CONSORTIUM OF JEWISH DAY SCHOOLS - cojds. · PDF filepsyche much before the psychoanalyses of...
Transcript of CONSORTIUM OF JEWISH DAY SCHOOLS - cojds. · PDF filepsyche much before the psychoanalyses of...
3CON S O R T I UM OF JE W I S H DAY S C HO O L S
CJDS
o
VOLUME II · NUMBER 1 TI SHREI 5767 · O C TOBER 2006
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
1
� A Case for Furthering Self-Confi dence in Our Students and Faculty . . . .4
� Leading by the Heart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
� Th e Love of Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
� Th e ‘Cool’ Rebbe in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
� Individualized Learning and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
� Perception is Reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
� Th e Personality Element of Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
� Reaching All Students in a Diverse Classroom . . . . . . . . . . . . . . . . . . . . . . .22
� Synergy: Does the decision to develop a plan of action increase the potential
for institutional advancement? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
� Drastically Improving Day School Retention and Recruitment . . . . . . . . .29
� Enrollment Grant Initiative Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
� Building a Village Within Our Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
� My Greatest Infl uence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
� View from the Principal’s Offi ce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
� Th e On-Site Visitation Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
� National Women’s League Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
� Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Welcome to the new school year We’ve had some wonderful accomplishments in the past year; we are looking forward to continuing
this coming year. We are glad to announce the start of the second year of the PTI. Th e program has been a tremendous success. We’ve included some articles written by the fi rst year’s graduates. We are also continuing with enrollment initiative grants. In future issues, we will be keeping you informed of scheduled events and activities and we will share the insights of colleagues and review current trends in Day School education. If you know of a
mechanech interested in joining our mailing list, or if you would like
more information regarding events, training programs, or conferences,
please e-mail us at [email protected].
Rabbi Dr. Heshy GlassE D I T O R I A L B O A R D
Rabbi Kalman BaumannDr. Stephen M. FainRabbi Kalman Fogel
INSIDE
VOLUME II · NUMBER ITISHREI 5767 � OCTOBER 2006
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
2Th e Consortium’s Principals’ Training Insti-
tute is entering its second year with 17 fellows.
Th e participants, drawn from senior Kollel
members and recent Musmachim already teaching, were chosen from
a list of nearly 30 applicants. Th is coming year’s program will mirror
the fi rst year which featured 45 hours of classes given by such Chinuch
luminaries as Rabbi Dr. Chaim Feuerman, Rabbi Noach Orlowek,
Rabbi Hillel Mandel, Rabbi Yaakov Bender and others.
At the closing dinner in June, the 16 members of the fi rst class heard
Divrei Chizuk from HaRav Akiva Grunblatt, Shlita, Rosh Yeshiva of Ye-
shivas Chofetz Chaim, who emphasized the need for a leader to have genuine understanding and discern-
ment of those in his care. Rabbi Grunblatt illuminated what Hashem said to Moshe Rabeinu on the banks of
the Yam Suf, based on a Sforno on Shmos 14:15, on the words “hkt egm, vn.” Th e Sforno explains that Hashem
was critiquing Moshe Rabeinu for assuming, based upon their rebellious attitude towards their current
dangerous situation (rcsnc ,unk ubjek ohrmnc ohrce iht hkcnv), that Klal Yisroel would be unwilling to jump into
the Yam. Moshe was called a Chosheid B’Ksheirim because although it seemed logical that the people would
refuse to go further, Moshe was taken to task for not knowing and understanding them better.
Rabbi Kalman Baumann
PRINCIPALS’INSTITUTE
TRAINING
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
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(l-r, top) Rabbi Zev Pam,
Rabbi Yehuda Brecher, Rabbi
Nossi Lieberman, Rabbi
Raphael Moskowitz, Rabbi
Rephael Draiman, Rabbi
Yitzchak Riselsheimer, Rabbi
Amir Guttman, Rabbi Zev
Davidowitz, Rabbi Yosef
Deutscher, Rabbi Yitzchok
Schwartz, Rabbi Chaim Yosef
Ackerman, Rabbi Shaya
Baumann. (l-r, bottom)
Rabbi Shmarya Rennert,
Rabbi Chaim Alcabes,
Rabbi K. Baumann, Rabbi
A. Grunblatt, Rabbi Dr. H.
Glass, Rabbi Laib Schulman,
Rabbi Hillel Love
Rabbi Grunblatt expressed Hakoras HaTov to the Consortium, its benefactor and leaders for enabling
the program to proceed in a manner that truly enhanced the preparation of its participants for Chinuch
in general and Hanhala in particular. Rabbi Dr. Heshy Glass, in turn, expressed the Consortium’s ap-
preciation to Yeshiva Chofetz Chaim for hosting the program, and to Rabbi Grunblatt in particular for
being the guiding force and liason between the Hanhalas HaYeshiva, the fellows and the Consortium.
In addition to the ongoing classes which covered, in great detail, a wide range of educational leadership
and school management issues, the fellows participated in on-site school visitations to various Yeshivos
and Day Schools in the New York area, and several of the fellows who are just entering or are already
in the fi eld had the opportunity to hook up with senior Menahalim in a mentoring arrangement. In
addition, each of the participants was expected to write an action research article on an area of Chinuch
that they had experienced, researched or were exposed to through the PTI program. A number of those
articles are included in this newsletter.
Most signifi cantly, the fellows themselves expressed great appreciation for the program. Several who
have already procured positions in Hanhala felt the knowledge and wherewithal gained from the pro-
gram gave them the ability to confi dently seek, accept and enter their new role as educational adminis-
trators. With Hashem’s help, we look to many more such successes from our PTI graduates. �
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
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What can possibly be done to boost the self-per-
ceptions of our students and faculty members in
a meaningful way that will reap lasting benefi ts?
Many theories have been hypothesized by young
and old, expert and ignorant. Th e stresses of
technology have placed an increased workload
upon families, resulting in much more lim-
ited quality time for parents to provide for the
emotional needs of their children. Society has
placed such importance upon the superfi cialities
of athleticism and pure academia,
stripping our youth of the pride
that they so truly deserve, serving
as functioning human beings. Rea-
sons and sources of self-criticism
abound, leaving us in a culture of
over-diagnosed people who have
diffi culty identifying their own
genuine assets. As Torah students,
we know that our great Rabbis
have provided us with poignant
advice and guidance, and that
the Torah understood the human
psyche much before the psychoanalyses of the
likes of Freud.
Th e counterforce to this pervasive phenomenon
must begin early in life. In the classroom and at
home, children must be imbued with a sense of
respect for themselves. Th is is quite obviously no
less true with regard to their feelings about their
Torah studies, as discussed by the author of the
Pele Yoetz in his chapter devoted to Empower-
ment1, in which he says that particularly with
young children and those who are just beginning
to study Torah, they should be encouraged with
gifts and prizes, so that they will feel good about
what they are doing, and conclude that in the
World to Come the reward must
be all the more benefi cial. Th is
demonstrates the very nature of
the human being, who must be
introduced to the value of some-
thing precious by way of associa-
tion with material benefi t.
To this end, Rabbi Yoel Kramer
remarked in a presentation to
Principals and Torah educators2
that he felt that the professional
gifts that he and his administra-
1 Pele Yoetz, (Moriah Offset Co. Brooklyn, NY 1975)
by Rabbi Eliezer Pupo, page 61b
2 Rabbi Yoel Kramer, presenting to the Consortium of
Jewish Day Schools; Diaco International, New York,
NY, January 16th, 2006
Students andFacultyRabbi Chaim Yosef Ackerman
Why are so many of our youth in today’s day and age plagued by stress and self-doubt?
even as adults we are subject to the appeal of a physical reward,
and that its motivational benefi ts can be many and lasting
A Case for Furthering Self-Confi dence in Our
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
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tion had presented to their fac-
ulty at diff erent times through-
out the year were of crucial
importance in the furtherance
of their achievement, and were
met with those desired results.
It then seems to follow that even
as adults, we are subject to the
appeal of a physical reward, and
that its motivational benefi ts can
be many and lasting.
It is my belief that of the most important
components in a person’s well-being is the
practically constant need to rejuvenate one’s
confi dence, something that must ultimately be
accomplished internally. Th e Torah illustrates
this point toward the end of Deuteronomy3, as
Moses is preparing to transfer the mantel of
leadership of the Jewish people over to his close
protégé Joshua. As the Ralbag4 comments on this
section of the Torah, G-d had relayed numerous
assurances of Joshua’s impending success in the
conquest of the land of Israel. Th ese messages
were told to Moses by G-d, who then relayed
them directly to Joshua, a disciple who had
followed Moses through his every move in the
desert, experiencing the hand of G-d in a fashion
3 Deuteronomy: Chapter 31; verses 7-23
4 Perushei Hatorah L’Rabbeinu Levi ben Gershom
(Mosad Horav Kook Jerusalem, Israel 2000)
virtually unparalleled in the
history of the Jewish nation. Yet,
the Ralbag goes on to explain,
G-d then invited Joshua into
the Tent Meeting for a private
encounter, solely for the purpose
of personally giving Joshua this
same message of affi rmation.
Th is was because the greatest
weapon in the arsenal of our evil
inclinations is to implant self-
doubt even in the areas in which
we are confi dent of our acumen. Th e lesson to be
culled is quite self-evident; no matter how young
or how old, accomplished of novice, people need
to hear and feel the confi dence that others have
in them, and they need to be reminded of it
often. Joshua, the great leader and prophet, was
no exception.
If there is an
underlying theme to
the issues that face
our society today,
it is the lack of self-
confi dence found
in our children and
adults. “Trust is
the highest form of
human motivation; it brings out the very best
in people5.” Th e beginnings of an antidote are
the expressions of positive acknowledgement
and acceptance of others with an unconditional
regard for whom they represent as human
beings, Jews, and learners of the greatest guide to
our lives and the world around us, the Torah. �
5 The 7 Habits of Highly Effective People (Simon and
Schuster, New York, NY 2004), by Stephen R. Covey,
p. 178
people need to hear and feel the confi dence that others have in them,
and they need to be reminded of it often
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Yet, people generally resist change (especially
when externally generated!) What is the secret
to getting through to those around us? What is
the formula to infl uencing family, friends, and
community?
Th is question is not a new one. In 1936, Dale
Carnegie1, in his ground breaking “How to
Win Friends and Infl uence
People,” introduced the “Honest
and Sincere Complimenting
Approach.” By learning to give
sincere and appreciative feedback
to others, one is able to gain
allies and win friends. Many
others subsequently built on
this approach, such as Ballard,
Th omkins, and Lacinak, in their
book “Whale Done.”
Yet others advocate enhancing
communication skills, and specifi cally, listening
skills. “Seek fi rst to understand, and only then to
be understood,” says Stephen Covey2, in his “Th e
Seven Habits of Highly Eff ective People.” Others,
such as Carl Rogers, teach the technique of
1 Carnegie D. (1936, 1964, 1981). How to Win
Friends and Influence People. Rockefeller Center
NY: Simon and Schuster
2 Covey S., The Seven Habits of Highly Effective
People
refl ective listening as the key to reaching others.
While these powerful techniques can be quite
helpful, Chazal tell us that there’s a more basic
middah or approach that is the fundamental
key to reaching others. Th ose that really have it,
possess an irresistible koach and ability to reach
and infl uence their constituents. Th ose that
don’t, can only marginally succeed
with the (external) techniques
of sincere complementing and
enhanced communication.
Th e mishna in ,uct (ch ,t) writes:
“ cvut. . .irvt ka uhshnk,n huv vru,k icrenu ,,uhrcv ,t.” Th e
aht iuzj notes that the mishna
listed ,uhrcv ,cvt and then
vru,k icren; specifi cally in that
order. First one must love people,
and only then can one reach and
aff ect them! Th e mishna is telling us that the true
fundamental approach to infl uencing others, is to
have a true ,uhrcv ,cvt. Loving people; believing
in people; seeing the good in people. Really liking
people! Th e human being responds to those that
love, respect, and value him.
Even for the greatest of leaders, this component
of ahava is essential in infl uencing the
multitudes. In Parshas Beha’aloscha, the Sforno
explains that Moshe Rabeinu asked Hashem
Loving people; believing in people; seeing the good in people.
Really liking people!
Leading by theHeartRabbi Shaya Baumann
The mechanech reaches out to those around him; educates, infl uences, and attempts to facilitate growth.
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
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to remove him as leader, and replace him with
leaders whose love would be more felt by Klal
Yisroel (i.e., those more closely related to Klal
Yisroel.) Moshe knew that he was the greatest
Rav, Rebbe, and leader that Klal Yisroel would
ever have. “!sug vanf oe tk” His ability to lead
and teach was unparalleled in
history. Yet, it was clear to him
that Klal Yisroel would be better
off losing their greatest Navi
and leader, if they would better
connect to the love and caring of
a replacement! (3BeHa'aloscha' Chidushei HaLev) Apparently,
true ahava is a major component
of a leader’s ability to succeed
with his constituents. A Rav,
Rebbe, and mashpia must not
only possess Torah wisdom,
pedagogical technique, and
eloquent articulation, but also a
true inner love for his students
and followers.
One Chol Hamoed Sukkos, a
Chareidi fellow alighted a Yerushalayim Bus, carrying
his Lulov and Esrog. As he made his way to a seat,
he passed a bare-headed Jew, and warmly off ered
him a chance to bench his Lulov and Esrog. Th e man
politely declined. A few minutes later, the Charedei fellow watched as another frum man came joined
the passengers and likewise off ered the non-frum
Jew a chance to shake his Lulov and Esrog. To his
great surprise, the man graciously accepted, donned
a Yarmulka, made a Bracha, and fulfi lled the Mitzvah!
Unable to control his curiosity, he approached the
man and asked why he had only accepted the second
off er. After a moment, the man responded “I’ll tell
you. When you approached me, I sensed that you
wanted the Mitzvah of getting me to shake Lulov and
Esrog. I was the object of your Mitzvah! But when
he came over, I could sense that he wanted me to
have the Mitzvah. His caring for me, a fellow Jew,
generated his off er. So how could I refuse?” (The Eye of a Needle4, Introduction)
People are moved by sincere caring and concern.
3 (ch 'th rcsnc) :ckv haushj (2002) Kest-Lebowitz
Publishing
4 Eye Of The Needle, Aish Hatorah Kiruv Primer
Beneath the professionalism, and underneath
the necessary expertise, methodology, and
technique, the language and power of the heart
comes through.
Th e problem is that one can’t fake ahavas
habrios. Speak to any mechanech about his
talmidim or to a menahel about
his staff , or to any professional
about the people he works with,
and in just a few minutes you’ll
inevitably pick up how he feels
about them. Does he admire
their strengths and talents or
does he feel burdened by their
shortcomings and foibles?
Does he see them as wonderful
human beings or does he view
them as lazy complainers? If an
outsider can pick up his true
feelings, is there any question
that the insiders themselves
will? All the techniques and
skills in the world ultimately
can’t hide one’s true level of
ahavas habrios. So what can one do if he or she
isn’t naturally gifted with ahavas habrios?
Th e Pele Yoetz under Ahavas Rayim writes that
much of our common lack of ahava for those
around us is because we see, and focus on,
people’s faults. We look around and are struck
by how people are fi lled with such shortcomings.
“He does this... and that fellow does that...” He
goes on to prescribe the Igeres HaRamban’s
formula to increase our ahavas habrios. Th e
Ramban in his Igeres HaRamban, charges his son
with a formula for approaching and relating to
people with humility. He writes: (free translation)
“And learn to have respect for every human being
around you. If he’s wiser than you, respect him for his
wisdom. If he’s wealthier than you, respect him for
his wealth. And what if he’s poorer than you in every
respect? Th en respect him for being (possibly) more
blameless than you because 'v expects less of him!”
To learn to see the good in people, and to
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
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appreciate and respect people for their specifi c
strengths. Th ere is so much good in people!
People are so wonderful in so many ways! Th is,
says the Pele Yoetz, will bring us to truly love and
admire each member of Klal Yisroel5.
Attaining this world view is not as diffi cult as
it may seem. Rabbi Eliyahu Goldschmidt, in
his widely acclaimed “Dear
Son6,” advises a husband with
diffi cult in-laws, to fi nd ONE
attribute in his in-laws that he
can admire them for. Th is, he
says, will change one’s entire
attitude and relationship to
them. Th is advice isn’t limited
to family! If one can learn to
fi nd even ONE positive quality
in each person around them,
their entire perception of them
will change. And, after learning
to admire just a small number
of selected individuals, one’s entire attitude to
people in general will begin to change!
For mechanchim and Marbitzei Torah
specifi cally, the Igeres HaRamban’s approach is
vital. Mechanchim inevitably deal with diffi cult
5 What about people’s shortcomings? The .guh tkp goes
on to say that one needs to learn to be understanding
of human error. Realize how difficult it is to change
bad habits. Understand how overwhelming ,ubuhxb ohhjv can be. “Who knows how I would deal with his
issues? " unuenk ghd,a sg lrcj ,t ius, kt!” “I, too, have
weaknesses.” “How can we judge?” He concludes by
saying that we should pardon people’s shortcomings
in our own minds, leave iucaju ihs and judgement to
v and the vkgn ka ihs ,hc and return to focusing on
people’s strengths!
6 Goldschmidt R.E. (2004). Dear Son: A Father’s
Guidance for a Happy Marriage, New York:
Mesorah Publications
and troublesome individuals, and this can lead
to becoming frustrated and pessimistic, and to
losing one’s ahavas habrios. By internalizing the
Igeres HaRamban’s attitude and approach, one
is able to maintain idealistic levels of Ahavas
Yisroel, while working with the realities of
dealing with diffi cult and demanding people.
Th ere were certain extremist groups
who considered R’ Aryeh Levine a
rasha for his political views on Eretz
Yisroel. One time, a fellow from such a
group was imprisoned for his political
activism. Using his connections,
R’ Aryeh was able to convince the
authorities to provide for the prisoner’s
basic needs and improve his conditions.
When R’ Aryeh later passed by the
cell, the man quickly covered his eyes
“so as not to see the face of a rasha!”
When the warden expressed his shock
at the man’s lack of gratitude, R’ Aryeh
responded,“But look at his iron willed
tenacity to his beliefs and how straight
he is. He does not allow himself to
be “bribed” by the help he’s received to bend his
principles, nor will he express a feeling he doesn’t
truly have!” (A Tzaddik In Our Time7, pg 88)
Th e legendary Ohavei Yisroel dealt with, and
struggled with, real people and their foibles.
Yet, by choosing to focus on their strengths and
ma’alos, they were able to retain a sincere love for
every member of Klal Yisroel.
If one can learn to focus on the good in
people, he will discover a world of respectable,
wholesome, and wonderful people. Th at world
will then respond to his ahavas habrios, and
accept his attempts to reach out, infl uence, and
be mekarev. �
7 Raz, S. (1976). A Tzadik In Our Time-The Life of
Rabbi Aryeh Levine
To learn to see the good in people, and to appreciate
and respect people for their specifi c strengths
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
9
in the middle of a lesson. Th e teacher marches
into the principal’s offi ce: “It’s high time that
Moshe learns that during my class YOU DON’T
LEAVE WITHOUT PERMISSION!” You try to
calm the teacher down, and agree to speak to
Moshe. “You already spoke to him this week” she
reminds you, “he must be held accountable for
his behavior!” After lunch, Moshe shuffl es in, as
confi dent and defi ant as ever. Th is is your chance
to fi nally change his behavior. Or is it...
Th ere have been countless books written on
eff ective disciplining. We are all familiar with
the do’s and the don’ts, and may have even
developed some of our own techniques and
strategies. We appreciate that every student is
a separate world and must be treated (and
respected) accordingly. Why is it then,
that we often are unable to achieve the
desired results though discipline?
Why is Moshe still not
behaving in class?!
Perhaps if we were to
examine the goal, rather
than the method of
discipline, we would be
able to shed some light on
this pressing issue.
From our earliest days we have been taught that
every action has a consequence. If you touch
something hot, you will feel pain. If you eat too
many cookies, you will get a stomach ache. Th is
rule grows with us as we mature. If you don’t
show up for work, you will get fi red. If you pay
your bills late, you will be fi ned. If you don’t take
care of your teeth, they will fall out. It is therefore
natural that we apply this paradigm to discipline
as well: If you disturb the class you will get an
assignment. If you skip a class, your parents
will be called. If you cheat on a test, you will get
a zero. We are requiring the students to suff er
the consequences of their actions in order to
infl uence their behavior.
Th e problem is that there is a huge diff erence
between the consequences of “real life”
versus the consequences imposed by a
school. Th e reason to not put your hand in
a fi re is so that you will not get burned. Th e
reason to pay your bills on time is in order
to avoid a fi ne. What is the reason to follow
the rules of a school? Is the real reason
why a student should not
cheat is in order that
he not get a zero?
Is the real reason
why he should not
Th e Love ofDisciplineRabbi Zev Davidowitz
The teacher was furious. It was the third time this week that Moshe had walked out
...if we were to examine the goal, rather than the method of discipline,
we would be able to shed some light on this pressing issue
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
10
skip class is in order to avoid having his parents
called? Obviously not. Th e reason why a student
should comply with school rules is in order that
he receive an education, develop a good set of
values, and acquire proper social skills and work
ethic. Th e disciplining of a student therefore,
is often not based on the reason why he should
follow the rules, rather an external motivation to
get him to follow the rules.
Let us examine the nature of this motivation. As
educators we have been given the responsibility
as well as the authority to guide and direct our
students. Often the rapport and relationship
that we develop with the student, will play
an instrumental role in his growth and
improvement. Th e discipline and punishments
will merely serve as a set of boundaries necessary
in the development of this relationship.
With this in mind I share with you a time-
tested theory practiced by one
of my Rabbeim and mentors.
“Th e goal of discipline is
not to alter the student’s
behavior, rather to
maintain a relationship
with the student.”1 When
a student is shown that
an educator understands,
respects, and truly cares
for him, he will naturally
want to reciprocate in order
to continue to receive the
respect and admiration of the
educator. When the student does
something inappropriate, and is disciplined in a
fair and respectful manner, he will realize that
he has damaged this relationship. He will want
to repair it by dealing with the problem. Th us,
the goal of discipline is not to directly aff ect his
behavior, rather to continue to develop and refi ne
the relationship that you share.
Chazal teach us that when disciplining, we
1 Rabbi M. Davidowitz, Rosh Yeshiva of Talmudical
Institute of Upstate New York
must “push him away” with our left hand
while at the same time “bring him close” with
our right hand.2 Rabbeinu Yonah writes that
although external motivation may help a person
improve, creating internal motivation is the
best way to ensure success.3 Th ese ideas are
certainly being adhered to when the purpose of
the punishment is to develop your relationship
with the student.
Parenting is a perfect example of this concept.
Every parent will inevitably fi nd themselves
disciplining their children. Th e parent uses
punishments as a means of expressing to
the child that certain activities or behaviors
are unacceptable. Th e lessons that the child
receives from the punishment, combined
with the positive reinforcement given when
the child acts appropriately, play a major role
in the relationship between parent and child.
Ultimately, it is the relationship, not the
fear of punishment, that will infl uence
the development and character of
the child.
Th e implementation of this theory
requires little change in the overall
discipline system currently used
in schools. Th e fundamental
diff erence is found in the goal
of the punishment. When the
goal is to change the student’s
behavior through discipline,
it often only serves as a “band-
aid,” and not a real solution. If we
were to use discipline as a means
to solidify and strengthen our relationship with
the student, our goal would be to empower him
to correct his behavior on his own. It will then be
our relationship with the student that will truly
make a diff erence in his life. �
2 Midrash Shocher Tov. Chapter 22
3 Rabbenu Yonah - Pirkei Avos;
Chapter 1 Mishna 14
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
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Th ere are many diff erent ways a Rebbi can
relate to the students. Some Rebbeim are more
reserved and aloof, inspiring their students to
recognize their obligation for Kavod HaTorah.
Others are “with the guys” where the Rebbi
will play or joke around with the Talmidim,
allowing them to feel that on some level they are
not so diff erent from one another. I would like
to examine some of the advantages and pitfalls
of the “with it” teaching approach.
Th ere are two main reasons why a Rebbi would
adapt such an approach. Firstly, some students
may come from more modern backgrounds and
cannot appreciate a Rebbi whom they feel is so
diff erent than they are. A role model is someone
that the students emulate and realistically feel
that they can and want to be like. A Rebbi who
is totally removed from gashmius might be seen
more as a Malach than a human being. Th e
Talmidim might feel that the Rebbi will not be
able to relate to their problems
and therefore any attempt to
make a kesher will be rebuff ed by
the Talmidim. In earlier times,
a Rebbi with amazing pshat or
lomdus was viewed as someone
to look up to and emulate.
Nowadays, especially in younger
grades where the beauty of Torah
is not fully realized, a Rebbi that
is “with it” will be viewed as more down to earth
and is a better role model for most students.
A second reason for the “with-it” approach
is that a young man entering the world of
chinuch may feel that he has the techunos and
kochos that would allow for a relaxed learning
environment. He may be youthful and laid
back and is okay with playing ball with the
Talmidim or pretending to know what is going
on in modern society. Some people do not have
the wherewithal to stare harshly or yell at a
misbehaving student. His style is to make a small
joke while getting the point across. Th is teaching
style allows the Rebbi to teach in a manner that
will maximize his talents and at the same time
allow the Talmidim to learn because they want
to, not because they are forced to.
Of course, an approach such as this one has its
pitfalls as well as its advantages. Th e Rebbi’s
personality, the students’
backgrounds and maturity
levels, the subject being taught
and when, are just a few of
the variables that can impact
this approach in teaching.
With this in mind, I would
like to look at some of the
disadvantages involved when a
Rebbi starts off the year being
“one of the guys”.
Th e ‘Cool’ Rebbe in the ClassroomRabbi Yosef Deutscher
As Mechanchim, it is our job and mission to enable our students to learn and develop to their fullest capacity.
Th is teaching style allows the Rebbi to teach in a manner that will maximize
his talents and...allow the Talmidim to learn because they want to
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
12
Th e fi rst drawback is painfully obvious. Th e
Rebbi is a giver of an age-old Mesora that
demands respect. Th ere must be some level of
reverence and awe in order to appreciate the
importance of what is being learned. When
a Rebbi is seen as being “cool”, the Talmidim
might totally miss the angle of Kavod HaTorah
that the Rebbi represents. Th e Talmidim can
take advantage of the comfort level in the
classroom and make inappropriate comments
or act in ways that they would not dare act with
a ‘normal’ Rebbi. As an experienced Mechanech
recently told me; “they do not realize that I am
their Rebbi, and not their camp counselor.”
Sometimes they might put their arm around the
Rebbi or say jokes that are unsuitable. Th is open
environment of learning can sometimes lead
students to overstep the bounds of derech eretz
and attempt to see how much they could get
away with. Instead of taking advantage of the
wonderful opportunity to grow and learn, they
try to take advantage in other ways.
A second potential danger is disciplining in such
a system. Th e Rebbi allows himself to do or say
things in hopes of developing a stronger kesher
with the Talmidim. Th is might make it diffi cult
for the Rebbi to put his foot down. Because his
mindset is to be a role model while “being with
the guys”, the Rebbi might be hesitant to put
the kesher at risk for the sake of good classroom
management. He may have a more diffi cult
time being a disciplinarian, feeling guilty about
“betraying” their trust and friendship.
Th e solution to this potential pitfall was made
clear to me by a master mechanech, who employs
the following approach to perfection. Th e Rebbi
shows love and warmth, within the framework of a
classroom where it is quite clear who is in charge.
He explained that children respect fairness. He
said that although he is viewed as being “with it”
and “one of the guys”, in the beginning of the year
he sets down certain rules and consequences.
If the consequences are fair, the class may not
like it, but they will respect it. Th e Rebbi might
be sympathetic, but is fi rm by stating that every
action has a consequence. Since the Talmidim are
notifi ed about the rules, if one of them steps out
of bounds he does so knowing the consequences
he’ll be facing. In this manner the Rebbi is seen as
someone who must be respected and whose rules
must be adhered to and is not a camp counselor.
At the same time, the Rebbi’s worry of ruining the
kesher is not realized.
In conclusion, the “with the guys” Rebbi has
many advantages. However, without any
Yirah, this teaching method has potential for
Hefkerus and disaster. By combining both the
openness of a “cool” Rebbi with consequences
for stepping over the line, everything can run
smoothly. Th e students will simultaneously
respect, love, and look up to the Rebbi as a
worthwhile role model. �
Th e Rebbi shows love and warmth, within the framework
of a classroom where it is quite clear who is in charge
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
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Secular and Torah sources, both old and
modern, dictate that the key to
success is to focus on the individual.
In my personal experience teaching
a remediated Gemara shiur in a well-
established yeshiva in Brooklyn, I
discovered that most students, even
those who have been labeled “incapable”
of learning, through individualized
methods of learning and assessment,
together with love and positive
encouragement, are able to thrive.
SECULAR PERSPECTIVE
One of the important theories of learning
discussed over the course of the Principals’
Training Initiative (PTI) has been that of Howard
Gardner’s “multiple intelligences”, introduced
in his 1983 book, Frames of Mind, based on
his eff orts to synthesize research on normal
and gifted children with that of adults who
suff ered from brain damage1.
Th e multiple intelligences theory
suggests that the traditional notion
of a single intelligence is far too
limited. Gardner proposes that
there are many diff erent types
of intelligences to account for a
1 Gardner, Howard. (2003). Howard
Gardner. President and Fellows of
Harvard College.
broader range of human potential and learning
in children and adults².
Gardner claims that the seven
intelligences he identifi ed rarely operate
independently. Th ey are used at the
same time and tend to complement
each other as people develop skills or
solve problems2. Th e seven intelligences
described by Gardner include verbal-
linguistic, logical-mathematical, visual-
spatial, bodily-kinesthetic, musical, interpersonal,
and intrapersonal. In recent years, Gardner
has suggested additional types of intelligence,
including naturalist & existential-spiritual3.
Several lecturers over the course of the PTI
program stressed the relevance of the multiple
intelligences theory in running a classroom
and a school. Rabbi Elimelech Gottlieb quoted
one of Stephen Covey’s famous
“Seven Habits”: “seek fi rst
to understand, then to be
understood.” Th is concept is
particularly insightful in regard
to the need to understand our
2 Armstrong, Thomas. (2000)
Multiple Intelligences.
3 Bogod, Liz. (1998). Multiple
Intelligences Explained. LDpride.
Individualized Learning and AssessmentRabbi Refael Draiman
Modern education fi nds an ever-increasing and diversifi ed group of students, cultures, backgrounds, and intelligences in the classroom.
most students, through individualized methods of learning, with
love and positive encouragement, are able to thrive
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
14
students before we attempt to teach them.
Rabbi Gottlieb also specifi cally emphasized
the signifi cance of emotional intelligence
in the operation of a school–the ability to
connect thought with action, to be sensitive
to others’ emotions, and to enter and sustain
interpersonal relationships4.
TORAH PERSPECTIVE
Th is theory is particularly insightful in light of
the well-known Chazal:
“ epnn xeqi `l oiwfi ik mb ekxc it lr xrpl jepg”–
“Educate a child according to his way—even
when he gets old he will not deviate from it.”5
Th e Malbim explains that every person’s nature
is diff erent from birth, thus each person needs
to be taught according to the abilities and
inclinations that have been implanted within
him, and according to what he is ready for.
Rabbi Shlomo Wolbe, quoting the commentary
of the Vilna Gaon, explains that if you do not
teach the child “according to his way” he will
listen now because he is afraid, but when he
gets older he will veer away. He elaborates
that since each child is diff erent from the
next, it is the responsibility of a teacher
to fi rst refl ect and evaluate his student’s
nature6. Rabbi Lawrence Kelemen
expounds: “Just as diff erent plants
have diff erent ‘ways’ and require
diff erent styles of care in order to
thrive, so, too, every child has his own way
and will fl ourish only when our approach
matches his or her special profi le.”7
Citing hyperactivity as an example of a need
for alternative teaching methodology, Rabbi 4 PTI Lecture, March 5, 2006
5 Mishlei 22:6
6 Wolbe, Rabbi Shlomo. Planting & Building,
Section I – ‘Customized Education’
7 Kelemen, Rabbi Lawrence. To Kindle A Soul, p. 44
Kelemen quotes Dr. Joseph Coyle, chairman
of the psychiatry department at the Harvard
Medical School: “Psychiatrists sometimes fail to
ask whether [hyperactive] children need drugs
or just a more fl uid, active environment.” Rabbi
Kelemen also cites the example of a Los Angeles
teacher of mathematics to active adolescents
who writes a math problem on the board,
tosses a basketball to a student, has the student
dribble the ball up to board, solve the problem,
and then toss the ball back to the teacher8.
Th is is just one example of applying multiple
intelligences in the classroom.
ALTERNATIVE ASSESSMENT
In my experience, by applying the concept of
multiple intelligences and individualized learning
through alternative assessment, I was able to
succeed with students who had previously been
lost in the classroom. For example, the use of
a computer program to teach and reinforce
new Gemara vocabulary and concepts was
invaluable. It provided the students with a fresh,
exciting, relaxed, and stimulating
learning medium. Th e eff ectiveness
of this medium was proven most
compellingly on the last day of the
school year, when my students asked
me to allow them to demonstrate
their learning to the principal by
spontaneously answering all the
tests, words, and questions from
over the course of the entire year –all
on the computer.
I found that Powerpoint presentations
used to teach new Gemara was also of
particular appeal to visual learners who
were having trouble picturing the Gemara
otherwise. Similarly, providing oral tests
8 ibid, p.47
since each child is diff erent from the next, it is the responsibility of
a teacher to fi rst refl ect and evaluate his student’s nature
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
15
for students who had diffi culty writing proved
very eff ective, as students who had been handing
in practically blank tests were now able to show
they had an excellent grasp of the material
learned. Th ey simply had diffi culty expressing
themselves on written tests.
THEORY OF ASSESSMENT
What is the purpose of assessment? It would
seem that if a child has repeatedly failed
standard written tests, the goals of formal
assessment would be undermined. Rabbi Noach
Orlowek writes:
Formal testing…serves several functions: First
of all, it encourages review and retention of
one’s learning. Second, it enables a student and
his parents to measure his progress or
the lack thereof…Finally, it indicates
how well a teacher is performing.
Teaching should not be a teacher’s
primary way of measuring a
student’s progress. Test results
can be misleading… a teacher’s
evaluation should be based on
a child’s day-to-day classroom
learning, not just his test
scores.9
Rabbi Hillel Mandel, in discussing
the need to set standards for
achievement and create a culture
of growth, explained that we
must recognize a teacher is not an
adversary but an advocate. Tests
must be designed to raise students
and make them feel good, not to
catch them. Accordingly, grades
need to be subjective according to
each student’s level. Th ere is no such
thing as a child failing, but rather an
9 Orlowek, Rabbi Noach. My Disciple
My Child, pp. 99-100
institution failing10.
Rabbi Dr. Heshy Glass discussed the role of a
principal as head learner above all else, and the
importance of setting learning as the center
focus for everyone in a school. Accordingly, it is
crucial to set high standards of success, clearly
communicate them, and implement multiple
sources for assessment, including methods of
problem identifi cation and implementation of
improvements.11Th is applies equally to classroom
and administration.
Scott Goldberg of Yeshiva University’s Azrieli
Graduate School of Jewish Education and
Administration, in his annual lecture entitled
“Planning and Implementing Assessment”,
explains:
Th e job of a teacher is not just to test, but
to prove that the student has learned…
Assessment not only documents what
students know, but also infl uences learning…
Assessment is not only an add-on activity
that occurs after instruction is completed.
Assessment defi nes the nature of what students
learn in school—what is valued. Assessment
is integrally related to all aspects of teacher
decision making and instruction…Make sure
you use the appropriate method for your
learning target.
PRACTICAL APPLICATION
Accordingly, it would seem that an
individualized model of assessment
would be much more eff ective and goal-
oriented than a standardized assessment
method. Because our students have
wide-ranging needs and abilities,
it is often diffi cult to reach them
as educators. Gardner’s theory
dictates a simple structure for
10 PTI Lecture, January 8, 2006
11 PTI Lecture, Sept. 25, 2005
...best way to ensure we are engaging as many learners as possible...is to
use many diff erent methods to appeal to those multiple intelligences
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
16
pedagogy through the recognition of the
various types of learning that a child may
need. Th is individualized theory of learning
and assessment helps us because diff erent
teaching methods can work better for diff erent
intelligences. It is our responsibility to fi nd
ways to get children stimulated and excited to
learn. Simply because one child can learn by
listening to a teacher lecture does not mean
that the child next to him is able to do so.
Th at child may need to be taught the concept
visually to understand it, while the next child
may need to feel the objects and integrate the
lesson physically.
Th e best way to ensure that we are engaging as
many learners as possible to the greatest degree
possible is to use as many diff erent possible
methods to appeal to those multiple intelligences
as modern technology will allow12. Some
practical applications include: presentations,
charts, maps, videos, and diagrams for visual
learners, stories that illustrate key learning points
for verbal learners, experiments and calculations
for logical learners, hands-on activities for
kinesthetic learners, and so forth.
In the words of Howard Gardner, “It’s very
important that a teacher take individual
diff erences among kids very seriously…. Th e
bottom line is a deep interest in children and
how their minds are diff erent from one another,
and in helping them use their minds well13.” �
12 Meacham, Margie. (2003). Using MI Theory
in the Virtual Classroom. American Society for
Training & Development (ASTD).
13 Guignon, Anne. (1998). Multiple Intelligence: A
Theory for Everyone. Education World
...a deep interest in children and how their minds are diff erent from one another, and in helping them use their minds well
We’d like to congratulate last year’s PTI members on their new positions in Chinuch. May they have much continued Hatzlacha in their new roles of inspiring another generation through Torah!
Consortium of Jewish Day Schools
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
17
He is coming from an environment which has
been attuned to his needs and has encouraged
and praised him every step of the way. Over
the course of his fi rst years
in school, examinations
will reveal to him, and the
educators shaping his future,
the areas in which he is in need
of improvement. Th e student
will be primarily focused on
growing in those areas with
the hope that he will possess
a complete repertoire of skills
when he departs towards
higher education.
Th is system of evaluation and rectifi cation
contains at its base a tendency towards
uncovering defi ciencies and devising ways
to correct them. If we were computer
programmers this would be an effi cient
and logical path towards success.
However, we are educators and thus
such a system comes up short when
superimposed upon the human
element that we deal with on a
constant basis. Students are in need
of praise for the successes they have
achieved. When a suffi cient amount of that
praise is lacking, the children lose confi dence in
their successes and eventually lose confi dence
in themselves. Th is is not
meant to imply that our
schools contain within it an
overly depressed student body,
but it does suggest a possibility
that a decent percentage of
students are not possessed of a
true picture of themselves.
A study, recently reported
to the Principals’ Training
Initiative (PTI), would seem
to concur with these fi ndings.
In a longitudinal study covering the time period
of elementary and high school, researchers
found that four out of fi ve children entering fi rst
grade felt that they were competent or better in
a number of diff erent areas. By the fi fth grade,
that ratio dropped to one out of fi ve,
and when twelfth grade rolled around,
one out of twenty, a mere 5% of the
graduating class felt themselves to
be competent in many areas.1 Th is is
1 Presented December 18, 2005 by Rabbi
Hillel Mandel in the Rabbinical
Seminary of America.
Perception is RealityRaphael Moskowitz
When a child enters school for the fi rst time, his impression of himself is a positive one.
a person’s ability to achieve success...is largely dependent on one factor: a clear and unadulterated estimation of his own self worth.
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
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a disturbing fi nding, but even more so when
taken with the words of the great Alter of
Slobodka, HaRav Nosson Tzvi Finkel, zt”l.
One of the greatest thinkers of his generation,
the Alter was deeply attuned to the workings
of the human mind and spirit. In his magnum
opus, Ohr Hatzafon, the Alter writes that a
person’s ability to achieve success in this
world, whether spiritual or material, is largely
dependent on one factor:
a clear and unadulterated
estimation of his own self
worth.2 Th e children’s
recognition of who they
are and what abilities they
possess is so integral to
the success that we wish
for them. Unfortunately,
if we do not take the time
and eff ort to build them
up with abilities they
possess, we as educators
may be taking on the role
of unwitting accomplice
in their misperception
of themselves and their subsequent
underachievement.
Rabbi Hillel Mandel, a respected member of
the Consortium of Jewish Day Schools, related
an anecdote during a session of the PTI which
seemed to encapsulate his method of relating
with the children in his school and thus relates
closely to our discussion. A child was sent to
Rabbi Mandel’s offi ce for misconduct. However,
when the child arrived he was not greeted by
the stern countenance and air of disapproval
that are usually present at disciplinary meetings
with a principal. First, the child was lauded
2 Ohr Hatzafon, Volume 1, Page 270.
for his excellence as an all-around student.
Th en his beautiful davening was praised. Only
after the child was made to feel comfortable
in the principal’s presence and with himself,
did Rabbi Mandel broach the subject that had
brought the child to his offi ce in the fi rst place.
Th at child walked away with a clear message: I
am a great person who has room to grow. Th e
argument is simple: Why should a child walk
away from an encounter
with a teacher or principal
feeling that the whole
essence of his being is
composed of the off ense he
committed? A child may,
from time to time, exhibit
dishonesty, unruliness, or
underachievement, but
he should never be led to
defi ne himself as a cheat, a
misfi t, or a failure.
When discussing an
inadequacy with a child, it
is imperative that an eff ort
be made to highlight other
areas where there has been success and growth.
Th is does not serve to cloud the issue and lessen
the shortcoming in the eyes of the student. On
the contrary, it serves to bolster him to rectify
the problem and complete an already very
rosy picture. Furthermore, even if the failing is
perceived as less in his eyes, perhaps that should
be considered an accomplishment as opposed
to a negative side eff ect. A snag on the road of
life should not spell utter despair for a child.
Even when a child is experiencing a period of
diffi culty, academic or otherwise, he should be
able to say, “I am a good person,” and mean it.
When a child is defi cient in numerous areas,
Why should a child walk away from an encounter with a teacher feeling that
his whole essence is composed of the off ense he committed?
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
19
there are still ways to create a healthy mindset
while helping the child attend to his needs.
Th is was also addressed by Rabbi Mandel in
the session, and this author has coined the
technique as “expanding the strike zone.”
“Expanding the strike zone” means what
it says. We as the teachers and principals
look to expand the target area in which a
child can experience success. To illustrate,
if a child is experiencing universal academic
failure, a teacher may create a job within the
classroom which allows the child to experience
success. At worst the child will gain a sense of
achievement. At best, that sense of achievement
will translate into success in other areas. Th e
applications are numerous but the underlying
theme remains unchanged. To create success in
our children we need to make them cognizant
that they are already a success.
Th e Talmud in Pesachim3
relates a dialogue between
Hashem and Adam
immediately following the
incident in Gan Eden. When
Hashem told Adam that as
punishment he would eat
from the herbs and grasses
of the fi eld, Adam began to
cry, “How can I eat alongside
my own animal?” Hashem
then told Adam that he could
eat bread but only through
sweat and toil. Adam chose
a life of hardship over a life
where his livelihood would
be readily provided. Th e
Rosh HaYeshiva, HaRav
Henoch Leibowitz, shlit”a,
explains Adam’s decision.
He was concerned that if his 3 118, A.
livelihood would be supplied in the manner
of the animals, his stature in his own eyes
would be lessened and his self worth would
be distorted. Adam felt that such a loss in
perception of self, however minute, would
impact on his ability reach the highest levels in
service of Hashem. Only after Hashem granted
him an alternative was Adam calmed.
Th e lesson for us is clear. We hold the future
of our students in our hands. How we handle
them now will not only aff ect their current
success but their ability to achieve success
throughout their lives. Our goal on the
frontlines of education should be to create an
environment that focuses on building fences
while at the same time strengthening the ones
that already exist. �
how we handle our students now will not only aff ect their current success,
but their ability to achieve success throughout their lives
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
20
To a new principal the challenge of balancing
the many roles and responsibilities can be
very daunting. What determines the criteria
that we weigh the various demands that call
upon a principal? Do we spend more time in
the classroom and in the halls or developing a
curriculum? Are we fi rm or fl exible?
A recent study1 based on an analysis of data from
a 30-year period, suggests that there are defi nite
correlations between certain leadership practices
and student achievement. For example, increased
student achievement was linked to principals
that exhibited a tendency of “Situational
Awareness” (defi ned as being aware of the details
and undercurrents in the running of the school
and using this information to address current
and potential problems). Th e research suggests
that by identifying the leadership practices that
correlate more directly with student learning, we
can place a greater emphasis in developing and
perfecting those practices.
Over the past year, as a participant in the
1 Marzano, R., Waters, T. & McNulty, B. (2003).
Balanced Leadership: What 30 years of research
tell us about the effect of leadership on student
achievement. Aurora, CO: Mid-continent Research
for Education and Learning.
Principal Training Initiative (PTI) sponsored
by the Consortium of Jewish Day Schools, I
have been aff orded the opportunity to not only
learn from some of the most experienced and
talented principals, but to meet and observe (and
for some in action) them as individuals. While
my observations certainly do not qualify as a
legitimate study, neither based on signifi cant
volume nor proper scientifi c orientation, one very
striking “trend” has emerged. All the principals
were remarkably diff erent!
But yet at the same time, there is a very distinct
common thread. With all their diff erences,
they as individuals all seemed to have a highly
developed character. Each principal had a
certain unique characteristic that came across,
that permeated through all of his method and
style of leadership, right down to his choice of
topic, and manner of presentation.
Perhaps an element of
being an eff ective leader
is the development of
ones own core being- the
mixture of personality,
talents, Torah, middos,
and values- the essence
of who a person is. Th e
character and nature
LeadershipRabbi Zev Pam
Discipline. Communication. Visibility. Culture. These are just a few of the leadership responsibilities and practices that face a principal.
Personality Element of
if we examine the goal, rather than the method of discipline,
we would be able to shed some light on this pressing issue
Th e
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
21
of the person serve as the mold for all of the
skills, talents and practices that serve as the
tools of the eff ective principal. It casts the
unique blend–the precise balance–of all
needed qualities that sets apart this principal as
himself. It sets a mark of distinction. It defi nes
him as a leader.
Th e leadership responsibilities and practices
highlighted in the above mentioned research
study can certainly form the framework to
develop the skills and knowledge of when
and how to apply them. However, I would
suggest that leadership stems from who the
principal is, not only from what he does. All
the leadership practices are necessary, but
what forms the cohesion of all those practices
into a leader is the essence of who he is. My
Rebbe, Rabbi Henoch Leibowitz, shlita, would
often comment that you can have gadlus, but
not be a gadol. When the greatness doesn’t
stem from the internalization of the greatness
within ones being, it just remains the outside
trappings of greatness. Likewise, you can lead,
but not be a leader!
A frequent concept referred to at many of the PTI
sessions and expounded upon by the oft-quoted
Stephen Covey2 is that leadership is diff erent
than management. Management deals with the
nuts and bolts of getting the job done. Leadership
is to set the direction, to steer the boat and keep
it in line. It is the ability to have the vision and to
eff ectively transmit and inspire others to keep to
that vision. I believe it is the core essence of the
person that develops his unique vision and his
2 Covey, S. R. (1989). The Seven Habits of Highly
Effective People. New York: Simon and Schuster.
ability to inspire others with that vision. A vision
that comes from within inspires respect and
engenders a desire to connect with it3.
Rabbi Shlomo Goldberg, speaking at a PTI4 class
about being a leader conveyed this message:
“His power comes from who he is—from his
Torah and middos… People respect us because
of who we are—we can be trusted, we have a
vision, we can be depended upon…”
Certainly, one of the consistent themes of the
PTI classes has been to defi ne the parameters
of leadership, and to give specifi c instruction
and guidance in actuating the particular
leadership responsibilities. But the unspoken
message has been that it is our own job to
develop ourselves to serve as the foundation.
Th e daunting question of balancing all the roles
will fi nd its answer within each person. As
Rabbi Yaakov Bender advised the participants
of PTI5, “play to your strengths!” �
3 This principle can have practical applications
as well. At a recent Consortium gathering of
principals, Rabbi Simcha Weiser and Mrs.
Audrey Jacobs addressed the topic of Strategies for
Recruiting Enrollment. An outgrowth of that session
was the idea that your ability to promote the
excellence in your school is largely based on being
able to convey your vision for the school. What
is compelling is not strictly the purely academic
distinction and success, but your personal pride
in the fulfillment of the vision and mission of the
school. It captures the essence of the school and
what it stands for, from the perspective of its leader.
To that end Rabbi Weiser suggested that telling
compelling stories from a personal perspective can
be a powerful means of conveying the excellence of
your school.
4 PTI Lecture, May 21, 2006
5 PTI Lecture, April 30, 2006
what forms the cohesion of all those practices
into a leader is the essence of who he is.
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
22
1One must try his best to help each child develop
in order to reach his academic potential. In many
instances one will be required to work with
children who have diff erent learning styles, such
as a visual learner and an auditory learner. Add
to the mix the fact that there may be a child who
has adhd and/or has social issues and the Rebbe
requires an approach to this classroom.
Rav Shlomo Wolbe, zt’’l, in Zriya U’Binyan
B’Chinuch2 writes, “Chinuch must give the child
an opportunity to grow in accordance with his
‘derech’. Character and Midos must be built
through this derech. If the child is
directed in a manner that is not in
accordance with his ‘derech’, then he
may become a robot. If, on the other
hand, one relies on the child’s growth
without working on Midos at all, the
child may grow into a Pereh Adam.”
Th e fi rst Yesod required for the Rebbe
is to realize that no matter how many
students there are in the classroom,
the Rebbe must fi rst ascertain what
each child’s Maalos are, both in
1 Although I use the words “Rebbe” and “he” to refer
to the student, it is the same for a “Morah” and
“her” students.
2 Wolbe, Rabbi Shlomo. Z’riya U’Binyan B’Chinuch
(pg. 20).
regard to learning style and ability, and in regard
to Midos and Techunos Hanefesh. It is through
these positive qualities that the student will reach
his potential, not through his shortcomings.
Rav Wolbe3, zt’’l, writes: “Oy is to the person
who does not know his shortcomings, since
he doesn’t recognize what he must correct.
Oy vavoy to the one who does not know his
Maalos—as this person does not have the tools
to properly serve Hashem.”
A child will not be able to tell the Rebbe his
positive qualities. It is therefore the job of the
Rebbe to recognize how each child thinks and
acts and then create a goal and a plan
as to how to help this child reach his
potential for this grade level.
As many children as there are in
the classroom, that is how many
separate curricula he must prepare.
True, many will overlap, but in order
to teach each individual eff ectively,
a special plan should be developed
for each child. Similarly, regarding
Midos development, reaction to
infractions of the social nature,
the Rebbe must prepare the same way that he
does in regard to teaching material. Th e Rebbe
3 Wolbe, Rabbi Shlomo. Alei Shur (Alef, pg. 169).
Reaching allStudentsRabbi Laib Schulman
One of the more common challenges facing the Rebbe1 in the classroom is the fact that many of the students are on diff erent academic levels.
...the job of the Rebbe is to recognize how each child thinks and acts
and create a plan as to how to help him reach his potential
in a Diverse Classroom
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
23
must realize that one must work with a child’s
Midos, not against them. As students get older
and begin to understand proper behavior and
consequences, it becomes more important that
the Rebbe recognize how to reach each student
in a way that the student understands on his own
what he did wrong and what proper behavior
should be.
Th e following is a case in point: A student (we
will call him Chaim) committed an act against
another student (we will call him Yankel) and
was suspended for a week. Chaim felt that the
punishment was excessive and was due to Yankel
exaggerating what he had done. Th e classmates,
who saw the incident, agreed with Chaim and
took nekama against Yankel by ostracizing him.
Th e Rebbe recognized that in order for the class
to begin treating Yankel properly, Chaim must be
willing to take the lead, but the entire class must
learn to accept Yankel. Th e Rebbe also learned
that historically there was a feud between
Yankel’s family and Chaim’s family due to
previous incidents, whether actual or perceived.
Th e Rebbe, rather than giving a one time
Shmooz about the incident and the boys’
reactions, instead spent time over the next few
weeks discussing, (as a lesson from the Parsha
and not related to anything that happened) the
art of conversation, confrontation and dealing
with disappointments. Th e
reason for this was due to
the strong feelings the
class had about what
happened and especially
the personality of
Chaim, who felt that he
was the victim. Chaim
was also a “thinker” and
the Rebbe felt that he
would internalize these thoughts over time.
A few weeks later, Chaim came to the Rebbe and
said, “Based on what the Rebbe said over the last
few weeks, I realize now that I should apologize
to Yankel, even though I feel he wronged me by
causing me to miss a week of school.”
Th e Rebbe replied, “It would be a good idea and
I am proud of you for thinking of it.” At the end,
harmony was restored to the classroom.
Th is approach falls under the category of
planning backwards, which is to fi rst determine
the desired result and then plan how to get
there. In “Integrating Diff erentiated Instruction
and Understanding by Design,” Carol Ann
Tomlinson and Jay McTighe discuss the benefi ts
of this method.4Th ey divide the planning into
three parts. Before implementing the lesson(s)
the teacher needs to determine the following:
1. What the students should know, understand
and be able to do as a result of the lesson.
2. What is the acceptable evidence that the
students achieved the desired results, and
3. Plan learning experiences and instruction.
Th ey go on to discuss how to diff erentiate goals
and instruction for all the students on their
individual level. Th ere are two parts of the
knowledge that the teacher wishes to impart,
namely, the “big ideas” and “specifi c knowledge.”
Th e “big ideas” are presented to all students
together while the specifi cs must be tailored to
each student’s abilities and prior experiences
and knowledge. Th is may require modifying
the specifi c knowledge each student is required
to master. Th is might also require separate
assessments to determine whether the student
has mastered the material and it certainly
4 Tomlinson, Carol Ann, and McTighe, Jay
“Integrating Differentiated Instruction and
Understanding by Design,” (pg 27-29).
...important that the Rebbe recognize how to reach each student in
a way that he understands on his own what proper behavior should be
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
24
requires a separate learning plan. By starting
with a specifi c goal for each student, the teacher
can then plan what he must do in order to ensure
that each student reaches that goal.
One way of diff erentiating instruction is to ask
questions that can be answered diff erently at
diff erent levels of understanding. Th e weaker
student, who understands the “big idea” will be
able to participate in the classroom discussion,
while the stronger student should be able to
demonstrate mastery of the specifi c knowledge
he acquired through the lesson.
An example of this might be: a Rebbe is
teaching a Mishna which has three cases.
Th e Gemora quotes a Braisa in order to ask
a question on one of the three cases of the
Mishna. Th e “Big Idea” that
the Rebbe wants the student
to understand is to recognize
the topic and case of the
Mishna, the the topic and
case of the Braisa. Th e next
“Big Idea” that the student
must know is on which case
of the Mishna the Gemora
will be addressing. Th e
actual understanding of the
question may be diffi cult for
a weaker student. Th is is the
“specifi c information” that the Rebbe would
like every student to know. By involving the
weaker student in the understanding of the
Mishna, breaking the material into smaller
portions, and focusing the student’s attention
to pinpoint what he is being asked to recognize
and demonstrate, he may begin to understand
the specifi cs of the actual question.
Th ere is another important benefi t to working
in accordance with the child’s own derech.
Th ere are many children in our classroom
who do better in one Limud than in another.
Frequently, a child will be weak in Gemora, but
do well in Navi. His analytical skills may not be
as highly developed as his ability to remember a
story, as in Navi. It is important to fi nd a Limud where each student can excel, and build upon
this success. Th is will frequently jump start
the student to success in areas that he has yet
to excel. When the child feels success, success
breeds success. Th e success that the student
feels because of his remembering the storyline
may help him to take an intellectual risk
regarding something about which he is unsure.
It is important that the Rebbe show Chashivus
and importance to the Limud which he may
consider minor, so that the
student feels that he is having
important success.
In conclusion, the challenge
of meeting the needs of every
student requires a recognition
of who your students are,
their strengths and their
weaknesses. One must teach
to the strengths of each
student and build on those
points. Th e Rebbe needs to
work with the student and his
nature, break the material down to the bigger
ideas that are easily recognized and mastered
prior to the focus of attention on specifi cs. For
this to succeed one must follow the method of
“Backwards Planning.” Finally, make sure that
each child actually experiences success, and
build upon that success. �
starting with a specifi c goal for each student, the teacher can then plan what he must do to ensure that each student reaches that goal
People need to hear and feel the confi dence
that others have in them, and they need to be
reminded of it often –Rabbi Chaim Yosef Ackerman
¦ To learn to see the good in people, and to
appreciate and respect people for their specifi c strengths – Rabbi Shaya Baumann ¦ If
we were to use discipline as a means to solidify and strengthen our relationship with
the student, our goal would be to empower him to correct his behavior on his own.
–Rabbi Zev Davidowitz ¦ Th e Rebbi shows love and warmth, within the framework of a
classroom where it is quite clear who is in charge –Rabbi Yosef Deutscher ¦ Most students,
through individualized methods of learning, with love and positive encouragement,
are able to thrive –Rabbi Raphael Draiman ¦ A person’s ability to achieve success...is
largely dependent on one factor: a clear and unadulterated estimation of his own self
worth –Rabbi Raphael Moskowitz ¦ Leadership is the ability to have the vision and to
eff ectively transmit and inspire others to keep to that vision.–Rabbi Zev Pam. ¦ Th e job
of the Rebbe is to recognize how each child thinks and acts and create a plan as to
how to help him reach his potential –Rabbi Laib Schulman ¦
PRINCIPALS’INSTITUTE
TRAINING
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
25
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
26
One of my favorite words is synergy and the rea-
son I like the word is because of what it represents.
Most out of town Yeshiva day school principals
have had to face the challenge of decreasing
enrollment in their schools. Many established
schools tend to fi nd that over the years alternative
schools have been created within the commu-
nity and they have drawn off some of those who
were assumed to be enrolling in the
established school. New schools tend
to be formed by parent and com-
munity groups that have a vision of a
thriving school in a place where the
orthodox community appears to be
growing. Yet many of these schools
are failing to reach the potential
envisioned by the lay leadership.
Th ey tend to see budget shortfalls
and other problems as the result of
decreasing or insuffi cient enrollments and pay
little attention to other more realistic problems.
Th e fact is that although decreasing or low enroll-
ments are seen by most lay leaders as a problem in
school site leadership, low or decreasing enroll-
ment is, in reality more likely a symptom rather
than the problem. If a school is losing enrollment
there are usually 3 general reasons why:
SAFETY: parents believe that their children are in
jeopardy religiously, academically, or socially
COMPATIBILITY: the school is not on a religious
track consistent with the values of the family, or
it is not measuring up to specifi c pedagogical/
academic expectations of parents; or it may be
priced beyond the means of local families.
CHANGING DEMOGRAPHICS: families grow up or
move away and are not replaced with others who
want or need the school.
Understanding these facts can help
a school work strategically to cope
with, if not reverse, declining enroll-
ments. And, just as importantly
these schools, and their leaders, un-
derstand that declining enrollment
is usually a symptom of a problem
and not a problem itself. Th is article
addresses the relationship of the
Principal and the Chairperson of the
Board. In a future article the three
reasons above and the problem of
responding to low enrollment will be addressed in
greater detail.
QUESTION: In a setting where enrollments are not
growing can a Principal be the positive catalytic
force in building a team of local leaders focused
on responding to this situation?
CONSIDER THE TWO CASES BELOW:
SCHOOL A. At their monthly meeting just prior to
the meeting of the School Board the Chairper-
son informs the Principal that he has reviewed
the projections for the school enrollment next
Synergy:Professor Stephen M. Fain, Ed.D.
Does the decision to develop a plan of action increase the potential for institutional advancement?
PART TWO IN THE SYNERGY SERIES
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
27
year. He pointed out that the fi fth grade seems
to be losing four students and next year’s sixth
grade will be a class of 12 rather than 16 as
anticipated. Further, he observes that enroll-
ment seems to be steady in grades three and
four but that he and the Board had hoped for
some growth rather than accepting the status
quo. After reviewing all of this he turns to the
principal and asks, “What do you plan to do to
rectify this problem?” Th e principal explains
that he is planning to meet with all parents
who are removing their children from school
to see if he can do something to keep them at
the school. Further, he is having a membership
tea over at the Moskowitz home where three
new prospective families are invited – only one
family keeps kosher and none are Orthodox, but
they care deeply about their kids. “Well,” says
the Chairperson, “I hope this works because en-
rollment is one of your most important jobs.” As
they enter the Board meeting the Chairperson
thinks that he had prepared the chief school ad-
ministrator for the serious challenge ahead and
at the Board meeting he reports that he and the
Principal have discussed the current situation
and that it is understood that increasing enroll-
ment is now a priority of the administration.
Th e Principal sits around the Board table and
listens. He wonders what he can do to get back
some of the students who left last year to enroll
in the new Solomon Schechter school or to keep
the students in school who are, at this very mo-
ment, considering enrolling in the Town Prep
now that they are off ering a special curriculum
rooted in the use of technology. He also won-
ders how much of an increase is anticipated by
the President and the Board.
After the meeting, the Principals calls his wife
and he tells her that he is unsure that he can
meet the expectations set by the President and
the Board.
Across town things are moving along quite dif-
ferently.
SCHOOL B. Knowing that enrollment may not meet
the expectations for the next year, the Princi-
pal prepares an enrollment report to present to
the Board President at their monthly meeting.
Because he understands that he must assume a
leadership role while sharing the job of directing
the progress of the school with the President, the
report is presented as a possible strategic plan
for dealing with the fact that enrollment may not
meet expectations. Th e report that the Principal
prepared has three main elements:
A DESCRIPTION OF THE PROJECTED ENROLLMENT by
grade (this year’s enrollment by class and next
year’s projected enrollment by class)
AN ANALYSIS OF THE PROBLEM that the Principal
compiled over the last few weeks in preparation
for this meeting (including a list of competing
schools, changes in local demography, a report
on reasons given by parents who were taking
their children out of the school),
A SET OF RECOMMENDED STRATEGIC INITIATIVES
intended to either control attrition, increase en-
rollment or adjust operations so that the school
responded to possible problems. Th ese include
surveying parents and conducting focus groups
to identify problems of safety and compatibility
by collecting data from the local federation on
local demographic trends.
Additionally, the plan calls for the establishment
of task forces and committees of lay leaders, par-
ents and school faculty and staff , and community
representatives, including local rabbis, to address
questions growing from the data set assembled
by a team made up of school administrators and
During his ride home, the Principal thinks that he made a good choice agreeing to work at this school.
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
28
Board members. Th e President and the Principal
work over the report and eventually agree on
some things and modify or drop others. In the
end they agree on a working plan to be presented
to the Board. At the Board meeting the Chairper-
son reports on the enrollment problem, presents
fi ndings from the Principal’s report and off ers
the plan that he and the Principal developed. Th e
Board asks questions and they are answered by
both the Chairperson and the Principal and then,
fi nally, the Board adopts a modifi ed plan. At the
close of the meeting, the Chairperson and the
Principal shake hands and compliment each other
on a job well done. During his ride home after the
meeting, the Principal thinks that he made a good
choice agreeing to work at this school. He also
knows what he must do and he begins planning to
involve members of the Board, his school faculty
and staff , and some parents in the implementation
of an enrollment plan.
REFLECTIONS
Refl ecting back on the two cases above, we see
two distinctly diff erent situations. In the fi rst
case, we see a Principal who is aware of a prob-
lem but completely unaware of the opportunities
available to him because of the problem. Th e fi rst
Principal has failed to build on the problem. He
has lost an opportunity to demonstrate leader-
ship to the Chairperson and he has gone on to
accept a challenge that has become his alone.
Although he understands that he is vulnerable
and truly wants to build up the enrollment of the
school he is unsure of what it is that will satisfy
his employer. We can assume that this man is a
hard worker but we also must accept the fact that
it is unlikely that he will succeed no matter how
diligently he works on the problem of increasing
enrollment at his school. Rather than building a
team focused on the situation, the result of the
events above have placed the Principal in the role
of solo problem solver.
Th e second Principal took steps to build a team
that was focused on responding to the challenge
posed by declining enrollment. He began by
doing his homework. He presented the Chair-
person with hard data, a general analysis of the
problem grounded in the data, some suggestions
and an invitation to work together to advance
the school. He guided the Chair and then gave
the offi cial leadership role to him knowing that
they were now a team. In turn, the Chair, under-
standing the general situation and plan, took the
lead in building a team that included many other
school leaders.
In the end, this school was better off because the
results included a unifi ed team working on the
advancement of the school rather than a few hard
workers committed to recruiting new students
into an old school. Th e Principal is more secure in
his job because of the investment made by others
in the development of a plan for the school and
because of the informal relationships that should
be developed as a result of the new collaborative
venture which will help him become better un-
derstood and more greatly appreciated. �
FACILITATING SYNERGYIn the second case we see a Principal who, after identifying a problem, took steps to build a synergy focused on the creation of a responding team. He was able to accomplish this by follow-ing a few critical steps:
I. Independently clarifying the problem
A. Identifying the problem
B. Gathering all appropriate data
C. Analyzing the data with an eye to the
real world
D. Developing a initial plan
II. Maintaining a synergetic disposition
(open to sharing knowledge and power)
III. Cooperating with signifi cant leadership
a. Sharing the plan
b. Adjusting/modifying the plan
IV. Reporting the problem and present the plan
a. Referring to data
b. Presenting the plan
c. Inviting others to join in the
implementation of the plan
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
29
Does your school have a waiting list for every
grade? Do you lose less than fi ve percent of your
students every year because they’re unhappy? If
your answer is no to either question, then keep
reading to learn how you can drastically improve
your recruitment and retention eff orts.
WHOSE JOB IS RECRUITMENT & ADMISSIONS?
Traditionally responsibility for recruitment and
admissions is placed with the Headmaster or
Principal. Th ough we value tradition, this tradi-
tion needs to change. Th e Headmaster and Prin-
cipal have too many responsibilities to eff ectively
do this job. Expecting them to do it, no matter
how charismatic they are, will not succeed.
Certainly the Principal has an important role in
attracting and keeping students, but someone
else needs to do the hard, daily personal contact
of connecting with potential parents, overcom-
ing objections and reservations, and
guiding them to commit. Th e role
of building external relationships
and nurturing families through the
application process is too demand-
ing, ongoing, and important to be
left to a busy Head of School who
at best will give it his occasional
attention. Th e job of recruitment,
admissions and retention has to be one person’s
sole and constant responsibility.
HIRE AN ADMISSIONS DIRECTOR
Every Jewish Day School needs an Admissions
Director! “We can’t aff ord it.” Many will say, but
the reality is, you cannot aff ord to go without if
you want your school to grow. An Admissions
Director quickly pays for himself/herself and dra-
matically increases the income to the school for
many years to come. Volunteers are an important
part of the admissions process, but your Admis-
sions Director needs to be a paid professional.
Prospective families’ fi rst contact with the school
is a refl ection of how they view the school overall.
If someone doesn’t follow up immediately, provide
quality information, and focus on their concerns,
the prospective parent will conclude that is how
the school approaches their children’s education.
CASE STUDY:
SOILLE SAN DIEGO
HEBREW DAY SCHOOL
Here’s a case study of a 44-year-
old Orthodox Day School which
had experienced fl at or falling
enrollment for the last fi ve years.
Th e Orthodox community in San
Diego was not growing enough to
sustain growth and new competi-
RecruitmentMrs. Audrey Jacobs
Does the decision to develop a plan of action increase the potential for institutional advancement?
Drastically ImprovingDay School Retention and
the role of building relationships and nurturing families...
has to be one person’s sole...responsibility
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
30
tion had arrived, as two other day schools built
new campuses. To address these realities, in Sep-
tember 2005, Headmaster Rabbi Simcha Weiser
hired a former school marketing consultant,
Audrey Jacobs, to do marketing and admissions
part time for the school and fundraising part-
time. Her husband was a graduate of the Hebrew
Day School, she had a child in the Hebrew Day
elementary and preschool and brought a profes-
sional marketing background.
RESULTS:
Within one year, the enrollment in the
preschool through 8th grade increased by 16%.
Multiple classes per grade were opened in the
Kindergarten, fi rst and fourth grades. Van
service was started in one community located 45
minutes away. Th is fall 74 new students entered
the school representing a total of 40 new families.
Th e reality is many of these families have
younger siblings at home and represent long term
income and growth for the school. Fifty percent
of these new families are not Orthodox, and were
not initially committed to a Jewish Day School
education, but now are very excited about Jewish
education. Th e increase in tuition income is more
than 5 times the salary being paid. Furthermore,
for recruitment this fall, they have an interest list
for 2007/2008 of 57 families.
WHAT DOES AN ADMISSIONS DIRECTOR DO?
Th e Admissions Director’s job is marketing
(promote the school), recruitment (attract new
families), admissions (get parents to enroll and
guide them through the admissions process
AND manage re-enrollment of existing
students) and retention (promote the school
internally and build a strong community to
prevent children from leaving).
Many successful strategies exist for increasing
enrollment. Th e standard approach is to hold
open houses, parlor meetings in parent homes,
have booths at Jewish communal events,
have an informative Web site, and mail out
brochures and letters. If you do these already, an
Admissions Director can make them much more
eff ective because of their role to steward the
prospective family.
Just like we steward a donor – we nurture them,
educate them and make them feel understood
and appreciated, so too we need to steward the
prospective family. Every family should feel that
the school wants them at the school, is interested
in learning who they are and what their concerns
are, and that the school gives them many oppor-
tunities to get to know the school, its administra-
tion, its family and its culture.
WHAT KIND OF PERSON SHOULD YOU HIRE?
Th e most helpful prior experience for an
Admissions Director would be a marketing
background, but that is not required. A former
teacher, parent, grandparent, alumnus, or
anyone who knows the school and is passionate
about its importance can do the job well. It also
helps for them to be connected with the greater
Jewish community. Basic skills needed are to
be computer literate, organized, a self-starter, a
good writer, and ability to get along well with all
types of people. Remember, if you want to attract
students outside the Orthodox community,
broad sensitivity and respectfulness is a must.
HOW CAN THE ADMISSIONS DIRECTOR’S
EFFORTS BENEFIT THE ENTIRE SCHOOL?
A good Admissions Director will create events
that not only attract new students, but also
build school community amongst current
families and teach core school values to all
who attend. Beyond the traditional marketing
approach, Admissions Director should consider
organizing recruitment events that are ALSO
Within one year, the enrollment in the preschool through eighth grade
increased by 16%
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
31
community outreach programming featuring
parent education, and topics of general interest
to all parents who want to raise and educate
good kids. Events are co-sponsored with other
local Jewish day schools, shuls and Jewish
community organizations, which increases the
school’s profi le in the community and helps raise
awareness about the excellence of Jewish day
school education.
COMMITMENT TO GROWTH
To grow, we must be willing to change.
Turning over the responsibilities of school
recruitment from the Headmaster to an
employee is a daunting task. Taking the time
to get to know prospective families and to
refl ect on your school’s core values and greatest
successes also requires time and focus. But
if you are committed to helping your school
grow enrollment, (and, by the way, grow in
achievement) you must be willing to hire an
Admissions Director who will broaden the
school’s mission of giving every Jewish child a
great Jewish education. �
...the school’s mission of giving every Jewish child a great Jewish education.
ENROLLMENT GRANT INITIATIVE: Our focus this year is increasing enrollment
in Jewish Day Schools. One Consortium School, Soille San Diego He-
brew Day School, has had much success in this area. Th e Consortium
will advocate, facilitate, and implement enrollment initiatives. Please
give us ideas as to what would help increase enrollment in your school.
We would be happy to help you grow your school. If you are interested,
please contact us at [email protected] for more information and to be
part of our enrollment tele-conference.
...the two Xpress Shuttle vans carrying students
to and from school from the South Bay. We
are very thankful that a program aimed at
increasing Jewish Day School enrollments na-
tionally saw the opportunity to facilitate fi rst
time families attending our school, by stepping
forward to partially underwrite the service,
together with a second, local San Diego donor.
Our Hebrew Day leadership is interested in
every opportunity to expand the circle of Jewish
continuity by facilitating new families enrolling
their children...—SOILLE SAN DIEGO HEBREW DAY SCHOOL NEWSLETTER, SEPT. 06.
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
32
ENROLLMENT GRANT INITIATIVE
UPDATE:I just wanted to let you know that
our incoming Kindergarten class is
numbering around 22 students now, up from 17 last
year, and still counting.
I attribute much of the success to the improved
facilities and materials that we received through your
generous grant.
Yasher Koach and thank you for helping us succeed. I
look forward to continuing to work together with you
in the coming year.
Sincerely,
Rabbi Isaac EntinPrincipalPHOENIX HEBREW ACADEMY
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
33
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
34
For example, at the start of the school day, on
most days for the fi rst 45 minutes or so, I do not
do anything but stand near the entry greeting
everyone who comes into school, doing every-
thing I can to seem approachable. Sometimes
when a student or a parent asks to speak with
me, I wonder if they are thinking to themselves,
“I better do Rabbi Weiser a favor; otherwise what
will he do?”
Why is this a risk? It is a signifi cant risk because
it leaves me open to the perception that I am
not suffi ciently ‘in charge’ of the school, and
can give the impression that I am not very busy
running things. Will people take me seriously if I
am so available?
During one of my fi rst visits to an
out-of-town day school when I was
still learning in yeshiva (I dropped
in to get a feeling for the school
and to visit with the principal,
who knew I was coming), I was
told while waiting that whenever
anyone calls, the secretary knows
to say automatically “Rabbi X is not
available; he is busy. Can I take a
message and he will call you back.”
Th is was prior to the invention of voice mail.
Later, when I was schmoozing with the principal,
the secretary interrupted him to say there was
an urgent call. He patiently reminded her that he
does not take calls, and told her to explain that
he could not be interrupted, but to promise the
caller he would return the call. When I assured
him that I was happy to let him speak on the
phone for a few minutes and would wait outside,
he told me how important it is for everyone at the
school to respect his busy schedule.
Why do I take this risk? Because although I have
tried many diff erent ways to economize on the
time it takes to establish rapport
and understanding, I have reluc-
tantly concluded that speaking
amiably face to face, even in the
face of disagreement or confl ict, is
the only way to arrive at a shared
viewpoint, and a real chance to
redirect or reinforce something
happening at school.
I have come to believe very
strongly that such relationships
are the structure of my authority
and basis of my eff ectiveness
BuildingRabbi Simcha Weiser
aVillage Within our Schools
I rely on these carefully developed relationships to solve
seemingly unsolvable problems...an investment of time and energy well spent
One of the largest risks I take as principal of the Hebrew Day School in San Diego is deliberately, and I think eff ectively, hanging around.
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
35
within the school. I rely on these carefully
developed relationships to solve seemingly
unsolvable problems—from helping a parent
understand why their son is not yet ready
for kindergarten, to holding on to our most
talented teachers even when school fi nances are
precarious, and to cajoling our 8th graders to
act kindly towards our 7th graders at sports. It is
an investment of time and energy well spent, a
necessary risk.
Roland Barth, the founder of the Principals’
Center at Harvard and a very quiet, but eff ective
voice in making schools better, sums this up by
saying that it is through the strength of the adult
relationships within a school that improvement
is possible. Mr. Barth recently wrote “Someone
has to make relationships among adults …. I
can think of no more crucial role for any school
leader.”1 But for us running a Yeshiva Ketana,
intent also on infl uencing our talmidim and
helping them change as people (and hopefully
infl uencing their par-
ents along with them),
we cannot be satisfi ed
with only developing
relationships with our
teachers, but must
do so throughout the
school’s community.
I believe this has
always been the
hallmark of out-
standing Torah education, and want to cite a
cogent example as illustration. In a delight-
ful book, “In Every Generation: Th e Life and
Legacy of Aharon Yudelevitch”, a dramatic but
ordinary moment is recorded. At the age of 12,
the young Shmuel Aharon, without parents or 1 ASCD “Educational Leadership” Improving Professional
Practice, March, 2006.
family around him, becomes alienated from his
rebbeim and cheder. He leaves behind the old
yishuv of Jerusalem and sets out to fi nd a better
place for himself. Although the year is 1918 and
the phrase ‘child at risk’ was not yet coined, he
certainly was at risk.
Fortunately, upon entering the Etz Chaim
cheder he was warmly greeted by a very ami-
able man, Reb Aryeh Levine, who happened to
be standing in school’s entryway. In stepping
forward to greet this young boy, Reb Aryeh
used the third person, asking him “what can I
do for your honor?” Aharon Yudelevitch looked
around, wondering who this man was address-
ing, never before having been spoken to so
respectfully. He also wondered who he was, as-
suming he must have been no one important to
have been just hanging around. After speaking,
the boy asked the Rebbe how he would fi nd him
the next day, Reb Aryeh smiled and said reas-
suringly “you will fi nd me here, in the entry”.
Th en, before taking
the hungry young
Aharon home with
him for some lunch,
Reb Aryeh excused
himself so that he
could say goodby to
the other children as
they passed by leav-
ing to go home.
Rav Aryeh Levine is
described in another biography as an elderly
sage, (decades after this incident), standing out-
side in the playground observing the children
of Etz Chaim during their recess. He is quoted
as telling a young rebbe that only through such
observation can a rebbe properly understand
his talmidim. Perhaps Reb Arye Levine was not
...the satisfaction of forming around us a yeshiva which can fulfi ll its essential purpose of being a place of hashpa’ah and uplift
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
36
very busy during the school day. Certainly he
was not overly concerned about how he would
be perceived. Rav Aryeh Levine understood the
importance of being available, approachable,
and a part of the ordinary life of the talmidim.
Oftentimes when principals get together to speak
seriously about our craft, I hear them express
confi dence in their understanding of school dy-
namics and their insight into the complexities of
teaching and learning. Where their certainty and
strength seems to ebb away is when the discus-
sion turns to implementation–how to eff ect im-
provement. Often principals turn to bemoaning
the missing ‘stature, authority, or power’ requisite
to leadership. “With no bottom line to point
to, and little fi nancial incentives to off er, what
currency of leadership do we have?” I was once
asked. Blaming the system, or society’s general
lack of derech eretz seems to make principals feel
better, but does not lead to increased eff ective-
ness or satisfaction.
Our voices can carry the weight of earned
respect and authority when they fl ow through
channels of expressed principle, friendship and
earnest direction we have patiently, and some-
times humorously created between ourselves
and students, teachers, and parents. Th is what
is meant in Pirkei Avot when it says “Who is re-
spected (honored, considered weighty)? He who
respects (has already respected) others.”
By creating a ‘system’ within our schools through
which our voices carry weight we are able to
bring about good results. We will become more
capable, eff ective school leaders who shape the
chinuch of our talmidim. We will know the
satisfaction of forming around us a yeshiva which
can fulfi ll its essential purpose of being a place of
hashpa’ah and uplift.
Consider giving ‘management by hanging
around’ a try. Take the risk of using very precious
time during the school day to proactively engage
and interact with any and all who come into your
path. Sometimes you will need to place yourself
in the way of a particular student, teacher or par-
ent, so that a casual, but important conversation
can take place. Oftentimes, these conversations
will just be openers, to be followed up in a more
planned and structured time, but the opportu-
nity to communicate will already have started.
In important ways our school buildings should
become little villages, places where people
naturally intersect with one another in ways that
foster an interest in helping achieve a shared goal.
Villagers share a sense of belonging, of responsi-
bility for one another. Th ey say villages are good
places in which to raise children.
Perhaps an outcome will be that eighty-fi ve years
from now a biography of one of your talmidim
will be published, with its climactic turning point
hanging on your having been hanging around. �
Villagers share a sense of belonging,
of responsibility for one another
This is a very diffi cult essay question simply be-cause there are so many people who have infl u-enced me that it was nearly impossible to choose just one. Besides the very infl uential parents and teachers there are the little things and sentences
from very random people that also infl uenced me. But after much speculation, I have chosen a person whom I believe may have changed the course of my life.
Mrs. Katz* was my sixth* grade teacher at Soille Hebrew Day School and very unwittingly made a tremendous impact on my life. It was unwittingly because she never tried to change my life. All that she did was be extremely kind, understanding and happy. She always smiled. Every single day of the year she had a beaming smile. That, I think infl uenced me the most – her happiness and pure joy in living.
Knowing and admiring her changed me com-pletely. I began to want that zest for life that she showed so openly, and her happiness which never lacked. The most wonderful thing was when I realized she taught us how to obtain it in her classes. She always taught about the character
traits one needs to develop to be a whole person. Kindness, humility, compassion, striving to do the best one can are all things I learned are important in her class. She gave gems of wisdom such as “always greet everyone with a pleasant face” and
“the greatest satisfaction one can get is from do-ing things for others.”
I took this advice very much to heart and have been trying since to implement everything I’ve learned in her class directly into my life. Before sixth grade I was always very introverted. After that year, I realized that every opportunity to talk to a person is also the opportunity of making that person smile. Therefore, the opportunity must be taken. Before Mrs. Katz, I would always be too shy to look someone directly in the eyes for long and would be much more comfortable looking away. But after Mrs. Katz, I look people completely in the eyes just so they feel they are being listened to and not ignored.
I have had the pleasure of seeing Mrs. Katz very often. I hope, very sincerely, that every time she sees me she regards me as an honor to her teachings, to the community, and most importantly, to herself.�
My Greatest Infl uenceWHO HAS MOST INFLUENCED YOU IN YOUR LIFE? How has knowing this person changed you or helped you become the person you are?
a Soille student
Th e following was written by a 14-year-old student at
a Hebrew Day School, as part of her application for a
special award to recognize outstanding 8th graders.
During the past 7 years this young lady has become
Shomer Shabbat and Kashrut, with the support and
agreement of her parents.
Th at, I think, infl uenced me the most –
her happiness and pure joy in living.
*name has been changed
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
37
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
38
Ironically, one of the main opportunities for our
community I have found in Cincinnati has also
been the greatest challenge: unity. With only one
Orthodox Jewish day school, Cincinnati He-
brew Day School, the broad spectrum of yidden
is forced into a cohesive blend. Like the many
colors in a rainbow, our talmidim and families
live in parallel streams. Chassidim, modern or-
thodox, yeshivaleit and non-religious families all
entrust their children in our care. Th ey learn to-
gether, daven together, and play at recess togeth-
er. Without a doubt, this presents a tremendous
opportunity for ahavas yisroel– children that, in
larger communities, may never have contact with
each other, may become close friends. Moreover,
some families become strengthened in their yid-
dishkeit through their exposure to frum families.
However, unity also brings its challenges. How
can we properly meet the individual needs of our
varying families? Th e Yeshivaleit would like their
children to have more Gemara study,
and to totally separate the boys and
girls at school. However, the modern
orthodox families, and those who are
not as affi liated, would like to see a
stronger focus on Hebrew language
and Zionism. In many cases, the
needs are not merely varied; in the
struggle to pack everything into a tight schedule,
they are often mutually exclusive.
At chds, we have by no means found the an-
swers that satisfy everyone. However, we are,
Boruch Hashem, enjoying a degree of success.
Th is is partially due to the fact that we do not ask
ourselves ‘who is going to win the power strug-
gle,’ but rather ‘what can we do to accommodate
the diff erent groups, without compromising the
needs of the others?’
For the chareidi community, our status as a
co-ed school is a major detraction from their
children’s chinuch. At the same time, the en-
tire community is not in a position to take on a
tremendous fi nancial commitment to split all of
the grade levels. Historically, classes have been
together, aside for limudei kodesh and gym for
6th-8th grades. Over the last fi ve years, however,
we were able to increase the number of separate
classes signifi cantly without adding educational
costs. Th is was done by combin-
ing two grade levels while splitting
genders. Hence, 4th and 5th grade
boys now have art, gym, music and
computers together, and these classes
alternate with parallel classes for the
4th and 5th grade girls. Th ese special
classes are similarly split for the boys
View from thePrincipal’s Offi ceRabbi Yuval Kernerman
Living in a small Jewish community provides both opportunity and challenge, on many diff erent levels.
we ask ourselves, ‘what can we do to accommodate the diff erent groups,
without compromising the needs of the others?’
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
39
and girls in the 6th-8th grade classes as well.
Another change that was implemented this
year was made in the Gemara classes. In recent
years, Gemara began in the 6th grade, and was
comprised of 1.25 hours a day. Keeping in mind
our school vision of providing academic excel-
lence in Judaic and secular studies, we have been
able to point out to families across the religious
spectrum that their boys need to have an equal
amount of Gemara study as boys in other
Yeshivos or day schools to be competitive. Th is
resulted in an agreement across the board that
more Gemara study was in order in our curricu-
lum. We now are planning to introduce Gemara
in the latter half of 5th grade, and the boys have
an extra half hour of Gemara each day.
For the segments of the community who value
the Hebrew studies and focus on Israel, we are
initiating a partnership with Bat-Ami, the Israeli
organization that sends girls from Israel to do
community service in lieu of army service. Th e
vision is that these girls will enhance our ivrit
studies, by providing support and creating cur-
riculum ideas for all classes. Th ey will also bring
more of an Israel consciousness, with special pro-
gramming that will coincide with other classes,
rather than take away from other classes which
others may deem more ‘essential.’ Another main
benefi t of their involvement promises to be with
extra kriah support. A signifi cant portion of their
week will be spent pulling out individuals or
small groups of children in the primary grades,
allowing for reinforcement of their kriah and
comprehension skills. Th us, the hope is that all
children will benefi t. Although it is early in the
game for this initiative, it looks very promising.
Th ere is a commonly known application in
Halacha which is said to epitomize the concept
of ‘Pshara.’ Beis Hillel contends that a mezuza
should be hung vertically on a doorpost. Howev-
er, it is the opinion of Beis Shammai that the me-
zuza is placed horizontally. Th e custom of Ash-
kenazim is to place it diagonally. Rav Weinberg,
zt”l, would comment that the accomplishment of
this ‘pshara’ was commonly misunderstood. He
stated that people view this custom as trying to
‘pick a path that is equidistant from both views.’
To do so, he said, would be futile, and would not
accomplish anything— not fulfi lling either view.
Rather, he stated, the reason for the custom is
that Beis Hillel holds that diagonal is the farthest
deviation which is still considered upright, and
similarly, Beis Shammai holds that diagonal is
the farthest deviation from horizontal. In eff ect,
placing the mezuza on the diagonal fulfi lls both
opinions, and is not compromising both.
Perhaps this provides us with a meaningful vi-
sion for building a true community day school.
As families enter our schools, and look to the
mezuza on the door post, we must ensure that
it is placed within reach. We must strive to
fi nd the common ground where all factions of
authentic yiddishkeit feel that their shittos are
being expressed, without compromising the vi-
sion of others. �
...fi nd the common ground where all factions feel that their shittos
are being expressed, without compromising the vision of others
Rabbi Yuval Kernerman originally moved to Cincinnati in 1995 with his family to join the Cincinnati Community Kollel. In 1999 he began teaching at RITSS, the local girls high school. In July 2002, Rabbi Kernerman was appointed Principal of CHDS. During his initial two years as Principal he received mentoring from Rabbi Simcha Weiser through the Consortium of Jewish Day Schools.
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
40 THE ON-SITE VISITATION
UPDATE:During one of our in-services we had the
pleasure of having Dr. Stephen Fain address
us. Dr. Fain is a professor of Education at
Florida International University and a consultant for Th e Principals
Consortium. As part of the their commitment to working with its
constituents, the Consortium generously sponsored Dr. Fain’s visit.
Dr. Fain shared with us the fi ve basic elements of a Professional
Learning Community: 1. SHARED LEADERSHIP
2. SHARED VISIONS & VALUES
3. COLLECTIVE CREATIVITY
4. SUPPORTIVE ENVIRONMENT
5. SKILLS, KNOWLEDGE & DISPOSITION
He added that the most important ingredient
to the success of a Professional Learning
Community was the level of passion and
commitment of the participants. During his talk, he devoted a fair
amount of time for questions and answers which facilitated a lot of
meaningful discussion.
After Dr. Fain’s talk, the teachers divided into committees continuing
the process we began last year. Th e teacher committees all had
wonderful ideas on how to improve the school and its environment.
We are very blessed to have such a wonderful and devoted staff .
Sincerely,
Rabbi Shmuel KayPrincipalEPSTEIN HEBREW ACADEMY
RECENT ON-SITE VISITATION SCHOOLS
• Hillel Academy School of Denver; Denver, CO
• Mesivta HS of Waterbury; Waterbury, CT
• Rabbi H.F. Epstein Hebrew Academy; St. Louis, MO
Any school that would be interested in availing them-
selves of this service, please contact the Consortium at
Dr. Fain’s “Maximizing the
Collective Eff ort: Towards the
Creation of a Professional Learning
Community” presentation is
available now on DVD;
please contact us for your copy.
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
41
�
League JEWISH DAY SCHOOLSCONSORTIUM of
OFTHE
National Women’sTHE
Soshie HirthP R E S I D E N T
Tzurtie BraunsteinV I C E P R E S I D E N T
Esti PluchenikV I C E P R E S I D E N T
On Monday morning, May 22nd, 2006, a group of eager, dedicated women from our area,
and some from out-of-town, met for the Inaugural Conference of the PTA/Women’s League
Presidents, sponsored by the National Women’s League of the Consortium of Jewish Day
Schools. Th e conference ran concurrently to the one that was scheduled by the Consortium
for the Principals. Both conferences were
held at Diaco International in Manhattan.
After a general greeting by Mrs. Soshie
Hirth, National Women’s League
President, the Chairman of the Board,
Mrs. Judy Lebovits introduced an array of
inspiring speakers who addressed issues
on the theme of the day, Strengthening
Our Role In the School, Parent Body and
Community. Th e various workshops were
divided into three main categories. Special
Projects, Fostering Good Public Relations
and Getting the Parent Body Involved.
Individual folders containing useful
information were distributed in a beautiful
tote bag with our insignia.
Th e group learned about “Getting the
Parent Involved“ through an excellent presentation by Audrey Jacobs, who
serves as Director of Development and Recruitment in the Soille San Diego
continued on next page
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
42
V I C E P R E S I D E N T
Esti PluchenikV I C E P R E S I D E N Tcontinued from previous page
Hebrew Day School. Audrey,
through her visual presentation,
introduced many novel and
unique events geared to all
segments of the parent body and graciously answered the many
questions that followed her riveting presentation.
To help our participants learn about the important role that the PTA plays in the school we
were privileged to hear from the dynamic Principal of Bnos Shulamith of Long Island, Mrs.
Joyce Yarmak. It was refreshing to hear about our role from a Principal’s point of view. Joyce
is a Principal who understands and appreciates and utilizes the PTA as was attested by two
members of her PTA who were in attendance. Most impressive was her monthly meetings
with the PTA presidents where ideas and information are exchanged.
Each workshop evoked a round table discussion among the participants who were eager to
share their concerns, successes and ideas with each other.
Experience is the best teacher when it comes to PTA and the next workshop on Special
Projects was presented by two dynamic past presidents of Yeshiva of Central Queens,
Debbie Margolin and Reize Spizner. Th ey brought many interesting and innovative projects
to the table and the participants were busy taking notes and thinking of ways to implements
some of the ideas into their schools.
Learning how to foster good public relations, is a vital asset to any organization and Leiba
Leiberman did an outstanding job in presenting this important facet of PTA. Th rough the
newsletters that she brought as examples, the women were able to meet the woman behind
the words. Leiba has written many pamphlets, brochures and newsletters for many well-
continued on next page
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
43
V I C E P R E S I D E N T
Esti PluchenikV I C E P R E S I D E N T
known organizations. She opened our eyes to the many possibilities
available, within budgetary considerations, to get the word out about
the school and the Women’s League.
Th e ladies also enjoyed a lunch where they had an opportunity to get to know each other.
What impressed me about the event, was the determination and devotion that each of these
ladies expressed in helping their schools and its students through their roles in PTA. Th e ladies
expressed appreciation to the National Women’s League for organizing this event and we hope
to have another event in the future.
Many thanks to our Executive Board Members, Mrs. Judy Lebovits, Mrs. Tzurtie
Braunstein, & Mrs. Esti Pluchenik for helping make this important and impressive
conference become a reality.
Sincerely,
Mrs. Soshie HirthPresidentNATIONAL WOMEN’S LEAGUE
continued from previous page
� 44
T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
Rabbi Elchonon AbramchikPrincipal
S H A ’A R E I B I N A T O R A H A C A D E M Y F O R G I R L S
137 N.E. 19th St.
Miami, FL 33132
305-438-1802
Fax: 305-438-1803
Rabbi Yigal Abramchik141-26 77th Ave Apt E
Flushing, NY 11367
718.591.8170
Rabbi Chaim Yosef [email protected]
Rabbi Shlomo AdelmanDirector of Judaic Studies
T H E E M E R Y / W E I N E R S C H O O L
9825 Stella Link
Houston, TX 77025
Fax: 832-204-5910
Work: 832-204-5900 x107
Rabbi Moshe AdattoDirector of Judaic Studies
S O U T H E R N C A L I F O R N I A Y E S H I V A H I G H S C H O O L
8660 Gilman Drive
La Jolla, CA 92037
858-658-0857
Rabbi Hillel AdlerJudaic Studies teacher
J E W I S H D A Y S C H O O L O F A L L E N T O W N
2313 Pennsylvania Street
Allentown, PA 18104
610.439.3632
Rabbi Nosson Adler Menahel
Y E S H I V A R A B B I S A M S O N R A P H A E L H I R S C H
85-93 Bennett Avenue
New York, NY 10033
973-471-2330
Cell: 917 974-4060
Work: 212 568-6200
Rabbi Chaim AlcabesPrincipal
H E B R E W A C A D E M Y O F W E S T Q U E E N S
88-01 102nd St
Richmond Hill, NY 11418
(718) 847-1462
Mr. Richard AltabeM A G E N D A V I D H I G H S C H O O L
7801 Bay Pkwy
Brooklyn, NY 11214
Rabbi Avrohom AntonAssistant Principal
T O R A S E M E S A C A D E M Y
1051 North Miami Beach Blvd.
North Miami Beach, FL 33162
305-947-6000
Fax: 305-947-0052
Rabbi Kalman BaumannPrincipal
T O R A S E M E S A C A D E M Y
1051 North Miami Beach Blvd.
North Miami Beach, FL 33162
305-947-6000
Fax: 305-947-0052
Rabbi Shaya Baumann147-43 71st Rd.
Flushing, NY 11367
Rabbi Mayer Beller Principal
A S H A R
70 Highview Road
Monsey, NY 10952
845-357-1515
Rabbi Yehuda BrecherPrincipal
Y E S H I V A G E D O L A H O F W A T E R B U R Y
141 Cables Ave.
Waterbury, CT 06710
203-753-4176
Rabbi Elimelech ChanalesPrincipal
Y E S H I V A D E R E C H H A T O R A H
718-793-8500
Fax: 718-793-8504
Rabbi Yitzchak Charner T O R A H S C H O O L O F G R E A T E R W A S H I N G T O N
PO Box 2613
Silver Spring, MD 20915
301.388.0214
Mrs. Raizy Chechick Principal
I L A N H I G H S C H O O L
82 Norwood Avenue
Elberon, NJ 07740
�DIRECTORY�CONSORTIUM OF JEWISH DAY SCHOOLS
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
� 45
Rabbi Moshe Cheplowitz150-15 79th Ave #1H
Flushing, NY 11367
718.820.0404
Rabbi Matatia ChetritH E B R E W A C A D E M Y O F W E S T Q U E E N S
88-01 102nd Street
Richmond Hill, NY 11418
718.847.1462
fax: 718.846.4606
Rabbi Yehuda CheplowitzW I T S
3288 North Lake Drive
Milwaukee, WI 53211
414.963.1519
Mr. Kevin CloudHeadmaster
S O U T H E R N C A L I F O R N I A Y E S H I V A H I G H S C H O O L
8660 Gilman Drive
La Jolla, CA 92037
858-658-0857
Rabbi Zev DavidowitzMesivta of Roslyn
2 Shelter Rock Road
Roslyn, NY 11576
516-877-2131
Rabbi Moshe DearPrincipal
Y E S H I V A T Y A V N E H
5353 West Third Street
Los Angeles, CA 90020
Rabbi Yosef Deutscher150-38 77th Rd
Flushing, NY 11367
Rabbi Refael Draiman150-15 79th Ave
Flushing, NY 11367
rafi @draiman.com
Rabbi Dovi EdellAsst. Principal
Y E S H I V A K E TA N A O F L . I .
410 Hungry Harbor Road
North Woodmere, NY 11581
718 471-4082
Cell: 718 360-3696
Work: 516 791-2800
Rabbi Josh EinzigHeadmaster
W E S T C H E S T E R D A Y S C H O O L
856 Orienta Avenue
Mamaroneck, NY 10543
914-698-8900
Fax: 914-698-5429
Rabbi Isaac EntinPrincipal
P H O E N I X H E B R E W A C A D E M Y
515 East Bethany Home Road
Phoenix, AZ 85012
602-277-7479
602-274-0713
Dr. Stephen FainProfessor of Education
F L O R I D A I N T E R N A T I O N A L U N I V E R S I T Y
4406 King Palm Drive
Tamarac, FL 33319
fains@fi u.edu
Rabbi Zev Farber800 Lanett Ave #2
Far Rockaway, NY 11691
516-698-6245
Rabbi Reuven FeinbergHeadmaster
O R A A C A D E M Y
600 East Avenue
Rochester, NY 14607
585-271-8711
718-380-6049
Cell: 917-972-1452
Rabbi Chaim Feurman, EdD141-20 70 Road
Kew Garden Hills, NY 11367
Rabbi Mordechai Finkelman Mashgiach
O H R H A C H A I M
Rabbi Kalman FogelPrincipal
H E B R E W A C A D E M Y O F N A S S A U C O U N T Y
25 Country Drive
Plainview, NY 11803
516-681-5922
Fax: 516-681-8351
Rabbi Zev FreundlichMenahel
M E S I V TA S H A A R E I A R A Z I M
PO Box 523
Monsey, NY 10952
845-425-6730
Cell: 845-596-1507
Work: 845-426-6179
Rabbi Dovid Fromowitz135-34 78th Ave. #F
Flushing, NY 11367
Rabbi Menachem FruchterPrincipal
H E B R E W D A Y S C H O O L O F S U L L I V A N C O U N T Y
Route 42
Kiamesha Lake, NY 12751
845-794-7890
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T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
Rabbi Yosef FurmanHead of School
Y E S H I V A U N I V E R S I T Y O F L . A . G I R L S ’ H I G H S C H O O L
1619 South Robertson Blvd.
Los Angeles, CA 90035
310-551-0312
310-203-0755
Rabbi Dr. Heshy GlassPrincipal
H E B R E W A C A D E M Y O F L O N G B E A C H
Chairman C O N S O R T I U M O F J E W I S H D A Y S C H O O L S
530 West Broadway
Long Beach, NY 11561
516-432-8285
Fax: 516-432-0077
Rabbi Avraham GlusteinHead of School
P O L I T Z D A Y S C H O O L O F C H E R R Y H I L L
720 Cooper Landing Road
Cherry Hill, NJ 08002
(856)-667-1013
Rabbi Yisrael GoldbaumPrincipal
T O R A H A C A D E M Y O F O T TA W A
1119 Lazard
Ottawa, Ontario K2C 1N2
Canada
Fax: 613-274-0025
Work: 613-274-0110
Rabbi Gidon GoldbergPrincipal
Y E S H I V A K E TA N A O F M A N H A T TA N
346 West 89th Street
New York, NY 10024
212-769-1790
Fax: 212-874-5706
Rabbi Shlomo GoldbergY E S H I V A O H R E L I Y A H U
5950 Stoneview Avenue
Culver City, CA 90230
Rabbi Zev Goldman72-31 150th St. Apt. 1A
Flushing, NY 11367
718.793.8569
c: 718.614.8913
Rabbi Zev Goldstein Principal
Y E S H I V A O F M A N H A T TA N B E A C H
60 West End Avenue
Brooklyn, NY 11235
718-743-5511
Rabbi Yitzchok GoldsteinPrincipal
H I L L E L A C A D E M Y S C H O O L O F D E N V E R
450 South Hudson Street
Denver, CO 80246
(303) 333-1511
cell: (720)333-9662
Rabbi Raphael GorenDean of Student Aff airs
S O U T H E R N C A L I F O R N I A Y E S H I V A H I G H S C H O O L
8660 Gilman Drive
La Jolla, CA 92037
858-658-0857
Rabbi Elimelech Gottlieb [email protected]
Rabbi Daniel GramaY E S H I V A U N I V E R S I T Y O F L . A .
1619 South Robertson Blvd.
Los Angeles, CA 90035
Fax: 310-551-0312
310-203-0755
Rabbi Karmi GrossM A I M O N I D E S A C A D E M Y
310 North Huntley Drive
Los Angeles, CA 90048
310-659-2456
Fax: 310-659-2865
Rabbi Shraga GrossPrincipal
R A B B I P E S A C H R A Y M O N Y E S H I V A
2 Harrison Street
Edison, NJ 08817
732-572-5052
Fax: 732-572-3049
Rabbi Noam Grossman150-44 72nd Rd.
Flushing, NY 11367
718.268.3906
c: 646.824.6243
Rabbi Amir Guttman136-44 71st Road
Flushing, NY 11367
718-793-1536
Rabbi Pinchos Hecht Head of School
F U C H S M I Z R A C H I S C H O O L
2301 Fenwick Rd
University Heights, OH 44118
(216) 932-0220
(216) 932-0345
Rabbi Boruch HilsenrathHeadmaster
M A G E N D A V I D Y E S H I V A
50 Avenue P
Brooklyn, NY 11204
718-236-5905
Fax: 718-232-3658
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
� 47
Mrs. Batsheva Isaac Principal
O H R H A E M E T I N S T I T U T E
1030 S Robertson Blvd
Los Angeles, CA 90035
Phone: (310) 854-3006
Mrs. Audrey Jacobs Director of School Advancement
S O I L L E S A N D I E G O H E B R E W D A Y S C H O O L
3630 Afton Rd.
San Diego, CA 92123
Rabbi Naftali Kalter 7202 Palmetto Circle North
Boca Raton, FL 33433
Phone: 561-620-0310
Rabbi Zev KatzY E S H I V A O F G R E A T E R W A S H I N G T O N - G I R L S H S
PO Box 2125
Silver Spring, MD 20915
301.879.8835
Rabbi Uri KaufmanAssociate Principal, Middle School
E T Z C H A I M Y E S H I V A
475 Patricia Avenue
Toronto, Ontario M2R 2N1
Canada
Rabbi Shmuel KayHeadmaster
R A B B I H . F. E P S T E I N H E B R E W A C A D E M Y
1138 North Warson Road
St. Louis, Missouri 63132
314-994-7856
Fax: 314-994-9437
Rabbi Yuval KernermanPrincipal
C I N C I N N A T I H E B R E W D A Y S C H O O L
2222 Losantiville Road
Cincinnati, OH 45237
513-351-7777
Fax: 513-351-7794
Rabbi Dovid Kitainik150-39 72nd Dr
Flushing, NY 11367
718.268.9036
Rabbi Dov KlahrHigh School Principal, secular studies
Y E S H I V A D A R C H E I N O A M / S H A A R E I A R A Z I M
4 Widman Court
Spring Valley, NY 10977
845-362-4046
Cell: 845-558-6031
Work: 845-352-7100
Rabbi Shmuel KlammerPrincipal
M A I M O N I D E S S C H O O L
2 Clarke Road
Brookline, MA 02445
617-232-4452 x300
Rabbi Hal KlestzickT H E J O S E P H & F A N N I E R U D L I N T O R A H A C A D E M Y
12285 Patterson Avenue
Richmond, VA 23226
804-784-9050
Rabbi Yakov Krause Y E S H I V A R A V I S A C S O H N T O R A S E M E S A C A D E M Y
540 N. La Brea Ave.
Los Angeles, CA 90036
323-549-3170
Rabbi Eli KugielskyPrincipal
U N I T E D H E B R E W I N S T I T U T E
One Institute Lane
Kingston, PA 18704
570-287-9600
fax: 570-288-6279
Mrs. Rochelle Kutliroff Dean
M A R G O L I N H E B R E W I N S T I T U T E /
F E I N S T O N E Y E S H I V A O F T H E S O U T H
390 South White Station Road
Memphis, TN 38117
Fax: 901-767-1871
Rabbi Joshua LevyPrincipal
T O R A H A C A D E M Y O F G R E A T E R P H I L A D E L P H I A
304 Llandrillo Road
Bala Cynwyd, PA 19004
610-949-9469
Fax: 610-642-2265
Rabbi Nossi LiebermanH A L B
15307 73rd Ave
Flushing, NY 11367
Rabbi Hillel Love117-03 Curzon Rd
Richmond Hill, NY 11418
Rabbi Yaakov Lyons137-39 70th Ave.
Flushing, NY 11367
718.268.7407
c: 917.805.6901
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T I S H R E I 5 7 6 7 ▒ O C T O B E R 2 0 0 6
Rabbi Hillel Mandel Educational Consultant
83-54 116th Street
Kew Gardens, NY 11418
718-805-1828
Rabbi Yaacov MarksS O I L L E S A N D I E G O H E B R E W D A Y S C H O O L
3630 Afton Rd.
San Diego, CA 92123
Fax: 858-279-3389
858-279-3300
Rabbi Dovid May149-05 79th Ave #721
Flushing, NY 11367
718.380.7591 c: 646.404.4415
Rabbi Yaakov MayY E S H I V A T I F E R E S M O S H E
83-06 Abingdon Road
Kew Gardens, NY 11415
Rabbi Avrohom Moshe Mendelson149-05 79th Ave.
Flushing, NY 11367
718.969.2160 c: 718.354.7592
Rabbi Aaron Dovid MetzgerO H R H A T O R A H - W I N N I P E G C A N A D A
620 Brock Street
Winnipeg, Manitoba, R3N 024
Canada
Cell: 845 598-5944
Work: 204 489-1147
Rabbi Barry Moskowitz77-28 141st St. Apt. E
Flushing, NY 11367
718.591.9226
c: 646.957.1495
Rabbi Raphael Moskowitz147-48 70th Road
Flushing, NY 11367
718-263-2254
Rabbi Raphael NemetskyPrincipal
H A S T E N H E B R E W A C A D E M Y O F I N D I A N A P O L I S
6602 Hoover Road
Indianapolis, IN 46260
[email protected]; rafi [email protected]
Rabbi Mordechai NisselDean
S C R A N T O N H E B R E W D A Y S C H O O L
5685 Beacon Street
Pittsburgh, PA 15217
412 421-6751
Cell: 412 805-0093
Work: 412 521-8131
Rabbi Yermiyahu Orenstein147-11 76th Ave. #2A
Flushing, NY 11367
718.263.4424
c: 718.924.8748
718.263.4425
Rabbi Mordechai PalgonY E S H I V A T O R A S C H A I M
1025 N.E. Miami Gardens Drive
N. Miami Beach, FL 33179
305.944.5344
Rabbi Zev PamAssistant Principal
M E S I V TA B A I S D O V I D O F C H E R R Y H I L L
31 Maple Avenue
Cherry Hill, NJ 08002
856-482-8230 x14
Rabbi Boruch PertonPrincipal
H E B R E W A C A D E M Y O F M O N T R E A L
5700 Avenue Kellert
Cote St-luc, Québec, Canada, H4w 1t4
Tel: (514) 489-5321
Fax: (514) 489-8607
Rabbi Shmarya Rennert144-13 77th Avenue
Flushing, NY 11367
718-268-5771
Rabbi Yitzchak Riselsheimer144-20 77th Rd
Flushing, NY 11367
Rabbi Herschel RosenfeldN A D V O R N A Y E S H I V A B N E I B R A K
Rechov Shmuel Rezovsky 9, Bnei Brak
03-578-7427
718-713-8179
Rabbi Avi RosenzweigAssociate Principal
M A G E N D A V I D
117-12 Park Lane South
Kew Gardens, NY 11418
718 805-2490
Rabbi Yaakov SadighY E S H I V A O F C E N T R A L Q U E E N S
147-37 70th Road
Flushing, NY 11367
718-793-8500
Rabbi Peretz ScheinermanDean
P R O V I D E N C E H E B R E W D A Y S C H O O L
450 Elmgrove Avenue
Providence, RI 02906
401-331-5327
Fax: 401-331-0030
C O N S O R T I U M o f J E W I S H D A Y S C H O O L S
� 49
Rabbi Nosson SchreiberPrincipal, Middle School
B N O T S H U L A M I T H O F L O N G I S L A N D
131 Washington Avenue
Lawrence, NY 11559
Work: 516.569.1713
Fax: 516.569.1714
Rabbi Chesky SchuckM E S I V TA H I G H S C H O O L O F W A T E R B U R Y
143 Euclid Avenue
Waterbury, CT 06710
203.756.1800
c: 203.623.9232
Rabbi Laib SchulmanRebbe and Menahel
Y E S H I V A A T T H E K O L L E L
6104 Park Heights Ave.
Baltimore, MD 21215
410-764-2574
c: 610-613-6934
Rabbi Yaakov SchwartzPrincipal, Middle School
TA L M U D I C A L A C A D E M Y O F B A LT I M O R E
4445 Old Court Road
Baltimore, MD 21208
410-484-8021
Work: 410-484-6600 ext 1114
Rabbi Yitzchok SchwartzAssistant Menahel
M E S I V TA C H O F E T Z C H A I M
85-10 125th Street
Kew Gardens, NY 11415
718-850-2107
Rabbi Yitzchak SchwartzV A N C O U V E R TA L M U D T O R A H
998 W. 26th Ave.
Vancouver, BC V5Z2G1
CANADA
Rabbi Shmuli SchwebelPrincipal
Y E S H I V A O F S O U T H S H O R E
1170 William Street
Hewlett, NY 11552
Cell: 516 322-5400
Work: 516 374-7363 x 110
Rabbi ShaniRosh Yeshiva
B A R K A I Y E S H I V A
5302 21st Avenue
Brooklyn, NY 11204
Rabbi Zecharia Sionit78-16 Main St. #1K
Flushing, NY 11367
718.380.2803
c: 917.678.0385
Rabbi Avram SkurowitzB R A U S E R M A I M O N I D E S A C A D E M Y
5300 Southwest 40th Avenue
Ft. Lauderdale, FL 33314
Rabbi Zev Zvi SteinGeneral Studies Principal
S I A C H Y I T Z C H O K
1513 Central Ave
Far Rockaway, NY 11691
Fax: 718-471-0925
Cell: 917 561-8126
School: 718-327-6247
Rabbi Elly StorchDRS
H A L B H I G H S C H O O L F O R B O Y S
700 Ibsen Street
Woodmere, NY 11598
516 569-2358
Cell: 516 567-7911
Work: 516 295-7700
Rabbi Sholom StrajcherDean
E M E K H E B R E W A C A D E M Y
15365 Magnolia Blvd.
Sherman Oaks, CA 91403
1.818.783.3663
Rabbi Sender StrassfeldY E S H I V A T I F E R E S Y I S R O E L
1271 East 35 Street
Brooklyn, NY 11210
Rabbi Avrohom StullbergerV A L L E Y T O R A H H I G H S C H O O L- G I R L S
13060 Roscoe Boulevard
Sun Valley, CA 91352
V A L L E Y T O R A H H I G H S C H O O L- B O Y S
12003 Riverside Drive
North Hollywood, CA 91607
Rabbi Brian Th au
169 Oakland Ave
West Hempstead, NY 11552
Cell: 516-382-6639
Rabbi Boaz TomskyY E S H I V A O F B E L L E H A R B O R
134-01 Rockaway Beach Blvd.
Belle Harbor, NY 11694
Rabbi Dr. TsaidiPrincipal
Y E S H I V A T A K I V A / A K I V A H E B R E W D A Y S C H O O L
21100 West 12 Mile Road
Southfi eld, MI 48076
248-386-1625
Fax: 248-386-1632
Rabbi Shmuel Wasser75-25 153rd St. #340
Flushing, NY 11367
718.544.3133
� 50
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Rabbi Avi Wealcatch150-15 79th Ave. #4E
Flushing, NY 11367
718.380.4801
c: 917.287.1864
Rabbi Mordechai WeckerHead of School
S T E R N H E B R E W H I G H S C H O O L
1630 Hoff nagle Street
Philadelphia, PA 19152
215.725.3800
Rabbi Michael WeichselbaumPrincipal
B N O S M A L K A A C A D E M Y
188-15 McLaughlin Avenue
Holliswood, NY 11423
718 736-0159
rmwfi [email protected]
Rabbi Noam WeinbergAssistant Principal
H A L B
530 West Broadway
Long Beach, NY 11561
516 432-8285 x 115
Rabbi Simcha WeiserHeadmaster
S O I L L E S A N D I E G O H E B R E W D A Y S C H O O L
3630 Afton Rd.
San Diego, CA 92123
858-279-3300
Fax: 858-279-3389
Rabbi Moshe WenderH E B R E W T H E O L O G I C A L C O L L E G E - S K O K I E B O Y S H S
7135 North Carpenter Road
Skokie, IL 60077
Rabbi Yehoshua WenderDean, Judaic Studies
T H E B E R E N A C A D E M Y
11333 Clifwood
Houston, TX 77035
713-723-7170
Fax: 713-723-8343
Rabbi Shabse WertherT O R A H D A Y S C H O O L O F V I R G I N I A
3110 Sterling Point Drive
Portsmouth, VA 23703
Cell: 917 679-5491
Work: 757-686-2480
Mrs. Joyce YarmakPrincipal
B N O T S H U L A M I T H O F L O N G I S L A N D
111 Central Ave
Lawrence, NY 11559
(516) 239-8364
Rabbi Yosef ZakutinskyS T E L L A K . A B R A H A M H I G H S C H O O L F O R G I R L S
291 Meadowview Ave.
Hewlett, NY 11598
Rabbi Shimon ZehnwirthPrincipal
H A N N A S A C K S B A I S Y A A K O V H I G H S C H O O L
3021 West Devon Avenue
Chicago, IL 60659
773-338-9222
Rabbi Nochum ZlotnickMenahel
T I F E R E S T O R A H I N S T I T U T E
789 Empire Ave
Far Rockaway, NY 11691
Rabbi Simcha Weiser, (r), presenting at the May 22 Conference held at Diaco International, NY
CON S O R T I UM OF JE W I S H DAY S C HO O L S
CJDS
o
1271 Avenue of the Americas
New York, NY 10020
212.259.0395