HAYIDION The Prizmah Journal

Teacher Retention & Development

Teacher Retention & Development

Teachers are the most precious resource of any school. The measure of a great school is its ability to recruit and retain great teachers who know their subject and craft, care deeply about all their students, and are passionately committed to their own development and the school as a community. Here, find guidance for finding, preparing and evaluating teachers, and keeping them happy and productive stakeholders.

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School-Based Induction Helps New Teachers Thrive

by Sharon Feiman-Nemser and Vivian Troen Dec 05, 2008
RELATED TOPICS: LeadershipTeachers

By necessity, Jewish day schools pay a lot of attention to teacher recruitment, but the other side of the coin, retention, gets short shrift. In fact, when it comes to teacher retention, Jewish day schools are like leaky swimming pools: we keep pouring more in at the top, while neglecting to fix the hole in the bottom. Years of research have shown that, in public schools, 30% to 50% of teachers leave the classroom after their first three years. The 2008 JESNA Educators in Jewish Schools Study confirms that Jewish schools aren’t doing much better in keeping our most valued teachers. What are we doing wrong? Or, perhaps more appropriately, what are we not doing at all?

Training Students to Become Jewish Educators

by Ari Y. Goldberg and Ruth Schapira Dec 05, 2008
RELATED TOPICS: LeadershipStudents

Many college students hold teaching positions in Jewish supplementary schools. These eager young people are enthusiastic, have fresh ideas about Jewish education, and are instant role models for younger students. They build their resumes with real work experience in a field they may enter in the future and earn salaries well above what their friends are earning for what seems to be far fewer hours. A more perfect match could not be possible. So, what is the problem?

A Model Program for Preparing and Launching Novice Judaics Teachers

by Dr. Judy Markose and Dr. Susan Wall Dec 05, 2008

Being a first-year teacher is challenging; being a Judaic studies teacher often brings added challenges, such as lack of curriculum, unclear standards, and less buy-in from students and parents. Training institutions, the Jewish community, school administrators, school boards and parents all claim they want the very best Jewish studies teachers. Yet are we doing what it takes to achieve this?

The Case for Certification of Teachers in Jewish Schools

by Dr. Wallace Greene Dec 05, 2008
RELATED TOPICS: LeadershipTeachers

Accreditation is the primary vehicle for quality control in all professions. Every profession requires practitioners to be certified either by the state, by voluntary accrediting agencies (AMA, Bar Association, etc.) or by both. Beauticians, embalmers, mechanics, plumbers, and barbers must demonstrate their knowledge and expertise before they can work in their fields. Jewish education is perhaps the only profession in which untrained, uncertified, and often unskilled individuals can have a career as teachers. Many of today’s Jewish educators are exceptionally motivated, passionate, and creative. Yet the Jewish community does not value their services in the same way it values other professionals. General studies teachers must be licensed. Why aren’t the same demands made for those who teach Jewish studies, who nurture and mold young minds to become literate, committed, and proud Jews?

How Important is Salary?

by Dr. Jeffrey S. Kress Dec 05, 2008
RELATED TOPICS: LeadershipTeachers

Earlier this year, JESNA published findings from its Educators in Jewish Schools Study (EJSS). The goal of this study was to develop a better understanding of educators working in Jewish day and complementary schools and the factors that contribute to their job satisfaction and decisions to remain in the field. Dr. Michael Ben-Avie and I collected the EJSS data and, together with the staff of JESNA’s Berman Center, analyzed the results. The findings discussed here relate to the 819 respondents working in Jewish day schools.