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Human Resources

Human Resources. Part 1- Hiring Part 2- Evaluation & Retention of New Teachers Part 3 – Discipline Measures. Part 1 Hiring. What is the procedure of staffing a school?.

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Human Resources

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  1. Human Resources Part 1- Hiring Part 2- Evaluation & Retention of New Teachers Part 3 – Discipline Measures

  2. Part 1 Hiring

  3. What is the procedure of staffing a school? • By June 15th of the school year, the SB prepares a list of staffing needs remaining to be met for the following school year based on enrolment forecasts • This list includes the school, the % of the post, whether the post is “open” leading to a regular contract, the subject matter and or grade level • This list is sent to the teachers and the union

  4. What is the procedure of staffing a school? • Teachers involved are expected to complete and return the vacancy preference form indicating their choice of posts for the following school year • By the end of the 1st week in July, the SB will assign teachers from the priority of employment list to the posts on the lists of staffing needs • By June 15th the SB sends this list, the priority of employment list and the vacancy list to each teacher on the priority of employment list (teachers who have completed at least 1 part time contract and have had a satisfactory evaluation).

  5. What is the procedure of staffing a school? • In doing so, the SB shall respect the requirement that those teachers with 2 or more years of seniority on the priority of employment list, are entitled to be given open posts leading to regular contracts • The SB shall provide the union lists of assignments for verification • Any posts, not filled by teachers on the priority of employment list are then offered to teachers who have applied for employment through the HR department • Do principals follow these procedures?

  6. How are teachers recruited/hired? • Every March, HR representative hold job fairs at McGill and French Universities • Principals are dispatched to the fairs to help in the recruitment • Potential teachers are interviewed and screened by HR and principals • A list of potential candidates is compiled • When a post that has not been filled arises, potential candidates are dispatched to the school in question for an interview with the principal • The principal reserves the right to hire or not hire a potential candidate • Potential candidates are encouraged to submit their CVs directly to the school principal in late June early August

  7. How are teachers recruited/hired? • The discussed procedure was that of EMSB • Public Schools follow this basic procedure however there may be subtle differences • What are the private school procedures?

  8. Hiring Problems • In the past few years (looming teacher shortage) some teachers have bypassed the initial HR screening and have gone directly to an interview with the principal at a school • Some exceptions have been made to hire potential teachers who do not hold a brevet (teaching licence) Math/Science Teachers • It has been increasingly more difficult to hire teachers with qualifications in Science and Mathematics

  9. Break Out Room Discussion #1

  10. Hiring PracticesBreakout Activity #1 • Although traditionally reserved for administrators, the area of teacher recruitment and hiring is very important to teachers. • There are many steps in recruiting and hiring: • Reading and screening of resumes • Creating and adapting interview questions • Conducting interviews • Contacting references • Reviewing portfolio and videos • Deliberating about candidates • Deciding on whether or to hire or not hire a potential candidate

  11. Hiring Practices- Breakout Activity #1 • Do you think teachers should participate in some or all of these activities? • Is this a worthwhile activity for teachers to partake in?

  12. Retention Why is everyone leaving?

  13. Teacher Retention • Many feel the problem is not in recruiting teachers but in keeping them • Many teachers leave the profession within the first five years • This is a problem in our province, country, and North America

  14. Problems that Arise when Retention is low • Difficult to develop sense of community • Difficult to track student’s progress • Difficult to implement programs, and develop School Based Leadership

  15. NORTH AMERICAN A bureaucratic jungle Out of Pocket expenses for classroom management Unsafe school Unruly Students Menial Duties and chores Weak and rigid curriculum, Too much paperwork and testing Left out of information Loop INTERNATIONAL Time constraints Excessive workload Low Salaries Insufficient resources Large classes Lack of involvement in decision making Lack of collegiality and a sense of school community Problems with student discipline Few Opportunities for promotion and advancement Poor working conditions contribute to low job satisfaction

  16. Ways to Increase Retention • Workshops • Mentoring • Increase Professional Learning Communities and School Based Leaderships • Preferential schedules • What ideas do you have on how to increase teacher retention?

  17. Part 2: Evaluation

  18. What is the purpose of the evaluation? • To assess the performance of the teacher and to identify potential for development • Performance appraisal is an essential tool for promoting excellence in education thereby creating a positive stimulating learning environment for students

  19. What is the purpose of the evaluation? • The process is to be used as a tool to facilitate discussion between the administration and the teacherin order to ensure that we continually strive for excellence in the teaching ranks • To this end, the EMSB uses both formative and summative evaluations

  20. Do teachers have to be evaluated every year? • All new teachers (contract/non-tenured teachers) working in a school need to be evaluated for two consecutive years • All new non-tenured beginning teachers must be evaluated for two consecutive years for the purpose of probation/Brevet requirements. • All teachers are initially convened to a meeting where the process of evaluation is explained • Evaluation rubric is given to teachers in advance so that teachers know exactly how they will be evaluated • First visit is scheduled and must be done by November 15th

  21. What are the procedures and deadlines? • If performance is not satisfactory- 2 additional visits must be done by January 31st • Teachers are informed of a 2nd unscheduled visit which must be done by Feb 15th • A report is then drafted, a self evaluation report is also drafted by the teacher • A meeting is scheduled with teacher to go over the content of the report • Report is submitted to the Human Resource Department • Teachers are encouraged to develop a portfolio both for persona; and professional growth and for classroom planning and practice

  22. Frequently Asked Questions Why do non-tenured teachers have to be evaluated every year (for 2 years) when all their previous evaluations have been positive? • If a problem arises and the School Board has not followed the proper procedures, then the SB has no legal recourse for non-reengagement • In order to be placed on the priority of employment list, a satisfactory evaluation is necessary

  23. Frequently Asked Questions Are tenured teachers evaluated? • Yes, ideally, every 7 years, tenured teachers are evaluated in a similar manner as non-tenured teachers • Very little can be done if a tenured teacher has an unsatisfactory evaluation

  24. Evaluation Practices • Lester B. Pearson Uses Pathwise to evaluate new teachers • This is also used by Universities to evaluate student teachers (except McGill) • Teachers are evaluated using various domains using a rubric. (unsatisfactory, Basic, Proficient, Distinguished)

  25. Domains There are 4 Areas where Teachers are Evaluated: • Planning and Preparation • The Classroom Environment • Professional Responsibilities • Instruction

  26. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Knowledge of Content • Knowledge of Prerequisite Relationships • Knowledge of Content-Related pedagogy • Assesses student Learning • Congruence with Instructional Goals • Criteria and Standards • Use for Planning

  27. Domain 1: Planning and Preparation • Demonstrating Knowledge of Students • Knowledge of Characteristics of Age Group • Knowledge of Students Varied Approaches to Learning • Knowledge of Student’s Skills and Knowledge • Knowledge of Student’s Interest and Cultural Heritage

  28. Domain 1: Planning and Preparation • Selecting Instructional Goals • Value • Clarity • Suitability for Diverse Students • Balance • Demonstrating Knowledge of Educational Resources • Resources for Teaching • Resources for Students

  29. Domain 1: Planning and Preparation • Designing Coherent Instruction • Learning Activities • Instructional Materials and Resources • Instructional Groups • Lesson and Unit Structure

  30. Domain 2: The Classroom Environment • Creating an Environment of Respect and Rapport • Teacher Interaction with Students • Student Interaction • Establishing a Culture for Learning • Importance of Content • Student Pride in Work • Expectation for Learning and Achievement

  31. Domain 2: The Classroom Environment • Managing Classroom Procedures • Management of Instructional Groups • Management of Transitions • Management of Materials and Supplies • Performance of Non-instructional Duties • Managing Student Behaviour • Expectations • Monitoring of Student Behaviour • Response to Student Behaviour

  32. Domain 2: The Classroom Environment • Organizing Physical Space • Safety and Arrangement of Furniture • Accessibility to Learning and Use of Physical Resources

  33. Domain 3: Instruction • Communicating Clearly and Accurately • Directions and Procedures • Oral and Written Language • Using Questioning and Discussion Techniques • Quality of Questions • Discussion Techniques • Student Participation

  34. Domain 3: Instruction • Engaging Students in Learning • Representation of Content • Activities and Assignment • Grouping of Students • Instructional Materials and Resources • Structure and Pacing

  35. Domain 3: Instruction • Providing Feedback to Students • Quality: Accurate, Substantive, Constructive, and Specific • Timeliness • Demonstrating Flexibility and Responsiveness • Lesson Adjustment • Response to Students • Persistence

  36. Domain 4: Professional Responsibilities • Reflecting on Teaching • Accuracy • Use in Future Teaching • Maintaining Accurate Records • Student Completion of Assignment • Student Progress in Learning • Non-Instructional Records

  37. Domain 4: Professional Responsibilities • Communicating With Families • Information about the Instructional Program • Information about individual students • Engagement of Families in the Instructional Program • Contributing to the School District • Relationships with Colleagues • Service to the School • Participation in School and District Projects

  38. Domain 4: Professional Responsibilities • Growing and Developing Professionally • Enhancement of Content Knowledge and Pedagogical Skill • Service to the Profession • Showing Professionalism • Service to Students • Advocacy • Decision Making

  39. Teachers are also judged on the following aspects: • Bilingualism • Judgement • Computer Skills • Hygiene • Academic Credentials • Experiential Credentials

  40. Possible Results of Evaluation Based on the results Principals can choose do one of the following: • Satisfactory Evaluation (no more evaluations during that academic year) • Express some concerns and suggest a 2nd evaluation • After two evaluations the principals can confirm a negative evaluation

  41. Break Out Room Discussion #2

  42. Questions for Discussion “While it is true that the actual evaluation of teacher performance is an administrative function, it is strongest when teachers are actively involved in self-assessment and analysis of their own teaching” (Danielson & McGreal, 2000) • Should teachers be involved in teacher evaluation? • If so, how do you see their roles and responsibilities? • Should teacher mentoring and coaching be linked to teacher evaluation?

  43. Part 3: Disciplinary Measures

  44. Discipline Measures • They are common to all boards • Agreed upon by the unions through contract negotiations

  45. Discipline Measures Is there a process for issuing warnings and reprimands? • Yes, discipline should be progressive and always with an intent to correct a certain behaviour

  46. Why issue a disciplinary measure? • To correct the unsatisfactory performance or offending behaviour of an employee • To respect the working environment of fellow employees • To enable the School Board to defend its decision before an arbitrator (build a case/file)

  47. When Should A Disciplinary Measure be issued? • ASAP (Sooner the better) • Nip it in the bud.

  48. In what form should the disciplinary measure be? • Verbal warning • Written warning • Written reprimand • Suspension without pay (1-5 days) in extreme cases only • Lengthy suspension (cannot exceed more than 20 days) • Dismissal

  49. When is a letter of warning issued? • A warning should be issued only after there have been at least one or two verbal warnings/discussion. • If the offence is of a minor nature

  50. When is a letter of reprimand issued? • A reprimand should be issued only after there have been one or two written warnings • Or for a first time “grave” offence i.e. violence, gross misconduct or insubordination

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