Marilyn Chandler, Executive Director of the Greensboro Jewish Federation, was today's SOAR speaker. "What does it mean to be a leader?" was her opening question to eighth grade students, followed by definitions of Jewish leadership to be discussed in "chevruta" - with a partner. First, students shared their definitions of leadership:
Sergey: To guide people by making rational decisions on what to do
Celia: To be strong and passionate
Jordan: To have innovative ideas that are beneficial to people
Sydney: To be brave and courageous (to take risks and not be afraid)
Marilyn summarized: "Someone who guides people to make decisions that are sometimes risky, requiring bravery and courage and possibly fighting against the mainstream - someone who can influence others."
The class generated a list of Jewish leaders: Moses, Golda Meir, Lou Reid, Fran Drescher, my mom, Herzl, my parents, teachers, head of school, Ben Gurion, and rabbis. Personal connections and guidance as well as bravery were the main reasons students made their choices.
The Hebrew root nun-hey-gimmel is the "shoresh" for "minhag" - custom, or practice - and "manheeg," which means leader. Leadership, said Marilyn, is the way we behave - what we do in a particular role.
Next, students worked on characteristics that describe a Jewish leader:
Celia: Someone who is active in the Jewish community, someone who attends services, helps to make decisions, serves on different boards, volunteers for different things
Liz: Someone who is pro-Israel, who does fundraisers and goes to AIPAC (American Israel Public Affairs Committee - a lobby group)
Jordan: Add Jewish values and philosophy to our general definition of leadership.
Marilyn talked about being Jewishly literate and knowledgeable, in order to operate as a leader in a Jewish context. Finding a mentor to learn about active Jewish leadership is a good idea, she said. Liz suggested that studying Torah would be a good idea. "Constant learning is critical for Jewish leadership," concurred Marilyn. She asked the students to consider the relationship of money to Jewish leadership. As an example, she cited the duffel bags that Greensboro Jewish community sends every year to the Moldova Jewish community.
Next, students studied the difference between lay leaders and professional leaders. Lay leaders are volunteers and professionals are paid. Both make an impact on the community. Do they add value in different ways to an organization? Liz offered that lay leaders added value by being part of the decision making on boards. Sydney said volunteers add value by their choice to volunteer, showing care for the organization. Both the lay and professional leaders have passion for their work, said Marilyn.
Marilyn differentiated between lay and professional leaders. Lay/volunteers are usually board members, committee members and professionals are "staff." Boards are responsible for making policy; the professional informs the board and implements policy decisions. Board members are also ambassadors to the community after a decision is made. Several examples were discussed in order to help students understand the different roles of board members and professionals.
The class put together a list of Jewish professionals: youth leaders, rabbis, teachers, Hillel directors, camp directors, cantors bar mitzvah tutors, shlichim.
As the time flew by, Marilyn touched on a number of other topics connected to Jewish leadership.
Students learned the difference between "for profit," "not-for-profit" and NGO organizations.
Marilyn also explained the role of the GJF in taking care of Jewish communities in the Diaspora and in Israel. She also discussed mitzvot such as bikur cholim that shape Jewish leadership roles. "Kol Yisrael Areyvim Zeh lazeh" - community responsibility - and tikkun olam is a key mitzvah shaping the work of the federation.
To sum up the session, the eighth grade supplied their ideas for a B'nai Shalom mission:
Celia: To make better Jews who can make better decisions
Zippy: Make Jewish leaders of tomorrow
Jordan: Create open minds
To learn about Judaism and secular studies.
Each student completed the sentence, "Continuing my Jewish journey I will:
Sergey: To guide people by making rational decisions on what to do
Celia: To be strong and passionate
Jordan: To have innovative ideas that are beneficial to people
Sydney: To be brave and courageous (to take risks and not be afraid)
Marilyn summarized: "Someone who guides people to make decisions that are sometimes risky, requiring bravery and courage and possibly fighting against the mainstream - someone who can influence others."
The class generated a list of Jewish leaders: Moses, Golda Meir, Lou Reid, Fran Drescher, my mom, Herzl, my parents, teachers, head of school, Ben Gurion, and rabbis. Personal connections and guidance as well as bravery were the main reasons students made their choices.
The Hebrew root nun-hey-gimmel is the "shoresh" for "minhag" - custom, or practice - and "manheeg," which means leader. Leadership, said Marilyn, is the way we behave - what we do in a particular role.
Next, students worked on characteristics that describe a Jewish leader:
Celia: Someone who is active in the Jewish community, someone who attends services, helps to make decisions, serves on different boards, volunteers for different things
Liz: Someone who is pro-Israel, who does fundraisers and goes to AIPAC (American Israel Public Affairs Committee - a lobby group)
Jordan: Add Jewish values and philosophy to our general definition of leadership.
Marilyn talked about being Jewishly literate and knowledgeable, in order to operate as a leader in a Jewish context. Finding a mentor to learn about active Jewish leadership is a good idea, she said. Liz suggested that studying Torah would be a good idea. "Constant learning is critical for Jewish leadership," concurred Marilyn. She asked the students to consider the relationship of money to Jewish leadership. As an example, she cited the duffel bags that Greensboro Jewish community sends every year to the Moldova Jewish community.
Next, students studied the difference between lay leaders and professional leaders. Lay leaders are volunteers and professionals are paid. Both make an impact on the community. Do they add value in different ways to an organization? Liz offered that lay leaders added value by being part of the decision making on boards. Sydney said volunteers add value by their choice to volunteer, showing care for the organization. Both the lay and professional leaders have passion for their work, said Marilyn.
Marilyn differentiated between lay and professional leaders. Lay/volunteers are usually board members, committee members and professionals are "staff." Boards are responsible for making policy; the professional informs the board and implements policy decisions. Board members are also ambassadors to the community after a decision is made. Several examples were discussed in order to help students understand the different roles of board members and professionals.
The class put together a list of Jewish professionals: youth leaders, rabbis, teachers, Hillel directors, camp directors, cantors bar mitzvah tutors, shlichim.
As the time flew by, Marilyn touched on a number of other topics connected to Jewish leadership.
Students learned the difference between "for profit," "not-for-profit" and NGO organizations.
Marilyn also explained the role of the GJF in taking care of Jewish communities in the Diaspora and in Israel. She also discussed mitzvot such as bikur cholim that shape Jewish leadership roles. "Kol Yisrael Areyvim Zeh lazeh" - community responsibility - and tikkun olam is a key mitzvah shaping the work of the federation.
To sum up the session, the eighth grade supplied their ideas for a B'nai Shalom mission:
Celia: To make better Jews who can make better decisions
Zippy: Make Jewish leaders of tomorrow
Jordan: Create open minds
To learn about Judaism and secular studies.
Each student completed the sentence, "Continuing my Jewish journey I will:
- learn
- will be part of Jewish youth groups
- will go to Temple and read Torah
- always learn something new about Judaism
- will be a role model to others
- will help others and think about Jewish values
- will be a Jewish leader
- will help others
- will go to services and try to help the Jewish community
- set an example.
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