Janis Knight has over 25 years of experience in Jewish education. She holds a Master's degree in Jewish Communal Service from Brandeis University and has served as the Director of Education at several temples, most recently at Temple Shaari Emeth in Manalapan, NJ from 2011-2015 where she oversaw their religious school and youth programs. Her experience includes developing curricula, supervising staff, and creating family and adult education opportunities.
Linda Gibson is an educator in The Bahamas seeking to enhance her abilities and pursue administrative positions. She has over 30 years of experience as a teacher and department head. Her goals are to continue her career in education through professional development courses and better support her students.
Gregory Wayne Forster has over 40 years of experience in education, including teaching, administration, and professional development. He has a Masters in Special Education and Bachelor's in Bilingual Education. He has held various roles such as principal, director of professional development, and education consultant. Currently, he provides professional development for teachers through an online platform.
My resume will show you the variety and extent of my experiences. In having directed, trained, taught, preached, spoken to large gathering and small groups, counseled, created and implemented ideas and programs and worked with youth of all ages I have learned as much as I have taught. I have experienced and learned the value of both ministering as part of team as well as initiating programs on my own. I have listened and learned the heartaches and difficulties facing families as I worked with parents to strengthen the family unit and young people to improve their relationship with parents and siblings. I have occupied the pulpit for Sunday services, performed weddings and officiated at funerals seeing both the good and hard side of ministry. I have learned the importance of agreement in vision and submission to authority in ministry as well as the heavy responsibilities and accountability that accompany the office of pastor and teacher. Believing, salvation is available to all who receive the teaching of forgiveness through the shed blood of Jesus Christ with a willingness to apply this in a personal way while seeking God’s forgiveness for sin, restores fellowship with God, and has allowed me to participate in ministry across like-minded denominations in many meaningful ways over the years.
Sarah Shiel Reardon is seeking a second grade teaching position in an urban school that fosters collaboration. She has a Master's in Urban Education from National Louis University and is licensed in Illinois. Her teaching experience includes being a resident teacher in a 2nd grade classroom where she differentiates instruction. She also has experience as a teacher assistant in preschool. She is passionate about teaching, physical activity, the arts, cities, history and travel.
Janine Mozée has extensive experience as an educator and administrator. She currently works as an adjunct professor at Brandman University and Touro University, where she teaches courses in liberal studies, social sciences, education, and cultural competence. Prior to that, she held roles as an administrator, teacher, counselor, and director of various educational programs, focusing on serving diverse student populations.
This document outlines the historical foundations of education in various ancient civilizations. It discusses educational systems in ancient societies, Oriental education focusing on China and Confucianism, Sumerian education where boys were taught literacy and sciences, Egyptian education where males of the upper class were prepared as priests or scribes through memorization and copying religious texts, and Jewish education where children were taught religious beliefs and vocational skills by rabbis in synagogues. The document provides an overview of the educational goals, students, instructional methods, curriculum, and influences of each ancient civilization to trace the historical foundations of modern education systems.
Idie Benjamin is an experienced early childhood educator and consultant who has worked in various leadership roles such as nursery school director and education director. She has expertise in curriculum development, teacher training, and working with parents. Her experience includes creating innovative programs, consulting with schools, and supervising teachers.
Krishna Dean Bridgel has over 30 years of experience in information technology and management roles. Most recently, he was the Manager of Information Technology at Pan Am International Flight Academy from 1999 to 2015, where he was responsible for setting up and managing their local and wide area networks, programming routers and firewalls, managing IT equipment and daily backups, and overseeing the user access control system. Prior to that, he held management roles overseeing scheduling of simulators and classrooms from 1992 to 1998. He has a college diploma from Hillview College in Trinidad and West Indies and an "O" Level certification from Cambridge University in England.
Linda Gibson is an educator in The Bahamas seeking to enhance her abilities and pursue administrative positions. She has over 30 years of experience as a teacher and department head. Her goals are to continue her career in education through professional development courses and better support her students.
Gregory Wayne Forster has over 40 years of experience in education, including teaching, administration, and professional development. He has a Masters in Special Education and Bachelor's in Bilingual Education. He has held various roles such as principal, director of professional development, and education consultant. Currently, he provides professional development for teachers through an online platform.
My resume will show you the variety and extent of my experiences. In having directed, trained, taught, preached, spoken to large gathering and small groups, counseled, created and implemented ideas and programs and worked with youth of all ages I have learned as much as I have taught. I have experienced and learned the value of both ministering as part of team as well as initiating programs on my own. I have listened and learned the heartaches and difficulties facing families as I worked with parents to strengthen the family unit and young people to improve their relationship with parents and siblings. I have occupied the pulpit for Sunday services, performed weddings and officiated at funerals seeing both the good and hard side of ministry. I have learned the importance of agreement in vision and submission to authority in ministry as well as the heavy responsibilities and accountability that accompany the office of pastor and teacher. Believing, salvation is available to all who receive the teaching of forgiveness through the shed blood of Jesus Christ with a willingness to apply this in a personal way while seeking God’s forgiveness for sin, restores fellowship with God, and has allowed me to participate in ministry across like-minded denominations in many meaningful ways over the years.
Sarah Shiel Reardon is seeking a second grade teaching position in an urban school that fosters collaboration. She has a Master's in Urban Education from National Louis University and is licensed in Illinois. Her teaching experience includes being a resident teacher in a 2nd grade classroom where she differentiates instruction. She also has experience as a teacher assistant in preschool. She is passionate about teaching, physical activity, the arts, cities, history and travel.
Janine Mozée has extensive experience as an educator and administrator. She currently works as an adjunct professor at Brandman University and Touro University, where she teaches courses in liberal studies, social sciences, education, and cultural competence. Prior to that, she held roles as an administrator, teacher, counselor, and director of various educational programs, focusing on serving diverse student populations.
This document outlines the historical foundations of education in various ancient civilizations. It discusses educational systems in ancient societies, Oriental education focusing on China and Confucianism, Sumerian education where boys were taught literacy and sciences, Egyptian education where males of the upper class were prepared as priests or scribes through memorization and copying religious texts, and Jewish education where children were taught religious beliefs and vocational skills by rabbis in synagogues. The document provides an overview of the educational goals, students, instructional methods, curriculum, and influences of each ancient civilization to trace the historical foundations of modern education systems.
Idie Benjamin is an experienced early childhood educator and consultant who has worked in various leadership roles such as nursery school director and education director. She has expertise in curriculum development, teacher training, and working with parents. Her experience includes creating innovative programs, consulting with schools, and supervising teachers.
Krishna Dean Bridgel has over 30 years of experience in information technology and management roles. Most recently, he was the Manager of Information Technology at Pan Am International Flight Academy from 1999 to 2015, where he was responsible for setting up and managing their local and wide area networks, programming routers and firewalls, managing IT equipment and daily backups, and overseeing the user access control system. Prior to that, he held management roles overseeing scheduling of simulators and classrooms from 1992 to 1998. He has a college diploma from Hillview College in Trinidad and West Indies and an "O" Level certification from Cambridge University in England.
The document summarizes Salwa's activity week trip to Suzhou, China. Some key experiences included taking a rickshaw ride for sightseeing, going on a canal tour to see the many waterways in the rainy city, visiting a silk spinning factory to learn how silk is produced from silk worms and made into various products, seeing Tiger Hill which has a tall old tower and the coffin of its creator, and visiting a children's welfare institution to interact with mentally disabled children and see their performance. The trip provided cultural experiences related to transportation, geography, industry and social welfare in Suzhou.
El documento explica la diferencia entre software y hardware. El software son programas como Word, Excel y Point que permiten realizar tareas, mientras que el hardware son los componentes físicos visibles del computador como la pantalla, teclado y torre. También define un dispositivo de almacenamiento como un conjunto de componentes que leen o graban datos de forma temporal o permanente en un soporte de almacenamiento.
Facebook comenzó en 2004 como una red social exclusiva para estudiantes de Harvard, pero se expandió rápidamente. Actualmente tiene más de mil millones de usuarios a nivel mundial que pasan en promedio 19 minutos al día en la plataforma. Facebook también ha desarrollado un modelo de negocio exitoso basado en anuncios dirigidos a las redes de amigos de cada usuario.
Plants are eaten by herbivores, which are then eaten by carnivores, forming a food chain. If this chain is broken, such as if there are no plants for herbivores or no herbivores for carnivores to eat, the balance of the world would collapse.
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial. Muchos países experimentaron fuertes caídas en el PIB y aumentos en el desempleo debido a los cierres generalizados y las restricciones a los viajes. Aunque las vacunas ofrecen esperanza de una recuperación económica en 2021, el panorama a corto plazo sigue siendo incierto dado el resurgimiento de casos en algunas partes del mundo.
Pulmonary tuberculosis is caused by the bacterium Mycobacterium tuberculosis and is spread through inhaling droplets from an infected person when they cough, sneeze, or laugh. It is a chronic infection characterized by weight loss. Diagnosis involves chest x-rays, sputum tests, and the Mantoux tuberculin skin test. Treatment requires taking multiple antibiotics like isoniazid and rifampin daily for 6-12 months to prevent resistance. Complications can include infection of bones, brain, liver or kidneys if left untreated. Prevention involves proper ventilation, covering coughs, mask wearing, vaccination, and completing the full drug regimen.
The document contains personal and professional information about Oscar Alirío Reyes Castro. It includes his address, marital status, date of birth, contact information, as well as work experience, education history, skills and qualifications. He has over 20 years of experience in project management, business management and leadership roles. He also holds a Master's degree in Management and several professional certificates in areas like data science, project management, and mobile application development.
El documento describe las experiencias de una mujer que sufre violencia doméstica a manos de su pareja. A pesar de las lesiones y el miedo, ella cree que él está arrepentido porque le envió flores, aunque no era un día especial. Finalmente, él la mata. El documento concluye instando a la gente a no ignorar la violencia doméstica y a buscar ayuda antes de que sea demasiado tarde.
Edward Frazier seeks a position as a Youth Minister. He has a Bachelor's degree in Catechetics from Franciscan University with a concentration in Youth Ministry. His experience includes serving as an Associate Youth Minister where he developed and implemented youth programs, and leading a Totus Tuus missionary team in evangelization work. He has experience in camp ministry and as a Resident Assistant where he fostered community among students.
Rabbi Daniel M. Bronstein has over 20 years of experience in Jewish education, literacy, and congregational leadership. He has served as an adjunct professor, teacher, educational consultant, program officer, and congregational rabbi. His skills include communications, programming, teaching, and developing curricula. He has a PhD in Jewish History and experience working in synagogues, schools, and foundations across the United States.
Glenn Jacob is an experienced rabbi, educator, and nonprofit executive with over 20 years of experience in the Jewish and interfaith communities. He has served as the executive director of New York Interfaith Power & Light since 2015, where he oversees fundraising, administration, lobbying and organizing. Prior to this role, Jacob held rabbi positions at several congregations where he implemented strategic planning, education programming, board management and fundraising initiatives. He also has experience in teaching, writing and public speaking on issues of religion, social justice and community building.
Pamela Thomas seeks a career that utilizes her skills in youth ministry, program development, communications, and human services to contribute to the success of a church or nonprofit. She has 20 years of experience in these areas, including as an executive director and missionary. Her qualifications include budgeting, grant writing, leadership, public speaking, and proficiency with various software programs.
Darius L. Williams is a student at Wake Forest University pursuing a BA in Communication with minors in History and Religion. His mission statement emphasizes a dedication to serving others and striving for excellence. He has held leadership positions such as President's Aide to the university president and Social Justice Coordinator for his campus fellowship. Williams has studied abroad in Italy and volunteered in Vietnam, focusing on teaching English. Upon graduation in May 2016, he aims to apply his skills in communication, leadership, and community outreach.
Heidi N. Lovitz has over 20 years of experience in education program leadership and curriculum development in Jewish institutions. She has directed religious schools, youth programs, and overseen Jewish education at summer camps. Her experience also includes acquiring and expanding family education programs. Lovitz holds a Master's degree in Jewish Education and has received additional training in Israel education.
Heidi N. Lovitz has over 20 years of experience in education program leadership and curriculum development in Jewish institutions. She has directed religious schools, youth programs, and served as the Jewish Life and Learning Director at a summer camp. Her experience includes developing curricula, hiring and supervising staff, and increasing enrollment and engagement through innovative programming. She holds a Master's degree in Jewish Education from Hebrew College.
This document is a resume for Jay Weinstein seeking a new professional opportunity. He has over 10 years of experience in Jewish community leadership roles, including as a rabbi in New Jersey and Texas. He has strong skills in fundraising, programming, community building, and communication. His most recent role has been assisting a member of Israel's Knesset with projects related to foreign relations and immigration issues.
Rev. Julie E. Hodges has over 30 years of experience in pastoral counseling, youth ministry, and substance abuse counseling. She holds a Master of Divinity degree from Princeton Theological Seminary with an emphasis in Old Testament Studies. Her previous roles include Associate Pastor positions focused on family ministry and youth/Christian education. She has extensive experience leading Bible studies, counseling families, and coordinating mission trips and youth programs.
Nathan J. Vaughan has extensive experience in Jewish education, program evaluation, data analysis, and resource development. He currently works as a Data-Driven Strategy Consultant and has held positions at organizations such as the Cohen Center for Modern Jewish Studies, Heller School for Social Policy and Management, and Jewish Big Brothers Big Sisters of Greater Boston. Vaughan also has a background in experiential Jewish education and has taught at several Jewish educational institutions.
Nikita Johnson seeks a position utilizing her communication, interpersonal, writing, oral, listening, and education skills obtained over many years. She has a Bachelor's degree in Broadcast Journalism from Temple University and is pursuing a Master's in Biblical Studies from Colorado Christian University. She has over 25 years of experience in education, communications, social services, and caregiving.
The Alliance for Jewish Education promotes and supports Jewish education in the Metropolitan Detroit area. It initiates innovative programs in collaboration with Jewish institutions. One program, Shalom Street, is an interactive Jewish museum that has had over 10,000 visitors. The Alliance also provides professional development for teachers and directors, and oversees funding and planning for day schools and other Jewish educational programs.
The document summarizes Salwa's activity week trip to Suzhou, China. Some key experiences included taking a rickshaw ride for sightseeing, going on a canal tour to see the many waterways in the rainy city, visiting a silk spinning factory to learn how silk is produced from silk worms and made into various products, seeing Tiger Hill which has a tall old tower and the coffin of its creator, and visiting a children's welfare institution to interact with mentally disabled children and see their performance. The trip provided cultural experiences related to transportation, geography, industry and social welfare in Suzhou.
El documento explica la diferencia entre software y hardware. El software son programas como Word, Excel y Point que permiten realizar tareas, mientras que el hardware son los componentes físicos visibles del computador como la pantalla, teclado y torre. También define un dispositivo de almacenamiento como un conjunto de componentes que leen o graban datos de forma temporal o permanente en un soporte de almacenamiento.
Facebook comenzó en 2004 como una red social exclusiva para estudiantes de Harvard, pero se expandió rápidamente. Actualmente tiene más de mil millones de usuarios a nivel mundial que pasan en promedio 19 minutos al día en la plataforma. Facebook también ha desarrollado un modelo de negocio exitoso basado en anuncios dirigidos a las redes de amigos de cada usuario.
Plants are eaten by herbivores, which are then eaten by carnivores, forming a food chain. If this chain is broken, such as if there are no plants for herbivores or no herbivores for carnivores to eat, the balance of the world would collapse.
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial. Muchos países experimentaron fuertes caídas en el PIB y aumentos en el desempleo debido a los cierres generalizados y las restricciones a los viajes. Aunque las vacunas ofrecen esperanza de una recuperación económica en 2021, el panorama a corto plazo sigue siendo incierto dado el resurgimiento de casos en algunas partes del mundo.
Pulmonary tuberculosis is caused by the bacterium Mycobacterium tuberculosis and is spread through inhaling droplets from an infected person when they cough, sneeze, or laugh. It is a chronic infection characterized by weight loss. Diagnosis involves chest x-rays, sputum tests, and the Mantoux tuberculin skin test. Treatment requires taking multiple antibiotics like isoniazid and rifampin daily for 6-12 months to prevent resistance. Complications can include infection of bones, brain, liver or kidneys if left untreated. Prevention involves proper ventilation, covering coughs, mask wearing, vaccination, and completing the full drug regimen.
The document contains personal and professional information about Oscar Alirío Reyes Castro. It includes his address, marital status, date of birth, contact information, as well as work experience, education history, skills and qualifications. He has over 20 years of experience in project management, business management and leadership roles. He also holds a Master's degree in Management and several professional certificates in areas like data science, project management, and mobile application development.
El documento describe las experiencias de una mujer que sufre violencia doméstica a manos de su pareja. A pesar de las lesiones y el miedo, ella cree que él está arrepentido porque le envió flores, aunque no era un día especial. Finalmente, él la mata. El documento concluye instando a la gente a no ignorar la violencia doméstica y a buscar ayuda antes de que sea demasiado tarde.
Edward Frazier seeks a position as a Youth Minister. He has a Bachelor's degree in Catechetics from Franciscan University with a concentration in Youth Ministry. His experience includes serving as an Associate Youth Minister where he developed and implemented youth programs, and leading a Totus Tuus missionary team in evangelization work. He has experience in camp ministry and as a Resident Assistant where he fostered community among students.
Rabbi Daniel M. Bronstein has over 20 years of experience in Jewish education, literacy, and congregational leadership. He has served as an adjunct professor, teacher, educational consultant, program officer, and congregational rabbi. His skills include communications, programming, teaching, and developing curricula. He has a PhD in Jewish History and experience working in synagogues, schools, and foundations across the United States.
Glenn Jacob is an experienced rabbi, educator, and nonprofit executive with over 20 years of experience in the Jewish and interfaith communities. He has served as the executive director of New York Interfaith Power & Light since 2015, where he oversees fundraising, administration, lobbying and organizing. Prior to this role, Jacob held rabbi positions at several congregations where he implemented strategic planning, education programming, board management and fundraising initiatives. He also has experience in teaching, writing and public speaking on issues of religion, social justice and community building.
Pamela Thomas seeks a career that utilizes her skills in youth ministry, program development, communications, and human services to contribute to the success of a church or nonprofit. She has 20 years of experience in these areas, including as an executive director and missionary. Her qualifications include budgeting, grant writing, leadership, public speaking, and proficiency with various software programs.
Darius L. Williams is a student at Wake Forest University pursuing a BA in Communication with minors in History and Religion. His mission statement emphasizes a dedication to serving others and striving for excellence. He has held leadership positions such as President's Aide to the university president and Social Justice Coordinator for his campus fellowship. Williams has studied abroad in Italy and volunteered in Vietnam, focusing on teaching English. Upon graduation in May 2016, he aims to apply his skills in communication, leadership, and community outreach.
Heidi N. Lovitz has over 20 years of experience in education program leadership and curriculum development in Jewish institutions. She has directed religious schools, youth programs, and overseen Jewish education at summer camps. Her experience also includes acquiring and expanding family education programs. Lovitz holds a Master's degree in Jewish Education and has received additional training in Israel education.
Heidi N. Lovitz has over 20 years of experience in education program leadership and curriculum development in Jewish institutions. She has directed religious schools, youth programs, and served as the Jewish Life and Learning Director at a summer camp. Her experience includes developing curricula, hiring and supervising staff, and increasing enrollment and engagement through innovative programming. She holds a Master's degree in Jewish Education from Hebrew College.
This document is a resume for Jay Weinstein seeking a new professional opportunity. He has over 10 years of experience in Jewish community leadership roles, including as a rabbi in New Jersey and Texas. He has strong skills in fundraising, programming, community building, and communication. His most recent role has been assisting a member of Israel's Knesset with projects related to foreign relations and immigration issues.
Rev. Julie E. Hodges has over 30 years of experience in pastoral counseling, youth ministry, and substance abuse counseling. She holds a Master of Divinity degree from Princeton Theological Seminary with an emphasis in Old Testament Studies. Her previous roles include Associate Pastor positions focused on family ministry and youth/Christian education. She has extensive experience leading Bible studies, counseling families, and coordinating mission trips and youth programs.
Nathan J. Vaughan has extensive experience in Jewish education, program evaluation, data analysis, and resource development. He currently works as a Data-Driven Strategy Consultant and has held positions at organizations such as the Cohen Center for Modern Jewish Studies, Heller School for Social Policy and Management, and Jewish Big Brothers Big Sisters of Greater Boston. Vaughan also has a background in experiential Jewish education and has taught at several Jewish educational institutions.
Nikita Johnson seeks a position utilizing her communication, interpersonal, writing, oral, listening, and education skills obtained over many years. She has a Bachelor's degree in Broadcast Journalism from Temple University and is pursuing a Master's in Biblical Studies from Colorado Christian University. She has over 25 years of experience in education, communications, social services, and caregiving.
The Alliance for Jewish Education promotes and supports Jewish education in the Metropolitan Detroit area. It initiates innovative programs in collaboration with Jewish institutions. One program, Shalom Street, is an interactive Jewish museum that has had over 10,000 visitors. The Alliance also provides professional development for teachers and directors, and oversees funding and planning for day schools and other Jewish educational programs.
Seth Moreida graduated from Tufts University in 2018 with a BA in Political Science and International Relations. He maintained a 3.7 GPA and received several academic honors. At Tufts, he held leadership roles in the Tufts Republicans, Tufts American Israel Alliance, Friends of Israel Organization, and Tufts Hillel. He also participated in Model UN and interned in Israel researching for think tanks and newspapers.
Lily Sivitz Gellman received her bachelor's degree in American Studies and Gender & Sexuality Studies from Princeton University in 2017. She has extensive experience in LGBT advocacy and community organizing through leadership positions at Princeton Pride Alliance and as a staff member at Princeton University's LGBT Center. Her professional experience also includes teaching arts programs, answering legal aid inquiries, and interning at a law firm.
Joel Taylor has extensive experience in interfaith and community organizing work. He has a Master's degree in Intercultural Studies with an Islamic Studies emphasis and worked for several years in Lebanon coordinating faith and development programs for World Vision. Currently, he works as a community organizer in Cincinnati where he recruits and trains others and leads strategic planning initiatives. His background demonstrates skills in project management, peacemaking, and teaching youth from various religious backgrounds.
Sarah Funk has extensive experience in education and childcare. She received a bachelor's degree in inclusive elementary education from Syracuse University and is currently pursuing a master's degree in international child studies from King's College London. Her teaching experience includes placements at several schools in Syracuse, where she taught various subjects and developed classroom management strategies. She has also worked in multiple roles at YMCA locations, such as camp counselor, tutor, and program coordinator.
Richard Mullinax has over 15 years of experience leading international and domestic nonprofit organizations. He has extensive experience starting new sites, managing staff, fundraising, and overseeing various social programs in the US, El Salvador, and Mexico. Most recently, he was the International Team Leader for Envision International in El Salvador from 2008 to 2015, where he helped coordinate service projects, started support businesses, and managed a potential merger between organizations.
Kelly J. Brittain is seeking a challenging position that allows her to utilize her strong teamwork skills, life experiences, and personal growth. She has over 15 years of experience in education, ministry, and administrative roles. Her background includes positions as a children's ministry leader, substitute teacher, youth minister, receptionist, and program manager. Brittain strives to link learning with community service. She has a associate's degree and credits toward a bachelor's degree from New Orleans Baptist Theological Seminary.
This document is a resume for Leslie M. Gubitz. It summarizes her education, which includes a Master's Degree in Secondary Science Education from University of Missouri-Saint Louis and studies in Jewish Studies and Pre-Dentistry from Indiana University. It also outlines her professional experience, which involves several roles as a high school science teacher and department head, as well as leadership positions at summer camps and Hillel organizations.
Sarah F. Wicks is seeking a Master's of Social Work degree and has over 10 years of experience working in social services, community organizing, and archives management. She holds a B.A. in Spanish and has lived and worked in Mexico, Los Angeles, and throughout Iowa. Her professional experience includes coordinating archives acquisitions, managing a digital humanities project documenting the Postville immigration raid, providing legal assistance to immigrants, and operating an organic farm with her husband.
1. Janis M. Knight
34 Mill Rd
Hollis, NH 03049
(732) 492-2454
JanisKnight@Outlook.com
EDUCATION
Master's Degree in Jewish Communal Service, Brandeis University, Waltham MA May, 1994
Education concentration. Relevant course work included Philosophy of Jewish Education; Informal Education;
Curriculum Development. Thesis title: Professional Use of Power In An Educational Agency: A Political
Analysis
Bachelor of Arts in Near Eastern Judaic Studies Brandeis University, Waltham MA May, 1987
Received Bachelor of Arts degree in Minor concentration in Medieval History. Senior writing project: A Study of
Anglo-Saxon Burhs and the Development of Towns. Related course work included Sociology of the Jewish
American Community, History of Eastern European Jewry, and The Jewish American Family.
WORK EXPERIENCE
Director of Religious Education
Temple Shaari Emeth, Manalapan, NJ (July, 2011 - June, 2015)
Congregational School -- coordinated and oversaw 400+ student school grades K - 12. Created Matan
Class for students on autism spectrum. Taught teen minicourses including: Rated X - The Bible is Not For
Children; Jewish Life Games; oversaw staff of 20+; shepherded curriculum review process; co-created new
5th grade family education program, coordinated and ran family education for grades 4 - 7; created 6th
grade Siddur program; upgraded technology and provided equipment and support to staff and students;
administered Madrichim teen aide program; worked collaboratively with Early Learning Center director on
family education programming for young families; refined and ran 7th grade values program Jewish Values
and the Zombie Apocalypse.
Youth -- supported and advised Youth group advisers; co-created and introduced annual 8th - 9th grade
retreat experience with 4 other synagogues in Monmouth and Hillsborough counties; wrote successful
grant application to fund retreat. Co-created annual two-session Social Justice seminar for students in 8th
- 10th grades, partnered with local sister temple and local Baptist church. Topics included: Life Without
Walls - Teen Homelessness in America and The Real Hunger Games - Hunger in NJ and America.
Recruited and chaperoned Confirmation class at L'Taken Program at the Religious Action Center in
Washington, D.C.; advised Youth Scholarship Committee; camp recruitment efforts for URJ camps; annual
Camp Harlam visit with clergy and youth staff.
Other Endeavors -- oversaw Adult B'nai Mitzvah program; wrote grant applications to URJ and Jewish
Federation of Monmouth County; Educators Council member; long-term substitute for 6th grade
Hebrew/Tefilah class.
Temple Educator
Temple Beth Torah, Ventura, CA (July, 2001 - June, 2011)
Congregational School Director –- created Mishpacha & Shorashim family classes; oversaw staff,
curriculum development and review; created of special programs and field trips; provided family education
opportunities; wrote successful grant applications; instrumental in the creation of daily Jewish preschool
program; co-created B’nei Mitzvah Family Havurah program; led weekly Tefilah
Adult Learning -- developed and oversaw Lifelong Learning Academy program; created Adult
Confirmation course; created and lead PARDES Shabbat morning text study; served as educational
resource for WRJ; taught adult learning classes, including “Angels & Ghosts”, ”Sex in the Texts”; led WRJ
Women’s Seder.
Youth –- oversaw youth groups and supervised advisors and staff; administered High Holy Day youth
programs; created and administered new Teen Haverim summer program with Jewish Federation;
provided Shabbaton/retreat experiences for grades 4 through 12; oversaw scholarships; oversaw Camp
2. Haverim summer day camp experience; coordinated teen Madrichim school aides; oversaw hosting of
regional Social Justice Kallah spring 2010.
Other Endeavors –- co-led congregational Israel trip; created and staffed family Passover Wilderness
Camping Seder Experience; co-founded Ventura County Jewish Educators’ Council; created and
maintained Biblical Garden; staffed Global Day of Jewish Learning for Ventura; past member of Women’s
Division and ADL regional advisory committees; led select Shabbat services & shiva minyanim when
requested; created Scholar in Residence program with Danny Siegel.
Director of Education
Congregation Beth Am, Longwood, FL (July, 1996 - June, 2001)
Congregational School -- Supervised religious school staff; oversaw curriculum development and review;
created interactive family programming; led weekly Tefilah
Youth -- introduced retreat program for b'nei mitzvah classes; founded and oversaw youth groups; started
Interfaith Youth Seder; instituted High Holy Day youth programming and services; led minyanim.
Adult Education –- provided adult learning classes, including Beginning Hebrew, Prophets.
Other Endeavors –- co-created Middle School Retreat with other local congregations; organized Scholar
In Residence Weekends with Sam Glaser & Danny Siegel
Program Director
Temple Beth El, Springfield, MA (July, 1994 - June 1996)
Coordinated Shabbat Morning Program for students in grades K - 7; managed staff; developed retreat
programs for students; piloted adult education dinner series; strengthened youth groups; wrote successful
grant proposals to fund above programs; developed parent resource series. Instrumental in founding new
congregational school
Intern
Bureau of Jewish Education of Greater Boston, MA (August, 1983 - May, 1994)
Developed Resource Packet accompanying nation-wide traveling museum exhibit "A Walk Through
Jerusalem;" coordinated annual Job Fair for Jewish Educators; revitalized, recruited and staffed the
Greater Boston Jewish Youth Council.
Teacher & Youth Group advisor (September, 1993 - May, 1994).
Intern (September, 1992 - May, 1993 )
Temple Shir Tikva, Wayland MA (September, 1992 - May, 1994)
Developed and implemented post-Confirmation program; Mentored new teacher; Edited and produced
Temple’s family Shabbat booklet; Coordinated Family Shabbat Dinner programs; Formed new chavurah;
Developed analysis and made recommendations for improvement of institutional structure.
OTHER WORK EXPERIENCE
.
University Loan Services/Student Loan Marketing Association, Cambridge MA
(October, 1987 - August, 1992)
Assistant Area Manager, Document Storage (February, 1992 - August, 1992) Oversaw conversion of filing
system; Handled special audit lists; Supervised 30 temporary and permanent employees.
Assistant Manager, Private Credit Operations (October, 1990 - February, 1992) Responsible for smooth
transition of customer service for new loan program onto system; Handled problem accounts; Provided customer
service; managed employees.
Supervisor, Deferment Department (June, 1989 - October, 1990) Ensured smooth work flow; Trained new
employees; Provided customer service; handled problem accounts; managed employees.
Analyst, Deferment Department (October, 1987 to May, 1989)
3. OTHER EDUCATIONAL EXPERIENCE
May, 2013 - March, 2015, Matan Institute for Jewish Educators
Attended two seminars, monthly phone mentoring sessions and two webinars designed to educate directors of
Jewish education on inclusion issues and to offer practical advice as well as philosophical foundation for providing
accessible Jewish education to all students. Received certificate March, 2015.
July, 2011- present, ARJE Webinar series
Continue to take advantage of online learning experiences offered by the Association for Reform Jewish
Education.
May, 1993 - June, 1993, Foster Seminar in Israel
Participated in 4 week seminar which explored issues of Diaspora community identity, Israel as nation and
sovereign State, both ancient and modern.
July, 1993, Ulpan Akiva, Netanya Israel
Studied Hebrew in intensive, total immersion setting designed to increase fluency and familiarity with the language
and people of Israel.
January, 1988 - August 1992, Hebrew College, Brookline MA
Part-time student in Master of Jewish Education program. Course work included Introduction to Mishnah, The
Book of Genesis, Doctrine of Man in Rabbinic Literature, and Love and Sex in Jewish Law.
CREDENTIALS
Matan Institute Certification March, 2015
Granted by Matan
Reform Jewish Educator 2005
Granted by the Reform Jewish Educator Title Granting Commission
References available upon request