Educational Philosophy

JUDAIC AND GENERAL STUDIES

The Associated curriculum is unique to our school, in keeping with our educational philosophy. We divide the school day into AM and PM sessions, dedicating half of our teaching time to the General Studies curriculum, and half to the Judaic Studies curriculum. In the General Studies Division, our academic requirements meet or exceed the guidelines of the Ontario Ministry of Education and Training.

We have adopted Ministry curricula and learning expectations in:

Mathematics Language Arts Social Studies Science and Technology French Visual Arts Guidance Physical and Health Education

Our Judaic Studies curriculum was developed by some of the finest Jewish Educators and Rabbis in Canada and around the world. The curriculum is constantly refined, enhanced and expanded to provide hands-on, experiential learning of Jewish life and customs.

The Judaic Studies curriculum teaches our children:

Torah values Jewish Way of Life Hebrew Bible Love of Israel Jewish History Jewish Philosophy Respect for all Human Beings

Our Kamin Campus (Thornhill) and our Posluns Campus (Bathurst/401) are home to Bet Hayeled (preschool) and Grades 1 to 5. Grades 6 to 8 form the Aba and Esther Danilack Middle School, located at the newly refurbished Hurwich Education Centre (Bathurst/Finch).

In Grade 1 we strive to have a maximum of 25 students per class. If a class exceeds 25 students, we assign a teacher’s assistant for 50% of instructional class time for both Judaic and General Studies. In Grades 2 through 8, we will allow classes to reach 27 students per class. If a class exceeds 27 students, we assign a teacher’s assistant as necessary in both Judaic and General Studies.

As many children learn and progress at different rates, we stream students in Judaic Studies from Grade 3 onward, in every campus where there are at least three classes per Grade. Streaming in Judaic Studies enables us to create a more homogeneous and focused environment, increasing learning and reducing frustration. Non-streaming in the General Studies Division allows us to teach children about the different strengths each student brings to the class. We create a microcosm of our heterogeneous society within the classroom, preparing children for the complex social structures of our society.

top

ACADEMIC ASSESSMENT

We take a cumulative approach to evaluating the progress of our students. Some children excel at class work, but not at written exams, while others score well in exams but don’t actively participate in class. Teachers take a wide variety of student efforts into account to accurately reflect a child’s progress:

Quiz and test results Projects – group and individual Presentations in class Organization of notebooks Class participation Preparedness for class Homework preparation

Report cards are sent home three times a year and parent-teacher interviews take place in December to discuss the first term report. During the first term, the teacher calls parents to let them know how their child is settling in. Thereafter, a teacher calls whenever there is a specific question or concern. Parents are always invited to request a phone call or meeting with a teacher, Vice Principal or Principal.

Our Report Card uses three viewpoints to paint a comprehensive picture of the child’s progress:

Report cards are predominantly used to communicate individual student progress. We also monitor the success of our overall academic program to ensure that our students are receiving the finest education available in Canada. One of the tools we use is the CTBS – Canadian Test of Basic Skills. The CTBS is a national, standardized test that measures children’s accomplishments in math, reading, language and overall achievements. The test is administered annually to all Associated students in Grades 2,3,4, and 5. Our students consistently score in the above average percentiles.

Administering the CTBS enables our Senior Educators to compare the success of our children with the national results of this standardized test, and to continue to fine-tune our academic program. Results of the CTBS are used to flag an individual student who may need enrichment or remediation, and to show overall trends in our academic achievements.

top

PROFESSIONAL CREDENTIALS – TEACHING STAFF

The teachers at Associated Hebrew Schools are among today’s finest educators. In both the Judaic and the General Studies Divisions, teachers must meet strict hiring and ongoing professional development criteria. In addition to teacher training, most of our teachers have B.A. degrees or higher. Many have specialization certificates and/or PhD’s in areas such as reading or special education.

Our kindergarten teachers have their ECE (Early Childhood Education) diploma from a recognized college. In some instances this ECE is in addition to certification from the Ontario College of Teachers. In the General Studies Division, most teachers are certified by the Ontario College of Teachers as elementary (primary or junior division) teachers. Those who did not train in Ontario have verified, accredited certification from their province or country of origin.

In the Judaic Studies Division, teachers hold a teaching certificate from a recognized Judaic Studies institution. Some of our teachers trained at York University’s Jewish Studies Program (Toronto) or the Midrasha (Toronto and other North American centres). Others completed their training in Yeshiva University (New York), Bar-Ilan University (Israel) and Hebrew University (Israel)

top

SUPPORT SERVICES

In addition to the front-line teaching staff working in the classroom, we have a full network of specialized teaching services.

These include:

• Guidance Counselors
• Enrichment Teachers for math and/or language arts, in the classroom or on a withdrawal basis
• Remedial Teachers, in the classroom or on a withdrawal basis
• Special Talents Co-ordinators to advise teachers how to provide additional stimulation within the classroom for students with exceptional abilities
• Specialized Reading Boost program for Grade 1 and 2 children not reading at grade level.
• ESL (English as a Second Language) classes
• HSL (Hebrew as a Second Language) classes

We also employ a multi-disciplinary support services team to deal with exceptional circumstances. We offer the services directly and/or we refer the family to the appropriate professional. Services offered include:

• Psycho-educational consultation and assessment if a child experiences academic difficulty
• Speech and language therapy assessment
• Referral to a social worker if the child experiences emotional difficulties.

LIBRARY

We take great pride in our vibrant English and Hebrew Library Programs. From Kindergarten and on, children regularly visit the library to listen to stories read by the librarian, borrow reading materials, or meet a visiting author. Annual Book Fairs for Hebrew and English books are a highlight of the school year. The permanent collection of the library is constantly augmented through the generous support of the Parent Teacher Council.

top

PARENT-TEACHER CO-OPERATION

We believe the parents and legal guardians of our students are our partners in education. We value parental involvement in the day-to-day learning activities of the children. Homework is designed to be at the level of the child. Parents are requested to supervise, but should not be required to intervene. The annual parent-teacher conference is an important highlight in the parent-school relationship. Here we share details about the child’s academic, and social/emotional development. The parent teacher conference builds a strong bond between the child’s teacher and parent, creating a better outcome for the student.
In addition to parental support with academics, we encourage parents to be active in school life. This might mean chaperoning school trips, handing out pizza in the lunchroom, being a featured speaker in a child’s classroom, or working at the Book Fair. We are open to input from parents and encourage all parents to be active in our strong Parent Teacher Council.

top

BEYOND ACADEMICS:
CO-CURRICULAR AND EXTRA-CURRICULAR ACTIVITIES

The life of our school is as multi-faceted as our student body. While academics are the core, Jewish culture and identity, co-curricular, and extra-curricular programs all contribute to creating an exceptional educational experience. The campus newsletters publish student writing and artwork. Student artwork adorns every hallway. Every Sukkot students present an exhibit of home-made “sukkas” and every Chanukah, the home made chanukiyot (Chanukah menorahs) go on display. At Purim time, the carnival is planned and run by students.

Associated utilizes a wide spectrum of the arts to enhance the educational experience. Music classes, individual and class art projects, visits to museums and science centres, author visits, and the school play all combine to enrich our students’ minds, bodies and souls. Some activities, like school choir and folk dance troupe, are optional and take place after school. Parent Teacher Council also offers a diverse range of after school programs twice a week, including silk painting, Mad Science, chess, and basketball.

Volunteerism
Associated is proud to role model and teach our children the vital importance of giving back to the community. Each year our children participate in several age appropriate volunteer activities. For the younger children this might include visits to old age homes. For the older students this might include organizing a toy drive for needy children, or packing Passover food parcels for Jewish families in need. We encourage all our students and families to participate in the UJA Walkathon.

As Canadians, we are proud to participate in the Terry Fox Run each year. The younger children walk, and the older children run, but all are part of this important day. We raise significant amounts of money, and are ranked as one the country’s top elementary schools in the Terry Fox Run for Cancer Research.

Each year, our Middle School students spearhead an exciting new fundraising initiative. In 2002, Read for a Need raised more than $100,000 to buy a new ambulance for Israel. The Read for a Need was featured on Global Television. In 2003, the Middle School has joined project Adopt-A-Family. Two families who are victims of terror received money and emotional support from the students.

top


OUR GRADUATES

We are dedicated to ensuring that when our students graduate, they are knowledgeable grounded “mentschim” (considerate, good human beings) ready to succeed in any future learning and/or life environment. A testament to our success, the vast majority of our graduates continue their higher education in a Jewish day high school and almost all of our graduates continue to university and beyond. Many of our current students are the children or grandchildren of our graduates. This is the highest testimonial possible, and we cherish it.