Three incidents stand out when I think of the staffing issue. One: A student beginning a graduate program in Jewish education asked its leadership how one could support a family on the salary of a Jewish studies teacher. The Director responded, “That’s why people go into administration.” Two: A key executive of a Jewish university was asked about a group of Jewish high school teachers’ response to a policy decision with communal repercussions. The executive responded, “Who cares what high school teachers have to say.” Three. A national Jewish organization which was concerned with attracting and retaining Jewish studies faculty was asked to address…

Recruiting and retaining Jewish day school educators has always been a tremendous challenge, especially in smaller Jewish communities. COVID compounded this challenge, creating a national teacher shortage crisis in all communities. Increasing pay and benefits would go a long way toward attracting and retaining teachers. In addition, providing positive work environments and support contribute to keeping teachers fulfilled professionally, increasing their commitment to staying in the field long-term.

The Jewish educational community in South Africa, like much of the Jewish world, has been grappling with finding Jewish studies staff. The lack of educators is rapidly approaching a point of crisis. This article outlines some of the innovate initiatives we have taken to address this.

In the UK, to become a qualified teacher, graduates need to train as part of a government accredited program. LSJS (the London School of Jewish Studies) runs such programs with a number of different training routes across primary and secondary sectors. Over the last 15 years, LSJS has frequently received anecdotal evidence from graduates of its training programs of feeling undervalued in their school environments. They often express frustration with their status, their pay, and their lack of leadership prospects in school, in contrast to the relatively high status of those teaching general subjects.

Excerpted (with permission) from a June 2022 report, After Covid: The Future of Jewish Education in the UK, A Community Project. The very existence of such a project, in which a community-based non-denominational organization (UJIA) joined with a denominational institution for adult Jewish learning (LSJS), marks significant forward-thinking. The report itself contains numerous innovative ideas for planning the future of Jewish education in the UK, and serves as another example of how being prepared to re-examine the basics can open doors to new starts.

It’s an oft-cited lament—teachers are leaving because they are not being paid enough. While that is true, it is not the only truth. A star teacher who has now transitioned out of the classroom stated, “It’s a mistake to think that people are only price tags. There is often something people want that might not cost money.”

I have an enviable job. As the Dean of perhaps the largest Jewish educator preparation program in North America, I am regularly inspired by the men and women entering the field. They are committed, passionate, and understand that while their career choice may not make them wealthy, it will enrich them and their communities immeasurably. I also have an unenviable job, as I inform the dozens of dedicated Jewish educational leaders who reach out monthly seeking qualified and inspiring teachers that my graduates are already committed to other positions.

How can we encourage more young men and women to consider and ultimately choose Jewish education as a career? When I raised this question as the primary focus of my work for Yeshiva University, inevitably most people’s first responses related to the problems in the field. “Teachers don’t get paid enough.” “The community doesn’t respect teachers.” “Administrators aren’t leading and supporting teachers properly.” While these issues are critical and certainly play some role in young people’s career decision making processes, I think we must separate between issues that impact teacher retention and those that impact bringing teachers into the field in the first place.

As meaningful and rewarding as a teaching career may be, it can also be very stressful and demanding. The last few years have been particularly exhausting as teachers have needed to navigate unprecedented challenges—the pandemic, political and social unrest, economic uncertainty, racism, antisemitism, and gun violence in our schools and communities—all of which affect our daily emotional state and feelings of security.

It was 5 months into the school year and I was devastated. After 15 years of successful teaching in high school, I concurrently began working in a local elementary school and I was really struggling. What had worked well until now just wasn’t working there. Despite my best efforts, the students were often misbehaving. I was really disappointed in myself and in my classroom. I was scheduled to have a meeting with my principal, and I was certain that his feedback would be negative. What happened, though, completely shocked me and opened my eyes to a profoundly different style of leadership.