Hadashot Spring/Summer 2019 by Schechter Boston

Hadashot

Schechter News Spring/Summer 2019

Table of Contents Letter from Rebecca Lurie, Head of School 1

Keter Shem Tov: Crown of a Good Name

Resident Experts

You Are So Beautiful Learning about Diversity at Gan Shelanu

Tefillin and Tallit Reflection

Kach et Yadi: Take My Hand Every Student Is a Leader Part 2

An Allegory for Our Times: The 8th-Grade All-Hebrew Production of Little Shop of Horrors

Math on our Minds

Voices & Videos

Salt of the Earth An Interview with Jeremy Bayes ’05 14 Pathways An Interview with Nadine Greenfield-Binstock ’88 16 The Golden Thread An Interview with Jessica Leifer ’02 18 Leveling the Playing Field An Interview with Dave Hoffman ’96 20 Beyond the Comfort Zone An Interview with Jeremy Moskowitz ’04 22

CREDITS Writing Stephanie Fine Maroun Photos Heidi Aaronson ’96, Zvi Jalfin, Diana Levine and Stephanie Fine Maroun Graphic Design Tania Helhoski, BirdDesign Printing Litho-craft Printers We have made every effort to ensure accuracy. Please contact hadashot@ssdsboston.org.

Gut Feeling An Interview with Rivi Segal ’10

Life in Focus An Interview with Adam Yates ’11

Pink Power An Interview with Jayna Zweiman ’92

Faculty and Staff Notes

Alumni News

Yom Chesed: A Day of Service

Grandparents’ and Special Visitors’ Day

inside cover

Letter from Rebecca Lurie, Head of School

Dear Friends, A

s summer is upon us, we reflect on this year and the many before. Who are we as a community of learners and educators? Are we delivering an education that pulls the levers we need in order to shape our students’ intellect, identity and impact? In the pages to come, you will read about just some of this year’s achievements towards this complicated, critical goal. I ask you to think as broadly as we do. Intellect is far more than academic success and is comprised of a willingness to puzzle through rigorous work, to grapple with unknowns and persevere when the learning is challenging. Identity is as much about Jewish self-expression as it is about how each student sees himself or herself within the community and the accompanying moral and personal responsibilities. Lastly, impact refers not only to one’s dedication to the core value of tikkun olam (repairing the world) now and in the future, but to the day-to-day influence one has as a supportive, empathetic, empowering peer. The exceptional standards that our students, alumni, families, faculty and staff set for ourselves are evidenced in the powerful examples and profiles within this issue although they represent just a fraction of the Schechter community’s story. We hope you find the summer restorative and relaxing! L’shalom,

Keter Shem Tov Crown of a Good Name I

n Pirkei Avot (Ethics of our Fathers) 4:13, we read that there are three crowns: the crown of Torah, the crown of priesthood and the crown of sovereignty, but the crown of a good name surmounts them all. We envision a crown as something gold and glittering, acquired through lineage or birth. But let’s take a step back from associations with wealth and inheritance and turn our focus, instead, to the intangible concepts of image and reputation. Golden, yes; but, in reality, these are priceless associations that are built, earned and accrued over time through a body of work and personal comportment. A person’s crown is not a physical thing atop his or her head at all, but others’ sure and confident belief in that person’s dependable moral character.

A good reputation is the beautiful synthesis of learning, growing, questioning, acting, caring, modeling, emulating... and repeating anew.

How does one come to have keter shem tov, the crown of a good name? There is no moment in time when the work of building one’s reputation actually begins. There is also no moment in time when the work is actually finished and the bearer can coast indefinitely on past deeds and behavior without continuing to remain accountable to personal standards and to give of himself or herself in the world. What does this “work” look like to a preschooler or a preteen at school, in everyday life, in the community? What are the exemplary qualities that we, as educators, must model and impart to our students as they – and we – pursue and maintain the treasure of a good reputation? We understand that Schechter’s own keter shem tov is not a title we can take for granted, but one that must continue to be nourished and deserved.

Three seminal measures shape the Schechter experience and outcome: intellect, identity and impact. Head of School Rebecca Lurie elucidates how these towering ideas underpin and elevate one’s reputation. “The crown of a good name means gaining depth in knowledge and analyzing materials, taking that material and having it inform your own identity and then figuring out how you are going to take this knowledge and self-identification and use it to have a positive impact on the world around you.” With our Gan Shelanu students, colorful pom poms and plastic buckets serve as tools to introduce the importance of one’s behaviors. Debbie Moukit, Gan Shelanu Assistant Principal, explains that students receive poms poms from their teachers when they are kind to a friend or do something helpful, then place the pom poms in their own buckets. “We use the vocabulary of filling our buckets and those of our friends throughout the day in conjunction with feelings, both how we feel and how we make others feel. The children love looking into the buckets during the week to see their progress. They are internalizing the positive emotions associated with actions.” Ultimately, the toddlers and preschoolers grasp the correlation between the physical accumulation of the pom poms and the concept of having a metaphorically full bucket because of kindnesses shown and received. One morning during circle time in Sondra Kaminsky’s kindergarten class, a boy told the class he was thankful for trees. Sondra tagged on, mentioning that she was disappointed to have heard a story on the radio about a 150-year-old tree being cut down outside of Harvard Divinity School to make way for construction. Sondra marvels at the students’ response. “They were upset and were intent on fighting for the tree.” This moment in class quickly sprouted into drawing pictures and writing an impassioned letter in support of the historical tree, the overall importance of trees and with accompanying ideas of compromise that would preserve both the construction plans and the oak. Sondra stresses that she facilitated, “but it was all the kids’ doing. They are learning that if you disagree with someone or an idea, it is important to use words to try to make change. It also reinforces standing up for something rather than being a bystander.” The students soon received a response straight from the top, Harvard University President Larry Bacow, who praised their initiative as well as their respectful, honest opinions which he vowed to share with his colleagues. The Jewish Advocate gave front-page billing to the kindergartners’ efforts. Although the tree was eventually removed, Sondra’s class never doubted their own ability to have an impact on a contentious issue, an early lesson among many, that expressing dissent and engaging in appropriate discourse is among the ways one’s moral identity grows. Core to a Schechter education is the emphasis on decency and goodness towards others, derech eretz, translated as “the way of the land.” The word “way” clearly speaks to a manner of being, namely an extended code of conduct. Grade 2 General Studies faculty member Nancy Werner points to a series of rich class discussions on the value of “v’ahavta lereiacha kamocha” (love your neighbor as yourself ). “The students generated many wonderful ideas about how they show respect for themselves and others as well as examples of how they are good friends.” The culminating activity was creating self-portraits with speech bubbles highlighting the second-graders’ personal ideas about being a good person.

Faculty member Lauren Hollop explores the common literary theme, “coming of age,” in her seventh-grade Language Arts class. “I explain that this actually means maturing or growing up. We read many different texts to understand how characters in literature grow and discover the people they want to be. As a part of this, I often teach the poem ‘Each of Us Has a Name’ by Zelda. This poem challenges us to think about the names we are given not only by our experiences, but by those around us whose lives we touch.” Lauren analyzes the word “reputation” with her students. “We talk about how our actions can sometimes move with us and that it is always important to stop and reflect on what we have done in our classrooms, homes and communities to help define who we are or will become. The kids come to realize that while it is important to make a good first impression, it is just as critical to think about the impression we leave behind.” Through the apt portal of literature and poetry, Lauren guides her students towards the awareness that developing a good name entails taking consistent action and embodying the characteristics they want others to associate with them. Faculty members are also deeply cognizant of their own positioning as role models. Honing their craft as teachers and showing themselves to be individuals worthy of emulation are defining goals. Schechter’s outstanding reputation is based on its long term record of delivering excellence and continues to be earned through its educators’ commitment to their own lifelong learning and self-improvement. Grade 4 General Studies teacher Evie Weinstein-Park and Grade 5 Judaic Studies teacher Shoshi Jalfin are each completing a Master’s Degree through the Teacher Leadership Fellowship Program at Brandeis University sponsored by the Heritage Learning Foundation. The program elevates experienced teachers’ leadership and facilitation skills so that they can become peer mentors among their colleagues at school. Both Evie and Shoshi share that the program has entailed extensive work and preparation, ultimately delivering the dividends of powerful and fresh insights into their teaching. Rabbi Rebecca Weinstein, Grade 6 Tanach teacher, reflects on the identity she presents to her students. “I think of the Jewish teaching that says, ‘A person has three names: one that he is called by his father and mother, one that people know him by and one that he acquires for himself.’ When I work with my students, I am constantly thinking about how I can help them reflect on what Jewish values and morals are important to them and how the way in which they act in the world according to these principles has an impact on the way in which other people see them and the way in which they come to think of themselves. I am also always thinking about how I want my students to remember me. What words do I want them to think about when describing who I am and the role I played in their lives?” Rabbi Rebecca adds that “[when] we study text in Tanach, I always ask my kids to bring their own voices into dialogue with the text. It is by constantly bringing one’s voice into conversation with our tradition that we begin to think about who we are and what is important to us. Often I’ll ask, ‘Why should we care about this?’ or ‘How can you apply these teachings to your life?’” Perhaps it is not surprising that the concept of growth mindset aligns so naturally with the ideal of keter shem tov. Pioneering psychologist Carol Dweck describes two different types of mindsets among people: fixed versus growth. “Growth mindset” specifically refers to a person’s belief that accomplishment is the result of hard work and perseverance and that failure and setback are opportunities for learning and positive change. Studies demonstrate that students who receive praise focused on their efforts and strategies rather than innate abilities and talents, are more diligent, resilient and successful. Schechter students are encouraged to puzzle through challenging work and to recognize that the moments in which our intellect is stretched and answers might not come easily are the exact moments in which we make the most gains. To that end, Schechter faculty members employ descriptive language such as “You really stuck with this!” rather than “You are so smart!” to bolster the understanding that consistently putting forth effort and commitment is one of the bedrocks of character, self-respect and intellectual development. Earning the crown of a good name is not the result of following a formula. There is no step-by-step curriculum guide or checkboxes to complete as we educate deep thinkers with big hearts. After all, the levers of intellect, identity and impact are called into action in ways that are sometimes predictable and sometimes not. A good reputation is the beautiful synthesis of learning, growing, questioning, acting, caring, modeling, emulating...and repeating anew. A Schechter education is the embodiment of this teaching and tending. If we continue to assess and support intellectual growth, shape identity and encourage responsibility in ourselves and others, we will find that all of us have been earning our keter shem tov all along.

intellect identity impact

Ariel Konstantine, faculty member Claire Caine, Ellie Shinchuk and Jessica Michael holding their participation award. The award is comprised of interlocking gears and was designed by Schechter parent and local artist Tova Speter to represent the power of collaboration in working towards a common goal and changing lives through STEM (science, technology, engineering and math).

Resident Experts P

reteens might not be the usual TED (Technology, Entertainment and Design) Talk speakers on the national stage, but they are at Schechter. Following the classic TED Talk format of a short, powerful talk on a timely issue, Intermediate Division students (fourth and fifth grades) have been developing science research projects that culminated in presentations to fellow classmates this past spring.

For the yearlong undertaking, faculty members Claire Caine, Instructional Technology Specialist, Kimberly O’Donnell, Upper School Librarian and Middle Division Social Studies, and Sarah Fogelman, Grades 4 and 5 Science, built steps designed to teach foundational library, research and technology skills that students would be able to use in any subject and with growing sophistication for years to come. Students discovered that a website is not necessarily reputable just because it looks real or has a lot of followers. They also learned about internet safety in order to sharpen their online etiquette and to be aware of the many ways that online activity can affect their privacy.

First, students were given an extensive selection of science books to expose them to possible topics. Armed with a field notebook and pen, each student jotted down ideas and potential subjects for exploration, starting with a list of 10 topics and ultimately narrowing it down to two options. After completing an “exploration sheet” and conducting preliminary research, students were prompted to answer several discerning questions about their two possible choices: “Do I already know most of the answers? Is the topic too broad? Too narrow? Am I really interested in this enough to stick with it?” Next, students progressed with a single topic, creating an outline with three facts and three questions about their subject matter that would eventually be the source of each of their slide presentations and TED Talks. Students delved into internet resources and printed materials in manifold topics from science to nature, technology to health as they progressed towards becoming the class expert, able to share background facts and answer questions following 4

their presentations. Each student’s final project was the careful and methodical result of working with multiple information outlets such as newspapers, websites, magazines or books and using Google Docs and Slides to organize notes and create their final talks. Fifth-grader Maddie Kadden chose to tackle the preservation of mummies. Classmate Lavi Fish-Bieler spoke on the topic of sleepwalking and sleep disorders, mastering facts about the different stages of sleep and what occurs during them. While Gabriel Milgram mined the elusive topic of the Bermuda Triangle, Lily Chorev worked with Rabbi Ravid Tilles, Director of Jewish Life and Learning, to understand whether scientific phenomena can explain Biblical stories. Fifth-grader Havi Rosi-Kessel focused her efforts on optical illusions as fellow fifth-grader Jacob Beitner examined the logic behind how a computer circuit makes decisions. Fourth-grader Ayden Strosberg studied the genetic condition Fragile X while his peer, Sonya Finkel, jumped into the theme of nutrition and digestion.

In addition to ascertaining how to use quotations, paraphrase and cite sources, students learned what makes a slideshow compelling as well as how to be a commanding speaker and respectful audience member.

Starting in December, Intermediate Division students ventured into the realm of design challenge under the supervision of Claire Caine and Alanah Percy, Grade 6 Science teacher, and as part of the 2019 Innovation 4 Inclusion Make-A-Thon. The project was inspired by Tikkun Olam Makers (TOM) Israel, an organization whose mission is to produce solutions to everyday problems faced by people with disabilities. Students’ eyes were opened to the challenges faced by a “Need Knower,” an adult with a disability that affects his or her participation in some aspect of daily life. After being matched with and interviewing the Need Knower, students assessed the person’s strengths and necessities. They were then tasked with developing and producing solutions that would address specific difficulties.

Schechter’s Need Knower is Sarah Gomolka, the 25-year-old daughter of Estelle Gomolka, Grade 5 General Studies faculty member. Sarah has had cerebral palsy since birth and communicates by using a few words and a book of Mayer-Johnson symbols. Students met with Sarah’s family to discuss opportunities and chose to focus on design projects that would address three issues: helping Sarah get in and out of a car, protecting her iPad from damage and providing her with the motivation to exercise. This past April at an expo co-sponsored by Gateways: Access to Jewish Education, Combined Jewish Philanthropies (CJP), the Ruderman Foundation and NuVu: The Innovation School in Boston, a team from Schechter presented one of the many products designed to help Sarah. Fifth-graders Jessica Michael, Ellie Shinchuk and Ariel Konstantine displayed their work, a touch-sensitive exercise mat that Sarah can use with her bare feet while standing at her walker. The mat is constructed with foam core and utilizes copper tape arrows and wire that is connected to 5

a computer through Makey Makey. The girls also devised a computer game for Sarah to use with the mat to encourage exercise. The panel of judges included Aaron Jaeger ’09 who works at the MIT Media Lab’s Biomechatronics group which researches robotic prosthetics and develops them to be more comfortable for users. Ultimately, students learned that a design challenge is an iterative process that requires flexibility and compromise. The path from initial idea to final product is rarely a straight line, a valuable life lesson on the role tenacity plays in achieving results.

You Are So Beautiful

Learning about Diversity at Gan Shelanu

Little learners are tackling a big topic at Gan Shelanu: diversity.

aculty members guide preschoolers every day to recognize and appreciate their peers’ differences and how those distinctions are special. Earlier this year, through a multi-sensory, cross-disciplinary approach, Gan Shelanu teachers ushered students through exercises and read-alouds to help them understand that while people do not look alike on the outside, they are the same on the inside. Toddler Teacher Julie Krasker led a series of morning circles with themed books including The Skin You Live In by Michael J. Tyler and Skin Again by Bell Hooks. She encouraged the class to study the faces of the books’ characters as they discussed a central, reaffirming message: “The skin I’m in, looks good to me.” In addition, Preschool Teacher Carol Pankin read a book about people’s appearances and gave students a chance to create a collage with magazine clippings of faces. Rounding out the stories children had already heard, Art Specialist Susan Fusco-Fazio coordinated several engrossing lessons to demonstrate the variety of human skin color. She showed the children masterpieces painted by Mary Cassatt, Van Gogh and da Vinci, pointing out the array of flesh tones among the artists’ subjects. She then laid out different bowls of paint for children to examine and compare to their own complexions before creating a self-portrait. With mirrors propped up in front of them for a closer look, children selected scraps of yarn for hair, buttons for eyes, fabric for clothes and a wikki stick for a smile to glue onto their personal artwork. The two-week unit closed with the reading of a powerful story about Dr. Martin Luther King, Jr. that tells of his dream of equality for all people regardless of their skin color. The class glued clouds onto paper and shared their own dreams. The finished display was a hopeful collection of thoughts and wishes accompanied by a photo of each child. Through stories, art and age-appropriate open discussions, Gan Shelanu’s educators have harnessed children’s innate curiosity and acceptance, infusing a complex topic with simple beauty.

Tefillin and Tallit Reflection

Seventh-grader Mira Weglein says that she enjoyed the experience of putting on tefillin “[especially] with friends. I like knowing what the brachot (blessings) are. I had always wanted to try putting it on, but I just didn’t know what it would be like. It made me feel closer to God and helped me think more about the tefillot (prayers) we do in the morning. This experiment helped me learn that it’s hard, but it was nice.” Classmate Seth Korn shares his thoughts as well, “I felt that I was part of something bigger than myself and more connected to the Jewish people.”

midst the variety and scope of lessons and learning moments every day at Schechter, there is one driving purpose which services everything: l'shem chinuch. Often translated as “in the name of education or training,” chinuch actually means inauguration, in other words, to initiate or begin. Rabbi Ravid Tilles, Director of Jewish Life and Learning, and Dan Savitt, Grades 6 and 7 Torah She’b’al Peh, have developed a fresh and empirical approach, the Tallit and Tefillin Reflection, to teach students about these mitzvot (commandments). As Middle Division students mature, they are called upon to develop more and more personal decisions about their Jewish identity, especially as they are poised to acquire new responsibilities in the Jewish community. “We think the best way to learn about things is to experience them,” offers Rabbi Tilles. “This is built into the curriculum. Students delve into these mitzvot in the classroom in sixth grade in preparation for becoming Jewish adults during seventh grade when most children become Bar or Bat Mitzvah. Learning and doing are mutually enhanced.”

Dan adds, “While we realize that tallit and tefillin are not everybody’s personal practice, our goal is to create a way for students to discover the purpose and meaning behind these traditions that are new to them.” Each student participates in an eight-week experience with a small cohort of classmates. During that time, students journal about their feelings and impressions. “We want students to open a conversation with their parents and teachers about wearing tallit and tefillin into Jewish adulthood.” At the close of each eight-week cohort, students discussed with their parents whether they would continue this ritual at school. 7

Rabbi Tilles relates that students have reacted positively to the new method of being exposed to a practice rather than having it imposed upon them. “Students appreciate being able to make an informed decision after learning about it in depth. They are more invested in a process that allows them to question and probe.” Some families have chosen to have their daughters engage in a parallel program, the Tehillim Reflection. Students who participated in this option worked with faculty members to read and study a packet of Biblical songs after which they wrote about their reactions.

Kach et yadi:

Take My Hand I

Leader

n the fall issue of Hadashot, readers were introduced to the beautiful variety of leadership roles, moments and education for students at Schechter (“Every Student Is a Leader”). Now, as the year comes to an end, we look back at a microcosm within Schechter’s community of leaders, the Upper School students who have designed and run an impressive selection of electives for fellow classmates. The option to develop leadership and teaching skills under the guidance of faculty members has not only yielded rich growth opportunities for students, but an array of intriguing, student-driven programming all of which underscores the goal of cultivating students’ self-awareness and empathy. Students are given a unique opening to grow through their own passions and talents. Penina Magid, Director of Innovation and Enrichment, paired students with teacher mentors to draft an organized syllabus, schedule and overall approach for each elective. Penina describes eighth-grader Ariel Skolnick’s dream of directing a full-length production of Brighton Beach Memoirs. “Ariel prepared by meeting once a week during lunch with Gail Kelly, Director of Theater Program, to edit the script, stage the

scenes and prepare for auditions. We supported her, but it was her vision for the show.” With only seven parts and twenty students trying out, Ariel emphasized communicating and working with fellow classmates without alienating them. “She had a remarkable ability to be the other students’ friend at lunch, but their director after school,” Penina adds.

Seventh-graders Jacob Joseph and Ilan Sherman-Kadish co-taught Sports Statistics, a class after school for which they embarked on intensive learning of their own. Under the guidance of Tim Morris, Grades 7 and 8 Science teacher, Jacob and Ilan studied the different types of statistics and methods for making projections during basketball season so that they could, in turn, build a syllabus and slides. Penina comments that “[it] was impressive to watch them stand in front of their class each week leading a lesson. Like beginning teachers, they grappled with how to engage their peers and keep them on task which they included as part of their post-experience reflection. They also shared a newfound appreciation for teachers and an understanding of the responsibility of students to make a class successful.”

Every Student is a Leader A group of fifth-grade students working with Elise Boynton, Lower School Afterschool Site Coordinator, eagerly accepted the chance to support activities in Gan Shelanu’s Extended Day Program. They began by role-playing and addressing the issues that arise among preschool-age children. Ultimately, students visited Gan Shelanu twice a week, totally focused on the little ones’ needs and faculty members’ directions. Preschoolers delighted in the visits and Gan Shelanu teachers found the students to be fantastic, capable partners in the classroom. The Upper School students gained both a heightened sense of empathy and responsibility over the course of their visits. The Kach et Yadi programming was not only a realization of the older students’ maturity, but also the very real moments when preschoolers held the hands of their Upper School role models.

In the science lab and kitchen, Grades 4 and 5 Science teacher Sarah Fogelman supported sixthgraders Hannah Stoll, Lily Comander and Gabrielle Mamane in an independent study in food science, namely chemistry as it applies to food. Their work served as the foundation for a food chemistry elective open to sixth-graders. Using the classic Nestle Tollhouse cookie recipe as the control, Sarah and the students baked chocolate chip cookies each week, varying just one ingredient to test the contribution and functionality of individual ingredients in the finished product. Participants learned about the properties of different types of flour, baking soda versus baking powder and how the amounts of these products affect the rising of the dough. The kitchen time and experimentation yielded a systematic approach to understanding a deliciously gooey subject.

Schechter’s legendary Grade 8 Students vs. Faculty Basketball Game, held this past February, boasted its first-ever half time entertainment. Sophie Berk, a member of the seventh grade, captained a dance team elective for which she choreographed each number.

Taking the helm has provided students with an awareness of others, an appreciation of their own strengths and the confidence to share their ideas. Each student leader or team has emerged with invaluable experience in entrepreneurship that has had the additional value of providing a service for the community.

Part 2

Students are given a unique opening to grow leadership skills through their own passions and talents.

Link to Part I: https://issuu.com/ssdsboston/docs/ hadashot

An Allegory for Our The

le Shop of Horrors tt Li of on ti uc od Pr w 8th-Grade All-Hebre

he curtain opens to reveal sets that have been painted to look like a Skid Row florist shop, the tumble-down setting of this year’s 28th annual, all-Hebrew eighth-grade musical, Little Shop of Horrors. Replete with a menacing man-eating plant and cautionary messages about the perils of fame, the milestone production has exposed eighth-graders to more than just the demands of memorizing lines, practicing choreography and staging a production. The play’s main character, Seymour Krelborn, is catapulted to instant renown by a man-eating plant in his florist shop only to discover that his newfound riches and notoriety threaten to swallow him whole as he quickly loses his sense of self. Seymour’s neighborhood, physically dilapidated, yet infused with heart and soul, stands in contrast to his sudden wealth, so superficial and fragile that he and his community are quickly the worse for it. At the heart of a production that is alternately dark and fantastical is the concept of core values that are just as relevant for our times as when Little Shop of Horrors first debuted. Eighth-grader Kayla Weissmann, who stars as Seymour Krelborn’s love interest, Audrey, expresses her thoughts about the production. “My favorite part of working on the play was having the opportunity to explore new things, especially right before high school. There are also some things that we talked about that we disagree with, or things we need to amplify, and that has been cool. For example, the song Somewhere That's Green references Audrey as working at home. Seymour is mowing the lawn and it is a stereotypical 1950’s home. We talked about how that is not the way we think about home life today, but we also need to emphasize the scene so that the audience will understand what the character’s life is like.” Fellow eighth-grader, Yael Margolis, echoes with her own positive thoughts. “I played the roles of Carl the reporter and a featured dancer in the Skid Row ensemble. I loved the entire experience, especially collaborating with my grade to put on a show. Whether it was practicing a dance during recess, jamming out to Rofeh Shinaim (“Dentist”) or even just waiting in the wings for our cues to go onstage, I felt something really special.” Classmate Eli Rabson donned the man-eating plant costume for the play. “My favorite part of working on the play was watching everything come together. I think that having been a grade for so long, we all depend on one another and we work as a team a lot.” Mikey Rosemberg recollects, “I was the dentist which was a big part. I loved seeing how our chemistry as a class solidified. Also, it felt like I was a real Israeli the whole time.” Each eighth-grade student contributed to the play whether by acting and singing, changing sets between scenes or managing the business of box office sales and concessions. Play director, Jesse Garlick, is an actor by trade. He describes the 10

pleasure of working with such a diverse group of students. “It is my favorite thing to do. The best moments are when students who are not comfortable with acting suddenly come alive and express themselves. Seeing themselves is like finding a key and unlocking the door in rehearsal. I live for those moments.” Despite the play’s “campy vibe and zany premise,” Jesse finds that the messaging in Little Shop of Horrors has transcended its conception in 1960 and the 1982 adaptation into a Broadway musical by Alan Menken and Howard Ashman. “The message that Menken and Ashman are sending is clear: you can chase the American dream of finding fame and fortune, but it will ultimately cost you who you are, one way or another. With the new beast of social media and its ability to gift fame becoming more and more prevalent with each Instagram post and tweet, we can see first hand that this story has never been more timely, a concept we have included in the show.” Jesse brings considerable theater experience from Broadway to Boston to his work with the eighth-graders. He currently serves as Artistic Director for Liars & Believers, a local organization committed to transporting stories to the communities who need them. Jesse explains that the company’s ethos is to create original works that integrate topical, diverse discussions that address the current moment. “It is very physical theater in order to open doors for deaf and hearing-impaired audience members. We emphasize gestural language that everyone can access.” Ultimately, months of rehearsals and team building have underscored the students’ understanding that their own proverbial fifteen minutes of fame – in this case, two sophisticated, 90-minute productions – are actually a lasting, not fleeting, life experience, the result of responsibility and hard work. And they are the better for it. 11

on our Minds Math S

chechter’s new K-5 math program this year, Investigations 3, is designed to heighten students’ diligence and depth of thought in problem solving. Each day, students dive into sophisticated, age-appropriate mathematical content that promotes math reasoning, multiple strategies and an understanding of peers’ thinking all of which fosters the habits of mind of a mathematician.

Students reason together about place values in our Base 10 number system and share discoveries about number placement.

Math Coach Jany Finkielsztein has worked closely throughout this year with campus principals, Ellen Agulnick (Lower Division) and Ivonne Krasnick (Upper School) and faculty members to build a strong foundation through rich, meaningful and cognitively demanding exercises. Teachers act as facilitators of learning who encourage students to unlock the use of math in everyday life, while still valuing math for itself, as they develop into tenacious, flexible thinkers. Walking through classrooms during math lessons means seeing students working collaboratively, often spread out on the floor with colorful manipulatives and pages filled with their own problem solving and reasoning. Jany shares that students have jumped enthusiastically into the games, discussions and problem solving. In all, teachers and students form a community of learners who discuss, debate, explain and show their use of mathematical ideas and thought processes.

Faculty members also stress the importance of probing and knowing why rather than simply working towards an answer. Ultimately, students’ ability both to understand and appreciate mathematical ideas across domains and to attack problems from a variety of angles adds up to fluency and dexterity. This spirited partnership among teachers and students has shown to be a strong formula over the course of the year.

Students notice patterns in geometry and make conjectures that hold true in many cases. They ask questions and reason about how to prove that their conjectures are true for all cases. Students solve math problems by using tools to represent their thinking. Number talks showing different strategies and representations of mathematical ideas.

& Videos The voices of Schechter lift beyond the walls of the classroom and off these printed pages with new music and video projects.

n January, Lower School Music Director

families made their recordings at home.

Heidi Aaronson reflects on her experience

Eugenia Gerstein launched a major and

It was a big community project and we

working with Diana. “Schechter has always

unprecedented undertaking. Over 75

are planning more for next year.”

been a big part of my life, first as a student

Schechter families, grandparents, faculty and staff recorded one line or a phrase from the song “One Wish” in order to create a timeless, communal recording, “One School, One Wish, One Song.” Each contribution was submitted individually, then compiled, spliced and seamlessly edited by current parent Heidi Aaronson ’96 to create a gorgeous and masterful final piece.

Current parent and photographer to the stars, Diana Levine, joined Heidi this spring in shooting a genuine, down-to-earth video, “What Makes Schechter Special?” Filled with student voices and wisdom about Schechter along with vibrant scenes and snippets of everyday life, viewers step into the Schechter world. Diana is eager to utilize her talents at Schechter. “This is a community in which everyone pitches in

Boasting clips in English, French, Hebrew,

and I’m thrilled that I can use my skills as

Korean, Russian, Spanish and Yiddish,

a photographer to give back to the school.

the song represents not only our heartfelt

Plus, as a first-year parent, it has given me

dreams for peace, but the diversity and

the opportunity to get to know the school

breadth of the community. Reaching 3,600

in a very hands-on way. I’ve filmed multiple

views in the very first week of posting,

video projects and photographed every

the meaning of the song’s words and the

classroom. I’ve loved getting to experience

power of a community in harmony are

daily student life. The best part? Getting to

clear as a bell.

know so many of the incredible students

Eugenia notes that the third-grade

and hearing about their lives, their

and now as a parent. I am so fortunate to have photos and videos from my years at Schechter, from my siddur and Tanach parties in the Lower School to class trips and plays in the Upper School. I am grateful that the school allows me to pop into the classrooms to photograph kids in action so that parents can enjoy seeing snapshots of their children enjoying the school day. I’ve always wanted to do more video at the school, so I loved creating something that helps show how much students love the school. Diana and I have had so much fun filming and editing that we keep trying to find other ways to bring our cameras into the classroom to continue to document just how amazing Schechter is.”

See for yourself why there is no place like Schechter.

interests and their hopes for the future.”

To watch and listen to our videos,

Wish” for the annual Hanukkah concert at

Countless hours of filming and editing

please go to:

the State House in Boston. “The children

have yielded an intimate and smile-inducing

loved this song and I thought, ‘How can we

experience for community members –

One Wish

reach the community with this message?’

those already here and those soon to be

This is how the idea of singing the song

– in hearing how students feel about their

together came up. It has been a very

teachers, friends and learning.

Makhela choir originally learned “One

rewarding project for everyone. Many

http://tiny.cc/onesong

What Makes Schechter Special http://tiny.cc/schechterspecialvideo

Salt of the

An Interview with Jeremy Bayes ’05 Jeremy fondly recalls the reading buddy program that partnered Schechter middle-schoolers with Boston-area first-graders. “I remember very clearly going to read with them. I saw just how excited young kids are to read and learn.”

eremy Bayes is quick to roll up his sleeves and get his hands dirty. As an undergraduate at Ithaca College, Jeremy studied economics and politics while also becoming involved with the Cornell Farmworker Program. He was drawn to the program’s mission of providing farmworkers with legal protection, living wages and housing as well as respect within the local community. “I offered English lessons and community support to immigrant dairy workers in upstate New York. It really sparked my interest in Latin culture, immigration issues and political justice,” Jeremy explains. Immediately after Jeremy’s 2013 graduation from Ithaca, he joined the Peace Corps, serving in the Comarca Ngäbe-Buglé, Panama where he worked to bring sustainable agriculture to rural, hillside communities. Jeremy’s fluency in Spanish, begun at Schechter and honed in college during a semester abroad in Spain, was an essential tool. Jeremy details the profound challenges faced by local farmers. “These are rural sub-subsistence areas with no roads, no electricity, infrequent water access and minimal provisions. There are heavy rains which devastate the soil while population increases mean less available land. Mostly, farmers are able to grow high carb, 14

starchy crops such as bananas, yuka, otoe, rice, beans and corn.” Composting, irrigation and agricultural improvements are among the life-changing skills that Jeremy strove to introduce to these poor, indigenous communities. Progress was painstaking and limited, however. Jeremy recounts local farmers’ wariness of change. “These people work very, very hard. They have no time to spend on new technology or a novel approach if they do not feel certain about it or have not seen it.” Projects in which people could witness visible progress were more intriguing than long term projects that would produce results over time. Jeremy notes some partial successes with rice and fish tanks that yielded tilapia, snails and other filter feeders while also producing waste that could fertilize fields. “Our biggest win was composting. My host family worked with me to collect organic materials. We slowly improved the soil quality in a small plot of land I had rented.” When community members saw a burgeoning garden full of foods such as peppers, sweet potatoes and peanuts, they were heartened and intrigued. Jeremy paid children in the village to go to the stream and pick up leaves that would have otherwise washed away, but could now be added to the compost instead. Little by little, some families adopted the practices. On top of the agricultural improvements Jeremy sought to establish, he focused on bringing other benefits to the community as well. He organized and maintained a small library with both English and Spanish books and taught English to any local residents who were interested in learning. Jeremy fondly recalls the reading buddy program that partnered Schechter middle-schoolers with Boston-area first-graders. “I remember very clearly going

to read with them. I saw just how excited young kids are to read and learn. This has continuously proven true since then. I saw it as a big brother in high school and in the rush of kids to pick out their favorite books from the community library in Panama. What I learned from teachers and classmates has been passed on and that buddy program was a strong example.” Jeremy also collaborated with village members to repair an old, hillside dirt road through pickaxing without the use or benefit of machinery. Ultimately, when Jeremy reflects on his two years in Panama, however, he expresses some disappointment as the initiatives he struggled to launch proved to be tenuous, short-lived fixes. “I have come to believe that without education, sustainable, long term improvements are neither feasible nor likely.” Returning to the United States in 2015, Jeremy had a brief tenure at the Equal Employment Opportunity Commission in Washington, D.C. before relocating to Vermont for a job with the U.S. Citizenship and Immigration Services. He is also currently pursuing his Master’s Degree in Human Resources and Organizational Development with a concentration in Employment Law at Champlain College in Burlington, Vermont. For now, Jeremy finds true benefits in the smallness of Vermont versus the metropolis of D.C. or even Boston. In a shift from the grand, international scope of the Peace Corps, he is training his efforts on his immediate community, becoming involved in local politics and attending town council meetings. He acknowledges this as a shift in his thinking. “Vermont is so progressive that it is really possible to make change and get things done. I have access to my state senators in a way that would not happen

in a larger, municipal setting.” In the Burlington area where Jeremy lives, immigrant communities mainly hail from East Africa, Nepal, Bhutan and Tibet. He has been involved in initiatives to give farmworkers land to use at their own discretion to develop secondary businesses, often growing vegetables native to their homeland which can then be sold for profit. He has also taught cross-country skiing to low-income youth in the area and is moved by “the faces of middle-schoolers learning to cross country ski for the first time.” Jeremy adds that the perks of being in a small community extend to Jewish life as well. He is a co-founder of a Jewish communal group, the Champlain Shalhomies, that unites the four small, struggling synagogues in the Burlington area. Jeremy appreciates his close friendship with the Chabad rebbe and the social activities planned by Shalhomies. “We have major holiday celebrations and a seder with up to 30 people.” Jeremy’s plans to continue supporting refugee populations both through advocacy and direct collaboration reveal a deep-rooted, unshakable commitment to service in the face of often daunting challenges. “At Schechter, my friends and teachers were very inspirational in their communities and it made quite an impression on me. The concept of gemilut chasidim (giving of lovingkindness) was very powerful because many families and teachers were doing inspirational work in their communities.” Indeed, the words of Pirkei Avot (Ethics of our Fathers) best seem to describe Jeremy’s passion and purpose: “The world stands on three things: Torah, service and acts of lovingkindness (1:2). You are not obligated to complete the work, but neither are you free to desist from it (2:21).” 15

For more details about Jeremy’s volunteer activity, go to: https://catamounttrail.org/programs/ ski-cubsabout/about/ https://www.facebook.com/groups/ ChamplainShalhomies/

PATHWAYS

An Interview with Nadine Greenfield-Binstock ’88

adine Greenfield-Binstock has traveled down many a road in her life all of which have led to one destination, one destiny, as the Global Director for Leadership Development and Board Engagement at the American Jewish Committee (AJC) in Washington, D.C. Nadine has been there since 2005. “My whole childhood led up to this in many ways, step by step. My education, family history and my own passion put me on this path to be an integral part of the Jewish world. Professional or otherwise, it was going to be something to help better the Jewish people.”

School picture from Szczakowa, 1934. Aron is at the top right in a hat (covering his head as a religious Jew in a public school). In her senior year at Brandeis, Nadine undertook a quest that was equal parts personal and exigent in the form of her senior project. “As the daughter of a Holocaust survivor, I have a sacred responsibility. Out of my father’s nine siblings, only he and one other survived. Who were my grandparents? What does it mean to be the descendant of all these people who just vanished? I channeled a lot of energy into my project and thought about being a historian.” Nadine recollects an intense, yet tender ritual in which her father came to Brandeis every Tuesday. “I set up a tripod and interviewed him for hours. I didn’t just ask big questions. I asked for every single detail of his time before the Holocaust. What did your house look like? What did you do? What was your life like? I want this generation to hear the voices and see the faces of that generation before they are all gone.” Nadine traveled to Poland to immerse herself in her father’s bygone environs. She lived with a non-Jewish Polish woman for two weeks overlooking her father’s childhood home, telling the modern-day residents that she was a descendent of someone who had lived there. “The Poles were mostly friendly and inquisitive,” Nadine recollects, “and I made long-lasting friendships.”

When Nadine talks about her upbringing as the only child of a Holocaust survivor and immigrant Polish parents, she is reverential. Her father, Aron Greenfield, survived nine concentration camps. Nadine’s parents met in the United States after the war, eventually settling in a Hyde Park apartment complex that was heavily populated by older Jewish immigrants and survivors and richly imbued with Yiddishkeit and Jewish tradition. “My parents wanted me to have a Jewish education, so I went to a Lubavitch school through fifth grade, then transferred to Schechter in sixth grade. I knew Chumash and Biblical Hebrew, but not a lot of modern Hebrew. Everyone at Schechter went out of their way to support me and I am tremendously grateful for having had the opportunity.” Nadine adds that she thrived in the Schechter community with its breadth of perspectives and spectrum of observance levels. Nadine acquired an astonishing list of degrees and achievements in the years to come including a B.A. from Brandeis University in Psychology with a minor in Near Eastern and Judaic Studies in 1996; an M.A. from Columbia University’s School of International and Public Affairs in 2004; an M.A. in Jewish Studies from Baltimore Hebrew University in 2005; and a Wexner Graduate Fellowship from 2002-2006. Intertwined with her academic work, Nadine made deep, repeated forays into Jewish communal leadership, helping to preserve the story of the Holocaust as well as the righteous memory of lives lost during the Holocaust in Poland, most notably that of her own family.

Again and again over the years, Poland beckoned. As one of very few Jewish students in her high school class at Boston Latin Academy, Nadine quickly found an outlet in United Synagogue Youth (USY), where her ardent commitment to leadership first emerged and then flourished as she rose to the regional level. After college, she served as the Director of Israel Programs for USY’s international office in New York and shepherded multiple trips to Poland and Israel. Two years into the job, however, she was tapped to help spearhead the creation of the Auschwitz Jewish Center, an educational and cultural headquarters that focused on complementing a visit to Auschwitz with an educational component on life before the Holocaust. It later merged with the Museum of Jewish Heritage. “I was so lucky,” Nadine remarks. “It was the most unbelievable experience that I could ever imagine. I was in my early 20’s working with the government of Poland and everyday Poles on the street, Jewish communal people and professors from all over the world. I felt a pull towards the institutional side of Jewish communal work, namely, being the backbone of an organization. And, I love the idea of taking what was once tragic and using it to transform our world into a better place.”

Nadine, with her father, Aron Greenfield

As the daughter of a Holocaust survivor, I have a sacred responsibility. Out of my father’s nine siblings, only he and one other survived. Who were my grandparents? What does it mean to be the descendant of all these people who just vanished?

Siblings Sala and Yosel, pre-war, Szczakowa, circa 1937. Aron’s mother, Rosa, pre-war, circa 1937 or 1938.

Aron, post war in Bad Gastein, Austria, circa 1946. Cousins who survived and all went to Palestine. In Bavaria, Germany, 1945 or 1946.

While working in Poland, Nadine crossed paths fortuitously with AJC professionals who were one day to become her colleagues. “They were doing trailblazing work building bridges between Jews and Poles after the wall fell.” With more than a hint of foreshadowing, Nadine thought to herself, “Hmmmm...that’s someplace I would like to work.” Once the Auschwitz Jewish Center was established and fully operational, Nadine returned stateside for her Master’s Degrees.

Postcard with a Hitler stamp from Krenau/Trzebinia to Parschnitz (concentration camps) in January 1942 from Aron to sister Sarah. “Z” denotes censored.

Nadine has returned to Poland several more times, counting among her visits AJC’s weeklong Polish-Jewish Exchange during which AJC lay leaders are trained and then directly advocate on areas of concern with Polish government officials, diplomats and civic leaders. She crossed the ocean for a similar visit to Egypt in 2017 during which her delegation conferenced with Arab officials including the Foreign Minister and other government and community leaders. Nadine was a part of the momentous 2017 opening of AJC’s new Central Europe office in Warsaw as well as their 2018 annual Global Forum in Israel. Most recently, she planned and facilitated a leadership training conference for budding AJC leaders and board members. Nadine’s career continues to be as fully infused with her past experiences as with her vision of Klal Yisrael (the community of Israel).

The AJC’s mission to secure a safer world for the Jewish people, Israel and humanity through global advocacy and outreach to diplomats, government officials and other world leaders is fraught with challenges. “I get to focus on everything I treasure: international relations, Israel, politics, world affairs, Jewish people, being Jewish myself, global Jewish advocacy, America’s Jewish leadership and working, inspiring and supporting people in what they are doing. I love people and developing relationships.” Fourteen years into her work at AJC, Nadine finds the organization’s objectives as urgent and timely as ever. Antisemitism, extremism and anti-Israel activity grow perilously worldwide.

Today, Nadine’s own three children attend Milton Gottesman Jewish Day School of the Nation’s Capital which Nadine clearly sources back to her Schechter experience. “There was no doubt about Jewish day school. It deepens understanding, education and a connection to the Jewish people and Israel.” Washington, D.C., global travel, meetings with international governments and diplomats appear to be grand departures from Nadine’s own childhood world of Hyde Park. In the end, though, she had always been en route to this future.

“The best part of my job is that I work with nearly every department in this organization which is very large. We focus on everything across AJC because the concept of leadership is so vast and has to penetrate every part of the organization. Our goal is to identify, recruit and cultivate current and future leaders in a qualitative way. For example, I have the honor of running a yearlong program, the Sholom Comay Leadership for the Future Fellowship, through which select participants develop their own identities within AJC.”

To learn more about AJC, please go to: www.ajc.org Please visit https://ajcf.pl/en/ to read about the Auschwitz Jewish Center. 17

The Golden Thread An Interview with Jessica Leifer ’02

s Vice President of ideas42, a unique, nonprofit design and

assessments and special education services for students not

consulting group in New York, Jessica Leifer oversees a

making as much progress and in need of more support. I loved

broad range of projects and services designed to support

it. We used data to drive decision making and there was a heavy

the public sector and other nonprofits and organizations with a

research component as well.” Jessica’s fieldwork was rooted

social mission. Plumbing the depths of human behavior is at the

in cognitive psychology and understanding people’s healthy

heart of the think firm’s complex mission to understand people’s

development, but she has favored research over clinical work.

choices and the context or environment that shapes them. By

Jessica moved onto the Kennedy School at Harvard from which

using the properties of behavioral science, ideas42 uncovers and

she received her Masters in Public Policy in 2014. While at the

unravels the golden thread that runs through and affects people’s

Kennedy School, Jessica heard about ideas42. “ideas42 grew out

decision making with the goal of developing practical solutions

of fantastic research programs at Harvard, MIT and Princeton that

for complicated social problems. Jessica explains that “unless you

focused on human behavior and decision making. There were real

ask the right questions,” however, “it is impossible to understand

world implications of the research, so we created an organization

particular behaviors and be able to motivate positive changes.”

that could be used to put the ideas into practice. Now different

The name ideas42 comes from the cult classic book Hitchhiker’s

groups and organizations come to us with problems they want

Guide to the Galaxy by Douglas Adams in which the world is

to solve that relate to human behavior.”

actually a large computer run by mice trying to define the meaning

Originally a small research shop with fewer than half a dozen

of the universe. The result of the mice’s analysis is the useless,

people, ideas42 has grown to more than 100 people with offices

unintelligible response of 42. “In other words,” says Jessica, “They

in New York, Boston, Washington, San Francisco and several

did not ask the right questions, so this is the answer they got.”

international sites. Jessica directs a portfolio of projects focused

As a psychology major at the University of Pennsylvania, Jessica

on health issues in the United States including the pernicious

engaged in extensive research with eminent psychologist and

problem of childhood obesity, an epidemic with so many

science writer Angela Duckworth. Jessica immersed herself in

components that ideas42 has joined forces with larger foundations

the topic of human behavior including looking closely at early

to tackle the issue. Together, they identify ground-level community

education success and what factors help children thrive in school.

agencies who can serve as partners in building social services

She worked for two years at Success Academies, a charter school

by testing products and strategies that will have an impact on

in New York City, where she served as Student Achievement

childhood obesity, health or physical activity.

Coordinator. “I was responsible for overseeing academic

Jessica recounts one of her favorite projects. For a year and a half, she traveled back and forth from New York to a rural community on the border between Virginia and Eastern Kentucky, an area of the country that was completely new to her. Working in conjunction with the Robert Wood Johnson Foundation and a program in a local hospital, ideas42 was tasked with reducing families’ consumption of soda and sugary beverages. “This is one of the least healthy areas of the country. Rates of childhood obesity, diabetes, chronic disease, COPD and hypertension are off the charts.” The hospital had been running a program designed for families who wanted to change their lifestyle habits and become more physically active. While the program had been largely successful in encouraging families to exercise and eat more vegetables, the needle had not budged on their intake of sugary drinks. “Using behavioral economic principles,” Jessica explains, “we built a new intervention in order to address an important problem. We designed a program called Fruit Flash for a local 18

ideas42 began as a small research shop with fewer than half a dozen people in 2008, but has grown to more than 100 people with offices in New York, Boston, Washington, San Francisco and several international sites.

elementary school through which we infused water with fruit to

Jessica reflects on the influence that her Schechter education has

make it more appealing. Then, for 10 weeks, children and parents

had on her own choices. “I remember the reading program that

were offered different packages of fruit to bring home and try

gave us an opportunity to go to the Jackson Mann School in

infusing in their water. We saw excellent results at school and at

Allston and connect to different communities. It made a big

home. We are now trying to work with local farmers’ markets to

impression on me to go out and see the contexts in which other

fund an extension of this program.”

people live and to consider the impact the environment has. It piqued my interest in working for a nonprofit that researches

Jessica’s team is also tackling work life balance, an area that is

context and decision making.” The Middle School dance marathon

more aligned with wellness and health than disease prevention.

at Schechter further swayed her. “We picked organizations to

“Today, knowledge workers are performing their jobs in ways that

support and it was important to recognize that we were making

are more collaborative and more flexible which has some great

an effort for other people, not just ourselves.” Jessica’s early

upsides. But there are downsides as well. If you can be reached

penchant for math, statistics and figures is also tied to her

24/7, when do you turn off?” ideas42 is linking with companies

Schechter experience. “A lot of my work is numbers, measurement

to create recommendations that yield effective policies for

and data. I loved my seventh- and eighth-grade math teachers

employees. For example, ideas42 is encouraging companies

and benefited from their great teaching.”

to adopt “Transition Days” to reduce stress around vacation. Employees planning to take vacation refrain from scheduling

The heart, soul and history in Jessica’s own decisions are clearly

meetings during Transition Days in order to complete work,

threaded throughout her academic and professional career to

clear out their inboxes and be able catch up on emails once they

create one impressive pattern.

return. Jessica shares another puzzle. “If people get unlimited vacation, they do not know how much time to take off in terms of To learn more about Jessica’s work, go to: www.ideas42.org

what is socially acceptable. We are using psychological insights into human behavior to create guidelines for companies in setting up a vacation policy so that workers are productive and balanced.” 19

Leveling the Playing Field An Interview with Dave Hoffman ’96

e have all heard the expressions “dream job” and “dream team.” Dave Hoffman will tell you that these are not just expressions. As Vice President for Community Engagement at the Boston Celtics, Dave leverages the natural appeal of sports along with the team’s formidable assets to create a sophisticated offense against problems faced by disadvantaged kids. More than 30 juvenile prevention programs are aimed at bolstering education, fitness and mentoring while another 90 different projects have provided technology, STEM, arts and athletic renovations for New England schools. On top of that, Dave oversees the Shamrock Foundation, the charitable arm of the Boston Celtics, whose fundraising initiatives funnel $2.4 million into 2,000 different New England nonprofits that target young people at risk for obesity, dropping out of school, crime or other disturbing social trends.

Dave looks back to a number of influences including, most deeply, that of his older brother, Aaron z”l (’89), whose fandom and enthusiasm for sports coupled with his selflessness remain a powerful and abiding inspiration. “I have sports in my DNA. The impact of sports in my life is very apparent.” When Dave was in the sixth grade at Schechter, Aaron lost his battle with cancer. Dave recalls that while Aaron was at Children’s Hospital, athletes would visit him and sign their autographs on memorabilia. “Dwight Evans called the house to say hello to my brother. Those experiences helped lift him up during his illness. When he was in remission for a year in high school, he went right back to Children’s Hospital to volunteer even though he did not need to be there.” The Aaron Hoffman Field at Schechter’s Upper School Shoolman Campus serves to this day as a strong testament to Aaron’s love of sports. Dave’s involvement in sports also showed him a world far removed from his own life though, in reality, very near. He recounts that “just a few miles away from where I grew up in Brookline, or even a step away, were Boston, Mission Hill, Roxbury, Mattapan, Dorchester. Through sports, I became friends with people who did not have the privilege I had. Growing up in the environment I did, you have to be taught to acknowledge the resources you have that others do not.”

After graduating from Schechter, Dave went on to Beaver Country Day School and then Union College from which he received his B.A. in Political Science and where he was a member of the men’s basketball team in 2004. Around that time, Dave read an article about the rise of violence in Boston due, in part, to budget cuts that had a devastating effect on high quality programming for kids, especially athletes, in Boston public schools. “It seemed tragic and unfair to me that kids happened to be born into situations very close to where I lived, but did not have the opportunities I had.” Determined to use his time productively while job hunting, Dave cold-called Ken Still, the Athletic Director of the Boston Public Schools, who had once recruited him to play basketball at Brandeis. “I told him I could volunteer and run basketball programs for kids of any age. I went down to White Stadium in Jamaica Plain one morning to meet Ken and his colleague. I started to get a feel for the problems in the city and what I could do to help on an interim basis. Ken looked at me and said, ‘You know, why don’t you try to do something for your career that addresses these issues?’” In 2005, brimming with eagerness, Dave turned to the Center for the Study of Sport in Society at Northeastern University where he was immediately hooked by the transformational results when sports and social justice are paired. He stayed through 2009, earning an M.A. in Sports Leadership from Northeastern along the way. “It was a life changing time for me. Both locally and all around the country, I facilitated workshops with professional and rookie athletes from major

league baseball and football, lacrosse and soccer to the NCAA and local high school students. The goal is to use sport as catalyst for social change and to train athletes to use their status to do good things.” Then, out of the blue in 2010, Dave got a call from a former classmate working in the Celtics’ Community Relations Department about an open position. A lifelong Celtics fan, Dave got the job and found himself face to face in the facility locker room with Kevin Garnett, Rajon Rondo, Doc Rivers, Ray Allen and Shaquille O’Neal on his first day at work. Dave is running point these days after being asked to lead the Community Outreach Department in 2014 and, just a few years later, the Shamrock Foundation for which he oversees a team of seven. “We integrated outreach and fundraising a few seasons back. I love what we are doing.” He details the team’s focus on literacy through behavior incentives. “We work with a literacy specialist in the school district to determine how best to leverage the brand. Literacy rates are indicators of a student’s likelihood to drop out of high school, so what in the Celtics’ incredible bucket of assets can we utilize to motivate and get kids excited about reading?” Dave relays an exhilarating list of incentives to sustain students’ investment in reading including a shamrock sticker next to their names on a classroom chart or posters and video messages from players. “We take a traditional consumer standpoint: if most people want a Celtics hat or ticket, they buy it. Our currency with kids is behavior, effort and performance. In exchange, we give them access to experiences like starring in a commercial campaign, visiting the practice facility, hanging out with a player or meeting a mascot. Two players went bowling 21

with kids who had perfect attendance at school. We measure impact to assess and formulate programs and, hopefully, move the needle for at-risk kids.” Dave spearheads the Shamrock Foundation’s aggressive fundraising through tournaments, raffles, donations, grants, sponsorships and auctioning autographed memorabilia. “For example, Gordon Hayward loves video games, so we auctioned off the chance to play video games with him on the Jumbotron and raised $50,000.” There is no end game, however. Dave describes the Celtics as the most engaged of any NBA team. “Players do about 165 community appearances a year and all of that fits within an 82-game season. During off days when the team is in town, they are out there working with kids, sometimes appearing at two or three events in the same day. But we are only scratching the surface. There is always a next generation of sport industry professionals to train in taking the baton and bringing it to the next level.” Dave recently helped launch the Celtics’ newest campaign, the Playbook Initiative, which is taking a shot at hate and intolerance by addressing diversity, inclusion and bias through the creation of a “social playbook” that provides kids with the tools and language to be upstanders in challenging situations involving race, religion, gender, disability and sexual orientation. Dave has spent his career trying to level the playing field, a daunting goal that is certainly no slam dunk. Through the combined muscle of his own core values, the powerhouse resources of the Celtics and the magic of sports, Dave will continue to champion kids in need. Learn more about the Celtics’ work in the community by going to: https:// www.nba.com/celtics/community

An Interview with Jeremy Moskowitz ’04

Jeremy currently oversees a panoply of international Hillels: France, Hungary, Germany, Poland, Russia, Ukraine, multiple former Soviet states, Argentina, Uruguay, Paraguay, Brazil and Israel.

The opening of Hillel Krakow in partnership with the JCC Krakow

ortunately, Jeremy Moskowitz has always loved to travel. As Vice President for International Growth and Operations for Hillel International, he is quite frequently in an airport, plane seat or donor meeting. Jeremy’s career has been stamped with many influences as diverse and colorful as the physical stamps on his passport. “I got a balanced, unbiased, multi-layered education which gave me a lot of tools, but not necessarily answers.” Indeed, Jeremy seeks out and thrives in settings that are multilingual, unfamiliar and present novel or even opposing perspectives. After graduating from Schechter, Jeremy opted for The Rivers School for high school, then Duke University from which he graduated in 2012. He majored in his long held interest areas of Political Science and Middle Eastern Studies, adding a minor in Arabic. Populated by a broad variety of students, Arabic classes proved to be a rich amalgam of Jeremy’s interests in language, the Middle East, culture and politics. He spent his junior year in Morocco just before the 2010 Arab Spring protests. “I loved it. It was empowering Jewishly, linguistically and politically. I lived with a Muslim family and was there for Rosh Hashanah and Yom Kippur. We learned about each other.” Jeremy further recalls that he “[found] it a positive to come from the context of a Schechter education, not just because of Hebrew and its similarities to Arabic, but our history. Studying Tanach and Talmud taught me how to accept different points of view and how to understand and dissect something.” While exploring the job market during his senior year at Duke, Jeremy focused on globally themed political or public policy work in Washington, D.C. His search landed unexpectedly on a one-year internship with Hillel International, the worldwide branch of the American-based organization whose mission is to encourage young adults to connect with each other through Jewish life, learning and Israel. “I had only been peripherally involved with Hillel during college, but I saw this as a great opportunity to be in D.C. I thought I would get to know the movement, meet stakeholders, learn how a large and important organization works, then move on. But I stayed.” Following the fellowship, Jeremy quickly rose to Chief of Staff, working with the new President of Hillel, Eric Fingerhut, as he transformed the headquarters and implemented a new strategic plan for the movement. Jeremy remained Chief of Staff for three years, serving with senior leadership in fundraising and development, all the while traveling nonstop to Hillel programs and building his current position. Partnering with local directors, Jeremy currently oversees a panoply of international Hillels: France, Hungary, Germany, Poland, Russia, Ukraine, multiple former Soviet states, Argentina, Uruguay, Paraguay, Brazil and Israel. “I love this work for a few reasons. I use all of my experience and education for my whole life. It all ties back to Schechter, Rivers and Duke. I loved learning Hebrew. Doing so at such a young age gave me the foundation to learn other languages. I can negotiate with site providers in Hebrew.” Jeremy offers the example of the new Hillel France director who does not speak English and with whom he conducts business solely in Hebrew. “It is a unifying language for getting ahead in the Jewish world. I get much farther speaking in Hebrew in Israel. I credit Schechter with a lot of my ability to be in this position.” Even when a colleague is able to converse in English, Jeremy opts for the local native tongue whenever he is able. “In South America, which is one of my key focus areas, I conduct my work all in Spanish. If you work in a global company that relies on cultural connections and partnership, you need to show that you are making an effort to understand them and their world. It shows a level of respect.” Jeremy is currently teaching himself Russian.

Jeremy details the complex infrastructure among the foundation’s home base in the United States and the Hillels scattered across the world. One hundred seventy staff members abroad engage about 30,000 students each year, representing roughly 20 percent of the whole movement’s annual reach. Each international office is an independent entity that is affiliated with the larger network, though more reliant on support than domestic Hillels. In his role, Jeremy guides fundraising efforts according to each Hillel’s local style while also finding new organizations domestically that can provide financial support for global branches. The professional development and coaching he offers is, once again, crafted and customized so that it is relevant and realistic for Hillels abroad. The larger goal is for international Hillels to be coordinated, stable entities and part of the core movement. “Five to 10 years ago, international Hillels received almost no local funding. Now, in Russia and the Ukraine, for instance, they are about 50 percent locally funded. Hillel Russia actually just reached the wonderful milestone of its 25th anniversary with the Ukraine close behind at 24 years. It is so meaningful to partner with professionals and stakeholders on the ground in those countries.” Jeremy elaborates further on his work in building and buttressing global offices. “Governance is a big part of my job. I sit on each of the international boards and work with their board members to create sustainability and board management.” He explains that making local lay leaders feel connected to the movement as a whole through programmatic support and inclusion is crucial to a site’s success and longevity. When Jeremy reflects on his work, he conveys a powerful sense of gratitude for the local professionals who are working in some of the most difficult contexts. “It is fascinating to see how Jewish organizations fit into the labyrinth of politics. I did not expect to find this and I feel privileged to be doing this work and supporting them first hand. Hillel, along with the Joint Distribution Committee ( JDC), played a crucial role in resettling the Jewish community of Donetsk, Ukraine after we had to close our Hillel there. Sadly, Donetsk is ‘Ground Zero’ for the conflict between Russia and Ukraine. A few weeks ago, I landed in Odessa as tensions piqued. Ukraine had just declared martial law in the region and soldiers were flooding the airport looking for anyone with a Russian passport. The governments may be at war, but we still work hard to connect our students. While Hillel plays a key role on North American college campuses, it is changing the lives of thousands of international Jewish students in unimaginable ways.” While Jeremy jokingly says that “[his] hobby is running around the world,” the truth is that he is acting on serious, lifelong passions. His zest for language, politics and travel are not only inextricably connected, but continually evolving, in his career with Hillel. Naturally, when Jeremy’s plane touches back down in the States, he is keen to return to his wife, Jane, and Golden Retriever sidekick, Josie, in his home base of Manhattan. But the message he packs is clear: “It is better to go someplace and become educated about it firsthand. You have to go beyond your comfort zone.”

“ IT IS FASCINATING TO SEE HOW JEWISH ORGANIZATIONS FIT INTO THE LABYRINTH OF POLITICS. I DID NOT EXPECT TO FIND THIS AND I FEEL PRIVILEGED TO BE DOING THIS WORK AND EXPERIENCING IT FIRST HAND.”

Hillel Hungary Seder

Gut Feeling An Interview with Rivi Segal ’10 “

owards the end of high school, I knew I wanted to do Reserve Officers Training Corps (ROTC) in college. It was just a gut feeling that this was the right thing for me.” This serious undertaking is not without some humor, chuckles Rivi Segal, when she recounts people’s reactions to her decision. “When I told people I was going into the army, they simply assumed I meant the IDF (Israeli Defense Forces) and exclaimed, ‘Kol haKavod’ (Well done)!” When I clarified that I meant the United States Army, people were shocked and immediately asked how my parents were handling my decision.” Both introspective and resolute in her trajectory since high school, Rivi traces an unexpected synergy between her Jewish communal life and the military with her Schechter experience proving to be a defining, guiding inspiration. “We had a very tight-knit grade. Schechter instilled in me a firm sense of tikkun olam (repairing the world) and was one of the main reasons I wanted to give back to my country. I loved the idea of being a part of this 24

military family with shared values, closeness and trust. Camaraderie is a high aspect of service. I was drawn to the concept of waking up every day, having a purpose and knowing I was making a difference.” After graduating from Brookline High School, Rivi applied for Army ROTC, receiving a full four-year scholarship to college. She majored in neuroscience at Amherst College. “What I learned at Amherst influences everything I understand about how people react to stimuli and the ‘why’ behind behavior. It is entirely relevant to being an army officer. I wish more neuroscience could be introduced into big companies whether in the military or civilian sector because it reveals so much about people’s day-to-day work.” When Rivi describes her college years, she emphasizes the concepts of motivation, schedule and opportunity so consistently that her instinct to seek military service is easily reaffirmed. “I cannot imagine going through college and not having a purpose every day. I was so busy, that it was critical to be productive and budget my time.

As the only Jew in my unit, I have been surprised by how many people have never met someone Jewish. Mostly, they are just curious and I am able to tell them about Judaism.

My schedule was a little extra crazy because Amherst did not accept ROTC credits, so it was on top of my academic work and I had to go to UMass Amherst on Mondays, Wednesdays and Fridays. We had workouts from 6-7:30 a.m., then depending on the day, we would go to classes like a regular college student. Twice a week, I had an all-encompassing military science class. As freshmen, we learned Soldier’s Creed, how to march, how to carry a rifle and how to navigate with a compass. By junior year, we were helping to run color guard and presenting flags during the national anthem. As seniors, we were learning military law, military justice and how to plan operations. We also assisted juniors and underclassmen in preparation for summer training.” One weekend a month, Rivi engaged in field training exercises and practiced running missions designed to teach infantry skills, evaluate leadership ability and expose students to a variety of jobs relevant to anyone pursuing a military career. Rivi characterizes the training as increasingly complex and demanding as they were comprised of a variety of dynamic, operational variables. She relates a typical scene: “Things are going on right and left during the mission. Factors are added constantly to make sure we are alert and learning to prepare for when things do not go as planned. We learn to set up an ambush which is quite comprehensive.” Ultimately, the goal of missions is to cultivate and sharpen the distinctive leadership skills that conform to the needs of the military.

Following ROTC, graduates commission into one of multiple wings of the army akin to a medical residency match that ranks all cadets nationwide, based on their academic, extracurricular and physical success during ROTC training. Rivi landed her first choice: artillery. “I wanted a physical role, not a desk assignment. With artillery, I am out in the field, training to use cannons and rockets. Most people imagine the cannons in a Civil War movie, but they are much more high tech than that! I am concentrated on rockets which are longer range than cannons.” Now at Fort Lewis, Washington for the next four years, Rivi is assigned to what is called a “shop,” specifically the Planning Shop, which shapes operations for her battalion whether a field exercise or a battalion ball. Next, Rivi advances to Platoon Leader during which she will manage her platoon’s rocket launchers and the soldiers operating them. Towards the third or fourth year on base, Rivi could step into the role of the Executive Officer – or XO in military jargon – the battery commander’s adjutant. “The job of the XO is to make the vision of the battalion’s Planning Shop come to life.” These jobs ultimately point towards a pivotal moment when Rivi can elect to pursue the Captains Career Course or transition out of the army. When Rivi reflects on being Jewish in the military, she states simply, “There is a story there. My first field training exercise was to be held on Yom Kippur when I was in ROTC. It was very clear to me, very quickly, that I would have to create guidelines for myself about religious observance. I realized that, as an officer, I set an example for the 25

people I lead. If Yom Kippur is the holiest day of the year, but I do not demonstrate any value for it, it shows every other soldier that I expect the same of them on their holiest day of the year. So, I was definitely not going into the field on Yom Kippur.” Rivi adds wistfully that being Jewish in the military can be very isolating. She reminisces about Jewish Warrior Weekend during her Amherst days which brought together Jews in the Air Force Academy, the Navy and other military branches. Rivi relished being able to talk about some of the situations faced by Jews such as lack of access to religious supports during training or being in a battalion without a Jewish chaplain. “Growing up in Massachusetts, I did not feel like a Diaspora Jew. Once I joined the military, I felt it for the first time in my life. As the only Jew in my unit, I have been surprised by how many people have never met someone Jewish. Mostly, they are just curious and I am able to tell them about Judaism. Because we train together, we have an intense connection and profound trust. It has given me an incredible opportunity to have conversations about Judaism with people of other faiths.” With many maneuvers and missions ahead, Rivi has action-packed years to come. One thing is crystal clear: she is rocketing to the top in a community that is driven by discipline, achievement and focus.

Roger that.

Life in Focus An Interview with Adam Yates ’11

Keep your eye on Adam Yates. He is someone to watch. A recent graduate of Northwestern University’s competitive Medill School of Journalism with a minor in psychology, Adam has long been focused on a career in documentary filmmaking which he credits to an experience in the Extended Day Program at Schechter. “In second and third grades, we had an Afterschool teacher who made videos with us and I fell in love with the video making process. We must have created thousands of videos.” Throughout his years at Schechter and then high school at Gann Academy, Adam continued to pounce on any opportunity to get behind the lens. “Whenever I have the chance to be creative, I always incorporate video.”

t the heart of Adam’s volunteer

hours straight at the March 2018 event,

work and professional goals is a

Adam galvanized and led participants in

clear commitment to social justice

their support of Cradles to Crayons’ Chicago

and community organizing whether he is

branch, ultimately helping to raise $1.2

behind a camera or center stage. “During

million. “I went to Cradles to Crayons on

pre-orientation week as a freshman,

Mitzvah Sunday with Schechter. I also

we learned about various social justice

remember doing the dance marathon in

organizations in Chicago, most of which

sixth grade. It all felt so close, like fate.”

were focused on inequality. At the end of my freshman year, I applied to be an orientation counselor and served for the next three years. It got me involved in and aware of what was going on in the area.” Adam’s exposure to nonprofits grew as did his video making skills. “As I got active volunteering in the community, I felt that a lot of nonprofit organizations’ videos were formulaic. I wanted to push my limits and really invest in and design effective promotional videos for them, videos that were more meaningful and complicated in their filming and editing.” Adam shot and produced videos for the Gale Community Academy, a public school in Rogers Park, Chicago; the James D. Moran Center for Youth Advocacy in Evanston, a legal advocacy center supporting youth in the criminal justice system; and the Open Studio Project in Evanston, an arts studio that performs significant community outreach. During Adam’s junior year, he applied and was selected to be one of two emcees for Northwestern’s annual dance marathon fundraiser which required making videos and dancing in front of the marathon’s executive board for the tryouts. For 30 26

Never in slow motion, Adam chose a three-month online news stint in Cape Town, South Africa this past summer in order to complete his Journalism Residency Program requirement. Adam chronicles his work at The Daily Maverick as demanding, yet invaluable. “We covered news about South Africa each week. Sometimes stories were assigned, but otherwise we had to develop our own. My very first day, everyone went around the table pitching their stories and the editor turned to me and said, ‘What’s your story?’ It was quite hard when I was new, but it was an incredible entrée into getting to know South Africa and developing an awareness for politics, art, education, the environment and the people.” With his Daily Maverick credentials, Adam jumped right into controversial hot topics that he never expected. “My first week, I interviewed the Deputy Mayor of Cape Town for a story on the Cape Town water crisis and the postponement of ‘Day Zero,’ the alleged day on which Cape Town would run out of water if residents did not conserve their usage more carefully. He was shocked when I walked in because

we had arranged the meeting over email

I had considered for the Daily Maverick,

WIth college behind him, Adam is zooming

and here I was, a young guy with an American

but could now pursue because I had the

in on his next assignment. He hopes to find

accent. I just had to build my confidence

support and flexibility to travel throughout

a documentary production company or

and recognize that I have a valuable voice.”

South Africa and investigate it properly.

news organization such as a cable network

Two young children had died by falling

or newspaper with a video component

into outdoor latrines in 2014 and again in

so that he can experience documentary

2018 and nothing had been done about

or video journalism firsthand. At the

it. I pitched a story about the poverty and

cornerstone of Adam’s projects is giving

inequality of rural communities, the lack

people the platform to tell their stories

of access to education and advocacy that

regardless of the content. “It is so fulfilling.

might have prevented these two deaths.”

It is long and it is arduous, but I would not

Adam explains how being a “curious American” led him to another serendipitous and profound professional experience. “I went to an art exhibit and fell in love with the medium the artist was using: old 8mm film that she found at antique shops and flea markets. She retold stories from history by using the visuals of recycled films.

In the midst of Adam’s probe, NPR and the

I reached out to the curator at the museum,

BBC picked up the story. “The cases made

got in touch with the artist and profiled

it all the way to the South African Supreme

her, spending a day at her studio. Her

Court which shifted the whole landscape

name is Penny Siopis. She invited me to

of my project and forced me to pivot.

an art gala opening that same evening.

I transformed my angle into a more holistic

I found out later she is one of the most

context of the legal basis for improving

famous South African artists and has won

education for impoverished communities

numerous awards.”

and revealing their state of crisis. I was

While still in South Africa, Adam received the news that he had been awarded a fellowship from the Pulitzer Center for Crisis Reporting for which he had applied earlier that spring. He explains that the fellowship requires the recipient to report on an international crisis that has not received significant media attention in the

able to sit down and interview the family of the first child who died and convey their pain.” The documentary was published in December through the Daily Maverick and the Pulitzer Center. The film was also named a finalist in the Amnesty International USA Media Awards in the student journalism category this past April.

United States. “I thought back to a story 27

trade it for anything.”

To read Adam’s piece on the Cape Town water crisis, go to: https://www.dailymaverick.co.za/ article/2018-04-12-cape-water-crisis -whatever-happened-to-dayzero/ Mayor’s response: https://www.daily maverick.co.za/article/2018-04-25dayzero-it-has-become-fashionabletoblame-me-for-everything-de-lille/ To watch Adam’s documentary on the outdoor latrine deaths, go to: https://pulitzercenter.org/reporting/ deadly-pit-toilets-and-right-basiceducation

An Interview with Jayna Zweiman ’92

ayna Zweiman has a unique way of actualizing the convictions and interests that motivate her. Overcoming unexpected obstacles and wearing many a job hat along the way, Jayna has successfully launched well-known, wide-scale human rights movements that are captivatingly original. Throughout, she has held fast to her fundamental viewpoints and dedication to advocacy. “My Schechter experience and Jewish education, in general, are very important in the way I view tikkun olam (repairing the world). It is very much a part of my ethos and how I judge if something is worth pursuing and grappling with. If a cause helps me understand other people and makes the world a better place, I am all in. If not, I have to think about it.”

Jayna had been living in Los Angeles, involved in a variety of design-based projects, until TIME photo illustration; Photograph by Danielle Amy Staif for TIME one day in 2013 when everything changed: “I had just gotten married when I had a really strange accident, a head and neck injury. A giant 14-foot rod fell on me in a store. It was part of a merchandise display that was not stacked correctly.” For the next three years, Jayna underwent physical therapy and was unable to work. During her healing, she was forced to change her pace and find what she refers to as a “new modality,” so she roped in a friend with a Groupon for crochet lessons at the Little Knittery in Los Angeles. She recounts her excitement at finding “an incredible sense of community [there]. People come together and actually sit and listen. There are very few places like that, that are not religious. You can talk or not talk. You don’t have to be in a hyper-engaged conversation if you do not want to.” Jayna’s discontent at being physically sidelined had not undermined her desire to be a changemaker, however. “Leading up to 2016, the whole country was talking about the presidential election. I was frustrated. I have worked on an inauguration, for a president, for a congressman, but now I could not because of my physical issues. I could not even go door to door. How could I get people engaged?”

Jayna’s educational and professional backgrounds are notably, colorfully manifold, yet she begins by pointing to the seminal influence of her Schechter Tanach teacher, Peter Stark z”l. “He taught students to analyze text and not assume anything to be the full truth. Also, the experience of working with other students in a group served me well in high school [at Milton Academy], college [at Brown University] and graduate school because we have to work with other people in life.”

“The [2016] election had happened and the Women’s March had already been announced. I really wanted to go, but knew I could not. I connected with my friend, Krista Suh, about doing something bigger than just ourselves.” They mulled on it for a few days, considering a different medium through which to have an impact. Their thoughts soon coalesced into an idea that would revolutionize a moment in American history. “We realized we could do something on the Washington Mall with knitting and crocheting that would make the four-hour march into one extended time and space.” Quite simply, as Jayna puts it, “January is cold and you need a hat.” And so the Pussyhat Project was born.

After graduating from Brown in 2001 with a major in Visual Arts and Economics, Jayna relocated for a year to live and teach conversational English in Santiago, Chile. Returning home, she turned to a job as a management consultant that eventually prompted her to reimagine her career path. She enrolled in the Harvard Graduate School of Design, receiving her Master’s Degree in Architecture in 2008. 28

Photo Credit: Voice of America - Brian Allen

The Pussyhat Project brings women’s issues and human rights to the fore through arts, education and intellectual discourse. “Women’s rights are human rights,” Jayna states. “Everything is political. I am comfortable talking with people who have very different views from me and it does not matter what political party someone follows. All women have a right to say what issue is most important to them.” Jayna expounds on the movement’s driving purpose, beginning with its debut at the Women’s March. “Pussyhat to me is an architecture project about space and community activism. I had been thinking about the possibilities of using craft as activism. We decided to go big. We wanted a sea of pink. We put together a manifesto with two missions: a strong visual statement and an impact for marchers so they could be better seen and heard. We also wanted to create a way that anyone who supports women’s rights could be present without being physically present.”

their own family and reveals the diversity of this country. To date, over 5,000 blankets have been lovingly fashioned and gifted to newcomers in the United States. The International Rescue Committee recently requested 1,000 blankets, a development that affirms Jayna’s goal for the project to be meaningful both for the creators and recipients of blankets. Before being distributed to refugee resettlement agencies, collections of completed blankets have been displayed at the Smart Museum of Art at the University of Chicago, the Museum of Design in Atlanta and the Fuller Craft Museum in Brockton. Jayna is proud of the swiftly expanding initiative. “I hope to see it become an American tradition. Classrooms are taking this on as part of their curriculum. Seniors in old age homes are making blankets. It is transgenerational. It helps us talk about the complexity of immigration because it has to do with people. How do we treat people who come here? How do we untangle this?”

From the first knitting pattern for the pink pussyhats to the mobilization of knitters, from distribution through a network of stores and homes to the outreach designed to spread the word and enlist crafters, the movement grew exponentially. Jayna chronicles how the operation reached people both logistically and emotionally. “The knitting template included a note that basically said, ‘Why pink? Why pussyhat? Hey, you’re making this hat and giving it to someone. Let them know who you are and what matters to you. If you make a hat, include your contact information so the wearer can start a conversation with you. Talk to someone you never talked to before and find a commonality on this issue.”

Jayna’s readiness to address challenging issues through distinctive approaches and broadly inclusive collaboration puts her firmly in the role of trailblazer. If the hat fits, wear it. To check out Jayna's work, go to: pussyhatproject.com and welcomeblanket.org

Jayna’s founding visual concept of a “sea of pink” came to life boldly at the march. She notes that not every person completed the optional hat registration, but she is able to estimate that close to 1,000,000 hats were knitted and worn at the march. “People on porches, livingrooms, knitting stores, shuls and hockey rinks contributed.” While the Pussyhat Project remains a lasting and colorful image from the march, Jayna has moved on to another venture, once again through the power of collaboration and the medium of handiwork. Begun in 2017, Welcome Blanket reimagines the 2,000-mile proposed border wall by using 2,000 miles of yarn to knit welcome blankets for new refugees coming to the United States. Jayna explains that there is an optional template, but people are free to create a 40”-square blanket, a gift of welcome both practical and symbolic, that is knit, sewn or quilted. Contributors are asked to include a personal story about an immigrant, immigration or relocation that is important to 29

Faculty and Staff Notes Yonit Cohen, Grade 6 Judaic Studies

Libby Sands, Grades 7 and 8 Spanish Teacher

Yonit is enrolled at Middlebury College where she is working towards her Master’s Degree in the Teaching of a Second Language.

Libby attended a full-day professional development program given by the Bureau of Education and Research (BER). It was titled “Enhancing Spanish Language Instruction,” and was led by Diego Ojeda. It was conducted entirely in Spanish and featured specific ideas for lessons that enable students to understand and speak more of the target language in class. Attendees participated in model lessons and were given Mr. Ortega’s resource handbook, Enhancing Spanish Language Instruction: Practical Activities to Strengthen Your Students’ Proficiency in Spanish (Grades 6-12). Libby also gained access to another resource, A Natural Approach to the Year, which is designed to help teachers use more “comprehensible input” in the language classroom.

Barbara Edwards, Lower School Learning Specialist Barbara just completed Level 1 Orton-Gillingham training which is a research-based approach that has been used successfully for many decades to provide literacy remediation to students of all ages. Susan Fusco-Fazio, Lower School Art Specialist Susan has taken weekly art classes in ceramics at the South Shore Art Center in Cohasset. She has also been painting large acrylic still life paintings of plants and portraits this winter. She attended exhibits at the Museum of Fine Arts on Frida Kahlo and Arte Popular and Graciela Iturbide’s Mexico as well as at the Rose Museum at Brandeis on Howardena Pindell: What Remains To Be Seen. Susan brings all her professional work and outside experience back to the classroom units she shares with the students. Eugenia Gerstein, Lower School Music Director Eugenia attended a master class at Berklee’s Global Jazz Institute under the artistic direction of Danilo Pérez, a Grammy Award winner, pianist, composer, producer and educator as well as social activist, humanitarian and leading proponent of global jazz. 30

Susan Weiss, Upper School Math and Instructional Technology At the Association of Teachers of Mathematics in Massachusetts 2019 Spring Conference: Engage, Activate, and Motivate!, Susan led a presentation for PK-5 teachers. The title of her presentation was “Super Cool and Fun Ways to Use Technology for Enhancing Your Math Program.” She discussed how to use apps for either a computer or a tablet. During her presentation, she demonstrated how to adapt the apps and incorporate them in creative ways to make a math class more exciting for the elementary grade student.

Class Notes

Mazal Tov to: 1990: Esty Lobovits and her husband, Erik, on the birth of Nicole Helen Lobovits Sabot. 1992 and 1993: Hadassah Margolis ’92 and Rebecca Cole Lurie ’93 for being chosen as Chai in the Hub Honorees. CJP selects 10 young adults who are nominated by peers, colleagues and others in Boston’s Jewish community and who are selected because of the powerful positive difference they are making in our community. 1995: Claire Zar-Kessler and her husband, Joseph Goldman, on the birth of their daughter, Nora. 1996: Heidi Aaronson for being named a 2019 Incisal Edge #IE40Under40 honoree. This award honors the 40 best dentists under the age of 40 in the country based on medical innovations, volunteer work and philanthropy or a commitment to outstanding patient care. Heidi will be traveling to New York City this fall for a high fashion photo shoot that will be featured in Incisal Edge Magazine. 1999: Avi Creditor on his marriage to Alyssa Glazer in May 2018. They live in Washington, D.C. and Avi works for Sports Illustrated as the Senior Soccer Producer for the website. 1999: Daniella Priebatsch Place and her husband, Skylar Place, on the birth of their son, Jasper Priebatsch Place. 2000: Ariel Fagen and her husband, Josh Sperling, on the birth of their son, Lior Fagen.

Lior

2000: Josh Goldstein and Traci Brill on their marriage.

2005: Leslie Black who is pursuing a dual M.A. in Jewish Professional Leadership and an M.B.A. in Nonprofit Management as part of the Hornstein Leadership Program and the Heller School for Social Policy and Management at Brandeis University. She is currently working on a Team Consulting Project that is focusing on how to engage the Russian-speaking Jewish community in Boston. 2005: Jonah Liben on his marriage to Nofar Dadush. 2006: Ben Chartock, Associate Fellow at the University of Pennsylvania’s Wharton School for Business, for his research published in Health Affairs. He reviewed medical claims for patients with two deliveries covered by employer-sponsored insurance between 2007-2014.

2012: Yael Sternberg who just completed her sophomore year at George Washington University and is working at the Israeli Embassy in Washington, D.C. in the Diplomacy Department which is responsible for outreach to American communities using art, culture, Judaism and special events on behalf of the State of Israel. Yael works with diplomats and staff to coordinate these programs and complete projects so that the office runs smoothly. 2012: Mollie Wald who received her B.S. in biology from the University of Massachusetts at Amherst. She is currently in medical school at Technion American Medical School in Haifa. 2014: Lihi Cohen and Noah Krispin who are both in their first year in the Israeli Defense Forces (IDF).

2009: Jenny Friedland who spent the past year in Chicago as a production intern for Worldview, a daily global issues talk show on WBEZ.

2015: Ilan Rotberg for being selected a McCabe Scholar at Swarthmore College where he will be a freshman in the fall.

2009: Jonathan Roth on his marriage to Rachel Weinstein.

2015: Ezra Pemstein for being selected a 2018-2019 Boston Globe Boys Basketball All-Scholastic.

2010: Alisa Feldman for being awarded a National Science Foundation Graduate Research Fellowship for her PhD in sociology. 2011: Benjamin Bryer for receiving his Bachelor of Science in Community Health summa cum laude from the University of Maryland College Park. This summer, he will be starting a medical fellowship through Global Public Service Academy based in Xela, Guatemala for 13 months where he will be working in a health clinic, coordinating high school volunteer trips and learning Spanish. 2012: Lev Grossman, a rising senior at Harvard College, who will be interning this summer for NASA’s Jet Propulsion Lab. He will be mapping the seafloor intelligently using robots to explore subterranean oceans on other planets.

Noah Krispin ’14 and Lihi Cohen ’14 in Israel

2016: Adam Marcus and Garrett Barth for being selected 2019 Students of the Year Candidate Team by the Leukemia and Lymphoma Society. 2016: Serena Rumpler for receiving a Brookline Youth Award which recognizes and encourages community engagement, leadership and service. Held at the Coolidge Corner Theater, highlights of the ceremony included a keynote address by State Representative Tommy Vitolo and a video address to the students by Senator Elizabeth Warren.

Please share your news and photos by emailing alumni@ssdsboston.org

2000: Rebecca Leffell Koren and her husband, Rafael Koren, on the birth of their son, Eliya Meir. 2001: Aaron Kaplan and his wife, Sera Godfrey-Kaplan, on their two babies, Kivie Clyde Godfrey-Kaplan, born in September 2017 and Fox Emmanuel Godfrey-Kaplan born in September 2018. 2002: Jessica Leifer and her husband, Steven Rotchtin, on the birth of their son, Samuel.

J eremy Moskowitz ’04, Ariel Frankel ’02 and Rebecca Alper ’02

Rafi Blumenthal ’89, Michael Saivetz ’89 and Avi Okon ’87

2002: David Micley and his wife, Molly Chadis, on the birth of their daughter, Lily.

Jordan Gray ’04, Tamar Blum ’04, and Alex Katz ’04

Schechter alumni enjoyed networking at our New York City event on April 10 that featured panelists Becky Katz Davis ’02, Jeremy Moskowitz ’04 and Michael Saivetz ’89. Head of School Rebecca Lurie moderated the panel.

2002: Jessica Levin Rittner and her husband, Spencer Rittner, on the birth of their daughter, Lila Eden. 2005: Tzvia Berrin-Reinstein on her engagement to Jacob Wolf.

Yom Chesed: A Day of Service Y

om Chesed was held May 5 and included 268 participants from the Schechter community who worked on 17 far-reaching, in-depth projects. On all counts, the day proved fruitful and produced powerful results. • decorated 100 cards for patients at Dana Farber Cancer Center • potted, decorated and delivered 100 seedlings to residents at 2Life Communities in Brighton • decorated cakes and visited with seniors at 2Life Communities at the Coleman House • decorated teacher appreciation signs for every teacher and administrator at Schechter • made 37 baby blankets that were distributed to Room to Grow and Jewish Family and Children’s Services • raised $300 for Magen David Adom via cookie gram sales • raised $140 for Alex’s Lemonade Stand and Pediatric Cancer Research by selling lemonade at Stop & Shop on Needham Street • made over 100 treats and 30+ catnip toys for animals at the Animal Rescue League of Boston • helped clean and beautify an apartment that will house a family transitioning from homelessness with Heading Home

• sorted and donated enough items to fill over 12 boxes for Cradles to Crayons • made 50 Dignity Bags of necessities to be distributed to homeless individuals via Circle of Hope • made 12 community baskets to thank the Lower School’s neighbors on Stein Circle, the Newton Fire Department and Newton Police Department • decorated 30+ birthday cards for Holocaust survivors • made 76 beautifully decorated name tags for the walkers of residents at Hebrew Senior Life • sorted over hundreds of donated goods and food at Newton Food Pantry • made 67 Welcome Baby bags for new families to be distributed by Jewish Family and Children’s Services • made 30 bags with No Empty Bedsides for families of hospitalized children

Core committee members left to right: Shirah Rosin, Miriam Weiss, Rachel Barbanel-Fried and Sydney Gross 32

Grandparents’ and Special Visitors’ Day S

chechter welcomed more than 350 delighted visitors to school on May 10 for our annual Grandparents’ and Special Visitors’ Day. Guests enjoyed seeing students and classes in action. Through special interactive activities and performances, visitors learned about Schechter’s curriculum and what our students are studying. For many people, this was their first time experiencing this heartwarming day and for some, their eighteenth!

Hadashot

Schechter News

GAN SHELANU Early Childhood Program 15 months – 4+ years 125 Wells Avenue Newton, MA 02459 617-796-5500

LOWER SCHOOL Pre-K – Grade 3 Shaller Campus, Gosman Building 60 Stein Circle Newton, MA 02459 617-964-7765

UPPER SCHOOL Grades 4 – 8 Shoolman Campus, Marcus Building 125 Wells Avenue Newton, MA 02459 617-928-9100

Hadashot Spring/Summer 2019

Articles inside

Schechter Alumni Profile: Jeremy Bayes '05