A Floor, But Not a Ceiling

Stories for Shemini Atzeret & Simchat Torah

When I was 23 years-old, I packed everything up and headed south towards Los Angeles to begin my program towards an MAED and MBA at the-then University of Judaism (now American Jewish University). How I, with my Bay Area Reform Jewish background, wound up choosing the UJ is a (great) story in its own right, but suffice it to say, I made a choice to put myself in an environment where Judaism was going to live very differently than how I was used to or even knew to be possible. Nothing is more emblematic of the culture shift (shock) than this little anecdote that I am reminded of each year at this time…

Like a lot of rabbinic and education students (at that time), I lived on campus and the day began with breakfast in the cafeteria. One my strongest memories from that time is when I got up early for school and, as per normal, headed down the hill for breakfast just to find the cafeteria empty of students. I remember asking a (non-Jewish) cafeteria employee what was going on, where was everybody? Oh, I was informed, there is no school today. Why is that? It is Shemini Atzeret.

“It is Shemini Atzeret.” – that was the first time I had ever heard those words before, let alone, knew them to be the name of a Jewish Holiday. And, so, back to bed (and not to shul), I went.

Whenever, I write a blog post about Jewish Holiday observance, or Jewish observance at all; whenever I engage in any conversation with or about adult education, this is the first thing that pops into my mind. I went half my life not even knowing the names of all the Jewish Holidays; who am I to judge the background knowledge or experiences of other Jews? I know how it feels not to know things you assume others do – or worse, to not know things you assume others assume you do know – and it doesn’t feel great.

Here’s another example from that time. We used to shul-hop all the time to soak up different experiences. We wound up in a large Conservative synagogue in the Valley and, as is common for newcomers, we are given honours. I am given the honour of hagbah which, like Shemini Atzeret, was a word I learned for the first time at that moment. I did not know what it meant (to lift and display the Torah after reading) or that it is done in any particular way. Which is why, in the moment, I flubbed it and needed some emergency assistance to prevent a fast-able situation. And that is why, almost thirty years later, I have not and will not do hagbah.

I have deep empathy for the many adults whose children become the catalyst for Jewish journeys. I have deep empathy for the many adults who feel uncomfortable in synagogue. No one likes to feel foolish and no one invites anxiety. For all the people who continue to live within the exact same faith tradition they were raised, there are many people who do not. And it is explicitly to those folk that I reach out to through these posts and through opportunities for adult learning…

My first Simchat Torah that year was also one of my first “a-ha moments”. Growing up, Simchat Torah was essentially Jewish Halloween. At my little Reform synagogue (and I am not trying to generalize my experience in the 80s at one synagogue to all of “Reform Judaism”), we literally would go outside and collect candy. I have no memory of us even reading the Torah, let alone dancing with it. So, when I attended Simchat Torah services that first fall, I did not know how to process what I was seeing. It was a room full of adults, including very esteemed professors and rabbis, drinking and dancing with the Torah – there likely were children in the room, but they were not the focal point. The focus was on joy, adult Jewish joy. Who knew?

That is what I am aiming for in these posts…and in my professional life. Give yourself permission to step out from behind the children and seize the joy of Jewish living. Don’t let not-knowing or not-knowing-how steal your joy – we would never let our children get away with being afraid to make a mistake as an excuse for trying new things, let’s not let ourselves as well. What is Shemini Atzeret? Find out on Thursday. Do you think dancing with the Torah is only for children or those observant or knowledgable families? Show up on Thursday night and Friday morning and seize the spotlight.

Yes, it is easier said than done. And yes, it is a little uncomfortable that this plea coincides with the Hebrew anniversary of “October 7th”. And, yet, we are taught that in Ecclesiastes 3:4 that there is…

A time for weeping and a time for laughing,
A time for wailing and a time for dancing;

Let’s make room for both this week. Chag sameach.

The Fragile Stability of Sukkot

The twin calendars of secular and Jewish life sometimes means that anniversaries are multiple depending on which calendar you mark the first event. For example, the secular date of my father’s (Z”l) passing is seared in for commemoration as is the Hebrew date which serves as yahrtzeit. To me this is an extra opportunity to remember, to celebrate his life and to be inspired to carry his legacy forward – I find the double anniversary welcome. As we prepare to usher in my most favourite of Jewish Holidays, Sukkot, it occurs to me that although we just went through all the first anniversary of October 7th experiences, the Jewish Calendar will echo the sentiment come Erev Simchat Torah, when most of us heard of the horrific events.

I’m going to share below most of my usual thoughts and suggestions about how to best celebrate what is supposed to be the most joyous of our holidays – literally named as the “season of our rejoicing” – but I recognize that those whose lives are equally governed by both second and Jewish calendars, may not yet feel ready to celebrate with full or even bifurcated hearts. For those, I simply remind that part of what Sukkot brings by virtue of dwelling in temporary structures is a concretization of life’s fragility that we should always bear in mind…but perhaps even more so now. There may very well be new traditions to consider in a post-October 7th world, perhaps you leave a seat empty for the hostages or you include victims like Hersh amongst your ushpizin. We are all still trying to figure it out and you should land wherever you feel comfortable…”Sukkot as normal,” “Sukkot filtered through October 7th,” or anywhere between.

And now I am going to pivot back to “Sukkot as normal” for those who wish…

After having shofar-ed into Rosh Hashanah and leaned into Yom Kippur, it is time to hop into my favorite holiday of them all…Sukkot!

Our OJCS Sukkah is up and we’ve added a few satellite sukkot as well to give our growing school enough space to for all the eating, celebrating, shake-shake-shaking and hopping as a school community that will make up a significant portion of next week. Great thanks to all our teachers for the hard work that goes into holiday preparation/celebration and keeping the normal routines of school moving forward as per usual.

As I mentioned above, Sukkot is absolutely my favorite holiday of the entire year. There is nothing else like it on the Jewish Calendar – sitting outside in a sukkah you built yourself (which is pretty much the one and only thing I actually can and do build), with handmade decorations from your children, enjoying good food with friends and family in the night air, the citrusy smell of etrog lingering and mixing with verdant lulav – this is experiential Judaism at its finest. There is a reason why this holiday is also known as Moadim L’Simchah – the Season of Our Rejoicing.

My annual, completely non-judgy plea for this weekend is a reminder that if our children – if we – only experience the Judaism of Rosh Hashanah and Yom Kippur and not the Judaism of Sukkot, then we are not exposing them – our ourselves – to the full range of beauty and joy that our tradition has to offer. So why, in fact, is this such a common occurrence?

No one likes to feel uncomfortable, and adults especially, are wary of feeling under-educated or unprepared. I know how I felt encountering new Jewish rituals for the first time as an adult – it was scary. The amount of “stuff” Judaism asks of us to do – building the sukkah with precise specifications, shaking the lulav and etrog in the proscribed way, chanting less-familiar prayers, coming to synagogue on unfamiliar days – can be overwhelming.

But don’t lose the sukkah through the trees…

If the idea of building a sukkah is either overwhelming or unrealistic at this time, in the spirit of trying to turn etrogs into etrog-ade, think of this year as an opportunity to once again pick one new tradition to experiment with. Shake a lulav and etrog. Eat in the sukkah (or in something sukkah-adjacent). Attend or livestream a service. Ask your child(ren)’s Jewish Studies Teacher(s) to send home stories, questions, or ideas. Come use the OJCS Sukkah. Come borrow OJCS lulav and etrogs.

How can I help? What can I do? These are actual questions – email me and it would be greatest pleasure. My sukkah doors are open as well. Literally, be my guest. Let this Sukkot truly be the season of our great rejoicing. I hope many students find their way to synagogue and into sukkot this Sukkot. I hope many parents push themselves out of their comfort zones and join the fun. But most importantly, I hope we – OJCS – are up to the task of educating, inspiring and working in partnership with our families so that those who wish to, are able to add Sukkot as a next stop on their Jewish journeys (#NorthStar).

Chag sameach!

There is a concept in Judaism called hiddur mitzvah which is the “beautification of the mitzvah” and it calls upon us to think of ways to go that little extra mile to make a mitzvah extra-special. There is no better holiday for this concept than Sukkot! Here are two ways you can amplify your Sukkot celebrations this year:

For the musically inclined, please enjoy this Sukkot Playlist courtesy of our friends at PJ Library:

For the fermentedly inclined, please enjoy this recipe for making homemade etrog liqueur…

…and for the inebriated-ly inclined, please enjoy this link to the many artisanal etrog cocktails you may enjoy.

Leaning Into Forgiveness 5785

We are near the finish line of the עשרת ימי תשובה (Aseret Yemei Teshuvah) —the Ten Days of Repentance between Rosh Hashanah and Yom Kippur. Each year, I look forward to choosing a personal growth goal, something general enough to guide my interactions with students, teachers, parents, colleagues, and the broader community. By sharing this publicly, I hope it inspires others to reflect on their own growth and adds a layer of public accountability to keep me honest.

At least once a week, I compose the perfect social media post in my head. Sometimes it’s funny. Sometimes it’s biting. Sometimes it’s provocative. It’s always about a topic I care deeply about, something with real-world impact and significance. But each time, after writing it, I delete it.

I am jealous of people who live in outward philosophical purity. These people tend to fall into two categories. Some are rabbis serving in pulpits who have managed to align their personal beliefs with their communal roles so seamlessly that they are able to be their truest selves, both personally and professionally, without compromise.

Jealous.

Then, there are those who prioritize their philosophical purity above all else. They either carve out professional spaces that align with their values, or they are unafraid of facing the consequences when their values conflict with their roles.

Jealous.

This may seem like an odd choice for teshuvah—repentance for not being more provocative or polarizing. But I worry that in trying to balance discretion and authenticity, I end up standing for nothing. Silence is not neutrality. As Rabbi Abraham Joshua Heschel famously said, “In a free society, some are guilty, but all are responsible.” Remaining silent, especially when something needs to be said, isn’t neutrality—it’s complicity.

Here’s an example:

In 2016, we were living in Florida during the election, and my older daughter wanted us to put out a lawn sign for our preferred candidate. (Notice how I’m still hedging?) I had to consider carefully whether it was wise, as someone running a school in a divided community, to do something so public. In the end, we put out the sign. But even then, I said nothing in person or online. Why? I didn’t want to create unnecessary tension in a divided workplace and culture. And yet, I’m 99% sure that anyone who’s ever met me, or spent five minutes researching me, could easily guess my political views. And still, I said nothing.

There’s nothing wrong with not wanting to insert personal politics into a professional setting where it’s not welcome. The question I wrestle with is whether, as a private individual who holds a communal role, it’s wrong to express personal views. Is there a meaningful distinction between what I espouse as “head of school” and what I espouse as “Jon Mitzmacher”? My heart says there should be; my head says that’s wishful thinking.

Pirkei Avot reminds us, “If I am not for myself, who will be for me? And when I am only for myself, what am I? And if not now, when?” (Pirkei Avot 1:14). I cannot reconcile the way I am raising my daughters with my own silence. I cannot advocate for students to be civically active while avoiding the same. I cannot run a school based on deeply held principles and then be afraid to live those values beyond the school walls.

So, my goal for this year is to take a step—to dip a toe into the waters of personal expression. Nothing dramatic is on the horizon, and it’s possible that whatever I do say will yield no ripple or echo. But I’ll take a whistle in the wind over silence. As Rav Kook once said, “I don’t speak because I have the power to speak; I speak because I don’t have the power to remain silent.”

I don’t want to look back and wonder why I chose to say nothing when I had so much to say.

Additionally, during this time of introspection, let me take this opportunity to ask forgiveness for anything I have done – purposely or unknowingly – to cause offense or upset during the last year. I am sincerely sorry and ask for your forgiveness. As you ponder the purpose of this season for you and your family, I hope you find the time for introspection and the inspiration for the teshuvah you are seeking. From my family to yours, wishing you a tzom kal (easy fast) and a day of meaning.

G’mar chatimah tovah.

Reading the Calendar as Text

There is an idea in Talmudic hermeneutics (which defines the rules and methods for investigation and exact determination of meaning of the scriptures in the Jewish Bible, within the framework of Rabbinic Judaism) that you can unlock meaning by looking at the juxtaposition of biblical texts that don’t appear to be linked or related on the surface. [For example, the fact that the law of shatnez in Deuteronomy 22:11 (the forbidding of wearing garments of mixed wool and linen) is immediately followed by the law of tzitzit in Deuteronomy 22:12 leads the rabbis to deduce through the juxtaposition of sections that you can wear a garment bearing tzitzit that is a mix of wool and linen. Don’t worry if none of what I just wrote makes sense to you.]

But what if we applied this rule of “juxtaposition of sections” to the calendar?

Over the next few days at OJCS, we have an “only in a Canadian Jewish day school” convergence of events: today’s annual Terry Fox Run, Monday’s National Truth & Reconciliation Day, and then we head into Rosh Hashanah. While each occasion is distinct in purpose and history, there is something deeply powerful about experiencing them in close proximity. For children and families in a Canadian Jewish K-8 day school, these moments offer profound lessons that transcend individual contexts and connect us in shared values of courage, reflection, and responsibility.

The Legacy of Terry Fox: Courage and Collective Action

Terry Fox is a national hero whose story resonates far beyond Canadian borders. His Marathon of Hope is more than just a symbol of endurance; it reflects the courage to pursue what seems impossible. For our students, participating in a Terry Fox Run is about more than running. It’s an opportunity to connect with the value of mesirut nefesh—the Jewish concept of self-sacrifice for a higher cause. When children run in Terry’s name, they aren’t just contributing to cancer research; they are internalizing the idea that each of us can make a difference, no matter our limitations. We teach them that Terry’s story is about turning personal adversity into global activism—a message that resonates deeply with our school’s North Stars.

National Truth & Reconciliation Day: Reflection and Responsibility

Our commitment to holding space for National Truth & Reconciliation Day into our school calendar has become an essential part of how we engage our students with Canada’s complex history. The day is set aside to remember and honour the survivors of residential schools, acknowledging the pain and trauma inflicted upon Indigenous communities. For a Jewish day school, it offers an opportunity to reflect on the intersections between our own historical experiences and those of Indigenous peoples. Our students learn that justice, tzedek, isn’t just a concept confined to Jewish history but is a universal human responsibility. We want our children to understand that reconciliation isn’t a one-time event but an ongoing commitment to learning, listening, and acting in solidarity.

Rosh Hashanah: A Time for Renewal and Change

Rosh Hashanah, the Jewish New Year, offers a moment of spiritual reflection that echoes the themes of both Terry Fox and National Truth & Reconciliation Day. As we enter the Yamim Noraim, the Days of Awe, we emphasize personal growth, repentance, and renewal. We teach our students that while this holiday is about introspection, it is also about action—about making changes in our lives that positively impact those around us. Much like Terry Fox’s unyielding dedication to his cause, and much like the ongoing process of reconciliation, Rosh Hashanah calls us to pursue tikkun olam—the repair of the world. Whether in the context of family, community, or society at large, Rosh Hashanah reminds us that we have the power and responsibility to create meaningful change.

A Unique Canadian Jewish Experience

What makes these three juxtaposed events especially meaningful is the way they intersect within the unique fabric of our Canadian Jewish identity. Terry Fox’s legacy, Truth & Reconciliation Day, and Rosh Hashanah each stand on their own, but together, they represent a powerful triad of courage, responsibility, and renewal. In a Jewish day school like ours, we aim to provide students with the tools to engage fully as young Jewish Canadians, understanding that their identities are shaped by both their heritage and their broader Canadian context. We want our students to ask big questions: How do we honour the past while building a better future? What does it mean to live as a proud Jew and a responsible citizen?

As this extraordinary week unfolds, I am eager to see the questions and discussions that arise among our students and families. How can we live with courage like Terry Fox? What does it mean to actively participate in reconciliation efforts? How can the reflection and renewal of Rosh Hashanah guide us in the year to come? These are the kinds of questions that define the educational journey at OJCS. While the answers may not come easily—or at all—the process of engaging with them is where the real learning happens. As always, I’m excited to see how our students navigate the intersection of these significant moments, and I look forward to the lessons they will teach all of us in the process.

As the eve of a new Jewish Year approaches, it is my most sincerest hope that this is the year we’ve been waiting for. To all the teachers, staff, parents, students, donors, supporters, and friends in this special school- thank you for your enthusiasm and your hard work. 5785 is shaping up to be a quite an amazing year!

From our family to yours, “Shanah tovah!”

The Transparency Files: How We Grow Our Teachers

When you have been doing this as long as I (somehow) have been doing this, it is natural to wind up with some sayings and “-isms” that help explain your “why” and core beliefs. Here is one of mine: “We should treat our teachers at least as well as we do our students”. There are lots of ways that can apply, but here I want to take a peek behind the curtain and share how we think about the critical work of growing our teachers. There are three OJCS North Stars that we aspire to for our students that apply at least as well to our teachers: 1) We own our learning, 2) We learn better together, and 3) There is a floor, but no ceiling.

Just as we want our students to take responsibility for their own learning as they develop in school, we empower our teachers to take ownership of their professional growth. The administration are not detectives looking to catch our teachers making mistakes, but partners in helping teachers become their best selves. Just as we know that learning is not done best alone, we encourage our teachers to grow themselves in cohorts, in community and in partnerships. And just as no two students are the same, we do not offer our teachers cookie-cutter PD; rather, we work with our teachers to co-create differentiated and personalized growth opportunities that meet them where they are and take them the next steps forward. [This does not mean that the administration never proscribes or requires particular growth experiences if that is what is called for; but we do try to start with the teacher’s passions and preferences.]

If you look up you will see our school’s Learning Target, which I have blogged about in the past. A quick reminder that,

This “Learning Target” is the instrument of alignment – meaning we can now make big and small decisions based on whether they bring our school closer to the target or not. If our “North Stars” represent unchanging aspirational endpoints of our educational journey, our “Learning Target” functions as a map and a compass.

Our teachers measure themselves – and we measure them – against a detailed rubric that describes varying degrees of excellence across these five domains and seventeen sub-domains. Each year we expect our teachers to demonstrate growth in (at least) one category. That season starts now. I am currently meeting with each teacher in our school to decide on a Professional Growth Project (PGP) that is intended to formally move that growth forward. Once I meet with each teacher and determine their PGP, they are shared with the full administration so we can build a calendar of professional growth opportunities aligned with this year’s needs.

If you are an OJCS Parent and not interested in more detail, feel free to skip the next section…

Because this blog does attract a broader audience than current families at OJCS (sorry if that reads like a bit of a humblebrag), I am going to tack on a few more technical pieces of the hows and whats of what we call our Annual Performance Review Process or APReP…

For transparency sake, here is the same graphic we provide our teachers as an overview:

Things to know…

…anyone in the field who would like samples of all the documents that are (not) hyperlinked in the above JPEG, just put your email address in a comment or email me directly ([email protected]) and it will be my pleasure.

…this has been an iterative process over the years. We have added features, taken away features, etc. We currently distinguish between first-year teachers at OJCS, non-tenured teachers at OJCS, and tenured teachers at OJCS. [For my non-union friends, at our school, teachers become tenured if they are asked back for their fourth consecutive year of service.]

…”ELT” is our Educational Leadership Team.

…first-year teachers do not have a PGP as it is enough to acclimate yourself to a new school.

…new this year, veteran teachers may volunteer to sit on committees in lieu of PGPs upon request and agreeance from the administration.

…the APReP process is how we determine who our teachers are each year and which portfolios they are given. It is not intended to be a high-pressure or high-stakes process, but it does lead to meaningful outcomes. It is rigourous and it is serious.

Our teachers are our most important variable in school success. The more skilled, able, prepared and motivated our teachers…the greater the odds for all the outcomes we aspire towards. We are looking forward to great year of learning at OJCS this year…not just for our students, but for our teachers as well!

The 2024 OJCS Middle School Retreat: Disconnect to Reconnect

We had to pivot to a new location this year (Todah Rabbah Camp Shomria!), but it was worth it in order to return a full experience at our Seventh Annual OJCS Middle School Retreat! Our theme for The 2024 Middle School Retreat was the same as it was for our Faculty Pre-Planning Week as it will be for the whole school and the whole year: Disconnect to Reconnect. Over three days, we had all kinds of community-building experiences and programs and we engaged in three different peulot (informal Jewish educational programs) where our students, by class, by grade, and as a full middle school had a chance to review and lean into the permanent values embodied in our North Stars and the “7 Habits” while learning about the value of “disconnecting” and how our reliance on technology can sometimes get in the way of our “connecting” with our community, our school, our classmates, our friends…and ourselves. I was very impressed by the level of engagement and the quality of conversation – whether we were inside, outside, sleepy or wide awake – that our students contributed to this part of the experience.

Here’s a snapshot (or many) of our experience:

Day #1

We arrived mid-morning, settled in, went over rules and boundaries, and unpacked.
Then we had lunch together.
Next up, Moreh David organized a Jewish Studies-Themed Scavenger Hunt that took us all around the camp while reviewing our basic Bible and Holiday Facts.
Then, our very own OJCS Parent, Steve Papai (thank you!) came up to supervise our canoeing and kayaking on Otty Lake. Those who weren’t interested in the waterfront, were able to read and do arts and crafts with Miss M.
After that, we came together for our first peulah (activity) on the topic of “Disconnect to Reconnect”. We learned what it meant to be a “Hokie” and a “Pokie”, explored what it mean to work collaboratively with those who have different norms, talked about the kind of MIddle School community we want to create and sustain, “crossed a wild river” and – of course, ended with…the Hokie-Pokie.
We finished with hanging out, watching a movie, playing night volleyball or ga-ga, reading, relaxing, etc., and then…lailah tov!

Day #2

We began our day with a delicious group breakfast and an outdoor Tefillah, which set the tone for the adventures ahead. After fueling up, we made our way to Marked, where students tested their strength and endurance through a series of challenging outdoor obstacle courses and showcased their precision and accuracy during thrilling games of laser tag.
In the late afternoon, we returned to camp where the fun continued. Students cooled off with a refreshing swim in the lake and enjoyed relaxing canoe rides. Others took advantage of the many amenities the camp offers, including basketball and tetherball.
As evening approached, we gathered for a delicious BBQ dinner. Following dinner, we engaged in our second peulah focusing on “mindfulness” and shifting one’s attitude by reimagining daily school experiences through a new lens (i.e. “Math” as “Brain Exercise” and “Eating” as “Mindful Eating”).
We ended our day on a high note with a cozy bonfire. Students ate roasted marshmallows and sang songs, creating a perfect end to an action-packed day.

Day #3

We got up early, ate, did Tefillah, cleaned up and packed up!
We did our final peulah, this time focused on trust and how to carry forward the conversations and the relationships from the retreat back to school.
We finished up with a great survival skills training with Mr. Ray & Mr. C. and then it was time to load the busses and head back to OJCS!

Please be sure to join us tomorrow for “Back to School Night” from 7:00 – 9:00 PM. We can’t wait to show you the new spaces, to go deeper into The Anxious Generation, and to share with all you need to know to be great partners during this exciting 75th anniversary year!

Coming Attractions

I have used the metaphor of “building the plane while flying it” before, but I have never experienced it quite as literally as these last weeks! This has been quite the reopening for school and each day we get closer to realizing the dream of this first phase of the renovation.

If I had more bandwidth, creativity and money, I would love to shoot one of those “Coming this season…” trailers that shows often use at the end of the first episode of a new season. “This season at the Ottawa Jewish Community School…” And I could provide tantalizing tidbits and foreshadowing of all the exciting things coming for the 2024-2025 school year at OJCS, and there are quite a lot of them. Instead, the best I can do is what you will find below…

Coming soon on The Ottawa Jewish Community School…

…we actually do finish the first phase of our amazing $2 million classroom renovation! As of this writing, nearly all furniture, millwork, interactive whiteboards, lighting, flooring, painting, etc., of all the spaces covered in this first phase are now in, working and complete. What is left to do? We have whiteboards and cork boards coming in next week and new storage units for upstairs. That should be it…for now! Can’t wait to show them to you at…
…Back to School Night! Come join us on September 17th at 7:00 PM where in addition to the normal things, you will, 1) Hear from Vice Principal Melissa Thompson about how OJCS is building upon big ideas from The Anxious Generation and, 2) See the new classrooms!
…we relaunch our OJCS PTA under the leadership of Chelsea Levine who is bringing all her energy and ideas to the table! (And we thank Tracy Hartman for her leadership these last few years!) Want to help Chelsea infuse our school with ruach and joy and friend-raising to enhance the experience of being at OJCS? Email her at [email protected] and get involved!
…Middle School is prototyping longer blocks of academic time for selected courses and a new Study Skills course. What will be the impact? We’ll see!
…we finally officially dedicate a Vimy Oak at Beechwood Cemetary on October 10th in loving memory of Rabbi Bulka Z”l and to officially kick off this year’s work of the Rabbi Bulka Kindness Project, generously sponsored by Kind Canada.

Coming this season on The Ottawa Jewish Community School

- …OJCS turns 75! Don’t miss the once-in-a-lifetime opportunity celebrate this historic milestone on October 30th!

…we complete our three-year journey as a CAIS Candidate School and host an accreditation team in February 2025 with the hope of becoming the third CAIS-accredited independent school in Ottawa (joining Ashbury & Elmwood).

There is so much more, but I am really trying to be more parsimonious in the hope that by writing less, it is easier and more enjoyable to read. Next week? Middle School Retreat!

Things I Know Parents Want To Know

Update on Meat-Dairy days is coming very soon. We’ve heard you.
Clarification on parking rules for both drop-off and pickup is also coming soon. Safety trumps convenience. Please and Thank You.
Plans for how the school – and Campus – plan to navigate the anniversary of October 7th.

It is my pleasure to introduce you to our newest “Friend of OJCS”!

Lidia Kaia is an Ottawa-born artist with Down Syndrome, whose work is renowned for its innovative pouring techniques and its use of colour therapy to foster psychological wellbeing. Her art has been thoughtfully designed to positively influence emotional and mental states, helping to alleviate stress and enhance mood. Lidia’s artwork has been featured in exhibitions and private galleries across Europe and is now garnering attention within the Canadian art scene.

Driven by her love for people, Lidia remains dedicated to creating new collections that reflect her unique perspective and passion for therapeutic art. Lidia and her family are deeply appreciative of the opportunity to showcase her work within our school.

Please feel free to visit Jennifer and Yulia’s office on our first floor where you can view her stunning pieces. You may also view her work – and meet her – and buy some for yourself at Back to School Night! Here is a link to her full portfolio.

Interested in becoming “Friend of OJCS”? Contact Yulia Elgin at [email protected].

OJCS Faculty Pre-Planning 2024: Disconnect to Reconnect

This is normally the post where we provide a peek behind the curtain of what happens at school the week before students arrive; the week that teachers return, engage in meaningful professional growth opportunities, plan together for the start of school, organize their rooms and spaces, etc. This year, of course, with a renovation racing at breakneck speed towards the first day of school, we shifted the balance of Pre-Planning Week towards that last task – giving all the time needed to open these brand-new classrooms on the first day of school.

One advantage to a nearly 100% returning faculty and staff is that we can seamlessly move forward on work we have been doing these last few years to help OJCS reach ever-closer towards our North Stars. And with enrollment still coming in (classic Ottawa), we are on track for a seventh consecutive year of growth. As we prepare to (literally) open our doors next week to house students in classrooms which are now as excellent as the quality of teaching and learning contained therein, and as you prepare to enjoy the last holiday weekend marking the end of summer, let me paint a little picture of how we are preparing to make 2024-2025 the best year yet.

Here’s a curated selection from our activities…

The “Learned Helplessness” Cafe

Each year (17 years, 8 at OJCS and counting!), I begin “Pre-Planning Week” with an updated version of the “World Café”. It is a collaborative brainstorming activity centered on a key question. Each year’s question is designed to encapsulate that year’s “big idea”. This year’s big idea? Disconnect to Reconnect!

As a segue to this one big idea, we started the World Café by exploring the notion of “learned helplessness” and whether or not our use of technology in school contributes to it.

Here’s what connected collaboration looks like…

The Anxious Generation

Beginning with last year’s prototype of a “Middle School Cell Phone Detox,” we are building upon this key idea:

It is always the right time to do what is necessary to ensure the wellbeing of our students. A number of us on our Educational Leadership Team (beginning with Vice Principal Melissa Thompson) have been reading The Anxious Generation and following the discussion on one of its big ideas, “Wait Until 8th“. Both deal with the negative impacts of constant and chronic use of smartphones, in particular, on young and developing minds.

This will be the ONE BIG IDEA for 2024-2025. Parents will have an opportunity to learn more at this year’s “Back to School Night”, as well as through parent education sessions and a series of cohorted book groups. It will also be the theme of this year’s Middle School Retreat. We are looking forward to sharing more…once we launch the start of school.

Behaviour Support @ OJCS 2.0

We took significant strides last year in the way in which we navigate behaviour, evidence of which can be found in our parent and faculty feedback data. That doesn’t mean that we don’t continue to refine and revise our framework. We do and we did.

Here is a reminder about the big idea that underpins our approach:

Here is our framework-at-a-glance:

Again, it cannot be understated how helpful it is having almost 100% returning faculty when it comes to these matters. We can spend all our bandwidth on growing and improving. We saw the impact of the framework last year; we look forward to greater impact with a second year under our collective parent-school collaborative belts.

Did we take a Shehekhiyanu Moment when we (finally!) were able to show our teachers their new classrooms?

Did I do one of my spiritual check-ins on the topic of the “Discomforting Comfort”? Sure did!

Did Moreh David inject some ruach (North Star Alert!) into Pre-Planning Week with some all-staff shirah? Yup!

Did Ms. Gordon go over all the guidelines and protocols and procedures and rules and mandates to keep us all in the know? No doubt!

Did Josh Max train all our teachers on how to use our amazing new interactive whiteboards installed in all our classrooms and prepare our Lower School Teachers to use our 60 new iPads? Yessiree!

Did our teachers have lots of time to meet and prepare and collaborate and organize and do all the things needed to open up school on Tuesday? And then some!

All that and much more took place during this week of planning. We are prepared to provide a rigorous, creative, innovative, personalised, and ruach-filled learning experience for each and every one of our precious students who we cannot wait to greet in person on the first day of school!

Wishing you and yours a wonderful holiday weekend and a successful launch to the 2024-2025 school year…

The Transparency Files: The 2024-2025 Faculty

Happy Friday!

Here we are on literally the last day of school – for teachers – and before we head into Canada Day Weekend and the true start of summer (for us!), it is my sincere joy and pleasure to be able to share a picture of the amazing human beings who will be teaching our children and leading our school into the 2024-2025 school year at the Ottawa Jewish Community School.

This is the first year of what will be the beginning of my eighth year at OJCS where I have exactly ZERO preambles or caveats. (Wait, what? You are just going to tell us what we are here to see and not force us to read an extra 500 words? Yup!)

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 2024-2025 OJCS Faculty & Staff

Lower School General Studies Faculty

Kindergarten: Andréa Black, Amy Kluke (EA) & EA (TBD) [TWO Classes]
Grade One: Julie Bennett [TWO Classes]
Grade Two: Ann-Lynn Rapoport [TWO Classes]
Grade Three: Caitlin Honey [TWO Classes]
Grade Four: Charles Watters [TWO Classes]
Grade Five: Melissa Thompson

Lower School Jewish Studies Faculty

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

Lower School French Faculty

Kindergarten: Maryse Cohen [TWO Classes]
Grade One: Maryse Cohen & Efi Mouchou [TWO Classes]
Grade Two: Efi Mouchou [TWO Classes]
Grade Three: Aaron Polowin [TWO Classes]
Grade Four Core: Aaron Polowin
Grade Four Extended: Dr. Sylvie Raymond
Grade Five Core: Dr. Sylvie Raymond
Grade Five Extended: Efi Mouchou

Middle School Faculty

[NOTE: There will be two Grade 6s.]

Science: Josh Ray
Mathematics: Chelsea Cleveland (Grades 6 & 7) & Josh Ray (Grade 8)
Language Arts: Jess Mender
Social Studies: Michael Washerstein
Extended French: Wanda Canaan
Core French: Dr. Sylvie Raymond
Hebrew Alef: Jaqui Gesund Kattan
Hebrew Bet: Liat Levy
Jewish Studies: Mike Washerstein
Rabbinics: David Kogut

Specialists

Art: Dina Medicoff
Music: David Kogut
French Language PE: Stéphane Cinanni & Aaron Polowin
Library: Brigitte Ruel

Leads

OJCS Makerspace: Josh Ray
Rabbi Bulka Kindness Project: Michael Washerstein
Student Life: Jess Mender

Department of Special Education

Ashley Beswick, Student Support Coordinator
Faye Mellenthin, Grades 5-8 Resource Teacher
Marina Riklin, Math Resource Teacher
Chelsea Cleveland, Math Resource Teacher
Reading Specialist, Reading Resource Teacher
Corinne Baray, Jewish Studies & ESL Resource Teacher
Wanda Canaan, French Resource Teacher

Administration

Josh Max – Director of Technology
Ellie Kamil – Executive Assistant to the Head of School
Yulia Elgin – Director of Development
Elena Ivanova – Chief Accountant
Jennifer Greenberg – Director of Recruitment
Sharon Reichstein, Director of Special Education
Melissa Thompson – Vice Principal
Keren Gordon – Principal
Dr. Jon Mitzmacher – Head of School

You may notice some familiar faces in new places…

…you will notice that although she is maintaining a healthy teaching portfolio, we are thrilled to announce that Melissa Thompson has been promoted from “Coordinator” to “Vice Principal” that officially marks her transition to being part of Administration. This is not only well-deserved based on her extraordinary work over her time at OJCS, but also much-needed as we reach towards those North Stars as a still-growing school. Along with Ms. Gordon and myself, the addition of Mrs. Thompson in this role will ensure greater accountability and that we raise the bar of excellence in our classrooms and across our programs.

…you may also notice that David Kogut will expand his portfolio next year as he adds Middle School Rabbinics to Music as a full-time JS Teacher. Moreh David has his MA in Jewish Education from the Azrieli School of Education at Yeshiva University and brings years of teaching and administrative experience into his expanded role. We are incredibly grateful to Morah Corinne who has built a strong foundation in Rabbinics for Moreh David to build upon and are excited that Morah Corinne will have an opportunity to further develop her ESL and Hebrew Resource programs.

…and as sad as we are that Morah Yulia will no longer be formally teaching in the Jewish Studies Department next year, we are thrilled that Ms. Elgin will be dedicating all her extraordinary energy to Development.

You may notice two familiar faces missing…

…we took time a few weeks back to commemorate and celebrate the remarkable 37-year career of Ruth Lebovich – Morah Ruthie – as she has now officially retired from OJCS. There is not enough space here to repeat all that we shared about her as part of our “OJCS Celebrates 75 Years of Teaching Excellence” event, but suffice it to say that she leaves an unparalleled legacy and huge shoes to fill. We feel confident that for Morah Ruthie we are simply saying l’hitraot and not shalom as we expect to be seeing her and learning from her – albeit differently – for years to come.

…we are also saying good-bye to Lianna Krantzberg – Morah Lianna – who will be moving on from OJCS to take on new challenges as she enters the next phase of her career. Having an alumna as a teacher is a special thing, indeed, and it has been our pleasure to literally watch Morah Lianna grow up in so many ways within our doors. We wish her an early mazal tov as her wedding draws near, and all the best in her next professional chapter.

Do you notice what you don’t see? Any significant open positions! What?! Yes, other than adding one additional EA for SK and a Reading Resource Specialist to ensure we are providing as much resource as needed, we are heading into summer without any significant search processes! Stability, anyone? Yes, please!

Please note that I intend to take a pause from weekly blogging as we head into summer. Of course, should the spirit move me, or an issue arises that warrants it, I will blog intermittently, until resuming my weekly routine a week or so before our teachers return for Pre-Planning Week 2024.

Happy summer!

Being “Ready” for High School Used to Mean Something Different

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

When you go from being the oldest students in school to being the youngest, it can feel – as it did to ten of the spies in this week’s parashah – a bit like being a grasshopper amongst giants. We tend to think about the transition to high school as being about “academic readiness” or “social acceptance” or “executive functioning” – the typical things any good middle school ought to ensure be true as it sends its graduates out into high school. And considering how close COVID remains in the rearview, all those things were more complicated for this generation of graduates. Now we layer on the events that took up most of this class’s graduating year – the tragedy of October 7th and its aftermath – and we realize that being “ready” for high school sadly now requires the additional categories of “preparedness for possible encounters of anti-Semitism” and “Israel advocacy”.

In Parashat Sh’lach, Moshe sends twelve spies to scout the land of Kena’an. Ten of them return with reports of fear and doubt, convinced that the land is unconquerable. Only Yehoshua and Kalev stand firm in their faith and courage, urging the people to trust in God’s promise and move forward. As you stand at the threshold of high school, you are a bit like Bnei Yisrael standing on the brink of the Promised Land. The future is full of unknowns, challenges, and opportunities. The world you are stepping into has been profoundly affected by the event of this past year what with the walkouts, disinformation and anti-Semitic/anti-Israel incidents on so many of our local high school campuses. But just as Yehoshua and Kalev demonstrated, how we choose to perceive and respond to challenges will define our journey.

Perspective shapes our reality. The ten spies saw insurmountable obstacles in Kena’an, but Yehoshua and Kalev saw possibilities and potential. As you move into high school, you may encounter situations that may seem daunting—new subjects, social dynamics, and greater responsibilities. Instead of seeing these as insurmountable challenges, try to view them as opportunities for growth and learning. Cultivate a growth mindset that seeks out possibilities and remains optimistic, even in the face of adversity.

Courage is essential. Yehoshua and Kalev stood against the majority, advocating for what they believed was right. It wasn’t easy, but their bravery paved the way for Bnei Yisrael’s eventual entry into the Land. It seems likely now more than ever that in high school, there will be times when you will need to stand up for your values, make difficult decisions, and perhaps go against the grain. We have seen OJCS graduates take the lead in organizing and advocating on high school campuses throughout Ottawa in response to anti-Semitic incidents and anti-Israel disinformation. Courage is not the absence of fear, but the ability to move forward despite it. Remember that true courage comes from within and is bolstered by your sense of purpose and integrity.

Faith provides us with strength. Yehoshua and Kalev’s confidence stemmed from their faith in God’s promise. For us, faith can take many forms in addition to the traditional ones. It might be faith in your abilities, faith in the support of your family and community, or faith in the values that you have been taught here at OJCS. This faith will be your anchor in turbulent times, giving you the resilience to face challenges and the assurance that you are not alone.

Graduates, you have shown remarkable resilience and adaptability during your time at OJCS. You are equipped with the knowledge, skills, and values needed to make a positive impact in a world desperately in need of it. Embrace the future with courage. Be the positive force that sees potential in every challenge and have faith in your ability to create a better, brighter future. And, when necessary, be brave in the face of challenges.

Ken y’hi ratzon.