Shabbat Centered Model: Gesher

Update (July 2017): Peninsula Temple Beth El, San Mateo, CA

Model Description | Update 2017

Current Status:

Gesher continues to engage learners and their families at Peninsula Temple Beth El (PTBE). It will, however, undergo significant change this summer. Gesher began as an alternative model in 2010 for learners in K-6 and their families, as parents had expressed dissatisfaction with the traditional religious school and a desire for deeper learning.

When Gesher began, about 20 families participated; by 2013, the number of families had grown to 60. In 2013, the current educator was hired to oversee family education, and a second rabbi joined PTBE to oversee its religious school. Under the leadership of the educator and rabbi, the religious school model underwent significant change; since then people have been happy with the religious school. At the same time, it became unwieldy to have 60 families in Gesher.

In addition to Gesher and the traditional religious school, there was a third educational model, Tiyul, for 5th and 6th graders and their families. Tiyul was designed in response to families who were unhappy with the traditional model but who nevertheless did not show up for Gesher family experiences. While Tiyul supported family engagement, it was not a family program and was not designed to be a learning experience for parents. It included at home experiences, field trips, and informal learning at the temple. Parents did not have to come to the congregation but were naturally involved since some of the learning took place at home. Gesher changed from a K-6 model to one that focused on families with younger children in K-4.

PTBE is currently adapting Gesher and Tiyul to provide an alternative learning experience that works for families across the elementary age range. As a result, Gesher will be absorbing Tiyul this fall. In this new combined model, Gesher l’Kesher, the learning for learners in K-3 will continue as a family model and will still be referred to as Gesher. Learners in grades 4-5 will be part of Kesher. Kesher will follow the Tiyul structure and include only the learners, not their families.

The educators are working hard at listening for what families want. Through listening and observing, they learned that it was hard for people to come in the middle of the day on Shabbat. In response, they changed Gesher so that family experiences are no longer held on Shabbat afternoons.

For the 2017-18 year, 25 families are expected to participate in Gesher (K-3), and 25 4th and 5th graders in Kesher.

Reflections of the Educator:

The educator, who directs family education at PTBE, attributes the success of Gesher to a variety of factors. She notes that she and the religious school director work as a team: they speak the same language and have a great working relationship. In addition, PTBE has an involved education committee that is very intentional in planning and developing the learning at PTBE. They are intentional as they plan and develop the learning at PTBE. The educator shares that she feels fortunate to be in a community that is open to experimenting with new approaches and doesn’t regard changing and trying new things as failure.

Building relationships in the community is a large goal of Gesher. PTBE is proud that the families who participated regularly in Gesher have become closely connected with one another. These authentic relationships are evident in their daily lives. For example, people who have met through Gesher have seders together: a group of women came together for a women’s seder, and some families have invited others to their family seders. In addition, many Gesher families now carpool with one another. The educator also tells the story of two families who had never met before and were matched up at a Shabbat Babayit, a structured pot-luck Shabbat dinner; these families now go out to dinner together on their own. The educator is also mindful of the downside: that families who are only peripherally connected with Gesher sometimes feel that Gesher is cliquish.

Moments, when a parent’s learning is clicking, are very rewarding to the educator. She sees how this learning opens up important conversations and helps a parent with their own Jewish learning.

Building upon the success of the adaptations and innovations made to Gesher, PTBE has also tested out and is now offering pre-Gesher experiences for families with very young children. While the present educator was not the one who began Gesher, she shares that it was very important to have a group of stakeholders on board prior to setting the model into motion. She underscores the invaluable role played by supportive connectors and advises that a congregation cannot rely on only one person to do this important work alone.

The educator reflects that her big “take away” is that Jewish learning is a moving target and that we always need to adapt.