El Borot Hamayim “To the Waterholes” – A Journey of Identity, Belonging, and Inspiration
"One cannot see the wind, but it guides the ship." | H.N. Bialik
This program is a three-year leadership journey designed to strengthen the sense of mission among educational school staff. It draws inspiration from Jewish-Israeli cultural and ethical foundations, aiming to enhance the school's role as a ‘supportive community.’ The goal is to foster a school environment where members have a resilient sense of identity, take pride in their belonging, feel valued, at home, engaged, and invested in their community.
The program is intended for selected, pioneering principals and leadership teams from elementary schools.
- Educators are the driving force in shaping the next generation and reinforcing its sense of identity.
- Jewish-Israeli identity is essential for personal development, serving as a shared purpose, source of motivation, inspiration, and a guiding compass for the future.
- A true community offers each member a role, place, and recognition, fostering a sense of belonging and value.
- Graduates with a strong, cohesive identity and a sense of self-worth can be nurtured through a vision of a ‘supportive community’ that draws from cultural roots and offers belonging and meaning.
Program Impact
- Cultivating educational leadership inspired by Jewish-Israeli identity to “restore the great spirit” in education by returning to foundational sources.
- Transforming schools into ‘supportive communities’ through a unique model where members feel at home, leading to increased engagement, care, and mutual responsibility, which positively impacts school climate.
- Strengthening and enhancing the resilience, sense of belonging, and meaning among all community members.
Program Phases
Year 1: Leadership program for the core team – A journey of leadership, belonging, and inspiration.
Year 2: Training and guiding teaching staff in implementing an innovative model for creating a supportive community.
Year 3: Supporting the team in applying these practices to cultivate a supportive school community.
