HAYIDION The Prizmah Journal


Catalyzing Resources

Catalyzing Resources

This issue looks at ways that Jewish day schools find creative ways to increase and maximize their resources. In the first section, authors explore the partnerships that day schools forge with organizations in their community and beyond, to help raise money, foster teacher development, support students and cultivate relationships. Articles in the second section look at ways that schools work with the resources that exist within the school. We hope that the issue inspires you with fresh ideas for catalyzing resources at your school.

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The Resourcefulness of a Community Under Distress

by Dan Ahlstrom, Beth Yeshurun Day School, Houston; Sharon Pollin, New Orleans Jewish Day School Oct 08, 2018
RELATED TOPICS: CommunityLeadership

In a genuine crisis, what should a school know and expect from its immediate and larger community? What resources, financial, personal and otherwise, can a school rely upon and look to draw upon? We are both heads of Jewish day schools that suffered from catastrophic hurricanes, Katrina and Harvey. Traumatic events such as these can present a strange combination of devastation and opportunity. Conditions of chaos disrupt stable systems while fostering environments that may be ripe for creative emergence.

Toronto’s Day of Giving: Raising $3M+ through “Co-Opetition”

by Seth Grauer, Daniel Held, Eric Petersiel Oct 08, 2018

In Greater Toronto, we are blessed with an abundance of day schools of different sizes and identities, from elementary through high school, 14 of which receive funding from the UJA Federation. In many ways, the market is crowded. Parents choosing a school go on tours and attend open houses at multiple institutions. Grandparents, whose families are divided among schools, attend multiple grandparents days, Chanukah celebrations and Passover seders. Philanthropists are solicited by multiple schools—and by federation.

How a Central Agency Can Catalyze Community Resources Effectively

by Jim Rogozen, Betty Winn Oct 08, 2018 BJELA
RELATED TOPICS: Community

BJE: Builders of Jewish Education, founded in 1937, is an independent nonprofit serving the greater Los Angeles area and the only organization in LA dedicated solely to supporting and enhancing Jewish educational experiences, from early childhood through high school, across the full Jewish religious and cultural spectrum. BJE provides programs and activities that connect families and children to a broad range of Jewish educational opportunities.

Forming a Jewish Network of Schools: A Future Learning Environment for Pupils, Teachers and Robots

by Kirsten Jowett, Alan Capper Oct 08, 2018 London
RELATED TOPICS: CommunityFinances

On the first day of Chanukah 5779, representatives of Jewish schools in the United Kingdom will sign the legal documentation that gives life to the Jewish Community Academy Trust (JCAT), the first Jewish network of schools for the UK’s mainstream Orthodox community. The group will even share some educational resources, a single back office and one board of trustees.

Partnering to Access Government Funding

by Maury Litwack, Teach Advocacy Network; Cheryl Weiner Rosenberg, Prizmah Oct 08, 2018
RELATED TOPICS: Finances

Ask any day school what they need most, and most will tell you money. With more money, schools could have high-quality programming in a wide array of subjects, hire top-notch leaders and teachers, build optimal learning spaces and, last but not least, offer lower tuition. Lower tuition would help increase enrollment, allowing for more families to benefit from Jewish day school, and reduce the burden on those already making the choice to send their children to day school.

Collaboration for Transformation: Young and Old

by Tammy Keces Oct 08, 2018 Irvine Hebrew Day School, Irvine, CA
RELATED TOPICS: Community

Bridging Jewish generations can be a transformative experience for both young and old, yet a lack of access, time and funding often limit such interactions and opportunities. Many of our students do not have regular, meaningful contact with the older generation, and many Jewish elderly do not have young family or interactions with children in the local Jewish community. Research shows that elderly adults experience great positive effects from intergenerational programs, including increased connectedness, cognitive awareness and feelings of self-worth, along with reduced sense of isolation.

Schools and Camps: Partnering for the Future

by Jonathan Gerstl Oct 08, 2018 Camps Airy and Louise, Western Maryland
RELATED TOPICS: Experiential Education

Jewish camps and Jewish day schools each serve essential and overlapping functions in the development of Jewish youth, but for the most part these experiences are siloed and unconnected. The potential for productive collaboration, however, is vast.

Implementing Design Thinking in Partnership with a University

by Shara Peters, Lauren Quient Oct 08, 2018 Adat Ari El Day School, Los Angeles

In 2015, our school wanted to breathe new life into our traditional curriculum. With a change in leadership came new expertise, first in project-based learning (PBL) and second in design thinking, methods which gave birth to a new curriculum and core philosophy. They also inspired a longer-term vision to be a pioneer in design thinking education for Jewish day schools.

The Practical Problems of Resource Sharing

by Reuven Margrett Oct 08, 2018

Imagine a world where Jewish educators had access to a plethora of well-thought-out, polished classroom resources that were inspiring, thoughtful, tried and tested, available through an organized and searchable database and easily editable to make each resource relevant to the content and context of a particular learning environment. Imagine how much stress, time and effort would be saved, allowing teachers to focus on content adaptation and delivery rather than searching, organizing, researching and developing materials from scratch.

When Leaders Coach

by Shira Leibowitz Oct 08, 2018
RELATED TOPICS: LeadershipTeachers

If schools were teams, what roles would various school leaders have: Judge? Captain? Manager? Owner? Physical Therapist? Sportscaster? Promoter? Fan? Cheerleader? Groundskeeper? Mascot? Coach?

As school leaders, we often struggle to achieve the ambitious goals we set for the professionals we supervise and support, for ourselves, and ultimately, most significantly, for our students and for the overall quality of our schools. Key to our success is being intentional about the roles and tasks we take on as leaders.