Julie Vanek, Director, Jewish Learning Connections Combined Jewish Philanthropies, Boston

Our Challenge In Greater Boston, 80% of the students in Grades K-12 of parents raising Jewish children receive their Jewish education in a synagogue-affiliated or community supplementary school. Due to the nature and structure of these schools, many Jewish children have a transactional relationship with Judaism lacking deep connection. The education offered through synagogue-affiliated and community supplementary schools is not sufficiently high quality, engaging or relevant to the lives of children participating to provide a sense of meaning and authentic commitment. CJP views supplementary education as a means of supporting deep, personal, lifetime connection to and engagement with Judaism, but recognizes the current supplementary education experience does not support this. In Greater Boston, 80% of the students in Grades K-12 of parents raising Jewish children receive their Jewish education in a synagogue-affiliated or community supplementary school. Due to the nature and structure of these schools, many Jewish children have a transactional relationship with Judaism lacking deep connection. The education offered through synagogue-affiliated and community supplementary schools is not sufficiently high quality, engaging or relevant to the lives of children participating to provide a sense of meaning and authentic commitment. CJP views supplementary education as a means of supporting deep, personal, lifetime connection to and engagement with Judaism, but recognizes the current supplementary education experience does not support this.

JLC’s Systemic Approach to Change Education Re-design Engagement, Marketing & Branding Organizational Leadership & Development Lasting Disruptive Change

JLC’s Four Areas of Focus

JLC’s Strategies ●Partnerships with Congregations and Schools ●Partnerships with Local Agencies/Organizations ●Consultation ●Leadership Development ●Financial Grants

Educational Methods and Models ●Technology in the Classroom ●Godly Play ●Project-based or Expeditionary Learning ●Small Group Hebrew Learning ●Jewish Learning Through Art ●Learning Corps: Intergenerational Learning and Doing in the Congregation

Our Goal More schools in the Greater Boston area will adopt models of learning that are life-centered, relationship-based and where the learner is an active agent. These new models of learning enhance the effectiveness of supplementary education as a pipeline and support for deep engagement with Jewish life, more Jewishly empowered children and families, and a lifetime connection to Judaism. More schools in the Greater Boston area will adopt models of learning that are life-centered, relationship-based and where the learner is an active agent. These new models of learning enhance the effectiveness of supplementary education as a pipeline and support for deep engagement with Jewish life, more Jewishly empowered children and families, and a lifetime connection to Judaism.

What We’re Hearing Now in Greater Boston Supplementary Schools From a parent: “My younger daughter chose the new art track for Grades 4 & 5 this year - and she was literally oozing with fulfillment and excitement after class on Sunday. - Her creation clearly connected her to the content. - The experience went beyond an arts and crafts session to achieve learning. - Our older daughter has pangs of envy and clearly stated she wishes she had had the same opportunity”

From a student: “I know I’m still not completely over my cold but I can’t miss school this afternoon. My group is finishing up our part of the siddur project and I can’t let them down.” His mother compromised and let him attend for the first hour so he wouldn’t miss out.

From a teacher: “Since we started project-based learning, the kids are excited to come on Sundays. They come in, and they can’t wait to get on the computers and there are even some students who have done work outside of class on their own.”

From a parent to the Director of Education: “I know how hard you worked to ‘reinvent and reimagine’ the program, so I want you to know about the positive reviews I am hearing from my son. Last week, right after I picked him up after his Hebrew class, we were driving to soccer practice and I asked him: ‘How is Hebrew School this year? Do you like it?’ and he replied, ‘No, Mommy.’ My heart skipped a beat, and then he said, ‘I don’t like it, I love it!!’ I asked him what he liked best and he said, ‘everything, it’s awesome!’ This is from a child who lives to run around a soccer field, not sit in a classroom.”