Parashat Vaeira

Although it is customary to  write about the coming week's parasha, this week I beg your indulgence so that I can share with you a very special happening last Shabbat at the preconference Shabbaton I attended (for those of you who were not aware, I was away). This preceded the Jewish educators' conference that started on Sunday in Atlanta (although it could have been held at any hotel close to any major airport for all we got to see of the city!!!).  As the Haphtarah (for Ashkenazim) was being read, words jumped out at me. As Isaiah refers to teaching and understanding: "Commandment by commandment and commandment by commandment, measuring line by measuring line and measuring line by measuring line."tzav latzav tzav latzav,  kav lakav kav lakav..", I looked at the person sitting next to me, the Judaic studies director of another school.  We smiled and nodded that knowing look.  Later we discussed how very appropriate those words are, how timely the message - even though it was written so very long ago.  Sometimes we do need to review, word by word, line by line; we build knowledge upon knowledge, foundation upon foundation, skill upon skill, not rushing to cover everything at once, but spiraling our learning, line by line. Beautiful that the "Torah way" is so insightful and educationally accurate!

The NAJDS (National Association of Jewish Day Schools) conference itself was quite a feat.  It is a conference (of approximately 700 people) for four different branches of Jewish Day Schools - Modern Orthodox, under the aegis of Yeshiva University, RAVSAK, the Jewish Community Day School Network, Solomon Schechter, and PARDES, the Reform movement.  Can you even imagine it?  The opening keynote address is designed to touch everyone; the workshops speak to the issues of today as well as to the various jobs of school leaders: technology, the 21st Century classroom, methodology, retention and development...  The major part of Monday was dedicated to the separate Divisions, for member meetings and denomination-specific workshops.  Most meals were open seating and it was rare to see tables with just one segment of the "population."  (Different colored nametags identified our affiliations.)  In many sessions as well as at meals and in private meetings, peers consulted based on common issues their schools face, not on religious striations.  Hot topics ranged from use of ipads (or the like) by students to "how much homework?" to PR and Hebrew programs.   As much as the sessions themselves were impactful, the networking is a major part of the conference.  The connections and relationships formed have a positive effect on our institutions.

Avi Chai and PEJE, the prominent names of Jewish Day School support agencies were present, meeting individually and in groups with various schools.

Yeshiva University itself has quite an impressive program in its Center for the Jewish Future.    It  is designed for  college graduates enrolled in the Azrielli Graduate school of Education who are working in Jewish Day Schools while taking courses and being mentored.    It is an impressive program that reflects vision and caring about the future.

In general, the number of young educators was notable and refreshing.  It is exciting to see that so many bright, accomplished, idealistic young adults have entered the Jewish education field and are making a significant difference!  I am encouraged by this and hope that the trend continues.  One of our teachers asked me what changes I am planning on making.  What I see is not radical transformation but rather a renewed sense of purpose - what I term "rejewvenation:"  tzav latzav tzav latzav,  kav lakav kav lakav.  Shabbat Shalom

Parashat Shemot

This week we start the second book of the Torah, Sefer Shmot.  In English it’s referred to as the Book of Exodus, but the literal translation is “names,” because “shmot” is the first important word in the Parasha (which is how the names of the parshiyote and their books are determined.)

I was fortunate to daven on Monday with the 5th grade boys, which in itself is always a pleasurable experience.  I marveled at their growth and how they seamlessly took on the different roles, switching chazanim for the various parts of the service, knowing when to wait for others to finish a tefilah before continuing, and some very naturally simply leading the others.  As I watched these 10 and 11 year olds, I saw a society in formation, our future shul leaders: who will very likely be a Gabbai, who will help out with gathering up stray siddurim, who will help a latecomer.

At the end, I discussed with them “Shmot.”  Why are names so important?  They had many great ideas, but I, who has watched them grow and thrive over their 6 years in the Lower School, have another perspective.  Names are so important; we are all part of a greater whole.  Certainly when it is related to us as Jews, whether today or as slaves in Mitzrayim, each of us has a role.  Each of us is known by our actions, sometimes leading, sometimes following, sometimes speaking up and sometimes being silent.  HOW we are known is up to us. 

This is a recurring theme in our conversations with our students.  WHO are you?  Who do you want to be? When people hear your name, what will they think?  Is your name going to cause others to be happy, to smile, to think positive thoughts, or not?   Who determines that?    The children all know that it is they who are the determinants.  Even children who have multiple older siblings who have gone through the Lower School, whose siblings might have had the same teachers as they currently have – know that they cannot rest on their siblings’ (or parents’) laurels.  Occasionally, a student tries on “a different hat,” starts acting out in some way, maybe by not studying or doing homework, maybe by starting to disrupt a class or be the “clown.”  Is s/he satisfied with the results of these behaviors? Are these choices that have positive effects on the child? Does s/he like the consequences? Is this who the child wishes to be? 

B’nai Yisrael banded together; each family defied Egypt , slaughtered the lamb and smeared the blood, each person  took up his/her bundles and walked out of Egypt, each person said “naaseh v’nishma” (we will do and we will listen) at Har Sinai.  There was an Am Yisrael, and it was made up of individuals, of shaymote.    They forged our nation.

So too we teach our children to be individuals as well as part of a whole, but  never to forget his or her name, who s/he is, who s/he wants to be, how s/he can  help and what s/he needs to do.  In Pirkei Avot, it says in chapter 4, verse 13 “Rabbi Shimon would say: ……-but the crown of good name surmounts them all.”  We work with our students to help them find their appropriate names and encourage each to find that shiny one of a good name so that s/he may take his/her rightful place in the greater community. Shabbat Shalom