How good and how pleasant it is to sit together with brothers and sisters. Psalm 133:11
Shalom chaverim,
We often say that Schechter is a place where you can “do life.”
As Jews, as individuals, as families, we learn and nurture, teach and influence each others’ lives at Schechter. We celebrate and support, grow and change. We are together on and off campus, indoors and outdoors, during the week or on Shabbat or to just hang out. Schechter is a place we can live our lives from cradle to cane, choosing to be actively engaged in a plethora of ways that extend beyond our children’s day-to-day world as students.
The Schechter experience can be wonderfully tricky to define because there is no single journey. We hold ourselves to the highest standards of inclusion and academic excellence, alongside meaningful and diverse Jewish practice. We constantly reassess our goals as an institution whose mission is to care for the
hearts, souls and minds of our students and their families. We are a place to which people turn for guidance and strength, togetherness and fun. As such, we must remain dependably relevant, authentically welcoming and, simply put, downright exceptional at doing life.
Schechter is more than a school. It is a go-to second or third home for each of us and, increasingly, the Boston Jewish community. The walls of our buildings and the edges of our playgrounds and fields are porous. There are no limits to who can be part of the Schechter community. By design, we embrace and actively invite the Boston Jewish community to our programming, adult education, weekend soccer and play events for young families. Our place in the Jewish communal landscape is intentionally broad and, indeed, so much larger than just the families whose children are enrolled.
This issue of Schechter Stories is devoted to showcasing just a glimpse of our unique school, both through our own eyes and through the recognition we receive within the larger community. Starting on page 10, you can read about how we have been selected by the Ronald S. Lauder Foundation as a trailblazer among North American Jewish day schools. You can read about what it’s like to work at Schechter on page 6. Turn to pages 22–36 which are filled with updates from our alumni who are making their mark in the world, but remain connected to Schechter. Read about Schechter’s role in the Jewish future, both now and for generations to come.
You are a part of our life at Schechter and we are grateful.
Bivracha
(l-r): TransformaTion manager Krissy Wolff CP ’26, ’29, ’32; DireCTor of enrollmenT anD aDvanCemenT shira garber sTrosberg aP ’23, CP ’26, ’29; heaD of sChool rebeCCa lurie ’93, aP ’22, CP ’25, ’29
fall /WiNter 2024–2025
Growing Community
Writing
Stephanie Fine Maroun AP ’09, ’11, ’12, ’14
Assistant Director of Admission
Contributing Photographers
Heidi Aaronson ’96, AP ’24, CP ’27
Ted Borgman, Bright Spot Film
Diana Levine CP ’27, ’30
Stephanie Fine Maroun
Design
Joel Sadagursky
Printing Puritan Capital
We have made every effort to ensure accuracy. Please contact schechterstories@ssdsboston.org.
Schechter Scoop
Good Job!
We are thrilled to announce that Schechter Boston has been named a Top Workplace™ by the Boston Globe. Faculty and staff completed an online survey last June as part of a selection process that solicited honest and anonymous responses on wide-ranging topics about what it is like to work at Schechter. Employees shared their feelings about school leadership; workplace spirit; collaboration among colleagues; support for risk-taking and innovation as well
as opportunities for growth. Questions about Schechter’s values, benefits and work/life balance rounded out the questions.
Schechter was one of just 175 organizations to receive this award out of the 7,800 companies who were invited to participate, and one of just 55 winners in the medium-size category (100-249 employees). Meghan DiRico, Schechter’s Human Resources Generalist, shares, “This is particularly special because
the award is given out to organizations based on employee opinions. It is a great honor to know that our faculty and staff love where they work! We always hope our employees feel how much we value them. We try to create a real work/life balance and provide them with the best benefits possible so they can take care of themselves and their families.”
Check out the December 8, 2024 issue of the Boston Globe Magazine to read more about this honor.
Schechter is an incredible place to work, thanks to the warmth and support of the entire community. From collaborative colleagues to dedicated families, everyone works together to create an environment in which students are able to thrive.
Jami Zolotor
Lower School Learning Specialist
I love working at Schechter because of the feeling of community among the teachers, students and families. The warmth and support I receive here is incredibly helpful, making me feel valued and empowered.
Jonas Parker Middle School Science Teacher
I love working at Schechter because it is not just a workplace but a true community. Everyone supports each other both in and out of the building.
Anna Gurvis
Grade 3 General Studies Teacher
The leadership allows for growth both professionally and personally. The feeling of belonging and that our voices matter is amazing. I love Schechter!
Judith Cohen Gan Shelanu Teacher
I love working at Schechter because the people here are deeply thoughtful and incredibly attentive to the needs of our students, families and the entire community.
Jeremy Kadden
Senior Development Officer
I’m grateful to work at this school because it’s a place where I feel truly supported and valued, both as an educator and as a person. The sense of community here is unmatched, with everyone working together toward a common mission that inspires me every day. It’s a privilege to be part of a team so dedicated to making a real impact in students’ lives and helping them reach their fullest potential.
Jennifer Kaplan Team Lead of Pre-Kindergarten/ Grade Pre-Kindergarten-Grade 3 Student Experience
November 20, 2024
Family Minyan at the Wells Avenue Campus
Rabbi Kazis Beit Tefillah
December 16, 2024
The annual Hanukkah performance at the State House by the Grade 3 Makhela choir, led by Eugenia Gerstein, Music Teacher, Director of (Music Enhance Learning) MEL Program
Current parents took to the court in December as part of the Parent Association Men's Basketball Night. Siblings, spouses and friends cheered them on from the stands.
Driving a Vibrant Jewish Future
The Ronald S. Lauder Impact Initiative (LII) works to raise the profile of Jewish day schools across the United States to nurture and engage young Jewish families, and create vibrant, lasting communities.
The Foundation believes that “[d]aily immersion in a warm, academically excellent environment of Jewish values, subjects, and role models gives the next generation countless opportunities to connect with their roots and develop long lasting, positive Jewish identities.”
LII’s pioneering approach embeds a “transformation manager” and senior consultant into each Jewish day school and pairs them with the help of a LII Steering Committee of stakeholders. Together this group seeks to understand the distinctive demographics and mindsets of the school’s local community in order to unlock the value
proposition of Jewish day school. Through research that yields unique and valuable insights, the LII Steering Committee and school develop innovative, inviting inroads in the lives of young Jewish parents in order to enhance their involvement in and commitment to an active Jewish life.
Planting the vital seeds needed for a flourishing Jewish community now and in the future starts with education.
The following pages highlight the ongoing work and dedicated staff at Schechter involved in the critical mission of the Lauder Impact Initiative.
ronalD s l auDer (righT) anD Joshua sPinner (lef T), e xeCu
PresiDen
anD
of The l auDer founDaTion, sPeaKing in a “firesiDe ChaT”
THE LAUDER
IMPACT INITIATIVE
STEERING COMMITTEE
Gavin Andrews
Gavin has over 20 years experience leading arts and culture institutions, designing and implementing strategy, engagement and programmatic innovation. For the past six years she was the Chief Strategic Program Officer at JCC Greater Boston, and in late 2024 left the JCC to lead Gray Works Advisors, a strategic management and consulting firm.
Prior to her work at the JCC, Gavin built her career in arts and culture organizations, and spent nearly 15 years working in museums. She has been part of internationally recognized exhibitions, leading interpretive and engagement strategies for collections that have traveled to Europe, the UK, Japan and across the United States. As a non-profit leader, she is known for her creative, user-centric approach to experience design. She is dedicated to creating practical, actionable, and mission-aligned operating plans.
She has a B.A. in Art and Art History from The University of Texas at Austin, and M.S. in Arts Administration from Boston University, professional training in program evaluation, and executive education training at MIT. Gavin and her family live in Brookline and are members at Temple Ohabei Shalom.
Simon Chafetz
Simon is a leader within the Customer Strategy practice of Deloitte Consulting. Since 2010, he has partnered with global retailers and consumer product companies to develop digital-first strategies to grow revenue by elevating the customer experience. Simon is passionate about Jewish education, fluency and community. He attended Jewish day school at Akiba Yavneh
Academy in Dallas, Texas (ages 2-18), followed by a gap year in Israel through Young Judaea. He graduated from The University of Maryland (B.S.) and The University of Michigan (M.B.A.) and has since settled in the Boston area. Simon lives in Needham with his wife, Allie, and their son, Asher.
Joshua Foer
Serial social entrepreneur, Joshua is the co-founder of Atlas Obscura, Sefaria, Lehrhaus, Leviathan Productions, and the international design competition Sukkah City. He is also the author of the #1 national bestseller Moonwalking with Einstein, which has been translated into 37 languages, and co-author of Atlas Obscura: An Explorer’s Guide to the World’s Hidden Wonders, the bestselling travel book of the last decade. His writing has been published in the New Yorker, National Geographic, Esquire, and the New York Times Magazine among other publications. He is a director of the Jim Joseph Foundation. Joshua and his wife, Dinah Herlands Foer, have two children at Schechter, Leo ’27 and Bea ’31.
Shira Goodman
Shira is an Advisory Director at Charlesbank Capital Partners and an Executive Coach working primarily with purpose driven leaders. Formerly, she was CEO of Staples Inc. Over 26 years at Staples, Shira led the marketing, human resources and global growthfunctions. Prior to Staples, she was a manager at Bain and Company where she helped develop the initial business plan for the Staples delivery business, a $10B+ company. Shira is the Lead Director at CBRE and serves on the Board of Directors of continued
GROWING SCHECHTER
A CONVERSATION WITH HEAD OF SCHOOL REBECCA
LURIE ’93
One of the things I love about this work is that it generates research and insights that help us develop hypotheses and approach our goals from a design thinking perspective about how to reach young families.
How does the Lauder Foundation’s efforts in Europe translate to the Boston Jewish landscape?
The Lauder Impact Initiative was created as an extension of the Ronald S. Lauder Foundation which has had incredible success augmenting Jewish community in Europe for over three decades. The foundation was eager to see if they could replicate some of their success in the United States.
Hadassa Halpern, Executive Director of the Lauder Impact Initiative (LII), visited over 100 Jewish day schools across North America to identify those with strong leadership, a culture open to change, sufficient resources to undertake a project of this scale, and potential for growth. Based on these criteria, we are honored to be one of the five schools selected.
What drew the Lauder Impact Initiative to Schechter?
Schechter’s admission efforts, which are run by Shira Garber Strosberg, our Director of Enrollment and Advancement, are not simply a transactional process. It’s all about stewardship and so much more than the end game of enrollment. It’s about retention and leveraging strategies that are already in place. Hadassa saw that Schechter has a proven culture that will allow us to soar. She also loved our mantra of “no limit to better” and the fact that we are not afraid of failing forward and learning. Hadassa sees our openness and curiosity as a main ingredient for approaching this exciting challenge.
Why is Schechter so well poised to benefit from being selected for the Lauder Initiative?
The Lauder initiative is perfectly timed. If we were in a different stage of our school, if we did not feel that the program was in great shape or if attrition were high, I would have felt that we had to get our house in order first. But, we've done a lot of work to strengthen the Schechter experience. That said, we still need new ways to approach the challenge of enrollment into kindergarten.
Schechter’s enrollment has been on an upward trajectory for eight years. Can you share your thoughts about this trend?
I attribute it to several things. First, the quality of our program continues to attract a larger number of prospective families. Most families who apply for admission enroll at Schechter. We also have very low attrition rates [the number of students leaving the school]. This past year, it was just 5% compared to 13% nine years ago. The number of students who transfer to Schechter after Kindergarten has doubled over the past decade as well which has led to increased enrollment. This year we opened at 473 students compared to 420 in September 2016.
How does the Lauder Initiative fit in when Schechter’s enrollment is already on the rise?
Our increased enrollment is not because of an influx of Kindergarten students which is where our work with LII will be critical. We’ve worked very hard to raise the number of new kindergarteners,
but I believe this is an adaptive challenge. In other words, we have to address deeply embedded beliefs in the minds of families as they think about school, community and parenting. This is not a technical challenge like changing how we design a flyer or run an Open House.
The Lauder Impact Initiative is a way for us to leverage this unique resource of capital and focus in order to crack the nut of growing Kindergarten enrollment. One of the things I love about this work is that it generates research
and insights that help us develop hypotheses and approach our goals from a design thinking perspective about how to reach young families.
Can you share some concrete examples?
We are doing a deep dive into the most important insight which is that young parents make decisions about school choice so much earlier than when their child is four years old and ready to enter Kindergarten the next fall. We have data to support that. So, if that's the case, then how do we insert ourselves into their hearts and minds and lives when they're just beginning parenting? One way might be to enroll as many children as possible into our early childhood program so that we can connect with families so much earlier than ever before.
Another way could be enhancing how the Schechter experience affects people's lives, even if they do not start at Schechter for preschool. Programming like Sunday Soccer, communal meals, Shabbat dinners, STEM programming, adult education are all opportunities to shine a light on Schechter for young parents.
How do you get young parents and families to take part in what we offer for the community?
One of the other main insights from our work so far is that people are desperately seeking Jewish community, but they do not necessarily know where to begin, especially if synagogue membership does not feel right for them. Families might live in places where it's hard to figure out a natural Jewish community. Another hypothesis from a study we did with IDEO a few years ago is that families really want to raise their children Jewish, but do not always know how or they are not able to find an experience that feels right. With LII, we have the research and means to try and test out lots of different types of outreach to determine what has the most impact and is the most meaningful and sticky for young families.
What excites you most about the initiative?
I am eager to see what we can accomplish with all of the ingredients for success: a spectacular team, support from LII and a culture that is energized by new ideas. Also, day school enrollment has been an adaptive challenge that has not been “unlocked” in the country, and I am excited that Schechter Boston may make inroads in this challenge that can be replicated in other cities.
THE HOW AND WHY A CONVERSATION WITH ADMISSION, ENGAGEMENT AND OUTREACH TEAM MEMBERS
Multiple times each week, the team meets together to go through the nitty gritty of what it means to take our school and community to the next level. Planning and brainstorming can range from discussions about how to engage new families and reach into burgeoning communities or how to create meaningful events and experiences that excite and envelop those who are already part of Schechter’s fabric or those who might not have taken that first step. Schechter's commitment to the concept of "no limit to better" remains a guiding and defining principle behind this consequential work.
This transcript reflects one of the many philosophical, yet practical conversations the team has shared as we pursue the momentous work of expanding and enhancing Jewish life for the Boston Jewish community. There is synergy, intention, heartfelt devotion and, most importantly, a common belief in Schechter’s success.
Even when families want Jewish day school, they are not necessarily willing to make other compromises. For example, our overall academic program, Hebrew language, our ability to differentiate learning, social/ emotional support, our afterschool offerings, STEM curriculum— everything has to be its best.
shira g arber sTrosberg
Shira When we think about the work of growing enrollment, especially from the ground up at our youngest ages, there are a number of premises that we have learned through our own experience, and which have been expanded on and reinforced by our work with the Lauder Foundation. Parents make decisions much earlier than we had even expected. Our research and insights show that young Jewish families are looking for community. They want Jewish content in their children’s lives, but it can be overwhelming to figure out how to make this happen.
Krissy We just completed a large study with Rosov Consulting. Rosov is a firm that helps Jewish organizations with evaluations and high-quality research so that they can make well-informed decisions. We’ve discovered a lot of insights into the needs of the Jewish community because it gives us a data-informed window into a young family’s mindset and planning. It is important for us to have empathy. People want to raise their children with Jewish tradition, but do not always know how or where to go. We can provide and fill that desire and need.
Shirah One of the main reasons we were selected by the Lauder Foundation is that we already have strong, engaging community programs in place. So, what does it take to use the data we are gathering to be able to enhance our programs and what we can offer to the community? A main hypothesis is that families want a “third place,” that place where people go and seek out their community. We're continually learning what people want, and we're trying to meet them where they're at.
Stephanie It’s so important for us to self-reflect constantly. If what we are doing is not attracting families or bringing families in, we have to be willing to start over, try again or ask ourselves tough questions about what went right and what
MEET THE TEAM
Shirah Rosin CP ’26, ’28, ’33 Development and Engagement Manager
Shirah has over 20 years of experience in the Jewish nonprofit field where she has worked in program development, research, community building, and project management. She holds a B.A. from the University of Maryland in History, an M.P.P. from the Heller School at Brandeis University, and an M.A. in Jewish Professional Leadership from the Hornstein Program at Brandeis. She focuses on both grassroots and high-level engagement among the Schechter community from current parents to alumni students and their families, grandparents to special friends of the school and the larger Boston Jewish world.
Stephanie Fine Maroun AP ’09, ’11, ’12, ’14 Assistant Director Admission and Schechter Stories Writer
Stephanie holds a B.A. and an M.A. in Near Eastern and Judaic Studies from Brandeis University with a concentration in Polish Jewish History. She also studied at Hebrew University in Jerusalem and the Oxford Centre for Hebrew and Jewish Studies in England. Stephanie worked as a research assistant at the Tauber Institute for the Study of European Jewry and served as the first full-time Coordinator of the Women’s Studies Program at Brandeis. She worked for years as a Yiddish and German translator and researcher in the fields of Polish, Russian and Turkish Jewish history. Before working in admission at Schechter Boston, Stephanie served as Schechter’s Parent Association Co-Chair and in a number of other volunteer roles. With her family, she is a member of Temple Emmanuel of Wakefield and is active as a temple board member and co-chair of the Membership Committee.
Stephanie One of the things that has been so interesting about working in admissions is that the questions young parents are asking have changed, and will continue to change. Some parents want their children to have the same Jewish experiences they had while others want something different.
Shirah The challenge is to show families that even if their own day school or Hebrew school years were not joyful, it’s not like that now. Since October 7, especially, families are finding that Jewish day school is a place that feels safe. People can be fully themselves. But, more than that, it’s a place in which Jewish holidays and celebrations are part of the school day.
Shira Even when families want Jewish day school, they are not necessarily willing to make other compromises. For example, our overall academic program, Hebrew language, our ability to differentiate learning, social/emotional support, our afterschool offerings, STEM curriculum— everything has to be its best.
Shirah There is a concept called the “trailingpartner” which is when one parent desperately wants something and the other parent just as desperately does not.
Stephanie It happens all the time that parents take a tour and one parent is more sure of Jewish day school and the other is less so. It is so critical to honor that and help both parents understand that Schechter is a large tent with room for many different types of people to be comfortable and find their own way.
Krissy The research has been so helpful in program development. We’ll take a hypothesis about how and when families make decisions, then the research bears it out, and we brainstorm and refine next steps with the Steering Committee.
Shirah Through all of our community programs, all of which are open to everyone, we make sure that our current families are proactive in being welcoming and making connections. People want to feel as if they belong, so we emphasize introductions, pairing people and making sure new families are actively greeted and engaged.
Stephanie The idea of going someplace new whether it’s an event or a school can be very daunting. Schechter is big and diverse enough that we always say, “There is someone like you here,” but that statement—and it’s true!—has to play out in reality when someone walks in the door for a Sukkot event or an Open House or gets invited to a Shabbat dinner.
Shira Our role is to offer community, guidance, structure, opportunities and a variety of inroads. Sometimes we say that we are doing this for families: they may or may not want Jewish community or that may not even realize they want it or what they are missing or that they need it now or in the future.
Krissy We are also visiting and communicating with the four other schools who are part of the LII. It’s been fascinating to see that we are all doing different things because our schools are different from each other. We each have our own perspective, but we learn from each other. It’s not just a “Schechter thing,” but we are part of the broader American Jewish landscape which is really exciting.
Shirah It’s important for us to realize LII is in its first of three years. We are setting up benchmarks to be able to measure success, but this work might take us several years.
Shira One of our approaches is to be very intentional about everything we do, namely our goals for each program or event, to make sure they reflect whowe are, that they are truly excellent, and also “low barrier” so that families feel comfortable coming.
Stephanie We are all focused on this concept of "unreasonable hospitality" from the book of the same name by Will Guidara, which was an all-school read for our faculty and staff last summer. It could mean anything from going out of our way to meet a family for a coffee just to talk before they come for a tour or before they even know what they are looking for in a school. It could mean sitting with a family to fill out an application if it’s hard for them. We have this rolling cart, our “hospitality cart,” that we put out at events. It’s stocked with healthy snacks and food and a variety of drinks, of course, but also diapers and wipes because we think 360º about what makes it easy and accessible to come and hang out with other families.
Leap Year
Rabbi Daniel Blumenthal Hoffman ’99
Most people who learn Daniel Hoffman double majored in psychology and Jewish Studies at Yale remark the same way: “Oh, that makes sense! There is so much overlap.”
Daniel always clarifies with a chuckle, “Actually, my focus was neuroscience. I have a very math and science-oriented brain and I was fascinated by studying the mind.” Indeed, the painstaking research Daniel conducted for his senior research in neuroscience was completely unlike the psychology classes he later took during rabbinical school. “At Yale, I had focused on the concept of animacy which is the brain’s ability to detect animate versus inanimate objects. When you look at something in the world, your brain automatically calculates whether it is human, animal or neither.”
Daniel had also amassed a number of Jewish Studies classes. On the advice of his academic advisor, he opted to write a second 25-page senior essay to qualify for an official double major. Perhaps it was Daniel’s penchant for scientific examination, coupled with his foundations in Jewish education from Schechter and Gann Academy, that led him to enjoy the research process for his essay so deeply. “I examined the Conservative movement’s teshuva (answer) to driving on
Shabbat. It was really exciting visiting JTS in New York and reading the archives of people who had worked on this topic.”
Now in his third year as the Associate Head of School for Judaic Studies and Administration at the Jewish Middle School of Nashville, Daniel looks back and says, “This ended up being my career in the long run, but I didn’t know it all those years ago.”
Describing the arc of his professional work, Daniel jokes he has never left middle school. He speaks with true affection for fifth through eighth grades, often a tricky, misunderstood coming-of-age period for young adults. “Middle school gets a bad rap,” he reflects. “Kindergartners are clay that can be sculpted. A middle schooler is a beautiful sculpture that has taken a form, but hasn't dried yet, so there is still room to help mold them. You can listen and learn from them, and engage them in such a high intellectual way.”
Upon reflection, certain indelible Schechter memories have inspired Daniel’s teaching today. “My Achilles’ heel as a teacher is having conversations and learning from middle schoolers. I can find myself 10 minutes later thinking that we started ‘here’ and now we are over ‘here’ which is both an
asset and a challenge. The discussions we had in Toshba at Schechter taught me to let tangents run their course because it is some of those conversations that have been most meaningful for me.”
A reflexive habit, surprising and even quirky in its “mundaneness,” is how Daniel measures time. It all goes back to a sixth-grade lesson that may have passed by nonchalantly and unremarkably in the moment, but actually established itself in Daniel’s thought process thereafter.
“The teacher put up an acronym on the board used in the Jewish calendar to calculate leap years. I don’t think it was anywhere in the curriculum, but it stayed with me. In order to figure out what year we are in the leap year cycle, I still calculate how many years it's been since sixth grade. I say to myself: it was the beginning of sixth grade, so it was 1996 and we're in 2024. It has been 28 years and one cycle is 19 years in the Jewish calendar, so there are 9 years left over.”
Just as Daniel savored the erstwhile discussions in Toshba that developed organically and sometimes departed fromthe lesson plan, he muses on his double major. “It’s funny that my neuroscience degree basically took a back seat to the majorthat
a N iN tervie W W ith:
What do we want our students’ love of Judaism to look like? How are we going to plant that seed in their hearts so they continue to seek opportunities after they leave us? Having the knowledge without the drive is nothing and having the drive without the knowledge is nothing. We have to give kids both pieces.
an aptitude for administrative decisionmaking at Oakland Hebrew Day and had been toying with shifting in that direction. When everything closed down in March 2020, Daniel and his family flew home to Boston with the intention of staying until after Passover.
Five weeks in Boston morphed into 11 weeks which then grew into Daniel’s having to teach online to his students in California. Despite the sleeplessness inherent in crosscountry teaching and being a young parent to a two-year-old and eight-month-old, Daniel flourished. “As an administrator, teacher and someone who is very tech-aware, I was really enjoying the novelty of teaching in a new way, and I was actually able to eat a warm breakfast”—an egg and English muffin combo he still associates with that period in his life.
Returning to California in late fall, the strict protocol against travel prevented trips back east to see Daniel’s parents. He learned of an opening at Jewish Middle School of Nashville as Associate Head of School for Judaic Studies and Administration. With his seemingly disparate background in Judaic Studies and neuroscience, being a teacher and an administrator, Daniel was a surefire perfect fit for the role he still holds today and which he describes as “doing everything.”
Daniel moves from teaching classes to leading tefillot to helping the school security officer deal with a hornet’s nest on the playground. In other words, Daniel does everything at this small, vibrant Jewish day school that serves 34 students in Grades 5- 8. He explains that many students are just beginning their Jewish education. “If a student has already been in the Jewish education system, you know what skills and knowledge they should have. Navigating that can be complicated as a pluralistic school because parents have different expectations, but there are certain minimums, especially Hebrew. We also hope that a student could be a leader of tefillah in their own or any community.”
As opposed to these two relatively straightforward benchmarks, Daniel adds, “What do we want our students’ love of
Judaism to look like? How are we going to plant that seed in their hearts so they continue to seek opportunities after they leave us? Having the knowledge without the drive is nothing and having the drive without the knowledge is nothing. We have to give kids both pieces.”
He acknowledges an unusual twist to this mission. “We admit non-Jewish students and must support their needs as well. We have a class on spirituality that is not Jewish specific, although Judaism is heavily infused into the class.” To Daniel, this unique aspect of the school is a powerful asset. “Oftentimes as Jews, we can become complacent and take our Judaism for granted. Here's a group of people who are here not because they're Jewish, but because they appreciate Judaism for what it brings to the world. It helps our Jewish students feel as if, ‘Wow, I’ve got something special here.’”
A classic, time-honored map—the Sea of Halakhah—adorns at least one wall in every Jewish day school in the country, Daniel says, as he pictures his own seventhgrade classroom. “It looks like a sea and has different drawings on it from the Mishnah to the Talmud and shows how Jewish law splits between the Jerusalem and Babylonian Talmuds. Then it depicts different Jewish communities of the Middle Ages, for example. If you look at the very bottom right corner of the map, there’s Boston.”
It felt so personal, so relatable, for Daniel every time his seventh-grade teacher discussed a development from the 21st century. “My teacher would always say: ‘because Boston is on the map.’ It meant this is going on in ‘the here and now.’ It made us feel connected to whatever we were discussing. Every time I think about a new idea or what I teach, I think Boston is on the map. It has to be relevant in order for it to stick.” Daniel himself is proof that one’s own map does not always lead in expected directions, but that experiences and conversations en route will stay long after they are first encountered.
Shop online at www.ssdsboston.org/spiritshop or visit the store at the Stein Circle campus. Email spirit@ssdsboston.org to set up a time to stop by.
Use coupon code STORIES20 for 2 0% off your entire purchase.
On the Rise
Timna Barsheshet ’10
I wanted to understand what eggs actually do in a recipe.
A perfect croissant resembles a honeycomb on the inside. It’s a tiny bit chewy, just airy enough, filled with multiple buttery layers and lightly crispy folds of dough. The requisite artistry and dogged tenacity in achieving such a result are precisely why Timna Barsheshet points to the French classic as her favorite pastry to bake, and her most challenging. Long before sunrise, Timna is firing up the industrial-sized ovens, cracking eggs and rolling out dough on the massive slate-topped island at Asaro Bakery, the inviting and stylish one-year-old Cambridge bakery she runs with her parents and brother, Jason.
“We each bring our own ‘thing’ to the bakery,” Timna explains with a smile. “I’m the baker. Jason manages the front of the house including the coffee counter, ordering, paperwork and making sure we have enough supplies. My father, Tzion, is the cook and my mother, Jessica, is the people person, the butterfly floating around the shop saying hello to everyone.”
Cases and countertops are filled with more impossible choices than just the perfect croissants. Sesame-encrusted Jerusalem
bagels, hefty squares of banana bread, fresh to-go meals and rich lattes have quickly produced a growing number of regulars. While the calm and efficient professionalism belies the newness of Asaro, Timna’s family are anything but beginners at running a business.
Growing up in Jerusalem, Timna delighted in working at her parents’ two lively cafes—a bagel shop and their mainstay, Coffee Time—in Kikar Tzion, the jam-packed intersection at the heart of the city. “My parents have always worked together which is so adorable to me. I grew up in the coffee industry. I remember cutting bagels behind the counter and serving people, then the Health Department visited one day, and told my parents I couldn’t work at the restaurant as a 9-year-old. I was devastated!”
In short order, the whole block housing the Mashbir department store, nearly an institution in Jerusalem, was scheduled to be redeveloped, affecting Coffee Time and a number of other businesses who were forced to close. “My father had always wanted to live in the United States. It seemed like the perfect time to move. My mother was born
Timna aT WorK in The asaro baKery KiTChen
traffic just outside of Harvard Square. After a year’s worth of remodeling, repairing leaks and starting from scratch, Asaro opened its doors in 2024.
Timna sits For this interview, still wearing her dark gray, grommeted canvas apron, at a high counter with an exposed brick wall on one side and chic lighting fixtures overhead. When asked her vision of an ideal bakery, Timna’s gaze travels around the spacious shop from gleaming refrigerators and bakers’ racks stacked with supplies in the open kitchen to the customers hunched over laptops or in conversation, all with steaming hot cups and residual crumbs at their sides, and she says simply, “This.”
Timna believes that “[m]ost coffee shops have great coffee and bad pastries or fantastic pastries and bad coffee. There’s always something missing,” she says. “It
with milks and sugars was sticky’ or to say, ‘Everyone is so nice there, but the floors and bathrooms are dirty.’ Every aspect of the bakery is equally important.”
Charming, unexpected details and unique offerings mingle with masterfully executed café classics. Pistachio milk pops up on the drink menu alongside more common dairy substitutes like almond, oat and soy milks. People can order a freshly made orange juice that is instantly bottled on the bakery’s can machine or pick up an iced tea infused with fresh fruit that can be enjoyed on the spot or saved for another day. “I get bored quickly and like to add new things, but there are regulars who want their blueberry muffin every day and it’s important to have it for them.”
Those quiet, solitary hours in Asaro’s kitchen before it opens are Timna’s favorite, butshe
was important to us that customers don’t have to compromise on either. We make everything here and don’t outsource even the basic, standard pastries. When I was working at Ralph Lauren, we were taught that customers should feel as if they are coming into your home. The atmosphere has to be comfortable and welcoming. The shop should smell nice. The music has to be just right. We don’t want a guest to come in and say, ‘I love the coffee, but the station
continues to bake and put out different pastries throughout the day. “I’m still figuring things out and learning. I never went to culinary school, so I watch videos and use common sense. I used to worry about fixing mistakes, but if I forget the yeast in a batch, I repurpose the dough into something else or make a substitution.” With a sweeping motion towards the well-stocked bakers racks and massive refrigerators and freezers, Timna says, “I have a whole grocery store back here.”
Shortly beFore Rosh Hashanah 2022, Timna posted on Facebook: “‘Hi, my name is Timna and I love to bake.’ She recalls, “I shared a menu with three different types of challot—classic, honey and everything— and shared it with the Israeli community. I thought I wouldn’t get a single order. Ten minutes after posting, I was at 20 orders and I eventually got 60 orders. With just our home mixer and oven, my mother, father, brother and I were rolling, baking, packaging day and night. They were amazing. It’s important for people to understand that this is a family business.”
Timna reflects proudly, “I got my start in the Israeli community. Asaro feels like coming home for many local Israelis,” she shares. “I mix Jewish and Israeli themes and flavors and food with other things so people can see and taste our culture.” Giant sheet trays lined with symmetrical rows of rounded tahini dough wait to be baked into oversized cookies. Zaatar features prominently in place of other spices. “Everybody loves it!” she laughs. The flavor combinations are as familiar to some as they are novel to others which is just the blend Timna seeks.
All at once, Asaro has established itself as the neighborhood spot for residents of the surrounding streets and blocks, for students rushing to and relaxing after class, for friends meeting up for a good gab or the lone customer in search of quiet time over tea. There are those who head over after reading a 5-star review and choose a flaky palmier. Others stroll past one morning only to become a regular themselves soon after. It is just the sort of bakery that provokes a wonderfully satisfying sense of ahhh whether settling into a cozy corner to savor a treat or walking out with a cardboard box filled with goodies.
More than anything, though, it is probably not that zing of zaatar that keeps people coming back. It’s being treated like family by Timna and her family.
it.” Conversely, Ben continues, “When I get a knee replacement or buy an insurance plan, none of those factors is available to guide me. I might not know how much my employer is paying for insurance or the cost of the knee replacement or whether it will even work for me.”
Unraveling and decoding the often unpredictable, variable economics of healthcare drives Ben’s work. “My jobas an economist is to identify and offer solutions for market problems in the space of healthcare. One of the great tensions that exists is how much of the solutions and fixes should come from the government versus how much should come from the private sector. Knowing the issues well is important to answering the question. I use cutting edge econometric methodology to answer difficult empirical questions about designing a system that has a lot of competition, that works better for all of the participants in the system, and lets healthcare markets function at a higher level in the United States.”
At best, Ben has a “foggy crystal ball” in assessing and evaluating the many tensions and trade-offs that are part of healthcare economics. Protecting consumers and optimizing cost-effective, high quality healthcare creates an economic concept called the Iron Triangle. Ben recently led classes for the C-suite at major companies such as the Boston Celtics, Boston Beer Company and Cambridge Savings Bank in which he laid out the competing interests of
quality, cost and access. “A high quality, high access system costs a lot of money. A system that's high quality, but low cost, might have low access, for example.”
Again, Ben turns to the Jewish thought that so informs his ethos. “Oftentimes you get issues that are in conflict with one another which I learned in Toshba with Dan Savitt (Grade 7 Jewish Studies Teacher). I have no comparative advantage over evaluating trade-offs. I learned right and wrong in my Kindergarten class: don't hit, don't bite, don't steal. In eighth grade, I learned how to make decisions between right and right, and wrong and wrong, and I continue to use those skills today.”
Ben harkens back to his eighth-grade class’ all-Hebrew production of Bye Bye Birdie, an experience so profound for him that he summons his memories from those days even now. “Being in front of an audience and speaking in a non-native language meant putting myself out there. I use that skill all the time when I'm in front of a classroom or in Washington or in front of a public audience presenting my research. I was in Sicily presenting my research this summer, and the confidence that I have to go in front of a group full of professors and scholars comes directly from being Harry McAfee in Bye Bye Birdie.”
“At a very young age, Schechter taught me about the balance in Judaism between tradition and change,” Ben adds. “It’s
ingrained in me. When I run a classroom, I need to balance the great ideas of economics from the 60s, 70s, 80s, 90s and 2000s and decide what's traditional that needs to be taught in any economics class around the country, and what's new and modern. How should I update it so that my students are ready for a 21st-century economy? In many ways, I’m doing the sacred work that my teachers did in a context that is totally different.”
Ultimately, Ben believes there is no grand, one-size-fits-all key to revolutionizing healthcare costs, but that incremental change will yield measurable improvements to people’s lives. “I ask my students all the time if they would rather be in the top 10 percent of the income distribution in 1890 or the bottom 10 in 2020. That’s a real makhloket (argument or dispute), and there's no right answer. The way the world has changed since chemotherapy, since heart disease care, since modern surgery and medicine have been around, has made the world much better. Small fixes in combination with multiple market-based solutions can lead to improvements in healthcare so that our country can remain competitive and innovative in a global landscape.
“We have achieved much, but there is a long way to go,” Ben says matter-of-factly. He lists the myriad inequities in healthcare and outcomes by race and income, from rates of infant mortality to end-of-life care
and everything in between. Economics play an inextricable role as lynchpin and cog in identifying obstacles, dilemmas and, as always for Ben, efficient solutions.
“What can we design that leads the market to develop life-saving drugs or medical treatments or innovation in the delivery of coordination of care? If each of those factors saved even one percent of lives or one percent of dollars, over time it would lead to incredible advancements in human society.” Ben breaks down the behemoth of United States healthcare spending in relatable, perspicuous terms. “Nearly 20 percent of gross domestic product is spent on healthcare, which means $1 in every $5 we spend is on healthcare. Figuring out a way to save even one percent of that would lead to huge savings.”
As a FiFth-grader in David Wolf’s classroom, Ben had been captivated by Esther Forbes’ Newbery Medal winning book Johnny Tremain, the sweeping account of a young apprentice in the 1773 Boston silver shop of Paul Revere. The riveting tale of the young protagonist plays out against the backdrop of the Revolutionary War, bringing to life a fiercely unsettled time in American history. Ben reflects that the story’s power and providence came to him later as an adult. “The themes had to mature for a while which is a testament to well thought out curriculum design in general studies at Schechter.” Ultimately, Ben found timeless and storied parallels while a graduate student at the Wharton School of Economics from which he earned a Ph.D. in Healthcare Economics in
If I could direct a parent who is considering whether to send a four-year-old to Schechter, I would say: ‘Yes, your child will have a fantastic education, but more importantly, your child will have relationships with teachers and friends that are unique to anywhere on the planet, that are some of the best, strongest, safest, most secure, caring, loving relationships that exist out there.’
2022. Being a witness to history and a player in events larger than oneself have remained an abiding inspiration for him. “Young Johnny Tremain learns about the American Revolution through all these famous people who came into Paul Revere’s shop like John Adams and Sam Adams. At Wharton, I was part of an apprentice program under the tutelage of some of the most eminent scholars in healthcare economics in the country, watching and learning, which reminded me a lot of the book.”
Ben stands squarely in front of his students, the bright-eyed, future business leaders and thinkers who, under his tutelage and intellectual nurturance, will become the inspired, steady changemakers of the future. He poses the age-old question: how do we create a new generation of innovators who will run companies, sit in governmental advisory roles and have the sophistication in their thinking to pilot advancement? “I worry less about whether we can develop a new drug to stave off obesity or heart disease and more about equipping the next generation with the tools they need to make society better.”
The discordant factors that define healthcare economics evoke for Ben one of the most powerful lessons from Schechter, not a specific lesson, but a larger habit of mind. “I get to be a conduit of great ideas to people who have not yet been exposed to them. Teaching students about how to hold and debate conflicting viewpoints is often lost in education. Writing a strong opinion in a way that is humble, but persuasive is critical. If we
lose sight of how to do that, we're in trouble. Schechter does this so well.”
The hallways in which Ben once had a locker for his lunchbox and ring binders have been exchanged for the hallways in which he greets students or policymakers. He is both nostalgic and grateful when he reflects on “[nearly] 25 years of being friends with the people I met at the LEGO table in Kindergarten. Whether I’m successful professionally or not, what allows me to reach as high as I have, are these invaluable friendships. If I could direct a parent who is considering whether to send a four-year-old to Schechter, I would say: ‘Yes, your child will have a fantastic education, but more importantly, your child will have relationships with teachers and friends that are unique to anywhere on the planet, that are some of the best, strongest, safest, most secure, caring, loving relationships that exist out there.’”
The influence of Ben's teachers on him is a timeless throughline in his life. “I still lean on their teaching and I want to pay it forward by being the best member of the Jewish community, Boston community and larger community I can be. I recently was in synagogue, and I pulled out the red Siddureinu that I was given in first grade. It just opened this idea in my mind about how much I've grown and how far I've come, and also how similar I am to who I always was. That balance is really special.”
In fact, it’s priceless.
Class Notes
Schechter alumni are current parents for a total of 88 students
1995
Eli Lederman and his wife, Meg, welcomed a baby boy, Ran, in September. Older siblings Max and Vivy are excited to have a new brother.
1997
Talia Liben Yarmush and her husband, Gabriel Yarmush, celebrated their son, Ezra, becoming a Bar Mitzvah.
1999
Daniel Hoffman and his wife, Eliezah, welcomed their third child, Meital, who is joined by older siblings, Lev and Yarden.
2002
Yonah Liben and his wife, Nofar Dadush-Liben, welcomed their third child, Noga, on July 29.
2003
Nat Gardenswartz and his husband, Davide, share, “We welcomed our first child, Aya Naira Russo, into the world on August 22, 2024. She has filled our home in Northern California with love and smiles, and we are loving being her dads. We are so grateful for the love and support we’ve received from the Schechter community in recent
months, and look forward to having Aya meet folks from this beloved community over time!”
2006
Tali Marcus married Seffi Kogen at a summer camp in the Hudson Valley. They hosted a full weekend at “Camp TAFFI (Tali + Seffi)” of Shabbat programming including Shabbat services and dinner, a havdalah bonfire and camp activities such as yoga, pickleball, hiking and boating. Tali and Seffi, who went to Schechter schools in New Milford and West Orange, New Jersey, met at the Yale School of Management.
2009
Avital Hamilton Reindel and her husband, Justin, welcomed a boy, Ethan Alvin Reindel on May 30, 2024.
ToP: aviTal hamilTon reinDel anD her husbanD, JusTin, WiTh eThan alvin reinDel; miDDle: Daniel hoffman anD his Wife, eliezah, WelComeD Their ThirD ChilD, meiTal; boTTom: yonah liben WiTh his Wife, nofar, anD Their ChilDren
ToP lef T: aya naira russo; ToP righT: Tali marCus anD seffi Kogen; boTTom: roW 1 (l-r) yonah liben ’02, noah liben ’96, r abbi r aviD Tilles, miCah liben ’95, Talia liben yarmush, sara liben ’05, leslie yarmush, anD risa Krohn, roW 2 (l-r): shalev manning ’36, anya roDgin manning ’99, ziv manning ’36, miCah Tilles ’29, r aziel lehmann ’32
Class Notes
2011
Debbie-Lee (Baskir) Steinmetz graduated from Brandeis University in 2019. She works in Human Resources at Gemini. Debbie-Lee and her husband, Ari Steinmetz, welcomed their son, Joseph, in early 2024. “We now live in Stamford and would love to connect with other alumni in the area, particularly new moms of one child!” Debbie-Lee still fondly remembers the eighth-grade play and fourthgrade poetry event with Mrs. Weinstein-Park!
Maya Fields graduated from Brandeis University in 2019 and from the University of Massachusetts General Hospital Institute of Health Professions and now works as an Occupational Therapist at Learning Prep School and the Spaulding Rehabilitation Hospital.
Monica Siegel graduated from Franklin & Marshall College in 2019. She is in Digital Ad Sales for BBC Studios.
2012
Geoffrey Cole graduated from Dickinson College in 2020 and the Northeastern University School of Law. He is employed by the State of Rhode Island. Geoffrey and his wife, Julia, have a child on the way.
Jeremy Gross graduated from Vanderbilt University in 2020. He shared, “I live in New York City and work for a Paris-based social app startup called amo! Shabbat afternoons in Mar Cohen’s first- grade class were always very fun! I especially loved when my parents hosted.”
Harry Williams lives in Del Mar, California and works as a software engineer at Anduril Industries.
2013
Jacob Metzger graduated from DeSale University in 2021. After teaching film at a high school for two years, Jacob now works as a videographer. He has filmed two full-season high school football documentaries. He has also photographed and videoed for the NCAA, Planned Parenthood, Lehigh University and for many local brands and non-profits. Jacob shares, “I will always remember learning about mental math tricks with Mr. Srebnick!”
Maya Metser graduated from New York University in 2021. “I got married in June 2024 to my wonderful partner of eight years, Gilad Waldman! I also began my Ph.D. studies in Clinical Psychology in 2023 at the University of Miami, with a research focus on romantic relationships. Prior to beginning graduate school, I ran a podcast called Psych Mic to help myself and my peers discover careers in and around psychology. To do
members of The Class of 2012 goT TogeTher over The ThanK sgiving breaK aT The home of veroniCa leifer. roW 1 (l-r): ava shaevel, sabrina sTaCK s, aDina JaCobson, moshe yanCoviCh (shira WalD's husbanD), shira (WalD) yanCoviCh, roW 2 (l-r): veroniCa leifer, China sTuCK man (evan CrysTal's fianCe), evan CrysTal, hannah sKoff, miCah Kraus, shelley frieDlanD, roW 3 (l-r): beK ah blumenfelD (Jonah PemsTein’s girlfrienD), JeD shaffer (boyfrienD of shelley frieDlanD), roW 4 (l-r): Jonah PemsTein, lev grossman
so, I interviewed professionals in various industries (law, education, healthcare and mental health care, business, etc., all with psychology backgrounds) about their careers. This is ultimately how I learned I wanted to be a psychologist! I hope to help people live more fulfilling lives, with a particular focus on helping them improve the quality of their relationships.”
Maya adds, “I'm having a hard time choosing between the eighth-grade play and the trip to Israel as my favorite memory. The commonality in both was the bonding and sense of adventure we experienced as a grade.”
Ezra “Ezzie” Stone graduated from Brandeis University in 2022. He currently works as a freelance musician. Ezzie shares, “I've spent the last three years building a career as a drummer in musical theatre all along the North Shore and Seacoast areas. I've played it all from high school shows to regional premiers, blockbuster family spectacles (Jesus Christ Superstar, Newsies) to "redlight" dark comedies (Bat-Boy, Lizzie). Most lately I've been heavily involved with the Seacoast Repertory Theatre in Portsmouth, New Hampshire. On the side, I am still using my degree in music composition to produce award-winning pieces like Song of the Storm, and continue my career as a sound engineer.”
Ezzie adds, “Yiddler was a big memory for me. That came at a time where I was becoming more interested in the cinematic arts (something which
maya meTser anD gilaD WalDman
Class Notes
to bond myself and my classmates, and taught me so much about myself and the Jewish people around the world.”
Ilan Rotberg graduated from Brown University in 2024. He is a consultant at the Boston Consulting Group.
2016
Nadav Konstantine graduated from Worcester Polytechnic Institute Class of 2024 with a Bachelor's Degree of Science in Computer Science and a minor in Financial Technology. “I am currently pursuing freelance roles across the spectrum of Computer Science. Soon I will be applying for and pursuing my Master's Degree of Science in Computer Science and I am loving my time back in the Greater Boston Area. One of my favorite Schechter memories is when my sixth-grade class underwent a Schechter experiment that I don't think was done before my class did it or after: making our own tefillin from scratch! This experience was unlike one I had ever
had, and the team that the Schechter administration brought from Tel Aviv was very memorable. I have my self-made tefillin to this day and I never would have expected to learn so much about it! It was very very cool and exciting.”
Justin Linden graduated from Wake Forest University in 2024 and is currently serving as the Wake Forest Presidential Fellow for Atrium Health Wake Forest Baptist Hospital during his gap year while applying to medical schools. Justin remembers both playing on the Schechter soccer team and serving as a team captain for color war in eighth grade.
Gili Schor graduated from Brown University in 2023 with a double concentration in biology and public health. “Since I graduated,” she says, “I have been working in the cancer program at the Broad Institute, a Harvard and MIT biomedical incubator. I'm incredibly grateful for the friendships I formed at Schechter, and I'm happy that I am still in touch with many of my Schechter friends. I’m really looking forward to connecting soon!”
2021
Mazal tov to Jonah Nathanson for signing his swimming commitment letter to Boston College where he will be a freshman in the fall of 2025. Jonah is the first ever Gann Academy student to be signed to a D1 college sports team.
2022
Mazal tov to Lily Chorev for being elected as CoVice President for Outreach for HaNer USY.
2023
Mazal tov to Galia Wachman for being elected a Vice President for Communications for HaNer USY.
Mazal tov to Ayden Strosberg and Raviv Zarch for becoming certified Red Cross lifeguards this past summer at Camp Yavneh. They were instructed by Estelle Gomolka, Grade 5 General Studies Teacher, and Camp Yavneh Waterfront Director during the summer.
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