Dr. Korin Q&A
The following is a list of some Questions & Answers addressed at the May 4th meeting with Dr. Uri Korin:
Q. What is your timeline to deliver the Executive Summary with your recommendations to the board? How long until these changes can be implemented?
A I am hoping to deliver recommendations to the boards of Hillel and Rabin by end of the school year. As for the process, it will take time, but the change will start as of this coming school year. The timeline will depend on the recommendations made. Every aspect of the school will be reviewed, and analyzed. The goal is to unify all processes and procedures, and make them consistent across the board. Change takes time; it will not be overnight.
Q. Ottawa is unique, and since French is so important here, is there a goal to include more of this component in the curriculum?
A. Absolutely. I will be looking at the mission statement of Hillel and Rabin. This issue will be addressed. Keep in mind that the Ministry of Education has a minimum requirement of hours to be completed by each child.
Dr. Korin shared an observation he made earlier that day at a Hillel Grade 8 French class: They were given a project - A Challenge of reviewing how to ameliorate traffic congestion in Ottawa. How we can make a large area pedestrian only. Looking at all the legal issues, and land area, business in the area, etc. The entire project is all in French. This truly impressed Dr. Korin in terms of material and depth of knowledge.
Q. Is the mission statement on the website?
A. Yes, the Hillel Academy mission Statement is available on the website here, along with the core values as well.
Q. How do you address the conflict of the limited hours in a day, and what comes as priorities? Many parents will want emphasis on different subjects. How will this be addressed?
A I will follow the backbone of the school in terms of values - tikkun olam, other values, etc. for one parent who wants one value taught more than another, again, we need to find a balance. The balance will not be liked by all parents. This is the nature of everything. Just like you don’t buy everything in the same store. The existence of the school is important for the betterment of the entire community providing a higher level of education. Parents are interested in the improvement of education. Parents want their children to benefit from Jewish Education, but not at the expense of the general studies.
This led to the follow-up question ….
Q. Adding some extras into Hillel Drama, art, etc. Although this is great, there is concern about what it will replace. How can this be done without compromising other important subjects?
A. The Board will ultimately decide. Time is a major issue in every Jewish day-school. Ministry requires a certain number of periods. The ministry says we must have an x number of French hours by a certain grade. What I did at Bialik, for example, is sharing the time between Jewish and General studies. For example, 1 period every 3 months, to take from a different subject, and alternated so not one subject suffered. So, by spreading it all over, it minimizes loss of content to the child.
Q. Will you be looking at the use of resources for remedial, enrichment, etc?
A. Yes, the whole issue of support school-wide still needs further assessment.
Back to the issue of adding things to the curriculum, please keep in mind add-ons require money. Hiring specialists, ie. Tefilla specialists, to teach the meaning of tefilla, instead of rote. Many parents voiced that this is important to them.
This is one of my very strong recommendations- teach tefilla instead of reciting. Drama, art, etc. remember this all costs money as well. While I may recommend addition to the curriculum, it will be in terms of time. Somebody will have to prioritize all these add-ons. There is only so much time, and money available.
Q. It is great to have a plan. However, I am concerned about the execution of it. Discipline of children is discussed. How do we ensure teachers follow the plan as well?
A. Yes, this will be part of the recommendations as well. Teachers must buy into the change as well. It will not be optional. Parents need to support school policy about discipline. Same rules apply to the teachers, if they do not comply. It will become a process. The teachers must follow protocol, and the students and parents know what to expect. It is the administration’s responsibility to make sure, and to enforce the rules.
Q. What if parents don’t support teachers and administration in terms of consequences for their child?
A. Parents will know ahead of time about the discipline process. They must agree, and abide as well to stand by the Administration and teachers to reach a common goal.
Q. So, has there been any consideration to having core and extended classes for the religious component?
A. Designing curriculum is creating one window. What you are asking is to design another window, and take some kids, and give them different options. With a large school, maybe. With a small school with limited resources, it would be difficult. The kids should be exposed to the Jewish community at large. There is no reason to just look at it in a narrow way. The school is a community day school. Visiting Rabbis can come in to see students… this doesn’t cost money. Children need to know the world in which they live. Knowledge is the source of power.
Q. Suggestions can be made, but there is only so much we, as parents, can do. As parents we all think that our kids are unique. You can see that your kids are learning, and progressing. I want qualified professionals to tell me what is best for my child.
A. People are expressing their approaches and opinions. Parents are part of the “customer.” I will be taking into account the feedback from parents, but it is up to the board and administration on what they will implement.
Q. Given enrolment is declining, having only one flavor fits all, may undermine all the others. There should be a range of flexibility. Can this be done?
A. Again, this will be addressed, and priorities need to be made once recommendations are in place.
Q. What about English? Any chance the schedule will be looked at to see if improvement of classes in terms of schedules. Will there be some kind of guarantee so teachers don’t take lessons in their own hands and decide what part they want to teach and when?
A. There will be a schedule the teacher must follow. If not followed, consequences will be enforced. I will be continuing to work closely with Donna and the administration in the coming year. There will be changes. It may be hard to see it now, if certain preconceived notions are already there, but change will come. You have to give the school a chance. The blueprint (plan) looks promising. There is much potential. You must believe!
Q. In favor of possibly changing the structure of the day? Percentage of Judaic, general, French, etc. and how it fits in with the mission statement… what does this have to do with breakdown of subjects.
A. This is the role of administration and boards, not mine. I will be looking and assessing. My goal is to work on implementation and delivery.
Q. The many changes in the school over the years could have something to do with the lack of support for the admin. Could there be contracts put in place to minimize changes?
A. No, the teachers could get sick, move, etc. the best that can be done is to enforce rules against abuse by teachers, and provide better communication to the parents.
Comment from a parent: I have been at the school for many, many years. This is the First time the board is not ‘invisible’ and is showing a willingness to change, and to make Hillel a better place. I personally, like the changes happening.
Q. Will you be able to incorporate in your assessment how Hillel kids are doing at the public high-schools compared to other kids?
A. Yes, there will be a benchmark in place. The School should look at feedback of prior students at Hillel. One of the parents mentioned that this is already being done informally by Mrs. Waxman to verify how our Hillel kids fare compared to public school kids. The results have been very positive.
Q. What scale do you use to weigh and measure?
A. This is very subjective. I had the privilege of working at many other schools. Past experience dictates. Curriculum is not content only. It is enrichment, assessment, planning. It must meet the needs of different groups.
Q. What is your timeline to deliver the Executive Summary with your recommendations to the board? How long until these changes can be implemented?
A I am hoping to deliver recommendations to the boards of Hillel and Rabin by end of the school year. As for the process, it will take time, but the change will start as of this coming school year. The timeline will depend on the recommendations made. Every aspect of the school will be reviewed, and analyzed. The goal is to unify all processes and procedures, and make them consistent across the board. Change takes time; it will not be overnight.
Q. Ottawa is unique, and since French is so important here, is there a goal to include more of this component in the curriculum?
A. Absolutely. I will be looking at the mission statement of Hillel and Rabin. This issue will be addressed. Keep in mind that the Ministry of Education has a minimum requirement of hours to be completed by each child.
Dr. Korin shared an observation he made earlier that day at a Hillel Grade 8 French class: They were given a project - A Challenge of reviewing how to ameliorate traffic congestion in Ottawa. How we can make a large area pedestrian only. Looking at all the legal issues, and land area, business in the area, etc. The entire project is all in French. This truly impressed Dr. Korin in terms of material and depth of knowledge.
Q. Is the mission statement on the website?
A. Yes, the Hillel Academy mission Statement is available on the website here, along with the core values as well.
Q. How do you address the conflict of the limited hours in a day, and what comes as priorities? Many parents will want emphasis on different subjects. How will this be addressed?
A I will follow the backbone of the school in terms of values - tikkun olam, other values, etc. for one parent who wants one value taught more than another, again, we need to find a balance. The balance will not be liked by all parents. This is the nature of everything. Just like you don’t buy everything in the same store. The existence of the school is important for the betterment of the entire community providing a higher level of education. Parents are interested in the improvement of education. Parents want their children to benefit from Jewish Education, but not at the expense of the general studies.
This led to the follow-up question ….
Q. Adding some extras into Hillel Drama, art, etc. Although this is great, there is concern about what it will replace. How can this be done without compromising other important subjects?
A. The Board will ultimately decide. Time is a major issue in every Jewish day-school. Ministry requires a certain number of periods. The ministry says we must have an x number of French hours by a certain grade. What I did at Bialik, for example, is sharing the time between Jewish and General studies. For example, 1 period every 3 months, to take from a different subject, and alternated so not one subject suffered. So, by spreading it all over, it minimizes loss of content to the child.
Q. Will you be looking at the use of resources for remedial, enrichment, etc?
A. Yes, the whole issue of support school-wide still needs further assessment.
Back to the issue of adding things to the curriculum, please keep in mind add-ons require money. Hiring specialists, ie. Tefilla specialists, to teach the meaning of tefilla, instead of rote. Many parents voiced that this is important to them.
This is one of my very strong recommendations- teach tefilla instead of reciting. Drama, art, etc. remember this all costs money as well. While I may recommend addition to the curriculum, it will be in terms of time. Somebody will have to prioritize all these add-ons. There is only so much time, and money available.
Q. It is great to have a plan. However, I am concerned about the execution of it. Discipline of children is discussed. How do we ensure teachers follow the plan as well?
A. Yes, this will be part of the recommendations as well. Teachers must buy into the change as well. It will not be optional. Parents need to support school policy about discipline. Same rules apply to the teachers, if they do not comply. It will become a process. The teachers must follow protocol, and the students and parents know what to expect. It is the administration’s responsibility to make sure, and to enforce the rules.
Q. What if parents don’t support teachers and administration in terms of consequences for their child?
A. Parents will know ahead of time about the discipline process. They must agree, and abide as well to stand by the Administration and teachers to reach a common goal.
Q. So, has there been any consideration to having core and extended classes for the religious component?
A. Designing curriculum is creating one window. What you are asking is to design another window, and take some kids, and give them different options. With a large school, maybe. With a small school with limited resources, it would be difficult. The kids should be exposed to the Jewish community at large. There is no reason to just look at it in a narrow way. The school is a community day school. Visiting Rabbis can come in to see students… this doesn’t cost money. Children need to know the world in which they live. Knowledge is the source of power.
Q. Suggestions can be made, but there is only so much we, as parents, can do. As parents we all think that our kids are unique. You can see that your kids are learning, and progressing. I want qualified professionals to tell me what is best for my child.
A. People are expressing their approaches and opinions. Parents are part of the “customer.” I will be taking into account the feedback from parents, but it is up to the board and administration on what they will implement.
Q. Given enrolment is declining, having only one flavor fits all, may undermine all the others. There should be a range of flexibility. Can this be done?
A. Again, this will be addressed, and priorities need to be made once recommendations are in place.
Q. What about English? Any chance the schedule will be looked at to see if improvement of classes in terms of schedules. Will there be some kind of guarantee so teachers don’t take lessons in their own hands and decide what part they want to teach and when?
A. There will be a schedule the teacher must follow. If not followed, consequences will be enforced. I will be continuing to work closely with Donna and the administration in the coming year. There will be changes. It may be hard to see it now, if certain preconceived notions are already there, but change will come. You have to give the school a chance. The blueprint (plan) looks promising. There is much potential. You must believe!
Q. In favor of possibly changing the structure of the day? Percentage of Judaic, general, French, etc. and how it fits in with the mission statement… what does this have to do with breakdown of subjects.
A. This is the role of administration and boards, not mine. I will be looking and assessing. My goal is to work on implementation and delivery.
Q. The many changes in the school over the years could have something to do with the lack of support for the admin. Could there be contracts put in place to minimize changes?
A. No, the teachers could get sick, move, etc. the best that can be done is to enforce rules against abuse by teachers, and provide better communication to the parents.
Comment from a parent: I have been at the school for many, many years. This is the First time the board is not ‘invisible’ and is showing a willingness to change, and to make Hillel a better place. I personally, like the changes happening.
Q. Will you be able to incorporate in your assessment how Hillel kids are doing at the public high-schools compared to other kids?
A. Yes, there will be a benchmark in place. The School should look at feedback of prior students at Hillel. One of the parents mentioned that this is already being done informally by Mrs. Waxman to verify how our Hillel kids fare compared to public school kids. The results have been very positive.
Q. What scale do you use to weigh and measure?
A. This is very subjective. I had the privilege of working at many other schools. Past experience dictates. Curriculum is not content only. It is enrichment, assessment, planning. It must meet the needs of different groups.