Community Building – Page 2 – A Floor, But Not a Ceiling

A Time to Be Counted

Here are the words I shared with Kitah Bet this morning in celebration of their Chaggigat Ha’Torah:

There is a time to count, like one does when counting one’s blessings, and there is a time to be counted, like one does when showing up for oneself, one’s family, and one’s community. Today is a rare opportunity to do both.

Today we celebrate the gift of Torah and in this week’s reading of it – in Parashat Bamidbar – we read about the census of the Israelites in the wilderness. This detailed counting of each tribe and individual highlights the significance of every member within the community. Each person’s unique role and contribution are recognized and valued. This notion resonates deeply with us today, as we witness the power of Jewish unity and collective strength in the face of recent challenges.

The tragic events of October 7th tested and continue to test our community in unimaginable ways. Yet, amidst the darkness, we have seen an extraordinary outpouring of support, solidarity, and resilience. There have been times when we have huddled together and counted our blessings, but also times when we have stood up and been counted as we rally and publicly #StandWithIsrael.

When we come together to celebrate our children’s first accomplishments in the study of Torah with the gift of Torah, we are not only honoring their individual achievements, but also reinforcing the bonds that tie us together as a community. Your choice to provide your children with a Jewish day school education is a powerful statement. It connects your children to the generations who came before, and to those yet to come. Your choice joins your family story to the larger Jewish story, honors our past, and secures our future through the learning and experiences you have made possible for their Jewish present. This choosing to be chosen, the unique nature of Jews who both have to and get to choose to be Jewish, feels so much more powerful this year in light of the world around us.

Our act of giving these sifrei torah to our children today is more than a ceremony; it is a reaffirmation of our commitment to Jewish continuity and resilience. Each time we gather as a community to study, read and celebrate Torah, we engage in a public act of Judaism that is itself a living expression of Torah. By showing up, by being present and publicly Jewish, we live our own torah and are counted within the Jewish People’s shared destiny of meaning. We demonstrate to our children that Judaism is not just a private faith, but a public declaration of who we are and what we stand for. Each act of Jewish learning, and each celebration we share is a thread woven into the fabric of our collective Jewish identity.

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

Ken y’hi ratzon.

Public Acts of Judaism Are a Prayer We Answer Ourselves

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

One of the most profound gifts we can give our children is the sense of being part of something greater than themselves. The Hebrew word “siddur” comes from the root samech-dalet-reish, meaning “order.” The siddur represents the structured prayers that have connected generations of Jews throughout history. In the act of teaching our children to pray in Hebrew, we are linking them to a chain that stretches back to the beginning of the Bible and forward to future generations. Each day we do tefillah we help make l’dor v’dor a reality…

The events of October 7th have left an indelible mark on our community and our sense of security. In such times, the importance of community and the shared rituals that bind us become even more vital. The Torah teaches us, “And you shall teach them diligently to your children” (Deuteronomy 6:7). This mitzvah underscores our responsibility to pass down our traditions and values. Our act of giving these siddurim to our children today is more than a ceremony; it is a reaffirmation of our commitment to Jewish continuity and resilience.

Each time we gather as a community to celebrate our traditions, we engage in a public act of Judaism that is itself a form of prayer. By showing up, by being present and publicly Jewish, we answer our own prayers for a shared destiny of meaning. We demonstrate to our children that Judaism is not just a private faith, but a public declaration of who we are and what we stand for. Each act of Jewish learning and each celebration we share is a thread woven into the fabric of our collective Jewish identity.

Each day, our children present us – their parents and their teachers – with an opportunity to secure the Jewish future through our partnership. For parents, this is the sacred obligation we take on when deciding to have children. For teachers and schools, this is the holy task we are entrusted with when parents take the leap of faith to provide their children with a Jewish education. It is a responsibility that we do not take lightly or for granted. It is why a Kabbalat Ha’Siddur – why a celebration of receiving a siddur gifted by the school, decorated by the parents, and instructed by the teachers is so appropriate to mark this stage of our journey.

One of our school’s North Stars is that “we are all on inspiring Jewish journeys,” and the Kabbalat Ha’Siddur is just the next stop on a journey that, for many, began together under the chuppah on the first day of Kindergarten. My prayer for this class is that in the same way that the siddur we give them today is not a trophy to be admired on a shelf, but a tool to be used for discovery and meaning. Let today’s simchah not simply be an oasis of Jewish joy in a desert of a Jewish year, but confirmation of our collective indomitable spirit and a commitment to celebrate the next stop and the stop after that in the extraordinary and unpredictable Jewish journey of this remarkable group of children and families.

Ken y’hi ratzon.

OJCS @ 75: A Miracle Built Through Teachers

Good afternoon, fellow teachers…

As we gather today to celebrate the incredible milestone of 75 years of the Ottawa Jewish Community School, formerly known as Hillel Academy, I am overwhelmed with a deep sense of gratitude and pride. This celebration is not just about the passage of time but about the enduring legacy of commitment, passion, and excellence that has brought us here.

I believe deeply in stories and narrative, and that both lives and organizations are best understood as such. This school was born from founding visionaries who told a story of what could be and each generation of the board, administration and faculty has taken its place to co-author each chapter of the school’s narrative up until today. Those of us lucky enough to currently hold the pen owe a debt to all of you in the room who held the pen before us, and owe our commitment to pass the pen forward to those who will write chapters when our time is done. Our collective story can be read through the lives of the students and families who came through our doors, and it echoes throughout our community, both Jewish and otherwise. You simply cannot tell the story of Jewish Ottawa without our school, and our story could not have unfolded without the collective contributions of those in this room, and all those who contributed throughout the decades.

To our school’s extraordinary teachers, your dedication and tireless efforts are the foundation of our success. For seventy-five years and counting, day in and day out, you inspired and continue to inspire our students, nurturing their minds and souls. Your passion for teaching and your unwavering commitment to each child’s growth were and are truly remarkable. Teachers are the heart of OJCS, and it is your spirit that shapes the future of our community.

To my fellow devoted administrators, your leadership and vision have been instrumental in guiding us through challenges and triumphs alike. You work behind the scenes, ensuring that our school remains a place of excellence and innovation. Your strategic thinking and dedication to our mission have paved the way for our continued growth and success.

As it says in Pirkei Avot (Ethics of the Fathers), “You are not obligated to complete the work, but neither are you free to desist from it.” This powerful teaching reminds us that while we may not see the completion of our efforts, our responsibility is to contribute, to build upon the work of those who came before us, and to pave the way for those who will follow.

Our more recent achievements, such as the remarkable $2 million reimagination of our classrooms, seven consecutive years of enrollment growth, and the creation of the Rabbi Bulka Kindness Project, are just the most recent testament to what we can accomplish when we come together with a shared purpose. We have introduced cutting-edge technologies, embraced new teaching methodologies, and expanded our curriculum to ensure our students are well-prepared for the future. These advancements are a direct result of your hard work and commitment both past and present.

As we embark on the next chapter of our journey, we are filled with hope and excitement. I want to extend my heartfelt gratitude to each one of you. Thank you for your commitment, your passion, your talent and your dedication. Together, we have built, not just a special school, but a unique and thriving community.

Here’s to the next 75 years.

Chazak, chazak, v’nitchazek.

(From Strength to Strength May We Be Strengthened.)

Celebrating 75 Years of Teaching Excellence: One Student/Parent/Board Chair’s Perspective

[NOTE: This blog post is written by former OJCS student, current OJCS Parent and Chair of our Board of Trustees, Joanne Gorenstein.]

This year, 2024, Ottawa Jewish Community School (OJCS) is celebrating its 75^th Anniversary. As the Chair of the Board of Directors, I have been intimately involved in planning for all the various events to commemorate this momentous achievement of the school and of the Ottawa Jewish community. When we planned the celebration of 75 years of teaching excellence (June 2nd / see flyer below), I could not help but to reminisce about my own experiences with the teachers and administration from Hillel Academy and OJCS…

I started at Hillel Academy in 1979 in Nursery, which at the time, was housed at Agudath Israel (now Kehillat Beth Israel) and I danced on the Hebrew alphabet on the floor of the kindergarten room – which I still chuckle because that flooring is still there! In Kindergarten, my teacher was Mrs. Faigel Rosenberg. I remember that I loved Mrs. Roseberg – I adored her. That year, I lost my first tooth and I am sure Mrs. Rosenberg realized I had swallowed it but because she did not want me to feel bad for not having an actual tooth to show for it, she made the whole class look for it. It is not every teacher that would care enough to do that. That same year, my sister and brother had their b’nei mitzvah and my mother said I could invite one friend to the Saturday night party. I chose Mrs. Rosenberg and was thrilled dancing with her. She took the time out of her weekend to be my “date”! That was the start of my experience with Hillel/OJCS teachers and how they treat all their students as extensions of their own families.

In Grade 2, my class had Mrs. Avalee Prehogan. We thought she was the coolest teacher and each of my classmates took turns to get her attention. When Mrs. Prehogan announced mid-year that she was going to be leaving as she was pregnant, I recall my entire class started crying. That is how much we loved her.

When I was in Grade 4, the school moved over to the Jewish Community Campus to the new school and what an adventure that was! For the remaining four years of my education, my teachers always made every student feel special, unique and noticed. When I went through an awkward phase and I was unsure of myself, Mrs. Glube recognized this and paid extra attention to me in a subtle way – she knew exactly what I needed.

In my last couple of years of Hillel, my teachers adjusted their approach to deal with pre-teens. Teachers such as Mrs. Sara Briener and Mr. Murray Wilson made each of us feel valued and talked to us like adults. I was a quiet kid and, in another environment, could have felt invisible, but I never felt this way at Hillel Academy. My teachers spent as much time and attention on me as the smartest and the loudest of the bunch! And with the leadership of Mr. Stan Katz, I felt like I had a zaide as a principal – not that I ever was sent to the principal.

Now I walk the halls of OJCS as a parent of an upcoming graduate and nothing has changed. Of course, the teachers are different but their dedication and love of their students is the same. The teachers know the names of all the students – no matter what grade – and they continue to invest the time to get to know their students and their needs to support their learning journey. I think about Mrs. Ellie Kamil and how she not only keeps the entire school running but at the time, knows every student and nurtures each one as one of her babies – it is amazing to observe! As I look back at my son’s OJCS journey, he has been supported, challenged and loved for nine years and I am so appreciative that he has had this experience and I know it has formed the “mensch” he is today.

In the end, the fact that I graduated over 30 years ago and my memories of my teachers are so vivid demonstrates the impact they all had on my life and on all the other graduates of Hillel/OJCS. Teaching in a Jewish community school has unique opportunities and challenges but generation after generation, there is one constant – a love of their students. I want to say thank-you to all the past and current teachers and administrators of Hillel/OJCS on behalf of all students for the last 75 years…please know your contributions to our lives are immeasurable.

In recognition of 75 years of teaching excellence, a community-wide celebration will be held on Sunday, June 2, 2024 at 2:00PM at KBI. Please join us for dessert and to toast our beloved current and past teachers and staff!

Teacher Appreciation Week 2024

It feels like each year there is something from the outside world that warrants an explanation as to why this year’s Teacher Appreciation Week is worthy of your added attention. Whether it was COVID in prior years or October 7th in this one, the job of being a teacher has only gotten more complicated…and more important. And, of course, here at OJCS what with the relocation and the renovation underway, this year all the more so…

Teachers are not infallible. Teachers make mistakes. Teachers can do the wrong thing. A hopeful return to giving teachers the benefit of the doubt won’t mean blind faith. Giving teachers the benefit of the doubt doesn’t mean parents shouldn’t advocate for their children. Giving teachers the benefit of the doubt doesn’t meant that sometimes parents don’t have a better solution to an issue than their teachers. The best of schools foster healthy parent-teacher relationships explicitly because of these truths. Both partners are required to produce the best results. But somewhere in between my time as a student to my time as an educator, the culture changed. Respect for teachers went from being automatic to being earned to being ignored.

How about this year, let’s assume the best of our teachers – even when they have difficult truths to share. Let’s give them the benefit of the doubt – even when they don’t communicate as well as they could. Let’s treat them as partners – even when they make mistakes. Let’s not simply tell our teachers that we appreciate them; let’s actually appreciate them.

Looking for ideas?

Here is what we will be doing for our teachers as a school:

How about you?

Pump up this great “Teacher Appreciation Week” playlist, pick an item from below (aggregated from lots of blog posts) and make a teacher’s day:

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

I look forward to sharing results from the Annual Parent Survey later this month. If you have NOT yet contributed and you want your results included, please fill yours out by Monday, May 15th. Please and thank you!

“Radical Candor” is Good for Schools, Parents & Children (Or “What I Learned This Week @ DSLTI)

In the bustling world of education, the role of a school leader is multifaceted. Beyond the daily operations and academic management, there lies an essential task: the continual growth and development of leadership capacity. Just as students benefit from ongoing learning and enrichment, school leaders too must invest time and effort into honing their skills and expanding their knowledge base. While this may occasionally necessitate their absence from the school, it is a valuable investment that ultimately enhances the school’s overall effectiveness and long-term success. So, while it may create temporary inconveniences, parents can rest assured that their school’s leader is actively working to strengthen the institution’s foundation for the benefit of every student and family.

I had the opportunity this week to facilitate a Day School Leadership Training Institute (DSLTI) Retreat with the theme of “Conversations.” This retreat served as a valuable opportunity for me to enhance my leadership skills and gain insights into fostering meaningful dialogue within our school community. The topic of “Conversations” resonated deeply with me, especially the work we did on Radical Candor—a concept that emphasizes open, honest, and empathetic communication. Just as we strive to cultivate a culture of Radical Candor among our staff and faculty, we also recognize its significance in nurturing strong parent-school partnerships.

As we navigate another exciting admissions season at OJCS, I thought I would try to connect some dots through one of my favourite blogging formats…the good ol’ “Q& A”:

Q: What role does parent partnership play in enrollment retention at the Ottawa Jewish Community School?
A: Parent partnership is crucial for enrollment retention at our school. By fostering strong relationships between parents and educators, we try to create a supportive community where families feel valued and engaged. We hope this leads to higher and higher retention rates as parents are more likely to continue choosing our school for their children’s education.

Q: Can you explain the concept of Radical Candor and its relevance to parent partnership?
A: Radical Candor, as described by Kim Scott, emphasizes the importance of open, honest, and empathetic communication. In the context of parent partnership, this means creating opportunities for transparent dialogue between parents and faculty. By embracing Radical Candor principles, we can strengthen our relationships with parents and enhance their trust in the school community.

Q: How does the Ottawa Jewish Community School implement parent partnership strategies?
A: We implement various parent partnership strategies, including Goal-Setting Conferences, Parent-Teacher Conferences, a PTA, opportunities to volunteers, Town Halls, blogs and blogfolios, “office hours”, open doors and – when necessary – even exit interviews are a reflection of partnership. These initiatives provide opportunities for parents to voice their opinions, share feedback, and actively participate in decision-making processes. By involving parents in these initiatives, we demonstrate our commitment to partnership and collaboration, which ultimately contributes to enrollment retention.

Q: What are some benefits of parent partnership for both the school and the parents?
A: Parent partnership offers numerous benefits for both the school and the parents. For the school, it leads to higher retention rates, improved parent satisfaction, and a stronger sense of community. For parents, it provides opportunities to be actively involved in their children’s education, build relationships with teachers and staff, and contribute to the school’s growth and success.

Q: Can you provide an example of how Radical Candor principles are applied in, say, parent-teacher conferences?
A: During parent-teacher conferences, we encourage open and honest communication between parents and faculty. Teachers provide feedback on students’ progress, challenges, and areas for improvement, while parents have the opportunity to share their insights and concerns. By embracing Radical Candor principles, we create a supportive environment where both parties feel heard, valued, and empowered to work together towards the best interests of the child.

Q: How does the Ottawa Jewish Community School ensure continuous improvement in parent partnership efforts?
A: We are committed to continuous improvement in our parent partnership efforts. This includes seeking feedback from parents through surveys, conducting regular evaluations of our initiatives, and actively listening to concerns and suggestions from the community. By staying responsive to the needs and preferences of our parents, we can adapt and refine our parent partnership strategies to better serve our school community.

Q: In what ways does the school demonstrate its commitment to learning and improvement, even when faced with challenges?
A: As stated, the Ottawa Jewish Community School conducts exit interviews as part of its commitment to learning and improvement. These interviews provide valuable insights into the reasons behind a family’s decision to leave the school. By listening to parents’ feedback, whether positive or negative, and taking actionable steps to address any concerns, the school demonstrates its dedication to continuous growth and enhancement of the educational experience.

As the calendar continues to steamroll forward, I want to extend my heartfelt gratitude to the many parents who have re-enrolled their children at the Ottawa Jewish Community School. Your continued support and partnership are invaluable to us, and we are grateful for the opportunity to work together in shaping the future of our students. For those families who have not yet made the decision to re-enroll, I invite you to engage in open dialogue with us. Let’s have conversations that inspire growth, foster collaboration, and strengthen our bonds as a community. Together, we can achieve extraordinary things and create a learning environment where every child thrives.

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 teachers from all three faculties (French, Jewish Studies & General Studies) joined with the Spec Ed Department to create a JDAIM Committee to help us take our JDAIM to a new level. The JDAIM Committee presented at our January Faculty Meeting and reminded everyone that:

For teachers, it’s important to always be thinking with a lens of inclusion in order to support and meet the needs of all learners (Shift the Spec Ed Mindset!!).

&

It’s important for our students to be open, understanding, and inclusive to ALL members of our community.

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 JDAIM Committee has opted for a theme. In light of the pending renovation, the theme for JDAIM 2024 is “Physical Space”.

…the JDAIM Committee rolled out a set of “choice boards” for both Lower & Middle Schools, as well as a Padlet to our entire faculty that includes all the links and ideas that have been collected, thus far.

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

…we will again participate in Jewish Ottawa Inclusion Network (JOIN)’s “Youth Leadership Award Challenge” with an eye towards not only goosing individual participation but group and class participation as well.

…teachers are invited to work with our School Social Worker, Quinn Rivier-Gatt, to lead a workshop with their students on inclusion, kindness, and diversity.

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 to truly believe that each is made in God’s image requires that we apply the filter of inclusivity whenever possible. The work of becoming more inclusive has no beginning and has no ending. Inclusivity 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.

Public Displays of Judaism: Chanukah After 10/7

What I am thinking about today in the midst of all the noise, is the holiday of Chanukah, which begins next week and what can be learned by refracting it through the lens of a post-October 7th landscape.

There is something about Chanukah which is tailor-made for this moment. Chanukah is the only Jewish holiday without a sacred text of its own. (There is a Book of Maccabees, but it is part of the Catholic Bible.) Instead of a public reading, we are commanded to bear silent witness to the miracles of the season with a public doing – the lighting of candles in a window.

There may be no simple Jewish ritual more fraught at this moment in history than this. A common act that, for some, now may be heavy with anxiety, or infused with politics, or mixed with defiance, or filled with pride – or some combination thereof and therein. To do something that is visible to the public through a window that makes it clear that you are Jewish means something this year other or more than it has in other years.

Chanukah is a fascinating holiday for many reasons. In large part, the historical story is more of a civil war within Jewish society than a rebellion against a foreign power. The Maccabees were fighting against (at least) two different strata of Jews – the Hellenizing elite and the acquiescing pietists. The former were all too willing to assimilate and the latter believed it was only for God to act in the world. The Maccabees took matters – and the covenant – into their own hands. They were not content to let the world perfect itself; they understood themselves – and humanity – to be partners in the sacred work of repairing the world.

That’s a gross oversimplification, of course, but that idea of striking a balance between not letting the world overwhelm you, and taking appropriate action to perfect it, feels right – if not a bit too aspirational – for our first post-10/7 Chanukah. Since then, our school, our community and each of us in our own ways have been trying to control the things we can while forgoing what may now feel risky. But we all very much want to feel like we can do something.

For our school, it has included things like the amazing experience of welcoming new Israeli families in search of safety and joy or the massive participation in Monday’s Rally. For me, personally, it has been taking on a lot more thought-leadership than I typically do in a bit more political vein than I am normally comfortable doing (see below). People are learning more about Israel, sharing more about Israel, advocating more for Jewish Community and for Israel, and there are lots of stories of folk using this moment to rediscover and reconnect to their Jewish roots. Like the Maccabbees, through human ingenuity and effort, we are active agents in our own salvation.

As we hopefully come through this crisis in the months ahead, let’s hope that by next Chanukah the image of a lit chanukkiah behind a window no longers resonates as a courageous act, but as a simple sharing of our collective joy of the holiday.

Finally, this and each Chanukah, let’s not forget our Jewish values of tzedakah (charity) and kehillah (community). Along with your normal gift-giving, consider donating a night or two of your family’s celebration to Israel whose light of courage amplifies and enhances this Holiday of Lights.

Chag urim sameach from my family to yours.

If you haven’t read, but would like to, my Op-Ed in the Ottawa Citizen, you are welcome to follow this link.

We look forward to safely welcoming you to this year’s special OJCS Chanukah Family Program! Date and time has been communicated directly to parents and we are looking forward to coming together as an OJCS Family…now more than ever.

OJCS Announces “The Rabbi Bulka Kindness Project”

What a world when an event months in the making has to be postponed, especially when the confluence of Remembrance Day with what is happening in Israel created an unexpected opportunity to make meaningful connections. For the Ottawa Jewish Community School, it took what was supposed to be a very special event and has amplified it with deeply poignant emotional resonance…

Rabbi Bulka Z”l was a towering figure in Jewish Ottawa, Jewish Canada, and Canada, and his passing left a hole too big for any one person or institution to fill and a legacy too diverse for any one person or institution to carry. As was true for many organizations in Ottawa, Rabbi Bulka played a pivotal role in the life of OJCS (née Hillel Academy). And OJCS, like so many of those organizations has been wrestling with the best way to honour Rabbi Bulka’s legacy – what could or should we do that aligns with Rabbi Bulka’s rabbinate? The answer turned out to be both obvious and powerful.

Kindness.

For Rabbi Bulka, “kindness” was a calling and a way of life. For Rabbi Bulka to promote kindness was as obvious as to not wear a coat regardless of weather – it is just what he did. And it was what he wanted all of us to do and to promote as well. And with that recognition, the rest of it fell into place pretty quickly.

We had already launched what we were calling “mitzvah trips” in our Middle School. This revamping of our Jewish Studies Program in Middle School is predicated on the idea that Torah leads to deeds AND deeds lead to Torah (Kiddushin 40b). Our plan – which is in process – is to create a fully integrated Jewish Studies / Tikkun Olam (Social Justice) program in which the texts our students learn Monday-Thursday gets put into action on Friday, each and every week. Aligned with our school’s core values of “We own our own learning,” and “We are each responsible one to the other,” we are in the process of creating a committee of students, teachers, parents, and community leaders to develop this curriculum which integrates key Jewish values, deep textual learning and practical hands-on projects. For example, during a week (or unit), students in Grade 6 would study on Monday-Thursday texts that describe the ethical treatment of animals and then on Friday go out into the community and volunteer in animal shelters. Students in Grade 7 would study texts that help us understand our responsibility to feed the hungry and then on Friday go out into the community and either feed the hungry, or volunteer in both kosher and community food banks.

We will provide our students with experiences that inspire them to learn and we will help our students make personal connections between what they learn in school and the larger world around them. We want our students (and families) to recognize that part of being human is to make the world a better place, and that doing so requires both learning and doing. In other words, we want to nurture, foster, cultivate and celebrate “kindness”.

Months ago, we approached Rabbi Bulka’s family and after a meaningful set of conversations, we are thrilled to announce they have blessed us with permission to officially name this critical program the Rabbi Bulka Kindness Project. We also approached Kind Canada and we are equally thrilled to announce that the Rabbi Bulka Kindness Project will be funded by Kind Canada. What a blessing for our school and our community to be able to hold up and contribute to the perpetuation of at least one pillar of Rabbi Bulka’s legacy.

When thinking about the best time and way to share this news and to celebrate what it means, we connected yet another dot. Military chaplaincy was a passion of Rabbi Bulka’s and he gave many a Remembrance Day address. We reached out to Beechwood Cemetery and they immediately offered not only to host our school, but out of recognition for Rabbi Bulka’s contribution to Canada’s military, agreed to dedicate a Vimy Oak in his memory.

And that is why the Middle School of the Ottawa Jewish Community School was supposed to be at Beechwood Cemetery on Thursday. We were supposed to spend a powerful morning commemorating Remembrance Day, dedicating a Vimy Oak, learning more about the remarkable life and legacy of Rabbi Bulka from Rabbi Scher of Congregation Machzikei Hadas, and announcing the Rabbi Bulka Kindness Project. All of this was planned before the horrific events of October 7th, but instead of casting a shadow, we wanted to let Rabbi Bulka’s memory and words shine a light. As part of the ceremony, students were going to read aloud from Rabbi Bulka’s last Remembrance Day addresses in 2020. His words were powerful then; now, with all that is going on in Israel and the ripple effects here at home, they are more important than ever.

Sadly, the event itself is now delayed. We look forward to doing it safely and proudly when the world calms down enough to allow for it. We could have delayed this announcement as well. But this is a really good thing. And our school and our community can use all the good things we can get right now. And so we share.

Thanks to the Rabbi Bulka Kindness Project @ OJCS, Rabbi Bulka and his legacy of Kindness will now be forever front and center at the Ottawa Jewish Community School. Ken y’hi ratzon.

Four Better Questions Than “Are You OK?”

Each morning our students enter school to the sounds of Israeli songs of peace…

Each time we do Tefillah we add tehillim (psalms) and/or special prayers for Israel, the IDF and/or the missing and the kidnapped…

Each week we revisit our layers of security according to what is true and communicate carefully and clearly to our families…

Each day we decide how much “current events” should or shouldn’t be part of each particular grade and class…

Each week brings a new rally or vigil…including this weekend…

Each day brings new and worthy charities and causes to support…

Each week brings new Israeli families to our community and to our school…

Each child in our school, each parent in our community, each teacher in our classroom is differently touched by what is happening each and every moment of the day…

…it makes a routine like “weekly blogging” feel like nothing more than spitting into the wind.

Two weeks ago, I blogged explicitly on the pain and sadness we are experiencing as a result of the terrorist attacks on our beloved Israel. It felt important to say those words and, maybe, it provided me with a hint of catharsis.

Last week, I blogged about the launch of our school’s new “Goal-Setting Conferences” coming in a few weeks. It felt important to share a truly meaningful change in our school’s approach to parent and student engagement, and, maybe, it provided me with a hint of normalcy.

This week? I feel stuck.

All the blog posts have already been written.

I could write about the coming dissonance between those who have already started to move on a bit and those who are still sitting still in the thick of it. This is true for our students, our teachers, our parents, our community and – for sure- the wider world. But someone smarter than I has already written it.

I could write about the challenges our alumni are experiencing in high schools and universities throughout Canada (including my own daughters) with anti-Semitism and anti-Zionism and leaders too careful (or too scared) to call it by its name. But everyone is writing about that and ten minutes of doomscrolling on X (Twitter) is more than enough.

I could write about the impact of trauma on leaders of Jewish schools and institutions. But I just came back from a Day School Leadership Training Institute (DSLTI) Retreat on this topic and there are books and articles you can Google that will tell you all you need to know.

Or.

I could write my first “Tour of the OJCS Blogosphere” where I highlight the amazing work that our teachers and students produce and share with the world. But it just doesn’t feel like this is the time for that kind of post. (Don’t worry…that post is coming one of these weeks.)

Or.

I could skip a week. I could give myself permission not to blog. Other than my mother, my wife, my friend Nancy and my Aunt Donna…I mean…

Of course, I’m nearly 500 words in now so I guess that’s out.

So here is what I will do. A simple request. If you are feeling like asking people if they are okay feels a bit trite or tone-deaf these days, but you want to show that you care…please take time this week to ask all the people you care about in your life, these four questions (yes, of course it had to be “four questions”):

Are you getting enough sleep?
Are you getting enough exercise or fresh air?
Are you eating healthily and properly?
What can I do?

If we can each do that for a few people in our lives this week, maybe, just maybe, it will be a slightly better week than the one before.

Ken y’hi ratzon.