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.