ness reportrev final

8/4/2019 NESS ReportREV FINAL

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N U R TU R I N G E X C E L L E N C E I N S Y N A GO G U E S C H O O L S

A Report from the Field

JANUARY 2011

NESS is a project of the Bureau of Jewish Education, modeled on a program created by the Auerbach Central Agency for Jewish Education

in Philadelphia, and made possible through the generous support of The Jewish Community Endowment Fund, the Annual Campaign of the

Jewish Community Federation of San Francisco, the Peninsula, Marin and Sonoma Counties, the Koret Foundation, and PELIE.


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THE FIRST STORY IS ABOUT PLANTING A BAMBOO TREE. When bamboo is planted, watered and nurtured for anentire growing season nothing grows above the ground not even an inch. In the second growing season a farmer must continue

to water, fertilize and care for the bamboo and still nothing happens above ground. Four years pass. Seasons go in and out and

a farmer continues nurturing, nourishing, and caring for the bamboo, with not much to show for it. But in the fifth year the bamboo

shoots up to more than eighty feet, in just one growing season. What farmers know, but cant see, is underground the bamboo was

taking root and expanding its capacity, building the support system it needed to sustain its future. For four slow years, beneath theearths surface and hidden from view, an enormous network of roots was developing to support the bamboos sudden growth.

THE SECOND STORY IS ABOUT PLANTING A CAROB TREE. Seventy years,the Talmud teaches (TAANIT 23A), is the timeit takes for a carob tree to bear fruit. Why would anyone plant a tree that doesnt fruit for so many years? Just as my parents and

grandparents planted trees for me, so will I plant trees for my children and grandchildren so they will be able to eat of the fruit. The

Talmud is teaching the communal obligation to support future generations. Someone who plants a carob tree knows, but cant see,

that generations yet to come will reap the harvest and enjoy the fruit.

learning from nature: three stories

THE THIRD STORY IS ABOUT NESS.

NESS, an acronym for Nurturing Excellence in Synagogue

Schools, is a change process. Change is slow and vulnerable,

and authentic and sustainable change requires determina-

tion, persistence and fortitude. NESS aims for authentic and

sustainable change.

As in the stories of the bamboo and carob trees, investing in

educators, nurturing curriculum, and caring for a strategic

vision will in time bring profound growth. Its not easy to see

at first and a lot of hard work is required. But once the roots

have taken hold, generations to come will reap the rewards.

The attached report documents the work of the educators,

clergy, parents, and lay leaders in the NESS schools. It con-

tains voices from the field expressing their observations, their

experiences, and ultimately, their successes.

The NESS schools have many accomplishments to celebrate,

and we highlight only a few of them in this annual report.

They include:

ENGAGING the congregation in the essential

conversation, What do we want our students to

Know, Do and Feel by the time they graduate?

TEACHERS aligning their lessons with each

synagogues unique vision and culture through

extensive professional development.

ENHANCING the capacity of the synagogues

educational leaders.

These accomplishments are woven together with careful and

deliberate attention given to articulating the schools mission,

curricular content and studentgoals. Togethertheyare the roots,

the strong internal framework needed to sustain growth.

As we know from nature, growth takes patience and persist-

ence. Every step makes an impact, even if you cannot see the

change right away. Like a bamboo tree, the NESS schools

must each develop their own strong yet unseen foundation

for sustaining growth. If that nurturing and support are with-

drawn while their foundation is still vulnerable, it will collapse.

The work yet to be done is the work of sustaining, extend-ing, and integrating. In order to bear fruit.

The fruits of our synagogue schools are our students and the

ways in which they learn and live Jewishly. Long seasons of

nourishing their neshamot (souls) and minds, and caring for

the growth of their Jewish connection to the greater Jewish

world will bring profound growth to the next generation.

Mdor ldor from generation to generation. Just as it takes

dedication to nurture bamboo, and faith to grow a carob tree,

it takes patience to develop the systems that create lifelong

Jewish learning. The greatest threat to Jewish life is ignorance,

which is why the greatest opportunity to enrich Jewish life is

learning. This is why the Talmud says The world itself rests on

the breath of school children. (SHABBAT 119B)

LShalom,

Debby Jacoby

NESS Director


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Kol Emeths Director of Life Long Learning, Rabbi Laurie

Matzkin, agrees that the NESS approach has made a huge differ-

ence at Kol Emeth. The systemic aspect of NESS has had the

most impact for us. The biggest change has been in how the com

munity as a whole works around the educational program, she

reflected. NESS has set us up for change. Synagogue leadership

has learned to make sure

that we get buy-in from

the community from

all stakeholders before

making change. This way

change is stronger.

At Congregation Beth

Jacob, both EducationDi

rector Michal Braker and

Rabbi Nat Ezray repor

NESS-inspired changes in the school have been generative of

changes throughout the congregation. A synergy has developed

between the schools values-based curriculum and the activities o

the synagogue as a whole.

Its exciting and its a ton of work, Ezray admits with a grin. The

connections between all stakeholders have broadened the quality

of the work done, and there is buy-in from the board, which gets

what were doing and why. Thanks to NESS, were working

smarter, he said.

Erik Migdail, POD Co-Chair at Congregation Sherith Israe

agreed that NESS has required a lot of work, but he has found it

highly rewarding and energizing. Education is at the heart o

what it means to be a Jew, he reflected about the centrality that

NESS has assumed at his synagogue. We are leveraging resources

to make this happen for our congregation. We are building and

solidifying structures for the future, investing on the ground floo

to build vibrancy in Jewish life.

Being awarded the NESS grant seemed to propel usinto action with an energy and focus that wascontagiousthrough-

outour synagogue. We were able to make changes more easily, and

without the typical skepticism that usually comes with change,

said Julie Dorsey, Program for Organizational Development (POD)

Chair at Congregation Beth Jacob.

Beth Jacob is notalone. NESS has brought systemic change to each

NESS synagogue. Change that extends beyond the school to the

synagogue as a whole, creating exciting and effective synergies.

Lay and professional leaders alike report that NESS differentiated

itself from other efforts in key ways. As Peninsula Temple

Sholoms POD Chair Stacie Hershman put it, We were [in the

past] always well-intentioned but not necessarily intentional, and

with NESS, we now are.

NESS approaches change from a systems perspective, viewing the

school and synagogue as a web of dynamic relationships. Creating

enduring and vital change in the schools requires aligning the

entire synagogue community around a shared vision. To accomplish

this, NESS includes participants from the major constituencies

of the synagogue: clergy, lay leaders, youth leaders, educators,

and interested synagogue members.

Each synagogues POD (Program for

Organizational Development) began

the work of comprehensive strategic

planning, from which theydeveloped

and articulated an explicit mission,

set strategic goals and devised a plan

for implementing their vision.

NESSfell from the sky at the oppor-

tune moment, said Ann Pecken-

paugh Becker, School Board Co-President at Congregation Rodef

Sholom. We had been trying to make incremental change in the

religious school for many years, but some people were happy with

the status quo and others did not have the bandwidth to work on

it. NESS came along and helped us get the community together to

make the change.

The whole thing was a shot in the armto get us out of the mode of just movingfrom holiday to holiday. Now we arethinking about the years to come andnot just the next four weeks.

Michael Kahan, Congregation Kol Emeth, POD Chair

a catalyst for systemic change


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The POD experience was one of the richest, most chal-

lenging, most satisfying experiences of my entire Jewish profes-sional and lay career reflects Peninsula Temple Sholoms Stacie

Hershman, whohasbeen involvedin both professionaland lay lead-

ership in the Bay Area Jewish community for at least two decades.

NESS leadership at all five congregations marvel at how the ini-

tiative brought new faces and energy forward. The sophisticated,

multi-faceted NESS-approach to change, with its emphasis on

Jewish learning and values clarification, inspired new volunteers

of all ages.

At Congregation Kol Emeth so many adults are involved in

NESS committees that there is one for every two religious school

students. Its not only congregational school parents who are in-volved. We have some pre-parents and post-parents as we call

them, Rabbi Laurie Matzkin said.

Debbie Toizer, who previously homeschooled her kids for religious

school, is now active in the congregational school, as Curriculum

Chair (CDP) for Congregation Rodef Sholom. She loves the

envisioning aspect, Education Director, Irene Resnikoff said, and

others are attracted to the think tank nature of the NESS POD.

NESS curriculum consultant Rabbi Rich Fagan recalled one long,

controversial curriculum meeting at Congregation Sherith

Israel. Afterwards, one participant, Erik Migdail, came up to

Rabbi Fagan and said, This is the most fun I have ever had. When

is the next meeting? Migdail went on to become the Sherith

Israel POD Co-Chair and reports that NESS is the most sustained

volunteer work Ive done at the synagogue. He is motivated by

the good, invigorating work and the material that is personally

enriching. In addition, because NESS is built on defining goals

andachieving measurable outcomes at each step, The conclusion

of every meeting is a net energy gain, not an energy drain.

Volunteers of all ages, including teens, are members of POD and

curriculum committees. Zoe Robins, a junior at the Jewish Com

munity High School of the Bay, was invited onto the Congrega

tion Sherith Israel POD by her father, David, who is its co-chair

with Migdail. She is impressed by how the older generation wants

to hear from the teens. We understand the kids and what they

want. We remember what it was like to be in this particular Sun

day school, Robins said. She is especially proud of her successfu

efforts to form a co-curricular subcommittee. I think its impor

tant for there to be special trips and events, for there to be tradi

tions for kids to look forward to, she explained.

Although the committee work focuses on building a curricular

framework for the school, Jewish learning has become a hugely

rewarding outcome for committee members. At one Peninsula

Temple Sholom curriculum meeting Education Director Eran

Vaisben gave a passionate, extended dvar Torah as a way of shar

ing his views on the Bible curriculum. As one participant ob-served, Eran provided a model for learning for the synagogue and

the school.

Dina Bedak, a teacher at Congregation Beth Jacob, noticed a

marked increase in parent involvement in terms of attendance a

programs and volunteering. The drop-off culture is starting to

wane, and when kids see their parents are involved, they become

more involved, Bedak offered.

This is the most fun I have ever had.When is the next meeting?The conclusion of every meetingis a net energy gain, not anet energy drain.

Erik Migdail, Congregation Sherith Israel

POD Co-Chai

a new way for lay people to engage and learn

The NESS process has brought a lot ofpeople to the table. It has opened their eyesand created incredible systemic changeamong the parents.

Nancy Sheftel Gomes, Congregation Sherith Israel,

Education Director


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A revolution is taking place at NESS synagogues.It has been suprisingly rare for what is taught in a schools class-

rooms to closely relate to the synagogues mission and values.NESS fixed this disconnect. At each of the synagogues there is

now a clear alignment between objectives and practice, between

vision and curriculum, between what is taught in the classroom

and spoken in the Rabbis sermons. In the words of one veteran

teacher Its really great to know the direction, goals and mission

of the synagogue.

Irene Resnikoff creditsthe NESS process for creating thisalignment

at Congregation Rodef Sholom, where she is Education Direc-

tor. According to her, this clear link betweenthe educational vision

outlined by the Program for Organizational Development and the

improved instruction in theclassrooms has resulted in happier kidsand teachers who can help them ask the big Jewish questions and

make the connections for themselves. We are ideas-focused now,

not activities-focused Resnikoff declared. She credits the layered,

broad-reaching structure of NESS for this synchronicity at her

synagogue. Its the POD, plus the professional development for

teachers, plus the curriculum development, plus the leadership

development for me, that have all together made this happen.

NESS has made us walk the walk, said Congregation Beth

Jacobs Michal Braker, explaining how the initiative has helped the

synagogue turn itsvalues-centric visioninto action. Forinstance, the

value ofkehillah (community) has been implemented by extending

freesynagogue membership to allteachersin theschool. Additionally,

many adult education and synagogue-wide activities are hooking in

to the values framework developed by the POD, as well.

At Congregation Kol

Emeth values clarification

has been the most impor-tant aspectof NESS for the

community. Rabbi Laurie

Matzkin explained, We had been going on autopilot for decades

Now I, as educational leader, am clearer on how I can support

my teachers through the lens of enduring understandings.

NESS curriculum consultant Rabbi Rich Fagan is impressed with

the amazing discussions generated among lay leaders at all the

schools. Similarly, Rabbi Nat Ezray at Congregation Beth Jacob

is buoyed by the curriculum development paradigm shift he is

witnessing. Curriculum development is now a collaborative

effort. Its marvelous to see lay people doing educational work.Lay curriculum developers now realize that it is notonly the teach

ers who need to be responsible to the curriculum. Its about

making the invisible visible, Fagan explained. If you dont decide

what is important and clearly convey it, then how can your kids

think any of this is important? he challenged theNESS committee

members as he worked with them.

NESS has galvanized the congregationit has challenged the lay

people toprioritize in a direct and concreteway what they want from

the educational system, said Riva Jacobs, a member ofCongrega

tion Kol Emeths POD, who is also a teacher and curriculum

committee member at Congregation Beth Jacob. It has been agiant values clarification endeavor, and the end product is really

reflective of the community and is challenging us to meet the high

expectations that we have set for ourselves.

It has been a giant values clarification endeavor.The end product is really reflective of the communityand is challenging us to meet the high expectationsthat we have set for ourselves.

Riva Jacobs, Congregation Kol Emeth, POD MemberCongregation Beth Jacob, Teacher and Curriculum Committee Membe

bringing vision and curriculum intounprecedented alignment


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Just saying to the teachers, you are worth training,is a change in Jewish education especially for synagogues, where

professional development for teachers is not usually a line item in

the budget, said Julie Dorsey at Congregation Beth Jacob.

NESSs focus on educators is changing the culture at synagogues,and paying obvious dividends in the classroom. Teachers are

receiving valuable instruction in pedagogy and Jewish content,

enhancing their lesson planning. Parents are showering teachers

with appreciation in ways they never experienced before, demon-

strating their commitment to supporting the curriculum and

students. Education directors wit-

ness students sitting on the edges

of their seats with excitement and

teachers engaging students in a

more meaningful way. Professional

Development for Teachers (PDT) is

what is pushing this, said IreneResnikoff at Congregation Rodef

Sholom. Through NESS, we are

teaching teachers to think, plan and

teach differently so that the expe-

rience for the students is radically

different from what theyve experi-

enced before.

Congregations are recognizing the importance of supporting their

educators and connecting them to the broader synagogue

community by providing meals for teachers staying extended

hours to attend Professional Development for Teachers (PDT)sessions, offering teachers free synagogue membership, and

compensating teachers for attendance at junior congregation and

family programs. Education directors meet with their teachers

individually on a more regular basis, visit their classes more often,

and even cover their classes so that teachers can observe other

colleagues teaching.

According to Peninsula Temple Sholoms, Eran Vaisben, vet-

eran teachers acknowledge the NESS process as more serious and

rigorous than previous initiatives theyve encountered. Teachers

realize that the entire system is changing. They realize it is for the

best of the school and the children.

Teachers at each school are spending at least 30 hours a year

together in PDT sessions, and they are becoming a chevre (a com

munity of friends), said NESS PDT consultant Nechama TamlerAt some schools, education directors are arranging for yet more

time for teachers to learn, plan and socialize together. A

Congregation Rodef Sholom, Resnikoff has built in a rega she

limmud (moment of learning) and a rega shel kehillah (moment

of community) for teachers before classes start every Sunday.

Congregation Sherith Israels

Education Director, Nancy Sheftel

Gomes doubts it is mere coinci-

dence that she has had almost no

turnover in staff since the PDT ses

sions began. She lost only oneteacher, and it was only because she

moved away for a full-time job.

would not be surprised that our

92% retention rate resulted in large

part from PDT, she claimed. Weve

developed a great team spirit from

spending so many hours together

outside of the classroom, developed

a shared educational language, and gained a better understand-

ing of how to translate our new curriculum into our work with

our students.

Dina Bedak, a teacher at three NESS schools says she would

attend the PDT sessions even without compensation. Like her

most are finding the PDT program invaluable. Natalya Maryu

shova, a teacher at Congregation Beth Jacob, affirms feeling

the professional growth. A veteran Jewish educator, she is striv

ing to incorporate the new approaches and techniques she has

learned through NESS. She is successfully experimenting with

dividing her 2nd grade class into small groups, which enables

her to give the students more individualized attention. NESS is

making me put theory into practice, she reflected.

elevating the educator

Professional Developmentfor Teachers is what ispushing this. Through NESS,

we are teaching teachersto think, plan andteach differently.

Irene Resnikoff,

Congregation Rodef Sholom,

Education Director


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NESS is a project of the Bureau of Jewish Education, modeled on a program created by the Auerbach Central Agencyfor Jewish Education in Philadelphia, and made possible through the generous support of The Jewish Community

Endowment Fund, the Annual Campaign of the Jewish Community Federation of San Francisco, the Peninsula, Marin and

Sonoma Counties, the Koret Foundation, and PELIE.

Five San Francisco Bay Area Synagogues Participated in the 2008 2011 NESS Cohort:

Congregation Beth Jacob Redwood City, CA

Congregation Kol Emeth Palo Alto, CA

Congregation Rodef Sholom San Rafael, CA

Congregation Sherith Israel San Francisco, CA

Peninsula Temple Sholom Burlingame, CA

The NESS Framework is Built out of Five Elements:

glossary

Thanks to our work with NESS, our synagogue school is now a shining light of thecongregationit is bringing people in the doors and causing the synagogue to grow.

Eric Stone, Congregation Beth Jacob, Executive Director

Program for Organizational Development (POD)

The Program for Organizational Development (POD) is the engine that

drives the NESS process at each Synagogue. Each POD team includes

participants from the major constituencies of the synagogue: clergy,

lay leaders, youth leaders, educators, and interested synagogue mem-

bers. The team clarifies a shared vision of excellence for the school,

develops a mission statement, and sets goals and plans to implement

changes that will realize their vision. A BJE NESS organizational con-

sultant guides and supports the synagogue school community

throughout this transformative three-year process.

Professional Development for Teachers (PDT)NESSs teacher training is based on a model of ongoing, on-site,

professional development, focusing on the entire faculty of a school.

Throughout the second and third years of the program, teachers

participate in 40-60 hours of study, exploring big Jewish and pedagogic

ideas through meaning-centered, collaborative approaches. The goal

is to create units, and lessons, built on research-based approaches,

practice skills within a community of learners, and develop tools to fully

engage students in learning. They also focus on extending learning out-

side the classroom into the home, encouraging family learning.

Leadership Development Seminar (LDS)

The Leadership Development Seminars provide Synagogue educa-

tion directors with time to reflect on, and re-envision, their practice

as leaders of their schools. An overarching goal is to create a learn-

ing community among the NESS school directors, allowing them to

brainstorm together about the significant issues facing directors of

synagogue schools. Leadership Development Seminars are facilitated

by a BJE NESS consultant with expertise in educational leadership.

Curriculum Development Project (CDP)

The Curriculum Development Project is a process enabling schools

to create meaningful, sequential curriculum for all subject areas, in

all grades of the school. The process of developing a schools

curriculum starts with the POD, the committee responsible for

formulating the schools overall mission statement and broad-based

goals. These inform later content and curriculum specific decisions.The POD forms a curriculum sub-committee that, guided by a BJE

NESS consultant, develops the specific curriculum plan, making the

schools goals operational.

Jewish School Assessment School

Improvement Process (JSASIP)

The JSASIP is the only assessment tool designed specifically for

congregational school education. Based on best practices, it provides

synagogue school communities with a common vocabulary for talking

about their schools, identifies what they are doing well and which areas

need improvement, and serves as a mechanism for planning schoolimprovement. The JSASIP makes the invisible visible and provides

the data that drives the schools processof creating a vision for change

and transformation.


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We are investing on the ground floor to build vibrancy inJewish lifeWe want to make sure the education is not just

the best, but the most engaging for young Jews, so therewill be more of a chance that they will stay involved.

Erik Migdail, Congregation Sherith Israel, POD Co-Chair

There has been an epiphany weve created acurriculum that is revolutionary. I have never workedbefore in a congregation that provided teacherssomething that they could use right away in class.

Eran Vaisben, Peninsula Temple Sholom, Education Director

We had the philosophy, but not the structures andsystems. NESS is creating a very strong foundation forlearning. Its been a nice little treat, but I want it to bepart of our basic daily nutrition.

Julie Dorsey, Congregation Beth Jacob, POD Chair

The work is not done. The most super-duper curriculumwill fail if the teachers dont know how to translate it.Our teachers are thirsty for more of this training.

Ann Peckenpaugh Becker, Congregation Rodef Sholom,

School Board Co-President

Were at the end of the beginning.

Michael Kahan, Congregation Kol Emeth, POD Chair

ness reportrev final

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