Month: March 2022

ATT dinner honors teaching excellence

Some 350 educators, community members, friends and lay leaders gathered on Tuesday, March 28 to make this year’s ATT celebration of educators an inspiring evening celebrating Jewish education in Chicago.

The event was a pivot from previous ATT dinners, where community leaders were honored. Instead, the honorees of the evening were the hundreds of dedicated teachers in ATT schools.

Introducing the event, Rabbi Mordechai Raizman, CEO of the ATT, said, “Tonight, there is one focus in mind. It is all about the educators–the presentations to the teachers and recognizing the educators in our city for their selfless dedication and devotion to educating the future generations.”

He added, “The ATT is in the background offering classes, courses, mentorship and various trainings to further the professional growth of our educators. We are here to guide and support all the teachers of our community in your individual journeys, but you are the ones on the front lines doing all the work–putting in the extra hours, preparing lessons, speaking to parents, marking grades and most importantly thinking about how to reach the students in your classroom.”

The program also highlighted ways the ATT team are proud to support teachers, administrators and students. ATT Board Co-President Stan Gertz says, “The ATT’s mission is to help support education in this system and that does not go without starting with the teachers first, making sure they have every resource available to them so that they can help raise our children to be the best Jews and best citizens they can be.”

The ATT has over a 90-year history of supporting Chicago Jewish day schools.

Rabbi Dr. Leonard Matanky, dean of ICJA, says, “The ATT has been committed to creating Jewish educational opportunities in Chicago from the moment it was founded, and the way that they impact our schools today is by helping our teachers become better professionals. By making sure we have standards, by making sure we have dreams and by making sure that we have the opportunities to learn how to reach our students.”

The power of professional development and mentoring that the ATT provides has a ripple effect across the system. Rabbi Avrohom Moller, superintendent of education says, “Good teachers that I know are teachers who are constantly growing personally and professionally. There’s nothing more powerful than when a teacher tells his class that I’m going to class tonight to learn how to be a better teacher. Being a perpetual learner is where it’s at.”

Presenting the winning teachers of the Hartman Educator Award

The highlight of the evening’s program was honoring three winners of the the ATT’s 12th Annual Hartman Family Foundation Educator of the Year Awards: Elise Glatz, Arie Crown Hebrew Academy; Olivia Friedman, Ida Crown Jewish Academy; and Rivkie Levitin, Joan Dachs Bais Yaakov.

The top award for Glatz is sponsored in memory of Mrs. Gayle Ann Herwitz. Mark Hartman says, “In my experience the award has taken great teachers and made them even better. The award has given many teachers the due credit that they deserve.”

ACHDS first grade teacher Elise Glatz was honored by the award and says, “I’m in a room with 20-something first graders all day, and most things you do don’t get noticed. You go above and beyond for your students. You feel the appreciation when you see a student who’s now able to do something–that’s your reward as a teacher. But to be recognized is a very good feeling.”

The award and selection process are designed to highlight the outstanding and innovative efforts of our educators. The ATT and Hartman Family Foundation hope that through the awarding of this prize not only three of the most outstanding teachers in Chicago are recognized, but the award also further elevates and ennobles the entire profession in the eyes of our community.

Awards are selected by a committee of educational consultants and community members. Selection criteria for the Educator Award include exceptional instructional skills in a nurturing environment, commitment to one’s students’ success, superior communication skills with parents, students, and peers, commitment to continued professional development, and contributions to one’s school’s learning community.

The power of the Hartman teaching award is not only in the recognition teachers get, but also in the idea of the award as a goal. JDBY kindergarten teacher Rivkie Levitin says, “I put a lot more into my teaching this year through the process of the Hartman Award. The more I worked toward it, the more confident I was in myself. I was implementing other ideas expecting the possibility of Rabbi Moller coming into video me. I really gained from the experience.”

Olivia Friedman, who teaches Tanach at ICJA, pointed out that this is the first time that a winner is the student of two previous Hartman Educator Award winners. Rabbi Matanky says, “Olivia is always trying to find new things that will engage her students.”

Friedman says, “I think it’s really important for the students to see that their teachers are also learners. Because how can I expect a student to learn and to go and do homework and take my class seriously if I’m not doing the same thing.”

Thank you to the ATT staff and lay leadership who made this year’s annual dinner such a success.

A Taste of Torah – Parshas Tazria

Written by: Rabbi Avrohom S. Moller

Nissan – The Month of Renewal

This week we read Parshas HaChodesh, the last of the four parshiyos, the special addenda to the weekly reading which frames the celebrations of Purim and Pesach. Our sages instituted these special readings to convey meaning and anticipation for these special times. Let’s focus on Parshas HaChodesh, which is read from Parshas Bo, when Hashem commanded Moshe Rabeinu to prepare for the Exodus. The previous year had passed with the Jewish people watching the dramatic retribution of the ten plagues being visited on their tormentors. Now it was time to get ready to leave all of that behind and face a bright future of nationhood, sovereignty, and most importantly, a new relationship with Hashem himself. Our focus would be to be his loyal people and His commitment to us would be to protect us and to teach us.

The first part of these instructions focuses on the creation of a uniquely Jewish calendar. It is based on 12 lunar months and the month of Nissan is the beginning of this year. This is because our history as a nation begins in this month when we left Mitzrayim. Our calendar is also adjusted through a cycle of leap years to make sure that the Yomim Tovim occur in the proper seasons. The holiday of Pesach, when we celebrate our birth as a nation, must take place in the spring when the world is renewing itself and all of nature is being reborn.

Our sages tell us that this month was also the beginning of the service in the Mishkan – the Tabernacle. This occurred in the year following the Exodus. We had already received the Torah at Har Sinai and because of the sin of the Golden Calf it became necessary to erect a Mishkan and to have Hashem’s presence expressed in this edifice. This became a focal point for our people for the next 1300 years. It is important to note that Hashem selected Nissan to be the time to dedicate the Mishkan as this would be another renewal of our relationship with Him. This is in spite of the fact that the Mishkan was ready for many months as it had been completed the previous Kislev.

When we enter the month of Nissan with the happy anticipation of the upcoming Yom Tov, we should also be focused on this time as an opportunity for renewal and refreshing ourselves. Our ability to reset and to renew ourselves individually and as a people is what endears us to Hashem. The Navi says, “For Yisroel is a lad (youthful) and I love him.” (Hoshea 11:1) Just as a lad is positive and full of life and always looking for new experiences, we are also constantly looking to conquer new horizons and reinvent ourselves. As we shake off the doldrums of the winter, let’s enter this new month with vigor and recommitment to the things that are really important in our lives.

A Taste of Torah – Parshas Shmini

Written by: Rabbi Mordechai Raizman

Is it Kosher?

In this week’s Torah portion, Shmini, the laws of kashrut (dietary laws) are discussed. The Parsha states that two signs are required for an animal to be kosher. One, the animal must have split hooves, and two it must chew its cud.

Rav Hirsch, a great Torah luminary in the 1800’s, questions the significance of these two signs. Overall, the laws of kashrut are a chok, laws which do not have a reason behind them.  However, even so, Rav Hirsch provides insight into what we can learn from why these two signs were chosen.

Through observation one can see that animals containing these two physical traits are not overly aggressive, but rather more on the tame side. Rav Hirsch points out that G-d, in His infinite wisdom, is sending us a message – you are what you eat, so to speak.  As Jews, we are obligated to adhere to a moral and ethical code in all parts of our lives. However, we are only human, and as such, we need constant reminders to identify with things that are less aggressive in nature. As we constantly work on refining our character, even the food we eat can help reinforce this character trait as well.

As parents, we are responsible to establish a framework for our children to help guide them to become Torah Jews with sound character, treating others in an appropriate manner. The Torah when it discusses the signs of a kosher animal is once again emphasizing the type of person we should be and adds one more item to the “instruction manual” to assist us in raising our children.

A Taste of Torah – Purim

Purim and Jewish Exceptionalism

Our holidays are laden with meaning and themes and Purim is certainly no exception.  Purim highlights our relationship with Hashem whose watching eye is upon us even when it isn’t apparent in the depths of galus (exile). He is receptive to our sincere prayer even when all seems lost. There is another theme that should be highlighted as well and that is that we need to understand and appreciate our exceptional status as Jews. Hashem expects us to do this and will force us to appreciate it even if we choose to ignore it.

Let us begin with our nemesis, Amalek, who attacked us a short time after the Exodus. The Midrash (Tanchuma Ki Taitzai) explains that although Amalek knew he wouldn’t prevail, he still wanted to blunt the tremendous impression and respect that had been created by the miracles of the Exodus and the splitting of the Red Sea. His point was that there is nothing special about the Jewish people and that their existence didn’t differ than that of any other nation. When Amalek’s descendent Haman slandered the Jews to Achashverosh, he began with the word “ישנו” which means “there is.” However, the Gemara (Megillah 13b) interprets this word as “they’re asleep.” The Gemara explains that Achashverosh, who was aware of the history of the Jews and their resiliency, feared that there would be serious repercussion from Hashem if he would allow the annihilation of the Jews. Haman reassured him by saying, ”Don’t worry; they’ve fallen asleep in their commitment to mitzvos,” and don’t deserve Hashem’s special protection and favor.

It seems that Haman had something going there. In fact, there really was a decree in heaven against the Jewish people which Haman had tapped into. The Gemara relates that Eliyahui HaNavi told  Mordechai that there was a decree of annihilation which was sealed with clay, not with blood. This signified the decree’s reversibility and this knowledge spurred Mordechai to muster the Jews to pray and fast to avert the decree. What misdeed did we do to deserve this decree? In Megillah (12a), the Gemara tells us that one of  the Jewish failures that brought on the decree was the fact that we enjoyed the feast that Achashverosh threw as described in the opening scene of the Megillah. Another cause for the decree is that we had bowed to Nebuchadnezzar’s statue during the Babylonian exile which preceded the story of Purim. It is interesting that the Gemara (Sanhedrin 93a) says that when the three Jewish heroes – חנניה, מישאל, ועזריה – who did defy Nebuchadnezzar and refused to bow to his image,  emerged from the furnace, the other nations said to the Jews, “You have such a mighty G-D and yet you bow to a statue?” The Jews were shown that they are different and that much more is expected of them. This inability to feel proud and strong as Jews was obvious both when they agreed to capitulate to Nebuchadnezzar and when they joined Achashverosh’s feast.

When we don’t believe in ourselves and understand our specialness, Hashem will confront us with this reality. We celebrate Purim as a reminder that we rejoice in Hashem’s closeness with all of its attendant responsibilities. We must raise our children with this proud tradition and sense of responsibility by showing them that we look at all of our interactions with the world around us through the Torah lens.

A Taste of Torah – Vayikra/Zachor

Written by: Rabbi Mordechai Raizman

All for One and One for All

As we approach the holiday of Purim, we can sense in the air a feeling of camaraderie and friendship that this holiday teaches us. The acts of giving Shaloch Manos (giving gifts to people) and taking care of the poor are designed to create a feeling of Achdus (unity) among us. Yet, we find a puzzling Halacha (law) related to the observance of this holiday.

The Talmud (oral law) in tractate Megillah states that one reads the Megillah on different dates depending on one’s location. Most of us celebrate Purim on the 14th of Adar. However, individuals who live in a walled city celebrate Purim on the 15th and in some cases, the Talmud tells us at different times in history there were people who even read the Megillah on the 11th, 12th, or 13th of Adar. It makes one wonder why a holiday that represents Achdus does not have everyone celebrating the holiday at the same time.

Rabbi Zev Leff, (the Rav of Moshav Mattityahu and Rosh Yeshiva of the Yeshiva Gedolah Mattityahu) a renowned lecturer and educator, explains the true understanding of being a unified people. Achdus does not mean that everyone does the same thing at the same time. Rather, Achdus means that I am happy for you with what you are doing, and you, in turn, are happy for me with what I am doing.  Achdus is respecting each other’s differences and appreciating people for whom they truly are. We are all created in the image of G-d and have something to contribute to society. Thank G-d, we are fortunate to live in a wonderful unified community. Let us all strengthen our respect and admiration for our fellow Jews. We must transmit this message to our children, and G-d willing, we will merit the ultimate reward of the final redemption and rebuilding of the Bais Hamikdosh (Temple) in our times.

TEACHERS EDUCATIONAL CONFERENCE – February 21, 2022 20 Adar I 5782

Audio Recordings available only for those classes highlighted in red.

SESSION 1           9:00 am – 10:00 am

Explore Some More of the Best Hands-On Science Activities – Kark, Gavriel

Fostering Grit in Classrooms: Pursuing Goals with Passion, Perseverance, & Resilience – Schiffman, Rabbi Dr. Mordechai

Fun and Engagement in the Classroom – Johns, Ms. Beverley, MS

Is Your School the “Happiest Place on Earth?” – Sadigh, Rabbi Yaakov, MEd

Language Processing and Its Effects on Instruction and Classroom Behavior  Gr 9-12 – Kamin, Rabbi Reuven, MA

More Effective Games for the Secondary Math Classroom – Alkhovsky, Daniel

Stars, Slurpees, and Stickers: The Myths and Merits of Motivation – Shames, Mrs. Tamar, MEd

Using Task Verbs and Writing Evidence-Based Claims – Gleicher, Ruth, MA

SESSION 2          10:15 am – 11:15 am

Building Relationships and Collaboratively Engaging with Families – Reed, Mollie, MED and Bennett, Rachel, MSW, LCSW

Building Relationships that Improve Student Academics and Behavior – Sadigh, Rabbi Yaakov, MEd

Don’t Color Within the Lines – Roth, Dr. Shira and Fleischer, Bari

Language Processing and Its Effects on Instruction and Classroom Behavior Gr K-4 -Kamin, Rabbi Reuven, MA

Sefatai Tiftach: Opening the Door to Successful Acquisition of Language and Memory Skills – Shahak, Rabbi Yair, MA, MM

Strategies to Enhance Student Responsiveness and Participation in Language Arts and Social Studies – Gertz, Mrs. Sharon, MA

Taking Part in the World of Our Children to Ensure that They Take Part in Ours – Schonfeld, Rabbi Ari

Teaching Next Generation Science Standards through Storylines – Gleicher, Ruth, MA

Teaching Students with ADHD: A Guide – Felt, Rabbi Dr. Nachi, PhD

Teaching Your Students to Take Notes – Spotts, Mrs. Amy, MEd

SESSION 3          11:30 am – 12:30 pm       

21st Century Goals for Our 21st Century Thinkers – Charnoff, Mrs. Ashley, JD, MEd

Building Capacity in Teens: Guiding Them to Independence – Fein, Marc

Chinuch with Love – Miller, Rabbi Gershon

Don’t Lose Your Marbles: Self-Regulation in the Elementary School – Koslowitz, Dr. Tziporah, PhD

Language Processing and Its Effects on Instruction and Classroom Behavior Gr 5-8 – Kamin, Rabbi Reuven, MA

Making Art to Read Literature – Robinson, Dr. Ariela, EdD

Neuropsychological Evaluations in Relation to School Functioning – Hauser, Dr. Meir, PsyD

REACH Team Meeting – REACH

Social Thinking 101 – Tarshis, Nancy

Spiritual Resistance During the Holocaust – Schreiber, Miki Jona and Hasten, Laurie

Supporting Anxious Children in the Classroom – Berman, Josh, LCSW and Bennett, Rachel, LCSW

The Dynamic Duo: Anxiety and Depression in Teens – Loew, Edward, MA, LCPC, CCHP, NCC

What’s the Big Idea – Unlocking the Power of Deeper Questions to Promote Greater Understanding  – Rabinovich, Dr. Deena S., EdD

SESSION 4          1:15 pm – 2:15 pm

The Rebbe as a Mashpia: Part 1 – Miller, Rabbi Gershon

SESSION 5          2:20 pm – 3:20 pm

The Rebbi as a Mashpia: Part 2 – Miller, Rabbi Gershon

TEACHERS EDUCATIONAL CONFERENCE – February 21, 2022 20 Adar I 5782

Video Recordings available only for those classes highlighted in red.

SESSION 1           9:00 am – 10:00 am

Explore Some More of the Best Hands-On Science Activities – Kark, Gavriel

Fostering Grit in Classrooms: Pursuing Goals with Passion, Perseverance, & Resilience – Schiffman, Rabbi Dr. Mordechai

Fun and Engagement in the Classroom – Johns, Ms. Beverley, MS

Is Your School the “Happiest Place on Earth?” – Sadigh, Rabbi Yaakov, MEd

Language Processing and Its Effects on Instruction and Classroom Behavior  Gr 9-12 – Kamin, Rabbi Reuven, MA

More Effective Games for the Secondary Math Classroom – Alkhovsky, Daniel

Stars, Slurpees, and Stickers: The Myths and Merits of Motivation – Shames, Mrs. Tamar, MEd

Using Task Verbs and Writing Evidence-Based Claims – Gleicher, Ruth, MA

SESSION 2          10:15 am – 11:15 am

Building Relationships and Collaboratively Engaging with Families – Reed, Mollie, MED and Bennett, Rachel, MSW, LCSW

Building Relationships that Improve Student Academics and Behavior – Sadigh, Rabbi Yaakov, MEd

Don’t Color Within the Lines – Roth, Dr. Shira and Fleischer, Bari

Language Processing and Its Effects on Instruction and Classroom Behavior Gr K-4 -Kamin, Rabbi Reuven, MA

Sefatai Tiftach: Opening the Door to Successful Acquisition of Language and Memory Skills – Shahak, Rabbi Yair, MA, MM

Strategies to Enhance Student Responsiveness and Participation in Language Arts and Social Studies – Gertz, Mrs. Sharon, MA

Taking Part in the World of Our Children to Ensure that They Take Part in Ours – Schonfeld, Rabbi Ari

Teaching Next Generation Science Standards through Storylines – Gleicher, Ruth, MA

Teaching Students with ADHD: A Guide – Felt, Rabbi Dr. Nachi, PhD

Teaching Your Students to Take Notes – Spotts, Mrs. Amy, MEd

SESSION 3          11:30 am – 12:30 pm       

21st Century Goals for Our 21st Century Thinkers – Charnoff, Mrs. Ashley, JD, MEd

Building Capacity in Teens: Guiding Them to Independence – Fein, Marc

Chinuch with Love – Miller, Rabbi Gershon

Don’t Lose Your Marbles: Self-Regulation in the Elementary School – Koslowitz, Dr. Tziporah, PhD

Language Processing and Its Effects on Instruction and Classroom Behavior Gr 5-8 – Kamin, Rabbi Reuven, MA

Making Art to Read Literature – Robinson, Dr. Ariela, EdD

Neuropsychological Evaluations in Relation to School Functioning – Hauser, Dr. Meir, PsyD

REACH Team Meeting – REACH

Social Thinking 101 – Tarshis, Nancy

Spiritual Resistance During the Holocaust – Schreiber, Miki Jona and Hasten, Laurie

Supporting Anxious Children in the Classroom – Berman, Josh, LCSW and Bennett, Rachel, LCSW

The Dynamic Duo: Anxiety and Depression in Teens – Loew, Edward, MA, LCPC, CCHP, NCC

What’s the Big Idea – Unlocking the Power of Deeper Questions to Promote Greater Understanding  – Rabinovich, Dr. Deena S., EdD

SESSION 4          1:15 pm – 2:15 pm

The Rebbe as a Mashpia: Part 1 – Miller, Rabbi Gershon

SESSION 5          2:20 pm – 3:20 pm

The Rebbi as a Mashpia: Part 2 – Miller, Rabbi Gershon

A Taste of Torah – Parshas Pekudei

Written by: Rabbi Avrohom S. Moller

In the past few weeks, the Torah discusses the construction of the Mishkan (Tabernacle). In this week’s Parsha, Pekudai, we learn that the Mishkan was dedicated on Rosh Chodesh Nissan. However, the Midrash explains that although the dedication occurred on Rosh Chodesh Nissan, the Mishkan was actually ready to be used Chanukah time, more than three months earlier. The question then arises: Why was it necessary for B’nei Yisroel to wait an additional three months to use the Mishkan?

The commentaries explain that the building of the Mishkan is a symbol of Hashem’s forgiveness to B’nei Yisroel for the sin of the Golden Calf. Close examination of the construction of the Golden Calf reveals that its cause was due to the B’nei Yisroel’s impatience. When Moshe did not come down from the mountain at the expected time, the B’nei Yisroel panicked. Their need to have a physical liaison between Hashem and themselves propelled them to act impetuously resulting in the Golden Calf. Hindsight teaches us had B’nei Yisroel taken a few moments to step back, reflect, and think things through, a different conclusion might have ensued. They could have come to the realization that they should have considered the consequences of their actions before acting so quickly.

Hashem established a three month waiting period to teach B’nei Yisroel an important lesson. He makes them wait to emphasize that it is not enough to acknowledge the sin, but in order for it to be a true learning experience, it is necessary to determine the problem’s root and learn from that. As parents, it behooves us to teach this valuable lesson to our children. We must model reflective behavior and not jump to conclusions, and when we do, we must first understand the cause of the problem in order to solve it completely.