwaukee time- after 3:00 p.m. Milwaukee time- after 3:00 p.m. Milwaukee time

41 4-271-8338Milwaukee, Wisconsin 53202-30941360 N. P rospcct Avenue

rhrifrt rf M p v p

MILWAUKEE JEWISH fEOEKATION

MEMORANDUM

TO: Annette Hochstein FAX t 011 972 2 619-951

FROM: Ruth Cohen FAX t 001 414 271-7081

DATE: June 3, 1993

I would like to set up a telephone conference with you. I will be available on:

Thursday, June 3 - after 3 : 00 p.m. Milwaukee time Tuesday, June 8 - after 3:00 p.m. Milwaukee ti.me Wednesday, June 9 - after 3:00 p.m. Milwaukee time Thursday, June 10 - a f ter 3:00 p.m. Mil waukee ti.me Friday, June 11 - after 3 : 00 p.m. Milwaukee time Thursday, June 17 - afte r 3:00 p.m. Milwaukee time Friday, June 18 - after 3:00 p.m. Milwaukee time

Please let me know your preferred date.

RC/ nm

1360 N. Pro5pcct Avenue Milwoukcc. Wiscon~in 53202-3094 414-271 -8338 FAX 4 14-271-i081

TOTAL P. 01

S T U D I EO L L e g e o f J ״ e w i s hS : 4 3 —C1 ־ 93 XUJ M

DATE £11132.

NO. OF PAGES___ 8

3 CLEVELAND COLLEGE ׳^ OF JEWISH STUDIEStw 26500 Shaker Boulevard, Beachwood, OH 44122

F R O M T H E F A X OF

FAX (216)464-5827

TO T H E F A X OF

NAME Seymour "Fox

PHONE (216) 464-4050

COMPANY . . . . _................

PHONE (______ ).FAX (______) 011^972-2-619-951

M E S S A G E

Here are two overlapping documents. The short one is intended primarily for you.The longer one could conceivably be circulated, depending on your assessment of its accuracy and usefulness. I haven*t thus far passed these pieces on to anyone else, I look forward to hearing from you.■

Transmitting a total of 8 pages including this page. If you do not receive all the pages, please contact us immediately at 464-4050.

J t·l - 1-93 TU E 8 :4 9 COLLEGE OF ..T E W I S H

DA TE -~6..._/.,._l.._/..._93....._ __ _

NO. OF r AGES __ a __ _

FROM THE FAX OF

NAME __ D_a_n_i_e_l_ P_e_k_a_r_s_ky ______________________ _

FAX (216) 464-5827 PHONE (216) 464-4050

TO THE FAX OF

NAME Seymour 'Fox

COMPANY __________________________ _

FAX ) Olh-972-2-619-951 '----

PHONE ( __________ _

MESSAGE

Here are two overlapping documents. The short one is intended primarily for you. The longer one could conceivably be circulated, depending on your assessment of its accuracy and usefulness. I haven't thus far passed these pieces on to anyone else, I look forward to hearing from you ,

Transmitting a total of 8 pages including this page. If you do not receive all the pages, please contact us immediately at 4~-4050.

19941993

MILWAUKEE


Commission Steering Committee Task Forces

Personnel (2 year timeline)

Strategic Planning (1 year)

Visioning

Goals

Educator's SurveyData Collection

Data Analysis

Market AnalysisNeeds Analysis (follow ing plan outline)Fund Development

X

X X

X

X X

X

X X

X

X

MILWAUKEE

1993 1994 J une July Aug. S ept Oct. Nov. Dec. Jan. Feb. Mar,

Commission X X X X

Steering Committee X X X X X X X

Task Forces Personnel (2 year timeline)

Strategic Planning ( 1 year)

Visioning

Goals

Educator's Survey Data Collect ion -Data Analysis

Market Analysis

Needs Analysis (following plan outline)

Fund Development

May 0 5 ’ 93 16 : 04 N o . 020 P 01

S S I HE AS5CGA7EDc 11\ oulj.11 1 C.JJח

' :SLV!"'y.י ״

FACSIMILE TRANSMISSIONס t1 * ׳׳*ר

£793/ •DATE צ

Annette Hochstein FROM: Marshall Levin ■(־(־ך

(including this page)

IF A L L PAGES ARE NOT R E C E IV E D . PL E A SE C A L L 410-727-4828 (x239) IM M E D IA T E L Y .

COMMENTS:

Here is the fax I received from Howard in Milwaukee, Have

a safe trip, X look forward to seeing you and the C U E

team in Cleveland.

Warmest regards.

€0« 5 SPUN!M A N

k * 0 M L A N SB U PO Hv*C£i e s t e i i> A ,P M a *, i : V

I 0• KATZ > A .R M A S ■ C 1 0 ״ '

AM1N KUNTZ;u a .PM A S !CAM®’

OA 8 .־ . .P 1 T J ;w a i^ m a s v״׳ 0

*m a C C C P E “ iwWk«0 $. 7AV1S C.*4

HmsCHH0*« j>Bvw ■»י1מ

y, |iLL כ. **'tOVAN .I ז\ןנ

SENDER'S FAX: 410-752-1177

Confidentiality Notice The documents accompanying this telecopy transmission contain confidentialinformation belonging to the sender which is legally privileged. The information is intended only for the use of the individual or enntvnamed above. If vau are not the intended recipient, you are hereby notified that any disclosure, copying, distribution, or the taking of any action regarding the contents of this telecopied information is stricdv prohibited. If you have received this telecopy in error, please notify us immediately by telephone to airange for rerum of the original documents to us.

lc)C\£ ־ A T E C B U ILC >N״

n,;:. H, vUl.. lH I C.JJ

••o"' !..l><!BUllOM I ·1•C-t .,: •• ,o,,, , l£ sreu. I :•4,PIVA", .;, : ','

.,.,..~ .:vurz :wA1iiaVA, 1(;.V" •

OA I . :,,., ,,: :\ilA1~~•-. 1 .v~

•w,. coc,t.a ..... ~,,.

M••sc"""""' :"AIIJY

II 'l•Q :.o. .~r••· fLL :), ""'(OV&N

""'

I c. L ; ti .Lu - ( :, L - l l ( ( Ma!:J 05'93

~~ . ~~ r•

16 : 04 No . 020 P.01

lHE f\SSCClATED

FACSIMILE TRANSMISSION o\\

DA TE:_,_s""";:.,,..s /._9""3-. ___ _ ~"'l v

TO: Annette Hochstein F'ROM:~hall Levin

# OF PAGES: 0 (including this p:igel

IF ALL PAGES ARE '.'JOT RECEIVED. PLEASE CALL 410 .. 727-4828 {x2.39) IMMEDIATELY.

COMMENTS:

Here is the fax I received from Howard in Milwaukee, Have

a safe crip, I look forward to seeing you and the CIJE

team in Cleveland.

Warmest regards.

SENDER'S FAX: ,H0~752·1177

ConfidentinJity Notice The documents accompanying this tdecopy transmission contain confidenti:ll inforrn:iaon belonging to the sender which is legally privileged. The infonnation is intended onlv for the use of the individual or enritv named above. If vou are not the intended recipient. you are hereby notified that :uiy disclosure. copying, dislribution. or the tiling of :my action regarding the contenu of this ~!ecopied information is strictly prohibited. If you have received this telecopy in error, please notify us immedia.tely by telephone to arrange for rerum of the otiginai documents to us .

... . ;.

I

I^03 INU .u^u r.u־

"Ui> ׳-י׳-י

flay Maatlno Agenda

I. Ov*rvi«w

A* Partnerahip and Joint Planning

II. Draft Aotioo flan

A. The three i^ad Coamanitiaa together and the CIJB

A review of CIJB1» organinational strucrr.ute defining tha re»pon*ibiliti«s of individuala.

2. Comparison and differentiation of thoaa goal« developed by CIJB vermi thoaa which have aaarged from individual ceeaaunitie*.

3. To what degree i« CIJS still able to offer planning assistance to t.ha Lead Communities? Za UIce lea ana Associates atill connected with the project?

4« To what degrco do tha cassranities work together?

B ״ Bloaants

1. Systematic change

a< Personnel - What ia the time frame foe the development and diesemination of the Educator's Curvey7 Who ia doing the analysis? Is the analysis being performed by one ventral source ut individually in ©acb 0oaatun1.ty?

b. Community Mobilisation - How ia high visibility maintained? In what way aan we proaote broad ownership, yet icaintain control ot an organized and plauful process? Bow do we present to atakeholders "?*hat's in it for tha*?״?

2. Support Projects

a• Beat Practices

b ' Goala

a. Monitoring evaluation and feedback

d. Questions

.1 • flow do tho projeats lnterconnoat with one another7

- - ... - .. IIU~ V,.J' :I..J

&V • U~ NU , ULU ~-U~

i+-i·: . I.+ . -'

lkv H•etiaa Aqenct.a

l. Overview

&. Part:n•~•hip ud Joint P1anain9

II. Draft Acltioa ~l•n

A. 'the tlu-e• Lt'la.d Com=nit:ieQ toqetber and tha ~tJI

) , .

J.

...

A r•vi~ or. C:IJB' • ozgani.2:al.lonal atnie-r.ux;e <!dining th• ~••ponaibiliti•• of jndividu.,il■•

c~ri■cn aud diff•r•ntiation of tho■■ goal• de~•lal)lld by CIJ, ver■u■ tho•• ~hioh uve emarged f;rc1n ind.id.dual comiunitiea.

Tu what dAa9'!'N h C.IJlll ■till able to offar plcuming a,11■bta0a• to T:b• Lead communt.tie■? la Okgte11 and AHociatH ■till c:ouneatad with the projeC!~?

T,o what deqrco do the ~aaamunitiea work togc,tber?

B. Bleaent■

1. sy,tautic change

11. Per1oncel - Wh,.t i■ thu time fraJDe to~ the cicvelopmaat aDd dieiiemin11ti~n of the ¥ducator' t Ourvey? lfho J.■ doing the antal:r■io? I■ tbu Anal yo~• beinq per!craad by ona uentrAl IOUI"(!• ux indhic&'U&l 1 y Ll eacb oomann1.ty7

b. Comiaunity Kt>t,il.hation - Bow~• biqh viaibility 11Ul.l.atain•d7 tn what way aan we pi-011ot~ broad owuer1hip, yet IIAJ nt aio gont.rol or an or91&nized •Del pla11ful prooe-■7 ltow do we r,re■ent to 1twholdon "What' ■ ia it for thaa?"?

2. Support Prnject■

~. Beo~ Pr■Qtir.qa

b, Goo.l•

e. Mouitcriug evaluet.ion and feedbaak

d , Qucs•tion■

.1. Bow do tho prcjeot■ interoonneot 1titb one •nut.her?

93 16 :05 No .020 P־ nay Ob

Pag• 2

2. How do communities uonncat ־to the denominational movements and CIJS affiliated Foundations for consultation, progjra® initiatives and funding?

3 . How do wfl present asch of those project• to our stakeholders from the perspective vl tiuw they cau benefit then?

c . individual Lead connaunities and the c u e

1. What i«5 the status on the request to CIJB for startup administrative and planning support lor theproject in the conmunities?

2. To what degree can the Lead Cossnunitias providehuman resources and consultation to each other?

III. Synthesis - II, A. and II. C.

IV, Local Lead Communities Issues - Open Discussion

HN/iua5/4/93

TOTAL P.03

•• .. •-:-.-- ••• "'-V • L1..•-+.:.v- rJ .!-.1..1. r, 16 : 05 No . 020 P.03

:Page 2

2. Bow do communiti•• ooQnoat t:o t.ho d•nominati onal movement• and CIJ'll affiliat•d Po~ndationa for conaultation, pr:ogrua initi&tive■ And funding?

3. Bow do~ preaont eac:h of. theae proj.:it• to cu~ •takehold•~• from th• perapeotivc u, huw l.l&ay ,.am Lt:1ueJ:it th.em?

c. Indiviaual Ll&d comunit1•• and tb• CIJ.B

1. What ie tha •tatu■ on tbe reque■t to CIJB for start up adJD.i.ni■trati ve anti plannin9 ■upport ror the project in the coDD1Un1t1e•?

To what dagree can th• Lead Communiti•• provide human re1ourcea and con•ultation to ■ach other?

III. Synthe•ia - II. A. and II, C.

IV. Local Lead Communiti•• Iaau•■ - Open Di•cu■■ion

mr/nm 5/4/93

TOTAL P,03

j .. . . ' l .. ·.~ , . ' . :

~ . ' . '

' .,

· . .. .,

•I ... .. :w

.. .. ! ... • l ...

Post-It׳“ brand fax transmittal memo 7671 01 ״ p#g»* ► ^ —

Co. Co.

Dept. Phon* 0

% ■ ? / - < ? 7 : 2 ZF8X #mזד-

MILWAUKEE jEWISH FEDERATION

A p r i l 2 1 , 1993

Mr. Stephen Hoffman Executive Vice President Jewish Community Federation of Cleveland 1750 Euclid Ave.Cleveland, OH 44115

Dear Steve:

As a follow up to our meeting in February and our discussion last week, we are requesting that the Council for Initiatives in Jewish Education (CIJE) grant $30,000 to Milwaukee to support the "start up costs" and administrative expenses associated with the Lead Community Project. As we discussed, these funds would be used to offset expenses in one of the following ways:

1. To design and develop tools associated with the project that are not otherwise readily available - The most recent example is the Educators Survey that will provide us with a profile of education personnel in all settings. Costs associated with the design of the survey include travel costs for meeting with consultants, printing costs associated with implementation and distribution and contracting appropriate resources, both locally as well as out of town, who can assist with the analysis of data״ Over $700 has already been spent for Ruth Cohen1s. participation in a March meeting in Baltimore. It is anticipated that the tool, once developed, can be used in all three Lead Communities. Other types of planning tools might include environmental scans and marketing analysis.

To purchase consultation and to contract expertise not directly available from CIJE staff - As part nf our developing, new program initiatives and utilizing the "Best Practices"

j t: , w■<״!«=> e e x p a c t t h a t w o s h a l l b o a o n n o c t o d to r־ o c o u r o cpeople throughout the country. Funds would be used to bring these people to Milwaukee and/or pay travel expenses associated with our professionals and/or leadership making on site visits. This will be important both in enhancing the quality of what is produced and in creating greater visibility for CIJE as well as excitement about the Lead Community Project.

2 .

FAX 4 1 4 N. Prospect Avenue 360 411 ׳1-2 708171-8338 271

Richard 11. Mt?yerBetsy I . O f te n


April 21, 1993

Mr. Stephen Hoffman Executive Vice President Jewish Community Federation of Cleveland 1750 Euclid Ave. Cleveland, OH 44115

Dear Steve:

Aa a follow up to our meeting in February and our discussion last week, we are requesting that the Council for Initiatives in Jewish Education (CIJE) grant $30,000 to Milwaukee to support the "start up costs" and administ rative expenses associated with the Lead Community Project. As we discussed, t hese funds would be used to offset expenses in one of the following ways:

1, To design and develop tools associated with the project that are not otherwise readily available - The most recent example is the Educators Survey that will provide us with a profile of education personnel in all settings. Costs associated with the design of the survey include travel costs for meeting with consultants, printing costs associated with implementation and distribution and contracting appropriate resources, both locally as well as out of town, who can assist with the analysis of data. Over $700 has already been spent for Ruth Cohen's. participation in a March meeting in Baltimore, It is anticipated that the tool, once deve:Loped, can be used in all three Lead Communities. Other types of planning tools might include environmental scans and marketing analysis.

2. To purchase consultation and to contract expertise not directly available from CIJE staff ... As p.u-t: nf onr deuel.oping-. new program initiatives and utilizing the "Best Practices" Prn1~~t , we expoot that wo gh~l1 be oonnootod to rooouroo people throughout the country. Funds would be used to bring these people to Milwaukee and/or pay travel expenses associated with our professionals and/or leadership making on site visits. This will be important both in enhancing the quality of what is produced and in creating greater visibility for CIJE as well as excitement about the Lead Community Project.

1 .H,O N . Pr,.,~fl"'C.:t Avenue- M1lw,h1k1·<·, Wisconi,in ., I .!02-11l1J•I ,I 1 -1-2 71-!:!J.)fl I-AX 4 14 271 7081

Bcr~y I . Crnen Ridt .. trd I I. Meyer Or,.,,.,.;4"1_"'

We are seeking this assistance from CIJE since these expenses are directly associated with the Lead Community Project and because we are unable to identify local resources in the time frame that these items are needed. As you know, we did receive a grant to fund the salary and direct expenses associated with hiring a Project Director, however, the current commitment is for the first year only. We remain sensitive to the perception.that this Foundation's support may be competitive with other program initiatives being developed with education stakeholders. However, our intention is to reapply to the Foundation for continued funding of the position. We feel that C U E ’s providing supplemental funds in this manner will not only strengthen that request, but will also highlight its partnership and commitment to the project's goals to potential donors and to local Jewish education constituents.

Thank you again for helping to facilitate this request. Please feel free to call me for further information. I look forward to hearing from you soon and to continuing to work together.

Sincerely,

Howard Neistein Community Planning Director

Page 2

We are seeking this assistance from CIJE since these expenses are directly associated with the Lead Community Project and because we are unable to identify local resources in the time frame that these items are needed. As you know, we did receive a grant to fund the salary and direct expenses associated with hiring a Project Director, however, the current commitment is for the first year only. We remain sensitive to the perception.that this Foundation's support may be competitive with other program initiatives being developed with education stakeholders. However, our intention is to reapply to the Foundation for continued funding of the position. We feel that CIJE's providing supplemental funds in this manner will not only strengthen that request, but will also highlight its partnerahip and commitment to the project I s goals to potential donors and to local Jewish education constituents.

Thank you again for helping to facilitate this request. Please feel free to call me for further information. I look forward to hearing from you aoon and to continuing to work together.

Sincerely,

ot/£ ~A~~ ~istein Community Planning Director

H~/ nm

···- _,.., ,.,...., """ ,.._,- - .,..._ --

Ppr.26 1993 1:55PM P01PHONE No.rom

St-IULAMITW R. ELSTCR

J . E k J ? • { - - ( j ^ t d - e A GZ* ~ ^ ^ ^ ^ - A-£UujkjZjC

/ ץ

=-ram: PHO-IE No. :

qpr.26 1993 1 :55PM P01

St-ll_JLAMITt-1 R. ~LSTJ;R

~t:e~~~~ta.,__,j_b~ ,la:~~

,:? . &{f~ai- -. ~j.

Apr.26 1993 1:55PM P02PHONE No.From

Commission on Jewish EducationU N IO N OF A M E H 1C A N l im r iC W C O N G rtCG AT |<)N(; f:f-NTWAL C O N F E R C N C C 01 A M C-R ICA N R A B B IS

NATIONAL Af,f50r1ATION Of TPMPI f I UUCAIOflS

833 FIFTH A V L N U L . N t W Y O K K , N Y. 10021 12121 24S CUCO C A « l FR• l iN ID N I IA H r

איחודליהדותמתקדמתכאמריקה

April 20, 1993

Shulamith Elster 6424 Needle Leaf Dr.iveRockville, MD 20852

Dear Shulamith:

Because of your serious concern for Reform Jewish education, we know you have been anxious to know the present status of the Commission on Jewish Education.We only delayed writing this letter until the new Director was in place and a reorganization plan had been developed by representatives of NATE, CCAR, and UAHC.

After 14 years of service to the Commission on Jewish Education, Rabbi Robert Orkand has been appointed to the Chair of the Commission. Judith Sherman and Robert E. Tornberg continue as vice-chairs. Seymour Rossel, who was appointed Director of the Department of Education and Director of the Commission, effective March 1, 1$$3 comes to his position with wide expertise in Jewish education and Jewish publishing.

We would be remiss if we did not recognize the tremendous contributions made by Rabbis Howard Bogotand Jon Stein to Jewish education and to our Movement. Howard, outgoing Director of the Department of Jewish Education has enriched the lives of so many of us by his enthusiasm, his commitment and his expertise. Happily, he will be continuing his work with theDepartment of Education as Director of Special Projects. Jon, outgoing Chairperson of the Commission on Jewish Education, led by example. In his quiet and gentle way he brought to us a vision of Jewish education that was both ennobling and enabling. Thank you, Jonl

From:

iln'N .r,i,:,•',

J'1})"1jJJ1):) i'1j.)'1>:)N.:l


April 20, 1993

Shulamith Elster

Commission on Jewish Education UN!o•, Of AMEIIICAN 11rnnrw CONC'1CvA1 l(>N!; (:FNTkAL CONFERENCC 01 AM(•RIC:AN RAIIII IS

NA11(.1NAL A! . .r.or.tATlnN nr- HM~! r (l)Ut.A10PS

R:lil FIFll-l /WLNUl. N~W YO!<¥.. NV. 1002\ !2W 14\'(\100 ('l>R!FS· tiNtrlNI Jt..1-11'

6424 Needle J~~, nr~ve Rockville, MD 20852

Dear Shulamith:

Beoau~Q of your serious concern for Reform Jewieh 9ducation, we know you have been anxious to know the present statu~ of the Commission on Jewish Education. We only delayed writing this letter until the new Dir~ctor was in placQ and a reorganizat ion p lan had been developed by reprosentatives of NATE, CCAR, and UAHC.

Aftar 14 years of service to the Commiseion on Jewich Education, Rabbi Robert Orkand has been appointed to the Chair of the Conuniasion, Judith Sherman and Robert E. Tornberg continue as vice-chairs, Seymour Ros2el, who was appointed Director of t he Deportment of Education and Director of the commission, effective March 1, 1993 comes to his posit.ion with wide expertise in Jewish education and J ewlsh publishing.

We would be i:-emiss if we did not recognize t.h~ trAmendous contributions made by Rabbis Howard Begot and Jon Stein ~o Jewish education and to our Movement. Howard, outgoing Director or the Dep~rtment of Jewish Education has enriched the lives of ~o many of us by his enthusia~m, his commitment and his expertise . Happily, he will be continuing his work with the Department of Education ~~ Director of Special Proj~cts. Jon, uuLgolng chairperson of the commission Oh Jewish Education, led by extimple. In h is quiet and gentle way he brought to u~ a vision of Jewish education that was both ennobling and enabling, Thank you, Jon!

Apr.26 1993 1:56PM P03PHONE No.From -

The next few months should sea a changed Commission on Jewish Education. The leadership of NATE, UAHC, CCARand HUC-JIR recently met to plan for the future. It has been agreed that the chair of the Commission will rotate every throe years among the CCAR, UAHC and NATE.

We envision a Commission that is small enough to be able to do roal and substantive work, while at the same time representative enough to reflect the greatdiversity within our Movement. It is necessary to aak you to bear with us as we dismantle the present Commission structure and build the new Commission from the ground up. Only by allowing each organization to make appointments without regard to the past can we achieve this change.

We hope to do much of the work of the Commission intaak-forces that will meet around the country— task forces that will deal with such issues as the teaching of Hebrew, day school education, early childhood education, adult education, teaching about Israel, and the future of supplementary Reform Jewish education.We hope to ask the departments, commissions, and affiliates of our Movement to help u b in the task of creating an educational model that will include boththe formal and informal.

It is clear that the key to our survival is education. What is also clear is that we must develop new models that work for a Jewish community that is very different from the one our mother and fathers knew. Our Movement has always been in the forefront in responding to new needs and challenges. When it comes to Jewish education, we can do no less,

Wc thank you for your service to the Commission. Your dedication has been instrumental in helping transform the Commission and move it in its new direction.

Sincerely,

Rabbi Robert Orkand, Chair

Dr. Judith Sherman^• Vice-Chair

Robert E. Tornberg, RJE/ Vice-chair

From-: PHONE No. Apr.26 1993 1:56PM P03

The next few months should saa a changQd Cornrniggion on Jewish Education. The l eadership of NATE, UAHC, ccAn and HUC- JIR recently met to plan for the future. It has been agreed that the chair of tha CommicGion will rotato ovary throo years among the CCAR, UAHC and NATE.

We envision a Commission that is small enough to be able to do real and substantive work, while at the same time repreeentative enough to reflect the great diversity within our Movement. It ie neceesary to ask you to b0ar with us as we dismantle the prcGcnt Commission structure and build the new Cornmi55ion from thQ ground up. Only by allowing each organization to make appointments without regard to the past can we achieve this chAngP-.

We hope to do much of tho work of the Commicoion in taak-forces that will moot around the country--task forces that will deal with such iseues ne the teaching of Hebrew, day school education, early childhood education, adult educ~tion, teaching about Israel, and the future of supplementary Reform Jewish e~ucation. We hope to ask the departmen~s, commissions, and affiliates of our Movement to help us in the task or creating an educational model that will include both the formal and i n formal.

It is clear that the key to our survival is education, WhAt is also clear is that we must develop new models that work fo:r ~ Jewish community that is very different from the on~ ou~ mother and fathers k new. our Movement has alway~ been in the forefront in responding to new needs and challenges, When it comes to Jewish education, wo uttn do no less.

We thank you for your service to the Commission. ~our dedioation ho.s been instrumental ill helping transform the Commission and move it in its new direction.

Rabbi Robert Orkand, Chair

13012302012 P .01TQ04-23-1993 04:48PM FROM MIL JEWISH FED

wMILWAUKEE JEWISH FEDERATION

MEMORANDUM

TO 1 Dr. Shul&mith Slater

FROM: Dr. Ruth Coh«n

DATE: April 23, 1993

REt B ast P r a c t ic e s P i l o t P r o je c t

We are looking forward to working with you and Dr. Barry Holtz on the Best Practices Pilot Project*

The following ara a number of questions which W׳? have *hnnf. implementation of Best Practices projects in the Lead Communitief? {

1. In order to foster systematic change, it ie important tointegrate the introduction of new initiatives with a serious institutional planning proa«B0 .

We are unalear about the following;

o What is tha Best Practices methodology for introducing new initiatives into the Lead Communities? .

o now is this process linked to a systematic planningprocess?

f

ג . What ia the connection between the Best Practices Project and the resources of the "movements" (i.e., institutions of higher learning and congregational associations)?

3. What is the connection between the Best Practices Project and the Monitoring, Feedback and Evaluation Project?

Wo hope that these questions will be addressed at th• CIJE meetinqin Cleveland. a

RC/mn

ו(;0 N. r־>aspect Avenue Milwaukee, Wisconsin 414-271-033 4 כ3202-3עט (} FAX 414-271-70a1

04-:!'3-199'3 04: 48PM FROM MIL JEl,JI SH FED TO 1301'230201'2 P.01

TOi

FROMi

DATB&

REI


Dr- Shulamith ~later

Dr. Ruth Cl')}'lATl

April 23, 1993

Best Praotio•• Pil0t Project

We are looking fbrward to wo~king with yvu and Dr. Barry Bolt~ on the Bast Practice5 Pilot Project,

Tha followinq ara e. number of questions whir.h WP. ht'IVF.' .,,hnnt. t.hfll implementation of Best Pra~ticea projecte in th@ Lead Communitie8;

l, In order to foster •y11tome1tic chan9e, it is important tu integrate the introduction of new initintiv@s with a sorioue jnetitutional planning proceae.

We ara unclear about th• following;

o What is the B9■t Px-aaticei, methc..,dology for introducing new lnitiatives into the Lead Communitiee?

o tlow is thie pi:ooeoa l..inked to a aysteinatic planning process?

I

~. What iw the cunnection between th• Best Practices Project and the resources ot the ''movement a" ( i. a. , institutions of higher learning and oongregational a•sooiations)?

J. What is th• oonneotion between the Beet ~racticee Project and the Monitoring, Feedback and Evaluation Project?

Wo hope that the~e queetiona will be addca1sed at the CIJB meeting in Clevcaland.

R.C/nm

l 11,l) N. ho~r,eet Av~~nue FAX 41 ~271,7081

Ppr.24 1993 11:23PM P01PHONE No.

SWI.JI..AMITH R. ELSTER

r < C

' i o ^

C K ^ J j s

~rr:x.• :

;/ J

PHONE No. : Apr. 24 1993 11 : 23PM P01

Sl-H.JI . AM IT~ R. GLSTf;R

75: fi- I ~ Jsi :____ ~.:~~

~: 9u_Jr-£,~ - h~ .'

IP!(~ ,

'f;. s ,~ ~ fu ~ fv ku_ ___ _ ct.ci~(h.,.V\., ~~ ~ 4-.........,

Mw~ -----( I ---~ ~

s-:

COUNCIL FOR INITIATIVES IN JEWISH EDUCATION

Dear Educator,

As an educator in one of the three com m unities In North Am orlca sciocted to partic ipate

in the Council fo r In itia tives in Jewish Education Lead Communities Projeot, we

appreciate your partic ipa tion in th l8 Educators Survey.

By com pleting thle survey, you and your colleagues oan provide valuable in form ation

about the pro fessiona l lives, Interests and needs of Jowloh educators. The Inform ation

co llected through th is survey will bo used to make recom m endations for the

Im provem ent of Jewish education in your community.

On the pages that fo llow you w ill find many d ifferent questions about your work, There

are specific ins truc tions for each question. Ploaso answer each frankly. If you do not

find the exact answer that describes your s ituation or views, please select the one that

comes closest to it. Please feel free to add comments and explanations.

Your responses are confidentia l. The results w ill appoar only In summary or s ta tistica l

form so that ind iv idua ls cannot be Identified.

Thank you very much fo r your partic ipa tion and cooperation.

Lead Communities Project

Hpr.24 1993 11:24Pf1 P01

COUNCIL FOR INITIATIVES IN JEWISH EDUCATION

Dear Educator,

As an educator In one of the three communltlos In North Amor!oo solocted to participate

In the Council for lnltlatlvos In Jewish Education Lead Communltfo!:: ProJcot, we

appreciate your participation In this Educators Survey.

By completing this survey, you and your colleagues oan provide valuable Informat ion

about the professlonal lives, Interests and noodc of Jowl$h educators. The Information

collected through this survey wlll bo usod to make recommendation~ for thG

Improvement of Jewish gducatlon In your community.

On the pages that follow you wi ll find many different questions about your work. T here

1ae specific ln9tructlons for each question. Plociso answer each frankly. If you do not

find the exact answer that describes your eltuatlon or vlcwG, p toase select the one that

comes closest to It. Please feel free to add commonts and oxplanatlons.

Your responses are confidential. The roEult!:: will appoar only In summary or statistleal

form so that lndlvlduals cannot be lde11t!flt1t1.

Thank you very much for your participation and cooperatior,.


d. Supplementary Income □ ₪ ש ש

e. Part-time nature of the profession □ ש ש ש

f. Working with children ם ש ש ש

9 . Recognition as a teacher ם ש ש ש

n, Opportunity for career advancement ם ש ש ש

. Love for Judaism ם ש ש ש

. Other, specify ש ש ש ש

!. Would you describe yourself as having a career In Jewish education?

The following items deal with teacher Involvement in Jewish education. To what extent do you agree or disagree with each of the following statements:

Ciheuk one response for each item) Agreestrongly

Agree Disagreestrongly

Disagree

.ichers should have an opportunity to participate In defining school goals, objectives and priorities. ש ש ש ש

Teachers generally have an opportunity to participate In curriculum planning. ש ש ש שDecision-makers may ask for teachers' advice before they make a decision, but they do not seem to give teachers' recommendation serious consideration. □ ש ש ש

Teachers already have enough work to do, without getting Involved in policy making. ש ש

EDucATonc eunvcvש ש

Poyv 1

d. Supplementary Income 8 0 0 0 e. Part-lime natur1;1 of the profession GJ 0 0 0 t. Working wltlil children 8 0 0 0

g. Recognition as a teacher [,] 0 0 GJ 1, Opportunity for career advancarnant [iJ 0 0 GJ . Love 1or Judaism OJ [I] 0 GJ . Otllar, spectfy GJ [I] [!] 0

i. Would you describe yourself as having a career In Jewish educatlo11?

voa[!J No [!]

The tollowlng Items deal with teacher Involvement In Jewish ac.Jucutlon. To what extent do yoL agrei:3 or disagree with eact1 tlf the following etatl!Ments:

:;111::1ck one response for each ltel"f'I ) Agree Agree Disagree Disagree strongly strongly

.1chers should have an opportunlly to parlh.:lf.l~lij lrJ defining school goals, objectives and priorities.

Ci] 0 0 GJ Teachers generally have an opportunity to participate In curriculum planning. [!] 0 [Z] 0 Decision-makers may ask for teachers' advice before they make a decision, 8 0 0 GJ but they do not seem to give teachers' recommendation serious consideration.

Timchers already havti ~nough work to do, without 9ettlng Involved in Ci] 0 m 0 policy making. i:;-ouc.Arono ounvi:v P-.11v 1

npr .dA !yyj 11:28PM P01

C o u n c i l for I n i t i a t i v e s in J e w is h E d u c a t i o n L e a d C o m m u n i t i e s P r o j e c t

R D I J C A T O R S S U R V E Y

I. ATTITUDESThis first group of questions asks about your perceptions of Jewish education.

1. People become Jewish educators for a variety of roasons. To what extent were the following reasons important to you When you fiisi made a decision to enter the field of Jewish education?

( Check one response for each Item)

a. Service to the Jewish community

b. Teaching about Judaism

c. naming more about Judaism

d. Supplementary income

e. Part-time nature of the profession

f. Working with children

g. Recognition as a teacher

Opportunity for career advancement .ל

. Love for Judaism

. Other, specify__________________

VeryImportant

□

□

□

Somowhatimportant

ש

ש

ש

Somewhatunimportant

ש

ש

ש

Veryunimportant

ש

ש

ש

□

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

(. Would you describe yourself as having a career In Jewish education?

Yes Q No [7]. Tho following Items deal with teacher Involvement In Jewish education, To what extent do you agree or disagree with each of tho following statements:

Check one response for each item) Agreestrongly

Agree Disagreestrongly

Disagree

Teachers should have an opportunity to participate In defining school goals, objectives and priorities. ש ש ש ש

Teachers generally have an opportunity 10 participate In curriculum planning.ש ש ש ש

Decision-makers may ask for teachers’ advice before they make a decision, but they do not seem to give teachers’ recommendation serious consideration. ש ש ש ש

Teachers already have onough work to do, without getting involved in policy making. ש ש

EDUCATORS 6UftVEYש ש

Tob® 1

I. ATTITUDES

Council for Initiatives in J cwish Education


EDUCATORS SURVEY

This first group of questions asks about your porocptlons of Jewish education.

1. People become J9wlsh educators for a varloty of roosons. To whet extent were the following reasons Important to you when you fim1 made a dcoislon to enter the field of Jewish ,education?

( Check one response for each Item ) Very Somowhat Somewhat Very Important Important unimportant unimportant

a. SEirvice to the Jewish community □ 0 0 0 b. TQ~chlng about Judal!im Ci] [!] 0 0 c. i...1:1arnlng more about Judaism Ci] 0 0 GJ

d. Supplementary Income Q 0 0 0 e. Part-time nature of the profession [:] 0 0 □ f. Working with children Q ~ 0 [!]

g. Rocognltlon aw i1 teacher [J 0 0 0 "I. Opportunity for Ol'.lre8r advancement 0 0 0 8 . Love for Judaism IT] 0 0 0 . OL11e,, specify GJ [!] m GJ

~- Would you describe yourself as having a career In Jewish f!ducaUon?'

Ya& Q No GJ

. Tho following Items deal with teacher Involvement In Jewish education. To what extent do you agree or disagree with each of tho following statements:

:h11c:k one response for ea.oh item } Agree Agree Disagree Disagree i;trongly strongly

Teachers should have an opportunity to participate In CJe!ining school goals, objectives and priorities.

Q 0 GJ GJ TQ~chers generally have an opportunity lo participate In curriculum planning. 0 0 0 GJ Decision-makers may ask for leachers' advice before they make a decision, but they do not seem to give teachers' recommendation serious consideration. 8 0 0 0 Teachers already have onougl1 work to do, without getting involvc:d In [iJ 0 0 0 policy making.

EDUOATORQ OUl'IIIEV ro110 1

4. Below is a list of individuals with whom you are In contact. In your opinion how is Jewish education regarded by each:

( Check one response for each item )

a. Most rabbis

b. Most of your students

c. Most parents of the chlldron you teach

d. Lay leaders of your school

e. Most other Jews

f. Your family

g. Your friends

Groatrespect

Somerespect

Littlerespect

Norespect

ם ש ש ש

ם ש ש ש

ם ש ש ש

ש ש ש ש

ש ש ש ש

ש ש ש ש

ש ש ש ש

5. The following items deal with different aspects of the life of a Jewish educator, please indicate how satisfied you are with aaeh of the following:

Check one response for each item) Vorysatisfied

Somewhatsatisfied

Somewhatdissatisfied

Verydissatisfied

. Student attitudes toward Jewish education ש ש ש ש

.Student behavior ש ש ש ש

Feeling part of a community of fellow teachersש ש ש ש

Respect accorded you as a teacher ש ש ש ש

Being part of a larger Jewish community, such as a synagogue

ש ש ש ש

bgpport from the principal or supervisor ש ש ש ש

Number of hours of teaching available ש ש ש ש

Salary ש ש ש ש

,hyslcal setting and facilities ש ש ש ש

lesourccs available to you ש ש ש ש

benefits ש ש ש ש

>ther (specify) ש 0 ש ש

EDUCATonooimvcY»יז0« '1

4. Below Is a list of Individuals with whom you are In contact. In your opinion how Is Jewish aducatlon regarded by each:

( Check one response for each Item ) Groat Some Little No respect rMpect fespect respect

a. Most rabbis [!] 0 [!] 0 b. Most of your studentsi 8 [I] [!] 0 c. Most pimmts of the chlldron you teach [I] [I] 0 0 ct Lay leaders of your sichool [iJ 0 0 0 e. Most other Jews 8 0 [TI 0 f. Your family uJ 0 0 [!] g, Your friends Q Q ill 0

;_ The following ltemsi deal with different aapoots of tho life of a Jewish educator, ploase Indicate how satisfied you t:m:1 wltt1 MCh of the following:

Ch13ck one responso, for each Item) Vory Somewhat Somewhat Very &atlstled satlsflod dl9setlsfled dissatisfied

. Student attitudes toward Jewish oducetlon GJ Q 0 GJ

.Student behavior GJ [!] 0 EJ J;Etellng part of a community of fellow teachorc CJ 0 0 GJ Aespect accorded you as a teacher [!] GJ 0 [!] Being part of a larg~r J1:1wlsh community, such as 8 0 0 GJ a synagogue

::>..,ppon from the principal or supervisor GJ [I] III GJ Number of hours of teaching avallalJI~ [J 0 0 IT] SOlilry G] 0 [I] GJ 'hyslcal setting and facilities 0 [!] 0 GJ l&isourccs available to you GJ I:!] [I] 0 3eneflts GJ 0 0 11] >ther (specify) G] 0 [!] GJ

EDUOA.TOl'IO OUAVCY rage l!

II. EXPERIENCEThe following set of Items asks about your current and prior experience In Jewish education:

6 . For each of the following Jewish settings check the positions you have held and Indicate the total number of years in each.

Number of yearsPostinn*mmי—

AideTeacher ”

Supervisor

PrincipalOther

; : j • i •1•;

b l i i i i i

AideTeacher

Supervisor: U.i:i;>; jij:;;::;:SpecialistPrincipalOther

! !״ ! ! 1‘ '?::!•.;: ’ ; ' ; ' ! ■ ' : : ' : : • • j • • •: • • | : •

. : 1 : 1 ;: r: ' • • ' ' ' . ' .י

' ' i .י’1’־ '/,:‘. : ] : ; s . •: . , ;

Counselor

Specialist Unit leader

! I B i i i a W S i i l i S i l i iDirectorOther

Group; worke!׳ ' Teacher:Program Director Department head Director

Assistant teacher Teaohor

r ",־eo: b״

Othor

| ;j ;־ :j • j ? :• 1 • ־: •נ: i: ::

;

---- '

... .................Group Advisor

::Youth Director . ••־-:':ל: : : : : i. Other

Teacher

Otherי;0 . 1י י1 י

Setting

SUPPLEMENTARY SCHOOLS

DAY SCHOOLS

DAY / RESIDENTIAL CAMP

JC C

PRESCHOOL

!INFORMAL EDUCATION YOUTH WORK

ADULT EDUCATION

II. EXPERIENCE

Theo following set of Items asks about your current and prior experience In Jewish aducallu11:

R. For eQch of the following Jawlsh settlng3 check the positions you have held and lm.Jlcate the to,al number of years in each.

Setting

SUPPL.EMEITTARY SCHOOLS

DAY SCHOOLS

DAY/ RESIDE:NTW.. CA.MP

JCC

PRESCHOOL

!INFORMAL EDUCATION YOlfTHWORK

ADULT EDUCATION

§ §

Aide

TeactlGr ' SupArvlsnr

Speclallst

Principal

Other

Po,silllon

AlC19'

'reechAr

Su~rvlsOr ;

SrAr.lallst

P.rinclpal

OthAr • • 1

Counselor

Speolalisf

Unit leader

Director

Other

Group:worRer - Teac~er. ! ·

Progran'I Director

9epartm~r,t hea9 Olre<.:tor Other 1 ;_,

Assistant teacher

Teaehor

: b.lractor ... Olhor

Group Advisor

:vouth Director:

Other

Teach&r

Program Director

Other

Number of yoors

,~ ... : .... .. i.:H.

:!:.: .,

• ,., ;, • .,! •• , •• i, ~- ;: :..i.:i: i ~

., .. /

7, Do you tutor students In Hebrew or Judaica?Yes (1) No (2)

ש ₪If yes, how many?_________

8 . Have you ever worked in general education?Yes (1) No (2)

ש ש

If yes, how many years?_________

9, Please Indicate how many years you have boon In your CURRENT setting, including this year,

10. How many years have you been working In this Jowlsh community. Including this year?____

11 ,ow many years IN TOTAL havo you boon working In the field of Jewish education?______

IIL TRAINING AND STAFF DEVELOPMENTThe next set of questions asks about your training and staff development experiences,,

12. In the last two years have you been required to attend In-sorviee workshops?

Yes (1) NO (2)

□ 0

If yes, how many?__________

lo, ..ו the last two years have you attended local workshops In any of the following areas;( Check one response for each item)

Yes (1) No (2)

1. Judaic subject matter (e,g. Bible, history)ם ש

>. Hebrew languageש ש

!.Teaching methods ש שI. Classroom management

ש ש. Curriculum development

ש שArt/drama/muslc

ם ₪Other (specify)

ש ש

CDUCATORS SURVEY

- __ ,.._ -- ·-- ·· . .._ . 7. Do you tutor students In Hebr9W or Judalca?

Yes (1) No (2)

GJ lil If yes, how many? ____ _

8 . Have you ever worked In general education? Yes (1) No (2)

[J [!] If yes, how many years? -----

9. Please Indicate how many years you have boon in your CURRENT c:cttlng, Including this year, _____ _

10. How many years have you boon working In this Jow)sh community. Including this year? _____ _

11 ·ow many years IN TOTAL havo you boon workln9 In the field of Jewish education? ____ _

Ill. TRAINING AND STAFF DEVELOPMENT

The next ~et of que~tions asks about your traiinlng and etaff development experiences.,

12. In the laat two years havo you been required to attend ln-sorvlco workshops?

Yes (1) No (2)

[!] 0 If yes, how many? _ __ _

1_,, .,, the last two years have you attended local workshops In any of the following areas: ( Check one response for each Item )

Yes (1) No (2)

1. Judaic aubject matter (e,9, Bible, history) [iJ 0 >. Hebrew language [iJ GJ . Teaching methods; [] 0 I. Classroom mAnAgament 8 0 • Curriculum development [!] 0 Art/drama/music [Q 0 Other (specify) [I] ~

CDUCATOA9 9URVEY roo• 4

npr.tZH 11:31PM P02

14. How useful wore the workshops that you attended In the past two years in each of the following arca3 :

( Chock one response for each item)

a. Judaic subject matter

b. Hebrew language

c. Teaching methods

d. Classroom management

e. New curricula

f. Art/drama/muslc

0 ■ Other (specify)__________

Veryhelpful

Somewhathelpful

Nothelpful

Did not attend

ם ש ש ש

□ ש ש ש

[ D ש ש ש

□ ש ש ש

ם ש ש ש

ם ש ש ש

ם ש ש ש

Yes (1) No (2)

ש ש

ש ש

ש ש

□ ש

15. Beyond those required during the past twelve months did you: (Check one response for each item)

a. Attend a course In Judalca or Hobrew at a university, community center or synagogue?

b. participate in a private Judalca or Hebrew study group?

c. Study Judalca or Hebrew on your own?

d. Participate in some other on-going form of Jewish study?(e.g., yoar-long seminar) (Specify)

16, In which of the following aroas do you feel you would like to develop your skills further? (Check all that apply)

a. Classroom managementש

Child development .נ ש

Leason planning .נש

i. Curriculum developmentש

1. Creating materialsש

Communication skills ש

. Parental Involvementש

Motivating children to learnש

Other ש

e d u c a t o r © e u r tv tY

14. How useful ware tho workshops that you attended In the past two yoars In oach of the following areas:

( Check on0 r0spons0 for each Item ) Vory h&lpful

a. Judaic subject matter Q b. Habrew language [] c. Teaching methods [J d. Classroom management 8 e. New Cl1rriculE\ [!] f, Art/drama/music Q 0- OtMr (9p8Clfy) GJ

15. Beyond thoso required during tho past twolvo months did you: (Check one responso for oach ltGm)

Somowhat helpful

[!]

0 G] 0 0 0 [!]

a. Attend a course In Judalca or Hobrcw ot o university, community center or synagogue?

b. Partlclpato 1n a private Judalca or H0brow study group?

c. Study Judalca or Hebrew on your own?

d. Participate In soma other on-going form of Jewish study? (e.g., yoar-long seminar) (Specify) _______ _

16. In which of the followlng araas do you fool you would like to develop your skllls further? (Check all that apply}

9.. Classroom management □ ,. Child development [] :. Lesson planning GJ I. Currleutum development ~ ,. Creating materlalt [!] Communication tkills 0 . Parental Involvement 0 Motivating children to learn 0

Other GJ

Not holpful

0 0 ~ [!]

0 0 0

Yes (1)

Ci]

DJ DJ GJ

6tlUO/\T0flE) tUllVl:;Y

Old not attenrt

GJ 8 8 GJ GJ 0 GJ

No (2)

0 0 [TI

0

17. In which of the following would you like to increase your knowledge?(Check all that apply)

a. Hebrew language ש

b. Customs and ceremonies ש

c. Israel and Zionism ש

d. Jewish history ש

e. Bible ש

f. Synagogue skills / prayer ש

g. Rabbinic literature ש

h. Other ש

18. How proficient are you In Hebrew?(Check one for each category)

Speaking Reading Writing1. Fluent □ □ □

2 . Moderate ש ש ש

3 ש. ש ש ם ״ * ־ ״

4. Not at ail Q ] [T ] [ j ^

19. Overall, how adequate are the opportunities for professional growth and development In your community?

1eckone)

1. Very adequate ש

?. Somewhat adequate ש

). Somewhat Inadequate ^T j

I. Very Inadequate |T ]

Paso 6E D U C A TO R S SU R V EY

17. In which of the fo!lowlng would you llkc to Increase your knowledge? (Check all that apply)

a. Hebrew language [!] b. Customs and ceremonies 0 c. Israel and Zionism 0 d. Jewish history 0 e. Bible 0 f. Synagogl18 skills / prayer 0 g. Rabbinic literature 0 h. Other 0

18. How proflcl9nt arg you In Hobrew? (Check onA for Aach category)

Speaking RAAdlng 1. Fluent GJ Q 2. Moderate 0 [Z] 3, Limited GJ 0 '4. Not at all m IT]

Writing

□ 0 0 m

19. Overall, how adequate are the opportunities for professional growth and dovclopmcnt In your community?

1eck one)

1. Very adequate

~- Somewhat RrlAciu~te

t Somewhat !nedequatA

L Very Inadequate

l:OUCATOR9 SURVEY

IV. SETTINGSThe next set of questions asks you about the schools in which you work.

20. In how many Jewish schools do you work?_________

21, If you teach In more than one setting do you do so to earn a suitable wage?

Yg j 1) N0J 2)

22 Now many hours per week do you work at each school?

First school_________ Second school_________ Third school________ _ Fourth school_________

P. :he following set of questions, answer in regard to the two schools where you work the most hours If you work in more than two schools.

23. How many miles do you travel from your home to tho school?

First school (one way) Second school

24. What Is the affiliation of each school? (Check the appropriate response)

a. Reform

Firstschool

ם

Secondschool

ש

b, Conservative ם ש

0 , Traditional ם ש

c rthodox ם ש

3. Raconstruntionlst ם ש

. Community ם ש

3. Jewish Community Center □ ש

1. Other, specify _______ _

5. How many students are in your school?

First school____ Second school

Paoa 7EDUCATORS SURVEY

' ., ..

IV. SETTINGS

The next set of questions asks you about th9 schools In which you work.

20. In how many Jewish schools do you work? ___ _

21. If you teach In more than one setting do you do so to oorn o. suitable wa90?

22 f.low many hours per weak do you work at each school?

First school ---- Second school ---- 'Third school ---- Fourth school ___ _

i:. :he following sot of questions, answer in regard to tho two schools where you work the most hours tf you work In 11'10f'8 than two B-chools.

23. How many m l\0s do you travel from your homo to tho school?

First school (one way) __ Ser.onn i::r.hool

24. Whet Is the affiliation of each school? (Check the approprh~te response)

First Second school school

a. Reform Q [Il b. Conservative Q 0 c. Traditional GJ 0 t rthodox Q 0 ~. Raconstr1Jctlonlst EJ ~ . Community Q ~ ~- Jewish Community Center GJ 0 1. Other, specify

5. How many ~tudents are In your school?

First school Second school

EOUCATORS SURVEY P11a1 7

26. In what type of program do you work?(Check all that apply) First Second

school schoola. Day School ש ם

b. One day supplementary school ש ם

c. Two or more days supplementary school ש ש

d. Preschool □ 0e. Adult education □ 0

f. Special education □ ₪

g. Other (specify) — ש ש

27 What subjects do you primarily teach this year? vheck all that apply)

First Secondschool school

a. Hebrew language ש ש

b. Judalca (e.g., Bible, history, holidays) | 2 |In Hebrew

| Judalca (e.g., Bible, history, holidays) IT"] [ 2 .נIn English

1, Bar/Bat Mitzvah preparation □ 0

>. Secular subjects (e.g., math, reading, science)

Other (spec ify )^_______________________

8 . In what grade levels are your primary assignments?

First school Second school

Paya 8EDUCATORS SURVEY

26. In what type of program do you work? (Check all that apply)

a. Day School

b. One day supplementary &chool

c. Two or more days supplementary school

d. Preschool

0 . Adult education

f, Speclal education

g, Other (specify)

27 What &ubjects do you primarily teach this yaar? ;heck all that apply)

El. Hebrew language

:>. Judalca {o.g., Blble, hlatory, holidays) In Hebrew

~- Judalca (e.g., Blbl8, history, holldayc) In Engllah

i. Bar/BQt Mitzvah preparation

1. Secular gubjects (e.g., math, reading, science)

Other (specify) _ __________ _

First schocl

Q Q 0 GJ [!]

Q

□

First school

~

□

8. In what grade levels are your primary assignments?

First school Ser.onrt school

Second school

GJ [!] [!]

8 0 0 GJ

Second school

0 0

.... - -- . --· .. . .....

EOUC.ATORS SURVt:Y Paga 8

29. How did you find your teaching position? (Check the one that best applies to you for each school)

a. Central Agency for Jewish Education

Firstschool

ם

Secondschool

ש

b Graduate school placement ם ש

c. National professional association ם ש

cf, Through a friend or mentor ם ש

e. Recruited by the School ם ש

f. Approached the schoot directly ם ש

g. Newspaper advertisement ם ש

h. Other (specify) n ק ר

?0 what extent do you receive help and support from the following In the 3chool!3 ־

(Check one response for each ) Frequently Occasionally Seldom Never

a. Principal or supervisorם ש ש ש

b. Mentor teachers □ ש ש ש

c. Other teachers ם ש ש ש

d. Faculty members at a local univereltyם ש ש ש

0 . Central agency consultants ם ש ש ש

f. Teacher resource center ש ש ש ש

h. Other (specify)ש ש ש ש

31. To what extent do you receive help and support from the following in tho second school?

(Chook one response for each )

a. Principal or supervisor

b. Montor teachers

c. Other teachers

d. Faculty members at a local university

e. Central agency consultants

f. Teachor resource center

h. Other (specify) ___________________

Frequently Occasionally Seldom Never

ש ש ש ש

ש ש ש ש

ש ש ש ש

ש ש ש ש

ש ש ש . ש

ש ש ש ש

- ש ש ש ש

Payo 9ED U C ATonoG unvcv

. ' -

29. How did you find your teaching position? (Checlk the one that best applies to you for eacl1 schuul)

First Second

a. Central Agency for Jewish Education school Q

school

0 h Graduate gchool placement GJ 0 c. National professional association Q [!] ct. Through a friend or mentor 0 0 A . Recruited by the School [JJ 0 f. Approached the school dlroetly 8 0 g. Nawsp~p~r advertisement Q 0 h. Other (specify) __ Q 0 3 :"o what 9xh)nt do you receive help and support from the following In the fiQ1 school?

(Check one response for each ) Frequently Occasion ally O@ldom Never

e. Prlnclpal or supervisor GJ 0 GJ GJ b. Mentor taecherR 8 0 0 0 c. 0thar teachers [JJ 0 0 GJ d. !=acuity m0mb8rs at a local unlverelty m 0 0 ~ e. C8ntral agency consultants m 0 0 0 f. TaAcher resource cent~r GJ [!] GJ GJ h. 0thar (gpAclfy) GJ 0 0 [!]

31. To what extent do you receive help and support from the following In tho second school?

(Chook one response for each) Frequently Occaslur ittlly Seldom Never

a. l'rlnclpal or :3upervisor [D 0 [!] 0 b. Montor teaehera [!] 0 IT] ~ c. Other teachers m 0 0 0 d. Faeulty mE1mbers at a local university ~ l!J 0 0 e, Contra! agency consultants m 0 0 0 f. Teeohor resource center u] 0 0 0 h. Oth~r (11peclfy) 0 0 0 0

EDUOA'rono ounvcv Plll/\1 i;,

32. Did each of the following factors affoct your decision to work in the schools where you presently work?

( Check one response for each Item )

a. Hours and days available for teaching

b. Salary

c. Location

d. Friends who teach there

e. Reputation of the school and students

f. Religious orientation

g. My own synagogue

h. Other (speclfy)_________

First School Socond

YE f

School

ש ש ש ש

ש ש ש ש

ש ש ש ש

□ ש ש ש

ש ש ש ש

ש ש ש ש

ש ש ש ש

33. Which of the following benefits aro available to you as a teacher in the schools in which you work?

Sooond School

(1) Available (2) Rcocivc

First ?cheat

(1) Available (2) Receive

( Check all that apply)

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ש

ם ₪

ש

ש

ש

ש

ש

ש

ש

ש

ש

a. Free or reduced tuition for your children ot your school

b. Day care

c. Free or reduced membership In a synagogue or JCC

a. Synagogue privileges such as High Holiday tickets

e. Money to attend conferences, continuing education courses

f. Sabbatical leave (full or partial pay)

g. Disability benefits

h. Employer contributions to a lieaKh plan

i. Pension benefits

j, Other, specify____________________________________

PageEOUCATORS BURVgY

3~. Did each of the following factors affoct your decision to work In the schools where you presently worl\7

( Check one response for each Item ) First School Sooond School

a. HourG and days available for teacl1iny yrtf) ,~ 12) yj~ f > Nr 11} b. Salary Q 0 [2J 0 c. Location Q GJ [] 0 d. Friends who teach there GJ GJ Q 0 e. :f:laputatlon of the school and studonts 8 0 [!] 0 f. ~ellglous orientation [:] [!] EJ 0 g. My own synagogue 0 0 □ 0 h. Other (sper:lfy) 8 0 EJ 0

33. Which of the followlng benefits oro ovalloble to you as a teacher In the schools In which you work?

( Check all that apply) Elrst§chooJ Sooond Sohool

(1) Available (~) Aecelve (1) Avallablo (2) Rooclvc

a. Free or reduced tuition for your chlldron at your sohool GJ [Z} GJ GJ b. Day care GJ [?-] GJ 0 c. Frga or reduced membership In a $ynogogue or JCC [!] [2J Q 0 d. Syna.gogue privileges such as High Hol1icJay ticket11 GJ 0 GJ EJ e. Money to attend conferences, continuing education courses GJ 0 GJ 0 f. Sabballoal laave (full or partlal pay) ~ Cu [Q EJ g, Dlsablllty benefits II] 0 Q 0 h. Employer contributions to i:i IHH:dth plen [!] III □ 0 I. Pension benefits G] IT] [iJ 0 j. Other, specify IT] II] [] [I]

f:OUCA'tOAQ SURVEY

rif-■! « c _ t x _׳■ w > 1 1 u י r r n r~ u u

W you teach In more than one school please answer the next two questions.

H not please q o to Question 36.

34. To what extent Is each of the following an advantage or disadvantage of working In more than one school?

( Check one response for each item ) Definite Somewhat Somewhat Definiteadvantage an advantage a disadvantage disadvantage

a. Distance between settingsש ש ש ש

b. Scheduled faculty meetings / in-eervlceש ש ש ש

c. Preparation time ש ש ש ש

d. Classroom autonomy ש ש ש ש

e. Adjustments to different expectations ש ש ש ש

f (riety of programs ש ש ש ש

g. Other, please specifyש ש ש ש

35. If you had the opportunity to work full-timo, would you prefer to teach...(Check one).

PH In one school

n In several schools

ש I don’t want to work full-time

36. Are you a full-time Jewish educator? Y05 (1) No (2)(Check one) .___

ם ט

37 If you are a part-time Jewish educator, what sorts of things would cnoourago you to consider full-time employment in x ish education, Rank only the three most Important by writing 1 ,2 ,3 . next to your choice where 1 Is the most important.

a. Salary _______

b. Benefit* _______

c. Job security, tenure

d. Career development _ _ _ _ _

e. More job opportunities

f. Greater background In Judalca and Hebrew _______

g. Greater educational background

h. Presence of colleagues and opportunities to work with them _ _ _ _ _

I. Change In family ututus

j. Availability of training opportunities

k. More r e s o u r c e s a t w o r k ____________ e d u c a t o r s s u r v e y page 11

If you teach In more than OOG school please unswer the next two questions.

tf not pleua c,o to QUMtlon 38.

1 , ,-,1 1 ._-, .J.. JJ...,J .L .I.• ...,I I f I I rt:JJ

34. To what extent Is each of the followlng an advantngo or disadvantage of working In more than one sct1ool?

( Chack one response for oach Item ) Deflnlto Somewhat advantag9 an advantage,

a. Distance betweAn settings EJ 0 b. Scheduled faculty meetings / ln-&ervlce [!] 0 c. PrArAratlon time 0 [!] d. Classroom autonomy [J 0 e. Adjustments to different expootntlons GJ 0

1rlety of programs [!] 0 a. Other, please specify 0 0 35. If you had the opportunity to work full-tlmo, would you prefer 10 teach ...

(Check one).

GJ In one school

[!] In several schools

0 I rion't want to work full-time

36. Are you a full-time Jewish educator? (Check one)

Yes (1) No (2)

G]

Somewhat Derlnile a dlsadvnntnga disadvantage

0 0 IT] 0 0 [I] 0 0 EJ GJ 0 GJ 0 0

37 If you are a part--timo Jewish educator, what aorta of things would cnoourngo you to consider full-time employment In ish education, Runk only the three most Important by writing 1,2,3, ll!:'Xt to your choice where 1 Is tl)e most Important.

a.. Salary

b. Benoflt1

c. Job security, tenuro

d. Career development

e. More Job opportunities

f. Greater background In Judalca and Hebrew

g. Greatt!r cduoatlonal background

h. Presenoo or oollvaguea and opportunitle~ to work wltl1 them

I. Oh~ng9 In family fltutus

j. Avallablllty of training opportunltl~s

I<. More resources at work EDUCATORS SURVl::V 1-'age 11

V. BACKGROUNDNevt we are going to ask you about yourself.38. Are you Jewish?

Yes(1) No (2)

ם ש

39. Are you a convert to Judaism?

40. At the present time, whloh of the following best describes your Jewish affiliation?

ם Orthodox

ש Traditional

fT ] Conservative

ש Reform

0 Reconstruction^

ש Secular

[ 7 ] Other (specify)____________________________

41. Are you currently a member of a synagogue?

42. Are you a teacher In the synagogue where you are a member?

Yes (1) No (2)ש ש43. Which of the following, do you usually observe In your home? (Check all that apply.)

ש Light candles on Friday evening

ש Attend a seder In your home or somewhere else

ש Keep Kosher at home

ש Light Hanukkah candles

ש Fast on Yom KIppur

ש Observe Sabbath

ש Build a Sukkah

ש Fast on Tisha B’Av and minor fasts such as Ta'anit Esther

ש Celebrate Israel Independence DayEDUCATORS SURVEY

V. BACKGROUND

Next we arA oolng to Mk you about yourself.

38. Are you Jewish?

Yes (1) No (2)

0 0 39. Ara you A convert to Judaism?

Yes (1)

EJ No (2)

0 40. At the present time, whloh of the following best describes your Jewish affiliation?

[!] Orthodox

0 Traditional

0 Conservative

0 Reform

IT] Reconstruction 1st

[!] Secular

0 Other (specify)

41. Ara you currently a member of a synagogue?

42. Are you a teacher In tho synagogue whoui you are a member?

Yes (1) No (.2) [i] m

43. Which of tho followlng, do you u!'..u.illy observe In your home? (Check all that apply.)

[!] Light canrtlas on Friday evening

[!] Attend a soder In your home or somewhere also

GJ Keep Kosher at home

0 Light HanukkAh CAndl89

[!] Fast on Yorn Klppur

[!] Observe Sabbath

(TI Bulld a Sukkah

GJ i:a~t on Tisha B'Av and minor fasts such as Ta'anit E:sther

GJ Celebrate Israel lndopondence Day EDUCATORS SUAVeY Paoe 12

Pt1y« 13

44. During the past year, did you:

a. Attond eynagogue on the High Holidays Y[ fN o jj)

b. Attend synagogue at least twice a month on Shabbat ש ש

0. Attend synagogue on holidays suoh os Sukkot, Passover or Shavuot ש ש

d. Attend synagogue daily ש ש

45. Hava you ever been to Israel?

Yes (1) No (2)

ש שIf, yes , did you ever live in Israel for three months or longer?

Yes (1) No (2)

ש ש

46. What kind of Jewish school did you attend before you were thirteen? (Check all that apply.)

ש Sunday school

ש Supplementary school or Talmud Torah

ש Day school

ש School in Israel

ש None

ש Other (specify)

47. Did you attend a Jewish summer camp with mainly Jewish content or program?

Yes (1) No (2)

ש שIf Yes, how many summers?

48. What kind of Jewish school, If any, did you attend after your were thirteen? (Check all that apply.)

ש One day/week confirmation class

ש Two or more days/week Hebrew high school

ש Day school

ש School In Israel

ש Nona

ש Other (specify)

EDUCATOnceunvcv

44. During the past year, did you:

a. Attond oynagogue on the High Holidays yj1 ~1)

b. Attond synagogue at least twice a month on Shabb;at [2J

c. Attend synagoguo on holidays suoh as Sukkot, ~assover or Shavuot Q d. Attend synagogue dally [!J

45. HavA you ~ver been to Israel?

Yes (1)

[!] No (2)

[!] If, yes , did you ever live In Israel for three months or longor?

Yes (1)

[!] No (2)

0

46. What kind of Jewish school d id you attend~ you were thirteen? (Check all that apply.)

Q Sunday school

[!] Supplementary school or Talmud Torah

G] Oayschool

0 School In Israel

~ None

[!] Other (specify) ______________ _

47. Did you att,md a J8wish aummer camp with mainly Jowlsh content or program?

Yes (1)

Q No (2)

~ If Yes, how many summAr~? _____ _

48. What kind of Jewlah school, If any, did you attend after your wert:1 thirteen? (Check all that apply.)

Q OM day/week conflrm~tlon class

[!] Two or more days/week Hebrow high school

[!] Dayschool

GJ School In Israel

lZJ None

[!] Other (specify) ______________ _

EOUCATonc eunvcv ""II" 13

49. Ag0

50, Sex Male Female

ם ש

51, Where were you born?

USA [7]Other, please specify country

52, Marita! status

ש Single, never married

ש Married

ש Separated

ש Divorced

ש Widowed

53. If you are married, Is your spouse Jewish?

Yes |1) N0J2)

54. What is your annual salary from your teaching?

$1,000■ $4,999First school

שSecond

ש

$5,000- $9,999 ש ש

$10,000-$14,999 ש ש

$15,000-$19.999 ש ש

$20,000 - $24,999 ש ש

$25,000 - $30,000 ש ש

over $30,000 ש ש

P«J9 14EDUCATORS SURVEY

4~.Age __ _

50. Sex Mala Female

51. Where wArA you born?

USA GJ Other, please speoify country _________ _

52. Marital status

0 Single, never married

[!] Married

0 Separated

~ Divorced

[!] Widowed

53. II you are married, Iii your spousa Jewish?

54. Whet la your annual salary from your teaching?

$1,000 · $4,999

$5,000 - $9,999

$10,000 . $14,999

$15,000 - $19,999

$20,000 • $24,999

$25,000 - $30,000

over $30,000

First school

0 [!]

0 Q [:]

~ [!]

SAC:Ond school [!]

0 0 [I]

m 0 0

EOUOATORS SURVEY F'al)e 1◄

Si>. What is your total family Income?

ש $30,000 or below

ש $31,000-$45,000

ש $46,000 - $60,000

ש $61,000-$75,000

ש over $75,000

58. How Important to your household Is the Income you receive from Jewish education? (Check one)

ש The main source

ש An important source of additional Income

ש insignificant to our/my total Income

What Is: the highest level of education that you have completed? (Check one)

ש High school graduate

ש Some college

ש College graduate

ש Some graduate courses

ש Graduate or professional degree

שTeacher-training Institute

56. !A/hat degrees do you hold? Please list:

Degree Major

59. How many college or graduate credits do you have In eaoh of the following:

number of creditsa. Judalca or Jewish studies

b. Hebrew language

c. Education

d. Jewish communal service

Pago 15EDUCATORS SURVEY

5:t Whflt Is your totEII fElmUy Income?

[TI $30,000 or below

0 $31,000 - $45,000

0 $46,000 - $60,000

0 $61,000 - $75,000

0 over $75,000

58. How Important to your household Is the Income you receive from Jewish education? (Check one)

[!] The main source

[Z] An Important 1murce of additional Income

[!] Insignificant to our/my total Income

57. What Is the highest level of education that you have completed? (Check one)

GJ High school graduate

0 Some college

0 College graduate

[!] Some Qraduate courses

[!J Graduate or profes:s:lonal degree

[!] Teacher-tralnlng Institute

5o. iVhat degrees: do you hold? Please 11st:

Degree Major

59. How many college or graduate credits do you have In ea.oh of tho followlng:

number of credits a. Jt1dalca or Jewish &tudlesi

b. Hebrew language

c. Education

j_ Jewish communAI AArvlce

EDUCATORS SURVEY Pago 15

60. Do you hold a professional license or certification In :

Yes (1) No (2)a. Jewish education ש ם

b. General education ש ש

c. Other (please specify) ש ש

61. Which of the following best describee your carocr plans over the next three years?

(Choose one)

ש I plan to continue what I am doing.

ש I plan to teach in a different supplementary school.

ש I plan to teach In a day school (or different day school).

ש I plan to be an administrator or supervisor in 0 Jewish school,

ש I plan to have a position in Jewish education other than in a school (such as central agency).

ש I plan to be Involved In Jewish education in Israel, or in some other country.

ש I plan to seek a position outside of Jewish oduoatlon.

ש I plan not to work.

ש I plan to retire.

₪ I don’t know. I am uncertain.

₪ Other, please specify

Thank you very much for your cooperation/

0 1

Pag aGDUCAT0R3 SUBVf-Y

6D. Do you hold a professional 1IC8n&8 or certification In :

Yes (1) No (2) :i. Jewish educl\tlon [] 0 b. General education Q 0 C. OthAr (pl8AS0 specify) □ 0

61 . Which of the following bast describes your oaroor plGne over the next three years?

(Choose one)

[] I plan to continue what I am doing.

Q I plan to teach In a different supplementary school.

r;:J I plan to teach In a day 11chool (or different day school),

lJ I plan to be an administrator or auporvlGor In a Jewish school,

C!J I plan to have a position In Jewish education other than In a school (such as cenlrol agcmey).

GJ I plan to be Involved In Jewish education In leraol, or In Gomo other country.

0 I plan to S88k a pos.ltlon outside of Jewish oduoatlon.

GJ I plan not to work.

GJ I plan to retire.

@] I don't know. I am uncenaln.

B Other, please specify _________________ _

Thanx you Pery .much for your cooperal'ionl

0 1 J

GDUCATORS SURVIV

PHONE No. : fipr.22 1993 4:31PM P01r rom

JMAJE.6401 NOnTH GANIA MONICA BOULEVARD #210 * MILWAUKEE. WISCONSIN 5321/

Course:

Instructor:

COURSE EVALUATION FORM

1. Please rate your overall satisfaction with this course (instructor's knowledge of the subject, effectiveness as a teacher, preparation and organization).

1 2 3 4 5Poor Excellent

2. Please check the box below that is the closest description of your job role.

____ Judaica Teacher __________ Not currently teaching

____ Hebrew Teacher ____ Hebrew Teacher(Congregational School) (Day School)

3. Please check below all the reasons for taking this course that apply to you.

____ To meet requirements ________ To loam about the topic

____ To work toward a degree _____ Recommended/required bymy supervisor

____ For personal development

How do you expect to use what you have learned וזו this course?

5. What was the most important learning/growth that you gained from this course?

6. What did you like most about this course?

7. In what ways would you like to see It improved?

8. Any other comments...

rrom PHONE No. Apr. 22 1993 4 :31PM P01

...1\11 A J E Milwaukee As5og1auap for J ewish Educal ion

6401 NOnTH GAN IA MONICA BOULEVARD #210 • MILWAUKEE. WISCONSIN 53211/

Course: --------------------------------ri n st r u ct or: -------------------------------

COURSE EVALUATION FORM 1. Please rate your overall satisfaction with this course (instructor's knowledge of the subject

effectiveness as a teacher, preparation and organization). '

~ Poor

2 3 4

2. Plaase check the box below that is tlhe closest description of your jot> role.

Judaica Teach er

Hebrew Teacher - (Congregational School)

_ Not currently teaching

Hebraw Teacher - (Day School)

3. Please check below ~ the reasons for toking this course that apply to you.

_ To meet requirements

__ To work toward a degree

_ For personal development

_ To loQrn about the topic

Recommended/required by - my 9upeNisor

4. How do you expect to use what you have learned in this course?



7. In what ways would you like to see It Improved?

8. Any other comments ...

5 Excellent

Apr. 22 1993 4 32.PM P02PHONE No.From

MENTORING COMPONENT

1. How long have you been teaching? _ _ _ _ _ _ _

2. Approximately how many times have you met to confer with your mentor?

3. How has your mentor been helpful?

4. In which specific area did you receive help?

5. Has the mentoring component enhanced class work? Explain.

6. Comments and suggestions..

From PHONE No. Apr.22 1993 4 : 32PM P02

M~NTORING COMPONENT

1. How long have you been teaching? ___ _

2. Approximately how many t imes have you met to confer with your mentor? --- -3. How has your mentor been hC3lpful?

4. In which specific area did you recclvo help?

5. Has the mentoring component enhanced class work? C:xplain.

6. Comments and suggestions ...

Apr.22 1993 4:22PM P01PHONE No.From :

(414) 962-8860 FAX (414) $62*6852

/IAJE MMILWAUKEE, WISCONSIN 53217י|ORTH SANTA MONICA BOULEVARD #210

TEACHERS INSTITUTE

Hebrew Teacher Training Program ־ Semester II

Ina Regosin 962*8860Rachel Buckman 352-0469Mondays, 7:30-9:00 p.m. Winter/Spring

InstituteDirector:Instructor:

Day/Time:

Hebrew in the Congregational Schools - Siddur/Prayer

COURSE DESCRIPTION

A variety of methods, techniques and strategies for teaching Siddur/prayer will be presented and practiced. In addition to course work, students will continue the sequence of observations and

COURSE TEXTS

To Pray as a Jew: A Guide to the Prayer Book and the Synagogue Service. Basic Books, Inc. New York, 1980.

The Jewish Teachers Handbook, Volume III. Alternatives in Jewish Education, Inc. Denver, 1982

Jewish Worship. The Jewish Publication Society of America. Philadelphia, 1971.

conferencing with mentors.

Donin, Rabbi Hayim I Ialevy

Marcus, Audrey Friedman, ed.

Millgram, A braham E.

COURSE OUTLINE

Goals of Teaching Prayer, Why Teach Prayer?a. Short history of prayer and what it means to the Jewish people

Abraham’s Segal’s 3 goals1. Mechanics of tefillah2. Appreciation of tefillah3. Opportunity to prayTeaching Hebrew prayer terminology - avoid English terminology which contains Christian connotations

Donin, Rabbi Hayim Halevy, To Pray as a Jew: A Guide to the Prayer Book urid the Synagogue Service. Basic Books, Inc. New York, 1980. pp. 3-8.

Millgram, Abraham E., Jewish Worship. The Jewish Publication Society of America. Philadelphia, 1971. pp. 6-11,18-24.

February 15 1.

b.

c.

Readings:

From PHONE No. : Apr .22 1993 4: 22PM P01

/IAJ M ilwauK AssociationforJewish Educatio~,J.,n <ORTH SANTA MONICA eoucevAAD ,210 • MILwAuKee, wIsc0Ns1N s32,1 ~I' {414) 962.'BSso

TEACHERS INSTITUTE

Hebrew Teacher Training Program - Semester II

Institute Director: Instructor:

Day/rime:

Ina Regosin 962-8860 Rachel Buckman 352-04-69 Mondays, 7:30-9:00 p.m. WinterlSpring

Hebrew ln the Congregatfonnl Schools • Siddur/Prayer

COURSE DESCRIPTION

FAX (414) ~62·6652

A variety of rm::thods, techniques and ~trategies for teaching Siddur/prayer will be presented and practiced. In addition to course work, students will continue the sequence cf observations and ennferencing with menton.

COURSE TEXTS

Donin, Rabbi Hayim I Ialevy To Pray as a Jew: A Guide to tlie Pra)'er Book and the Synagogue Service. Basic Books, Inc. New York, 1980.

Marcus, Audrey Friedman, ed. The Jewish Teachers Handbook, Volume III. Alternatives in Jewish Education, Inc. Denver, 1982

Millgram, Abraham E. Jewish Worshlp. The Jcwh:;h Publication Society of

February 15 1.

Reactings:

Amerlca. Philadelphia, 1971.

COURSE OUTLINE

Goals orTeaching Pruyer, 'Why Teach Prayer? a. Shon history of prayer and what it means to the Jewish people b. Abraham's Segal's 3 goals

1. Mechanics of tefillah 2. Appreciation of tefillah 3. Opportunity to pray

c. Teaching Hebrew prayer terminology - avoid English terminolugy whid 1 contains Christian connotations

Donin, Rabbi Hayjm Halevy, To Pray as a Jew: A Guide to the Prayer Book u,,d the Synagogue Sen,ice. Basic Books, Inc. New York, 1980. pp. 3-8.

Millgram, Abraham E., Jewish Worship, The Jewish Publication Society of Ameri<.:<1. Philadelphia, 1971. pp. 6-11, 18-24.

Ppr.22 1993 4:18PM P02l׳־H U N t NO.r r um

TEACHERS INSTITUTE: MID-YEAR REPORTIna S. Rogozin, Institute Director

The Teachers Institute, designed to increase educator knowledge and methodological expertise, has completed its first semester. It is clear from both observation and feedback that the initial course offering has provided students with a setting in which to learn together, share expertise, and develop new methodology to enhance classroom teaching.

HEBREW TEACHER TRAINING PROGRAM

Program Description

A ons-year course of study (1 course each semester) designed to train and prepare Hebrew teachers for the congregational schools.

Course Title: "Hebrew In the Congregational Schools"Instructor: Rachel J. Buckman

The course emphasized methods, techniques and strategies for teaching Hebrew reading, writing and comprehension. A syllabus which included specific topics, readings and assignments was developed. (See Appendix A.)

In addition to course work, students were paired with mentors, mostly in "home" schools. Each team participated in a series of observations and conferences. Both the mentor and student keep logs of these interactions.

Mentors have had several sessions designed to enhance their own "mentoring" skills and give input into the program design. These were led by the Institute Director.

Student Body

Although we projected an enrollment of 10 students, 11 enrolled. These students represent six schools-Beth El Ner Tamid Synagogue, Congregation Beth Israel, Congregation Emanu-EI B’ne Jeshurun, Congregation Shalom, Congregation Sinai and Milwaukee Jewish Day School- as well as the general community. Similarly, mentors were recruited from the broad spectrum of Institutions.

Student Profile Mentor ProfileSchool Number School NumBeth El Ner Tamld Synagogue 1 Beth El Ner Tamld Synagogue 1Congregation Beth Israel 1 Congregation Betti Israel 2Cong. Emanu-EI B'ne Jeshurun 2 Cong, Emanu-EI B'ne Jeshurun 1Congregation Shalom 2 Congregation Shalom 2Congregation Slnal 1 Congregation 3inai 2Milwaukee Jewish Day School 2 Milwaukee Jewish Day School 3Community (not currently teaching) 2

TOTAL 11 TOTAL 11

(Several mentors teach in more than 1 school)11

11 U lll • t-'HUNt: No. Apr. 22 1993 4:18PM P02

TEACHERS INSTITUTE: MID-YEAR REPORT Ina S. Regos/n, lnatltute Director

The Teachers Institute, designed to Increase educator knowledge and methodological Gxpertise, has completed its first semester. It is clear from both observation and feedback that the initial course offering has provided students with a setting in which to learn together, share expertise, and develop new methodology to enhance classroom teaching.

HEBREW TEACHER TRAINING PROGRAM

Program Description

A one-year eourse of study {1 course each semester) designed to train and prepare H~brew teacl1ers for the congregatlonal schools.

Course Title: 1Heb,,,w In the Congregational Schools" Instructor: Rachal J. Buckman

The course emphasized methods, techniques and strategies for teaching Hebrew reading, writing and comprehension. A syllabus which included specific topics, readings and assignments was developed. (See Appendix A.)

In addition to course work, students were paired with mentors, mostly in "home" schools. Each team participated in a series of observations and conferences. Both the mentor and studGnt keep logs of these ir1teractions.

Mentors have had several sessions designed to enhance their own "mentoring" skills and give input into the program design. These were led by the Institute Director.

Student Body

Although we projected an enrollment of 10 students, 11 enrolled. These students represent six schools--Beth Ef Ner Tamid Synagogue, Congregation Beth Israel, Congregation Emanu-EI B'ne Jeshurun, Congregation Shalom, Congregation Sinai and Milwaukee Jewish Day School-as well as the general community. Similarly, mentors were recruited from the broad spectrum of Institutions.

Student Profllo

School Number Deth El Ner Tamld Synagogue 1 Congregation Beth Israel 1 Oong, Emanu-EI B'ne Jeshuru·1 2 Congregation Shalom 2 Congregation Sinai 1 Milwaukee Jewish Day School 2 Community (not currently teaching) 2

TOTAL 11

Mentor Prome

School

Beth El Ner Tamld Synagogue Cong,egallon 8ett1 l::srael Cong. Emanu-EI B'ne Jeshurun CongreijEttlun Shalom Congregation Sinai MIiwaukee Jewish Day School

TOTAL

Number

1 2 , 2 2 3

,, (Several mentors teach In more than 1 school)

fipr.22 1993 4:19PMH h U N t N o .

OUTCOMES AND EVALUATION

Midway between semesters, wo can point to the following results;

1. Recruitment of students from nearly every congregational school.2. Recruitment of individuals not currently teaching Hebrew in order to add

to the corps of qualified Hebrew teachers.3. Recruitment of mentors to pair with students. We were particularly

pleased to have recruited three day school teachers (with expertise in congregational school teaching as well).

4. The variety of settings and the high-quality mentor expertise enabled us to make the most suitable matches.

5. Feedback from students and mentors has been extremely positive, Students’ responses to Evaluation Forms filled out anonymously at the last session of the first semester concur. (See sample form, Appendix D.) The following are some direct student comments relating to the Instructor and Course Content. They reveal that we are meeting the needs of a diverse group of students. Fifty percent of the students rated the Instruction as excellent; 50% rated it as very good.

Rachel has pointed out practical steps and methods which will help me teach Hebrew to my students more effectively.

The literature distributed and the issues raised In the lectures reaffirmed my feeling that I'm teaching effectively.

I'm going to use these new ideas In my class.The most important learning for me is that every teacher has his/her

Own way of teaching and that we can learn from each other.The size of the class was conducive to open discussions and

exchange of ideas. The readings were interesting and informative.I learned how to apply new and creative teaching techniques; gave

me some added "energy."I enjoyed the presentations of my fellow classmates/teachers. I

really learned from observing them, and this gave me new Inspiration.

Responses to questions on the mentoring component were as follows:

I meet and talk with my mentor on a daily basis. She is a wonderfulfriend and inspiration to me, as well as a mentor.

I received help in Hebrew conversation, reading, grammar, writing and songs and music.

She observed me, but we have not met to discuss. I have not observed her, I would like a new mentor assigned. I think mentoring can work.

I've met with my mentor once. The meeting was successful. We exchanged and agreed on ideas about teaching.

r-rom • t-'HUNt: No,

OUTCOMES AND EVALUATION

Midway b9tween semesters, wo can point to the following results:

Apr.22 1993 4 :19PM P03

1. Recr'uitment of students from nearly every con9regatlonal school .

.2. Recruitment of lndlvlduals not c:urr'ently teaching Hebrew in order to add to the corps of quelified Hebrew teachers.

3. Recruitment of mentors to pair with students. We were particularly pleased to have recruited three day school teachers {with expertise In congregational school teaching as well).

4. The variety of settings and thG hlgh-quallty mentor expertise enabled us to make the most sultable matches.

5. Feedback from etudents and mentors has been extremely positive. StudGnts' responses to Evaluation Forms filled out anonymously at the last session of the first semostar concur. (See sample form, Appendix B.) Tl1e following are soma dlract student comments relating to the Instructor and Course Content. They reveal that we are meeting the needs of a d iverse group of students. Fifty percent of the students rated the Instruction as excellent; 50% rated It as very good.

Rt1.chal has pointed out practical steps and methods which wf/f help me teach Hebrew to my students more eff actively.

The literature distributed ond the issues raised In the lectures reaffirmed my feeling that I'm teaching effectively.

I'm going to use these naw Ideas In my class.

The most Important /earning for me is that every teacher has his/her own way of teaching and that we can learn from each other.

The size of the class was conducive to open discussions and exchange of ;deas. The readings were interesting and informative.

I learned how to apply naw and creative teaching techniques; gave me some tJdded "energy."

I enjoyed the presentations of my fellow classmates/teachers. I really teamed from obseNlng them, and this gave ma new Inspiration.

Responses to questions on the mentoring component were as follows:

I meet ond talk with my mentor on a dally basis. She is a wonderful friend and lnspiration to me, as well as a mentor.

I received help in Hebrew conversation, reading, grammar, writing and &ongtJ o.nd music.

She obseNed me, but we have not met to discuss. I have not observed her. I would like ~ new mt1ntor o~signed. I think mentoring ~ work.

I've met with my mentor one~. The meeting was successful. We exchanged and agreed on ideas about teaching.

Apr.22 1993 4:19PM P04KHGNE No.

She has pointed out more effeotive ways of teaching and has bo/stored my confidence by her approval of my teaching methods.

It provided me with professional and objective feedback as to how I'm performing as an eduoator.

Wo are observing each other and talking about the good things and ways to change other things.

PLANNED: WINTER/SPRING 1993

(Promotion and recruitment for the next semester will begin In early January. Courses are scheduled to begin the week of February 15.)

Spring 1993Semester II - Hebrew Teacher Training Program

"Hebrew In the Congregational Schools Semester II ׳־ Siddur/Prayet'Instructor: Rachel J. Buckman and guest lecturers

This course will focus on techniques and strategies for teaching Siddur/prayer. Students will continue the sequence of observations and conferencing with mentors.

"Teaching Jewish Values in the Classroom"Instructor: Qerard W. Kaye

Director, Olln Sang Ruby Union Institute, Oconomowoc, WlThis course will explore the teaching of Jewish values and their source material. Emphasis will be on the demonstration and development of experiential models for Jewish values in the classroom and beyond.

(This course offering is In actuality the first In a series of four courses that we hope to offer during the second and third years (as stated in our original proposal). Our target group is Judaica teachers in congregational schools across the grade levels. We are working together with the instructor to create the syllabus (see outline, Appendix C) and are confident that this course will be highly effective.)

1-'HUNE No. Rpr.22 1993 4 : 19PM P04

She has pointed out more effect/Vt~ ways of teaching ana has bo/stored my confidence by htJr approval of my teaching methods.

It provided me with professions.I and objective feedbt:,.ck as to how I'm performing as an eduoator.

We are obstml/ng each other and talking about tha good things and ways to change oth~r tning5,

PLANNED: WINTER/SPRING 1993

(Promotion and reorultment for the next semester will begin In early January. Couroa3 ore scheduled to begin the week of February 15.)

Spring 1993 S&m&ster II - Hebrew Teacher Training Program

"Hebrew In the Congregational Schoo/:, Semester II • Siddur/Prayer" Instructor: Rachel J. Buckman and guest lecturers

This course will focus on techniques and strategies for teaching Slddur/prayer. Students will continue the sequence of observations and conferencing with mentors.

"Teaching Jewish Values in the Classroom" Instructor: Gerard W. Kaye

Director, Olln Sang Ruby Union institute, Oconomowoc, WI

This course will explore the teaching of Jewish values and their source material. Emphasis will be on the demonstration and development of experiential models for Jewish values in the classroom and beyond.

(This course offering is In actuality the first In a series of four courses that we hope to offer during the second and third years (as stated In our original proposal). Our target group is Judaica teachers in congregational schools across the grade levels. We are work1r'lg together with the Instructor to create the syllabus (see outline, Appendix C) and are confident that this course will be highly effective.)

Apr.22 1993 4:20PM P05PHONE No.1-rom

MILWAUKEE ASSOCIATION FOR JEWISH EDUCATION

TEACHERS INSTITUTEHebrew Teacher Training Program

Instructor: Rachel Buckman 352-0469

Ina Regosln 962-8860

Monday, 7:30-9:00 p.m. Fall 1992

InstituteDirector:

Day/Time:

COURSE DESCRIPTION

This course will prepare the student for teaching Hebrew in the congregational schools. A variety of methods, techniques and strategies for teaching Hebrew reading, writing and comprehension will be presented and practiced.

Classwork will be supplemented with a mentoring relationship within the "home" school.

EXPECTATIONS AND REQUIREMENTS

1. Observations and meetings with mentor as established.

2. Individual conferences with instructor (to plan final project) as needed.

COURSE OUTLINE

Introduction and Course Overview 0 Why teach Hebrew o Understanding the student o Motivating the student

o Gordon, Yosl "Teaching Hebrew: Initial Considerations" from The Jewish Teachers Handbook, Vol. Ill, Ch. 10, ARE, 1982.

o Lederer, Richard, The Miracle of Language, Pocket Books, 1991, pp. 11-18,

0 Schlff, Alvin "The Significance of Hebrew Language for Jewish Education" from Contemporary Jewish Education,

October 5

Readings

1

r-rom • PHONE No. Apr. 22 1993 4 : 20PM P05


TEACHERS INSTITUTE

Hebrew Teacher Training Program

Instructor:

lnstl1ute Director:

e>ayffime:

R.achel Buckman 352-0469

Ina Regosln 962-8860

Monday, 7:30-9:00 p.m. Fall 1992

COURSE DESCRIPTION

This course will prepare the student for toachlng Hebrew in the congregational schools. A variety of methode, techniques and strategies for teaching Hebrew reading, writing and comprehension will be presented and practiced.

Classwork wlll be supplemontad with a mentoring relationship within the 'home" school.

EXPECTATIONS ANO REQUIREMENTS

1. Observations and meetings with mentor as astabllshed.

2. lndivldual conference~ with instructor (to plan final project) as needed.

October 5

Readings

COURSE OUTLINE

Introduction and Course Overview

o Why teach Hebrew

o Understanding the studant

o Motivating the student

o Gordon, Yosl "Teaching Hebrew: lnlllal Considerations" from The Jewish Teachers Handbook, Vol. Ill, Ch. 10. ARE, 1982.

o Lederer, Richard. The Miracle of Language, Pocket Books, 1991, pp. 11-18.

o Schiff, Alvin "'The Significance of Hebrew Language for Jewish Education" from Contemporary Jewish Education.

1

H p r . tL׳ d 1 y y js 4 : ׳ m P 0 6|-MUINfc (NO.1־ rom

o Siegel, Morton K. "Hebrew in the Afternoon ReligiousSchool'1 from Pedagogic Reporter, Vol. 34, No. 1, January 1983.

o Steinberg, Samuel. "Hebrew In the Curriculum" fromPedagogic Reporter, Vol. 34, No. 1, January 1983.

Lesson Planning o Creating a Hebrew Atmosphere o Basic principles of lesson planningo Structure of lessono Practical work with lesson planningo Creating a Hebrew atmosphere with bulletin boards0 Using Hebrew In class

o Azriel, Elyce Karen "Bulletin Boards: An Effective TeachingTool" from The Jewish Teachers Handbook, Vol. Ill, Ch. 2. ARE, 1982.

o Glassman, Barbara "The Creative Hebrew Teacher’s Helper"from The Jewish Teachers Handbook, Vol. II, Ch. G. ARE, 1981.

Plan a bulletin board around the holiday of your choice. Draw a sketch of the board, Include purpose of board, when and how it will be used In your class, who will make It, what materials you will use.DUE: November 2.

Hebrew Reading Io Approaches to teaching readingo Reading rules for teacherso Phonetic approach and exercises

Hebrew Reading IIo Whole word approach and exerciseso Reading gameso Correcting mistakes

Choose a text and present a 3 minute exercise for reading practice. It may be a game, for individuals, group, or whole class.DUE: November 16.

October 26

Readings

Assignment

November 2

November 9

Assignment

2

rrom .

October 26

R&:adlnga

r'HUNt:: NO, ,

o Siegel, Morton K. 11Hebrew In the Afternoon Relig\ous School11 from Pedagogic Reporter, Vol. 34, No. 1, January 1983.

o Steinberg, Samuel. "Hebrew In the Curricul1.Jm" from P9dsgogio Raporter, Vol. 34, No. 1, January 1983.

Lesson Planning o Creating a Hebrew Atmosphere

o Basic prlnciples of lesson planning

o Structure of lasson

o Practical work with lesson plannlng

o Creating a Hebrew atmosphere with bulletin boards

o Using Hebrew In class

o Azrlel, Elyce Karen 11Bulletln Boards: An Effeetive Teaching Tool" from The Jewish Teachers Handbook, Vol, Ill, Ch. 2. ARE, 1982.

o Glassman, Barbara 11The Creative Hobrew Teaeher's Helper" from The Jewich Teachers Handbook, Vol. 11, Ch. 0. ARE, 1981.

Aaalgnm,nt Plan a bulletin board around the holiday of your choice.

November 2

November 9

Draw a sketch of tho board, Include purpose of bol!lrd, when and how It will be used In your class, who wlll make It, what materials you wlll use.

DUE: November 2.

Hebrew Reading I

o Approaches to teaclling reading

o Reading rules for teachers

o Phonetic approach and exercises

Hebrew Reading II

o Whole word approach and exercises

o Reading games o Correcting mistakes

Aaelgnment Choose a text and present a 3 minute exercise for reading practice. It may be a game, for Individuals, group, or whole class, DUE; November 16.

2

Apr.22 1993 4:22PM P02PHONE No.

A Personal Approach to G-d and Prayer. Guest Lecturer — Rabbi Lee BuckmanPreparing to Teach a Teflllah.a. Joel Grishaver’s Pardes modelb. Finding the sources of the prayer, midrashim associated with the prayer,

history of the prayer, relevance of the prayerc. Sources (bibliography) for researching prayersMarcus, Audrey Friedman, ed., The Jewish Teachers Handbook, Volume III.

Alternatives in Jewish Education, Inc. Denver, 1982. pp. 115-132.Art and Games for Teaching Teflllaha. Using all of the senses in understanding the prayerb. Making the prayer relevantc. Worship services - Segald. Creativity Center materialsModeling the Teaching of a Teflllaha. Researchb. Discussion or activity with students about the prayer0. Practice reading prayerd. Choreography of prayere. Other activities (games, art)f. Actually prayingTo Pray as a Jew, Donin. pp. 319-328.Jewish Worship, Millgram, pp. 297-299.Cooperative Learning, Family Education and Other Formats.Guest Lecturer -- Karen Sobel, Jewish Educatur

Classroom Management. Guest Lecturer -- Menzy Eisenberg, Jewish Educator Talking About G-d to Children. Guest Lecturer -- Karen Subel Final Projects Final Projects

February 22 2.March 1 3.

Reading:

March 8 4.

March 15 5.

Readings:

March 22 6.

7.8. 9.

10.

March 29 April 19 April 26 May 3

ASSIGNMENT: FINAL PROJECT

Working in groups or individually:

י* Choose a teflllah.

■ Research its background.

■ Create a lesson plan using techniques modelled in class.

“ Include follow-up activities and/or family involvement.

fJjoutlynti

February 22 2.

March 1 3.

Reading:

March 8 4.

Mnrch 15 S.

Readings:

March 22 6.

Mnrch 29 7. April 19 8.

April 26 9. Mny3 10.


A Personu.l Approach to G-d and Prayer. Guest Lecturer -- Rabbi Lee Buckman

Preparing to Teach a Teffllah a. Joel Grishnver's Pardes model b. Finding U1e sources of the prayer, midrnshim associated with the prayer,

history of the prayer, relevance of the prayer c. Sources (bibliography) for researching prayers

Marcus, Audrey Friedman, ed., The Jewish Teachers Handbook, VolumB 111. Alternatives in Jewish Education, Inc. Denver, 1982. pp. 115-132.

Art and Gomes tor Teaching Teftllah a. Usin~ all of the senses in understanding the prayer b. Makin~ the prayer relevant c. Worship services - Segal d, CreatiV1ty Center materials

Modeling the Teaching of a Tefill11h a. Research b. Discussion or activity with students about the prayer c, Practic:e reading prayer d. Choreography of prayer e. Other activities (games, art) f. Actually praying

To Pray as a Jew, Donin. pp. 319-328. Jewish Worsl,ip, MU!gram. pp. 297-299. Cooperative Learntn,, Family Education and Other Formnts. Guest Lecturer -- Karen Sobel, Jewish Etlucatur

Classroom Management. Guest Lecturer -- Merzy Eisenberg, Jewish Eciucator

Talldng About G-d to Children. Guest Lecturer -- Karen Subcl

Fioal Projects

Final Projects

ASSIGNMENT: FINAL PROJECT

Working in groups or individually:

• Choose a tcfillah.

• Re!learch its background.

• Create a lesson plan using teclu1iques modelled i..n class.

• lm,;ludc follow-up activities and/or family involvement.

ll:outlynti

Apr.22 1993 4:23PM P03PHONE No.I I l_»l 11


TEACHERS INSTITUTE

Teaching Jewish Values in the Classroom

Ina Regosin, 962-8860

Gerard W. Kaye, Director Olin Sang Ruby Institute Oconomowoc, Wl

Wednesday, 7:30-9:00 p.m. Winter/Spring 1993

Institute Director:

Instructor:

Day/Time:

COURSE DESCRIPTION

Participants in the course will focus on direct issues of Jewish values and their conveyancc withinthe classroom and beyond. Themes of the course will deal with definition of values, selection of valuoladen issues and the application of a Jewish understanding of values in a non-Jewish world.

Participants will be asked to actively participate in classroom discussion, bringing their own unique experiences to the group. Emphasis will be directed to an experiential model of teaching. Suurcc material and primary textual material will provide the foundation for the reading list. This will, of course, be augmented by supplemental selections. Each participant in the class will also be engaged in a demonstration project as part of the program.

TEXTS; Sherwin, Byron and Seymour Cohen, How to Be a Jew: Ethical Teachings ufJudaism, Ai'OiiSOil, 1992.

Recommended: Kadden, Barbara Binder and Bruce Kadden, Teaching Mitzvot, Alternatives inReligious Education, 1988.

Vorspan, Albert and David Saperstein, Tough Choices: Jewish Perspectives on Social Justice, UAHC, 1992.

COURSE OUTLINE

February 17 1. What is Kedushah? How do we select the values we teach? This session willinclude a focus on the Jewish home, its nature and distinction."...inscribe them on the doorposts of your house and on your gates." Deut. 6:9,11:20

"The alchcmy o f home life went far to turn the dross of the Ghetto into gold." Magnus, Jewish Portraits. 1905, p. 27.

1

I I UIII • PHONE No. Apr. 22 1993 4:23PM P03


TEACHERS INSTITUTE

Teaching Jewish V,ilues ln the Classroom

Institute Director;

Instructor;

Ina Regosin, 962-8860

Gerard W. Kaye Director Olin Sc\n~ ~ub~Jn~titute Oconomowoc, WI

Wednesday, 7:30-9:00 p .m. Winter/Spring 1993

COURSE DESCRIPTION

Participants in the course will focus on direct issues of Jewish value& and their conveyance within the classroom and beyond. Themes of the course will deal with definition of v11lucs, selection of valut;•l11c.lcu issues aud the application of a Jewish understnnding 0£ values in a non-Jewish world.

Participants will be asked to actively participate in classroom discussion, bringini their own unique experiences to the group. Empho.sfs wlll be directed to an experiential mo<ld ot teaching. Suun;\.: material and prfrnaLy le.dual material will provide the foundation for the reading list. 'l'his will, of course, be augmented by supplemental selections. Each participant in th~ dass wil1 aim be engaged iu a dcmouslration pmjcct as part of the program.

TEXTS;

Recommended;

F~bcuary 17 1.

Sherwin, Byron and Seymour Cohen, Hvw tv JJe a J(fw: Ethir.:u.l Tttuclting,· of Judo.ism, AJ·cmson, 1992 .

. Kaddcn1 .8arbara Binder and Hrnce Kadden, Teaching Mitzvut, Alternatives in Religious Education, 1988.

Vorspani, Albert and David Saperstein, Tougli Cltolt.•es: Jewish Perspectives on SodulJu:,tic:e, UAHC, 1992.

COURSE OUTLINE

W11at is Kedusliali? Hmv <k we sel.ect tlie values we teach? This session will .include a focus on the Jewish home, its nature a11d disL.iuctiou.

• ... in,crlbe them on the doorpo&~ of your hou&e and on your gates.~ Deut. 6:9, 11:20

"The alchemy of home l!fc went far to tum the dross of Lhe Ghetto into golt.l." Magnus, Jewish Portraits. 190S, p. 27.

1


The Jewish Family. Here the class will turn its attention inward with an opportunity to share something of the special quulities of the values of the family that muke unique Jewish distinctions.Reading from Stampfer and Reimer, Jewish Ethical Wills.

"The father is obligated to circumcise his son, to redeem him, to teach him Torah, to have, him wed, and to teach him a craft. Some say to teach him to swim as well. Rabbi Judah said: Ho whu dues not leach his son a craft...is as though he taught him to steal." Kiddushin, 20a

"A man’s marriage partner is from the Holy One. At times, a man is guided to his spouse’s home; at other times, the spouse is guided to the man's home.״ Genesis Rabbah 68:3

Ben Adam I’Chavero. An exploration into the nature of responsibility with anapproach to the Divine Spark and its implications for humankind."Rabbi Joshua ben Levi said: When a man walks on the highway, a company o f angels goes before him announcing; ‘Make way for the image o f the Iloly One, the Kadosh Baruch Hu.,M Deut. Rabbah 4:4

"Our masters taught: 'Thou shalt not hate Ihy brother in thy heart* (Lev. 10:17). You might suppose ilial Scrlpturc bids you not to strike him, not to slap him, not 10 cursc him. But insaying, "In thy heart," Torah also bids you to have no hatred in your heart.'" Aruchln J6b

The Tale of Two Brothers.

No Session

The Stranger in Your Gates. Relating the prophetic to the pathetic. Bringing Torah into the world in which we live as we focus on religious commitment."Whoever has the ability to prevent his household (from committing a sin) and docs not is accountable for the sins o f his household; if he could do so will! his fellow citizens (and does not), he is accountable for his fellow citizens; if the whole world, he is accountable for the whole world." Shabbat 54b

"...commiserate with the poor man in his troubles, and speak to him always comfortingly." Shulchan Aiuch - Yoreh Deah, 294:3

"Our master taught: Lovine-kindncss is greater than charity in three ways. Charity is done with one's money, while loving-klndness may be done with one's money or with on e’s peison. Charity is given only to the poor, while loving-kind ness may be given to the poor ajiu to the rich. Charity is given only to the living, while loving-kindness may be shown lo both the living and the dead." Sefer Aggadah 3:351

The Book of the People. Implications of the word, both spoken and written."Moses received the Torah at Sinai and handed it to Joshua, Joshua to the elders, the elders to the prophets, and the prophets to the Men uf the Great Assembly." PirkeAvor, 1.1

"The Men of the Great Assembly used to say: Make a fence around the Torah." Avot. 1.1

"What is lofty may bo said in any language, and what is mean Should be said in no language." Maimonidcs, Commentary to Mishna: Avut, 1168,1.17

"Rabbah bar Shila said in the name o f Ray Hisda: When a man fouls his mouth with obscenity, Gehenna is made deeper for him, as it is said, 'A deep pit is for the mouth that speaks obscenity* (Prov. 22:14). R. Nahman bar Isaac said: A lso for him who hears It and remains silent.’" Shabbat 33a

February 24 2,

March 3 3

March 10

March 17

March 24

2

From

February 24 2.

March3

M,u-ch 10

March 17

Morch 24

3.

4.

5.

PHONE No. Apr.22 1993 4 : 23PM P04

The Jewi.vli Fumily. Here the cfoss will turn its attention inward with {ln opportunity Lo share something of the special quulities of the values of tht: family that muke unique Jewish distinctions.

Reading from Stumpfer and Reimer,Jcwish Ethical Wills.

"The father ls obtlGoted to circumcise hi& son, to redeem him, to teach him TorRh, lo hRvl'. him wed, and to l~ch him & emf\. Some say to teach him to swim as well. R.nbbi Judah snicl: He who tlui:s nol teach hl.s son a craft ... is as though he taught him to steal." Kuldushin, 20a

• A man's marriage partner is from the Holy One. Al times, a man is suidcd lo his spouse', ho1ne; nl other times, the :spo~e l$ guided to the man's home.• Cenc.ri.r Rabbah 68:3

Ben A.dam l'Chavero. An exploration into the nature of responsibility with an approach to the Divine Sp3rk and its implications for humunkind.

•Ro.b11l Joshuo ben Levi told: When a man walks on the highway, n company of s.ngal~ goes before Ilim aunounc!ng: 'Make way for the image of lhe IIoly One, the Kadosh Bnruch Hu.•~ Deur. Rt1bbah 4;4

•our masters taught: 'Thou shult not hute thy brother in Uiy heart' (Lt!v. lr>:17). You mighl. suppose that Scdpturc blds you not to strike him, not to slap him, nol 10 curse him. But in saylng, "In thy heart~" Torah also bids you to have no htttrcd in your hc:ul, •• Aruchin 161,

The Tale of Two Brothers.

No Sesslon

The Stranger in Your Gate5. Relating the prophetic 1.0 I.he pathetic. Bringing Torah into the world in which we live as we focus on religious commitment. "Whoever ha., the ability to prevent his hou:ichold (from comtnitting a ~in) ancl doc~ not b account.lble for the slns of Ids household; lf he could do so wilh his fellow cilh:e11s (and does not), he is accountable for his fellow citiz.cnsj i( the whole wol'ld, he ls accountable for tlic whole world.• Shabbat 54b

• ... commiserate wfth the poor man In his troubles, and speak to him always comfortingly." Slrulclra11 A,ucli • Yoreh Deali, 294:]

•our ma~tcr u,ught: Loving·k.lndn~s 1s greater than charity in three waye. Charity is done with one's money, wl\lle lovfng-ldndncss may be done wilh one's 111011ey or with one's pe1s011. Charity is given only to the poor, whlle lovlng-klnduess misy be given lo tht: Jllll>r imu Lu th1.: rich. Charity is given only to the living, while loving-kil\dness may be shown to buth the living And the de4d.w SeferAggadti/1 3:351

The Book of the People. Implications of the word, both spoken and written.

"Molles rccclvcd the Torah at Slnat an<1 nanaea it to Joshua, Joshua to the elders, the ciders to the prophets, and the prophets to lhe Men ur the Creal A:;i;1;mbly! Pirke Avor, 1.1

"The Men of the Great Assembly used to say: Mak.ea feni.;c uruuml the Turuh." Avor. 1.1

"Wllul ui lufty muy bo sald ln any language, and what Is mean sllould be said in no language." Maimonides, Conunenta1y to Mishna: Avu4 l 1681 ].17

"Rnbball bar Shila said Ju lhc name of '.Rav Hi.sdH: When a man fouls his mouth wlch obscenity, Gehenna ls made deeper tor him, as ii is s1:1it.1 1 'A .Jeep p!t I~ (or the mouth that speaks obscenity' (Pwv. 22:14). R. N11hman bar Isaac said: Also for hlm who hears h and remains silent.'' Shabbat JJa


6. Kibbutz Galuyot. There arc only twelve classic Jewish faces in the entire world.

Demonstration project.

7. Take the Earth ami Subdue It. Judaism’s contribution to the notion ofstewardship of the world."In the hour when the Holy One treated the first human being, God took Adam before all the trees of the Garden of Eden and said: ‘See My works, how fine and excellent they are!A il that I have created I have created for you. Think upon this, and do not corrupt and desolate My world; for, if you corrupt It, there is no on© to set it right after you.1״ EcclesiastesRabbah 7:28

T h e lettere o f the Hebrew words ‘Elohim1 and ,HaTeva' have the same numerical value." Shneor Zalman, Likutei Amarim (1760), p, 150

8. Celebration and Ritual. This session is devoted to the understanding of theJewish concept of sanctification of time.

Selection from Abraham Joshua Heschel.

“Rabbi Shimon ben Yochai taught: The Sabbath spoke right up to the Holy One: Master ofthe Universe, each one of the days has a mate (six weekdays make three couples), but I haveno mate. The Holy One replied: The congregation o f Israel shall be your mate. And when Israel stood before Sinai, the Holy One said to them: Remember the special thing I told the Sabbath, that the congregation of Israel is to be your mate. It is this that is implied in theverse 4Remember the Sabbath Day to keep it holy ,Genesis Rabbah 11:8 ’,(Exodus 20:8) ׳Yatkut, Bcrcshit art. 17.

The Birthday Party.

All Jews a״ .9 re one to the other."

10. Final Projects

March 31

April 14

April 21

April 28

May S

3

I3:tljva!u3

From

March 31

April 14

April ll

April 28

Mays

l3:tljvalu3

6.

7.

8.

9.

10.

PHONE No. Apr. 22 1993 4 : 24PM P05

KibbUlZ Galuyot. TI1erc are only twelve classic Jewish faces in the entire world.

Demonstrntion project.

Take tM Earth and Subdiu It. Judaism's contribution to the notion of stewardship of the world. "In the hour when tho Hol)' One created the first human being, God look Adam before 1111 the trees of the Gar<1en of &!en am! said: 'See My works, how tlnc and e,cuellenl thGy are! All that I have created I have created for you. Think upon this, o.rid do not corrupt 1rnd desolate My wurld; for, If you corrupt It, th(.;re; ls no oue to set it ritht after you.'fl Ecdesit1stl'& Rabbah 7:28

"llle kllcn; or the Hebrew words 'Elohim' and 'Ha.Teva' hsvo the same numerical value." Shneor Zalman, Likuttl Amorim ( 1760 ), p. 1 JO

Q:/4:br"'"'" alld Rilual. This session is devoted to the understanding of the Jcwjsh concept of sanctification of time.

Selection from Abraham Joshua Heschel.

"Rabbi Shimon bcn Yochnl taught: The Sabbath spoke right up to the Holy One: M11s1er of thu Unive1se, each one of the days has a mate (six weekdays make threo oouples), hut I have no mate. The Holy On~ rcpli~: The oongrcgation of Israel shall be your mote. And when Israel stood before Sinai, the Holy One said to them: Remember the special thing I told the Snbbath, that the congregation of bruel is lo be your mate, It is this that ill implied in the verse 'Remember tho Sabbath D11y to keep It holy' (Exodus 20:8)," Genesis Rabbah 11:8, l'atkui, Bercsliir im. 1 '1.

The Birthday Party.

"All Jews ore one to t1,e otlier. 11 ----------Fin a 1 Projects

3

Apr.22 1993 4:25PM P06I-------------------I

PHONE No.From

M ilwaukee Association for Jew ish EducationJMAJEMILWAUKtt. WISCONSIN 532176401 NORTH SANTA MONICA BOULEVARD H210

Course: _

Instructor:

COURSE EVALUATION FORM

1. Please rate your overall satisfaction with this course (Instructor's knowledge of the subject,effectiveness as a teacher, preparation and organization).

1 2 3 4 5Poor Excellent


____ Judalca Teacher _____ Not currently teaching

_____ _ Hebrew Teacher ____________ Hebrew Teacher(Congregational School) (Day School)

3. Please check below all the reasons for taking this course that apply to you.

____ To meet requirements ____ To learn about the topic

____ To work toward a degree ____ Recommended/required bymy supervisor

_____ For personal development




7. In what ways would you like to see It improved?

8. Any other comments..

From : PHONE No. Apr. 22 1993

..MAJ Milwaukee Association for Jewish Education

6401 NORTH SANTA MONIGA tlOULEVARD ff210 • MILWAUKl::.t::. WISCONSIN 5J217

Course:--------------------------------Instructor: ____________________________ _

COURSE EVALUATION FORM 1. Please rate your overall satisfaction with this course (lnstructor':i knowledge of the subject,

effectiveness as a teacher, pr(;)paratlon and organization).

1 Poor

2 3 4


Juda lea Teacher

Hebrew Te~cher - (Congregational School)

_ Not currently teaching

Hebrew Teacher - (Day School)

3. Ple~se check below~ the reasons tor ta.king this course that apply to you.

_ To meet requirements

__ To work toward a degree

_ For p~rnonal development

_ To learn about the topic

_ Recommended/required by my supe>rvlsor




7. In what ways would you like to see It Improved?

8. Any other comments ...

5 Excellent

fipr.14 1993 10:30flM P01PHONE No.

F a >i M e m o v a n d u m

TO: Annette Mnchsttain, 9«>ymcmr Fen! and £3hmu«l Wyguda St©v® Hoffman and H«nry SuckerGinny Levi

F R 0 M : S h u 1 a m i s 1: m» נ ~l ו 11 r

RtL : Fl int Pro j oc. t / ties t Practice!#: M i l w a u k e eD A T E : A p r i l K-t, 1993

The pnclossd momo from Ruth Cohen in Milwaukee provides a good ®summary of thra activity that Harry and I desscr גLi vd in the tftlscon thins morning.

,

PHONE No. Apr. 14 1993 10:30AM P01

TO: Arn1c,d:t~·• 1-lnchstcili,,, E,c;;1 ymc:,u,- Fc-,H .:11-..d Ohm~.tc>!l Wy~1od,~ S't'.')VliJ l··k,·f·frnan .:.u-H.l Hgn1·y 2uc.:l(r~, ..

C--ii.nnv l..evi r:r,DM: Shul.~mith l-·lr-d:p1-RE: Pllnt ProjGct/8ent Practica~: Milwaukwe DATE l Ap1- i 1 11.1 I 199:-3

The r>nr:lusCia!d 111t>rT1C1 ·f1--c,m {~t.d:;h Cc:ohen in Mi lwc'\1..tkt;:!t'! p, 1:•vi.r.h.-?1:, a gc,c,d <,11mma1-y c:,f thR .H:tivl. h~• th ,sd; l::iot\i-l"Y ar,d J d1::1~H. r ~L1~td in tlic,:, 1':1"~11:'!C.:or,

-\;hi. ti mcin11 ng.

I ' .. , .

bcc: Shulamith Hlster Jfiarry Holtz

M ILW AUKEE |EW ISH FEDERATION

MEMORANDUM

TO: Jane Gellman, Howard Neistein and Louise Stein

FROM: Ruth Cohen

DATE; April 2, 1993

REi Best Practices/Supplementary Schools(Revision #2)

PleaBe review the following summary of the steps for initiating activity in the area of Best Practices in the supplementary achoolu. Your comments, revisions, etc. would be appreciated.

stag.. 1

Barry Holtz will.develop a one page prospectus that will outlinethe ,following! ■'

0 What services are available through CIJE/Dest PracticesProject, who can assist participating synagogues, and how would this assistance be provided.

o What are the expectations from participating synagogues.

Step 2

The Lead Community Co-Chairs and Project Director would identify several individuals, who are members of the Commission on Visions and Initiatives in Jewish Education, to contact the rabbis of each synagogue and invite them to participate in the Best Practices/Supplementary Schools initiative.

Step 3

Tha Lead Community Director, Co-Chairs and the designated contact person would meet with, interested rabbis to further explain the Best Practicee/Supplementary Schools plan. The rabbi would be asked to identify 3-4 key players who would form a 1'synagogue team"to support the development of a "Best Practices" plan .which is responsive to institutional needs.

13C.0 N. l‘rosp«ct Avenue Milw.1״kc.H, Wisconsin . 0 2 - 3 )׳33?. )y4 414-271-8338 TAX 414-271->081׳

Richard H. Mc.:ycrLava uiivv V7ce President

[<<!tsy I , C 1 con President

bee: Shulamith Fl::.ter j Rarry Holtz

TO:

FROM:

DATE:

RE:

MIi.WAUKEE IEWISH FEDERATION

MEMORANDUM

Jane Gellman, Howard Neiatein and Louise Stein

Ruth Cohen ~~/ April 2, 1993

Beat Practices/Supplementary Schools (Revision #2)

Ple~se review tha following aununnry of the steps for iaitiating activity in th~ .o.rea of BeGt Pract ices in the supplementary gchool.a. Your eommentis, revia.:Lona, etc. would be appreciated.

Ste.R 1

Barry Holtz will . develop a one page prospectus that will out.liue the .following: '

0 .

What aArvioee are available through PrC')jeot, who ca.n assist. participat..i.ng would this assistance be pr~vided.

CIJE/Deist eynagogues,

Pro.cticea and how

o What are the expectations from participating synagogues.

Step 2

The Lead Communit.y Co-Chairs and Project Director would identify eeveral individuals, who are members of the Commission on Visions and Initiatives in Jewish Education, to contact the rabbis of each synagogue and invite them to participate in the Best Practices/Supplementary Schools initiative.

S½:.eo 3

The Lead Community Director, Co-Chairs and the designated contact person would meet with . interested rabbis to further explain the Best Practicee/Supplementary Schools plan. The rabbi would be asked to identify 3-4 key players "1ho would form a 11 synagogue team11

to support the development of a "Best Practices" plan .which is responsive to institutional needs .

13(,0 N, l'ro:;pcc:I Avl:'m1l: Milw,rnkc:ti, Wis<.:omln .'i :{l.02·30~J4

[kt~y I . Cu:\:11

f'rt•sidcn/ l{icharcl H. Mc.,y1.:r

ba,c JJtiVl' .Vit.:t! l'rcslc{(-,a

fAX 414-2 71-/flf!l

y

Page 2

The Synagogue Team would include at minimum, the rabbi and one lay leader.

Step 4

Barry Holtz and Shulamith Elster will conduct a seminar for 1;11«3 synagogues ' teams to present the Bast Practiooa Project and discussopportunities for receiving actual programmatic and planning assistance from the Best Practices Project,

The teams would be invited to participate in an individual consultation session with Barry and Shulamith approximately one-two weeks later.

Step 5

Barry and Shulamith will conduot individual consultation sessiono with interested teams to discuss their concerns, needs, future plans, etc.

RC/nm

/ -,I

,.,1 ,;

Page 2

The SynagoguA Team would include at minimum, the rabbi and une lay leader.

Step 4

Barry Holt.,: J;\nd Shulamith Eleter will conduct ~ oeminar for tht::, synagogues I teame to present the Beat Practices Project a.ud dil!lcuiH1 opportun..i. ties for reoe i.vinCJ actual ~rogrammatia ancl plilnning aeeiotance from the Best Practices Project.

The teams would hA invited to participate in An individual consultation session with Barry and Shulamith approximately onetwo weeks later,

Steo 5

Barry and ~hu,lamith will. oonduot individuul consu.ltation aei.rn.i.oni::, with int~rested teams to disouae their concern~, needs, future plane, etc.

RC/nm


m e m o r a n d u m

TO; Shmuel WygodaMandel Institute, JerusalemFax #: Oil 972 2 619-951

FROM: Dr, Ruth CohenMilwaukee Jewish Federation Fax #: 001 414 271-7081

DATE: April 8, 1993

Dear Shmuel,

As I mentioned to you during our previous conversation, JaneGellman, Louise Stein and I will meet on Wednesday, April 14between 9:45 a.m. to 12 500 p.m. Milwaukee time. You can reach us at the following telephone number:

(414) 962-8288

L 'Hishtamea,

Ruth

RC/nm

0*Ky I.. CrecnP t ' Q S i t J p n 1

TO:

FROM:

DATE ;

-1 I •~, I -T·~, ... ,'.:"


MEHORANl>UM

Shmuel Wygoda Mandel Insti tute, Jerusalem Fax t: 011 972 2 619-951

Dr. Ruth Cohen Milwaukee Jewish Federation Fax i: 001 414 271-7081

Ap.ril 8, 199l

Dear Shmuel,

As I mentioned to you duri ng our previous conversation, Jane Gellman, Louise Stein and I will meet on Wednesday, April 14 between g:45 a.m. to 12;00 p.m, Milwaukee time. You can reach us at the following telephone number:

L'Hiahtamea,

Ruth

RC/ run

(414 ) 962-8288

I )60 'l Pro<pect Av~nue

(J,:,1w I. Crc~n 1-'res,d""'

_,.

Mar.25 1933 12:48PMPHONE No.

MILWAUKEE JEWISH FEDERATION1 9 0 2 - 1 9 9 ?

recognizing SA years o j service u>Ihe Jewish community

March 12, 1993

Dr. Shulamith Slater 6424 Needle Leaf Dr.Rockville, MD 20852

Dear Shulamiths

We are looking forward to you and Barry Holts visiting Milwaukee on Tuesday and Wednesday, March 23 and 24. The agenda for these two days ie ac follows 1

Tuesday! March 23

9:00 - 11:30 a.m. ~ Meeting with Jane Gellman, Louise Stein# HowardNeistain and Ruth Cohen {Room 218-JCC)

Noon - 1:30 p.m. - Lunch with Dr. J o s h u a Chorowaky, I n a Regosinand Ruth Cohan (Anchorage Restaurant)

3i30 - 5:00 p.m. - Visit Congregation Sinai - Supplementary School

6:30 - 8500 p.m. - Dinner with Ruth Cohen, Jane Gellman, LouiseStein and Howard Nej.f3toin

March 24

RjOO 30! 9 י-י a.m. — I perakf ast with Louise Stein, Jane Gellman, Ruth. ... — — — -"*”Cohen and Howard Neistein

Noon - Visit Yeshiva Elementary School - ן 00 10

12:30 - 2:00 p.m. י״ Lunch with Ruth Cohen

2i30 - 4:00 p.m. - Visit Milwaukee Jewish Day School

4:15 - 5;15 p.m. - Meeting with Jay Roth, Executive Director, JCC,Howard Neistein, Jane Gellman, Louisa S־tein and Ruth Cohen (Room 218-JCC)

1360 N, Prospect Avenue Milwaukee, W isconsin 53202-3094 414-271-8338 FAX 414-271-7081

Deisy L. Green Richard H, Moyer

Fr"om

March 12, 1993

Dr. Shulamith Elster 6424 Needle Leaf D~. Ro~kvAlle, MD 20852

Dear Shula.mith:

PHOt~E No.

MILWAUKEE JEWl~H FEOERATION 1902 199;.

rrc·o11ni:in1: ~ years of ,,;,,rvia w the Jewish wmm11nity

Mar.25 1933 12:48PM r-04

We are looking forward to you and Barry Roltz visiting M1lwaukee on Tu0eday and wedneaday, Mareh 23 and 24. The ~gendd fo~ the~~ t.wn days ie ao followat

TUasgay, March 23

9:00 - ll:30 a.m. - }footing with Ja.ne Gellman, Louiise S-t;ein, Howard Neist8in And Ruth Cohen {Room 218-JCC)

Nonn - 1:~n p.m. - Lunch with Or. ~oahua Choroweky, Ina Rego~in a nd Ruth Cohen (AnchorAge Restaurant)

31 30 - 5 t 00 p.m. - Via.:Lt Congregation Sinai - Supplementary School ~

6:30 - 8:00 p.m. - Dinner with Ruth Cohen, Jone Gellman, Louise

1~ 0 Stein and Howard Neiatoin

01/ ~._J-1:a.r~h~--

( -:::::: 30 a.m. - ~faet with Louit,e St@in, .,ane Gellman, RuLh \.:::.· - - -------- --Cohen and Howard Neiatein

10: 00 - Noou - Visit. Yeshiva. Elementary School

12:30 - 2:00 p.m. - Lunch with Ruth Cohen

2:30 - 4:00 p.m. - Visit Milwaukee Jewish Day School

4: 1~ - 5~15 p.m, - Mee\.in9 with .Jay Roth,, Executive Director, JCC, Howard Neisteln, J'aue Gellman, Louii.s Stein and Ruth Cohen (Ro~n 218-JCC)

414-271-8338 FAX 414-271-7081

Oeoy L. C reen

PHONE No. : Mar.25 1993 12:49PM P05

Dr. Shulamith Elster March 12, 1993 Page 2

The Jewish Community Center has just received a two year grant from the Helen Bader Foundation to start a family eduaa-Lioji/etaf f development program. Jay would like to discuss his plana with, you and get your input. A copy of the proposal ia enclosed.

I am looking forward to seeing you on March 23.

Sincerelyr

Dr! Ruth CohenDirector, Lead Community Project

RC/nm

enclosure

cci Barry Holtz

F rom ׳.

I

)

From

Dr. Shulamith Elster March 12, 1993 Pa;e 2

PHONE No. Mar .25 1993 12:49PM P05

The 3owish Community Canter has just received a two year grant from the Yulen Bader Foundation to start a family educ~t.;i.c,:m/ staff develo~ment program. Jay would like to discuss his plans wit.h you and get your input. A copy 0£ the proposal is encloaed .

ram looking forward to g~eing you on Mareh 23.

Sincerely,

~~~ Dr, nuth Cohen Director, L•ad Community Project

RC/nm

enolosura

CCI Barry Holtz

TO MANDE L I N S T P A G E . 0 0 4MAR 25 ’ 93 1 7 : 0 7

C U E Staff Telecan Page 3March 24, 1993

C. Baltimore

A meeting has been scheduled for May 14 at which presentations will be made to a group of ccxrnunity professionals an the ■work of C U E . SE •will meet with the Baltimore team cn April 2 to prepare for that May 14 m ating. She w ill talk with them at that time about the possibility of including meetings with lay people an that May date.

SE and BH have begun to talk with Baltimore about pilot projects. !here are seme materials on the "teacher specialist"

concept which SE will circulate to this group. This project has been funded; the professional advisory caamittee has met; and this project is under way. Baltimore has received funding to expand Israel programming for teens. [Later: At this stage of the projects, do they qualify as pilots?] Finally, Baltimore is responding to a request by a local synagogue to rethink its supplementary education program.

When SHH calls Daryl Friedman to talk about David Hirschhorn's interest in being involved locally, he w ill also ask about the status of lay participation in the Lead Carrnunity activity.

C. Milwaukee

SE and EH were in Milwaukee for a series of meetings and visits to schools an March 23 and 24. The Milwaukee cccmissian has been established and is planning to work aver the next six months through task forces cn personnel, supplementary schools, and strategic planning. They are ,working on developing a pilot project based cn the Best Practices in the Supplementary Schools

report.

It was noted that a project cn staff development an family education through the JCC has been funded for two years by the Bader Foundation. Daniel Bader is enthusiastic about CU E and pleased to be an the board. It was suggested that we begin to develop aur relationship with him. It may be that Chuck Katner could be an effective mentor for him. This w ill be considered

further.

It was reported that Milwaukee has expressed concern about their perception that CUE is not meeting its part of the bargain in the monitoring, evaluation and feedback project. Milwaukee was expecting feedback an the work they have already undertaken and would like that process to begin as socn as possible.

MAR 25 '93 17:07

cr.:ra Staff Telecon March 24, 1993

C. Bal tixrore

TO MAN DE LI NS T PAGE . 004

Page 3

A meeting has been scheduled for Ma:y 14 at which presentatioos will be i:rade to a. group of ccmrunity professionals en the work of CLJE. SE will meet with the Ea.ltim:ire team on April 2 to px-~ far tMt May 14 :ini;w;ting. ~ will talk with then at that ti.IOO about the possibility of including meetings with lay people on that May date.

SE and l3fi have begun to talk with Baltil:rore about pilot projects, 'Ibere are sane materials on the "teacher specialist11

concept '\ldtlch SE will circulate to this group. This project has been funded; the profesaic:nal advisory ccmnittee baa met; and this project is under w.cy. Balti.lrore has received funding to expand Israel ~ for teens. [Later: At this stage of the projects, do they qualify as pilots?] Finally, Balt.ilrore is respo::id.:i.ng to a request by a local synagogue to rethink. its supplanentary educatim p:taj.tdUl,

When SHH calls Daryl Friedn'Bn to talk about David Hirschhorn' s interest in being involved locally, he will al.so ask about the status of lay pa...-ticipatic:n in the Lead Ccmrunity activity.

C. Milwaulcee

SE and BH were in Mil""'8'llkee for a series of meetings and visits to schools en March 23 and 24. The Milwaukee cc:nmission has been established and is p~ to work over the next six II'Clt'lths ~ task forces ai peracnnel, supplerentary schools, and strategic planning. 'Ibey are "AOrld.ng CXl deveJ.oping a pilot project baaed co the Best Practices in the Si.Ji;plementa:cy Schools rep::xrt.

It ~ noted that a project on staff developnent on family educaticm. through the &JCC has been funded for two years by the Bader Foundatic:n. Daniel Bader is enthusiastic about cr.:ra and pleased to be on the board. It -was ~ted that we begin to develcp our relationship w.i. th him. It uay be that Chuck Ratner could be an effective irentor for him. 'Ih.is will be ccnsidered further.

It was 1.eported that Milwaukee has expressed ccacern about their percepticn that CIJE is not mee~ its part of the bargain in the m:oitoring, evaluaticn and feedback project. Milwaukee was expecting feedback an the ~k they have already urxlertaken and would like that pro::ess to begin as aoan as possible.

TO M R N D E L I N S T PAGE

d J E Staff Teleccn Page 4March 24, 1993

AH indicated that she was aware of this concern, and Han spoken with Adam and Ellen about hcm to proceed. Adam will be in Israel for a meeting with £F and AH an April 8, at which this issue will be discussed. A time table for written reports will be developed then. In the meantime, it was agreed that SE

should arrange for Ellen and Rcberta to meet with the Milwaukee group in May and to provide oral feedback at that time.

I I I . Educators Survey

A meeting is scheduled for Monday, March 29 in Baltimore at which the survey is to be drafted. Participants w ill include Ellen Goldring (Chair), Shu land th Els ter, Chaim Botwinick of Baltimore, Ruth Cohen of Milwaukee, and the three field researchers. They will

discuss the methodology, content, and logistics of the educators

survey. Each participant has received an agenda for the meeting and material for review. The outcome should be a draft survey which will be circulated to this group for quick response. The goal is to have a finished survey by the second week of May in order that it can be administered before the end of the current acadsnic year. It was suggested that the draft also be circulated to local educators

for their input.

As noted earlier, Atlanta will not have a representative at the meeting. However, SE will consult with Atlanta staff in advance of the meeting and will keep tfreur issues and cuiiutu-Aia cc! the table

discussions proceed.

IV . Progress Report on Beat Practices

A. The JCCA project is still under way, but has experienced same delay as JCCA moves its offices.

B. The early childhood project is moving ahead. Participants have submitted their reports and BK is in the process of carpiling

than.

C. The canpus project began with a meeting with Hillel and will

move forward frctn there.

D. Conversations have taken place with Bob Hirt and Bab Abramson an

the day school project. This is just getting under way.

E . Preliminary conversations have been held with Jan VJbocher an the

possibility of identifying community initiatives cn behalf of

Jewish education.

It was suggested that with the supplementary school project ccopleted, our current priority should probably be the day schools, with early childhood, the Israel experience, and the JCC following in that order. There was a sense that community initiatives should be postponed while we nove forward in the

other areas.

CIJE Staff Telecai March 24, 1993

TO MANDEL!NS T PAGE .005

AH indicated that she was aware of this concern and MB spoken with Adarr\ and Ellen about how to proceed. Adam will be in Israel f~ a meeting with SF and AH an April 8, at \ffi.i.ch this issue will be discussed. A time table for written repoxts w.i.11 be developed then. In the meantime, it was agreed that SE sh::,uld arrange for Ellen and Rcberta to xreet with the Milwaukee group in May and to provide oral feedback at that time.

III. F.ducators Survey

A x:reeting is scheduled for~, March 29 :in Baltilrore at which the survey is to be drafted. Participants will include lnlen Goldri:ag (Chair), Shulamith El.star, Cha.iln Bot:wio.ick of Baltilrore, Ruth Cohen of Milwaukee, and the three field researchers. 'Ibey will discuss the 118thc:dology, content, arxi logistics of the educators sunrey. Each participant bas received an agenda for the xreeting and material for review. The outccme should be a draft aw:vey which will be circulated to thia group for quick response. The goal is to have a finished survey by the seccn:l week of Ma;y in order that it can be administered before the end of the current academic year. It \oilaS suggested that the draft also be circi.ilated to local educators for their input.

As noted earlier, Atlanta will not have a representative at the meet.ing-. ~, SE will cc:nsu.lt with Atlanta staff in advance of the meeting and. will keep tneir issues anrl cuu1.;>;:L.~ on the t,.ol:,l.o ~

discussiCDS proceed.

IV. ProgLess Rax:,rt on Best Practices

A. 'Ihe JCCA project is still under wa:y, but has experienced sane delay as JCCA 1lPV'eS its offices.

B. 'Ille early childhood project is~ ahead. Participants ha\1'8 suani.tted their reports and m is in the process of COipiling them.

C. The c.mpus project began with a meeting with Hillel and will Il'OV'e forward £ran there.

D. camrersaticns have taken place with Bob Hirt ar.d Bob Abramscn on the day school project. This is just get~ under way.

E. Preliminary cca:xversaticns have been held with Jen Woocher an the possibility of identifying ccmmmity initiatives en behalf of Jewish education.

It was ~ted that with the supplan:mtary sc:hool project Caipleted, our current priority shoold probably be the day schools, with early childhood, the Israel experience, and the JC'C follc:,r,,.rin; in that order. There was a sense that ccmwnity initiatives should be p:,stponed while we IIOV'8 forward in the other areas.

ן,w

Fax Memorandum

TO: Seymour Vox and Annatto Hochg -tS'Tn copy to Ginny Levi.

FROMi Shulamith El a ter RE: Atlanta/Milwaukee[DATE: March 2 b , 19 93

Update ou personnel in׳/Atlanta:Phil Warmflash will probably bo offorod the Jewish Educational

SERVICES position in Atlanta.Bob Shorman (currently in San Diego) is being interviewed and

is now ׳fcho prime candidate for the Commission on Jewish Continuity position. Ho has a MA from JTSA. Sylvia knows him well, He was ono o£ the candidates fox• the day school job hero in Washington. I think Aryeh is al30 familiar with him and his work•

The enclosed aro additional materials from Milwaukee.

*okjT0d Wdt7I:t7 £66 T S21“־BW

Fax Memorandum

TO :

FROM:

Seymour Vox and A~n tto ~upy to Ginny Levl Shulamith El::ste:t· Atlanta/Milwduk~~ March 21;, 1993

RE: DA'l't: :

Up~luL~ uu pt1z:~onnel i:1· Atlanta: Phil Warmflash will probubly ho offorod the Jewi~h Educational

SERVICE~ pooition in Atlanta. being intorview~d and

Commi:;):3ion on Jowi :sh JTSA. Sylvia know~ him

day :,chool job hc,ro in with him and hi:s work.

Bob Shorm.:1n (currontly in San Diego ) i~ i::; now tho prime candidate for the Continuity pocition, Ho h.:10 .:i. MA from well . Hew~~ ono of tho candidateo for the Wuohington. I think Aryeh is also familiar

Tho oncloood n~o addition~l mate~ialo from Milwaukee.

T0d WdvT:v £661 Sc'J?W ' ON ::-.r,u,.1

recognltirtg 90 ycurx o f service to the Jew ish com m unity

MEMORANDUM

TO: Commission on Visions and Initiatives in Jewish Education

FROM: Jane Gellman and Louise Stein, Co-Chairs

DATE! March 3, 199 3

Thank you for attending the first meeting of the Commission on Visions and Initiatives in Jewish Education and your input on the most pressing issues in Jewish Education in our community.

The excellent attendance and the diversity of the group are testimony to the commitment of the entire community to work together to strengthen Jewish knowledge and ensure Jewish continuity.

We hope that this joined effort will lead towards the creation of a community culture in which: ',Judaism is not seen a* a chain, but as a charm bracelet, a family heirloom, something to wear, polish and show off ..." (Richard Joel, International Director, National Hiilel Foundation).

Along with this memorandum we are enclosing the following*

1. Summary notes of the February 25 meeting.

2. Task Forces participation form for members who were unable to attend the first meeting of the Commission and wish to serve on a task force. Please fill out the form and return it to Dr. Ruth Cohen, Milwaukee Jewish Federation, 1360 N . prospect Ave., Milwaukee, WI 53202-3094,

3. A copy of "Tima to Act" - the report of the Commission on Jewish Education (CIJE).

RC/nm

enclosure

1360 N. Proopcct Avenue M ilw aukee, W isconsin 532020094 414-271-0330 FAX 414-271-7001

Betsy L. Green Richard 11. MeyerPresident Executive Vice President

WOJ J•ON 3NGHd20d WdfrT ■P £66 T S3

TOt

FROM:

DATE1

MILWAUl<EE JEWISH FEDERATION 1 9 _Q. 2 ___ ,_<J_ q J

r,·,·<1g11/clr,g 90 :,•~'-' <J/ .,~,_;,-,. to 1lrc1 Jt:wi,h cam1111111h_J

KEMORANDUM

Commission on Vlaions and Initiatives in Jewish Educ.:ition

Jane Gellman and Louise Stein, Co-Chairs

March 3, 1993

Thank you for attending the first meeting of the Commission on Visions and Initiatives in Jewish Education and your input on the most pressing .i,ssuo;is in Jewililh li:cl.ucation in otlr comrnuni ty.

The excellent attendance and the diversity of the group are testimony to the commitment of the entire community to work together to strengthen Jewish knowledge and ensure Jewish continuity.

We hope that this joined effort will lead towards the creation of a community culture in which : 11 Judaiam ia not seen a~ a chain, but;. as a charm bracelet, a family heirloom, something to wear, poliBh and show off •.• 11 (Richard Joel, Internationul Director, National Hlllel Foundation).

Along wi~h this rnemot:~mdum we a.re enoloaing l:.h~ following:

1. Summary notes of the February 25 meeting.

2. Task Forces participation form £or membt,re who we:n, umt.ble to attend the first meeting of the Cornrniusion and wiah to eerv~ on a task force, Please fill out thA form and return it to Dr. Ruth Cohen, Milwaukee Jewish Federation, 1360 N, Pro&pect Ave., Milwaukee, WI 53202-3094.

3. A copy of 0 Time to Act" .. the report of the CommiGsion on Jewish Education (CIJE).

RC/nm

enclosure

1360 N. Pro:-.pcct Avcnllc Milwaukee, Wi5con5ill 5)202-1094 414-271-0330

Beby L. Green Pre~i<iem

Richard 11. Meyer Execuclve Vice President

' ON 3N0Hd

FAX 414-271-7001

• WO . .J .J

(I YMILWAUKEE JEWISH FEDERATION

2 1 9 0 2 - 1 S S0�1 ,� fc׳ 0 y tu r.\ o f w v i t

w /f/1 f1 .w m m /9fa(.K./א r/iK

MEMORANDUM

TO: Steering Committee for the Commission on Cfowioh Education

PROM! Jane Gellman and Louise Stoin, Co-Chaira

DATE 1 February 26, 199 3

Thank you for attending the Steering Committee meeting on February 16, We hope that you found Dr, Holtz י a presentation bothinteresting and informative. We are planning to provideopportunities for members of the Steering Committee to continuetheir dialogue with Barry in the near future.

In the forthcoming weeks, we will focus our efforts on twoactivities:

1.. Organizing the task foroeo and getting them up and running.

2. Laying the groundwork for the development of the strategicplan utilizing information from CIJE on concurrent national projects that could assist uo in the planning process.

Because of this effort and due to our prior travel commitments, the next Steering Committee will be held aftor Fasaaver* Anannouncement of this meeting will be mailed well in advance.

Along with this memorandum we are enclosing minutos of the February 16 Steering Committee meeting for your review.

RC/nm

enclosure

1360 N. Prospect Avenue M ilw aukee, W isconsin 53202-3094 414-271-8330 FAX 414-271-7081

Boby L. Green R ichard H. MeyerPresident Executive Vice President

£0d Wd£T '■P £66 T S2 : ־°N 3N0Hd

TO:

FROM,

DATF.1

MILWAUKEE JEWISH FEDERATION I 9 Q. . Z l 9 'l 2

,,.,.,, ,,1.._;,,, 90 )'ru,., u/ _,,.~r-.,;,•,t tCJ

thr' .l~wl1h ,·,1,11,uu,1il_i

MEMORANDUM

Steerin,g Committee for the Commission on J'owioh Education

Jane Gellman and Louise Stein, Co-Chaira

February 26, 1993

Thank you for attending the Steering Committee m~eting on February 16. We hope that you found Dr. Holtz'e pr(olli~ntation both interesting and informative. We are planning to provide opportunities for members of the Steering Cornmltt0e to continue their dialogue with Barry in the near ! utu~e.

In the forthcoming weeks, we will focua our effort:, on two activitiesz

t. Organizing tha task forooo and getting them up and ~unning.

2. .T,aying the groundwork for the dovolopment of th~ ~t~~tegic plan utiliz:i.ng in£ormatl.on f:c'om CI.JE on oonouz;;x;-ent natiQn~l Frojects that could aeaiet U8 in the planninq proceee.

Because of this effort and due to our prior travel oornrnitmenta, the next Steering Committee will be held afto~ Faasover. ~n announcement 0£ this meeting will be mailed well in adv~noe,

Along with t.hia memorandum we ~.i;e Qn<::lQsing min\,toa 0£ the ~ebruary lG Steering Committee meeting £or your review.

RC/nm

enclosure

1160 N. Prospect Avenue Milwaukee, Wiscon~ln 53202-30')4 414-271· 6JJ0

Bct~y L. Green f'residenr

Rid1drtl H. Meyt!r txccut/ve Vice President

' ON 3N0Hd

ft\X 414·271-7081

• Htr"I, t t

Commission on Visions and Initiatives in Jowioh Education Thursday, February 25, 1993

7:30 p.m.

; UJCUJ

SUMMARY NOTES

ATTENDANCE: Daniel Bader, Steven Baruch, Jay Beder, EliotBernstein, Kathie Bernstein, Maris Bock, Alan Borsuk, David Brusin, Rabbi Lee Buckman, Dr. Joshua Chorowsky, Claudia Cohen, Rabbi Stanley Cohen, Jeffrey Conn, Marilyn Eisenberg, Dr. Shulamith Elster, Annette Evans, Jane Gellman, Norman Cill, Roberta Goodman, Betsy Green, Judy Guten, Suoan Jona, Nili Lamdan, Richard Marcus, Jeffrey Metz, Amy Neist.ein, Ina Regosin, James Rosa, Marilyn Ruby, Gerald Schwartz, Bonnie Shafrin, Devorah Shmotkin, Karen Sobel, Gerald Stein, Louise Stoin, Bonnie Sumner, Jerry Tapper, Karen Torem, Rabbi Yigal Tsaidi, Daniel Weber, Judith Werlin, Rabbi Shabae Werther, and Eve Joan Zuaker. Staff < Dr. Ruth Cohen, Riak Moyer and Howard Neistein.

Louise Stein and Jane Gellman welcomed Commission members and introduced Dr. Ruth Cohen, Milwaukee's Lead Project Director, Howard Neistein, the Federation,s Community Planning Director, Dr. Shulamith Elster, CIJE's Chief Education Officer and Roberta Goodman, member of the Field Research Team assigned to Milwaukee. Mrs. Stein explained that the primary goals of the meeting were to describe the Lead Community Project, CIJE's role and to diecuoa what assistance can be given through the Beet Praatiaee Project.

Eve Joan ZncVer presented a Jewish segment component of the mooting which discussed the Jewish perspective on ’,dreams" (see attached).

Dr. Elster gave an overview of the genesis of the CIJE explaining that it was a product of a two year study performed by the Commission on Jewish Education of North America. The Commission viewed Jewish Education as a lifelong procooe essential to helping Jews develop a positive self-image and ensuring Jewish continuity. The Commission asked what kind of Jewish knowledge will children develop and how can communities facilitate Jewish Education being desireable and accessible to all of its members. The creation of the Council for Initiatives in Jewish Education (CIJE) was one of five recommendations that included the following:

1. Recruiting, training, maintaining qualified personnel who not only have the appropriate education credentials, but also demonstrate a personal commitment to Jewish Education and Jewish continuity.

2. Developing a body of research that documents what has been learned about Jewish Education.

t?0d WdST:t7 £66 ־£ ז 2 -lew ; ■°N 3NDHd

Commission on ViaionB and Initi.ativee in Jowii;,h Eduoc.tion Thursday, February 25, 1993

ATTENDANCE:

7:30 p.rn.

SUHHARY NO:J:EB

Daniel Bader, Steven Baruch, Jay Beder, Eliot Bernstein , Kathie Bernstein, Maria Bock, Alan Borsuk, David Brusin, Rabbi Lee Buckman, Dr. JoBhua Chorowsky, Claudia Cohen, Rabbi Stanley Cohen, JeffrAy Conn, Marilyn Eisenberg, Or. Shulamith Elater, Annette Evans, Jane Gellman, Norman Cill, Robert.a Goodman, Betsy Green, Judy Guten, Suoi:ln ,Tona, Nili Lamdan, Richard Marcus, Jeffrey Metz, Amy Neiflt.P.in, Ina Regosin, Jame Iii Rose, Marilyn Ruby, Gerald Schwartz, Bonnie Shafrin, DGvorah Shrnotkin, Kar"n Sobel, Garald Stein, Louise Stain, Bonnie Sumner, Jerry TeppAr, Kar~n Tor,,m, Rabbi )rigl:ll Tsaidi, Daniel Weber, Judith Werlin, RaPbi Sh~bee Werther, and Eve Joan Zucker. Staff, Dr. Ruth Cohen, Rick Hoyor and Howard Neiotein.

Louise Stein and Jane Gellman welcomed Commission members and introducad Dr. Ruth Cohen, Milwauk.~e' s Lead Project Director, Howard Neietein, the Federation's Community Planning Director, Dr. Shulamith Elstgr, CIJE • o Chief Education Officer and Robort~ Goodman, member of the Field ResQ~roh Team aeei9ned to Milwaukee. Mrs. S~ein explained that the prirnaxy goals of the meeting were to describe the r,P.a<i Community Projeot, CIJE' s role and to diaouoo what aes.i . .Rt:ance can be given through th0 Bost Praotioeo Project.

Eve Joan 7.nC"!lrer. presented a Jewish &Qgment component of the mooting which diBcueeed thA Jewish perspective on "dreamstt (see attached).

Dr . Elater gave an over.view of the genesis of the CIJE explaining that it waA a product of a two year study performed by the Cornm.i.aaion on Jewish Education of North l\merica . The Commission viewed Jewish Education as a lifelong prooooo eaeential to helping Jews develop a positive self-image and ensuring Jewish continuity. The Commission RAk1:1d what kind of Jewish knowledge will children develop and how can communities facilitate Jewioh Education being deeireable and accA~~ible to all of its rnembere. The creation of the Council for Initiatives in Jewish Education (CIJE) wal3 Qni:, of fivg recommendations that included the followingi

1 . Recruiting, training, maintaining qualified poraonnel who not only h..,.ve the appropriate education crodentialB, but aleo demon!'lt.r.a.te a personal commitment to .Jowiah Educa.tion e1.nd Jewish continuity.

2. Develop!.ng a b ody of research that docurnonta wh~t hoe been learned about Jewish Eductition.

"ON 3N0Hd WO..l_:l

3. Developing the means to fund what is currently working.

4. Attracting additional Jewish family foundations to funding new initiatives,

5. Creating three "living learning community laboratories" demonstrating what can happen when people are serious about improving Jewish Education,

Mrs. Stein presented an overview of changes that have taken place in Milwaukee in Jewish Education over the last ten years. Since 1981, the number of local day schools has increased from one to three. A myriad of professional growth opportunities have been developed. Jewish Education has been adopted with greater intensity by a number of Jewish communal agencies and synagogues, in both formal and informal settings. Collaborative efforts have begun to take shape. Several new resource opportunities have emerged. Mrs. Stein explained that while Milwaukee can be proud of its achievements, there is a long way to go, particularly as financial resources have become strained in recent years and the competition for community dollars has intensified. Through the Lead Community Project, Milwaukee hopes to frame a vision for Jewish Education and a series of communal goals that aan help Milwaukee address the challenges that have been presented on both a local and national level. The Project hopes to develop a systemic culture for Jewish Education that provides an environment that is receptive to improvement and views Jewish Education as a lifelong process, while there will be many barriers to overcome, there are many hopeful indicators. There are signs that historical barriers between agencies and organizations are coming down and that the environment is more receptive to collaboration, both nationally and locally. National lay leadership have recognized the contribution to Jewish continuity that can be made by Jewish Education in both formal and informal settings. A number of national foundations have indicated a willingness to invest in new projects if they are done planfully. National organizations have communicated that they are willing and eager to work with Lead Communities. What is needed now is "an act of faith and to move forward, striving towards a higher goal for our community — attempting to reach systemic change".

Mrs. Gellman reviewed the organizational structure of theCommission on Visions and Initiatives in Jewi3h Education. TheProject will work through three organisational levelst a Steering Committee, the Commission and a series of task forces. The role of the Steering Committee is to manage the process of the Project and its task forces and to dovclop an outline for a strategic plan for Jewish Education, The Commission at large will identify and set priorities for those critical issues that will be addre83ed.The Commission will also play a key role in interpreting

•°N 3N0HdS0d Uld9I '.P £661 SZ '^ U I

Page 2

3. Developing the means to fund what is currently working.

4. Attracting additional Jewish family found~tions to funding n..iw initiativco.

5. Creating three "living learning community laboratoriee" demonstrating what can happen when people are serious about improving Jewish Education,

Mrs, Stein presented an overview of changes that have taken place in Milwaukee in Jewish Bducation over the last ten years. Since 1981, the number of local day schools has increased from one to three. A myriad of professional growth opportunities have been developed. Jewish Education has been adopted with greater intensity by a number of Jewish communal agencies and synagogues, in both formal and infor.mal settings. Collaborative efforte havo begun to take shape. Several new resource opportunitief) hdVC

emerged. Mrs. Stein explained that while Milwaukee can be proud of its achievements, there is a l ong way to go, particularly aa financial resaurceA have become atrain~d in recent yeare and tho competition for community dollars h~e intensified , Throu9h the Lead Community Projec t, Mi l waukee hopes to frame a vie ion for Jewish Education and a Aeries of communal goals that can help Milwaukee address the challenges that have bee n presented on both a local and nationl'll level, The Project hopes to develop a systemic culture f or Jewish Education that provides an environment that is receptive to improvement and views Jewiah Education aa e lifelong process. While there will be many barriers to overcome, there are many hope ful indi cators. There are signs that historical barriers between a gencies and organizations are coming down and that the environment is more recepti ve to collaboration, both nationally and locally. National lay leadership have recognized the contribution to Jewish continuity that can be made by Jewish Education in both fnr.mal and informal settinga. A number of national foundations have indicated a willingnEH1a to inveBt in new projects if they are done planfully. National organiz~tiona have communicated that they arG willing and eager to work with Le~Q Comrnun:i.ties. What is needed now ia "an act of f~ith and to move forward , striv.ing towards a higher goal for our community attempting to reach eyetemic change".

Mr.a. Gellman reviewed the or9anizQtional etructure of the Commiasi on on Visions and Initiativee ~n Jcwioh Education. The ProJP.~t. will work through three organizational levolGI a Steering Committee, the Commission and a oeriee of ta=k forces. The role of the Steering Committee is to manago the process of the Project and its task forces and to dovolop an outline £or a strategic pla n for Jewish Education. The Commiesion ~t lnrge will identify and set priorities for thooc critical iasuea thnt will be addr essed. Tho Commission will al6o play a key role in interpreting

S0d Wd91 :v £661 Sc ' J~W 'ON 3N0Hd

Page נ

information to others in the community and being supportive of efforts that are undertaken. Task forces will be formed around specific issues,, and be responsible for gathering necessary data and developing specific programmatic action plans. Mrs. Gellman asked that each member of the Commission participate in at least one task force during the throe year project.

Dr. Elstar explained that the CIJE will help by Milwaukee toi

1. Review and adapt the results of the Beet Practicaa Project ao well aa to gain accees to key resource people in Jewish Education.

2. Connect with appropriate personnel and programmatic resources from national organizations and training institutions♦

3. Provide access and support to national foundations for new projects and initiatives.

4. Provide a documentation and evaluation process that can feed back to the community its progress.

Commission members met in small groups to discuss the most prassing concern in their particular organization. The following is a summary list of the most common concerns raised by members of the Commission:

Concern ____________ Number of Individual Reponses

o Family education 18o Professional development IBo Teens education 13o Financial barriers 12o Commitment (community. 7

family, individuals)o Community wide plan 6

Mrs. Stein explained that the Commission would begin with three task forces, one looking at personnel related issues, one working on the Project's design and strategic plan, and one exploring the Best Practice write-ups on supplementary schools. She encouraged Commission members to sign up for the task force of their choice.

The meeting was adjourned aL. 9130 p.m.

HN/nm

attachment

3 N0Hd90d Uאם־ d L l ' -P £661 S Z UI»<־

Page .l

information to others in the cormnunity and being supportive of efforts that are undertaken. Ta~k forces will be formed around specific issues, and be responsible for gathering necessary data and developing specific programmatic action plane. Mrs. Gellman asked that each member of the Commission participate in at least one task force during the throo year project.

Dr •. Elater explained that the CIJE will help by Milwaukee tos

1. Revi~w and adapt the reaults of the Seet Fracticoa rroject ~o well aB to 9ain access to key resource people in Jewi.ah Educ:nti.on.

2. Connect with approp:r..1.'.lte personnel and programmat.ic rasouraea from national organi2ations e.nd training institutions.

3. Prov.ide access and support to national foundationl;l for new projects and initiativee.

4. Prov.i.dP- a documentation and evaluation prooeee th~t o~n feed back to the community its pt·ogreee.

Commission members met in small groups to discuss the moat proooing concern in their particular orsanization. The following ie a summary list of t h e most oomrnon concerne raieed by members of the Commission:

Concern Number of Individual Reoonsea

0 POJnily education 18 0 Profaaeional development 1~ 0 Teene education 13 0 l:'inancial barrier"' l.2 0 Commitment (community, 7

fo.rnily, individuals) 0 community wide plan 6

Mrs. Stein explained that the Commission would besin with three task forces, one looking at personnel related iaaueo, one working on thA Project's design and strategic plan, and one exploring the Best Practice wr.i,t-.P.-ups on suppleimerttary echoolc, She encourl'lged Commission members to sign up for the tosk force of thel.c choice.

The meeting waB adjourned at 9z30 p.m.

HN/nm

attachment

90d Wdl t : t> £66 t sc: · ,lEl-J 'ON 3N0Hd

C U E Steering Committee March 18, 1993

B. Baltimore

Baltimore is in a he.r.r.p.r position than Atlanta because they are well staffed. They are trying to put us on their timetable, but CIJE is succeeding in moving them more quickly than they might like. We are shaping their style.

C. Milwaukee

Milwaukee is moving most quickly and our challenge is to keep up with the necessary materials and ideas. The relationship with Milwaukee seems to be working well,

D. Lav Involvement

It was noted that most of the work in the communities so far has involved staff with staff or, on occasion, staff with lay leaders. At some point MLM or perhaps Chuck Ratner should probably visit each community. It was suggested that this would provide the lay people in most communities with a sense of purpose and excitement.



It was noted that a modest communication plan could be very beneficial for CIJE. This ■might involve the periodic publication of a newsletter, distribution of documents such as Stu Eizenstat's 1992 GA speech, and similar communications with various publics,

It was suggested that we consider hiring a consultant to work on this for a half to a full day each week. Ideally, this would be someone already familiar with Jewish education who could be up*trained and would be available to help strategize and make contacts with the media while keeping our various publics informed. Steering Committee members are encouraged to submit any suggestions to VFL.

It was agreed that VFL will now arrange to distribute the minutes of the Executive and Board meetings of February 25. Further consideration will be given to what distribution, .if any, there should be of the minutes of the Annual Meeting.

Internal communication is being handled through a weekly telecon of CUE staff.

There, was some discussion of the possibility of using JESNA as a distributor of CIJE publications. It was agreed that there are advantages and disadvantages and that this will be considered further, in the future.

CIJE Steering Committee Karch 18, 1993

B. Bal o::imore

Page 2

Baltimore is in .i hr.1·.t:P.r position than Atlanta because they are well staffed. They are trying to put us on their timetable, but CIJE is succeeding in moving them more quickly than they might like. 'We are shaping their style.

Milwaukee is moving most quickly and our challenge is to keep up with the necessary materials and ideas. The relationship with Milwaukee seems to be working well.

D. Lay Involvement

It was noted that most of the work in the communities so far has involved staff with staff or, on occasion, staff with lay leaders. At some point HU1. or perhaps Chuck Ratner should probably visit each corununity. It wAs suggested that this would provide the lay people in most communities wLth a sense of purpose and excitement.

It was tuggested that ac the next steering committee meeting a plan and timecable for lay involvement with each Lead Community be developed.

IV. CoTI!lllunication Needs

It was noted that a modest communication plan could be very beneficial for CIJE. This might involve the periodic publication of a newsletter, distribution of documents such as Stu Eizenstat's 1992 GA speech, and similar communications with various publics,

It was suggested chat we consider hiring a consultant to work on this for a half to a full day each week. Ideally, this would be someone already familiar with Jewish education who could be up•trained and would be av~ilable to help strategize and make contacts with the media while keeping our various publics informed . Steering CommittP.e member9 are encouraged to submit any suggestions to VFL.

It was agreed chat VFL will no~ arrange to distribute the minutes of the Executive and Board meetings of February 25. Further consideration will be given to what distribution, .if any, there should be of the minutes of the Annual Meeting.

Internal communication is boing handled through a weekly telecon of CIJE staff.

There Wf!!'. some discussion of th~ possibility of using JESNA as a di~~ributor of CIJE public~tions. It was agreed thac there ~re advantages and disadvantages 8nd that thi5 will be considered further in the future.

V' I t .ו וי ו : ■י n C 1 A 11 1 ו r r m ך

/•V (11> 0 A y ( l ז./7 l e g f

V A N D E R B I L T U N I V E R S I T YN A S 1 ו V 1 l I. F.. TENNVN.Mit י / l ז >

[h'p.JiTrnmt u/'Eiiui Jnnmll Uridmhtp - Box 5 /<* • Dirrct phms JZS-8000

ATTENTION: ANNt'lTE HOCMSTEIN - PLEA3 E HOLD-ARRIVING OH SUNDAY 2/2 1

TO; ANNETTE HOCHSTEIN

FROM: ELLEN GOLDRING

RE: RE3PON3E TO RUTH COHEN in MILWAUKEE

date: t KJ.UA*, t'ebruary 19

H*lcoae to NY! Adam asked u* to prepar• thcoc matcriala for your upcocaing visits in the coimnunities, especially Milwaukee.

Roberta and I have drafftttd a r*opon»c to Ruth Cohun'ts specific requests re her role in Milwaukee.

B a y o n d v a c i _ x \ c / o u x r ־ o c p v j n u f t_> jc־־ y o Q r » u 0 t i n ׳ ^ c , p l o f c c • DL« » t : V1 » V z n o w

if you liave any other corunent:* on thcs« drafts at* we would like to »«nd th«ra directly to Rutn as well.

1 look forward to ®•*iivj you in NY. Call ir you n*ed anything«l»e or if I can assist in any other way during your visit.

Po-*t-lt'■ b ra n d fax !ra tia m ltta l m e m o 7T571 • a 11 IX

h xxn t

4ץ^- — ר1K , t ------------ ------------------- —

~·-•-:._ :,,,J ... ...

P1t1 boA_y f~,,/leg, VAN U F. R 13 l LT UN IV .t:: RS 1 7· Y

"' ,, ~ I l \ ' l l I F T E N l'I • ' ., ~ t 1 / J " ' 1 [lft-"Hl1N~ 1/, l\1 \!! · "'1 1

ATTENTION: ANN.t:'l"TE HOCMST~IN-PLl:.A5~ HOLD-AR.RIVING OH SUND>.¥ 2/21

TO; l\.NNET'TE HOCHSTEIN

FROH: ELU:H GOLDRING

RE: RE~PON3E TO RUTH COHEN in MILWAUKI:£

UI\ 'l' t: ; tK.lUl\"C, t'ebr-u.iry 19

We lco~e to NY! hdam oeked u a to pre pare thcoo motcrialo tor your upcoming visits in the coml!lunltiee, especially Mllwaukoc.

~oborto and I h ove drart1rd o r•opon:s.4S to Ru th CuhtH,'ti specific requests re her role ln MllwouX~e.

Boy,:,nd ucin':I uu.l.· r-...Jo-i,.,11...111u-w Cur" yuU""'k"' ~-...J,o t...i. •'"'3C • plua.c:1 • l -t: u • lc,,ow

1( yuu hc.v~ any other 1.:omsnent:11 on thasu dccsCL:,; Otj we would like to ~•nd the m directly to Rutn os well.

I loo~ t:01.-ward to :a• •ing yuu in NY . coll lr you n•cd a ny-thin<, dltje or i! I can a~sist in any other woy during your v i s it.

,• . . .

P . 0 0

P r . j l u x i y

V A N D F . R B i L T U N I V F . R S l 1 YT►. 1.1■ r־«״>M 10 1 1 1 1 יM •\ •11 .־ v | L L C . TTNN^Slli .״:לו.'

oז /י. . r .

F e b r u a r y 19, 1993

Dr. R u t h C o h e nD i r e c t o r M ,־ i l w a u k e e L e a J Conuounlty P r 0 ] « c t 1 P נ 60 r o s p « c t A V f n u aH i l w a u k « e , W i a c o n s i n 5 3 2 0 2 - 3 0 9 4

D e a r D*־ - Cohen!

Thank-you for sharing your id«86 aDout our continued collaboration with the CIJE evaluation team.

Wo will work closely with you to provide assistance needed to support your efforts in thi3 project. We are prepared to «r,3ist. with the d*sign of instruments, data gathering strategics, and interpretation of data in your self-study and survey of educators. Given our other responsibilities, w• are not able, to administersurveys, analyze data or writ• reports based upon data you collnct. We will certainly be happy to consult with those who are analyzing data and to comment on draft versions of your reports.

He will be collecting qualitative data on the professional lives ofeducators, as well as observing educational programs. We will provide the community with written reports and share information with you on these topics. The reports will^ also include information about visions for change and community mobilization.

In addition, we look forward to assisting you in developing evaluation components for programs that you will be implementing in Milwaukee. We will work with your local staff and educators to incorporate evaluation as an on-going, routine practice in the Milwaukee Jewish community.

S tnceraly,

Ellen Goldrlng ^Aaaociate Dirtctor, CIJE Monitoring, Evaluation, and Feedback Proj ect

IJ _ J.~ f .1.:,.1-, ♦ .. aJJ

--- -- ---------

:- ~ r '.' . . .

P,,,l,,,,Ji. C,,/1,,,:,,

VANl)F.RBILT UN!Vf-.RSI l Y

~· ,\ ••• 11 \ ' I 1. l. C. . Tr~ N r ~- ~ t. I; I~ : " ·'

February 1.9, l.99J

DC". Ruth Cohen Di rector, Mi l waukee Ledu Co~ounlcy ~rO)•C~ 1)60 Prospect Avenue Hilw~uk•e, Wilicon8in 5)202-J094

DcaC" Or. Cohen,

P. 0 0 I

f,. 1, 1• f'tl,·•f""l lhl\f ,:. ,11

Thank-you tor ~haring your lct•o s a~out our continued collaborat i on with th• CIJE evaluation team.

wa wil.l vork clos ely wit.h yo u to provide assistance needed to support your 0C!orta in thi9 pro ject. We are propured to ~~3i5t \o/i th the d es ign of instr uments, data ga t.her ing stra tegict..i, anu interpretation of d ata in your ~• lf-3tudy and survey of edu~ator~ . Given our other respons i bil iti•s, wear~ no~ ab]~ to administer 9urveys, analyze data or writ• reports b a:sed upon datu yon col 1 r.ct. We \o/ill certainly be happy to con:sult w'ith tho~e who are analy~ing data and to com.ment o n draft v ers ions o C your reports.

We will be ~ollecting qualitdtive data on the protossional lives of educutors, a-s well as ob~ervi ng educ~tional programs. ~e will p rovide the Coll\l:llunity ~ith vrit~en reports and share informat ion tJith you on these topics. The reports will~- also inc lud e information about visions tor cha nge and community mobilization.

In addition, we look .cor....,~rct to asei .st i.ng you in developing evaluation component9 tor programs that you wi ll be implementing in MiltJaulcee. We wi 11 \o/ork ..., i th your local staff and educ a tors to incorporate evaluation as an on-going, rout in• practice in the Hi l ...,aukee JetJish community.

sincprgly,

u~~y~ Ellen Goldrlng V ~ooociate Dir•ctor, CIJE Munitoring, Project

~valuation, and Feedback

; • I

i-i ־ז 'JIC. U .ר

Dr. Ruth CohenDirector, Milwaukee Lead Community Project Milwaukee Jewish Federation 1360 Prospect Avenue Milwaukee, Wisconsin 53202-3094

February 19, 1993

Dear Ruth:

Thank you for your thoughtful proposal regarding data collection for the Lead Community project. I particularly appreciate the emphasis on our having a collaborative partnership which underlies your proposal.

I will respond to your proposal first in overarching terms and then in terras of specific requests.

As a CIJE field researcher, I am always available to the community for lending expertise in helping devise research instruments, sharing information about existing questionnaires and evaluation projects, and helpinq interpret data. Furthermore, I want to help the community make evaluation a normal practice in implementing any Jewish educational program or project.

I will go through your specific requests one by one to help clarify my role. In response to your question III, my comments are as follows:

III. 1. I am able to assist you in the collection of the baseline data for la. and lb -rather than being_jrespon8ible for the collection. I can provide assistance by: 1) helping you develop the instrument(s ); and 2) helping you interpret the data gathered. Additionally, documenting the professional life of Jewish educators is a major focus of the field researchers' mandate. I will include analysis on the professional life of Jewish educators in my reports to the community.

111.2. I will be happy to consult with you as you analyze the data collected in III.l. I will review and comment on any drafts you write.

111.3. I can assist you in your development of data gathering processes.

111.4. I can make suggestions as you develop instruments for data collection.

111.5. I will document as many of the focus groups aspossible . , ;

-. -··-·--· ··--

Dr . Ruth Cohen Director, Milwaukee Lead Community Project Milwaukee Jewish Federation 1360 Prospect Avenue Milwaukee, Wisconsin 53202-3094

February 1 9 , l 9 9 3

Dear Ruth :

I ,-,•.,c_ t_l _;,

Thonk you for your thoughtful proposal regard~ng dota_collection for the Lead Community project. I particularly appreciote the emphasis on our having a collaborative partnership which underlies your proposal.

I will respond to your proposal first in overarching terms and then in terms of specific requests.

As a CIJE field researcher, I am always available to the community for lending expertise in helping devise research instruments, shoring information about existing questionnaires and evaluation projects, and helping interpret da ta. Furthermore, I wa nt to help the community make evaluation a normal practice in implementing any Jewish educ~tional program or project.

I will go through your specific requests one by one to help clarify my role . In response to your question III, my comments are as follows:

III. 1. I om able to assist you in the collection of the baseline data for Ia . and Ib lather than being_sesponsible for the collection. I can pLovide assistance by: l) helping you develop the instLurnent(s); and 2) helping you interpret the data gathered . Additionally, documenting the professional life of Jewish educators is a major focus of the field researcheLs ' mandate. I will include analysis on the professional life of Jewish educators in my reports to the community.

I II .2. I will be happy to consult with you as you analyze the data collected in III . l . I will review and comment on any drafts you write .

III . 3. I can assist you in your development of data gathering processes.

III.4. I can make suggestions as you develop instruments for data collection.

III.5. I will document as many of the focus groups as possible .

III. 6. I will be happy to consult and provide assistance as you analyze the data.

III. 7. I will review and comment on any drafts that youwrite including prelimary outlines.

III. 8. Observing educational programs is an expectation of my on-going role as a field researcher. I will include my analysis of these programs in my reports to the community.

III.9. At this time, I am unaware of the status of other CIJE research consultants. I cannot comment on what as- 8i8tance they would or would not be able to provide.

I have already provided you with information on I.e. which asks for assistance in finding out what other communities have done to address personnel issues. I will continue to provide you with any instruments, suggestions, or resources that I happen to come across .

I am excited about working with you on these specific items. I look forward to our continuing collaboration.

B 'Shalom,

Roberta Goodman Field ResearcherCIJE Monitoring, Evaluation and Feedback Project

III.6. I will be happy to consult and provide assistance as you analyze the data.

III.7. I will review and comment on any drafts that you write including prelirnary outlines.

• --''- •J-

III .8. Observing education~l programs is en expectation of my on-going role as a field researcher. I will include my ~nalysis of these programs in my reports to the community .

III.9. At this time, I am unaware of the status of other CIJE research consultants. I cannot comment on what assistance they would or would not be able to provide .

I have already provided you with information on I.e. which asks for assistance in finding out what other communities have done to address personnel issues. I will continue to provide you with ~ny inetruments, suggestions, or resources that I happen to come across.

I a.rn excited about working with you on these specific items . I look forward to our continu i ng collaboration.

B'Shalom,

/;J . ,, {~

·- 1-/1..1. /t(_ _x'/.{-t!-l 111.~- n_ Roberta Goodman Field Researcher CIJE Monitoring, Evaluation and Feedback Project

..

• i . • t . .

BY FAX:

To : Dr Ruth Cohen Milwaukee Jewish Federation Fax # : 001 414 271-7081

From: Shmuel Wygoda Mandel Institute, Jerusalem Fax # : Oil 972 2 619-951

Dear Ruth,

Following our telecon from last week, I wish to inform you that I will call you on Thursday April 1st at around 10pm Jerusalem time , i.e. 2pm Milwaukee time.

I look forward receiving your agenda for that telecon .

Best regards,

טוב כל

BY FAX:

To : Dr Ruth Cohen Milwaukee Jewish Federation Fax # : 001 414 271-7081

From: Shmuel Wygoda Mandel Institute, Jerusalem Fax# : 011 972 2 619-951

Dear Ruth,

Following our telecon from last week, I wish to infonn you that I will call you on Thursday April 1st at around 10pm Jerusalem time , i.e. 2pm Milwaukee time.

I look forward receiving your agenda for that telecon .

Best regards,

J,)\J '.;,::,

***** *

***************************

****

**

**

**

**

**

**

.*

*1—

UH

**

CLQ

(S*

*LJO

<3******

u1-1 1— כ—1

******

QU

LO1-_Jכ

<3

*1—

*1ת

*****

U)21n_l

*****

LJcl

0רו

_

O

*UJ

*(IL

dT—t

-Q

*3

<3*****

Za2:*****

CX״

)—

ClCD

**

ב*

*T—1

*o

*Ld

<3*

in*

2:*

■■*

1—!T—t

****-ז***

0 ׳93 17

********

1-13

*m

*u

1-*

*Q

1S)*

QL*

Om

***:z׳1

***2:

<D

*'—

*r־H

**

00*

*!3

****

_lh-

**

az

tH*

*z

:oN

****

1—11—1CVJ

־־••

**

2<XT

**

uo

T—1***

***l-f-1

L. 1 1 11—t

**

1—1—

Q*

*o

zLd

**

SIUI

**

L lJGu

CL*

*0:1-1

oLJ

*1—

*'1

u*

a:*

cnz:

u*

o*

cr!o

Q*

LL*

1—נם

uu

O*ליד

UJcr**

CLLd(IE

,Tn

o*

*•—

י—1

NCL

LJ

**

CflK

•—io

CDU

**

a:n

**

ct;U

>*

*(3

u<_n

a;*

*ro

aUJ

****

u1-CL

CL*

**

**

a:

<X***

QH

***** *

***************************

**********~*********************************•+***'*********·**********~********** * * ***** REFORT ( MHR 30 '93 17:50' :MANDEL INSTITUTE *****

* * * * * ******************************************************'+'************************* * * * * D~TE START REMOTE TERtl!NAL MODE TIME TO AL RESULTS DEPT. * * TIME IDENTIFICATION PH1.:iES CODE * * * * * * MAR 30 17:48 414 271 7081 G3ST 01'01" 001 () 0001 * * * * * * * * * * * * ERROR MESSHGE: * * * * * * PAGE cS ) CONCERr£r1 * * * * SERVICE CODE * * * * * * * * * * * * * * * * * * * * * * * * * *• . f t ♦uf ♦ ♦ II ll t f • f f '9 ' t t t f • • • *

rhuc . ט ch�K h n 1 t K 1INU l U K rhtb 1b � aa w : 1 a

*£B

MILWAUKEE JEWISH FEDERATION1 9 0 2 - 1 9 9 2

iccu^ruzin^ 90 ycurs o f •k■׳ / W m » / o

//1/» Jrwixh community

February 10, 1993

Virginia Levi Industrial Foundation4500 Euclid Ave.Cleveland, OK 44103

Dear Ginny:

We are looking forward to your visit on Monday, February 22 and to talking with you further about how we can work together to ensure the success of the "Lead Community Project". Listed below are some of the items we would like to discuss.

1. Planning materials: At our November meeting in New York, we discussed a number of materials that would be available to Lead Communities to assist in planning for the project, data gathering and interpreting the project to the community (e.g., planning guide, educator survey, press releases, evaluation measures). Thus far, we have not received any of these and are concerned that the usefulness of some of these pieces is limited to specific stages in the organization process.

2. Consultation: We were told during the application processthat a pool of resource people could be available to our

*'vwiv community to lend their expertise to improve our education * services and serve as resources to our schools and agencies.

fJ-׳ . Who are these resource people? How will this process bemanaged/paid for?

3. While we were fortunate in receiving a one year grant to hire a Lead Project Director, there are a number of items we need funding assistance for to get the project going. What flexibility is there in receiving some assistance from CIJE?

4. While we recognize C U E is not in itself a foundation, we were told that a number of national foundations would consider initial funding for initiatives as they begin to develop. What is the financing plan that you envision and what kind of communication is there with participating national foundations?

1360 N . Prospect Avenue M ilw aukee, Wisconsin 53202-3094 414-271*8338 FAX 414-271-7081

Richard H. Meyer Executive Vice Pres idem

Betsy 1. Green President

t-1:.J:J l:J 't:1:.:1 1 ( : l;j !-'l-<t.M !l:. 1-< !NU 1...Urn--

MILWAUKEE JEWISH FEDERATION 1 qo2 1992

1rc·u~111:i,11i: ~u yC'url uf .)c-,1·,t t' u,

'"" Jr,..·i.<h rnmm111111y

FcB .1 r. /()~)

February 10, 1993

Virginia Levi Industrial Foundation 4500 Euclid Ave. Cleveland, OH 44103

Oear Ginny:

We are looking forward to your visit on Monday, February 22 and to talking with you further about how we can work together to ensure the success of the "Lead Community Project". Listed below are some of the items we would like to diecuas.

1.

2.

I, ~wlv r-.L .,~l, P

3.

4.

Planning materials: At our November meeting in New York, we discussed a number of materials that would be available to Lead CoIIIIl\unities to assist in planning for the project, data gathering and interpreting t he project to the community (e.g., planning guide, educator survey, press releases, evaluation measures). Thus far, we have not received any of these and are concerned that the usefulness of some of these pieces is limited to specific stages in the organization process.

Consultation: We were told during the application process that a pool of resource people could be available to our community to lend their expertise to improve our education services and ser<1e as resources to our schools and agencies. Who are these resource people? How will this proceae be managed/paid for?

While we were fortunate in receiving a one year grant to hire a Lead Project Director, there are a number of items we need funding assistance for to get the project going. What flexibility is there in receiving some assistance from CIJE?

While we recognize ClJE is not in itself a foundation, we were told that a number of national foundations would consider initial funding for initiatives as they begin to develop. What is the financing plan that you envision and what kind of communication ia there with participating national foundations?

1360 N . Prospect Avenue Milwaukee, Wisconsin 53202-3094 414-271-8338 FAX 414-271-7081

Betsy L. Green President

Richard H. Meyer Executive Vice Presiden,

HHtit .r t o 1 j a j 1 r ; 1 j I�� K t r�l i h K 1NU C U K P

Virginia Levi February 10, 1993 Page 2

5. How do the different components of the "Lead CommunityProject" interrelate (e.g., Monitoring and Evaluation, Best Practices, Funding, Consultation and Training)? How do you envision the three communities will working together?

6. During our application process we discussed a "Letter of Understanding" that would spell out ClJE's and Milwaukee's expectations and responsibilities. This is important not only in establishing our partnership, but also in interpreting the project to our community leadership. We responded to a draft by mailing our comments to Art Rotman to finalize the agreement. Where are we with this document at this time?

With Shulamith Elster's help, we have made a great deal of progress in the last two months which we are eager to share with you. However, the work has only just begun and we shall need your help to sustain enthusiasm among our various constituents.

I shall look foirward to meeting with you on February 22. Lest me know your flight arrival time and I shall meet you at the airport.

Sincerely,

Howard NeisteinCommunity Planning Director

HN/nm

r ~ D l ..J :::) .,j l (; I~

Virginia Levi February 10, 1993 Page 2

l"'r::t:M lt:. 1-< INU CUl-<t-'

5. How do the different components of the "Lead Community Project" interrelate (e.g., Monitoring and Evaluation, Best Pr actices, Funding, Consultation and Training)? How do you envision the three communities will working together?

6. During our application process we discussed a "Letter of Understanding" that would spell out CIJE' s and Milwaukee's expectations and responsibilities. This is important not only in establishing our partnership, but also in interpreting the project to our community leadership. We responded to a draft by mailing our comments to Art Rotman to finalize the agreement. Where are we with this document at .this time?

With Shulamith Elster's help , we have made a great deal of progrese in the last two months which we are eager to eha:ce with you. However, the work has only ju.st begun and we Bhall need your help to sustai n enthusiasm among our various constituents.

I shall look f orward t o meeting with you on February 22. Let me know your flight arr i val time and I shall me et you at the airport.

Sincerely,

~J~ Boward Neistein Collllilunity Planning Director

HN/nm

P 0 9 e 2

212213407S P.01

221308

FROM MIL JEWISH FED

CIJE

32-09-1993 01:50f

I 12:09 93׳ PM

MILWAUKEE JEWISH FEDERATIONו_ 09 2 . ו 9 9 2

reiogniiing 90 year* nf sit via' 10 the Jswish community

February 8, 1993

Dr. Barry HoltzDirector, "Best Practices Project" ~CIJE163 Third Ave. #128 New York, NY 10003

Dear Barry:

I am looking forward to meeting you on Tuesday, February 16. The agenda for the day is as follows:

Breakfast meeting with friends of Jewish Education in Room 218 at the Karl Campus.

7:30 - 9:00 a.m.

10:00 - 11:30 a.m. Meeting with Jane Gellman, Louise Stein andRuth Cohen to discuss the use of "BestPractices”.

12:00 - 1:30 p.m. Meeting with school principals and agencydepartment heads to discuss the "Best Practices Project" in the MAJE Board Room.

p.m. Meeting with Federation professional staff in ־ 3:30 2:30the Board Room of the Helfaer Bldg.

Meeting with Daniel Bader, President of the Helen Bader Foundation in his office.

Dinner with Ruth Cohen, Jane Gellman and Louise Stein to continue the morning discussion.

Presentation of "Best Practices Project" to the Jewish Education Steering Committee in the MAJE Board Room,

4:00 - 5:00 p.m.

5:45 - 7:00 p.m.

7:30 - 9:00 p.m.

FE8 1

1360 N, Prospect Avenue Milwaukee, Wisconsin 53202-309-4 414*271*8338 FAX 414271-7081״

FEB 18 '93 12: 09 PM CIJE 221308 Poge 2

£12-(:18-19'? 3 fll ; ~CHI F20M MIL J!::W l ':.H FED : .?122'13407::: F . 01

February a, 1993

Pr. Bar ry Holtz

MILWAUKEE JEWISH FEDERATION 1902-1992

rt rogni:.ing 90 y~or.<r nf " ""'"'' to 1hr ltwish comm:mity

Director, rtBest Practices Project" CIJE 163 Third Ave. tl28 New York, NY 10003

Dear Barry:

I am looking .forward to meeting you on Tuesday, February 16. The agend~ for the day is as follow~:

7:30 - 9:00 a.m. Breakfast meeting with friends of Jewish Education in Room 218 at the Ka:r:l Cautpua .

lO: oo - 11:30 a.m. Meeting with Jane Gellman, Louise Stein and Ruth Cohen to discuss the use of "Beet P.rac:ticea".

12:00 - 1:30 p.m. Meeting with school principals and agency department heada;i to disc uss t he "BeGt Practices Project" in t ha ~JE Board Room.

2t30 - 3:30 p.111.

4:00 - 5:00 p.m.

5;45 - 7:00 p.m.

7: 30 - 9:00 p.m.

i3E,O N. Prospect Avenue

Meeting with Federation professional staff in the Board Room of the Helfaer Bldg.

Meeting with Daniel Bader, President of the Belen Bader Foundation in his office.

Dinner with Ruth Cohen, Jane Gellman and Louise Stein to continue the morning discussion.

Presentation of "Best Practices Pr oject" to the J ewish Education Steering Cornmi ttee in the MAJE Board Room.

MilwaukC'<', Wltrnnsin 53202-3094 414 •271• 8.338 FAX 414-271-7081

P09B 3c. c. 1 o ט ם

Dr. Barry Holtz February 8, 1993 Page 2

We made hotel reservations for you for two nights, Monday, February 15 and Tuesday, February 16 at the Manchester East Hotel, 7 065 N. Port Washington Rd. (414 351-6960). Your confirmation number is 3161.

י

I will call you in a few days to discuss the agenda.

Sincerely,

Ruth Cohen, Ph.D. Director

RC/nm

' " .i ..l00 P09e 3

Dr. Barry Boltz February 8 1 1993 Page 2

We made hotel reservations for you £or two nights, Monday, February 15 and Tuesday, february 16 at the Manchester Ea$t Eotel, 7065 N. Port Washington Rd. (414 351-6960). Your confirmation number is 3161.

I will call you in a few days to discuss the agenda.

Sincerely,

~ Ruth Cohen, Ph.D, Director

RC/run

·-

MILWAUKEE JEWISH FEDERATIONו 9 0 2 ־ 1_ 9 9 2

rrcoi'nizitiv, 90 y<>urs u j .swv/o10 ׳ the Ji'H'tih cuWtHUMfV

February 2, 199 3

Roberta Goodman Field Researcher 149 Nautilus Dr.M a d is o n , W1 5 3 7 0 5

Dear Roberta:

I enjoyed our meeting on Thursday, January 28 and the subsequent telephone conference call.

The enclosed two documents summarize some of the ideas we have discussed regarding data collection and represent the way in which I would like to work in partnership with the CIJE evaluation team.

Sincerely,

Ruth Cohen, Ph.D.Director, Milwaukee Lead Community Project

RC/nm

enclosure

cc: Dr. Shulamith Elster 1־Dr. Ellen Goldring

1360 N, Prospect Avenue Milwaukee, Wisconsin 53202-3094 414-271-8338 FAX 414-271-7031

Betsy L. Green Richard H. Meyt^President Executive Vice President

• - • •..., r n

February 2 , 1993

Roberta Goodman Field Researcher 149 Nautilus Dr. Madison, WI 53705

Dear Roberta :

221388

\,'))J ,1 . , ' 1·';/ , ,. ,,, J ,J~

Ir I ~ ) I \) .')-j "

;i(~{tf~: ,, lff l '

MILWAUKEE JEWISH FEDERA:"ION 1 90 "l 1 9 <J 2

r,•,·JJ~'l1l; lt1!1 'J() \ 'r"'Ul'S o/ .\t'J'\'lc'11 / 0

1//~• ,; • .,.,~;, rv,111i11111111•

I enjoyed our meeting on Thursday, January 28 and the subsequent tel ephone conference call.

The enclosed two documents summarize some of the ideas we have discussed regarding data c ollection and represent the way in which I would like to work in partnership with the CIJE evaluation team.

Sincerely,

Ruth Cohen, Ph.D. Director, Milwaukee Lead Community Project

RC/nm

enclosure

cc: Dr. Shularoith Elater./ Dr. Ellen Goldring

1360 N. Pro:.pect Avt!nue Milwaukee, Wisc:onsin 53202-3094 414-27Hl338

Betsy L. Green Presideni

------- ----Richard H. M~yer Executive Vice Prt'..~ident

FAX 414-271-70131

1308CIJE12:10 PM93׳ (

DRAFT

Milwaukee Lead Community Data Collection Needs - January 1993

Date Needed

la. Study of the Status of Teachers/Educators

Salaries/Benefits (comparison with public school

when appropriate)

4/1/93 Training (Jewish and secular)

Hrs. of work/week

Teaching experience

In service/continuing education experiences

lb. Study of Teachers/Educators Attitudes

Motivation

Career goals

4/1/93 Job satisfaction/work environment

Recognition/rewards

Views on "pressing community educational needs"

Administrative support for teachers

Ic. What Have Other Communities Done to Address

3/1/93 Personnel Issues?

(Information can be obtained through JESNA (?))

(Field researcher may have information on data

gathering strategy/methodology?)

Ila. What Jewish Education Programs Are Currently In

Place? (formal and informal)

5/15/93 In areas to be determined by task forces, for

example: family programs, teens programs, special

populations, etc.

FEB 1."EB 10 '93 12:10 PH CIJE 221308 Pog e ,

DRAFT

Milwaukee Lead Community Oat~ Collection Needs - Januarv 1993

Date Needed

Ia. Study of the Status of Teachers/Educators

Salaries/Benefits (comparison with public school

when appropriate)

4/1/93 Training (Jewish and secular)

Hrs. of work/week

4/1/93

Teaching experience

In service/continuing education experiences

Ib. study of Teachers/Educators Attitudes

Motivation

Career goals

Job satisfaction/work environment

Recognition/rewards

Views on "pressing community educational needs"

Administrative support for teachers

Ic. What Have Other Communities Done to Address

3/1/93 Personnel Issues?

5/15/93

(Information can be obtained through JESNA (?))

(Field researcher may have information on data

gathering strategy/methodology?)

IIa. What Jewish Education Frog.rams Are Currently ·rn

Place? (formal and informal)

In areas to be determined by task fore es, for

example; family programs, teens programs, special

populations, etc.

P o g e22 1308CIJE1 ; 1 a k m

Page 2

lib. How Many Individuals Participate in These Programs?

Formal settings

Informal settings

(MAJE collected data in 1992)

(Census data will be collected in October 1993)

lie. Brief Description of Each of These Programs

3/15/93

III. How Can CIJE Help Us?

1. Collect baseline da־ca (la.; Ib. )

2. Analyze baseline data and write a report (share

report with the Milwaukee Lead Community

Project)

3. Assist us in setting up a process of data

gathering (Ila.)

4. Assist us in development of instruments (other

than those needed for collection of baseline

data for la.; Ib. )

5. Focus groups documentation (Ib.)

6. Collaborate on data analysis (e.g., focus

groups)

7. Collaborate on report writing (e.g., focus

groups)

8. Observe a sample of educational programs; share

information with Lead Communities (in

particular areas which have been targeted for

change)

Page 2

3/15/93

CIJE 221308 Poge 6

IIb. Bow Many Individuals Participate in These Programs?

Formal settings

Informal settings

(MAJE collected data in 1992)

(Census data will be collected in October 1993)

IIc. Brief Description of Each of These Programs

III. How Can CIJE Help Us?

1. Collect baseline da~a {Ia.; Ib.)

2 . Analyze baseline data and write a report ( share

report with the Milwaukee Lead Community

Project)

3. Assi3t us in setting up a process of data

gathering (Ila.)

4. Assist us in development of instruments (other

than those needed for collection of baseline

data for Ia.; Ib.)

5. Focus groups documentation (Ib.)

6. Collaborate on data analysis (e.g., focus

groups)

7. Collaborate on report writing ( e, g., focus

groups)

8. Observe a sample of educational programs; share

information with Lead Communities (in

particular areas which have been targeted for

change)

CIJE*a ao u ; 11 KM

Pag e 3

9 . Provide consultants for instrument development,

data analysis and other data collection needs

which can not be adequately met by the Field

Researcher

RC/nm

Revised 2/2/93

I <:: l l I" M

Page 3

RC/nm

Revised 2/2/93

...

CIJE 221 308 Pag e 7

9. Provide consultants for instrument development,

data analysis and other data collection needs

which can not be adequately met by the Field

Researcher

, I l

DRAFT

Partnership in Information Gathering(CIJE; Milwaukee Lead Community Project; MAJE)

Oraanization Role/Responsibilities

Milwaukee LeadCommunityProject

o Identify information needs

o Decide, in consultation with CIJE, what organization should assume which responsibilities for data gathering.

o Facilitate focus groups; analyze and report data (in collaboration with CIJE).

o Collaborate with CIJE on design of studies, instrument development and report writing as dictated by the project needs.

CIJE o Establish baseline conditions (collect, analyze and report data)

o Respond to requests of Lead Communities for data; both qualitative and quantitative.

o Observe a sample of educational programs that are in place; inparticular, programs in areas which have been targeted for change.

o Share with the Lead Community data which will assist the project in its planning process.

o Collaborate with the Lead Community 011 design of studies, instruments, report writing - as requested by project-

o Observe and document focus group process; assist in analysis and reporting of data.

Oraanization

Milwaukee Lead Community Project

CIJB

0

0

DRAFT

Partnershi~ in Information Gathering (CIJE; Milwaukee Lead Community Project; MAJE)

Role/Responsibilities

Identify information needs

Decide, in consultation with CIJE, what organization should assume which responsibilities for data gathering.

o Facilitate focus groups; analyze and report data (in collaboration with CIJE).

o Collaborate with CIJE on design of studies, instrument development and report writing as dictated by the project needs.

0

0

0

Establish baseline conditions (collect, analyze and report data)

Respond to requests of Lead Communities for data; both qualitative and quantitative.

Observe a sample of educational programs that are in place; in particular, programs in areas which have been targeted for change.

o Share with the Lead Community data which will assist the project in its planning process.

o Collaborate with the Lead Community on design of studies, instruments, report writing - as requested by project.

o Observe and document focus group process; assist in analysis and reporting of data.

" D

G

u ,.

r,:

..., :J<

n -... ,,1

N N

w Ill ID

,, D ., •

i' D)

Partnership in Information Gathering

(CIJE; Milwaukee Lead Community Project; MAJE)

Organization Role/Responsibilities

MAJE o Collect census data such as school enrollment by grade and byinstitution.

o Update program participation data.

o Analyze above data and write a report.

o Assist project in collection of data in educationalinstitutions/organizations.

RC/nmRevised 2/2/93

Orqanization

MAJE

RC/nm Revised 2/2/93

0

0

Partnership in Information Gathering (CIJE; Milwaukee Lead Community Project; MAJE)

Role/Resoonsibilities

Page 2

Collect census data such as school enrollment by grade and by institution.

Update program participation data.

o Analyze above data and write a report.

0 Assist project in collection institutions/organizations.

of data in educational

I' L

~ .. C, C.

• , ~ . ,: '.I

<l

.... ..,

N N

w ID a,

"ti 0 ,0

•

I.O

P □ 9 e 122 1 3 0 8L i J t1 1 . o a h n

MILWAUKEE JEWISH FEDERATION1 9 0 2 - 1 9 9 2

rc c o 'jiu .:1 fty% Vtl ;>׳ ׳ (s r \ u/ .w r v iw !<>1iu• J c \ \ 1 \׳ h w i n t t m n i t y

M E M O R A N D U M

TO: S t e e r i n g C o m m i t t e e for the C o m m i s s i o n on J e w i s h E d u c a t i o n

FROM: R u t h C o h e n

D A T E : J a n u a r y 21, 1993

T h a n k y o u for a t t e n d i n g t h e S t e e r i n g C o m m i t t e e m e e t i n g o n J a n u a r y 18 a n d for y o u r i n p u t on p u t t i n g t o g e t h e r a w e l l b a l a n c e d l i s t of m e m b e r s for t h e C o m m i s s i o n on J e w i s h E d u c a t i o n . E n c l o s e d p l e a s e f i n d a s u m m a r y of t h e m e e t i n g .

T h e n e x t m e e t i n g of t h e S t e e r i n g C o m m i t t e e w i l l be h e l d o n T u e s d a y , F e b r u a r y 16. Dr. B a r r y Holtz, D i r e c t o r of the B e s t P r a c t i c e s P r o j e c t , w i l l be o u r s p e c i a l guest. I n v i t a t i o n s for t h e m e e t i n g w i l l be m a i l e d u n d e r s e p a r a t e cover.

O n t h i s o c c a s i o n , I w o u l d like t o t h a n k all of y o u for y o u r w a r m r e c e p t i o n . Y o u r c o m m i t m e n t , e n e r g y a n d e x c i t e m e n t are v e r y i n v i g o r a t i n g a n d w i l l u n d o u b t e d l y p r o v i d e g r e a t m o m e n t u m t o o u r p r o j e c t .

^e mo ;

R C / n m

a n C l 0 S U r 8 ~ : < » «>r s n a,

1360 N. Prospcct Avenue M ilwaukee, W isconsin 53202-3094 414-271-8338 FAX 414-271-7081

Betsy L, Green Richard H. MeyerPresident Executive V/'ce President

TO;

FROM:

DATE:

I. I J t. 221308

MILWAUKEE JEWISH FE DERATION 1 9 0 2 1 'J '.l ~

'1..'L IJ!:IIJ."lln : 'it , ••t:rr 1,II ,,.,.,,<.~· ,,, ,,, •. . h•u nlr , 011111,:11111y

MEMORANDUM

Po ge

Steering Committee for the Conunission on Jewish Education

Ruth Cohen ~

January 21, 1993

Thank you for attending the Steering Committee meeting on January 18 and for your input on putting together a well balanced list of members for the Commission on Jewish Education . Enclosed olease find a swnmary of the meeting. -

The next meeting of the Steering Committee will be held on Tuesday , February 16. Dr . Barry Holtz, Director of t he Best Practi ces Project, will be o ur special guest. Invitations for the meeting will be mailed under s eparate cover ,

On this occasion, I woul d like to thank all of you for your warm reception. Your c ommitment, energy and excitement are v e ry invigorating and will undoubtedly provide great momentum to our project,

RC/nm

enclosure

1360 N. Prospect Av~nue Milwaukee, Wisconsin 53202-3094 414-271-8338

Betsy L. Green Presidenc

RichMri H. Meyer txecurivc Vice President

FAX 414-271-7081

P a 9 e 222 1 3 0 8Ll Jtu cj n n

S t e e r i n g C o m m i t t e e for t h e C o m m i s s i o n o n J e w i s h E d u c a t i o nM o n d a y , J a n u a r y 18, 199 3

5:30 p.m.

S U M M A R Y N O T E S

A T T E N D A N C E : D a n i e l Ba d e r , M a r i s Bock, A l a n B o r s u k , C l a u d i aCohen, S h u l a m i t h Elster, CIJE, J a n e G e l l m a n , J u d y G uten, S t a n Jaspan, R i c k M a r c u s , I n a R e g o s i n , S t e v e R i c h man, B o n n i e Shafrin, L o u i s e Stein, B o n n i e Sumner, J e r r y Tepper, E v e J o a n Z u c k e r a n d R u t h C o h e n a n d H o w a r d N e i s t e i n , Staff.

I. W e l c o m e / I n t r o d u c t i o n s

L o u i s e S t e i n i n t r o d u c e d Dr. R u t h Co h e n , w h o a s s u m e d t h e p o s i t i o n of D i r e c t o r of the M i l w a u k e e P r o j e c t o n J a n u a r y 4 a n d t h a n k e d t h e B a d e r F o u n d a t i o n for f u n d i n g t h i s p o s i t i o n .

R u t h C o h e n a s k e d t h e m e m b e r s of t h e S t e e r i n g C o m m i t t e e t o h e l p h e r g a i n a c c e s s t o t h e o r g a n i z a t i o n s t h e y r e p r e s e n t by i n v i t i n g h e r t o t h e b o a r d m e e t i n g s , staff m e e t i n g s o r o t h e r m e e t i n g s w h i c h m a y b e r e l e v a n t t o t h e g o a l s of t h e " L e a d C o m m u n i t y P r o j e c t " .

L o u i s e a l s o i n t r o d u c e d Dr. S h u l a m i t h E l s t e r , C h i e f E d u c a t i o n O f f i c e r for C I J E a n d t h a n k e d h e r for h e r o n g o i n g a s s i s t a n c e t o t h e M i l w a u k e e L e a d C o m m u n i t y P r o j e c t " .

S h u l a m i t h has b e e n in M i l w a u k e e five t i m e s s i n c e l a s t A u g u s t . T h e p u r p o s e of t h i s t r i p w a s to s p e n d t i m e w i t h R u t h , t o r e i n f o r c e the c o l l a b o r a t i v e r e l a t i o n s h i p w i t h C I J E a n d t o p r o v i d e R u t h w i t h t h e s u p p o r t she n e e d s .

II. J e w i s h S e g m e n t

J a n e G e l l m a n r e a d a s e g m e n t w r i t t e n by A m n o n S h a m o s h , an I s r a e l i w r i t e r . J a n e e m p h a s i z e d t h a t o u r c h a l l e n g e as a c o m m u n i t y is t o c r e a t e a c o m m u n i t y " with r o o t s a n d w i n g s " .

III. C r e a t i n g t h e C o m m i s s i o n

L o u i s e S t e i n s t a t e d t h a t the a g e n d a h a d t w o m a j o r p i e c e s ;

1, C r e a t i n g t h e C o m m i s s i o n .

2. B e g i n n i n g a v i s i o n i n g p r o c e s s w i t h an i d e n t i f i c a t i o n of the J e w i s h i s s u e s t h a t w e fa c e as a c o m m u n i t y a n d t h a t w e c a n a d d r e s s t o g e t h e r as a c o m m u n i t y .

A. T h e R o l e of t h e C o m m i s s i o n

L o u i s e p r e s e n t e d an o r g a n i z a t i o n a l c h a r t t h a t e x p l a i n e d the d i f f e r e n t f u n c t i o n s of t h e S t e e r i n g C o m m i t t e e , the

• • t WI.I "" '"' 1. J J la 221308 P age

Steering Committee for the Commission on Jewish Education Monday, January 18, 1993

ATTENDANCE:

5:30 p.rn.

SUMMARY NOTES

Daniel Bader, Maris Bock, Alan Borsuk, Claudia Cohen, Shulamith Elster, CIJE, Jane Gellman, Judy Guten, Stan Jaspan, Rick Marcus, Ina Regosin, Steve Richman, Bonnie Shafrin, Louise Stein, Bonnie Sumner, Jerry Tepper, Eve J'oan Zucker and Ruth Cohen and Howard Neistein, Staff.

I. Welcome/Introducti ons

Louise Stei n introduced Dr . Ruth Cohen, who assumed the position of Director of the Milwaukee Project on January 4 and thanked the Bader Foundation for funding this position.

Ruth Cohen asked the members of the Steering Committee to help her gain access to the organizations they represent by inviting her to the board meetings, staff meetings or other meetings which may be relevant to the goals of the "Lead Community Project".

Louise also introduced Dr. Shulamith Elster , Chief Education Officer for CIJE and thanked her for her ongoing assistance to the Milwaukee "Lead Community Project ".

Shulamith has been in Milwaukee five times since last August. The purpose of this trip was to spend time with Ruth, to reinforce the collaborative relationship with CIJE and to provide Ruth with the support she needs.

II. Jewish Segment

J'ane Gellman read a segment written by Am.non Shamosh, an Israeli writer. Jane emphasized that our challenge as a community is to create a community "with roots and wings".

III. Creating the Commission

Louise Stein stated that the agenda had two major pieces:

l. Creating the Commission.

2. Beginning a visioning process with an identification of the Jewish issues that we face as a community and that we can address together as a community.

A. The Role of the Commission

Louise presented an organizational chart that explained the different :functions of the Steering Committee, the

2

1 3 0 8C I J E1 1 ; j 1 am

P a g e 2

C o m m i s s i o n a n d t h e T a s k F o r ces. T h e S t e e r i n g C o m m i t t e e w i l l m a n a g e t h e C o m m i s s i o n a n d t h e T a s k F o r c e s , w i l l d e v e l o p a n o u t l i n e for the s t r a t e g i c p l a n a n d w i l l s e r v e as a l i a i s o n t o the F e d e r a t i o n a n d p a r t i c i p a t i n g o r g a n i z a t i o n s . T h e c o m m i s s i o n w i l l a p p r o v e t h e s t r a t e g i c plan, w i l l set p r i o r i t i e s , b u i l d c o n s e n s u s a n d w i l l s e r v e as t h e c o m m u n i c a t i o n l i n k w i t h p a r t i c i p a t i n g o r g a n i z a t i o n s . T h e T a s k F o r c e s w i l l f o c u s on s p e c i f i c issues, g a t h e r i n f o r m a t i o n a n d d e v e l o p a c t i o n p l a n s .

It w a s s u g g e s t e d t h a t the c h a r t w o u l d s h o w h o w s t a f f w i l l w o r k w i t h t h e S t e e r i n g C o m m i t t e e , C o m m i s s i o n a n d t h e T a s k F o r c e s .

B. D u r a t i o n of S e r v i c e

L o u i s e s u g g e s t e d t h a t m e m b e r s of t h e C o m m i s s i o n w i l l s e rve f o r 1 1/2 years, u n t i l J u n e 1994. A t t h i s t i m e , the S t e e r i n g C o m m i t t e e w i l l r e v i e w t h e p l a n a n d m o d i f y it if n e c e s s a r y .

C. S e l e c t i o n of P r o s p e c t i v e M e m b e r s

J a n e G e l l m a n d i s t r i b u t e d a li s t of n a m e s c o m p i l e d f r o m r e c o m m e n d a t i o n s m a d e b y m e m b e r s of t h e S t e e r i n g C o m m i t t e e . T h e list was r e v i e w e d d u r i n g t h e m e e t i n g a n d i n f o r m a t i o n w a s p r o v i d e d a b o u t e a c h of t h e n a m e s l i s t e d . M e m b e r s w e r e a s k e d to se l e c t 2 0 n a m e s f r o m t h e list. T h e t w o c o - c h a i r p e r s o n s a n d s t all w i l l l a t e r r e v i e w t h e r e c o m m e n d a t i o n s a n d c o m p i l e a list of u p t o 60 n a m e s . T h i s l i s t w i l l b e m a i l e d to m e m b e r s of t h e S t e e r i n g C o m m i t t e e f o r t h e i r review.

It w a s s u g g e s t e d t h a t e a c h o r g a n i z a t i o n w i l l n o m i n a t e its own r e p r e s e n t a t i v e s .

B o t h L o u i s e a n d J a n e e m p h a s i z e d t h a t w e a r e l o o k i n g for p e o p l e w i t h a c o m m u n i t y p e r s p e c t i v e , n o t a n a r r o w o r g a n i z a t i o n a l view; p e o p l e w h o are a b l e t o e n g a g e i n a p r o c e s s t h a t b e n e f i t s t h e e n t i r e c o m m u n i t y .

D. T i m e l i n e for D e v e l o p m e n t of t h e C o m m i s s i o n

The f i r s t m e e t i n g of t h e C o m m i s s i o n on J e w i s h E d u c a t i o n is p l a n n e d for F e b r u a r y 25.

__ ,_ ... _., .,._ _,,J ___ 1_1: Jl AM CIJ E 2213El8 ?01111

Page 2

Commission and the Task Forces. The Steering Committee will manage the Commission and the Task Forces, will develop an outline for the strategic plan and will serve as a liaison to the Federation and participating organizations, The commission will approve the strategic plan, will set priorities, build consensus and will serve as the communication link with participating organizations. The Task Forces will focus on specific issues , gather information and d evelop action p l ans.

It was suggested that the chart would show how staff will work with the Steering Committee, Commission and the Task Forces.

B. Duration of Service

Louise suggested that members of the Commission will serve for 1 1/ 2 years, until Jun e 1994. At this time, the Steering Committee will review the plan and modify i t if necessary.

C. Selection of Prospective Members

Jane Gellman d istributed a list of names compiled from recommendations made by members of the Steering Committee. The list was revie wed during the meeting and informatio n was provided about each of the names listed. Members were asked to select 20 names from the list. The two co-chairpersons and staff" will later review the recommendations and c ompile a list of up to 60 names. This list will be mailed to members of the Steering Committee for their review .

It was suggested that each organization will nominate its own representatives.

Both Louise and Jane emphasized that we are looking for people with a community perspective, not a narrow organizational view; people who are able to engage in a process that benefits the entire community.

D. Timeline for Development of the Commission

The first meeting of the Commission on Jewish Education is p lanned for February 25.

3

P a g e 522 1 3 0 8t u t

P a g e 3

IV. F u t u r e P l a n s

A. T h e v i s i t of B a r r y H o l t z

B a r r y H o l t z w i l l v i s i t M i l w a u k e e on Tuesday, F e b r u a r y 16.

He w i l l m e e t w i t h p r o f e s s i o n a l e d u c a t o r s at n o o n a n d w i t h t h e S t e e r i n g C o m m i t t e e for t h e C o m m i s s i o n o n J e w i s hE d u c a t i o n at 7:30 p.m.

T h e g r o u p s p l i t u p i n t o t w o w o r k groups. T h e f o l l o w i n g i s s u e s w e r e i d e n t i f i e d b y the two groups.

1. C o n t i n u i n g e x p e r i e n c e s b e y o n d the e i g h t h g r a d elevel: h i g h s c h o o l / I s r a e l e x p e r i e n c e s .

2. F a m i l y e d u c a t i o n : t a r g e t i n g s p e c i a l g r o u p s s u c h asi n t e r f a i t h c o u p l e s , n e w co m e rs f r o m t h e f o r m e r S o v i e t Union, d a y s c h o o l p a r e n t s w h o feel u n e q u i p p e d to r e i n f o r c e t h e l e a r n i n g t h e i r c h i l d r e n a r e g e t t i n g .

3. A d u l t e d u c a t i o n (not n e c e s s a r i l y m o r e a d u l te d u c a t i o n off e r i n g s , b u t p r o m o t i n g it a n d c o o r d i n a t i n g it t h r o u g h o u t t h e c o m m u n i t y ) .

5. O u t r e a c h / m a r k e t i n g J e w i s h E d u c a t i o n / p r o m o t i n g it a m o n g t h o s e w h o are not c u r r e n t l y i n v o l v e d w i t h it.

G r o u p 2 (Jane G e l l m a n , R u t h C o h e n and S h u l a m i t h E l s t e r )

1. P r o f e s s i o n a l d e v e l o p m e n t : r e c r u i t m e n t , t r a i n i n g ,r e t e n t i o n a n d c o m p e n s a t i o n .

2. F a m i l y e d u c a t i o n : w a y s to d e v e l o p p r o g r a m s inf o r m a l a n d i n f o r m a l setting.

3. L i f e l o n g e d u c a t i o n : W h a t p r o g r a m s a r e a v a i l a b l e ?W h e r e are t h e i r gaps?

V. V i s i o n i n g - I n i t i a l I d e n t i f i c a t i o n of Issues

A. S m a l l G r o u p W o r k

G r o u p 1 (Louise S t e i n a n d H o w a r d Neist e i n )

E n h a n c i n g t h e t e a c h i n g p r o f e s s i o n as a w h o l e .

6. S p e c i a l e d u c a t i o n

.... .., ,._ 1"11 " .... 1 .J t. 221308 Page

Page 3

IV, Future Plans

A. The visit of Barry Holtz

Barry Holtz will visit Milwaukee on Tuesday1 February 16,

Be will meet with professi onal educators at noon and with the Steering CoJllITlittee for the Commission on Jewish Education at 7:30 p.m.

v. Visioning - I nitial Identification of Issues

z' -

A. Small Group Work

The group split up into two work groups. The following issues were identified by the two groups.

Group l (Louise Stei n and Boward Neistein)

1. Continuing experi ences beyond the eighth grade l evel: high school/Israel experiences.

2. Family e ducation: target ing special groups such as interfaith couples, newcomers from the former Soviet Union, day school parents who feel Qnequipped to reinforce t he learning their children are getting.

3.

4 •

Adult education ( not necessarily more education offerings, but promoting it coordinating it throughout the community).

Enhancing the teaching profession as a whole.

adult and

5. Outreach/marketing Jewi sh Education/promoting it among those who are not currently involved with it.

6. Special education.

Group 2 {Jane Gellman , Ruth Cohen and Shulamith Elster)

1. Professional development: recruitment, training, retention and compensation,

2. Family education: ways to develop programs in formal and informal setting.

3. Life long education : What programs are available? Where are their gaps?

5

4. E x a m i n a t i o n of c o m m u n i t y r e s o u r c e s : W h a t isa v a i l a b l e in the c o m m u n i t y ? S h a r e d vs. c o m p e t i t i v e r e s o u r c e s .

5. C u r r i c u l u m d e v e l o p m e n t : Is it a p r o b l e m ? W h a t isa v a i l a b l e in t h e c o m m u n i t y ? W h a t is t h e q u a l i t y of e x i s t i n g c u r r i c u l u m ?

V. 6• T e c h n o l o g y in J e w i s h E d u c a tion.

7. C r e a t i n g l i n k a ges a m o n g s e ttings: l i n k i n g f o r m a l- a n d _ i n f o r m a l edu c a t i o n ? i n v o l v ing-, dav_ s c h o o l

L ' .s t u d e n t s xn t h e i r c o n g r e g a t i o nal p r o g r a m s .

8. F i n a n c i a l b a r r i e r s t o e d u c a t i o n a l o p p o r t u n i t i e s .

9. I s r a e l e x p e r i e n c e : Is t h i s an o v e r a l l c o m m u n i t yi s s u e ? F o r m a l a n d i n f o r m a l e x p e r i e n c e s .

10. W hat a r e e f f e c t i v e c l a s s r o o m t e c h n i q u e s t o i m p a c t J e w i s h l e a r n i n g ?

11. P o s t B a r M i t z v a h edu c a t i o n : e d u c a t i o n a l e x p e r i e n c e s for h i g h school, c ollege, a n d a d u l t l e a r n e r s .

R C / n m1 / 2 1 / 9 3

Page 4

1

~1

'['\'.

\,".

RC/run 1/21/93

5.

6.

7.

8.

9.

10 .

11.

221308

Examination 0£ community available in the community? resources.

resources: What is Shared vs. competitive

Curriculum development: Is it a problem? What is avai lable i n the community? What is the quality of existing curriculum?

-:technology in Jewish Education.

and informal education; invoJ vi og _ day students i n their conareaational prograrns.-----

Financial barriers to educational opportunities.

Israel experience: Is this an overall comm.unity issue? For:mal and informal experiences.

What are effective classroom techniques to impact Jewish learni ng ? -

Post Bar Mitzvah education: educational experiences for high school, college, and adult learners.

ל F o ci ח • d a t i o n

January 13, 1993

Roberta Louis Goodman, R.J.E.901 Waban Hill Madison, Wisconsin 53711

Dear Roberta:

As you already know, the Helen Bader Foundation, Inc. has become one of the primary sources of funding to the Jewish Community in Milwaukee (״Community") for the support of certain of the Community’s educational institutions. We have an interest in pursuing a policy in our Milwaukee Jewish Education grants program which is best suited to the specific needs of the Community. Our approach should be based upon a studied understanding of the idiosyncracies of the Community, its institutions of Jewish education, and our interrelationship with those institutions.

Your ability as a neutral third party observer in the Community could greatly benefit us in achieving one of our goals - clarifying our role in our interactions with the Community's educational and educational planning institutions. I respectfully request that, in your position as the field researcher of the Council for Initiatives in Jewish Education in Milwaukee, you provide us with your assessment on any of the following developments of which you may take notice during the course of your work here:

1) the changing role, structure, and efficacy of the Milwaukee Association for Jewish Education, in light of the recent , resignation“ of its current executive director, and recent budget decreases;

2) the proposed role of the Milwaukee Jewish Federation to undertake the initiative in, and develop a capacity for, planning in the area of Jewish education, both on the part of its personnel, and through its constituent agencies (i.e. Jewish Community Center); and

3) the evolving role of the Helen Bader Foundation, Inc. in its interactions with Community educational institutions, and its impact on the choices made by the Community for the allocation of education dollars and as a source of guidance and direction in settina an agenda for Jewish education in the Community.

ל7 ל E;!*t W isconsin A venue Suile 3275Milwaukee. Wisconsin 53202Tel 4U-22'1-64<U. f a, 414-224 1441

,

EELENBADER -·--

--;- F o u n, d a t I o ·n

January 13, 1993

Roberta Louis Goodman, R.J.E. 901 Waban Hill Madison1 Wisconsin 53711

Dear Roberta:

\ ' \ _,

As you already know, the Helen Bader Foundation, Inc. has become one of the primary sources of funding to the Jewish Community in Milwaukee ("Community•) for the support of certain of the Community's educational institutions. We have an interest in pursuing a policy in our Milwaukee Jewish Education grants program which is best suited to the specific needs of the Community. Our approach should be based upon a studied understanding of the idiosyncracles of the Community, its institutions of Jewish education, and our Interrelationship with those institutions.

Your ability as a neutral third party observer in the Community could greatly benefit us in achieving one of our goals - clarifying our role in our interactions with the Community's educational and educational planning institutions. I respectfully request that, in your position as the field researcher of the Council for Initiatives in Jewish Education in Milwaukee, you provide us with your assessment on any of the following developments of which you may take notice during the course of your work here:

1) the changing role, structure, and efficacy of the Milwaukee Association for Jewish Education, in light of the recent •resignation· of its currant executive director, and recent budget decreases;

2) the proposed role of the Milwaukee Jewish Federation to undertake the initiative in, and develop a capacity for, planning in the area of Jewish education, both on the part of its personnel, and through its constituent agencies (i.e. Jewish Community Center); and

3) the evolving role of the Helen Bader Foundation, Inc. in its interactions with Community educatlonal institutions, and its impact on the choices made by the Community for the allocation of education dollars and as a source of guidance and direction in setting an agenda for Jewish education in the Community.

777 E:1~1 Wi>,un~in Avenue Suit< 3275 Milwauke<. Wi..:a,isin 53202 Tel 41~-2~•1-(,J(,-1 , f:t• <114 ·2~4 1.1.11

Roberta Louis Goodman January 13, 1993 Page Two

I look forward to your input on the role of the Helen Bader Foundation, inc. during this period of the establishment of Milwaukee as a Lead Community for Jewish Education.

Please fee! free to contact me should you have any questions or comments concerning this request.

Sincerely,

Zachary D, Harris Program Associate

cc: Daniel J. BaderDr. Shulamith R. Elster

Roberta Louis Goodman Januar1 13, 1993 Page Two

l look forward to your input on the role of the Helen 6ader Foundation, Inc. during this period of the establishment of Milwaukee as a Lead Community for Jewish Education.

Please fee! free to contact me should you have any questions or comments concerning this request.

Sincerely,

Zachary D. Harris Program Associate

cc: Daniel J. Bader Dr. Shulamith R. Elster ✓

Steering Committee for the Commission on Jewish EducationMonday, December 14, 1992

•' 5:30 p.m.

Summary Notes

Attendance: Dan Bader, Brad Bernstein, Maris Bock, Alan Borsuk,Claudia Cohen, Jane Gellman (Co-Chair), Betsy Green, Judy Guten, Zachary Harris, Stan Jaspan, Rick Marcus, Ina Regosin, Steve Richman, Bonnie Shafrin, Louise Stein (Co-Chair)r Jerry Stein, Bonnie Sumner, Jerry Tepper, Eve Joan Zucker, and Howard Neistein, Staff.

I. Welcome/Introductions/Opening Remarks

Jane Gellman, Commission Co-Chair, welcomed Committee participants. She explained that in assembling the Steering Committee, an effort was made to include people who have demonstrated a commitment to the community and an appreciation that Jewish Education makes. An attempt was also made to appoint a Steering Committee whose members collectively constitute a balance of perspectives on Jewish Education and have credibility within the Federation and within specific agencies, schools and synagogues. She noted that while each of the members is recognized for having a broad community perspective, that they can enrich the process through their sensitivities toward the institutions and organizations that they are involved in. Mrs. Gellman reviewed the progress to date since the Federation Board had approved Milwaukee's participation in the "Lead Community Project” and thanked the Bader Foundation for its funding support of the Project Coordinator for the first year. She invited all Steering Committee members who were available to participate in the interview process. Committee members requested that there be some standard questions available for Committee members at each interview,

Louise Stein, Commission Co-Chair, presented a Jewish segment piece on the importance of Jewish Education to building community, based upon the writings of Rabbi Irving Greenberg. She noted that a similar segment will be included in each subsequent Committee meetings.

II. Visioning

As a precursor to discussion about organizing the Commission on Jewish Education, Jane Gellman asked Committee members to spend some time talking about what outcomes our community should strive for through the project. She asked Committee members to respond to the following questions:

A. How does someone with a positive Jewish identity behave?

a i=--~-1'?:.:;. u:,--:i-11 r-r-.,_., ,_ Jt:•u .'.:-H 1-1:.LI

Steering Committee for the Commission on Jewish Education Monday, December 14, 1992

Attendance:

5:30 p.m.

summary Notes

Dan Bader, Brad Bernstein, Maris Bock , Alan Borsuk, Claudia Cohen , Jane Gellman (Co-Chair), Betsy Green, Judy Guten, Zachary Earris, Stan Jaspan, Rick Marcus, Ina Regosin , Steve Richman, Bonnie Shafrin, Louise Stein {Co-Chair) , Jerry Stein, Bonnie Sumner, Jerry Tepper, Eve Joan Zucker, and Howard Neistein, Staff.

I. Welcome/Introductions/Opening Remarks

Jane Gellman, Commission Co-Chair, welcomed Committee participants. She explained that in assembling the Steering Committee, an effort was made to include people who have demom;trated a commitment to the community and an appreciation that Jewieh Education makes. An attempt was also made to appoint a Steering Commit~ee whose members collectively constitute a balance of perspectives on Jewish Education and have credibility within the Federation and within specifi c agencies, Bchools and synagogues. She noted that whi:e each of the members is recognized for having a broad community perspective, that they can enrich the process through their Gensitivities tow~rd the institutions and organizations that they are involved in. Mrs . Gellman reviewed the p=ogress to date since the Federation Board had approved Milwaukee's participation in the "Lead Community Project" and t:ianked the Bader Foundation for its funding support of the Project Coordinator for the first year. She invited all Steering Committee members who were available to participate in the interview process. Committee members requested that there be some standard questions available for Committee members at each interview.

Louise Stein, Commission Co- Chair, presented a Jewish segment piece on the importance of Jewish Education to building community, based upon the writings of Rabbi Irving Greenberg. She noted that a similar secrment will be included in each subsequent Committee meetings~.

II. Visioning

As a precursor to discussion about organizing the Commission on Jewish Education, Jane Gellman asked Committee members to spend some time talking about what outcomes our community should strive for through the project. She asked Committee members to respond to the following questions:

A. How does someone with a positive Jewish identi~y behave?

B. What is the role of Jewish Education in contributing to a positive Jewish identity?

C. What services/programs are necessary to sustain these elements in the community?

Committee members comments included the following:

A. Elements of a Positive Jewish Identity

A knowledge and a positive feeling towards the State of Israel and a desire to go there.

- Someone who applies Jewish values to daily living.- A knowledge of Jewish history.

A sense of bonding with others Jews.Participation in the Jewish community.Taking responsibility for others in the Jewish community ** K'lal Yisrael.Growth through Mitzvot.Carrying one's Judaism into the community.Active studying of Judaism.Jewish pride.Identification through the Hebrew language.Being able to define why it is important to beJewish.Maintaining a Jewish home.Raising Jewish children.Desire to perpetuate Judaism.

B. Role of Jewish Education

Motivates a desire for Jewish identity.Respect for Jewish learning.Education should lead to doing.

- Imparting Jewish knowledge - "Ignorance is a barrierto education".Having a basic set of skills to lead a Jewish life. Giving one a sense of comfort in different Jewish community settings.

C . Communal Opportunities

Institutions that compliment one another.An organization that manages the overall structure. Funding.A variety of institutions serving different age groups such as high schools, day schools, preschools, adult education and synagogue schools. An opportunity to come together in a Jewish communal setting.

~ - 1u : ~~ AH CIJE 22 I 308

Page 2

B. What is the role of Jewish Education in contributing to a positive Jewish identity?

C. What services/programs are necessary to sustain these elements in the community?

Committee members comments included the following:

A. Elements of a Positive Jewish Identity

A knowledge and a positive feeling towards the State of Israel and a desire to go there, Someone who applies Jewish values to daily living. A knowledge of Jewish history. A sense of bonding with others Jews, Participation in the Jewish community. Taking responsibility for others in the Jewish community - K'lal Yisrael. Growth through Mitzvot. Carrying one's Judaism into the community. Active studying of Judaism. Jawish pride. Identification through t he Hebrew language. Being able to define why it i s important to be Jewish. Maintaining a Jewish home. Raising Jewish children. Desire to perpetuate Judaism.

B. Role of Jewish Education

Motivates a desire for Jewish identity, Respect for Jewish learning. Education should lead to doing . Impart.Lug Jewish knowledge - "Ignorance is a barrier to education". Having a basic set of skills to lead a Jewish life. Giving one a sense of comfort in different Jewish community settings .

C. Communal Opportunities

Institutions that compliment one another. An organization that manages the overall structure. Funding. A variety of institutions serving different age gz:-oups such aB high schools, day schools, preschools, adult education and synagogue schools. An opportunity to come together in a Jewish corranunal setting.

An opportunity for every person to experience Israel.

- A diversity of programs that respond to different needs in the community.A desire for the pursuit of excellence.

Qualified personnel in all settings.Education that is both affordable and accessible. Supplemental opportunities to public schools.

Support for Jewish Education in the community and --־•י-'a general feeling that holds learning in high esteem.Opportunities that engage people throughout their lifetime.

III. Mrs. Stein presented a model for organizing the Commission on Jewish Education and outlined roles and responsibilities undertaken by the Commission as a whole/ the Steering Committee and various Task Groups that would be created throughout the process. The model envisions a relatively large body of people that who constitute the Commission.

Roles and responsibilities include:

Primary issues in improving Jewish Education and setting priorities for addressing them.

Defining what Task Groups are to be formed to address specific iesuee.

Adopting an overall 5 year plan and an implementation plan for each year.

Monitoring and evaluating progress of the Project as a whole.

Identifying sources and approaches for potential funding.

Communicating progress and results to the community groups in an effective manner.

Marketing involvement for the process.

Advocating the importance of Jewish education to the community as a whole.

The Steering Committee would focus its attention on the Commission's process. Specific responsibilities include:

1. Organizing the Commission and framing its work plan.

1.

3.

4.

5.

6 •

7•

Page 3

---------

A~-._ ...... 2 [;;2 l;...3;,;;:0 8 ... - - 7

·--·- .. .__

An opportunity for every person to experience Israel. A diversity of programs that respond to different needs in the community. A desire for the pursuit of excellence. Qualified personnel in all settings. Education that is both affordable and accessible. Supplemental opportunities to public schools. Support for Jewish Education in the co~munity and a general feeling that holds learning in high esteem. Opportunities that engage people throughout their lifetime.

III, Mrs. Stein presented a model for organizing the Commission on Jewish Education and outlined role5 and re5ponaibilitiea undertaken by the Commission as a whole, the Steering Committee and various Task Groups that would be created throughout the process. The model envisions a relatively large body of people that who con&titute the Commisgion.

Roles and responsibilities include:

1. Primary issues in improving Jewish Education and setting priorities for addressing them. ,.,.,

""'"'f <- 2. Defining what Ta5k Group5 are to be formed to address specific issues .

fr;( .. ~ (

3. Adopting an overall 5 year plan and an implementation

4.

5.

6.

7.

8.

plan for each year.

Monitoring and evaluqting progress of the Project as a whole.

Identifying sources and approaches for potential funding.

Communicating progress and results to the community groups in an effective manner.

Marketing involvement for the process.

Advocating the importance of Jewish education to the community as a whole,

The Steering Committee would focus its attention on the Commi6sion's process. Specific responsibilities include:

1. Organizing the Commission and framing its work plan.

1308L J J '32 1 1 : 0 1 A M CIJEW 1 jr-io !־7־'־ ־־ ׳ •

Page 4

ii •>

2. Keeping the Commission focused so that results areachieved,

3. Serving as a liaison to the Federation.

4. Problem solving/agency relations.

During the process, different Task Groups would be formedaround specific issues. Their responsibilities would include:

1. Defining the problems and opportunities associated withspecific issues.

2. Analyzing the issues and the community's ability toaddress them.

3. Identifying goals and objectives for intervention.

4. Proposing strategies/program initiatives (possibly in conjunction with "Best Practices").

5. Identifying a method of evaluation.

Mrs. Stein emphasised that one of the goals of the Project isto engage as many people within the community as possible both through the formal structure and activities such as focus groups, open meetings, interviews and surveys. It is hoped that the Project will facilitate gaps in service and strengthen what is already in place.

In organizing the Commission, the following questions were addressed to the Steering Committee:

1. What should be the size of the Commission? How is representation on the Commission balanced with its ability to function?

2. How are professionals utilized throughout the process?

3. What is the process for selecting Commission members?

4. What decision making authority is given to the Commission as a whole, to the Steering Committee and to individual Task Groups?

A number of Committee members responded that the Commission should be as inclusive as possible and might even be redefined as a Consortium. Its primary function would be to build consensus and to communicate to the community as a whole.Since there would be no "cap" on the oise of the Consortium,

1.·:. 1. 1 1 ·::ii 11:Ell AH ~-1z-!~-• ':"··- ·· CIJE

Page 4

2 2 1388 P011e 8

-••-roe••-~

2. Keeping the Commission focused so that results are achieved,

3. Serving as a liaison to the Federation.

4. Problem solving/agency relations.

During the process, different Task Groups would be formed around specific issues. Their responsibilities would include:

1. Defining the problems and opportunities associated with specific issues.

2. Analyzing the issues and the community's ability to address them.

3 . Identifyi ng goals and objectives for intervention .

4. Proposing strategies/program initiat ives (possibly in conjunction with "Best Practices" ) ,

5. Identifying a method of evaluation .

Mrs. Stein emphasized that one of the goals of the Project is to engage as many people within the community as possibl e both through the formal structure and activities such as focus groups, open meetings , interviews and surveys . It is hoped that the Project will facilitate gaps in service and strengthen what is already in place.

In organizing the Commission, the following questions were addressed to the Steering Committee :

1. What should be the size of the Commission? representation on the Commi6sion balanced ability to function?

How is with its

2. How are professionals utilized throughout the process?

3. What i~ the process for selecting Commission members?

4. What decision making authority is given to the Commission as a whole, to the Steering Conunittee and to individual Task Groups?

A number of Committee members responded that the Commission 5hould be as inclusive as possible and might even be redefined as a Consortium. Its primary func t ion would be to build consensus and to communicate to t he community as a whole. Since there would be no "cap" on the oize of the Consortium,

P a g e2 2 1 3 0 8

it was felt that either the Steering Committee would in effect be the ultimate decision making body. Others felt that while membership on the "Consortium” would involve a larger group of people, that withholding decision making authority to the group would detract from the quality of participation and the ultimate ownership of changes proposed through the Project. Concern was also expressed about perceptions by the stakeholders that actual decisions were being made behind "closed doors". They felt that while the Commission as a whole may be larger than is traditionally thought to be effective in decision making, it still must be empowered to do bo .

It was agreed that the Steering Committee’s first job wouldbe to form the larger Commission/Consortium and that theactual model be further discussed at its next meeting on Monday, January 18, 5:30 p.m. Committee members were asked to begin compiling names to be involved in the process as a whole and discussion would focus at the next meeting on how people's energies could be best utilized. It was noted that the input of names to the process required consultation with a broader base of people that are currently on the Steering Committee. It was also pointed out that the consultation process to form the Commission could be an opportunity to help build support for the Project. The question of authority for decision making will be discussed further. Further instructions and materials are to be distributed prior to the next meeting.

HN/nm12/16/92

... """- "" 1..·=-. - JI •• ... ,, ,.J 5:,. •• . •• - 221 388 Poge 9

Page 5

it was felt that either the Steering Conun.i.ttee would in effect be the ultimate decision making body. Others felt that while membership on the "Consortium" would involve a larger group of people, that withholding decision making authority to the group would detract from the quality of participation and the ultimate ownership of changes proposed through the Project. Concern was also expressed about perceptions by the stakeholders that actual decisions were being made behind '"closed doors". They felt that while the Commission as a whole may be larger than is traditionally thought to be gffective in decision making, it still must be empowered to do ao.

It was agreed that the Steering Committee's first job would be to form the larger Commission/ Consortium and that the actual model be further discussed at its next meeting on Monday, January 18, 5:30 p . m. Committee members were asked to begin compiling names to be invol ved in the process as a whole and d i scussion would focus at t he next meeting on how peopl e's energies could be best utilized. It was noted that the input of names to t he process required consultation with a broader base of people that are currently on the Steering Committee. It wa s also poi nted out that the consul tation process to form the Coi:ranission could be an opportunity to help build support for the Project. The question of authority for decision making will be discussed further. Further instructions and materials are to be distributed prior to the next meeting.

HN/ run 12/16/92

- .,~,.,,,,.

Steering Committee - Commission on Jewish Education

Bonnie sunnier 3823 N. Lake Dr. Milwaukee, WI 5 3211

Betsy GreenEnterprise Magazines 102 0 N. Broadway #111Milwaukee, WI 53202

Jane Gallman3 53 5 N. summit Ave. Milwaukee, WI 53211

Mr. Jerry Teppor Tabak & Tepper, S.c.8131 w. Capitol Dr.Milwaukee, WI 5 3222

Judy Guten40 0 E. Juniper Ct.Mequon, WI 53092

Louise stein C 0 • 2510 W. Dean Rd. Milwaukee, WI 53217

Eve Joan Zucker 4856 n . Bartlett Ave. Milwaukee, WI 53217

Mr. Stan Jaspan 6 590 N . Crestwood Dr. Milwaukee, WI 532 09

Mr. Daniel Bader Helen Bader Foundation 777 e . Wisconsin Ave.#3275 Milwaukee, WI 53 2 02

Mr. Richard Marcus 653 8 N. Bethmaur Lane Milwaukee, hi 53209

Dr. Brad Bernstein 270 Nob Hill East Colgate, WI 53017

Ina Regosin9580 N. Regent Rd.Milwaukee, WI 53217

Haris Bock94 9 4 N. Fairway circle Milwaukee, WI 5321ל

Mr. Steve Richman Quarles & Brady 411 E. Wisconsin Ave, Milwaukee, WI 53202

Mr. Alan Bor8uk 337S N. 51st Blvd. Milwaukee, WI 5 3216

Bonnie shafrin163 0 W. Greenbrook Rd.Milwaukee, WI 53217

Rabbi Lee Buckmaj! 1834 W. Edward Lane Milwaukee, WI 532 09

Mr. Gerald Stein Towne Realty, inc.710 N. ?lan&inton Ave, Milwaukee, WI 53217

״4״ dia Cohen .Atwahl Dr ־

adale, wi 53209

'"' . .,~ -r: _..., t 'tl __ =.u,, ~n r-c:.v 221388 TO

steering committee - Col!IIni.ssion on Jewish Educatioc

Jane Ge l lman ~~·Che..,{, 3535 N. summit Ave. Milwaukee, WI 532ll

Louise stein C~ · e/'l~,'.'L 2Sl0 w. Dean Rd , Milwaukee, W1" S3217

MZ. Daniel Bader Helen Bader Founda~ion 777 E, Wisconsin Jwe. 13275 Milwa.ukae, WI 53202

Dr. Brad Bernstein 270 Nob Hill sast col9ate, Wl 53017

M.a.rio Bock 9494 N. Fain,ay c ircle Milwaukee, WI 5321~

M:, Alan Borsuk 3378 N. S l st Blvd . Hilwaukea, wr 53216

'Rabbi !.ee Buckma..a 1834 w. Xdwa.rd Lane Milwaukee, WI 53209

;~~udia Cohen • • .,, C 'N

Ql•~d • ~twahl Dr. ale, WI 53209

Betsy Green Enterprise Magazines 1020 N. Broadway t lll Milwaukee, WI 53202

.JUdy Guten 400 E. Junioer Ct , Mequon, W! 53092

Mr . sta.n .:;aspan 6590 N. Cres twood or . Milwaukaa, w: 53209

~ . Rich a.rd Marc us 6538 N. Betrunaur Lane Milwaukee, WI 53209

Ina RG:goein 9580 N, Regent Rd . M.ilwaukea, WI 53217

Mr. Steve Richman Quarles & Bradf 411 E. Wiscons~n Ave . Milwaukee, WI 53202

:BoMie Shafrin 1630 w. Creenbrook Rd. Milwaukee, WI 53217

Hr. Gerald stein Towne Realty, Inc. 710 N. Plankinton Ave . Milwaukee, NI 53217

Bonnie swnner 3823 N. Lake or. Milwaukee, WI 53211

Mr. Jerry Tepper Tabak & Tep~e=, s.c. 8131 w. capitol or. Mil~aukee, WI 53222

Eve Joan Zucker 4856 N, Bartlett Ave, Kilwaukee, WI 53217

Scanned Document - American Jewish Archives

Documents

Transcript of Scanned Document - American Jewish Archives