Category: Thought Leadership

Let’s Talk About Blogs: The OJCS Blogosphere Town Hall

Early in the year, I blogged about coming attractions and shared that…

With the beginning of the 2018-2019 school year, and due to significant and overwhelming feedback from parents, teachers, and students, the OJCS is transitioning away from Google Classroom and launching school-wide class blogs.   Our new blogging platform will make it a whole lot easier for parents and students to know what is happening in their classes and for teachers and students to share pictures, videos, examples and reflections of the incredible work they are doing.

“We learn better together” is one our North Stars;  school blogs will help us expand the concentric circles of “we” to amplify and share the learning.

We held a “Town Hall” on October 3rd (delayed once due to the tornado) in which we laid out our big picture vision for moving towards a blogging platform and to take a tour of the “OJCS Blogosphere”.  So.  Now that we have made it through the Jewish holidays, essentially restarted school and have finished our first (!) five-day week, it seems like a good time to check in to see how this whole blogging prototype is going.

The first thing that is important is to know that the OJCS Blogosphere exists!  There are Lower School Blogs for each class K -5, a Middle School landing page with a calendar of major projects/tests, individual Middle School Teacher Blogs (Math, Language Arts, etc.), School Activities and Special Interest Blogs and Leadership Blogs. You will find increasing and increasingly exciting content on them all. You may also find navigating the blogosphere new, confusing, or frustrating, depending on what you are looking for, how easy it is to find (or not) or whether it is there (yet) at all.

The use of “prototype” to describe our launch of blogs is intentional. It is to remind us that we are trying something new, seeking feedback, and making changes as we go.  We are learning what works and what doesn’t.  We are also learning what works as a vehicle for education and what works as a vehicle for communication. Recognizing there is no one platform that does everything we want in terms of both education and communication, we are working to fill the gaps.  We have appreciated your comments and your suggestions and are meaningfully considering them as we go.  For now, however, I thought it might be easier to frame where we currently are as a hypothetical FAQ built on real email questions we have received thus far:

What are the minimum expectations of what is supposed to be where?  Is everything on the blogs or do I need monitor email, the website, The Hadashot, etc?  

We are in the beginning of a major shift, but the consistency is not yet there.  Each teacher/grade-level team was given a rubric for their blogs with the minimum “must-haves” and they include homework, class events, quizzes, and major projects.  There are some distinctions between Lower School and Middle School – the Middle School Calendar we created on the homepage for Middle School is intended for major tests/projects (only) for example, but where we are headed is a place where the blogs become the primary (only) source for information.

It is a major transition in two ways.

The first is for students.  As they get older and take on greater executive functioning, learning to manage their workloads, where to find homework, etc., transitions from teacher/parent to teacher/student(/parent).  There will likely become a point where providing physical agenda books becomes obsolete (with exceptions of course). We are learning as a faculty how to function this way and learning how to help students make the transition.

The second is for parents. With a new website (finally!) going live this week, we can finally reorient our entire communication system.  If we treat the website as a blog (for school-wide and/or community-wide communication), then we can start using our Hadashot and all school social media to direct people to the right blog to find the rest of the story.  A picture, a headline, and a link should suffice to get people where they need to be.

What do I do if I have children in multiple grades?  Do I have to go into each blog and find each relevant thing?

Depending on what you are interested in, you can subscribe (there is a box on each page) to as many blogs as you wish (at which point you will receive an email when each subscribed blog has a new post) or use the social media (email and Constant Contact included) of your choice as a cue to click on what you are interested in.  We would highly suggest that you subscribe (at a minimum) to your children’s primary blog(s).  [We would love if you subscribed to all the blogs, but that depends on how much email you would like to receive.]  It is kind of like the difference between subscribing to my blog or waiting for me to use Facebook/Twitter to share the headline of this week’s post and choosing whether you want to click or not.  Of course the school can’t use email or social media to prompt you for everything.  You will need to rely on your discretion and your children as well.  There is also a piece of this which is about where your children need to go to find what they want/need and where you need to go.  Depending on your child (and you) those could be different things.  Having lived through this in other schools, I can assure you that you will eventually (sooner than you think!) adapt and adjust.

Did this help answer some of your questions or concerns?  If you have additional ones, I encourage you to comment on this blog post or email/call/drop in.  I will happily answer your questions and happily share out in future posts additional FAQs.

 

How will we know if a move to the blogosphere is right for OJCS?  The same way we (now) measure any significant initiative – do they bring us closer to our North Stars?  Does utilizing blogs help us…

…own our learning?

…learn better together?

…inspire Jewish journeys?

…provide a floor, but not a ceiling?

…experience ruach?

…be more responsible each to the other?

I would argue emphatically that it does.  But don’t take my word for it. Go see it for yourself!   The future is here and it is open, collaborative, reflective, transparent, personalized, transformative and limitless. Students coming out of OJCS will not only be prepared to participate in this world, they will be prepared to thrive and to lead.

The OJCS Announces $165,000 Professional Growth Gift

In our first faculty meeting this week, members of our NoTosh DesignTeam share our “Prototype Process” with the rest of the faculty.

This is not a flashback to a flashback! We are not reminding you of the $72,000 Innovation Grant we received from the Congregation Beth Shalom of Ottawa (CBSO) Legacy Fund to help fund some of the physical spaces we’ll need to continue to bring our innovative vision to life.  We are also not reminding you of the $50,000 Innovation Grant we received around this time last year from an anonymous family which helped fund the transformational work we recently finished with NoTosh (which lives on this year in the many powerful prototypes presently being prepared for pitches to bring teaching and learning at OJCS into greater alignment with our “North Stars”), the opportunity to double our iPads available in the school, the exciting shift towards providing teachers with Chromebooks so they can collaborate more effectively and model what learning looks like, and beginning just this week, our work with this year’s consultant, who happens to be my friend and former colleague Silvia Tolisano, whose new book the cohort of teachers working with Silvia have begun to read.

Silvia Tolisano beginning her work with a new cohort of teachers – and the full faculty – as we examine what learning is, where to find it, how to document it and learning to learn.

[I will have a lot more to discuss about Silvia’s work next week as it ties into the launch of our OJCS Blogosphere…]

No, this post is yet another example of how the work we are doing at the Ottawa Jewish Community School is not only transforming teaching and learning in our classrooms, but transforming the role of the school in our larger Jewish and educational communities.  The ripple effect of this work is not only inspiring current and prospective parents, but current and prospective donors.  We noticed this back in June when we observed:

Success begets success.  Numbers beget numbers.  A school in motion will stay in motion.  The narrative of decline is behind us; the narrative of rebirth, revitalization and rejuvenation has begun.  You can measure it objectively through numbers – attrition down, enrollment up, survey data trends, fundraising dollars, etc.  You can also measure it subjectively – feelings in the walls, word on the street, buzz in the community, etc.  You can measure it however you like.  The outcome is the same. The OJCS is laying the ground to become the innovative leader in education in our community.

And wow has that been true!

With over 170 students and our largest Kindergarten class (28) in years, and all the other optimistic indicators I wrote about at the very beginning of the year, we are off and running.  So what is going to keep us running to meet and surpass all our ambitious goals?

A school is only as great as its teachers, and its teachers can only excel if they are given opportunities to engage in meaningful, sustained, personalized, professional growth.  Twenty years of educational research shows that an investment in teachers is a (if not the) key lever in determining excellence and is among the few variables a school can completely control.

We know it is true

Part of our recent success can be attributed to how we have raised the bar of expectations for our teachers while providing them with coaching, resources and support they need to reach new heights.  In the course of a single year, even our veteran teachers have found renewed commitment to lifelong learning and our new teachers are brimming with ideas. What unites them in bringing our mission to life is a comprehensive commitment to professional learning.

Customized professional development

At OJCS, we believe what is good for our students is also good for our teachers.  In the same way we recognize that students are individuals with their own learning styles and motivations, we acknowledge that our teachers can also benefit from a similar action plan.  There are no “one-size-fit-all” approaches for meaningful growth. That is why, though still in its nascent stages, our goal is that each teacher has a well-developed individual Professional Growth Plan, developed in partnership with the administration and consisting of clear deliverables for mutual success.  These plans then allow the administration to understand common needs and determine what outside resources should be made available to our faculty.

Professional growth at OJCS is achieved through a blended and customized approach with various elements, from participation in conferences, to purchasing individual books and learning tools.

Importance of expert consultants

We have already discussed the impact of NoTosh and the beginnings of the work of Silvia.  In addition to those large initiatives, we have also begun smaller initiatives :

  • Teachers visit other schools
  • Teachers are assisted in achieving new degrees
  • New books are being purchased for our faculty library
  • Webinar access is being purchased for teacher training

Building a brighter future

Thanks to the generosity of one amazing family and the ongoing participation of our partners at the Jewish Federation of Ottawa, this new gift of $165,000 over the next five years, the work will continue with customized development (e.g. webinars, conferences, site visits, etc.), and the best practices learned from the consultants will be implemented.  These are likely to include curriculum mapping and enhanced mentoring/coaching. Examples include: providing opportunities for Jewish and French Teachers to further develop their skills as teachers of second (and third) languages; and connecting teachers of Jewish Text to coaches through Prizmah.

For a school of our current and future size, an enhanced and sustained focus on professional development is required as a primary lever for future success.  This extraordinary gift will ensure that the OJCS Faculty has access to the latest research, current trends, coaching, conferences and materials necessary to provide the Jewish children of Ottawa with an innovative, world-class education and help secure the future of our Jewish community.

And, as we say…that’s #TheOJCSDifference

Not Another Article About Jewish Camping & Jewish Day School

This is typically the time of year when we wax philosophic about Jewish camping and lament that Jewish day schools can’t seem to capture the efficacy, niche, demand and profitability of our educational first cousins.

This is not that article.

(I did my version of that article a few years ago.)

This is not a knock on Jewish camping.

My personal story and Jewish journey are inextricably linked to Jewish camping.  But having just had occasion to visit many of our OJCS students at Camp B’nai Brith of Ottawa Summer Camp and to visit my own wife and children at Camp Ramah Darom, and being reminded of just how powerful those experiences can be, I want to name a few challenges that Jewish camping presents for families and for the Jewish day schools who enthusiastically support them.

I am convinced that one of the greatest challenges in Jewish education is identifying the vehicles of transferability from powerful experiences to meaningful Jewish choices.  And although I am partial to Jewish camping and Jewish day school as the two most likely candidates to produce said experiences, I have participated in amazing supplemental school classes, transformative youth group retreats and excellent adult education seminars.  There are opportunities abundant in Jewish education for creating connections – connections between people, connections to history and ideas, and connections to God.  However, the difficulty lies in linking those experiences to an ongoing engagement with Judaism between and after the power of those peak experiences fade.

Let’s look at a stereotypical peak Jewish camping experience.

Havdalah is a transcendent highlight for children (and teens and adults) attending Jewish summer camps.  It is amongst the most powerful events that take place at camp and for many Jewish children it takes place exclusively during the summer.  The same is true for daily/weekly prayer, Shabbat observance, kashrut (of some form or another) observance, etc.  For many Jewish children (and teens and adults) these rituals only exist during the summer months when they are not only viewed as normative, but as ultimate.   Likewise, for many day school kids, kashrut, blessings, prayer, speaking in Hebrew, study of Jewish text, etc. – these activities are imbued with meaning and purpose within the confines of the school walls, but for many they end with the closing school bell.  The power in camp and day school experiences lie in their ability to make normative [or even better “cool” – which camp particularly excels at] Jewish rituals and practices that are anything, but normative in children’s family, synagogue and Jewish communal lives.

Havdalah with your parents at home on a Saturday night while your friends are waiting for you to meet them at the movies cannot hold a candle (even a braided one) to havdalah under the twinkling stars in a redwood retreat, arm-in-arm with your newfound closest friends and a guitar strumming away.  The day school student who cannot use his/her Hebrew outside of school with friends and family will only find it so meaningful for so long.  It is difficult to replicate a magical sukkah experience at a home without one.  Etc.  The potential dissonance between what is lived in Jewish educational settings and what is lived in the family is well-known and is as difficult to breach now as it has been for the last half-century or more.

Jewish schools are on the front lines of this conversation.  Although there is a meaningful percentage of families whose primary concerns are Jewish Studies, there many families enrolled in our school because they are looking for a variety of things, a topnotch secular education being at the top of the list.  The fact that it also comes with a high-quality Jewish Studies program and is housed in a Jewish setting emphasizing Jewish values can mean anything from “also important” to “nice” depending on the family.  Even in the Jewish educational setting where families are arguably the most invested, we still struggle to find the motivation and vehicle for transference.

What can we do?

In our school, where we have explicitly named “We are always on inspiring Jewish journeys,” as one of our “North Stars” it begins with admissions and carries through to graduation.  During initial family interviews, we are candid with parents about our school’s agenda for the inculcation of Jewish ritual and practice.  It is really no different than the agenda we have for the inculcation of any other facet of our program.  We want our children to go home from school excited about everything they are learning and seeking to find meaningful ways of incorporating lessons learned into lives lived.  Unlike math or reading, however, we need to be willing to reach into families’ lives to provide encouragement and education to bring the Jewish Studies curriculum to life.  Nurturing the relationships that allow that process to occur is, perhaps, the most important, fulfilling, and sacred aspect of our work.

Finding the way to sow the seeds for Jewish journeys is the secret sauce that can connect the dots from summer’s peak Jewish experiences to the school-year’s rich and rigorous Jewish education to families’ Jewish lives, enriching and enhancing each in turn.  As we prepare in the weeks ahead to welcome our children home from camp and to welcome them back to school, let’s work together to help our children appreciate that being actively engaged Jewishly is a year-round and lifelong endeavour.

Pre-Pre-Planning for 2018-2019

Happy summer!  This is a peek at what the building looks like without students, parents, and most of our teachers.  We are very excited about what it is going to look like by the time y’all come back in September. But that is another story for another blog post…

While we hope our students are enjoying the beginning of their summers, we at the school are enjoying the beginning of our plans to make 2018-2019 our best school year yet.  And to kick it off, I wanted to share a little of what we did together on your first two days of summer vacation.  After spending a day cleaning out rooms and wrapping up 2017-2018 with an amazing Staff Party, we officially opened the 2018-2019 school year with two days of what we call “Pre-Pre-Planning”. Let’s take a peek at what we did.

Thursday, June 28

9:00 AM – Welcome Activities

We opened our time together with a fun mixer and ended with our co-constructing an official OJCS Faculty Summer Playlist: “Looking to find your teacher groove this summer?  Here are some tunes to inspire reflection, relaxation, rejuvination as you celebrate a well-deserved summer break and begin dreaming next year’s dreams. Brought to you by the 2018-2019 OJCS Faculty…”  Listen along with us this summer!

9:30 AM  – Steeping in our Values: North Stars  

Having ended the year with greater clarity around our value proposition and having shared out our “North Stars” we can take a breath and prepare to begin to live our values.  So with our friends from NoTosh we spent some together thinking through important questions: What are they?  What do they mean to you?  How might they guide decision making now and in the future?  What aspects of current practice will we start, stop or keep doing?

We ended the session with our teachers making “mud maps” – three-dimensional visual representations of how they can connect their practice to the stars and how to connect the stars to each other. This was a chance for the full faculty to do an activity that we did as a design team.  We used data from the earlier conversation and a selection of toys to represent connects, insights, problems, questions.  A lot of creative ideas were generated which will surely translate to prototypes for the fall.

11:00 AM – The OJCS Book Club

Each member of the faculty will choose (at least) ONE book from the list to read this summer that will contribute to professional growth.  We will each bring ONE artifact from that learning (a blog, a PowerPoint, a video, etc.) that describes how it will impact our practice next year to be used in a pre-planning activity when we resume in August.  Want to read along with us?

1:00 PM – Chromebooks, Desktops, & SMART Boards (Oh My)!

We look forward to welcoming our teachers to the 21st century next year when we are able issue faculty laptops to all our teachers!  Our ability to work more efficiently and collaboratively will have tremendous impact on teaching and learning next year.  Next conversation?  What kinds of devices should the school expect students to have and what kinds of devices should the school be providing to students?  Stay tuned.

2:00 PM – Spiritual Check-In

It is always important for us to engage in torah lishmah as a faculty and Rabbi Finkelstein led us on an engaging and meaty text study to round out a great first day together.

Friday, June 29th 

9:00 AM – The Prototype Feedback Loop 

A number of our teachers ran mini-prototypes during the last months of school.  We took some time together for those teachers to share more broadly with the full faculty what happened and to solicit feedback.  It was very important to signal that no matter where they were at by this time, that taking the lead and sharing their successes and failures is crucial for the school to demonstrate that the values that have been established will continue to be our north stars for years to come.  We were inspired by just how much got accomplished in such a short time and how much is to come in 2018-2019.

2:30 PM – Lower School Team & Middle School Team Meetings

We ended our days together by meeting in these groupings.  It may not seem significant, but our ability next year to meet in these groupings regularly is going to make a huge difference in terms of overall behavior management and social engineering, coordination of homework/tests/projects, and improving the quality of communication.

All in all it was a wonderful two days and we left inspired about what is to come…

What have we been up to since then?  All the fun stuff we can’t do when we are busy enjoying students, parents and teachers!  Working on the building, working on curriculum, revising handbooks, revisiting procedures, working on the WEBSITE, investigating new virtual platforms, growing ourselves, and, of course, taking some time to rest and relax as we, too, need to recharge our batteries.

Four quick updates to close:

  • We are very close to being finished with hiring for next year!  So instead of doing it piecemeal, we will wait until it is complete and then look forward to sharing out the good news of who is joining our team next year.
  • We apologize for any confusion or frustration at not having our report cards ready to go by the last day of school.  I won’t go into an explanation or offer excuses.  They have now all gone out and we will ensure that this does not happen again in future years.
  • Returning and new families can look forward to a July mailing that will include all the important dates and information needed to ease back to school in September.
  • I am looking forward to seeing many of your children when I go up to Camp B’nai Brith of Ottawa (CBB) next week.  I am prototyping an “OJCS @ CBB” experience to show a little love for our students and to build a stronger bridge between our community’s school and our community’s camp.  Look for pictures on social media!

The OJCS Announces $72,000 Innovation Gift

This is not a flashback!  We are not reminding you of the “innovation gift” we previously received.  Nope.  This is to let you know that we are beyond excited to share with you that the Ottawa Jewish Community School has just received a $72,000 grant (over two years) from the Congregation Beth Shalom of Ottawa (CBSO) Legacy Fund to help ensure that the innovation work begun this year will only be the foundation upon which the continued work of innovation will build in the years to come.  We are grateful to the CBSO Legacy Fund for the opportunity to apply and even more grateful to be amongst the worthy recipients of their philanthropy.

Success begets success.  Numbers beget numbers.  A school in motion will stay in motion.  This is what having a great year feels like.  And it couldn’t have happened to a nicer 69 year-old Jewish day school in Ottawa…I am genuinely so happy for the teachers, parents, volunteers, board, donors, supporters and the community at large to have had this year happen as it happened.  The narrative of decline is behind us; the narrative of rebirth, revitalization and rejuvenation has begun.  You can measure it objectively through numbers – attrition down, enrollment up, survey data trends, fundraising dollars, etc.  You can also measure it subjectively – feelings in the walls, word on the street, buzz in the community, etc.  You can measure it however you like.  The outcome is the same.  The OJCS is laying the ground to become the innovative leader in education in our community.

What’s next up on our innovation agenda?

We have described and shared out the first phase of work with NoTosh. We will have a little more time with our NoTosh friends to bridge the gap into the next year to ensure that the culture of prototyping and design thinking takes hold and to set us up to steep in our core values (our “North Stars”).

Our second iPad cart is up and running.

We described the work we would be doing with my friend and former colleague Silvia Tolisano beginning in October, whose new book some of us (including me!) will be reading this summer.

We will be providing Chromebooks for all our faculty next year, with all the training and support they will need.  This will be a huge step forward in terms of our ability to work and function as a complex organization.

We will be launching a new website.

We will be exploring new platforms for teaching and learning, sharing, blogging, etc., which may come to replace Google Classroom.

We will be thinking about what kinds of technologies we want our students to have and to use in the years to come.

We will launch new seminars on digital citizenship, cyberbullying, digital footprints, online identity, etc., etc., that will help our children live healthy and safe online lives aligned with our Jewish values.

What kinds of spaces will we need to do all this innovative work?

  • Transform our “Computer Lab” into an “Internet Café”

Our current “Computer Lab” is filled with obsolete computers and even more obsolete outlets, cords and wires.  We need to empty the space altogether and replace it with a state-of-art presentation space, flexible furniture, hi-speed wifi, and space to park an iPad cart, laptop cart and other technology for students and teachers to use as needed.

  • Transform our “Library” into a “Media Literacy Center”

Our current “Library” consists of an old collection with even older furniture and technology.  We need to upgrade to new library software so that it is searchable and useable by both teachers and families.  We need to upgrade the collection.  We need appropriate library furniture with an appropriate presentation space and technology section for conducting research in the 21st century.  [Money raised from Grandparents’ Day is helping this begin to become true!]

Students own the learning at OJCS and that requires a space to make!  We are ready to transition into an appropriate OJCS Makerspace that blends new technology (projection space, laptop, audio equipment, etc.,) with old (tools, crafts, etc.).

 

To which of the above will the blessing of this $72,000 grant go?  We haven’t decided yet (and the CBSO Legacy Fund has given us the flexibility to decide).  We have other donors ready to give and even more we need to inspire.  [If you would like to be counted amongst those who might be ready or willing to be inspired, don’t be shy!]  I look forward to more blog posts highlighting more gifts leading to more innovation.  Success begets success.  Numbers beget numbers. Innovation begets innovation.

This is a school in motion that intends to stay in motion.

The Transparency Files: Annual Parent Survey

After making transparent the results of my own evaluation by both myself and my faculty, it is time to turn to our other annual survey: the Annual Parent Survey.

For comparison sake, please know that I do have results from the former version of the survey and will do my best to highlight any trends I see, as well as indicate anything of import in this year’s survey.

It is hard to get an exact read on turn out because we changed from one survey per family to one survey per child.  We do know that 81 students are represented in this survey, which is just a bit over half.  We will use that baseline moving forward and hope to get closer to 70-80%.  Why do some families choose not to provide feedback (in this forum)? Families could be thrilled with what’s going on! (I’d love to vote for that one!)  Families could be resigned that the results are not taken seriously enough to invest the time in.  Hopefully, when people begin to see more links between the feedback they provide and meaningful improvement in the school it will inspire a greater rate of return.  In the meanwhile, even if validity is somewhat challenged, we operate here with a spirit of curiosity and believe we can learn from whatever there is to learn…so…let’s move on to the results.

From my experience, it looks mostly how you would expect.  There does tend to be diminishing enthusiasm for surveys as the students move on, but great job Grade 6 parents!

I wasn’t sure whether to include this data point as I didn’t want to be biased by it – all the feedback is meaningful.  That is why we conduct exit interviews with each family who chooses to leave OJCS prior to graduation – we are genuinely interested in their feedback.  I could have conducted an analysis where I separated the feedback between these three categories, but I have chosen to look at the results as a whole so as not to dismiss any piece of feedback because a family may or may not be continuing.

Let’s look at the BIG PICTURE:

Is that good?  I don’t have the exact same question from prior surveys to give you comparison data.  I can tell you from having used this survey in other locations, that scores between 7-9 tend to be healthy, and you look at scores below 7 as something you need to pay close attention to (and are thrilled if you ever get a 9 or higher).  So landing at 7.13 is technically within a healthy range, but is lower than I would like it.  I will definitely be looking to see this creep up in future years. Let’s dig deeper…

These next sections will require a little artful cutting-and-pasting from SurveyMonkey, so I apologize if it doesn’t “look” as professional as I would prefer…the data is still the data.

[Please note that the data is being sliced and diced according to my technical skill, not because there is any particular meaning to the groupings.]

The most important data point here is that our mark for offering a high-quality education is within the healthy range, 7.17.  Like above, please know that all our just-barely-above-7 scores are lower than I would prefer and clearly have room to grow.

What jumps out are the ones that fall below 7:

  • There is link between “learning styles” and “individualized attention” that really get to the heart of the school we are hoping to become.  Our premise of being a school that promises a “floor, but not a ceiling” lives here.  I will be surprised if those numbers don’t start to climb as soon as next survey.
  • There is also a link between “homework” and “study habits” that we need to pay attention to as well.  As we get more clear about what we believe teaching and learning should look like in school, we will also need to have an important conversation about what we think it should look like at home.

It is really important to name that not having comparison data makes it hard to identify trends.  So I see these numbers as pretty upsetting – and they are – but I don’t know if they reflect progress.

  • Preparing children for high school is our number one responsibility; less than a 7 is not going to cut it.
  • I’m not pleased with the score for “21st century technology” as it seems to be a step down from last year’s results (at least when compared to a question about “technology”), but as this is my area of expertise, I do feel confident that these numbers will climb next year.
  • Considering how hard we try to accept and accommodate children with exceptionalities, it is genuinely disheartening to see these numbers so low.  I think if we are being honest, the shakeup of the administrative team from last year to this has hurt our school.  We went from having a full-time, qualified special needs professional to divvying up responsibilities across multiple people and it left us a bit shorthanded. This will be addressed next year.  We also need to provide more training to our faculty on how to make accommodations.  We have a strategic goal to be even more inclusive in the years ahead…but we need to make sure we are meeting the needs of the students we presently have.

No huge bombshells here and pretty healthy in the core academic areas.

  • We are hopeful that the changes we proposed for French (which will be finalized and shared out in our final “Town Hall” – see below) will help the French numbers climb.
  • We believe that centralizing the teaching of Art, Music and PE to instructors who are both qualified and focused on their speciality will enhance the quality of all three in the year ahead.  These have been perennial concerns.

  • With regard to Jewish Studies, we know that there is work to do both in terms of academics and experiences.  I fully expect that the changes we proposed for Jewish Studies – emphasis on Hebrew fluency, reinstitution of structured tefillah, etc. – will lead to higher scores in the year to come.  As a point of reference, this year’s scores are slightly higher than the prior one, which is encouraging.
  • More field trips, more consistency with hot lunch, and providing feedback to the JCC about their after school programming are absolutely necessary.

You’ve heard me talk about myself enough by now…

  • I will pass the kudos on to our hardworking security team.
  • I think we are pleased, but nowhere near satisfied, with the score about student behavior.  We believe we have made meaningful progress this year, but are not quite where we would like to be.

Last data point:

Remember this question is only scaled 1-5!  So I am actually pretty pleased to see a 4.14, but like everything else in this survey, we will be looking to see growth in the years ahead.

So there you have it for 2017-2018!

Thanks to all the parents who took the time and care to fill out surveys. In addition to the multiple choice questions, there were opportunities for open-ended responses.  They added an additional layer of depth; one which is difficult to summarize for a post like this.  But please know that all comments will be shared with those they concern as we use this data to make enhancements and improvements headed into next year. By the by, we are pleased with how well satisfied our parents are with how the school is going…but be assured, just like with everything else, we expect to see growth and progress in a school where there is “a floor, but no ceiling”.

Want a sneak-peek on how we are going to get there?

The Transparency Files: Evaluation of Self

Even though I am adjusting to a more traditional “Northeast” calendar, with later beginnings and endings, it is still startling that we are down to the last eight weeks of this remarkable year!  There are still so many signature events still to come and so much amazing work to do, and yet here we are…the home stretch has officially begun.

And so, I would like to begin my annual series of “Transparency Files” blog posts which begins with my own evaluation, soon moves to reveal the results of this year’s Parent Survey, continues with a discussion on next year’s new initiatives and concludes with a conversation about next year’s faculty and schedule.

We are in that “evaluation” time of year!  As head of school, I have the responsibility for performing the evaluation of staff and faculty each year.  Fittingly, they have an opportunity to do the same of me.  Our Annual Faculty Survey presents current teachers and staff with the opportunity to provide anonymous feedback of my performance as head of school.  Please know that I have already shared the results and analysis with the faculty and have sent the full unedited results to our Board’s Head Support & Evaluation Committee as part of their data collection for my evaluation.

In future years, I will invite you to begin by reviewing last year’s post.  This year’s self-evaluation is based on goals created for this year (which was done months ago in consultation with the Head Support & Evaluation Committee).  You will not find a complete laundry list of my day-to-day responsibilities.  You will find selected [there are more goals in each area than I am highlighting here] components for the 2017-2018 OJCS academic year:

 Executive Leadership & Organizational Management

Jon’s 2017-2018 Goals

  • Identify appropriate benchmarks and standards across the curriculum.
  • Create and disseminate survey instruments to measure OJCS graduates’ transitions and successes (or failures),
  • Launch planning process to re-imagine teaching and learning at OJCS / innovation process.
    • Develop prototype of a light Makerspace with Jewish content integrated.
    • Purchase and experiment with 3D printer.
    • Amplify use of Google Classroom.
  • Develop collaboratively additional evaluative tools (outside of CAT-4 and curriculum-driven assessments) for measuring academic success and instituting a process for tracking and sharing information over time.
    • Revise exams for Grades 7 & 8 to incorporate all of Jewish Studies.
  • Ensure all in-house professional growth is embedded, ongoing and meaningful.
    • Provide frequent and varied professional development opportunities for all teachers (conferences, workshops, classroom exchanges, etc.).
    • Connect Jewish Studies Faculty to Prizmah.
  • Each teacher will have a Professional Growth Plan with artifacts, deliverables and accountability.
  • Explore the possibility of accreditation through OFIS, CIS and CAIS. (Likely CIS).
  • Work with SJCC, Ganon, Federation, etc. to lay the groundwork for OJCS to initiate JK transition beginning in 2018-2019.

I am pleased to say that we have achieved many of the above (and more)!  Without going through each one individually, as many of my blog posts this year have been about them, let me share some general thoughts…

…the conversation around “benchmarks and standards” has shifted as we, instead, began with work clarifying our core values.  When that work is complete (see the ad below), we can then drill down.  We want to begin asking ourselves questions like, “Do these benchmarks bring us closer to what we believe to be true about teaching and learning or not?”  Please remember (or know) that we are never talking about discarding or ignoring the Ministry of Ontario standards – we are talking about ensuring that they are simply the beginning of the conversation; that they are the floor and not the ceiling of our expectations.

…we are so grateful to our teachers and parents for their willingness to dive deeper into Google Classroom…we believe that open and frequent communication between school and home is the key to a successful school experience.  We also are not sure that Google Classroom is the best platform for what we ultimately wish to do educationally.  Stay tuned.

…we made the decision, but may not have adequately explained, to move our standardized testing window to the fall to come into line with when other private schools in our community take them.  We will have a conversation next year about which tests we take, which grades, why we take them, how the data will be used, etc.

Advancement

Jon’s 2017-2018 Goals

  • Launch annual campaign
  • Steward major donors
  • Hit the match through MATCH
  • Build capacity with the Development Committee through Prizmah coaching

It is the work we do in this area that determines how much we are able to achieve in all the others.  There is no private school in North America who subsists solely on tuition revenue.  That is why there is no private school in North America who does not have some kind of annual campaign, asking those who can, to do.  And in a Jewish day school where we aspire to ensure that finances not be the reason a child is unable to attend, we need to raise that much more.  And we do. Our lay leaders worked this year and last with a Prizmah Coach to launch this year’s annual campaign.  And I am proud to announce that we raised enough to qualify for matching funds from the AVI CHAI Foundation!  Thanks to all who gave what they could this year!

Next year we hope to increase the percentage of families who participate because we want to show all our donors and supporters that no one cares more about the school than its families.  Even the smallest contribution matters…we look forward to more conversation on this topic next year.

Public and Community Relations

Jon’s 2017-2018 Goals

  • Teach a “Parent University” course to all interested parents/caregivers.
  • Develop a “Parent Ambassador” program which can serve as a way of disseminating information, mentoring new parents, guiding tours, etc.
  • Blog weekly, Carpool line daily, twice-yearly meetings with all parents, meeting/phone calling as needed and as proactively as possible.
  • Be a presence at all our local synagogues/form a Rabbinic Advisory Committee.

I think this has been an area with some big successes and big fails.  I am pleased with how the blogging is going and people’s responses to it – especially as it is new for our parent community.  I am outside each and every morning as part of carpool and glad to be there.  It is the best way to start each day and a critical engagement point.  I have worked hard to be a presence at all our community’s synagogues and enjoyed speaking at most of them at some point during the year.  It is new (for me) working in this kind of communal context and I have stretched myself religiously in order to be present.  It has been worth it in ways big and small.  We have also succeeded in creating a Rabbinic Advisory Committee that is playing a vital role in helping us enhance the “J” in “OJCS”.

The biggest fail in this area has been with “Parent University”. Normally it takes a few years to get sick of me, not a few weeks!  After launching with a robust number of attendees, it began to dwindle down to a number too small to work meaningfully with.  Feedback was much more about timing than content, and figuring out how to engage working parents is a huge issue.  Similarly, although some constructive work was done in further developing our PTA, we were not yet ready to launch a formal “Parent Ambassador” program. Finally, although I think we have had an opportunity to meet with many, if not most, families many times throughout the year, I do think we need to at least formally invite each family in a couple of times each year to really be sure we are meeting needs and hearing concerns.

Finance and Operations

Jon’s 2017-2018 Goals

  • Revise budgeting process to be more proactive, less reactive.
    • Work with Committee to initiate the process earlier.
    • Develop a budget for the school we want to be as a strategic first step.

The paradigm shift – which we are actively in now – is budgeting for the school we dream of being, at least as a first draft, instead of the one we currently are.  We have actively engaged our full administrative team, relevant staff, and board to dream the high dream.  Of course there are fiscal realities we must attend to, but without knowing what we are aiming towards, there can be no plan to get there.  As mentioned above, I’m encouraged by resources being marshaled to deliver on the OJCS promise.

Those are just some highlights; you will also get an additionally honest look at my shortcomings when I share back results from the Annual Parent Survey.  As always, your feedback – whether publicly commented here, privately shared with me through email or social media, or directly shared through conversation – is greatly appreciated.  As I told our teachers, I look forward to getting better at my job and I am thankful for the feedback I receive that allows me to try.

Let’s Talk About the “J” in “OJCS”: The Jewish Studies Town Hall

As promised, we held a Town Hall on Thursday, April 26th to share back the results of our investigations, thus far; to discuss what we currently believe to be true; and to sketch out next steps.  We were pleased by the turnout and with the candor and seriousness of the conversation (see more below).  We would be happy to share out the entire slide deck from the town hall so that folks who were unable to attend can be in the know.  Please feel free to email me ([email protected]) with your request.  What I would like to do here is walk you through the highlights and offer you the chance to add your voice to the conversation by commenting below.

A few caveats as prologue…

The spirit of this conversation is one of “transparency” – a value we have discussed in depth in prior posts.

You can read an earlier post about why this is a pressing issue for our school.

Let’s restate the fundamental issue…

Unlike the work we do in secular education (which is also going through revisiting and re-clarifying), there is no external set of benchmarks and standards that we are required to follow.

There are no universally adopted textbooks or curricular materials shared by all Jewish day schools (or even by traditional groupings of Jewish day schools).  We have to translate our school’s mission-vision-philosophy into self-created (or borrowed) academic benchmarks and standards.

We have to build a schedule around those outcomes. We have to choose curricula based on what we believe to be true about teaching and learning.

There are also no norms for Community Day Schools on how to meet the needs of a diverse Jewish population.  If there was a “best model” out there for a school of our size with a population such as ours…we would be happy to borrow it!

What does Jewish Studies currently look like at OJCS?

  • K:       10/40 Periods in Hebrew
  • 1-3:   5/40 Periods in Hebrew & 8/40 Periods in Jewish Studies
  • 4-5:   Core: 5/40 Periods in Hebrew & 8/40 Periods in Jewish Studies (w/English as the language of instruction; Extended: 13/40 Periods in Jewish Studies (w/Hebrew as the language of instruction.)
  • 6-8:   5/40 Periods in Hebrew & 8/40 Periods in Jewish Studies

What kinds of data collection are we doing to better understand the issues?

  • Grade 9 Alumni Surveys
  • Grade 12 Alumni Surveys
  • Annual Parent Surveys
  • Conversation with Synagogue Partners
  • Anecdotal Testimonials
  • Exit Interviews (pending)

What have we learned thus far?

We know that the questions we have historically asked don’t give us much data on answering the hard questions.  Two difficult truths we have to acknowledge about the recent history of our school:

  • Most graduating students don’t speak fluent Hebrew.
  • Our children are not entirely well-prepared for B’nai Mitzvah (regardless of denomination).

For many of the parents who shared critical feedback, these were the issues most flagged as being of concern.

What couldn’t wait for process?

We felt that some things simply couldn’t wait for the fuller discussion to unfold, so we immediately restored brachot and tefillah to the best of our ability and launched Extended Hebrew pilots for Grades 4 & 5 at the beginning of this academic year.

Hebrew we will get to below, but in order to work on tefillah in a school such as ours, we needed to engage our wider community:

We invited our entire community’s pulpit rabbinate to join an ad-hoc “Rabbinic Advisory Committee” (RAC) of our board to help us tackle the challenge of revisiting our Jewish Studies mission and vision, to strengthen the relationships between our school and our community’s synagogues and to help us think through the challenge of meeting the spiritual needs of a diverse Jewish community.

We were blessed with full participation, rich conversations, respectful disagreements, sage advice and collective wisdom across our three meetings, thus far.

The end result of our work so far with our RAC, with the input of our Jewish Studies Faculty, and board, is the proposed re-launch of meaningful tefillah next year.

The OJCS Tefillah Prototype

Prologue

There are two really important things to keep in mind…

We are committed to the idea of not letting the “great” get in the way of the “good”…our prototype for next year is not great.  There is a lot still to be figured out and we are open to ongoing critical feedback to help it eventually get great.  But we believe it is good…and that good is at least one step further ahead than our current location.

There are very few Community Day Schools left in North America that view their Jewish missions to extend to the furthest reaches of its community.  We did a lot of research and in most communities of our size, particularly when there is an Orthodox Day School, the Community Day School simply aims towards the center of the population that exists from the perceived edge of the Orthodox school through to the left.  It is really important to know that The Ottawa Jewish Community School remains committed to klal yisrael and believes we can and will continue to be a home for all Jewish families. Doing so both makes the work more challenging and more vital.

Schedule

With budget and schedule being the leading indicators for value, we intend to restore tefillah to our formal schedule next year by recapturing at least 30 minutes (daily) out of the current schedule and repurposing them for tefillah.  This will be a net gain of at least 30 minutes of Jewish Studies “time” without impacting other academic time.  In the Lower School (K-5), timing would be more flexible (during a larger JS academic block).  In the Middle School (6-8), timing would be fixed (likely mid-morning) and shared to provide opportunities for full Middle School participation.

We will additionally look to schedule more opportunities to bring families in for special services, like Friday Kabbalat Shabbat, or Middle School Shacharit.

Staffing

With support of qualified administrators, the teaching and facilitation of tefillah at OJCS will remain with its Jewish Studies Faculty. We could explore additional mentoring/support from our local clergy (including hazzanim) once we are clear on matbeah and nusach/tunes.  We could also partner with clergy if/when we introduce targeted sessions on ta’amei ha’mikrah.

Gender

OJCS is committed to the idea that both boys and girls will have the same academic requirements for tefillah and have the same opportunities for religious performance.

This represents a logical extension of the status quo.  For example, we will continue to require boys to wear kippot and continue to offer support for girls who express an interest to do the same.  When engaged in morning minyan, we would honor each child’s sense of personal obligation to wear tallitot and don tefillin regardless of gender.

This extends to the leading of brachot, birkat ha’mazon, Shabbat rituals, etc.  We believe as a rule of thumb that we should continue to employ more of a developmentally appropriate, unspoken egalitarianism of this nature (assigning co-leaders, co-hazzanim, equal distribution of brachot and rituals, etc.) in the Lower School and more of an intentional egalitarianism of this nature (checking with students and likely parents about comfort levels) in the Middle School.

On a final note, we should, perhaps, as a next phase of this work extend the conversation to address hetero-normative, gender-normative and LGBT perspectives as we serve children from all kinds of families.  The images and language that we use, even something that can feel as benign as a weekly “Abba & Ima” can feel exclusionary for children being raised by a single parent or same-sex parents.  Their spiritual wellbeing is worthy of our consideration as well.

Structure

We imagine that most tefillah in the Lower School will take place at the class/grade level and that most tefillah in the Middle School will take place as a middle school.  The goal in the Middle School would be to offer two daily, halakhic minyanim: Traditional Egalitarian and Traditional Non-Egalitarian.

What do we believe to be true about Jewish Studies at OJCS?

  • We believe we will need to collect more data over more years to better answer questions and address concerns.
  • We believe that for some families nothing short of a Judaism that looks and feels like theirs will satisfy and we will have to figure out what that means – for those families and for OJCS.
  • We need to ensure that we don’t overly focus on structure and lose sight of why we want our children to engage in meaningful Jewish experiences in the first place!
  • We will need to dedicate time and resources to ensuring that joy, music, Jewish camping wisdom, creativity, student ownership, etc, receive as much attention as the formal learning.  They are all required for the outcomes we collectively hope to achieve.

Pivoting back to the larger questions, what can we do next year?

  1. We will increase the rigor and immersive experience of what contact time with Hebrew we presently make available.  We will move K-5 to an “ivrit b’ivrit” [technically “Hebrew in Hebrew”, but better understood as Jewish Studies with Hebrew as the language of instruction] model (with next year’s Grade 5 grandfathered out) and explore additional streaming in Grades 6-8 to increase contact with Hebrew during “Judaics” classes.
  2. We will be able to adjust our schedule to add contact with Jewish Studies (without coming at the expense of other academic time) to build tefillah back into the schedule.
  3. We will wait until the Middle School Retreat to launch the new Middle School minyanim so as to lay the proper ground for our students to be set up for success.
  4. We will provide additional extracurricular contact time with Hebrew through clubs, lunch, etc.
  5. We will look to launch prototypes around parent engagement and social justice.
  6. We will work with parents, faculty, board and Rabbinic Advisory   Committee to explore additional areas of our Jewish Studies program in need of exploration, re-imagination and innovation.  Next up?  Our Middle School Jewish Studies Curriculum!

We had in attendance at the “town hall” our full administration, our Board President and several board members, and a good mix of parents who represented different age groups, different views on the school’s Jewish mission and vision, but who demonstrated a shared sense of the issue’s importance, provided meaningfully constructive feedback and exhibited a genuine desire to partner with the school to get it right.

We took good notes from the serious conversation that followed the presentation and I have opened a GoogleDoc to track the feedback and recommendations that we hope continue to come in (see below).  Here are some highlights from that night’s conversation:

  • Although turnout on a weeknight was good, there was a real desire to see the school invest more resources in engaging parents in this conversation.  We need more voices and more buy-in as we move the work forward.  We will have to look towards additional forums (including virtual ones) to onboard more folk on this journey.
  • There were questions raised about how the school values religious diversity among its administration, teaching faculty and board.  And though the status quo (in all three) does reflect denominational diversity, it is a fair question about whether that was strategic or happenstance, and how to embed that value moving forward.

So…here we are 1,800 words or so later.

This is where you come in.  We desperately want to know what you think…

…what questions did this answer for you?

…what questions did this raise for you?

…what do you want to know more about?

…what else do you want us to know?

We cannot encourage you more to email, comment or come in for a conversation.  We need all voices heard as we work towards clarifying and enhancing our Jewish mission and vision – next year and in the years ahead.

By the way…if you like Town Halls (and you know you do!)…

Stay tuned for a Town Hall later in May where we will share back the results and the plans we’ve been working on to clarify our value proposition and how it will impact the 2018-2019 school year!

If you have not filled out your Annual Parent Survey (and 70 already have as of today!), please do so by April 30th if you want your feedback included in the report.

The State of the School: Midyear-ish Edition

What a busy time of year!

We came steaming out of February Break with Grades 7 & 8 Basketball Tournaments, Spirit Week, Purim (that’s me getting soaked by students during our Purim Carnival), our second site visit from NoTosh, and STEM Fair…and we are headed full speed towards Pi Day, Middle School Night, Grade 6 Leadership Class “Movie Night”, and then Passover takes us to break.

Whew!

Let me first offer congratulations to our STEM Fair winners:

Grade 8

  • Mimi B. (Gold): “Fluid Pods on Hockey Helmets”
  • Joseph N. (Gold): “Can We Re-Oxygenate Ocean Dead Zones?”
  • Julia S. (Bronze): “Which Listening Device is Safest for Your Hearing?”

Grade 7

  • Noah B. (Gold): “What Material Insulates Heat Best?”
  • Jacob S. & Samuel K. (Silver): “Can We Make an Eco-Friendly Spray to Prevent Rust?”
  • Tallulah B. (Bronze): “Do Standing Desks Improve Cognitive Learning and Accuracy?”

Their projects were diverse in topic, but united in excellence.  All OJCS students participated one way or another in STEM Fair and we thank all our teachers of Science, but especially Josh Ray our STEM Fair organizer and Grades 7 & 8 Science Teacher for all the work that went into coordinating the event.  Additional thanks to our fifteen illustrious judges, including alumni, for giving of their time.

Let me second inform you that enrollment for 2018-2019 is looking promising indeed!  Thanks to all of you who enrolled by the first deadline!  I’ll update you on numbers soon, but with great thanks to our Admissions Director Jennifer Greenberg, we have a robust and growing Kindergarten class and with great thanks to our entire amazing faculty and staff, we are looking at improving retention rates and adding new families.  Stay tuned!

Let me third catch you up on all the excitement of the year so far and paint a picture of all the excitement that is to come…

And just in case you didn’t make it all the way through the slides…

Save the Date: Town Hall on Strengthening the “J” in “OJCS” on April  26th at 7:00 PM in the Chapel.

Les Fichiers de Transparence: L’assemblée de Français

As promised, we held a “town hall” on Thursday, February 8th to share back the results of our investigations, thus far; to discuss what we currently believe to be true; and to sketch out next steps.  We were pleased by the turnout and with the candor and seriousness of the conversation (see more below).  We would be happy share out the entire slide deck from the “town hall” so that folks who were unable to attend can be in the know.  Please feel free to email me ([email protected]) with your request.  What I would like to do here is walk you through the highlights and offer you the chance to add your voice to the conversation by commenting below.

A few caveats as prologue…

The spirit of this conversation is one of “transparency” – a value we have discussed in depth in prior posts.

You can read an earlier post for a more in-depth history of French education in Ottawa and at the OJCS.

Let’s restate the fundamental issue…

Unlike our Hebrew and Judaic standards, which are entirely our own to determine and whose outcomes are entirely ours to assess, our French standards come from the Ontario Ministry of Education and the schools our graduates attend perform assessments.  So why is this so confusing and chronically debated?

What does French currently look at OJCS?

K:   10/40 Periods in French

1-3:   6/40 Periods in French

4-5:   6/40 Periods in Core French & 8/40 Periods in Extended French

6-8:   6/45 Periods in Core French & 9/45 Periods in Extended French

What kinds of data collection are we doing to better understand the issue?

  • Grade 9 Alumni Surveys
  • Grade 12 Alumni Surveys
  • Conversation with SRB & Ashbury
  • Conversation with Knoxdale
  • Anecdotal Testimonials
  • Exit Interviews (pending)

What did we learn from the Grade 9 Alumni Survey?

74% of Grade 9 students were enrolled in Core French with an additional five students in Immersion and one in Extended French. Of the children enrolled in Extended or Immersion French, no parent reported they needed an extra tutor or extra assistance.

At this point in time, we can see of the six students taking more advanced French, there is no issue with them keeping up.

What did we learn from the Grade 12 Alumni Survey?

Fourteen respondents are attending a public high school in Ottawa, with the vast majority at SRB. One student is attending Ottawa Torah Institute.

Four students indicated they were in Extended French and another two in French Immersion. (This was before SRB dropped “Extended”. Those four “Extended” students are now either in “Core” or “Immersion”.) There was one respondent who did indicate they hired a French tutor to help with Extended French.

The rest of the students (44%) were in Core French.

What did we learn from our conversations with Sir Robert Borden High School?

  • Students are placed in Grade 9 as recommended by OJCS.
  • Some students experience a temporary culture shock transitioning from “Extended” to “Immersion”.
  • Some students see a temporary dip in their grades in Grade 9, but typically recover by Grade 10.
  • Many students come in “super strong”.

What did we learn from our conversations with Ashbury College?

  • “Marks in French are strong.”
  • 1/3 of OJCS students who go to Ashbury graduate with one of their two bilingual diplomas. (Anecdotally, we believe the other 2/3 self-select out, but more data collection will be needed.)

What did we learn from our conversations with Knoxdale Public School?

  • OJCS students who transition into Grade 4 for “middle immersion entry point” are well-prepared for success.
  • Grade 4 is an arbitrary entry point, susceptible to changing public school norms.
  • Students can be accepted into Knoxdale at any point and placed into immersion upon parental request.

What additional/ongoing data collection will be necessary to better refine our understanding of true French outcomes?

It will take additional years of data collection before our sample sizes will allow for more definitive conclusions.  Additional data points that we will collect include exit interviews (families who transition out prior to graduation), testimonials from alumni and alumni parents (we have plenty of positive, anecdotal evidence, but we need a uniform protocol for collection), and adjusting our parent survey data to better determine how many families these issues impact.  We also need to do a deeper dive into the details.  For example, not only how many students earn a bilingual certificate, but do they score well enough to succeed at the next level?

What do we presently believe to be true about French at OJCS?

  • We believe there is a path from here (OJCS Extended French) to there (Grade 9 French Immersion).  We believe we need to better illuminate that path, as well as being open to creating additional paths.
  • We believe that we have passionate, talented, capable, and responsive French teachers who are part of the solution.
  • We believe we need to be more transparent about what needs to be true during the year of transition to set (more) students up to be successful.
  • We believe we will need to collect more data over more years to better answer questions and address concerns.
  • We believe that for some families nothing short of full immersion will be satisfactory and we will have to meaningfully address what that means – for those families and for OJCS.

We believe we can make significant improvements to our current program, and plan to, beginning as soon as next year.

What can we do next year?

  1. Conversations with parents about their hopes and expectations for maximal French contact time need to begin during the admissions process.  Students who may require additional support to place into “Extended” need to be identified early.
  2. The selection process in Grade 3 will be more rigorous, begin earlier, come with more parental engagement, etc., so that students who do continue into “Extended” for Grades 4 and higher are even better prepared for Grade 9.
  3. We will increase the rigor and immersive experience of what contact time we presently make available.  We need to squeeze every moment of immersive French possible.
  4. We will provide additional extracurricular contact time with French through clubs, lunch, etc.
  5. We believe we will be able to adjust our schedule to increase contact time with French.  Stay tuned.

We had in attendance that night our full administration, our French department and a good mix of parents who represented different age groups, different views on the ultimate value of French education, but who demonstrated a shared sense of the issue’s importance, provided meaningfully constructive feedback and exhibited a genuine desire to partner with the school to get it right.

We took good notes from the serious conversation that followed the presentation and I have opened a GoogleDoc to track the feedback and recommendations that we hope continue to come in (see below).  Here are some highlights from that night’s conversation:

  • There was a strong feeling that using Grade 4 as our arbitrary split into “Core” and “Extended” is unnecessary and that we are missing an opportunity to increase the immersive exposure in Grades K-3 when it could potentially have even more value.
  • There was a very positive response to the idea of OJCS offering French enrichment as part of an after school program and/or as part of a summer day camp experience.  This seems like a no-brainer for us to jump on right away.
  • We have energized parents who bring a research background to the conversation and who are willing to help us craft better survey instruments and conduct more thorough analyses to address the issues raised above by way of data collection.
  • A Grade 4 OJCS “middle immersion entry point” may not be a crazy idea.

So.

This is where you come in.  We desperately want to know what you think…

…what questions did this answer for you?

…what questions did this raise for you?

…what do you want to more about?

…what else do you want us to know?

We cannot encourage you more to email, comment or come in for a conversation.  We need all voices heard as we work towards clarifying and enhancing our French mission and vision – next year and the years ahead.

By the way…if you like town halls (and you know you do!)…

Stay tuned for a Town Hall after Passover where will share back the results and the plans we’ve been working on to clarify and enhance the “J” in OJCS!