Tribute to
BY RABBI NOAM KATZ, DEAN OF JEWISH LIVING
Our Jewish tradition teaches, “Aseh l’cha rav, uk’nei l’cha chaver,” make for yourself a teacher, and acquire for yourself a friend (Pirkei Avot 1:6).
Our beloved Miriam Glaser, who sadly passed away in the fall, deeply embodied both.
Miriam poured her heart and soul into teaching Leo Baeck students and families for 22 years. Miriam’s warm smile and bright spirit shone through every facet of school life. In addition to her teaching, she served as Hebrew Coordinator at the South Campus for many years, working with colleagues to build a dynamic Hebrew and Judaics program that permeated the school’s hallways and classrooms. She would bring her flavourful anecdotes and unbridled joy to Shabbat, holiday celebrations, and Rosh Chodesh services. Miriam also took special delight in supervising and “adopting” our Shinshinim. For Miriam, being at Leo Baeck was not merely a chance to teach students Hebrew language and Torah, but an opportunity to deepen their overall love and appreciation of Judaism, to foster pride in their Jewish identity, and to build powerful bonds of friendship within and beyond our school community. She wanted every child to succeed, every student to feel seen, heard and cherished. Miriam was a practitioner of Social and Emotional Learning long before we had the lingo for it.
It is in this context that legions of Leo Baeck students, families and staff members got the opportunity to learn from, befriend, and embrace the “sweetest cookie” of them all. In Miriam, we saw a person whose kindness and compassion radiated forth from her being; whose unmistakable enthusiasm couldn’t help but make the rest of us smile, whether at Kabbalat Shabbat or in one of her signature emails praising her students and colleagues. Her dear friend and longtime colleague Michal Ziskind, with whom Miriam began at the North Campus, remembers that after Miriam moved South,
they would frequently get together and upon exchanging the first Shalom, “I would disappear in her hugs.”
I, along with the entire Leo Baeck extended family, miss our friend and colleague Miriam dearly. But for the years that we shared together, we were blessed. Miriam faced every hurdle, even as her health began to fail, with uncommon bravery and humility. She loved to explore the world with her husband Eddie by her side, while finding simple pleasure in the pages of a book. Miriam didn’t just teach Torah; she embodied it.
Zichrona
livracha.
May her memory always be for us a blessing.
baeck+call is published once a year through The Leo Baeck Day School’s Communications Department and is distributed to more than 3,600 Leo Baeck parents, grandparents, alumni and friends of the school.
Editor Janice Prazoff
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Special Thanks Linda Abramsohn Our incredible staff
THE LEO BAECK DAY SCHOOL
501 Arlington Avenue Toronto, ON M6C 3A4
Phone: 416.787.9899
Fax: 416.787.9838
General Inquiries info@leobaeck.ca
@leobaeckDS
The strength of community
For over 40 years our school has been known for the warmth shared in our classrooms and hallways, and the special ceremonies which bring our entire community together. While our community gatherings have moved online, this adaptation has strengthened our bonds and helped us to build sources of support and strength with each other.
In November my family mourned the passing of my father-in-law, Mel Moscoe. The distance imposed upon us, the small crowd at the funeral and the lack of a formal shiva period did not allow us the comfort that we normally receive from our community while in mourning. But each night when led services online, we noticed something else: friends and family appeared from Nevada, New York, and even Israel to raise us up in our time of grief. We were able to share our stories across the world, using technology to make our community much wider than it could have possibly been under normal circumstances. This is but one example of how community has expanded despite the limitations imposed on us due to the pandemic.
I recognize how lucky we are to live in an age when we can take advantage of the incredible interconnected nature of our global community. am thankful for our ability to maintain our warm, close-knit community and hope we all carry forward the lessons we have learned from this difficult time.
Eric Petersiel, RJE Head of School
Introducing our new Mission and Vision Statements
BY LISA DACK, IMMEDIATE PAST PRESIDENT AND BOARD MEMBER; AND LEANNE CAMPBELL, BOARD MEMBER
With broad consultation from across our community, the Board of Directors is proud to share our new Mission and Vision Statements. As a community, we practice and promote reflection. We are grateful to our community members for helping us grow and evolve through this process.
The Mission Statement tells the story of who we are and what we do as a school, which is expanding to address the crucial element of inclusion in our school culture, places our entire school under the IB umbrella, and acknowledges the prominent role of student agency through the IB and Tikkun Olam.
Our new Vision Statement tells the story of what we aspire to, encouraging students to look toward their futures, with our community to help them achieve their full potential.
Developing a Vision Statement was a natural part of the evolution of our Mission Statement, and shines a light on our path forward.
In the 2021-22 year, the Board will work to develop our next Strategic Plan, with the new Mission and Vision Statements as a foundation. We look forward to engaging our community in this process.
MISSION STATEMENT
Leo Baeck, a nurturing and inclusive Reform Jewish day school, provides International Baccalaureate academics paired with a modern approach to Judaism, honouring tradition and encouraging individual choice. We inspire students to become creative and critical thinkers who understand themselves and their responsibility to the world around them.
VISION STATEMENT
To inspire our students to drive positive global change and strengthen the Jewish community, today and in the future.
Welcoming new families
during a pandemic
BY SHAYNA GALANTE AND DIANA SHEDLETSKY, CO-CHAIRS OF THE AMBASSADOR PARENT ENGAGEMENT COMMITTEE WITH JANICE PRAZOFF, DIRECTOR OF ADMISSION AND MARKETING
Last summer, as the administrative team planned for the year ahead, the question of how we would welcome new families to our school during a pandemic weighed heavily upon us. It was almost impossible to imagine our school, an open and welcoming community, with the doors physically closed to all parents — especially first-time Leo Baeck parents, as their young children entered JK.
Diana Shedletsky and Daniel Steinberg with their daughter on the first day of school
STRATEGIC PLAN GOAL 2
Strong Jewish Identity and a Caring Community
Making sure our new families felt warmth and connection was our top priority. Despite all the uncertainty of the time, we knew we could count on our preschool teachers to establish a safe and welcoming environment, find innovative ways to foster relationships and build community.
In the courtyard on the first day of school, parents and our newest, youngest students were greeted by the Preschool team with love and care. The welcoming and vibrant energy from that first day has never dimmed.
“I don’t need to see the walls and the floors to feel like our family is a part of Leo Baeck. We have always felt welcomed in.”
JAMIE SARNER
There is no handbook for teaching through a pandemic, yet our preschool teachers extended themselves in every way. Even before school began, JK students received videos from their teachers introducing themselves, showing what they looked like with and without their masks, and giving them a glimpse into their new classrooms. In the courtyard on the first day of school, parents and our newest, youngest students were greeted by the Preschool team with love and care. The welcoming and vibrant energy from that first day has never dimmed. When learning moved online, teachers not only supported the students but their families as well, guiding parents through the distance learning schedule and preparing materials for their children. New families became part of our nurturing community as teachers balanced student learning along with social emotional wellbeing. Students were encouraged to share life at home with one another, as teachers invited them to talk about the spaces they were learning from. Classmates were introduced to siblings, new babies and new puppies. With flexibility, versatility and a smile on their faces, teachers developed close relationships with their students.
In a year when community events would take place online, establishing connections with students’ families was essential. The Mentorship Program for new families was reviewed and revised by our Ambassador Parent Engagement Committee in order
to ensure that new parents felt supported and brought into the fold of the Leo Baeck community. Mentor families went above and beyond to welcome new families. From outreach by phone and email, to backyard visits when allowed, seasoned Leo Baeck families were there to answer questions and guide new families through the Leo Baeck experience. While online chat groups have long been a part of the JK experience for parents, this year the connection and support those groups provided has deepened. Courtyard drop off and pick up also provided an unexpected silver lining. Even though parents didn’t spend time socializing, seeing and greeting each other twice daily has given them the chance to build connections.
As new parents to Leo Baeck, Jamie and Joanna Sarner shared how they felt supported during their first year: “Rapid, clear and ongoing communication not only allows us to plan and make decisions, but gives us confidence in the school. We know you’ve got us.” While the distancing required through the pandemic has meant they couldn’t physically enter the building, Jamie said, “I don’t need to see the walls and the floors to feel like our family is a part of Leo Baeck. We have always felt welcomed in.”
As co-chairs of the Ambassador Parent Engagement Committee, it has been a priority for our team to seek out feedback and liaise between families and the administration. Our committee’s goal is to support new families as they transition into Leo Baeck, and we are proud to have played a part in the success of a truly warm and nurturing welcome for them this year. Kelly Freeman, a new JK mom, summed it up when she told us, “If school feels this good now, we know it will be amazing once we’re there in person.”
Sean and Shayna Galante with their children
JK teacher Shelley Klugman welcomes JK students on the first day of school
Tikkun Project
BY DANIEL ABRAMSON, TIKKUN PROJECT CURRICULUM DEVELOPMENT DIRECTOR WITH COMMENTARY BY SHERYL FAITH, DEAN OF ACADEMIC DEVELOPMENT AND IB COORDINATOR
update
Student agency pairs with progressive Jewish values in the Tikkun Project to create transformative social justice learning, which flourished inside and beyond the walls of the classroom this year.
STRATEGIC PLAN GOAL 1
Academic Excellence and Well-Rounded
Students
“Reflective” is one of the 10 IB Learner Profile traits that we aim to foster in our students. Both implicitly and explicitly taught in the classroom, reflection is an essential aspect of each student’s learning experience and has a direct impact on their growth as a learner and the quality of the work they produce.
Beyond simply learning facts and knowledge, the IB philosophy stresses the importance of deeper thinking experiences. Students are given the opportunity to evaluate, analyze, compare and connect ideas and concepts so critical and creative thinking skills can blossom.
The overarching goal of the Tikkun Project is to maintain a focus on student learning through inquiry, and creating opportunities for reflection. When we begin planning with the questions “How is this relevant for these students today?” and “How might this need to be different than it was before,” we create the open-mindedness required to adapt to the present moment. Here are some of the key ways in which our students and teachers asked and answered those questions this year.
CRITICAL THINKING IN THE TIKKUN PROJECT
The Grade 4 classes investigated the challenges of supporting people in the community who are experiencing homelessness. In the previous unit they had been exploring the concept of stereotypes, so they were prepared to dig deeper and uncover unexpected narratives about how people come to be underhoused. They read The Incredible Journey of Coyote Sunrise by Dan Gemeinhart and Crenshaw by Katherine Applegate, and learned that there are different reasons that people experience homelessness. Students also welcomed guests from Ve’ahavta and Sistering, a local shelter that supports at-risk women and trans people, learning how the work of these organizations sometimes helps immediate needs, while other times it attends to the root causes. Students were then invited to reflect upon all their learning to make informed choices about realistic ways that they could be involved in supporting the work of these organizations. The unit wraps up with students working in partnership with Sistering, to
provide vegetable seedlings that will be tended by volunteers and clients. The harvest will be used in their kitchen to help feed clients of their drop-in program.
JEWISH TEXT IN THE TIKKUN PROJECT
In Grade 6, students conducted interviews with family and friends who had immigrated to Canada and learned about a number of historical waves of immigration. They were then asked to consider how Canada has met its obligations to newcomers over time. Discussions with staff and clients of Jewish Immigrant Aid Services and Romero House (a Catholic refugee settlement agency) helped them to learn more about the experiences of recent immigrants. They were given six texts to use as criteria to evaluate how Canada has done in supporting newcomers, including articles 12, 14 and 15 of the Universal Declaration of Human Rights, and three traditional Jewish texts that explore the concept of immigration. When I presented students with the following lines from Numbers 15:14–16, I saw a call for equity:
“If, throughout the ages, a foreigner has taken up residence with you or who lives among you… There shall be one law for you and for the resident foreigner; it shall be a law for all time throughout the ages. You and the foreigner shall be alike before God; the same ritual and the same rule shall apply to you and to the foreigner who resides among you.”
A student in class explained that she thought that requiring the “same ritual and the same rule” for residents and foreigners meant requiring assimilation from newcomers. This student demonstrated how she made a connection between her understanding of immigration and traditional Jewish text, and that she was able to interpret this text to justify her understanding. This example beautifully illustrates one of the goals of the Tikkun Project, which is to help students make connections between the wisdom of the Torah and contemporary issues.
MAKING CONNECTIONS IN THE TIKKUN PROJECT
This year, the wide adoption of video conferencing allowed us to meet with special guests despite the restrictions of the pandemic. Grade 5s learned how government works to create and refine laws and policies, and then met with Dr. Jill Andrew, MPP for the riding of St. Paul’s, to understand how MPPs bring the concerns of their constituents to the table. They learned about Jewish ritual food practices in Judaic studies during an engaging session with chef Douglas Trudeau from Na Me Res (Native Men’s Residence), and traded stories about the roles of food in Jewish and Indigenous traditions. When they were investigating Indigenous culture in Canada, the class welcomed Kim Wheatley, an Anishinabe grandmother and cultural educator, and learned about the amazing contributions of Indigenous people to Canadian society. It is affirming for students to know that their learning matters, and that experts are willing to take their time to support that learning.
ASKING POWERFUL QUESTIONS IN THE TIKKUN PROJECT
Across the grades, one of the most important practices of Tikkun learning is student collaboration to develop criteria to make thoughtful decisions. At the heart of each Tikkun unit is a critical challenge that students work to address. In the past, Grade 3 students considered well-known people who have used their skills and experiences to make positive changes, like Rick Hansen, Nelson Mandela, and Greta Thunberg. They created a list of traits of difference-makers based on these examples. This year, teachers understood that the pandemic provided an opportunity to find the difference-makers among us. They leaned on the same powerful inquiry into the essential traits of difference-makers, but shifted their focus to doctors, healthcare professionals, and other
frontline workers. It is in these moments that teachers encourage students to connect the content of learning with the context of their lives.
As the Tikkun Project Curriculum Development Director, I feel inspired by how our teachers expertly weave together critical thinking, Jewish values and hands-on action. Thanks to our collaborative efforts, students are empowered to make positive social changes. At Leo Baeck we help them discover their unique paths, integrating their Jewish identities and values to take action with confidence. Our consistent focus on the important outcomes of Tikkun learning allows students to grow and develop as young Jewish people who are informed and engaged members of the community.
Yet another reason why The Tikkun Project is perfectly aligned with the IB. Collaboration is at the heart of both teaching and learning. It is part of the IB’s Approaches to Teaching (teaching practices that we hold dear as IB educators), as research has found that both teacher and student collaboration has a positive impact on student achievement.
It is affirming for students to know that their learning matters, and that experts are willing to take their time to support that learning.
Guest speaker Douglas Trudeau
from a pandemic
BY LAWRENCE AXMITH, MUSIC, DRAMA, PERFORMING ARTS AND INDIVIDUALS AND SOCIETIES TEACHER WITH COMMENTARY BY SHERYL FAITH, DEAN OF ACADEMIC DEVELOPMENT AND IB COORDINATOR
The benefits of bringing real-world topics into the classroom
The IB Middle Years Programme encourages both transdisciplinary/ interdisciplinary connections. This means that teachers are encouraged to collaborate with other subject teachers or incorporate other subject areas into their own units to add depth to learning experiences and reflect the transdisciplinary nature of the real world.
The “Statement of Inquiry” is the overarching statement that defines the learning for this unit, outlining what the students should understand and why this understanding is significant.
The return to school in September was daunting. I teach Grade 7 Individuals and Societies and Performing Arts. Both classes explore the human condition. The pandemic has altered that condition, likely forever. Students are living through this moment, and they are also learning from it in real time. Faced with the challenge of teaching during an unprecedented time in our world’s history, how could I incorporate what was happening all around us, to all of us?
In Individuals and Societies, our first unit teaches about cartography and reading maps. While preparing for this unit I couldn’t ignore the title, “You Are Here”, because where we are is like nowhere we’ve ever been before. Guided by the Statement of Inquiry, “Understanding mapping techniques helps us navigate our place in the world,” we embarked on a learning activity to demonstrate our place, and the place of others, in the new COVID-19 world. In August, the Toronto District School Board (TDSB) released a map identifying the risk of COVID-19 transmission in its schools by neighbourhood, based on the data
collected from COVID-19 testing (excluding long-term care homes). The intention of the map was to allow parents of public school students to make an informed decision when choosing between in-person and virtual learning for the coming school year.
When we looked at the map, I asked my students
“What isn’t the map telling us?” They were tasked with comparing two of the neighbourhoods on the map, one with a high incidence of COVID-19 transmission and another with a low incidence. They compared the map with the Toronto Ward Boundary map and then investigated demographic factors of each using the 2016 Census results.
The students soon discovered that there were key socio-economic factors linked to the neighbourhoods experiencing higher case numbers: low income, multi-generational domiciles, rent rather than ownership, apartment buildings rather than single family dwellings, immigrant population, visible minorities in the population, and more. They expanded
Lawrence Axmith in his classroom
As part of her project in Individuals and Societies, Rachel examined a variety of factors from two Toronto wards, comparing the data to see what factors might contribute to different COVID-19 risk levels.
STRATEGIC PLAN GOAL 1
Academic Excellence and Well-Rounded Students
MYP teachers plan and teach through the lens of inquiry and critical thinking. Teacher questions drive this type of learning and allow students to delve deeper into concepts.
on what those factors could mean and how they might lead to higher COVID-19 transmission. They concluded that the TDSB’s map had unintentionally uncovered societal inequities in our city that may have remained hidden if not for the pandemic and its prevalence in these communities.
They weren’t the only ones to notice. Just as the assignment was being completed in October, CBC News led its broadcast with the story, highlighting the same results and conclusions as my students had! I was able to show the clip of the broadcast in class, and there were many lightbulb moments as students realized that what they were studying was actually taking place in the real world.
In Performing Arts, the unit “Freeze Frame” has traditionally been an exploration of storytelling through the theatrical technique of tableaux; creating a series of “pictures” with bodies using space, levels, interaction and emotion. Social distancing made that impossible, so instead we focussed our lens on photo composition (see what I did there?).
Studying camera angles, shot sizes, framing, and depth of field, students learned intentionality in creating photos. As a summative, they were tasked with devising a thesis and creating a photo essay to elicit an emotional audience response to the unique moment in time we are all living through. The assignment allowed them to reflect and comment on their personal observations and experiences. Their photos included signs and symbols of our new COVID-19 world and the emptiness of streets and stores as a way of illuminating feelings of isolation, as well as a newfound or strengthened appreciation of nature and the beauty of the world around us.
When the pandemic is behind us, I hope the combination of exploring the societal and personal impact of this period in our time will inspire my students to see from a new perspective the “now,” the “then” and the “what may be.” You were there, and now, you are here.
Ethan created a photo essay to capture the emptiness of our public spaces during the pandemic.
on life during the pandemic
We caught up with students to see what they discovered about themselves and the world around them.
“It’s hard to interact with people when something is stopping you but you find ways around it — like see your friends outside from a distance, or together with your mask on.”
“It really makes me feel good when I make my brother laugh and when we have fun times together. I love him so much.”
“I’ve learned to adapt. Situations like this teach you to grow. I’ve learned to take baby steps through it.”
NOA-RAE
“I’ve grown in my self-management. Interaction with friends is so important to keeping you happy. Even just a call or text with a friend every day can change how you feel.”
YONI
“We go on bike rides as a family and I try to help by taking out my sister’s bike, getting her a snack or playing with her.”
LEVI
PARKER
DANIELA
“I’ve become closer with my family.”
LILY
“Things are really different and hard sometimes. But, I’ve learned to wear a mask, sanitize before I touch. But today I feel pretty good. I love it when we can be in school and learn with our teachers.”
LEO
“Biking and being outside, exercising with my parents. Video calls and texts with friends to stay connected. Even though it’s hard sometimes, I try to stay calm and engage with my younger siblings.”
“I really like talking to my friends on my Zoom and drawing together.”
MICAH
GABE
“I’ve had so much time to reflect and focus on a positive mindset. I feel like we all feel so lucky to be in school and appreciate our teachers even more.”
SABRINA
“I’ve
enjoyed cooking and making new dishes for my family. Biking with my friends and even playing video games online together makes me happy.”
NOAH
How do you foster a
BY KRISTIN FOSTER, COMMUNICATIONS MANAGER
in a pandemic?
Our new team of Division Coordinators, along with School Social Worker Jayme Ozier, worked together to create stability and safety for students all year long, allowing them to get the most out of a challenging year.
In order to open our doors in September, specialty spaces, like the art and music studios, were converted into classrooms to accommodate smaller class sizes; new furniture, washroom fixtures and tech tools were installed; and hefty supplies of hand sanitizer, disinfectant and PPE were carefully stored away. Every last detail was scrutinized to ensure that our school community’s physical health was protected.
BUILDING A TEAM OF DIVISION COORDINATORS
STRATEGIC PLAN
GOAL 1
Academic Excellence and Well-Rounded Students
Behind the scenes, our new team of Division Coordinators, along with School Social Worker Jayme Ozier, were making a Herculean effort to prepare for the social and emotional support that students would need during the upcoming school year. They worked together to create stability and safety for students all year long, allowing them to get the most out of a challenging year.
Here’s how they did it.
The 2020/21 school year introduced three new supportive roles to our teaching team. The Division Coordinators would liaise with classroom teachers, meet with students individually or in small groups, facilitate whole-class social and emotional learning (SEL), and support the training of classroom teachers. The team would also receive guidance from psychologist Dr. Alan Bardikoff.
Plans to establish a group of Division Coordinators had been in the works already, but the launch of this team happened to coincide with a pandemic year. “Our administration saw the success of Lindsay [Budd’s] role as the Middle School Coordinator, and there was a need for the teachers and students to have another layer of support,” says Margaux Janks,
STRATEGIC PLAN GOAL 2
Strong Jewish Identity and a Caring Community
Division Coordinator for Grades 4 and 5. Along with Lindsay and Margaux, School Social Worker Jayme Ozier and Primary Division Coordinator Jenna Sobel began to meet regularly to establish SEL plans for different scenarios.
The Coordinators agree that students learn best when they feel safe, which was especially important this year. “I felt like this department would help strengthen school relationships and give extra support to our students and teachers,” says Jenna. Margaux shares how rewarding it is to give students the support they need, “and then watch them overcome their issues and see their confidence grow.” “We have weekly student meetings, so we’re all on the same page when we’re helping specific kids,” says Jayme.
TEACHING THE TEACHERS
“The resilience we’ve seen in our students is incredible. We were all wondering in September how things would go, would students remember to follow all our health and safety protocols? They’ve been amazing at it.”
JAYME OZIER,
SCHOOL SOCIAL WORKER
Supporting individual students is just one of the many goals of this group. They’re also training their colleagues so that broader SEL strategies and messaging in the school are consistent and effective, including themes not explicitly related to COVID. “We’re doing weekly SEL lessons that I create for the teachers to implement in their classrooms,” said Jenna. “We’re trying to touch on all the SEL competencies, but gear it to what’s actually happening in the world and in their classrooms. During Black History Month our theme was social awareness, and we also tied in Pink Shirt Day. We aim to bring real-world issues to them.” Middle School has seen a revamp of the advisory program that incorporates weekly SEL lessons, Cyber Civics lessons, and discussions on current events where teachers tailor Lindsay’s lessons to their individual classes.
This year, as students adapted to many changes, the core SEL skills of self-regulation, self-advocacy and self-expression were more important than ever. While SEL learning took place in our classrooms with non-COVID themes, many of the lessons learned were applicable to managing through the pandemic.
THE IMPORTANCE OF CONNECTION
When asked what students needed the most this year, the response from the team was resounding: Connection.
Everyone had their own story about bringing more flexibility into their interactions with students, paying closer attention to those who needed it, and bridging social gaps. Margaux quickly understood the importance of a subtler one-on-one approach, and would take her students out for walks to chat: “They need that outlet. Sometimes we talk about nothing, and just getting out of the class and going for a walk and feeling heard and seen goes a long way.”
One of Lindsay’s biggest successes as Middle School Coordinator was the continuation of our beloved Buddy Program, a touchpoint between older and younger students where special friendships flourish. After being told that it would be on hold, Lindsay and the team of Buddy Program teachers figured out a solution that allowed little buddies to collaborate with big buddies on a special project: “We sent Chanukah greetings to elderly community members. The little ones drew a picture, then gave it to their buddies, who wrote a greeting. They were separate, in different rooms, but they were able to connect through this shared activity.” They collaborated again on a project for Passover, sending one another pictures of themselves with heartfelt messages.
UNEXPECTED SILVER LININGS AND LOOKING AHEAD TO NEXT YEAR
Our SEL team has taken stock of this tremendously challenging school year and found that, while class cohorting was a social challenge in some ways, it resulted in more peaceful classrooms. “The students are thriving in very structured environments,” shares Jenna. Margaux agrees, saying that, even at recess, “cohorts are sticking together, and they’ve created beautiful bonds.”
Students have also developed their capacity to recover and learn from living through a pandemic. “The resilience we’ve seen in our students is incredible,” Jayme shares. “We were all wondering in September how things would go, would students remember to follow all our health and safety protocols? They’ve been amazing at it.”
When asked what they were anticipating for the upcoming school year, it was clear that a careful reintroduction to socialization was a priority. Margaux shared her hope that clubs might be able to start again, because they offer students time to develop their social skills. Jayme has also been looking ahead to similar opportunities: “Interacting in larger groups is something we’re working on in our SEL lessons. I also think that when we have more flexibility with where we can go, we’ll be able to do a lot more within the classroom, like group work and other types of collaboration.”
This year our new team of Division Coordinators were a key part of our school’s efforts to create a secure, welcoming learning environment. Because of their work, students felt safe and were able to thrive.
Giving back
BY MICHAEL BIEN, DIRECTOR OF DEVELOPMENT
In gratitude to all the supporters of our Annual and Capital Campaigns
The Annual Campaign supplements tuition revenue, enabling us to fund a range of innovative programs and initiatives. Capital Campaign dollars support special projects and help us maintain state-of-the-art facilities. We thank our generous and philanthropic community for helping us make Leo Baeck a place of exceptional learning.
GRANOVSKY FAMILY
“In deciding on a school for Allie, it was important to us that she would be challenged academically in a warm, nurturing environment that would instill a love of Judaism. We found that in Leo Baeck,” Miray Granovsky shares. From the moment the Granovskys entered our school, they felt a strong connection to the Leo Baeck mission. She and her husband David have generously supported Leo Baeck’s fundraising initiatives for many years. Impressed by our school’s focus on social emotional learning, they recently contributed to our Health and Wellness Fund, saying that they’re honoured to have played a role in helping our school meet the needs of our students. With their daughter’s graduation approaching quickly, they are looking ahead with excitement: “Leo Baeck has helped to shape Allie and prepare her for high school. We can’t wait to see what the future will bring!”
NAYOT/DIAMOND FAMILY
“We’ve won the lottery in the community that our kids have found in Leo Baeck,” says Samantha Diamond, whose youngest child will join her two older siblings at Leo Baeck next year. Her father, Sheldon Diamond, is a retired Jewish day school principal. He and wife Carol know the importance of the Leo Baeck mission: “We appreciate the value of an excellent child-centred program that builds self-esteem and confidence within a modern and relevant Jewish perspective.” The Nayot/Diamond family contributed to our School’s Greatest Need Fund, noting the care that our staff take to ensure that students are well-rounded intellectually and emotionally. Sheldon and Carol can see how their grandchildren enjoy learning, “and the positive attitude they have about being part of the Leo Baeck community.”
“We appreciate the value of an excellent childcentred program that builds selfesteem and confidence within a modern and relevant Jewish perspective.”
SAMANTHA DIAMOND
David and Miray Granovsky with their daughter, Allie
Top row, left to right: Ben Nayot, Bruria Nayot, Carol Diamond and Sheldon Diamond Bottom row, left to right: The Nayot family: Samantha, Jack, Dan and Lee
BOOKMAN FAMILY
“The school’s values match our own, and we wish to impart them to our children.”
NATALIE BOOKMAN
As alumni of Leo Baeck, both Natalie and Ian want their children to have a firm understanding of their Jewish heritage. “Leo Baeck provides this in a warm and nurturing environment in an impressive International Baccalaureate academic curriculum,” says Natalie. “The school’s values match our own, and we wish to impart them to our children.” Natalie and Ian believe strongly in social emotional learning, having contributed to the ongoing growth of our students’ wellbeing by donating to our Health and Wellness Fund. “Both LB staff and guest experts have developed impressive interactive modules for our children to learn how to recognize the breadth of their emotions and communicate their feelings. They learn to navigate through emotional challenges with inner strength, and seek support when needed. Social emotional learning helps them academically but, more importantly, imbues them with lifelong skills for emotional wellbeing.”
Natalie and Ian Bookman with their children Zane, Savannah and Juliet
In gratitude
This
Thank you for your contributions to our Annual Campaign funds:
Purchased new devices for staff and students, trained staff and students
2020-21 campaign donors
Gifts received May 29, 2020 – May 29, 2021
Karen and Barrie Abel
Abrahams Family
Karen Kollins and Daniel Abramson
Cindy and Neil Abramson
Association of Hebrew School Educators
Rosanne and Steve Ain
Marla and Lorne Akler
Nancy and Arthur Ameis and Family
Melina Condren and Adam Anklewicz
Alexandra Bongard and Elijah Antflick
Michelle Burke and Jordan Antflick
Simmie Frieberg Antflick
Applebaum Family
Mira and Kyle Appleby
Yoni Silberman and Ryan Appotive
Rhona and Lenny Arenson
Sandra and Harry Aronowicz
Elaine and Mark Atlin
Harvey Wise and Richard Azevedo
The Azrieli Foundation
Jan and Gerry Babins
Nancy Baker and Family
Aylene and Bernie Balinsky
Marilyn and Aubey Banack
Leah Potash and Dan Bank
Doren and Effi Barak
Efraim and Lea Barmak
Nurit and David Barr
Barsky Family
Karen Rodney and Noah Bass
Kimberly and Tal Batalion
Anat Cole and Oren Baum
Elissa Kline-Beber and Justin Beber and Family
Beder Family
Wendy and Stephen Bederman
Muriel and Joseph Behar
Jessica Lax and Jeremy Bell
Leslie and Des Bender
Dr. Rhonda Wilansky and Israel Ben-Ishai
Gary Bensky
Gillian and Barry Berens
Fran Berkoff
Michelle Bernstein
Rabbi Arthur Bielfeld
Mary and Benny Bien
Michael Bien
Magi Binyamini
Esther and Shuki
Birenzweig
Naomi and Eric Bissell
Morli Shemesh and Marc Bissell
Nicole and Jordan Black and Family
Bonnie and Brooke
Bloomberg
Rebecca Lander
Laura and Hartley
Blumenfeld
Christine and Russell Blumer
Amy and Chuck Boddy
Linda and Isaac Bogoch
Messod Bohbot
Bongard Family
Natalie and Ian Bookman
Susan and Abraham Born
Esther and Dr. Allan
Bortnick and Family
Sarah and Don Borts
Rebecca Drory and Robbie Bossin
Erika Rubin and Adam Breslin
Eve Halpern, Jerome Breslin and Family
Alisa and Adam Bresver
Bunni and David Bresver
Cynthia Brown
Gail and Gary Brown and Family
Courtney and Stephen Brown
Brull Family
Budd Family
Susan and Marvyn Budd
Yvette and Randy Burke
Jennifer and Jason Burstein
Felice Lackman and Sheldon Caplin
Marilyn and Stanley Caplin
Marci and Dan Cashman
Marlene and Frank Cashman
Jesse M. Cedarbaum MD in memory of Rabbi David I. Cedarbaum
Tara Glazer and John Chakim
Charyk Family
Marci, Jonas, Terra and Joshua Charyk
Sarah and Ilan Cohen
Hilda and Jerry Cohen
Marla and Jonathan Cohen
Adrienne and Paul Cohen
Ellen and Ron Cohen
Sheila Cohen
Susan and Stephen Cohen
Joan and Zane Cohen
Shoshi Greengarten and Adam Cooper
Anna and Henry Cooper
Sharon and Jerry Cooper
Laura Crangle
Robin and Eli Cranley
Lisa and Jeff Dack and Family
Nancy and Joe Dack
Anna and Leslie Dan
Janice Prazoff and Steve Dankoff
Elaine and Allan Davis
Shaina and Bryan Davis and Family
Michelle and Joel Davis
Laurie and Michael Davis
Eva and Richard Davis
Aimee Debow
Jordana Huber and Daniel Debow
Gail and Stan Debow and Family
Elisabeth and Marc Demone
Lindsay and Michael Detsky
Nina and Harvey Diamond
Gail and Leonard Diamond
Janette and Michael
Diamond and Family
Carol and Sheldon Diamond
Karen and Stephen Diamond
Ditkofsky Family
Dorenbush Family
Susan Duviner
Jillian Merrick-Earle and Matthew Earle
Michal Shekel and Carl Ehrlich
Karen and Tom Ehrlich
Anne and Arnold Eidlitz
Eizenman Family
Eizenman Family
Ronit and Moshe Eizenman
Suzy and David Elster and Family
Lynda and Jeffrey Engel
Joyce and Arthur Epstein
Sharyn Salsberg Ezrin and Hershell Ezrin
Alysa-Beth Engel and Mitch Faigan and Family
Brenda and Gary Faktor
Natalie Mamann and Danny Farbman
Barbara and Peter Farkas
Randy Enyedi and Adam Feldberg
Elyssa and David Feldberg and Family
Rochelle Feldberg
Toby and Saul Feldberg and Family
Samantha and Michael Feldman and Family
Helene and Robert Feldman
Susan and Allan Fenwick
Daphne and Kyle Fenwick
Miriam and Stanley Fienberg
Karen and Ron Filderman
Carolyn Fineberg
Barbara and Sid Finkelstein
Deborah Silverberg and Vito Fiorillo
Courtney and Warren Fireman
Helene and Allan Fishman
Leanne Campbell and Ken Fishman
Sara Mitchell and Ryan Fishman
Melanie Axler, Rob Flicht and Family
Barbara and Gary Fogler
Family
Joanne and Garry Foster
Julie Michaels and Joseph Frankel
Tara Gollish, Jay Freedman and Family
Hyla and Leonard Fridman
Patty and Allan Friedland
Allison Cepler and Michael Friedman
Sam Fruitman
Penny Fine and Hugh Furneaux
Sandra and Irwin Fuss
Joyce and Sam Galante
Shayna and Sean Galante
Debbi and Steven Gallen
Zita Gardner
Celine and Ian Garry
Rabbi Steven Garten
Carole and Howard Gelfand
Aggie and Joel Geller
Syndie Geller
Eleanor and George Getzler
Wendy Goldman Getzler and Matthew Getzler
Heather and Eddie Gilbert
Alanna Golden and Darrell Ginsberg
Minda and Larry Ginsberg
Karen Born and Jeremy Glick
Glickman/Fienberg Family
Shawnee and Hersh Glickman
Janice and Abe Glowinsky
Lillian and Norman Glowinsky
Glenda and Steven Godfrey
Lucette Gojanovic
Sharon and Steven Gold
Elaine and Morty Goldbach and Family
Bunny Goldberg
Marlie and Daniel Goldberg
Susie and Jeffrey Goldberg
Golden Family
Nazli and Axel Goldenberg
Ronit and Eran Goldenberg
Rachel and Avi Goldfarb
Jayme and Jonathan Goldfarb
Joni and Wilf Goldlust
Donna and Cal Goldman
Marlene and Norman Franks
Jaclyn and Adam Freedman
Julie and Andrew Freedman
Janet and Howard Goldstein
Jessica and Ira Goldstein
Carol and Lorne Goldstein
Risa and Rafi Cashman
Nella Edel and Miron
Goldszmidt
Rochelle Koffman and Howard Freedman
We are #LBtogether
We are thrilled and humbled to report that this year, our community went above and beyond for our school, raising record-breaking funds at a time when they have been especially needed.
The 2020/21 school year was very different thanks to the pandemic, and our school’s major fundraising initiatives — the Annual Campaign and Day of Giving — also felt its impacts. We had to work harder to reach our community, relying heavily on online communication and donations this year, with in-person events and printed marketing materials no longer an option due to health and safety protocols. The importance of connection was never more evident.
This shift in perspective brought with it a shift in our Annual Campaign: Our “I donate because” posters were replaced with “Thank you for” messaging to reflect the school pride, gratitude and sense of togetherness felt every day by our community. Our passionate Day of Giving volunteers went the extra mile, learning and then implementing our new fully online fundraising campaign.
The 2020/21 Annual Campaign raised a total of $544,000 and the Day of Giving raised $350,000, with over 440 individual gifts.
Each and every donor helped make our school safer and stronger, and we are profoundly touched by this generosity.
To our volunteers, parents, grandparents, alumni, staff, Board of Directors, Development Committee members, and to our Grandparents and Special Relatives Committee members, your dedication to our school shone brighter than ever this year.
“Making a LIFE & LEGACY gift to The Leo Baeck Day School helps us to continue supporting the school that has been an important part of our family story. Our children honour their connection to Leo Baeck by making annual gifts to the school. Legacy giving is a way for us to help ensure that the school we care so deeply about continues to thrive, and endowment giving is critical to building strong, stable schools. Knowing that our family can be part of supporting an endowment fund for Leo Baeck and securing its future is the right way to continue our Leo Baeck story.”
While annual gifts are essential to meet current and ongoing needs, a strong endowment will secure the future of our school. Contact Michael Bien, Director of Development, to discuss your gift today. 416-787-9899 ext. 253 mbien@leobaeck.ca
LAURIE AND MICHAEL DAVIS
Left to right: Michael and Laurie Davis, Ronen Benin, and LB alumni Hannah, Noah and Lee Davis
IB@LB: Pages from our teachers’ planners
BY JULIA STARR, JODY KIMELMAN AND ALEXA LEWIS, MIRIAM TOSTE, BONNIE GREMONT, LEAH MAMALIDER INTRODUCTION BY SHERYL FAITH, DEAN OF ACADEMIC DEVELOPMENT AND IB COORDINATOR
These highlights provide a glimpse into how IB planning is applied in the classroom and demonstrates how IB philosophy is beautifully aligned with our values as a Reform Jewish day school.
GOAL 1
Academic Excellence and Well-Rounded Students
Teachers and the IB Coordinator use the topics covered in the Ontario curriculum and find timeless, universal and transdisciplinary concepts to widen the depth and breadth of the learning experiences. For example, for the Grade 6 unit on immigration, the Ontario curriculum mainly focuses on the timelines of Canadian immigration within the realm of social studies. Our teachers took the concept of immigration and expanded it to include more global perspectives, more subject areas and opportunities for social justice, and Jewish philosophy.
You will notice that teachers also plan and teach through the IB lens of student agency. They look for opportunities to provide students with voice, choice and ownership over the learning process. There is also a great emphasis on fostering global citizenship, which aligns with our Tikkun Project. The knowledge and skills that students develop in a unit are used as foundational learning for students to take action. Our teachers look for opportunities in the content to foster this authentic action, and allow students to feel that they have the ability to change the local or global community for the better.
These highlights allow you to see the rich and engaging learning that Leo Baeck students experience and provide a window into the incredible work of our IB teachers.
Grade 6 Individuals and Societies (MYP)
Unit: A Better Life
Statement of Inquiry: Migration in different times, places and spaces result in different perspectives and changes in identity.
Inquiry questions: Why do people migrate? What are the most important of the push and pull factors that drive immigration to Canada? What is the timeline of Canadian immigration? Does life improve for an immigrant once they arrive in a new country?
Unit highlights: The unit began with a spotlight on the concepts of, and relationships between, identity, perspective and migration. In researching historic immigration waves, students were able to identify the different push and pull factors associated with each migration. Students interviewed several immigrants and organizations that support newcomers to learn about the immigration process. Interviewees included immigrants who used JIAS, a refugee lawyer, and a worker from Romero House.
For their summative assessment, students were encouraged to take action by creating a Welcome to Canada toolkit. They thoughtfully included eight items that would help a newcomer settle and start a new life in Canada. The students suggested a wide range of resources including free English lessons, a tour of the city, and a connection to an employment agency.
Learning outcomes: The students were particularly interested in learning about immigration waves. To foster student agency I let their interest drive the learning, so we spent extra time on that piece. This eye-opening experience allowed the students to understand the challenges and sacrifices that people make in search of a better life.
Below: Dylan interviewed her grandmother about her immigration journey from Hungary to Canada.
“I was shocked when I found out that the government wanted to do this and make all the kids forget their cultures. This made me reflect so much about how lucky I am. I also couldn’t believe it went on from 1867 to 1996.”
ALEXIS, GRADE 5 STUDENT REFLECTION ON RESIDENTIAL SCHOOLS
Grade 5 Social Studies (PYP)
Unit: Indigenous Studies –History and Culture
Central idea: To what extent are positive relationships between Indigenous and non-Indigenous people demonstrated in Canadian society?
Lines of inquiry: Indigenous people and communities on Turtle Island. Connecting history to the rights of Indigenous people today. How storytelling preserves culture
Unit highlights: The unit began with an investigation of early European explorers, the relationships that were established with Indigenous people living in Canada, and how the creation of treaties changed life on Turtle Island. The students viewed survivor testimony and learned about the long-term consequences of the residential school system through picture books and video. Students learned about Canada’s apology and the building of the Truth and Reconciliation Commission. Teachers integrated media literacy into the unit by having students create public service announcements to spread awareness about current issues facing Indigenous people such as poverty, employment barriers, equitable health care and education, boil water advisories and emotional trauma. To complement the Social Studies content, students read a nonfiction novel about a young Indigenous activist who began a movement for equal access to education for all Indigenous children.
Throughout the unit, the Grade 5 students were also given the opportunity to meet and learn from Indigenous educators around the province, like Kim Wheatley, Ryan Hewgill and Julie Cookson.
Learning outcomes: The work we did in the unit was quite eye-opening for our students, who discussed it with their families. The more questions our students had, the more we wanted to research and demonstrate our passion for teaching this topic. The unit helped us consider the impacts of accessibility, empathy, equality, discrimination and diversity on all Canadians.
Grade 5 Science (PYP)
Unit: Human Body
Central idea: Innovations interact with systems to allow humans to thrive and survive.
Lines of inquiry: 1. An inquiry into main organ systems in the human body 2. An inquiry into how the organ systems work together 3. An inquiry into how assistive technology can help treat medical conditions in the human body
Unit highlights: The Human Body unit creates a meaningful opportunity for students to make connections between what they are learning and their own sense of self. The unit begins with the exploration of a single cell, and how cells are the building blocks of all life. Students dive into cell theory and use STEAM to design a model of a cell using only materials found around their home. This year we saw models whose materials ranged from different fruits, baked cakes, LEGO, ice, Jell-O and more.
Students worked collaboratively in small groups to research an assigned human organ system, a disease that affects that system and the medical innovations available to treat patients. Throughout the process, students engaged in peer assessments and personal reflection. Twelve doctors from the school community visited our virtual classroom to give students advice and share their expertise. As a final step, students presented to their peers and a panel of parent experts. The parent panel gave a critique of each presentation.
Learning outcomes: Teaching the Human Body unit to the Grade 5 community reminds me of the incredible potential of each and every one of my learners when they are given optimal resources, guidance and a safe space, to gather their confidence and grow as individuals.
Shannen and the Dream for a School by Janet Wilson
SK (PYP)
Unit: Express Yourself
Central idea: Art expresses different ideas, stories and emotions.
Lines of inquiry: Exploring different forms of art, how the arts express emotion, how different art forms can tell the same story.
Unit highlights: Students made their own Haggadot for Passover. They explored the IB Student Learner Profile attributes through the familiar characters from the Haggadah: King Pharaoh was not open-minded, Yocheved was caring, and Moses grew up to be a principled young man. The students went a step further, reflecting and writing about how they possess these qualities, and using their voices as budding writers. Students also included a variety of artistic styles in their Haggadot.
During the unit students created still life sketches, tried their hand at the famous art styles of Picasso, Mondrian and Kandinsky, and created multimedia art that tells a story and expresses emotions. In this transdisciplinary unit, they learned key vocabulary words in Hebrew and French through song and dance.
Learning outcomes: This is a unit that I have been fortunate enough to teach for many years and I have been able to participate in its evolution. Providing the students with voice and choice was an empowering experience that resulted in increased confidence and self-esteem. This unit was an opportunity to embrace our traditions and culture with an open mind, and to allow for our students to express themselves through the arts.
Grade 5 Hebrew and Judaics (PYP)
Unit: Freedom and slavery
Central idea: Perseverance can lead to freedom and positive change.
Below and right: Detail from a Haggadah created by an SK student, showing that the Jewish people are excited to finally be free
Lines of inquiry: The push/pull factors that drive people to immigrate to another country. The challenges faced by immigrants and refugees. The difference between labour and slavery. The great difficulties in a slave’s life. The driving factors that motivate people to be risk-takers for justice.
Unit highlights: In this unit, which focuses on Exodus, Chapter 1, students learned about Jacob and his sons leaving their homeland and emigrating to Egypt because of the famine. Students wrote a reflection in the voice of an Israelite about coming to Egypt, their challenges and successes, and how they were treated by the Egyptian king and the people. Students compared slavery to labour by choice. They shared their thoughts about inequality and injustice, and what people can do to address it. Students also made connections between the stories, challenges and human behaviours that they read and identified in the biblical text with their units of inquiry this past year and real life.
Learning outcomes: Students were able to make connections between biblical texts and their PYP units of inquiry. This connects with the transdisciplinary unit How We Express Ourselves, which focuses on protest and risk-taking, encouraging students to use their voices to inspire social justice and positive change. Strong Jewish Identity and a Caring Community
The Jewish people had to gather their things and leave Egypt in a great hurry. They had to gather their most meaningful belongings and they set out on their journey to freedom. They were so grateful to finally be free from Pharaoh. Here are a few things that I am grateful for:
from afar with the Shinshinim
BY IRITH ROSEN, HEBREW/JUDAIC STUDIES COORDINATOR; CINDY OPLER, MIDDLE SCHOOL TEACHER; YVETTE BURKE, FORMER PRINCIPAL; AND ROBYN BUCHMAN, FORMER DIRECTOR OF ADMISSION AND FORMER CHAIR OF THE SHINSHIN PROGRAM, UJA FEDERATION OF GREATER TORONTO
For the last 14 years, the presence of our cherished Shinshinim in our halls and homes has nurtured our close connections with Israel, and they have truly been missed this year.
The 44 Shinshinim we have welcomed over the years have been invaluable members of our community and our families. We are proud to have contributed to their understanding of the rich experience of Judaism in the diaspora. We look forward to welcoming them back to Toronto, visiting them and their families in Israel, and continuing to forge close connections for years to come.
Here are the ways in which we were able to create connections with Shinshinim and Israel this year:
BRINGING COMMUNITY TOGETHER FOR A SPECIAL KABBALAT SHABBAT
With over 400 people in attendance, including over 20 LB Shinshinim alumni, Leo Baeck parents, host families and lay leaders, the feelings of connection and community at January’s Shinshinim Kabbalat Shabbat were unmistakable. The success of this event speaks to the roles that the Shinshinim have played in our lives, and those that we have played in theirs. Through their own heartfelt words, and sometimes through song, the Shinshinim shared their feelings about their enduring connection to our
community. Our first Shinshinit Rosy Meshi Handelman, now 30 years old and a new mother, described how the experience at Leo Baeck inspired her to become a Jewish educator. She can’t wait for her daughter to become a Leo Baeck Shinshinit in 2038!
SHINSHINIT LIOR BRINGS ISRAEL TO LB STUDENTS
With the magic of Zoom we have been able to connect with Lior Weichhendler this year. Lior is 19 years old and grew up in a town in northern Israel called Ramat Yishay. Lior was selected as part of the Shinshinim group destined to come to Toronto but when that became impossible, the group formed a komuna, living together in Eilat, Toronto’s partner city, wanting to contribute to the Jewish community in Toronto through their year of service. Over a period of five weeks Lior worked with our Grade 4s, focusing on multiculturalism within Israeli society. Students learned about the Haredi, Ethiopian, Soviet and Druze cultures. Through games, videos and discussions, they developed an appreciation for the diversity that exists in Israel.
Tal Yitzhaki, Cindy Opler and Aviv Naftali, Purim 2015
Noam Tuuati and Asaf Grinshtain with Yvette Burke, May 2015
STRATEGIC PLAN GOAL 2
Strong Jewish Identity and a Caring Community
CELEBRATING PURIM
Amazingly, the very committed komuna crafted an experiential Purim carnival for our community via Zoom. They led students from Junior Kindergarten to Grade 8 in a variety of fun and engaging activities throughout the day. While some students were crafting graggers (noise makers) from recycled materials, others were taking part in a Purim-themed Kahoot, escape room and Scribble challenges. Still others were energized through/by a Just Dance routine, then enjoyed a calming stretch of story time, intently listening to the Shinshinim retell the Purim story as if they were right there in the classroom, just a few metres away.
Grade 7 and 8 students will participate in a program called Israel Through the Looking Glass, created by former Shinshin Bar Cohen, which provides unique virtual learning modules focused on life, culture and politics in Israel. Shinshin alum Aviv Naftali, from 2014-2015, will be facilitating the learning for our students — yet another example of the lasting dedication and connection of Shinshinim to our school.
While we wait with excitement for the day when we can welcome our Shinshinim back to Toronto, we know we can count on the enthusiasm of these young Israeli adults to inspire Jewish learning in our students, online or in person, and that they will continue to create their powerful legacy at our school.
Left to right: Hebrew and Jewish Studies Coordinator and Shinshinim Supervisor Irith Rosen; Shinshinim Itai Sprinzak and Yuval Govrin, and retired LB Vice Principal Yvette Burke
Left to right: Robyn Buchman, Roni Alkaly and Michael Diamond
Shinshinit Lior Weichhendler
Rosy Meshi Handelman was the first Shinshinit at Leo Baeck. Her experience inspired her to become a Jewish Studies teacher.
We couldn’t have done it without
The Talmud teaches that “kol yisrael areivim zeh bazeh,” all of Israel is responsible one for the other. We wish to acknowledge those who took this responsibility so seriously in support of our school. Our teachers and staff became “frontline workers,” ensuring the safety of our students and creating a positive teaching environment, whether they were in school or online. Our front office, custodial and administrative staff took extra care as they handled the many changes needed to support all of our families. Thank you to each member of our staff, across all departments, for everything you did to help our community thrive this year.
DANIEL RETHAZY, BOARD PRESIDENT
ERIC PETERSIEL, HEAD OF SCHOOL
Linda Abramsohn
Risa Amar Adam Anklewicz
Magi Binyamini
Dana Blufarb
Karen Cohen
Jenna Adler-Gordon
Marni Appel
Nicole Black
Lindsay Budd
Jenna Arenson
Dan Abramson
Melissa Budning
Desmond Bender
Rochelle Chester Amanda Cohen
Lawrence Axmith
Hailey Cherry
Yulia Goldenberg
Sharon Cohen Ilana Cyna
Kristin Foster
Ashley Gordon
Jody Kimelman
Michael Levy
Leanda Miller
Glenda Godfrey
Ellen Horwitz
Avital Katz
Suzy Elster
Michael Goodman
Erin Hafner
Cassie Jackson
Alexa Lewis
Leah Mamalider
Cheryl Greenberg
Margaux Janks
Shelley Klugman
David Martosh
Tara Fried
Bonnie Gremont
Kathryn Klar
Melissa Levin
Michelle Masters
Sam Fruitman
Sandra Cohn Simona Feldman
Doris Morris
The following people are not pictured but are greatly appreciated:
• Arielle Bensimon
• Cheryl Daniels
• Audrie Delgado
• Susan Giddens
• Kayla Goren
• Eli Keleher
• Kim Kozloff
• Noah Levy
• Sassi Sakthithasan
• Sam Sanmuganathan
• Mika Weiner
• Ricki Wortzman
Their dedication and care helped to keep us safe while we were in school this past year.
Cindy Opler
Carolyn Polster
Alexandra Robins
Jenna Sobel
Brooke Werger
Joanna Sadowski
Alina Tabak
Ilana Walderman
Ashleigh Rosenthal
Irith Rosen
Jessica Spritzer
Gene Teeger
Naomi Vidal
Ofir Rabinovitz
Tovah Tabacznik
Julia Starr
Sara Zatzman
Randi Solomon
Miriam Toste
Shari Zacks
Michal Ziskind
Maddie Shiller
Jaclyn Saks
Ilana Opert
Graduate Survey Report
We are grateful that our 2020 grads and families felt prepared for their transition into high school, despite the challenges that they faced through this pandemic.
On a scale of 1-5 for preparedness, this is what they told us:
Grade 9 marks the same or higher than in Grade 8 at Leo Baeck participated in extracurricular activities while at Leo Baeck 100% accepted to their first choice of school 100% 94%
