Facts and Figures
In 2011 we were the first Jewish day school in Canada to be authorized as an International Baccalaureate (IB) School for the Middle Years Programme (and the only such school in North America at the time!) and our 2016 recertification reflects our high professional standards.
In December 2017 we officially received accreditation as a Canadian Accredited Independent School (CAIS), which denotes our standing among the top independent schools in Canada.
Both the IB and CAIS accreditations provide outside confirmation of our cutting-edge pedagogy and academic best practices.
Our Approach to Academic Assessment
At Leo Baeck, we design meaningful assessments intended for individual growth.
- Our assessment practices measure student progress against a set of predetermined criteria, as opposed to comparing students to one another. Assessments are clear, concise and levelled.
- Assessment is an ongoing process in each classroom and student progress is communicated throughout the year. Our teachers design formative assessments and summative assessments within each unit of study. Formal written report cards are issued to parents twice a year with teachers providing anecdotal summaries of individual student achievement and academic achievement levels based on the Ontario Achievement Chart. Parent-teacher conferences and 3 Way Conferences are scheduled to allow parents, teachers, and students to discuss progress in a school year. Our teachers and administration are always accessible for parent consults.
- Like all schools in the province, we follow the Ontario Ministry of Education’s guidelines for teaching and learning, though our pedagogy and practices move beyond Ministry expectations.
- Our recent IB re-certification demonstrates that our Middle School teachers are teaching and assessing in accordance with IB’s best practices, which are research and evidence based and implemented in the best schools worldwide. Our CAIS (Canadian Accredited Independent Schools) membership further reflects our efforts for continual improvement.
- The sum of our students’ assessments, along with the continued student success in high school, all point to our students exceeding provincial averages.
High Schools Our 2015-16 Graduates Attend
Alexander McKenzie High School
The Bishop Strachan School
Etobicoke School Of The Arts
Forest Hill Collegiate Institute
Greenwood College School
Lower Canada College (Montreal)
Newtonbrook Secondary School
North Toronto Collegiate Institute
Northern Secondary School
Stephen Lewis Secondary School
Thornhill Secondary School
Upper Canada College
Westmount Collegiate Institute
The York School
What is Reform Judaism?
- While we embrace Jewish children from all backgrounds and denominations at Leo Baeck, our prayer services and ethos as a school follow Reform practice and tradition.
- Reform Judaism refers to various beliefs, practices and organizations associated with the Union of Reform Judaism in North America. In general, it maintains that Judaism and Jewish traditions should be modern, accessible and compatible with participation in the surrounding culture.
- Reform Judaism has its roots in Germany in the late 1700s, when a group of university-educated Jews sought entry into the greater society, as well as a Judaism that was both rational and spiritual, speaking to their modern concerns and the need for social innovation. Since the establishment of the first Reform congregation in Hamburg in 1810, the Reform movement has spread throughout the globe, championing social justice, innovation in prayer and Jewish music, community outreach, and making Jewish decisions and commitments based on informed choice.
- At Leo Baeck, our Reform Jewish approach emphasizes personal choice: we help our students learn how to know themselves and make choices which define themselves. With an egalitarian spirit in mind, girls and boys both wear kippot during tefillah, read Torah when they come of age and have equal obligations in all religious rituals.
- The tenets of Reform Judaism pair beautifully with our IB program, as both encourage continuous self-reflection, critical inquiry, inclusivity, and healing the world.