The Transparency Files: The 2023-2024 Faculty

Happy Friday!

Here we are on literally the last day of school – for teachers – and before we head into Canada Day Weekend and the true start of summer, it is my sincere joy and pleasure to be able to share a picture of the amazing human beings who will be teaching our children and leading our school into the 2023-2024 school year at the Ottawa Jewish Community School.

The quickest of words before I unveil the list…

…the first is to remind you to revisit my last three blog posts where I shared updates about next year’s renovation, our change from trimester to semester, and important ideas and initiatives that will anchor next year.

……the second is to share with you the overarching idea that has animated our two days of what we call “Pre-Pre-Planning” – these two PD days that essentially mark the beginning of the 2023-2024 school year because they focus our teachers on how to set themselves up for a successful summer in service of a successful start to school.  We are focusing our energy on “Connecting the Dots”  – how will we do a better job connecting teachers to each other, teachers to administrators, students to each other, students to teachers, teachers to parents, etc.  One of our North Stars is that “We Learn Better Together” and whether that constitutes academic learning, behavioural outcomes, or Jewish experiences; ensuring we have the structures, systems, processes, protocols, time, relationships and attitude to leverage the excellence, enthusiasm and expertise in our school will be a big part of making next year an amazing year for our students, teachers, families and community.

……the third is to please pay attention to the updated calendar!  We have done a much better job populating our calendar with events much earlier and with a change to semester comes new events like our “Goal-Setting” meetings or changes to the timing of when you might expect “Parent-Teacher Conferences”.  The fact that so many Jewish Holidays will fall on weekends next year allows for more flexibility and creativity including the addition of a third PD Day.  In short, please be sure you not only have the “Year-at-a-Glance” handy, but that you subscribe to the school’s Google calendar off the website.  That’s where all new and updated information will land.

…the fourth is a gentle reminder that the assignments below are tentative as they always are.  Things sometimes can and do change, although we believe this should be much less of a factor this summer, but sometimes we do have to make adjustments.  If an update is required, of course, it will be sent either directly to the impacted grades or in a blog post.

OK, I think I have given a lengthy enough preamble.  Let’s get excited about this gifted and loving group of teachers and administrators, who will partner with our parents in the sacred work of educating our children.  I know I am!

The 2023-2024 OJCS Faculty & Staff

Lower School General Studies Faculty

  • Junior Kindergarten: Susan Wollock & (EA)
  • Kindergarten: Andréa Black, French Teacher (French) &  (EAs) [TWO Classes]
  • Grade One: Julie Bennett & Efi Mouchou (French) [TWO Classes]
  • Grade Two: Ann-Lynn Rapoport & Efi Mouchou (French) [TWO Classes]
  • Grade Three: Lianna Krantzberg / General Studies Teacher & Aaron Polowin (French) [TWO Classes]
  • Grade Four: Faye Mellenthin, Chelsea Cleveland (Math), Aaron Polowin (Core) & Dr. Sylvie Raymond (Extended)
  • Grade Five: Charles Watters, French Teacher (Core) & Dr. Sylvie Raymond (Extended) [TWO Classes]

Lower School Jewish Studies Faculty

  • Kitah JK: Susan Wollock
  • Kitah Gan: Jaqui Gesund Kattan [TWO Classes]
  • Kitah Alef: Ada Aizenberg [TWO Classes]
  • Kitah Bet: Dana Doron [TWO Classes]
  • Kitah Gimmel: Sigal Baray [TWO Classes]
  • Kitah Dalet: Orya Klein
  • Kitah Hay: Marina Riklin [TWO Classes]

Middle School Faculty

  • Science: Josh Ray
  • Mathematics: Math Teacher (Grades 6 & 7) & Josh Ray (Grade 8)
  • Language Arts: Jess Mender
  • Social Studies: Michael Washerstein
  • Extended French: Wanda Canaan
  • Core French: French Teacher (Grade 6) & Dr. Sylvie Raymond (Grades 7 & 8)
  • Hebrew: Jaqui Gesund Kattan (Hebrew Alef), Liat Levy (Hebrew Bet for Grade 6) & Ruthie Lebovich (Hebrew Bet for 7 & 8)
  • Jewish Studies: Mike Washerstein
  • Rabbinics: Corinne Baray

Specialists

  • Art/Drama/Music/Dance: Andy Sued
  • French Language PE: Stéphane Cinanni & Aaron Polowin
  • Library: Brigitte Ruel

Leads

  • Makerspace: Josh Ray
  • Mitzvah Trips: Michael Washerstein
  • Student Life: Lianna Krantzberg

Department of Special Education

  • Keren Gordon, Principal
  • Sharon Reichstein, Director of Special Education
  • Ashley Beswick, Student Support Coordinator
  • Melissa Thompson, Grades 4-8 Resource Teacher / Teaching & Learning Coordinator
  • Faye Mellenthin, Grades 5-8 Resource Teacher
  • Chelsea Cleveland, Grades 1-8  Math Resource Teacher
  • Reading Teacher, Reading Resource Teacher
  • Orya Klein, Jewish Studies Resource Teacher
  • Corinne Baray, Jewish Studies Resource Teacher
  • French Teacher, French Resource Teacher
  • Efi Mouchou, French Resource Teacher

Administration

  • Josh Max – Director of Technology
  • Ellie Kamil – Executive Assistant to the Head of School
  • Staci Zemlak-Kenter – Director of Development
  • Emily Jiang – Chief Accountant
  • Jennifer Greenberg – Director of Recruitment
  • Keren Gordon – Principal
  • Dr. Jon Mitzmacher – Head of School

You will see some new names and some new categories…

…the most important thing you should notice, especially in light of recent conversations, is the simplification of teaching portfolios in the service of the expansion of resource teaching.  Not everyone housed in “Resource” is allocated to it half or full-time, but if they are listed there, it is because a meaningful allocation of time, with a specification, has been assigned to an excellent teacher.  This was the number one issue flagged by parents and by teachers and we are thrilled to have addressed it so significantly.

…we are so excited to welcome Melissa Thompson back from maternity leave!  She technically joined us this week and we can already feel her energy and her presence as we prepare for an amazing year next year.

…yes, I am aware that Staci Zemlak-Kenter is moving with her family to New Jersey, but as we continue our search process – and Staci begins her search process – the status remains quo as Staci works remotely to ensure our critical development work continues unimpeded.

Now let’s segue into the introductions…

Please welcome Jaqui Gesund Kattan to OJCS…and to Canada!  Morah Jaqui comes to us from Mexico City where she has been a Hebrew and Humanities Teacher at the Bet Hayladim Middle School.  She has a Montessori background and a wealth of experience working in Jewish Youth Movements in Mexico.  She is excited to be moving to our OJCS and Ottawa Jewish Community and she brings a ton of energy and enthusiasm to our Jewish Studies Faculty.

Andy Sued is thrilled to join our Faculty with a diverse portfolio.  She will be creating and leading our Arts/Drama/Music/Dance programs, as she comes to us by way of Ecuador, Argentina, Israel and Camp Ramah of the Berkshires.  Andy is an artist with a wealth of experience teaching art, drama, singing and Israeli folk-dancing to students of all ages and we welcome her and her family to Ottawa this summer.  Andy is ruach personified and we can’t wait to see how she infuses and integrates the arts with her rich Jewish Studies background and love for Israel.

Orya Klein is moving from Israel to Ottawa with her family after a successful teaching career in Israel where she taught both Mathematics and Jewish Studies in both Middle and High School.  Morah Orya [that’s catchy!] is beloved by her colleagues and they have assured us what a gift we are getting with her natural talents for relationship-building, kindness, creativity and collaboration.

We are thrilled to introduce Charles Watters, our new Grade 5 General Studies teacher, who began his career as a Naval Officer with the Canadian Armed Forces, and as a second career then became a teacher, who always prioritises cultivating strong relationships.  He has managed to collect all kinds of varying teaching experiences thus far, including working in a Forest School setting, as well as an alternative independent school.  We look forward to making formal introductions at the end of summer.

If you see an open position, it truly means that we have not yet signed a contract with a finalist (not that we are simply beginning to search) as we have been blessed this season with excellent candidates (as you can see above).  I will provide an updated and final faculty roster later on during the summer.

Please note that I intend to take a pause from weekly blogging as we head into summer.  Of course, should the spirit move me, or an issue arises that warrants it, I will blog intermittently, until resuming my weekly routine a week or so before our teachers return for Pre-Planning Week 2023.

Happy summer!

We Each Have Our Torah to Teach: My Charge to the OJCS Graduating Class of 2023

[Please find here an adapted version of the words I shared at last night’s Ottawa Jewish Community School Graduation:]

I was sitting in this room a few weeks ago listening to Rabbi Kenter offer his final sermon in our community, and he shared that he had learned in rabbinical school that essentially a rabbi only shares one sermon – in lots of different ways, offered many times over, but with one essential idea that is a marriage of who that rabbi is and what he or she is called to share.  This idea – that we each have one sermon to preach, one story to tell, one contribution to make, and that we spend our lives figuring out what it is and how to do it resonates with me and will be something I continue to wrestle with.  But for tonight, the question it inspires is, “What would it mean to know that we each have our own unique torah to teach and how might time spent in Jewish day school help us to both learn our torah and learn how to teach our torah?

Of course, when I say “torah” I mean it both literally and metaphorically.  Our students have, of course, learned much actual Torah during their many years of spiral parashat ha’shavuah, deep dives into powerful narratives from Tanakh, explorations into the origins and traditions of holidays of both Biblical and rabbinic origins, and by dipping their toes into the Sea of Talmud.  And our students have taught Torah frequently as well, especially through the process of writing and delivering divrei torah while in Middle School (not to mention the parallel learning that takes place during the b’nei mitzvah process).  But more broadly, tradition encourages us to adopt a less-narrow view of “torah” to include much of what constitutes an OJCS education.  They have studied the “torah” of Math, Science, Social Studies, French, English, and all other subjects and topics of learning during their years is school and have learned to teach that torah through the many projects, blog posts, public speaking events and other creative opportunities our teachers provide for our students to share their learning.  But academics are only one facet of the “torah” our students learn and learn to teach at OJCS.  They experience the “torah” of art, music, drama and PE.  They learn the “torah” of leadership through Reading Buddies, Knesset, and Maccabiah.  They experience the “torah” of community through retreats, trips, assemblies and holiday celebrations.  And, of course, they put actual Torah into action through the many tikkun olam projects they plan and participate in through our relationships with the JCC, Hillel Lodge, Tamir, TIPES, the Kosher Food Bank, the Jewish Cemetery, our new Middle School Mitzvah Trip experiences, with more and more meaningful opportunities being developed each year.  Whether we mean “torah” in the narrowest or most expansive sense, our graduates have spent years wrestling and learning and trying and growing and teaching and sharing torah.

Graduates.  Now, as you prepare to leave OJCS and move onto new adventures, we hope that your time here has helped you consider what your one true sermon is and how you will share it with the world.  What is your torah to teach and how will you teach it?  How will you continue to learn and how will you continue to share what you learn?  How will you apply your learning to making the world around you a better place?  What will be your unique contribution to your families, your schools, your Jewish communities, your larger community, and the world?  Standing here, I say with great confidence that although I cannot know how each of the stories of your lives will be written, I do know that based on the strong foundation your parents have provided you with through the gift of Jewish day school, that you will continue to write Jewish stories of significance and we will follow those stories with pride, with wonder and with gratitude.”

Ken y’hi ratzon.

Coming Attractions

We are headed into the last two-action packed weeks of the 2022-2023 school year!  WHAT A YEAR!  The theme, coming out of COVID, was “getting our mojo back” and back our mojo has been.  A quick perusal of my weekly blog posts paint a picture of a year where pauses became unpaused, progress was made across a whole host of school systems and processes, and challenges made themselves clear.  That’s what school is all about.  Not everything is perfect, there is more work to do to be our best self, but each year we reach closer to our North Stars.  I am so proud of our teachers, our students and our families for all that we have done this year…and I am very excited for what the next year is scheduled to bring.

Speaking of…

This will likely be my third-to-last weekly blog post before moving into summer mode.  I will take next week off as it is my pleasure to accompany our Grade 8s on their GRAD Trip to NYC.  During our last week of school, I will share the content of my charge to our graduates and – as always – share what we know to be true about who our amazing 2023-2024 faculty and staff will be and what they will be doing (including any openings to be filled).  So what does that leave for this week?

This will be the third of my updates on all things next year.  Two weeks ago, I provided an important update on the building renovation.  Last week, I shared the news of our transition from trimester to semester and why.  This week, I will move into rapid-fire mode, with a bullet-pointed list of things to know or to keep an eye out towards as we head into summer.

Here’s what to know in literally no particular order…

  • We have had so much success this year with launching the internationally recognized French DELF certification process for our Grade 8 Extended French students and look forward to extending it further to our whole Grade 8 cohort next school year.  Students who pass will enter high school with a confirmed level of irrefutable functioning and gain access to the programs they have their eyes set on.
  • We will restore the Middle School schedule on Fridays so that we are better able to run Jewish Studies as per normal on the weeks we don’t have an amazing “Mitzvah Trip” planned.  This will ensure that we are only sacrificing academic time when the activity is worthy, which will make the Mitzvah Trips more meaningful and minimize and mitigate loss from other Jewish Studies coursework.
  • Speaking of “Mitzvah Trips” we have a VERY EXCITING NAMING ANNOUNCEMENT coming this fall that will – FOR SURE – warm your heart and make you proud to be part of our special community.  Stay tuned!
  • Speaking of “Jewish Studies coursework”, as part of a long-term goal to increase the rigor and the opportunity to engage with rabbinic text, we will transition our Rabbinics Course from a three-day-a-week to a five-day-a-week course and transition our Jewish Ethics & Values Course in reverse.  This will be better aligned with the content and our priorities.
  • As shared by email, we have updated our Acceptable Use Policy for Technology to account for VPNs to ensure our students are only able to access safe and appropriate websites, apps and platforms while at school.
  • We will hire an additional resource teacher next year to make meaningful progress towards relieving the stress on our system.  This is the #1 issue raised by both parents and teachers and although this move may not fully resolve the issue, it is a significant step in the right direction.  We’ll have more to share on this as the Special Education Department finishes a needs assessment based on next year’s enrollment.
  • In order to be better aligned with the “Science of Reading” and with where Canadian schools are heading, we are moving away from STAR Reading as one of our primary assessment tools and will be training our teachers on Amplify.  Parents will definitely notice the difference and not just come progress report/report card/parent-teacher conference time.  In addition to the Amplify platform, our teachers will continue to use a Structured Word Inquiry approach also supported by the Science of Reading for reading and spelling instruction. Our primary teachers (K-2) will also be trained using the UFLI Foundations program to enhance and solidify phonemic awareness skills in our youngest students.
  • We are working through an entire reorganization of the systems in our school that deal with behavior management and classroom discipline.  It will include different roles for both the Principal and the Head of School, as well as a different allocation of responsibilities within and outside the Special Education Department.  It will continue to be anchored in our North Stars and aligned with the 7 Habits, and the continued work we are doing within the framework of Collaborative Problem Solving, but redesigned to be more clear, more streamlined and, most importantly, better set up our students and our classes for success.  This is the #2 issue raised by parents and by teachers and making significant progress next year is a necessity.
  • The Jewish Studies Faculty will continue to have access to a consultant from Hebrew at the Center so that we can progress on our goal of putting in writing a full set of benchmarks and standards for Jewish Studies at OJCS.  This is a multiyear project (to do it correctly) and this will be Year Two.  We are eager to put in parents’ hands more detail about what they can expect their children to be learning in Jewish Studies and welcome the accountability that such specificity invites.

Is there more than this?  Of course, but we can’t give away all the excitement and surprises here!  (Plus I could use a few topics for blog posts during the dog days of summer.)

Feel free to follow the fun on social when OJCS Takes Manhattan next week!

2>3: Moving from Trimester to Semester (and Why It Matters)

Why is the OJCS calendar organized into trimesters?  What difference does it make?

The answer to the first question is simple.  The answer to the second question is meaningful.

Why trimesters?

Well, when I arrived at OJCS, we were technically operating on a semester model, but when one looked at how and when teachers were reporting on academic progress to parents, it kinda looked like trimesters with the distinction failing to find meaning.  Technically, parents received a “progress report” about a third of the way into the school year and then had two report cards and two rounds of parent-teacher conferences.  The “progress report” and the “report cards” were not entirely the same, but they were not different enough to warrant the difference.  So…if we were offering feedback three times a year anyway…why not simply divide the year into thirds and keep it simple?  And so we did.

Is there anything educationally more significant for a JK-8 to operate by trimester?  Does it matter how you divide up the year?  Why not operate by semesters?

Good questions!

Let’s begin with the end in mind.  Beginning in 2023-2024, OJCS will operate by semester.  Partly why we haven’t (yet) given out the full calendar is that we are working with the teachers to clarify what that will or won’t exactly mean by way of parent engagement.  But even as we work to clarify and disseminate by the end of the school year, let’s name what will and won’t be true next year.

If you think of the year with a narrative arc for parent engagement, it would look like this…

  • PTA Back to School BBQ
  • Back to School Night (September)
  • Goal-Setting Meeting (October-November)
  • First Semester Report Cards & Parent-Teacher Conferences (January-February)
  • Second Semester Report Cards (June)

On the one hand, this represents the same quantity of opportunity, even if distributed differently.  However, there are four things to pay attention to with this proposed shift:

  1. We love the idea of bringing parents (and possibly students) together in late October-early November to share the goal-setting that we have done with our students.  It is a great opportunity to strengthen and clarify the school-family partnership, to personalize the learning, to build in student accountability and to set students up for success.
  2. Moving to a semester model increases the odds of our successfully making the switch in (some) grades from traditional Parent-Teacher Conferences to Student-Led Conferences.  More time to prepare, more artifacts to collect and an easier connection to goal-setting, all lend themselves to our students better “owning their own learning” (North Star Alert!) by playing a more active role in giving and receiving feedback.
  3. We may need to build in an engagement point between late January-early February and June.  Whether that comes in the form of (true) “progress reports” or updates from “goal-setting” or something entirely new, it may be true that we cannot reasonably go that long without formal parent engagement.
  4. We have not yet clarified the timing/structure of either the “goal-setting” or the Parent-Teacher (or Student-Led) Conferences.  We are actively working with the teachers on doing so since we need to provide parents with all partial and/or full school closures with proper notice.  But with more students than ever and a greater desire for engagement, the way we have allocated time for these conversations may shift if they are going to be meaningful.

We are looking forward to using the process to clarify the quantity of parent engagement to amplify the quality of parent engagement.  We will share out soon (this June) the calendar implications.  We will share out later (August?) the additional educational implications once decisions have been made.  We look forward to strengthening our partnership with parents and setting up our students for success through better engagement.

Consider this the second brief (for me!) blog post (last week’s update on the building being the first) in a small series attempting to name and clarify important updates and changes as we begin the gentle pivot towards next year.  More to come in the weeks ahead…

A Floor AND a Ceiling (and furniture and tech and paint)

So…it is June and you are probably wondering where are all the signs of pending construction if this project is scheduled to begin the first week in July?  That is a reasonable question and one I’ll answer here.

Let’s first dip back in time to when we first made the announcement of a $1.5 million gift to transform classrooms and learning spaces at OJCS.  Ever since, we have been working hard with our friends at Figurr on design and costing.  There is no question as to which of those two has been more fun!  COVID, time and inflation have not been on our side as we only have limited windows of time for construction and costs have gone up.  Heading into 2022-2023, we believed that we were on track for this project – now split into two phases and with $2 million pledged from the extraordinary, generous and anonymous donor – with Phase I ready to begin this summer.  We finalized the base building needs, the overall design, and much of the tech and furniture; we hired a general contractor, secured permits and bid out the work.  We even figured out contingency planning for when the work (inevitably) goes long and classes need to be held in alternative locations.  We got close to being able to pull it all together to trigger construction on July 1…but not close enough.

As we were finalizing all the “this needs to be true”s for Campus, the school, teachers, families, etc., it became clear that trying to rush for a July 1 start date left too many opportunities for mistakes on a project too important not to get completely right.  And so that means what you might imagine it means.  Mostly.

Instead of launching Phase I – which is intended to include a complete transformation of the first floor, lobby and hallways, as well as classrooms, ceilings, walls, lighting, and lockers AND furniture, tech and paint across the whole school – the first week in July and planning for the first floor to relocate for this August and September, we are now planning to launch Phase I in May 2024, relocating classes for (possibly) part of May and June so that it is completely ready by the first day of school in 2024-2025.  (Phase II would look to launch the summer of 2025.)  We’ll have much more detail about this “relocation” and what it means once we get into next year.

Are we disappointed?

Yes.

How will we mitigate that disappointment?

Partly by doing a much better job sharing high-quality renderings of the work around school and on our website.  Partly by investing students and teachers in the furniture and tech selection now that we have more time to work with.

Should we anticipate future delays?

We can’t completely predict the future, but certainly when it comes to “Phase I” I do not anticipate additional delays.  There is no reason to believe that we will not begin this project on the new timeline in the way I have described.

As much as it would have been nice to start our 75th Anniversary Year in partially new digs, there is also a nice symmetry to launching our renovation as a capstone to our 75th Anniversary Year and a bridge to what we hope will be our next 75 years.  We know that most important learning is what happens inside and outside the walls, not the wall themselves.  We also know that schools in disrepair are the ones who make those claims.  Our students deserve a physical learning environment on par with the excellence we provide and aspire towards in every other part of our program.  And they will have it, and have it soon.

Just not as soon as we had hoped.

We will do a better job keeping you updated on this project, including what to expect come next May when we formally launch.  In the meanwhile, you will have greater access to designs and samples and should you have any questions, concerns, feedback or suggestions, please don’t hesitate to be in touch.  I look forward to a North Star that is not just about floors with no ceilings, but floors with ceilings, hallways with appropriate lockers and learning nooks, classrooms with appropriate furniture and technology, and a school that looks as innovative as it educates.

Taking the Next Step in Your “Inspiring Jewish Journey”

[This is the brief dvar that I shared with Kitah Bet, their parents, grandparents, and special friends on Thursday, May 25th in honour of their Chagigat He’Chumah (Chumash Party).]

We celebrate our children’s first accomplishments in the study of Torah with the (symbolic) gift of Torah.  We choose to do this on the morning of Erev Shavuot to explicitly link our children’s receipt of Torah in school with our people’s receipt of Torah at Sinai.  Your choice to provide your children with a Jewish day school education forges that link.  Your choice connects your children to the generations who came before and to those yet to come.  Your choice joins your family story to the larger Jewish story.  Your choice honours the Jewish past and secures the Jewish future through the learning and experiences you have made possible for their Jewish present.

In our school, we try to capture the essence of this story through the notion of “journey”.  In a school as diverse as OJCS, we land at “journey” as the right “North Star” to aim towards because we can neither predict where a student’s – or family’s – Jewish journey begins, nor where it is headed.  What we can do – and try to in ways big and small – is to inspire movement.  On a day like today, heading into the holiday of Shavuot, a midrash connected to the day is worth exploring just for a bit because it best captures the methodology and the pedagogy we use at OJCS to inspire Jewish journeys  – and that is the idea of “na’aseh v’nishma” (Exodus 24:7).

The midrash is as follows:

When the Children of Israel were offered the Torah they enthusiastically accepted the prescriptive mitzvot (commandments) as God’s gift.  Israel collectively proclaimed the words “na’aseh v’nishma “, “we will do mitzvot and then we will understand them”.  Judaism places an emphasis on performance and understanding spirituality, values, community, and the self through deed.

Simply put, we learn best by doing.

That is why, as was true with the siddur they received at the end of Kitah Alef, the Torah they receive at the end of Kitah Bet is not a trophy to sit upon a shelf, but a tool to continue the Jewish journey they are just beginning.  It is our hope and our prayer that the work we have begun together as partners – parents and teachers; home and school – continue in the years ahead to provide our children with Jewish moments of meaning and Jewish experiences of consequence so that they can continue to receive and accept Torah in their own unique way, infused by a love of Judaism, informed by Jewish wisdom and aligned with Jewish values.

Thank you.

Thank you to the parents who have sacrificed in ways known and unknown to give your children the gift of Jewish day school.  Thank you for entrusting us with the sacred responsibility of educating your children.  It is not something that we take for granted.

Thank you to the teachers who give of their love, their time and their talent each and every day.  On a day like today, special thanks to Morah Sigal and Morah Corinne who have poured themselves into your children and into this day.  Our teachers play a significant role in shaping our children’s stories and we are grateful for the care they contribute to that holy task.

Mazal Tov & Chag Sameach!

The Transparency Files: Annual Parent Survey

It is that time of year again…but, perhaps, it may not continue to be “that time of year” – at least in this format – into the future…

As our enrollment continues to increase and our participation in the Annual Parent Survey continues to flatline – our survey has gone from covering 81 students to 84 students to 54 students to 58 students to 52 students and this year, the majority of questions were only answered by families covering 45 students.  That barely captures one quarter of our student population and it is only fair to ask, at this point, whether or not this continues to be the best way to solicit meaningful and actionable data.  Because that is the reason we do this – to learn how to continue to grow as a school.  Without three-quarters of the students accounted for, the data can only be so meaningful.  Without casting any aspersions about who is, or who is not, more likely to fill these surveys out, the odds of this 1/4 mapping onto the opinions of the remaining 3/4 seems long at best.  As the survey is per student, not per family, it runs the risk of being even less representative than that.  (In the service of anonymity, we have no way of knowing how many families the survey actually represents.)

Our goal of 50% seems more and more unrealistic each year.

So, after this year, we are going to have a think.  We could incentivize families to fill this out, as some parents have suggested.  We could consider moving to a model where we do focus groups some years and surveys other years.  Perhaps if we hired a third-party vendor to issue the survey, analyze the data and share the report, people would be more comfortable believing it is as anonymous as it is (it is!), or have more faith in an unbiased deliverable.  Either way, I think it is time to acknowledge that this methodology is no longer serving its intended purpose and the goals of receiving feedback and sharing it transparently likely require a new approach.

But that’s for next year…for now, instead of worrying about the motivations for why families did or didn’t fill out surveys, let’s thank the parents who did participate and try to make meaning of what they are telling us.  [If you would like to see a full comparison with last year, you can reread those results, or have them open so you can toggle back and forth.  In this post, I will try to capture the highlights and identify what trends seem worth paying attention to.]

For a third straight year, we have more spread than normal.  It is more typical to have a big cluster in the youngest grades with diminishing returns as you get older.  Again this year, we have a healthy (if low) distribution across most of our grades.

Without knowing how representative this quarter of students is, this year’s data set is heavier on the “no’s”.  Of course the “no’s” are always complicated to unpack because we have no way of knowing who of the “no’s” represent graduation or relocations, as opposed to choosing to attrit prior to Grade 8.  [If a higher percentage of the small number who attrit are represented in these results than in prior years, it would provide added context for the results.]  However, what continues to be true is that the overwhelming majority of families – regardless of their feedback – stay with us year-after-year.  This continues to say a lot about them and a lot about us.

Let’s look at the BIG PICTURE:

The first chart gives you the breakdown by category; the second chart gives you the weighted average satisfaction score (out of 10).  I will remind you that for this and all categories, I look at the range between 7-9 as the healthy band, obviously wanting scores to be closer to 9 than to 7, and looking for scores to go up each year.  In terms of “overall satisfaction”, we have now gone from 7.13 to 7.20 to 8.17 to 7.91 to 8.0 to 7.44.  Although it is a tick down from last year, the difference is statistically insignificant.

The one thing that jumps out here that will continue throughout all the data is that the “standard deviation” is much higher than in prior years.  Meaning, we have higher concentrations on both ends than normal – which combined with the low engagement probably explains the most about the data above and below.  This 1/4 of the student population could capture more families with the strongest feelings than in a typical year.

However, overall, this continues to be a good news story, but let’s dig deeper…

  • The overall theme, which I have been suggesting above and will carry forward is that almost every single category is slightly down.  That is not a trajectory that pleases us, even with all the possible caveats and contexts.  We like numbers to go up; we don’t like when numbers go down.  However, because they are consistent all across the board, it is a bit challenging to identify one issue, program or idea to work on.  I’ll have more to say below.
  • It remains true, however, that even with this disappointing trend line, all data points (here) round into the acceptable range.  So we don’t like the way the arrow is facing, but this constitutes a challenge, not a crisis.

 

 

 

  • I won’t repeat the same comment each time – each score being slightly down, but mostly in the acceptable range.
  • The one thing that jumps out from this, which we know, is that the school has been trying to provide the same level of quality in terms of “resource” with the same staffing structure spread across +40 students.  Meaning, during my six years at OJCS, we have over 40 more students in our school and the same number of personnel allocated to providing resource support – whether that is direct services to students, coaching and support for teachers in making accommodations, or even the customer service of reporting back and forth with parents.  We keep trying to do more with less, and if this data yields anything actionable it is this – even leaving aside potential differences in philosophy; we are not yet adequately staffed to deliver on our promise to parents.

Action to follow.  Watch this space.

 

 

 

 

  • Now this data set is revealing.  This is the first section that does not indicate a meaningful dip.  Despite the concerns above, this same set of parents has given us very high marks for General Studies.
  • With a full year in the Makerspace, with having done meaningful PD on the “Science of Reading”, and an overall return to business as usual, it is nice to find all our scores in the acceptable range (especially in a “down year”) in the category that most parents would deem paramount.

 

 

 

 

  • I would like these numbers to be higher, of course, but they are fairly in line with prior years.  One would have hoped that the added emphasis this year – the DELF, the investment in new curricular materials, etc., – would have yielded higher results, but the anonymity makes it hard to know how many students represented in this survey are in Core French, Extended French, etc.  I do know how hard our French Faculty work, so bon travail to the French Department as we continue to raise the bar each year.
  • I am very pleased with a baseline 6.79 for the first year of French PE – that rounds into the acceptable range with lots of room to grow.

 

 

 

 

 

  • We are pleased to see all our Jewish Studies metrics continue to hold strong for another year.   Considering, that we have transitioned away from a “Head of Jewish Studies” model (for now), this is especially encouraging.  Kol ha’kavod to the Jewish Studies Department!
  • Last year I said that, “I am taking the slight dip in “Tefillah” as a personal challenge!  It is my favourite subject to teach (students) and to coach (teachers) and I am going to make it my mission to push prayer past 7.0.”  Mission accomplished!
  • Last year, I said that, “I am also going to – assuming a return to normal – encourage our community’s rabbis to resume a greater role in Jewish life at OJCS.”  Well, it went up…but we could and will do more.

 

 

 

 

  • Great job Mr. Ebbs for keeping our Art Program moving in the right direction!
  • Coming out of COVID, it is nice to see that both Extracurricular and Athletics have ticked up a notch!
  • Hot Lunch and After School Programming have ticked down a bit – these are areas where we work with partners and we’ll be carrying these results to them in order to see where we can improve for next year.

  • These are mostly wonderful scores, all just about the same and well into the healthy ranges.  We know that we have our teachers and Ellie to thank for a lot of those high scores!
  • We will be making meaningful changes next year to our academic calendar – which will include when and how we schedule Parent-Teacher Conferences.  We are excited to share this with you soon and think that will have a positive impact on how parents receive feedback on their child(ren)’s academic progress.  Stay tuned!

  • I have already shared my thoughts on my own job performance in my prior “Transparency Files” post.  I will simply state here my numbers, like all the above are largely the same, with the same across-the-board dip.  The one data point that I will be reflecting on is my “responsive/accessibility” – I’d like to see this trend upwards in the year to come.
  • The one metric that I am disappointed to see take a dip down after three straight positive years is the last one, which essentially serves as a proxy for school-wide behavior management.  Four years ago we scored a 6.69 and I stated that, “we are working on launching a new, school-wide behavior management system next year based on the “7 Habits” and anchored in our “North Stars”.  I will be surprised if this score doesn’t go up next year.”  Well, three years ago it came in at 7.65, two years it climbed up to 8.19, and it remained high at 7.85 last year.  6.73 puts at back at square one – even if it rounds into the acceptable range, and even with a small sample size.  Parents at OJCS can expect to see significant attention being paid to overall behavior management in 2023-2024.

Last data point [Remember this question was scaled 1-5.]:

Our score remains consistent from 4.44 to 4.34 to 4.34 to 4.14.  Considering the overall results, this is a fairly positive data point, even if the trend line is not what we would prefer.

So there you have it for 2022-2023!

Thanks to all the parents who took the time and care to fill out surveys!  In addition to the multiple choice questions, there were opportunities for open-ended responses and a couple of experimental sections.  Your written responses added an additional layer of depth; one which is difficult to summarize for a post like this.  Please know that all comments will be shared with those they concern.  (This includes a full set of unedited and unredacted results which goes to the Head Support and Evaluation Committee of our Board of Trustees.)

As I said at the beginning, without meaningful data we don’t know how high to put the “floor” we stand upon to reach towards our North Stars.  We will likely look to change our feedback loop to ensure we hear more from more families.  That way, we can make sure that without a ceiling, we aim to reach higher each year…

The Siddur is a Time Machine

Here are the words I shared with Kitah Alef this morning in celebration of their Kabbalat Ha’Siddur:

A morning like this inspires a few thoughts about time…

Jewish time is a dance between the straight line of temporal life and a circle of sacred moments.  On the one hand we move from one rite of passage to the next; our children are born, they take their first steps, they speak their first words, they make their first friends, they attend their first day of school, and one day they receive their first siddur.  On the other hand, we return and revisit waystations of meaning – Shabbat comes each week, Rosh Chodesh comes each month, holidays and festivals come each year – and each year Kitah Alef receives their first siddurim.  For those of you for whom this is not your first Kabbalat Ha’Siddur you are sitting in both spaces – for your child it is the next stage of their trek through life; as a parent you are returning to a sacred family moment.  I believe that part of the magic of living a Jewish life is to recognize and to celebrate when and where this line and this circle intersect.

One of our school’s North Stars is that “we are all on inspiring Jewish journeys” and the Kabbalat Ha’Siddur is a significant stop on a journey that began together under the chuppah on the first days of Junior and Senior Kindergarten.  But by linking this moment to Tefillah – to prayer – we are teaching our children and, perhaps, reminding ourselves of an important idea.  For all the reasons we can and do pray – to express gratitude, to connect to community, to be part of a chain in history, to offer petition, to engage in mindfulness, to talk to God, to take an opportunity to measure ourselves against our best selves, etc. – perhaps the idea that links them together is that it forces us to zoom out and appreciate the twin journeys a Jewish life represents.  You are about to sing Adon Olam with your child on the day of his or her Kabbalat Ha’Siddur, using the Siddur our school gifts you, covered with the love you put into its decoration.  You have likely sung Adon Olam before and will likely sing Adon Olam again.  Those words will be the same.  But you and your children will not.  Adon Olam will forever be linked with this moment and who you were at this time.

We give our students – your children – the gift of a Siddur not to be a trophy, but to be a tool.  And this tool will hopefully serve many purposes on the journey forward.  But I also believe this Siddur is more than a tool for prayer literacy, it is also a compass, if not a time machine, for the Jewish journey of your children and your family.  Each time you open it, you are everyone you were up until that point, with all the memories and experiences that came with you.  You read the same words with different eyes and, thus, they elicit different meanings.  When my daughters led services at their Bat Mitzvahs they used the siddurim they received in Kitah Alef.  And when my older one goes off to university next year, she’ll add that siddur to her bookshelf.

My prayer for this class, and for you, is that the siddur we gift you today serves as a reminder of -and a guide for – the extraordinary and unpredictable Jewish journey ahead.  A journey that our school is honoured to share whilst entrusted with the sacred task of educating this wonderful group of children.  As we share our gift with you, thank you for the gift you have given us with your trust.  Mazal tov to us and mazal tov to you.

Teacher Appreciation Week 2023: When In Doubt – Trust The Teacher

“Teacher Appreciation Week” – like so much of our calendar – is a reminder of something that ought not be restricted to a week or a day.  As memories these days seem to be shorter and shorter, we shouldn’t forget the burst of appreciation for what it means to be a teacher that bubbled up during COVID – a time where parents both saw firsthand and, in some cases, experienced firsthand all that it means to teach children.  Those memories alone should be more than enough to remind us that we owe our teachers and those who care for our children much more than “appreciation”…

I have been in the field of Jewish day school since 2005 and the field of Jewish education since 1997.  Stress, fatigue, under-appreciation, burnout – these factors have (sadly) always been present (as they have been in almost all forms of education, service work and nonprofits).  The days of the 30-year teacher and/or administrator have been ending in slow motion for years and decades, but the exodus we – the field – are experiencing since COVID is unprecedented and potentially cataclysmic.

We have been both lucky and blessed at OJCS, pre-pandemic, during COVID, and post-pandemic with a significant number of veteran teachers and administrators who continue to make OJCS their address for their love of children and their passion for teaching, year after year.  But that doesn’t mean that the last few years have not taken their toll.  They have.  And it certainly doesn’t mean that we should take their commitment and dedication for granted.  We shouldn’t.  What it means – to me – is that the small things that truly demonstrate “appreciation” matter now, more than ever.  That, in fact, the small things couldn’t loom larger.

With Teacher Appreciation Week launching next week, our Admin, PTA and Board eagerly look forward to celebrating and spoiling our teachers.  How, you may ask?  Like this:

What could you do to make a huge difference to the overall wellbeing of our school?  Simply pick an item from below (aggregated from lots of blog posts) and make a teacher’s day:

  • A personalized note or email
  • A homemade craft
  • Caffeine
  • A hot meal
  • Gift cards
  • Plants
  • A personalized thank-you sign
  • Small treasures
  • Something special that reminds a teacher of his/her student(s)
  • Alcohol (but check first!)
  • Show up for school!
  • Spa treatment
  • Experiential gifts (like a remote yoga or dance class)
  • Donations to a dream project
  • Year-Round Advocacy

My personal suggestion?  Absolutely send gift cards and post creatively on social media.  Buy ads in yearbooks, post lawns signs and lead parades!  Do any and all of the above list.  Express your appreciation for all the things your child(ren)’s teacher(s) have done to learning as successful as it has been.  Please.

But if you want to go the extra mile?  Try assuming the best of our teachers – even when they have difficult truths to share.  Give them the benefit of the doubt – even when they don’t communicate as well as they could.  Treat them as partners – even when they make mistakes.  Let’s not simply tell our teachers that we appreciate them; let’s actually appreciate them.

Please be sure to fill out this year’s Annual Parent Survey no later than May 15th if you want your results included in the public reporting!

The Transparency Files: Self-Evaluation

With the theme of this year being “Getting Our Mojo Back,” one thing that you can be sure of as the calendar turns to May and June, is that I will deliver you a series of “Transparency Files” blog posts!  OJCS Parents will soon receive their link to our Annual Parent Survey, and so I will again begin with a self-evaluation and will continue with the sharing of results of that survey, the results from our Annual Faculty Survey (which is shared directly with them), and will conclude with a discussion of next year and an introduction of the 2023-2024 OJCS Faculty.  [These posts will not follow week-by-week.]

We are in that “evaluation” time of year!  As Head of School, I have the responsibility of performing an evaluation of staff and faculty each year.  Fittingly, they have an opportunity to do the same of me.  Our Annual Faculty Survey presents current teachers and staff with the opportunity to provide anonymous feedback of my performance as Head of School.  Our Annual Parent Survey presents current parents with an opportunity to do the same (as part of a much larger survey of school satisfaction).  Please know that the full unedited results of both are sent onto the OJCS Board of Trustees Head Support & Evaluation Committee as part of their data collection for the execution of my annual performance review.

You are welcome to review last year’s self-evaluation post before moving onto this year’s.  Like last year’s, I am going to skip the cutting-and-pasting from my goal-setting document and simply present to you a few big ideas that come from my “principal’s” bucket, and not as much from my “head of school’s” bucket (i.e. fundraising, marketing, budgeting, etc.).

…thanks to a grant from Prizmah we partnered with PJ Library on a variety of events to grow the number of Jewish families in Ottawa who are familiar with our school!  Highlights included a Library Storytime, lulav & etrog-shaking in our OJCS Sukkah, and two different “Havdalah in the Park” programs – one in Centrepointe and one in Alta Vista.  We are looking forward to building on this relationship in the years to come!

…in order to fully mark the transition from COVID to…now…we thought it was important to revisit three “Critical Conversations” that were so helpful to our growth (in every sense of the word) during our first few years together.  We, therefore, held three “Town Halls”: 1) Let’s Talk About the “J” in “OJCS”…Again: The JS Town Hall 2022; 2) Let’s Talk About French…Again. L’assemblée de Français 2022; and 3) Let’s Talk About the Future…Again: The “Sneak Peek” Town Hall 2023.    Our hope is that we have successfully put all our families on an even playing field as to how we got from where we were to where we are…and provided clarity as to how we plan to get from where we are to where we are headed.

…we began our three-year journey to full CAIS Accreditation by focusing on getting organized and beginning to think through succession planning both on the lay (board) side and on the professional side.  As we complete this journey, we seek to help parents in our community better understand how we fit into the private school landscape, as OJCS will – eventually – join Ashbury and Elmwood as the only CAIS Accredited schools in Ottawa.

…in addition to launching French-language PE this year, we tried to shine a brighter spotlight on all things French at OJCS with La célébration de la semaine de la Francophonie 2023, which culminated in a wonderful Francofête attended by parents.  We look forward to building on both as we continue to focus attention on French outcomes for OJCS graduates.

…we piloted a Middle School Information Night for Grade 5 Parents and will follow up in June with a Taste of Middle School for Grade 5 Students.  We want to do a better and better job celebrating the value proposition for Middle School at OJCS.  Beginning the conversation earlier can only help.

…with the help of a generous grant by the Jewish Federation of Ottawa‘s Fund for Innovative Capacity Building, OJCS Hebrew Faculty worked with Hebrew at the Center over the balance of this school year on a curriculum mapping consultancy.  Once complete (in another 1-2 years), we will have a deliverable for both teachers and parents that fully describe our benchmarks and standards for all Jewish Studies topics across all grades.

What did not get done or what still needs work?

A lot!

First order of business will be moving forward on our amazing $1.5 million reimagination (now $2 million) of classrooms at OJCS thanks to an anonymous gift.  We have been working with an architect firm –  Figurr – and look forward to launching this summer.  [Stay tuned for all of what that will and won’t mean for the start of school.]  The future of education in Ottawa really will be built right here at OJCS!

Second order of business will be continuing to reconnect with our families and our community.  We aspire to be more than a school, but people’s lives are so busy!  What can we do differently next year?  What should we do differently next year?  What should a PTA be and look like?  What kinds of friend-raising activities could we or should we be facilitating or encouraging for OJCS parents?  What kinds of Jewish experiences could we be promoting or providing for OJCS families?

Third order of business, somewhat related to this year’s theme, is “teachers teaching”.  After years of worthwhile complications and interruptions through task forces, consultancies and quasi-administrative portfolios, next year will be about streamlining, simplifying, quieting and calming.  We have reached a new stage of our journey as a school and what is required now is refocusing on what our most sacred tasks are – teachers teaching and students learning.

Those are just highlights.

If you have already contributed feedback through our surveys, thank you.  [Remember the deadline for your feedback to be included in reporting is May 15th.]  Your (additional and/or direct) feedback – whether shared publicly, privately through email or social media, or shared through conversation – is greatly appreciated.  As I tell our teachers, I look forward to getting better at my job each year and I am thankful for the feedback I receive that allows me to try.