religious school

religious school

by Nancy Manewith

It all began with an amazing meeting – a discussion, really – with Susan Zukrow, the URJ’s project director for the Chicago Early Engagement Leadership Initiative (CEELI). This new program, funded by the Crown Family Philanthropies and facilitated by the URJ, brings together 12 cross-denominational Jewish early childhood centers from the Chicago area to strengthen their work of engaging young children and their families through program excellence, while building and sustaining meaningful relationships. Though not an educator herself, Susan painstakingly took the time to learn the history and workings of the Chicago Metro area’s Jewish early childhood community, in order to lead this groundbreaking early engagement leadership initiative.

For the past 18 months, the URJ supported three “Communities of Practice,” cohorts of congregations that came together to learn, discuss, and experiment in a specific field. Members from participating congregations have been asked to reflect about their process.

by Dr. Paula Sayag

As an early childhood consultant with Washington, D.C.’s central Jewish education agency, I had the privilege of interacting with Jewish educators on a national scale, learning about trends in Jewish communal involvement, and helping congregations respond to large-scale concerns. Still, I didn’t have the opportunity to put into practice the advice I was offering other educators – or, more importantly, to build close relationships with the families that educators serve. So I decided to become a school director.

I started working at the early childhood center in Temple Beth Ami in Rockville, MD, in July 2009. Unfortunately, it was the first time in 20 years that classes weren’t filled. It was challenging to learn the ins-and-outs of a new community, gain their trust, and begin to envision the future for a school with decreased enrollment, a declining economy, a reduced budget, and changing neighborhood demographics.

by Jack Wertheimer

With the new school year nearly upon us, Jewish educational leaders are scrambling to prepare their teachers to discuss this summer’s Gaza War. The most pressing challenge is to design age-appropriate conversations: At which grade level might classroom discussions include potentially frightening topics, such as the wounding of non-combatants, kidnapping of young Israelis and sirens warning of incoming rockets? And how should teachers address the tough issues of civilian casualties in Gaza and the flagrant hostility toward Jews and Israel that has erupted in many parts of the world?