Orange Schools Begin Year Fully Staffed After Years Of Vacancies

ORANGE, N.J. — For the first time in years, Orange Public Schools are starting the academic year with nearly all teacher positions filled, marking a major turnaround for a district that once struggled with vacancies and long-term substitutes.

District leaders say the improvement could have far-reaching benefits for the predominantly Black, Hispanic and immigrant student population, from smaller class sizes to stronger academic outcomes. Teachers on the ground say the shift is already noticeable.

“The whole vibe of the building is different because we know that there’s a certified teacher coming into the class. We don’t believe the behaviors and the lapse in education will happen because we have all our positions filled,” said Tamica Jones, a sixth- and seventh-grade teacher who has worked in the district her entire career. 

Orange’s success comes as many urban school systems continue to wrestle with teacher shortages, particularly in high-need areas such as math, science and special education. 

Nationally, about one in eight teaching positions, more than 400,000 roles, were either unfilled or staffed by teachers who were not fully certified going into the 2024–25 school year, according to the Learning Policy Institute. A separate federal survey found that nearly three-quarters of public schools reported difficulty hiring teachers before the start of the year.

Jones credits the district’s leadership with driving change. 

“Kudos to the Board Office and our superintendent,” she said. “They were aggressive with hiring, putting everything out there on social media, and making sure people knew about the opportunities. That really made a difference.”

At a July 11 board meeting, Superintendent Dr. Gerald Fitzhugh II outlined the district’s 2025–26 goals, including a stronger emphasis on teacher support and retention. He pointed to four priorities: 21st century instructional practices, community engagement, facilities and staff support, and social and emotional wellness. He described social and emotional support as “foundational to the success of all other goals,” stressing that student and staff well-being must remain central to all initiatives.

As part of that effort, Orange recently secured nearly $80,000 through the state’s Empowering Educators grant to reduce administrative burdens, restore instructional time and strengthen school culture. The district plans to launch “Saturday Spark Sessions,” which are paid professional development days designed to move tasks like lesson planning and grading to weekends, freeing up more time during the week for direct student interaction.

While it is still early in the school year, Jones believes having more certified teachers in classrooms can only help. Orange has also raised its starting salaries to stay competitive with nearby districts, a factor Jones says may have drawn more young educators to the system. 

“There’s a nice mix, but definitely more of the younger people coming through and seeing what education is all about,” she said.

Still, challenges remain. Retention, Jones noted, can be harder than recruitment. 

“I’ve been lucky to stay in the same school my whole career, but I think it’s on us, the veteran teachers, to reach out to new staff and provide guidance, even in an unofficial mentor capacity,” she said.

Parents also play a critical role in sustaining progress. Jones said she has seen a troubling shift in recent years, with fewer families reinforcing lessons at home. 

“I wish we would kind of go back to the basics of home and school working together, because that’s when we had better results,” she said.

For now, teachers like Jones are hopeful that Orange’s gains will stick and that other districts can learn from its approach.

“When you have teachers with longevity, it looks favorably for the district because it means something is being done well to keep people,” she said. “This year, we’re starting on the right foot.”