Elchanan Poupko’s commentary on “Six Ways to Stop the Great Teacher Shortage” (August 18, 2022) raised the crucial and troubling issue of why so many day school educators leave the profession. Having recently completed novel and extensive research (“Novice Jewish studies teacher attrition in modern Orthodox Jewish day schools” by L.M. Fuld. 2021. Publication No. 28773348) that examined that exact problem, I applaud Rabbi Poupko’s efforts in raising the relevant public’s attention to this looming issue and his offering up well thought out remedial steps that address most of the principal motivations for the teachers’ departures. I say “most” because the (negligible cost) remedy for the primary reason proffered by early-career Modern Orthodox day school Jewish studies teachers as to why they leave the profession is absent. And what was the reason? Well, to the surprise of many, it was not compensation, which was only the third most frequent factor offered by the educators for having left teaching. A dearth of senior administration support and meaningful feedback was described by more of the former educators than any other influence for quitting the profession. As one former teacher explained, “The head of school never really had any time to speak with me, observed me in the classroom for about five minutes and then wrote up this perfunctory report. And that’s the guy who was deciding my professional future.” These former new educators sought guidance, encouragement, advice and even criticism from the senior administrators, only to find themselves routinely ignored, taken for granted and/or fed hollow and template evaluations based on very brief and infrequent classroom observations. Throwing some additional compensation their way would not have stanched the bleed of talent.

For a school’s executive leadership to provide the quality support and feedback essential to the novice teacher undeniably places an additional burden on them, but it pales in comparison to the burden of finding a replacement for the valued educator who quits. What is more, these critical evaluations and support need not come only nor directly from the senior school administrators but can also be the responsibility of more experienced, senior teachers and mentors. School leadership must devise and implement a system of regular, periodic teacher observations that provides subsequent meaningful pedagogical feedback and advice. Qualified veteran educators, preferably with expertise in the same subject matter and/or grade level(s) taught by the novice teacher, should be enlisted to assist in providing this essential support and mentoring.