Who Will Teach When There Aren’t Enough Teachers?
A seminar at the Mandel Leadership Institute brings together scholars and teachers to discuss teacher shortage in Israel and in Jewish communities around the world
Alternative teacher-training programs, distance learning for pupils and for teachers in training, and attempts to increase the attractiveness of the teaching profession – these were some of the suggested responses to the perceived shortage of high-caliber teachers proposed at the all-day seminar titled "Who Will Teach When There Aren’t Enough Teachers?," hosted at the Mandel Foundation-Israel's Leadership Institute.
In preparation for the event, a team of experts headed by Prof. Ruhama Even of the Weizmann Institute researched the situation. The team also included Dr. Analia Schlosser from Tel Aviv University and Dr. Jennifer Lewis from the University of Michigan.
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“We know that the public discourse and the discussion among decision-makers lack sufficient analytical and factual input,” stated Annette Hochstein, president of Mandel Foundation-Israel, in her opening remarks. “We therefore approached the Initiative for Applied Research in Education, headed by Mandel graduate Dr. Avital Darmon, and asked if they would provide a background picture about alternative routes into education, both in the Israeli educational system and Jewish education abroad, and thus point to possible options for addressing the shortage at this time. Such alternative routes are increasingly in use”. |
 Annette Hochstein: There is a need for sufficient analytical and factual input. |
Several panels and workshops were held during the day:
Accelerated training programs
Accelerated teacher-training programs designed to attract high-caliber personnel to intensive short-term training opportunities, were discussed at the panel on Different Paths For Entering The Teaching Profession. Caution was raised to the effect that such programs work best when developed in response to specific needs and specific target audiences. Some participants expressed concern that, while the shorter and more intensive training period could bring talented young people into the field for at least a few years, there was danger of a “de-academization” of teacher-training resulting from the shortened training period. It was felt that this could detract from the knowledge of teachers and the status of the teaching profession.
Harnessing technology: distance learning
Distance learning was put forward as an emerging alternative - giving pupils, as well as teachers-in-training, access to top teachers and academics while allowing flexibility in terms of time and location. The possibility of tailoring online courses to the individual’s interests, pace, and level, provides an added advantage. However, several participants were quick to point out that the absence of interaction between teacher and pupil/teacher-in-training is a critical drawback. Interesting examples were offered of experimental and pilot programs, both in Israel and in Jewish education around the world. However, the sense was that this field is still in its infancy, is highly decentralized and, at this time, lacks standardization. More time and experience will be required to learn about the opportunity.
Is there a shortage of new teachers in the system?
It was noted that in North America, Jewish schools with a credo, a clear vision, and a distinct organizational identity attract and keep high-caliber teachers, indicating that the challenge of teacher shortage may be linked to work conditions and incentives rather than to the profession. Continuing education for Jewish educators and the creation of communities of "learning teachers" can and do enhance initial training.
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The effectiveness of alternative teacher programs was challenged by Adam Gamoran, professor of sociology at the University of Wisconsin at Madison and a member of the international advisory committee of the Mandel Foundation, who noted that their added value is likely a function of their initial selectivity compared to the standard teacher training programs.
According to Gamoran, the teacher shortage is the result of a 'revolving door,' where a large number of people are entering the profession and a large number of people are leaving in the same short period of time. He therefore suggests that the focus should be on the professional development of those already in the educational system and less on the recruitment of new teachers. |
Prof. Adam Gamoran: The systemic challenge for education is how to keep good people in the system. |
“The systemic challenge for education in Israel and for Jewish education is how to stop the ‘revolving door’ and to keep good people in the system,” he concluded.
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