News & Blogs Category: From the Foundation Team

Earlier this summer I spent a half-day with this year’s cohort of Kevah Teaching Fellows. Kevah is a nonprofit that empowers individuals and organizations to build Jewish learning communities by creating Kevah Groups matched to an outstanding Kevah educator.

The Kevah Teaching Fellowship is a two-week cohort-based immersive learning experience for which 20 pluralistic Jewish educators from across the country come together to learn from experts in Adult Jewish Education, practice techniques in teaching workshops, and develop their teaching and facilitation skills in relationship with one another. Sitting in the sun-drenched Kevah offices in Berkeley, listening and learning with the Fellows and their program leader, Kevah’s Senior Rabbinic Educator Rabbi David Kasher, I was struck by how important it is as a representative of a funder to get outside the office walls and connect with the people and organizations with which the Foundation invests.

Fellows are trained through a specific pedagogical model that harnesses the power of a decentralized, interactive, and conversational approach. During the morning I was there, I witnessed both a large facilitated discussion led by Rabbi Kasher in which the Fellows exemplifying a diversity of denomination and geography were able to engage one another as a group, as well as chavruta study where the larger group broke into pairs to discuss text together. I came away with an incredible appreciation for the process of the Kevah Fellowship; indeed, the masterful ways in which Kevah’s educational leadership frames the issues, provides for discussion and conversation, as well as reflects on the lessons learned from the participants.

Beyond the significance and value of site visits for Foundation board and staff—the opportunity to see how a grant program is actually implemented, along with the chance to build deeper relationships with grantees, for example—my visit with the Kevah Teaching Fellows offers additional lessons about an organization’s evolution. First, the Fellowship was initiated a few years after the founding of Kevah itself, which, as an organization, did not have educator training as one of its aspirations. The Fellowship was a result of Kevah’s leaders seeing a need both within the organization and in the broader field of Jewish education. Rather than being complacent in what Kevah already had achieved (numerous Jewish learning communities), the organization’s founders instead reflected on what might emerge that could provide a value-add to their mission and helps to fulfill their vision. Kevah consistently demonstrates this forward looking approach under the leadership of their Board, Staff, and Founder Sara Bamberger.

Second, both Kevah and the Foundation have benefited from the timing of this emphasis on educator training. The growth together in this area is part of the interwoven story of the funder and grantee. As Kevah sought to grow its Jewish educator base, in part through this Fellowship, the Foundation began to emphasize educator development in organizations that employ cohort-based teaching models. The notion of “educating the educators” is a basic strategy for the Foundation, with its investments in high performing organizations and initiatives such as the Pardes Center for Jewish Educators, Yeshivat Chovevei Torah, and Jewish Outdoor, Food,  and Environmental Education (JOFEE). These investments of course build on the Foundation’s early Education Initiative investments to HUC-JIR, JTS, and YU.

The opportunity for the Foundation and Kevah to work together in this realm, continually infusing our shared learning back into each other’s work, has strengthened the funder-grantee relationship, led to improved project outcomes, and resulted in learning that both Kevah and the Foundation share with the field.

Children are served best in classrooms and other learning environments that consistently take into account their specific learning needs. The support children receive is most effective when it is offered throughout the entire day of learning—by all educators—as opposed to only specific periods of the day.

With this premise, in November 2011, the Jim Joseph Foundation awarded a grant to Boston-based Combined Jewish Philanthropies (CJP) (in partnership with Gateways: Access to Jewish Education and Yeshiva University School Partnership) for the development and implementation of the B’Yadenu model in five Boston-area Jewish day schools: Gann Academy, Jewish Community Day School, Maimonides School, Solomon Schechter Day School and Striar Hebrew Academy of Sharon.

Much of the groundwork for this project was established by grants from the Ruderman Family Foundation that encouraged Boston area schools to set up staff and system infrastructures for serving an increasing number of students with special learning needs. The Ruderman Family Foundation has been a co-funder of the B’Yadenu project and through its efforts on inclusion and its commitment to creating sustainable models has created a vision and direction for this important work.

A Model of Inclusion
Over the past four years, the five demonstration schools have employed this model to create “whole school change” strategies, utilizing professional development activities to build teacher capacity to better meet the needs of diverse learners. A particularly compelling aspect of this project is that it enables participating teachers and schools to work more effectively with all students, not only the estimated 15-20 percent of students who have mild or moderate learning disabilities.

At the regional level, Gateways has supported the five schools through professional development in line with the strategies developed by each school. Currently, any Boston-area school can contract with Gateways for strategic professional development. And soon, Gateways—which now has a network of professional development providers both inside and outside the agency—will expand its reach outside Boston through its new Center for Professional Learning and a host of online tools and resources, offering more communities its expertise in teacher professional development combined with a commitment to Jewish day school education.

John D’Auria leads a professional development session for B’Yadenu teachers. Courtesy of B’Yadenu

While the B’Yadenu model was designed to address inclusion explicitly in day schools, the project’s committed team of professionals—from CJP, Gateways, Yeshiva University, and the five Jewish day schools—has created a national model that actually addresses several critical areas for day school education, more broadly, including: supporting diverse learners, especially children with special learning needs; strengthening Jewish day school leadership; enhancing professional development; and consolidating project management.

Necessary Time
A key lesson learned through implementing this model is that sufficient time for planning, for implementation, and for documenting change is necessary for a school to develop an impactful strategy that can be successfully embedded school-wide. This approach differs from the typical “in and out” or “one-shot” professional development found in many schools.  The B’Yadenu model instead requires a commitment to an intensive planning process and an equal commitment to focused implementation of an inclusive learning structure over a period of years. It takes time to create the conditions that build a school’s capacity to best serve all its learners.  Even as the B’Yadenu model is well on its way toward successful development and can boast promising results to date, its use across the five Jewish day schools is still in progress.

Teacher “Buy-in” as the Key Factor
Interim evaluation results from the Goodman Research Group show that all of the schools created momentum for change with comprehensive planning and by establishing relevant and meaningful activities for their staff.

The five schools each use a variety of professional development models–including whole school staff trainings, peer mentoring, small group coaching, and consultant in residence. Across several of the schools, the “train the trainers” model has become an effective approach.

The evaluation clearly demonstrates that professional development is most likely to translate to successful inclusion strategies in the classroom if teachers “buy-in” to what they are learning. This buy-in occurs when teachers perceive that the approach enhances their teaching rather than imposes a burden. Thus, the B’Yadenu model is based on a top-down, bottom-up process with teachers and administrators working together leading to the best conditions for the success of this model.

What Now and What Next
A final report from the evaluator on the five-year initiative is due this October. Currently the five Jewish day schools are committed to their work with whole school culture change addressing students with diverse learning needs. They will continue the B’Yadenu demonstration project, and they are ready to develop the model further.

The Jim Joseph Foundation Board, following assessment and evaluation of the model, believes that B’Yadenu can contribute significantly to day school education for all who seek it. With this outlook, the Board approved an additional three year grant to complete the B’Yadenu implementation in Boston and to support a pilot dissemination and outreach program to other communities. Already, in the first phase of this program, two communities (Detroit and Miami) received support from Gateways, YU, and CJP to adapt the B’Yadenu model to their particular circumstances. In the second phase of the program, more communities will have opportunities to adapt the model.

The B’Yadenu demonstration initiative simultaneously was a means by which to implement important change in five day schools; to learn lessons about how to do this most strategically and effectively; and to develop a model that can be scaled and adapted for communities across the country. For information about the project and to learn how your community can become involved, contact Alan Oliff, Combined Jewish Philanthropies, at [email protected] or Arlene Remz, Gateways, at [email protected].

Alan Oliff is Director of the Initiative for Day School Excellence at Combined Jewish Philanthropies. Stacie Cherner is a Senior Program Officer at the Jim Joseph Foundation.

Source: “B’Yadenu: It’s In Our Hands To Create Inclusive Day Schools ,” The Jewish Week, August 1, 2016

Work at the Jim Joseph Foundation this summer will be highly concentrated, as it has been these past ten summers. Immediately following the Foundation Board meeting in mid-July, we will begin preparing for another meeting with the Board of Directors in early September. At the moment, it appears that as many as a half dozen major grant proposals will be reviewed by Directors at these two meetings.

With transition occurring at both the professional and governance levels, active change management is necessary in order to seamlessly “hand off” responsibilities to the incoming President and CEO and new Directors. This activity adds a measure of complexity to the Foundation’s otherwise routine grantmaking processes; we rely on colleagues and technical assistance experts to guide the Foundation in this period of change and growth.

Against this backdrop, it is natural to reflect on a decade of Jim Joseph Foundation philanthropy. That the world is different than it was in 2006 obviously goes without saying. And that Jewish education–and philanthropy in support of Jewish education–has evolved is also manifestly apparent.

It is in this context that I confer with Foundation Directors and the professional team to share lessons we have learned as a basis to improve the Foundation’s future performance.  At the same time, as part of a multi-pronged CEO OnBoarding plan, Barry Finestone and I constantly converse with one another about the dynamic growth of the sector, accelerating trends in Jewish education, and potential ventures for the Foundation to pursue.

The Foundation is in the midst of clarifying and refining its strategic approach to numerous areas of its grantmaking. As part of this process, the professional team devotes hours to learning and research: studying Jewish young adult engagement and education; critically examining (uses of) educational technology and digital content (in Jewish educational contexts); exploring diversity issues (as related to education of young Jews, the organizations serving them, and the Foundation’s own forms of diversity); and updating our understanding of best practice professional development and training of Jewish educators.

We remain vigilant in surveying Israel education, routinely discussing with Directors potential mission-aligned grantmaking possibilities.  We have considerably deepened our study of formal programs in (educational) leadership.

This ongoing learning, studying of programs, and constant search for best practices is greatly aided by our foundation funding partners, who contribute meaningfully to these efforts.  Funding partners often direct us to seminal sources of expertise or inform us about an emerging initiative that builds on the initial findings of research we are conducting.

The past decade’s worth of grantmaking and learning combined with a prospective future filled with new opportunities and leadership changes—considered deliberately and in interaction with one another—make for charged moment in time at the Jim Joseph Foundation. I hope that as the Foundation’s intensive work continues in my final months as Executive Director, I will soon be able to describe a few new major initiatives that will help propel the Foundation—and the field of Jewish education—forward.

A couple of years ago, four foundations set out to find the answer to a critically important question: How do we measure the success of our Jewish teen engagement and education initiatives?

The question, while specific, also spoke to a real need. Our foundations recognized the importance of engaging the next generation of Jews in Jewish life as a way to ensure the vibrancy and longevity of our community. But there was a gap between what our community’s teen initiatives accomplished and what our actual long-term goals were — and are.

To address this need, we came together to invest in a significant way in research on Jewish teens. The result is a new report, Generation Now: Understanding and Engaging Jewish Teens Today.

The research that informs the report was designed to identify a set of shared outcomes to be used across various programs when assessing Jewish teen education and engagement initiatives. Not only were we pleased with the clarity of that research, we were also pleased with the process. For example:

• We found it very helpful to partner with a highly knowledgeable and trusted voice in the field — in this case, The Jewish Education Project‘s David Bryfman, who already had strong relationships with many of the parties involved in these efforts. Bryfman led the work in partnership with an experienced research team.

• All parties involved — national and local funders, practitioners, and teens themselves —demonstrated a willingness to move away from old frameworks (both for teen programs and their evaluation) designed by adults to a new framework that takes into account the voices and interests of a new generation of teens.

• We made sure the researchers conducted focus groups with teens and interviewed parents and practitioners. As a group, we then reviewed what was learned, proposed a set of outcomes, tested them with stakeholders, refined them based on that feedback, and then retested. We made sure that what we had developed through the process strongly reflected what we had heard from the teens themselves.

• To help ensure that our efforts would lead to actual, positive change on the ground, toward the end of the process we brought in experts to “translate” the shared outcomes into draft survey questions for teens in communities across the country. The survey questions then went through an iterative review and refinement process with funders, practitioners, and teens.

We are now looking forward to putting the report to work and applying its lessons to the benefit of our field.

How We Leverage Outcomes to Advance a Field

While coming up with a shared set of outcomes was a primary goal of the process, an added bonus was the qualitative research that revealed some incredibly informative, insightful, and in some cases surprising aspects about Jewish teen life today — including how Jewish teens think about their lives, their families, their identities, and their social groups. In short, we learned that our community needs to work with teens to create experiences that address allaspects of their lives. Teens are ambitious, move fluidly between communities and identities, want to be challenged, and want programs that add meaning and value to their lives — and help them attain their long-term life goals.

Along with these valuable insights, Generation Now unveils fourteen outcomes that the research suggests Jewish teen initiatives and programs should strive to achieve in order to have the deepest, most meaningful impact.

Because of the collaborative nature of this investment — and the existence of a Jewish Education and Engagement Funder Collaborative comprised of multiple funders and national and local stakeholders from a range of communities — we are positioned to leverage the report and help further advance and align the field. Rosov Consulting, a leader in evaluating Jewish education initiatives, already is piloting the outcomes and measurement tools in multiple communities that are part of the collaborative. And we have been gratified by the strong interest from national organizations and other communities interested in putting the tools to use for their own assessment work. We’ve also been gratified by the interest from practitioners in the field of Jewish education who want to explore how other audiences (both younger and older) might be able to use these tools.

Moving forward, we want to encourage organizations to train their practitioners to design programs that achieve the outcomes presented in Generation Now. In addition, we want to aggregate data from multiple evaluations using a shared set of survey questions based on these outcomes in order to mine the results for cross-organizational learning. Developing this aggregated picture is critical for building a field with a set of uniform metrics premised on best practices and a culture of knowledge-sharing.

A report is only as useful as the degree to which its lessons are absorbed and applied. In the field of general education, for example, standardized tools are today used to both implement new practices and measure their results. But in the field of Jewish education, and religious education more generally, measuring one’s relationship to culture and faith is challenging. So, while we work to measure our community’s impact on Jewish teens’ life journeys, we also plan to refine the outcomes we would like to see and invest in the tools needed to achieve those outcomes as we learn more about their use in the field.

Advancements Lead to Smarter Investments

Generation Now catalyzes a significant shift in Jewish teen education and engagement. The field is moving beyond thinking about teens as passive recipients of Jewish learning experiences. Whereas before we would ask, “How can we influence the Jewish lives of teens?” we now ask: “How might we understand and engage the teen as a whole person? And how can Judaism enrich and deeply influence his or her life journey?” Equipped with this new understanding of Jewish teens, our organizations can make smarter investments in their success; evaluators have more strategic and accurate indicators and tools to determine whether our investments are having an impact; and teens themselves are more likely to be attracted to the offerings they and we create together. As we have learned, broad and deep research combined with a commitment to apply the findings of that research are an important way to advance a field.

Jon Woocher, Ph.D., is president of the Lippman Kanfer Foundation for Living Torah. Josh Miller is program director at the Jim Joseph Foundation. The two foundations, along with theCharles and Lynn Schusterman Family Foundation and the Marcus Foundation, commissioned the report Generation Now: Understanding and Engaging Jewish Teens Today.

Source: A Collaboartive Investment to Build Shared Outcomes for Our Field,” Jon Woocher and Josh Miller, PhilanthropyNewsDigest, June 9, 2016

In San Francisco, the school year is about to end. Teachers and children (mine included!) are counting down the final days to summer. In the Jewish calendar, we are counting, too, but upwards rather than down as we mark the days of the Omer.

The end of the school year is a special time – one of marking accomplishments and celebration of learning. It is also a time to celebrate educators. We bring them gifts, make cards and take a moment to acknowledge their centrality to the process and cycle of learning.

At the Jim Joseph Foundation we do this daily. Since the Foundation’s inception, educating Jewish educators has been the first of three Foundation strategic priorities. To date, the Board has awarded more than $120 million to organizations that support educators’ professional credentialing and development, investing in programs that benefit thousands of educators. Consistent with our understanding that effective education occurs in myriad settings and at different life stages, this funding supports a variety of professional development and training opportunities engaging educators of all shapes and sizes – experiential educators, day school educators, Israel educators, peer-to-peer educators, early childhood educators. And these programs support educators at various stages of development, whether they are pre-service, early career, or veteran.

An obvious question is what compels the Foundation to award this amount of funding. There are many reasons. 1) there is a high demand for trained Jewish educators; 2) investments in educator training achieve a long-term multiplier effect through the large numbers of students and colleagues each trained educator ultimately influences; 3) investing in professional development and training programs provides peripheral benefits for advancing the field of Jewish education by contributing to the development and dissemination of knowledge and practice and enhancing the status of Jewish educators; and 4) even with this need and the benefits mentioned here, we still see asystemic under-investment in educator training at all levels, including both in-service and pre-service opportunities.

For the Foundation, another value of these investments (as is true for many of ours) is that the learnings from each have informed subsequent educator training grants. This enables the Foundation to continually experiment with new ways to structure investments to best support the field. Foundation professionals speak frequently both with the partners that conduct the educator training programs – such as the Pardes Institute of Jewish Studies, the iCenter, and Yeshivat Chovevei Torah – and the many grantees that employee these educators, such as BBYO, the Foundation for Jewish Camp, Hillel, and many more. Through these conversations we gain a deeper understanding of supply and demand for these programs and the types of professional experiences that are most helpful to educators in different settings.

Certainly the seminal investment for the Foundation in this area of strategic priority is the Education Initiative – $45 million in grants for educator professional development and training programs at Hebrew Union College-Jewish Institute of Religion, The Jewish Theological Seminary and Yeshiva University. Launched in 2010, 18 new certificate and degree programs were developed as a result of this investment focused on expanding educator preparation programs and building capacity to place and support currently practicing and newly trained educators.

This fall, the fifth and final evaluation report of the Education Initiative commissioned from American Institutes for Research (AIR) will be released. With more than 1,500 Jewish educators now part of the data set – including at least a third currently in middle or senior management positions in Jewish education – we are eager to share this summative report and substantial key findings with the field. Among many other areas, we anticipate the report will build on key lessons already learned from the Foundation’s work in the field, including:

1)     Working in partnership with prospective employers at the outset provides opportunity for strategic educator placements and increases the relevance of the learning offered through training programs.

2)     Cohort-based learning experiences establish strong networks for learning and endure well beyond the duration of the program itself, leading to greater alumni engagement and ongoing learning after the formal program conclusion. The exciting development of the Experiential Jewish Educators Alumni Network (about which we will share more soon) is indicative of this.

3)     Effective programs include ongoing and intensive mix of face-to-face, online and ongoing mentoring.

A decade into many of the Foundation’s educator training investments, it is rewarding to see their impact on the field, in action. Last week, for example, some colleagues and I went on a site visit to Stanford University. We met with talented professionals at Hillel working to educate, engage and nurture Jewish students on campus. We discussed the tools and training they need to do their work. We also met with Professor Ari Kelman, Jim Joseph Foundation Chair, and three of Ari’s current graduate students in the Concentration in Education and Jewish Studies – all of whom are engaged in applied research that will help build the field and help to shape the future of Jewish education and Jewish educators.

A healthy educational eco-system requires a mix of investments with varying target audiences and areas of focus. But undoubtedly, high quality educators are necessary for almost any initiative to be successful. They come from diverse backgrounds, experiences, and interests, each bringing something special to their learners. We continue to hold them in high regard, with the deep belief that all of these educators count – just as we at the Jim Joseph Foundation count on all of these educators.

Dawne Bear Novicoff is Assistant Director of the Jim Joseph Foundation

Source: “Counting All Educators, and Learning as We Count,” Dawn Bear Novicoff, eJewishPhilanthropy, May 31, 2016

The Jim Joseph Foundation invests in curated immersive learning experiences and the training of talented educators who facilitate them. From a pedagogical view, these kinds of experiences stand in contrast to the simpler “trip to the museum,” which by itself typically lacks the educational component needed to catalyze learning. In contrast, an immersive learning experience provides an opportunity for a participant’s growth in terms of knowledge, character, and identity.

One example of the value of such an opportunity is found in a 1970 study of Sesame Street^[1] (which premiered in 1969). The study sought to determine whether socioeconomic status (SeS) was a determining factor in whether young children (ages 3 to 5) benefited from watching the program. In the study, there was a difference in baseline performance between those with low SeS and high SeS, although both segments exhibited material improvement on assessments after regularly watching the program.

In a subsequent study that examined the same age group^[2], however, researchers noted a profound divergence and determined that certain children not differentiated by SeS excelled at a far greater rate than other participants. The X-factor? Parents. When one or more parents collectively watched episodes with their children, researchers noticed that children’s measurable skill sets increased more than the skills sets of those whose parents did not. The result pointed to the “curated experience” as an important and defining one.

This idea of curation permeates each of the Jim Joseph Foundation’s strategic priorities: Increase the Number and Quality of Jewish Educators and Education Leaders, Expand Opportunities for Effective Jewish Learning, and Build a Strong Field for Jewish Education. Three grants — to George Washington University’s Graduate School of Education and Human Development, the American Friends of the Israel Museum, and the Contemporary Jewish Museum’s Innovation Fund — represent the symbiotic actualization of these strategies.

Increase the Number and Quality of Jewish Educators and Education Leaders. In 2013, the Jim Joseph Foundation complemented its growing portfolio of grants to American institutions of higher education — which already included New York University, Stanford University, Brandeis University, UC Berkeley, Yeshiva University, Hebrew Union College-Jewish Institute of Religion, the Jewish Theological Seminary, and Yeshivat Chovevei Torah — to include George Washington University. One of the unique departments that differentiates GWU is its Department of Museum Studies, regarded by many as the premier program in the country. The Jim Joseph Foundation awarded a grant for a dual degree program at GWU’s Graduate School of Education and the Columbian College of Arts and Sciences to create the first ever Master of Arts in Experiential Education and Jewish Cultural Arts degree. The program specializes in creating interdisciplinary educators who emerge from the program as “scholar-practitioners” for the field of Jewish cultural education. In other words, they are specially trained in visioning, designing, and facilitating curated cultural experiences aimed at deepening Jewish learning.

Expand Opportunities for Effective Jewish Learning. Also in 2013, the Jim Joseph Foundation co-invested with the Steinhardt Foundation to increase the learning opportunities for Birthright Israel participants at the Israel Museum in Jerusalem. Consistent with the foundation’s view with respect to meaningful outcomes, the grant was meant not merely to increase numbers (although small subsidies helped to grow the number of attendees from a few thousand in 2013 to 15,000 in 2014 and to more than 20,000 in 2015). Instead, the grant focused on the development of a curated curriculum for Birthright guides and stipulated that they be formally trained by the museum’s educational department before receiving the portion of the grant meant to subsidize a Birthright Israel group’s admission to the museum. Subsequently, hundreds of Birthright Israel guides attended at least one of the eleven trainings offered by the museum. While it is possible that without the training requirement more groups would have utilized the subsidy, the Jim Joseph Foundation was interested in making a curated immersive learning experience more accessible. In total, nearly half of all Birthright Israel participants worldwide were brought to the Israel Museum over the last twelve months, making it the third most-visited Birthright Israel site after the Western Wall and Yad Vashem.

Build a Strong Field for Jewish Education. In 2008, the Jim Joseph Foundation funded the San Francisco Contemporary Jewish Museum’s Innovation Fund, a central component of which is to educate museum curators and other practitioners from across the country. One example was the formation of the Jewish Education and Technology Institute (JET), an educational workshop for Jewish day school teachers designed to teach them how integrate tech applications into their regular curriculum. Another is the active partnerships that have been cultivated through the fund that include but are not limited to George Washington University and the Israel Museum. The partnerships complement local programming and content acquisition and provide resources ranging from early childhood education to young adult programming.

As a strategic grantmaking foundation, grants awarded by the board are intended to be part of a continuum of funding that helps build the field of Jewish education, particularly for young Jews between the ages of 13 and 30. Investing in the education of quality Jewish educators is one step toward the ultimate goal of the Jim Joseph Foundation, which is to inspire young people to discover the joy of living vibrant Jewish lives. The investment in cultural Jewish learning experiences is another important way the foundation attempts to achieve this goal. It is not enough to see a picture without knowing the story behind it, just as it is not enough to take a trip without understanding that you are walking through history.

Steven Green is director of grants management/program officer at the Jim Joseph Foundation.

____

[1] Bogatz and Ball, The First Year of Sesame Street: An Evaluation, Princeton, New Jersey: Educational Testing Service, 1970.

[2] Lesser, Gerald S.  (1975) [1974].  Children and Television:  Lessons From Sesame Street.  New York: Vintage Books

Source: “Turning a Visit into an Immersive Experience,” May 11, 2016, Steven Green, Philanthropy News Digest, May 11, 2016

As I move through my eleventh and final year as executive director at the Jim Joseph Foundation, I find it helpful to reflect on key grantmaking principles that inform how I work with Foundation Board members and professionals to help to shape the Foundation’s philanthropy.

From the Foundation’s inception, Directors asked the professional team to collaborate with grantees and evaluation experts to carefully assess grants awarded. The Board believes the Foundation’s major grants (generally, awards of one million dollars or more over multiple years) should incorporate “right-sized” evaluation that produces valuable learning for the grantee, the Foundation, and the field of Jewish education.

Many developments and changes have occurred in Jewish education, the Jewish community at-large, and in the social profit sector as a whole during the past decade. In this blog, I want to focus on progress made in the sector regarding evaluation. In fact, the approach to evaluation that the Jim Joseph Foundation adopted in 2006 now is embedded within a grantmaking framework known as the Performance Imperative (PI).

In this regard, PI “ambassador”[i] Edward Skloot envisioned nearly a decade ago that, “the Foundations’ role needs to be re-imagined. Instead of funders, they become the information resources, brokers (and givers) of money and relationships, ongoing learners and listeners, and active promoters or success” (Beyond the Money, Reflections on Philanthropy, The Nonprofit Sector and Civic Life, 1999-2006, pg. 31).

The Performance Imperative features seven principles that represent the basis on which an organization can embark on this re-imagination and “deliver – over a prolonged period of time – meaningful, measurable, and financially sustainable results for the people or causes the organization is in existence to serve” (Leap of Reason, Performance Imperative). These principles – or pillars – are:

1. Courageous, adaptive, executive and board leadership (the preeminent pillar)
2. Disciplined, people-focused management
3. Well-designed and well-implemented programs and strategies
4. Financial health and sustainability
5. A culture that values learning
6. Internal monitoring for continuous improvement
7. External evaluation for mission effectiveness

At the Jim Joseph Foundation, due diligence and other interactions with prospective grantees that have been invited to submit grant proposals involve careful consideration of PI factors. While our review is not formally tied to PI pillars per se, the document reviews we conduct; conversations we have with prospective grantees; internal team meeting discussions about the grant seekers’ organizational health, executive and volunteer leadership, history of demonstrated results in programming; and the PI principles discussed previously are integral to this review. For an outcomes-oriented foundation like the Jim Joseph Foundation, the PI presents a platform for philanthropic accountability.

At the same time, we recognize that a 501c3 requires resources to ingrain PI principles into its operations and culture. Organizations that have annual budgets of less than $3 million likely will be hard-pressed to execute on all of the seven pillars. Funders need to be aware – acutely so, I would argue – of the capacity of grantees so as not to hold beneficiaries to unrealistic performance expectations. The Foundation itself needs to develop genuine appreciation for grantees’ organizational structure and finances; its leadership, staffing, and governance; its commitment to execute on strategic priorities of the organization; its project management; and its approaches to both monitoring and assessing its performance. In the same vein, understanding what grantees’ finances actually enable them to do creates the possibility that capacity building funding could be instrumental in positioning a grantee for future success.

At the Jim Joseph Foundation, many grantees benefit from major, multi-million, multi-year investments. It behooves the Foundation to develop trusting relationships with grantees based on conversation, disclosure, transparency, and shared commitment to understanding the extent to which the grantee is achieving what the Foundation’s partnership with it is designed to accomplish.

I have consistently found that acting on the PI pillars impels Jim Joseph Foundation grantmaking professionals to work in concert with grantee project personnel. As a Foundation staff, we grow more confident in our grant recommendations made to the Foundation Board of Directors when our relationship with new grant applicants and existing grantees (for grant renewals) is based on openness, integrity and a sense of joint Foundation–grantee responsibility.

I share this blog now—during a period of transition in the Foundation’s executive leadership and governance—because I have a responsibility as the Foundation’s departing Executive Director to describe the Foundation’s established grantmaking practice within the context of trends and emerging ideas in philanthropy. Certainly, as I look back over the past ten years, this surge in sector sophistication has been amply displayed in field leadership provided by the Center for Effective Philanthropy, Fiscal Management Associates (FMA), Grantmakers for Effective Organizations, The Foundation Center’s Grantcraft, The Non-profit Finance Fund, and others. Their efforts offer the Jim Joseph Foundation and funder colleagues frameworks and tools to both measure and to demonstrate philanthropic effectiveness.

Candidly, there is a special connection between this type of accountability and the Foundation’s founder, Jim Joseph, z’’l. It is of great comfort to me that in his real estate business Mr. Joseph concentrated not only on “location, location, location” but also on “results, results, results.” Mr. Joseph would expect that the Foundation bearing his name would nurture a Performance Imperative orientation among organizations providing Jewish education—particularly those that are beneficiaries of his exceptionally generous support. In this spirit, it is both eminently reasonable for stakeholders in Jewish education to ask “how are we doing?” and for funders and grantees to have a thoughtfully constructed basis on which to respond.

[i]A community of likeminded individuals from corporate, governmental, and social profit sectors have organized as “ambassadors” for the PI. Highlighting Mario Morino’s Leap of Reason: Managing to Outcomes in an Era of Scarcity, David E.K. Hunter’s Working Hard – and Working Well, and David Grant’s The Social Profit Handbook as seminal PI resources, ambassadors strive to engage all those who are stakeholders in improving the independent sector to critically consider the application of PI pillars to their work.

The Jim Joseph Foundation invests in curated, immersive, learning experiences and the training of talented educators who facilitate them. From a pedagogical view, this learning experience stands in contrast to a simpler “trip to the museum,” which by itself typically lacks the educational component that catalyzes learning. Rather, an immersive learning experience provides an opportunity for a participant’s growth of knowledge, character, and identity.

One example of the value of such an opportunity is found in a 1970 study of Sesame Street,[1] (which had premiered in 1969). The study sought to determine whether socioeconomic status (SeS) was a determining factor for whether children aged 3-5 benefited from watching the program. In this study, for this demographic, there was a difference in baseline performance between those with low SeS and high SeS. Both segments, however, exhibited material improvement on assessments after regularly watching Sesame Street.

Yet in a subsequent study examining the same age group[2], researchers noted a profound divergence. Researchers determined that certain children not differentiated by SeS excelled at a far greater rate than others.  The X-factor?  Parents.  When one or more parents collectively watched the Sesame Street episodes with their children, they saw the children’s measurable skill sets increase significantly more than those who did not. This result pointed to the “curated experience” as an important and a defining one.

This idea of curation permeates through each of the Jim Joseph Foundation’s strategic priorities:  Increase the Number and Quality of Jewish Educators and Education Leaders, Expand Opportunities for Effective Jewish Learning, and Build a Strong Field for Jewish Education.  Three respective grants to The George Washington University’s Graduate School of Education and Human Development, the American Friends of the Israel Museum, and the Contemporary Jewish Museum’s Innovation Fund represent the symbiotic actualization of these strategies.

Increase the Number and Quality of Jewish Educators and Education Leaders
In 2013, the Jim Joseph Foundation complemented its growing portfolio of grants to American institutions of higher education—which already included New York University, Stanford University, Brandeis University, UC Berkeley, Yeshiva University, Hebrew Union College-Jewish Institute of Religion, the Jewish Theological Seminary, and Yeshivat Chovevei Torah—to include George Washington University.  One of the unique departments that differentiates George Washington University is its Department of Museum Studies, regarded by many as the premier program in the country.  The Jim Joseph Foundation awarded a grant for a dual degree program at the George Washington University’s Graduate School of Education and the Columbian College of Arts and Sciences to create the first ever Master of Arts in Experiential Education and Jewish Cultural Arts degree.  The program specializes in creating interdisciplinary educators who can emerge as what is described as a “scholar-practitioner” for the field of Jewish cultural education.  In other words, they are specially trained in visioning, designing, and facilitating curated cultural experiences to deepen Jewish learning.

Expand Opportunities for Effective Jewish Learning
Also in 2013, the Jim Joseph Foundation co-invested with the Steinhardt Foundation to increase the learning opportunities for Birthright Israel participants at the Israel Museum in Jerusalem.  Consistent with the Foundation’s view on meaningful outcomes, this grant was not meant merely to increase numbers (although small subsidies helped to grow the number of attendees from a few thousand in 2013 to 15,000 in 2014 and to more than 20,000 in 2015). Instead, the grant focused on the development of a curated curriculum for these attendees at the Israel Museum. The grant stipulated that guides must be formally trained by the Israel Museum educational department before receiving the entry subsidy portion of the grant to bring a group to the museum. Consequently, hundreds of Birthright guides attended at least one of the 11 trainings offered by the Israel Museum over just the past year. While it is possible that without this training requirement more groups would have utilized the subsidy, the Jim Joseph Foundation was interested in making the curated, immersive learning experience more accessible. In total, nearly half of all Birthright Israel participants worldwide were brought to the Israel Museum over the last 12 months, making it the third most visited site on Birthright next to the Kotel and Yad Vashem.

Build a Strong Field for Jewish Education
In 2008, the Jim Joseph Foundation first funded the San Francisco Contemporary Jewish Museum’s Innovation Fund, a central component of which is to educate museum curators and other practitioners from across the country.  One example of this was the formation of the Jewish Education and Technology (JET) Institute, an educational workshop for Jewish day school teachers to integrate tech applications into their regular curriculum.  Another is the active partnerships and efforts towards collaboration that have been cultivated through the Innovation Fund that includes but is not limited to George Washington University and the Israel Museum. This complements the local programming and content acquisition that provide resources ranging from early childhood education for families with young children to young adult programming.

As a strategic grantmaking foundation, grants awarded by the Board intended to be part of a continuum of funding help to build the field of Jewish education, particularly for young Jews ages 13-30. Investing in the education of quality, experiential Jewish educators is one step towards the ultimate goal of the Jim Joseph Foundation, inspiring young people to discover the joy of living vibrant Jewish lives. The investment in cultural Jewish learning experiences is another significant way that the Jim Joseph Foundation attempts to achieve this goal. It is not enough to see a picture without the story behind it, and it is not enough to take a trip without understanding that you are walking through history.

[1] Bogatz and Ball, The First Year of Sesame Street: An Evaluation, Princeton, New Jersey: Educational Testing Service, 1970.

[2] Lesser, Gerald S.  (1975) [1974].  Children and Television:  Lessons From Sesame Street.  New York: Vintage Books

Today’s young adults possess passion and energy in abundance. They are ambitious, smart, creative, and driven by a desire to help others. They know how to bring new technologies and networks of peers to bear on the hard work of community building. They are dreamers and doers in equal measure.

All of which makes them integral to any effort to take on our toughest social, civic, and humanitarian challenges. Indeed, the question most grant makers — ourselves included — struggle with is not whether to engage this generation in our work but how to do so most effectively.

But helping organizations adapt to the needs of young leaders while remaining true to the needs of communities — and foster a mutually beneficial relationship between the two — is easier said than done.

We know young adults are attracted to opportunities for social and civic engagement. We also know they have high expectations for the quality and effectiveness of those opportunities and that they want them to fit neatly into their way of life, skills, and values.

A recent study by Repair the World, an organization our foundations both support for their work to promote volunteerism, offers one approach for achieving this intricate balancing act. “Building Jewish Community Through Volunteer Service” looks at the organization’s Communities program, which places full-time fellows in cities to put together projects that work on pressing local needs and involve young Jews in volunteer service.

COURTESY OF REPAIR THE WORLD
Repair the World, an organization that promotes volunteerism, offered various approaches to engage young adults in social work in a recent study.

While the report focuses on what the group learned engaging young Jews, its insights are relevant for any organization invested in taking a data-driven approach to engaging young adults in working for social change. It’s also notable that the group is led by David Eisner, who spent five years as the chief executive of the Corporation for National and Community Service, where he got a national view of what matters most in jump-starting volunteerism.

Here are some of the findings:

Peer leadership is the name of the game. The Communities program rests on the creativity and influence of young adults. Fellows are in charge of forging collaborations with local organizations and recruiting volunteers from their own generational ranks. The study found near-universal appreciation among project participants for the fellows, and three out of four credit fellows with helping them stay involved with Communities.

Periodic and regular participants reinforce each other. One of the strengths of the Communities program is the interplay between occasional volunteers and the fellows who are in it for the long haul. For volunteers, the no-membership, no-commitment approach works: By the second year of the program, half are coming back three or more times for additional opportunities. The open-door policy means volunteers can carve out space in their schedules to do good while balancing other interests and demands on their time — a crucial perk for millennials. And interacting with the fellows gives volunteers a window on opportunities for an ongoing, meaningful engagement in service and Jewish life.

People walk through the door for different reasons. Young adults show up to make an impact for those in need. But the experience serves multiple purposes: Volunteers are there to do good, connect with like-minded peers, meet new people from other backgrounds, and have a positive social experience.

Reflection leads to meaning, and meaning to action. The Communities program helps volunteers put their service in a broader context, drawing parallels between the work at hand and Jewish thought and tradition. The program also allows for reflection at the end of the experience, facilitated by a skilled leader who uses a range of tools and methods — Jewish and secular — to help individuals find personal meaning in the service just completed. For example, volunteers might study a piece of Jewish text, discuss the history of civic engagement in their community, or share personal experiences of how their lives have been changed by service.

Doing this after the service activity is critical so participants fully absorb what they just accomplished and better understand the people they served. Moreover, as the study found, authentic reflection helps volunteers give deeper meaning to the work they have done — and that makes them more likely to return.

Importantly, the report also reflects the very real impact Communities is making. Organizations supported by Repair the World fellows now have additional capacity to pursue their missions, and volunteers and local neighborhoods have developed mutual trust and understanding.

For example, in its second year, Repair the World Pittsburgh recruited 30 percent of the volunteers who serve as mentors at Higher Achievement, allowing the organization to grow from serving 100 youths a week to 150.

In Philadelphia, Repair created the Philly Farm Crew, which provides volunteers to local urban farms, many of which donate their produce to local food pantries and which have significantly boosted their capacity with the additional help. At the same time, the Farm Crew has built community among the volunteers and increasing retention and a sense of belonging.

Building projects that appeal to millennials takes work, and there’s still more to be done. We invested in Communities with the knowledge that the most effective approach will take time to crystallize. But Repair the World is offering a promising path for all of us who want to empower young adults to pursue social change and are willing to speak their language.

Chip Edelsberg is executive director of the Jim Joseph Foundation. Lisa Eisen is vice president of the Charles and Lynn Schusterman Family Foundation.

Source: “4 Steps to Get Young  Volunteers Involved in Social Change,” Chip Edelsberg and Lisa Eisen, Chronicle of Philanthropy, April 22, 2016

As Jews around the world soon sit down for Seders, we are reminded again of our tradition’s powerful message to welcome the stranger. Some heed this call year-round; others do it once a year; still others maybe never have, but commit to do so now. While we rightfully focus on this message, we also should remember to welcome in those in our community in meaningful, sustained ways.

At the Jim Joseph Foundation, welcoming in others in our community is a core principle of our relational approach to grantmaking. Often this philanthropic approach is interpreted as grantmaking implemented with a funder and grantee coming together for a deep and meaningful relationship. While this relationship is a critical component of this strategy, it is by no means the only one. Rather—and in particular to meet 21^st century challenges—the funder-grantee relationship is just one of many that comprises relational philanthropy. The Foundation is determined to plan for and implement effective grantmaking strategies by welcoming in, and building long-lasting relationships with a range of key funder colleagues, other organizations, and individuals.

Here is a snapshot of what this strategy looks like, and the reasoning behind it:

The Jim Joseph Foundation is continuously experimenting with meaningful ways to engage not only with grantees but with evaluators, technical assistance experts, and other foundations. We are pursuing myriad configurations of stakeholders in problem solving conversations both to hone our critical thinking and to expand the network of resources we bring to our work as well as to that of Foundation grantees. The goal, in this regard, is ultimately to improve the effectiveness of the Foundation’s philanthropy.

 – Working in a Relational Way, Edelsberg, October 2012

This excerpt is from my “madrich” narrative that I presented to the Foundation Board at the 2012 Fall Board meeting. Nine other selected thought leaders did the same, all with the intent of answering the question: What “big idea” for supporting Jewish education would you propose the Jim Joseph Foundation fund?

I tried to present a vision then of a Foundation deeply committed to working with others for everyone’s benefit. Not only do I believe that relationships premised on knowledge-sharing, with different partners bringing different expertise to bear, are mutually beneficial; I believe they are wholeheartedly necessary to achieve lasting success in our field. As I noted in that madrich narrative:

The Jewish people value education and cherish life-long learning. The interplay of accelerating global interdependencies, decentralizing of authority, democratizing of knowledge, and peer networking lead me to propose my big idea for the Jim Joseph Foundation to ponder. It is this: the Foundation and its grantees as well as its technical assistance providers and funding partners must come together in much more highly interactive, problem solving, knowledge producing ways.

As I reflect back three and a half years ago, I can point to substantive progress we have made in our relationship building efforts by welcoming in various members of our peer funder community. In just over the last three months, these relationships have yielded important knowledge sharing, necessary to both advance the Foundation’s specific efforts, as well as the interests of many others in the field of Jewish education.

We welcomed Marina Yudborovsky of the Genesis Philanthropy Group to our offices for a full day of meetings so our professional team could hear directly from her about their approach to Russian-speaking Jews. This is her specific area of expertise. This demographic is the sole focus of the group of funders who she represents. We had much to learn from her in the way of thinking about and developing grants with this demographic in mind.

In another instance, Rella Kaplowitz of Schusterman Family Foundation came to the Foundation to share her deep knowledge about data and evaluation—an increasingly important area of the Foundation’s efforts as we seek to foster our evaluators consortium and the cross-community evaluation of the teen initiatives in which we are involved. I believe that Rella is one of the few individuals in our field with a true expertise in evaluation. The Foundation, I believe, is fortunate to have another in Senior Program Officer Stacie Cherner. The two of them learn with and from each other in an ongoing manner. As always, however, nothing substitutes for face-to-face interactions, offering other members of our team the opportunity to learn from Rella as well.

Finally, the Foundation also was privileged and proud to host Jon Aaron, Board Chair; Darin McKeever, Chief Program and Strategy Officer; and Kari Alterman, Senior Program Officer; of the William Davidson Foundation. The day long meetings allowed time for the foundations to thoroughly familiarize one another with respective strategic grantmaking priorities, to discuss common grantees, and to begin conversation about potentially productive ways to work closely with one another in the future.

These are critical, lengthy interactions among peer funders. Of course they take time, resources, and planning for them to be as rewarding and as mutually beneficial as possible. But again, they are necessary if we as a field hope to achieve sustained success.

Reflecting on these recent meetings on the heels of the JFN conference emphasizes even more the approach to relational philanthropy now engrained in the Foundation DNA. At JFN, the Jim Joseph Foundation was represented by eight professional team members, four board members, and our incoming President and CEO. We participated in four different panels, sharing our experiences in early childhood education, collaborations, evaluation, and organizational and institutional capacity building. We held numerous formal and informal meetings with peers.

Thankfully, none of these interactions feel like an exception; they are how we try to operate every day. As I survey the field, and our involvement in it, there are important developments occurring now in early childhood education and young adult engagement—led not just by one or two key funders, but by a committed larger group determined to build those respective areas in strategic ways, positioned for the long-terms.

Fall 2012 seems like a long time ago. But the rapidly changing and interconnected world I described then has only increased in that manner. On Passover, this world seemingly comes to a head: we ask questions together, we seek answers together, we tell a story together. Whoever is at the table—regardless of age, experience, background, or knowledge—does this questioning and answering and storytelling with the group. Such is the case for the Foundation, as it seeks the big answers in Jewish education while deeply engaged with peers and other stakeholders in the field daily. We know that sharing our knowledge, learning from others, and being transparent about both successes and challenges advances us all.

Chag Sameach.

Editor’s Note: The Jim Joseph Foundation was represented at the Jewish Funders Network conference by eight members of its professional team, four members of its board, and its incoming President and CEO. Below, three members of the Foundation’s professional team share their reflections on the conference—what they learned; what they enjoyed; what surprised them; and how the entire experience will inform their work moving forward. We share these insights with the belief that understanding what individuals take away from conferences and convenings helps all in our field plan and design meaningful, impactful face-to-face opportunities to learn and to share knowledge.

If there was ever an event that combined the simcha of a wedding and the camaraderie of camp, I’d say it was the Jewish Funders Network Conference. My first Jewish communal professional conference – and being a representative of one of 500+ Jewish funders – was at times intimidating and exhilarating. Being part of a large Jim Joseph Foundation contingency made conversations easy. Above all the joyous hugs and kisses, however, what I found most telling was the sense of optimism in the meetings, workshops and conversations. One of my favorite sessions was on Jewish Wisdom, led by the esteemed professionals of the Lippman Kanfer Foundation for Living Torah. The beautiful outdoor setting in the crisp Torrey Pines air certainly added to the bliss, as we discussed the relationships of gratitude, blessings and memory. The workshop weaved together various themes throughout the conference, including those of Jewish values, that struck a chord with me at this time in my life. I feel so fortunate to work in a profession and with a team that shares these same values.  I wake up each day privileged to interact with and support talented Jewish educational professionals, many of whom I met for the first time in San Diego.

One of my takeaways was that while Jewish values of simcha, Shabbat, and tikkun olam infuse my personal life, it is more often the case that discussions of budgets, sustainability, and program outcomes dominate our professional discourse. What if we found a way each day to include a gratitude blessing, or began our meetings with a short D’var Torah—as we do sometimes, but not all the time? These are little things, but given the honor we have to shepherd another’s fortunes to improve the lot of the Jewish people, it is something I hope we as Jewish funders can be more mindful of ourselves. I learned a lot from the JFN Conference – the power of big data, the challenges of Jewish leadership, the opportunities of scaling ideas – yet my biggest lesson learned is the ability to turn inward, to appreciate, to give thanks, and to remember what brought me here in the first place.

– Seth Linden, Program Officer

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As a newer member of the Jim Joseph Foundation team, the Jewish Funders Network Conference contributed to my continued onboarding as a foundation professional. From the thought-provoking plenaries to the informative breakout sessions to the ample networking time, I left the conference better prepared to perform the duties of a foundation program officer. Though I could touch on any number of moments that for me made the conference a success, I will focus here on the people in attendance – both those I knew and those I met.

Upon seeing the names and organizations of the more than 500 people who were present, I had two opposing reactions. First, everywhere I went, I interacted to some degree with professionals whom I have worked with on co-funded projects, foundation teams who had spent a day visiting our offices, or grantees who are in my portfolio. The conference was a unique opportunity to deepen relationships, learn together, and discuss existing or potential projects. And, for those I had not met prior, I was able to put faces to names and learn more about the professional and personal backgrounds of so many whom I will likely work with in the future. Given the number of people I already knew, the conference had a familial feel. As a colleague from another foundation put it, “this is great, we’re with our friends!”

I credit the Jim Joseph Foundation’s emphasis on collaboration for much of the reason why I, as a newer team member, arrived at the conference knowing so many people and feeling at home among my Jewish funder peers. But, I also noticed how many funders I didn’t know. And, how many funders with whom the Jim Joseph Foundation can still develop relationships. This demonstrated an incredible opportunity for the Foundation broadly, and me specifically, to develop new relationships with foundations, big or small, to better understand shared strategic priorities and potential synergies. As new foundations emerge, existing foundations evolve, and new professionals join the field, deepening relationships with other funders remains a priority.

– Aaron Saxe, Program Officer

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It didn’t take long at JFN before I learned something new. In the Pre-Conference Seminar: Scaling Up on the role funders have served to support – and sometimes hinder – successful scaling I learned a new word. The word fructify. What you ask, does the word fructify mean? It is defined as to make something fruitful or productive. Indeed, as a first time JFN attendee as a foundation professional working for the Jim Joseph Foundation, perhaps no word captures the spirit of the three days I spent in San Diego than this word.

What does JFN stand for? Quite literally, Jewish Funders Network. In San Diego at this particular convening, as I would imagine others would agree, the concept of the “Network” was a central, guiding principle. And for good reason. Now 16 months into my work at the Foundation, the relationships that my colleagues and I build are key to the success of the Foundation’s work. At JFN, I met with and fostered relationships with familiar faces, and had the opportunity to connect with individuals and organizations for the first time. Given that this work is fundamentally relational and that the Jim Joseph Foundation sees itself as a relational grantmaker where rapport and knowledge sharing between partners is pre-eminent, Jewish Funders Network provides deep value to me and the work that I do.

I see the JFN Conference as a place continuing to construct, as MIT systems theorist Peter Senge notes, a “field of shared meaning” – a safe space where funders and professionals can reflect on and have conversations about the work in which we all are engaged. Reflecting after the conference, I’m struck by how intimate this space felt, while also thinking how as Jews and foundation professionals—operating with overlapping identities—we as a field co-create value, meaning, and common understandings of who we are as Jewish Funders. Certainly this is an open-ended topic, but I found JFN so refreshing because we were able to learn from individuals and organizations who have neither the word “Jewish” nor “Funder” in their bio. Indeed, I think the future saliency of the JFN conference is to continue to cross boundaries and provide learnings from a big tent being constructed.

– Jeff Tiell, Program Associate