OHR CHADASHOT D’VAR TORAH

Parshat Vayakhel begins with Moshe engaging every member of Bnai Yisrael in the building of the Mishkan. He asks them to donate gifts of gold, silver, copper, precious stones, fine linen, wood, oil, and spices, to which they respond in droves, each generously contributing whatever he or she could. Similarly, all of the skilled artisans eagerly volunteering their time and skill. The end result is magnificent and truly worthy of the Shechina.

This parsha reminds me in so many ways of our special OCA community. From our faculty, staff, and administrators, who care deeply about putting forth their best effort every day to build our beautiful and holy Mishkan of OCA, to our myriad parent volunteers, each of whom gives of themselves to our school with a nediv lev—a generous heart—a phrase oft repeated
throughout the parsha. Our collective purpose is to build a Mishkan worthy of the Shechina. With heartfelt pride and strength of purpose, we strive to accomplish that goal each and every day.

In the words of Rabbi Mordechai Kamenetzky, “In order to do the work, you must draw yourself close to it. If you take small steps with love and bring a project close to your heart, then rest assured you will complete the work in joy!”

The small steps each of us takes are indeed the most impactful. Walk through any teacher’s day and see him or her tweaking a lesson to make it more impactful, picking up the phone to share good news with a parent, helping a student learn from his or her mistakes, or celebrating a
student’s great effort. Understanding that meaningful, lasting growth happens when we love what we do and are emotionally invested, our teachers and rebbeim use their creativity and attention to detail to bring out the best in their students, recognizing the importance of hands-
on experiential lessons to actively engage students in building knowledge and skills, rather than expecting them to passively absorb information.

The parsha outlines the unique skills that every individual brought to the building of the Mishkan. So too does very member of our team, professional and volunteer, donor and doer, learner and leader, like every one of our students, have unique strengths, interests, and backgrounds to be nurtured, celebrated, and appreciated.

To that end, we humbly offer our hakarat hatov to our parent (and grandparent) volunteers who masterfully orchestrated this week’s Grandparents and Special Friends Day. We are grateful to each and every one of you for stepping up to ask how you can help. Thank you to our teachers, staff, and administrators who infuse their students with a love of Torah and Yiddishkeit, and who prepare them for a life of learning and engaging in the world.

Thank you, as well, to everyone who will be participating in this special morning. We love having the opportunity to show off the rich learning that takes place in our ECC and Elementary School classrooms and look forward to having you back again!

Shabbat shalom!

Parshat Tetzaveh: Empathy and Compassion

Appearing confident, a businessman in a nice suit walks into your Shul and sits down in an empty seat. You notice you have never seen him before – he must be new to town. You make your way over to welcome him and introduce yourself, all while keeping in mind a lesson from Rabbeinu Bachaya from this week’s Parsha.

In the introduction to Parshat Tetzaveh, Rabbeinu Bachaya talks about the proper way to approach someone who has left his home and his familiar surroundings and moved to a new city. In Mishlei (27:8) Shlomo HaMelech compares this person to a bird who has left his nest. When one leaves their birthplace, the place they call home, there is a level of discomfort. There is a loss of familiarity and there is uncertainty as to what lies ahead. Even when a person chooses to move onto a new situation, there might be doubt and discomfort that he experiences.

When someone notices the newcomer, Shlomo Hamelech empowers him to ease the transition: “Shemen U’Ketoret yismach lev, u’metek rei’ayhu mei’atzat nefesh – Oil and incense gladden one’s heart, along with the sweetness of friendship that stems from one’s soul.” (Mishlei 27:9).

Rabbeinu Bachaya explains that the “oil and incense” refer to providing nutritious meals to a newcomer, the “sweetness of friendship” refers to welcoming him with a sweet smile and kind and pleasant words, and “advice of one’s soul” refers to the intellectual soul that tells us to deliver everything to the newcomer in a manner of genuine care and concern, as well. When welcoming someone, we must extend our heart to them, and feel for them.

Rabbi Henoch Liebowitz, zt”l, took note of the additional component of not only delivering the “sweetness of friendship,” but also doing so with the “advice of one’s soul.” It is not enough to provide nutritious meals, a smile, and pleasant conversation – it must stem from an internal sense of genuine care and concern. It must be internal as well as external.

Shlomo Hamelech teaches us that anyone moving past their own comfort zone experiences an internal void similar to the void of someone leaving their hometown. When we see anyone on their own journey of growth, perhaps unsure of their next steps, or doubting themselves, we have the opportunity to properly respond. We must show empathy and compassion and really try to feel how someone else might be feeling and what they are experiencing. When we approach a newcomer or someone on a journey of growth we must be cognizant of Shlomo Hamelech’s appraisal of that person’s current state. When we really feel for our fellow Jew, it helps ensure that we are acting toward them with genuine feelings of care and concern, thereby increasing Ahavat Yisrael – love for our fellow Jew.

Shabbat Shalom!

Bringing Parshat Mishpatim to Life: The Power of Jewish Education

This week’s Parshat Mishpatim is rich with laws and principles that guide us in leading a life of integrity and ethical responsibility. One important declaration stands out, “Na’aseh v’Nishma”, where Bnei Yisrael commit to following the Torah’s teachings even before fully understanding them. This unwavering dedication to learning and growth reflects the very essence of Jewish education.

Rabbi Lord Jonathan Sacks, z”l, speaks about the connection between Mishpatim and the role of education in shaping a just and moral society. He emphasizes that the transmission of values from one generation to the next is the foundation of a Jewish future. Some of the key ideas he highlights include:

• Parshat Mishpatim provides clear guidelines on how we interact with one another and navigate social situations. These are values that we work to instill starting at an early age and focus on every day in our classrooms.
• The Torah is not simply a collection of laws but a blueprint for a just and functional society. Chinuch is more than teaching stories and traditions—it is about molding character, instilling values, and cultivating good habits. By introducing children to healthy decision-making, we help them develop a strong sense of right and wrong that will hopefully guide them throughout their lives.
• Na’aseh v’Nishma is at the very heart of Jewish observance. Our commitment to mitzvot is so strong that we observe them even before fully comprehending their meaning. This mirrors the way children learn—through action, experience, and immersion.
• Observing the laws of Parshat Mishpatim is not just about personal conduct; it is about upholding and passing on our shared values as a people. As a school, in partnership with parents, we play a vital role in the transmission of Torah values, ensuring that Jewish knowledge and identity continue to flourish from generation to generation.

We are all partners in shaping the future of the Jewish nation. Through a strong school/home partnership, we work hard to nurture each child’s growth and cultivate shared commitment to Torah and Mitzvot. Together, we can bring the lessons of Mishpatim to life with passion, purpose, and excitement.

Shabbat Shalom!

Parshat Beshalach Exodus 13:17

I’m often caught between a rock and a hard place. Do I make this decision or that one? Neither is ideal, but one is going to turn out to be better than the other. Using all of the information and resources available, iy”H with Gd’s help, I endeavor to make the best decision possible.

None of us knows the plan on the other side of Hashem’s tapestry, so when we are caught between a metaphoric army of Egyptian soldiers gaining on us from the rear and a deep sea ahead, what do we do? In Parshat Beshalach, Bnai Yisrael face exactly that dilemma. Soon after fleeing Mitzrayim, they find themselves being chased by Pharoah’s men intent on bringing them back to servitude. Trapped between the armies and the sea, where are Bnai Yisrael to go now? There is no time for a deliberative cost-benefit analysis. Hashem instructs Moshe to raise his staff over the water, and powerfully splits the sea to allow His people to cross over dry land. Once they are safely on the other side, the sea closes, drowning the soldiers. Decision well-played.

In times of high stress, when we feel we have no good options, how do we respond? Do we freeze out of fear or give up, feeling hopeless? Or rather, in one of my all-time favorite movie lines, Dori from Finding Nemo says: “Just keep swimming, just keep swimming.” The only way out of a dilemma is to take that first step into the sea and keep moving forward, holding fast to the knowledge that Hashem is always with us and has a plan for us.

Children, as befits their developmental skill level and limited life experience, frequently find themselves in situations in which they don’t know what to do or how to handle themselves. If the choice they make is a good one, we want to recognize their decision to reinforce the behavior. When they make a poor decision, however, they need to be given the opportunity to experience natural consequences in order to learn not to make the same choice again.

Because life is full of dilemmas, central to the social-emotional learning we provide at OCA are the enduring life lessons that will help our students safely make it through difficult or uncertain situations in which there is no clear path forward.

• There are no perfect decisions or perfect moments.

When there are no clearly ideal choices, we can only try our best. Rather than wait for the perfect moment or the perfect choice, we make the most of what we have.

• Just keep swimming.

When we find ourselves in a difficult situation, we move through it, persevering one step at a time. Remember that embarrassment is fleeting. Action is empowering.

• Remain adaptable and flexible.

We can always find a new way to navigate a difficult situation or solve a challenging problem when we stay flexible and be willing to adjust our approach or view the problem with a fresh perspective. 

• Trust in Hashem.

None of us is alone. Hashem has a plan for us that is ours to discover.

Over time, with adult-guided reflection and problem-solving support both in school and at home, children gradually internalize those pro-social decision-making patterns to become confident, successful, and well-adjusted adults. Along the way, we get to reap the nachat from having had the privilege of playing a part in their growth. B’H.

Shabbat Shalom!

Walking in Another’s Shoes: A Reflection on Parshat Vaera

“The Torah tells us three times that the purpose of the signs and wonders was ‘so that the Egyptians may know that I am the L-rd.’” (Shemot 7:5; 14:4; 14:18)

Have you ever wondered why we honestly think we understand what someone is going through, only to realize when it happens to us that, not for lack of trying, we actually had no idea? Our best faith effort and compassion could only take us so far. Parshat Vaera highlights the difference between intellectual understanding, even if well-meaning, and the deep-seated empathy that develops from first-hand experience.

Pharaoh, despite witnessing the plagues and the devastation they wreaked upon his land, remains unmoved plague after plague. Intellectually, he rationalizes away each plague and refuses to accede to each increasingly painful demonstration of Hashem’s will. It isn’t until he loses his son, his firstborn, that Pharaoh’s eyes are opened, and he capitulates, releasing Bnai Yisrael from bondage.

The true, full-bodied understanding of Pharoah that we see after the tenth and final plague requires more than knowing from a distance. It demands the emotional connection that can only be acquired through personal experience. We see in the parsha, and know from our own lives, that only when we immerse ourselves in another’s reality, can we then gain a fuller understanding of the other’s challenges and needs.

The neuropsychological concept behind this phenomenon is embodied cognition, defined as whole-body understanding. Embodied cognition postulates that our thinking is shaped not only by logic and memory of past experiences, but also by our emotions and physical engagement of our body acting on and being acted upon by the environment. In education, we tap into embodied cognition when we design experiential learning opportunities, recognizing that engaging students’ closely linked sensory, motor, and emotional networks creates more durable and deeply rooted learning than learning acquired by intellect or rote memory alone. Now, I get it! I didn’t understand what you meant until it happened to me.

In this issue of Ohr Chadashot, you will see examples of learning through action, the way we believe education is most impactful. For example, our ECC students, for whom all learning is multimodal, made the most of our recent snowfall to practice the cognitive concepts of building, ordering objects by size, writing their names, and experimenting with painting snow. Our Elementary School students, in honor of Dr. Martin Luther King, Jr. Day, explored ways in which we strive to create a community defined by middot and achdut. Throughout Hebrew Language week, our students learned about and celebrated the life of Eliezer Ben Yehuda, the father of modern Hebrew, by creating an OCA Hebrew dictionary and a video of their favorite words, and having fun practicing Hebrew through activities located around the school.

In the Middle School, Rabbi Riselsheimer’s 7B Chumash class personally designed flags that represented each of the shvatim to deepen their understanding of the role and location of each shevat in the midbar. And in a festive and meaningful bat mitzvah celebration with their mothers and grandmothers, Morah Reischer’s 6th grade students presented their research of each of the Imahot, making direct connections between the middot of Sarah, Rivkah, Rachel, and Leah, and the middot they desire to emulate for themselves.
These are just several examples of OCA’s approach to learning by doing, through which we build empathy, understanding, knowledge, and skills, while creating memories that we hope our students will remember for many years to come.

Shabbat shalom!

Parshat Vayechi, the last parsha in Sefer Bereshit, summarizes the family dynamics that Yaakov Avinu invested his life’s efforts to build and sets the stage for the future of Bnai Yisrael. In this parsha, we see the treasured relationship between Yaakov and Ephraim and Manasseh that developed through the reconciliation of the family and grew over time as they met daily to study Torah together. Because of their closeness, Yaakov’s legacy will be sustained through Yosef and his sons, as if Ephraim and Manasseh were themselves two of Yaakov’s sons.

We see this clearly when Yaakov becomes ill in his old age, and Yosef visits him with his two sons, Manasseh and Ephraim.

Yaakov says:

ויאמר ישראל אל יוסף ראה פניך לא פללתי והנה הראה אותי אלקים גם את זרעך
“I never expected to see you again, and now G-d has shown me your children as well.” (Bereshit 48:11)

He next blesses Yosef, and then places his hands on the heads of Yosef’s two boys.

ויברכם ביום ההוא לאמור בך יברך ישראל לאמר ישימך אלקים כאפרים וכמנשה וישם את אפרים לפני מנשה

“With you, Israel will bless, saying, ‘May G-d make you like Ephraim and Manasseh.’” (Bereshit 48:20)

This blessing is not just words of encouragement, but serves as a prophecy of the destiny of Ephraim and Manasseh as leaders of their shevatim.
When grandparents live to see their grandchildren follow in their path, it is truly a blessing. It is no coincidence that Bnei Yisrael, the descendants of Yaakov, carry on his name as the close connection established during his lifetime assured that his legacy would continue. Anyone who has the privilege of having grandchildren will immediately understand the depth of this connection.

This reminds me of my son’s connection to his grandfather, my father. My son was getting ready for his upcoming Bar Mitzvah at which my father (Mordechai Ben Yaakov עייה) was to have an aliyah. Professionally my father was an electrical engineer, but he did not have the privilege of receiving a Jewish day school education. So, he did not know how to read Hebrew as fluently as his grandchildren. To help prepare my father for his aliyah, my son taught him the brachot and practiced with him so he would feel confident when he was called up to the Torah. That is a memory my family cherishes.

This experience, and the lesson of this week’s parsha, show us the specialness of the grandparent-grandchild relationship, and the power of a bracha to impart strength and connection. Just like Yaakov’s blessings had a lasting impact on the future of his descendants, the investment we make in intergenerational relationships can have a lasting impact on those around us, as well.

Shabbat Shalom!

SAVE THE DATE- March 21 – Grandparents’ and Special Friends’ Day!

Excitement is building at OCA as we approach the start of Chanukah! The chag is filled with family games, creative menorahs, sufganiyot, latkes, gelt, and gifts. Through all of the fun, Chanukah reminds us that during the darkest season of the year, and indeed the darkest 440 days of our lives, each of us has the power to bring light into the world.

Earlier this month, my husband and I had the honor of participating in a mission with One Israel Fund to meet some of the individuals and see firsthand the literal fruits of their labor to bring peace and security to the Gaza envelope and the Yehuda and Shomron. At each stop along the way of our whirlwind trip, we were inspired by the passion and ingenuity of farmers and entrepreneurs, security experts and ordinary citizens who refuse to be passive bystanders, who strive every day to bring light to Israel and to the world.

On our first, but not the last, emotional day of our journey, we met Yishai Levi from Livnot U’Lehibanot, who drives down to Kibbutz Nirim from Tzfat several days each week to repair homes and paint children’s bedrooms so they will have beautiful spaces to return to and learned from Rotem what it took to harvest the avocado crops during a war and to be rewarded for their efforts by an even greater bounty the following season, exemplifying the phrase, “We sow in tears, and reap in joy.” Visiting the haunting memorial at the Nova site, we said amen to the kaddish of police officers standing at attention at the flagpole and were deeply moved by a group of 40 seminary girls davening together, singing Hodu lashem kitov, ki l’olam chasdo! The hope and emunah expressed in a place of darkness demonstrated how we as Jews hold both tragedy and gratitude in our collective consciousness.

Later, it was a special privilege to bring beautiful cards and drawings made by our OCA students, as well as needed supplies such as socks and handwarmers, to chayalim stopping at Shuva and Pina Chama for a rest and a hot meal. Saying todah rabba from OCA to our brave young soldiers was an incredible experience that brought the biggest smiles you could imagine! The icing on the cake was the opportunity to run into Allan and Rini Gonsher, canteen volunteers and grandparents of past OCA students!

We visited Arugot Farm, where Ari Abramowitz and three friends built an organic farm and healing retreat in the Judean Hills for visitors seeking a deep connection to Hashem and to one another. After we davened mincha in his exceptionally beautiful Beit Midrash, Ari shared with us the remarkable story of a group of Germans, the children, grandchildren, and great grandchildren of Nazis, who arrived on site wanting in some small measure to try to atone for their forebears and help to rebuild the Jewish people. They not only jumped in to help with the physical building of the retreat, but they asked to learn Torah with Ari, and build a chuppah so that new Jewish families could be established.

And then we had the chance to speak with Joshua Waller of HaYovel, who along with his parents and 10 siblings moved to Israel from Tennessee 20 years ago to provide expertise, equipment, and labor to help Israelis establish and maintain farmland in what he referred to as the “front line of Zionism.” After he experienced firsthand the discrepancy between what the media were reporting and what was actually happening on the ground, he started their podcast The Israel Guys to shine a spotlight on the truth.

These are just a few of the extraordinary people we met (with more to follow in future OCs) who embody the message and the meaning of Chanukah: that each of us possesses the power to stand up to those who try to suppress us, to shine the light of hope and positivity to illuminate the darkness. This is the spirit of OCA, where our teachers bring out the light in our students and help our students find the light within them.

During the darkest season of the year, and indeed the darkest 440 days of our lives, may each of us, as we light our menorahs this Chanukah, use the metaphor of the flame to bring out our own inner spark. No matter what we are going through, and how tough it may be to see the light at the end of the tunnel, we have the strength and the capacity to light the path forward for ourselves and for one another.

Shabbat Shalom and Chanukah Sameach!

Parshat Vayeitzei is one of my favorite parshiyot. We start with Yaakov fleeing Eisav, encountering HKB”H at Beit El, or Har Habayit, the twelve stones turning into one, giving ma’aser (thanks to our middle school shabbaton sponsors), meeting Rachel at the well, the birth of eleven shvatim, something with speckles, spots, and dots, and fleeing Lavan.

Focusing on the birth of the shvatim, this week’s parsha marks a turning point in Avodat Hashem. Until now, there has been a rule of two; father and an individual son serve Hashem. Avraham with Yitzchak, to the exclusion of Yishmael, and Yitzchak with Yaakov, to the exclusion of Eisav. With Yaakov and his children, we see a paradigm shift: multiple avenues in Avodat Hashem. Each shevet has its own unique role and contribution, as reflected in their names and Yaakov’s brachos in Parshat Vayechi, and as we learn, play out throughout history.

Interestingly, Yaakov himself did not name his first eleven sons; their mothers or aunts did. This begins with Reuven, whose name seems to reflect Leah’s gratitude. Hashem, in His kindness to Leah, allows her to give birth before Rachel and gain favor in Yaakov’s eyes. Each of Leah’s first four children reflects her journey of hakarat hatov, culminating in Yehuda, from the shoresh “to thank.” This same theme extends to the names given to the maidservants’ children, showing a constant recognition of Hashem’s kindness.
When Rachel names Yosef, the Torah offers a deeper insight into her gratitude:
Elokim has removed my shame  אָסַף אֱ-לֹהִים אֶת־חֶרְפָּתִי

At first glance, Rachel seems to be thankful for having a child after years of barrenness. But Rashi, quoting Chazal, highlights something surprising:

“So long as a woman has no child she has no-one to blame for her faults; when, however, she has a child, she puts it on him. “Who broke this vessel?” “Your son!” “Who ate those figs?” “Your son!”

This midrash seems puzzling. Could this be what Rachel waited so long for? Not simply to build klal Yisrael or experience motherhood, but just to have someone to blame?

To understand this, consider the extraordinary value of the mundane. Human intellect can achieve incredible feats—like Turing’s logic or Einstein’s theories—but at its core is the ability to differentiate between small details, perhaps the first cognitive feat we do as infants. The birchas hashachar praises Hashem for this foundational ability:
…אֲשֶׁר נָתַן לַשֶּׂכְוִי בִינָה לְהַבְחִין בֵּין יוֹם וּבֵין לָיְלָה
…who gives the heart understanding to distinguish between day and night.

It’s the little things—recognizing distinctions, celebrating nuances, and acknowledging daily blessings—that shape our lives. Rachel’s gratitude for even the smallest changes underscores the profound importance of noticing and appreciating the everyday.

For parents and educators, this lesson is invaluable. We often focus on big milestones—grades, achievements, or large gestures. But what truly builds our children and students are the small, consistent actions: the kind word, the note in the lunchbox, the moment of focused attention. It’s these daily interactions that convey love, build confidence, and foster growth.
Like Rachel, let’s find gratitude in the little moments, recognizing their power to transform the lives of those we nurture.

Shabbat Shalom

As a child, we see our relationship with Hashem in simplistic terms. “Please, God, let me do well on this test (even though I admittedly didn’t study).” We hold onto this hope until we take the test and realize how much we didn’t actually know. At some point. we realize that no amount of davening will replace paying attention and studying as a way to achieve success in school. I tried that growing up. It didn’t work.

Parshat Chayei Sarah presents that lesson through Avraham’s eyes. In this parsha, Avraham Aveinu is promised by Hashem that he and his descendants will someday be given Eretz Canaan as an everlasting possession and his offspring will be as numerous as the stars in the sky and the grains of sand on the shore.

Those promises will not be fulfilled, however, without Avraham persisting through multiple tests and challenges. Avraham has to engage in a contentious bargaining process to obtain a burial plot for Sarah. Back and forth the negotiation goes, Avraham literally has to stand his ground to be able to purchase this small piece of land, but it will come at considerable cost.

So, too, will it take patience, persistence, dogged determination, and a hefty financial commitment to obtain a wife, Rivka, for Yitzchak. Avraham’s servant presents Rivka’s family with a bounty of gifts, after which they enjoy a celebratory dinner together. Then, of course, the family changes their mind to extract an even greater sum. Avraham must win Rivka’s release so that Hashem’s promise of future generations can be fulfilled.

Hashem, the Ribbono Shel Olam, has a plan for each of us and will fulfill that promise to us, but He will not simply hand it to us. We must be actively engaged in bringing the plan to fruition. That which matters most in life requires commitment, persistence, dedicated effort, and the courage to take advantage of opportunities that come our way.

Those themes rang true for us at OCA this past week as we achieved and then surpassed our goal in our Special Moments Annual Campaign. We believe deeply in our mission as a school: to raise the next generation of knowledgeable, committed Torah-observant Jews who shine brightly, walk proudly, and contribute greatly to the world. That doesn’t happen without the support and hard work of a community with shared values.

Our success in this campaign was due to the incredible generosity, determination, and hard work (and a little spirited competition!) of OCA’s professional and lay leadership, staff, and amazing parent body. We thank everyone who participated in the campaign, whether through giving generously, committing their time, soliciting donations, or simply spreading the word as an ambassador of OCA about our special school community. Each of you helped to bring about our success, our special moment. Toda rabba!

Shabbat shalom!

In Parshat Lech Lecha, we learn about the transformative power of stepping outside our comfort zones to pursue a mission of true meaning. When Hashem commands Avraham to “lech lecha”—to leave behind his homeland and all he knows—He invites Avraham on a journey brimming with purpose and potential. Each step forward, though laden with uncertainty, shapes Avraham’s character and deepens his connection to his divine mission. Through his unwavering emunah and courage, Avraham forges a legacy that transcends his own life, shaping the lives of countless generations to come.

At OCA we inspire our students each day to “lech lecha” – go forth – in their learning, in their collaboration with one another, in their ability to take risks and try new things, explore new ideas, and so much more. Our focus on creating Special Moments each day shapes the way we design the learning experience. Whether it’s the milestone of receiving their first siddur, chumash, mishnah, or gemara; the spiritual connection of davening; or collaborative problem-solving in the classroom, these moments leave a lasting impact.

Our students thrive in an environment where hands-on learning, interactive discussions, and teamwork are part of the everyday. The Special Moments we foster when learning, davening, reflecting, and engaging in acts of chesed, also help create a deep connection with Torah and mitzvot.As we gear up for next week’s annual campaign, on November 12 and 13, we ask that you “go forth”, and support us in providing a nurturing, Torah-driven environment where each day brings new opportunities for our students to create meaningful connections and memories.

Our goal is to raise $700,000, which will help bridge the gap between tuition and the true cost of an OCA education. Thank you to generous community donors, all donations will be matched 4x.Together, we can build a legacy that is inspired by Avraham’s journey—a legacy of courage and growth that will positively impact the next generation. Let’s take that step forward, together, to ensure OCA remains a place where every moment has the potential to shape tomorrow’s leaders.

Shabbat Shalom

“If I am not for myself, who will be for me? But if I am only for myself, what am I? And if not now, when?”

The words of Hillel have never resonated more deeply in our hearts than they do today, as our world fundamentally changed one year ago. We have been painfully reminded of the age-old lessons that we must remain true to ourselves, advocate for and take care of ourselves, and focus on the Torah that unites us, rather than allow our differences to divide us.

At OCA, we are united by our Mission as a school, driven like never before, to educate our students to be caring, confident, knowledgeable, believing, and practicing young observant Jewish children and adolescents who are connected at their core to Hashem, to Torah, to one another, and to Eretz Yisrael.

Although, from their earliest beginnings, children are inherently egocentric as a means to ensure their survival, soon they instinctively look to others to understand themselves in the world, noticing and absorbing the emotions and behaviors around them. When one baby cries, another one picks up shortly thereafter. The anxiety of an adult is mirrored by the child. Throughout their childhood and teens years, children learn from us both directly and indirectly to become other-directed, to intentionally put themselves in the metaphoric shoes of another, in order to learn how to be caring and contributing members of klal Yisrael and society as a whole. This is the work and the joy of teaching.

At a time in which we need these lessons more than ever, we began this year with words of inspiration and acts of chesed, some of which you will read about in this issue of Ohr Chadashot. As we ushered in 5785, commemorated October 7th, and now prepare for Yom Kippur, Sukkot, and Simchat Torah, we drew strength as a community from the parents of our shinshin Eyal Mevorach Twito z”l, Shiri and Moti, who visited OCA to walk in their son’s footsteps, share his story, and speak with all of us who knew him. We heard divrei chizuk from Rav Rimon, Mrs. Jaclyn Sova, Rabbi Shmuel Kimche, and Mr. Didi Rand. And we look forward to welcoming Beatie Deutsch and released hostage, Raz Ben Ami, in November.

With Yom Kippur upon us, we learn from Sefer Yonah not to run away from our purpose; we are obligated to follow Hashem’s imperative and stand up for what is right. Over the past year, we have witnessed countless acts of gevura and chesed, both here and in Israel, which we highlight for our students and provide them opportunities to engage in as well. Through teaching the power of chesed, emunah, tefilla, and tzedaka, we inculcate in our students the core value that we all play a role in helping Am Yisrael heal and rebuild.

When the seas are storming around us, and we feel engulfed by forces seemingly beyond our control, we must try to turn away from feelings of despair and remember that we still have a choice that rests in our hands. There is work to be done. The work will not only be carried out by us, but by following our example, our children will learn to be the advocates, leaders, and change makers the world so desperately needs now and in the years ahead.

May 5785 be a year of healing and rebuilding. May we witness the speedy and safe release of our hostages, the safe return of our soldiers, and peace to all of Am Yisrael.

Gmar chatima tova and Shabbat Shalom.

The Gemara in Megilla (6B), relates the following:

“Rabbi Yitzchok says: [One who says] I have labored and not found success, do not believe; [one who says] I have not labored but I have found success, do not believe; [one who says] I have labored and I have found success, believe.”

There are myriad ways R’ Yitzchok’s statement can be applied to Ohr Chadash Academy’s staff, teachers, students, parents, and community. It is, however, particularly relevant to a momentous project OCA has embarked on over the past two and a half years. In 2021, OCA’s Board tasked Dr. Deborah Rapoport and her administrative team with obtaining accreditation for Ohr Chadash Academy from the Association of Maryland Independent Schools (AIMS).

The AIMS accreditation process involved an extensive (nearly 300 page) self-study and culminated in a three-day visit to the school by a national team of experienced educators. The self-study challenged literally every member of OCA’s staff to review their work, the school’s curriculum, programming, policies, procedures, culture, mission, and values. The effort expended by our teachers and staff cannot be overstated. Board members volunteered extra time to help compile the board section of the self-study and parents sacrificed valuable time to meet with the accreditation team during their visit in March.

The culmination of this community wide effort is the summary accessible here. It provides accolades for the growth Ohr Chadash Academy has labored to produce over the past thirteen years and areas to focus on in the next stage of the school’s life cycle.

To each administrator who labored through the self-study and showed the best of our school to the visiting team: thank you. It is because of your efforts, vision, and leadership that the OCA Community has found and will with GD’s help will continue to find success.

To each and every teacher who labored through the self-study and shared your inspiration and gifts with the visiting team: thank you. It is because of your efforts that our school and our precious children will find success for decades to come.

To my fellow Board Members: our Hakarat HaTov (thanks) is owed to Mrs. Lanie Carter who selflessly completed the lion’s share of the Board’s portion of the self-study. Thanks to each of you as well for your leadership that allows OCA to remain true to its Mission and Torah Values.

To my fellow Executive Committee Members: thank you for your constant support for the school, for meeting with and inspiring the accreditation team, and for guiding OCA’s Board and Leadership through our turbulent world.

To our Head of School, Dr. Deborah Rapoport: thank you for conducting the symphony that is OCA’s stakeholders through the lengthy and arduous AIMS application process. Your leadership in developing the quality and strength of our staff, teachers, and the education OCA provides has made our accreditation possible.

To my fellow members of the Ohr Chadash Academy Community: thank you for your steadfast support and advocacy for our school. Our strong sense of community was evident to the AIMS committee.

Speaking of our Community:
In Parshat Shoftim, the Jewish People are reminded by Moshe Rabbenu that the Tribe of Levi does not receive a portion in the Land of Israel as “GD is their portion” (Devarim 18:2). Maimonides explains the Levite’s job was to educate and serve GD on behalf of the other Tribes to sustain them spiritually, therefore it was the other Tribe’s obligation to provide for the Levites’ physical needs through tithes, offerings, and gifts.

Similarly, in this week’s Parsha, we are reminded that before we eat from the fruits of our labors, we must first feed those who sustain us (the Levites) and those who cannot sustain themselves (specifically orphans and widows). We are even commanded to state a long and detailed oath before GD before taking part in our own consecrated produce testifying to the truth that we fulfilled our spiritual obligations with our fruits before enjoying them ourselves (Devarim 26:12:15).

Modern Poskim, among them the C’Tav Sofer and Rabbi Moshe Feinstein (C’Tav Sofer & Dibros Moshe both on Parshas Shoftim 18:2), extrapolate from the obligation of feeding the Children of Levi, the Torah educators of their day, an obligation support Jewish schools in our time.

All of you reading this are in some way supporters of Ohr Chadash Academy. Without each of you, we could not labor and we could not find success, nor would our work be sustainable. May we together go from Strength to Strength.

Thank you, שבת שלום, וכתיבה וחתימה טובה!

Ohr Chadash Academy (OCA) is a Torah-driven Orthodox Jewish day school for boys and girls in early childhood through 8th grade, where the divine spark and unique worth of each individual are celebrated. We emphasize the inherent kedusha of both Judaic and general studies and promote a personal relationship with Medinat Yisrael, Eretz Yisrael, and Am Yisrael.

Within a warm, nurturing environment, we instill the values of chesed and middot in our students and foster intellectual curiosity and critical thinking skills through experiential learning and collaborative problem-solving. At OCA, we inspire students to be independent and inclusive, caring and confident, educated and engaged members of the community and society as a whole.

Every August, when our faculty and staff return to school, we begin by anchoring our work in our school’s mission. It is this statement that shapes how we teach and engage with one another, define our goals and expectations, and make educational decisions.

Our mission echoes the message Moshe delivers in this week’s parsha, Parshat Re’eh. Just before Bnai Yisrael crosses the Jordan River and enters Eretz Israel, Moshe informs the people that they will receive abundant blessings if they always remember to adhere to Hashem’s commandments. Moshe cautions Bnai Yisrael that although they are to inhabit the land, they must not be enticed by the ways of those around them. Their path, our path, is to remain true to the Torah.

Balancing between living in the world, while maintaining the integrity of our emunah and commitment to Torah observance, is arguably the hardest path to walk. But, for us it is a rich experience, filled with opportunities to participate fully in Hashem’s world and be a light unto the nations.

To prepare our children to live lives of commitment to Torah and personal and professional achievement, we set high expectations in terms of their middot, spiritual growth, academic accomplishment, and genuine care for others within the community of the classroom, the OCA community, and the broader communities beyond our walls. Helping our students grow to meet those expectations are our outstanding teachers, administrators, and support staff who provide supportive and consistent encouragement, setting our students on the path to being their best selves.

This year, our professional development efforts will be dedicated to elevating our classroom environments. Building upon the existing Responsive Classroom model in the Elementary School, our teaching staff from ECC-MS will be focused on creating classroom communities in which mutual respect, collaboration, and personal ownership over one’s learning are taken to the next level.

Teachers will be designing systems, routines, and strategies to support the development of healthy self-regulatory and prosocial community-building skills to foster environments of caring and collaboration. In addition, our team will be organizing the physical learning spaces of our school in myriad ways that stimulate student learning and engagement. In so doing, our goal is to continue to excel at immersing our students in a culture of learning that not only builds cohesive and mutually supportive classroom communities, but also motivates student ownership and achievement. We are excited about the possibilities for innovation in learning that lie ahead.

May Hashem shower us with brachot in the new school year, as we continue His holy work of educating His children to be proud of themselves, take care of one another, be sure of their identity, and always follow in the ways of Torah.

Shabbat Shalom!