by Sandy Chase
Jack Francis commits himself wholeheartedly to anything he undertakes, whether it be as an Information Technology (IT) professional or currently as a volunteer Project Light Level I instructor of adults and board members.
Volunteer fellow PL teachers have nothing but praise for his dedication to his students.
Emily DiSammartino says, “Jack has added so much to the dynamics of our Project Light faculty. He truly cares about his students and lets them know by praising them and his extreme patience as some struggle to learn. You can tell when you enter Jack’s classroom that he loves what he is doing. He’s making a difference in a lot of lives.”
Jack’s guiding light is his unfaltering thirst for knowledge, saying, “Learning from my students and PL teachers is exciting. I strive to apply my updated teaching skills with different level students.”
Highlighting Jack’s success, volunteer colleague Marva Duley says, “Motivated to learn from other faculty members, Jack continues to adapt his teaching style to best serve his students.”
Marva, who teaches Beginner English, attributes Jack’s successful journey as an educator because “He pulls from other PL teachers’ wisdom, experience, and expertise. Jack gains insights that have helped him direct his own path of learning, critical for nurturing his students to become independent learners.”
Fluent in Arabic, Spanish, and French and pursuing Hebrew enables Jack to explain grammar and vocabulary rules that students can relate to—bolstering his resolve to ensure that they will prosper in this country and be better prepared to educate their children—strengthening our community.
Learning also includes Jack’s mastery of computer science and programming “languages.” With over 25 years of experience and expertise in project management for such diverse industries as publishing, manufacturing, healthcare, software development, and training, Jack thrives on both sides of the educational coin: learning and teaching.
His students and board members benefit, as Board President Emeritus Charlie Cunnigham confirms:
“I have known Jack since he joined the Project Light board a year ago. I recall thinking when I first interviewed him that his background and communication skills would make him an excellent ambassador for Project Light’s outreach program.”
Charlie explains that as an immigrant, Jack knows firsthand what it’s like to overcome
educational and social barriers in order to be successful. His ability to integrate these experiences with the Project Light mission makes him an ideal campaigner when he networks with other organizations to raise public awareness and expand Project Light’s fundraising base.
“This expertise,” says Charlie, “coupled with Jack’s easy-going personality and excellent budget, organizational, and administrative skills acquired as a businessman, make him an invaluable resource for Project Light.”
Volunteering is part of Jack’s DNA. While living in New Jersey, he assisted at Elijah’s Soup
Kitchen, teaching interviewing skills, resumé writing, and interview strategies in addition to preparing and serving meals and training new volunteers.
Relocating to this area hasn’t diminished Jack’s desire to continue volunteering. PL was the perfect fit.
Executive Director Elena Farkas says that the nonprofit is very lucky to have Jack as one of its dedicated volunteers.
“He continues to make a difference for Project Light and the community. Passionate about helping people: in the classroom and on the board, Jack focuses on educating adults so they can help their children succeed.”
Elena says that Jack’s outreach efforts have also encouraged sponsors and donors alike to support PL efforts. “He even wears his name tag, which features the school name—in his personal and/or business life—encouraging others to inquire about Project Light.”
Fortunately for our community, Jack is always available—going beyond—as he did last year when he volunteered to offer extra lessons on Saturday to help learners catch up with their lessons. A “soldier’s soldier,” he continues his Saturday mentoring.
Elena captures Jack’s essence when she says, “Excited about learning, he possesses valuable knowledge that he shares with his students and other teachers. Jack’s energetic, outgoing personality helps advertise the school, making its vision and mission visible among various community members and organizations.”
How did you find out about PL?
When I moved from New Jersey, I wanted to continue volunteering because I wanted to help improve people’s lives.
I checked some local organizations online and looked specifically at opportunities to teach immigrants and nonreaders. After looking at some of these organizations, a friend introduced me to PL. I reached out to Executive Director Elena Farkas.
During my first meeting—and after listening to Ms. Farkas—I decided right then and there to commit my time and efforts to teaching at Project Light. These two years have repeatedly rewarded me.
Why do you volunteer at Project Light?
As an immigrant, I want to give back to those who are in the same situation as I was. When I came from Lebanon, 43 years ago, I spoke very little English, with a heavy accent. It was extremely hard for me to learn English, so I relied on reading newspapers—with a dictionary by my side.
Remembering the challenges I faced, I now wish there had been a “Project Light school” when I first arrived in this country.
What makes Project Light special for you?
1. We welcome diversity and embrace the cultural differences of our students and teachers,
who are from many different countries, age groups, and social backgrounds.
2. Our teachers are dedicated to teaching at Project Light.
3. The training that’s provided for teachers and students alike is founded on sound
educational principles.
4. PL welcomes all with an open heart and extended hands.
Why did you join the board of directors?
Once I started teaching English, I discovered how rewarding it is to help students “function at
home, on the job, and in the community” (from our mission statement). With that in mind, I
wanted to get more involved and spread the word about our organization and our school. These
factors were more than enough to join the board.
What do you do as a board member?
Board members work as a team, sharing our vision and core values with other organizations, including educational, social, and governmental agencies.
My role is to help with fundraising and attend different community events. Networking gives me an opportunity to share ideas while collaborating with other organizations.
How do you believe that you’re promoting the nonprofit’s mission?
I promote our mission every day through teaching and public speaking. It is always a challenge when you are teaching a “foreign language” to adults.
What PL classes do you teach?
I teach Level 1, which is one step above the Basic Level. For the most part, my learners have little understanding of English. But they persevere—wanting to succeed—sometimes learning from one another.
What was/is your career?
Most of my background was in IT management. However, I taught computer programming as well. Throughout my career, I conducted seminars on different technical and nontechnical subjects. I trained employees and wrote technical materials and users’ documents.
As a board member and mentor, what are your challenges? Rewards?
The challenges are always finding more time to talk about Project Light: the organization and school. Asking others for donations, especially when most of them have never heard of Project Light or how we’re making a difference in the community can be challenging.
I experienced the same challenges back in the 90s' when I ran a campaign to raise funds for the United Way. I did this fundraising while I was employed by The Daily Record, a local Parsippany, NJ, newspaper. I have learned from different experiences and kept going.
Without a doubt, rewards—which are endless—outweigh any challenges. I have met many people, learned about different cultures, and seen adults improve their lives,
Where else do you volunteer?
I dedicate most of my free time to Project Light. I believe that to succeed in one mission, I need to focus on that mission—live it day in and day out.
What are your pastimes?
Between teaching and serving on the board and working part-time, I have very few pastimes. I use whatever time is left to read and learn other languages, including Hebrew online. I also exercise
regularly in order to keep my body fit as I do my brain.
You say that you thrive on learning, especially different languages. Please give some examples.
I learned the composition of some words, writing styles, and nuances of words in Hispanic countries. An added plus is that I continue learning about cultural and social differences, For example, in many Central American countries, the last name is the mother's maiden name, and the middle name is the father's last name.
What would you tell others who are interested in volunteering?
I encourage them to do so. Rewards last a lifetime. Volunteers are rewarded every time they help someone: the smile on others’ faces and the heartfelt “thank yous.”
Volunteering will bring you tears of joy, a sense of peacefulness, and build great self-esteem you’ve never felt before in your job or career because you’re helping others while benefitting from learning.
I tell them “Try it and you will get hooked.”
