15 minute read
Winter 2020 / 5781 ףרוח
Message from the Head of School
Jonathan Levy, Ph.D., Head of School
How does a successful, well-established institution adapt in the face of a global pandemic when it can no longer run as it has for 60 years? How do we create a new paradigm of the Jewish day school experience? These were the challenges facing TanenbaumCHAT as the COVID-19 pandemic demanded that we rethink and reinvent every aspect of our school for the 2020-21 academic year. The core values of curiosity, character, connection, community and contribution that we rely on in “normal” times and that serve as our inspiration and guide, proved to be no less helpful during this unprecedented period of “unknowns.” However, we had to consider how each value could be applied and implemented within the framework of public health guidelines. It was imperative to maintain the integrity of our dual Judaic and General Studies curriculum, which is the cornerstone of our program. Ensuring that students could be appropriately placed in each of their classes would best serve each child’s learning needs in the long term. A focus on student mental health and workload led us to limit the number of courses students take at one time. The flexibility to adapt to what could be a rapidly changing health landscape would properly position us for the various scenarios that the pandemic might force us to consider. Our vast extracurricular program had to be entirely reinvented. We had to plan how groups of students could gather virtually, how we could connect our students with the State and People of Israel, and how we could continue to build school spirit. The result is a new wave of activities and programs that are tailored to an online environment.
School provides consistency and certainty for students. Last spring, as the world was shutting down with the onset of the pandemic, our students knew that, despite all that was going on, they would continue to work, study and learn. So too this year, our goal remains to challenge our students intellectually as well as to support their emotional and social needs. TanenbaumCHAT is buoyed and bolstered by the many people who care deeply about the school. We are blessed with a dedicated and creative staff; community and lay leaders who are committed to our success; parents who believe in us and entrust their children to us; and donors who support us. Most importantly, we have students whose flexibility, resilience and determination is inspiring. It is a joy to see them everyday! ◆
Message from the President, Board of Directors
Jonathan Zepp, B.A., LL.B
Since my wife and I attended public school, our journey with Jewish day school education began with our children. From the first day of nursery at Associated Hebrew Schools to the moment our children walked across the podium as TanenbaumCHAT graduates, we knew we had given them an incomparable gift that would enrich their lives immeasurably. We also knew that we were part of a continuous chain of Jewish parents whose commitment to educating our children exceptionally and Jewishly would sustain them, the Jewish people, Israel, and the wider community. It is with great zchut (honour) that I was able to be part of this great enterprise as President, leading a dedicated board and partnering with Head of School, Dr. Jonathan Levy. I don’t mind telling you that affording tuition throughout was hard, (we experienced only one year of reduced fees before our youngest child graduated). Sometimes too hard. But, the reward was incomparable. Our children stand with all other TanenbaumCHAT alumni: they have experienced a best-in-class general studies and world-leading Jewish education. They are filled with the potential to lead exceptional lives rooted in a strong Jewish identity. The five-year reduced tuition initiative, made possible by the visionary gifts of the Jesin-Neuberger Foundation and the Granovsky family, made it clear that families want their children to experience all that TanenbaumCHAT offers – but that they need to be able to afford it. It shouldn’t be too hard. Seized with this vision, our board formulated the TanenbaumCHAT Tuition Accessibility Program (TTAP) (“tee-tap”) to keep tuition low and predictable for all families. It will come into effect in the 2022-23 school year. TanenbaumCHAT has embarked on an ambitious plan to grow its fundraising capacity to meet the challenge. The success of tuition accessibility is only possible with the support of our generous donors, and we all have a role to play. "It is not incumbent on you to finish the task, but neither are you free to absolve yourself from it." (Pirkei Avot, 2:21) I conclude my tenure safe in the knowledge that we have created a sustainable future for our preeminent Jewish high school, with greater tuition accessibility supported by robust fundraising and strong enrolment. There is still much for us to do. And with you, our parents, alumni, grandparents and donors, the continuous chain will endure undiminished. ◆
QUICK STUDY
Usually, “Quick Study” features brief overviews of some of the highlights of the past several months. In March 2020, however, the notion of “quick study” took on a whole new meaning as we raced to reconfigure and reimagine what TanenbaumCHAT would look like remotely.
In the early days of the lockdown, Grade 10 art students were tasked with creating visual journeys. This example is by Noam Borenstein.
With the pandemic situation quickly evolving, the school’s administration began to plan rapidly and preemptively. Nevertheless, the speed with which the “go button” had to be pressed on a fully-operational, virtual TanenbaumCHAT was dizzying. As Head of School Dr. Jonathan Levy notes, “we went from wiping down door knobs and bannisters one day to running a full online academic and extra-curricular program almost the next,” closing our physical doors on Friday, March 13 and opening remotely on Tuesday, March 17. “Providing a sense of routine and normalcy for our students in a world turned upside down,” was critical, says Dr. Levy, so it was vital to deliver as much of the TanenbaumCHAT experience as possible, virtually. With more than half the school year already complete, fundamental rescheduling was impossible and so the students continued to follow their weekly timetables via Zoom. Teachers, administrators and support staff pulled together, adopted new technologies and re-learned how to do their jobs. The school’s lay leaders and parents were supportive and encouraging. And TanenbaumCHAT students metaphorically grabbed the baton and ran with it… all the way to June and final assignments. ◆
Grade 9s designed their own mandalas (this one is by Sydney Green) to learn about pattern, symmetry and balance during an anything but calm and stable period.
The dawning of a new school year
Knowing from the get-go that the 2020-21 school year would unfold during the pandemic provided an opportunity to plan in a way that had not been possible in March – and for that planning to be informed by the experience of the previous six months.
Here are some of the things that had to be considered:
Structuring the school year for easy and seamless switching between in-school and online learning
Maintaining the unique dual General and Jewish Studies curricula, and access to the depth and breadth of the school’s electives
Keeping the course load manageable over the long haul
Accommodating government recommendations that students be part of only two in-person cohorts
Keeping the TanenbaumCHAT ruach (spirit) alive – around 80 extra-curriculars are taking place this year, along with modified "spirit days" and other events
Accessing the full range of student support services
Reducing overall volume and congestion in the building The solution – a quadmester structure featuring hybridsynchronous learning – was launched in September 2020. (See pages 18-19) “The focus was on student engagement and learning, and trying to create a sense of stability,” says Principal Renee Cohen ’96, “while recognizing that we are not living in normal times.” For TanenbaumCHAT educators, forging a connection between in-school and at-home cohorts, and designing learning that works in that context, has been vital. “It’s uncharted territory,” says Mrs. Cohen, “but with unprecedented situations comes opportunity. We were confident that our staff and faculty would find ways to innovate and be creative.” With the notion of a positive and growth mindset front and centre, the message to students and staff alike has been, “take a deep breath, we’re in this together,” says Mrs. Cohen. “Let’s take this journey one step at a time.” ◆
Educational technology at TanenbaumCHAT
Centre: Avital Aharon, Director of Educational Technology, with members of the Tech Team. L to R: Lior Zada, Giovanni Coto, Shirley BarMenachem.
Even before COVID-19 arrived, the need for 21st century learning skills and state-of-the-art educational technology had been a priority of TanenbaumCHAT’s administration. With the onset of the pandemic, “that focus became especially relevant,” points out Avital Aharon, Director of Educational Technology. She cites as examples professional development, addressing student needs, and examining new pedagogical approaches, such as the flipped classroom model, and universal design. Early in 2020, Mrs. Aharon had already begun to research various platforms for online learning. On the morning of Friday, March 13, while students collected their belongings from the building, TanenbaumCHAT teachers were already in the midst of training sessions on Zoom and other platforms, as well as in discussions about educational expectations, and reviews of the school’s extensive online repository of print and video support materials. The school’s tech team delivered equipment – laptops, USB keys, microphones, cameras – directly to staff and student homes. Every math and science teacher received a tablet that would allow students to see notation in real time. Online security measures were reviewed and updated regularly, and one-on-one and group PD sessions continued remotely. With staff and students navigating hardware and software at home, the tech team had to be readily available to offer support. With the school's decision to pursue a hybrid-synchronous learning model in the 2020-21 school year, the focus was on the educational technology, state-of-the-art digital tools, and innovative pedagogy that would make that a success. ◆
To learn more about TanenbaumCHAT's hybrid-synchronous learning model, cohort system and structure for the current school year, see pages 18-19.
This year, by staff and students
Educators and students have all learned to adapt – particularly in areas that call for specialized equipment and resources.
The new format of two-hour classes is proving to be a boom in the arts, despite the fact that the athome cohort on any given day is less “hands-on”. “It’s resulting in greater and faster development of skills and overall confidence,” says Lori Fahidi, Department Head, Drama. Similarly, in Visual Arts, students are “getting a lot of work done and there’s significant improvement from class to class,” says Department Head Michael Kohl ‘97. “The use of virtual galleries to view student work and provide real-time feedback, and creating instructional videos, has been ramped up,” notes Visual Arts teacher Melissa Dubin. According to Drama teacher Ryan Peters ’09, “Students have been great about using the technology to recreate the atmosphere of performing onstage. I’m constantly toggling between camera angles to provide the “folks at home” with the best view!”
An example of educational technology being used in music this year is a platform that allows “students to play alongside themselves, a metronome, or even the full band”, says Department Head Jaclyn Klimitz ‘03. Curricula adaptations include more extensive recording and sound editing components, and an interdisciplinary music-video project. Safety precautions like bell covers, playing woodwinds inside a bag and "blowhole" masks are also used, and instruments are played for just 30 minutes at a time to allow air filtering. Teacher John Malarcyk notes the overall enthusiasm and is “thrilled to be giving the students this opportunity.”
In the smaller setting of Zoom breakout rooms, “students are more willing to take risks and ask questions,” says Paula Sousa, Department Head, Science. And when she offers help, “students have to listen to other questions and responses before asking their own, so that’s a win-win!” Labs have largely been replaced by watching teacher demos, but there are “amazing virtual simulations online, which the kids love.”
In Health and Physical Education “as many activities as possible are done together,” says teacher Keren Ragol. Classes at home are challenging but provide room for creativity like soccer drills around the sofa, using breakout rooms so students can time one another on different exercises, and developing class challenges – like the daily squat targets selected by one group of girls.
Ali Aber, Head of Guidance points to the portable canopies that her team has set up outside in order to meet with students one-on-one but socially distanced and unmasked. However, “many quick questions that students would usually just pop by to ask are now being handled in large part by emails and Zoom.” The department has created a one-stop info sheet with links to university websites, virtual tours and other resources, and the customary visits by university reps have become virtual Q&As.
The Freedman Centre for Differentiated Learning (CDL) remains “dedicated to an exemplary level of care and commitment for each student,” says Sandy Kadoch ’96 Head of the CDL (Alpha A-Le). Beyond the formal Learning Strategies course that students who are served by the CDL can take, staff have redesigned their ad hoc support services to address individual needs. Additional help is available by appointment in-person or virtually, and Mrs. Kadoch also oversees a daily Virtual Learning Space.
“We’ve always prided ourselves on offering a wide range of activities, unparalleled in schools across the GTA,” says Josh Sable ’90, Co-Director of Student Activities. “Despite the obvious challenges, we are overseeing more than 80 clubs and committees this year run by student leaders and staff advisors.” Along with the “oldies but goodies” like DECA, Yearbook and Israel Engagement, there are a whole host of new programs including Cooking Club, Covid Relief, Knitting Club, and many more.
Summing things up, Jewish Studies teacher Alexandria Silver says she is “shocked about how smoothly it's gone. We've all been forced to adapt very quickly. I think that the practical application of synchronous learning
and all that it entails is the most concrete expression of the phrase ‘we’re all in this together.’”
As for the students, those in Grade 9 have had to acclimatize to a new approach to schooling as well as a new school! The more concentrated nature of quadmestered courses means “there is a lot of work that needs to be completed,” says student Carmel Baratz. However, “the teachers are always there for support, and everyone in the TanenbaumCHAT community has been so welcoming, and the school is so spirited!”
While Maddy Moskovic (Grade 12) continues to be involved in extracurriculars she is disappointed that there are limited activities in person, especially since this is her graduation year. Still, even having some classes in person, “builds a personal connection with others socially and improves my mental state of mind.” What’s more, “the school is doing an excellent job of teaching on Zoom and online classes are very productive.”
For Noah Juravsky (Grade 12), taking just three classes concurrently “allows me to narrow my focus, and better manage my time.” With the condensed quadmesters, he will miss building ongoing relationships with teachers. “Many of them are incredible people who I wish I could get to know for longer than nine weeks.”
Stacey Goldberg (Grade 12) notes that “being a part of a sports team and building relationships with your teammates are unforgettable experiences” that she will miss this year but that ”the school has done a great job by splitting the cohorts and minimizing risks.” During days learning from home, she has, “a significantly greater amount of time that can be dedicated to studying, volunteering, and extracurricular activities.”
“Being able to physically see my teachers and friends every single day is something that I will never take for granted,” says Chloe Perlon (Grade 11). She says that even though there are still “spirit days” in school, they are not the same. “The rush of excitement, walking into the atrium, seeing everyone dressed up is incomparable. I know that soon enough, that same rush of excitement will be back in the TanenbaumCHAT building.” ◆
There have been many online events – some new and some reimagined for a virtual world; our students have kept busy and kept us proud; and we’ve continued to find ways to celebrate. Here's a taste of what's been going on.
14th Annual Golden Bagel Awards Student Council Elections, the and the Athletics Banquet all happened online. In September, our Grade 9 New Stream Parents Meet & Greet allowed families whose children had come from 34 different schools to connect virtually! (To read about a Q&A with Zach Hyman ’10 and our Lag Ba’Omer Kumzitz, see P. 28)
We the Nines: In September, Student Activities reps visited individual classrooms to welcome our 318 new Class of 2024 students.
We the Nines
Marking the holidays: Shavuot heralded socially-distanced cheesecake deliveries to all staff. A communal Rosh HaShana apples-and-honey celebration was out of the question this year, but individual packages were provided to all students. During Sukkot, students still made it outside to an “actual” sukkah, too! Desmos Global Art Contest: Ezra Oppenheimer (then Grade 11) beat 4,000 contestants from over 100 countries to win this math graphing competition. The judges called his 3,000-equation entry "a mathematical and artistic tour-de-force."
Cheesecake deliveries for Shavuot
In the sukkah
Terry Fox Run: In August, Russell Reback (Grade 11) and five friends ran 250 kilometres north to their summer camp and raised over $25,000. In the fall, the Athletics Department mobilized approximately 200 students, teachers, parents and alumni who together covered 8063km “cross-country” to raise $2,282.
Chidon HaTanach/Canadian National Bible Contest: Yemina Goldberg (then Grade 9) won first place and will represent Canada in the international contest.
