The past twenty-five years have been a time of change and innovation within Jewish life and education in North America unlike any period that preceded it. As The Covenant Foundation celebrates its own 25th anniversary, it is using this milestone to reflect upon the major trends that have shaped this quarter century of Jewish learning and engagement. Future articles in this series will explore how Jewish education has been transformed within multiple domains – including congregations, day schools, early-childhood programs, camps and other experiential settings, and the online world – and the Foundation’s role in sparking and encouraging these transformations.
As an introduction to this retrospective series, this piece will look back at the beginning of this twenty-five-year era to understand the environment out of which The Covenant Foundation arose, the challenges facing Jewish education at the time, and the goals and strategies the Foundation embraced as a response to those challenges.
To tell this story, interviews were conducted with a selection of practitioners who could offer insight into the history and achievements of The Covenant Foundation and the broader field. They include: Executive Director of The Covenant Foundation and Foundation Board member Harlene Appelman, founding Board members Betsy Katz, Martha Minow, and Jonathan Woocher, Covenant Award recipients and leading educators Barbara Rosenblit and Jo Kay, and national Jewish communal leader John Ruskay.
The period of the late 1980’s and early 1990’s, when The Covenant Foundation was planned and launched, was a turning point for the field of Jewish education. For most Jewish communal institutions at that time, the “peoplehood” issues that had gained strength in the 1960’s and 1970’s were the primary focus and mission.
John Ruskay, CEO Emeritus of UJA-Federation of New York, recalled, “For those of us who were involved in Jewish education in the late 1970’s and early to mid-1980s, this was a somewhat lonely time. Understandably, the major focus of the community was on the continued challenge of supporting the then-young state of Israel, fighting anti-Semitism, saving Soviet Jewry, commemorating the Holocaust, and other such concerns. Jewish education, therefore, was further down on the agenda of the greater Jewish community. Indeed, there was good work going on, but it was not a high communal priority.”
However, as time progressed these core issues that had engaged and energized the Jewish community began to be less central to the Jewish communal ethos. Dr. Betsy Katz, Adult Educator and Former North American Director of the Florence Melton School, explained, “It seemed as if whole segments of the community were shifting away from crises and toward more constructive methods with which to strengthen the Jewish community. Education’s time had come.”
It was at this moment that a grass-roots movement for innovation and change in Jewish education began bubbling beneath the surface, laying the foundation for more mainstream institutions to catch up. As early as the late 60’s and 70’s, a new focus on Jewish learning and more serious Jewish content was emerging in the Jewish community, explained Dr. Jonathan Woocher, Senior Fellow at Lipman Kanfer Foundation for Living Torah. “Some of it was propelled by alumni of Camp Ramah and other Youth Movements, including Habonim and Young Judaea. Some of it was just the natural reaction to suburbanization and Jewish life of the ‘50’s and ‘60’s and picking up on some of the counterculture themes in the general society. In the mid-1970’s you also had the emergence of a grass-roots endeavor, which was the start of CAJE [Conference of Alternatives in Jewish Education]. As CAJE took root and began to grow, people began to pay more attention to the idea of innovation in Jewish education.”
This renewed attention to Jewish education led to further transformative developments in the field, including the founding of JESNA, the Jewish Education Service of North America, in 1981. Two major philanthropists, Bill Berman and Mort Mandel, were among the first to focus on Jewish education, championing the cause and drawing attention to it.
Further, in 1990, two publications were disseminated that had a tremendous impact on the field and the outlook of communal leaders across the country. The Commission on Jewish Education in North America published a report titled “A Time to Act,” which called upon the Jewish community to recognize that American Judaism was facing a “crisis of major proportions” as large numbers of Jews had “lost interest in Jewish values, ideals, and behavior.” The report also stated that there were many Jews who “no longer believe[d]” that Judaism had a role to play in their “search for personal fulfillment and communality.” The call to action that the report issued was clear: “The responsibility for developing Jewish identity and instilling a commitment to Judaism for this population now rests primarily with education.”
The issues highlighted by that seminal report were also reflected by the 1990 National Jewish Population Survey, which generated a cross-communal conversation focused on new possibilities in Jewish education. As Harlene Appelman, Executive Director of The Covenant Foundation recalled, “These two developments galvanized a broad contingent of Jewish leadership and a wider swath of Jewish institutions to focus on Jewish education and its potential role in strengthening and sustaining American Judaism.”
During this same time, cousins and philanthropists Susan Crown and Barbara Goodman Manilow, founders of The Covenant Foundation, discovered their common inspiration in identifying and supporting the type of Jewish education they wished they had experienced as students. In response to that mutual commitment, they conceived of a national strategy to highlight and reward excellent Jewish teachers and innovative and forward-thinking education initiatives, in an attempt to improve Jewish education in North America.
“This was a time when people were defining Jewish identity in different ways,” Betsy Dolgin Katz said. “It wasn’t just religious behavior that made you a Jew. There were cultural Jews, ‘just Jewish’ Jews, Israelis living in America; the texture of the American Jewish community was different, and The Covenant Foundation was open to that diversity. This openness was part of a field-wide awakening to the potential Jewish education beheld.”
The Covenant Foundation was launched in 1991 (formally structured as a partnership between the Crown Family and the Jewish Education Service of North America), and quickly solidified its core mission of identifying and celebrating innovation and excellence in Jewish education. As Martha Minow, Morgan and Helen Chu Dean and Professor of Law at Harvard Law School recalled, “the creation of the Foundation reflected a very thoughtful understanding that other communities had created ways to honor great teaching and great innovation, and it had not happened in Jewish education, at least not across all of the different forms of Jewish education. So it was an exciting opportunity to honor excellence that takes many different forms. We very quickly came up with the two basic strategies, which were to give awards to individual educators and to give grants to institutions.”
“What made the Covenant Foundation unique was its core vision and strategy--and this is to Susan and Barbara’s credit,” Jonathan Woocher recalled. “They wanted to have open nominations for the Awards and an open grant process, so that the people at the grass roots of Jewish education would really be able to benefit from the Foundation. That was very different from the approach that other philanthropies had taken. So the notion of innovation and excellence was coupled with the importance of giving voice to the people on the front lines of the field. Susan and Barbara along with the founding board agreed that the best way to improve Jewish Education was to identify and nurture extraordinary ideas and talent.”
The Covenant Awards were initially the more widely known of the Foundation’s two signature programs, which was in keeping with their goal of promoting and publicizing achievements by outstanding educators. Barbara Rosenblit, a Covenant Award recipient and Humanities and Bible Teacher at The Weber School in Atlanta, recalled how receiving an Award was both an honor and a motivator to continue reaching new heights in her own career:
“I’ve been asked what it meant to me to receive a Covenant Award. I think once they put that crown on your head, you think, OK, now I’ve got to live up to this. It inspires you to be the teacher they think you are. And that’s been wonderful in my own life. My personal gratitude to Covenant is that it’s given me that visibility, but it also said, now you have to perform. This wasn’t a lifetime award – it’s a ‘life-ahead’ award,” she said.
The impact that honoring Jewish educators made on the field extended far beyond the individual Award recipients. As Jo Kay, Covenant Award recipient and former Director of the School of Education at Hebrew Union College-Jewish Institute for Religion, explained, “By creating the Covenant Awards, the prestige of the entire field was elevated.” Similarly, John Ruskay added that “by recognizing Jewish educators, The Covenant Foundation has helped the field as a whole remember and honor where education really takes place.”
“The Covenant Awards were a clear recognition that front-line educators - teachers in classrooms, principals, youth workers, etc. – are critical,” Ruskay said. “I have always said, my best job was as principal of a Hebrew School. Decades later people still come up to me and say, ‘You changed my life.’ That happens in the classroom. That happens in the youth group. That happens in summer camp. And the Covenant Foundation has sought to highlight that by focusing on front-line educators, recognizing excellence, and providing a substantive award, not just a token award. It serves the purpose of highlighting where Jewish education really takes place. It doesn’t take place in think tanks. It doesn’t take place in national bodies, or denominational organizations. All those things can be very important in providing support. But the real, critical work takes place right where students, young and old, meet educators and walk into an environment, which is either inspiring or mediocre.”
The Covenant Grants were similarly groundbreaking, both in the kinds of projects that were supported and the process through which they were chosen. As mentioned above, inviting institutions around the country to submit promising ideas was (and still is) a rare philanthropic approach. As Harlene Appelman explained, “The thing that’s always been most unique about the Foundation is that we accept proposals over the transom from anywhere and anyone. We have never veered from the process we put in place at the beginning – it’s extremely important to us. And that’s what led to the tagline, ‘A platform for dreams and a breath of optimism,’ because you can’t be optimistic if you don’t believe that you can have a dream.” Barbara Rosenblit echoed the idea that the Covenant grant process reflects openness and optimism: “One of the things I really like about Covenant is their willingness to support small visions that offer large promise. You don’t feel like you have to be the biggest engine in the room to get their attention.”
Even more significantly, from its start The Covenant Foundation defined the concept of “Jewish education” broadly and creatively. Harlene Appelman reflected on the Foundation’s early funding: “Even in the early years, the Foundation highlighted disciplines and areas that implied an incredibly forward-thinking perspective on the field – ecology, arts, technology, early childhood, family education, special education – and the concentration on these areas has carried through. The parts of the field that were in the peripheral vision of Jewish education, the Foundation brought into focus. And that’s still our goal.”
The inaugural cohort of grants (awarded in 1991) included three supporting new educational technologies, one in the nascent area of Jewish ecology, one focused on outreach to intermarried families, and one to train avocational teachers in a small, Midwestern Jewish community. The following year the Foundation funded initiatives in special education, family education, museum education and advanced Talmud study for women. Soon after the Foundation awarded grants to artists such as Elizabeth Swados and Shari Lewis, further broadening its definition of where and how Jewish learning could take place. While such domains are now deeply integrated into the field of Jewish education, at the time those areas weren’t necessarily on the communal radar.
“Conversations we were having at The Covenant Foundation twenty-five years ago about education taking place outside of formal settings are now the mainstream, everywhere,” noted Martha Minow.
As a number of interviewees emphasized, the overall impact of The Covenant Foundation is greater than the individual professionals and organizations it has invested in over twenty-five years. The cumulative effect of the Foundation’s support and work has been to raise the professional standards of Jewish education and bring new energy and excitement to the field as a whole.
“Covenant has changed the outlook on Jewish education,” Barbara Rosenblit said. “Back before Covenant was first started, I often felt that Jewish educators were kind of running in place. It felt as if Jewish education was a second-class profession. Now, Jewish education is something which is lauded, and worthy, a discipline that celebrates cutting-edge thinking.”
Jo Kay echoed this idea. “Both before and during the 1990’s, the issue was: how do you recruit people to the field of Jewish education, and how do you keep them in the field, once they’re there?” she reflected. “In the past, it was very hard, there were so many areas that needed attention-- reputation, salary—in both Jewish and general education. It may not be perfect now, but there are so many more talented and passionate young educators being drawn to careers in Jewish education, and the Covenant Foundation has much to do with that trend, by encouraging creative thinking, utilizing up to the moment methodologies and helping nourish educators by elevating their profile and investing in their development, helping Jewish educators to grow and be the best that they can be.”
As the Foundation has grown and evolved, it has continued reinventing the ways in which it supports and nurtures the field of Jewish education. Martha Minow framed this approach using former Chairman of the Board Eli Evans’ words: “Eli Evans’ conception of ‘elegant grant-making’ is now embedded in Covenant’s DNA,” she said. “This includes the notions of building relationships among grantees, establishing cohorts that support one another and understanding that this network can encourage other educators into the field, who might otherwise have gone in a different direction.” This is further illustrated by the Pomegranate Prize, which the Foundation established in 2011 to honor emerging Jewish educational leaders who have been in the field for ten or fewer years.
“The Covenant Foundation is creating a literature of success,” Betsy Dolgin Katz added. “By setting high standards, and reaching the broader educational community through networking and discourse, the Foundation is raising expectations of what Jewish education should be and can be.”
“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