Tag: transparency

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.

Where Does Healthy Parent-School Communication Live? (Hint. Not in the parking lot or on WhatsApp.)

I recently described in a post an activity we did as a faculty which introduced Roland Barth’s concept of the “non-discussible” and the “discussible”.  A “non-discussible” is something that is discussed in all the wrong places and all the wrong times preventing the issue from being resolved in a healthy and constructive manner. In the context of faculty, it is about all the things teachers talk about in the lunchroom instead of with the administration (although the administration almost always knows the conversations are happening about them/without them).  In the context of parents, it is about all the things folks talk about in the parking lot or on social media instead of with the school (although the school almost always knows the conversations are happening about them/without them).  In both cases you gauge the health of the culture by the degree to which you move your “non-discussibles” into “discussibles”.  The more willing we are to discuss what matters most in a constructive, healthy, transparent manner with the people who have the ability to address those issues honestly and responsibly, the healthier our culture.  The healthier the culture – whether we are talking about teacher-administration or parent-school – the more successful the school.

I was inspired by one of my rabbi’s sermons over the holidays to revisit a powerful idea from Martin Buber which I think informs this conversation.  [Buber “was an Austrian-born Jewish philosopher best known for his philosophy of dialogue, a form of religious existentialism centered on the distinction between the I-Thou relationship and the I-It relationship.”]

The basic idea (and I realize that I am butchering it for the sake of brevity) is that when we treat others as objects, we are in an “I-It” relationship; when we treat others with recognition of the divine within them – when we acknowledge that we are all created in God’s image and treat each other as such, we are in an “I-Thou” relationship.  Taking a deeper step (according to this idea) would be to say that when we treat each other with love, we invite God’s presence into our relationships.  Not merely as metaphor, but as an existential fact.

Now that takes a lot of energy.  So much so that it is perfectly natural to have “I-It” relationships or moments – sometimes I just want to pick up my allergy medication and go home; I am not seeking to have an “I-Thou” relationship with my pharmacist.  I do, however, want to have “I-Thou” relationships with my wife and children and it serves as a useful and sometimes painful reminder of how hard that can be when Jaimee and I (like many busy couples) are forced to use email or text to communicate because we are two ships passing in the night.  It is hard to invite God’s presence into an electronic communication…

Our success in building a culture which facilitates the transition from “non-discussible” to “discussible”, I would suggest, will be determined by whether or not we see each other as “Thou’s” and not “It’s”.  Have we done the work necessary from the start of school to develop “Thou” relationships with our teachers?  With our students and their parents?  We’ll know if we are able to identify the good that comes with each student and share it with his or her parents.  We’ll know if we are able to share the difficult truths which are our responsibility to share and have them received in the spirit in which we will surely wish it to be received. We’ll know if we are able to hear difficult truths about ourselves in the spirit in which they will surely be given, the spirit of genuine partnership where only the wellbeing of the child is important. The spirit of seeing the best in each other, even when it takes a little more energy.  The spirit that exists when we see each other as a “Thou” and not an “It”.

Ken yehi ratzon (May it be God’s will.)

Finally, during these days between Rosh Hashanah and Yom Kippur we engage in the act of teshuvah – the complicated act of acknowledging past wrongs, correcting past mistakes, promises of changed behavior, etc.  Here, in the most public of forums, please allow me apologize to all those I have wronged or hurt, intentionally or unknown over the past year.

Easy fasts for all who do so…meaningful reflections for all who feel the need.

The Transparency Files: OJCS Teacher Pre-Planning

I regret all the snarky things I ever said about traditional starts to the school year after Labour Day (you see how I spelled that Canada?).  I am so happy we (all) have a wonderful holiday weekend to rest up for the start of an amazing school year here at OJCS.

“Why so tired, you ask?”

It is the best kind of tired.  The kind of tired that comes from having had two amazing days with our talented and passionate teachers. The kind of tired that comes from having fully shown up and being surrounded by others who fully showed up as well.  The kind of tired that comes from emotional investment and spiritual nourishment. The kind of tired that inspires dreams of what we will accomplish together in this year of change.

“Wow.  Must have been quite the two days.  What did y’all do?”

OJCS Faculty Pre-Planning

Wednesday, August 30th

8:30 AM Continental Breakfast & Welcome Activities

9:00 AM  The Transparency Cafe 

  • Here is the protocol.
  • Here is the question: “How does transparency impact teaching and learning in our school?”

10:00 AM Break/Work in Classrooms

10:30 AM The “Non-Discussible”

This was a positive and powerful conversation that will respectfully remain private.  But I encourage any school, any organization, any company to see how it might improve the health of your culture.

12:00 PM Lunch/Work in Classrooms

1:00 PM Policies & Procedures 

2:00 PM Responsive Behaviour Management

3:15 PM Break/Work in Classrooms

3:45 PM L’hitraot

Thursday, August 31st

8:30 AM Spiritual Check-In

  • Introduce the concept of “spiritual chevruta”
  • Provide the text and guiding questions: Lamentations 5:21: “Turn us to you, O Lord, and we shall be turned; renew our days as of old.”
  • How do you handle change?
  • What anchors you in times of change? How do you stay connected to a larger sense of purpose?
  • How do you think about your own core values and sense of who you are through times of change?
  • In what ways does change enhance who you are?
  • What are differences (if any) between how you react to changes you have initiated vs. those you are experiencing?


9:15 AM Google Classroom 

  • The Big Idea
  • We believe teachers are learners just like students and, thus, deserving of personalization.  We will treat Google Classroom like a ladder…everyone needs to be on the first rung with all the training and support they need to get there.  But you can climb as high as you like/can!
  • K-4 Begin Work on Shared Google Classrooms (merge, create new, etc.)
    • General & Jewish Studies Teachers
    • French
    • Art/Music/PE
  • 5-8 Begin/Revise Work on Individual Google Classrooms
  • Mini Google Classroom Checklist – Aim for the First Week of School
    • Fixed Pages
      • About Me
      • HW Policy
      • Behavior Management Policy
      • Daily Schedule
    • First Posts
      • Welcome!
      • Warm Fuzzy

PSST!  Why am I giving you so much detail about Google Classroom? Because it is where you will need to be.  We’ll talk more at Back to School Night.

11:15 AM Break/Work in Classrooms

12:00 PM Lunch & Learn – Curricular Integration

1:00 PM Team Meetings

  • Grade Level IEP/ Support Plan Reviews 
  • General/Jewish Studies Meetings 

2:30 PM Break/Work in Classrooms

3:00 PM Who owns the learning?  Who owns professional growth?

5:00 PM Welcome Back BBQ

Thanks to PTA for sponsoring our largest Welcome Back BBQ in years! Thanks to Jennifer Greenberg, our Recruiter (Admissions Director for you Americans) for all the time and hard work getting it organized.  Thanks to Aaron Smith, our current Board President, and Trevor Smith who served as Grill Masters.  Thanks to the JCC, Federation, Maintenance, Housekeeping and everyone who pitched in to make it so special!

And that is why I am the best kind of tired.

As we head into a holiday weekend, let me share with you what I shared with our dedicated, loving, enthusiastic and oh-so-ready-to-go teachers:

We start to tell the next chapter of the story of OJCS on Tuesday morning.  Let’s hold ourselves and our parents and our students accountable to the highest standards.  Let’s show up and be present.  Let’s unleash our passion and our talent.  Let’s be the best version of ourselves – the school we are capable of being and the one our children deserve.

Rest up.  Be ready.  Be on time.  Be excited.  It is go time.

Best. Year. Yet.

The Transparency Files: The 2017-2018 OJCS Faculty & Hebrew Pilot Program

We are, but 19 days from the return of our amazing teachers, followed soon thereafter by our incredible families and children! Can you believe it?  Me neither!

Readers of my blog know that any blog post that comes labeled “The Transparency Files” is likely geared towards a primary stakeholder group and that it will share information, ideas, news, issues, etc., that I assume are new, newsworthy, important and potentially worthy of conversation.  If you search for prior “Transparency Files” you’ll find posts about homework policy, scheduling, behavior management, evaluations, standardized test scores, new programs, etc.  You’ll also find introductions of faculty and staff.

But before I share for the first time the full make up of the Ottawa Jewish Community School’s 2017-2018 Faculty & Staff, I want to…

…talk very briefly about “transparency” as a core value.

…introduce an exciting Core and Extended Hebrew Pilot for Grades 4 & 5.

…introduce our new teachers.

This much would normally occur over 2-3 posts, but because I have a sneaking suspicion that OJCS parents will be unusually interested in this post, I am going to pack it full and keep you (them) in suspense.

Transparency as a Core Value

As I prepare for the return of teachers and students and the full opening of my third headship, I am more sure than ever that our success as a school will be directly related to how deeply embedded “transparency” becomes as a core cultural value.  When I say “transparency” I don’t mean to imply a lack of discretion or oversharing; when I say “transparency” I mean to imply honesty, candor, open and healthy communication, trust, vulnerability and faith.  Transparency requires relationship and demands respect. Transparency raises the bar.  Transparency tears down walls and uproots silos.  Transparency lives in the classroom and in the boardroom.  Transparency forces clarity.  Transparency means you don’t only get to share the good news.  Transparency fosters humility.

I take transparency seriously because it guarantees accountability.  I believe in transparency because it engenders relationship-building. I have seen the power of transparency transform and the lack of transparency destroy.  I cannot guarantee that all my decisions or ideas will be well-liked or even the right ones.  (I can actually guarantee that they won’t be.)   I can guarantee to operate in a spirit of transparency and I invite you to join me on the journey.

Hebrew Pilot Program for Grades 4-5

Speaking of transparency…

I must admit there is a bit of chicken-egg to this one, to be honest, because it was really the next item on the list (new teachers) that allowed us the opportunity to launch this pilot.  Not that we wouldn’t have wanted to have done it anyway, but (again chicken-egg) it probably should have come as a more organic conversation about the role of Hebrew in our school and a larger conversation about revisiting our Jewish mission/vision – both incredibly important conversations that we will (transparently) begin this year. But when it dawned on us (and by “us” I mean Keren Gordon, our amazing Vice Principal and schedule-whisperer) that we might have a chance to pilot an enhancement to our Hebrew program…well…we couldn’t resist.

As OJCS families know (hopefully!), our French program goes deeper beginning in Grade Four with our “Core” students continuing to have a differentiated French language period and our “Extended” students adding on a second subject – Social Studies – with French as the language of instruction, thus providing an “extended” exposure to French.  [Please note that I am purposely not launching the significant conversation-to-come about French immersion in this blog post, but that I am not ignorant of its pressing nature.] When it comes to our Hebrew program, however, we use the same “Core” and “Extended” terms, but with different meanings (I presume not only to confuse me).  In Hebrew we have been using “core” and “extended” only to describe level, not contact time.  That’s where the pilot comes in.

With extraordinary gratitude to two of our master Hebrew Teachers, Ada Aizenberg and Rachel Kugler – both of whom gracefully and enthusiastically accepted a rather late-in-the-game adjustment to their teaching portfolios to take this pilot on – OJCS “Extended” Hebrew students in Grades 4-5 will, like “Extended” French, have one period of high-level Hebrew instruction and a second subject – Judaics – with Hebrew as the language of instruction, thus providing an “extended” exposure to Hebrew.

Does this solve Hebrew fluency at OJCS?  Nope!

Does this clarify the Jewish mission/vision of OJCS?  Nope!

Will there be unintended consequences – both good and bad?  Yup!

This is a pilot – an opportunity to try something new and to learn from it.  We absolutely think it is a step in the right direction to enhance Hebrew fluency at OJCS.  We absolutely think it will contribute to the larger conversations coming.  We are absolutely thrilled about it and hope you are too.  And if you are an OJCS parent of a child going into Grades 4-5 and have questions, concerns, feedback, etc., I look forward to those conversations most of all.

Introducing New Faculty

As of this writing, we have three new teachers joining our incredible faculty of returning teachers and I wanted to share a little bit about them so you can be as excited as we are.

Lianna Krantzberg will be joining us as our Kindergarten Educational Assistant.  Lianna has her B.A. and B.Ed. and may be a familiar face to OJCS families from her time here during her student placement or her work at Camp B’nai Brith Ottawa.  Lianna brings new energy and new ideas and we are thrilled she has chosen to launch her career at OJCS.

Shira Waldman will be joining us as our Kindergarten Judaics, Grade Four Core Hebrew, Judaics & Art, and Middle School Girls PE teacher. Shira has her B.A. and B.Ed. and may be a familiar face to OJCS families from her time working at Ganon Preschool.  Shira brings extraordinary warmth, range and creativity and we look forward to what she will add to our school.

Melissa Anders will be joining us as our Grade Six General Studies Teacher.  Melissa has her B.Ed. and an M.A. in Educational Technology and will soon be a familiar face to OJCS families.  Melissa has significant experience teaching in Jewish day schools throughout Canada.  Melissa brings a remarkable set of skills and we look forward to her contributions to our growth as a 21st century learning organization.

 

OK…I think that’s quite sufficient.  I don’t typically do a 1,000-word preamble, but I hope you found it informational and useful.  I have no more caveats or contextualizations.  I simply have gratitude to be working with this gifted and loving group of teachers in the sacred work of educating our children.  Without further adieu…

The 2017-2018 OJCS Faculty & Staff

Kindergarten

  • Ann-Lynn Rapoport – General Studies
  • Shira Waldman – Hebrew and Judaics
  • Marlène Colbourne – French Studies and Physical Education
  • Bethany Goldstein – Music
  • Lianna Krantzberg – Kindergarten Educational Assistant

Grade One

  • Ann-Lynn Rapoport – General Studies
  • Ada Aidenberg – Hebrew and Judaics
  • Marlène Colbourne – French Studies, Physical Education and Art
  • Bethany Goldstein – Music

Grade Two

  • Janet Darwish – General Studies
  • Bethany Goldstein – Hebrew, Judaic Studies, Art and Music
  • Marlène Colbourne – French Studies and Art
  • Linda Signer – Science and Physical Education

Grade Three

  • Julie Bennett – General Studies
  • Rachel Kugler – Hebrew, Judaic Studies and Art
  • Aaron Polowin – French Studies
  • Brian Kom – Physical Education
  • Bethany Goldstein – Music

Grade Four

  • Chelsea Cleveland – General Studies
  • Shira Waldman – Core Hebrew, Core Judaics and Art
  • Ada Aizenberg – Extended Hebrew and Extended Judaics
  • Stacy Sargeant –Core French
  • Aaron Polowin – Extended French and Études Sociales
  • Brian Kom – Physical Education
  • Bethany Goldstein – Music                                

Grade Five

  • Deanna Bertrend – General Studies
  • Ruth Lebovich – Core Hebrew
  • Rabbi David Rotenberg – Core Judaic Studies
  • Rachel Kugler – Extended Hebrew and Extended Judaics
  • Aaron Polowin – Core French and Physical Education
  • Stéphane Cinanni – Extended French and Études Sociales
  • Ruth Lebovich – Art
  • Josh Ray – Music

Grade Six

  • Melissa Anders – General Studies
  • Noga Reiss – Core Hebrew
  • Ruthie Lebovich – Extended Hebrew and Art
  • Rabbi David Rotenberg – Judaics
  • Aaron Polowin – Core French
  • Stéphane Cinanni – Extended French and Études Sociales
  • Stacy Sargeant – Leadership Program
  • Shira Waldman – Girls’ Physical Education
  • Josh Ray – Boys’ Physical Education and Music

Grade 7

  • Deanna Bertrend – English and Social Studies
  • Josh Ray – Math, Science, Boys’ Physical Education and Music
  • Stacy Sargeant – Core French
  • Stéphane Cinanni – Extended French and Études Sociales
  • Noga Reiss – Core Hebrew
  • Ruth Lebovich – Extended Hebrew and Art
  • Rabbi David Rotenberg – Judaics
  • Shira Waldman – Girls Physical Education

Grade 8

  • Stacy Sargeant – English, Core French and Social Studies
  • Josh Ray – Math, Science, Boys’ Physical Education and Music
  • Ruth Lebovich – Core Hebrew and Art
  • Noga Reiss – Extended Hebrew
  • Rabbi David Rotenberg – Judaics
  • Stéphane Cinanni – Extended French and Études Sociales
  • Shira Waldman – Girls’ Physical Education

Administration

  • Ellie Kamil – Executive Assistant to the Head of School
  • Deanna Bertrend – Student Life Facilitator
  • Stacy Sargeant – Special Education Advisor
  • Rabbi Howard Finkelstein – Dean of Judaic Studies
  • Jennifer Greenberg – Director of Recruitment
  • Keren Gordon – Vice-Principal
  • Dr. Jon Mitzmacher – Head of School

Here’s a super-secret sneak peak at our summer preparations for those of you who had the stamina to scroll…

See you soon!