The Transparency Files: The OJCS 2019-2020 Faculty

I realize that I may have squeezed out five blog posts over the last two weeks, but that for many of you, this is the annual post you have been waiting for…

It is amazing to note that we have reached this point in the calendar and that the final two weeks of school are in front of us!  It has been such an extraordinary year here at OJCS and we are already busy planning for the next one.  I can appreciate that no one – including me! – wants to wish their summer away, but we are so excited about what is in store that we almost cannot wait to begin again!

Speaking of next year…

As you hopefully have already heard, we are saying goodbye to Rabbi Finkelstein and Noga Reiss who will be retiring at the end of this school year after long and distinguished careers at OJCS. [Hopefully you are planning on attending their Retirement Tea on Sunday, June 23rd at 3:00 PM here at the school.  Email the office to RSVP.]  These two faculty members have contributed much to our school and each will be missed.

The search process to fill Rabbi Finkelstein’s and other existing and new positions is underway and we will continue to update you as we make hires between now and the beginning of next year.

Looking back at last year’s post, I am struck by how many new structures and departments we introduced and that here, a year later, how much more stable we have become.  Last year, we introduced new schedules, increased contact time with both Hebrew and French, a new Department of Special Education, and a new Educational Leadership Team.  This year, we are simply letting you know who the key ingredients to the meal we are cooking together will be…

It does not mean that we are content or don’t have lots of work still ahead of us in order to become the school we seek to become!  In order to reach those “North Stars,” our teachers are looking forward to a year to live them more fully, to make sure the strategies we have developed (such as “prototyping”) are understood, to give us all a chance to better understand the whys and hows of classroom blogs, to implement a new homework philosophy, to truly strengthen the “J” in OJCS, to open our makerspace, and to launch a powerful new partnership to enhance French language education.  This will be more than enough to keep us joyfully busy into next year and beyond…

Finally, you will see below a few places where we have decided to absorb the cost of splitting classes, not just because enrollment in those classes may be going up, but because our promise to parents of personalization requires us to staff according to need, not to numbers, and we intend to deliver on those promises.

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 2019-2020 OJCS Faculty & Staff

Lower School General Studies Faculty

  • Kindergarten: Janet Darwish, Dora Scharf (French) & Taylor Smith (EA)
  • Grade One: Ann-Lynn Rapoport & Dora Scharf (French) [TWO Classes]
  • Grade Two: Lianna Krantzberg & Dora Scharf/Aaron Polowin (French) [TWO Classes]
  • Grade Three: Faye Mellenthin & Aaron Polowin (French)
  • Grade Four: Julie Bennett, a French Teacher (Core) & Aaron Polowin (Extended) [TWO Classes]
  • Grade Five: Melissa Thompson, a French Teacher (Core) & Aaron Polowin (Extended)

Lower School Jewish Studies Faculty

  • Kitah Gan: Shira Waldman
  • Kitah Alef: Ada Aizenberg [TWO CLASSES]
  • Kitah Bet: Bethany Goldstein [TWO CLASSES]
  • Kitah Gimmel: Sigal Baray
  • Kitah Dalet: Yardena Kaiman [TWO CLASSES]
  • Kitah Hay: Gonen Sagy

Middle School Faculty

  • Grade 6 Educational Assistant: An Educational Assistant
  • Science: Josh Ray
  • Mathematics: Chelsea Cleveland
  • Language Arts: Mike Washerstein
  • Social Studies: Deanna Bertrend
  • Extended French: Stéphane Cinanni
  • Core French:  French Teacher
  • Hebrew: Gonen Sagy  (Level I) & Ruthie Lebovich (Level II)
  • Jewish Studies: Mike Washerstein
  • Rabbinics: A Rabbinics Teacher

Specialists

  • Art: Shira Waldman
  • Music: A Music Teacher
  • PE: Josh Ray, Faye Mellenthin (Grades 1, 2 & MS Girls) & Linda Signer (K)
  • Library: Brigitte Ruel

Department of Special Education

  • Keren Gordon, Vice Principal
  • Sharon Reichstein, Director of Special Needs
  • Linda Signer, Resource Teacher
  • Brian Kom, Resource Teacher
  • Chelsea Cleveland, Math Resource
  • Shira Waldman/Sigal Baray, Hebrew Resource*
  • French Teacher, French Resource*

Education Leadership Team

  • Melissa Thompson, Teaching & Learning Coordinator
  • Deanna Bertrend, Student Life Coordinator

Administration

  • Josh Max – IT & Technology Support
  • Ellie Kamil – Executive Assistant to the Head of School
  • Head of Jewish Studies – Head of Jewish Studies
  • Development Director – Director of Development*
  • Jennifer Greenberg – Director of Recruitment
  • Keren Gordon – Vice-Principal
  • Dr. Jon Mitzmacher – Head of School

We are moving full steam ahead with candidates for all the above positions and between our extraordinary returning teachers and the quality of the candidates we have met thus far for new teachers, we know that the future is bright at OJCS.

*New position for 2019-2020.

This likely ends my weekly blogging for the season.  I will be away with our Grade 8s next week on their GRAD Trip to NYC (follow us on social media!) and then it is OJCS Graduation, Last Day of School and Faculty Pre-Pre-Planning (our PD days where we pivot towards the next year).  I will blog through the summer if and when there is what to share.  Our office remains open, of course, but administration will take staggered vacation throughout the summer to make sure our saws are fully sharpened for 2019-2020.

The Transparency Files: Evaluation of Self

Although the weather outside is only finally warming up, it is actually June and we have reached our final month of this amazing 2019-2020 school year!  It is hard to believe how much has happened this year and how much we still have on tap for the final weeks!  Circumstances led me to switch up the order of my annual series of closing “Transparency Files” blog posts.  This year, I began with the results of the Annual Parent Survey and the results of the Annual Faculty Survey (shared directly with Faculty), am now moving here to my self-evaluation, and will finish with a discussion of next year’s new initiatives and conclude with an introduction of the 2019-2020 OJCS Faculty.

So let’s lean in…

We are in that “evaluation” time of year!  As Head of School, I have the responsibility for performing the 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.  Please know that I have already shared the results and analysis with the faculty and have sent the full unedited results to our Board’s Head Support & Evaluation Committee as part of their data collection for my evaluation.

You are welcome to review last year’s self-evaluation post before moving onto this year’s…

This year’s self-evaluation is based on goals created for this year (which was done at the beginning of the year in consultation with that same Head Support & Evaluation Committee).  You will not find a complete laundry list of my day-to-day responsibilities.  [I am focusing here on more of my “principal’s” responsibilities, not as much on my “head of school’s” (i.e. fundraising, marketing, budgeting, etc.)]  You will find selected components [there are more goals in each area than I am highlighting here] for the 2018-2019 OJCS academic year:

Establish steady and measurable growth of the student population

  1. Establish and drive a recruitment plan to promote the school and attract new students.
    1. Develop a recruitment strategy with the Admissions Director by December 1st.
    2. Review and track recruitment effectiveness and make adjustments as required (ongoing, but December – April is the key period).
  2. Design and execute a retention strategy and plan.
    1. Develop a “moves management” database for all current families and launch weekly retention meetings with Admissions Director by first week in December.
    2. Annual Parent Survey is taken each May, shared with families and utilized in plans for the following years (when appropriate).
    3. Complete exit interviews/surveys with students and parents to better understand reasons for leaving are done as decisions become final in the Spring.
    4. Parent Ambassador for all new OJCS families to launch the first week of school.
  3. Strengthen pipeline with Ganon & Early Beginnings.
    1. Meet with directors to share updates and solicit feedback twice-yearly (December & May).
    2. Schedule engagement opportunities for Ganon and Early Beginnings JKs w/OJCS K for November.
    3. Develop a plan for the ongoing transition of Ganon’s JK to OJCS by February.
  4. Deepen relationships with synagogues.
    1. Re-launch the Rabbinic Advisory Committee in November with a goal of identifying concrete engagement opportunities for OJCS and each synagogue.
    2. Meet with each Rabbi by January to identify a specific engagement opportunity for Jon (speaking, Shabbat dinner, etc) and a select group of prospective parents.

OJCS is a school of excellence (through our work with NoTosh we aspire to be “the best school in Ottawa”)

  1. Translating our “North Stars” (“The OJCS Way”) into a strategy document.
    1. Work with NoTosh to revise final strategy document by December 1st.
    2. Translate the strategy document into a slide-deck for presentation to teachers/board/parents by January.
    3. Create parent collateral to help drive external identification of “The OJCS Way” with “excellence”.
  2. Connecting the dots between our work with NoTosh and our work with Silvia Tolisano.
    1. Meet with members of the NoTosh Design Team and the Silvia Cohort to keep everyone on the same page (ongoing).
    2. Encourage at least 10-15 prototypes through the prototype protocol.
  3. Clarify what role the CAT-4 plays in evaluating academic “excellence”.
    1. Analyze CAT-4 results with teachers to evaluate how useful they are in shaping instruction.
    2. Based on data and “The OJCS Way” blog out results while holding individual parent meetings (as needed).
  4. Create a technology plan for teachers, students and school.
    1. Work with Technology Director to develop plans for current and desire technology in the school.
    2. Work with teachers – and then parents – to decide which devices students will need to have (both in school and at home) in which grades.
  5. Develop a comprehensive Professional Development (PD) plan.
    1. Ensure that each teacher has a signed Professional Growth Plan (PGP) by November.
    2. Work with new Coordinators to see what common themes arise from PGPs and decide where and how to address over the course of the year (PD days, faculty meetings, conferences, resources, etc.).
  6. (Constantly) improve faculty morale.
    1. Launched “Positive Notes” prototype in January
    2. Results from the Annual Faculty Survey indicate success.

OJCS inspires Jewish journeys in its students, families and community.

  1. Deepen and develop personal relationships with holiday and Shabbat experiences.
    1. Invite children’s classes to house for Sukkot (September).
    2. Begin rotating families through for Shabbat dinners.
    3. Prototype at least one holiday workshop with PTA.
  2. Expand holiday family experiences.
    1. Make sure each grade has at least two Kabbalat Shabbat experiences at school.
    2. Grow our annual Chanukah and Passover celebrations to deepen family engagement.
    3. Coach a few teachers who have family engagement as part of their PGP to maximize their prototypes.
  3. Thought-leadership.
    1. Make sure blog has appropriate balance, including connections between the way Judaism is lived in school and how it could be lived at home.
    2. Work with local synagogues on Shabbat and holiday programming.

I am pleased to say that we managed to hit many of the above goals and are on our way to hitting the rest!  Here are some things to focus in on…

…we just recently met with our friends at the SJCC and Ganon Preschool to deliver preliminary plans for the next two years of transition of JK from Ganon to OJCS and we are holding meetings this month between JK and SK teachers to launch new initiatives in 2019-2020.

…we are pleased to be cosponsoring a Shavuot program this week with Congregation Beit Tikvah and co-facilitating a Shavuot program with Kehillat Beth Israel.

…we are meeting with PTA leadership this week to pass along feedback from the Annual Parent Survey and to explore ways to engage more parents in holiday workshops or other parent education opportunities.  This is an area we are desperate to improve in next year.

…we have drafted a BYOD (bring your own device) policy for Grades 4-8, which will be sent to parents later on this month.

…the schedule kinda got away from us, but we do have a final K-5 Kabbalat Shabbat on June 21st at 3:00 PM!

Those are just some highlights!  As always, your feedback – whether publicly commented here, privately shared with me through email or social media, or directly shared through conversation – is greatly appreciated.  As I told our teachers, I look forward to getting better at my job and I am thankful for the feedback I receive that allows me to try.

The Transparency Files: Annual Parent Survey

This is probably a couple of weeks later than I had hoped, but I am pleased to share with you the results of this year’s Annual Parent Survey!  If you want a full comparison with last year, you can reread those results or toggle back and forth.  What I will try to do here, is to capture the highlights now that we have a baseline for comparison.

The first thing to name is that the percentage of students represented in this year’s survey is lower than last year, even if it captures slightly more students.  Last year’s survey covered 81 students and this year’s covers 84.  Also, the survey is per student, not per family, which means that it is even less representative than that.  In the service of anonymity, we have no way to know how many families the survey actually represents.  Finally, for most of the sections below, only 70 students – or roughly 40% of the school – is represented in the results.  (Surveys of 14 students did not include data outside the opening and closing questions.)  We would love to see that number at 70% or higher in the future to be more sure that the results are valid, but as always, we believe that all data is valuable data.

Whereas it is common wisdom that folks with concerns are usually more likely to fill out these surveys, the truth is that it would only strengthen these numbers, because by and by they are pretty good!  More than being worried about the motivations for why families do or don’t fill out surveys, we are most concerned that our families feel that they have an opportunity to provide us with feedback and, even more important than that, that the school factors in parent voice as it makes decisions.  We can only hope that we prove to families each year that we do take voice seriously, we do lean into healthy critique, and we do want to hear from them.  We will revisit when we give the survey, how long we keep the survey window open and how we could incentivize folks to fill them out.  We will aim for over 50% next year and 70% in the years to come.  In the meanwhile, let’s celebrate the parents who did participate and try to make meaning of what they are telling us.

As was the case last year – and is usually the case everywhere – it is the parents of our youngest students who are the most invested with decreasing participation as the years go on.  It is, however, a bit more representative than last year’s group.

This percentage is higher than last year and is confounded a bit by the fact that families who are moving out of Canada for example, or who are graduating would sit in the same “No” with families who attritting before Grade 8.  That the percentage is higher has some logic because our attrition rates are down again heading into next year, but I cannot unpack the “No” box while maintaining anonymity.  All of this to say is, if it is true that our most critical parents are filling out this survey, the overwhelming majority intend to continue at OJCS.  That says a lot about them and about us.

Let’s look at the BIG PICTURE:

So I will remind/tell you that for this and all categories, we look at the range between 7-9 as the healthy band, obviously wanting scores to be closer to 9 than 7, and looking for numbers to go up each year.  Last year, our score was 7.13 and this year it is 7.20.  Is it healthy?  Absolutely, although still closer to the low end of the band than we would prefer.  Did it go up?  Yes, although not as much we would like considering how much better a school we have become by a variety of other measures.  Is there a disconnect between what the school believes is true and what parents see and believe?  Is this a failure of communication?  These will be important questions for us to chew on.  Let’s dig deeper…

A few things jump out…

  • The topline number is essentially unchanged (7.17 to 7.11), while remaining lower in the healthy band than we would like to see.
  • Unlike last year, the score for “learning LEVELS” and “learning STYLES” is exactly the same, which leads me to wonder if people understand what we’re actually asking about (are these actually good or clear questions).
  • Even the ones that are below the healthy range (in the 6s) are actually all up from last year, which hopefully means they will enter that range soon.
  • I am pleased to see parents have pushed the question about individualized attention into the healthy range (7.09) as it is a core value of the school.
  • Our lowest score (6.56) is connected to homework, which we had already identified as a critical concern.  We hope that the new Homework Philosophy we shared out just a few weeks ago will help see that score rise when it is implemented next year.

  • So here is where having comparison data is actually helpful.  Each score in this section is lower than we want it to be and each score in this section is higher than it was last year.  (Remember that we think 7-9 is the healthy range; a “5” still means “satisfied” on the scale).
  • The topline number is still below a 7 and that still remains unacceptable.  It may round up, but next year it has to get there on its own.
  • The biggest improvements in this section are connected to our ability to meet the needs of students with IEPs and we know it is connected to our having hired a Director of Special Education this year.  We also know that it is not yet where we want it to be, but this is a clear example of where parent voice, aligned with teacher and student voice, leads to meaningful action.  (Fill out those surveys y’all!  We really do pay attention.)

As was the case last year, there are no huge bombshells, but there are some things worth pointing out…

  • The topline number is essentially the same (7.27 to 7.24).
  • Our lowest scores (and we added two new sub-questions in this category) deal with French and we are excited to see those numbers begin to approach healthy levels as we move forward next year with the intense professional development for our French Faculty that we announced earlier this week.  We are a bit disappointed that the added contact time and rigor have not yet registered, but we know they were steps in the right direction.  Our newest families have the same high expectations of us that we have for ourselves, and now it is time for the school to deliver on its promises.  This is another clear example of where parent voice, aligned with teacher and student voice, leads to meaningful action.  (Fill out those surveys y’all!  We really do pay attention.  We even wrote it twice to be sure you noticed!)
  • From the comments in the experimental section on French outcomes, it is very clear that we do, in fact, have three populations at OJCS.  We have families who are satisfied with what we presently offer with a “Core” and “Extended” program.  We have many families who want to see the quality of those programs increase, especially the ones who are counting on our ability to graduate students out of “extended” into Grade 9 immersion programs.  We also, however, have families who would like to see us – at least as an option – provide an analogous immersion experience to the public board.  This conversation, as we said, is just beginning.
  • We noted last year that we were counting on Art, Music and PE to be improved by assigning them teachers who could focus more exclusively on these specialties and we are pleased that each score has gone up!

  • With regard to Jewish Studies, we are very pleased that all our numbers are significantly up from last year and have entered the healthy range (one score needs a little rounding to get there, but still)!  Reading last year’s results, I said that, “I fully expect that the changes we proposed for Jewish Studies – emphasis on Hebrew fluency, reinstitution of structured tefillah, etc. – will lead to higher scores in the year to come.”  Well…we made those changes and it is wonderful to see that they landed with our families.
  • We clearly have work remaining to bring our hot lunch program, our field trips (both quantity and quality), and helping our friends at the JCC with feedback about after-school programming to bring those scores into the healthy band…speaking of after-school programming…

From our experimental section, we gain this data point.  If we have at least 40 students, as is indicated, expressing interest in a French after-school experience, we have a responsibility to figure out the how and the what.  Stay tuned.

  • I will hold most of my comments on my own scores for an upcoming “Transparency Files” with my full self-evaluation.  Here, I will simply say that I am relatively pleased with stable scores in the healthy range.
  • My lowest score is in providing learning for parents…and I agree!  I am legitimately struggling to figure out how to do this better with the busy lives of our parents.  Last year I tried to teach a weekly class, but we couldn’t carry a critical mass week-to-week to make it viable.  I’m open to suggestion (like, please do) on how to do this better.  Help me to help you to help me.
  • Our lowest score in this area (ticked slightly down from last year’s 6.97) is about our “code of conduct” and we are pleased to share 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.

Last data point:

Remember this question was scaled 1-5.  Our score is interestingly unchanged at 4.14.  I’m not sure how much more room to go up there is, but it is a windmill we will gladly tilt at.

So there you have it for 2018-2019!

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 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 as you have seen that we really do use this data to make enhancements and improvements each year.  By the by, we are pleased with how well satisfied our parents are with how the school is going…but be assured, just like with everything else, we expect to see growth and progress in a school where there is “a floor, but no ceiling”.

In the next few weeks, I will look forward to sharing my self-evaluation, an exciting enrollment update, and to introducing the 2019-2020 OJCS Faculty!

The Transparency Files: Why Do We Give Homework?

That’s not rhetorical.  It is an actual, live question that we are finally ready to begin answering here at the Ottawa Jewish Community School, as promised.

It is reasonable to conclude that there are various philosophies about what the purpose of homework ought to be and that there is ample research to be found supporting just about all of them.  For our school, however, the conversation comes with a context.  Considering who we are and what we believe to be true about teaching and learning, what ought to be the role of homework here?

What is our current homework policy?

We have a simple 10 minutes that incrementally increases by grade level (outside of reading) formula for estimating the appropriate time it should take a typical student to complete his or her homework.

Part of the impetus for taking this on is that not only does that policy seem not to hold true often enough, it fails to address the whys and whats of homework.  It only speaks to, “how much?”  We can do better.

 

The purpose of an OJCS Homework Policy, once re-imagined, will be to provide guidelines for teachers, provide for consistency through the grades, and to educate parents who have questions about homework.  A school policy regarding homework, along with clear expectations for teachers as to what constitutes good homework, can help to strengthen the benefits of homework for student learning.

This policy will need to address the purposes of homework, amount and frequency, and the responsibilities of teachers, students, parents, and administrators.  The OJCS Homework Policy will be based on research regarding the correlation between homework and student achievement as well as best practices for homework.

Without having had all the conversations we will be having, I do think based on the conversations we have had, that there are philosophical conclusions consistent with who we are that we can put up front that will inform the policy once complete.  The philosophy at the Ottawa Jewish Community School regarding K-8 homework is that it should only be assigned if it is meaningful, purposeful, and appropriate. Homework will serve to deepen student learning and enhance understanding.  Homework should be consistent with the school’s “North Stars” and strive to incorporate creativity, critical thinking, authenticity, and student ownership.

There are also some commonsense practices we believe will help to increase the benefits of homework while minimizing potential problems.

Homework is more effective when:

…..the purpose of the homework assignment is clear.  Students should leave the classroom with a clear understanding of what they are being asked to do and how to do it.

…..it does not discourage and frustrate students.  Students should be familiar with the concepts and material (unless a flipped pedagogy is being employed).

…..it is on a consistent schedule.  It can help busy students and parents remember to do assignments when they are consistent.

…..it is explicitly related to the classwork.

…..it is engaging and creative.

…..it is authentic.

…..feedback is given.  Follow-up is necessary to address any comprehension issues that may arise.

…..it is personalized.

 

This is not to suggest that we are not presently trying to live up to the above in our current practice.  But it is to suggest that our written policy fails to provide teachers, parents or students with sufficient guidance to ensure that all students in all grades are doing appropriate homework – appropriate quality, appropriate content and appropriate length.

As with every other initiative or project we undertake at OJCS, our conversation and conclusions about homework will be done collaboratively and transparently.  We look forward to these conversations, to doing the work, and to sharing it out when done.

Let’s Talk About Blogs: The OJCS Blogosphere Town Hall

Early in the year, I blogged about coming attractions and shared that…

With the beginning of the 2018-2019 school year, and due to significant and overwhelming feedback from parents, teachers, and students, the OJCS is transitioning away from Google Classroom and launching school-wide class blogs.   Our new blogging platform will make it a whole lot easier for parents and students to know what is happening in their classes and for teachers and students to share pictures, videos, examples and reflections of the incredible work they are doing.

We learn better together” is one our North Stars;  school blogs will help us expand the concentric circles of “we” to amplify and share the learning.

We held a “Town Hall” on October 3rd (delayed once due to the tornado) in which we laid out our big picture vision for moving towards a blogging platform and to take a tour of the “OJCS Blogosphere”.  So.  Now that we have made it through the Jewish holidays, essentially restarted school and have finished our first (!) five-day week, it seems like a good time to check in to see how this whole blogging prototype is going.

The first thing that is important is to know that the OJCS Blogosphere exists!  There are Lower School Blogs for each class K -5, a Middle School landing page with a calendar of major projects/tests, individual Middle School Teacher Blogs (Math, Language Arts, etc.), School Activities and Special Interest Blogs and Leadership Blogs. You will find increasing and increasingly exciting content on them all. You may also find navigating the blogosphere new, confusing, or frustrating, depending on what you are looking for, how easy it is to find (or not) or whether it is there (yet) at all.

The use of “prototype” to describe our launch of blogs is intentional. It is to remind us that we are trying something new, seeking feedback, and making changes as we go.  We are learning what works and what doesn’t.  We are also learning what works as a vehicle for education and what works as a vehicle for communication. Recognizing there is no one platform that does everything we want in terms of both education and communication, we are working to fill the gaps.  We have appreciated your comments and your suggestions and are meaningfully considering them as we go.  For now, however, I thought it might be easier to frame where we currently are as a hypothetical FAQ built on real email questions we have received thus far:

What are the minimum expectations of what is supposed to be where?  Is everything on the blogs or do I need monitor email, the website, The Hadashot, etc?  

We are in the beginning of a major shift, but the consistency is not yet there.  Each teacher/grade-level team was given a rubric for their blogs with the minimum “must-haves” and they include homework, class events, quizzes, and major projects.  There are some distinctions between Lower School and Middle School – the Middle School Calendar we created on the homepage for Middle School is intended for major tests/projects (only) for example, but where we are headed is a place where the blogs become the primary (only) source for information.

It is a major transition in two ways.

The first is for students.  As they get older and take on greater executive functioning, learning to manage their workloads, where to find homework, etc., transitions from teacher/parent to teacher/student(/parent).  There will likely become a point where providing physical agenda books becomes obsolete (with exceptions of course). We are learning as a faculty how to function this way and learning how to help students make the transition.

The second is for parents. With a new website (finally!) going live this week, we can finally reorient our entire communication system.  If we treat the website as a blog (for school-wide and/or community-wide communication), then we can start using our Hadashot and all school social media to direct people to the right blog to find the rest of the story.  A picture, a headline, and a link should suffice to get people where they need to be.

What do I do if I have children in multiple grades?  Do I have to go into each blog and find each relevant thing?

Depending on what you are interested in, you can subscribe (there is a box on each page) to as many blogs as you wish (at which point you will receive an email when each subscribed blog has a new post) or use the social media (email and Constant Contact included) of your choice as a cue to click on what you are interested in.  We would highly suggest that you subscribe (at a minimum) to your children’s primary blog(s).  [We would love if you subscribed to all the blogs, but that depends on how much email you would like to receive.]  It is kind of like the difference between subscribing to my blog or waiting for me to use Facebook/Twitter to share the headline of this week’s post and choosing whether you want to click or not.  Of course the school can’t use email or social media to prompt you for everything.  You will need to rely on your discretion and your children as well.  There is also a piece of this which is about where your children need to go to find what they want/need and where you need to go.  Depending on your child (and you) those could be different things.  Having lived through this in other schools, I can assure you that you will eventually (sooner than you think!) adapt and adjust.

Did this help answer some of your questions or concerns?  If you have additional ones, I encourage you to comment on this blog post or email/call/drop in.  I will happily answer your questions and happily share out in future posts additional FAQs.

 

How will we know if a move to the blogosphere is right for OJCS?  The same way we (now) measure any significant initiative – do they bring us closer to our North Stars?  Does utilizing blogs help us…

…own our learning?

…learn better together?

…inspire Jewish journeys?

…provide a floor, but not a ceiling?

…experience ruach?

…be more responsible each to the other?

I would argue emphatically that it does.  But don’t take my word for it. Go see it for yourself!   The future is here and it is open, collaborative, reflective, transparent, personalized, transformative and limitless. Students coming out of OJCS will not only be prepared to participate in this world, they will be prepared to thrive and to lead.

The Transparency Files: The OJCS 2018-2019 Faculty

It is amazing to note that we have reached June and the final three weeks of school are in front of us!  It is hard to believe how much we have accomplished and how much we have planned for next year.  I can certainly understand that no one wants to wish their summer away – including me – but we are so excited about what next year has in store at OJCS that we really almost cannot wait to begin again!  Speaking of next year…

As you hopefully have already heard, we are saying goodbye to Marlène Colbourne and Rachel Kugler who will be retiring at the end of this school year after long and distinguished careers at OJCS.  [Hopefully you are planning on attending their “Retirement Tea” on Sunday, June 24th at 2:00 PM here at the school.  Email the office to RSVP.]  We are also saying goodbye to two additional longstanding teachers – Stacy Sargeant and Rabbi David Rotenberg – and we wish them all the best in their new endeavors.  These four faculty members have contributed much to our school and each will be missed.  The search process to fill existing and new positions has already begun and we will update you periodically as we make hires.

You will see below that we are looking to hire a significant number of positions – more than the four alluded to above.  Let’s talk about why that is true…

…the first reason is pretty simple: we are a growing school!  With attrition down and recruitment up, we will need more teachers.  With 26 students enrolled for Kindergarten (and more prospects expressing interest), we will have two Kindergartens next year, and they each require not only a lead teacher, but an assistant teacher in order for us to deliver on our promise of personalization.

…speaking of delivering on promises, the second reason is due to the increase in contact time for French next year.  We will need two additional French teachers to join our French Department to ensure that the commitment to increased rigor comes along with the increased time.

…the third reason is a direct response to both our own lived experience and the feedback we heard loud and clear from the Annual Parent Survey.  With all the transition that took place from last year to this, our ability to meet the needs of our current special needs population requires more support. We are actively looking for a Director of Special Education who will work under our Vice Principal and with our Resource Teachers to ensure that our communication will be as clear and proactive as our accommodations.  We are also looking for a part-time Music Teacher to help clarify and streamline music education at OJCS.

One more point to make before we make the big reveal…

You will note a few structural changes as well.  The first is the aforementioned creation of a Department of Special Education.  The second is the formation of an Education Leadership Team (ELT) that will bring together members of the faculty who have been given “Coordinator” portfolios, signifying additional quasi-administrative responsibilities, and members of the administration to help move the innovation agenda forward, preparing us to take that next great leap forward.  The third is that we will be sharing out soon a revamped Middle School Jewish Studies Curriculum that may better explain the way we have described the positions below.

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 2018-2019 OJCS Faculty & Staff

Lower School General Studies Faculty

  • Kindergarten: Janet Darwish, a French Teacher & 2 Educational Assistants
  • Grade One: Ann-Lynn Rapoport, Lianna Krantzberg & a French Teacher
  • Grade Two: Ann-Lynn Rapoport & a French Teacher
  • Grade Three: Julie Bennett & Aaron Polowin (French)
  • Grade Four: Julie Bennett, a French Teacher (Core) & Aaron Polowin (Extended)
  • Grade Five: Melissa Thompson, Aaron Polowin (Core) & a French Teacher (Extended)

Lower School Jewish Studies Faculty

  • Kitah Gan: Shira Waldman
  • Kitah Alef: Ada Aizenberg & Lianna Krantzberg
  • Kitah Bet: Bethany Goldstein
  • Kitah Gimmel: A Jewish Studies Teacher
  • Kitah Dalet: Ada Aizenberg
  • Kitah Hay: Bethany Goldstein (Core) & Ruthie Lebovich (Extended)

[Please recall that this will be the last year of “Core” and “Extended” in Jewish Studies.]

Middle School Faculty

  • Science: Josh Ray
  • Mathematics: Chelsea Cleveland
  • Language Arts: A Teacher
  • Social Studies: Deanna Bertrend
  • Extended French: Stéphane Cinanni
  • Core French: Aaron Polowin (Grade 6) & a French Teacher (Grades 7 & 8)
  • Hebrew: Noga Reiss  (Level I) & Ruthie Lebovich (Level II)
  • Bible: A Bible Teacher
  • Rabbinics: Rabbi Howard Finkelstein

Specialists

  • Art: Shira Waldman
  • Music: A Music Teacher
  • PE: Josh Ray & Shira Waldman (Girls 7 & 8)
  • Library: Brigitte Ruel

Department of Special Education

  • Keren Gordon, Vice Principal
  • Director of Special Needs
  • Linda Signer, Resource Teacher
  • Brian Kom, Resource Teacher
  • Chelsea Cleveland, Math Resource

Education Leadership Team

  • Melissa Thompson, Teaching & Learning Coordinator
  • Deanna Bertrend, Student Life Coordinator

Administration

  • Josh Max – IT & Technology Support
  • Ellie Kamil – Executive Assistant to the Head of School
  • Rabbi Howard Finkelstein – Dean of Judaic Studies
  • Jennifer Greenberg – Director of Recruitment
  • Keren Gordon – Vice-Principal
  • Dr. Jon Mitzmacher – Head of School

We are moving full steam ahead with candidates for all the above positions and between our extraordinary returning teachers and the quality of the candidates we have met thus far for new teachers, we know that the future is bright at OJCS.

Let’s Talk About The Future: The 2018-2019 OJCS Sneak Peek Town Hall

It is hard to believe, but June is around the corner and with it comes a crescendo of closing experiences marking the end of a remarkable year of re-imagination and revitalization.  Looking back on the journey, I can honestly tell you that we are farther along than I could have hoped, and that the next year will bring us even closer to the school we are looking to become.  You can see it in the numbers and you can feel it in the building.  Enrollment is up and attrition is down.  We have officially opened up a second kindergarten class as we are cresting towards 30 new kindergartners next year.  And although we continue to pay very close attention to attrition from Grades 3 to 4 (largely due to French immersion) and Grades 6 to 7 (as we continue to watch the influence of high schools dipping down to Grade 7), and we will suffer some attrition, the percentages have decreased.  We also have new students joining many grades, including five new students joining Grade 1.

Numbers matter.  But feelings matter too.  And a time of year that used to be fraught with anxiety – whether about enrollment or funding – is now filled with enthusiasm as we look to celebrate the year that was, and plan the year that is to come.  There are big events still to come: Public Speaking Assembly, Entrepreneurship Day, Grade 8 Grad Trip, Girls & Boys Nights In, Walk-a-Thon, Yearbook Assembly, etc., all culminating in a celebration of our remarkable eighth graders at Graduation.  There are also a few more “Transparency Files” to come as we look forward to providing a more detailed look at next year’s daily schedule and sharing out the 2018-2019 OJCS Faculty.  That is a lot of activity for just five weeks!

For today, however, I would like to close one loop by sharing out a “movie” of last night’s Town Hall, the topic of which was “A Sneak Peek at Next Year”.  I learned a new trick, which I am playing with here. I have converted the PowerPoint presentation into a movie.  When you hit “play” it will begin scrolling the slides and will automatically play the embedded videos.  You are welcome to hit “pause” at any point to give yourself more time to digest.

Because any good presentation consists of much more than you find on the slides, please know that you may not quite grasp the full meaning of each slide.  (That’s why you should have come to the Town Hall!)  To help make it a little more clear, however, I want to call your attention to the narrative flow…

You will find within, the four critical conversations we declared early in the year would be necessary for our school to take a leap forward: Transparency, Jewish Mission/Vision, French Outcomes and the OJCS Value Proposition.  The first, transparency, we attempted to launch on day one; the latter three have each taken their own path, ending with a “town hall”.  The presentation walks you through the highlights of those four journeys…

There is one slide that lays out for the first time our “North Stars” – the core values that came as a result of all the work we did with NoTosh.  You may not fully capture the meaning from just that slide.  There is an entire separate presentation of those North Stars that we will look to make at the beginning of next year.

The embedded videos try to make the case that change is necessary and that we never change for change’s sake.  We distinguish between that which is timely and that which is timeless.

Finally, we lay out some of the concrete changes for next year that come as a result of all the work, the conversations, the data collection, the consultations, the feedback, the recommendations, the surveys and the town halls.  These come from our students, teachers, parents, volunteers, donors, supporters, consultants and the wider world of education and innovation.  We believe that we are prepared to take that next leap forward…and we are blessed to have so many new and returning families joining us on that journey.

The Transparency Files: Annual Parent Survey

After making transparent the results of my own evaluation by both myself and my faculty, it is time to turn to our other annual survey: the Annual Parent Survey.

For comparison sake, please know that I do have results from the former version of the survey and will do my best to highlight any trends I see, as well as indicate anything of import in this year’s survey.

It is hard to get an exact read on turn out because we changed from one survey per family to one survey per child.  We do know that 81 students are represented in this survey, which is just a bit over half.  We will use that baseline moving forward and hope to get closer to 70-80%.  Why do some families choose not to provide feedback (in this forum)? Families could be thrilled with what’s going on! (I’d love to vote for that one!)  Families could be resigned that the results are not taken seriously enough to invest the time in.  Hopefully, when people begin to see more links between the feedback they provide and meaningful improvement in the school it will inspire a greater rate of return.  In the meanwhile, even if validity is somewhat challenged, we operate here with a spirit of curiosity and believe we can learn from whatever there is to learn…so…let’s move on to the results.

From my experience, it looks mostly how you would expect.  There does tend to be diminishing enthusiasm for surveys as the students move on, but great job Grade 6 parents!

I wasn’t sure whether to include this data point as I didn’t want to be biased by it – all the feedback is meaningful.  That is why we conduct exit interviews with each family who chooses to leave OJCS prior to graduation – we are genuinely interested in their feedback.  I could have conducted an analysis where I separated the feedback between these three categories, but I have chosen to look at the results as a whole so as not to dismiss any piece of feedback because a family may or may not be continuing.

Let’s look at the BIG PICTURE:

Is that good?  I don’t have the exact same question from prior surveys to give you comparison data.  I can tell you from having used this survey in other locations, that scores between 7-9 tend to be healthy, and you look at scores below 7 as something you need to pay close attention to (and are thrilled if you ever get a 9 or higher).  So landing at 7.13 is technically within a healthy range, but is lower than I would like it.  I will definitely be looking to see this creep up in future years. Let’s dig deeper…

These next sections will require a little artful cutting-and-pasting from SurveyMonkey, so I apologize if it doesn’t “look” as professional as I would prefer…the data is still the data.

[Please note that the data is being sliced and diced according to my technical skill, not because there is any particular meaning to the groupings.]

The most important data point here is that our mark for offering a high-quality education is within the healthy range, 7.17.  Like above, please know that all our just-barely-above-7 scores are lower than I would prefer and clearly have room to grow.

What jumps out are the ones that fall below 7:

  • There is link between “learning styles” and “individualized attention” that really get to the heart of the school we are hoping to become.  Our premise of being a school that promises a “floor, but not a ceiling” lives here.  I will be surprised if those numbers don’t start to climb as soon as next survey.
  • There is also a link between “homework” and “study habits” that we need to pay attention to as well.  As we get more clear about what we believe teaching and learning should look like in school, we will also need to have an important conversation about what we think it should look like at home.

It is really important to name that not having comparison data makes it hard to identify trends.  So I see these numbers as pretty upsetting – and they are – but I don’t know if they reflect progress.

  • Preparing children for high school is our number one responsibility; less than a 7 is not going to cut it.
  • I’m not pleased with the score for “21st century technology” as it seems to be a step down from last year’s results (at least when compared to a question about “technology”), but as this is my area of expertise, I do feel confident that these numbers will climb next year.
  • Considering how hard we try to accept and accommodate children with exceptionalities, it is genuinely disheartening to see these numbers so low.  I think if we are being honest, the shakeup of the administrative team from last year to this has hurt our school.  We went from having a full-time, qualified special needs professional to divvying up responsibilities across multiple people and it left us a bit shorthanded. This will be addressed next year.  We also need to provide more training to our faculty on how to make accommodations.  We have a strategic goal to be even more inclusive in the years ahead…but we need to make sure we are meeting the needs of the students we presently have.

No huge bombshells here and pretty healthy in the core academic areas.

  • We are hopeful that the changes we proposed for French (which will be finalized and shared out in our final “Town Hall” – see below) will help the French numbers climb.
  • We believe that centralizing the teaching of Art, Music and PE to instructors who are both qualified and focused on their speciality will enhance the quality of all three in the year ahead.  These have been perennial concerns.

  • With regard to Jewish Studies, we know that there is work to do both in terms of academics and experiences.  I fully expect that the changes we proposed for Jewish Studies – emphasis on Hebrew fluency, reinstitution of structured tefillah, etc. – will lead to higher scores in the year to come.  As a point of reference, this year’s scores are slightly higher than the prior one, which is encouraging.
  • More field trips, more consistency with hot lunch, and providing feedback to the JCC about their after school programming are absolutely necessary.

You’ve heard me talk about myself enough by now…

  • I will pass the kudos on to our hardworking security team.
  • I think we are pleased, but nowhere near satisfied, with the score about student behavior.  We believe we have made meaningful progress this year, but are not quite where we would like to be.

Last data point:

Remember this question is only scaled 1-5!  So I am actually pretty pleased to see a 4.14, but like everything else in this survey, we will be looking to see growth in the years ahead.

So there you have it for 2017-2018!

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.  They added an additional layer of depth; one which is difficult to summarize for a post like this.  But please know that all comments will be shared with those they concern as we use this data to make enhancements and improvements headed into next year. By the by, we are pleased with how well satisfied our parents are with how the school is going…but be assured, just like with everything else, we expect to see growth and progress in a school where there is “a floor, but no ceiling”.

Want a sneak-peek on how we are going to get there?

The Transparency Files: Evaluation of Self

Even though I am adjusting to a more traditional “Northeast” calendar, with later beginnings and endings, it is still startling that we are down to the last eight weeks of this remarkable year!  There are still so many signature events still to come and so much amazing work to do, and yet here we are…the home stretch has officially begun.

And so, I would like to begin my annual series of “Transparency Files” blog posts which begins with my own evaluation, soon moves to reveal the results of this year’s Parent Survey, continues with a discussion on next year’s new initiatives and concludes with a conversation about next year’s faculty and schedule.

We are in that “evaluation” time of year!  As head of school, I have the responsibility for performing the 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.  Please know that I have already shared the results and analysis with the faculty and have sent the full unedited results to our Board’s Head Support & Evaluation Committee as part of their data collection for my evaluation.

In future years, I will invite you to begin by reviewing last year’s post.  This year’s self-evaluation is based on goals created for this year (which was done months ago in consultation with the Head Support & Evaluation Committee).  You will not find a complete laundry list of my day-to-day responsibilities.  You will find selected [there are more goals in each area than I am highlighting here] components for the 2017-2018 OJCS academic year:

 Executive Leadership & Organizational Management

Jon’s 2017-2018 Goals

  • Identify appropriate benchmarks and standards across the curriculum.
  • Create and disseminate survey instruments to measure OJCS graduates’ transitions and successes (or failures),
  • Launch planning process to re-imagine teaching and learning at OJCS / innovation process.
    • Develop prototype of a light Makerspace with Jewish content integrated.
    • Purchase and experiment with 3D printer.
    • Amplify use of Google Classroom.
  • Develop collaboratively additional evaluative tools (outside of CAT-4 and curriculum-driven assessments) for measuring academic success and instituting a process for tracking and sharing information over time.
    • Revise exams for Grades 7 & 8 to incorporate all of Jewish Studies.
  • Ensure all in-house professional growth is embedded, ongoing and meaningful.
    • Provide frequent and varied professional development opportunities for all teachers (conferences, workshops, classroom exchanges, etc.).
    • Connect Jewish Studies Faculty to Prizmah.
  • Each teacher will have a Professional Growth Plan with artifacts, deliverables and accountability.
  • Explore the possibility of accreditation through OFIS, CIS and CAIS. (Likely CIS).
  • Work with SJCC, Ganon, Federation, etc. to lay the groundwork for OJCS to initiate JK transition beginning in 2018-2019.

I am pleased to say that we have achieved many of the above (and more)!  Without going through each one individually, as many of my blog posts this year have been about them, let me share some general thoughts…

…the conversation around “benchmarks and standards” has shifted as we, instead, began with work clarifying our core values.  When that work is complete (see the ad below), we can then drill down.  We want to begin asking ourselves questions like, “Do these benchmarks bring us closer to what we believe to be true about teaching and learning or not?”  Please remember (or know) that we are never talking about discarding or ignoring the Ministry of Ontario standards – we are talking about ensuring that they are simply the beginning of the conversation; that they are the floor and not the ceiling of our expectations.

…we are so grateful to our teachers and parents for their willingness to dive deeper into Google Classroom…we believe that open and frequent communication between school and home is the key to a successful school experience.  We also are not sure that Google Classroom is the best platform for what we ultimately wish to do educationally.  Stay tuned.

…we made the decision, but may not have adequately explained, to move our standardized testing window to the fall to come into line with when other private schools in our community take them.  We will have a conversation next year about which tests we take, which grades, why we take them, how the data will be used, etc.

Advancement

Jon’s 2017-2018 Goals

  • Launch annual campaign
  • Steward major donors
  • Hit the match through MATCH
  • Build capacity with the Development Committee through Prizmah coaching

It is the work we do in this area that determines how much we are able to achieve in all the others.  There is no private school in North America who subsists solely on tuition revenue.  That is why there is no private school in North America who does not have some kind of annual campaign, asking those who can, to do.  And in a Jewish day school where we aspire to ensure that finances not be the reason a child is unable to attend, we need to raise that much more.  And we do. Our lay leaders worked this year and last with a Prizmah Coach to launch this year’s annual campaign.  And I am proud to announce that we raised enough to qualify for matching funds from the AVI CHAI Foundation!  Thanks to all who gave what they could this year!

Next year we hope to increase the percentage of families who participate because we want to show all our donors and supporters that no one cares more about the school than its families.  Even the smallest contribution matters…we look forward to more conversation on this topic next year.

Public and Community Relations

Jon’s 2017-2018 Goals

  • Teach a “Parent University” course to all interested parents/caregivers.
  • Develop a “Parent Ambassador” program which can serve as a way of disseminating information, mentoring new parents, guiding tours, etc.
  • Blog weekly, Carpool line daily, twice-yearly meetings with all parents, meeting/phone calling as needed and as proactively as possible.
  • Be a presence at all our local synagogues/form a Rabbinic Advisory Committee.

I think this has been an area with some big successes and big fails.  I am pleased with how the blogging is going and people’s responses to it – especially as it is new for our parent community.  I am outside each and every morning as part of carpool and glad to be there.  It is the best way to start each day and a critical engagement point.  I have worked hard to be a presence at all our community’s synagogues and enjoyed speaking at most of them at some point during the year.  It is new (for me) working in this kind of communal context and I have stretched myself religiously in order to be present.  It has been worth it in ways big and small.  We have also succeeded in creating a Rabbinic Advisory Committee that is playing a vital role in helping us enhance the “J” in “OJCS”.

The biggest fail in this area has been with “Parent University”. Normally it takes a few years to get sick of me, not a few weeks!  After launching with a robust number of attendees, it began to dwindle down to a number too small to work meaningfully with.  Feedback was much more about timing than content, and figuring out how to engage working parents is a huge issue.  Similarly, although some constructive work was done in further developing our PTA, we were not yet ready to launch a formal “Parent Ambassador” program. Finally, although I think we have had an opportunity to meet with many, if not most, families many times throughout the year, I do think we need to at least formally invite each family in a couple of times each year to really be sure we are meeting needs and hearing concerns.

Finance and Operations

Jon’s 2017-2018 Goals

  • Revise budgeting process to be more proactive, less reactive.
    • Work with Committee to initiate the process earlier.
    • Develop a budget for the school we want to be as a strategic first step.

The paradigm shift – which we are actively in now – is budgeting for the school we dream of being, at least as a first draft, instead of the one we currently are.  We have actively engaged our full administrative team, relevant staff, and board to dream the high dream.  Of course there are fiscal realities we must attend to, but without knowing what we are aiming towards, there can be no plan to get there.  As mentioned above, I’m encouraged by resources being marshaled to deliver on the OJCS promise.

Those are just some highlights; you will also get an additionally honest look at my shortcomings when I share back results from the Annual Parent Survey.  As always, your feedback – whether publicly commented here, privately shared with me through email or social media, or directly shared through conversation – is greatly appreciated.  As I told our teachers, I look forward to getting better at my job and I am thankful for the feedback I receive that allows me to try.

The Transparency Files: Let’s Talk About the “J” In OJCS

How amazing it is to have five full days of school in a week!

As joyous as the holiday season is – both here in school and at home – it is a lovely thing to be able to resume the regular rhythms of school.  This time of year it almost feels like a second beginning to the school year as we are now able to fully inhabit schedules and string together sufficient contact time to bring meaningful projects to life.  It is also wonderful to have put behind us much of the business of carpool lines, Google Classroom, hot lunch, parent communication procedures, PTA structure, behavioral expectations, care of the physical facility – so many of the preconditions for the transformational work ahead are sliding into place that we can take a collective breath and move forward.

We have discussed in prior posts as well as through many public and private forums of the need for OJCS to clarify its “Jewish mission and vision”.  Let’s take a few minutes to unpack what that means…

Doesn’t OJCS currently have a Jewish mission/vision?

Yes.

From our Parent Handbook:

Vision Statement: 

The Ottawa Jewish Community School is dedicated to enriching the life of its students along with strengthening their character and instilling their love for Israel. Inspired by Jewish values and heritage, a love of learning, and guided by teaching excellence, students reach for their potential, in order to become the leaders of tomorrow, and responsible citizens of the world.

Mission Statement 

The Ottawa Jewish Community School is an all day, trilingual elementary school that aims to develop academic and personal excellence in its students, in an inclusive, caring, and pluralistic environment that is based on Jewish religion, culture and values.

The school’s mission is summarized in the OJCS community themes;

RESPECT, RESPONSIBILITY, REACHING FOR EXCELLENCE. 

CORE VALUES 

Talmud Torah / Love of Study: Lifelong learning rooted in Jewish and secular studies, emphasizing critical thinking, problem solving and creativity.

Kevod HaBriyot / Respect for Humanity: Living and learning in ways defined by decency, kindness, respect for oneself and others, and honouring diversity.

Ahavat Yisrael / Love of Israel: Centrality of the State of Israel to Jewish identity, and a deep connection to its people, land, and history.

Chashivut HaIvrit / Importance of Hebrew: Recognition of Hebrew as a living language, integral to Jewish life, and an essential link to Jewish texts, prayer, and modern Israel.

Tikkun Olam / Repairing the World: Instilling social responsibility and an engagement with the global community built upon the foundation of tzedakkah (charity), chesed (good deeds), compassion, and courage.

Mi Dor Le Dor / From Generation to Generation: Fostering Jewish continuity and instilling Jewish identity and a sense of peoplehood by transmitting traditions, participating in rituals, and engaging with the Jewish community at home and around the world.

 

So what’s the problem?

Let’s take a closer look…

Chashivut HaIvrit / Importance of Hebrew: Recognition of Hebrew as a living language, integral to Jewish life, and an essential link to Jewish texts, prayer, and modern Israel.

There are many ways OJCS could seek to live this value.   What does “recognition” really mean?  Does it mean that all students should learn to speak, read and write modern Hebrew?  Does it mean that all Judaics classes should be taught with Hebrew as the language of instruction?  What are the outcomes for Hebrew literacy that parents should expect through this core value?

Without further clarification, it is hard to know.

…pluralistic environment that is based on Jewish religion, culture and values.

What does OJCS believe to be true about “pluralism”?  What is a “pluralistic environment”?  Does it mean recognizing the diversity of our students as an audience?  Does it mean the responsibility for creating experiences reflective of each denominational affiliation (as well as unaffiliated)?  Are we a melting pot?  A stew?  Individual bowls?

Without further clarification, it is hard to know.

OK, so we go ahead and clarify our values.  Is that the task?

Not entirely.

Time is a zero sum game.  So even if/when we clarify each value and/or add new ones…how do we know what to prioritize by way of our time and outcomes?

For example…

Is Hebrew the most important academic subject within Jewish Studies?  You might think so by virtue of its mention in the overall mission as a “trilingual” school.  But is it?  And should it be?  It is likely true that our school would look very different, especially at the K-5 level, if Hebrew literacy was the highest value.

What else?

Where does tefillah live in all of this?  It is interesting in and of itself that it is not explicitly named in the mission, vision or values. And yet from our conversations with parents and rabbis, there is clearly a felt need that students who attend a Jewish day school should come out with basic prayer and synagogue fluencies.  If that is true, it will need to wind up as an explicit value with a specific curriculum and schedule.  (In the meanwhile, as we have shared, it has been restored to the daily schedule.)

What does this have to do with the day-to-day teaching and learning?

Great question, hypothetical question-asker!

Unlike the work we do in secular education (which will also require revisiting and re-clarifying), there is no external set of benchmarks and standards that we are required to follow.  There are no universally adopted textbooks or curricular materials shared by all Jewish day schools (or even by traditional groupings of Jewish day schools).  We have to translate our school’s mission-vision-philsosophy into self-created (or borrowed) academic benchmarks and standards.  We have to build a schedule around those outcomes. We have to choose curricula based on what we believe to be true about teaching and learning.  Etc.

But the school is 69 years old.  Surely it already has all of those things.

Kind of.

Like we have discussed in prior posts, the school has frequently added layers of program on top of program…it has done a great job of cluttering…not the best job of de-cluttering.  So, yes, there are written descriptions of different strands of our Jewish Studies curriculum, but there really is not one coherent document – either for internal or external purposes – that actually describes what we do.  And that’s a problem.

By the way, it does not mean that excellent teaching and learning isn’t happening in each of our grades in Jewish Studies!  No one should think that this is some kind of lost year.  We have talented and dedicated teachers working hard to provide a high-quality rigorous Jewish academic education and meaningful Jewish experiences.  Good things are happening.  But we need to move from “good to great”.

How will the work of clarification take place?

That’s where you (will) come in.

There are a number of critical stakeholder groups that we will call upon to contribute to this work.  They include our community’s rabbis, soon to be invited to an Ad-Hoc Rabbinic Advisory Committee.  They include our Jewish Studies Faculty, already beginning to do its due diligence on what was, what is and what could be.  They include our institutional partners, synagogues, our pipeline schools and Federation.  And they include our families – current and prospective.  Vehicles will be created to onboard the feedback and recommendations from all these critical stakeholder groups.

The process through which these groups form and do their work will be shared and transparent.  The feedback and recommendations will ultimately go to the OJCS Board of Trustees who, ultimately as charged by their role, will (re)establish the Jewish mission and vision for OJCS.  That, too, will be proudly and transparently shared out with our full community.  With that clarification will come the charge to the administration and faculty to bring that mission and vision to life.  And, surprise, that will also be transparent.

If we are passionate about this, what can we do in the meanwhile?

Talk about it!  Share your thoughts!  (Comment on this blog post.) Make an appointment to come see us.  What can be better than talking with people who are invested in our Jewish mission and vision?  What topic can be more important for us to discuss?

At the end of the day…there is no reason for this school to exist if not for the “J”.  We realize that that doesn’t necessarily mean that the “J” is everyone’s first priority.  But, still.  There is no reason for OJCS to be a Jewish day school, if not to be Jewish.  Not Jew-ish. Jewish.

What does that mean?  We’ll find out together.