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MERKOS L’INYONEI CHINUCH EDUCATION OFFICE

ANNUAL REPORT 2013/5773

3MERKOS L’INYONEI CHINUCH EDUCATION OFFICE 2

The National Director of the Merkos Chinuch Office:The National Director of the Chinuch Office, Rabbi Nochem Kaplan, was instructed during a personal audience with the Lubavitcher Rebbe זי”ע to enter the field of educational administration. In a career spanning more than 30 years career he served as principal in various schools across the country. He served as Chairman of the Board of the National Conference of Yeshiva Principals and authored the Torah Umesorah Principals Administrative Manual which guides Yeshiva administrators to this day. He served as a school visitor for the US Dept. of Ed. and published a series of Halacha textbooks. He established the Merkos National Accreditation Board and served as President of the National Council for Private School Accreditation

Rabbi Nochem Kaplan, Director

Mr. Eric Braunstein, TEAMMr. Bryan Kaplan, Chabad Consortium

Ms. Esther Silberstein, M’Zman L’ZmanRabbi Reuven Witkes, Chinuchworks.com

Meyer Eichler, ChairmanShmuel GinewischMoshe Malamud

Meir PragerZalman Schochet

Dovid Smetana Efraim Stigman

MERKOS L’INYONEI CHINUCH EDUCATION OFFICE

ADMINISTRATION

ADvISORY BOARD

AnnuAl RepoRt 2013/57733

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The Merkos Chinuch Office, the yeshiva and day schools

education department of the Merkos L’Inyonei Chinuch,

Chabad Lubavitch International headquarters, provides

a myriad of educational services to the 352 educational

institutions in the English speaking world.

The continuing need for new schools that serve increasingly

complex student bodies, demands educational programming

that engages the children and captivates their parents as

well. These dynamics brought the Merkos Chinuch Office

into being in 1999. The Merkos Chinuch Office continues to

focus on new realities so as to be able to provide necessary

educational services to schools that span a vast range on the

continuum of religious observance and Jewish life.

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MERKOS L’INYONEI CHINUCH EDUCATION OFFICE 4 5

I DEPARTMENT OF

SCHOOLS’ SERvICES

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SCHOOLS INFORMATION AND STATISTICS AND COORDINATIONChabad schools range from Cheder type institutions to community oriented day schools. Their progress may be as intensive as that of Oholei Menachem in Crown Heights or as liberal as Columbia Hebrew Day School in Columbia, South Carolina. The Chinuch Office gathers statistics on the Chabad network, listens to their needs and coordinates a variety of activities and services. Last year’s schools statistics among English speaking schools were:

The combined student population in these schools is more than 22,000. In addition there are more than 3,200 students enrolled in Teachers’ seminaries and Yeshivot Gedolot.

ADvOCACYAs the number of Chabad schools grows and enrollment increases there is a growing need to advocate to local educational and other authorities on their behalf.

The Merkos Chinuch Office has occasion to visit the US Dept. of Education in Washington DC, it has interceded with the NYC Board of Ed, Standing Committee on Private Ed, and has advocated for local schools in a number of states. There is strength in numbers and the fact there is documentation (the Directory has found its way into many governmental offices) has meant that authorities know that a Chabad school is part of an international network of educational institutions and need to be reckoned with.

CONSULTATIONS AND vISITATIONSThe Chinuch Office receives requests form Chabad schools daily asking for advice and assistance. Responding to calls and writing emails, takes up a good part of Rabbi Kaplan’s, director of the Chinuch Office, day. He responds personally or refers questions to other professionals but brief consultation with many schools is a principle service of the Chinuch Office.

The Chinuch Office visits as many schools as possible annually, to either to deal with a particular issue or for a general evaluation. During the School year 5773/2012-13 more than 40 visits were paid by Rabbi Kaplan and other educational professionals who have particular areas of expertise. They ranged from short visits of a few hours, to extensive day long visitations.

Early Childhood Centers 172 14 22

Elementary Schools 79 7 18

High Schools 36 5 11

United States Canada International English Speaking

Chabad schools range from Cheder type institutions to community oriented day schools.

The Chinuch Office receives requests from Chabad schools daily asking

for advice and assistance.

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THE CHABAD CONSORTIUM The federal government spends billions of dollars annually on education. Many funding programs are earmarked for private and parochial schools as well as public schools. These funding programs are called Title programs, and offer goods and service rather than funds in order to comply with the “separation” issues. The Chinuch Office engaged Mr. Bryan Kaplan, who successfully developed a Yeshiva consortium in LA, to develop a similar vehicle through which Chabad schools across the United States will be able to cooperate to maximize their US federal Title program grants.

In the last few years the Chabad Consortium has been instrumental in directing millions of dollars in goods and services to Chabad and other independent schools in addition to hundreds of thousands of dollars in Title II (teacher in-service activities). The Chinuch Office does not receive any direct funds or services, though it must bear the cost of running its programs.

HISHTALMUT INSTITUTEAll schools need to challenge and professionally inspire the growth and development of their educational professionals. The Chinuch Office assures the practicality of professional development opportunities, by seamlessly dovetailing the schools’ philosophy and educational practices with opportunities. To this end the Chinuch Office created the מכון השתלמות

(Machon Hishtalmut) - Institute for Professional Development.

Many Chabad mechanchim and mechanchos have a great deal to offer their peers – though some are reluctant to promote themselves – they are outstanding professionals who have consulted with or presented at Chabad venues, who do not have the exposure they deserve. The Machon matches the curriculum vitae and resumes of outstanding educators who present well and successfully to the development needs of individual schools.

Additionally, the US Dept. of Ed. makes funding for professional development available through the Title programs. Third-party-providers have found that matching appropriate presenters, on subjects which are of most need and interest to the teachers, is quite a challenge. The מכון השתלמות Machon Hishtalmut will be a resource to the P/D providers and assure the quality and the suitability of their professional development programs.

More importantly, the Merkos Chinuch Office has applied to the NY State Dept. of Ed. for The Institute for Professional Development to become an approved third-party-provider of professional development and thus be allowed to provide P/D services directly to schools.

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The Chabad Consortium has been instrumental in directing millions of dollars in goods and services to Chabad and other independent schools.

The Chinuch Office assures the practicality of professional development opportunities, by seamlessly dovetailing the schools’ philosophy and educational practices with opportunities.

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TEACHER TRAINING AND PLACEMENT The Chinuch Office only exists to serve the ongoing educational needs of Chabad mosdos chinuch. The Office organizes in-service workshops and seminars in venues across the country. Often in-service is part of a school visit, schools may, of course, request specific educational topics to be presented to teachers and many mosdos who are members of the Chabad Consortium for maximizing Title funding may receive in-service training for faculty members who service children with special needs or who are entitled to tutorial services.

The Chinuch Office is often made of aware of their need for new faculty. The office recommends and places educational personnel where ever a match can be made. A number of principals, other administrative personnel and many teachers were placed in the course of the last year.

CHINUCHwORKS.ORG - THE NEw TEACHER CYBER CENTER Chinuchworks.org was inaugurated last fall. It took many months in the planning and development and it was met with immediate acclaim. It is clear, after a year of use by teachers, that it will become a staple for teachers the world over.

The technology based Chinuchworks.org makes it possible for a teacher to download and prepare both textual and skills based lessons by making available thousands of well- designed and carefully edited student activities and is thus changing the situation one teacher at a time. It has the potential of being the most practical, transformative approach to curriculum development and teacher preparedness.

Chinuchworks.org now features:

• Student activities: Nearly five thousand carefully designed teacher activities on Chummash, from Breishis to Devorim.

• A Chummash skills hierarchy, which was developed by the Chinuch Office last year. To identify the myriad of exercises and student centered activities by skill set so that teachers can focus on the cultivation and monitoring of specific skills for independent student learning.

• Staff Room: is a confidential forum in which teachers discuss ideas, ask questions, and give general feedback.

The stages of Chinuchworks.org now in development will eventually include:

• Curriculum development Center: will be an interactive website featuring a data base and personal curriculum development center for teachers.

• All Judaic Subjects: It will allow teachers in all schools access to student activities and open the door to a wealth of teaching material in all Judaic subject disciplines.

for teachers: Immediate plans will also expand the repertoire of activities דברי תורה •to include specific lesson plans, assessments, and דברי תורה לפרשיות השבוע.

Some of the features in future development plans include:

Toolbox: A place where teachers can go to view/download all class related material. This includes class work, homework, learning exercises, teaching tips, suggestions, recommended schedules, and teacher comments/feedback.

My Classroom: this is a private account for teachers. It is a layout of a class calendar where teachers can monitor their class schedule, plan teaching objectives, and track class progress by submitting their class information.

My Students: this is a page within the “my classroom” feature. The purpose of which is to keep track of individual students’ tests, homework, and behavioral notes by submitting the information.

Confidential Teacher Consultant: This is a private chat room which teachers can access to consult experienced teaching/psychological professionals regarding sensitive issues or personal advice and mentoring.

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II DEPARTMENT OF

PROFESSIONAL SERvICES

8 ANNUAL REPORT 2013/57739

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PROFESSIONAL EDUCATIONAL OPPORTUNITIES Formal training for educators in the yeshiva world takes place in either of one of two formal venues; for women, teachers’ seminaries are the norm. Young men study in yeshivas until early twenties and ordination. Their formal professional education waits until after marriage and continues on an in-service basis.

The Chinuch Office blazed a new trail in teacher training, partnering with Nova Southeastern University’s (NSU) alternative university placement for seminary and yeshiva graduates. The NSU portfolio process ended but the Chinuch Office was instrumental in developing an independent group call TEAM (Teacher Education Assessment and Management).

TEAM has been successful in developing an array of undergraduate and graduate programs with a number of universities which enable young men who have Smicha from an AARTS accredited yeshiva and young women who have attended an approved seminary as well as others who have accumulated random college credits, to matriculate for a Masters level program.

The Chinuch Office has now joined a new venture, to open a new online university. The new school Alpine Valley University will feature an educational track which will offer graduate level courses targeting the environment and the needs of educators in yeshivas and day schools.

Young men who have Smicha from an AARTS accredited yeshiva and young women who have attended an approved teachers’ seminary matriculate for a Masters level program.

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‘PROFESSIONAL DEvELOPMENT (AND MACHON HISHTALMUT) The Chinuch Office and its associates offer a variety of educational opportunities. Additionally, schools that are members of the Chabad Consortium are able to use Title II funding for PD which managed by third party providers, approved by the NYC Board of Ed.

The Merkos Chinuch Office מכון השתלמות (Machon Hishtalmut) is developing curriculum vitae and resumes of outstanding educators who present well and successfully and outline the areas of their expertise, so that they can be matched to the needs of individual schools. The Chinuch Office has also applied to the NY State Department of Education for The Institute for Professional Development to be approved to become an official third-part-provider of professional development.

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Educators from across the country got together to listen, to learn, and to experience an atmosphere totally dedicated to education.

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SUMMER CHINUCH CONFERENCE/wEBINARSFor twelve years two education conferences, for men and women respectively, were held during the summer. Educators from across the country got together to listen, to learn, and to experience an atmosphere totally dedicated to education. The collegial atmosphere combined with the educational opportunities attracted both veterans and novices. It is a wonderful but expensive project.

Last year Merkos L’Inyonei Chinuch, because of severe financial constraints, officially cut all funding to the Chinuch Office (and other divisions) the $100,000 net cost made it prohibitive. The Advisory Board suggested that we sponsor a cyber-conference, a Webinar, which would assure carrying on the tradition of the summer conferences.

Indeed, the month-long webinar series was an outstanding success. Hundreds of educators participated, many who were unable to attend the conferences in the past. The sessions were professionally rigorous, the arrangements and administration was not expensive, and the general consensus was that the webinar format should be extended to the school year. Tentative plans for doing just that are in the works.

EDUCATION GRANTS AND GRANTS TO EDUCATORSThe Chinuch Office has been a base for a variety of donors to educational causes. Typically the office will come into contact with individuals or foundations who wish to contribute to a particular educational cause. The Chinuch Office administers the funds and distributes them accordingly.

During the last year a number of scholarships to teachers and principals for professional development were awarded, totaling nearly $10,000, and more than $110,000 were granted to teachers in schools that were not current in their salary commitments.

10 ANNUAL REPORT 2013/577311

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More than 5,000 children were trained in the “Safety Kid” program. They learned to look out for each other’s safety and what to report and to whom, if an inappropriate action took place.

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SCHOOL SAFETY: THE “SAFETY KID” PROJECTThe issue of child safety has been one in which the Chinuch Office has taken the lead for more than a decade. The Chinuch Office researched and published the first comprehensive Child-Safety guidelines in 2002; they were ultimately adapted by many educational agencies. Most recently the issue of keeping children safe from predators, abuse, and other dangers has been brought to the fore. Following a major seminar on the subject at the summer Kinusim of 2011, the Chinuch Office embarked upon a child safety initiative.

The first focus was on the Crown Heights community. On the eve of hurricane Sandy, 2,000 parents filled the auditorium of Oholei Torah to launch a child-empowerment project through the Aleinu - Safety Kid program of Los Angeles. The evening was such a success that it was repeated twice more.

A cadre of parents was trained to meet with children in every classroom in all the Crown Heights educational institutions and with the teaching staff of all children from Kindergarten through third grade.

The results have been tremendous. More than 5,000 children were trained in the “Safety Kid” program. They learned what appropriate behavior on the part of an adult is and what is not and what to do if they were in a situation which didn’t feel right. They learned to look out for each other’s safety, what to report and to whom, if an inappropriate action took place.

Additionally, a group of mental-health professionals has been formed to work with the schools and when called upon, with children and families.

The “Safety Kid” Project has educated thousands of children in how to keep themselves safe in any environment.

ACCESS INFORMATION ABOUT CAMP

¥ Ask family, friends, and school for information about camp. Do you know anyone that has gone there previously? What is the camp!s reputation?

¥ How long has the camp been in business? Has the camp had any previous problems, complaints, or lawsuits filed against them? Is the camp accredited or licensed?

¥ How are the staff/counselors hired?" What is the screening process? What is the age requirement? Do they inquire about past work experience, check references, are they given a job description? Is the staff trained in first aid and CPR? Does the camp provide a counselor training program that educates them about" child abuse and inappropriate touch?

¥ What are the camp guidelines regarding overall safety as it pertains to physical and emotional safety? Are there clear behavioral guidelines that need to be signed by each counselor and staff member? Are these guidelines available to parents? Are the counselors aware that they need to follow and implement the safety guidelines?

¥ Physical safety - what precautions are taken during activities in camp, off campus trips and in case of emergency if there is an accident?"

¥ Emotional safety- how are campers disciplined if there is bullying? What is the protocol if a child is homesick, depressed or anxious? Is there a camp mom or therapist on staff to communicate with during camp operating months?

¥ Medical Safety- Have you been honest with the camp regarding your child!s physical and mental health? Have you been clear with the camp regarding allergies, as well as medication that needs to be dispensed, dosage and frequency?

BE PREPARED: PURCHASE WHAT YOU NEED

¥ Purchase a small flashlight with batteries for child who is afraid of the dark.

¥ Have your child pick out an item from home that he/she is attached to and take it along, add a picture of the family to that pile.

¥ Buy something small for your child, a book, snack, small toy or write a note and pack it as a surprise.

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Aleinu Family Resource Center • 310-247-0534 • 8838 W. Pico Blvd. Los Angeles, CA 90035 • www.Aleinu.net

© Safety Kid

The ABC ’s of Camp Safety

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HOLIDAYSIII PROFESSIONAL RECOGNITION

AND DEvELOPMENT

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HOLIDAYS MERKOS’ INTERNATIONAL BOARD OF LICENSEThe Merkos L’Inyonei Chinuch International Board of License for teachers and principals in Jewish schools was designed both to set standards and to provide recognition of qualified educators and thus encourage those who are entering the field to pursue professional training. It has been recognized as sufficiently equivalent to a BA, as to serve as alternative matriculation for MA candidacy.

Accrediting agencies require professional certification; the MLCNAB places a high value on continuing education for all professionals though it does not require school principals or Judaic studies teachers to be certified, it does require a Merkos International License. Thus the MLCIBL benefits both veterans with many years of experience as well as those who are entering the field with little formal training.

The National Accreditation Board of Merkos Chinuch Office is still the only national Jewish Accreditation Association.

‘ ‘MERKOS NATIONAL ACCREDITATION BOARD The National Accreditation Board of Merkos Chinuch Office is still the only Jewish Accreditation Association. The NABMLC has been approved by the national umbrella association of private accrediting agencies, National Council for Private School Accreditation, NCPSA. NABMLC works cooperatively with the U.S. regional elementary and high school commissions, which in turn, allows a school to enjoy the most prestigious form of accreditation available in the United States or internationally.

The NABMLC follows the same protocols established by the U.S. regional accrediting agencies more than a century ago. A system of reciprocity for members of regional and national agencies has existed for some time. Once the school is NABMLC accredited it automatically becomes eligible for NCPSA accreditation as well and its accreditation is recognized by the highly regarded regional accrediting agencies.

During the school year 2012-2013 the following schools completed an accreditation protocol:

• Rohr Beis Chaya Mushka High School, Tamarac FL, received full NABMLC accreditation which was subsequently recognized by Association of Independent Schools of Florida

• Hillel Hebrew Academy, Milwaukee WI will host ITS accreditation peer review in the fall of 2013.

The following schools will undertake a reaccreditation protocol (cooperatively with Middle States)

• Desert Hebrew Academy, Las Vegas, NV

• South Florida Jewish Academy, Coconut Creek, FL

• Hebrew Academy Community School, Margate, FL

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HOLIDAYSIV PUBLICATIONS

14 ANNUAL REPORT 2013/577315

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HOLIDAYS DIRECTORY OF CHABAD SCHOOLS IN THE ENGLISH SPEAKING wORLDMore than 20,000 Jewish children attend Chabad schools in the United States and Canada; that figure represents almost 13 percent of all children attending orthodox Jewish day schools. Keeping track of the statistics and demographic information of these schools requires constant communication with each of the schools and their administrative personal.

The Chinuch Office annually publishes a Directory of Chabad Schools in the English-Speaking World which includes all pertinent information in an appropriate organized manner and is available on the Chinuch Office website, www.chinuchoffice.org, or in print.

The Chinuch Office provides curriculum guides and materials specific to a school when the need and the benefit are obvious.

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‘CURRICULUM MATERIALS The Chinuch Office publishes curriculum material written by and for educators in Chabad schools. Chabad schools span a wide continuum of educational philosophies. The particular demographics of each school, the intensity of educational requirements and the religious standards expected within the schools dictate the nature of their individual curricula. The Chinuch Office makes suggestions, but does not dictate policy; rather it provides curriculum guides and materials specific to a particular school or discipline when the need and the benefit are obvious.

This department will continue evolve and merge next year with Chinuchworks.org, Merkos Cyber Teacher Center, where web developers have created platforms for Chabad curricula as earlier mentioned.

Available at the moment are curricula on:

• Day School Curriculum Outline

• The Chagim

• Detailed Chummash Curriculum Outline

• Gemorah skills outline

• Tefilla Curriculum

• Inyonei Moshiach PUBLICATIO

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ANNUAL REPORT 2013/5773

MERKOS L’INYONEI CHINUCH EDUCATION OFFICE

CHINUCH OFFICE784 Eastern Parkway, Suite 304

Brooklyn, NY 11213 718-774-4000

www.chinuchoffice.org