Skype. Gchat. iPhone.
These are some of my primary tools in my modern Jewish education career.
Utilizing technology is important for pretty much all Jewish educators these days, but when you’re serving an entire region, they become more than enriching add-ons. They become absolute necessities.
I work as a virtual supervisor (not a term that was thrown around much back when I was in grad school at HUC!). That means that while I’m based in San Antonio Texas, the other ten people in my department are based out of the ISJL office in Jackson, Mississippi. When I first took on this role, I admit that I worried: what if my staff didn’t get what they needed from me. Mentorship is so important, and I want to always be a good supervisor to my staff.
But then I recalled my previous professional settings where I had supervisors who were sitting just inches away, and yet remained completely unavailable to me. I began realizing that meaningful connection isn’t just about physical presence, though that is important (and I do fly to Jackson quite frequently). It’s about mental presence. It’s about tuning in, and being responsive, and being accessible. Reachable, even if that means leaning pretty heavily on technology. Most of all, it’s about communication. And so that’s what I’ve committed to: being an always-mentally-present supervisor even when I wasn’t always physically present.
The way I work with my staff mirrors the way we work with our Southern communities, often quite far-flung, and ensure their positive Jewish experiences. My unconventional supervision succeeds because it fits with this model. My staff is constantly on the road, serving nearly 80 congregational schools. We guide hundreds of teachers and reach thousands of students, from afar – but again, thanks to email and messaging and video conferences, we are always in touch.