History & Governance

The Hershorin-Schiff Community Schools Philosophy

Community Day School is grateful to the Hershorin Schiff families for their investment in the school's future and commitment to provide a diverse, engaging, project-based learning environment rooted in the Jewish values of honesty, integrity, mutual trust and respect.

The Hershorin Schiff Community Day School was developed locally out of the strong desire for an inclusive, progressive, pluralistic Jewish day school that meets the needs of today’s young families. Community Day's pluralistic philosophy – welcoming all faiths – and use of the Reggio Emilia approach, with small class sizes and project-based, hands-on learning was a natural fit for the Hershorin Schiff Foundation.

 

Board of Trustees

Mitch Blumenthal, Co-Chair
Rachel Saltzberg,Co-Chair
Robert Landman, Treasurer
Stacey Edelman, Secretary
 
Bernard Berkman
David Chessler
Andy Cohen
Gregory Farrington Ph.d
Rev. Kelly Fitzgerald
Rabbi Elaine Glickman
Wilma Hamilton
Richard Hershorin, Lifetime Member
Dr. Wendy Katz
Betty Rosenthal
Kyla Weiner

 


Statement of Purpose


The board of trustees at Community Day School is charged with safeguarding and upholding the mission of the school. Trustees are responsible for setting policy, long-range planning and financial management. Board members share a passionate commitment and dedication to the school’s mission and support the school with their time, experience, vision and resources.

Current members of the board of trustees come from across our community and represent a diverse array of faiths and perspectives. Members of the board of trustees have expertise and experience in education, law, business, finance, marketing, development, philanthropy and award winning Challah.

About Irving Hershorin and Herbert Schiff

Laura Hershorin, a dedicated parent and community member, recognized that the values dear to Irving Hershorin and Herbert Schiff were expressed through the key qualities that are the pillars of Community Day School:

  1. Project-based learning, where students are taught to question, where a thirst for knowledge is nurtured, and the importance of education is instilled from early childhood, and
  2. A pluralistic learning environment that embraces all faiths.

Herbert and Betty Schiff, Laura’s maternal grandparents, resided in Longboat Key, as well as Columbus, Ohio. Robert Schiff , Herbert’s father, emigrated from Lithuania to Ohio where he and his son had a long career in expanding and diversifying their shoe businesses. While Herbert was chiefly known for his financial acumen, he and Betty were instrumental in the successful growth of many local, national and international organizations through their philanthropy. They valued and felt strongly about the importance of bringing non-Jewish people into Jewish organizations beginning at a young age. “By exposure, he meant to bring non-Jewish children in and let them go home singing ‘Ain Kelohenu’,” Laura said of her grandfather’s ideas. “Expose them, don’t force them. Jews are a mystery to many people so what better way to dispel the myths?”

At the age of 12, Irving Hershorin, Laura’s paternal grandfather, lost his father in the 1918 Spanish flu pandemic. As was the custom at that time, the oldest male child became the “patriarch” to provide for the family – In Irving’s case, his mother and three siblings. He worked, went to school and graduated high school. His thirst for knowledge continued throughout his life and he became a highly-educated, successful man. To this day, the Hershorin family appreciates the importance of owning one’s education and recognizes that project based learning is the cutting-edge approach to instilling that sense of ownership.