annual report - Ma`ayanot Yeshiva High School for Girls

Transcription

ANNUAL REPORT
FOR YEAR ENDING JUNE 30, 2012
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for girls dedicated to the following objectives:
To foster the development of a Torah personality
• whose life decisions are guided by the values and traditions of a halakhically committed community
• who strives to build a personal relationship with God through fulfillment of mitzvot, study and reflection
• who is committed to acting with integrity, compassion and respect in her relationships with people
• whose general conduct is informed by both ahavat Hashem and yirat shamayim
To provide an academically stimulating and challenging program that
• promotes active, critical, and creative thought
• fosters both the discipline and joy of learning
• sharpens the student’s ability to communicate articulately and effectively
• encourages collaborative intellectual activity and respect for the opinions of others
To provide curricular and co-curricular programs that
• tap a variety of student strengths and talents
• develop the student’s proficiency in the use of technology and other resources
• encourage the development of leadership qualities, initiative and teamwork
To foster in the student the development of
• self-awareness and self respect
• a sense of responsibility for personal academic achievement
• an appreciation for her ability to impact on her environment
Ma’ayanot Annual Report I www.maayanot.org I 2
To foster in the student an awareness of
• her membership in various communities including family, school, Jewish nation, the United
States and the world at large
• her obligations and commitments to those communities
• the centrality of Eretz Yisrael and Medinat Yisrael in her life
• the rich texture of the world around her
To attract teachers who
• possess superior academic credentials
• demonstrate broad-based knowledge coupled with expertise in their specific disciplines
• exhibit personal integrity and commitment to the philosophy of the school
• employ effective pedagogic strategies to meet the individual needs of students
• strive to grow professionally and to share their expertise with their colleagues
The creation of the State of Israel is one of the seminal events in Jewish history. Recognizing the
significance of the State and its national institutions, we seek to instill in our students an attachment
to the State of Israel and its people as well as a sense of responsibility for their welfare.
President’s Message 2
Implementing the Mission 3
Financial Information Summary 6
Enrollment Trends 8
Academic Achievement 9
1650 Palisade Avenue
Teaneck, NJ 07666
201.833.4307
www.maayanot.org
Educational Innovations 12
Building Community 13
Building on Success 14
Graduation Address 16
Giving Opportunites 19
Donors 2011-12 20
Board of Directors 21
Faculty 21
The mission statements of Jewish day schools are often indistinguishable from one another.
Across the denominational spectrum, any number of schools promise “educational excellence,”
“menschlichkeit,” a “commitment to community…” These aspirations may be challenging,
but they are hardly audacious…. From its beginning, what Ma’ayanot attempted was unusual
and audacious…
As I see it, Ma’ayanot’s greatest good fortune is in its access to a stream of outstanding
mission-aligned teachers who bring vitality and palpability to the school’s core purposes.
— Mr. Alex Pomson, Senior Researcher, Melton Centre for Jewish Education, Hebrew Universtiy
Table of Contents
The Mission i
President’s Message
Dear Ma’ayanot Community,
W
e are pleased to present Ma’ayanot’s inaugural Annual Report
for the academic year ending June 30, 2012. We are confident
that, upon reading this report, you will glean two salient points:
first, that Ma’ayanot is a mission-driven institution dedicated to providing a
mesorah-based Torah education within an environment that promotes midot,
derech eretz and academic excellence across all disciplines, Judaic and secular alike; and second, that there is a tremendously high cost associated with
providing such an education. This report illustrates how keenly aware the
Board and administration are of the high burden that Yeshiva tuition places
upon our families, and that they have worked tirelessly to ensure that Ma’ayanot provides a high
quality education in a fiscally prudent manner.
To gain an appreciation for the unparalleled educational leadership provided by our administration, we invite you to read Mrs. Kahan’s message Translating Vision into Reality. We are also
proud to highlight our students’ formidable academic achievements, numerous educational
innovations that immeasurably enhance the Ma’ayanot curriculum, excellent professional development opportunities offered to our faculty, and an overview of how Ma’ayanot strives to engage
with the broader community.
On the financial side, this report represents an effort on the part of the Board and administration
towards transparency in our financials. All financial data are culled from audited financial statements. A review of these data demonstrate that prudent expense management, coupled with a
healthy increasing enrollment, has allowed us to keep tuition relatively static over the past three
years, even while providing high levels of need-based tuition assistance to a significant portion
of our student body.
To maintain these trends, however, we will need your help. Toward that end, we conclude this
report by outlining numerous ways in which you can act to help secure Ma’ayanot’s financial
viability in both the short and long term.
We look forward to partnering with you in our continuing efforts to provide unparalleled educational opportunities for the daughters of our community for many years to come.
Kind regards,
Menachem Schnaidman
The feature that stands out most about Ma’ayanot is that the focus of the board and
administration is closely aligned with the stated philosophy and mission of the school. The
governing bodies of this school hire, set policy and make decisions, all based on the mission of
Ma’ayanot.… From observations and interviews, it is clear that all stakeholders have a clear
knowledge, understanding and commitment to the philosophy and mission of the school.
— Middle States Association of Colleges and Schools, Site Visit Report
Mrs. Rivka Kahan
T
hrough halakhic discussion of the mitzvah of Torah study, the Gemara
develops a nuanced understanding of the educational process. In the first
perek of Kiddushin, the Gemara derives the Biblical source of the obligation
to learn Torah. The basis of the discussion in the Gemara is the similarity between
two words: “ulemadetem,” meaning “you shall learn,” and “velimadetem”—“you shall
teach.” The Gemara concludes that anyone who has the obligation to study also
has the obligation to teach others, and anyone who is exempt from the obligation
to study Torah is also exempt from the obligation to teach or to be taught. In
other words, being a teacher and being a student are inextricably linked. It is not
possible to be a teacher without being a student, and it is not possible to be a student without being
a teacher.
The Gemara codifies the mitzvah of learning and the mitzvah of teaching as being intrinsically
inseparable in another way as well. The Gemara rules that a person who has not been
taught Torah by others has an obligation “lemigmar nafshei”—to teach himself. This is striking
language—rather than saying that such a person is obligated to study, the Gemara chooses the
phraseology “he is obligated to teach himself.” This is another manifestation of the Gemara’s
understanding that learning is a variation on the process of teaching.
In other words, the Gemara draws an explicit and fundamental connection between the process
of study and the process of teaching, and between the identity of the teacher and the identity of
the student. This connection defines the educational vision of Ma’ayanot. Our students are not
passive onlookers to the process of education; they are active in structuring the education that
takes place in our classes. Ma’ayanot is based on a vision of giving our students the skills and
confidence to be active, creative, critical thinkers in the way that they learn and in the way that
they live. We create a learning environment that is characterized by a commitment to dialogue,
to being reflective and honest, and to empowering our students intellectually and personally to
grapple with new ideas and to embrace new challenges.
Just as our goal is that our students be active leaders in the education that takes place in the
classroom—just as they are involved in “teaching themselves”—our teachers are committed to a
process of constant reflection and dialogue about education. The best teaching happens when
educators view their jobs as an ongoing process of learning about learning, when teachers understand that being an educator necessitates being a perpetual student.
Allow me to give a snapshot of how this vision plays out in the classroom. A colleague of mine
at Ma’ayanot once told me that she had an epiphany about a lesson that she had taught several
times. It was a very fine lesson, with an opening activity that engaged the students’ interest, a
well-developed idea in the middle, and a meaningful take-home conclusion. One day, another
educator observed her class and commented afterwards, “That was a strong lesson, but what
was the discovery for the students?” This comment prompted the teacher to realize that the
only problem with her lesson was that she already knew the beginning, the middle, and the
conclusion that she wanted the students to reach. A lesson is alive when it not only encourages,
but requires true creativity on the part of the students, when there is an open question that can
be approached in a variety of ways, when the teacher doesn’t already know the answer. In a
student-driven and student-centered school, this is what teachers strive for every single day: a
learning environment that encourages true, honest dialogue, not just the illusion of dialogue.
Implementing the Mission
TRANSLATING VISION INTO REALITY
Practically speaking, how does a school create this kind of dynamic in the classroom? Ironically,
creating a student-centered education depends first and foremost on the dialogue among the adults
in the building. The factor that most profoundly shapes the education our students receive is the
degree to which their teachers collaborate with each other. Teaching can be an extremely isolating
career—a teacher can spend most of her career in a room that her colleagues never enter. But great
teaching happens when we make a conscious effort to combat that type of isolation, to create a
community that is defined by collaboration and by a shared commitment to learning about and
talking about education. This kind of community-building is accomplished at Ma’ayanot through an
ongoing, robust culture of professional development that includes frequent and meaningful faculty
meetings and workshops about topics in education, an active teacher mentoring program, deep
administrative involvement and support, an openness to new ideas and initiatives, and constant
reflection and discussion about education in formal and informal contexts.
Open and frequent discussion about education among
colleagues leads to wonderful discoveries in education—discoveries that are sometimes shockingly simple. For example,
for the first few years that I taught Tanakh, I gave quizzes
on every perek that I taught. My goal was to make sure that
students had read the perek and retained its basic content.
However, I began to realize that this assignment did not help
the students think about the perek in a meaningful way. As a
result of a discussion at a Tanakh department meeting a few
years after I began teaching, I stopped giving quizzes. Instead,
I asked students to read the perek at home and to write a list of
questions about anything they found interesting or confusing
or noteworthy. I collected everyone’s questions and distributed
a master list of questions to the class, and these questions guided
us in our learning. This assignment changed the fundamental dynamic of my class. The students’
questions helped me know what my students were thinking about and allowed me to make sure
that I was teaching them, not teaching the students who existed in my mind when I prepared
my lessons over the summer. Just as importantly, the assignment helped my students become
invested in the Torah that they learned, because they understood that they were looking for
answers to their questions, not answers to my questions. That idea came out of one discussion
among colleagues, and it changed the way I taught. Activities like this, which encourage creative and active thought, can be created in all subjects across disciplines. When a school culture is
characterized by a commitment to dialogue about education among the adults in the school, the
education that takes place in the classrooms is profoundly enriched.
At Ma’ayanot, we believe in an integrated approach that addresses and engages the whole student.
Our student-centered educational vision of collaboration, dialogue, and reflection informs our
approach to all realms of a student’s experience at our school—academic, religious, and co-curricular.
I would like to now address the religious realm and describe how I understand our school’s
religious mission.
At Ma’ayanot, we seek to create an open, honest, respectful, non-dogmatic approach to religious
growth. At the same time, we do not want, chas v’shalom, to send a message to our students of apathy
or lack of passion for Judaism and for halakha. We want the message to be, in the words of the Rav,
that halakha is the ground floor for religious development, not the ceiling. There should be a firm,
unwavering commitment to halakha that is accompanied by a deep and personal sense of being a
metzuveh of the Ribbono Shel Olam. This commitment should provide the basis for an authentic,
personal encounter with the Torah in a context that encourages individuality, is deeply respectful of
differences, and is not in any way coercive. This is a tremendously challenging task, one that requires
ongoing energy, dedication, and creative thought on the part of our faculty.
Another memory comes to mind. Several years ago, I was teaching the sugya of tav lemeitav in
Kiddushin. It is a philosophically difficult sugya, which raises complex questions about Hazal’s
perspective on the essential differences between men and women in marriage relationships. I
learned the sugya with my class, approaching it from the perspectives of various Rishonim and
Acharonim, reading an article of the Rav, and delving into all of the students’ questions. At the end,
there was one student who remained deeply troubled by the sugya; she just couldn’t make peace
with it. Her frustration was such that I wondered if I had made a mistake in teaching the sugya
altogether. Several months later, she applied to Israel schools, and I was her Israel Guidance
advisor. During her application process, I discovered that she had written her Israel essay about
the experience of learning tav lemeitav—about how compelling it was for her to delve into a
difficult Torah topic deeply and honestly, and how it had strengthened her desire to devote a
year to intensive Torah study. That experience crystallized the way I think about teaching Torah.
It made me realize that what we are really trying to do in Torah education is to help our students
develop a relationship with the Torah—a relationship that is so authentic, honest, and compelling
that it will form the core of their identity. It’s not about making sure that our students walk out of
class every day with answers to all of their questions. It’s about helping them feel that the Torah
speaks to them.
Above and beyond the fantastic learning that happens in the classroom, developing a sincerely religious personality demands a dialogue that takes place outside of the classroom as well. Sometimes
this happens by inviting our students over for Shabbat, by spending time with them outside of the
academic setting, by inviting them into our lives in different ways. The warm relationships between
teachers and students in our school are fundamental to our students’ Ma’ayanot education. I love the
fact that Ma’ayanot is small enough that every student has an adult to approach for support, guidance, and friendship. Some students turn to a particularly beloved teacher, while others may seek out
a guidance counselor, mehanekhet, administrator, or all of the above. In the context of a warm, small,
all-girls high school, our students develop the confidence, emotional strength, and sense of self that
allow them to be leaders in any realms they choose. I personally went to a very large high school, and
it always gives me pause to contrast our students’ experience to my own experience. At Ma’ayanot,
our most important goal is to reach every student and to enable each one to reach her fullest
potential educationally, religiously, and personally.
In a studentdriven and
student-centered
school, the
learning
environment
encourages
true, honest
dialogue, not just
the illusion I remember that when I was in seventh grade, a friend and I celebrated the last day of school by
tearing up our notebooks together. I still have an image in my head of sitting on the floor in her
of dialogue.
den, throwing the scraps of paper into the air. It is a fun memory of childhood and friendship,
and yet, as an educator, the image causes me pain. Our goal in education is to encourage and
develop a passionate, personal, lifelong love of learning. At Ma’ayanot, we accomplish that by
building a true community of learners, a place where teachers are committed to an ongoing
process of learning about learning and students are active in shaping their education and school
experiences. As we saw earlier in the Gemara, learning is really a process of teaching oneself
and being a teacher is inextricably linked to being a student. Great education happens when the
culture in the school building, among administration, teachers, and students, is rooted in this
belief. At Ma’ayanot, the fundamental goal is to move constantly toward a full manifestation of
this vision.
Our studentcentered
educational vision
of collaboration,
dialogue, and
reflection informs
our approach to
all realms of a
student’s
experience at
our school—
academic,
religious, and
co-curricular. In fact, when I was the Director of Israel Guidance, the head of one of the Israel schools once
said to me, “Ma’ayanot is really not like any other high school.” When I asked him to explain
what he meant, he said, “You open your students up to thinking about the Torah in a way that is
so authentic and honest. It’s really very brave.” I don’t know if it’s brave, but I do believe that it is
the best way to create a truly personal relationship with the Torah of the Ribbono Shel Olam.
Financial Information Summary
REVENUE: JULY 2011 – JUNE 2012
1%
Income
10%
Fundraising
8%
Dinner
Tuition
and Fees
Annual Dinner
Tuition
81%
Other Fundraising
Other
REVENUE/EXPENSE TRENDS:
2009-2012
Revenue
Tuition and Fees
Amount
$4,190,434
Annual Dinner
Revenue
Expenses
Expenses
$431,021
Other Fundraising
Revenue
$73,876
Other
$502,719
Total Revenue
$5,198,050
2009-10
Year
EXPENSES: JULY 2011 – JUNE 2012
3%
Oher
8%
Student Activites
11%
Operating
Salaries
and Benefits
Operating and Facility
Salaries
78%
Expenses
Student Activities/Sports
Other
2010-11
2011-12
Revenues
Expenses
2009-10
$4,492,033
$4,809,696
2010-11
$4,782,221
$4,836,668
2011-12
$5,198,050
$4,940,020
Revenue to expenses have trended
positively in recent years, demonstrating,
among other things, prudent expense
management. In addition, reflected
within these trends are improving cash
balances, which have increased from
$53,000 at the end of 2009-10 to $89,000
at the end of 2010-11 to $328,000 at the
end of 2011-12. These cash balances provide
prudent support for ongong operations
and future unanticipated costs.
Amount
Salaries and Benefits
$3,855,242
Operating and Facility
$565,583
Fundraising
Student Activities and Sports
$138,936
Dinner
Other
$380,259
Tuition
Total Expenses
$4,940,020
Financial data are extracted from audited financial statements
Income
PER CAPITA TUITION ANALYSIS
Year
Total Expenses
Enrollment
Per Capita
Student Cost
Tuition
Charged*
Per Capita
Tuition Collected
Per Capita Student Cost
Less Tuition Collected
2009-10
$4,809,696
222
$21,665
$20,550
$18,120
$3,545
2010-11
$4,836,668
231
$20,938
$20,550
$17,491
$3,447
2011-12
$4,940,020
248
$19,919
$20,850
$16,841
$3,078
* In addition to tuition, each family incurs a one-time $2500 building fund obligation
Scholarship Funds
Awarded:
2009-10: $539,355
2010-11: $706,703
2011-12: $994,204
T
he Ma’ayanot Board of Directors is exceptionally sensitive to the burden that high Yeshiva
tuition places upon our families, and has expended great effort in recent years to hold
tuition relatively constant while containing costs as much as possible. These efforts have
been largely successful , as manifest in the fact that per capita student costs have declined over
the past three years. Also evident from the chart above is the fact that the tuition shortfall per
capita has fallen in each of the last three years. To accomplish these trends, and to ensure that
they continue in future years, the Ma’ayanot Board has instituted the following measures:
• Ma’ayanot is working on improving fundraising efforts. Toward this end:
• Our annual Scholarship Fund Dinner has netted between $225,000 and $425,000 within
each of the last five years;
• This past July we created the part-time position of Director of Community Relations,
whose early mandates include working on projects relating to publicity, public relations,
alumnae affairs, and development programming.
• The new Director of Community Relations will work closely with our newly established
Development Committee to increase fundraising efforts. Early mandates of the Committee are to develop a Dedication Menu, a Parnes Hayom program, and to initiate development programming in previously untapped locations and populations.
• The school has retained the services of a development consultant to begin the process of
designing a long-range strategic plan which may include a capital campaign within five years.
• In recent years the Board of Directors has worked to contain faculty and administrative costs
by approving only modest salary and pension increases and by reducing the total number
of administrators.
• The Board recently refinanced the terms of the school’s mortgage. After much deliberation, the
Board opted to refinance at a lower interest rate for a shorter term (as opposed to a higher rate
for a longer term) to allow for the rapid building of equity in the property. Such an approach
has the potential to serve the school well in the event of a future unexpected emergency or the
need to expand our physical plant.
•M
a’ayanot was one of two Bergen County Yeshivot to pilot the use of YeshivaAid.com, an onPercent of
line service that streamlines and maximizes the efficiency of the scholarship vetting process
Students
(currently most Yeshivot in Bergen County utilize this system). Ma’ayanot’s Scholarship ComReceiving
mittee labors to be certain that all families in need receive scholarship funds, while at the same
Scholarship
time ensuring that only families truly in need receive such funds (thereby reducing the scholarFunds:
ship burden on the remainder of the Ma’ayanot parent body).
2009-10: 26%
2010-11: 28% • Since its inception Ma’ayanot has rented out unused building space during the school year, and
2011-12: 31% each summer Ma’ayanot rents space to various local, education-related enterprises; such rentals
increase our yearly income, which in turn decreases the tuition burden.
80
60
ENROLLMENT TRENDS
9TH GRADE ENROLLMENT
Enrollment Trends
100
E
nrollment for the Class of 2016 stands at 92, representing a 24% increase from last year’s
freshman grade, and a 42% increase from two years ago. Seventy-two percent of the current
freshman grade comes from Bergen County feeder schools. .
92
14%
CLASS OF 2016 DEMOGRAPHICS
24%
74
4%
3%
3% 2% 1%
RYNJ:
KFS 23 (25%)
Noam: 18 (20%)
ASHAR
65
5%
20142015
2016
2010
2011
2012
CLASS OF
From 2010 to 2011, registration increased 14%
25%
9%
Yavneh: 15 (16%)
Moriah:
OTHER10 (11%)
MDS: 8 (9%)
JKHA
11%
20%
16%
SAR: 5 (5%)
RPRY4 (4%)
RPRY:
JKHA : 3 (3%)
SAR
Other: 3 (3%)
MDS 2 (2%)
ASHAR:
Students registered: 92
Total possible applicant pool: 364
Number of applicants: 149 (41%)
Applicants registered: 60%
JFS: 1 (1%)
Moriah
Yavneh
Noam
RYNJ
CLASS OF 2016:
PERCENT OF FEMALE GRADUATES ENROLLED FROM BERGEN COUNTY FEEDER SCHOOLS
RYNJ: 59%
Noam: 53%
Yavneh: 48%
Moriah: 19%
Class of 2012 Mean Test Scores
SAT Scores
National Average
Math
592
514
Critical Reading
620
497
Writing
637
489
SAT Subject
Test Scores
National Average
Biology
710
635
Chemistry
800
648
English Literature
733
576
Math Level I
700
610
Math Level II
767
654
Modern Hebrew
601
623*
U.S. History
716
608
*A large pool of native Hebrew speakers take this exam.
AWARDS RECEIVED (2011-12):
1 Siemens Regional Finalist
2 Siemens Regional Semifinalists
1 National Merit Scholar
1 National Merit Finalist
3 National Merit Commendees
Northern NJ Junior Science and
Humanities Symposium, third place winner
1 Gildor Invention Competition Semifinalist
Holocaust Museum and Study Center’s
Siegelbaum Literary and Visual Arts
Competition, third place winner
Young Voices of America Speak Through Poetry,
third place winner
Silver Medal, Columbia Scholastic Press
Association Literary Journal Competition
2012 AP HONORS:
13 AP Scholars
3 AP Scholars with Honors
4 AP Scholars with Distinction
ADVANCED PLACEMENT
COURSES OFFERED:
Chemistry
Biology
Statistics
Calculus AB
Calculus BC
U.S. History
U.S. Government
Psychology
Literature and Composition
Studio Art
Students can also receive college
credit for taking the Bechina Yerushalmit
elective in their senior year.
2012 AP SCORES:
Seventy-four students took
124 AP examinations.
6%
23%
43%
28%
Scored 5
Scored 4
Scored 3
Scored < 3
Academic Achievement
STANDARDIZED TEST SCORES
THE HOLLER-NOVETSKY JUDAIC STUDIES PROGRAM
T
he primary goal of our Tanakh and Gemara departments is to teach the skills and love of learning
that are necessary for a lifetime of Torah study. All Judaic Studies classes extensively utilize
havruta study in order to develop textual and analytical skills that equip our students to learn
Torah seriously and independently. In addition to havruta, all Judaic Studies classes are built around
open class discussion in which students’ questions and ideas are an essential and integral part of the
learning that takes place. We strive to prepare students with the skills needed to lovingly unlock Torah
texts on their own and the personal commitment to engage in intensive Torah study throughout their lives.
Now that it’s been a year since I’ve graduated, I have come to appreciate my experiences
in high school even more. I now understand that coming out of Ma’ayanot I had not only
learned an incredible amount, but I also learned how to learn. Through hours spent in
havruta learning and group discussions, to lessons in how to use the online Responsa
text system, to learning about the styles used by various Rabbis in their works, I am now
armed with skills that will help me in my learning for the rest of my life.
— Talia Stern, Class of 2011
The Tanakh curriculum
is both challenging
and stimulating. The
dedication and the
high level of thought,
learning and critical
thinking is exemplary.
— Middle States Report
We are honored to share in the wonderful education of our “Maayanot-graduate” students.
Your graduates enter our institution with a passion for learning and a feeling that a beit
medrash environment is very much in their “comfort zone.” The skill-set and training you
provide allows them to thrive in Eretz Yisrael. Their excitement and their heightened sense
of communal leadership adds to the overall environment — and enhances our school in a very
tangible way. Kol Hakovod and may we continue to share in raising the next generation of
passionate Torah leadership “l’hagdil Torah v’lhaadira.”
— Rabbi David Katz, Director, Michlelet Mevaseret Yerushalayim
T
ELECTIVE PROGRAM:
he offering of electives is a dynamic process involving input from faculty and students.
During the fall semester, both faculty and students are encouraged to propose possible
elective classes for the next year. Based on those suggestions, students are presented with a
ballot on which multiple electives are offered in each elective block, and based on student voting the
elective program is established for the coming year. The opportunity to propose and select elective
courses is an important vehicle through which students contribute to shaping their educational paths
at Ma’ayanot.
Electives that have been offered in the last three years include:
Current Events and Global Issues • Criminal Law • American Jewish History • Real World Finance •
Tikvah (an interdisciplinary seminar) • AP Psychology • Topics in Psychology • Israel Advocacy •
American Jewish History • Zionism • Science Research • Forensics • Creative Writing • Women in
Literature • Modern Drama/The Short Story • Comparative Literature • Contemporary Literature
• Journalism • Precalculus • AP Statistics • AP Calculus AB • AP Calculus BC • Art II • Art III • Advanced Studio Art • AP Studio Art • Architecture and Design • Photography • Art History • Health
and Fitness • Nutrition • Desktop Publishing • Advanced Technology • Website Design • Java
Programming • Spanish I, II and III • French I and II • Yiddish • Contemporary Hebrew • Bechina
Yerushalmit
LIFE AFTER MA’AYANOT
WE ARE PROUD OF OUR GRADUATES WHO HAVE BEEN ACCEPTED TO THE FOLLOWING:
Bar-Ilan University • Barnard College • Bergen Community College • Binghamton University •
Boston University • Brandeis University • Case Western Reserve • College of Staten Island • Columbia
University • Cooper Union • Cornell University • CUNY: Baruch • CUNY: Baruch Honors •
CUNY: City College • CUNY: College of Staten Island • CUNY: Hunter • CUNY: Lehman •
CUNY: Queens • CUNY: Queens Honors • Douglass College • Drexel University • Eugene Lang:
The New School • Fairleigh Dickinson University • Fashion Institute of Technology • Hofstra
University • Ithaca College • Jerusalem Academy of Music & Dance • Johns Hopkins University
• Kean University • Laboratory Institute of Merchandising • Lehman College • Livingston
College • Macaulay Honors College • Marymount Manhattan College • McGill University •
Massachusetts Institute of Technology • Montclair State University • Northeastern University
• New York University • Parsons School of Design • Penn State University • Polytechnic
Institute of NYU • Pratt Institute • Princeton University • Queensborough Community
College • Ramapo College • Rockland Community College • Rutgers University • Rutgers
Honors • School of Visual Arts • St. John’s University • Stern College • Stern College Honors •
Stony Brook University • SUNY: Albany • SUNY: New Paltz • SUNY: Purchase • The Art Institute
of Boston • Touro College • Towson University • UC Santa Barbara • UCLA • UMass Amherst •
University of Chicago • University of Delaware • University of Hartford • University of Maryland
• University of Michigan • University of Pennsylvania • University of Rhode Island • University
of Rochester • University of Wisconsin • Washington University • Wharton School of Business
OUR GRADUATES HAVE STUDIED AT THE FOLLOWING PROGRAMS IN ISRAEL:
Be’er Miriam • Bar Ilan University • Darchei Bina • EMUNAH V’Omanut • Machon Ma’ayan •
Makor • Michlalah • Michlelet Esther • Michlelet Mevaseret Yerushalayim • Midreshet AMIT •
Midreshet Devorah • Midreshet Ein Hanatziv • Midreshet Harova • Midreshet Lindenbaum •
Midreshet Moriah • Midreshet Tzvia • Midreshet Ye’ud • Migdal Oz • Nishmat • Sha’alvim for
Women • Shalem • Tiferet • Tomer Devorah
MEMBERS OF THE CLASS OF 2012 RECEIVED SCHOLARSHIP OFFERS FROM:
Macaulay Honors College • Yeshiva University • University of Maryland • Northeastern University •
Rutgers Honors • SUNY Albany • Brandeis University
Educational Innovations
BOOK DAY: Toward the goal of promoting a love of reading and interdisciplinary exploration,
all Ma’ayanot students and faculty read the same book, and then participate in a full day of interdisciplinary programming exploring issues and topics related to that book.
WEEKLY TEFILAH WORKSHOP: Initiated and run by four Ma’ayanot alumnae, small groups of
students are afforded an opportunity to better understand the meaning of daily tefilot and are aided
in exploring fundamental questions related to prayer.
SCIENCE RESEARCH PROGRAM: An elective class offered to tenth through twelfth grade
students, this program affords students an opportunity to conduct independent research activities
in areas of their choosing related to science, technology and/or engineering. Students are trained to
conduct literature-based research and to develop hypotheses, and they are encouraged to connect
with academic mentors in their areas of interest. Students participating in this program have enjoyed
enormous success and recognition, including one Siemens Regional Finalist, two Siemens Regional
Semifinalists, one Gildor Invention Competition Finalist, and a third place winner in the NNJ Junior
Science and Humanities Symposium.
SENIOR TIKVAH ELECTIVE: An advanced, interdisciplinary seminar taught by a variety of
Ma’ayanot faculty. Sample topics covered in this course include comparative Jewish and American
law, science and halakha, comparative Jewish and Western literature, and personal identity as seen
through the lens of psychology and educational theory.
HISTORY FAIR: As part of a broad attempt to enable and inspire learning outside the classroom,
a history fair is being introduced in the 2012-13 school year. Built on the model of the traditional science
fair, the history fair will encourage independent research and creative thinking about a history topic
of each student’s choice. Students will be mentored by faculty members, and will be encouraged to
present their findings and perspectives in a format of their choosing. Participation is voluntary and
awards will be given.
ANNUAL YOM IYUN: Each year during the yamim noraim Ma’ayanot invites the community to
attend a morning of learning. Participants have the opportunity to attend three shiurim throughout
the program—a keynote address for all attendees, followed by two sessions where participants choose
from among numerous shiur options. All shiurim are given by Ma’ayanot faculty.
ANNUAL DAY OF STUDY IN THE LIBERAL ARTS AND SCIENCES: Each year Ma’ayanot
invites the community to attend a morning of lectures given by Ma’ayanot teachers; lecture topics
reflect the diverse areas of interest and expertise of our talented faculty. Similar to the Annual Yom
Iyun, this program begins with a keynote address which is followed by two sessions where those in
attendance choose from among numerous lecture options.
WEDNESDAY LUNCH AND LEARN AT MA’AYANOT: Ma’ayanot faculty members offer lecture
series, each six weeks long, which are open to the general community. Series offered throughout the
2011-12 school year included:
• Therein Lies the Wisdom of the Wise: A Closer Look at Sefer Mishlei by Mrs. Lynn Kraft
• Man and Mission: How Our Great Biblical Personalities Reacted to Being Called by God
by Mrs. Shifra Schapiro
• Topics in Shemot by Rabbi Daniel Besser
• Halakha and the Human Condition: Contemporary Discussions Surrounding the Weekly Parsha
by Rabbi Zev Prince
ANNUAL SHAVUOT LEARNING WITH MA’AYANOT: Each year the community is invited to
join Ma’ayanot students and faculty at Congregation Keter Torah in Teaneck as they learn together
and give shiurim throughout leil Shavuot. Ma’ayanot faculty members also offer Shavuot afternoon
shiurim in communities throughout the metropolitan area.
PAY IT FORWARD: Every Wednesday Ma’ayanot students volunteer during club hour to provide
homework help for elementary-age children. In 2011-12 approximately fifty children received
one-on-one homework help each week from fifty Ma’ayanot volunteers throughout the school year!
HEARTBEATS: Started five years ago by three seniors in the Class of 2008, Heartbeats is a studentinitiated, student-created, student-directed and student-performed “night of song, dance and connection” open to women of the community. Each year Heartbeats organizers choose a charity to which
the proceeds of that year’s performances will be donated. We are proud to report that over the course
of the past five years well over $20,000 has been donated to a variety of organizations that work to
benefit women and children, including Sharsheret, Miklat, Shalva, Nechamah, and the Yad Eliezer Kol
Kallah Fund.
Building Community
MA’AYANOT/NCSY HUMANITARIAN MISSIONS: In each of the past two years Ma’ayanot has
sent groups of students to participate in humanitarian missions to communities devastated by natural
disasters. Two years ago students participated in a mission to help victims of the Red River floods in
Minnesota, and last year students participated in a mission to New Orleans to provide assistance to
communities still recovering from Hurricane Katrina. Such missions are valuable in that they afford
our students the opportunity to apply the values of chesed and community service in a context that
allows them to meet people whose lives are very different from their own. These missions, along
with periodic grade chesed trips, supplement our Community Service Program, which requires each
student to complete eight service projects throughout the academic year.
Building on Success
PROFESSIONAL DEVELOPMENT:
In recognition of the fact that inspired and informed teachers are the foundation upon which all
else is built, Ma’ayanot has developed a continuous and comprehensive professional development
program for the Ma’ayanot faculty. The overarching goal of this program is to provide opportunities
for teachers to learn new practices that will enhance and invigorate student learning. The program
has been enormously successful, both because Ma’ayanot teachers are inherently professional and
growth-oriented and because the program is teacher-driven; each year’s professional development
plan is structured to be responsive to teacher feedback from the previous year.
For the 2011-12 academic year, the faculty settled on the following professional development goals:
1. To explore and implement new techniques to improve and enhance the learning experiences of
students with learning challenges;
2. To learn how to better incorporate technology into classroom instruction; and
3. To formalize both the content and skill-building curricula for all academic disciplines.
Toward these goals, professional development programming was offered on the following:
• How to Utilize the Understanding by Design Curriculum Development Protocol
• Curriculum Development
• Teaching Texts to Students With Language Disabilities
• Strategies for Engaging All Learners
• Strategies for Engaging Students With Learning Disabilities
• Helping Students with Eating Disorders
• SmartBoard Training
• Technology in the Classroom
Teachers are well-trained and committed.
There is a commitment on the part of the
administration to teacher oversight.
— Middle States Association of Colleges and Schools, Site Visit Report
The Visiting Team voted unanimously
to recommend to the Commission of the
Middle States Association of Colleges and
Schools to re-accredit the Ma’ayanot Yeshiva
High School for Girls.
— Middle States Association of Colleges and
Schools, Site Visit Report
— Site Visit Report
To complete the self-study, the school formed a Steering Committee comprised of administrators,
lay leaders, teachers and an alumna to oversee the entire project. The school also formed 25 subcommittees, all comprised of administrators, faculty members, parents and students when appropriate, to
conduct thorough reviews of our thirteen curricular areas and the twelve Middle States Standards for
Accreditation. To ensure input from all interested constituencies, the school also conducted an online
survey of all then-current students, parents and faculty members. As a result of this extensive review
process, the school identified five Goals for Improvement for our upcoming accreditation period,
including:
1. Enhancing efforts at targeted fundraising for educational resources, including educational technology
2. Formalizing the curriculum review process, assessing both content instruction and skill-building,
for each academic discipline taught at Ma’ayanot
3. Providing additional professional development opportunities to teachers engaged in teaching
students with learning challenges
4. Improving policies relating to student attendance
5. Establishing a formalized curriculum for communicating religious and social-emotional values, and
a system for assessing the success of this curriculum
One of Ma’ayanot’s particular strengths is in the area of extra
and co-curricular activities that are generated by both faculty
and students. Students here feel particularly invested in their
own education, and Ma’ayanot is to be commended for offering
its students the opportunity to advocate for themselves and for
enhancing its substantial pedagogical offerings with alternative
opportunities to learn.
—M
iddle States Association of Colleges and Schools, Site Visit Report
The faculty is
commended for its
ability to promote
student initiative,
leadership and creativity. The administration and faculty
should also be
commended for the
care that is taken to
ensure that student
activities reflect
religious values.
MIDDLE STATES ACCREDITATION:
This past February Ma’ayanot hosted a Middle States Peer Review Visitation Team comprised of ten
educators from nine schools within the Tristate area. This visit marked the culmination of a two-year
effort during which Ma’ayanot completed a thorough self-study and developed a Plan for Improvement for our upcoming term of accreditation.
Mrs. Rivka Kahan
Graduation Address
H
onored parents, grandparents, siblings, and
extended families of our graduates; esteemed
faculty; friends and supporters of Ma’ayanot;
members of the Board; and beloved graduates: it is my
pleasure to welcome you to graduation today.
It is a daunting and precious task to represent the faculty
of Ma’ayanot in sharing some reflections with you as you
prepare to begin your lives outside of the halls of our
school. Collectively and individually, you are a beloved
grade. Over the course of high school, you have found
your voices and have grown into thoughtful ovdei Hashem and confident leaders of your peers. At the beginning
of this school year, your positive leadership skills were
already apparent in the thought-provoking Shabbaton
sessions that you ran for the rest of the school. You were
the first seniors at Ma’ayanot to serve as advisors on
the ninth grade Shabbaton and, even more tellingly, the
tenth grade requested to have a panel discussion with
you before their Shabbaton because they wanted to hear your perspectives on important religious
issues. You are inquisitive and thoughtful; you are the first grade in the history of Ma’ayanot to fill two
Tanakh Seminar classes, in addition to one Gemara Seminar class, in your pursuit of Talmud Torah
and religious growth. You are creative and full of spirit; your yearbook is one of the funniest I have
ever read. Most of all, you are kind. You support each other with warmth and love and humor, and are
among the most cohesive grades I have seen.
I would like to share with you a devar Torah that I think of often because of its relevance to the choices that one frequently encounters in life. Rav Elchanan Samet points out that the story of milchemet
Amalek, in Shemot perek 17, unfolds simultaneously in two locations. On the battlefield, Yehoshua
leads the army in combat, while on the mountaintop, Moshe Rabbenu keeps his hands raised toward
heaven in an act of spiritual leadership. Rav Samet divides the words of the pesukim between those
that describe the scene on the battlefield and those that describe the scene on the mountaintop, and
in doing so he notes an interesting characteristic of the narrative. The pesukim that form the story
of the battlefield can be read as a continuous, independent unit. Even though the descriptions of
the mountaintop and the battlefield are intertwined in the text, the words that refer to the battlefield
can be extricated from the narrative and read smoothly on their own, without changing any words.
By contrast, the mountaintop pesukim cannot be read independently. When one tries to read these
pesukim on their own, it becomes immediately clear that they are grammatically and conceptually
nonsensical when divorced from the surrounding story.
This distinction makes sense intuitively. The war on the battlefield can be understood on its own, as a
historical event. The events that unfold on the mountaintop, by contrast, represent the metaphysical
background to the battle between Am Yisrael and Amalek. They cannot be divorced from the actual
war.
I think that this literary point about the story of milchemet Amalek carries a message that is particularly relevant today, as you think about the rest of your lives and prepare for the journeys that
lie ahead of you. There are times that one’s life becomes overshadowed by the details, by the daily
responsibilities and experiences of living. At these times, it may be difficult to look beyond the battle-
field and to focus on one’s personal, deeply-held dreams and beliefs. My most heartfelt hope for you
today is that you build lives in which the mundane demands and necessities of living are a means
toward supporting the values and hopes that you cherish. This is what I think it means to focus not
only on the battlefield, but also on the mountaintop. May the everyday features of your life speak of a
deeper meaning, and may you learn to always keep sight of the beliefs and aspirations that are dearest to you and that define your relationship with the Ribbono Shel Olam and with yourself.
I would like to share with you three pieces of advice that have been helpful to me and that I think are
valuable in building a meaningful life. The first is: never be afraid to change your mind. Among the
stories that were told after the petirah of HaRav Amital, zecher tzaddik leverakha, the one that I found
most moving was written by Reuven Ziegler in the Fall 2010 edition of Tradition. He writes:
It is a mark of humility, wisdom, and greatness to recognize that our opinions and plans can change
as we learn new information and re-evaluate that which we believed to be true. Being honest with
oneself requires one not to feel confined to a single unchanging position. As Rabbi Ziegler writes,
“With R. Amital, you never knew what he was going to say next. Even into his 70’s and 80’s, he
maintained his dynamism, continuing to consider matters afresh and never losing the capacity to
surprise.”
Another advantage of being willing to change your mind is that it frees you to imagine without constraint. There are so many paths open to you as you enter your adult life. Perhaps you will choose to
devote yourself to improving medical care in developing countries, or to spreading the knowledge of
Torah, or to a career of political activism or to writing a novel or to feeding the needy of our community. Knowing that you are not irrevocably bound to any one option allows you to imagine possibilities without fear, and I believe that in the end, you will accomplish greater things as a result.
My second piece of advice, which is related to the first, is that anything worth doing is worth doing
with passion. While I believe that it is important to be willing to change one’s mind, the danger of
living in that way is that one might come to move from idea to idea without ever becoming meaningfully and fully invested in anything. Nothing great, in any sphere of life, can be accomplished without
passion. I believe this is the meaning of the maamar Chazal that “kol hagadol mehavero yitzro gadol
heimenu”—“he who is [morally] greater than his fellow, also has a greater yetzer hara.” The idea is that
greatness requires passion, which is a characteristic of the yetzer hara as well as the yetzer tov, and
that anyone who has achieved high moral stature has done so in part because he or she is a person of
emotional intensity.
The figure from American history that I associate most closely with the importance of wholehearted,
passionate commitment is Theodore Roosevelt. Theodore Roosevelt is famous for his illustrious and
Being willing
to change your
mind frees you to
imagine without
constraint.
“About ten years ago, R. Yehuda Amital was handed a draft of a book someone had written about
his thought. I asked a person in the know what R. Amital thought of it. He said, ‘He didn’t like it
because it presented him as having changed his mind.’ He paused and added, ‘But then he changed
his mind.’” Rabbi Ziegler goes on to recount, “In 1995, I was present when R. Amital told a gathering
of the kollel that he did not feel women needed to study Talmud; his grandmother and mother had
been very pious Jews without it. A year or two later, he addressed a women’s learning program with
the words, ‘You know, I used to think that Talmud study for women was unnecessary, but now I think
it is absolutely essential!’ Soon afterwards, Yeshivat Har Etzion decided to open a women’s division in
Migdal Oz, where Talmud study is a major part of the curriculum.”
Anything worth
doing is
worth doing
with passion.
varied political career, including, of course, serving as president of the United States. He is almost
as well-known for the persona he developed as an explorer, hunter, naturalist, soldier, and lieutenant
colonel of the Rough Riders, a volunteer cavalry formed during the Spanish-American War. It is therefore surprising to learn that Theodore Roosevelt was asthmatic and sickly as a child, and actually
came close several times to dying from lack of oxygen. However, he had a passionate, active, enthusiastic personality, and at the age of twelve, when his family doctor urged him to begin a weightlifting
regimen, he threw himself into this pursuit, and, subsequently, into other forms of physical exercise.
For example, after being ambushed by some other boys his age when he was a teenager, he decided
to learn how to box. He ultimately became not only healthy, but an avid sportsman, in addition to
being the youngest president in the history of the United States. His life story exemplifies the way
that passion and commitment can change a person’s destiny. This is the meaning of the Gemara
of “yagati umatzati taamin,” which is found in Masekhet Megillah 6b. The Gemara states explicitly
that, without effort, success is impossible—but with commitment, passion, and divine help, success is
inevitable.
My third and final piece of advice is to remember to show love to the people you love. Life is much
sweeter when it is filled with the safety and joy of well-tended relationships. I once read that Rav Reuven Feinstein said that there were three specific, non-verbal ways that his father, Rav Moshe Feinstein,
expressed love for him as a child. The first was that, on cold winter mornings on the Lower East Side,
Rav Moshe would place his children’s clothing on the radiator for a few moments before they woke
up, so that they would have the comfort of dressing in warm clothing. Rav Reuven also remembered
that he always got to sit next to his father at the Shabbos table, even when the family hosted illustrious, world-famous Torah scholars. The third memory that Rav Reuven shared was that his family
spent each summer on a farm in the Catskills. Every day, a farm worker would drive his truck to town
and the children would have the opportunity to take a hayride on the back of the truck. Although
Rav Reuven and his father, Rav Moshe, had a chavruta together every day, Rav Moshe would stop the
chavruta if he saw that the hayride was about to depart, and would encourage his son to enjoy the
hayride and come back to learn later. Rav Reuven’s recollections of his father’s thoughtfulness are
reminders that making the time for small acts of love can make the difference between closeness and
Life is much distance in a relationship.
sweeter when it
is filled with the In many ways, your grade exemplifies to me the value of developing close relationships and nursafety and joy turing those relationships on a daily basis. Your grade stands out for its inclusiveness and for the
of well-tended friendships that have flowered among you irrespective of the superficial personal differences that
relationships sometimes stand in the way of developing close friendships with other people. You are not a competitive grade, but one that has consistently valued relationships above personal success and glory. I was
moved by the truth of Dr. Yaish’s letter to you in your yearbook, in which she compared your grade to
the model of Aharon haKohen because of the kindness, respect, and empathy that you show to each
other.
As you move on to begin your adult lives, know that you carry with you the love and good wishes of
all of your teachers and guidance counselors and administrators who feel richer for the experience of
having learned with you for the past four years. May you live lives of meaning, substance, and love;
lives that are shaped by the Torah and its values, that speak of a commitment to the Jewish community and the world community. We love you and we will miss you deeply next year and beyond.
CASH GIFTS
Make your check payable to Ma’ayanot Yeshiva High School or donate online at www.
maayanot.org. If possible, enhance the value of cash gifts by securing matching funds
from your employer.
GIFTS OF STOCKS, BONDS AND MUTUAL FUNDS
The transfer of appreciated assets allows donors to support Ma’ayanot while reducing
exposure to capital gains taxes. Donors are also able to claim immediate income tax
deductions for these gifts.
CHARITABLE GIFT ANNUITY OR REMAINDER TRUST
By naming Ma’ayanot as the beneficiary of an annuity or remainder trust, donors help to
assure Ma’ayanot’s long-term financial security while securing for themselves annual income for life, eligibility for an immediate income tax deductions, and possible reductions
in exposure to capital gains taxes.
CHARITABLE LEAD TRUST
Allows donors to contribute the income of income-generating assets to Ma’ayanot for a
fixed period, after which the assets revert to the donors or their heirs.
LIFE INSURANCE
Donors may name Ma’ayanot as the owner and beneficiary of a life insurance policy.
Premiums on such policies are tax deductable.
CHARITABLE BEQUESTS
Gifts made through wills, trusts or estate plans both reduce donors’ taxable estates and
create lasting legacies. Of course, donors may designate bequests to support school programs that are most dear to them. Similarly, donors may name Ma’ayanot as the beneficiary of Individual Retirement Accounts (IRA) or Qualified Pension Plans.
For more information please contact Mrs. Pam Ennis at 201-833-4307, ext. 265.
Giving Opportunities
GIVING OPPORTUNITIES
$10,000 - $19,999
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Healthcare Finance Group LLC
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Mr. Mark & Mrs. Rachelle Zomick
Graphic Design: Julie Farkas • [email protected]
Donors 2011-12
$20,000+
Mr. Jack & Mrs. Bonnie Eizikovitz
Mr. Eric & Mrs. Tamar Goldstein
Mr. Sinclair & Mrs. Sharon Haberman
Mr. Shimmie & Mrs. Alissa Horn
Mr. Howard & Mrs. Debbie Jonas
Mr. Terry & Mrs. Gail Novetsky
Mr. Menachem & Mrs. Rena Schnaidman
President
Menachem Schnaidman
1st VP
Saul Kaszovitz
2nd VP
Benyamin Kaminetzky
3rd VP
Bruce Ritholtz
Treasurer
Mark Bluman
Financial Secretary
Yussie Leiser
Faculty
Recording Secretary
Ria Levart
ADMINISTRATION
Mrs. Rivka Kahan
Principal
Mrs. Tamar Appel
Assistant Principal for Academic Life
Ms. Elana Flaumenhaft
Assistant Principal for Student Life
MEMBERS of the BOARD
Mr. Ronny Apfel**
Dr. Eric Applebaum
Mr. Mark Bluman*
Mrs. Bonnie Eizikovitz*
Mr. Reuven Escott
Mr. Abie Feigenbaum**
Mrs. Renee Fein**
Dr. Howard Friedman*
Mrs. Chumi Gottlieb
Mr. Daniel Harelick
Mrs. Alissa Horn
Mr. Benyamin Kaminetzky*
Mrs. Devorah Kanarfogel
Mr. Saul Kaszovitz*
Mr. Avi Katz**
Mr. David Kreinberg*
Dr. Murray Leben*
Mr. Yussi Leiser*
Mr. Uri Lerner
Mrs. Ria Levart*
Mrs. Sallie Levi
Mrs. Ruth Mazurek
Mr. Jan Meyer**
Mrs. Jennifer Miller
Mrs. Chani Moss
Mr. Terry Novetsky*
Mr. Henry Orlinsky*
Mrs. Shara Paley
Mr. Seth Peyser**
Mr. Shabsi Polinsky
Mr. Bruce Ritholtz*
Mr. Marc Rothenberg
Mrs. Naomi Schiff
Mr. Menachem Schnaidman*
Mr. Jonathan Silver
Dr. Joey Silverman
Mrs. Joy Sklar
Dr. Aliza Staiman*
Ms. Ariella Steinreich
Rabbi Shlomo Stochel
Mr. Ari Wieder
Dr. Robbie Wind
FACULTY AND SUPPORT STAFF
Ms. Marta Baez
Mrs. Nechama Becker
Ms. Marilyn Benkler
Mrs. Randy Bernstein
Rabbi Donny Besser
Mrs. Nina Bieler
Mrs. Amy Birman
Mrs. Dena Block
Mr. Mario Bonito
Dr. Oshra Cohen
Mrs. Suzanne Cohen
Mr. Alan Deaett
Mrs. Pam Ennis
Mrs. Roz Friedman
Ms. Shoshana Genack
Mrs. Hadassah Gielchinsky
Mrs. Enid Goldberg
Mrs. Julie Goldstein
Ms. Sarah Gordon
Mrs. Joyce Heller
Ms. Rebecca Herman
Mrs. Esther Herzfeld
Mrs. Leah Herzog
Mr. Yair Hindin
Mrs. Shalvi Isseroff
Mrs. Amy Kanarek
Mrs. Melissa Kapustin
Mrs. Becky Katz
Mr. Richard Katz
Mrs. Lynn Kraft
Mrs. Reyce Krause
Ms. Samantha Kur
Ms. Elana Lefkovitz
Ms. Chava Lerner
Mrs. Linda Levin
Mr. Mike Lowy
Ms. Leebie Mallin
Ms. Sari Meir
Mr. Nicholas Meyer
Mrs. Orly Nadler
Rabbi Yaakov Nadler
Mrs. Nava Orlian
Mrs. Karen Perl
Rabbi Zev Prince
Mrs. Abigail Rabin
Mrs. Ariella Rosenbaum
Mrs. Sara Rotenstein
Mrs. Shoshana Samuels
Mr. Yaakov Samuels
Mrs. Shifra Schapiro
Mrs. Eileen Schwartz
Mrs. Esther Slomnicki
Mrs. Gila Stein
Mrs. Merav Tal-Timen
Mrs. Elise Vitow
Mr. Noam Weinberger
Mrs. Ivy Weiner
Ms. Devorah Wolf
Dr. Rayzel Yaish
*Executive Board
**Board of Overseers
Business Office
Mrs. Rachel Feldman
Administrator
Mrs. Sheryl Katz
Business Manager
Office Staff
Mrs. Fran Rochwarger
Mrs. Madeline Schmuckler
Mrs. Andrea Winkler
Board
BOARD of DIRECTORS
2012 - 2013
1650 Palisade Avenue, Teaneck, NJ 07666 • 201.833.4307 • www.maayanot.org

annual report - Ma`ayanot Yeshiva High School for Girls

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