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Gray Academy excels at online teaching during pandemic with ‘Gray Away”

Gray Academy students Ethan (Gr. 9)
and Annie (Gr. 6)

By BERNIE BELLAN
It was March 13 when the Province of Manitoba announced that, effective March 23, all schools in Manitoba were going to close for three weeks – with the possibility that the closure might be extended.

While it shouldn’t have come as a major surprise, given the speed with which the novel coronavirus was sweeping across Canada and the United States, still, how do you prepare for something as huge as the closing of all schools?
For staff at Gray Academy, however, adapting to new technology has always been a strong suit. Within a period of days the school informed parents that almost everything that had been done in the bricks and mortar Gray Academy was now going to be carried over into what was titled “Gray Away”.
Now, after over two months of having transitioned to a totally new way of learning, the results are in – and it seems that everyone, from staff to parents to students themselves, are more than satisfied with how Gray Academy has managed to adapt so well to the demands that were thrust upon that school.

Staff forced to pivot to online learning in a very short time
On Friday, May 15 I spoke with three members of Gray Academy: Head of School and Gray Academy CEO Lori Binder, Director of Teaching and Learning Rob Dalgliesh, and Director, Marketing and Communications Andrea Ritter.
We discussed how Gray Academy has responded to the demands of taking an entire curriculum online and what the reactions of parents and students have been.
Lori Binder began the conversation by saying: “We’re phenomenally grateful to all of our staff for being able to pivot so quickly in the middle of March in caring for all of our students.
“No one could ever have imagined that within 48 hours we’d have to figure out an infrastructure to care for all of our students and our learning.
“It’s been going incredibly well. We have been able to solicit feedback along the way in the last eight and a half weeks. Feedback has been immensely helpful to help create “our Gray Away infrastructure.
“We had some things in place in the school before the pandemic hit that allowed us to pivot more successfully – especially in the upper elementary to the high school.
“I think it was caring for our littlest kids – nobody in this world would have fathomed children learning virtually at three, four, or five years of age, but I think the biggest drivers for us were insuring that our students in their isolation had very strong connections with their teachers and with their peers on a daily basis through having a timetable and live classes, also a solid structure.”

How the curriculum was developed
Rob Dalgliesh added: “Although our time line was very short, great care went into the creation of ‘Gray Away’ – our virtual academy. It wasn’t rushed. We spent a lot of extra time in the wee hours of the morning creating the pieces that went into it.
“We started with standard curriculum creation by looking at the principal foundations of what we would then carry forward. We looked at the research that is in the area of online learning.
“We looked at pillars – things that we could build on. We wanted to make sure that our kids felt that they were being cared for and safe, but to do that we wanted things to be somewhat familiar – that connection with their teachers, that connection with their peers.
“We also wanted to include a spiritual element. Being a Jewish school we wanted that to be there, so we have our ‘Kabbalat Shabbat’, we have things for holiday programming. Even during the Pesach break we had educators dedicate time to bring forward programming connected to the holiday.
“Another pillar was physical health. It’s easy for a kid not to get up and get going, so we wanted to make sure that there’s an expectation that we wanted them to continue with their phys ed programming.
(Another pillar was) “Mental health – we wanted to help kids with that; showing kids that there’s more to learning than reading a text book. We looked at calming exercises, at the integration of a variety of techniques that our teachers are great at using that help kids with their mental wellbeing.
“For instance, we had wonderful suggestions for creating art at home, also project based learning.”

Zoom for JK-Grade 2; Google Meets for students in Grade 3 & up
At that point I asked “whether the lessons for the kids are individually tailored or are they done in group Zoom sessions, for instance?”
Lori Binder answered: “We’re using the Zoom platform from junior kindergarten through to Grade 2 and we are using the Google classroom platform – which uses Google Meets, in Grades 3 through 12. There are live classes that occur every day – mornings and afternoons.
“We have also built in one-on-one time in our elementary so that teachers have a chance to connect with kids and do some assessment. In our high school there’s a little bit of one-on-time on a daily basis.
“We’ve also set aside blocks on day 3 for all teachers to have an open meeting.”

School still starts at 9 a.m.
I asked: “Can you give an idea how much time a typical student would be online – either individually or within a group setting?”
Lori Binder: “I’ll paint you a picture of elementary: At 9 a.m. every student comes on to Zoom – JK through elementary. The whole school is welcome, but it’s mostly elementary. There are live announcements and the anthems (both O Canada and Hatikvah), and then they head straight to their live classes. They start with a live class with their general classroom teacher, then they continue on either to a live specialist class, which could be French, guidance, music…and then they’ll continue on live.
“I wanted to clarify that in an hour for instance in the high school, it’s not just live teaching.” (Later Lori explained that there is also time set aside for students to study on their own during the school day – just as if they were in the actual physical school.)

Rob Dalgliesh added: “One of the pillars (upon which the virtual school was built) was having a balanced day so that there is online collaboration, for example, small group work.
“At the high school level, there is a teacher giving a lesson, then there is Q and A time afterward – just like in a bricks and mortar school.
“Sometimes the collaboration with other students is just over the phone – like we are right now, having a conversation. It’s not necessarily in front of a screen.
“There are off line working sessions with students doing homework with paper and pen. There are research and innovation projects – personal passion projects that a student wants to research and carry on by him or herself.”

Lori Binder: “I would say it’s about 41/2-5 hours a day (spent in the virtual classroom), but again – it’s not sitting and staring at a screen.
“We’ve got some incredible things going. For instance, a couple of nights ago, the Grade 9 science teacher invited all the students at 9:30 (p.m.) to hop on to a live meeting to look at Venus. It was a particular night that Venus could be visible in the sky.
“Our younger kids would be spending less time (in the virtual classroom) – more around three hours a day, divided up into smaller chunks.”

Close monitoring of each student’s performance
I asked: “Are you able to monitor individual students to see how much time each student is actually spending online?” (I asked that question because I was skeptical that all students are responding with equal eagerness to adapt to the “virtual classroom”).

Lori Binder: “One of the most amazing ingredients to this has been the very close connection between the teachers, the students, and the families. Every three days there are phone calls home.
“If a child has not arrived in the classroom and we have not heard from the parents, then we’re following up. We have very high engagement. I would say that almost every kid is learning.
“Where there’s a differential is in the junior kindergarten – kindergarten, where it’s a little more challenging to be regimented. But, because of the technology (we’re using) all our classes are recorded (and remain on our password protected website for five days), so that if a child did miss a class the parent could go on at any time (and play that lesson for the child).”

Andrea Ritter explained that the younger children spend about 20 minutes at a time online, then they go off to do something on their own, such as art , music, or gym. The teacher is available live, but the student can go and do their work on the dining room table for instance. All the students may be doing their math work, but the teacher is on their screen if they need help.

I asked whether there is a full slate of classes, including Judaic studies, for all students?

Lori Binder answered: “Every single program is running, including English as an Additional Language, our special education department, our guidance department.”

I wondered whether the curriculum being followed thus far in the virtual classroom is keeping apace with what would have occurred in the actual physical classroom?

Lori Binder: “It’s hard to compare going completely virtual. I would say that we are confident we will have achieved the proper outcomes of the curriculum by year end.”

Rob Dalgliesh added: “We’re carefully mapping what’s being done, what’s completed and what’s not. We will be able to determine what a student hasn’t completed before the next year begins.

Rigorous timetable being followed
Lori Binder: “We made a decision to exceed the provincial requirements. We decided to have a rigorous timetable that was also balanced so that, for instance, the lunch hour is a little bit longer than what students would have had in the actual school because we thought the students would need a ‘quiet hour’ getting off the screen time.
“There’s a break of half an hour in the morning and afternoon for the elementary kids so that they can get up and stretch.
“The schedule ends around 3:15 instead of 3:40. Instead of starting at 10 to 9 we’re starting at 9 o’clock.”

I said: “What I’m getting from this is that the kids are adjusting to a situation that would be as comparable as possible to the actual classroom situation.”

Lori Binder: “Yes, we really felt that our kids needed routine, that in their isolation they needed to be connected to the school, to the school community, and to their classmates.”
She went on to explain how the timing of having to switch to the virtual classroom was quickly interrupted by the Pesach break: “In a normal Peasach break we would be off and relaxing, but we knew that our kids would not have the luxury of a Pesach break where they could go out of town so on the non-Yom Tov days we put together a program (with about 20 volunteer staff) where we went on Zoom and we had everything from a pet parade, story time for the young kids, we had an author (Jon Waldman) read from his Jets book, we had teachers eat lunch with the kids – because we just couldn’t go from 13 days of virtual school to a Pesach that was quiet.
“It was during the Pesach break that our leadership team formulated the next phase of Gray Academy, which was Gray Away 2.0, where we finessed our timetable and we finessed our learning hub, especially with the younger kids, so that we found a way to bring the families into a good structure.

“What about other schools that might not be in as good a situation as Gray Academy?” I wondered.
“Are kids in other schools going to have to repeat the year entirely because they might not have had access to the kinds of technology that Gray Academy kids have?” I noted that in Quebec, for instance, “they’re abandoning the school year for kids who live in Montreal.”
Lori Binder explained that “there is an answer from the province actually.” She asked Rob Dalgliesh to expand upon what the province has asked schools to do.

Rob Dalgliesh picked up: “The province does not want children to be held back based on what’s happening now.” There is a possibility that there may be summer schooling for students who have fallen behind, he noted.

Lori Binder also noted that the province has asked that in report cards at year’s end, for students in Grades 9-12, it will have to be cited whether a student requires recovery learning in the fall or whether they do not require recovery learning. That will help guide students who are moving between schools.

Plans being laid for eventual reopening of the school
“Are you making any plans at all for a possible return to the classroom with social distancing in place?” I asked, or “is that too far ahead to think about yet?”

Lori Binder: “We were just in a town hall meeting with Dr. (Brent) Roussin (Manitoba’s Chief Public Health Officer) yesterday, along with about another thousand administrators from across the province and they just released a draft guideline called ‘limited facility school use’. It’s incredibly limited; it doesn’t involve plans for the fall. It deals with a child needing to meet with a guidance counsellor one on one, for example, or with a therapist.
“We are anticipating planning for a number of scenarios and, therefore, we’re planning with about five or six different things in mind, such as: ‘Are we going to have fewer students in spaces?’ We’ve been looking at what social distancing might look like in a classroom, whether we’re going to have to look at mixed days.
“We are very, very involved with our Canadian accredited independent schools. We meet with the Department of Education weekly. We’re also very connected to the Manitoba Federation of Independent Schools. (I happen to be vice-chair of that right now.) We’re all working together.”

Post script: Following my conversation with the three administrators from Gray Academy on May 15, the Province of Manitoba announced new guidelines for schools. We received the following note from Andrea Ritter on Friday, May 22:
“As you know, the provincial directives have changed since we spoke. Throughout the entire process of building and delivering Gray Away, we’ve had to be on our toes for ongoing changes!
“Right now we’re exploring possibilities of what we might be able to do in terms of allowing limited groups students into our building (and our outdoor spaces) for occasional group activities, one-one-one guidance, exams, etc. There will be no in-class learning; the Province has re-iterated that in-school classes are still suspended for all Manitoba schools. Gray Away remote learning will continue for the remainder of the year, but it could be wonderful to be able to give students the opportunity to visit their teachers and friends, with strict adherence to physical distancing, etc.
“Even with new directives from the Government of Manitoba, we will only open our doors to students when we are fully confident that we can meet all provincial expectations for protecting the health and safety of our school community – staff, students and families. While we do not have all the answers today regarding what will over the next month or so, we will definitely keep our families informed every step of the way.

Andrea also sent links to three videos that provide good illustrations of how Gray Academy has been adapting to the current situation:
Thank You Teachers –
https://www.youtube.com/watch?v=vnNg-dPmTdg
Gray Academy Grad 2020 Tribute –
https://www.youtube.com/watch?v=cTH9dET_Ig4
Song Festival Greatest Hits Vol. 1 – https://www.youtube.com/watch?v=ikx858JUxhU&t=1080s

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Orri clementine oranges from Israel now available in Winnipeg

By BERNIE BELLAN (Posted April 3) For years many Winnipeggers made a habit of buying delicious Jaffa oranges from Israel, both because they were so delicious, also to support Israel. Those oranges used to be commonly available in many stores during the winter months, but as the years passed, it became increasingly difficult to find them.
Often groups of individuals would get together and place special orders for Jaffa oranges that could be brought into stores like the former Stewart’s Fruit & Deli on Grant Avenue. I remember asking the owners of Stewart’s – Frida and Aaron Herskovits, whether they could bring in Jaffa oranges, but over the years they told me that they found it was increasingly difficult to find a wholesaler that carried Jaffa oranges.
One of the reasons was that oranges from other countries, including South Africa, Chile, Spain, Morocco, and occasionally Mexico, were much cheaper than Jaffa oranges, so wholesalers simply stopped ordering them.
But last week I was contacted by a friend who told me that he found oranges from Israel in FoodFare on Portage Avenue – of all places. Now, I don’t want to get political, but FoodFare is owned by the Zeid family – and the Zeids haven’t exactly been huge supporters of Israel. So, I was somewhat surprised to learn that Israeli oranges were being sold in FoodFare.
When my friend sent me a picture of the bag containing the oranges, I saw that the name on the bag was “Orri.” I had never heard of Orri oranges, so I asked my friend how they tasted ?
“Absolutely delicious,” came the reply. But I’ve avoided shopping at FoodFare ever since October 7, 2023 when members of the Zeid family established themselves as staunch critics of Israel. And so, I didn’t head down to FoodFare myself to buy a bag of Orri oranges.
Lo and behold, I was in Superstore on Kenaston the other day and what do I see prominently featured right in the front of the store, but bags of Orri oranges – at the very reasonable price of $6.99 for a 907 gram bag. I bought a bag, brought them home, peeled one – and was in heaven! It was the most delicious clementine orange I had ever tasted.
But how come I had never heard the name “Orri” before? I wondered. So, I did some research -and here’s what I came up with, from the Orri website:


“Few people know that the original Jaffa Orri has a long history of nearly 30 years. The project was initiated in 1989 as a collaborative effort at Israel’s world renowned Agricultural Research Organization, the Volcani Center. The extensive research led by leading citrus breeders and botanists managed to develop an exceptional lineup of mandarin cultivars that hit their objectives. The new cultivars were planted in experimental plots across the country, and with results being better than anticipated, the rest is history.

“The later crowned “mandarin king” made its market debut in the early 2000s, quickly taking the Israeli market by storm. Despite accelerated orchards planting efforts, consumers simply couldn’t get enough, and demand kept falling short of supply. Year after year, as yields increased, Orri remained the premium brand of choice.

“Today, Orri’s popularity has been steadily climbing in markets such as France, UK, Holland, Germany, Russia, Canada and the US, and lately also China and Japan. While Israel remains the largest single exporter of Orri mandarins, licensed growers now exist in Spain, South Africa, South America and the US.”

Further research determined that “High sugar levels, low acidity, bright orange color, and a long shelf life, making them excellent for shipping.”

“Late-season harvest runs from January through early summer, ensuring availability when other mandarins are out of season.” 

Finally, when it comes to availability in Winnipeg, here’s what I found: “Orri mandarins are available for purchase and delivery at major Canadian retailers like Loblaws (2 lb bags), Real Canadian Superstore, and No Frills. They are also available for delivery through Weee!, Uber Eats, and Instacart. Orri mandarins, known for being seedless, easy to peel, and very sweet, are usually in season from January to May.”

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Jewish community leaders to take to the stage in new Theatre Centre, Manitoba Bar Association fundraising musical

l-r: Gail Asper, David Kroft, Benji Greenberg

By MYRON LOVE For more than 36 years a staple of the Royal Manitoba Theatre Centre season has been the RMTC’s annual joint production with the Manitoba Bar Association – featuring a cast composed entirely of Bar Association members. This year’s fundraising production is “Crazy for You” – a delightful romp in the style of 1930s musicals.
 
I well remember the Rainbow Stage production of the musical in 1999 with many memorable Gershwin Brothers’ songs – tunes such as:  “I Got Rhythm,” “Naughty Baby,” “They Can’t Take That Away from Me,” “Embraceable You,” “But Not for Me,” “Nice Work If You Can Get It” and “Someone to Watch Over Me.” Introduced on Broadway in 1992, “Crazy for You” is based loosely on the Gershwins’ hit 1930 musical “Girl Crazy”.
 The plot, typical of 1930s era musicals is about a young New York banker, Bobby Child, who is sent to Deadrock, Nevada, to foreclose on a rundown theatre. In Deadrock, Bobby falls for spunky Polly Baker, the theatre owner’s daughter.  But Polly takes an instant dislike to the city slicker, so Bobby vows – through cunning, razzmatazz and a hilarious case of mistaken identity – to win Polly’s heart and save the theatre.
 
“Crazy for You” is a fantastic musical,” says an enthusiastic Gail Asper, who plays the role of Billy’s mother in the show.  “I am very happy that we are putting it on this year.  It has great dance numbers.   Who would have thought there would be so many terrific dancers in our legal community?”
 
Asper, a leading patron of the arts (among her many contributions to the community) , has been involved with the annual legal stage production from its inception.  “It was Steven Schipper’s idea,” Asper recalls. (Schipper served as RMTC’s artistic director from 1989 to 2019.)  “He pitched it to the board who thought it was a great idea.  Board member Jean Giguere was tasked with bring the idea to fruition.  Jean and I are still great friends.”
Asper reports that “Crazy for You” is the 16th RMTC/MBA show in which she has had the pleasure of performing.  “This is one of the best fundraising ventures I have ever been involved with,” she says.
(Her one regret though is that she isn’t a dancer.)
The cast also includes a second prominent member of our Jewish community in the person of Mr. Justice David Kroft (who was appointed to the Manitoba Court of Appeal in 2023).  Kroft plays the role of Bela Zangler, the impresario (think Florenz Zeigfield) who is producing the show.
Kroft is a past president of the Jewish Federation of Winnipeg (following in the footsteps of his late father, Guy, and older brother, Jonathan). He has been a Combined Jewish Appeal canvasser for more than 25 years.  In 2024, he was presented with the Max and Mollie Shore Memorial Award, which is given annually to an individual who has distinguished him or herself through long-standing leadership and dedication to the Combined Jewish Appeal and commitment to the principles and goals of the Federation.  
 For Kroft, this is his ninth Bar Association show.  Last year, he reports, he was in the RMTC/MBA production of the comedy “The Man who Came to Dinner”.
Although, Kroft notes, his theatrical experience previous to the RMTC/MBA productions were high school operettas, he says that he has really enjoyed the opportunity to strut the boards.
Added to the meaning of the production this year is that Kroft is currently RMTC Board Chair.  “This is one of our major annual fundraising initiatives,” he says in his role as Board Chair.
One other member of our Jewish community who will be in “Crazy for You” is Benji Greenberg, who will be making her sixth appearance in the annual fundraiser.  She says that she has the role of Elaine, one of the show girls.
“I love the Gershwin music,” she says.
I wrote about Greenberg last year in regard to her participation for the first time in the annual Winnipeg Music Festival competitions.  In high school (Grant Park) and university (the U of W), she notes, she was involved in performing arts study and productions.
She was called to the Bar in 2015. For the past four years, she has been working as an investigator for the Manitoba Advocate for Children and Youth.
A couple of years ago, she decided to take proper singing lessons. She credits her teacher, Geneva Halverson, for encouraging her to enter the Music Festival competition,
“Crazy for You” is scheduled to run from  May 5 to 9 at the Tom Hendry Warehouse.   Tickets can be purchased through RMTC.  If you have a friend in the show, on the RMTC board or staff member,  you can help them win a prize by buying a ticket linked to their name using the list online.
Sponsorships and advertising would also be welcomed.

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Jewish Heritage Centre of Western Canada panel highlights contributions of Jewish women in building our community

l-r: Marsha Cowan, Susan Turner, Leah Craven

By MYRON LOVE For much of the Jewish community’s early history in Winnipeg, it was men who were acknowledged as our community leaders – as was common in society in general – while the work of scores of women working diligently behind the scenes was largely overlooked.  While women’s organizations such as ORT, Hadassah, National Council of Jewish Women and many others raised money to help the needy in our community and Israel, noted Marsha Cowan, it was usually men who made the decisions.
On Tuesday, March 17,  the Jewish Heritage Centre of Western Canada hosted a panel discussion: “Let Her Works Praise: Panel on the role of Women in Jewish Communal Life” (which was pretty well attended considering the wintry conditions) –  seeking to show our community’s appreciation for the work of countless women over the years behind the scenes,  as well as the growing number of women now working side by side with men in leadership roles.   
Marsha Cowan – one of the three panelists, has straddled both worlds – as a leader in National Council of Jewish Women, and later as the first woman to serve as CEO of the Jewish Foundation of Manitoba.
Cowan began her presentation by reminiscing about her time at Peretz School and the old YMHA.  Her first vehicle of choice as a volunteer was with the National Council of Jewish Women (NCJW).  The latter’s major project was the Golden Age Club – Canada’s original drop-in centre for (largely) Jewish seniors.  For years, the club operated out of a building near Salter and Selkirk in what used to be the heavily Jewish North End.
“After 40 years,” she recalled, “we realized that we needed a new building.”
The site for the newly renamed Gwen Secter Creative Living Centre was a former tire store at Smithfield and Main.  Cowan chaired the successful campaign to raise the funds for the transformation of the building into the Gwen Secter Centre.
Cowan subsequently served as Vice-President of the National Council of Jewish Women. She also served as President of Jewish Child and Family Service;, Vice-President of the Women’s Division, Combined Jewish Appeal; and, most recently, as the first woman to be President and CEO  of The Jewish Foundation of Manitoba.
““I remember walking into my first board meeting at the Foundation and finding myself one of only two women among 18 men,” she recalled.  “But it was never a problem for me working in male-oriented organizations and institutions.” 
One of the first things that she did as a board  member though, was to push to establish the Foundation’s Women’s Endowment Fund in order to give women an opportunity to make philanthropic decisions involving  the distribution of funding.
The fund, she noted, started with $20,000 contributed by about 150 women. Today, 32 years later, the Women’s Endowment Fund has a capital base of $2.4 million and distributes more than $100,000 a year to women’s charities. 
In her presentation, Susan Turner began by recalling growing up in a traditional home in the North End, her early schooling, Shabbats spent with her father, Leible Hershfield, at the Rosh Pina Synagogue, and going to the YMHA, where Leible was the Athletic Director. The family moved south in 1958 so that her maternal grandfather, Lazar Tuberman, who lived with them, could be closer to the Shaarey Zedek Synagogue, where he was the shames. In her teen years and then at university, Turner sang in the synagogue choir.
A lifelong professional visual artist in printmaking and in video, Turner has worked in a number of positions – by turn as a school librarian, an editor, a graphic designer, an art instructor, a lecturer at the School of Art, a researcher and curator in the area of multiculturalism, an exhibits curator and designer, a gourmet pastry chef for restaurants, and as a volunteer in the arts community.  
She noted that it was her mother, Babe, who got her involved working on projects in the Jewish community. “For many years Babe was Executive Director of the Jewish Historical Society. In the late 1970s, she recruited my husband Myron and me to be on the Programming and the Archives committees, and we remained active in one form or another for close to 40 years.”
“From 1999 to 2004,” Turner said,  “I was the Coordinator of Volunteers at the Sharon Home, where I learned so much about ageing, dementia, and respectful elder-care.”
In 2005, at the behest of Stan Carbone, JHC Programs and Exhibitions Director, she began working as curator and exhibitions designer at the Jewish Heritage Centre. Some of the major exhibits she worked on  were “The Jewish Wedding”, “Manitoba Synagogues”, “Jews in Manitoba’s Garment Industry”, and “Chief Justice Samuel Freedman.”
 In addition to her work with the JHC, Turner noted that she and Myron volunteered through Jewish Child and Family Service with newcomers from Argentina and with Yazidi refugees. “However much Myron and I were able to assist them, our own lives were enriched by the experience,” she added.
Turner also showed images of her current art as well as a poetic video she produced using voice, music, image, and Yiddish about the final days of her mother Babe’s life.
 
Leah Craven, the third member of the panel, is representative of a younger generation of women who have assumed leadership roles in our community.  A lawyer by training, she currently serves as President of the National Council of Jewish Women of Canada, Winnipeg Section. She is also a Board member of the Jewish Foundation of Manitoba – serving on their Governance and Grants Committees. She has previously been actively involved with Shalom Square, Gray Academy of Jewish Education, Congregation Etz Chayim, and Canadian Friends of the Hebrew University.
“I was raised in a traditional Jewish home where volunteering was simply part of life,” she recalled.  “My (late) father, Mel Craven, was deeply involved in community work, and my mother, Reva, continues to volunteer actively. In our home, contributing wasn’t an ‘extra.’ It was just… part of being Jewish.
“As the granddaughter of Holocaust survivors, I grew up with a strong awareness of how vital community support systems are,” she continued. “I understood early that people struggle — and that communal care matters. I also understood I was fortunate, and that being able to give comes with responsibility.”
Craven recounted her first independent volunteer experience. While still in elementary school (Ramah), her father asked if she would teach basic Hebrew to a colleague’s church youth group.
“I took it very seriously,” she said.  I made a Hebrew alphabet chart with transliterations and created name cards in Hebrew letters for each participant.  It was my first time in a church and it was a welcoming experience, genuinely enjoyable. Looking back, I learned an early lesson. I stepped forward because someone asked me. Someone opened a door and trusted me.”
 That pattern, Craven noted, has occurred repeatedly throughout her life.
In her university years, she was active in Jewish student organizations, Craven said.  She was involved in advocacy for Soviet Jewry and spoke out against antisemitism.
“At university, I learned that community life isn’t only programming and events,” she observed.  “It’s visibility, engagement, and standing up when it matters.”
As a working mother, she has continued to show up for our community – volunteering over the years at Folklorama (Shalom Square) and synagogue.   “Helping to set up, clean up and greeting people (at shul) may not be glamorous, but it is foundational,” she noted. “Community is sustained by everyday acts of showing up.”
Craveb pointed out that formal barriers for women have changed over generations. “Many women are now invited to leadership tables,” she noted.  “We are asked to chair, lead, speak and make decisions. That progress is real and important.
“At the same time, many women still carry the day‑to‑day responsibility for home and family,” Craven added. “As well, single mothers and women without job flexibility often face additional challenges in participating in volunteer roles.”
 
Craven said the biggest challenge for women volunteering in community is “capacity”. “In my experience that looks different at each stage of life”, she observed.  “As a student, I had to balance community involvement with academics.  As a young professional, there weere early career demands. As a parent, I sought involvement that fits naturally into family life – such as children’s programming at synagogue or volunteering at school.”
 It was during that time – when her kids were babies – that Craven joined National Council.  “I welcomed the opportunity to be part of a Jewish women’s organization dedicated to service, education,and social action,” she said.
Crave also noted the help her own children have given her. She would bring them to meetings and on deliveries.  When they were a little older, they helped sorting ribbons and wrapping paper, stuffing envelopes and assembling mishloach manot.
“These small tasks mattered,” Craven said.  “It allowed me to stay engaged and my children learned that community involvement isn’t separate from daily life,” she added. “It’s part of how we live — for me, it’s part of being Jewish.”
The balance between work, family and community is never fully resolved, Craven observed. “Involvement looks different at different times,” she noted.  “Sometimes it’s leading. It can be making a phone call, delivering a meal, sitting beside somebody and saying – there is a place for you here – or just showing up.
“It often just begins because someone asks, invites or makes room.”
 In conclusion, Craven expressed gratitude to ” the women who paved the way” and to “a community that values women’s leadership”.

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