NURTURING EXCELLENCE IN SYNAGOGUE SCHOOLS

A Report from the Field

JANUARY 2011
NESS is a project of the Bureau of Jewish Education, modeled on a program created by the Auerbach Central Agency for Jewish Education
in Philadelphia, and made possible through the generous support of The Jewish Community Endowment Fund, the Annual Campaign of the
Jewish Community Federation of San Francisco, the Peninsula, Marin and Sonoma Counties, the Koret Foundation, and PELIE.
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THE FIRST STORY IS ABOUT PLANTING A BAMBOO TREE. When bamboo is planted, watered and nurtured for an
entire growing season nothing grows above the ground not even an inch. In the second growing season a farmer must continue
to water, fertilize and care for the bamboo and still nothing happens above ground. Four years pass. Seasons go in and out and
a farmer continues nurturing, nourishing, and caring for the bamboo, with not much to show for it. But in the fth year the bamboo
shoots up to more than eighty feet, in just one growing season. What farmers know, but cant see, is underground the bamboo was
taking root and expanding its capacity, building the support system it needed to sustain its future. For four slow years, beneath the
earths surface and hidden from view, an enormous network of roots was developing to support the bamboos sudden growth.
THE SECOND STORY IS ABOUT PLANTING A CAROB TREE. Seventy years, the Talmud teaches (TAANIT 23A), is the time
it takes for a carob tree to bear fruit. Why would anyone plant a tree that doesnt fruit for so many years? Just as my parents and
grandparents planted trees for me, so will I plant trees for my children and grandchildren so they will be able to eat of the fruit.The
Talmud is teaching the communal obligation to support future generations. Someone who plants a carob tree knows, but cant see,
that generations yet to come will reap the harvest and enjoy the fruit.
learning from nature: three stories
THE THIRD STORY IS ABOUT NESS.
NESS, an acronym for Nurturing Excellence in Synagogue
Schools, is a change process. Change is slow and vulnerable,
and authentic and sustainable change requires determina-
tion, persistence and fortitude. NESS aims for authentic and
sustainable change.
As in the stories of the bamboo and carob trees, investing in
educators, nurturing curriculum, and caring for a strategic
vision will in time bring profound growth. Its not easy to see
at rst and a lot of hard work is required. But once the roots
have taken hold, generations to come will reap the rewards.
The attached report documents the work of the educators,
clergy, parents, and lay leaders in the NESS schools. It con-
tains voices from the eld expressing their observations, their
experiences, and ultimately, their successes.
The NESS schools have many accomplishments to celebrate,
and we highlight only a few of them in this annual report.
They include:
ENGAGING the congregation in the essential
conversation, What do we want our students to
Know, Do and Feel by the time they graduate?
TEACHERS aligning their lessons with each
synagogues unique vision and culture through
extensive professional development.
ENHANCING the capacity of the synagogues
educational leaders.
These accomplishments are woven together with careful and
deliberate attention given to articulating the schools mission,
curricular content and student goals. Together they are the roots,
the strong internal framework needed to sustain growth.
As we know from nature, growth takes patience and persist-
ence. Every step makes an impact, even if you cannot see the
change right away. Like a bamboo tree, the NESS schools
must each develop their own strong yet unseen foundation
for sustaining growth. If that nurturing and support are with-
drawn while their foundation is still vulnerable, it will collapse.
The work yet to be done is the work of sustaining, extend-
ing, and integrating. In order to bear fruit.
The fruits of our synagogue schools are our students and the
ways in which they learn and live Jewishly. Long seasons of
nourishing their neshamot (souls) and minds, and caring for
the growth of their Jewish connection to the greater Jewish
world will bring profound growth to the next generation.
Mdor ldor from generation to generation. Just as it takes
dedication to nurture bamboo, and faith to grow a carob tree,
it takes patience to develop the systems that create lifelong
Jewish learning. The greatest threat to Jewish life is ignorance,
which is why the greatest opportunity to enrich Jewish life is
learning. This is why the Talmud says The world itself rests on
the breath of school children. (SHABBAT 119B)
LShalom,
Debby Jacoby
NESS Director
Kol Bmoths Director of Life Long Learning, Rabbi Laurie
Matzkin, agrees that the NESS approach has made a huge dier-
ence at Kol Emeth. The systemic aspect of NESS has had the
most impact for us. The biggest change has been in howthe com-
munity as a whole works around the educational program, she
reected. NESS has set us up for change. Synagogue leadership
has learned to make sure
that we get buy-in from
the community from
all stakeholders before
making change. This way,
change is stronger.
At congrogation Both
Jacob, bothEducationDi-
rector Michal Braker and
Rabbi Nat Ezray report
NESS-inspired changes in the school have been generative of
changes throughout the congregation. A synergy has developed
between the schools values-based curriculum and the activities of
the synagogue as a whole.
Its exciting and its a ton of work, Ezray admits with a grin. The
connections between all stakeholders have broadened the quality
of the work done, and there is buy-in from the board, which gets
what were doing and why. Thanks to NESS, were working
smarter, he said.
Erik Migdail, POD Co-Chair at congrogation Shorith Israol
agreed that NESS has required a lot of work, but he has found it
highly rewarding and energizing. Education is at the heart of
what it means to be a Jew, he reected about the centrality that
NESS has assumed at his synagogue. We are leveraging resources
to make this happen for our congregation. We are building and
solidifying structures for the future, investing on the ground oor
to build vibrancy in Jewish life.
Being awarded the NESS grant seemed to propel us
into action with an energy and focus that was contagious through-
out our synagogue. We were able to make changes more easily, and
without the typical skepticism that usually comes with change,
said Julie Dorsey, Programfor Organizational Development (POD)
Chair at congrogation Both Jacob.
Beth Jacob is not alone. NESS has brought systemic change to each
NESS synagogue. Change that extends beyond the school to the
synagogue as a whole, creating exciting and eective synergies.
Lay and professional leaders alike report that NESS dierentiated
itself from other eorts in key ways. As Poninsula Tomplo
Sholoms POD Chair Stacie Hershman put it, We were [in the
past] always well-intentioned but not necessarily intentional, and
with NESS, we now are.
NESS approaches change froma systems perspective, viewing the
school and synagogue as a web of dynamic relationships. Creating
enduring and vital change in the schools requires aligning the
entire synagogue community around a shared vision. To accomplish
this, NESS includes participants from the major constituencies
of the synagogue: clergy, lay leaders, youth leaders, educators,
and interested synagogue members.
Each synagogues POD (Program for
Organizational Development) began
the work of comprehensive strategic
planning, fromwhich they developed
and articulated an explicit mission,
set strategic goals and devised a plan
for implementing their vision.
NESS fell fromthe sky at the oppor-
tune moment, said Ann Pecken-
paugh Becker, School Board Co-President at congrogationRodof
Sholom. We had been trying to make incremental change in the
religious school for many years, but some people were happy with
the status quo and others did not have the bandwidth to work on
it. NESS came along and helped us get the community together to
make the change.
The whole thing was a shot in the arm
to get us out of the mode of just moving
from holiday to holiday. Now we are
thinking about the years to come and
not just the next four weeks.
Michael Kahan, Congregation Kol Emeth, POD Chair
a catalyst for systemic change
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The POD experience was one of the richest, most chal-
lenging, most satisfying experiences of my entire Jewish profes-
sional and lay career reects Poninsula Tomplo Sholoms Stacie
Hershman, who has beeninvolved inbothprofessional and lay lead-
ership in the Bay Area Jewish community for at least two decades.
NESS leadership at all ve congregations marvel at how the ini-
tiative brought newfaces and energy forward. The sophisticated,
multi-faceted NESS-approach to change, with its emphasis on
Jewish learning and values clarication, inspired new volunteers
of all ages.
At congrogation Kol Bmoth so many adults are involved in
NESS committees that there is one for every two religious school
students. Its not only congregational school parents who are in-
volved. We have some pre-parents and post-parents as we call
them, Rabbi Laurie Matzkin said.
Debbie Toizer, who previously homeschooled her kids for religious
school, is now active in the congregational school, as Curriculum
Chair (CDP) for congrogation Rodof Sholom. She loves the
envisioning aspect, Education Director, Irene Resnikosaid, and
others are attracted to the think tank nature of the NESS POD.
NESS curriculum consultant Rabbi Rich Fagan recalled one long,
controversial curriculum meeting at congrogation Shorith
Israol. Afterwards, one participant, Erik Migdail, came up to
Rabbi Fagan and said, This is the most fun I have ever had. When
is the next meeting? Migdail went on to become the Sherith
Israel PODCo-Chair and reports that NESS is the most sustained
volunteer work Ive done at the synagogue. He is motivated by
the good, invigorating work and the material that is personally
enriching. In addition, because NESS is built on dening goals
and achieving measurable outcomes at each step, The conclusion
of every meeting is a net energy gain, not an energy drain.
Volunteers of all ages, including teens, are members of POD and
curriculum committees. Zoe Robins, a junior at the Jewish Com-
munity High School of the Bay, was invited onto the congroga-
tion Shorith Israol PODby her father, David, who is its co-chair
with Migdail. She is impressed by howthe older generation wants
to hear from the teens. We understand the kids and what they
want. We remember what it was like to be in this particular Sun-
day school, Robins said. She is especially proud of her successful
eorts to form a co-curricular subcommittee. I think its impor-
tant for there to be special trips and events, for there to be tradi-
tions for kids to look forward to, she explained.
Although the committee work focuses on building a curricular
framework for the school, Jewish learning has become a hugely
rewarding outcome for committee members. At one Poninsula
Tomplo Sholom curriculum meeting Education Director Eran
Vaisben gave a passionate, extended dvar Torah as a way of shar-
ing his views on the Bible curriculum. As one participant ob-
served, Eran provided a model for learning for the synagogue and
the school.
Dina Bedak, a teacher at congrogation Both Jacob, noticed a
marked increase in parent involvement in terms of attendance at
programs and volunteering. The drop-o culture is starting to
wane, and when kids see their parents are involved, they become
more involved, Bedak oered.
This is the most fun I have ever had.
When is the next meeting?
The conclusion of every meeting
is a net energy gain, not a
net energy drain.
Erik Migdail, Congregation Sherith Israel,
POD Co-Chair
a new way for lay people to engage and learn
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The NESS process has brought a lot of
people to the table. It has opened their eyes
and created incredible systemic change
among the parents.
Nancy Sheftel Gomes, Congregation Sherith Israel,
Education Director
A revolution is taking place at NESS synagogues.
It has been suprisingly rare for what is taught in a schools class-
rooms to closely relate to the synagogues mission and values.
NESS xed this disconnect. At each of the synagogues there is
now a clear alignment between objectives and practice, between
vision and curriculum, between what is taught in the classroom
and spoken in the Rabbis sermons. In the words of one veteran
teacher Its really great to know the direction, goals and mission
of the synagogue.
Irene Resnikocredits the NESS process for creating this alignment
at congrogation Rodof Sholom, where she is Education Direc-
tor. According to her, this clear link betweenthe educational vision
outlined by the Program for Organizational Development and the
improved instructioninthe classrooms has resulted inhappier kids
and teachers who can help themask the big Jewish questions and
make the connections for themselves. We are ideas-focused now,
not activities-focused Resniko declared. She credits the layered,
broad-reaching structure of NESS for this synchronicity at her
synagogue. Its the POD, plus the professional development for
teachers, plus the curriculum development, plus the leadership
development for me, that have all together made this happen.
NESS has made us walk the walk, said congrogation Both
Jacobs Michal Braker, explaining howthe initiative has helped the
synagogue turnits values-centric visionintoaction. For instance, the
value of kehillah (community) has been implemented by extending
free synagogue membershiptoall teachers inthe school. Additionally,
many adult education and synagogue-wide activities are hooking in
to the values framework developed by the POD, as well.
At congrogation Kol
Bmothvalues clarication
has been the most impor-
tant aspect of NESS for the
community. Rabbi Laurie
Matzkin explained, We had been going on autopilot for decades.
Now I, as educational leader, am clearer on how I can support
my teachers through the lens of enduring understandings.
NESS curriculum consultant Rabbi Rich Fagan is impressed with
the amazing discussions generated among lay leaders at all the
schools. Similarly, Rabbi Nat Ezray at congrogation Both Jacob
is buoyed by the curriculum development paradigm shift he is
witnessing. Curriculum development is now a collaborative
eort. Its marvelous to see lay people doing educational work.
Lay curriculumdevelopers nowrealize that it is not only the teach-
ers who need to be responsible to the curriculum. Its about
making the invisible visible, Fagan explained. If you dont decide
what is important and clearly convey it, then how can your kids
think any of this is important? he challenged the NESS committee
members as he worked with them.
NESS has galvanized the congregationit has challenged the lay
people toprioritize ina direct andconcrete way what they want from
the educational system, said Riva Jacobs, a member of congroga-
tion Kol Bmoths POD, who is also a teacher and curriculum
committee member at congrogation Both Jacob. It has been a
giant values clarication endeavor, and the end product is really
reective of the community and is challenging us to meet the high
expectations that we have set for ourselves.
It has been a giant values clarification endeavor.
The end product is really reflective of the community
and is challenging us to meet the high expectations
that we have set for ourselves.
Riva Jacobs, Congregation Kol Emeth, POD Member,
Congregation Beth Jacob, Teacher and Curriculum Committee Member
bringing vision and curriculum into
unprecedented alignment
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Just saying to the teachers, you are worth training,
is a change in Jewish education especially for synagogues, where
professional development for teachers is not usually a line item in
the budget, said Julie Dorsey at congrogation Both Jacob.
NESSs focus on educators is changing the culture at synagogues,
and paying obvious dividends in the classroom. Teachers are
receiving valuable instruction in pedagogy and Jewish content,
enhancing their lesson planning. Parents are showering teachers
with appreciation in ways they never experienced before, demon-
strating their commitment to supporting the curriculum and
students. Education directors wit-
ness students sitting on the edges
of their seats with excitement and
teachers engaging students in a
more meaningful way. Professional
Development for Teachers (PDT) is
what is pushing this, said Irene
Resniko at congrogation Rodof
Sholom. Through NESS, we are
teaching teachers to think, plan and
teach dierently so that the expe-
rience for the students is radically
dierent from what theyve experi-
enced before.
Congregations are recognizing the importance of supporting their
educators and connecting them to the broader synagogue
community by providing meals for teachers staying extended
hours to attend Professional Development for Teachers (PDT)
sessions, oering teachers free synagogue membership, and
compensating teachers for attendance at junior congregation and
family programs. Education directors meet with their teachers
individually on a more regular basis, visit their classes more often,
and even cover their classes so that teachers can observe other
colleagues teaching.
According to Poninsula Tomplo Sholoms, Eran Vaisben, vet-
eran teachers acknowledge the NESS process as more serious and
rigorous than previous initiatives theyve encountered. Teachers
realize that the entire systemis changing. They realize it is for the
best of the school and the children.
Teachers at each school are spending at least 30 hours a year
together in PDT sessions, and they are becoming a chevre (a com-
munity of friends), said NESS PDT consultant Nechama Tamler.
At some schools, education directors are arranging for yet more
time for teachers to learn, plan and socialize together. At
congrogation Rodof Sholom, Resniko has built in a rega shel
limmud (moment of learning) and a rega shel kehillah (moment
of community) for teachers before classes start every Sunday.
congrogation Shorith Israols
Education Director, Nancy Sheftel-
Gomes doubts it is mere coinci-
dence that she has had almost no
turnover in sta since the PDT ses-
sions began. She lost only one
teacher, and it was only because she
moved away for a full-time job. I
would not be surprised that our
92%retention rate resulted in large
part fromPDT, she claimed. Weve
developed a great team spirit from
spending so many hours together
outside of the classroom, developed
a shared educational language, and gained a better understand-
ing of how to translate our new curriculum into our work with
our students.
Dina Bedak, a teacher at three NESS schools says she would
attend the PDT sessions even without compensation. Like her,
most are nding the PDT program invaluable. Natalya Maryu-
shova, a teacher at congrogation Both Jacob, arms feeling
the professional growth. A veteran Jewish educator, she is striv-
ing to incorporate the new approaches and techniques she has
learned through NESS. She is successfully experimenting with
dividing her 2nd grade class into small groups, which enables
her to give the students more individualized attention. NESS is
making me put theory into practice, she reected.
elevating the educator
Professional Development
for Teachers is what is
pushing this. Through NESS,
we are teaching teachers
to think, plan and
teach differently.
Irene Resnikoff,
Congregation Rodef Sholom,
Education Director
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NESS is a project of the Bureau of Jewish Education, modeled on a program created by the Auerbach Central Agency
for Jewish Education in Philadelphia, and made possible through the generous support of The Jewish Community
Endowment Fund, the Annual Campaign of the Jewish Community Federation of San Francisco, the Peninsula, Marin and
Sonoma Counties, the Koret Foundation, and PELIE.
Five San Francisco Bay Area Synagogues Participated in the 2008 2011 NESS Cohort:
Congregation Beth Jacob Redwood City, CA
Congregation Kol Emeth Palo Alto, CA
Congregation Rodef Sholom San Rafael, CA
Congregation Sherith Israel San Francisco, CA
Peninsula Temple Sholom Burlingame, CA
The NESS Framework is Built out of Five Elements:
glossary
Thanks to our work with NESS, our synagogue school is now a shining light of the
congregationit is bringing people in the doors and causing the synagogue to grow.
Eric Stone, Congregation Beth Jacob, Executive Director
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Program for Organizational Development (POD)
The Programfor Organizational Development (POD) is the engine that
drives the NESS process at each Synagogue. Each POD teamincludes
participants from the major constituencies of the synagogue: clergy,
lay leaders, youth leaders, educators, and interested synagogue mem-
bers. The team claries a shared vision of excellence for the school,
develops a mission statement, and sets goals and plans to implement
changes that will realize their vision. A BJE NESS organizational con-
sultant guides and supports the synagogue school community
throughout this transformative three-year process.
Professional Development for Teachers (PDT)
NESSs teacher training is based on a model of ongoing, on-site,
professional development, focusing on the entire faculty of a school.
Throughout the second and third years of the program, teachers
participate in 40-60 hours of study, exploring big Jewish and pedagogic
ideas through meaning-centered, collaborative approaches. The goal
is to create units, and lessons, built on research-based approaches,
practice skills within a community of learners, and develop tools to fully
engage students in learning. They also focus on extending learning out-
side the classroom into the home, encouraging family learning.
Leadership Development Seminar (LDS)
The Leadership Development Seminars provide Synagogue educa-
tion directors with time to reect on, and re-envision, their practice
as leaders of their schools. An overarching goal is to create a learn-
ing community among the NESS school directors, allowing them to
brainstorm together about the signicant issues facing directors of
synagogue schools. Leadership Development Seminars are facilitated
by a BJE NESS consultant with expertise in educational leadership.
Curriculum Development Project (CDP)
The Curriculum Development Project is a process enabling schools
to create meaningful, sequential curriculum for all subject areas, in
all grades of the school. The process of developing a schools
curriculum starts with the POD, the committee responsible for
formulating the schools overall mission statement and broad-based
goals. These inform later content and curriculum specic decisions.
The POD forms a curriculum sub-committee that, guided by a BJE
NESS consultant, develops the specic curriculum plan, making the
schools goals operational.
Jewish School Assessment School
Improvement Process (JSASIP)
The JSASIP is the only assessment tool designed specically for
congregational school education. Based on best practices, it provides
synagogue school communities with a common vocabulary for talking
about their schools, identies what they are doing well and which areas
need improvement, and serves as a mechanism for planning school
improvement. The JSASIP makes the invisible visible and provides
the data that drives the schools process of creating a vision for change
and transformation.
We are investing on the ground floor to build vibrancy in
Jewish lifeWe want to make sure the education is not just
the best, but the most engaging for young Jews, so there
will be more of a chance that they will stay involved.
Erik Migdail, Congregation Sherith Israel, POD Co-Chair
There has been an epiphany weve created a
curriculum that is revolutionary. I have never worked
before in a congregation that provided teachers
something that they could use right away in class.
Eran Vaisben, Peninsula Temple Sholom, Education Director
We had the philosophy, but not the structures and
systems. NESS is creating a very strong foundation for
learning. Its been a nice little treat, but I want it to be
part of our basic daily nutrition.
Julie Dorsey, Congregation Beth Jacob, POD Chair
The work is not done. The most super-duper curriculum
will fail if the teachers dont know how to translate it.
Our teachers are thirsty for more of this training.
Ann Peckenpaugh Becker, Congregation Rodef Sholom,
School Board Co-President
Were at the end of the beginning.
Michael Kahan, Congregation Kol Emeth, POD Chair