Identifying characteristics of excellent teachers • Think about the most effective teachers with whom you have worked. What characteristics did they have in common? • In the past, what methods have you used to determine if the candidates whom you are considering have these characteristics?
Objectives Build an effective school-specific hiring and selection process Explore alternate interview techniques that expand the amount of information you have to evaluate candidates Create a hiring timeline with clear processes and turnaround times
Agenda Developing a School Selection Model Selection Processes Creating a Hiring Timeline
A selection model is a formal rubric used to evaluate potential hires What are you looking for? What does it look like? How are you going to see it? How will you evaluate it?
One model uses seven personal characteristics that research shows good teachers demonstrate • Shows a trend of excellence in endeavors and focuses on concrete results • Strong academic record/rigorous course of study • Surpassed expectations in previous employment • Sets and meets ambitious goals • Takes on challenges Achievement • Committed to teaching and raising the academic achievement of students in urban schools • Active desire to teach “where needed” • Believes that students of all backgrounds can and must learn at high levels • Realistic expectation of challenges • History of staying with employers/organizations Commitment • Demonstrates effective written and oral skills • Resume/cover letter/portfolio displays mastery of written grammar, usage and organization • Speaks clearly and precisely • Fluent verbal and written command of English Communication Skills • Bases current and future endeavors on lessons drawn from previous • experiences • Reflects regularly on performance to identify areas for improvement • Seeks and welcomes feedback from others • Accesses resources to support self-development • Demonstrates willingness to modify approach • Recognizes and learns from failures Constant Learning
Personal characteristics (cont.) • Analyzes situations thoroughly and generates effective strategies • Discerns the presence and nature of problems accurately • Develops creative solutions • Approaches difficult situations logically • Able to suggest multiple solutions to a single problem Critical Thinking • Assumes accountability for reaching outcomes despite obstacles • Focuses on capacity to affect situations rather than on external barriers • Takes initiative to solve own problems • Demonstrated record of dependability Personal Responsibility • Respectful of others and sensitive to professional norms of interaction in different situations • Able to understand and assume the role and tone appropriate for new settings • Listens openly to differing opinions • Aware of how one’s own background and assumptions can influence interactions with others • Remains positive and professional throughout interview Professional Interaction Is there a competency that is important to you that you don’t see here?
Assumes accountability for classroom management and culture Conveys reasonable understanding of potential challenges involved in teaching in a high-need school Demonstrates ability to deal effectively with negative student behavior Persists in offering viable and realistic strategies to deal with classroom management challenges Conveys willingness to try multiple strategies or something new when things change or when confronted with challenges Assumes accountability for classroom management and culture Conveys reasonable understanding of potential challenges involved in teaching in a high-need school Demonstrates ability to deal effectively with negative student behavior Persists in offering viable and realistic strategies to deal with classroom management challenges Conveys willingness to try multiple strategies or something new when things change or when confronted with challenges Another model evaluates candidates against three basic building blocks for teacher success • Conveys ideas and information clearly • Provides reasonable examples of effective lesson-planning, instructional strategies, and/or student assessment • Makes content meaningful to students in the district • Sets concrete, ambitious goals for student achievement • Indicates confidence that all students should be held to high standards • Reflects on successes and failures Teaching Ability • Assumes accountability for classroom management and culture • Conveys reasonable understanding of potential challenges involved in teaching in a high-need school • Demonstrates ability to deal effectively with negative student behavior • Persists in offering viable and realistic strategies to deal with classroom management challenges • Conveys willingness to try multiple strategies or something new when things change or when confronted with challenges Classroom Management
3 competencies (cont.) • Interacts with interviewer in an appropriate and professional manner • Respects the opinion of others • Recognizes that families influence student achievement • Demonstrates interests and skills that match the school’s culture and needs • Interacts appropriately with supervisors, colleagues, parents and students School Fit • When choosing your competencies consider… • What competencies will help me choose the most effective teachers? • Which competencies include indicators that align with my school vision and mission?
Selecting Competencies Activity • Which 3-5 competencies do you feel are the most important to evaluate potential hires? Why?
Use a scale to rate candidates on each of the competencies in your selection model
Spend time creating your own selection model 1 2 3 4 Use the competencies you’ve identified to define your school-specific selection model Determine which competencies you feel are most needed for any new teacher at your school Create a list of indicators for your competencies –the ways that candidates can demonstrate their mastery of that competency • Tip: Be specific. Concrete examples like “speaks clearly” or “speaks with confidence” are better than vague indicators such as “has presence”. • Tip: Think of all the ways you might see evidence of this criteria, including the candidate’s responses, their experience, their dress and demeanor, etc. Fill in your evaluation form with your competencies and indicators Determine your rating system
Agenda Indicators and Competencies Selection Processes Creating a Hiring Timeline
Creating a comprehensive selection process An effective selection process should: • Allow you to gather all of the evidence you need to evaluate a candidate and determine if you will offer the candidate a position • Provide adequate opportunities for a candidate to demonstrate his/her skills and evidence of each competency • Allow you to view a candidate though multiple lenses and determine their areas of strength and development • Offer the candidate an opportunity to learn about your expectations regarding student achievement, their potential colleagues, and the student population • Utilize other members of your staff • Be efficient
Introduction to Selection Activities Potential selection activities that you may consider using include: Supplemental Activities Main Activities Lesson Plan Submission Classroom Observation Discussion Open House Student Data Exercise • Have you ever used any of these activities as part of your selection process? How did you implement it? What did you learn from it? Personal Interview Writing Sample Demo Teaching Lesson
Personal Interview: Allows you to gather evidence of your competencies through questioning Job Fair School Site • Follow resume screening guidelines • Ensure everyone who is working with you has a copy of your selection model • Interviews may serve as an initial screen to select candidates for follow-up interviews • With only have 10-15 minutes – identify 3 questions to ask all candidates • Allows candidates the opportunity to see the school site and meet teachers who may be in the building • Establish a timeline to follow up with the candidates to ensure that you hear a response in a timely manner Phone Interview • Use when the candidate is unable to visit the school in person or as an initial screen • The interview should last 25-30 minutes • Utilize your full selection model • Schedule time before and after the call to review a candidate’s resume and your notes • Incorporate information about the school into the questions • Allow time at the end for candidates to ask questions about the school and community • Consider connecting out-of-state candidates with a teacher to talk with them about life outside of school
Writing Samples: Simple to prepare Advanced Preparation Logistics • Create a set writing prompt (see example on the right), and define what the key characteristics of a good response are • Inform the candidate about the requirement in advance • Have candidate respond to a brief scenario in writing • Give candidates 20-30 minutes to respond • Evaluate both the content and grammar of the candidate’s response. Day of Interview • Give the candidate a quiet place to complete the writing sample • Give the candidate a “5 minutes left” reminder. • Evaluate both their response to the question and their basic writing skills • Ask the candidate to expand upon their response during the interview
Writing Sample: A writing sample will allow you to see additional evidence of a candidate’s verbal ability and problem solving skills Sample Prompts Questions that ask candidates for multiple strategies to a problem make good writing samples. Example: Your first month in the classroom has proven to be extremely challenging. Your initial efforts at establishing a classroom behavior management system have failed. Many students arrive to class several minutes after the bell and verbal arguments break out daily in your classroom. Your assistant principal has stopped by several times to help you regain control of your class. Share your goals for the coming weeks. Be sure to provide clear, concrete strategies for each Possible Indicators • Conveys ideas and information clearly • Addresses all issues raised in prompt • Focuses on student achievement/success in suggested strategies • Writes in complete sentences • Employs correct syntax, spelling, and grammar • Conveys willingness to try multiple strategies or something new • Recognizes an individual teacher’s capacity to ensure student success • Describes students and parents respectfully and non-judgmentally
Create your own sample prompts Sample Prompt #1 Sample Prompt #2
Writing Sample: If you choose to use a writing sample, be sure to incorporate it into your final evaluation form
Sample Lesson: Allows you to evaluate candidates’ teaching ability, and ability to identify areas for improvement When to use Advanced Preparation • If you have concerns about a candidate’s teaching ability • If you are concerned about a candidate’s interaction with students • If a candidate is teaching a particularly high-stakes subject area • Create a set of guidelines for the candidate and define the characteristics of a good lesson (see lesson review sheet in appendix) • E-mail the candidate with the guidelines (asking them to confirm receipt) at least 3 days before the interview • If the candidate is presenting to students, prepare the class’ teacher for the sample lesson • If school is out for the summer, have the teacher present to you or your staff • Consider having one of your staff members (a content expert, grade level chair, AP) observe and evaluate the interview • Choose an “average” class for the candidate to teach Day of Interview • Evaluate their preparation for the lesson, the content, delivery and management of the lesson • Ask candidate to discuss how they think they did and what they would change if they could
Evaluating Sample Lessons Evaluating a Sample Lesson The demo lesson gives you an opportunity to assess candidates’ potential to lead student learning. You should see: • Evidence of preparation • Clear communication • Accurate information • Good time management • Positive tone • Attentiveness to class/listening skills • Ability to adjust on the spot • Creativity • Did the candidate reach the stated objective? • Was the candidate able to identify what worked and what didn’t and offer suggestions for improvement? • How did the candidate interact with students? Were they in command, respectful and engaging? • Did the candidate show evidence of good questioning techniques? • Did the candidate attempt to incorporate different learning strategies or meet the needs of varied learners?
Sample Lesson: If you choose to use a sample lesson, be sure to incorporate it into your final evaluation form
Timeline: You may choose to use these additional components only at particular times of year Writing Sample Sample Lesson Sample Lesson ----April---- ----July---- ----August---- -September- --October-- ----March---- ----May---- ----June---- Open House Site Visit
Determining your selection process What selection activities will you utilize this year and in what order will they be conducted? Keep in mind • The selection process should have 3-5 steps • Choose processes that allow you to see different sides of the candidate or different competencies • Choose processes that you can have other staff assist with
Agenda Indicators and Competencies Selection Processes Creating a Hiring Timeline
Next Steps Determine which components and activities you will use for your school’s selection model. Decide which competencies you will evaluate during each stage of your selection process. Finalize an aggressive hiring timeline that allows you to compete for the strongest candidates. Test your selection model (if possible) and reflect on its effectiveness.