Search results for: Communal education
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Ohr Torah Stone’s Beren-Amiel and Straus-Amiel emissary training programs brought together 42 of its North, Central and South American emissaries in Cancún, Mexico, to address ways to tackle critical issues affecting smaller Diaspora Jewish communities, including conversion, assimilation and how to educate a generation of Jews with virtually no connection to Judaism.
Updated: Feb. 27, 2019
Koolulam’s popularity has soared since it kicked off in Tel Aviv in April 2017, with Israelis jumping at the opportunity to come together with thousands of strangers — to sing. The NIS 40 ($11.50) tickets for recent Koolulam events have sold out in mere minutes. In under an hour, participants learn a three-part arrangement of a Hebrew or English song, and then perform it for a video to be shared on social media. Views of the videos reach into the hundreds of thousands, and millions in some cases.
Updated: Apr. 11, 2018
With a foot in the tech world and another in Jewish culture, the JCC in Palo Alto has transformed itself into a hub for local Israeli expatriates. Located on a sprawling 8.5-acre campus, the place known formally as the Oshman Family Jewish Community Center has done what many mainstream American Jewish institutions are still attempting: attracting American Israelis, numbering in the hundreds of thousands, to programs at a legacy organization.
Updated: Feb. 12, 2018
Rabbi Joy Leasked herself founded the Jewish Journey Project, an initiative designed to “revolutionize Jewish education for children,” five years ago. The JJP is rooted in a flexible model for children in 3rd-7th grades, and offers courses held at several partner synagogues and at the JCC Manhattan weekly from Monday-Thursday. The program takes advantage of rich opportunities to engage outside of the classroom, making use of the vast Jewish resources of New York City. In addition, the Jewish Journey Project offers small classes and different learning modalities aimed at resonating with all families, including those with children who have special needs. There’s also a learning specialist on the JJP staff that can help families choose which classes might work best for children.
Updated: Oct. 05, 2016
This month, Navon is launching the first wave of a new Jewish School Census, focusing initially on part-time, supplemental Jewish schools. These schools remain the largest component of American Jewish education, yet we know very little about the scope of supplemental Jewish education in North America. An established baseline for enrollment at these schools would be an invaluable tool for professionals aiming to increase the relevancy and impact these schools have on their students. Updating that baseline every year can yield insight into how specific communities are able to “move the needle.”
Updated: Sep. 21, 2016
Several years ago an Israeli came to my synagogue, Bais Abraham Congregation in St. Louis, Missouri, and told me there was one thing secular Israelis desperately wanted from the Jewish community: a school to teach their children to read and write the Hebrew language. Realizing this was an opportunity to engage secular Israelis on their own terms, and perhaps eventually to engage them in the Jewish community and religious life, we opened a synagogue based religious school specifically for the children of self-identifying secular Israelis. We staffed the school with experienced Israeli language teachers and used opportunities like Jewish holidays to teach the students about Jewish life, about which, to their parents' chagrin, they know almost nothing.
Updated: Aug. 03, 2016
In a bid to encourage and equip as many congregations as possible to innovate and transform their approach to Jewish learning, the Experiment in Congregational Education (ECE) is launching The Toolbox: Resources to Experiment in Congregational Education. The Toolbox makes available to you and your team a vast collection of resources from 24 years of the ECE’s work in the field of education-based synagogue transformation. These resources will make easier the challenging task of changing an educational approach, applying the tools and methods of those who have gone before.
Updated: Aug. 03, 2016
Jewish educators across the country have experimented, wrestled, and explored Israel education in many ways. While some have successfully launched meaningful educational experiences, others struggle to teach a topic that is foreign to many of our teachers and also raises many contentious conversations in our communities. In our three communities – Houston, Cleveland and San Francisco – we have taken a communal approach to bringing meaningful Israel education to learners in part-time settings. We recently had the opportunity to share these initiatives with each other through our participation in Shinui: The Network for Innovation in Part-Time Jewish Education. While our communities each offer different unique approaches to Israel education, we found that we had all experienced some success in this arena by focusing on it through a communal lens.
Updated: Jun. 22, 2016
A recent survey conducted by the Jewish Federation of Miami, found that in 2014 about one in four Jewish households in the Miami area participated in Chabad-Lubavitch programming. But truly groundbreaking was the breakdown by age group: 36 percent of families ages 35-47 and nearly half (47 percent) of families age 35 and younger engaged with Chabad programs. Over the past ten years, 71 Chabad shluchim (emissary couples or families) have established communities around the world catering exclusively to young adults (ages 25-39); of those, 55 have been established just in the past two years. Data collected from just 25 of these locations, over the past 12 months, has so far revealed impressive statistics: 108 Jewish weddings, 408 Jewish holiday and Shabbat experiences with more than 24,000 attendees, over 5000 Torah classes and discussions.
Updated: Jun. 22, 2016
Perhaps it is fitting that this Chanukkah issue of HaYidion is about gelt. The authors of the articles in this issue point out several significant trends and methodologies that can be helpful to schools, including information about tuition charges, working in collaborative relationships, accessing federal funds without encountering separation of church and state issues, and determining the value proposition of our schools. We believe that you will find this issue fascinating and recommend that you not put off reading it.
Updated: Jan. 05, 2015