In recent years, the shortage of teachers in Israel has moved beyond a localized systemic glitch to become a palpable catastrophe. Like many Western nations, Israel is grappling with a collapsing educational workforce, but we must be honest about the cause. Contrary to the loud narrative of the teachers’ unions, the truth is that the root of the problem does not begin or end with salaries, which at present are quite reasonable. The real crisis is deeper: in a world defined by the dismantling of communal identity and the erosion of traditional authority, the figure of the educator has lost its stature.

Israel does not suffer from a lack of qualified people. On a national level, the numbers are technically there. Yet, a disturbing global trend has taken root here. As a community becomes more socio-economically established, it loses its local educational heart. These communities end up entrusting their children to teachers from different cultural backgrounds whose values and discourse are often foreign to the home.

To uphold the “People of the Book” vision, where the educator is a role model and the community is a full partner, we must return education to the pinnacle of our national priorities. We must restore responsibility to the local sphere. While deep, sustained investment is non-negotiable, it must be paired with a conceptual shift: moving away from the disparagement of the profession toward a sense of collective responsibility. Education is, at its heart, a communal mission.

The Proposal: A Journey of Educational Leadership

I propose a systemic shift that institutionalizes young adults within local educator communities. Imagine a 25-year-old who has completed their military service, earned a degree, traveled the world, and explored the workforce. Just before they settle into permanent professional tracks, they are invited to join a mission of young educators in an urban communal setting.

Under this plan, the journey begins with the municipality providing fully subsidized housing for a fixed five-year period. In the first year, the participant undergoes professional training for a teaching certificate, funded by the Ministry of Education and conducted directly within the school where they will eventually serve. This leads into four years of full-time educational work in that same institution, allowing them to become an organic part of the school’s DNA.

At the end of these five years, the mission reaches a crossroads. The educator can choose to conclude their service, or, if they wish to stay, the municipality and school may offer exactly one extension to their tenure. As a reward for this dedication, those who continue receive a full scholarship for a master’s degree in any field they desire. By the end of a decade, the educator bids farewell to the community equipped with an advanced degree, a stable salary history, and a cohesive professional identity. Whether they choose to stay in the classroom or pivot to a new career, they emerge as established individuals who have both contributed to and gained immensely from the system.

Rebuilding the Future

A “Young Mission” requires courage from our youth, but more importantly, it requires national courage. It demands genuine cooperation between the Ministry of Education, the Ministry of Housing, and local authorities. In this model, the state and municipality share housing costs, the Ministry of Education covers training and scholarships, and the local authority becomes an active educational leader rather than a mere technical operator of buildings.

This model is not as revolutionary as it seems. It echoes the educational philosophy of Jewish communities worldwide, where educators are brought in for a set period, supported by a comprehensive “envelope,” and embedded in communal life. It also mirrors successful Israeli models like the Atuda (Academic Reserve) or Keva (Professional Military Service), which provide a professional springboard with deep public significance.

We must not try to replace community with money. By choosing this path, we gain motivated educators who speak the community’s values because they live among its members. We gain vibrant institutions that restore teachers to their natural place as pillar of society.

Teacher shortage is a wake-up call for society as a whole. If we see education as a communal mission rather than just a job, we can do more than solve a shortage; we can rebuild our future.

© The Times of Israel (Blogs)