Set in a private parochial high school, this case invites consideration of the costs and benefits in a range of tactics that schools use for teacher recruitment. The case calls attention to the technical solutions that make one particular school an adept recruiter of teachers and to the extensive human and social capital at its disposal. At the same time, below the surface of the case lurk questions about how the tactics of teacher recruitment are complicated or undermined by an unspoken set of understandings about what makes successful teaching possible, and about the school’s role in nurturing such success.
Birkland, S., & Feiman-Nemser, S. (2009). Institutionalizing comprehensive induction in Jewish day schools. Journal of Jewish Education , 75, 240-257.
2.
Britzman, D. ( 2003). Practice makes practice: A critical study of learning to teach (rev. ed.). Albany, NY: SUNY Press.
3.
Brown, K.M., & Wynn, S.R. ( 2009). Finding, supporting and keeping: The role of the principal in teacher retention issues. Leadership and Policy in Schools , 8, 37-63.
4.
Darling-Hammond, L. ( 2003). Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60, 22-25.
5.
Elmore, R. ( 1996). Getting to scale with good educational practice. Harvard Educational Review, 66, 1-26.
6.
Feiman-Nemser, S. ( 2003). What new teachers need to learn. Educational Leadership, 60, 25-29.
7.
Guarino, C., Santibanez, L., & Daley, G. ( 2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 72, 173-208.
8.
Ingersoll, R.M. ( 2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499-534.
9.
Maier, A., & Youngs, P. ( 2009). Teacher preparation programs-And teacher labor markets: How social capital may help explain teachers’ career choices. Journal of Teacher Education, 60, 393-407.
