Thought Leadership – Page 4 – A Floor, But Not a Ceiling

Les Fichiers de Transparence

Yes, you read that correctly…even if I needed help to write it!

🙂

This will be a short (if and only if, you skip the entire middle section which is all background information!), but sweet announcement that we imagine will put smiles on the faces of all those who have advocated for greater contact time with French language at OJCS.

First – thank you to everyone who took the time to fill out an Annual Parent Survey this year! My sharing and analysis will, hopefully, be the subject of next week’s “Transparency Files” blog post.

Second – let me walk you oh so “briefly” through the conversation and work we have put into amplifying, expanding and improving French language outcomes at OJCS over these last few years.

In November of 2017, we laid out the big questions we had about French outcomes at OJCS and what our plans were for beginning to answer them.

In February of 2018, we shared back (in person by way of a “Town Hall” and through a blog post) the first set of answers to those big questions and made our first set of commitments in response. That included:

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.
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.
We will increase the rigour and immersive experience of what contact time we presently make available. We need to squeeze every moment of immersive French possible.
We will provide additional extracurricular contact time with French through clubs, lunch, etc.
We believe we will be able to adjust our schedule to increase contact time with French. Stay tuned!

In April of 2019, we announced a $50,000 donation to strengthen French language learning at OJCS, and shared the following set of updates to our families and community:

We adjusted our schedule to increase contact time with French. Students in OJCS have more contact time with French in each grade (except K which was already frontloaded).
At OJCS, the FSL (French as a Second Language) faculty has made a commitment to speak French with their students everywhere in the school, so if you were to walk through our hallways, you would hear us speaking French to our students, increasing the interaction and contact time with our students.
Our enhanced FSL program with its consolidated class time (blocks of periods), all within a trilingual school where the francophone culture is alive and regularly celebrated, produces students capable of successfully communicating and learning in French.
Students practice their language skills in various environments, such as on the playground, and during coaching on our various OJCS sports teams.
Our FSL faculty is committed to offering authentic OJCS learning experiences.

In May of 2019, we announced that the Ottawa Jewish Community School would be the first private school in Ontario to partner with the Centre Franco-Ontarien de Ressources Pédagogiques (Franco-Ontarian Centre for Educational Resources) or CFORP to implement the TACLEF program. (Please know that our work with TACLEF was generously supported by a grant from the Jewish Federation of Ottawa.)

Over a two-year period (give or take due to many COVID “pivots”) CFORP introduced TACLEF, La Trousse D’acquisition de Compétences Langagières en Français (loosely translated as a “French language acquisition ‘kit'”) to the French teaching staff at the Ottawa Jewish Community School and offered individual mentoring in its use. This approach strengthened team building and permitted a better understanding of a skills-based teaching/learning approach as it develops language proficiency in French language learners.

In January of 2020, I provided the community with an update on the consultancy, including…

…the greatest impact is ensuring that all three strands (reading, writing and oral communication) are built into almost every activity and evaluation. It has also given us new resources and strategies for delivery of instruction, classwork, and homework (in addition to evaluation).

…by providing us with a detailed roadmap, we can prepare all our students – particularly the ones who land in Extended French – as if they were going into French immersion. It is too soon to be more specific, but over the remaining months of the consultancy we will have greater clarity about how to adapt our program (with what supporting curricular materials we will need) to prioritize that outcome.

There is no doubt that COVID has impacted our ability to fully implement all of the above, but progress continues to be made each year. This year’s highlights include a significant investment in French curriculum with a focus on leveled readers in support of reading comprehension.

And now you are fully caught up!

Third – here is a little context to better understand the announcement.

When trying to make comparisons between our French program and that of the public board, let’s look at an “apples to apples” comparison. It is our understanding that students in French immersion at Sir Robert Borden High School (public) in Grades 7 and up have 740 weekly minutes in French allocated as follows:

French 200 min
Physical Education / Dance 200
Health 40
Science 150
History / Geography 150

In comparison, currently students in “Extended French” at OJCS in Grades 7 and up have 400 minutes in French allocated as follows:

French 240 min
History / Geography 160

Clearly, 740 is more than 400, and no one is making an educational argument that when it comes to language acquisition that more isn’t better. And we have stated in the past that adding more contact time in Science is complicated (both because we appear to offer more contact time in Science education than SRB in general and because it would require additional staffing/tracking), but knowing that it is essentially science vocabulary that our students are lacking to bridge the gap opens up solutions that don’t automatically require us to reinvent the school.

But there is something we can do – and are announcing that we will do – as soon as the 2022-2023 school year. We are thrilled to share with you that beginning next year the OJCS will begin the process of transitioning our PE program to a French-language PE program!

We are not yet prepared to tell you the “who” – other than it will be legitimate French teachers (not simply PE teachers who may speak French) with background and experience (not simply French teachers who may know how to shoot a basketball) – and we are not yet prepared to tell you the full “what”. There is a curriculum that needs to be adapted and/or created; a curriculum that adds value, not just time, to the current French program. But we do believe that adding an additional 120-200 minutes per week in French language exposure/education/contact time in another subject found in French immersion is a really big deal that is going to make a really big difference in French outcomes at OJCS. (And, yes, we will be fully prepared to support those students for whom French is a challenge to ensure their legitimate PE needs continue to be met.)

We have come a long way towards closing the gaps between “Extended French” and “French Immersion” over the last five years – we see it in our outcomes and in our graduates. But whereas those gaps have begun to close in terms of content and quality, this gap really does start to close the gap in terms of time.

This is a big deal and a big step forward for French at OJCS.

And we aren’t done yet…not even close.

Do I have a stake in who my students are when they are not in school?

Admissions seasons tend to bring up big-picture questions and spark big-picture conversations. Which makes sense as parents – both new and returning – are making critical decisions about where, why and how they want their children to be educated. Today, I want to take an opportunity to reflect on a question that bubbles up from time to time that I struggle to provide a clear answer to. It gets asked in lots of different ways, but essentially boils down to the same idea: Do I or does the “school” have a responsibility to address behaviors that take place outside the bounded times and spaces of school?

Typically the question is specific to an incident of negative behavior, although it is just as fair to ask about positive behavior as well, and I intend to address both.

Jewish day schools are in the character-building business. It is a significant motivation for parents to enroll their children in our schools. We care at least as much about who our students are as we care about what they can accomplish. We utilize Jewish value language across the curriculum to reinforce the idea that being a mensch is not something one does only in certain classes, but something one is all day long. Our teachers work hard all day to ensure that our school lives up to the ideal of being a community of kindness. And even during school we struggle to achieve our goal. That’s precisely why we launched our new behavior management program anchored in the “7 Habits” in the first place. [Click here for a recap.] We recognized that in order to become that community it required all of us working together to build the safe, loving environment our children deserve. But even these new approaches emphasizes what happens under our watchful eye.

What about the text sent out at 9:00 PM?

What about the play-date on Sunday? Or the ones some children are not invited to?

What about the hallways during Bar Mitzvah services?

Let me be clear that I am purposefully leaving parents out of this behavioral equation. Not because I either blame parents for their children’s behavior nor because I abdicate parents of their responsibility to effectively parent. I am simply asking a different question. If I witness or discover noteworthy behavior of my students when we are not technically in school, what exactly are my responsibilities to respond or react? Do I have a stake in who my students are when they are not in school?

The simple answer is “yes”. I care deeply about who our students are when they are not in school because how they behave when no one is watching matters a whole lot more than how they behave under close supervision. That’s the true measure of character. That’s derekh eretz.

OK, that part is simple. I am proud when students behave well outside of school and disappointed when they don’t. But do I share those feelings with them? Do I share those feelings with their parents? Is it my place to hold them accountable for those behaviors? Those are the vexing questions I struggle to answer effectively – especially when the behaviors are grey.

The black-and-white ones are easy; they always are when the level of behavior is so significant it cannot be ignored. We already engage parents when we discover social events where students are excluded. We already employ effective discipline when students bully outside school walls and times. And on the positive end of the spectrum, we already celebrate students who are honored elsewhere. We already praise students for their outside academic, artistic and athletic achievements. We already highlight students who perform significant acts of lovingkindness outside of school.

The grey ones are more complicated; they always are when the level of behavior is insignificant enough that it can be, and often is, ignored. We don’t always engage parents to ensure all our students have access to frequent play-dates and smaller social opportunities. We don’t always praise students for their random acts of lovingkindness outside of school. We often ignore disruptive behavior at Bar Mitzvahs and Jewish holidays because we are ostensibly “off-duty” and we rarely call those students to account for those behaviors when next back in school.

I am not comfortable simply standing on the sidelines.

With regard to being a “community of kindness” we say that we will know if the work we have done is taking hold if students on their own are willing to address their own behavior or that of their friends. That children will be willing to say to themselves and to each other that “we do not behave like that here”. To me this is no different. We need to do a better job instilling pride of school and pride of self in our students so that they feel the responsibility of representation outside our direct reach. An OJCS student simply does not behave like that. An OJCS student behaves with derekh eretz whether they are in school, synagogue, the hockey rink, or the mall.

I have a role to play and I am working up the courage to empower myself to do it. If I am made aware of discouraging behavior, I will share my disappointment regardless of when or where it took place. If I am made aware of positive behavior, I will share my pride regardless of when or where it took place. They will know that I have high expectations. The older ones will know that I don’t issue a character reference or a principal recommendation lightly. If you want me to recommend you to a high school, an honors society, or even to babysit, you will earn that recommendation by making for yourself a good name.

My students will know that I care who they are and that who they are matters.

Why Governance Matters

The 2021-2022 school year is shaping up to be a year where we have a rare opportunity to shine a light on one of the most important determinants of a successful Jewish day school…governance.

You may recall (and you may have even attended) the “Governance Town Hall” we held back in November. That was an opportunity for parents in our school to better understand what governance at OJCS presently looks like, to be introduced/reminded of who our lay leaders are, and to ask questions. I find it critical that parents and members of the community understand how private schools are best run and to provide regular opportunities to share how we are measuring up. It was wonderful to share those thoughts with parents and to receive critical feedback. It is something we plan to do on a regular basis.

This week, I had another opportunity to be reminded of the impact governance has on schools when I helped facilitate the Day School Leadership Training Institute (DSLTI) “Governance Retreat” in Los Angeles. [Yes, the timing with the first days of our school’s pivot to optional masking were way less than ideal.] You may recall that I posted last July about my participation on the faculty of DSLTI and what I hoped it would contribute to my work here at OJCS. I won’t repeat those ideas here, but needless to say, I returned to OJCS with both new ideas and a newfound appreciation for what our board and lay leaders have accomplished over the last four and a half years.

I know we tend to focus our energy on the most obvious stakeholders of schooling – students, parents and teachers. When I describe the school’s stakeholders, I try to widen that circle to include volunteers, community and donors. And technically the board checks many of those boxes – our board are, of course, all volunteers and all contribute materially to the school. Many are or have been parents and many are or have been leaders in other Jewish community organizations, not to mention the wider Ottawa community. But being on the board of a Jewish day school is quite the unique experience. (I also think that because there is sometimes a little confusion and/or unnecessary mystery about how people find their way onto the school’s board that there is a bit of discomfort which renders the topic a bit of a “non-discussible”.) What I can tell you from three headships, three years of working with over 50 Jewish day schools during my time heading up Schechter and working at Prizmah, and my current work with DSLTI, is that healthy governance matters and it matters now more than ever.

When I was hired at OJCS just about five years ago, I knew who my first two board chairs were going to be and had a strong sense of who the third was going to be – which in my experience was highly unusual and welcome first foreshadowings of stability. These three extraordinary leaders – Michael Polowin, Leila Ages and Lorne Segal – have been my partners on each and every step we have taken together to move our school from fragility to stability. Being a head of school is a lonely occupation (partially why programs like DSLTI exist) and the relationship between head and chair is arguably the single most important one in the entire school ecosystem. The chair is there to support, to advise, to thought-partner, to hold accountable, to supervise and so much more. Whether I need a hug or a kick in the pants, my board chair is there. They spend untold hours on their board responsibilities, frequently on top of full days of work and other volunteerism. However often I thank them, it is surely not enough.

Chairs and boards are the third leg of a stool without which a school would collapse. The board shapes mission, provides resources, performs fiscal oversight and supervises the head of school. There is no school administration, no teachers, no curriculum, no program – there is no what to do, and no one to teach our students without the work of the board. To put it most simply, the school concerns itself with today and the board ensures that there will be a tomorrow. There has never been a more important and challenging time to serve on the board of a Jewish school. I am grateful to our current board for all they have done and all they will do to secure the future of OJCS and, through it, contribute to securing the future of Jewish Ottawa.

Serving on a board is a kind of calling…if you hear that call and feel moved to respond, I hope you let us know. Our children can never have too much support.

The Transparency Files: CAT4 Results (Yes, Even During COVID) Part II

Welcome to “Part II” of our analysis of this year’s CAT4 results! In Tuesday’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, however patchy. It will take at least one more non-COVID year before we can accurately compare the same grade and the same cohort year after year. But we can get a taste of it with Grades 5-8. What you have below are snapshots of the same cohort (the same group of children) from 2019 to 2021 (with bonus data from 2018’s Grade 3):

What are the key takeaways from this comparison (remembering that any score that is two grades above ending in “.9” represents the max score, like getting an “8.9” for Grade 7)?

Now 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 – here we are looking to see two full year’s growth since we last took the test in 2019. This would be the place one might expect to see the full measure of COVID’s impact – these are the two years of COVID between the two tests. However, for all four cohorts in all categories save two (2019 Grade 3 to 2021 Grade 5 “Computation & Estimation” and 2019 Grade 5 to 2021 Grade 7 “Spelling”) you see at least two full year’s growth (technically 2019 Grade 5 to 2021 Grade 7 “Computation & Estimation” was just shy) and in may cases you see more than two full year’s growth.

I’m going to say that again.

During the time of the pandemic, with all the pivots back and forth, all the many challenges of both hyflex and at-home learning, all the prolonged absences by many students (and teachers), with all the social and emotional stress and anxiety, with everything we know about what COVID has been doing to children and to families, in almost each category that we tested our students in Grades 5-8 – spending no time or energy preparing for the exams and with diverse and inclusive classes – in 22 of 24 domains we see at least the pre-COVID expected two-year gain, and in many cases we see more than two full year’s growth.

As was true with our overall scores, I was expecting to see a significant number of gaps for all the reasons I just described, but surprisingly and encouragingly, that is not what the data yields.

Let’s look at one more set data points. We can also get a taste of how the same grade performs from one year to the next as well. Again, we only have Grades 5-8 to look at with (with a bonus 2018 Grade 6):

Now, remember that these scores represent a completely different group of children, so it is not unusual or surprising to see variances. Teachers can only grow students from the place they received them and it is that annual growth that we are concerned with. But over time you are looking for patterns. Ideally each domain settles in at least a full grade above with slight fluctuations from year to year depending on that year’s particular constellation of students. Even-better would be to see slight ticks up each year as a result of new ideas, new pedagogies, new programs, etc. And that is actually where much of the story currently is.

In the places where we aren’t quite where we want to be, we still have work to do. If with additional data we come to believe that Spelling or Computation & Estimation are institutional weaknesses, we will want to know whether they are weakness in every grade or do they dip in certain grades. Between COVID and gaps in testing, we simply have no way to conclude much more than we have already laid out. But in another year or so, we will be able to plot the trajectory of both cohorts (the same students) and grades over time to see what additional stories they tell.

To try sum up both posts, we have a lot to be proud of in our standardized test scores. We have two areas (Spelling and Computation & Estimation) to prioritize in two grades (Five & Seven). With regard to Spelling, it is interesting to note that when we flagged it in 2019 as a more global concern, we began providing professional growth opportunities for language arts teachers in our school on Structured Word Inquiry. The sample sizes are too small to make grand conclusions, but it is possible that those interventions help explain why Spelling is no longer a global concern, although we do need to pay attention to where and why it is lagging where it is. With regard to Computation & Estimation, we will – like with Spelling – have an internal conversation which may lead to PD for Math Teachers.

This fits in with the work we began on our November PD Day which focused on “Data-Driven Decision Making”. The Math and Language Arts Teachers in Grades 5-8 will be meeting to go through CAT4 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 grades); and how might we adapt about our long-term planning to ensure we are best meeting needs.

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, despite all the qualifications and caveats, and in the face of the most challenging set of educational circumstances any generation of students and teachers have faced, our CAT4 scores continue to demonstrate excellence. Excellence within the grades and between them.

Not a bad place to be as we prepare to open the 2022-2023 enrollment season…

The Transparency Files: CAT4 Results (Yes, Even During COVID) Part I

This may seem like a very odd time to be sharing out results from this year’s standardized testing, which in our school is the CAT4. We are just finishing up our first days in this year’s most recent pivot back to distance learning and we are confident that everyone – students, parents and teachers – has more pressing concerns than a very long and detailed analysis of standardized tests that we managed to squeeze in during the in-person portion of our school year. (The post is so long that I am splitting it into two parts, and each part is still a bit lengthy.) But with our launch of Annual Grades 9 & 12 Alumni Surveys and the opening of the admissions season for the 2022-2023 school year, one might argue that there is not a better time to be more transparent about how well we are (or aren’t) succeeding academically against an external set of benchmarks while facing extraordinary circumstances.

There is a very real question about “COVID Gaps” and the obvious impacts on children and schools from the many pivots, hyflex, hybrid, masked and socially-distanced, in-person and at-home learning experiences we have all cycled through together since March of 2020. (I wrote earlier in the year about some of the non-academic COVID gaps that we are very much experiencing, all of which I imagine growing proportionate to the length of this current pivot.) And it seems logical that there should be and are academic gaps, at least at the individual student level. One might ask why we even bothered taking the CAT4 at all this year; we didn’t take it last school year for example, so it will be really hard to make meaningful apples-to-apples comparisons. So why take them? And why share the results, whatever they may be?

We did it for a few reasons…

The first and primary reason is that we are curious. Curiosity may not be a “North Star” at OJCS, but it is a value. And we are very curious to see how our standardized test scores measure up pre-COVID and post-COVID, both by grade (2019 Grade 5 v. 2021 Grade 5) and by cohort (2019 Grade 5 v. 2021 Grade 7). We would normally be looking for patterns and outliers anyway, but now we can also look for COVID impacts as well.

Why share the results? Because that’s what “transparency” as a value and a verb looks like. We commit to sharing the data and our analysis regardless of outcome because we believe in the value of transparency. 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 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.

There are a few things worth pointing out:

Because of COVID, this is now only our third year taking this assessment at this time of year. We were in the process of expanding the range from Grades 3-8 in 2019, but we paused in 2020 and restricted this year’s testing to Grades 5-8. This means that we can only compare at the grade level from 2019’s Grades 5-8 to 2021’s Grades 5-8, and we can only compare at the cohort level from 2019’s Grades 3-6 to 2021’s Grades 5-8. And remember we have to take into account the missing year…this will make more sense in “Part II” (I hope). Post-COVID, we will have tracking data across all grades which will 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.

The other issue is in the proper understanding 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 (no pun intended!) in a bit on whatever device you are reading this on…)

A few tips on how to read this:

We take this exam in the “.2” of each grade-level year. 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 5.2, 6.2, 7.2, etc. For example, if you are looking at Grade 6, anything below 6.2 would constitute “below grade level” and anything above 6.2 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 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 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 four different grades through six different dimensions there are only three instances (out of twenty-four) of scoring below grade-level: Grade 5 in Computation & Estimation (4.4), and Grade 7 in Spelling (6.6) and Computation & Estimation (6.0).
Interestingly, compared to our 2019 results, those two dimensions – Spelling and Computation & Estimation are no longer globally lower as a school relative to the other dimensions. In 2019, for example “Spelling” was a dimension where we scored lower as a school (even if when above grade level) relative to the other dimensions. In 2021, we don’t see “Spelling” as scoring globally below. (That’s a good thing!) [We also have some anecdotal evidence that a fair number of students in Grade 7 may not have finished the Computation section, leaving a fair number of questions blank – in the case of this cohort, it might be more valuable to know how well they did on the questions they actually answered (which we will do).]

What stands out the most is 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 NOT what I was expecting considering the impacts of COVID over the last two years – I was fully expecting to see at least .5 (a half-year) gap globally across the grades and subjects. This is a surprising and very encouraging set of data points.

Stay tuned for “Part II” in which we will dive into the comparative data – of both the same grade and the same cohort (the same group of students) over time – and offer some additional summarizing thoughts.

OJCS Announces $1.5 Million Gift to Transform Classrooms & Learning Spaces

With the utmost humility and the sincerest of gratitude, it is my great honour and pleasure to announce what may be the largest single gift our school has ever received. An anonymous donor in our community has decided to invest $1,500,000 to help ensure that our classrooms and learning spaces are as innovative as our teaching and programming.

This represents an extraordinary moment for our school – its students, parents, teachers, supporters and community – on our journey towards long-term sustainability. Yes, of course, what happens inside the classrooms is more important than the rooms themselves. But there’s no question that more innovative learning spaces allow for more innovative learning experiences. This generous gift and the opportunity it presents will make a huge difference in the lives of OJCS students and teachers for a generation to come.

It is also worth saying that this new commitment to our school not only validates the hard work our teachers and board have put in over these past few years, but raises the bar for what we hope to accomplish in the years ahead. We hope that it also puts a smile on the faces of our current and prior set of major donors, including the Jewish Federation of Ottawa, without whose contributions would never have made this gift possible. We accept this gift not as a celebration of what we have done, but as a charge for what we now must do.

So…what happens next?

A lot! Especially if we are going to try to start the work over the summer so that at least some of our newly upgraded classrooms and spaces will be ready for use at the beginning of the 2022-2023 school year! There will be lots of behind-the-scenes work with architect firms, general contractors, construction firms and vendors as we work to design our “classrooms of the future”. As we did with the construction of our OJCS Makerspace – funded by a generous grant from the Congregation Beth Shalom Legacy Fund – we will soon be convening groups of teachers and students for visioning sessions to ensure that “teacher voice” and “student voice” are appropriately included in the design.

It will be our pleasure to share designs as they come in and it will be our pleasure to show any current or prospective families the spaces we are discussing as it becomes more clear. We are so proud at OJCS to have this opportunity to do such important and transformational work. It is just another example of how OJCS is becoming an educational leader in our community.

Actions Speak Louder Than Candles: A Chanukah Pedagogy

I guess if the High Holidays came early this year that all the other ones probably will as well? So I guess I can’t be surprised that Chanukah begins this Sunday evening! As part of my blog post last year, I wrote:

Instead of a public reading, we communicate the story of Chanukah silently, with the act of lighting candles at the window so that Jews and non-Jews alike recognize our celebration of the miracles that occurred.

I found a pedagogical “a-ha moment” in my re-reading and it isn’t so much in the “silence” as it is the “act”. Why? Well, in the case of candles, it is an action that anyone can take; it is not so ritualistically complex that only the most knowledgeable amongst us can perform it. It is an action performed publicly and in the home. And it is an act through which the meaning can be found through the doing. It is truly an act of “na’aseh v’nishma“.

This quotation from the Torah (Exodus 24:7) has been interpreted in many ways in Jewish tradition. The meaning which speaks most deeply to me is: “We will do and then we will understand.” This meaning comes from a rabbinic story (also called “midrash”) that explains Israel’s unconditional love for the Torah. The midrash is as follows:

When the Children of Israel were offered the Torah they enthusiastically accepted the prescriptive mitzvot (commandments) as God’s gift. Israel collectively proclaimed the words “na’aseh v’nishma“, “we will do mitzvot and then we will understand them”. Judaism places an emphasis on performance and understanding spirituality, values, community, and the self through deed.

Simply put, we learn best by doing.

This idea has powerfully stimulated my own Jewish journey and informs my work as a Jewish educator. I think there are two major implications from this: One, regardless of the institution, we have a responsibility to provide access to informal Jewish educational programs to our young people. Two, our formal educational institutions can stand to learn from what makes informal work. [This is precisely why in our search for a new “Head of Jewish Studies” we have expanded the position to include “Jewish Life” – our ideal person will have an informal and/or camping background in addition to their formal education and experiences.] Namely, I believe strongly in education that is active, interactive, dynamic, and most importantly experiential. It is one thing to teach Judaism; it is something more powerful to teach people how to live Judaism.

It is one thing to teach social action; it is identity-forming for our middle school students to go out into the world each Friday and in lieu of their Jewish Studies Curriculum make the world a better place by doing social action. That’s why we are working so hard to launch our new “Mitzvah Trip” program this spring, COVID challenges notwithstanding.

It is one thing to read about Israel; it is transformative to visit Israel. That’s why we are exploring how to one day transition our GRAD Trip in Grade 8 from Toronto or NYC to Eretz Yisrael.

And for this time of year?

It is one thing to study Chanukah; it is something infinitely more meaningful to light a menorah in the window, surrounded by family. Hopefully, your family is planning on joining our OJCS Family in this year’s Annual (Virtual) Chanukah Family Program on Thursday, December 7th at 7:00 PM!

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

Chag urim sameach from my family to yours!

BTW – if you like a playlist and a signature cocktail for your celebrations, why don’t you go ahead and make yourself a Chanukah Gelt Martini and vibe to this playlist:

My 400th Post: Blogging “The Moral Imperative of Sharing”

I published my first blog post on July 27th, 2010, entitled “Southern Hospitality”. It was during the summer that I transitioned from being the founding Head of the Solomon Schechter Day School of Las Vegas (z”l) to being the Head of the Martin J. Gottlieb Day School, in Jacksonville, FL.

Why did I start blogging?

Our teachers are required to blog and, therefore, so should I. So here I am.

If only I had remained that pithy!

What did I plan on blogging about?

We are a 21st century learning school invested in the continuity of a five thousand year-old tradition. Our attempts to marry the past and the future into an engaging present will largely be the focus of my blog.

That still sounds about right.

Who did I imagine my blog’s audience to be?

Most of my blogging will center on experiences here at school, but I hope to be of interest to anyone interested in Jewish day school, Jewish education, education in general, and in the kinds of stuff I think happen to be interesting and worth sharing. I guess we’ll find out soon enough!

Or I’ll still never really know if and who is reading!

Why did I call it “A Floor, But Not a Ceiling”?

Because it represents what I believe the purpose of education to be – to ensure each child fulfills his or her own individual maximum potentials in academic, emotional, physical, and spiritual terms. For there to be no ceiling has direct implications about what we teach and how we teach it. I hope to use this blog to discuss these ideas and more.

And so here I am…

…11 years, 399 blog posts, three jobs and one country later.

I did a little research into my stats and metrics, but because I didn’t actually take ownership of my own website until coming here to Ottawa, most of the stats and metrics are skewed towards recency bias. But there are a few things that (at least) I find interesting.

…here are my “Top 5” categories (a post can be assigned multiple categories):

21st Century Learning (145)
Jewish Education (133)
Community Building (107)
Thought Leadership (106)
Teaching & Learning (92)

(Crowd favorite “Transparency Files” clocked in at 60.)

…here are my “Top 5” tags (a post can be assigned multiple tags):

Transparency (28)
COVID (21)
Innovation (20)
7 Habits (9)
Second-Language Acquisition (8)

My audience has grown each year I have been here at OJCS (just like our school!) and so it comes as no surprise that 4 of my “Top 5” posts all come in the last four years:

So, why do I still crank out 40+ blog posts a year with a completely absurd and unacceptable average word count of nearly 900 words?

Because last week a parent emailed me to share some thoughts about something I wrote and it meant something to both of us.

Because I still believe in Dean Shareski‘s “The Moral Imperative of Sharing“.

Because it makes me a better educator, a better communicator and maybe, just maybe, a better person.

Because Silvia told me to. [Read the post, I am still not able to talk about her in the past tense.]

Because I really believe in this stuff – that the act of putting stuff into the universe matters, even if when and how it matters is unseen or unknowable.

Because it is still true that “Our teachers are required to blog and, therefore, so should I. So here I am.”

Here I am and here I plan to remain. Even when I am not sure anyone is reading. Even when I am sure that almost no one is going to comment (no matter how desperately I plead). Here is where I will continue to plant seeds and sow dreams. Here is where I will continue to be transparent, even when what needs to be said is difficult. Here is where I will work out new ideas. Here is where I will (occasionally) let my true personality be seen. Here is where I will advocate for teachers, for students, and for Jewish schools.

Thank you to everyone who ever read a post, subscribed, shared, commented, encouraged or helped. It is both a privilege and a responsibility to have a voice. I feel blessed to have been able to share mine over these 400 posts and I look forward to showing up and sharing out over the next 400 posts.

[Under 770 words! Nailed it!]

There Is A “COVID Gap” But It Isn’t (Just) Academic

This is the jinxiest and most hubristic, fate-tempting opening thought, but as things seem to have settled into what I am now thinking of more as “late-COVID” times rather than “post-COVID” times, this feels like the right time to share some thoughts about what we are experiencing with students, teachers and parents who are simply not used to this much daily face-to-face (or rather mask-to-mask) human interaction. Whereas much of the chatter in the wider educational world this summer focused on concerns about academic gaps – how far behind academically might many children be due to a combination of lengthy pivots to distance learning and individual learning challenges in distance learning – and we at OJCS will know more as we prepare to return to standardized testing in the months ahead; what I want to focus on here, are socio-emotional gaps, which we are seeing, are real and are worthy of unpacking.

I’d wager that our school did as good a job as any in terms of navigating the multiple pivots between in-person, at-home and hyflex learning from March of 2020 up until today. I’ve written multiple blog posts (like this one) that goes into depth about the educational challenges and opportunities COVID has presented schools and how our school has adapted and responded. I wrote just one post that tried to deal with the socio-emotional impacts of COVID, focusing on what it means to be a “trauma-aware” school – knowing that for many of our students, teachers and families, that living through COVID is a kind of trauma that has obvious impacts on schooling. It is worth revisiting the key idea from that post to set the stage for what I want to share here:

Classic Trauma Reactions

Engagement dissociation ←→ vigilance

Control passive ←→ urgent

Empowerment victimized ←→ hyper-resilient

Emotion withdrawn ←→ hyper-arousal

Patterning amnesia ←→ recall & repeat

I see these responses all around me, all the time. I see it in the normally vivacious student who is unusually withdrawn. I see it in the normally laid back parent who has grown helicopter wings. I see it in the normally contained teacher for whom everything is now on fire. I see all the reverses as well. I see different reactions from different people at different times in the face of different circumstances. I see it in the parking lot and I see it in emails and I see it on social media. And I most definitely see it in myself.

Whether we consider ourselves to still be in the trauma of late-COVID or whether we consider ourselves to be in the post-trauma of post-COVID, the impact of COVID and the trauma it created is both real and ongoing. And my various claims of “I see it…” from when I wrote that post last year, carried forward into this one. What I want to do here is name a few that feel the most urgent, believing that naming something is a great first step towards meaningfully addressing it.

The New Teacher Gap

As someone who moved here five years ago, I have heard and experienced the way our community – Ottawa, Ottawa Jewish, OJCS, etc. – welcomes newcomers and most people tend to feel like “we” could do a bit better. It can be hard breaking into an established community and the more intimate the culture, the more double-edged the entrée can be. In a still small (but growing!) school, the size breeds an intimacy that is a huge value add…until it isn’t. So when a new teacher joins the OJCS Family (and I am using “family” on purpose), there is so much s/he has to learn and be acculturated towards!

One thing that we have seen in the past, but has intensified through COVID, is that our students and our parents are not always as welcoming – or PATIENT – with new teachers as we might otherwise wish. New teachers at OJCS, in addition to everything else they need to learn, are also at a bit of a disadvantage as they work to build the deep relationships with their students and their parents that their colleagues have had years to invest in and benefit from. Change can be exciting and inspiring. Change can also be scary and breed resentment. I am seeing less patience for new teachers to find their footing than I had seen a few years ago.

The Parent Separation Gap

Like it or not – and many actually did like it – in many of the younger grades, parents played a pivotal role in at-home learning. However much independent learning was fostered in school, however much time was invested in cultivating our youngest students to be self-directed – with much more success than we would have imagined pre-COVID – it is true that for lots of individual students, a parent’s role as “partner” in the learning expanded to include tech support, guidance counselor, tutor and even co-teacher. In many families, COVID led to way more contact time and more quality time spent together. A full-time return to in-person learning has meant revisiting the kinds of separation anxiety that is more typical to the beginning of a child’s school journey (only).

So it is no surprise that we are seeing all kinds of behaviour from both children and parents that have this post-COVID separation anxiety at its heart. We are seeing a lot more angst and tears at drop-off, including in grades where we typically wouldn’t. We are seeing a lot more “homesickness” or expression of “just wanting to be home”. We are also seeing parents much more invested in the daily goings-on of school than we would typically expect. We all agree that it is better for everyone, but especially our students, to be back in school. We just haven’t (re)learned exactly how to do that, which comes with challenges.

The Stamina Gap

The school day at OJCS has the opening bell at 8:30 AM and the closing bell at 3:45 PM. That is a longer-than average school day (although many Jewish day schools have longer ones, and that is without French, but that is a blog post for another day) and you can definitely see which of our students struggle as the day goes on. And it is reasonable to assume that children who have attention issues will potentially struggle even more to maintain their focus across the many classes, teachers and material they encounter. That was true before COVID! One feature of hyflex and distance learning is that it provided many students with some flexibility over time – it was the rare student who was expected to be on screen and engaged on a full-day schedule. It was more common to create blocks of online engagement that came with long periods of offline engagement.

This means that the return to full-day, in-person learning presents for many students, particularly the younger ones and those who struggle with focus, a stamina gap. Students are simply not used to being in school all day and we didn’t exactly build in a slow return to build stamina. In most cases, we simply assumed things would go back to “normal”. But they have not quite yet, resulting in feelings and behaviours that we are working through.

The Empathy Solution

What’s the solution to filling in these gaps? Well, in that same post I posited that “empathy” was the most likely solution, or at least the best possible response to the behaviors we are experiencing. What would empathy look like in response to the gaps I have named here? I think that when it comes to new teachers, it is understanding how challenging it may be coming into a new community and a new culture – especially a community as tight-knit and a culture as intimate as ours. Let’s give our new teachers a reasonable amount of time to find their feet and build their relationships. When it comes to separation anxiety, all of us – students, parents and teachers – will need to alter our short-term expectancies while keeping our eye on the long-term picture. It isn’t that we don’t maintain high expectations for appropriate behaviour or that we don’t issue outcomes in its absence – it is that our approach for managing them comes with empathy, which we need to make explicit. And the same is true with the “stamina gap” – it isn’t that we stop teaching earlier in the day, it is that we plan with an empathetic eye towards those students who struggle to keep it together during their long (for them) days as they build back their stamina.

Naming something is just the first step to meaningfully addressing it, and so that will be true here as well. Are there other gaps you see other than the ones I mentioned? Let us know. Are there other solutions? Let us know. As partners in this learning journey, we have a sacred responsibility to lean into challenges as the first step to overcoming them. This guided our path before COVID…so shall it guide our steps through and past it.

The Scholastic Book Fair is fast approaching! This year it will be in-person for students and remains virtual for parents, grandparents, family and friends. Please pay attention to the information coming home from classroom teachers and the school. We thank you in advance for helping to build out our classroom libraries, for supporting our Library and for celebrating literacy!

After being unable to conduct a proper search for a new Head of Jewish Studies the last two seasons due to COVID – this position being too important to be decided over Zoom – we are cautiously optimistic that this season will be different. So we will be posting the position in the coming weeks and hopeful to find the best candidate possible to join our team!

#The65TweetChallenge – That I Totally Just Made Up

Yes, this is one of those blog posts that aggregates information from another source (this one being Twitter).

Yes, I 100% realize that not all our parents or stakeholders follow the school on Twitter (and you 100% do NOT have to, to be in the know).

No, it is not entirely because I am still barely recovered, let alone caught up, from the two-country, weeklong double Bat Mitzvah of my youngest daughter.

Yes, I intend to resume my normal style of blogging in the weeks ahead. (Teaser alert: “The ‘COVID Gap’ is Real, But it is NOT Academic.”)

Yes, I totally made up #The65TweetChallenge to match that our school has sent out 65 tweets from the start of the school year until the day I created the visual below. There is nothing magical about “65”.

However…

…with more and more OJCS Faculty utilizing Twitter to share thoughts, questions and observations with the larger educational world (as Twitter is the social media platform of choice for educators) and more and more OJCS Staff sharing ownership of the school’s Twitter account, I do think it is interesting to go through our school’s Tweets as a way of checking on our values and priorities.

I know what I see when I review the timeline below, but what do you see?

Evidence of our “North Stars”?

Artifacts of “The OJCS Way” or “The OJCS Difference” (how our school uniquely views teaching and learning)?

Diversity of subject, language, and grade?

Any other interesting patterns or meaningful absences?

Hit us up in the comments below or on Twitter (@the_ojcs) itself and let us know!