html5-img
1 / 65

Hiring the Best

Hiring the Best . Interviewing and Selecting Quality Teachers. Why does it matter?. Hiring the Best. Reading One-Year Impact: Effective vs. Ineffective Teachers. Note: Data presented in percentile scores. Math One-Year Impact: Effective vs. Ineffective Teachers.

caraf
Download Presentation

Hiring the Best

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Hiring the Best Interviewing and Selecting Quality Teachers

  2. Why does it matter? Hiring the Best

  3. Reading One-Year Impact: Effective vs. Ineffective Teachers Note: Data presented in percentile scores

  4. Math One-Year Impact:Effective vs. Ineffective Teachers

  5. Time in School Year Needed to Achieve the Same Amount of Learning Source: Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved May 22, 2007, from http://econrsss.anu.edu.au/~aleigh/.

  6. Time in School Year Needed to Achieve the Same Amount of Learning Source: Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved May 22, 2007, from http://econrsss.anu.edu.au/~aleigh/.

  7. Influences on Student Achievement:Explained Variance Source: Hattie, J. Teachers make a difference: What is the research evidence. Retrieved November, 20, 2008 from http://acer.edu.au/documents

  8. Estimates of Dismissing Ineffective Teachers & Student Achievement (Adapted from Hanushek, 2008) 

  9. Value of Adding a Highly Effective Teacher (Chetty, Friedman, & Rockoff, 2011)

  10. Value of High VA TeacherTheir students: • more likely to attend college • less likely to have children as teenagers • earn more $ (+$52,000) • live in better neighborhoods • save more for retirement (Chetty, Friedman, & Rockoff, 2011)

  11. World’s Best Schools

  12. World’s Best Schools

  13. World’s Best Schools

  14. Why is it a challenge? Hiring the Best

  15. Why Shortages of Well Qualified Candidates? • Uneven distribution • Other career opportunities • Teaching not rewarding • Graduates not choosing to teach • Money

  16. Teacher Shortage in South Africa • South Africa needs 25,000 new teachers every year to cope with pupil demand; but it is producing only 8,000 teachers annually; • At least 4,000 teachers retire every year; • 6,641 schools across the country had fewer than six teachers, and more than 20,000 teachers were forced to practice multi-grade teaching, in some instances teaching as many as four grades in one class; • Teacher shortage is most pronounced for science and math teachers in high-poverty and disadvantaged schools than in other subject areas. Source: Available at www.sowetanlive.co.za And Mampane, P. M. (2012). The teacher turnover crisis; Evidence from South Africa. Business Education & Accreditation, 4(2), 73-83.

  17. TEACHERS WANTED College graduate with academic major (master’s degree preferred). Excellent communication and leadership skills required. Challenging opportunity to serve up to 150 clients daily, developing up to five different products each day to meet their needs. This diversified job also allows employees to exercise typing, clerical, law enforcement, and social work skills between assignments and after hours. Adaptability helpful, since suppliers cannot always deliver goods and support services on time. Typical work week 47 hours. Special nature of work precludes fringe benefits such as lunch and coffee breaks, but work has many intrinsic rewards. Starting salary $40,000 with a guarantee of $50,000 in only 10 years. Call 1-800-TEACHER.

  18. Salaries of Professionals PositionAverage Teachers 18,641 ZAR Sales Retail and Wholesales 24,766 ZAR Engineering 30,761 ZAR Real Estate 69,757 ZAR Source: www/salaryexplorer.com Comparative Pay: South Africa

  19. Salaries of Professionals PositionAverage Teachers $49,306 Registered Nurse $55,920 Computer Engineers $60,753 Psychologist $70,592 Source: American Federations of Teachers (AFT) Public Employees 2010 Compensation Survey, Report Available http://www.aft.org/pdfs/pubemps/pecompsurvey0910.pdf Comparative Pay: U.S.

  20. The Teaching Force Becomes Older—And Younger Source: Ingersoll & Merrill (2010)

  21. Beginning Teacher Attrition

  22. Beginning Teacher Attrition

  23. Beginning Teacher Attrition

  24. Beginning Teacher Attrition

  25. Beginning Teacher Attrition

  26. Why Do Teachers Leave?

  27. Reasons Teachers Leave: South Africa Percentage Terminations by Cause for Educators 1997/98 to 2003/04 (Excluding Contract Expiry) Source: Mampane, P. M. (2012). The teacher turnover crisis; Evidence from South Africa. Business Education & Accreditation, 4(2), 73-83.

  28. Reasons Teachers Leave: U.S. Source: Shakrani, 2008

  29. Teacher Turnover in South Africa • Statistics show that more than 4,500 teachers had resigned in the 2007-08 financial years. • Teacher turnover is costly, both for the students who lose the value of being taught by an experienced teacher, and to the schools and districts which must recruit and train replacement teacher (Research in the U.S. found the average per-leaver cost is $14,509). Source: Mbanjwa, X. (2010). Crisis looms as teachers quit in drove. Available at www.ilo.co.za

  30. So what works … … IN TEACHER SELECTION?

  31. Hiring plays an essential role in building a strong instructional team and organization capacity: A fit between new instructors’ skills, interests, and expertise and the positions they obtain is important both for improving the instructional quality, as well as for improving instructor satisfaction and addressing instructor shortage. Source: Liu, E. (2002). New teachers’ experiences of hiring in New Jersey. Harvard Graduate School of Education, Project on the Next Generation of Teachers.

  32. What Works? What Doesn’t? Think about your experiences with teacher selection

  33. What Doesn’t Work Well? • Unstructured interviews • Yes/No questions • Situational questions • Confirming first impressions

  34. Quick Decision Making How long does it take interviewers to make a decision about the suitability of the candidate?

  35. Did you know …? • Favorable first impression followed by: • Positive style of interviewing • “Selling the company” • Less information gathering • Bonus to final rating of applicant

  36. Did you know …? • Positive first impression: • Positive evidence sought • Negative first impression: • Negative evidence NOT sought, but • Negative information obtained is heavily weighted • Result: • First impressions skew accuracy of interview

  37. First Impression:First Second of Meeting • Facial expression • Dress • Gestures • Body Size

  38. What Does Work Well? • Structured interview • Good questions (experience-based) • Good answers (anchored rubric) • Note-taking • Training

  39. Interview Decision/ Judgment Affective Characteristics Inter-Related Factors Questions Responses to Questions Anticipated Response Research Knowledge/ Training Gut Instinct School Needs What we often do…How decisions frequently are made in interviews

  40. Response Question Other Influences Gut Instinct Anticipated Response School Needs Research Interview-Related Factors Affective Characteristics Judgment What we should do…An Alternative Way to Make Decisions

  41. Three Compelling Reasons for Structured Interview Protocols • Reliability– structured interviews tend to have higher inter-rater reliability than unstructured interviews; • Standardization– structured interviews place more burden on the instrument than a particular interviewer’s interviewing and assessment skills; and • Fairness– structured interviews treat applicants in a consistent manner . Source: Hough, L. M, & Oswald, F. L. (2000). Personnel selection: Looking forward the future – remembering the past. Annual Review of Psychology, 51, 631-664.

  42. Applicant Pool Applicant Pool Completed Applications Completed Applications Qualities of Effective Teachers • Interviews • Screening • Building • Superintendent Add’l Sources • Performance • Reference Check Decision

  43. Our Goal in Hiring? • Hire effective teachers!

  44. Fact = 14% Opinion = 34% Situation = 19% Experience = 33% Note: Convenience sample of workshop participants N=219 HR Favorite Questions

  45. Qualities of Effective Teachers EFFECTIVE TEACHERS Background Job Responsibilities and Practices Prerequisites 3% Implementing Instruction 12% Classroom Management & Organization 12% The Person 18% Monitoring Student Progress & Potential 11% Planning for Instruction 8% Other 36% Note: Convenience sample of Hiring Workshop Participants (N=219)

  46. Stronge Teacher Standards

  47. Hiring Steps Recruitment: Applicant Pool Job Offer! Performance Building level interview Screening interview Credential review of applications and/or resumes

  48. What are the hiring steps? Teacher Quality Index

  49. Step 1 Credential Screening

More Related