CONTACTSUMMER 2001/TAMMUZ 5761 VOLUME 3, NUMBER 4 THE JOURNAL OF JEWISH LIFE NETWORK /

The Looming Crisis in PersonnelEssays by Rabbi Joshua Elkin and Naava Frank, Ron Wolfson, Mirele Goldsmith, Rabbi Ramie Arian, Robert Chazan, Herb Tobin, Melanie Sasson and Nitzan Pelman

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contactSUMMER 2001 / TAMMUZ 5761 VOL 3 NO 4

JEWISH LIFE NETWORK /

Eli Valley Editor

David WinterAdministration

Janet Mann Administration

Yakov WisniewskiDesign Director

J E W I S H L I F E N E T W O R K

Michael H. SteinhardtChairman

Rabbi Irving GreenbergPresident

Jonathan J. Greenberg Executive Director

CONTACT is produced and distributed by Jewish Life Network, a Judy and Michael Steinhardt Foundation, 6 East 39th Street, 10th floor, New York, NY 10016.

Phone: (212) 279-2288Fax: (212) 279-1155Email: info@jewishlife.org

Copyright © 2001 by Jewish Life Network.

Jewish Life Network is dedicated tostrengthening and transforming Ameri-can Jewry to ensure a flourishing, sus-tainable community in a fullyintegrated free society. We seek to revi-talize Jewish identity through educa-tional, religious and cultural initiativesthat are designed to reach out to allJews, with an emphasis on those whoare on the margins of Jewish life.

Some of the photographs in this issue appear courtesy

of Art Today.

Finding and Preparing Tomorrow's Personnel

I n recent months, headlines in Jewish newspapers have highlighted a disturbing trend in American Jewish life. On the one hand, some of thecommunity's most prominent educational leaders announced plans to step

down. Although their reasons were diverse, the announcements were taken asevidence of a looming "leadership vacuum" in American Jewish life. Meanwhile,a recent shortage of rabbis in the liberal denominations has meant that somecongregations must wait as long as two years to fill a post. But this leadershipdrought at the top rungs of the Jewish professional world masks a deeper trend:in almost all areas of Jewish community work, the reservoir of workers — especially younger workers — is going dry.

It is an unfortunate fact that even as the Jewish community works to revitalizeits educational, cultural and religious programs, we have not invested properenergies in creating a professional class of Jewish leaders to operate these pro-grams. A case in point is day schools. The proliferation of non-Orthodox dayschools in the past decade is unarguably a superb accomplishment. But if theschools are unable to fill their ranks with qualified teachers and administrators,they will not operate at a superior level. Schools are perhaps the most poignantexample of the drought in personnel, but they are not alone. Jewish organiza-tions everywhere are struggling to find qualified workers for a range of posi-tions, from camp counselors to fundraising directors.

The moment is ripe for the Jewish community to devote its intellectual andfinancial resources to personnel development. Those involved in halting theerosion in personnel attest that it is not merely a matter of increasing the number of workers. Equally important is elevating the quality of professionalsthrough superior training, mentoring and mid-career professional development.As in the secular world, salary levels and benefits are a vital concern if the community hopes to retain professionals for a life of community service. In a broader sense, attitudes within the community need to be fundamentallychanged. A career in Jewish service should be accorded the same stature andrespect as a distinguished career in the private sector.

This issue of Contact will explore innovative ways the community is using to meet the personnel challenge. Instead of retreading the theme of crisis anddoom, contributors have used the crisis as a starting point to present visions ofhow to remedy the situation. Articles range from program appraisals to personalassessments of what kinds of recruitment methods work. Finally, we presentessays by two young Jewish leaders, one of whom continued in Jewish serviceand one who entered the world of secular service. In so doing, we hope to stimulate discussion on the role of Jewish professional service in a time andplace in which there are no limits on personal religious expression. With theseperspectives as inspiration, we can begin to establish a professional infrastruc-ture to ensure the revitalization of American Jewish life.

Eli Valley

2 CONTACT

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SUMMER 2001 3

O ne decade ago, the report from the Commission on Jewish Education in North

America, A Time to Act, pointed to personnel as one of the two keyenabling options to improve the state of Jewish education. Since then, we have not made significant progress in recruiting, training and retainingqualified personnel for the field.

However, the topic of professionalpersonnel for Jewish day schools isbeginning to receive increased attentionas many schools search for principals,key administrators and qualified Judaicstudies teachers. The teacher problem isexacerbated by the shortage of teachersin the public sector. Day schools needteachers not only for Jewish curricula,but for general studies as well. Theanticipated retirement of vast numbersof public school teachers is sendingshock waves through the Jewish dayschool world.

The personnel shortage in the bur-geoning Jewish high school field is alsoof great concern. The increased desirefor Jewish day high school education isfar outstripping the community’s capac-ity to provide qualified teachers andadministrators.

The Moment is Ripe While personnel crises in Jewish educa-tion are not new, we seem to be at a pro-pitious moment. There are a number ofdevelopments and realities converging atroughly the same time:

• unprecedented attention to the centralimportance of education to society;

• strong attention to the key role ofJewish education, and day schools inparticular, in shaping Jewish identity;

• evidence that teaching and educationare becoming more popular careerchoices among college and graduatestudents;

• rising salaries for day school admin-istrators, and in some cases forteachers as well; and

• enormous growth in day schoolenrollment, which fuels the person-nel needs and creates career opportu-nities at every level.

Within the Jewish community, weare witnessing the development of sev-eral promising new programs thataddress the personnel crisis on both theteacher and the administrator front.There are two areas of concentration:“pre-service,” in which teachers andadministrators are trained before they

Rabbi Josh Elkin and Naava Frank, Ed.D.,are Executive Director and Senior ProjectDirector, respectively, of the Partnership forExcellence in Jewish Education.

Day School Personnel: NeedsandPromising Developments

by RABBI JOSHUA ELKIN and NAAVA FRANK

SUMMER 2001 5

feature academic preparation and oppor-tunities to meet with seasoned practi-tioners to apply theory to practice.

In-Service Training Program forDay School Administrators A second model focuses on the in-servicetraining and retention of current admin-istrators of day schools by bringing themtogether for an intensive professionaldevelopment experience of study, reflec-tion and hands-on learning. A strongexample is the Principals Institute, whichis run each summer at Bar Ilan Univer-sity by the Lookstein Center for JewishEducation in the Diaspora. This programprovides up to thirty principals with anintensive two-and-a-half week seminar inIsrael. In addition, the Principals Insti-tute includes a program of multiple read-ings, list serve communication and aseries of gatherings throughout the yeardesigned to keep the learning focusedand to continue the sense of collegialityamong participants. One of the uniquefeatures of this program is its multi-denominational base of participants.

Public/Private Educators Moving Into Day School Leadership Positions Finally, we point to an increasing trendin day schools of hiring principals whohave worked extensively in public andprivate education but who have neverworked in Jewish education. In manycases, these individuals, who are Jewish,have not been involved extensively inthe Jewish community but have insteadchosen to excel as general educationalleaders. An observable number of theseeducational leaders have been attractedto the Jewish day school field. We nowneed to develop tools to help reorientthese educators to the world of Jewishday school leadership. While each com-munity can try to create its own pro-gram, it is also necessary for aninstitution to develop a transition andretooling program. In the meantime,schools will continue to respond to theshortage by seeking out these talentedindividuals.

While the needs are quite profound,the creativity and the rapidly developingsynergies in various arms of the Jewishcommunity are spawning new initiativesthat will hopefully ameliorate the person-nel demands of Jewish day schools.

enter day schools, and “in-service,” oron-the-job training. How to nurturethese initiatives, how to build on them,how to increase the number of new ini-tiatives and how to create synergyamong the programs must be a high pri-ority for all who are committed toimproving Jewish day school educationin North America.

In the initiatives described below,what stands out is the diversity of organ-izations involved, and the synergy frommultiple collaborations. Through thissynergy, we will see enormous progress.

York Initiative The Western Canadian Coalition of Jew-ish Educators was formed from a groupof schools working collectively to meetprogram and personnel needs. The coali-tion then partnered with York University,received a grant from the CovenantFoundation and created the York-West-ern Canada Jewish Teacher EducationInitiative.

The initiative recruits students fromJewish communities in Western Canadato enroll in York University’s five-yearJewish Teacher Certification Program.Scholarships are provided by the coalitionschools for up to 50 percent of the Uni-versity’s tuition along with subsidies fortravel and living expenses. After the com-pletion of this program, graduates willhave acquired a BA, B.Ed, provincial cer-tification and a Jewish Teacher Certifica-tion. Graduates will be certified to teachboth Judaic and general studies. In returnfor scholarships and travel subsides, grad-uates of the initiative’s program are

expected to committo three years ofteaching in a West-ern Canadian JewishDay School. Theresponse thus farhas been gratifying.

Joint RecruitmentThrough HillelIn 1999-2000, Hillelpartnered with theUnited Jewish Com-munities (UJC) tolaunch an aggres-sive Jewish profes-sional recruitmentprogram on collegecampuses. Alongwith individualsfrom other organi-zations, representatives from the JewishEducation Service of North America

(JESNA) targeted students with an inter-est in day school teaching and encour-aged them to enroll in teacher trainingprograms. The presentation of Jewishcareers alongside traditional businessoptions often surprised students whohad not thought of Jewish education as acareer. Many considered the option seri-ously, voicing a desire to give back tothe community. The program was suc-cessful and will continue in future years.

United Jewish Federation of Pittsburgh The United Jewish Federation of Pitts-burgh undertook the funding of a seriesof initiatives through its Jewish Educa-

tion Institute (JEI)to support thegrowth of Jewishday school educa-tion in Pittsburgh.A pre-service part-nership was formedwith JEI, PointPark College, Com-munity College ofAllegheny Countyand the Universityof Pittsburgh for adegree/certificationprogram to bringnew teachers intothe field of Jewisheducation. An in-service program, Mekorot, is a two-

year initiative to strengthen the Judaicand pedagogic skills of teachers in thefield that included a subsidized trip toIsrael this past year. Last year, teacherbonuses of $500 for full-time and $250for part-time day school educators wereawarded as an encouragement for teach-ers to stay in the field. The Pittsburghleadership is continuing its commitmentto support the quality of Jewish educa-tion and has a new series of initiativesunder development.

Training Day School Administrators In response to the severe shortage ofavailable and qualified administrators tostaff the new wave of Jewish highschools being opened, the AVI CHAIFoundation partnered with the JewishTheological Seminary to support theSecondary School Leadership TrainingInstitute, which is dedicated to trainingqualified individuals to run Jewish dayhigh schools. The program encompassestwo one-month summer intensive pro-grams and an internship in the interven-ing year, along with periodic gatheringsof the twelve-person cohort group. Thefirst cohort has completed its trainingand most of its participants have beenplaced in schools. A second group,which will focus on elementary andmiddle school leadership, is about tobegin. Based on the successful imple-mentation of the first pilot group, AVICHAI has funded a similar program atYeshiva University in the hopes ofattracting individuals who will leadOrthodox schools. Both programs

In 1998 the Mandel Foundation (formerly CIJE) released The Teachers Report: A Por-trait of Teachers in Jewish Schools, which painted a revealing portrait of Jewish edu-cators in North America. Based on surveys of nearly 1000 teachers and interviewswith over 100 educators in Atlanta, Baltimore and Milwaukee, the findings remainamong the most recent available data on Jewish educators in North America.

Teachers’ Jewish Education After 13

19%Trained in Both

Trained in JewishStudies Only

Trained in GeneralEducation Only

Trained inNeither

DaySchool

12%

35%

34%

DaySchool

67%

14%

11%

8%

None

OneDay

TwoDay

None No Jewish education

One Day 1 day per week supplementary school

Two Day 2 or more day supplementary school

Day School Day school, school in Israel, Yeshiva,or Jewish college

Extent of Professional Training in General Education andJewish Studies

SupplementarySchool

DaySchool 29%

29%

25%

17%

None

OneDay

TwoDay

4 CONTACT

SUMMER 2001 5

feature academic preparation and oppor-tunities to meet with seasoned practi-tioners to apply theory to practice.

In-Service Training Program forDay School Administrators A second model focuses on the in-servicetraining and retention of current admin-istrators of day schools by bringing themtogether for an intensive professionaldevelopment experience of study, reflec-tion and hands-on learning. A strongexample is the Principals Institute, whichis run each summer at Bar Ilan Univer-sity by the Lookstein Center for JewishEducation in the Diaspora. This programprovides up to thirty principals with anintensive two-and-a-half week seminar inIsrael. In addition, the Principals Insti-tute includes a program of multiple read-ings, list serve communication and aseries of gatherings throughout the yeardesigned to keep the learning focusedand to continue the sense of collegialityamong participants. One of the uniquefeatures of this program is its multi-denominational base of participants.

Public/Private Educators Moving Into Day School Leadership Positions Finally, we point to an increasing trendin day schools of hiring principals whohave worked extensively in public andprivate education but who have neverworked in Jewish education. In manycases, these individuals, who are Jewish,have not been involved extensively inthe Jewish community but have insteadchosen to excel as general educationalleaders. An observable number of theseeducational leaders have been attractedto the Jewish day school field. We nowneed to develop tools to help reorientthese educators to the world of Jewishday school leadership. While each com-munity can try to create its own pro-gram, it is also necessary for aninstitution to develop a transition andretooling program. In the meantime,schools will continue to respond to theshortage by seeking out these talentedindividuals.

While the needs are quite profound,the creativity and the rapidly developingsynergies in various arms of the Jewishcommunity are spawning new initiativesthat will hopefully ameliorate the person-nel demands of Jewish day schools.

enter day schools, and “in-service,” oron-the-job training. How to nurturethese initiatives, how to build on them,how to increase the number of new ini-tiatives and how to create synergyamong the programs must be a high pri-ority for all who are committed toimproving Jewish day school educationin North America.

In the initiatives described below,what stands out is the diversity of organ-izations involved, and the synergy frommultiple collaborations. Through thissynergy, we will see enormous progress.

York Initiative The Western Canadian Coalition of Jew-ish Educators was formed from a groupof schools working collectively to meetprogram and personnel needs. The coali-tion then partnered with York University,received a grant from the CovenantFoundation and created the York-West-ern Canada Jewish Teacher EducationInitiative.

The initiative recruits students fromJewish communities in Western Canadato enroll in York University’s five-yearJewish Teacher Certification Program.Scholarships are provided by the coalitionschools for up to 50 percent of the Uni-versity’s tuition along with subsidies fortravel and living expenses. After the com-pletion of this program, graduates willhave acquired a BA, B.Ed, provincial cer-tification and a Jewish Teacher Certifica-tion. Graduates will be certified to teachboth Judaic and general studies. In returnfor scholarships and travel subsides, grad-uates of the initiative’s program are

expected to committo three years ofteaching in a West-ern Canadian JewishDay School. Theresponse thus farhas been gratifying.

Joint RecruitmentThrough HillelIn 1999-2000, Hillelpartnered with theUnited Jewish Com-munities (UJC) tolaunch an aggres-sive Jewish profes-sional recruitmentprogram on collegecampuses. Alongwith individualsfrom other organi-zations, representatives from the JewishEducation Service of North America

(JESNA) targeted students with an inter-est in day school teaching and encour-aged them to enroll in teacher trainingprograms. The presentation of Jewishcareers alongside traditional businessoptions often surprised students whohad not thought of Jewish education as acareer. Many considered the option seri-ously, voicing a desire to give back tothe community. The program was suc-cessful and will continue in future years.

United Jewish Federation of Pittsburgh The United Jewish Federation of Pitts-burgh undertook the funding of a seriesof initiatives through its Jewish Educa-

tion Institute (JEI)to support thegrowth of Jewishday school educa-tion in Pittsburgh.A pre-service part-nership was formedwith JEI, PointPark College, Com-munity College ofAllegheny Countyand the Universityof Pittsburgh for adegree/certificationprogram to bringnew teachers intothe field of Jewisheducation. An in-service program, Mekorot, is a two-

year initiative to strengthen the Judaicand pedagogic skills of teachers in thefield that included a subsidized trip toIsrael this past year. Last year, teacherbonuses of $500 for full-time and $250for part-time day school educators wereawarded as an encouragement for teach-ers to stay in the field. The Pittsburghleadership is continuing its commitmentto support the quality of Jewish educa-tion and has a new series of initiativesunder development.

Training Day School Administrators In response to the severe shortage ofavailable and qualified administrators tostaff the new wave of Jewish highschools being opened, the AVI CHAIFoundation partnered with the JewishTheological Seminary to support theSecondary School Leadership TrainingInstitute, which is dedicated to trainingqualified individuals to run Jewish dayhigh schools. The program encompassestwo one-month summer intensive pro-grams and an internship in the interven-ing year, along with periodic gatheringsof the twelve-person cohort group. Thefirst cohort has completed its trainingand most of its participants have beenplaced in schools. A second group,which will focus on elementary andmiddle school leadership, is about tobegin. Based on the successful imple-mentation of the first pilot group, AVICHAI has funded a similar program atYeshiva University in the hopes ofattracting individuals who will leadOrthodox schools. Both programs

In 1998 the Mandel Foundation (formerly CIJE) released The Teachers Report: A Por-trait of Teachers in Jewish Schools, which painted a revealing portrait of Jewish edu-cators in North America. Based on surveys of nearly 1000 teachers and interviewswith over 100 educators in Atlanta, Baltimore and Milwaukee, the findings remainamong the most recent available data on Jewish educators in North America.

Teachers’ Jewish Education After 13

19%Trained in Both

Trained in JewishStudies Only

Trained in GeneralEducation Only

Trained inNeither

DaySchool

12%

35%

34%

DaySchool

67%

14%

11%

8%

None

OneDay

TwoDay

None No Jewish education

One Day 1 day per week supplementary school

Two Day 2 or more day supplementary school

Day School Day school, school in Israel, Yeshiva,or Jewish college

Extent of Professional Training in General Education andJewish Studies

SupplementarySchool

DaySchool 29%

29%

25%

17%

None

OneDay

TwoDay

4 CONTACT

6 CONTACT

T here is not an educational direc-tor in a Jewish school in NorthAmerica who isn’t scrambling

every fall to find teachers. Our schoolsare packed with kids. Not since the1950’s “baby boom” have we had somany children enrolled in Jewish schools.

The root of the problem is that,despite a rich Jewish tradition that ele-vates teachers to the highest stature, ourcommunity does not value teachers. Thesalaries of day school teachers have fallenbehind those of public and other privateschool teachers. We don’t support profes-sional development; we don’t provide acareer track that encourages retention;and we do virtually no serious recruit-ment of our best and brightest collegestudents into the field. In all the graduateprograms of Jewish education, we have agrand total of 100 full-time students. It isa small drop in a very large bucket.

At the University of Judaism in LosAngeles, we are working on a big idea tobring hundreds of new teachers intoJewish education. It is inspired by Teachfor America, the program that staffsunder-resourced schools with recent col-lege graduates. Teach For America hashad more than 6,000 participants overthe past ten years. Fifty-eight percent ofTeach for America’s teachers stay in thefield of education, fully 40 percent asclassroom teachers.

I am absolutely convinced that wecan do the same for Jewish teaching. Wewill target the “usual suspects” — col-lege kids who are already attracted toJewish education and communal service,students who spend a year in Israel,Steinhardt Jewish Campus Service Corpsfellows and Lainer Israel Interns for Jew-ish Education.

But we also have a whole new groupof prospects — the thousands ofbirthright israel alumni who are excitedabout being Jewish and want to knowhow to give something back to the com-munity. We intend to recruit them into

the Jewish Teacher Corps; to organize aJewish teacher’s “boot camp” at the Uni-versity of Judaism’s School of Educationduring the summer; and to work closelywith synagogues, day schools and cen-tral agencies willing to assist with jobs,enhanced salaries, mentoring and ongo-ing professional development during thefirst critical months on the job.

The leadership of birthright israel,the Jewish Educational Service of NorthAmerica, the United Jewish Communi-ties Jewish Renaissance and Renewal pil-lar, and the University of Judaism hasalready begun planning the launch ofthis “Jewish” Teach for America pro-gram, targeting the summer of 2002 forthe first group of participants. Our hopeis to attract hundreds of new Jewishteachers over the next five years, teach-ers who will bring a new energy andvision to the field. We anticipate a sig-nificant number of these teachers will goon to careers in Jewish education, therabbinate and communal service, thushelping to stem the crisis in personnelthroughout the Jewish community.

A “Jewish” Teach forAmericaby RON WOLFSON

Ron Wolfson, Ph.D., is Director of the Whizin

Center for the Jewish Future and Vice President

of the University of Judaism.

SUMMER 2001 7

I n recent years the number of Jew-ish community day schools hasincreased rapidly. Schools are

increasingly striving for an integratedcurriculum of Jewish and generalstudies to foster a well-rounded Jewishidentity in their students.

But where will the teachers comefrom? It is hard enough to find educa-tors with either one or the other set ofskills. Schools are struggling to findknowledgeable Judaic studies teachersand committed, creative general stud-ies teachers. It seems almost impossi-ble to find teachers who can integrategeneral and Jewish studies andthereby fulfill the exciting potential ofday school education.

This is the chal-lenge Laura Lauderset out to meet. Laurais a parent of studentsat the Mid-PeninsulaCommunity JewishDay School in PaloAlto, California. Con-sulting with PEJE andJESNA, along withday school representa-tives and experts inteacher training,Laura developed aplan to create a newcorps of teacherstrained to implement the vision of anintegrated education.

The New Teacher Initiative, still in its planning stages, is designed as a comprehensive approach torecruiting and preparing general stud-ies teachers for the elementary grades,primarily in community day schools.A special feature of the program willbe a recruitment partnership with dayschools. In researching the needs ofschools, the New Teacher Initiative’splanning committee learned thatheads of schools often know of peoplein their local communities who areinterested in teaching but who lack

the proper training.New Teacher Initiative partici-

pants, or Fellows, will be awarded a15-month Fellowship that will coverthe costs of the training program anda living stipend. Fellows will partici-pate in two intensive summer insti-tutes that will draw on the resourcesof both academic institutions and suc-cessful day schools. During the inter-vening year, Fellows will completeinternships in day schools while con-tinuing their preparation for teaching.

Following completion of the NewTeacher Initiative program, each Fellowwill commit to teach in a day schoolfor at least two years. Studies of teacher

induction havefound that the firsttwo years of teachingare a critical time forthe development ofteaching skills andfor the retention ofnew teachers. TheNew Teacher Initia-tive intends to pro-vide Fellows withcontinuous trainingduring this period,along with financialincentives andencouragement toenroll in a graduate

program in education.Recognizing that the Jewish com-

munity has so far failed to meet thechallenge posed by the shortage ofteachers, especially teachers who canintegrate general and Jewish studies,plans for the New Teachers Initiativeare being developed very quickly. Apilot program will be launched in June2002 with training sites on the Eastand West Coasts. In a little over threeyears from now, New Teacher Initia-tive Fellows will be entering the class-room. They will nurture the Jewishspirit and wrap a Jewish cloth of his-tory and culture around the core cur-riculum of reading, science and math.The partnership between schools andthe New Teacher Initiative will engen-der a new crop of teachers imbuedwith a passion for excellence.

UPCOMINGRELEASESMuch of the Jewish community hasmobilized efforts recently to address theproblem of professional development. Inthe coming months, several publicationswill focus on recruitment and retentionof Jewish education professionals.

CAJE: The Coalition for the Advance-ment of Jewish Education is devotingits Summer issue of Jewish EducationNews to teacher recruitment, with arti-cles about current programs nationwidethat seek to ameliorate the teachershortage as well as philosophical pieceson this topic. The issue will be releasedin August. Inquire at 212-268-4210 orpublications@caje.org. In addition,CAJE’s Hanukat CAJE committee isfocusing on recruitment throughout theyear, publishing several pamphlets andhosting discussion groups on the topicof recruitment in Jewish education.Materials and information are availableat www.caje.org.

JESNA: Jewish Education Service ofNorth America has formed a nationaltask force on professional recruitment,development, retention and placementin formal and non-formal Jewish educa-tion. The task force is currently com-pleting its work, and a report will beavailable at the UJC General Assemblyin November 2001. It will be formallypublished and distributed thereafter byJESNA. Contact info@jesna.org for moreinformation.

Jewish Early Childhood EducationPartnership is a new initiative foundedby six foundations, including JewishLife Network/Steinhardt Foundation, toadvocate for early childhood educationas a gateway to lifelong Jewish affilia-tion. One of the foundation’s goals is tofocus attention on the state of earlychildhood teaching today. As such, thePartnership has set out to obtain broaddata concerning the professionals whoteach young Jewish children. The surveywill be completed and its findings pre-sented in November 2001. For informa-tion about the study or the Partnership,contact Ilene C. Vogelstein atJECEP1@aol.com.

The New Teacher Initiativeby MIRELE GOLDSMITH

The New Teacher

Initiative ... is designed

as a comprehensive

approach to recruiting

and preparing general

studies teachers for the

elementary grades,

primarily in community

day schools.

Mirele Goldsmith, a consultant specializingin program evaluation and accreditation, iscurrently working with Laura Lauder tolaunch the New Teacher Initiative.

SUMMER 2001 9

Jordan, age 19, wanted to work at camp for the summer. He knew the

experience would be rewarding, andwould coordinate well with his universitypsychology major. But the $1375 salarydid not meet the minimum he needed toqualify for his college’s financial aidpackage. Working as a waiter, or a salesjob at the mall, he knew, would payabout $2500. And he had no trouble atall finding work at a temp agency thatpaid over $4000 for the summer.

Rebecca, age 20, is headed for a career in law. She is an achiever

who sets high goals for herself. Shereally looked forward to going back tocamp, but her campus career officer saysshe can’t afford to “waste a summer” ifshe wants to get into a quality lawschool. Rather, she needs an internshipat a prestigious firm. Money really isn’tan issue for her, but her parents insistthat she put her career interests first,and take the career officer’s advice.

J ewish overnight camps are amongthe most powerful and effectivemeans to build Jewish identity and

commitment. Operating 24/7, theyquickly achieve a close-knit communityand a programmatic intensity thatenhances and magnifies their Jewisheducational power.

There are some 120 not-for-profitJewish overnight camps of all move-ments in North America, serving 50,000children every summer (a substantialnumber, but only 7% of the camp-agedJewish population). These camps oper-ate at full capacity every summer.

For their staffs, Jewish camps pro-vide highly satisfying, highly meaningfulsummer work, with valuable skills andexperiences that transfer well to a widevariety of work and career situations.But with low pay scales and the wide-spread perception of low status, it isincreasingly difficult for camps to recruit

their collective staff of 10,000 individu-als, most of whom are college studentslike Jordan and Rebecca.

(Jewish camps also need qualifiedpersonnel for senior, year-round posi-tions, a challenge not unlike that faced byJewish schools and other agencies whichis addressed elsewhere in this issue.)

Jewish camps cite the recruitment ofsufficient qualified Jewish summer staffas their most important challenge. Jew-ish college students serve as role modelsto campers and give camp its remarkableeducational power.

How can the recruitment challenge bemet? The issue must be addressed fromseveral directions at once. The Founda-tion for Jewish Camping has made a startin several areas. There is much more tobe done. Here are some of the principlechallenges, and some possible responses:

• A perception persists that camp experi-ence is not valuable in the workplace.

This is a faulty perception. Where but incamp can a college student gain experi-ence that teaches transferable, mar-ketable skills that employers valuethroughout the workplace — skills likenegotiation and conflict resolution, giv-ing and accepting supervision, timemanagement, program planning, work-ing as a team, group leading? Where butat camp can a 20-year-old be a teamleader, supervising other staff?

The Foundation for Jewish Campinghas mounted a campaign, targeted to Jew-ish collegiates, that articulates in “resumelanguage” the benefits of working atcamp. Still to be done: a campaign toarticulate to employers the benefits ofhiring camp alumni, starting with themany lay leaders in the Jewish commu-nity who influence employment decisionsat work, and continuing with collegecareer officers and with Jewish parents.

• Summer camps will never meet theirstaff recruitment needs when other jobspay twice their salary scale and more.

Camps vie in the open marketplace forstaff who have many other options.Camp salaries must increase at least

$1,000 per person in order to be com-petitive. With 10,000 camp staff needed,$10 million in additional compensationwill be required each summer.

The Jewish community, through theFederation system, private foundationsand philanthropists, must redouble itsfinancial support of the precious resourcerepresented by its overnight camps.

One option is to raise campertuition, with Federations providingexpanded, need-based scholarships,without regard for movement affiliation,for those who can’t meet the higher feescales. Camp tuition could still be heldwell below the level of the private campswith which they compete, and Federa-tions would assume a “safety net” func-tion with which they have a level ofcomfort and significant expertise.

Another option is to create a commu-nity support system to allocate fundingon a national basis for Jewish camps,similar to the system the Federations useto support Hillel. In addition, we shouldwork to generate a significant, consistentstream of foundation and philanthropistsupport for the camps, either nationallyor locally organized. We should also raisepermanent endowment funds for campsthat would generate revenue annually tosupplement staff salaries. (Each of theseoptions requires a redoubling of develop-ment efforts on behalf of Jewish camps,and highlights the shortage of qualifieddevelopment personnel, which isaddressed elsewhere in this issue.)

• Staff shortages are epidemic through-out the Jewish community, and Jewishagencies need to collaborate to exploitareas of natural partnership.

The boundaries among the various areasof Jewish professional life — Federa-tions, JCCs, camps, schools, synagogues— are highly permeable. All institutionsmust recognize that individuals who arerecruited into one area of Jewish lifeoften migrate during their careers topositions in other areas. Therefore, it islogical for diverse agencies to supportone another’s staff recruitment cam-paigns, to meet their common staffing

8 CONTACT

needs. In particular, agencies throughoutthe Jewish community should exploitthe unique position of summer camp asa recruitment vehicle for potential entrylevel Jewish communal professionals.

Work at a Jewish summer camp pro-vides an easy way for a collegiate to tastewhat it is like to work professionally in theJewish community, without making along-term commitment. The Foundationfor Jewish Camping has initiated a widevariety of recruitment partnerships, seek-ing access to college students through ven-ues such as Hillel and birthright israel, andin turn, offering access to camp staff as arecruitment pool for agencies such as theJewish Education Service of North Amer-ica and the Jewish Community CenterAssociation. The Foundation has createdits own web-based staff recruitment andreferral system, and cooperates with otheragencies in their recruitment projects.

These programs should be expanded,and others like them should be created.Instead of guarding their respective turfs,agencies throughout the Jewish commu-nity will be better served by seekingpartnering opportunities, and cooperat-ing to meet their common staff recruit-ment needs. Recognizing that collegestudents seek summer “internships” tosupport their career aspirations, one log-ical area of collaboration would bebetween agencies and camps. Togetherthey can create job packages in whichone month’s internship in the agency(perhaps in May or June) would bematched by a summer season at camp.

Recruiting large numbers of Jewishcollegiates to staff Jewish overnightcamps is a significant and criticallyimportant challenge. The Foundationfor Jewish Camping has begun toaddress the challenge in importantways. With time, adequate funding andcommunity support, the challenge canbe met. Not only can Jewish summercamps attract the many students likeJordan and Rebecca needed to meettheir own staffing needs, but moreimportant, they can become a valuablerecruitment asset for other agenciesthroughout the Jewish community.

Staffing Jewish Overnight Camps: A Challenge and a Necessity

by RABBI RAMIE ARIAN

Rabbi Ramie Arian is Executive Director ofthe Foundation for Jewish Camping (www.jewishcamping.org).

SUMMER 2001 9

Jordan, age 19, wanted to work at camp for the summer. He knew the

experience would be rewarding, andwould coordinate well with his universitypsychology major. But the $1375 salarydid not meet the minimum he needed toqualify for his college’s financial aidpackage. Working as a waiter, or a salesjob at the mall, he knew, would payabout $2500. And he had no trouble atall finding work at a temp agency thatpaid over $4000 for the summer.

Rebecca, age 20, is headed for a career in law. She is an achiever

who sets high goals for herself. Shereally looked forward to going back tocamp, but her campus career officer saysshe can’t afford to “waste a summer” ifshe wants to get into a quality lawschool. Rather, she needs an internshipat a prestigious firm. Money really isn’tan issue for her, but her parents insistthat she put her career interests first,and take the career officer’s advice.

J ewish overnight camps are amongthe most powerful and effectivemeans to build Jewish identity and

commitment. Operating 24/7, theyquickly achieve a close-knit communityand a programmatic intensity thatenhances and magnifies their Jewisheducational power.

There are some 120 not-for-profitJewish overnight camps of all move-ments in North America, serving 50,000children every summer (a substantialnumber, but only 7% of the camp-agedJewish population). These camps oper-ate at full capacity every summer.

For their staffs, Jewish camps pro-vide highly satisfying, highly meaningfulsummer work, with valuable skills andexperiences that transfer well to a widevariety of work and career situations.But with low pay scales and the wide-spread perception of low status, it isincreasingly difficult for camps to recruit

their collective staff of 10,000 individu-als, most of whom are college studentslike Jordan and Rebecca.

(Jewish camps also need qualifiedpersonnel for senior, year-round posi-tions, a challenge not unlike that faced byJewish schools and other agencies whichis addressed elsewhere in this issue.)

Jewish camps cite the recruitment ofsufficient qualified Jewish summer staffas their most important challenge. Jew-ish college students serve as role modelsto campers and give camp its remarkableeducational power.

How can the recruitment challenge bemet? The issue must be addressed fromseveral directions at once. The Founda-tion for Jewish Camping has made a startin several areas. There is much more tobe done. Here are some of the principlechallenges, and some possible responses:

• A perception persists that camp experi-ence is not valuable in the workplace.

This is a faulty perception. Where but incamp can a college student gain experi-ence that teaches transferable, mar-ketable skills that employers valuethroughout the workplace — skills likenegotiation and conflict resolution, giv-ing and accepting supervision, timemanagement, program planning, work-ing as a team, group leading? Where butat camp can a 20-year-old be a teamleader, supervising other staff?

The Foundation for Jewish Campinghas mounted a campaign, targeted to Jew-ish collegiates, that articulates in “resumelanguage” the benefits of working atcamp. Still to be done: a campaign toarticulate to employers the benefits ofhiring camp alumni, starting with themany lay leaders in the Jewish commu-nity who influence employment decisionsat work, and continuing with collegecareer officers and with Jewish parents.

• Summer camps will never meet theirstaff recruitment needs when other jobspay twice their salary scale and more.

Camps vie in the open marketplace forstaff who have many other options.Camp salaries must increase at least

$1,000 per person in order to be com-petitive. With 10,000 camp staff needed,$10 million in additional compensationwill be required each summer.

The Jewish community, through theFederation system, private foundationsand philanthropists, must redouble itsfinancial support of the precious resourcerepresented by its overnight camps.

One option is to raise campertuition, with Federations providingexpanded, need-based scholarships,without regard for movement affiliation,for those who can’t meet the higher feescales. Camp tuition could still be heldwell below the level of the private campswith which they compete, and Federa-tions would assume a “safety net” func-tion with which they have a level ofcomfort and significant expertise.

Another option is to create a commu-nity support system to allocate fundingon a national basis for Jewish camps,similar to the system the Federations useto support Hillel. In addition, we shouldwork to generate a significant, consistentstream of foundation and philanthropistsupport for the camps, either nationallyor locally organized. We should also raisepermanent endowment funds for campsthat would generate revenue annually tosupplement staff salaries. (Each of theseoptions requires a redoubling of develop-ment efforts on behalf of Jewish camps,and highlights the shortage of qualifieddevelopment personnel, which isaddressed elsewhere in this issue.)

• Staff shortages are epidemic through-out the Jewish community, and Jewishagencies need to collaborate to exploitareas of natural partnership.

The boundaries among the various areasof Jewish professional life — Federa-tions, JCCs, camps, schools, synagogues— are highly permeable. All institutionsmust recognize that individuals who arerecruited into one area of Jewish lifeoften migrate during their careers topositions in other areas. Therefore, it islogical for diverse agencies to supportone another’s staff recruitment cam-paigns, to meet their common staffing

8 CONTACT

needs. In particular, agencies throughoutthe Jewish community should exploitthe unique position of summer camp asa recruitment vehicle for potential entrylevel Jewish communal professionals.

Work at a Jewish summer camp pro-vides an easy way for a collegiate to tastewhat it is like to work professionally in theJewish community, without making along-term commitment. The Foundationfor Jewish Camping has initiated a widevariety of recruitment partnerships, seek-ing access to college students through ven-ues such as Hillel and birthright israel, andin turn, offering access to camp staff as arecruitment pool for agencies such as theJewish Education Service of North Amer-ica and the Jewish Community CenterAssociation. The Foundation has createdits own web-based staff recruitment andreferral system, and cooperates with otheragencies in their recruitment projects.

These programs should be expanded,and others like them should be created.Instead of guarding their respective turfs,agencies throughout the Jewish commu-nity will be better served by seekingpartnering opportunities, and cooperat-ing to meet their common staff recruit-ment needs. Recognizing that collegestudents seek summer “internships” tosupport their career aspirations, one log-ical area of collaboration would bebetween agencies and camps. Togetherthey can create job packages in whichone month’s internship in the agency(perhaps in May or June) would bematched by a summer season at camp.

Recruiting large numbers of Jewishcollegiates to staff Jewish overnightcamps is a significant and criticallyimportant challenge. The Foundationfor Jewish Camping has begun toaddress the challenge in importantways. With time, adequate funding andcommunity support, the challenge canbe met. Not only can Jewish summercamps attract the many students likeJordan and Rebecca needed to meettheir own staffing needs, but moreimportant, they can become a valuablerecruitment asset for other agenciesthroughout the Jewish community.

Staffing Jewish Overnight Camps: A Challenge and a Necessity

by RABBI RAMIE ARIAN

Rabbi Ramie Arian is Executive Director ofthe Foundation for Jewish Camping (www.jewishcamping.org).

SUMMER 2001 11

The first is the Jewishinstitutions of higherlearning, such asHebrew Union Col-lege, the Jewish Theo-logical Seminary ofAmerica, and YeshivaUniversity, to nameonly the most obvi-ous. The second cate-gory is composed ofthe outstandingschools of education in major Americanuniversities. The question that hasplagued many of us is whether it is pos-sible to bridge the gap that separates thetwo types of institutions. Might it bepossible to create on one campus a doc-toral program that builds on the richesof an established school of educationand a large and diversified program inJewish studies?

The new doctoral program in NYU’sSteinhardt School of Education seeks toattract and train educational leaders whowill administer schools, write and testdesperately-needed new curricula forJewish schools, explore new paths ininformal education and research theachievements and shortcomings of thecurrent Jewish educational enterprise.Once again, the program imparts a vitalcombination of Jewish knowledgegained in the Skirball Department, and

professional expertise gained in NYU’sSteinhardt School of Education.

This new NYU doctoral program inJewish education offers considerablechallenge and opportunity to all partiesinvolved. For the Steinhardt School ofEducation, the new doctoral program isa radically innovative venture. Here, too,there has been a sense that this new pro-gram and new set of students will bringfurther stimulation to a school alreadyknown for the broad range of educa-tional constituencies it serves. Indeed,for New York University in general, thisprogram continues a trend toward reach-ing across school boundaries to creatediversified programs. Thus, while at firstblush this might seem like a curiousexperiment for a major university, it, infact, dovetails nicely with the generalmood of American academia: a desire forinnovation and a thrust toward putting

disparate intellectual orbits into fruitfulinterplay with one another.

We at New York University aredelighted to lead the way in these experiments. We have no aspirations toexclusivity, however. We hope that oursuccess will embolden other universitiesto follow our lead. The American Jewishcommunity needs a well-trained cadre ofprofessional leaders. Many of these lead-ers will be groomed at the importantinstitutions of higher learning thatAmerican Jewry has created and nur-tured. At the same time, the diverseinstitutions of American higher educa-tion have an important role to play inthe preparation of a leadership elite forNorth American Jewry. Such a well-trained elite is surely a critical compo-nent in the enterprise of maintainingand enhancing twenty-first century Jewish life.

10 CONTACT

by ROBERT CHAZAN

Recruitment and training of skilled— indeed, inspired — Jewishprofessionals has become a high

priority for the American Jewish com-munity as it seeks to insure its continu-ity and enhance its creativity. A vitaltraining ground can be found in NorthAmerican universities. Jewish studiesprograms have proliferated, offeringundergraduates the opportunity toextend their Jewish education in mean-ingful ways. Many of these programs areproducing a new generation of scholarsin North America and abroad. They arealso beginning to make a contributiontoward the training of skilled profession-als for the American Jewish communi-ties, but this effort is in its infancy. It isto the enhancement of this effort thattwo new, experimental programs arebeing launched at New York University.

Both efforts are predicated on theassumption that excellent Jewish profes-sionals of all kinds — federation person-nel, Jewish foundation personnel, Jewishcommunity center personnel, and, ofcourse, Jewish educators — must beJewishly literate. Thus, campuses with

large and diversified Jewish studies pro-grams have a special contribution tomake. In this regard, New York Univer-sity occupies an especially favored posi-tion, since it houses the SkirballDepartment of Hebrew and Judaic Stud-ies, one of the largest and most diversi-fied programs of Jewish studies in NorthAmerica. Students at both the under-graduate and graduate levels can takecourses that range the lengthy spectrumof Jewish history and culture and thatapproach Jewish experience from a vari-ety of disciplinary perspectives. Thisrichness and diversity of offerings pro-vide considerable opportunity for futureJewish professionals to enrich theirknowledge and appreciation of Jewishthought and culture.

At the same time, New York Univer-sity is home to a number of outstandingprofessional schools. One of theseschools, the Wagner School of PublicService, offers one of the largest pro-grams in North America for the trainingof future administrators for both thepublic and private sectors. Its Master ofPublic Administration program has beencarefully conceptualized and highly suc-cessful. The leadership of the WagnerSchool has joined with the SkirballDepartment in the creation of a double-degree program in public administrationand Jewish studies.

Students for this program will bechosen carefully. They must meet therigorous requirements of both the Wag-ner School and the Skirball Department.These students will pursue a full mastersprogram in public administration and afull masters program in Jewish studies.In addition, they will have at their dis-posal a number of courses designedspecifically to introduce them to theAmerican Jewish community, its institu-tions, its contemporary needs and thespecial issues that affect professionalsserving it. The capstone experience inthe Wagner program will offer dual-degree students the opportunity to studyin depth a major institution of theAmerican Jewish community. Uponcompletion of this demanding program,graduates should be well-qualified forcareers of service to American Jewry.

New York University’s second newenterprise is a doctoral program in edu-cation and Jewish studies. Over the pastdecade, a growing number of highlyimpressive young men and women havecommitted themselves to careers in Jew-ish education. The challenge is to createthe venues within which they can pre-pare themselves properly for suchcareers. There are currently a number ofinstitutions to which these young menand women turn. Fundamentally, thesetraining venues fall into two categories.

The

Universityas Training Ground for aJewish Professional Elite

The diverse institutions of American higher education have an important roleto play in the preparation of a leadership elite for North American Jewry.

Robert Chazan, Ph.D., is the S. H. and Helen R.

Scheuer Professor of Hebrew and Judaic Studies at

New York University.

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SUMMER 2001 11

The first is the Jewishinstitutions of higherlearning, such asHebrew Union Col-lege, the Jewish Theo-logical Seminary ofAmerica, and YeshivaUniversity, to nameonly the most obvi-ous. The second cate-gory is composed ofthe outstandingschools of education in major Americanuniversities. The question that hasplagued many of us is whether it is pos-sible to bridge the gap that separates thetwo types of institutions. Might it bepossible to create on one campus a doc-toral program that builds on the richesof an established school of educationand a large and diversified program inJewish studies?

The new doctoral program in NYU’sSteinhardt School of Education seeks toattract and train educational leaders whowill administer schools, write and testdesperately-needed new curricula forJewish schools, explore new paths ininformal education and research theachievements and shortcomings of thecurrent Jewish educational enterprise.Once again, the program imparts a vitalcombination of Jewish knowledgegained in the Skirball Department, and

professional expertise gained in NYU’sSteinhardt School of Education.

This new NYU doctoral program inJewish education offers considerablechallenge and opportunity to all partiesinvolved. For the Steinhardt School ofEducation, the new doctoral program isa radically innovative venture. Here, too,there has been a sense that this new pro-gram and new set of students will bringfurther stimulation to a school alreadyknown for the broad range of educa-tional constituencies it serves. Indeed,for New York University in general, thisprogram continues a trend toward reach-ing across school boundaries to creatediversified programs. Thus, while at firstblush this might seem like a curiousexperiment for a major university, it, infact, dovetails nicely with the generalmood of American academia: a desire forinnovation and a thrust toward putting

disparate intellectual orbits into fruitfulinterplay with one another.

We at New York University aredelighted to lead the way in these experiments. We have no aspirations toexclusivity, however. We hope that oursuccess will embolden other universitiesto follow our lead. The American Jewishcommunity needs a well-trained cadre ofprofessional leaders. Many of these lead-ers will be groomed at the importantinstitutions of higher learning thatAmerican Jewry has created and nur-tured. At the same time, the diverseinstitutions of American higher educa-tion have an important role to play inthe preparation of a leadership elite forNorth American Jewry. Such a well-trained elite is surely a critical compo-nent in the enterprise of maintainingand enhancing twenty-first century Jewish life.

10 CONTACT

by ROBERT CHAZAN

Recruitment and training of skilled— indeed, inspired — Jewishprofessionals has become a high

priority for the American Jewish com-munity as it seeks to insure its continu-ity and enhance its creativity. A vitaltraining ground can be found in NorthAmerican universities. Jewish studiesprograms have proliferated, offeringundergraduates the opportunity toextend their Jewish education in mean-ingful ways. Many of these programs areproducing a new generation of scholarsin North America and abroad. They arealso beginning to make a contributiontoward the training of skilled profession-als for the American Jewish communi-ties, but this effort is in its infancy. It isto the enhancement of this effort thattwo new, experimental programs arebeing launched at New York University.

Both efforts are predicated on theassumption that excellent Jewish profes-sionals of all kinds — federation person-nel, Jewish foundation personnel, Jewishcommunity center personnel, and, ofcourse, Jewish educators — must beJewishly literate. Thus, campuses with

large and diversified Jewish studies pro-grams have a special contribution tomake. In this regard, New York Univer-sity occupies an especially favored posi-tion, since it houses the SkirballDepartment of Hebrew and Judaic Stud-ies, one of the largest and most diversi-fied programs of Jewish studies in NorthAmerica. Students at both the under-graduate and graduate levels can takecourses that range the lengthy spectrumof Jewish history and culture and thatapproach Jewish experience from a vari-ety of disciplinary perspectives. Thisrichness and diversity of offerings pro-vide considerable opportunity for futureJewish professionals to enrich theirknowledge and appreciation of Jewishthought and culture.

At the same time, New York Univer-sity is home to a number of outstandingprofessional schools. One of theseschools, the Wagner School of PublicService, offers one of the largest pro-grams in North America for the trainingof future administrators for both thepublic and private sectors. Its Master ofPublic Administration program has beencarefully conceptualized and highly suc-cessful. The leadership of the WagnerSchool has joined with the SkirballDepartment in the creation of a double-degree program in public administrationand Jewish studies.

Students for this program will bechosen carefully. They must meet therigorous requirements of both the Wag-ner School and the Skirball Department.These students will pursue a full mastersprogram in public administration and afull masters program in Jewish studies.In addition, they will have at their dis-posal a number of courses designedspecifically to introduce them to theAmerican Jewish community, its institu-tions, its contemporary needs and thespecial issues that affect professionalsserving it. The capstone experience inthe Wagner program will offer dual-degree students the opportunity to studyin depth a major institution of theAmerican Jewish community. Uponcompletion of this demanding program,graduates should be well-qualified forcareers of service to American Jewry.

New York University’s second newenterprise is a doctoral program in edu-cation and Jewish studies. Over the pastdecade, a growing number of highlyimpressive young men and women havecommitted themselves to careers in Jew-ish education. The challenge is to createthe venues within which they can pre-pare themselves properly for suchcareers. There are currently a number ofinstitutions to which these young menand women turn. Fundamentally, thesetraining venues fall into two categories.

The

Universityas Training Ground for aJewish Professional Elite

The diverse institutions of American higher education have an important roleto play in the preparation of a leadership elite for North American Jewry.

Robert Chazan, Ph.D., is the S. H. and Helen R.

Scheuer Professor of Hebrew and Judaic Studies at

New York University.

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OT

OG

RA

PH

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Y SIE

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fessionals must serve as role models andactive recruiters for prospective practi-tioners. Indeed, in recruiting individuals,as much attention must be paid to per-sonality traits as to educational achieve-ments. Creative, entrepreneurial,energetic, mission-oriented individualsare those who will succeed in this profes-sion. Academic credentials are of second-ary importance. What is of greatestimportance is the individual’s ability toeasily express complex ideas, both ver-bally and in writing, and relate to a widearray of people with ease. In the past, thecommunity has often focused too muchon the educational credentials of thewrong type of individuals.

A New Way of Doing ThingsTraining As noted above, it is personality, not edu-cation, that is the most important deter-minant in predicting the success of anindividual. Prospective development pro-fessionals should be encouraged to pur-sue a variety of educational avenues, notmerely concentrating on social work orJewish communal service. A well-rounded liberal arts education will helpmake for a broadly-educated professional,conversant in a variety of disciplines. Ofcourse, an ongoing commitment to Jew-ish learning, in either a formal or infor-mal venue, is to be highly encouraged.

Development professionals should alsopossess an understanding of the particu-lars of the organization or field in whichthey are engaged. They must have a thor-ough knowledge of the organization,including its greatest projects and espe-cially its history. All too often practitionershave little understanding of the history ofthe field in which they are working.

The most important aspect of train-ing a new development professional ishands-on “field work.” Only throughexperience can a development profes-sional truly learn the art of fundraising.Rigorous field work, mentoring andreinforcement by senior professionals isa must. Field work must include inten-sive work on interpersonal skills andleadership development, as well as the

art of speaking. The ability to putabstract ideas in writing — the essenceof grant writing — is also important.

Retaining the Best Along with senior development profes-sionals, volunteers have a critical role to play in recruiting, training, mentoring,and above all, helping to retain profes-sionals. There are among us a number of“tzedakah heroes,” those individuals whoepitomize the qualities of tzedakah lead-ership and vision. They can potentiallyhave a huge impact on individualsattracted to development work. Volun-teers must also play a key role in retain-ing young professionals. Too often, thebest and brightest professionals leave.Bureaucracy and the lack of opportunityto work on a grand scale frustrate profes-sionals. So, too, does the need to manageunrealistic expectations. Working infruitful partnership with volunteers,however, can create a stimulating, pro-ductive environment for professionals.

Recognition Only by radically breaking with pastpractices of recruitment, training andearly job experiences will the currentpersonnel crisis in development be ameliorated. Bold new steps for recruit-ment must be taken. A much broadervision of what is an acceptable anddesirable training program must takehold. And more careful, thoughtfulattention must be paid to how practi-tioners are trained early in their careers.Finally, with the understanding thatexcellence is a key element to solvingthe personnel crisis, performance mustnot only be recognized but rewarded.Development professionals should beappreciated for their talent, skills andenergies. This recognition should existon its own terms, not merely in a subor-dinate position to the volunteer. Whenthe recruitment, training, retention andrecognition of financial resource devel-opment professionals is changed, theAmerican Jewish community will be onthe road to solving perhaps its mosttroubling personnel crisis.

SUMMER 2001 1312 CONTACT

T he North American JewishCommunity is in the midst of acrisis in professional personnel,

both in terms of quality and quantity.Nowhere is this crisis more pronouncedthan in the area of financial resourcedevelopment. Shifting communal inter-ests and priorities; changing practices inthe field of development; paradigmshifts in volunteer/professional relation-ships; and profound changes on thepart of American Jews with regard totheir own giving are all exacerbatingthis personnel shortage. We mustimplement radical changes in howdevelopment professionals arerecruited, trained, retained and recog-nized if the shortage is to be solved.

Recruiting a New Generation ofDevelopment ProfessionalsFinancial resource development andits less prosaic partner, fundraising,are often viewed as drudge work, difficult and undesirable. In fact, thefield of development is a challengingand stimulating profession whosepractitioners can achieve significant,measurable success. Development pro-fessionals are often satisfied with theirchoice of profession – with the workitself, remuneration, status and profes-sional recognition. Indeed, mid-careermoves from the for-profit world todevelopment positions are far morecommon than moves in the oppositedirection.

Thus, development must be mar-keted as an exciting, desirable, satisfy-ing profession. The community mustemphasize the positive aspects ofdevelopment, paying careful attentionto the negatives with which it is some-times associated. Development mustbe marketed as the quintessential lib-eral arts profession, readily absorbingwhatever education, world-view andlife experiences the individual bringsto the field.

Highly competent, successful pro-

PersonnelRecruitment in Cyberspace

Revitalizing the World ofDevelopment Professionals

by HERB TOBIN

The challenge of Jewish professional

recruitment has been exacerbated by the lack of a central resource for jobs in the Jewish community. Anew website hopes to change this.Scheduled to be launched by JESNAthis August, JewishJobFinder.comwill be a comprehensive websitewhere job-seekers and employerscan turn to find the right match.

Made possible through the supportof Henry and Edith Everett and othercontributors, JewishJobFinder.comis targeted at college students,young adults and people in mid-career seeking a profession in theJewish community. The site willinclude resume postings and jobsearch capabilities for entry, mid-level and senior-level jobs. It willalso feature tips and resources toassist people in finding jobs in theJewish community. Offerings willinclude practical advice (e.g.,resume writing, interviewing tips,job fair calendars) as well asbroader articles covering careerpaths, recruitment services and con-tinuing professional education.Links to a variety of personnel andtraining institutions as well as tofellowship opportunities and intern-ships will supplement the site.

Judith Goldstein, coordinator ofthe website team at JESNA, hopesthat through the Internet, Jewishorganizations will reach a new gen-eration of job-seekers who havebeen turning to other professions.“We’re engaging the power of theWeb to draw people into this careerpath,” she said. “By using the Web,the site will create a new world ofprofessional recruitment and appealto a younger audience that is oftenoverlooked as well as a moremature, mid-career one that isequally Web-savvy.”

Development must be marketed as the quintessentialliberal arts profession, readily absorbing whatevereducation, world-view and life experiences theindividual brings to the field.

Herb Tobin is Principal of Herb Tobin Consulting

in Boston, Massachusetts.

fessionals must serve as role models andactive recruiters for prospective practi-tioners. Indeed, in recruiting individuals,as much attention must be paid to per-sonality traits as to educational achieve-ments. Creative, entrepreneurial,energetic, mission-oriented individualsare those who will succeed in this profes-sion. Academic credentials are of second-ary importance. What is of greatestimportance is the individual’s ability toeasily express complex ideas, both ver-bally and in writing, and relate to a widearray of people with ease. In the past, thecommunity has often focused too muchon the educational credentials of thewrong type of individuals.

A New Way of Doing ThingsTraining As noted above, it is personality, not edu-cation, that is the most important deter-minant in predicting the success of anindividual. Prospective development pro-fessionals should be encouraged to pur-sue a variety of educational avenues, notmerely concentrating on social work orJewish communal service. A well-rounded liberal arts education will helpmake for a broadly-educated professional,conversant in a variety of disciplines. Ofcourse, an ongoing commitment to Jew-ish learning, in either a formal or infor-mal venue, is to be highly encouraged.

Development professionals should alsopossess an understanding of the particu-lars of the organization or field in whichthey are engaged. They must have a thor-ough knowledge of the organization,including its greatest projects and espe-cially its history. All too often practitionershave little understanding of the history ofthe field in which they are working.

The most important aspect of train-ing a new development professional ishands-on “field work.” Only throughexperience can a development profes-sional truly learn the art of fundraising.Rigorous field work, mentoring andreinforcement by senior professionals isa must. Field work must include inten-sive work on interpersonal skills andleadership development, as well as the

art of speaking. The ability to putabstract ideas in writing — the essenceof grant writing — is also important.

Retaining the Best Along with senior development profes-sionals, volunteers have a critical role to play in recruiting, training, mentoring,and above all, helping to retain profes-sionals. There are among us a number of“tzedakah heroes,” those individuals whoepitomize the qualities of tzedakah lead-ership and vision. They can potentiallyhave a huge impact on individualsattracted to development work. Volun-teers must also play a key role in retain-ing young professionals. Too often, thebest and brightest professionals leave.Bureaucracy and the lack of opportunityto work on a grand scale frustrate profes-sionals. So, too, does the need to manageunrealistic expectations. Working infruitful partnership with volunteers,however, can create a stimulating, pro-ductive environment for professionals.

Recognition Only by radically breaking with pastpractices of recruitment, training andearly job experiences will the currentpersonnel crisis in development be ameliorated. Bold new steps for recruit-ment must be taken. A much broadervision of what is an acceptable anddesirable training program must takehold. And more careful, thoughtfulattention must be paid to how practi-tioners are trained early in their careers.Finally, with the understanding thatexcellence is a key element to solvingthe personnel crisis, performance mustnot only be recognized but rewarded.Development professionals should beappreciated for their talent, skills andenergies. This recognition should existon its own terms, not merely in a subor-dinate position to the volunteer. Whenthe recruitment, training, retention andrecognition of financial resource devel-opment professionals is changed, theAmerican Jewish community will be onthe road to solving perhaps its mosttroubling personnel crisis.

SUMMER 2001 1312 CONTACT

T he North American JewishCommunity is in the midst of acrisis in professional personnel,

both in terms of quality and quantity.Nowhere is this crisis more pronouncedthan in the area of financial resourcedevelopment. Shifting communal inter-ests and priorities; changing practices inthe field of development; paradigmshifts in volunteer/professional relation-ships; and profound changes on thepart of American Jews with regard totheir own giving are all exacerbatingthis personnel shortage. We mustimplement radical changes in howdevelopment professionals arerecruited, trained, retained and recog-nized if the shortage is to be solved.

Recruiting a New Generation ofDevelopment ProfessionalsFinancial resource development andits less prosaic partner, fundraising,are often viewed as drudge work, difficult and undesirable. In fact, thefield of development is a challengingand stimulating profession whosepractitioners can achieve significant,measurable success. Development pro-fessionals are often satisfied with theirchoice of profession – with the workitself, remuneration, status and profes-sional recognition. Indeed, mid-careermoves from the for-profit world todevelopment positions are far morecommon than moves in the oppositedirection.

Thus, development must be mar-keted as an exciting, desirable, satisfy-ing profession. The community mustemphasize the positive aspects ofdevelopment, paying careful attentionto the negatives with which it is some-times associated. Development mustbe marketed as the quintessential lib-eral arts profession, readily absorbingwhatever education, world-view andlife experiences the individual bringsto the field.

Highly competent, successful pro-

PersonnelRecruitment in Cyberspace

Revitalizing the World ofDevelopment Professionals

by HERB TOBIN

The challenge of Jewish professional

recruitment has been exacerbated by the lack of a central resource for jobs in the Jewish community. Anew website hopes to change this.Scheduled to be launched by JESNAthis August, JewishJobFinder.comwill be a comprehensive websitewhere job-seekers and employerscan turn to find the right match.

Made possible through the supportof Henry and Edith Everett and othercontributors, JewishJobFinder.comis targeted at college students,young adults and people in mid-career seeking a profession in theJewish community. The site willinclude resume postings and jobsearch capabilities for entry, mid-level and senior-level jobs. It willalso feature tips and resources toassist people in finding jobs in theJewish community. Offerings willinclude practical advice (e.g.,resume writing, interviewing tips,job fair calendars) as well asbroader articles covering careerpaths, recruitment services and con-tinuing professional education.Links to a variety of personnel andtraining institutions as well as tofellowship opportunities and intern-ships will supplement the site.

Judith Goldstein, coordinator ofthe website team at JESNA, hopesthat through the Internet, Jewishorganizations will reach a new gen-eration of job-seekers who havebeen turning to other professions.“We’re engaging the power of theWeb to draw people into this careerpath,” she said. “By using the Web,the site will create a new world ofprofessional recruitment and appealto a younger audience that is oftenoverlooked as well as a moremature, mid-career one that isequally Web-savvy.”

Development must be marketed as the quintessentialliberal arts profession, readily absorbing whatevereducation, world-view and life experiences theindividual brings to the field.

Herb Tobin is Principal of Herb Tobin Consulting

in Boston, Massachusetts.

SUMMER 2001 15

I once campaigned for Jewishness.Now I campaign for equality.

As the Steinhardt Jewish CampusService Corps fellow at Johns HopkinsUniversity, my job was to reach out tothose individuals who felt alienated byJewish life on campus. My own back-ground was Orthodox; I graduated fromStern College and had been immersedsince childhood in Jewish tradition. AtJohns Hopkins, I saw that the Jewishcommunal structures catered to Jewswho, like me, already identified as Jews.It was not a welcoming atmosphere forthose who did not pray, observe Jewishdietary laws or partake in Shabbat festiv-ities. Many students were starved for acommunity that was open to marginally-affiliated Jews.

From the start, the students and Italked, shared and toiled with difficultphilosophic notions, mostly related toJudaism. As the months progressed andthe conversations became deeper, manyquestions became more unanswerable.Where do ethics originate? Is God anobjective reality? How does Judaism haverelevance in a world where God’s pres-ence is difficult to find? With these press-ing questions, I wondered whether I wasreally the proper person to be an advo-cate for Judaism on campus. This ulti-mately propelled the broader question ofwhether Judaism even needed spokesper-sons or professional messengers.

Despite the exhilarating programsand meaningful conversations, I contin-ually found myself revisiting my initialintent for joining the Jewish communalwork force. I could no longer under-stand why people would make their reli-gion, which ultimately stems from aplace of faith, into their profession. Inshort, I found it difficult to understandthe need for professional Jews. Granted,Christian missionaries operate out ofdivine belief, and likewise, certain Jew-ish outreach efforts are motivated byreligious impulses. But the vast majorityof professional Jewish outreach in Amer-ica seemed to exist independent of anytheological mission. What, then, werewe campaigning for? Is Jewish identity,devoid of anything else, a worthy causeto fight for?

My religious questions also led me to

ponder pragmatic issues of ethics andequality. On Tu-Bishvat I hosted a sederwith a bounty of food and deep conver-sations, but I wondered why I wasn’tasking these students to help feed thehungry and homeless instead. To me,helping the hungry seemed a moreworthwhile endeavor than helping Jew-ish students discover their identity.

On the other hand, I realized howvital these outlets were for students.They had found a home within the com-munity and were able to explore whothey were as Jews. I started a FreshmanJewish group that evolved into a thrivingnetwork for students who wanted a Jew-ish connection. At the group's finalmeeting, more than 20 students ran forpresident because they wanted to con-tinue after I left campus. I understoodthe need for someone to have my posi-tion. It could not, however, be me any-more. It was time for me to leave notonly the fellowship program, but therole of Jewish professional as well. Forme, increased Jewish affiliation alonedoes not merit the same energy andattention as other causes that seek toright the wrongs of our world.

It was not an easy choice to leave.Judaism was the only thing I had everknown. But I decided to channel mypassion into something that would havea tangible impact on the world. Thenumerous statistics of lower synagogueaffiliation and higher intermarriage ratesdo not have the same concrete reso-nance to me as do statistics of educa-tional inequality in America. As theDevelopment Director at Teach ForAmerica New York, I am helping tobridge the opportunity gap in low-income communities. I have deep-rootedsatisfaction as part of a movement andculture that is closing major educationalgaps that plague our nation. Unlike acampaign to promote Jewish identity inthe absence of religious belief, this is atangible cause, with clear goals, a mis-sion and measures for success. To me,the satisfaction of seeing an underprivi-leged child learn to read, think criticallyabout an issue or even get accepted toan Ivy League university is more reward-ing than working to increase the statis-tics of Jewish affiliation.

I cannot say that I don’t have doubtsabout having left the Jewish communalworld. I carry my strong Jewish identity

wherever I go. In that vein, I have main-tained relationships with many formerstudents from Hopkins and havewatched them mature in tremendousways. When they return to New Yorkduring school vacations, I can always beassured of a solid debate, usually draw-ing upon Jewish philosophy, that forcesme to think on a higher plane.

On the other hand, I spend my daystalking to people about the overwhelmingeffect Teach For America is having in NewYork City. These conversations are accom-panied by concrete statistics and profoundanecdotes about children who were oncefailing and are now accepted to some ofthe top schools in the nation. How doesthat compare to my coffee dates withHopkins students discussing the meaningof life? I’m sure that as I get older mythoughts will continue to evolve, but fornow I’m headed back to school for a mas-ters degree in Public Policy so that I cancontinue to fight for equality.

14 CONTACT

I met Miriam at a Passover seder dur-ing her freshman year. I was theProgram Director of Hillel at the

University of California at Santa Barbara(UCSB). She came to check out thescene. She stood up during the sederand announced that she wanted to readthe section about Miriam because itmentioned her name. Impressed by herdynamic approach and charisma, I calledher for a coffee date. We chatted abouther campus experience and her feelingof disconnection from the Jewish com-munity. I piqued her interest in Hillel’sbuilding project and recruited her as astudent member of the CommunityAdvisory Board. Soon enough, she par-ticipated in a B’nai Mitzvah program runby the rabbi and started hosting Jewishevents at her home. During her senioryear, Miriam was elected by her peers tobe the president of Hillel, and sheattended Hillel’s Israel 2000 trip, ourfirst participation in birthright israel.She graduated last spring and still callsme when she is looking for a place toconnect Jewishly.

Miriam, and countless students likeher, are the reason I chose to work inthe Jewish community. The young adultsI interacted with as a Jewish campusprofessional were making choices duringcollege that would shape their lives asadults. They were no longer beingdriven to religious school or youthgroups by their parents. They weredriven by their own motivation to find aJewish space and to make a Jewish con-nection on campus. I had the opportu-nity to engage them in their search forJewish meaning.

My satisfaction in working for Hillel isnot only about the students and the long-term impact on the Jewish community. Itis also about my own growth and per-sonal fulfillment. I have been fortunate tohave a job in which both my Jewish andprofessional growth are priorities. I have acareer that is about who I am and whatmy passions are — one in which I can bea Jewish professional and a professionalJew. I work for an organization that cele-brates my personal simchas and reflectsmy religious sensibilities. I have chosen topursue a career where I touch people’slives, make an impact on the Jewish com-

munity and build Jewish identity inmyself and in others.

As an undergraduate, I was not a“super-Jew.” I had a strong Jewish iden-tity from my upbringing in a Conserva-tive home, but I was definitely not“doing Jewish” at college. I went on atrip to Israel during my senior year, atrip that lit my passion for exploring myrole as a woman in the Jewish commu-nity. With that fire, I became a Stein-hardt Jewish Campus Service CorpsFellow at Arizona State University. Itseemed like the perfect way to spend ayear learning Jewishly and professionally— creating encounters for college stu-dents who, much like me, had littleinvolvement in Jewish campus life.

Inspired by my JCSC experienceswith students exploring their identities, Ibecame Program Director at the HillelFoundation at UCSB. During the fouryears I spent there, I learned much aboutmyself as a Jewish woman and as a Jew-ish leader. Rabbi Stephen Cohen, the Hil-lel Director at UCSB, promoted spiritualgrowth and Jewish learning in a nurtur-ing environment. I was encouraged tolead Shabbat services and give div’reiTorah. I was welcomed into a supportivecommunity where I could give of myselfand take risks. One of my programmaticinitiatives involved tzedek (social jus-tice); another involved women's pro-gramming. It was immensely satisfyingto be able to research the Jewish sourcesrelated to these areas, and impart thisknowledge to the students. Regularsupervision sessions incorporated struc-tured Jewish learning and discussionsabout spiritual struggles. Only in thework of a Jewish professional couldthese areas be intertwined!

Today, as the Jan Mitchell AssistantDirector of Hillel’s Center for JewishEngagement, I help in the developmentof new Hillel programs, as well asrecruit, place, train and supervise JCSCFellows. The energy I put into my occu-pation spreads to over 85 JCSC’s, andinforms the impact they have on hun-dreds of students every day.

Why do I work in the Jewish commu-nity? It’s the kind of career where I touchpeople’s lives, affect the Jewish commu-nity, build Jewish identities and amrewarded in a multitude of ways. Havinga career that is so much about who I ammakes each day more fulfilling.

JewishProfessionalService: Two ViewsHillel's Steinhardt JewishCampus Service Corps is aone-year fellowship thatenables recent collegegraduates to work oncampuses across NorthAmerica helping studentsexplore and celebrate theirJewishness. We asked twoJCSC alumni — one whocontinued in Jewish serviceand one who opted for thesecular non-profit world —to share their views onJewish professional life.

GrapplingWith the Professionof JewishCommunal Workby NITZAN PELMAN

Why I LoveThis Job

by MELANIE SASSON

Nitzan Pelman is Development Director atTeach For America New York.

Melanie Sasson is Jan Mitchell AssistantDirector of Hillel’s Center for Jewish Engagement

The young adults I interacted with as a

Jewish campus professionalwere making choices

during college that wouldshape their lives as adults.

For me, increased Jewishaffiliation alone does notmerit the same energyand attention as othercauses that seek to rightthe wrongs of our world.

SUMMER 2001 15

I once campaigned for Jewishness.Now I campaign for equality.

As the Steinhardt Jewish CampusService Corps fellow at Johns HopkinsUniversity, my job was to reach out tothose individuals who felt alienated byJewish life on campus. My own back-ground was Orthodox; I graduated fromStern College and had been immersedsince childhood in Jewish tradition. AtJohns Hopkins, I saw that the Jewishcommunal structures catered to Jewswho, like me, already identified as Jews.It was not a welcoming atmosphere forthose who did not pray, observe Jewishdietary laws or partake in Shabbat festiv-ities. Many students were starved for acommunity that was open to marginally-affiliated Jews.

From the start, the students and Italked, shared and toiled with difficultphilosophic notions, mostly related toJudaism. As the months progressed andthe conversations became deeper, manyquestions became more unanswerable.Where do ethics originate? Is God anobjective reality? How does Judaism haverelevance in a world where God’s pres-ence is difficult to find? With these press-ing questions, I wondered whether I wasreally the proper person to be an advo-cate for Judaism on campus. This ulti-mately propelled the broader question ofwhether Judaism even needed spokesper-sons or professional messengers.

Despite the exhilarating programsand meaningful conversations, I contin-ually found myself revisiting my initialintent for joining the Jewish communalwork force. I could no longer under-stand why people would make their reli-gion, which ultimately stems from aplace of faith, into their profession. Inshort, I found it difficult to understandthe need for professional Jews. Granted,Christian missionaries operate out ofdivine belief, and likewise, certain Jew-ish outreach efforts are motivated byreligious impulses. But the vast majorityof professional Jewish outreach in Amer-ica seemed to exist independent of anytheological mission. What, then, werewe campaigning for? Is Jewish identity,devoid of anything else, a worthy causeto fight for?

My religious questions also led me to

ponder pragmatic issues of ethics andequality. On Tu-Bishvat I hosted a sederwith a bounty of food and deep conver-sations, but I wondered why I wasn’tasking these students to help feed thehungry and homeless instead. To me,helping the hungry seemed a moreworthwhile endeavor than helping Jew-ish students discover their identity.

On the other hand, I realized howvital these outlets were for students.They had found a home within the com-munity and were able to explore whothey were as Jews. I started a FreshmanJewish group that evolved into a thrivingnetwork for students who wanted a Jew-ish connection. At the group's finalmeeting, more than 20 students ran forpresident because they wanted to con-tinue after I left campus. I understoodthe need for someone to have my posi-tion. It could not, however, be me any-more. It was time for me to leave notonly the fellowship program, but therole of Jewish professional as well. Forme, increased Jewish affiliation alonedoes not merit the same energy andattention as other causes that seek toright the wrongs of our world.

It was not an easy choice to leave.Judaism was the only thing I had everknown. But I decided to channel mypassion into something that would havea tangible impact on the world. Thenumerous statistics of lower synagogueaffiliation and higher intermarriage ratesdo not have the same concrete reso-nance to me as do statistics of educa-tional inequality in America. As theDevelopment Director at Teach ForAmerica New York, I am helping tobridge the opportunity gap in low-income communities. I have deep-rootedsatisfaction as part of a movement andculture that is closing major educationalgaps that plague our nation. Unlike acampaign to promote Jewish identity inthe absence of religious belief, this is atangible cause, with clear goals, a mis-sion and measures for success. To me,the satisfaction of seeing an underprivi-leged child learn to read, think criticallyabout an issue or even get accepted toan Ivy League university is more reward-ing than working to increase the statis-tics of Jewish affiliation.

I cannot say that I don’t have doubtsabout having left the Jewish communalworld. I carry my strong Jewish identity

wherever I go. In that vein, I have main-tained relationships with many formerstudents from Hopkins and havewatched them mature in tremendousways. When they return to New Yorkduring school vacations, I can always beassured of a solid debate, usually draw-ing upon Jewish philosophy, that forcesme to think on a higher plane.

On the other hand, I spend my daystalking to people about the overwhelmingeffect Teach For America is having in NewYork City. These conversations are accom-panied by concrete statistics and profoundanecdotes about children who were oncefailing and are now accepted to some ofthe top schools in the nation. How doesthat compare to my coffee dates withHopkins students discussing the meaningof life? I’m sure that as I get older mythoughts will continue to evolve, but fornow I’m headed back to school for a mas-ters degree in Public Policy so that I cancontinue to fight for equality.

14 CONTACT

I met Miriam at a Passover seder dur-ing her freshman year. I was theProgram Director of Hillel at the

University of California at Santa Barbara(UCSB). She came to check out thescene. She stood up during the sederand announced that she wanted to readthe section about Miriam because itmentioned her name. Impressed by herdynamic approach and charisma, I calledher for a coffee date. We chatted abouther campus experience and her feelingof disconnection from the Jewish com-munity. I piqued her interest in Hillel’sbuilding project and recruited her as astudent member of the CommunityAdvisory Board. Soon enough, she par-ticipated in a B’nai Mitzvah program runby the rabbi and started hosting Jewishevents at her home. During her senioryear, Miriam was elected by her peers tobe the president of Hillel, and sheattended Hillel’s Israel 2000 trip, ourfirst participation in birthright israel.She graduated last spring and still callsme when she is looking for a place toconnect Jewishly.

Miriam, and countless students likeher, are the reason I chose to work inthe Jewish community. The young adultsI interacted with as a Jewish campusprofessional were making choices duringcollege that would shape their lives asadults. They were no longer beingdriven to religious school or youthgroups by their parents. They weredriven by their own motivation to find aJewish space and to make a Jewish con-nection on campus. I had the opportu-nity to engage them in their search forJewish meaning.

My satisfaction in working for Hillel isnot only about the students and the long-term impact on the Jewish community. Itis also about my own growth and per-sonal fulfillment. I have been fortunate tohave a job in which both my Jewish andprofessional growth are priorities. I have acareer that is about who I am and whatmy passions are — one in which I can bea Jewish professional and a professionalJew. I work for an organization that cele-brates my personal simchas and reflectsmy religious sensibilities. I have chosen topursue a career where I touch people’slives, make an impact on the Jewish com-

munity and build Jewish identity inmyself and in others.

As an undergraduate, I was not a“super-Jew.” I had a strong Jewish iden-tity from my upbringing in a Conserva-tive home, but I was definitely not“doing Jewish” at college. I went on atrip to Israel during my senior year, atrip that lit my passion for exploring myrole as a woman in the Jewish commu-nity. With that fire, I became a Stein-hardt Jewish Campus Service CorpsFellow at Arizona State University. Itseemed like the perfect way to spend ayear learning Jewishly and professionally— creating encounters for college stu-dents who, much like me, had littleinvolvement in Jewish campus life.

Inspired by my JCSC experienceswith students exploring their identities, Ibecame Program Director at the HillelFoundation at UCSB. During the fouryears I spent there, I learned much aboutmyself as a Jewish woman and as a Jew-ish leader. Rabbi Stephen Cohen, the Hil-lel Director at UCSB, promoted spiritualgrowth and Jewish learning in a nurtur-ing environment. I was encouraged tolead Shabbat services and give div’reiTorah. I was welcomed into a supportivecommunity where I could give of myselfand take risks. One of my programmaticinitiatives involved tzedek (social jus-tice); another involved women's pro-gramming. It was immensely satisfyingto be able to research the Jewish sourcesrelated to these areas, and impart thisknowledge to the students. Regularsupervision sessions incorporated struc-tured Jewish learning and discussionsabout spiritual struggles. Only in thework of a Jewish professional couldthese areas be intertwined!

Today, as the Jan Mitchell AssistantDirector of Hillel’s Center for JewishEngagement, I help in the developmentof new Hillel programs, as well asrecruit, place, train and supervise JCSCFellows. The energy I put into my occu-pation spreads to over 85 JCSC’s, andinforms the impact they have on hun-dreds of students every day.

Why do I work in the Jewish commu-nity? It’s the kind of career where I touchpeople’s lives, affect the Jewish commu-nity, build Jewish identities and amrewarded in a multitude of ways. Havinga career that is so much about who I ammakes each day more fulfilling.

JewishProfessionalService: Two ViewsHillel's Steinhardt JewishCampus Service Corps is aone-year fellowship thatenables recent collegegraduates to work oncampuses across NorthAmerica helping studentsexplore and celebrate theirJewishness. We asked twoJCSC alumni — one whocontinued in Jewish serviceand one who opted for thesecular non-profit world —to share their views onJewish professional life.

GrapplingWith the Professionof JewishCommunal Workby NITZAN PELMAN

Why I LoveThis Job

by MELANIE SASSON

Nitzan Pelman is Development Director atTeach For America New York.

Melanie Sasson is Jan Mitchell AssistantDirector of Hillel’s Center for Jewish Engagement

The young adults I interacted with as a

Jewish campus professionalwere making choices

during college that wouldshape their lives as adults.

For me, increased Jewishaffiliation alone does notmerit the same energyand attention as othercauses that seek to rightthe wrongs of our world.

nly by radically breaking with

past practices of recruitment,

training and early job

experiences will the current

personnel crisis in

development be ameliorated.

Bold new steps for recruitment

must be taken. A much broader

vision of what is an acceptable

and desirable training

program must take hold.

—HERB TOBIN

Jewish Life Network6 East 39th Street10th floorNew York, NY 10016

Non-Profit Org.U.S. PostagePaidRockville, MDPermit No. 800

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