Workshop+on+systemic+innovation+with+Cyd+B.+Weissman

//A conversation with fifteen recipient teams of The Legacy Heritage Innovation Grant facilitated by Cyd B. Weissman of The RE-IMAGINE Project of the Experiment in Congregational Education.// //_// The **Legacy Heritage Innovation Grant** supports systemic innovation in Jewish education. What does systemic innovation mean? How do educational leaders work within a systemic framework (as opposed to a programmatic one)? The language and practice of systemic innovation permeates every modern discipline, yet has been slow to enter the practice of Jewish education. Jack Wertheimer’s use of the phrase “linking the silos” has, over the last two years, focused the attention of the educational community on attending to connections among parts of the greater educational whole. But words alone are not enough to change how Jewish leaders do the business of education. To truly leave behind a way of working that is long engrained in Jewish education --even though it produces minimal results in the lives’ of learners-- vivid pictures of a new way of working are needed. Fifteen educational teams, supported by the **Legacy Heritage Innovation Grant,** recently gathered to share their successes of how, over the last year, they do the work of systemic innovation. Their stories, in turn, produced guiding principles and practices to direct the work of educational leaders creating an educational system that makes a positive difference in the lives of learners. Prior to sharing their stories, the Legacy Heritage Innovation Grantees joined in chanting the words, //Shiviti Adonai Lenegdee Tameed-I Place God before me always.// Coming close to God’s presence, we are reminded as Jews our purpose is to make wholeness and Oneness in the world. Prior to telling their stories, Legacy Heritage Innovation Grantees reviewed a roadmap created by **The RE-IMAGINE Project of the Experiment in Congregational Education** identifying one of the primary educational systems (there are many within congregations) of the congregation (see below) that require the attention of educational leaders. The roadmap marks significant areas to be addressed in order to produce a whole system that is are __aligned, coherent__ and __cohesive__. Alignment, coherence and cohesion are primary characteristic of systemic educational innovation (Vision and Goals, Leadership, Infrastructure, Structure and Teaching). __Alignment:__ Each part (infrastructure, leadership, teaching, curriculum, & structure) of the educational constellation supports common purpose, vision and goals. When isolated, fragmented and sporadic, energy is diffuse resulting in minimal- random results. When feedback loops are in place to indicate the ways each part is supporting common goals then the system can self correct and self affirm innovation. //Example:// Educational leaders working to **align** teaching with their vision engage in the following kind of dialogue: “What do our teachers need to know, to do, and to feel in order to achieve designated outcomes for learners?” Teachers learn/identify desired outcomes, learn together to achieve those outcomes, review outcomes to see if they are being accomplished, and then adjust what teacher learning to further support goals (RE-IMAGINE Professional Learning, 2007). __Coherent:__ Each part (infrastructure, leadership, teaching, curriculum, & structure) of the educational constellation support one another in their common purpose. Connections, energy, and linkages therefore, do not only move toward the vision/goals, they also intentionally develop among the parts to //Example:// Educational leaders working to make **coherence** among the parts engage in the following kind of dialogue: “How does the structure we’ve chosen inform the development of our curriculum?” Learning that happens on Shabbat, for example, for learners of different ages must be supported by a new kind of curriculum and a new way of teaching. And if this new curriculum demands a new kind of teaching, then we require resources to enable our system to develop teaching and curriculum. How are we working to make these linkages? (RE-IMAGINE Think Tank, Curriculum Aligned to Vision, 2006)
 * What is the Work of Systemic Innovation?**
 * A //Kavanah://**
 * A Prologue:**

__Cohesive:__ Each part (infrastructure, leadership, teaching, curriculum & structure) of the educational constellation is logically connected and consistent within its own domain. //Example:// Educational leaders working to make **cohesion** within the each part engage in the following kind of dialogue: “In what ways are the teachers of children and adults developing the same approach to teaching Torah?” The beliefs and values of the congregation need to consistently be reflected in what and how we teach learners of all ages. When we note a difference between, for example, the approach of the rabbi, and the approach of teachers, cohesion is needed. (RE-IMAGINE Think Tank: Professional Learning Aligned to Vision, 2006) __Surrounding Culture:__ Connections within and among parts of the educational constellation develop in a culture that supports learning, reflection, and innovation. Isa Aron describes a way of doing business that promotes continual innovation as a Self-Renewing Congregation (2002).

//Design Principles Protocol// 1. Partners identify success and challenge in creating systemic innovation. 15 minutes. 2. Share the success and extrapolate general principles and practices for systemic innovation. 30 minutes. Mixed groups- In your small group identify a facilitator (keep people on time); a recorder (records principles and practices); and a reporter (will report results to the larger group in the end). a. One colleague at a time shares the success and how a systemic innovation in one area (e.g. leadership, teaching, vision/goals) was achieved. (3 minutes) b. Group asks clarifying questions (1-2 minutes) c. Group extrapolates generalizable principles and practices for creating cohesion, cohesiveness and/or alignment. (5 minutes) 3. Share with large group principle and practices. Add what’s missing. (15 minutes) 4. Return to professional partner. (15 minutes) a. Identify part(s) that will need attention in the coming year to be cohesive, coherent, and aligned. b. List out next steps to assure action
 * Protocol for Sharing Stories and Extrapolating Principles and Practices for Systemic Innovation**

__Among Professionals__ Professionals model collaboration Professional staff practice that deepens collegial relationships  to collaborative relationships-helps lay leaders learn new way of working
 * LEADERSHIP**
 * LEADERSHIP**
 * LEADERSHIP**
 * Principles**
 * Practices**
 * Stories**
 * Principles**
 * Practices**
 * Stories**
 * Stories**
 * Stories**





Rabbis play a significant role in shaping a collaborative culture-they signal what is important- Times when people need “unsticking” the rabbi speaks up

A parent said she could not participate in something that regularly required her to attend-it was the rabbi who spoke up and said we’ll try to support and this is how education will be done here (parent eventually shifted to be a staunch supporter)

Professionals have to do the dance of collaboration-not being fully responsible while still be engaged-to be in touch without being in charge There are times that require direct intervention by professionals, other times there is an important back and forth, and still other times the professionals needs to pull back



__Laity__ Developing leaders to work to create a whole system requires focused nurturing a. Personal, one to one invitation to leadership b. Develop materials, resources to support lay leadership c. Engage populations across ages, including teens and youth
 * Leadership**
 * Principles**
 * Practices**
 * Stories**
 * Practices**
 * Stories**
 * Stories**
 * Stories**



Leadership is expressed in multiple roles Lay leaders take on the role of teacher or mentor –this often leads to additional leadership positions



__Between Laity and Professionals__ Time and process needed to create shared Language and Values Both lay and professional leaders express consistent messages of purpose and values
 * Leadership**
 * Principles**
 * Practices**
 * Stories**
 * Practices**
 * Stories**
 * Stories**
 * Stories**





Ongoing communication is essential Regularized, planned and unplanned communication & check in




 * INFRASTRUCTURE**
 * Infrastructure: Budget, Governance, Logistics and Resources** (money, time, space, people, energy)
 * Principles**
 * Practices**
 * Stories**
 * Practices**
 * Stories**
 * Stories**
 * Stories**

Communication and coordination, cooperation leads to synergies among the parts Get the word out-create a positive buzz to get attention of board and others, this helps views and attitudes change Energy needs to be refreshed-difficult to sustain



Attitude for change and innovation needed Lay and professionals need to exhibit patience and persistence



Values, goals and vision inform decision making The budgeting process reflects the vision and values-includes increased staff to support new roles (e.g. family educator)



Develop a governance that has engaged deeply with and owns/shapes the vision --- understanding their role in supporting it Create liaisons from Task Force to Board Engage the Board in a visioning/goal setting process. Develop new governance structures that reflect links not silos Transparency- revealing what, why and how the work is done “We separated the role of the finance committee from decision making”

Vision and Goals Principles Practices Stories
 * VISION AND GOALS**

Goals drive innovation Goal driven decision making requires choices/sometimes hard choices -can’t do it all Ongoing check in required -all parts know goals are/can participate in shaping goals Goals need to reflect explicit values



Goals have to be shaped owned by community Communication moves between leaders to participants-needs to be continual- Open feedback loops/conversations enable continual communication Attend to readiness and openness to change Be prepared to be agitated



Success spurs more success Success in one area helps set new goals in another area-all parts of the congregation need to know success and challenge-difficult to get people’s ear Power in seeing goals actualized to set new goals




 * STRUCTURE**
 * Structure-**When does learning take place, who are the learners, who are the teachers, where does learning take place
 * Principles**
 * Practices**
 * Stories**
 * Practices**
 * Stories**
 * Stories**
 * Stories**

Design Learning for the whole Congregation Shift primary focus from children’s learning to intergenerational learning Thematic congregational learning links learners across generations and groups Less is more-try to focus on transformational learning-not filling the whole bucket



All Space in congregation and outside (home, museums etc) can be considered places for learning Shift away from thinking of “classroom” as the learning space Learning takes place within a meaningful context Retreats provide compelling time and space Learning is directed to be outside “the classroom” and move to real life Lay mentors go to homes of families with young children and teach/learn with them-identified challenges in this space (e.g. have to clean house or my home isn’t nice enough another creates stress)

Focus time convenient for learner and within Jewish time Shabbat and holidays (not Sunday morning) focus of Jewish learning time-this is organic time Learn by doing real Jewish living Need to provide some flexibility Learners work with their “teacher” for when learning is convenient-arrange themselves time Regularized learning offered on Shabbat/holidays

All congregants considered teachers and learners Shift focus away from only professionals as teachers- Shift focus from subject focus to learner centered Set high expectations-be willing to take risks Identifying a cadre of lay elders to learn how to be “mentors” to families with young children


 * TEACHING**
 * Teaching** Recruiting, Developing and Engaging
 * Principles**
 * Practices**
 * Stories**
 * Practices**
 * Stories**
 * Stories**
 * Stories**

Explicitly redefine who the teachers are what the role of each teacher is Parents and congregants defined as teachers Elevate senior/expert teachers to be teachers to rest of staff- Distribute teacher leadership so that it does not all fall on educational director Reach for outside resources (e.g. bureau)



Teachers need to be part of a community-not isolated in the task they are expected to perform Provide regularized learning Parents/Congregants taught classes while teachers had time for ongoing embedded leaning Accessed the expertise of congregants (e.g. working with children with disabilities) to teach families

Focus of ongoing teacher learning directly linked to vision and goals








 * LEADERSHIP**
 * **LEADERSHIP** ||
 * **Principles** ||
 * **Practices** ||
 * **Stories** ||
 * __Among Professionals__ ||
 * Professionals model collaboration ||
 * Professional staff practice that deepens collegial relationships to collaborative relationships-helps lay leaders learn new way of working ||
 * Rabbis play a significant role in shaping a collaborative culture-they signal what is important- ||
 * Times when people need “unsticking” the rabbi speaks up ||
 * A parent said she could not participate in something that regularly required her to attend-it was the rabbi who spoke up and said we’ll try to support and this is how education will be done here (parent eventually shifted to be a staunch supporter) ||
 * Professionals have to do the dance of collaboration-not being fully responsible while still be engaged-to be in touch without being in charge ||
 * There are times that require direct intervention by professionals, other times there is an important back and forth, and still other times the professionals needs to pull back ||
 * Times when people need “unsticking” the rabbi speaks up ||
 * A parent said she could not participate in something that regularly required her to attend-it was the rabbi who spoke up and said we’ll try to support and this is how education will be done here (parent eventually shifted to be a staunch supporter) ||
 * Professionals have to do the dance of collaboration-not being fully responsible while still be engaged-to be in touch without being in charge ||
 * There are times that require direct intervention by professionals, other times there is an important back and forth, and still other times the professionals needs to pull back ||
 * Professionals have to do the dance of collaboration-not being fully responsible while still be engaged-to be in touch without being in charge ||
 * There are times that require direct intervention by professionals, other times there is an important back and forth, and still other times the professionals needs to pull back ||

b. Develop materials, resources to support lay leadership c. Engage populations across ages, including teens and youth ||
 * **Leadership** ||
 * **Principles** ||
 * **Practices** ||
 * **Stories** ||
 * __Laity__ ||
 * Developing leaders to work to create a whole system requires focused nurturing ||
 * a. Personal, one to one invitation to leadership
 * a. Personal, one to one invitation to leadership
 * Leadership is expressed in multiple roles ||
 * Lay leaders take on the role of teacher or mentor –this often leads to additional leadership positions ||
 * Leadership is expressed in multiple roles ||
 * Lay leaders take on the role of teacher or mentor –this often leads to additional leadership positions ||
 * Lay leaders take on the role of teacher or mentor –this often leads to additional leadership positions ||


 * **Leadership** ||
 * **Principles** ||
 * **Practices** ||
 * **Stories** ||
 * __Between Laity and Professionals__ ||
 * Time and process needed to create shared Language and Values ||
 * Both lay and professional leaders express consistent messages of purpose and values ||
 * Ongoing communication is essential ||
 * Regularized, planned and unplanned communication & check in ||
 * Ongoing communication is essential ||
 * Regularized, planned and unplanned communication & check in ||
 * Ongoing communication is essential ||
 * Regularized, planned and unplanned communication & check in ||

Energy needs to be refreshed-difficult to sustain || Engage the Board in a visioning/goal setting process. Develop new governance structures that reflect links not silos Transparency- revealing what, why and how the work is done ||
 * INFRASTRUCTURE**
 * **Infrastructure: Budget, Governance, Logistics and Resources** (money, time, space, people, energy) ||
 * **Principles** ||
 * **Practices** ||
 * **Stories** ||
 * Communication and coordination, cooperation leads to synergies among the parts ||
 * Get the word out-create a positive buzz to get attention of board and others, this helps views and attitudes change
 * Communication and coordination, cooperation leads to synergies among the parts ||
 * Get the word out-create a positive buzz to get attention of board and others, this helps views and attitudes change
 * Attitude for change and innovation needed ||
 * Lay and professionals need to exhibit patience and persistence ||
 * Values, goals and vision inform decision making ||
 * The budgeting process reflects the vision and values-includes increased staff to support new roles (e.g. family educator) ||
 * Develop a governance that has engaged deeply with and owns/shapes the vision --- understanding their role in supporting it ||
 * Create liaisons from Task Force to Board
 * Values, goals and vision inform decision making ||
 * The budgeting process reflects the vision and values-includes increased staff to support new roles (e.g. family educator) ||
 * Develop a governance that has engaged deeply with and owns/shapes the vision --- understanding their role in supporting it ||
 * Create liaisons from Task Force to Board
 * Develop a governance that has engaged deeply with and owns/shapes the vision --- understanding their role in supporting it ||
 * Create liaisons from Task Force to Board
 * Develop a governance that has engaged deeply with and owns/shapes the vision --- understanding their role in supporting it ||
 * Create liaisons from Task Force to Board
 * Create liaisons from Task Force to Board
 * “We separated the role of the finance committee from decision making” ||

Ongoing check in required -all parts know goals are/can participate in shaping goals Goals need to reflect explicit values || Open feedback loops/conversations enable continual communication Attend to readiness and openness to change Be prepared to be agitated || Power in seeing goals actualized to set new goals ||
 * VISION AND GOALS**
 * Vision and Goals ||
 * Principles ||
 * Practices ||
 * Stories ||
 * Goals drive innovation ||
 * Goal driven decision making requires choices/sometimes hard choices -can’t do it all
 * Goals drive innovation ||
 * Goal driven decision making requires choices/sometimes hard choices -can’t do it all
 * Goals have to be shaped owned by community ||
 * Communication moves between leaders to participants-needs to be continual-
 * Goals have to be shaped owned by community ||
 * Communication moves between leaders to participants-needs to be continual-
 * Communication moves between leaders to participants-needs to be continual-
 * Success spurs more success ||
 * Success in one area helps set new goals in another area-all parts of the congregation need to know success and challenge-difficult to get people’s ear
 * Success spurs more success ||
 * Success in one area helps set new goals in another area-all parts of the congregation need to know success and challenge-difficult to get people’s ear
 * Success in one area helps set new goals in another area-all parts of the congregation need to know success and challenge-difficult to get people’s ear

Thematic congregational learning links learners across generations and groups Less is more-try to focus on transformational learning-not filling the whole bucket || Learning takes place within a meaningful context Retreats provide compelling time and space Learning is directed to be outside “the classroom” and move to real life || Learn by doing real Jewish living Need to provide some flexibility || Regularized learning offered on Shabbat/holidays || Shift focus from subject focus to learner centered Set high expectations-be willing to take risks ||
 * STRUCTURE**
 * **Structure-**When does learning take place, who are the learners, who are the teachers, where does learning take place ||
 * **Principles** ||
 * **Practices** ||
 * **Stories** ||
 * Design Learning for the whole Congregation ||
 * Shift primary focus from children’s learning to intergenerational learning
 * Design Learning for the whole Congregation ||
 * Shift primary focus from children’s learning to intergenerational learning
 * All Space in congregation and outside (home, museums etc) can be considered places for learning ||
 * Shift away from thinking of “classroom” as the learning space
 * All Space in congregation and outside (home, museums etc) can be considered places for learning ||
 * Shift away from thinking of “classroom” as the learning space
 * Shift away from thinking of “classroom” as the learning space
 * Lay mentors go to homes of families with young children and teach/learn with them-identified challenges in this space (e.g. have to clean house or my home isn’t nice enough another creates stress) ||
 * Focus time convenient for learner and within Jewish time ||
 * Shabbat and holidays (not Sunday morning) focus of Jewish learning time-this is organic time
 * Focus time convenient for learner and within Jewish time ||
 * Shabbat and holidays (not Sunday morning) focus of Jewish learning time-this is organic time
 * Learners work with their “teacher” for when learning is convenient-arrange themselves time
 * All congregants considered teachers and learners ||
 * Shift focus away from only professionals as teachers-
 * All congregants considered teachers and learners ||
 * Shift focus away from only professionals as teachers-
 * Identifying a cadre of lay elders to learn how to be “mentors” to families with young children ||

Elevate senior/expert teachers to be teachers to rest of staff- Distribute teacher leadership so that it does not all fall on educational director Reach for outside resources (e.g. bureau) || Accessed the expertise of congregants (e.g. working with children with disabilities) to teach families ||
 * TEACHING**
 * **Teaching** Recruiting, Developing and Engaging ||
 * **Principles** ||
 * **Practices** ||
 * **Stories** ||
 * Explicitly redefine who the teachers are what the role of each teacher is ||
 * Parents and congregants defined as teachers
 * Explicitly redefine who the teachers are what the role of each teacher is ||
 * Parents and congregants defined as teachers
 * Teachers need to be part of a community-not isolated in the task they are expected to perform ||
 * Provide regularized learning ||
 * Parents/Congregants taught classes while teachers had time for ongoing embedded leaning
 * Teachers need to be part of a community-not isolated in the task they are expected to perform ||
 * Provide regularized learning ||
 * Parents/Congregants taught classes while teachers had time for ongoing embedded leaning
 * Focus of ongoing teacher learning directly linked to vision and goals ||
 * Focus of ongoing teacher learning directly linked to vision and goals ||
 * Focus of ongoing teacher learning directly linked to vision and goals ||


 * **LEADERSHIP** ||
 * **Principles** ||
 * **Practices** ||
 * **Stories** ||
 * __Among Professionals__ ||
 * Professionals model collaboration ||
 * Professional staff practice that deepens collegial relationships to collaborative relationships-helps lay leaders learn new way of working ||
 * Rabbis play a significant role in shaping a collaborative culture-they signal what is important- ||
 * Times when people need “unsticking” the rabbi speaks up ||
 * A parent said she could not participate in something that regularly required her to attend-it was the rabbi who spoke up and said we’ll try to support and this is how education will be done here (parent eventually shifted to be a staunch supporter) ||
 * Professionals have to do the dance of collaboration-not being fully responsible while still be engaged-to be in touch without being in charge ||
 * There are times that require direct intervention by professionals, other times there is an important back and forth, and still other times the professionals needs to pull back ||
 * Times when people need “unsticking” the rabbi speaks up ||
 * A parent said she could not participate in something that regularly required her to attend-it was the rabbi who spoke up and said we’ll try to support and this is how education will be done here (parent eventually shifted to be a staunch supporter) ||
 * Professionals have to do the dance of collaboration-not being fully responsible while still be engaged-to be in touch without being in charge ||
 * There are times that require direct intervention by professionals, other times there is an important back and forth, and still other times the professionals needs to pull back ||
 * Professionals have to do the dance of collaboration-not being fully responsible while still be engaged-to be in touch without being in charge ||
 * There are times that require direct intervention by professionals, other times there is an important back and forth, and still other times the professionals needs to pull back ||

b. Develop materials, resources to support lay leadership c. Engage populations across ages, including teens and youth ||
 * **Leadership** ||
 * **Principles** ||
 * **Practices** ||
 * **Stories** ||
 * __Laity__ ||
 * Developing leaders to work to create a whole system requires focused nurturing ||
 * a. Personal, one to one invitation to leadership
 * a. Personal, one to one invitation to leadership
 * Leadership is expressed in multiple roles ||
 * Lay leaders take on the role of teacher or mentor –this often leads to additional leadership positions ||
 * Leadership is expressed in multiple roles ||
 * Lay leaders take on the role of teacher or mentor –this often leads to additional leadership positions ||
 * Lay leaders take on the role of teacher or mentor –this often leads to additional leadership positions ||


 * **Leadership** ||
 * **Principles** ||
 * **Practices** ||
 * **Stories** ||
 * __Between Laity and Professionals__ ||
 * Time and process needed to create shared Language and Values ||
 * Both lay and professional leaders express consistent messages of purpose and values ||
 * Ongoing communication is essential ||
 * Regularized, planned and unplanned communication & check in ||
 * Ongoing communication is essential ||
 * Regularized, planned and unplanned communication & check in ||
 * Ongoing communication is essential ||
 * Regularized, planned and unplanned communication & check in ||

Energy needs to be refreshed-difficult to sustain || Engage the Board in a visioning/goal setting process. Develop new governance structures that reflect links not silos Transparency- revealing what, why and how the work is done ||
 * INFRASTRUCTURE**
 * **Infrastructure: Budget, Governance, Logistics and Resources** (money, time, space, people, energy) ||
 * **Principles** ||
 * **Practices** ||
 * **Stories** ||
 * Communication and coordination, cooperation leads to synergies among the parts ||
 * Get the word out-create a positive buzz to get attention of board and others, this helps views and attitudes change
 * Communication and coordination, cooperation leads to synergies among the parts ||
 * Get the word out-create a positive buzz to get attention of board and others, this helps views and attitudes change
 * Attitude for change and innovation needed ||
 * Lay and professionals need to exhibit patience and persistence ||
 * Values, goals and vision inform decision making ||
 * The budgeting process reflects the vision and values-includes increased staff to support new roles (e.g. family educator) ||
 * Develop a governance that has engaged deeply with and owns/shapes the vision --- understanding their role in supporting it ||
 * Create liaisons from Task Force to Board
 * Values, goals and vision inform decision making ||
 * The budgeting process reflects the vision and values-includes increased staff to support new roles (e.g. family educator) ||
 * Develop a governance that has engaged deeply with and owns/shapes the vision --- understanding their role in supporting it ||
 * Create liaisons from Task Force to Board
 * Develop a governance that has engaged deeply with and owns/shapes the vision --- understanding their role in supporting it ||
 * Create liaisons from Task Force to Board
 * Develop a governance that has engaged deeply with and owns/shapes the vision --- understanding their role in supporting it ||
 * Create liaisons from Task Force to Board
 * Create liaisons from Task Force to Board
 * “We separated the role of the finance committee from decision making” ||

Ongoing check in required -all parts know goals are/can participate in shaping goals Goals need to reflect explicit values || Open feedback loops/conversations enable continual communication Attend to readiness and openness to change Be prepared to be agitated || Power in seeing goals actualized to set new goals ||
 * VISION AND GOALS**
 * Vision and Goals ||
 * Principles ||
 * Practices ||
 * Stories ||
 * Goals drive innovation ||
 * Goal driven decision making requires choices/sometimes hard choices -can’t do it all
 * Goals drive innovation ||
 * Goal driven decision making requires choices/sometimes hard choices -can’t do it all
 * Goals have to be shaped owned by community ||
 * Communication moves between leaders to participants-needs to be continual-
 * Goals have to be shaped owned by community ||
 * Communication moves between leaders to participants-needs to be continual-
 * Communication moves between leaders to participants-needs to be continual-
 * Success spurs more success ||
 * Success in one area helps set new goals in another area-all parts of the congregation need to know success and challenge-difficult to get people’s ear
 * Success spurs more success ||
 * Success in one area helps set new goals in another area-all parts of the congregation need to know success and challenge-difficult to get people’s ear
 * Success in one area helps set new goals in another area-all parts of the congregation need to know success and challenge-difficult to get people’s ear

Thematic congregational learning links learners across generations and groups Less is more-try to focus on transformational learning-not filling the whole bucket || Learning takes place within a meaningful context Retreats provide compelling time and space Learning is directed to be outside “the classroom” and move to real life || Learn by doing real Jewish living Need to provide some flexibility || Regularized learning offered on Shabbat/holidays || Shift focus from subject focus to learner centered Set high expectations-be willing to take risks ||
 * STRUCTURE**
 * **Structure-**When does learning take place, who are the learners, who are the teachers, where does learning take place ||
 * **Principles** ||
 * **Practices** ||
 * **Stories** ||
 * Design Learning for the whole Congregation ||
 * Shift primary focus from children’s learning to intergenerational learning
 * Design Learning for the whole Congregation ||
 * Shift primary focus from children’s learning to intergenerational learning
 * All Space in congregation and outside (home, museums etc) can be considered places for learning ||
 * Shift away from thinking of “classroom” as the learning space
 * All Space in congregation and outside (home, museums etc) can be considered places for learning ||
 * Shift away from thinking of “classroom” as the learning space
 * Shift away from thinking of “classroom” as the learning space
 * Lay mentors go to homes of families with young children and teach/learn with them-identified challenges in this space (e.g. have to clean house or my home isn’t nice enough another creates stress) ||
 * Focus time convenient for learner and within Jewish time ||
 * Shabbat and holidays (not Sunday morning) focus of Jewish learning time-this is organic time
 * Focus time convenient for learner and within Jewish time ||
 * Shabbat and holidays (not Sunday morning) focus of Jewish learning time-this is organic time
 * Learners work with their “teacher” for when learning is convenient-arrange themselves time
 * All congregants considered teachers and learners ||
 * Shift focus away from only professionals as teachers-
 * All congregants considered teachers and learners ||
 * Shift focus away from only professionals as teachers-
 * Identifying a cadre of lay elders to learn how to be “mentors” to families with young children ||

Elevate senior/expert teachers to be teachers to rest of staff- Distribute teacher leadership so that it does not all fall on educational director Reach for outside resources (e.g. bureau) || Accessed the expertise of congregants (e.g. working with children with disabilities) to teach families ||
 * TEACHING**
 * **Teaching** Recruiting, Developing and Engaging ||
 * **Principles** ||
 * **Practices** ||
 * **Stories** ||
 * Explicitly redefine who the teachers are what the role of each teacher is ||
 * Parents and congregants defined as teachers
 * Explicitly redefine who the teachers are what the role of each teacher is ||
 * Parents and congregants defined as teachers
 * Teachers need to be part of a community-not isolated in the task they are expected to perform ||
 * Provide regularized learning ||
 * Parents/Congregants taught classes while teachers had time for ongoing embedded leaning
 * Teachers need to be part of a community-not isolated in the task they are expected to perform ||
 * Provide regularized learning ||
 * Parents/Congregants taught classes while teachers had time for ongoing embedded leaning
 * Focus of ongoing teacher learning directly linked to vision and goals ||
 * Focus of ongoing teacher learning directly linked to vision and goals ||
 * Focus of ongoing teacher learning directly linked to vision and goals ||