Recruitment and RetentionRSS

Add your listing here

<span>The National Center for Education Statistics which measures statistics in secular schools, estimates that nearly one-third of the teachers who enter the field leave within their first three to five years. Jewish education suffers from the same problem at a similar rate; twelve percent of day school educators and twenty-seven percent of religious school educators stay in the field for no more than three years. This rate of turnover causes a strain on the students, schools and teachers, and on the field of Jewish education at-large.<br /><br /><span>Combating the high rate of educator turnover demands a three-pronged approach.<span> </span>Research shows that the combination of educator support, professional development and recognition at every stage of the educator’s career leads to higher retention rates. </span>This issue of Quick Bytes addresses this three-pronged approach to tea ...

Publication Date2011
Resource Type
  • Articles
  • Research Reports and Studies

The Covenant Foundation and JESNA have been engaged for more than a decade in creating and supporting innovative educator recruitment, development, and recognition programs. But, in the last few years, the conviction grew that something more is needed: a systematic and systemic effort both to strengthen recruitment and to create the conditions that will enable Jewish educators to grow, thrive, and remain in the field.Many of the issues outlined here, as well as the proposed responses, are well known and have been articulated in other venues. However, we believe that by presenting these challenges and responses in one comprehensive, systematic plan, by targeting each issue on multiple levels(institutional, communal and Continental), and by proposing detailed programmatic solutions, we can at last galvanize a coordinated and effective response to ensure that Jewish education rests in the h ...

Publication Date2004
Resource Type
  • Research Reports and Studies

This short review from Jewish Book World highlights the depth of value in <em>Toolbox for Teachers and Mentors</em>, by Dr. Richard D. Solomon, for use in Jewish educational settings. Drawing on both education and psychology, <em>Toolbox for Teachers and Mentors</em> offers an in-depth approach to preparing our brightest young people to be outstanding teachers in the future.<br /> <a class="doclink" href="index.php?option=com_docman&amp;task=doc_download&amp;gid=567&amp;Itemid=573"><br /><img src="components/com_docman/themes/default/images/icons/16x16/pdf.png" border="0" alt="icon" /> Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond (Review) (<span class="small">888.06 kB</span>)</a>

Resource Type
  • Reviews

<p class="leadin">For many years schools in the United States have faced a teacher shortage, especially in areas such as special education, bilingual education, math, and science. This shortage has been exacerbated by an alarming failure on the part of school districts to retain teachers — up to 50 percent of new teachers leave after five years. Moreover, studies have shown an inequitable distribution of veteran and newer teachers across districts, often reinforcing other institutional inequities based on race and class.</p> <p>The impacts of the above problems are profound and unequal.</p> <p>Addressing this situation is complicated and requires us to confront fundamental problems that face our public schools: inadequate and unequal funding, lack of planning and collaboration time for teachers, large class size and difficult working conditions, faulty mentoring and evaluation systems, ...

Publication Date2009
Resource Type
  • Articles
  • Journals
  • Research Reports and Studies
  • Reference

A project of The Partnership for Jewish Life &amp; Learning, Hear &amp; Now is a series of podcasts on a variety of Jewish topics, including Art, History, Education, College Life, Holidays, Jewish Peoplehood, and more. <br />

Resource Type
  • Databases and Resource Centers
  • Audio

In this podcast from the Partnership for Jewish Life &amp; Learning, Jewish education professor Richard D. Solomon, Ph.D describes a new approach to recruit, develop, promote and retain exceptional Jewish educators and leaders for supplemental and day schools.<br />

Publication Date2009
Resource Type
  • Presentations
  • Audio

New teachers leave the profession at an alarming rate - and there's no single reason or easy solutions. The problem of teacher turnover is especially acute among new teachers, with as many as half of new teachers leaving within five years. In urban districts, the problem is worse. It only takes about three years for half of new teachers to leave. This article explains the growing trend of teacher turnover and programs that use mentors, coaches, and yearlong residencies to combat the problem.

Publication Date2009
Resource Type
  • Articles

The statistics are staggering. More than half of our nation's teaching workforce is quickly approaching retirement age. Will this be a crisis or an opportunity? This animated slideshow from NCTAF presents a compelling picture of the growing problem of teacher recruitment and retention and the importance of creating learning teams that use digital-age learning skills.

Publication Date2009
Resource Type
  • Presentations
  • Video

<div>The second in a series of short policy briefs from NCTAF about the need to use the next several years to create a 21st century education workforce. As more than a million Baby Boom teachers approach retirement, it is time to assess and prevent the loss of valued veteran teachers, and to pilot and strengthen programs and policies that retain those teachers interested in contributing to a new standard of teaching.<br /><a class="doclink" href="index.php?option=com_docman&amp;task=doc_download&amp;gid=413&amp;Itemid=411" target="_blank"><img src="http://www.jesna.org/components/com_docman/themes/default/images/icons/16x16/pdf.png" border="0" alt="icon" /> Learning Teams: Creating What's Next (<span class="small">Link</span>)</a> </div>

Publication Date2008
Resource Type
  • Research Reports and Studies

In the mid-1980's, the National Center for Education Statistics (NCES) conducted a number of separate surveys concerning schools and school personnel. In 1985, NCES undertook a critical review of its elementary and secondary school data system, identifying gaps in content and in design. As a result of this review, NCES redesigned the SASS survey system to emphasize teacher demand and shortage, teacher and administrator characteristics, school programs, and general conditions in schools. SASS also collects data on many other topics, including principals' and teachers' perceptions of school climate and problems in their schools; teacher compensation; district hiring practices and basic characteristics of the student population. From its inception, SASS has had four core components: the School Questionnaire, the Teacher Questionnaire, the Principal Questionnaire, and the School District Que ...

Publication Date2009
Resource Type
  • Research Reports and Studies - Statistics
  • Databases and Resource Centers - Datasets
  • Interactive Resources - Surveys

An article from the NSDC blog "Results" that discusses how to decrease the high amount of teacher turnover and attrition by establishing a high-performance culture in schools.

Publication Date2002
Resource Type
  • Articles
  • Interactive Resources - Blogs

Teacher retention is a persistent issue in school improvement. While it is true that some degree of teacher turnover in schools is both healthy and inevitable, the exodus of large numbers of teachers over time diminishes the overall capacity of a school to serve its students. In addition, it creates new problems related to recruiting and inducting new teachers. Statistics show that small schools, urban schools, and schools serving high-minority, high-poverty populations are particularly at risk of losing teachers.<br /><a class="doclink" href="index.php?option=com_docman&amp;task=doc_download&amp;gid=407&amp;Itemid=411" target="_blank"><img src="http://www.jesna.org/components/com_docman/themes/default/images/icons/16x16/pdf.png" border="0" alt="icon" /> Improving Teacher Retention With Supportive Workplace Conditions (<span class="small">Link</span>)</a>  ...

Publication Date2007
Resource Type
  • Newsletters

In 1998, Masachusetts instituted a $20,000 Signing Bonus to address concerns about the supply of quality teachers. This article reports on a longitudinal, qualitative study of the experiences of 13 recipients of the first Signing Bonus, and analyzes their responses to various incentives embedded within the Masachusetts Signing Bonus Program (MSBP). Interviews revealed that money played a small role in recipients' decisions to enter teaching. Far more important was the alternate certification program created to implement the policy. Our findings suggest that the MSBP: (a) relied too much on inducements and not enough on capacity-building; (b) focused too narrowly on recruitment and not enough on retention; and (c) centered too much on individuals and not enough on schools.<br /><a class="doclink" href="index.php?option=com_docman&amp;task=doc_download&amp;gid=406&amp;Itemid=411" target="_ ...

Publication Date2003
Resource Type
  • Articles
  • Research Reports and Studies

The Teachers Support Network is all about high aspirations. Somewhere between the Federal No Child Left Behind mandate for "highly qualified" teachers and the local reality, stands the unrelenting wall of the status quo. The Teachers Support Network is the road map for states and school districts to get around it, through it or over it - it's the process, the techniques and the system for recruiting and retaining the highest quality teacher for every classroom.

Resource Type
  • Organizations - National and International Organizations
  • Databases and Resource Centers

This study examined the academic and demographic profile of the pool of prospective teachers and then explored how this profile is affected by teacher testing. In contrast to many previous research claims that teachers lack the academic ability of other college-educated professionals, the data in this study suggest that teachers in academic subject areas have academic skills that are equal to or higher than those of the larger college graduate population. The authors conclude that teacher testing holds great promise, but must be used judiciously and in combination with other reform efforts to ensure an adequate supply of academically talented and racially/ethnically diverse teachers.

Publication Date1999
Resource Type
  • Research Reports and Studies

This literature review provides a summary and critical evaluation of the research on the topic of teacher recruitment and retention. It focuses on empirical studies that were published between 1980 and the end of 2003. As a means of organizing the large body of research relating to this broad topic, we grouped the studies into the following categories: (1) studies that examined the characteristics of individuals who enter teaching, (2) studies that focused on the characteristics of individuals who remain in teaching, (3) studies that investigated the external characteristics of districts and schools that affect recruitment and retention, (4) studies of compensation policies that affected recruitment and retention, (5) studies of pre-service policies that affected recruitment and retention, and (6) studies of in-service policies that affected recruitment and retention. <br /><a class="doc ...

Publication Date2004
Resource Type
  • Research Reports and Studies

Contemporary educational thought holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers. It is widely believed that schools are plagued by shortages of teachers, primarily due to recent increases in teacher retirements and student enrollments. This report summarizes a series of analyses that have investigated the possibility that there are other factors—tied to the organizational characteristics and conditions of schools—that are behind school staffing problems. The data utilized in this investigation are from the Schools and Staffing Survey and its supplement, the Teacher Followup Survey conducted by the National Center for Education Statistics. These data indicate that school staffing problems are not primarily due to teacher shortages, in the sense of an insufficient supply of qualified t ...

Publication Date2003
Resource Type
  • Research Reports and Studies

We are an entrepreneurial nonprofit founded three years ago, and select Talent in their 20s - 30s around the country. PLP connects them to forward-thinking seasoned leaders for networking, mentoring, coaching, skill-building, and positive organizational change. We are dedicated to increasing the recruitment and retention of outstanding leaders who will lead our Jewish community into the future.<br />

Resource Type
  • Organizations - National and International Organizations
  • Programs and Initiatives

Renaissance Educators are full time, knowledgeable, well-trained and multi-talented professionals who &quot;can do it all&quot;. They serve in a variety of capacities individualized to the needs of their institution. In addition to teaching, Renaissance Educators also take on administrative and programmatic responsibilities and work in early childhood, youth (K-12), adult education and family education.<br /> <br /> The Renaissance Educator Initiative creates full-time positions for Jewish educators who will fill multidimensional roles and have the capacity to facilitate change projects. Sites receive funding for three years to help build the financial capacity of the institution to bring on a new educator. The Initiative provides each educator with an individualized plan of academic and professional experiences, a specifically designed network and opportunities to participate in other ...

Resource Type
  • Organizations - Central Agencies
  • Programs and Initiatives

A new initiative to engage more San Francisco Bay Area Jewish families with young children in meaningful Jewish life and community, the Early Childhood Education Initiative goals include:<br /> <br /> <ul> <li>The creation of community-wide standards for compensation and standards of excellence that will be shared throughout the community.</li> <li>A significant increase in the number of Jewish families with young children who are connected with Jewish education and choose to maintain their connections with the Jewish community.</li> <li>The creation of a model for recruiting, training and compensating high potential Jewish adults into ECJE.</li> </ul>

Resource Type
  • Programs and Initiatives

Featured

Complementary (or supplementary) education, often the step-child of Jewish education, is in a period of dynamic change. Using examples from around the continent and bringing together the perspectives of a range of stakeholders, including educators, funders, community leaders, and families...

CLICK HERE to learn more & register...

BOARD/EMPLOYEE LOGIN