Tag: Graduation

[Please find here an adapted version of the words I shared at last night’s Ottawa Jewish Community School Graduation:]

When you go from being the oldest students in school to being the youngest, it can feel – as it did to ten of the spies in this week’s parashah – a bit like being a grasshopper amongst giants.  We tend to think about the transition to high school as being about “academic readiness” or “social acceptance” or “executive functioning” – the typical things any good middle school ought to ensure be true as it sends its graduates out into high school.  And considering how close COVID remains in the rearview, all those things were more complicated for this generation of graduates.  Now we layer on the events that took up most of this class’s graduating year – the tragedy of October 7th and its aftermath – and we realize that being “ready” for high school sadly now requires the additional categories of “preparedness for possible encounters of anti-Semitism” and “Israel advocacy”.

In Parashat Sh’lach, Moshe sends twelve spies to scout the land of Kena’an. Ten of them return with reports of fear and doubt, convinced that the land is unconquerable.  Only Yehoshua and Kalev stand firm in their faith and courage, urging the people to trust in God’s promise and move forward.  As you stand at the threshold of high school, you are a bit like Bnei Yisrael standing on the brink of the Promised Land.  The future is full of unknowns, challenges, and opportunities.  The world you are stepping into has been profoundly affected by the event of this past year what with the walkouts, disinformation and anti-Semitic/anti-Israel incidents on so many of our local high school campuses.  But just as Yehoshua and Kalev demonstrated, how we choose to perceive and respond to challenges will define our journey.

Perspective shapes our reality.  The ten spies saw insurmountable obstacles in Kena’an, but Yehoshua and Kalev saw possibilities and potential. As you move into high school, you may encounter situations that may seem daunting—new subjects, social dynamics, and greater responsibilities. Instead of seeing these as insurmountable challenges, try to view them as opportunities for growth and learning.  Cultivate a growth mindset that seeks out possibilities and remains optimistic, even in the face of adversity.

Courage is essential.  Yehoshua and Kalev stood against the majority, advocating for what they believed was right.  It wasn’t easy, but their bravery paved the way for Bnei Yisrael’s eventual entry into the Land.  It seems likely now more than ever that in high school, there will be times when you will need to stand up for your values, make difficult decisions, and perhaps go against the grain.  We have seen OJCS graduates take the lead in organizing and advocating on high school campuses throughout Ottawa in response to anti-Semitic incidents and anti-Israel disinformation.  Courage is not the absence of fear, but the ability to move forward despite it.  Remember that true courage comes from within and is bolstered by your sense of purpose and integrity.

Faith provides us with strength.  Yehoshua and Kalev’s confidence stemmed from their faith in God’s promise.  For us, faith can take many forms in addition to the traditional ones.  It might be faith in your abilities, faith in the support of your family and community, or faith in the values that you have been taught here at OJCS.  This faith will be your anchor in turbulent times, giving you the resilience to face challenges and the assurance that you are not alone.

Graduates, you have shown remarkable resilience and adaptability during your time at OJCS.  You are equipped with the knowledge, skills, and values needed to make a positive impact in a world desperately in need of it.  Embrace the future with courage.  Be the positive force that sees potential in every challenge and have faith in your ability to create a better, brighter future.  And, when necessary, be brave in the face of challenges.

Ken y’hi ratzon.

[Please find here an adapted version of the words I shared at last night’s Ottawa Jewish Community School Graduation:]

I was sitting in this room a few weeks ago listening to Rabbi Kenter offer his final sermon in our community, and he shared that he had learned in rabbinical school that essentially a rabbi only shares one sermon – in lots of different ways, offered many times over, but with one essential idea that is a marriage of who that rabbi is and what he or she is called to share.  This idea – that we each have one sermon to preach, one story to tell, one contribution to make, and that we spend our lives figuring out what it is and how to do it resonates with me and will be something I continue to wrestle with.  But for tonight, the question it inspires is, “What would it mean to know that we each have our own unique torah to teach and how might time spent in Jewish day school help us to both learn our torah and learn how to teach our torah?

Of course, when I say “torah” I mean it both literally and metaphorically.  Our students have, of course, learned much actual Torah during their many years of spiral parashat ha’shavuah, deep dives into powerful narratives from Tanakh, explorations into the origins and traditions of holidays of both Biblical and rabbinic origins, and by dipping their toes into the Sea of Talmud.  And our students have taught Torah frequently as well, especially through the process of writing and delivering divrei torah while in Middle School (not to mention the parallel learning that takes place during the b’nei mitzvah process).  But more broadly, tradition encourages us to adopt a less-narrow view of “torah” to include much of what constitutes an OJCS education.  They have studied the “torah” of Math, Science, Social Studies, French, English, and all other subjects and topics of learning during their years is school and have learned to teach that torah through the many projects, blog posts, public speaking events and other creative opportunities our teachers provide for our students to share their learning.  But academics are only one facet of the “torah” our students learn and learn to teach at OJCS.  They experience the “torah” of art, music, drama and PE.  They learn the “torah” of leadership through Reading Buddies, Knesset, and Maccabiah.  They experience the “torah” of community through retreats, trips, assemblies and holiday celebrations.  And, of course, they put actual Torah into action through the many tikkun olam projects they plan and participate in through our relationships with the JCC, Hillel Lodge, Tamir, TIPES, the Kosher Food Bank, the Jewish Cemetery, our new Middle School Mitzvah Trip experiences, with more and more meaningful opportunities being developed each year.  Whether we mean “torah” in the narrowest or most expansive sense, our graduates have spent years wrestling and learning and trying and growing and teaching and sharing torah.

Graduates.  Now, as you prepare to leave OJCS and move onto new adventures, we hope that your time here has helped you consider what your one true sermon is and how you will share it with the world.  What is your torah to teach and how will you teach it?  How will you continue to learn and how will you continue to share what you learn?  How will you apply your learning to making the world around you a better place?  What will be your unique contribution to your families, your schools, your Jewish communities, your larger community, and the world?  Standing here, I say with great confidence that although I cannot know how each of the stories of your lives will be written, I do know that based on the strong foundation your parents have provided you with through the gift of Jewish day school, that you will continue to write Jewish stories of significance and we will follow those stories with pride, with wonder and with gratitude.”

Ken y’hi ratzon.

[Please find here an adapted version of the words I shared at last night’s Ottawa Jewish Community School Graduation:]

We are currently in the middle of Sefer Ba-Midbar, the Book of Numbers, on our annual journey of Torah.  “Ba-Midbar” is usually translated as “in the desert” but is more accurately understood to be “in the wilderness”, and the narrative action describes the wilderness generation who wandered from Revelation at Sinai to the brink of Redemption on the border to Eretz Yisrael.  This is the generation who stood at Sinai and built a Golden Calf.  This is the generation who received mannah from heaven and suffered the bad report of those chosen to spy out the land of “milk and honey”.  This is the generation whose relationship to God was the most intimate, who experienced miracles both daily and regularly, but who could not maintain their faith, and ultimately, were forced to wander for forty years until the next generation was ready to continue the journey to the Promised Land.  This was a generation that saw and experienced things like no other before or since.  Their wandering was both in wilderness and bewildering.  They went through some things.

Rabbinic commentators offer various explanations for why this needed to be true.  God could simply have completed the three-or-so day journey from Sinai to Israel without putting the People through a generation of wilderness.  Divine punishment for the many sins of faithlessness and complaining is the most common response.  These focus on the negative aspects of wilderness.  But there has always been a line of thought that viewed the wandering, not as punishment, but as preparation.  That the experience of wilderness – with all its challenges – was in some ways a final time to benefit from the intimacy of a small and powerful community – a family of tribes – before, say, graduating into Eretz Yisrael and, although forever remaining a family, heading out on new adventures.  Two and a third years of COVID does not forty years in a desert make.  And we have not lived through COVID as any kind of divine punishment.  But.  It sure has been bewildering.

Parents Lead the Way

Our collective journey through the wilderness would have not reached this threshold without the perseverance of parents and all that they were asked to do without time, training or support to facilitate at-home learning during these middle school years of pandemic learning.  What I have come to realize more and more each year is how much parents and parenting matters.  And I don’t mean from a COVID-specific perspective, although that is obviously true.  And I don’t mean from a generic school-home partnership lens, although that is absolutely critical.  No, even as a parent myself, I don’t think I realized just how important parents and parenting truly are to supporting a child’s journey through adolescence towards young adulthood.

The path of small Jewish day schools is not always an easy one to tread.  Parents find their way into Jewish day schools for all kinds of highly personal reasons – personalized attention, family atmosphere, a deep commitment to Jewish Studies, legacy, or even just going where everyone else happened to be going that year.  Jewish day school comes at a high price, and that price is not just financial.  There are many in this room who have sacrificed luxuries and necessities to reach this day.  All in this room have sacrificed their most precious gift – time – in service of their children’s academic and Jewish journeys.  Years like these last three sharpen both points.  COVID-19 has not only strained families’ pocketbooks, but even with semi-self-directed Grade 8 students, the transitions to and from distance learning strained families’ living spaces, devices, time, and patience (not to mention Wi-Fi!).

Like Moshe, all we can do as parents is guide our children along the journey – sometimes as bewildered as they are from all it entails – until we reach a point where they start to move forward on their own journeys.  We believe that a night like tonight serves as a meaningful way-station along that path, that it validates parental choices and sacrifices, and proves the power of parenting.  On a personal note, let me just thank you as a fellow parent in this class.  There is nothing as bewildering as being both parent and principal and I thank you for letting me wear both hats as we co-parented this group through the wilderness.

Teachers Who Illuminate

In Parashat Be’ha’lotekhah we get the description of the seven lamps that light up the sanctuary.  One way to read the “lamps” is for them to stand in for “education”, and the way teachers light up the minds and hearts of others.  Education is not only a matter of mastering information; it’s about questioning and exploring.  Teachers make a school and we have never seen greater proof of that than during these last three years.  I believe that teaching at its highest form is about unleashing the passion and talents of students.  During these dark wilderness days of pandemic learning, when you are forced to fly the plane while you are building it, when you have to teach from home with your life on display in the background, when you have to use new skills and new platforms without having had adequate time to learn, let alone practice, when you are willing to publicly acknowledge to your students what you don’t know, when you show up as you are and not, perhaps, as you would like to be – could there be more powerful role modeling for our children than this?

This desire to create space for students to shine is what lets our teachers know our children like no other school can.  This soft glow of vulnerability is what gives permission to our students to be who they most authentically are without fear of judgement.  The ceding of the spotlight to our students is exactly why at graduation we pause for an opportunity to acknowledge not only the Grade 8 Teachers, but to celebrate all the teachers whose collaborations and contributions over time shone together to create a class.

Finding Your Voice

With all our complicated personalities and unique experiences, just showing up can sometimes be a genuine act of courage, a way of giving voice.  But when showing up has meant sometimes being at home, or sometimes being at school, or trying to create new or maintain old relationships from inside a Google Meet, dealing with unusual safety protocols and sacrificing much-anticipated experiences – what I have seen firsthand from you each – and know secondhand from all your teachers – is that you have each started to find your voices, each one unique and worthy.  You bring your voice to your individual work, your group projects and your class commitments.  You bring it to your academic challenges, and you bring it to your extracurricular opportunities

The stories from our wilderness journey are filled with examples of people finding their voice, displaying courage, and standing up for what is right.  From Caleb and Yehoshua who broke with the Ten Spies and vouched for the Land’s goodness to the Five Daughters of Zelophehad who stood up to Moshe and influenced the making of a new law by God to allow women to own land, our time in the wilderness inspired people to find their voices, show courage and stand up for what is right and what is just.  I have seen that spark of righteous justice from this class in recent years.  Perhaps it was not always channeled as constructively as it could be, but we believe that the instinct to fight for what you believe is right is to be nourished and to be celebrated.  Graduates of OJCS leave having spent years honing their presentation skills, speaking in public, and engaging in many acts of social action and tikkun olam.  We know that you will walk into your high schools of choice as nascent leaders who are prepared to advocate for yourselves and the voiceless.  We know that you will bring your voices to your varying Jewish commitments and to many expressions of community service and social justice. 

Our OJCS “North Stars” Prayer

Our prayer for you as you graduate and head out into the world is that you come to experience and embody our school’s North Stars; that you continue to point in their direction as you continue to grow and develop into high school and beyond…

• “Have a floor, but not a ceiling” – be your best self.  Have high expectations at a minimum and unlimited aspirations at a maximum.  We hope you learned at OJCS to be comfortable in your own skin and to carry that confidence with you when you head out into the wider world.
• “Ruach” – be joyful. School – and life – is supposed to be fun, even when it may seem hard or have difficult moments, like a global pandemic.  We hope you had many moments of joy at OJCS and that you have many more moments of joy in the years to come.
• “We own our own learning” – learning isn’t something that happens to you, it is something you choose.  We hope you take the sense of ownership for your learning that we strive towards at OJCS into your next schools of choice and that you not merely be satisfied with gathering information, but that you take a growing sense of responsibility for what you learn and how you learn.
• “We are each responsible one to the other” – make the world a better place. Take what you’ve learned (Torah) and do great deeds (Mitzvot); do (these) great deeds and be inspired to learn more.
• “We learn better together” – we are stronger and more successful together than we can be alone. Judaism has always been communitarian in this way and what is old is new again as we live in a world where collaboration is not simply advantageous but required.
• “We are on our own inspiring Jewish journey” – keep choosing Jewish. One can argue that the next years of your Jewish lives are more important than the ones you are celebrating tonight.  In your own ways – continue.  Whether that is in formal Jewish learning, youth group, summer camps, Israel, synagogue attendance, social action – you are no more fully formed Jewishly at your Grade 8 graduation than you were at Bar or Bat Mitzvah.  We pray that you build on this foundation and that you embrace the Jewish journey that continues after tonight.

In closing, know that you each are blessed more than you realize.  But do not ever be content to merely count your blessings.  Be someone who makes their blessings count.”