A Floor, But Not a Ceiling

From Remembering to Leading: Empowering Our Students on Yom HaShoah

This year’s Yom HaShoah marks the 80th anniversary of the liberation of Auschwitz-Birkenau—a somber reminder of the horrors of the past and a powerful call to action for the future. As I’ve reflected in previous writings, the phrase “Never Forget” carries a responsibility not only to preserve memory but to translate it into meaningful action and leadership. At OJCS, our students exemplify this commitment, particularly through our restructured Grade 7 Holocaust curriculum.

Why We Remember

Yom HaShoah serves as a profound moment for reflection, mourning, and education. “Never Forget” isn’t merely about recalling historical facts; it’s about actively engaging with the ethical and moral imperatives that emerge from history’s darkest chapters. When we say “Never Forget,” we commit ourselves—and our students—to creating a world rooted in empathy, justice, and compassion. As I’ve previously shared in “Remember” With Your Mouth; “Don’t Forget” In Your Heart, this underscores our belief that remembrance must live both outwardly and inwardly, through our actions and our attitudes.

Grade 7: Stewards of Remembrance

This year, we’ve introduced a revitalized Holocaust studies curriculum in Grade 7, positioning this grade as the focal point for Holocaust education and community leadership at OJCS. Students delve deeply into survivor testimonies, historical narratives, literature, and ethical discussions, developing not only knowledge but emotional intelligence, empathy, and a profound sense of responsibility.

The culmination of this curriculum is our school’s Yom HaShoah commemoration, fully planned and led by our Grade 7 students. They organized and facilitated a thoughtful Grades 5–8 Assembly designed to foster meaningful reflection and community engagement. Additionally, Grade 7 students showcased their learning through a Holocaust book presentation, sharing powerful and insightful projects with their peers, faculty, and families in a science-fair-style exhibition.

Connecting Memory to Action (and Zionism)

Our commitment to remembrance, of course, extends beyond Grade 7. The comprehensive Holocaust curriculum serves as a critical foundation for Grade 8’s exploration of Zionism and modern Jewish identity. By understanding the profound impact of the Shoah, students gain essential context for why a Jewish homeland—and the continued strength and vitality of Israel—remains vital to the Jewish people worldwide. This thoughtful progression prepares our graduates not only for high school but also for meaningful engagement with complex contemporary issues affecting Jewish communities today.

Our sequential approach – reimagined to meet the needs of a post-October 7th world – beginning with deep Holocaust education in Grade 7 and moving into an exploration of Zionism in Grade 8, is designed to equip our students with critical tools and context. This intentional curricular progression addresses a real and pressing need, as many of our alumni share experiences of encountering antisemitism and anti-Zionism in high school and university settings. By embedding rigorous historical knowledge, critical thinking, and moral clarity early, we ensure our graduates are ready not only to respond thoughtfully but to proactively advocate for themselves and their communities.

Additionally, as the community Jewish day school located in Canada’s national capital, OJCS offers a uniquely rich environment for nurturing student leadership. Our emphasis on public speaking, civic engagement, and meaningful interactions with leaders and institutions of national importance provides students unparalleled access and opportunities. Particularly in an election year, our students witness firsthand how critical active citizenship is, empowering them to become articulate and confident participants in Canada’s broader civic life.

Commitment to the Future

As we mark this significant anniversary, our commitment remains clear and strong. At OJCS, remembering the Holocaust isn’t confined to a single day or event—it permeates our educational approach, shaping young leaders who are ready to carry forward the lessons of history into meaningful action.

May our Grade 7 students’ leadership on Yom HaShoah continue to inspire us all toward deeper empathy, greater justice, and a relentless pursuit of a brighter future.

Looking Backwards to Look Forward #2: Les résultats en français et le bilinguisme à l’OJCS

In a trilingual Jewish day school, French isn’t just a subject—it’s a statement. A declaration that our students can be proudly Jewish, fluently bilingual, and fully Canadian all at once. This year’s Francofête celebration was a joyful reminder of how far we’ve come. But like all meaningful school growth stories, the journey toward French excellence at OJCS has been anything but linear.

This second post in the “Looking Backwards to Look Forward” series reflects on the incredible progress we’ve made in French language outcomes and the evolving vision of what it means to be bilingual—no, trilingual—at OJCS.

Looking Backwards: De l’incertitude à la confiance

There was a time—some of our veteran parents will remember it well—when the very mention of French at OJCS was cause for concern. We had families who loved the Jewish and General Studies offerings of our school, but quietly (or not-so-quietly) began looking elsewhere after Grade 3 to place their children in the public board’s French Immersion programs. It wasn’t just about instructional minutes or vocabulary lists—it was about confidence. Could our graduates truly function bilingually in Canada?

That question drove a major strategic reset in how we approached French at OJCS.

Nous avons écouté. Nous avons agi.

It began with Town Halls and parent consultations, the results of which were shared transparently through blog posts like this French Town Hall Recap and others. What emerged from these conversations was both a diagnosis and a direction: we needed a clearer, more rigorous, and more immersive approach to French that parents could trust.

Enter TACLEF—an early and important partnership with an external benchmarking program that provided individualized assessments and targeted next steps for students. As documented in this post, it helped our French team begin to professionalize and personalize how French was taught and learned at OJCS.

Un socle plus solide en Maternelle à 3e année

One of the biggest shifts was our investment in French before the Core/Extended split in Grade 4. By enriching K–3 with more immersive and academically rigorous French experiences, we laid a stronger foundation for both tracks. Today, students experience meaningful immersion even before they enter Extended, and Core students benefit from that as well.

Réinventer le programme “Étendu”

For students in our Extended track, we’ve worked hard to create a program that increasingly mirrors what one might expect from public school French Immersion—without sacrificing any of the other pillars of an OJCS education. A bold example of this is the prototyping of French-language PE, which was shared in this blog post. Teaching physical education en français does more than increase instructional time—it increases confidence, context, and connection.

And the results? Well, the simplest metric might be this: we no longer lose students due to French. That’s anecdotal, yes—but it’s a powerful indicator of changing perceptions, and more importantly, changing realities.

Looking Forwards: DELF, identité, et la puissance du trilinguisme

We’ve always said we are a trilingual school—English, Hebrew, and French. But in the years ahead, we’re working to move from claim to clarity: what does trilingual fluency look like by Grade 8? What does it feel like?

S’appuyer sur le DELF

The last three years mark a significant leap forward in our French program: the integration of the DELF (Diplôme d’Études en Langue Française), an internationally recognized certification awarded by the French Ministry of Education and aligned with CEFR standards (A1, A2, B1, B2).

Starting in Grade 5, our students begin working toward the competencies needed for success on the DELF by Grade 8. We’ve restructured our curriculum to align with DELF expectations, especially in Grades 7 and 8 where speaking and listening take priority. We’ve also invested in resources like Littératie en action to support this transition, allowing students to explore social studies and science en français—just like in public immersion programs.

And how’s it going? In the past two years, 100% of our Grade 8 students have passed the DELF—a powerful sign that we’re not only preparing students well, but giving them real confidence in their abilities.

The proof doesn’t end in Grade 8: our graduates are returning from high school saying, “French is easy.” That’s a new and remarkable kind of feedback.

Une voix en français

While we value reading and writing in French, we know that speaking is the ultimate proof of fluency—and the hardest skill to master. That’s why our next frontier is amplifying student voice in French: through presentations, assemblies, conversational games, and performances. The goal? For students to graduate from OJCS speaking French with confidence and joy, not just test scores.

Trilingues. Juifs. Canadiens.

Finally, there’s a deeper vision at play. OJCS graduates aren’t just learning French for travel or tests. They’re learning it as part of a larger identity: as proud Jews living in bilingual Canada. Being trilingual is more than a skill—it’s a strength. It’s the ability to code-switch across communities, to feel at home in diversity, and to lead in multiple languages.

Mot de la fin

When we tell the story of French at OJCS, we’re not just talking about curriculum—we’re talking about culture. A culture of transparency, growth, and pride. One that took the hard feedback seriously, asked big questions, and made bold changes.

We still have work to do. But the journey from Grade 3 exits to DELF-certified graduates is a remarkable one. And as we look forward, we do so with the confidence that our students won’t just leave OJCS bilingual or trilingual on paper—they’ll live it out loud.

And for OJCS Parents…we hope your children enjoyed this year’s Model Seders and other Passover Activities! Please fill out your Annual Parent Survey if you haven’t yet! Enjoy Passover Break!

Chag Pesach kasher vesame’ach! Wishing you a kosher and joyous Passover! A Zissen Pesach to all!

Tips for Planning Your Seder Too Good to Passover: Remixing the Remix One Last Time

Why am I pushing out a blog post on preparing for Passover the week after an incredible Célébration de la Semaine de la Francophonie, with Passover still more than a week away?

Each year, I get inspired to help families elevate their seder experience—oftentimes just a bit too late for them to do anything with it. So this year, I’m giving you enough runway to actually make use of these ideas—especially if you’re taking on seder leadership for the first time, or the first time in a long time.

This year is different in so many ways.

It’s the second Passover / פסח since October 7th, and although we carry the weight of that day with us, I’ve also witnessed, within our school and community, an incredible resilience. There’s still heaviness, yes, but there’s also hope. And for me personally, this will be my eighth and final Passover blog post as Head of OJCS—a role and a community that has shaped my leadership and my soul in ways that will echo far beyond Ottawa.

But let’s get down to business.

Each year, I share a “Top Ten” in service of helping people plan for seder—not just logistically, but spiritually and emotionally. Whether you’re hosting, helping, or Zoom-ing in, let’s make this year’s seder something that nourishes more than just our bellies.

Jon’s Annually-Revised (and Final?) Top Ten Suggestions for a Meaningful Passover

Tell the Story (Really).
The mitzvah of the night is sippur yetziat Mitzrayim—telling the story of our exodus. Not just reading from the Haggadah, but telling it. Make it personal, make it interactive, make it real. Bonus points if you connect it to the personal or collective redemptions of this past year. Ask: What does freedom mean to us today?
Sing Like No One is Zooming.
Whether you’re into the classics or love a good parody song like
this Les Misérables Passover Parody, music makes the night come alive. Don’t be afraid to sing loud, even if it’s off-key. (Especially if it’s off-key.)
One Haggadah to Rule Them All?
Choose one Haggadah to anchor your seder, but don’t shy away from bringing in others for commentary or variety. Need something fast and free? Try something from Haggadot.com’s free Haggadah library. Just don’t let mismatched page numbers derail the vibe.
Karpas of Substance.
Don’t let hungry guests hijack your seder. Upgrade your karpas / כרפס. Think potatoes, salads, or anything veggie-based that tides folks over. Especially helpful when candle-lighting is late or kids are melting down. (Gefilte fish before the seder = 💡)
Assign Parts, Not Just Seats.
Give your guests some homework! Have someone prepare a skit, a midrash, a plague-themed costume—whatever works. The seder is supposed to be חווייתי—experiential. Invite creativity and joy at every age and stage.
Know Thy Guests.
Tailor the seder to who’s there. Kids? Keep it moving. Newbies? Be ready to explain. Tech-savvy relatives joining by Zoom (depending on observance levels)? Do a test run. Your guests will take it seriously if you do.
Bring the Fun.
Try Jewpardy, plague charades, or “Who Wants to Be an Egyptian Millionaire?” For more interactive families, try tech-friendly tools like Kahoot (again observance levels permitting). Make space for laughter—it’s part of the liberation.
Ask Better Questions.Move beyond the Four. My annual Fifth Questions include:
- Jewish Educator: What have I learned from the seder that I can apply in the classroom?
- Israel Advocate: How do I say “Next year in Jerusalem / לשנה הבאה בירושלים” with both hope and honesty?
- Parent: What new conversations do I need to have with my children about trauma, resilience, and Jewish pride?
- Community Leader: How do I hold space for joy and celebration even when we are still healing?
- What will your fifth question be?
Start a New Tradition.
Add something new: A family story. A prayer circle. A moment of silence. A round of gratitude. Ask each person to pour into Elijah’s Cup and share a hope for the year ahead.
Prep with Purpose.
Whatever you’re bringing to the table—brisket, commentary, or comedic timing—preparation matters. OJCS families: lean on your kids! Let them share what they’ve learned. You paid for it—get your return on investment!

Wishing you and your family an early חג כשר ושמח.
Wishing our students and families a joyous Model Seder Season.
Wishing myself…a little extra gratitude for the privilege of sharing this space, this tradition, and this moment with you, one last time.

What will you do to make this year different from all other years?

Let me know in the comments or shoot me an email.

And for OJCS Parents…we hope you are looking forward to this year’s Model Seders and other Passover Activities before we hit the Passover Break!

La célébration de la semaine de la Francophonie 2025

We are thrilled to announce that this very week (March 24-28) was “La célébration de la semaine de la Francophonie 2025”! The goals remained beautifully simple: to immerse our students and community in the beauty of the French language, celebrate the achievements of our students and faculty, showcase the growth of our French program, and elevate French beyond the classroom into the heart of our OJCS culture. The highlight, of course, was Francofête on Thursday, March 27th!

What was “La célébration de la semaine de la Francophonie 2025” at OJCS this year?

To set the stage, students were greeted each morning with a customized French music playlist and daily announcements en français, naturally!

This year’s international theme was inspiring and timely: “Dis-moi dix mots pour la planète,” encouraging our students to explore and deepen their ecological awareness through French. Here are the “dix mots” selected for 2025—each a vibrant entry point into environmental consciousness:

Biome
Butiner
Canopée
Conséconscient
Débrousser
Empreinte
Glaner
Palmeraie
Solaire
Vivant

On Monday, classes dove into special activities and engaging lessons around these evocative words, connecting French learning directly to global environmental responsibility.

Tuesday brought excitement as students participated in the beloved ‘Oui, Oui Baguette Café’ experience, featuring kosher French delights thoughtfully served by our Grade 7 students in the Makerspace.

Wednesday’s “Franco-foire” saw classes rotating through the school to enjoy French-themed activities, including karaoke, jumbo jeux, an obstacle course that promoted French language learning, French bingo, and a film screening.

Thursday culminated with our Francofête—a joyful showcase of student performances, songs, dances, and presentations celebrating the incredible progress our students have made in French. Parents were warmly invited to join us at 2:30 PM to experience firsthand the ‘joie d’apprendre’ that defines French learning at OJCS. And, don’t forget our Café Croissant for parents before and after the performances!

We closed out the week on Friday with a cozy session of French Reading Buddies, reinforcing the bonds of community and language.

Deep gratitude to our outstanding French faculty, especially Madame Wanda, whose leadership and vision continue to make this annual celebration meaningful and memorable.

Voilà! We invite you to peek into social media, class blogs, and student blogfolios, join the fun, and celebrate with us as we build another year of bilingual excellence at our proudly trilingual OJCS.

HUGE thanks and appreciation to Rob and Chelsea Levine who spent HOURS upon HOURS of their time contributing their ideas, physically making the decorations, and tons of other things behind the scenes to help raise this week in our school to the next level. Merci, merci, merci!

Looking Backwards to Look Forward #1: A Floor, But No Ceiling (Personalized Learning)

Last week, I introduced a series of blog posts, “Looking Backwards to Look Forward” as I begin to contemplate the end of my 8-year tenure as Head of the Ottawa Jewish Community School. They will not come in consecutive weeks, however, this week, I will move forward with the first post of this series focused on one of our North Stars that was, in fact, my “North Star” before becoming our North Star – an approach that has defined my work across all headships and in the field itself, so much so, that it is the actual title of my blog: “A Floor, But Not a Ceiling”.

Introduction (Looking Backwards):

When I first wrote about personalized learning at the Ottawa Jewish Community School (OJCS), I described our foundational promise to parents clearly:

“The promise we make to parents is that there will be an appropriately rigorous independent-school floor for every child, and no ceiling on expectations for how far each child may fly. Our responsibility is to lovingly push each child toward his or her maximal potential.”

This metaphor of a sturdy “floor” paired with limitless “ceilings” guided our pedagogical decisions from day one.

What We’ve Learned (Anchored in Real Examples):

Looking back, personalized learning emerged as one of our most impactful educational innovations—deepening student engagement and improving outcomes precisely because we took personalization seriously. Authentic personalization at OJCS meant understanding the unique starting points of each learner and providing genuine opportunities for meaningful growth.

Specific examples brought this promise vividly to life in our classrooms:

SK Literacy: When a student arrives in Senior Kindergarten already reading fluently, s/he is not asked to spend the year sounding out letters. Instead, s/he receives immediately challenging reading materials aligned with their advanced skills.
Grade 2 Math Enrichment: Grade 2 students demonstrating mastery of grade-level math concepts aren’t left unchallenged; they are provided enrichment opportunities to go both deeper and father, but in-class and with pull-out enrichment opportunities.
French DELF Certification: In French studies, personalized learning was evident through our preparation for the Diplôme d’Études en Langue Française (DELF) assessments. Rather than teaching French as a one-size-fits-all course, students engaged in language instruction targeted to their individual proficiency, allowing them to earn internationally recognized certifications that authentically matched their skill levels.
Grade 4 Jewish Studies: Students explored Jewish identity through personalized projects, like those featured on the Grade 4 Jewish Studies Blog, where each child’s individual experiences and questions shaped meaningful Jewish learning.
Middle School Science Inquiry: As highlighted in our Middle School Science Blog, students don’t merely cover the curriculum—they pursue independent, interest-driven inquiries, taking their explorations beyond foundational standards to areas of personal passion.

These examples weren’t isolated; they represented the broader culture of differentiated teaching and learning we intentionally cultivated. [Want to see tons of examples across the grades and curricula? Check out the OJCS Blogosphere & OJCS Student Blogfolios!]

Challenges and Realizations (Anchored in Artifacts – CAT-4 Analysis):

Yet, even as we celebrated successes, our annual reflections—particularly my detailed blog posts analyzing CAT-4 standardized test results—reminded us of areas needing attention. As repeatedly documented, data often validated our success at pushing high-achieving students even further but also raised persistent questions:

Were we consistently and effectively reaching every child—especially those requiring intensive support—to ensure our “floor” was genuinely rigorous for all?
Could personalized learning unintentionally widen achievement gaps, making equity even more essential?

Our response to these insights often include integrating evidence-based practices. For literacy, for example we are informed by the “Science of Reading”, reflected in our adoption of the Amplify literacy platform. Amplify allows teachers to use precise, data-driven insights to personalize instruction effectively. Similarly, platforms like IXL provided personalized, adaptive practice across multiple subjects, ensuring all students progressed meaningfully from their unique starting points.

Further, our comprehensive student-support network—covering enrichment programs, remediation, resource services, and ESL—ensure personalized learning remained inclusive and equitable, helping bridge potential gaps.

Looking Forward (Guiding Questions):

Reflecting authentically on these insights prompts critical guiding questions as we look ahead:

How can we deepen professional development so every teacher feels confident and well-equipped to personalize instruction effectively across subjects—from French to Jewish Studies, from Math enrichment to literacy intervention?
What new systems or approaches are needed to guarantee our personalization truly benefits every learner, particularly those most at risk of falling behind?
How will we consistently leverage data-driven reflection—such as our annual CAT-4 results and insights from platforms like Amplify and IXL—to continuously adjust and improve?
What new assessments will we create to ensure we apply the same rigour to Hebrew and Jewish Studies as we do to secular content?

As we move forward, our commitment to personalized learning remains steadfast yet nuanced. We must ensure the educational “floor” remains robust and rigorous for every student, while genuinely eliminating ceilings—so each child truly has the opportunity to soar exactly as far as their unique potential can carry them.

Introducing “Looking Backwards to Look Forward”

Looking Backwards to Look Forward: An Introduction

It was exactly Purim, eight years ago, that Jaimee and I shared the news that we were leaving Jacksonville, Florida and were headed to Ottawa. Eight years is a long time, but I still recall with great clarity how I felt during the interview process, why I accepted the position, the challenge and the opportunity I believed it presented, and walking the empty halls during the Summer of 2017 filled with equal parts excitement and anxiety about the journey we were about to embark on together here at the Ottawa Jewish Community School.

The beginning of any new headship by definition represents standing at the intersection of past and future. I have always viewed the life of a school as a rich narrative, each era a distinct chapter authored by those at its helm. When I joined OJCS, I became a co-author of its unfolding story, building upon the visions of those who came before and setting the stage for those who would follow.

Coming into a new community as Head of School always involves navigating history and tradition while simultaneously pointing toward innovation and growth. This intersection—rich with potential, laden with responsibility—is exactly where transformative leadership takes place. Now, as my tenure enters its final stretch, I find myself at that intersection again—though the view feels profoundly different. Instead of gazing forward into uncharted territory, I’ve turned around to reflect, to assess, and to ask honestly:

What did we achieve? What truly mattered? And how might these insights inspire future leadership?

Thus was born this new blog series: “Looking Backwards to Look Forward.” Over the coming months, I’ll revisit pivotal moments, decisions, and ideas from my tenure at OJCS. Each reflection will follow a consistent rhythm:

I’ll start by naming a “big idea”—something that significantly shaped our school’s journey.
Next, I’ll revisit and quote directly from my original blog posts to recapture the initial vision, my early hopes, and even the uncertainties we faced.
Then I’ll explore the journey since that moment—what unfolded, what we learned, and how we adapted along the way.
Finally, each post will close by raising essential questions and possibilities, offering future leaders, educators, parents, and community members an invitation to dream and build upon these foundations.

This reflective practice isn’t about nostalgia or legacy-building—rather, it’s an opportunity to spotlight the key decisions we made as a community, to understand their lasting impact on our students, staff, and families, and to thoughtfully imagine the next steps ahead.

For example, in the next reflection, we’ll revisit the concept of “Personalized Learning”—what we called a “floor, but no ceiling.” This represented a major shift in our educational philosophy. At the time, I wrote:

We believe each student deserves to be met exactly where they are—and then challenged to go as far as their talents, efforts, and aspirations can take them. This isn’t about removing standards; it’s about recognizing that standards are the starting line, not the finish.

That was our bold promise then. Eight years later, we’ve gathered powerful evidence—successes, setbacks, and profound growth. How has personalized learning reshaped our classrooms? How has our teaching staff evolved as facilitators of student-driven learning? And importantly, what’s the next frontier under new leadership?

In the months ahead, I’ll reflect on other foundational decisions and initiatives from my headship: how we personalized learning, strengthened French outcomes, built a culture of transparency, nurtured leadership at every level, and clarified our core values through our North Stars.

Finally, we’ll culminate in reflecting on perhaps the deepest and most enduring theme of all—clarifying and strengthening the “J” in OJCS. Reinforcing our school’s Jewish identity has been my greatest passion and perhaps the most nuanced task of my tenure. We’ll revisit how we deepened our school’s Jewish character, celebrating victories and openly acknowledging ongoing challenges. And we’ll ask honestly: What opportunities still await?

Why do this now? Because leadership in a school is rarely just about the leader—it’s fundamentally about the institution, the community, and its future. Reflecting on these past eight years isn’t merely looking backward; it’s giving those who follow clarity, context, and insight—a foundation from which they can meaningfully shape the next chapter of OJCS.

As we stand together at this intersection—celebrating what’s been accomplished, acknowledging the road traveled, and anticipating what’s yet to come—I warmly invite you, the readers, our current and prospective families, to engage deeply. Share your own reflections, your memories, your ideas, and your hopes for the future of OJCS. After all, as Rabbi Tarfon famously taught:

“It is not your responsibility to finish the work, but neither are you free to desist from it.” (Pirkei Avot 2:16)

As my chapter at OJCS comes to its final pages, the narrative of our school continues to unfold. The beauty of a school’s story lies in the fact that it never truly ends—it evolves, deepens, and passes from one set of hands to another. I will soon hand the pen forward, confident that those who come next will write thoughtfully, courageously, and joyfully, authoring the next inspiring chapter of the Ottawa Jewish Community School’s ongoing story.

Our collective responsibility isn’t to finish the journey—it’s simply to ensure it continues purposefully, thoughtfully, and joyfully.

Looking backwards to look forward—I’m excited to embark on this final reflective journey with you.

Remember When? Purim, Playfulness, and Why You Should Dress Up This Year: A Parting Plea

This will be my eighth—and final—Purim blog post as Head of OJCS. Which means that if you’ve been following along over the years, I have spent almost an entire elementary school career trying to convince parents that Purim is not just for kids.

Why?

Every year, I make my impassioned plea: Purim is not just for children. It’s for you, too. And every year, I watch as parents cheerfully send their kids to school in full costume while they show up to Megillah reading in…business casual. Let’s take one final crack at trying to fix that.

Shabbat Zachor and the Art of Forgetting

This week, we read a special maftir (Deut. 25:17-19) for Shabbat Zachor in which we receive our annual reminder to “Remember what Amalek did to you.” And, paradoxically, to also “Blot out the memory of Amalek.” It’s an exercise in selective forgetting—we remember what we must, and we let go of what we don’t need.

Now, I’m not saying Purim is Amalek (though honestly, some store-bought costumes should be erased from history!). But I do think that we adults have a forgetting problem—not just in the Jewish memory sense, but in the “regular human” sense. We forget how to play. We forget what it feels like to dress up, be silly, make noise, and fully embrace joy for no other reason than because it’s fun.

Remember when you were a kid and Purim was the absolute best? When the most important question in February wasn’t about tax season, but about whether your costume was cool enough? When “going all out” didn’t feel cringey or embarrassing but was just what you did?

And then, somehow, you grew up, and now you’re the one saying, “Oh, Purim is for the kids.”

Purim as an Act of Defiance

Here’s the thing: Purim is, quite literally, a holiday about turning things upside down. It’s about disrupting the normal, flipping expectations, and making joy where there wasn’t any. And if that’s not the exact prescription we need right now, I don’t know what is.

Let’s be honest—the world feels pretty heavy these days. There’s plenty of darkness, and plenty of reasons to feel overwhelmed. Which is why Purim isn’t just about fun; it’s about resilience.

When we dress up, when we laugh loudly, when we lean fully into the absurdity of Purim, we are choosing joy as an act of renewal. We are reminding ourselves, and the world, that no matter what happens, we are still here, and we are still celebrating.

It’s not just play—it’s resistance. And, frankly, it’s a lot more fun than doomscrolling.

A Parting Personal Challenge to Parents

So here’s my ask—no, my challenge—to you, dear OJCS parents: This year, don’t just be a Purim facilitator. Be a Purim participant.

Dress up. Not just a token hat or a pair of oversized sunglasses. Go full costume. Channel your inner eight-year-old and go all in.
Make noise. Be louder than your kids during the Megillah reading. (Yes, you might embarrass them. That’s the point.)
Show up. To school, to shul, to all of it—not as an observer, but as someone actively playing along.
Be ridiculous. Lean into the silliness. You’re not “too old” for this. In fact, you’re exactly old enough to need it.

Let’s fill our spaces with laughter, with costumes, with unrestrained, uninhibited celebration.

And Now, a Practical Reminder: Ruach Week is Coming!

Next week is Shavuat Ha’Ruach—Ruach Week—our school’s annual lead-up to Purim. Each day will bring a different theme, a different excuse to dress up, and a different chance to remember what it feels like to just have fun. And it all culminates next Friday with Purim itself. (Check the Classroom Blogs for all the costume themes, mishloach manot information, etc.)

So consider this your official principal’s permission slip to be ridiculous. To reclaim the joy of Purim. To remember what it’s like to see the world the way your kids do.

And this year, please, for the love of all things hamantaschen, wear a costume.

Chag Purim Sameach!

Building a Sanctuary Together: Shabbat Shekalim, Rosh Chodesh Adar, and the Power of Community

There are times in the Jewish calendar when multiple strands of holiness weave together, creating a moment that is richer, more complex, and filled with opportunities for meaning. This Shabbat is one of those moments. As we welcome Shabbat Shekalim, Rosh Chodesh Adar, and our weekly parashah, Terumah, we encounter not just one sacred occasion, but an intersection of themes that call us to reflect on giving, renewal, and the power of shared responsibility.

“Make for Me a Sanctuary, and I Shall Dwell Among Them”

One of the most well-known verses in this week’s parashah is שָׁכַנְתִּי בְּתוֹכָם וְעָשׂוּ לִי מִקְדָּשׁ — “They shall make for Me a sanctuary, and I shall dwell among them” (Exodus 25:8). This verse has sparked deep rabbinic reflection. The Torah does not say, “I shall dwell in it”, referring to the Mishkan, but “I shall dwell among them”— among the people. The Ramban (Nachmanides) teaches that this implies that the Divine Presence is not confined to a physical space, but is found within the hearts and actions of the Jewish people. The Mishkan was a structure, but its holiness emerged from the contributions, commitment, and spirit of those who built and maintained it.

This idea is profoundly relevant to OJCS and our school community. We are not just constructing a school, an educational institution, or even a building — we are building a sacred space of learning, connection, and Jewish identity. Our communal engagement, from the classroom to family involvement, mirrors the same principle: when we come together in meaningful ways, God’s presence dwells among us.

Shabbat Shekalim: A Lesson in Collective Giving

If Parashat Terumah teaches us about the beauty of voluntary giving, Shabbat Shekalim reminds us that some forms of giving are communal obligations. Our special Torah reading describes the mitzvah of the half-shekel: זֶה יִתְּנוּ כָּל־הָעֹבֵר עַל־הַפְּקֻדִים מַחֲצִית הַשֶּׁקֶל “This they shall give — everyone who passes among those who are counted — a half-shekel” (Exodus 30:13).

Unlike the freewill offerings for the Mishkan, this contribution was required of every Jew, rich or poor, to support the communal sacrifices and national institutions. It symbolized that every individual, regardless of means, has an equal stake in the collective future of the Jewish people.

At OJCS, we see this balance every day. Families give in many ways —through tuition, through volunteering, through philanthropy. Some contributions are required, others are from the heart, but all are essential. The lessons of Shekalim and Terumah teach us that a Jewish community thrives when we embrace both structured commitment and inspired generosity.

Rosh Chodesh Adar: The Joy of Renewal and Participation

With Rosh Chodesh Adar arriving, we also enter a season of joy. מִשֶּׁנִּכְנַס אֲדָר מַרְבִּין בְּשִׂמְחָה — “When Adar arrives, our joy increases.” This new month brings with it the anticipation of Purim, of celebration, of ruach-filled assemblies, of costumes and creative learning experiences. At OJCS, this means Ruach Week, Purim festivities, and an outpouring of energy that engages our students, teachers, and families alike.

But joy in a Jewish community is not just about celebrating — it’s about showing up. If the Mishkan was only holy when people gave their gifts, and the half-shekel only worked when everyone contributed, then our school, too, is strengthened when we all participate. As we think about the different ways people contributed to the Mishkan and the Temple, we can also reflect on how we contribute to OJCS. This can mean helping organize Ruach Week, volunteering for Purim festivities, supporting our PTA, attending school events like Trivia Night, or giving back through philanthropy. However we choose to engage, the message of Shabbat Shekalim and Parashat Terumah is clear: When we all give in our own ways, we build something greater than ourselves.

Looking Ahead: The Power of Shared Commitment

As we enter Adar and look ahead to Ruach Week and Purim, let’s embrace the different kinds of giving, learning, and joy that shape our school community. Let’s celebrate the voluntary gifts we bring from the heart, like the generosity that makes OJCS the special place that it is. Let’s honour our obligations, recognizing that strong Jewish communities require shared responsibility. And let’s cherish the fact that, together, we are building a sanctuary — not of wood and gold, but of learning, connection, and ruach.

May this season inspire us to give, to celebrate, and to continue building something beautiful — together.

Tu B’Shevat on Such a Winter’s Day

Today, the third “snow day” I have called in my eight years at OJCS, I gaze out at the snow-covered landscape, and think to myself that it’s almost whimsical to remember that today is Tu B’Shevat—the “New Year of the Trees.” While our trees are cozily hibernating under their white blankets, in Israel, the almond trees are beginning to bloom, signaling the start of a new growing season. This juxtaposition reminds us of the cyclical nature of life and growth, even when it seems distant.

Rabbi Yohanan ben Zakkai once said, “If you are holding a sapling in your hand and someone tells you, ‘Come quickly, the Messiah is here!’, first finish planting the tree and then go to greet the Messiah.” This teaching emphasizes the importance of nurturing growth and investing in the future, even amidst the promise of immediate fulfillment.

Similarly, Canadian farmer Nelson Henderson wisely noted, “The true meaning of life is to plant trees, under whose shade you do not expect to sit.” This sentiment captures the essence of selfless investment in the future, a principle that resonates deeply with our mission in education.

At OJCS, we view the admissions process as akin to planting an orchard. Each prospective student is a unique seed, brimming with potential. Our role is to provide the fertile soil, ample sunlight, and careful tending needed for these young saplings to grow into strong, vibrant members of the Jewish community.

Now, more than ever, it’s crucial to cultivate “Jewish joy” within our students. By nurturing these seeds in a protected environment—our very own Jewish orchard—we ensure they have the freedom and support to grow as they please, embracing their heritage with pride and happiness.

As we celebrate Tu B’Shevat on this wintry day, let’s remember that beneath the snow, the roots of our future are hard at work. Through our dedication to education and community, we’re planting the seeds of tomorrow’s Jewish leaders, thinkers, and dreamers.

So, here’s to the trees, the students, and the joyful journey of growth we embark upon together. Happy Tu B’Shevat!

Admissions are open! Please be in touch with our Admissions Director Jenn Greenberg ([email protected]) to schedule a private tour or to get more information about all things OJCS!

Celebrating Jewish Disability Awareness, Acceptance & Inclusion Month (JDAIM)

February is Jewish Disability Awareness, Acceptance & Inclusion Month (JDAIM) and OJCS is again excited to celebrate and engage its students in meaningful activities and conversations.

“Inclusion” is not simply an issue to discuss once a year, of course, and as part of our formal discussions of how we would celebrate JDAIM this year, we are pleased that this year’s JDAIM Committee prepared a wealth of ideas and resources to help us continue to take our school’s JDAIM to a new level.

We acknowledge that we are always trying to do better when it comes to issues like “inclusion” but never get all the way there. Because of our school’s personalized learning approach we’d like to say that, sure, “everyone has special needs” but then we focus only on who we presently serve and not who we are-not-yet-able-to and, thus, don’t spend time exploring why. We’d like to say that “every month is about inclusion” but without JDAIM we would miss a critical opportunity each year to reflect, to learn, to grow and to change. We want to acknowledge the daily, weekly, and yearly work that we do to incrementally become better able to meet the needs of current students and to increase the circle of inclusivity. But we also want to use JDAIM each year as a measuring stick and an inspiration – to have our thinking challenged, our minds opened and our hearts stirred. We are blessed to be part of an interconnected Jewish community with partners to lovingly push and support us on our journey.

Here are just a few examples of how we are gearing up to make JDAIM a special month at OJCS…

…this year, the theme for JDAIM 2025 is “Bringing ‘Invisible Disabilities’ into View”. We are challenged to look beyond the surface, to move past assumptions, and to deepen our understanding of those around us. As Pirkei Avot teaches, “Do not look at the container, but at what is inside it” (4:27). We are encouraging our students to approach their peers with kindness and curiosity, recognizing that what is unseen can be just as important as what is visible.

…as we shared with the teachers, “We are tying this theme in connection with one of our 7 Habits – Seek to Understand. We are encouraging being kind and curious of those around us and not judging a book by ‘stereotypical covers’. We are examining how we support all of our students with IEPs, ESL and students with different learning styles and abilities, including students with anxiety, depression and other mental health challenges. We are acknowledging that it is important to speak the same language, and provide the support our students need so everyone feels welcome and included.”

…the JDAIM Committee rolled out a set of “choice boards” for both Lower & Middle Schools, that includes a wealth of “challenges” for students and classes that focus on empathy, kindness, curiosity, and the power of words.

…Brigitte Ruel, our Librarian, has a post on “JDAIM Storytime”.

…Dina Medicoff, our Art Teacher, has a variety of JDAIM-themed art projects.

Classroom blogs and student blogfolios will be a great place to find examples of how OJCS lives JDAIM this year.

It bears mentioning that our ability to meet existing needs is supported thanks to generous supplemental grants from Federation that provide flexible furniture, assistive technology, and diagnostic software to benefit learners of all kind.

This Jewish Disability Awareness & Inclusion Month, let us be reminded that “Beloved is humanity, for they were created in the image of God” (Pirkei Avot 3:14). To truly embrace this belief means committing to a lens of inclusivity—not just when it is easy or convenient, but as a fundamental obligation. The work of becoming more inclusive has no beginning and no ending. It is both a process and a journey, one that OJCS has proudly been on for a while and one that we intend to keep walking with our community into the future.

Ken y’hi ratzon.