baeck+call is published annually and features articles from a wide spectrum of voices that share the school’s mission and vision in practice.
The magazine is distributed to more than 3,600 Leo Baeck parents, grandparents, alumni and friends of the school.
Co-Editors
Janice Prazoff
Tali Schwartz
Janis Seftel
Design/Layout www.snack.is
Printing Incredible Printing
Photography
Elie Landesberg
Front Cover: Incoming JK students (the children of Leo Baeck Alumni Carly Diamond, Mark Robinson, David Steinhauer)
THE LEO BAECK DAY SCHOOL
501 Arlington Avenue Toronto, ON M6C 3A4 Phone: 416.787.9899
General Inquiries info@leobaeck.ca
Sta y u p t o dat e wit h what' s happenin g at Le o Baeck
Honourin g th e past, presen t an d future
Throughout this 50th anniversary year of The Leo Baeck Day School, I have been struck time and time again by the opportunities offered to the young people who have passed through our school. I think about the role our school has played in this community for that half century.
With over 600 students in our current location, Leo Baeck affects the demographics of the neighbourhood, the nature of the local community and the future of the Jewish people in Toronto and beyond. Consider the fact that 110 students who attend Leo Baeck today had a parent who went to Leo Baeck, not including all of those who have children at other day schools, and we can speculate how the success of our school has multiplied the day school population of Toronto. We understand the profound impact our school has had on those thousands of students, not to mention their families.
This may have been the most difficult of those 50 years to be Jewish in Toronto and yet interest in our school has never been higher. As we plan for the next half century, we have greater opportunity, and greater responsibility, for the future of this community. May we all go from strength to strength.
Eric Petersiel, RJE Head of School
LB HOMES THROUGH THE
For the last 50 years, The Leo Baeck Day School has lived in many buildings, but the heart of who we are has remained consistent in every home.
Portables at Étienne Brûlé Secondary School
Temple Sinai
Adath Israel
a toas t t o ou r Principal
As The Leo Baeck Day School celebrates its 50th anniversary, we toast our Principal, Adina Lubek, who celebrates her 25th year at Leo Baeck.
Adina,
We thank you for your steady leadership of our school community. I am so grateful for the conversation we had 12 years ago that led to you bringing me on board here. Thank you for being a wonderful friend and a trusted colleague to learn and grow with.
To many more successful years ahead. L’chaim!
JANICE PRAZOFF, DIRECTOR OF ADMISSION
From her start as a student teacher, to becoming a classroom teacher, to making her move onto the Administrative team 12 years ago, Adina Lubek carries a passion and dedication that can be seen and felt across all aspects of our school.
Adina knows each one of our 620 students, is invested in their growth and success and ensures that our teachers and school team have all they need to see this through. Her door is always open; she makes herself available at all times to students, their families and our staff. Her contribution is present across all areas of school life – Leo Baeck is Adina’s second home and she steers the ship with seeming ease.
There is no precedent for running a school through a global pandemic and these tumultuous times we currently find ourselves in. And yet, Adina has shown up consistently with courage and compassion to see our community through these challenges.
Adina grew up in Jewish day school and knows how important Jewish experiences are for her own children, from day school to CHAT to March of the Living. Over her 25 years she has made an indelible mark on an entire generation of young Jewish people in this community. That is a legacy worth celebrating.
We are incredibly proud of Adina’s many accomplishments. In addition to her dedicated work with the Leo Baeck community, she always makes our family’s needs a priority, and is a constant, loving presence as a mother and wife. Our marriage has grown alongside her journey at Leo Baeck and seeing her thrive as an administrator and then Principal has been tremendously rewarding. She is the world’s best mother and wife, always committed to strong community and family values and setting a wonderful example for everyone fortunate enough to know her.
MARTIN SAIPE AND FAMILY
To our daughter Adina,
On this, your 25th year at The Leo Baeck Day School, we want to express how proud we are of your accomplishments. We knew when you were a preschooler that you were destined to become a teacher. Throughout the years, your students have benefited from your passion, incredible skills and insights as they have developed into adolescents.
Having committed many years to Jewish education, I well know the dedication required to stay the course. Dad and I are filled with immense pride and gratitude that you have chosen to continue this giving and devotion. We wish that the future is filled with continued inspiration and success as you go forward.
BAILA AND MARVYN LUBEK
Adina, Martin and their children.
BY DESMOND BENDER, FORMER MIDDLE SCHOOL TEACHER AND FIRST IB COORDINATOR
The basis for exploring the educational benefits of becoming an International Baccalaureate (IB) World School grew from a directive of the 2005 Strategic Plan and the Zita Gardner Special Initiative Fund.
Our goal was ambitious and idealistic: to offer our students a world-class, global education within a niche liberal Jewish environment.
The International Baccalaureate Organization (IBO) approved our Middle Years Programme (MYP) candidacy in 2006. This confidence began a flurry of efforts to integrate the IBO’s values, philosophy and methodologies, many of which were implicit and organically integral to the original vision of our school’s founders. In the ensuing pilot project, we designed innovative systems to further expand our staff culture, developing the strength of collaborative partnerships and open dialogue. Our staff and administrators received IBO professional development, visited leading IB schools to experience the program in practice and returned to determine the best ways forward for our school. Subject and Grade Lead Teachers were recognized as the avant-garde team to explore, collaborate and coherently plan a thematic curriculum to promote and deepen studentdriven inquiry. As challenging as it always is, time was carved out of the school’s busy life in the form of our initial “Early Dismissal Mondays” to accomplish the bulk of this demanding work.
A s educators , we:
asked serious questions about our practice and pedagogical platform
acquired information and professional development
arranged these findings collaboratively analyzed and applied these determinations as strategic goals
reflected on the feedback from all stakeholders to further improve the design loop iterations
I B journey
Managing such fundamental change, and developing the bureaucracy required by the IBO, was challenging and stressful. Our emerging technological abilities that would facilitate an enormous planning load had yet to evolve into the seamless common practice it is today. In those early days, building a shared IB vision on both campuses was complicated. There was brief skepticism regarding the globalist IB mission statement that needed harmonizing with our mandate. Nevertheless, a persevering belief that this new educational dawn would ultimately provide our students and staff with the best innovative, constructivist pedagogical model drove us forward in a committed manner. Apprehension, questions and mounting paperwork were mitigated by our deepening understanding, transformative practice and planning – and student benefits became apparent. Of course, most alumni and staff from those days will recall the collective sigh from the seemingly unceasing need for student and teacher “reflections”!
Finally, in March 2011, the IB Director General authorized us as an MYP school – the first Jewish IB school in Canada! After years of toiling and striving, this impressive achievement came as excellent news. It was a testament to meeting the strategic vision set several years before by the Board, the Administrative leadership, the professionalism of our faculty and, of course, the flexibility and open-mindedness of our parents and students.
As our program matured, faculty, students and families embraced the seismic changes to our school’s platform, and our focus began to turn towards a potential Primary Years Programme (PYP) expansion. Enhancing their emerging sense of Jewish, global and self identity, students began to absorb the fundamental IB profile. This is, after all, a common collection of ethical objectives and aspirations that are intrinsically embedded in our Jewish traditions and values. Students began to expect and appreciate the authentic integration of concepts, knowledge and skills between subjects.
Above all, the program’s richness stimulated students to enjoy their learning further by developing their agency. Our students’ Jewish values, insightful questions and discoveries concerning this highly challenging world augur well. Our alumni will surely become active participants in strengthening our community.
Leo Baeck is the first Jewish school in Canada to be authorized as an IB MYP school
DESMOND BENDER
BY ASHLEY GORDON, PYP TEACHER
we see the world in your child. ™
powe r o f ib
I have worked in education for over 12 years and always appreciate the many experiences that allow me to grow and develop my curriculum and knowledge as a teacher. When I found out Leo Baeck was pursuing Primary Years Programme (PYP) certification, I was ecstatic for the opportunity to be trained in a way that I knew would be beneficial to the Leo Baeck community, myself as an educator and for my children as students.
This experience was a turning point in my career. We were taught skills and strategies to accommodate all students within the classroom while developing a curriculum that encouraged an in-depth understanding of new concepts. The holistic approach to learning, embedded within the IB curriculum, was apparent right away. I became more aware of the social wellbeing of my students in addition to their academic achievements.
Shifting to an inquiry-based technique allowed my students to learn alongside one another while asking critical questions and making discoveries together.
As a school, we updated our units to be more cross-curricular, which gave students the opportunity to make connections organically across subject areas. When reflecting on our units throughout the year, we make sure to include a broad range of perspectives. This encourages students to see things and learn with a global view.
Assessment is a key aspect of developing as a learner and it is a trait that helped develop my educator skills as part of the IB curriculum. In each unit taught, there is a significant amount of feedback provided to each student to encourage growth and achievement. We work together to help each student become an independent learner.
I am not only an educator at Leo Baeck, I am also a parent, and as such, the change to the IB programme has been very personal for me. I have two children who currently attend Leo Baeck. My son, Harper, just finished Grade Two and my daughter, Perri, just graduated from Senior Kindergarten. I see the IB learning traits come home with my children every day; lifelong learning has been instilled in them. The way that my kids are able to explain what they are learning in class shows me that their teachers are nurturing a growth mindset, curiosity and resilience. Their global perspective comes to light when we talk about giving back to the community and taking part in tikkun olam. I love that their education has fostered the importance of helping others and has made them aware of how important it is to learn about other communities and cultures of the world.
I am confident that the global perspective and critical thinking skills taught at Leo Baeck will encourage my kids and students to make a difference in the world.
Parents and students work together to solve problems at an IB@LB gathering.
Brad Gordon, Ashley’s husband, and their son Harper at an IB@LB gathering.
ASHLEY GORDON
continued wit h IB
BY SHERYL FAITH, DEAN OF ACADEMIC DEVELOPMENT AND IB COORDINATOR
In 2021, the International Baccalaureate Organization (IBO) authorized Leo Baeck as a Primary Years Programme (PYP) school. Combined with our Middle Years Programme (MYP) authorization in 2011, the result is a full-breadth experience of the IB Programme from JK through to Grade 8. This accomplishment is particularly remarkable given that it was realized amidst the challenges of a global pandemic and distance learning.
The IB recognized our community’s resilience, strength and commitment to interpreting the PYP through a Reform Jewish lens. This underscored our passion for educational excellence and maintaining our unique identity, something the IB greatly values.
America. Adapting to the evolving educational landscape, we will continue to prioritize student engagement, growth and success in all our endeavours.
Our community is unique in this way: we embrace global-mindedness while deeply valuing our roots, using them as a lens and driving force to contribute to repairing the world. A highlight for me was the opportunity earlier this year to host an IB Schools of Ontario roundtable at Leo Baeck, inviting 22 IB educators from eight different schools across the province. During their visit, I toured this diverse group of IB educators around our school, and their reactions highlighted something about our community that we often take for granted. They were deeply impressed by how we have seamlessly integrated our Reform Jewish perspective with the principles of IB globalmindedness. They noted our Grade 3 unit of inquiry on Difference Makers, observing how our teachers skillfully balance multicultural and Jewish examples of individuals who have positively impacted the world. They also saw how Jewish values and texts inspire student action during our Grade 5 Exhibition.
As we approach our next IB evaluation for 2025/26, we enter an exciting phase in our community’s development. Our shared teaching and learning practices have unified Leo Baeck more than ever before and we recognize the significant potential of our IB school’s identity to enrich the global learning community.
This year, we hosted an IB Schools of Ontario roundtable, with 22 IB educators from 8 different schools
From JK to Grade 8, our students and teachers now share a learning culture that enriches their school experience each day. Our continuous efforts since authorization have led to increased student agency, enriched learning experiences, enhanced reflective practice and a commitment to contributing towards a better world.
As we look to the future, our goal is to further establish ourselves as an outstanding IB school, both locally and globally. We have presented at a global IB conference, focusing on the Tikkun Project and student action and established valuable partnerships with other Jewish IB schools in North
MYP Community Project.
Grade 3 Difference Makers presentation.
SHERYL FAITH
BY ILANA WALDERMAN, PRESCHOOL ADVISOR
heart s & minds
Fourteen years. Six different grades. Five subject areas. Three roles. Countless teaching partners and teaching teams. Mentee. Mentor. That sums up my history at The Leo Baeck Day School.
Read about creating a “Take a Break Space” in Grade 1.
Through all of these experiences, I feel confident in saying that there is a distinct set of qualities that exemplify a Leo Baeck teacher.
LOVE
Teachers at Leo Baeck don’t just see our students as students. We see them as though they are our own children. Our commitment goes beyond academic instruction – we strive to understand each student’s unique needs and to provide both academic and emotional support. Our care for them extends far beyond the classroom. We think about and discuss student needs after hours, constantly seeking ways to accommodate and support them and their families however we can. We celebrate their successes, not only within the classroom, but in extracurricular activities such as sports, competitions and choir. We celebrate milestones in their lives and offer assistance during times of need. The genuine love and dedication we have for our students is at the heart of everything we do, ensuring each child feels valued, nurtured and special.
COMMITMENT
Balanced is one of the International Baccalaureate (IB) Learner Profile traits that we all aspire to at Leo Baeck. And yet, I would say that in practice, it can be a challenge to maintain the balance between work and our lives outside of school. The reality is that our dedication to our students and families runs deep and is activated even during off hours. This unwavering commitment is evident in the large turnout of teachers at school events, including graduations and Shabbat services, where the sense of community and dedication to our students is apparent. We don’t show up because we have to. We come because we care.
DEDICATION
There is a sense of dedication among educators who engage in continuous professional development. We are fortunate that Leo Baeck has a Professional Growth Fund, encouraging teachers to pursue professional development opportunities. I love taking advantage of this as I am always looking to grow and further my knowledge. Working in a place where others are equally driven and dedicated to the profession is inspiring and fosters an environment of collective growth and academic excellence.
COMMUNITY
As we celebrate 50 years of Leo Baeck, acknowledging the length of time teachers spend in service at our school is a testament to the exceptional environment that’s been created here. Collectively, we share a common goal of maintaining a strong sense of community and belonging, supporting one another as we support our students and their families. The high retention rate of staff, and the desire to continue to contribute to this school, which feels like a second home, is palpable.
My 14-year journey at Leo Baeck is a testament to the power of community, dedication and lifelong learning. The relationships I’ve built with students, families and colleagues have enriched my life and reinforced my commitment to teaching. Every day, I am reminded of the profound impact we have on our students’ lives, not just academically, but in nurturing their overall growth and development. I am passionate about working here because it allows me to fulfill my dream of being a teacher. I cannot wait to find out what the next 14 years have in store for me at Leo Baeck.
ILANA WALDERMAN
BY SONYA BEN YISHAI, CLASS OF 2011
IMPRINT
Reflections from a Leo Baeck Alum
Throughout my life, I have consistently recognized and valued the need for a community to foster a sense of safety, belonging, support and encouragement to express oneself. When thinking about the need to be in a community and how to create one for those around me, I unquestionably think back to my formative years at The Leo Baeck Day School.
Communit y grow s from:
close-knit classes and students
pride in Jewish values, traditions and Zionism ingrained in the school mission
school leadership and caring teachers who teach students the value of a safe space
curriculum and educational practices that focus on self-reflection, collaboration and critical thinking about the world
In the classroom, Leo Baeck taught me the value of my voice and gave me the agency to make my own decisions on how to best show my understanding. Teachers encouraged curiosity, sparking a lifelong creativity and love of learning. No one ever shot down an idea, and no idea was ever too big. The development of my confidence expanded to the extracurricular realm, pushing me to pursue my interests through various clubs, musicals and student council.
As the introduction of the International Baccalaureate Programme began in my final years at Leo Baeck, I learned to look at my school work and projects through a specific lens, including breaking down tasks, applying feedback throughout the process and collaborating with others. I continually reflected on my progress and outcomes, a skill I took to high school and university. These practices have turned me into an individual who acknowledges that everything is a process and that it is okay to make mistakes and learn from them.
Now, as an educator at TanenbaumCHAT, I can say that I learned from the best. Leo Baeck teachers became my role models and inspiration. I have no doubt that my experiences in their classrooms influenced my decision to become a teacher. Even the word “decision” can be used lightly, as I knew from my first few days in Senior Kindergarten with Ashleigh Rosenthal that I wanted to be just like the teachers around me. There are “What I Want to be When I Grow Up” worksheets collecting dust in my parents’ attic to prove it.
What I learned from my teachers at Leo Baeck is palpable in my own classroom. Just as my teachers emphasized the value of choice, student voice, continuous reflection and feedback, I now put these into practice in my own classroom. Gene Teeger, my Art teacher for eight years, taught me to continue to express my creativity in everything I do and gather inspiration from the outside world. Bringing that lesson with me, I use my creative practice to inspire the same in my students. While Math was never my strength and could cause frustration, Cindy Opler, my Middle School Math teacher, supported me through my struggles. She continued to build me up and taught me the power of kindness, especially when a student is disheartened and down. While I know English might not be everyone’s strength, I think of Ms. Opler when one of my students faces challenges as I try to show them that they can continue to learn and try, which is truly all that matters. Marc Kates, my Grade 8 English teacher – with whom I later did a practicum – modeled how to bring literature to life in my classroom. With his knowledge and my other Language Arts classes, I fell in love with the power of language and the ability to jump into and learn about a world beyond my own. I bring this love and passion into my literature classes and teach students the value of learning about other experiences and cultures, while also seeing themselves reflected in the stories that they read.
I would not be where I am today without the support, community, knowledge and skills that The Leo Baeck Day School gave me in my formative years, and for that, I will be forever grateful. In a year like this one, I am so appreciative of the Jewish pride and identity I started to build at Leo Baeck and continue to develop with my students at TanenbaumCHAT.
L’chaim to 50 years, Leo Baeck, and to 120 more years of inspiration, growth and community.
Sonya at Grade 8 graduation with Head of School, Eric Petersiel.
In action at TanenbaumCHAT.
#FUTURE
BY RANDI SOLOMON, TECHNOLOGY INTEGRATION SPECIALIST & PYP ADVISOR
Technology offers remarkable opportunities to enhance student learning, providing experiences that enable creativity, critical thinking, differentiation and collaboration.
At Leo Baeck, we focus on developing critical thinkers. We make sure that students are equipped with the tools needed to use a critical lens when doing research, looking at social media and taking things in general at face value. This is a necessary skill when using Artificial Intelligence (AI) in the classroom and beyond.
In my role as Technology Integration Specialist, I strive to create an environment where technology is meaningfully integrated into the curriculum and is both enriching and innovative. This enhancement is evident in our Grade 5 Human Body unit in which students learn to code a robot to simulate a medical procedure. They then integrate their unique robot coding element into their summative presentation to their class.
stepping
BY ILANA CYNA, MYP TEACHER & MYP ADVISOR
One of the units in Grade 8 Science is Water 911. Students are required to investigate the impact of freshwater scarcity, propose actions to improve sustainability and assess technological advances that might help to achieve this sustainability.
With our continued commitment to providing innovative learning experiences and fostering critical thinking, we introduced the use of AI, ChatGPT, into the projects’ design this year.
We began by allowing students to interact with ChatGPT to learn how to use it to find appropriate research information. They explored effective prompt questions, investigated how to probe deeper and considered methods to determine the reliability of the generated data. We then transitioned to the first stage of the project; students began their investigation of freshwater issues, including urban runoff, wastewater from agriculture and industry, plastics contamination and usable water in various communities. Students conducted initial research using ChatGPT and then verified the data using alternate internet sources, providing researched links for justification. Using ChatGPT, they learned about
For our Senior Kindergarten students, we use “Kibo Robots” to connect to the holidays and festivals that they learn about in Judaic studies.
This spring, we took our first step into using AI with our Grade 8 students in their Hebrew and Science classes. Digital citizenship lessons are woven through the technology classes so that students learn how to safely and effectively navigate online spaces. We recently acquired two 3D printers which are incredible tools for creativity, spatial design and innovation.
Through thoughtful integration and guidance, we can empower our students to become confident and responsible digital citizens.
AI
specific impacts of their freshwater issue and what is currently being done to address the problems. Using critical thinking skills, students evaluated the generated research and determined its reliability.
Once their research was complete, students transitioned to the next stage of the project, which was conducted without digital devices. We knew that if they had access to computers, they would continue to use ChatGPT to offer solutions to their researched problems. We wanted their solutions and ideas to be their own, generated with their creative thinking skills. In this stage of the project, the students took on the viewpoint of someone directly impacted by one of the freshwater issues. With consideration of their viewpoint, they developed new ideas to address the issue, determined appropriate ways to build awareness and then presented those ideas in a creative manner.
Through this project, students learned that ChatGPT can be an effective research tool, but it should only be used as a supplement to other sources. By conducting the project in this manner, students came to understand the importance of their own
RANDI SOLOMON
Grade 5 Human Body presentation.
ILANA CYNA
input, and to value the growth that occurs when given the opportunity to exercise their own critical and creative thinking.
“Using AI taught us how to use different resources, research in a different way and think differently. The answers might be there for you, but you’re still required to put in the work – to think critically and to make sure that other sources can back up what’s been generated by AI.”
Technology, particularly Artificial Intelligence (AI), is rapidly changing the landscape of education. It’s important for students to understand how different AI tools work and the best way to use them. This year’s Grade 8 students were learning B’reishit as part of their Tanach class. They were tasked with using Canva’s AI technology to create a visual representation of each of the seven days of creation. The students found that the prompts that you use make a huge difference to what Canva creates. For example, when describing what they were looking for, if they included the word God, Jesus would be included in the image. They would try again until they had an image that they were happy with. Students used their critical thinking skills to create and record their prompts and reflect on what surprised them as they worked their way through this project. It was a great way for students to interact with unit content while utilizing new technology to enhance engagement and critical thinking.
AI tools for teachers
One particular AI tool that teachers use is called Diffit which helps with lesson planning and preparing materials for the classroom. Diffit creates reading passages using specific vocabulary in different languages and can even adapt the level based on students’ needs. Teachers can also create worksheets, graphic organizers and assessments with a variety of question types. Having these new tools helps free up teachers’ time, which they can dedicate towards facilitating lessons and working one-on-one with students.
“We are dedicated to ongoing evaluation of our implementation and policies related to technology and AI. As new AI tools are constantly developed, we intend to remain thoughtful, yet open-minded to the exciting possibilities that AI presents to an innovative learning community like Leo Baeck.”
SHERYL FAITH, DEAN OF ACADEMIC DEVELOPMENT AND IB COORDINATOR
MAGI BINYAMINI
IRITH ROSEN
Oliver B.’s B’reishit project for day 3 of creation.
Lily N.’s B’reishit project for day 4 of creation.
Thing s chang e an d evolve, bu t the o f Le o Baeck stay s th e same
BY YVETTE BURKE, FORMER PRINCIPAL
I joined Leo Baeck in its Bat Mitzvah year, and now, on our 50th anniversary, I reflect with pride on the amazing journey of the school that was my second home, and its students, my extended family.
The spirit of Leo Baeck can be attributed to the devotion of our teachers and administrators, and to the commitment and whole-hearted engagement of our families in all aspects of school life.
When a community is built with warmth, and the strength of each child is valued and cared for while their Jewish identity is nurtured, the outcome is a tight web of families and a community that lays the foundation for a thriving future.
The most important ingredients for me as an educator are building trust, paying close attention to detail and remembering that people always come first.
Celebrating SK Graduation.
Yvette Burke and North campus students.
It was my practice to know every child, their home environment as well as their learning needs. Authentic and open interpersonal relationships and collaboration with the parents was my priority. Leo Baeck fosters truly unique bonding and relationshipcultivating experiences. I am in awe when I think back to all the connections we were able to make and the passion we ignited in so many students!
Empathy, compassion and respect towards the needs and feelings of others are integral to deep, meaningful and long lasting relationships. They enable students to know that parent-teacher partnerships are strong. Not only do faculty and staff model cooperation, they also provide students with the safety of knowing that everyone important to them is in their corner.
Here are some of my favourite experiences that demonstrate collaboration:
• The L’dor V’dor tribute project by Grade 4 and 5 involved gathering ancestral photos to display on canvas and include in our siddur.
In our 50th year, we have more than 100 alumni parents at our school
• The launch of special family programming which brings students and their families together to learn from a variety of guest speakers as well as in-school hands-on learning opportunities.
• Alumni who participated in March of the Living returned to share their experiences and perspectives and engage with Middle School students in meaningful discussion and reflection during Holocaust Education Week.
• The Buddy Program where younger students are paired up with older students for events and activities.
• Grandparent visits in the sukkah.
• Art projects such as creating a canopy of healing with grandparents (used during Rosh Chodesh) are further examples of bringing families into the school.
• The Leo Baeck Parents’ Associations’ commitment to volunteerism is not only an ongoing support to the school, but demonstrates and models the spirit of togetherness to our kids.
Lasting relationships are forged when fostering an environment of inclusivity, care and support. In our 40th year, approximately 50 alumni were parents at
our school. A decade later in our 50th year, that number has doubled. We can only be proud of the relationships that were forged, nourished and cemented over the years!
The devotion by our founders, evident 50 years ago, has been the ethos of our school until today. Their legacy is that children remain the priority and, as long as we find ways to motivate them to think critically, they will thrive.
Fifty years later, many of our alumni are driven by their passion and excel in unique ways in the world. We relish their accomplishments. Simply take a look at the back page of the many baeck+call magazines and shep nachas!
Thank you to all the parents over the years who trusted us and put the care of their children in our hands.
Parents joined students for IB@LB.
Dress Like Your Teacher Day.
JK Family Shabbat.
take s a
BY JANIS SEFTEL, COMMUNICATIONS SPECIALIST
Our culture of volunteerism at the school
Read the full story here
Generation s o f service
The well-roundedness of The Leo Baeck Day School has always been impressive to Isabel Faibish. We got together in the early spring as part of a series of conversations to reflect on the way it has “taken a village” over the past 50 years. How it has all been because of “do-er-ship,” as coined by former Board President and longtime supporter, Stephen Morrison.
Isabel’s daughter, Jackie Schwarz – who attended Leo Baeck as a student along with brothers Robbie and Jason – also spoke to us about “putting your hand up for Leo Baeck.” She told me that the strong culture of giving back at Leo Baeck has always been there, however small the school initially was.
When Isabel and her husband, Paul, decided on Leo Baeck for their three children, it was the era of “class moms,” two per class, whose first job each September was to compile a list of 20-odd student landline numbers that, of course, got taped to the side of the Faibish fridge. For six years, Isabel chaired class moms (now more inclusively referred to as grade captains) with fellow 90s parent, Brenda Berger. They used to gather for class mom meetings in coffee shops or in a spare classroom, building strong friendships because of the shared wish to support this community. “Whatever was going on, Science Centre, Book Fair, the end-of-year Carnival – I volunteered. We were motivated because we really felt that the parent body AND the staff relied on us. We were glad to step up.”
Jackie, whose daughters are in Grade 1 and SK at the time of writing, is now a part of the incredible Leo Baeck Parents’ Association (LBPA) and is emphatic about the journey every student gets to experience here.
Influenc e & Inspiration
For the Morrison family in the 1980s, the school was a discovery after connecting with individual community leaders. “This new participation was very positive for me. I would say…sometimes you start pitching in because there are people that you respect and admire who are very involved.” Stephen opened up about those people he admired – Rabbi Dov Marmur, Rabbi Arthur Bielfeld, Rabbi Michael Stroh. “It could be that the leaders at the time saw a quality that I didn’t see in myself. I felt mentored by them – they encouraged me to also give of myself.”
Because of how dedicated Stephen became, his daughter (and current Leo Baeck parent), Haley Morrison, honours that she and her older sister Jessica had a childhood “very much shaped by Leo Baeck.” She says that when she graduated, her father’s connection to the school “didn’t disappear.”
“I loved watching the 1995 Breakfast Television feature that the school shared this year, seeing Haley at that age, and seeing my grandchildren now in the school,” says Stephen. “The future of the school was not assured back then so, now, I shep a lot of naches.”
“It’s
an honour to give back because I truly felt seen at this school, and still feel seen.”
JACKIE SCHWARZ
Jackie Schwarz as a student at Leo Baeck.
Jackie Schwarz as a celebrity reader in her daughter’s class. Isabel Faibish, Jackie Schwarz and Jackie’s children, Hallie and Skylar.
Stephen Morrison, former Board President.
Fern and Stephen Morrison.
A Lastin g Legacy
Jackie and Haley recently co-chaired the committee for the school’s 50th celebration events. They particularly relished being involved in the Alumni event back in November – a nostalgic Kabbalat Shabbat for former students and staff where both women kicked off the evening by lighting the Shabbat candles with their own mothers (Isabel Faibish and Fern Morrison).
Jackie and Haley have seen from day one how genuinely the teachers care for their students. This is what makes them say yes to Day of Giving volunteering, say yes to field trips, say yes to fun fairs. “They, not just teachers, but all staff, are trying to do better and better each day. This is what inspires the parent community to be involved.”
I asked Stephen about how he found his way through the many goals and activities at the school. “In the mid-80s, we had something, if you can believe it, called the Computer Committee. So I was on that. Later I became Board Vice President and then President. I felt committed. And you don’t want to let people down once you have committed to something.”
Le o Baec k i s Home
As we wound down our discussion, I asked Isabel what parent volunteers have in common, both then and now.
“It’s a shared mindset of wanting to do something outside yourself.”
On her way out of the school after our conversation, Isabel said that even though this wasn’t her kids’ campus, the school still feels like home.
Roby n Feldberg
“I’m amazed about what my dad did in those times and now I’m in awe of some of the parents in our school. There are some faces that you see all the time, and those parents also have full-time jobs.”
HALEY MORRISON
I love the “camp spirit” at Leo Baeck. I was involved as a parent volunteer for 16 years and got to see the love and warmth up close as our four children moved through the school. When you get involved, you get to see kids pause their regular learning and come together for a holiday treat. You get to see teachers offering support to one another, whether it’s a hug or sharing a laugh.
From the beginning, I was committed to the success of Leo Baeck. When I first started coordinating the hot lunch program, I was suddenly connecting with teachers all the time. I loved the way this created an extra point of connection. You start getting to know them as people. I recognized so many faces, students and faculty. I would be walking down the hallway and hear singing coming from a JK room and just felt so lucky to be there.
Natali e Bookman
When I was a Leo Baeck student, I always saw my mom being involved and becoming close with other volunteers. Now, I support the school because there’s nothing like the feeling of nurturing your children and their peers.
When my oldest child was in JK, I was asked to be a class parent. I am ever grateful for the chance to do this. Organizing the class mingle in September really solidified my comfort and familiarity with the school. For the last few years, I have co-chaired the Holiday Committee with Sheri Dimitry. I enjoy seeing a rush of students into the Kimel Family Chapel, ready for their first hamentaschen of the Purim season. And slicing up crates of green apples for Rosh Hashanah is a labour of love for the kids! It is a simple but very special thing to help them enjoy traditions. They know when they see us with stacked white boxes of goodies that it’s going to be a festive day at school.
A powerful memory for me is from Chanukah in 2020. Rabbi Katz facilitated a communal candle lighting on Zoom and Sheri and I spread the word. Hundreds of families came. This brought light to us all even while we were physically apart. Today, my daughters want to be by my side while I work on crafts and kids’ activities for holiday events. They see how much it fills up your cup to be involved.
Haley Morrison and her daughter, Lucy.
Haley Morrison (L) as a student at Leo Baeck.
EXCEEDING
In this, our 50th year, we are thrilled that we surpassed our fundraising goal of $600,000 on the Day of Giving. This year also marks a record of overall funds raised with over $700,000 in donations.
The donations made to Leo Baeck help support the amazing programming that students get to experience at school. We couldn't have done it without the dedicated volunteers on the Day of Giving and beyond, including parents, grandparents, alumni, staff and Board members. Todah Rabah!
Givin g back
We thank our generous and philanthropic community for helping us make Leo Baeck a place of exceptional learning.
Robi n an d Gre g Joffe
We are fortunate to have the opportunity to contribute meaningfully through our active engagement on the Leo Baeck Parents’ Association (LBPA) executive team (Robin) and on the Board of Directors (Greg). It is important to us to give back to the school and strengthen our relationships with the LB community. Our kids love to see us participate in their school life – it means a lot to them.
The school creates its own community. Neither of us are alumni, nor did we have relatives in the school when our children started here in 2019. Despite this, our ties to Leo Baeck built up naturally and the families we’ve met through the years have become an integral part of our family’s life, both in and outside of school.
A Jewish education is a priority for our family. Leo Baeck offers a Jewish education in a caring and encouraging academic environment. Leo Baeck’s commitment to tikkun olam – focused on educating our kids not only on academics, but also their relationships with the broader community – is an element of education that strongly supports our goals for our children.
Each year we donate to the School’s Greatest Need fund. We want to ensure the school has the flexibility to use our donations in the most needed and efficient manner. We hope the school and its culture continue to be part of the Jewish community for years to come.
Stev e Hyma n an d Sheri Dimitry
We feel very connected to Leo Baeck and its community. We have always been impressed with the way the school encourages creative critical thinking and fosters a supportive, inclusive environment. We have built a circle of amazing friends through the school and continually appreciate how caring the staff and faculty are.
Sheri is involved with the LBPA and specifically with the Holiday Committee. Our three kids, Nathan, Danya and Jenni just finished Grade 7, Grade 5 and Grade 2. They have a growing Jewish identity that is strengthened each year; the Jewish and Zionist education is very important to us.
We recently donated 3D printers for the 3D Printing Club which is open to Grades 5-8. The evolution of this idea was organic and very student-driven. Back in November, Nathan asked his friend Max Herscovitch if he was interested in helping him sell his original 3D products at the school’s Book Fair. They received permission from Ms. Lubek (after making her an LB-branded 3D keychain). With support from Sophia Bonder, Nathan and Max ran a very successful booth at the Book Fair and fundraised over $1,000 for Magen David Adom.
Nathan’s enthusiasm for 3D printing sparked the proposal for a 3D Printing Club for students. The IT Manager, Graeme Casson, told us that this group would not have been able to come together without our support to equip the kids with what they need for their innovations. He’s thrilled to see the interest from students in the club, as are we!
Greg and Robin with their children (L-R): Rory, AJ, Piper, Sydney.
Danya, Steve, Nathan, Jenni, Sheri.
leavin g a lasting
Eri c Petersiel , RJE
As my own child graduates from Leo Baeck this year, I feel confident that he and his classmates will remember the lessons of tzedakah and community participation that they learned here, just like the graduates who came before them.
DR . SET H GOLDSWEIG
Over $40,000 was raised last year for the Grade 8 Legacy Fund. Thanks for your support!
For many years, our Grade 8 graduating class has raised money to leave a one-time legacy gift for the school. Last year for the first time, we asked families to contribute to the Grade 8 Legacy Fund in honour of the graduating class in order for them to have a long lasting and continuous impact on the school. The interest earned every year from the over $40,000 raised will be used to support a different priority for the school. As parents, Tami and I are so proud to contribute to this initiative where students give back and provide an even better experience for the next generation. Plus, students will stay connected to Leo Baeck as they choose what they want their fund to support in future years.
Fundraising for the legacy gift is an important component of the Grade 8 experience. The overall amount that is raised is less important than actually getting as many kids as possible involved in the fundraising process. We want to inculcate a love of giving to the school and seeing the connection between what the students raise and how it improves the school.
Help make a lasting impact for the next generation of changemakers at Leo Baeck. Scan here to make a donation.
The 2024 graduating class.
Wit h gratitude
Your support and commitment to Leo Baeck helps us provide special programming to enhance our students’ school experience, making our school a dynamic centre of learning.
Generous donations from our community allow us to offer so many amazing programs for our students.
TECHNOLOGY
Using technology in the classroom is an engaging medium to enrich learning across subjects and support students who learn in different ways. Read more about AI in the classroom on page 10.
SKATING Lessons
Our JK & SK students enjoy seven weeks of skating lessons – an important Canadian skill!
The Tikkun Project
Pairing a Jewish value and a hands-on activity to a unit in the curriculum brings it to life. Students from JK to Grade 8 engage in issues beyond the classroom such as water conservation, poverty and accessibility and take action to address the problems.
Holy Blossom is proud to support the Tikkun Project through voluntary membership contributions of over $10,000.
2023-2 4 campaig n donors
Gifts received from July 2023 – June 2024
Darren and Deborah Abrahams
Daniel Abramson and Karen Kollins
Neil and Cindy Abramson
Jamie Abtan
Adam and Evelyn Adler
Jonathan Ain and Sam Gershkovich
Jillian Altman
Richard and Risa Amar
Arthur and Nancy Ameis
Elijah and Alexandra Antflick
Jordan Antflick and Michelle Burke
Jason and Marni Appel
Heath and Danielle Applebaum
Gwendolyn Appleby
Kyle and Mira Appleby
David and Sharon Appotive
Ryan Appotive and Yoni Silberman
Lenny and Rhona Arenson
Mark and Elaine Atlin
Patricia Averbach
David and Shannon Axler
Richard Azevedo and Harvey Wise
Candice Bacal
Janie Bale
Dror Balshine and Tamara Sussman
Aubey and Marilyn Banack
Dan Bank and Leah Potash
Deborah Bank
Henry and Barbara Bank
Josh and Stephanie Bank
Michael and Marilyn Bank
Doren and Effi Barak
Alan Bardikoff and Ricki Wortzman
Steven Barr and Haley Draper
Nancy Barrs
Rory and Sarah Barrs
Rachel Bascom
David Baskin and Joan Garson
Noah Bass and Karen Rodney
Mary Batalion
Tal and Kimberley
Batalion
Oren Baum and Anat Cole
Israel Ben-Ishai and Rhonda Wilansky
Dennis and Laura Bennie
Gary Bensky
Barry Berens and Gillian Pesner
Faryn Berger
Lowell and Brenda Berger
Jeff Bernstein and Dani Seligman
Benny and Mary Bien
Magi Binyamini
Sol and Jen Birenbaum
Shuki and Esther Birenzweig
Yoram and Haley Birenzweig
Eric and Naomi Bissell
Marc Bissell and Morli Shemesh
David Bitton and Lori Wasserman
Nicole Black
Bonnie Bloomberg
Dana Blufarb
Hartley and Laura Blumenfeld
Russell and Christine Blumer
Chuck and Amy Boddy
Jerry Boman
Michael and Alana Bonder
Lisa Bonen
Bert and Esti Bonkowski
Ian and Natalie Bookman
David Borenstein and Yardana DalalBorentstein
Abraham and Susan Born
Allan and Esther Bortnick
Donald and Sarah Borts
Adam Breslin and Erika Rubin
Adam and Alisa Bresver
David and Bunni Bresver
Adam and Fern Brody
Matthew and Alysha Brown
Stephen and Courtney Brown
Richard Brull and Lisa Zimmer
Robyn Buchman
Adam and Lindsay Budd
Marvyn and Susan Budd
Randy and Yvette Burke
Matt and Natalie Burns
Stephen Burns and Erica Mendelson
Gad Caro and Susan Kellner
Brandon Carson and Jessica Kaplan
Frank and Marlene Cashman
Garry and Cindy Cass
Graeme Casson
Axelle Caty
Estate of Leonard Cepler
John Chakim and Tara Glazer
Bernice Chaplin
Matthew Chaplin and Laura Gutkin
Rafael and Linda Charyk
Fred and Amy Cohen
Jerry and Hilda Cohen
Kevin Cohen and Leslie Michaels
Michael Cohen and Casie Brown Cohen
Ron and Ellen Cohen
Ryan and Lauren Cohen
Trevor and Andrea Cohen
David and Sandra Cohn
Adam Cooper and Shoshana Greengarten
Henry and Anna Cooper
Jerry and Sharon Cooper
Robert Cooper
Harvey and Maura Cooperberg
Laura Crangle
Eli and Robin Cranley
Crowe Soberman LLP
Andrea Crum Ewing
Joe and Nancy Dack
Claire Dalby
Alisa Daly
Leslie and Anna Dan
Steve Dankoff and Janice Prazoff
Jesse and Miri Davidson
Allan and Elaine Davis
Michael and Laurie Davis
Marc and Elisabeth
Demone
Michael and Lindsay Detsky
Carey Diamond and Tina Urman
Ari and Carly Diamond
Cole Diamond and Shelby Gold
Harvey and Nina Diamond
Jonathan and Amanda Diamond
Matthew Diamond and Nisa Krongold
Michael and Janette Diamond
Shayn and Katie Diamond
Sheldon and Carol
Diamond
Stephen and Karen Diamond
Adam and Lindsay
Ditkofsky
Paula Dodick
Joyce Douek
Lisa Draper
Lenny and Alana Drimmer
Asher and Gail Drory
Matthew Earle and Jillian Merrick-Earle
Allan and Heddy Ebedes
Allan and Beth Eckhaus
Gerald and Debby
Edberg
Tom and Karen Ehrlich
Erez and Meg Eizenman
Darren and Lianne Ezer
Paul and Isabel Faibish
Mitch Faigan and Alysa-Beth Engel
Sheryl Faith
Peter and Barbara Farkas
Adam Feldberg and Randy Enyedi
Toby Feldberg
Robert and Helene
Feldman
Michael and Samantha Feldman
Sara Feldman
Allyson Fenton
Ryan Fenton and Lauren Cohl
Allan and Susan Fenwick
Kyle and Daphne Fenwick
Stanley and Miriam Fienberg
Rosa Firsten
Allan and Helene Fishman
Ken Fishman and Leanne Campbell
Roni Fishman
Ryan Fishman and Sara Mitchell
Rob Flicht and Melannie Axler
Lionel Fogler and Min Yao Fogler
Garry and Joanne Foster
Mitch and Jodie Fox
Joseph Frankel and Julie Michaels
Adam Freedman and Jaclyn Jacobs
Andrew and Julie Freedman
Cynthia Freeman Gordon
Jo-Anne Freeman
Josh and Kelly Freeman and Family
Erica Freiman
Leonard and Hyla Fridman
Joey and Linda Friedlich
Dave and Kathy Friedman
Alby and Ruth Garbe
Ian and Celine Garry
Rabbi Steve Garten and Lisa Hans
Mark and Jessica Gelfand
Cynthia Geller
Joel and Aggie Geller
George and Eleanor Getzler
Matthew Getzler and Wendy Goldman Getzler
Eli and Iris Glaser
Larry and Lynn Glazer
Jeremy Glick and Karen Born
Hersh and Shawnee Glickman
Abe and Janice Glowinsky
Sharon Golberg and Mor Farhy
Steven and Sharon Gold
Morty and Elaine Goldbach
Daniel Goldberg and Marlie Cooper
Eran and Ronit Goldenberg
Avi and Rachel Goldfarb
Gail Goldfarb
Jonathan and Jayme Goldfarb
Harry and Gayle Goldgut
Jared Goldlust and Rikki Bennie
Wilf and Joni Goldlust
Cal and Donna Goldman
Brian and Susy Goldstein
Howard and Janet Goldstein
Ira Goldstein and Jessica Moranis Goldstein
Michael and Faigie
Goldstein
Zach and Leanne
Goldstein
Seth and Amy Goldsweig
Nicholas and Natasha Goodman
Randy and Annette Goodman
Robert Goodman and Haviva Levstein
Philip and Susan Gordin
Jeffrey and Debby Gordon
Lisa Gordon
Kayla Goren
Bernie and Susan Gosevitz
Brenda Gottlieb
Matthew and Aviva Gottlieb
Richard and Susanne Gottlieb
Sam and Honey Grant
Eric Green
Jack and Tolsa Greenberg
Shae and Sara Greenfield
Cory and Danielle Greenspan
Jason and Sarah Greenspan
Jerrold and Doreen Greenspan
Lorry Greenspan and Arielle Bensimon
Avi and Irina Greenspoon
Ira and Merle Greenspoon
Jonathan Greenwald and Jennifer Ehrlich
Lorne and Linda Greenwald
Eric and Nicole Greenwood
Brandon and Bonnie Gremont
Kailey Gremont
Aaron Grossman and Robyn Katz
Denny and Debbie Grubbs
Lauren Grundland
Adam Gutkin and Reesa Barrs
Brandon and Erin Hafner
Robert Halpern and Madison Wine
Andrew Hamlin and Beth Abramson
Aaron Harlang and Michele Foster
Robert and Edie Harlang
Elaine Harris
Gary and Diane Harris
Justin and Vivian Hartzman
Andrew and Adina Hauser
Max and Naomi Hayman
Mike and Jo Ann Heale
Aaron Hendler and Joan Starkman
Marilyn Herbert
Paul Herbert
Andrea Herschorn
Joel Herscovitch and Allison Boman
Steve and Marni Herskovits
Holy Blossom Temple
Daniel Hoppe and Tamara Grundland
Daniel Horwitz and Rochelle Chester
Steve Hyman and Sheri Dimitry
David and Madison Isaacman
Neville and Jacqi
Isaacman
Jillian Jackson
Joel Jackson
Robert M. Jacobs
Jeffrey Jankelow
Malcolm and Elise
Jankelow
Margaux Janks
Sid and Ellen Jelinek
Jack and Glynis Jerusalim
Craig Jerusalim and Rebecca Slan Jerusalim
Greg and Robin Joffe
Seymour and Elaine Joffe
Marla Joy
Joel Kadish and Jessica Elie
Andrew Kalamut and Rebecca Wise
Ian and Michelle Klaiman
Harvey Kalles Real Estate Ltd.
Daniel and Yael Kanter
Julie Kanter
Daniel and Michelle
Kaplan
Jan Kaplan and Norma Caron
Matthew and Alana Kaplan
Greg and Carla Karpel
Ivor and Maxine Karpel
Adrienne Katz
Alan and Jan Katz
Ari and Tali Katz
Avital Katz
Clarence and Elaine Katz
Jarred Katz and Robyn Feldberg
Jerry and Miriam Katz
Mark and Alana Katz
Noam Katz
Wendy Kauffman
Marshall Kay and Lisa Gelman
Larry and Julie Keshen
Miles Kettner and Melissa Muskat
Michael and Chloe Kimel
Mark and Carol Klaiman
Kathryn Klar
Klass Foundation
Benjamin and Eden Klein
Justin and Amy Klein
Les Klein and Toby Rose
Stuart and Francie Klein
Robert Klopot and Hannah Bank
Shelley Klugman
Michael and Gabriela Kogan
Ron and Melanie Kohn
Jonathan Kolber and Ilan Cohen
Ian Korman
Josh Koziebrocki and Michelle Gordon and Family
Neil Kozloff and Susan Himel and Family
Margarita Krasnov
Henry and Barbara Krieger
Irving and Esther Kulik
Jeffrey Kulik and Robin Senzilet
Judy Kumer
Michael and Diana Kutner
Deborah Lambert
Toby Landzberg
Mark and Jan Lapedus
Ben and Lisa Lasko
Sean Lasko and Jessica Snow
Frank and Nancy Laurie
Michael and Talia Law
Clifford Lax
George and Miriam Lazarovits
Mike Lazarovits and Susan Lambert
Robert and Regina Lee
Jean-Pierre and Gaye Lefebvre
Eric and Diane Leith
Melanie Levcovich
Michael and Melissa Levin
Ellen Levine
Michael Levinson and Lorraine Fairbloom
Ari and Rachel Levstein
Ivor and Linda Levstein
Ariela Levy
Michael Levy
Alexa Lewis
Michael Lewis and Elana Grossman-Lewis
Michael Lewis and Kelly Grant
Jason Libenson and Marlee Goodman
Adrian and Annette Lichtman
Alexander Lightstone and Nina Politzer
Avremi and Laila Lipetz
Eli Lipetz and
Laura Goldstein
Nathaniel Lipkus and Amanda Steiman
Norman and Rose Lipson
Daniel Lipton
Shane and Allie Litvack
Lili Litwin
Adina Lubek
Marvyn and Baila Lubek
Daniel Lublin and Stephanie Silver
Terry Lustig
Ira and Donna Lyons
Jason Machtinger and Tima Steinberg
Mark and Eva Madras
Delia Mamann
Valerie Mamann
Danny, Caroline, Maya and Simone Mandell
Lionel and Nancy Mandell
Sherry Mandell
Darren and Candace Marks
Avi Markus and Karen Budahazy
Corey Marr and Candice Faktor
Joel Maser
Linda Mashaal
Robyn Masters
Lesley Matthews
Wendell Mazelow
Gerry and Maureen Mazin
Karen McFarlane
Shelly and Sema Mecklinger
Elliot Medoff and Lauren Bondar
Ronlad Medoff
Jeff Meilach and Carol Crystal
Lauren Meisels
Alan and Iris Melamed
Robert Melamed and Melanie Kushner
Matthew and Shayna Menkes
Sean and Sunny Menkes
Saul and Marilyn Merrick
Sheldon and Rocky Meslin
Shoshana MezelskiKushner
Barry and Susan Michaels
Leanda Miller
Faye Minuk
Michael and Lynne Mitchell
Ben Mogil and Marni Banack
Norman and Susan Mogil
Jaret Moldaver and Marnie Filderman
Andrew and Dara Moncarz
Jeffrey and Karen Moness
Steven and Sandy Moranis
Jonathan and Amanda Morrison
Stephen and Fern Morrison
Jeffrey and Joanna Mosko
Cody Moskovitz and Andrea Tannenbaum
Seymour and Florene Moskovitz
Souad Mrabit
Benjamin and Jennifer Nadler
Dan Nayot and Samantha Diamond
Ian and Bari Nefsky
Esteban and Sylvia Neiman
Pablo Neiman and Haley Morrison
Stephen and Michelle Neufeld
Harold and Bonnie Newman
Henry and Debbie Nirenberg
Joshua Norris and Michelle Singerman
Larry and Shelley Norris
Michael and Vicki Northy
Jeremy Nusinowitz and Kimberley Kozloff
Jonathan and Lindsay Nyquist
Conor O’Neill and Dana Bookman
Ely and Octavia Oosterhuis
Michael and Cindy Opler
Enid Orvitz
Zvi and Mandie Orvitz
Jeremy Otto and Rachel Mitchell
Jesse Otto and Ashley Steinhauer
Jerry and Joanne Ovsey
Daniel and Jayme Ozier
Marlon and Erin Paisley
Randolph and Julia Paisley
Allan and Sherri Palef
Paul and Rosie Parnass
Kim Pasternak
Laurence and Jessica Payne
Rhoda Payne
Jonathan and Lesley Peck
Perella Flooring Inc.
Eric Perelshtein and Heather Brown
Hersh and Marni Perlis
Morris and Sarah Perlis
Laurie Permack and Samantha Wolfish
Ellen Pesner
Adam Perzow and Michelle Abbott
Eric Petersiel and Tami Moscoe
Steve and Shauna Pichosky
Brian Pinchuk and Clare Hutchinson
Steve and Carol Pinkus
Aaron and Amy Platt
Dale and Susan Podolsky
Alison Polan
Daniel and Jennifer Pollack
In Loving Memory of Lloyd J. Pollack QC
Ian and Jenn Pollick
Carolyn Polster
Alan and Cheryl Posner
David Posner and Stacey Farber
Doron and Ashlee Posner
Gary and Karen Posner
David Poster and Rebecca Cooper
Gregory Poster
Michael and Razelle Prazoff
Brian Prosserman
Peter Puzzo and Caryn Markman
Samuel Rabinovitch and Shelley Hornstein
Raizi & George Fleischmann Fund
David and Natalie Rashkovan
Pablo and Mara Reich
Dinah Reich-Kutner
Lisa Richler
Stephen Riff and Jodi Levstein
Andrea Rifkin
Ali Riy
Eric Riz and Nina Rothman
Joe and Nita Riz
Beverly Roberts
Frank Robinson and Kyle Gordon
Marc Robinson and Rachel Goldman Robinson
Morris and Irma Robinson
Richard Rodney
Eric and Beth Roher
David and Susan Roitman
Jonathan and Karyn Rootenberg
Kenneth and Candice
Rose
Ian and Kate Rosen
Irith Rosen
Larry Rosen and Susan Jackson
Allan and Debbie Rosenberg
Amy Rosenberg
Hersch and Brenda Rosenberg
Jesse and Rebecca Rosenberg
Ashleigh Rosenthal
Rahmiel Rothenberg and Lauren Switzer
Beatrice Rothman
Rosalee Rubenstein Naster
Amanda Rubinoff
Matthew and Meredith Rudin
Clifford Rybko
Michael and Janet Ryval
Herbert and Moira Sacks
Jaclyn Saks
Karen Salom
Vivienne Saltzman
Jordan and Lauren Samery
Jordie and Naomi Saperia
Jamie and Joanna Sarner
Daniel and Elizabeth Sauder
Max and Hilary Sauder
Dario Savio and Michelle Hanna
Rabbi Shalom Schachter and Marcia Gilbert Schachter
Tova Schachter
Robert Schenk and Cheryl Sylvester
Wayne Schmidt and Zavi Lerman-Schmidt
Adam Schon and Adena Scheer
Richard and Debra Schon
Tali Schwartz
Erik Schwarz
Janis Seftel
Reuben Segelbaum and Carolyn Katz
Linda Senzilet
Deddy Setton and Rachael Grad
Peter and Dianne Seligman
Jason Shedletsky and Gillian Eliahoo
Phil and Janice Shedletsky
Ralph and Anita Shedletsky
Abe and Cynthia Shedletzky
Rabbi Shekel and Dr. Ehrlich
Tobias Shepherd and
Joanna Sadowski
Michael Sherrard and Rhonda Cohen
Danielle Shields
Daniel and Hailey Shiff
Mark Shiner and Joanne Kirzner
Harry Shizgal and Wendy Fine
Joan Shnier
Kevin Shnier and Jennifer Minuk
Robert and Simmy Shnier
Joel Siegel
Nissan and Ricky Silberman
Bruce and Edith Silcoff
Martin Silver
Michael and Judith Silver
Nathan and Lily Silver
Family Foundation
Margo Silverman
Brian Simon and Cheryl Glassman
Marshall Singer and Rebecca Greenberg
Andrea Skinner and Sasha Litwin
Robyn Sklar
Michael and Miriam Slan
Albert Sliwin
Phil Smith and Ronna Rubin
Steven Smurlick and Andrea Goldfarb
Gideon Soesman and Yaara Gilboa
Jeremy and Randi Solomon
Gary and Janis Soren
Robert and Lauren
Spanier
Fern Spencer
Carol Lou Spiegel
Jamie and Ali Spinner
Arthur and Shari Standil
Andy Starkman
Stephen Steck and Amanda Sullovey
Igor and Judy Steiman
Ryan Stein and Amanda Minuk
Daniel Steinberg and Diana Shedletsky
Daniel Steinberg and Julie Goldstein
Gary and Linda Steinberg
Mark and Cheryl Steiner
Arthur and Debbi Stern
Josie Stern Real Estate
Eduardo and Denise Stivelman
Brian Studniberg and Ellie Avishai
Alan and Etta Sugarman
Bram Sugarman and Tamara Green
Claire Sumerlus
Harry and Lauren Sversky
Lisa Swimmer
Jarold and Sari Switzer
Rebecca Szerman
Tovah Tabacznik
Alina Tabak
Hootan Tabesh
Allan and Marilyn Taitz
David and Mayta Tannenbaum
Jordan and Sara Tannenbaum
Tarr Family
Mark and Gene Teeger
The April Family
The Arthur N. Bielfeld
Fund for Social Justice
The Azrieli Foundation
The Bell/Lax Family
The Bossin Family
The Cohen Family
The Dack Family
The Galante Family
The Glickman/ Fienberg Family
The Grad Family Foundation
The Mansoor Family
The Sandra and Ryan Mapa Family
The Radnoff/ Fine-Furneaux Family
Temple Sinai
Congregation
Lee Tishman and Jillian Greenspan Tishman
Stephen and Carole Title
Lara Tobin
James and Miriam Toste
Alan and Esther Turner
Marni Turner-Serbin
Stan and Annabel Turner
Andrew Unger and Ruby Knafo
John and Rosie Uster
Mark and Tami Uster
Karen Vadasz
Jordan and Michelle Vader
Alan Verbeeten and Diane Spiegel
Adam Vereshack and Ellen Neeman
Howard and Doris Vernon
Micah Vernon and Laura Shiner
Alex and Ilana Walderman
Sam and Joan Waldman
Hannah Walsh
Robert and Jennifer Walsh
Brian Warshafsky and Erika Feuerstein
Daniel Warshafsky and Michelle Kudlats
Jason and Maryn Waters
David Watkins and Anna Solomon
David Weil and Ruth Halperin
Joe Weinberg
Jordan and Stephanie Weinstein
Joe and Faigie Weinstock
Mark Weinstock and Donna Habsha
Marvin and Lynda Wenger
Dayna White
Stuart Wilson and Patricia Title
Ted and Annette Wine
Michael Winterstein and Sharon Kour
Robert Wise and Ilana Cyna
Elizabeth Wolfe
Andrew and Louise Wolfson
Jonathan Wygodny and Jaclyn Besner
Martin and Donna Wygodny
David and Jodi Yackness
Joey Yancovitch
Michael and Johanna Yermus
Ryan and Sarah Yermus
Sonny York and Hailey Halpern
Avi and Nicole Yurman
Arlen and Shari Zacks
Daniel Zatzman and Julia Bortnick
Adam and Danielle Zeldin
Fred and Joyce Zemans
Kevin and Rebecca Zicherman
Robi and Mili Zicherman
Gerry Zimmerman
We also acknowledge our 23 Anonymous donors
HONOURING
BY LEO BAECK DEVELOPMENT DEPARTMENT, AYELET BERCOVICH AND MICHAEL BIEN
familyCONNECTIONS
Grandparents & Special Relatives are a dedicated, committed and positive group of people who are so invested in our school community. It’s an honour to both cultivate and support their connection to our school.
L’dor v’dor translates to “from generation to generation,” which signifies the continuity of traditions, values, knowledge and culture across different generations. This phrase is often used to emphasize the enduring legacy and connection between past, present and future generations. At Leo Baeck, we are dedicated to creating special experiences to honour our grandparents and special relatives. The Development department is delighted to welcome Grandparents & Special Relatives (GPSR) for programs that foster the important relationship between them and our school ensuring an extended community that feels valued and connected.
GPSR receive a monthly newsletter, are provided with many opportunities to volunteer and are invited to attend special events at the school. From sukkah visits with the JK and SK students, to Shabbat services, to packing Mishloach Manot at Purim, as well as attending an intergenerational seder at Passover. Our GPSR community seizes every opportunity to see the growth of the next generation, learn alongside them and share their personal stories and traditions.
One of the most beloved activities between our GPSR and our students is the Grade 4 Senior Siddur Cover Workshop. As part of an Art unit, each Grade 4 student has the opportunity to design their own siddur cover together with their GPSR. The covers are then sewn together by our dedicated Grandparent volunteer Brenda Gottlieb, who has lovingly taken on this task for more than 10 years.
Volunteerism is at the core of the GPSR group. They help out by distributing hot lunch to the students, making calls on Day of Giving to our community and this year, helping with the distribution of our new LB t-shirts ahead of our LB Day in May. Of course, a perk of being in the school is grabbing a quick snuggle with their loved ones while they’re here.
Field trips aren’t just for kids at Leo Baeck. GPSR are welcome on a few exclusive field trips per year, as planned by the Development team. This past year, they visited the Toronto Holocaust Museum and went on a walking tour of Jewish downtown Toronto. Through these initiatives, Leo Baeck ensures that the bonds between generations remain strong, fostering a sense of belonging, continuity and shared legacy for all members of our community.
“Being an involved grandparent at Leo Baeck has allowed me not only to feel a sense of satisfaction by contributing to a wonderful social and learning environment for our children, but also to have an opportunity to meet some very wonderful grandparents, parents and students who reinforce my notion that this is a great Jewish environment for our children. Each time I visit the school the sense of community and the commitment of the staff and administration to the wellbeing of children is readily apparent. I am proud to now serve as a member of the Board of Directors.”
SHELDON DIAMOND
“I have thoroughly enjoyed my time as a volunteer at Leo Baeck. Sitting on the Grandparent Committee, volunteering in a classroom and helping out when needed allows me to get to know what my grandchildren are doing in school. I always feel welcome and I know that my grandchildren are happy that I am helping out. I love the warm Jewish environment that Leo Baeck so carefully nurtures.”
SUSY GOLDSTEIN
“Lucky us to be Leo Baeck grandparents and given the opportunity to volunteer, meet other grandparents and feel part of this incredible school community. We feel blessed that our children chose The Leo Baeck Day School for our grandchildren to be taught in a supportive, loving and caring environment where Torah and gemilut chasadim (acts of lovingkindness) are not only taught, but experienced.”
RABBI SHALOM & MARCIA GILBERT SCHACHTER
Leo Baeck grandparent celebrating Sukkot in the sukkah with her grandson.
Holocaust survivor, Judith Goldfarb, with her grandchildren Charlie, Beckett and Matthew (Landyn not pictured), when she came to share her story for Names, Not Numbers.
BY AMANDA SILCOFF, CLASS OF 2010
IMPRINT
Reflections from a Leo Baeck Alum
In addition to the school musicals, I enjoyed many other creative opportunities. I was always so proud to celebrate my Jewish identity through performance, from the choir to singing at school assemblies and Shabbat services. Moreover, the teachers at Leo Baeck were encouraging and inspiring with their love for the arts in the classroom. Mike Levinsky should have won a Tony Award for his performance as Macbeth in our Grade 8 English class. Claire Levy-Boker made learning French so engaging with her theatrical approach to conjugations. Every Hebrew teacher made my musical theatre dreams come true when we got to sing along to The Prince of Egypt soundtrack leading up to Pesach.
Leo Baeck instills in its students self-confidence, teamwork, empathy and resilience: qualities that have contributed to my success as both an artist and a business leader.
Reflecting on my years at Leo Baeck fills me with immense gratitude and pride. The exceptional educational environment, inclusive athletic programming and unparalleled performing arts training undoubtedly laid the foundation for my career.
As the producer and performer of countless critically acclaimed mini-musicals – staged in my childhood basement – I was concerned that my artistic passions would not find a place beyond the walls of my home. However, those fears were quickly dispelled once I began participating in the Leo Baeck musicals. In productions of Schoolhouse Rock, Fiddler on the Roof and Beauty and the Beast, I honed my skills with the help of top-tier directors and talented co-stars. While performances brought our cast immense pride, it was the hours spent rehearsing and dedicating ourselves to thrilling material that I will always cherish most.
My passion for the arts continued to grow after I left Leo Baeck. I attended Canada’s foremost musical theatre program, earning a Bachelor’s Degree in Music Theatre Performance. I am pursuing a Master’s Degree in Music Business at Berklee College of Music while owning and operating two performing arts companies: Amanda Silcoff Voice and Spotlight Academy.
Leo Baeck instills in its students self-confidence, teamwork, empathy and resilience: qualities that have contributed to my success as both an artist and a business leader. In a beautiful moment of serendipity, I am grateful that Spotlight Academy produced the 2024 Middle School musical at Leo Baeck. It was our mission to highlight the uniqueness of each student, cultivate community through cast bonding and develop the confidence that exists in all of us. I am delighted with the opportunity to inspire the next generation of artists and entrepreneurs in the same environment that brought me to where I am today.
Amanda starring as Belle in Leo Baeck’s production of Beauty and the Beast.
Amanda Silcoff, Owner and Co-Founder of Spotlight Academy.
th e powe r o f student-teacher connection
BY ROCHELLE CHESTER, LIBRARIAN
Leo Baeck takes pride in our mission to provide academic excellence for our students. But I want to focus on another aspect of our school that has stood the test of time – the nurturing side, which is intimately tied to both Jewish identity and academic achievement. It is the reason why Leo Baeck has been my second home for the past 27 years.
I believe that the root of being human, what gives us meaning, lies in our relationships with others. We have relationships with countless people who impact our lives to varying degrees: our family, friends, teammates, doctor, mechanic, baker. To me, though, the student-teacher relationship is archetypal. It is timeless. It is super powerful. It has existed throughout history, from Aristotle to Annie Sullivan. Teachers enter our lives at a time when we are just beginning to define and understand who we are. A teacher’s impact on a developing child is dependent not just on knowledge and know-how, but even more so on the ability to build genuine relationships with those in their care. In order to teach our students effectively, we must know them. And we must allow them to know us.
This is a fluid and evolving process that has enormous payback and it begins with something as simple as having conversations, both inside and outside of teaching time. Teachers can engage students with simple questions such as, Who did you spend time with this weekend? How was last night’s game? or Did you hear that crazy thunder early this morning? Those conversations allow teachers to get to know their students – their likes and dislikes, their passions and their concerns and who matters to them. How do our students get to know us? By letting them see our philosophy of life through our actions, by sharing our personal stories, by being vulnerable, and by being spontaneous and silly sometimes.
How do our students get to know us? By letting them see our philosophy of life through our actions, by sharing our personal stories, by being vulnerable, and by being spontaneous and silly sometimes.
Beyond our conversations, we get closer to our students through problem solving, mentoring, supporting, encouraging, guiding and for sure, laughing!
Love and Limits is a philosophy that guides me daily and provides the foundation for healthy studentteacher relationships. Kids need love AND kids need structure and limits. They need routines to feel safe. They need to learn how to self-regulate. Discipline within the classroom and within ourselves is necessary. But discipline can only be effective and lasting if it comes in conjunction with love. Without love, there are no effective and impactful limits.
Healthy student-teacher relationships lead to genuine respect and trust. Trust provides the necessary foundation for an open and safe place to learn. Being in a safe environment with teachers they trust builds a child’s self-esteem and confidence.
Trust is one of the ingredients in the secret sauce that inspires a child to learn from us.
And finally, healthy student-teacher relationships lead to deep learning and meaningful human connection – that’s what we’re all here for. When we invest in our students by creating connections, there is an authentic opportunity for them to get to know us and to see our humanity as well. When we nurture loving, trusting and joy-filled relationships with our students, the payoff is more than gratifying; it is boundless.
We celebrated 50 years with some very special events. We are proud to mark 50 years of Reform Jewish education in Toronto and envision the next 50 years as a vibrant Jewish community.
“Leo Baeck is purpose, pride, generosity and even laughter. Can’t wait for the next 50 years.”
ANDREA GLASSMAN
“LB holds a very special place in my heart, both as a past parent as well as administrator. Thank you to all the amazing teachers and administrators who work tirelessly to create a warm and nurturing environment, for teaching our kids to be critical thinkers and giving them a strong sense of Jewish identity. Wishing LB many more years of continued growth and success.”
SIGALIT SAUL
Joanna Sadowski, Lori Wasserman, Andrea Glassman, Hedy Moses, Lisa Dack, Abbie Solish, Leanne Campbell.
Melanie Kohn, Noam Katz, Amy Kohn, Meagan Kohn, Ron Kohn.
Shabbanukah
L B Day
Students celebrated the awesome occasion with fun games, treats and LB t-shirts for all.
Our First Fifty Years, written by awardwinning author and Leo Baeck Alum, Michael Redhill, follows Leo Baeck’s history filled with the voices of dozens of staff and students alongside beautiful colour photos.
Scan the QR code for the LB Shop to buy your copy of the book.
“I am so excited that I am still a part of the Leo Baeck community years later! I am so excited to be part of Leo Baeck again as a parent and to see all the wonderful activities and community events that go on.”
MARLEE LIBENSON
“My wish is for Leo Baeck to move forward into the next 50 years with love and a continued commitment to engaging students in meaningful lifelong learning experiences.”
JAN LAPEDUS
Rabbi Katz leading a Shabbat and Chanukah sing-along.
Alum Ryan Freeman and son.
Sporting our new logo t-shirts. Shop apparel at the QR code above.
BASH
Over 400 alumni, teachers, staff and community members gathered for our 50th Birthday Bash.
“Happy Anniversary to the most incredible school. I was so lucky to be a student at this special school and I feel so blessed to be able to send my kids now. It will always hold a very special place in my heart.”
ASHLEY STEINHAUER
“May LB continue to engage young people with Judaism and Israel in a meaningful way.”
IRITH ROSEN
Carly Diamond, Jordie Feldberg, Stephanie Land.
Michael Bien, Tali Schwartz, Ayelet Bercovich, Marc Bissell.
Joanna Sadowski, Emily Sadowski, Evan Malach.
Jeff Dack, Lisa Dack, Erika Rubin.
Sam Fruitman, Kim Kozloff, Shelley Klugman. Rabbi Arthur Bielfeld, Fern Morrison. Barry and Susan Michaels.
Gail and Stan Debow.
Nicole Rosenberg, Lee Davis, Eric Petersiel, Laurie Davis.
“Leo Baeck is a very special place that has prepared me for my future. Allowing me to create lifelong friendships and skills. Wishing another 50 years of students to experience such a warm place.”
JAYME OZIER
“Mazel tov on 50 years of history making. The future is looking bright for The Leo Baeck Day School and I look forward to your continued success.”
ROBYN BUCHMAN
Jesse Primerano, Yvette Burke, Keera Fishman, Sarah Edgerley, Carly Schenker, Jan Lapedus.
Mitch Glickman, Eric Petersiel.
Jordan Silverman, Paula Galpern, Ashley Steinhauer, Jaclyn Steinberg, Rikki Bennie, Jen Apple, Kailey Kosher.
Joy Reitman, Dahlia Zaide Rusinek, Debbie Sherman.
BY TAL LUGASSI AND NOA RON
i n solidarity
Catching up with 2023/24 Shinshinim Tal and Noa
“The connection with my host siblings is a connection I never thought would reach such a deep and meaningful place. Suddenly the kids I didn’t know until a few months ago became like the little siblings that I never had.”
TAL LUGASSI
What are some stand-out memories from your year at Leo Baeck?
How do we sum up this significant and challenging year? We will never forget our first activity when we were only less than a month in Toronto and met with our first group of students at Leo Baeck. What we remember is the big hug from the children and their excitement to receive new Shinshinim.
Later, when we would lead Kabbalat Shabbat for Grades 2-4 and Grades 5-8, it was an experience we will remember forever. We loved seeing the kids connect with our Israeli childhood – we shared with them a song book called The 16th Sheep, which came out when we were kids.
Your year of service that you looked forward to was marked by the difficult experience of being away from your families during the war in Israel and Gaza. How did you manage during this time and what gave you strength? Every year of service has their difficulties: being far from home, missing friends, the workload, acclimatizing to a new country and culture. But in the year of our service, we had a new difficulty –October 7. Never in our lives did we think we would have to face a war at the age of 18, certainly not on the other side of the world. And it was, indeed, a very hard year. In the first months, it was very difficult to get up in the morning and hear about people we
knew who were no longer alive. And we really felt a sense of helplessness that we can’t help because we’re in Toronto.
In December 2023 we went to the Israel solidarity rally in Ottawa. This rally showed us the beauty of the Jewish community in Canada. It was amazing to see how many people put in the effort to come all the way to Ottawa just to show solidarity with Israel. For us, that was an experience that we will never forget.
In addition, we remember the commitment of the Grade 8 students to the Yom HaZikaron (Memorial Day) ceremony in May. It was beautiful to see that the kids were interested in our personal stories after October 7 and they wanted to connect with what we had gone through.
The truth is that the thing that helped us deal with all this, was work. We came to school every day, we answered kids’ questions, we received hugs and support from teachers. These are the things that helped us deal with such a tough situation. And Mrs. Rosen was always someone we could lean on. In addition to every teacher in the school, the management team were also incredible and so loving. It was a tough year to be away from home, but we honestly feel like it’s the best place we could have been.
We are very proud of starting the Wings Project at Leo Baeck. The Wings Project is in memory of the artist Livnat Kotz who was tragically murdered with her family on October 7. Originally, this project was first in Kibbutz Kfar Aza (a kibbutz next to Gaza) in July 2023. The original purpose of the wings was to give strength to the Gaza Strip residents and to show them that everyone can fly.
After October 7 and the murder of the Kotz family, the Wings Project became a bit different…ever since then, the wings have become a memorial project dedicated to the Kotz family.
When we went back home to Israel over the winter break, we saw the wings in Kibbutz Shefayim (where Kfar Aza residents are currently being hosted). After seeing it there, we agreed that this project needed to be in our LB community. We returned to school and led an activity with Middle School. The kids learned about Livnat and her family and why this was so important to us. We were honoured to have the chance to work on such a meaningful piece of art with our LB family.
Students grateful to have Tal and Noa at Leo Baeck this past year.
“My favourite moments were spending time with the Kindergarten classes. To play, to let loose, to feel for a moment as if you were a small child and to receive infinite and unconditional love… it’s truly amazing.”
NOA RON
We want to take this opportunity to wish for the school another amazing 50 years, and that in every year the connection with Israel will get stronger and stronger. We are so grateful to this community, our host families and this experience. We will miss you! Please tell us when you are in Israel!
Do you have a message for incoming Shinshinim?
Our message to the incoming Shinshinim is that they got the best school in the program! And they are going to experience a year full of many emotions, but with all the ups and downs they need to try to enjoy and cherish every moment because it won’t come back.
Reflection s fro m Shinshinim coordinator , Mrs . Rosen
This year has been a challenge for all of us. Working with Tal and Noa and trying to navigate the emotional minefield was a first for me. We have had Shinshinim in the past while there were military campaigns, but those were nothing like October 7. We had to work together to make sure the messages we gave the kids at the school were hopeful and supportive. We would find out about different teachers who were affected by the events and this was also challenging. We made space to talk about it and it was also helpful to keep busy.
We had meetings, we would brainstorm ideas, eat together and try to keep our sense of humour. We empowered Tal and Noa to “drive the bus” in terms of the activities, and helped them shape their ideas into programs that fit our school.
The Shinshinim program in general is a wonderful way for our community to connect with Israel through young, fun, energetic and authentic people who spend a whole year with us, allowing us to establish a relationship with them and Israel through them.
Tal and Noa’s interpretation of The Wings Project by artist Livnat Kotz, who was tragically murdered in Kibbutz Kfar Aza.
Tal, Irith Rosen, Noa.
Kabbalat Shabbat service dedicated to Tal and Noa with their host families in attendance.
Tal and Noa taking a break in Cedarvale Park.
A m Yisrael
We take our relationship with Israel very seriously at Leo Baeck, perhaps never more so than after October 7. Throughout the year, we engaged our students in a number of activities to continue to foster their relationship with Israel as well as provided students with opportunities to support Israelis. We are proud to share the various solidarity initiatives that took place this year.
Scan to watch the thank you video from residents of Nir Yitzchak
“The Leo Baeck Day School, a Reform Jewish day school, aims to cultivate a community in which members forge a personal, reflective and evolving relationship with Israel; we call this Israel Engagement.”
DR. SETH GOLDSWEIG, OUTGOING VICE PRINCIPAL
Shma'nsters
In Art class, our Grade 5 students designed and created stuffed animals for the children of Kibbutz Nir Yitzchak, one kibbutz of several that was attacked on October 7. Each stuffie had the words of the Shma and a personalized wish hidden inside. This was a way for each of our students to consider one of the Israeli students and what they would say to them. We were touched to receive a thank you video from Kibbutz Nir Yitzchak for the gifts they received from our students, showing how much the kids loved the stuffies. It was clear that their community was touched to know they were in our hearts.
The toys were brought to Israel by a dedicated LB parent, Gideon Soesman. This was truly a community effort.
Th e Israe l Tallit
BY DANIEL ABRAMSON, DIRECTOR OF THE TIKKUN PROJECT
For almost the entire school year, teachers and students at Leo Baeck have worked together to keep Israel in our minds and hearts. We asked ourselves, how can we guide students through reflecting on the impact of the devastating events of October 7 on our community and the world?
I envisioned a communal tallit, using art as a powerful medium for students to express love and support for Israel. We decided to have students work together to create a large tallit as a symbolic “Sukkat Shalom,” a canopy of peace, to be used whenever we gather together. We hoped that through collaboration, this artwork would reflect our unwavering belief that Israel is a cornerstone of Jewish peoplehood and the fulfillment of a shared vision for freedom, security and community in the land where our most sacred stories are rooted.
Every student from Junior Kindergarten to Grade 8 was given a small square as a canvas to create hand-drawn images. These were combined to form a photo-mosaic in the style and colours of the Israeli flag. The complete design was then printed on a large fabric and unveiled to the community in special assemblies.
This project is just one way that we are showing our solidarity, today and into the next 50 years.
LB Show s Solidarity
Watch the Hatikva anthem collaboration with multiple Jewish day schools across Toronto
See Oseh Shalom performed by our “Baeck Junior” choir on October 19
View Solidarity and Support for the IDF, a
Integrating Israel i families wh o cam e to Toronto
We were honoured to be able to provide compassionate acceptance to Leo Baeck for three Israeli families from October-December 2023. One of these families will be relocating to Toronto permanently and we’re excited to welcome back our short-term student in September 2024.
Shu k Sale s fo r Israel
To support the economy and people of Israel we had a “Bissli” fundraiser. Through the purchases of small bags of Bissli, students were able to support three important causes in Israel:
• Magen David Adom
• Ninja Adventure Playground at Kibbutz Kissufim – a Jewish National Fund Project (a new playground in one of the affected areas)
• UJA Emergency Appeal for the People of Israel
Scan the QR to read about this amazing playground project in the north-west part of the Negev
Card-making for the IDF: In mid-October, students began drawing and writing cards and letters for support and comfort for soldiers. Collecting donations to send to soldiers in Israel.
Countin g U p i n our
BY RABBI NOAM KATZ, DEAN OF JEWISH LIVING
A 50-year-old’s counsel is worthy because it requires two things: intelligence and experience.
Fifty is a quintessential number in Jewish tradition. The Talmud teaches that when a person reaches the age of 50, they are fit to provide good advice or wise counsel – “ben chamishim l’eitzah.”1 Why 50, specifically? Don Abarbanel, a 15th century Spanish/Portuguese scholar, explained that the ability to provide guidance requires yishuv hada’at – deliberation, peace of mind – and much knowledge through experience, something he believed could not be attained before 50 years.2
Rabbi Menachem Hameiri, a 14th century commentator from Provence, proposed that a 50-year-old’s counsel is worthy because it requires two things: intelligence and experience.3
Certainly the combination of careful and strategic deliberation, gained wisdom through experience, and retaining peace of mind through turbulent times have all been integral to the first 50 years of Leo Baeck, and will continue to be driving forces as our cherished school community embarks on its next five decades. While it may have felt (especially in its early
years) that LB was the “little engine that could,” the school now sits comfortably in “middle age” and can reflect on its triumphs, mistakes, redirections and enduring values.
Leo Baeck has always been a school whose vision and purpose have elevated Reform Jewish values. As such, it is a nurturing and inclusive community that provides “wise counsel” to its students, staff, alumni and families, allowing them to make deeply informed Jewish choices so that they can have a positive impact on our world, both within and beyond its walls. We have always sought to teach and learn in order to do, to turn study into action and to model menschlichkeit in our daily interactions.
My own professional journey has been intertwined with Leo Baeck for the past 14 years. In the summer of 2009, still a Rabbinic student at the Reform movement’s seminary HUC-JIR in Los Angeles, I spent a week in Toronto to better understand the Jewish community and opportunities available.
Rabbi Noam Katz with his son.
I am humbled to play some small part in this 50-year journey, knowing that Leo Baeck continues to be a model for outstanding Jewish education and experience for all who walk through its doors.
I met Eric Petersiel in his office (more like the size of a shoebox) at the Holy Blossom Temple campus where he shared his vision to create a senior Jewish educator position at Leo Baeck. He asked me, “What do you think is the job of a Rabbi at a Jewish day school?” I offered my own vision of a person who could guide and counsel, not only the creation of curriculum, but the orchestration of meaningful educational milestones and lifecycle moments; the encouragement of deep Jewish questioning, doubt and belief; the modeling of core Jewish values like tzedakah and tikkun olam; and the fostering of Jewish knowledge and pride in one’s self and one’s community. And we have continued to explore and expand upon the answers to that question ever since.
I did not attend Jewish day school as a child. A graduate of public school, my Jewish identity was chiefly rooted at home as the child of a congregational Rabbi (my father) and a lifelong Jewish educator (my mother, who just three years ago became the newest Rabbi Katz in the family!) My Jewish soul came to life at overnight summer camp, where I learned how to songlead with a few strums of my guitar and build joyful and vibrant Jewish community in an immersive setting. To top it off, a teen summer trip to Israel with my peers planted the seeds of my Zionism and ensured that Judaism would be an indelible part of my adulthood, personally and professionally.
When Eric hired and first introduced me to the dedicated faculty, staff and families as “Rabbi Katz,” I would whip my head around to see if my father was standing behind me. Slowly, I got used to my new moniker and have cherished the past decade-and-ahalf working with extraordinary colleagues to help shape and nurture Jewish lives in an increasingly complex global landscape. We have marked countless holidays and Kabbalat Shabbat services together; created robust units of Jewish learning that allow children to explore their heritage on their own terms; we have mourned losses and celebrated births; thought critically about the roles that God, Torah and Israel can play in a modern Jewish context; we have eaten way too many bagels on Rosh Chodesh (alongside a healthy shmear of students chanting Torah), performed acts of lovingkindness, and watched our young people cross the stage from SK to Grade 8 graduation with a sense of Jewish purpose and confidence that continually leaves me in awe and admiration.
This holy work that I feel so fortunate to do on a daily basis did not begin with me, and will surely continue far past my tenure. With gratitude, I look to the Rabbinic voices of conscience and wisdom who paved the path for the Jewish character of this school – notably, Rabbis Arthur Bielfeld and Steve Garten – and hope that this garden of learning will sow the seeds for future Jewish leaders to emerge and pass on the mantle of leadership. I am humbled to play some small part in this 50-year journey, knowing that Leo Baeck continues to be a model for outstanding Jewish education and experience for all who walk through its doors.
At the time on the Jewish calendar that I write this, we are in the process of counting the Omer, the 49 days that span from Pesach to Shavuot. For seven weeks, we are commanded to count up, to take stock of the blessings in our lives, and to elevate ourselves spiritually and mentally for the festival that marks receiving the Torah at Mount Sinai. The 50th day is the pinnacle, the day of transformation, when our people received its greatest gift – the light of Torah. A legacy of learning. So too may we all be elevated and transformed as we mark our 50th year, and continue to recognize and count up the blessings of being part of this sacred school community.
FOOTNOTES
1. Pirkei Avot 5:21.
2. Nahalat Avot commentary to Pirkey Avot, ed. Jerusalem-New York, 2004, p. 372.
3. Bet Habechirah to Avot, ed. Pereg, Jerusalem, 1964, p. 102.
Rabbi Katz and Kayla Goren at an in-school Passover Seder.
BY JESSE PRIMERANO, CLASS OF 2007
Reflections from a Leo Baeck Alum
Rooted in shared values of dignity, respect and ethics, Jewish communities around the globe blossom through mutual responsibility and an embrace of our traditions and heritage. Our communities teach us to find pride in our Judaism and that active participation in Jewish life strengthens not only ourselves, but those around us.
Leo Baeck was that community for me, and I am exceedingly proud of the Jewish values it instilled in me. Values that became the driving force for my life decisions, both personally and professionally.
Jewish values inspire within us a commitment to contribute to the betterment of the world each day and to stand up when it needs us most. This has never been more evident than over the last nine months.
As the Executive Director of StandWithUs Canada, an organization committed to combating antisemitism and the delegitimization of Israel, I’ve had a front row seat to the inspiring demonstration of unity we have seen since October 7. But as an alum of Leo Baeck, I’ve had the education and preparation to understand why that unification was not just predictable, but inevitable:
• It was in Hebrew classrooms, where the likes of Rachel Kopyto and Irith Rosen taught us the stories of resilient ancestors, forbidding a history of persecution from robbing them of their Jewish community or pride.
• It was dedicated leaders like Yvette Burke, Jan Lapedus and the late, remarkable Zita Gardner that taught diligence, compassion and thoughtfulness by their own example each day, shaping the future leaders of our community to be both intelligent and empathetic.
• Kabbalat Shabbat services taught us not only to recite a bevy of prayers and songs, but to be galvanized by their tune and inspired by the collective experience of welcoming in Shabbat as a community each week.
• But, ultimately it was the ruach (spirit), so constantly reinforced as a pillar of the school that ignited a fire that I know is shared by the thousands of Leo Baeck alumni. A fire that reminds me that I am a part of something greater than myself.
Leo Baeck was the place where I fell in love with the State of Israel without even realizing.
Not having travelled there until high school, it wasn’t until then that I realized that all of what I’d learned at Leo Baeck set the stage for my feet to touch the ground. The stories we were told were the backdrop for my exploration, the language we’d been taught surrounded me and what we learned became the basis for fascinating conversations I’d have for years to come. But most importantly it was the love for Israel that led me to a career I am so proud of, working each day to support it in its battle against delegitimization around the globe, and defending our community from antisemitism.
It was the ruach that led me to a career serving the Jewish community. It was the ruach that helped me to understand the fabric of the State of Israel and our connection to it around the globe. And it was the ruach that will forever leave Leo Baeck at the front of my heart and mind.
I am grateful to be a part of this community and grateful to all of those that helped and continue to help make it so special.
Jewish values inspire within us a commitment to contribute to the betterment of the world each day and to stand up when it needs us most.
Jesse Primerano, Executive Director at StandWithUs Canada.
gra d report
Every year, we survey recent Leo Baeck grads and their parents on their transition to high school. We saw some great results from the 2023 graduating class.
91%
When parents were asked, on a scale of 1 to 5, how prepared their kids were for high school in different categories, this is how they answered: of all students were accepted to their first choice of high school of all who applied to independent schools were accepted
Academically prepared
“Leo Baeck is a great school that prepares students for high school both socially and academically. The IB Programme helped me develop my skills as a learner and critical thinker allowing me to meet the challenges of high school with confidence.”
JOSH PUZZO
“I am deeply grateful to Leo Baeck for the wonderful years my daughters had there. The International Baccalaureate Programme provided an excellent foundation for high school, preparing them from various perspectives – social responsibility, communication, collaboration and socialemotional skills. The extracurricular activities enhanced their overall experiences, making their time at school memorable. The school’s impact prepared my girls not just academically but for life beyond.”
