Lifnai Vlifnim School Cohort Program

Through intensive work and support over two years, schools will develop a culture of deeper connection and spiritual growth as students and teachers learn to bring their inner world to their teaching, learning and relationships.

Applications for Cohort IV will open in February 2024. Please be in touch or consider joining one of our seminars or courses to learn more.

Core components of the program include:

A commitment from schools to engage in Lifnai Vlifnim learning through

Chaburat Tzevet

Faculty gather at least once every two weeks to participate in their own Lev HaShavua experience. Interacting and learning from each other as adults, teachers undergo their own process of connection and growth. Experiencing the process for themselves is valuable on its own and enables teachers to better facilitate Lifnai Vlifnim learning with students.


Lev HaShavua

Once a week, teachers facilitate a different kind of learning experience for students where they are encouraged to open their hearts, engage in reflective Torah study, listen to and learn from each other. Many schools choose to introduce this student focused component in the second year of the program.

Lifnai Vlifnim support the development of language and culture in schools by providing

Israel Seminar

An annual week long summer seminar in Israel and two day winter seminar in the NY area for manchim for each of the two years schools are part of the program.


Regular virtual coaching calls for school manchim.

Manchim Meetings

Monthly cross-school manchim meetings focused on facilitators’ learning and learning from their experiences.

School Visits

Up to one virtual or in person meeting per semester for each school with all their participating teachers led by Lifnai Vlifnim staff.

Teacher Seminars

Two annual seminars for teachers participating in the program in June and February each of the two years schools are part of the program.

Resource Library

Access to a growing database of reflective lessons, protocols and other resources to assist schools in implementing the Lifnai Vlifnim approach.

Students, Teachers and
School Leaders Share:

Group 13953

I used to just talk to HaShem only when I needed something but now I find myself saying “HaShem, I am davening now because I want to talk to You”. This class taught me to look for Him and want Him in my life more.

Maayanot High School
Group 13953

Through implementing this program with staff, I had the opportunity to learn more Torah with my staff, and have them learn more together. In many ways that was something which we all gained from that’s beyond the program itself.

Natan Brownstein
Judaic Principal Hillel Torah
Group 13953

I learned I really want to be more spiritual.

Maayanot High School
Group 13953

I learned that I can open up and there really are people who want to help me.

Maayanot High School
Group 13953

I think it has really changed our school for the better because everyone is more empathetic and sensitive.

Maayanot High School
Group 13953

Lifnai vLifnim was an amazing experience. I changed how I think about things and helped me grow a stronger connection with Hashem.

6th grader Hillel Torah
Group 13953

I’ve become more patient, especially in trying situations and I’ve become a lot better at not taking student behaviors personally. It’s not about me!

Fuchs Mizrachi Schoo
Group 13953

I have found myself in conversations during which I and/or my peer employed terms such as Mah BeEtzem or Dibur Yashir as tools or vessels with which to address and bring to the surface underlying issues, conflicts, and/or driving forces which often are relegated to the latent domain.

Fuchs Mizrachi School
Group 13953

When I was new to the school, Laflaf helped me to more quickly feel comfortable with my colleagues. Sharing and learning together on a personal level has created a more meaningful relationship amongst the faculty.

Fuchs Mizrachi School
Group 13953

I was initially a bit skeptical about the impact of the program but as time went on the power of the approach became evident. The connection between the staff as well as their openness to frame their learning in a way that encouraged students to personally relate to and reflect upon their learning was felt.

Noah Sonnenberg
Or Chaim Judaic Principal
Group 13953

I liked hearing everyone’s stories and understanding a deeper aspect about their lives that I wouldn’t have known otherwise. I liked how everyone felt comfortable to be open with the class and trust them

Rae Kushner Yeshiva High School
Group 13953

The feeling of support and community was a big success. [The program] gave teachers and students a context to listen and appreciate each other. We heard students use the sentence stems in other contexts, as well, which showed that they were transferring the skill to other contexts. That this was happening in a Torah context, with a Torah teacher, emphasized that learning Torah and connecting with Hashem is not something that happens only in forty minutes periods in the classroom.

Lisa Schlaf
SAR High School Director of Judaic Studies

Building Leaders in Schools


We see the manchim, school facilitators, from each school as playing the most significant role in making sure that the work students and teachers engage in builds the new culture of Avodat Hashem we are hoping to achieve. Strengthening the cohort of leaders across different schools will play a critical role in developing buy-in and commitment to doing the hard work of culture change within their schools. Our work with manchim also requires simultaneous development of personal skills as well their abilities to faculty and student initiatives.

The School Cohort Program is heavily subsidized with schools paying a small participation fee thanks to the generous funding of our partners at the JEIC and UnitED. 

Curriculum strands

Experiencing to Learn, Learning from Experience


Individual capacity

Developing leaders’ heightened self-awareness about their individual strengths and weaknesses both personally and in their school roles, skills to be more present “in the moment/experience”, to listen and learn with empathy and make dialogue with Hashem a greater part of their own lives.


Group dynamics and development

Learning protocols and facilitation skills to build a strong sense of community in groups, creating safe and trusting environments where participants engage in authentic dialogue and feel comfortable engaging in personal reflection and discussion about their inner world.


Torah learning

Methods for teaching limduei kodseh in ways that connect students’ inner world and experiences with their learning, developing the ability to use questioning and other pedagogic tools to deepen text learning and shifting it to “torat chayim”.


Leading and coaching faculty

Building trust and leading faculty through a process of change that can help them learn and internalize new ideas, developing a shared language and school wide culture.

Our Schools

Cohort III

Fair Lawn, NJ

Toronto, ON

Queens, NY

Brooklyn, NY

New York, NY

Cohort II

Chicago, IL

Toronto, ON

Toronto, ON

Brooklyn, NY

Cohort I

Cleveland, OH

Riverdale, NY

Oakland, CA

Livingston, NJ

Teaneck, NJ

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