The Senior State of Jewish Day School Faculty: A Time for Counting our Blessings or Urgent Action?

By Dr. Harry Bloom, Founder and President, Benchmarking for Good, Inc.

A MAJORITY OF CURRENT DAY SCHOOL FACULTY MEMBERS ARE RELATIVELY LONG TENURED IN THE PROFESSION 

An analysis of the total teaching tenure of current faculty members indicates that about half have been teaching for more than 15 years. Further, another 17% for between 11 and 15 years. On the positive side it is comforting to know that highly experienced and skilled faculty members are fulfilling the educational needs of their students. On the flip side, however, overall faculty attrition rates are climbing and retirement rates will likely do so given the seniority of current faculty. Simply replacing these veterans will represent a major challenge given competition from public schools, which generally pay more and have better benefit packages, and even more lucrative private sector employment options. But that is not the only challenge our research has revealed.

THE RETENTION OF SHORTER TENURE FACULTY MEMBERS IS AT RISK

Benchmarking for Good’s faculty climate survey research among less experienced faculty members, who represent the future of the profession, indicates that they are significantly less satisfied with their jobs than their more senior colleagues and less likely to recommend that friends or family members work for their school.

WHY ARE SHORTER TENURED FACULTY LESS LIKELY TO PROMOTE THEIR PROFESSION?

The issues that diminish these less experienced teachers’ willingness to recommend employment at their school are illustrated by the following comments and suggestions from survey respondents:

“Be transparent about salaries, and offer a real path for growth in this sense as well.”

“It's upsetting that improving salaries of teachers is a long term goal and not a short term goal. That's a HUGE reason why people leave or think about leaving and I think finding immediate ways to improve teacher salaries is a big way to make the school an employer of choice.”

“ More professional development opportunities is also a big draw because it's an investment in your professional growth. I also would like to know what opportunities for growth there are as a teacher here, especially as I reach my 5 years here and don't want to get bored.”

“Better benefits (tuition remission, etc.), PTO, opportunities for growth, 401k matching.”

“Have clearer expectations for teachable standards at each grade level and monitor and support teachers in delivering said instruction.”

“Support the staff and see us as equals; demand and ensure respect from the students and parents; treat us like adults and take our concerns seriously - listen to us as if we are experts in the field and experienced professionals who are in the classrooms daily; provide more re.”

“I would like more encouragement and positive feedback from the administration. I feel under-appreciated.”

In summary: low salary levels and an absence of salary transparency, inadequate professional development and the lack of perceived growth opportunities, unclear expectations, and lack of perceived appreciation represent satisfaction detractors for less experienced faculty members. 

A CLEAR CALL TO ACTION FOR SCHOOL LEADERS 

The implications of these findings from Benchmarking for Good’s faculty climate and benchmarking research are clear. Yes, it is important for school leaders to focus on retaining their veteran faculty members and replacing them with capable substitutes as they retire. However, in order to reliably secure the future of quality education they also need to be in serious dialog with less senior faculty members about their legitimate complaints and then be prepared to act on that dialog by creating strategic action plans to meet reasonable requests. 

The challenge is clear and the response needs to be equally clear. 

ENGAGE WITH BENCHMARKING FOR GOOD AND ITS NO COST SERVICES FOR APPROVED GRANTEES

To learn more about how Benchmarking for Good’s research and benchmarking analysis and Grant programs can help your school confront its challenges please contact Dr. Harry Bloom at harrybloom@benchmarkingforgood.org

        #faculty retention   #teaching excellence  #Supervision   #Professional development