Debra Sagan Massey, Senior Educator at Jewish LearningWorks in San Francisco, has for the last year been holding regular pop-up meetings for Jewish educators working with teens. As a result of the pandemic crisis, these meetings have recently gone virtual, but have, as a result, become fertile ground for sharing best practices – or in some cases, new practices – with colleagues.
While there is clearly no pedagogical silver bullet for this sudden and extraordinary educational disruption, Massey has been impressed with both the number and quality of innovations spurred by Covid-19.
“Some of my colleagues are pivoting to focus on strengthening the core of their teen populations,” explained Massey, who helps runs the Bay Area programming for the nation-wide Jewish Teen Education and Engagement Funder Collaborative. “Others are looking to work individually on mindfulness and wellness. In all of this, we are looking down the road to the mental health issues we will increasingly need to address in order to support teens to thrive.” This summer, Jewish LearningWorks will be providing virtual Youth Mental Health First Aid training for anyone who works with, or supports teens.
At a moment when our ritual calendar – following the Israelites as they wander in the desert – eerily parallels our current directionless moment, educators are acutely aware of the pedagogical opportunities, as well as the risks, to the entire structure of organized Jewish education. At the same time, beneath all this confusion flows a strong undercurrent of hope. A sense that Jewish culture is made for disruption, and has the capacity to survive and thrive. Among the teens themselves,
there appears to be a palpable sense of loss, but also an appreciation for how the community is pivoting to provide for them.
Mozi Turbow, a 14-year-old in Berkeley, recently heard that Camp Tawonga in the Sierra mountains will cancel its flagship summer program. “We’re all really sad about it, as this is supposed to be our last year as campers,” she explained about the Jewish overnight program, which has been operating since 1925. But after watching a Facetime Live town hall, during which the camp leadership explained their Plan B (and C), she felt some hope that some essential part of the camp experience will continue this year, one way or the other.
Max Bamberger, a 17-year-old at San Francisco’s Jewish Community High School of the Bay, was similarly grateful for his school’s creativity and commitment to student learning. Bamberger is also a 2019-2020 Bronfman Fellow, and had expected to study in Israel this summer with his cohort from around the country, a centerpiece of the program. The Bronfman program will hopefully bring those students to Israel next summer. For now, Bamberger and his friends are talking regularly on a Bronfman WhatsApp group, which has given him “further clarity” about the values of community and conversation that are central to the experience.
Like many Jewish teens, Bamberger said he was experiencing a deeper appreciation for the simple yet profound rituals of Jewish communal life.
“The other night I went for a walk to my shul [Congregation Beth Israel in Berkeley]. It’s freaky that services have been cancelled for the first time in decades, or maybe longer. But I saw from outside that the Ner Tamid was glowing above the Aron Kodesh. This gave me some hope. This too shall pass.”
The following are highlights of Bay Area teen programs, a sampling of programs and approaches for an unprecedented season that already feels like 40 years.
God was in this place...
Place-based Jewish institutions like camps and nature programs have had to shift radically this year. While most summer camps are cancelled, and just beginning to figure out how to salvage something from the season, many programs are finding a way to access their core competencies in unexpected ways. Wilderness Torah, which connects Jewish rituals with earth-based experiential learning, has leaned into two aspects of its pedagogy for teens – meditation and self-reliance. For its B’naiture program (focusing on nature-based Bnai Mitzvah ceremonies), staff have found ways to support an awareness of both self and nature at home.
“In some ways, the condition of pandemic revealed what is most helpful and valuable about our program, which is expanding awareness and tuning in to the mystery and beauty of earth under your feet,” explained Youth Programs Director Daniel Schoen. Instead of Wilderness Torah’s typical wilderness-based experience, middle school students are mapping the spiritual ecology of their own neighborhoods. And instead of experiencing meditation out in the woods – modeled in part on Hasidic Rebbe Nachman of Bratslav’s practice of Hitbodedut, or “self-seclusion” – teens discover as if for the first time the spiritual potential in their own yards.
One True Thing
In some cases the pivot is less about content then process and delivery. For Devra Aarons, Executive Director of Contra Costa Midrasha, continuing the two-hour-long weekly sessions virtually has been challenging. “Everyone is Zoomed out,” she explained. Instead, she decided to go deep rather than broad, picking the most essential 45 minutes out of a longer lesson plan to deliver. The result? More teens are connecting than before.
Rabbi Akiva Naiman, NCSY’s East Bay Director, has also shifted the delivery system. The “one true thing” for him is literal – the answer to his daily Israel trivia contest on WhatsApp.
“Every day I ask a question about Israel, something [the students] they aren’t likely to know. For instance, about how Israel engineered the cherry tomato. Or how Israeli bank notes include braille,” he explained. The Orthodox-affiliated teens have the chance to earn money if they get the answer right. Plus, the more friends they invite to participate, the more the pot grows. “We went from 30 to 400 in just a few weeks. And now they have the option of giving the money they win to Tzedakkah.”
With this strategy, Rabbi Naiman dips into teens’ need to connect often, as well as the competitiveness that is part and parcel of the social media universe. But instead of going for “likes,” they are trying to demonstrate the most complete knowledge about Israel.
“These trivia contests might seem trivial,” he joked. “But every day they are all talking about something new that connects them to each other and to Israel.”
Expand the Bubble
In some cases, Jewish organizations have doubled down on opportunities for teens to connect and learn outside their core circle.
At the Contemporary Jewish Museum in San Francisco, which has a diverse, robust and innovative teen program, the inability of teens to physically meet with mentoring artists, give tours, and learn from each other has been frustrating. Like nature-based organizations, the connection to physical spaces – in this case museums, galleries and workshops – is central.
“We’ve been especially concerned about the loss of professional opportunities for teens,” said Fraidy Aber, the museum’s longtime education director. Her response? “Let the teens’ natural facility in virtual spaces lead the way.” Instead of giving up on bringing teens to meet artists, teens have curated tours of artist galleries, then shared those tours with others teens, who share them again. The result is an expansion of teens’ outreach into the art world.
“In a way this is an extension of the digital work we have already been doing, like with our audio project What We Hold, in which teens talk with older adults around the country,” said Aber. Moving forward, the museum anticipates that their move to a hybrid model of digital and real-life engagement will accelerate, creating even further opportunities for teens to connect with artists and peers outside the normal circles.
At the Jewish Community High School of the Bay, Evan Wolkenstein had also expanded his students’ bubbles by doubling down on technology. As the school’s Director of Experiential Education, he was “a little less panicky than others about what was happening, since I run my class like a digital learning lab.” Sensing that school might not return to normal for a long time, he reached out to a colleague at the San Francisco Islamic School, expanding a collaboration that would likely only happen online.
“The physical distance between our schools had prevented our classes meeting in person and sharing our views on our respective religions at the next level,” Wolkenstein said about the video pen-pal project his class on comparative religion has been doing for five years. “But now is the perfect time to double down on this. If we had tried to wait and do this in person, we might not have ever brought ourselves to share in this way.”
Step Up, Step Back
At the K-8 Brandeis School of San Francisco, opportunities for teens and faculty converged in one insight – let students help lead the way.
“For Phase One [of the epidemic], our focus was on taking a dynamic, challenging academic program and porting it online,” said Head of School Dr. Dan Glass. “Like a lot of Jewish day schools, we were relatively well positioned, especially in middle school. It was fairly seamless.”
Phase Two, during which it seemed like the fully digital reality would be longer-lasting, was more complicated. How, for instance, “would the school affirm the creative capacity and leadership capacity of its students on a delivery system designed to present material, not cultivate relationships?”
“The answer was to give the students more of a voice,” said Dr. Glass. “We piloted with our middle school students the major survey of distance learning before it went out to the families, in order to gain their input.” By stepping back enough, the faculty gave students the opportunity to step up and model the kinds of relational learning they had been practicing for years.
Many congregational educators have also discovered that asking teens to help them figure out the collective next steps has been successful.
In the Bnai Mitzvah classes at Berkeley’s Congregation Netivot Shalom, Youth and Family Educator Director Elisheva Hurvich has noted a lack of engagement on Zoom for many teens. “Some of our students have found the isolation depressing. Kids are suffering. And parents are not sure what to do,” she said. “To help, I called some of our teen madrichim, asking them to reach out to our younger students, to connect and check in. There is more power in teens reaching out to the middle schoolers than in me, an adult, reaching out.”
Grief and Celebration
Among the most important services teen-facing Jewish organizations can offer is space for students to feel, and express those feelings in community.
“One of the first thing our teens did during this crisis was create a care circle,” said Samara Leader, Program Coordinator for the Diller Teen Fellows in San Francisco. “The idea behind this was that everyone has the capacity to give care, and everyone has a need to receive care. It was understood that how we connect and care for each other was bigger than one specific program goal.”
The opportunities that grew out of this insight led to an increased focus on viritual social action, in conjunction with Diller teen cohorts in Israel and around the world.
Leader added that she felt compelled to model certain values during this time, especially those of transparency and openness. “At a recent event, I started by saying, ‘this has been a really long week for me. Anyone else’?” But at a following event, a global celebration for Yom Ha’atzmaut, she wanted to create an environment in which “teens could feel like teens. There could be a feeling of celebration and escape. Creating this opportunity for them to feel ‘normal’ was really important.”
By Dan Schifrin, for The Covenant Foundation. A Berkeley-based writer and professor of creative writing, Dan is the founder of StoryForward, which brings people together through Jewish frameworks of reading, writing, and sharing stories.
“Together we will create Jewish experiences where preteens and their families can learn, explore, and feel more connected to each other, and to Jewish life” - Deborah S. Meyer, Founder and CEO, Moving Traditions
“Education holds the key to changing the world and making it better. For education to achieve all that it can, we must have teachers who believe in the moral, ethical, Jewish ideas we teach and who are committed to inspiring their students”
—Rabbi David Eliach, A Covenant of Dreams: Realizing the Promise of Jewish Education, 2009
“There are children, grownups, everywhere
That would love to hear your voices
Singing for our health to be bright
So that we can join together...and paint our world with healing and hope”
-From the original song, Painting Our World with Healing Hope, by Karina and Debora Zilberman
“Families that share stories about parents and grandparents, about triumphs and failures, provide powerful models for children. Children understand who they are in the world not only through their individual experience, but through the filters of family stories that provide a sense of identity through historical time...Through sharing the past, families recreate themselves in the present, and project themselves into the future.”
—“Do You Know…” The power of family history in adolescent identity and well-being
Read more about Dr. Marshall Duke and his work, here.
“There are people out there who are educating their hearts as we speak. They’re getting on with the work, they’re loving their kids, they’re loving their students, they’re loving their communities. We must retrain our vision toward those people—we must develop eyes to see and ears to hear where that love is already happening—that is worth our energy and our care and our time, to tend that love, to show that love ourselves.”
—Krista Tippett, Founder and CEO, The On Being Project
"Civil discourse requires us to listen generously and to act as though—and to really believe—we could be open to persuasion. We each may think: 'I did not cause this situation, I am not to blame.' Yet we each have the capacity to help society turn the corner, if we honestly ask what went wrong and what we can do about it."
- Martha Minow, the 300th Anniversary University Professor at Harvard University and Joseph William Singer, Bussey Professor of Law, Harvard University
The Wow Metric of Success: Jewish Life in Bloom on the Farm: Spring has arrived, and the Jewish community is busy planting with purpose. In Vaughan, Ontario, the yellow coltsfoot and purple-blue scilla are just starting to flower at the Kavanah Garden, a half acre community garden that’s part of Shoresh, the Canadian-based Jewish environmental organization that includes the Kavanah Garden and Bela Farm. Last Sunday, on “Yom Manual Labor” volunteers gathered to turn the soil, plant seeds, paint outdoor tables and participate in construction projects with the Shoresh team, preparing the garden for growing season.
“Our Jewish community is only as strong as its ability to include all members in the fabric of Jewish life. Doing so helps each of us recognize the unique strengths we all bring to the Jewish community, and that community cannot possibly be complete until we actively and intentionally welcome each other.”
-Meredith Englander Polsky, 2017 Covenant Award Recipient, Director of Institutes and Training, Matan, and Developmental Support Coordinator, Temple Beth Ami Nursery School
“From all of my teachers, I have grown wise.” Psalms 119:99. Framing Jewish Education, a project of The Jewish Lens and supported by The Covenant Foundation, was created to engage teachers, students, and families in conversation about the value of Jewish education and to illustrate the power of great teaching and learning via a curriculum based on visual literacy and text.
“For me, study is a divine and daily imperative; I study a page of Talmud daily so that I am not only teaching. My teaching is constantly being fed by my learning.” —Erica Brown Associate Professor, George Washington School of Education and Human Development. Director, Mayberg Center for Jewish Education and Leadership, 2009 Covenant Award Recipient
The Covenant Classroom means something different to every educator but common goals are to motivate, engage and be inclusive of all learners. In this volume, we’ve collected an array of Teachings on Inspiration and Motivation in all areas of Education.
#ThankATeacher It has been twenty-five years since The Covenant Foundation first opened its doors, and we continue to be humbled by extraordinary Jewish educators from across North America and across the spectrum of Jewish life who have devoted their careers and considerable talents to the field of Jewish education. Now, in celebration of a quarter-century-old tradition of honoring Jewish education and educators, and to kick off a year of public engagement around great teaching, we’re proud to share The Covenant Foundation voices app with you: a new digital way to give and share your gratitude.
“There are just two outcomes that really matter: First, that students feel Judaism is the fertile ground in which they get nurtured to grow, and second, that they find Judaism joyful.” Rabbi Joy Levitt, Executive Director, JCC Manhattan
“What would it look like if we bet on Jewish early childhood education for the long-term, as our tradition instructs? The task might seem large, but the reward, we know, is great (Pirkei Avot 2:15).”
“Countless leaders have been inspired by the story of the Jewish people leaving bondage in Egypt – those whose names we know, like Martin Luther King, Jr. and those whose names we never will know, whose every-day acts of kindness and resistance fuel social change. This story, our story, has become a cornerstone of modern social justice work.”
—Abby Levine, Director of The Jewish Social Justice Roundtable
This is how I see a “Covenant Classroom”: a place where challenging topics are passionately discussed; a place where complex ancient texts are grappled with; a place in which self- esteem grows, and motivation to learn increases exponentially because of it. An environment in which each Jewish soul is given the confidence to continue the eternal search for meaning.”
—Dr. Sandra Ostrowicz Lilienthal, Curriculum Developer and Instructor at The Rose and Jack Orloff Central Agency for Jewish Education of Broward County and 2015 Covenant Award Recipient
“When powerful, new approaches to learning are introduced through digital tools, meaningful disruptions occur along the way… When this happens, new approaches which previously seemed inaccessible, are suddenly within reach.”
—Barry Joseph, Associate Director for Digital Learning, Youth Initiatives, American Museum of Natural History
“The future of Jewish teen engagement can in fact be found in 3D printers, and in text-people, and in service, and outdoor education, and in anything that brings teens into contact with authentic learning experiences and passionate, caring, knowledgeable educators.”
—Charlie Schwartz, Senior Jewish Educator, Director, BIMA & Genesis, Brandeis High School Programs
Portal seems like a particularly apt metaphor for entry points into Jewish life and learning because ultimately we want those experiences to be deeply experiential and transformative. We also want them to be accessible. A portal has no toll; passage is free. At the same time, a portal is particularistic, not a generic entrance. It conveys a sense of magic, ritual, and power. Similarly, we want to convey that Jewish life is rich, layered, and meaningful beyond what is immediately apparent. We want the encounter with Jewish life to take you on a journey that is profound and surprising. And, given that each of us may enter through the same portal but have a completely different experience of what is on the other "side," the possibilities are endless.
— Judith Rosenbaum, Executive Director, The Jewish Women’s Archive
"We need a new kind of creativity in the classroom that’s going to reach Jewish kids… If a teacher is imaginative, he or she is going to connect to students’ hearts and souls.”
—Dr. Arnold Eisen, Chancellor, Jewish Theological Seminary, Board Member, The Covenant Foundation.
"There are four types of students... The sponge absorbs everything. The funnel brings in on one side lets it out the other. The strainer lets out the wine and retains the lees. The sieve lets out the flour dust and retains the fine flour." —Pirkei Avot 5:15
"There’s a misconception that a venture must depend on large grants from big donors. It makes more sense and it’s more sustainable to test out an idea, and see whether it has the opportunity to make an impact on people’s lives."
— Ariel Beery, founder, PresenTense
I think [creating new Jewish texts] is a really good description of what we’re trying to do. These days we’re increasingly creating products that are intended to be shared on the web. We’ve felt and continue to feel that this medium, and virtual communication as a whole, is being under-tapped for its possibilities for making art.
— Reflections from Sam Ball on the New Jewish Filmmaker Project