Thought Leadership – A Floor, But Not a Ceiling

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: our commitment to transparency, strengthening our school’s culture through habits of kindness, building community bonds, forging innovative partnerships, and the ongoing effort to align every educational choice with our school’s values.

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.

The Transparency Files: CAT*4 Results Part 3 (of 3)

Welcome to “Part III” of our analysis of this year’s CAT4 results!

In Part I, we provided a lot of background context and shared out the simple results of how we did this year. In Part II, we began sharing comparative data, focusing on snapshots of the same cohort (the same children) over time. Remember that it is complicated because of three factors:

We did NOT take the CAT*4 in 2020 due to COVID.
We only took the CAT*4 in Grades 5-8 in 2021.
We resumed taking the CAT*4 in Grades 3-8 in 2022.

Here, in Part III, we will finish sharing comparative data, this time focusing on snapshots of the same grade (different groups of children). Because it is really hard to identify trends while factoring in skipped years and COVID, we are going to narrow in here just on Grades 3 & 4 (2022 -2024) and Grades 5-8 (2021-2024).

Here is a little context that will apply to all six snapshots:

Remember that any score that is two grades above ending in “.9” represents the max score, like getting a “6.9” for Grade 5.
Bear in mind, that the metric we are normally looking at when it comes to comparing a grade is either stability (if the baseline was appropriately high) or incremental growth (if the baseline was lower than desired and and the school responded with a program or intervention in response).
In 2023 we took it in the “.1” of the school year and in all prior years in the “.2”. If we are being technical, therefore, “.9” would actually be the truest measure of growth since the time frame is “.1” less. For the purposes of this analysis, I am going round “.9” up and consider it a “year’s” worth of growth.

Here are the grade snapshots:

What can we learn from Grade 3 over time?

I don’t want to have to repeat this each time, but please remember these are different children taking this test in Grade 3. Grade 3 is also the first year we take the test and so there is only so much to learn here.
One assumes that with a stable teaching team (not always true) that, over time, the scores would gently curve upwards towards a maximum (here “4.9”), however, again, considering these are completely different children, the growth really is more visible in Part II’s analysis.
When I look at this, I say, that “Writing Conventions” and “Spelling” are the areas for focus. In a few more years, we’ll know better what is the blip and what is the trend, but even though we are essentially at “grade level,” the floor we seek is set a bit higher. This will be a place for Grade 3 to use the data to drive curricular and programmatic decisions.

What can we learn from Grade 4 over time?

Here we see a bit of the converse of the one above…if 2023 is the blip, then these are overall excellent scores.
Again, if there was a place to look – even if all years fall at or above grade level – it would be Computation & Estimation.

What can we learn from Grade 5 over (more) time?

Again, we are looking at Grade 5. So even the dips (Grade 5 2024 Spelling) are actually at grade level.
Writing Conventions are a bit hard to tease out (different children), but worth paying attention to.
And, again, Computation & Estimation has settled higher, but with our hopes for two grades above, still has room to grow.

Now let’s see how the transition to Middle School impacts things.

What can we learn from Grade 6 over time?

It is worth asking if there one can see the difference when we shift from Lower School (with there being a General Studies Teacher) to Middle School (with separate Language Arts and Math Teachers). Because even though this is four year’s worth of different children in Grade 7, other than a couple of blips, these are all uniformly excellent scores at or near the max.

What can we learn from Grade 7 over time?

This is essentially the same story as Grade 6, which reinforces the above.

What can we learn from Grade 8 over time?

The same.

Biggest takeaway? It is probably overdue for OJCS to take a hard look at Spelling, but other than that a snapshot of where all our students are by their last year at OJCS has to reassuring for our current parents and, hopefully, inspiring to all those who are considering how OJCS prepares its graduates for high school success.

The bottom line is that our graduates – year after year – successfully place into the high school programs of their choice. Each one had a different ceiling – they are all different – but working with them, their families and their teachers, we successfully transitioned them all to the schools (private and public) and programs (IB, Gifted, French Immersion, Arts, etc.) that they qualified for.

And now again this year, with all the qualifications and caveats, our CAT*4 scores continue to demonstrate excellence. Excellence within the grades and between them.

Not a bad place to be as we enter the 2025-2026 enrollment season…

The Transparency Files: CAT*4 Results Part 2 (of 3)

Welcome to “Part II” of our analysis of this year’s CAT*4 results!

In last week’s post, we provided a lot of background context and shared out the simple results of how we did this year. Here, in our second post, we are now able to begin sharing comparative data, focusing on snapshots of the same cohort (the same children) over time. You may notice a few irregularities in the data because of three factors:

We did NOT take the CAT*4 in 2020 due to COVID.
We only took the CAT*4 in Grades 5-8 in 2021.
We resumed taking the CAT*4 in Grades 3-8 in 2022.

Here is a little analysis that will apply to all five snapshots:

Remember that any score that is two grades above ending in “.9” represents the max score, like getting a “6.9” for Grade 5.
Bear in mind, that the metric we are normally looking at when it comes to comparing a cohort over time is whether or not we see at least one full year’s growth (on average) each year – for Grade 8 we are factoring an expected two full year’s growth between 2019 and 2021 due to COVID. [Feel free to refer to prior years’ results for specific analyses of both “COVID Gaps” and “COVID Catch-Ups”.]
In 2023 we took it in the “.1” of the school year and in all prior years in the “.2”. If we are being technical, therefore, “.9” would actually be the truest measure of growth since the time frame is “.1” less. For the purposes of this analysis, I am going round “.9” up and consider it a “year’s” worth of growth.

Here are the cohort snapshots:

What does this snapshot of current Grade 4s reveal?

Pretty impressive, eh?! With a maximum score of 5.9s almost all across the board, including more than a year’s growth in some categories, this is about as much as can reasonably expect.
The only place to pay attention to is Computation & Estimation, which although above grade-level (in both years), “only” showed .8 growth where we prefer to see .9 or higher. But that is a very minor difference.

What does this snapshot of current 5s reveal?

Again, incredibly impressive all across the board, with lots of places where we see way more than 1 year’s worth of growth!
Important context in the places that in the 2024 results look lower. Spelling, which just fell below the baseline of 5.1, actually grew at a 1.6. Computation & Estimation actually grew at a 1.3. This means that both are on track with another year to be on par with the rest of new-max scores.

What does this snapshot of current 6s reveal?

I mean…nothing really to say at all. Perfect max scores all across the board with Computation & Estimation making the final leap up to join the rest. Wow.

What does this snapshot of current 7s reveal?

Again, incredibly impressive, not only the near-perfects across the board, but the growth in some areas is above and beyond.
Writing Conventions took a 1.3 leap to the top.
Spelling took a huge 3.2 leap to the near-top.
Both Math scores took huge leaps as well.

All of this shows the cumulative effect of our Middle School.

What does this snapshot of current 8s reveal?

No analysis of current Grade 8s needed, just appreciation for their tremendous growth across their careers at OJCS and for their last three years of near perfection. Not a bad advertisement for OJCS and the OJCS Middle School.

To sum up this post, we have so much to be proud of in the standardized test scores of these particular cohorts over time. The Math and Language Arts Teachers in Grades 3-8 have now begun meeting to go through their CAT*4 results in greater detail, with an eye towards what kinds of interventions are needed now – in this year – to fill any gaps (both for individual students and for cohorts); and how might we adapt our long-term planning to ensure we are best meeting needs. Parents will be receiving their child(ren)’s score(s) soon as they, and any contextualizing conversations, will be folded into Parent-Teacher Conferences.

Stay tuned next week for the concluding “Part III” when we will look at the same grade (different students) over time, see what additional wisdom is to be gleaned from that slice of analysis, and conclude this series of posts with some final summarizing thoughts.

The Transparency Files: CAT*4 Results Part 1 (of 3)

[Note from Jon: If you have either read this post annually or simply want to jump to the results without my excessive background and contextualizing, just scroll straight to the graph. Spoiler alert: we did great!]

Each year I fret about how to best facilitate an appropriate conversation about why our school engages in standardized testing (which for us, like many independent schools in Canada, is the CAT*4, but may soon become the CAT*5), what the results mean (and what they don’t mean), how it impacts the way in which we think about “curriculum” and, ultimately, what the connection is between a student’s individual results and our school’s personalized learning plan for that student. It is not news that education is a field in which pendulums tend to wildly swing back and forth as new research is brought to light. We are always living in that moment and it has always been my preference to aim towards pragmatism. Everything new isn’t always better and, yet, sometimes it is. Sometimes you know right away and sometimes it takes years.

The last few years, I have taken a blog post that I used to push out in one giant sea of words, and broke it into two, and now three parts, because even I don’t want to read a 3,000 word post. But, truthfully, it still doesn’t seem enough. I continue to worry that I have not done a thorough enough job providing background, research and context to justify a public-facing sharing of standardized test scores. Probably because I haven’t.

And yet.

With the forthcoming launch of Annual Grades 9 & 12 Alumni Surveys and the opening of the admissions season for the 2025-2026 school year, it feels fair and appropriate to be as transparent as we can about how well we are (or aren’t) succeeding academically against an external set of benchmarks, regardless of what is happening in the wider world. That’s what “transparency” as both a value and a verb looks like. We commit to sharing the data and our analysis regardless of outcome. We also do it because we know that for the overwhelming majority of our parents, excellence in secular academics is a non-negotiable, and that in a competitive marketplace with both well-regarded public schools and secular private schools, our parents deserve to see the school’s value proposition validated beyond anecdotes.

Now for the annual litany of caveats and preemptive statements…

We have not yet shared out individual reports to our parents. First our teachers have to have a chance to review the data to identify which test results fully resemble their children well enough to simply pass on, and which results require contextualization in private conversation. Those contextualizing conversations will take place in the next few weeks and, thereafter, we should be able to return all results at Parent-Teacher Conferences.

There are two big ideas to keep in mind:

The goal is to track data across all grades to allow us to see if…
- The same grade scores as well or better each year.
- The same cohort grows at least a year’s worth of growth.

It is super important to have the proper understanding and perspective of what a “grade equivalent score” really is.

Grade-equivalent scores attempt to show at what grade level and month your child is functioning. However, grade-equivalent scores are not able to show this. Let me use an example to illustrate this. In reading comprehension, your son in Grade 5 scored a 7.3 grade equivalent on his Grade 5 test. The 7 represents the grade level while the 3 represents the month. 7.3 would represent the seventh grade, third month, which is December. The reason it is the third month is because September is zero, October is one, etc. It is not true though that your son is functioning at the seventh grade level since he was never tested on seventh grade material. He was only tested on fifth grade material. He performed like a seventh grader on fifth grade material. That’s why the grade-equivalent scores should not be used to decide at what grade level a student is functioning.

Let me finish this section by being very clear: We do not believe that standardized test scores represent the only, nor surely the best, evidence for academic success. Our goal continues to be providing each student with a “floor, but no ceiling” representing each student’s maximum success. Our best outcome is still producing students who become lifelong learners.

But I also don’t want to undersell the objective evidence that shows that the work we are doing here does in fact lead to tangible success. That’s the headline, but let’s look more closely at the story. (You may wish to zoom in a bit on whatever device you are reading this on…)

A few tips on how to read this:

Historically we would take this at the “.2” of each grade-level year, but the last two years we have taken it at the “.1”. [This may have a slight impact on the comparative data.] That means that “at grade-level” [again, please refer above to a more precise definition of “grade equivalent scores”] for any grade we are looking at would be 5.1, 6.1, 7.1, etc. For example, if you are looking at Grade 6, anything below 6.1 would constitute “below grade-level” and anything above 6.1 would constitute “above grade-level.”
The maximum score for any grade is “.9” of the next year’s grade. If, for example, you are looking at Grade 8 and see a score of 9.9, on our forms it actually reads “9.9+” – the maximum score that can be recorded.
Because of when we take this test – approximately one-two months into the school year – it is reasonable to assume a significant responsibility for results is attributable to the prior year’s teachers and experiences. But, of course, it is very hard to tease it out exactly, of course.

What are the key takeaways from these snapshots of the entire school?

Looking at six different grades through six different dimensions there are only two instances out of thirty-six of scoring below grade-level: Grades 3 (2.8) and 5 (5.0) Spelling. This is honestly the best we have ever scored! Every other grade and every other subject is either at or above or way above.
For those parents focused on high school readiness, our students in Grades 7 & 8 got the maximum score that can be recorded for each and every academic category except for Grade 8 Computation & Estimation (still 9.4). Again, our Grade 7s maxxed out at 8.9 across the board and our Grades 8s maxxed out at 9.9 across the board save one 9.4. Again, this is – by far – the best we have ever scored.

It does not require a sophisticated analysis to see how exceedingly well each and every grade has done in just about each and every section. In almost all cases, each and every grade is performing significantly above grade-level. This is a very encouraging set of data points.

Stay tuned next week when we begin to dive into the comparative data. “Part II” will look at the same cohort (the same group of students) over time. “Part III” will look at the same grade over time and conclude this series of posts with some additional summarizing thoughts.

Empowering Our Students to #WinAtSocial: Introducing The Social Institute at OJCS

As educators and parents, we stand at the intersection of unprecedented opportunities and challenges. The digital world has transformed how we connect, learn, and share, but it has also introduced a host of complexities that can deeply impact our students’ wellbeing. At the Ottawa Jewish Community School (OJCS), our commitment to nurturing resilient, ethical, and tech-savvy students has led us to continuously explore innovative solutions to modern challenges.

Over the years, we have stood on each side of the bell curve, so to speak. We have always been early adopters – and adapters – for new technologies (iPads, BYOD beginning in Grade 4, interactive whiteboards, etc.) and platforms, recognizing that we have a responsibility to cultivate literacies and develop competencies so that our students are able to thrive in the schools of both today and tomorrow. And we’ve introduced initiatives like the Middle School Cell Phone Detox, providing students with much-needed boundaries and balance, and partnered with parents through soon-to-be-launched book clubs around resources like The Anxious Generation. These steps, alongside encouraging movements like #WaitUntil8th, reflect our belief in fostering thoughtful engagement with technology rather than avoiding it altogether.

Today, led by our Vice Principal Melissa Thompson, we’re thrilled to take the next step in this journey by partnering with The Social Institute (TSI). This partnership represents an exciting and proactive approach to equipping (first) our middle school students, their and all OJCS families, and our faculty with the tools and insights needed to thrive in today’s digital landscape.

Why This Work Matters: Aligning with Our North Stars

At OJCS, we hold ourselves accountable to our North Stars—the core values that shape our mission. From fostering a culture of belonging and academic excellence to preparing students to engage meaningfully in the broader world, our North Stars remind us of our sacred obligation: to provide a Jewish education that is both timeless and timely.

Our embrace of The Social Institute aligns seamlessly with these values. Rather than simply focusing on restrictions or warnings, TSI empowers students to make high-character, informed choices in their digital and social lives. Their philosophy complements our belief that technology, when used thoughtfully, can amplify Jewish values of kindness, responsibility, and respect.

Who is The Social Institute?

The Social Institute is a leading organization that partners with schools to provide cutting-edge resources for navigating modern social experiences—both online and offline. Their flagship program, #WinAtSocial, delivers a positive, practical, and student-led curriculum that helps students develop essential skills for healthy relationships, emotional intelligence, and digital citizenship.

What sets TSI apart is their unique approach to teaching life skills:

• Proactive, Not Reactive: TSI focuses on opportunities rather than pitfalls, helping students see how technology can enhance their lives while teaching them to recognize and manage risks.

• Student-Driven Design: Co-created with students, TSI’s lessons are engaging, relevant, and grounded in real-world scenarios. They’re “snicker-tested” to ensure they resonate with young people.

• Holistic Engagement: Beyond students, TSI equips teachers and parents with resources to extend conversations at school and at home, fostering a unified approach to supporting our children.

What Does This Look Like at OJCS?

Starting this January, OJCS will “soft launch” The Social Institute’s program with a focus on Grades 6–8. Over the next few months, students, teachers, and parents will have access to TSI’s comprehensive suite of resources, including:

• Interactive Lessons: Students will engage with lessons designed to address current social trends, character development, and emotional intelligence.

• Teacher Support: Educators will receive turnkey tools and professional development to integrate TSI’s program seamlessly into our curriculum.

• Parent Resources: Families will benefit from webinars, playbooks, and discussion guides to continue the conversation at home, ensuring alignment between school and family values.

Through this partnership, we aim to create a shared language and culture around healthy technology use. By leveraging TSI’s data-driven insights and real-time updates, OJCS will stay ahead of emerging trends, tailoring our approach to meet the evolving needs of our community.

Grounded in Jewish Values

As a pluralistic Jewish day school, we recognize that our students are deeply embedded in the digital world. The question isn’t whether they will engage with technology but how. Our responsibility is to prepare them to navigate these spaces thoughtfully, grounded in the ethical teachings of our tradition.

Judaism teaches us to value b’tzelem Elohim—that all people are created in the divine image—and this principle calls us to interact with others with dignity and respect, whether in person or online. By partnering with The Social Institute, we are reinforcing this value and ensuring that our students are equipped to be leaders in both their local and digital communities.

Looking Ahead

This partnership is not just about a program; it’s about a mindset. At OJCS, we believe in educating students who are prepared to thrive in a complex, interconnected world. The Social Institute provides the tools to make this vision a reality, helping us empower our students to not only succeed but to lead with integrity.

We are excited to embark on this journey and invite our entire OJCS community to join us. Together, we can ensure that our students #WinAtSocial—navigating the challenges of the digital age with confidence, character, and Jewish values as their guide.

A Safe Haven for Jewish Joy

Our school has six North Stars—enduring values that guide us on our journey from where we are to becoming the best version of ourselves. While some of these values may overlap with those of other schools—Jewish or secular, independent or public—it’s the unique combination of these six that defines us. When we meet new families, we take care to describe our North Stars, sharing stories of how these values come alive in our classrooms, highlighting alumni who embody them in their successes, and helping families discern whether the Ottawa Jewish Community School is the right place to entrust their children’s education and Jewish journey. Different North Stars naturally resonate with different families in different seasons. But this season, one North Star feels especially profound.

We define the Hebrew word ruach as joyfulness or spirit, but neither translation fully captures its depth. At OJCS, ruach conveys something more—a sense of belonging and authenticity best exemplified by the atmosphere of a Jewish summer camp, where you can be your truest self. It’s in the warmth of our walls, the joy in our students’ smiles, and the energy in their singing. Ruach has always been central to who we are.

But in the aftermath of October 7th and the rise in anti-Semitism across schools and communities, ruach feels bigger than a guiding principle. It feels like a lifeboat. Because OJCS isn’t just a place where Jewish children can explore their identities—it has become one of the few places where they can do so freely and safely.

I know what you might be thinking. Truly, I do.

Post-October 7th, we’ve been cautious in emphasizing the value of Jewish day school. We understand that Jewish day school isn’t every family’s preferred choice. (I, myself, am a proud product of public school.) We know it may not be the best fit for every learner and that tuition, even with OJCS priced below other independent schools in our market and offering nearly $1 million in scholarships annually, is still a significant consideration. We respect all these factors.

At the same time, we must speak to the reality: it is critical—now, more than ever—that Jewish children have a place where they can express their full selves without fear or sanction. Celebrating Chanukah at OJCS isn’t a “trigger for genocide”; it’s a celebration of the miracle of Jewish existence. And that miracle could not feel more relevant or powerful in this time and place.

You don’t have to choose Jewish day school for your family. But let this Jewish day school be clear: we are here. We are open. We are safe. We are a place where Jewish children can live proud, joyful Jewish lives. And we are also preparing students for life beyond our walls. Our graduates excel as advocates for themselves, and their communities in high schools, and on university campuses. (It is no coincidence that Noah Shack, the new Interim President of CIJA, is an OJCS alumnus.)

If you’re curious about what makes us who we are, we’d love to show you. This year, we’re opening our annual “Taste of Middle School” to all students and families in Grades 5-7. Come visit us, see the spirit of ruach in action, and discover what OJCS is all about.

A Carnival of Blogs

With Winter Break Itch starting to spread, I thought it might be useful to swap out my usual way-too-long blog post this week for a small series of mini-mini-posts, updating and reminding you of things to know.

Let the carnival begin…

Each year, I typically dedicate 3-5 blog posts to “touring the OJCS Blogosphere” as a way of helping you see how much amazing content our students and teachers create as part of our normal way of operating. It is also with the hope that our students (and teachers) can see that the work they do matters; that by putting authentic and meaningful work into the universe, and that by the universe commenting back with feedback, that it will inspire our students (and teachers) to do their best work and to fulfil the “moral imperative of sharing”. YOU are the “U” in “Universe”. Momentum begets momentum. A snowball grows as it moves. So please, whether you are a parent or a grandparent in our school or not. Whether you are a fellow-traveller in Jewish education or not. Whatever brings you to this blog, please click out of it to the OJCS Blogosphere, read any blog or blogfolio and make a quality comment. Just a few unexpected positive comments from a few unexpected locations causes such enthusiasm…

Yes, Goal-Setting Conferences took place a few weeks ago, but our students (and teachers!) are committed to ensuring they are lived and felt in the classrooms and beyond. If you want to see a few examples of how our students themselves understand the work, you should check out a few of their posts on their blogfolios. Like this one by Shayna in Grade 6.
Or check out these amazing First Nations projects in Grade 5 Extended French, by reading this post by Madame Efi.
Grade 6 students are diving into creative media projects as their culminating assignment for Jason Reynolds’ Ghost. Did you think we could do stop-motion video? Click here to find out.
Grade 4 is learning fractions through (foam) pizza-making!
The OJCS Library just got in a wonderful order of fantastic new non-fiction. Here are some of the noteworthy selections.
Kindergarten is learning how animals keep warm through winter with some hands-on experiments.
Grade 1 is working hard on their Hebrew-language skills!

And so on and so on…

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.

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!