"Are we second-class teachers?": The "talent" program causing a stir in the Ministry of Education

The new "talent" program promoted by the Ministry of Finance and the Ministry of Education is causing anger among veteran teachers, who fear that the attempt to lure professionals from the outside through improved salary conditions will create two classes in the teachers' room: those who chose teaching, completed the training track, and accumulated years of experience, and new employees entering through a special track with higher salaries.

In conversations with Walla, teachers say that while they understand the need to bring high-quality professionals into the system, especially in shortage areas, they struggle to understand why the state is willing to open its wallet specifically for outsiders rather than for those already in the system.

"An average teacher earns about 14,000 shekels. A new teacher under this program will earn 19,000. Are we second-class?" wondered one teacher. "We have been here for years. We studied, trained, and gained experience. Now they tell us that to bring someone from the outside, they can pay much more. What message does this send to us?"

According to the teachers, the argument is not against recruiting high-quality staff, but about the method. "If the Ministry of Education and the Ministry of Finance concluded that you need to pay a high salary to attract quality people, that's excellent. We've been saying this for years. But why doesn't this apply to those already teaching? Why do you have to come from the outside to be worth more?"

"Maybe I should quit and return as a 'talent'"

For some, the program raises an absurd question: might leaving the Ministry of Education make them more attractive employees in the future? "I've been in the system for ten years and earn a decent salary, but in this situation, I'm considering quitting to try and reach a 'talent' agreement," said a math teacher. "I have a profession, I'm an expert, and I know the system. It makes no sense that we invest years building ourselves professionally, only for an outsider to come and reap the high salary."

Teachers emphasize that their anger is not directed at the new hires. "If you offer someone good conditions, they will take them. The anger is at the state. It's effectively saying to existing employees: I already have you, so I don't need to make an effort. But to bring someone new—suddenly there's money."

One major concern is that salary gaps will leak into the teachers' rooms, creating inequality. "Suppose I've been teaching math for ten years and next to me stands someone who just arrived from high-tech," explained another teacher. "They might be a great person, but I've been doing this for ten years. If they receive much more than me just because they came from the outside, it will create frustration." Teachers also point out that teaching is not just about subject knowledge; it requires classroom management, working with students of different levels, and integrating into an educational team.

"If there is money for talents, why is there no money to retain teachers?"

The anger comes against a backdrop of burnout among staff. From the teachers' perspective, the program highlights a contradiction: the state recognizes higher salaries as a tool for attracting talent but chooses to use it only for new employees. "All these years they told us there was no budget to raise salaries. And suddenly, when you need to bring people from the outside, you can create a special track. If there is money for talents, why is there no money to retain an excellent teacher already in the school?"

The Ministry of Finance rejects these claims. A senior official stated, "I don't see discrimination here. Salary gaps based on seniority, position, and profession already exist, so rewarding certain employees differently is not new." The Treasury emphasizes that this is a limited program intended to give the education system flexibility in filling difficult positions, not a broad employment track.

However, there is still significant ambiguity on the ground: who will be defined as a "talent," which professions will be included, and what will be the authority of school principals? Principals told Walla that, as of now, they have not received approval to start recruiting under the new track or even detailed instructions on how the program will operate.