2Identifying 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?
3ObjectivesBuild an effective school-specific hiring and selection processExplore alternate interview techniques that expand the amountof information you have to evaluate candidatesCreate a hiring timeline with clear processes and turnaround times
4Agenda Developing a School Selection Model Selection Processes Creating a Hiring Timeline
5A selection model is a formal rubric used to evaluate potential hires School Selection ModelIdentified criteria are called “Competencies”.Example of one competency: Teaching AbilityEach Competency has examples of specific behaviors called “indicators.”Examples indicators of Teaching AbilityConveys ideas and information clearlyProvides reasonable examples of effective lesson-planning, instructional strategies, and/or student assessmentPossesses the ability to make content meaningful for studentsInterview questions and selection components are aligned with one or more competencies.Candidates are rated.Example of a four-point rating scale: (1) exemplary, (2) somewhat strong, (3) somewhat weak and (4) poor or ineligible.What are you looking for?What does it look like?How are you going to see it?How will you evaluate it?
6One model uses seven personal characteristics that research shows good teachers demonstrate Shows a trend of excellence in endeavors and focuses on concrete resultsStrong academic record/rigorous course of studySurpassed expectations in previous employmentSets and meets ambitious goalsTakes on challengesAchievementCommitted to teaching and raising the academic achievement of students in urban schoolsActive desire to teach “where needed”Believes that students of all backgrounds can and must learn at high levelsRealistic expectation of challengesHistory of staying with employers/organizationsCommitmentDemonstrates effective written and oral skillsResume/cover letter/portfolio displays mastery of written grammar, usage and organizationSpeaks clearly and preciselyFluent verbal and written command of EnglishCommunication SkillsBases current and future endeavors on lessons drawn from previousexperiencesReflects regularly on performance to identify areas for improvementSeeks and welcomes feedback from othersAccesses resources to support self-developmentDemonstrates willingness to modify approachRecognizes and learns from failuresConstant Learning
7Personal characteristics (cont.) Analyzes situations thoroughly and generates effective strategiesDiscerns the presence and nature of problems accuratelyDevelops creative solutionsApproaches difficult situations logicallyAble to suggest multiple solutions to a single problemCritical ThinkingAssumes accountability for reaching outcomes despite obstaclesFocuses on capacity to affect situations rather than on external barriersTakes initiative to solve own problemsDemonstrated record of dependabilityPersonal ResponsibilityRespectful of others and sensitive to professional norms of interaction in different situationsAble to understand and assume the role and tone appropriate for new settingsListens openly to differing opinionsAware of how one’s own background and assumptions can influence interactions with othersRemains positive and professional throughout interviewProfessional InteractionIs there a competency that is important to you that you don’t see here?
8Assumes accountability for classroom management and culture Conveys reasonable understanding of potential challenges involved in teaching in a high-need schoolDemonstrates ability to deal effectively with negative student behaviorPersists in offering viable and realistic strategies to deal with classroom management challengesConveys willingness to try multiple strategies or something new when things change or when confronted with challengesAssumes accountability for classroom management and cultureConveys reasonable understanding of potential challenges involved in teaching in a high-need schoolDemonstrates ability to deal effectively with negative student behaviorPersists in offering viable and realistic strategies to deal with classroom management challengesConveys willingness to try multiple strategies or something new when things change or when confronted with challengesAnother model evaluates candidates against three basic building blocks for teacher successConveys ideas and information clearlyProvides reasonable examples of effective lesson-planning, instructional strategies, and/or student assessmentMakes content meaningful to students in the districtSets concrete, ambitious goals for student achievementIndicates confidence that all students should be held to high standardsReflects on successes and failuresTeaching AbilityAssumes accountability for classroom management and cultureConveys reasonable understanding of potential challenges involved in teaching in a high-need schoolDemonstrates ability to deal effectively with negative student behaviorPersists in offering viable and realistic strategies to deal with classroom management challengesConveys willingness to try multiple strategies or something new when things change or when confronted with challengesClassroom Management
93 competencies (cont.)Interacts with interviewer in an appropriate and professional mannerRespects the opinion of othersRecognizes that families influence student achievementDemonstrates interests and skills that match the school’s culture and needsInteracts appropriately with supervisors, colleagues, parents and studentsSchool FitWhen 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?
10Selecting Competencies ActivityWhich 3-5 competencies do you feel are the most important to evaluate potential hires? Why?
11Use a scale to rate candidates on each of the competencies in your selection model
12Spend time creating your own selection model Use the competencies you’ve identified to define your school-specific selection modelDetermine which competencies you feel are most needed for any new teacher at your schoolCreate a list of indicators for your competencies –the ways that candidates can demonstrate their mastery of that competencyTip: 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 indicatorsDetermine your rating system1234
13Agenda Indicators and Competencies Selection Processes Creating a Hiring Timeline
14Creating 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 positionProvide adequate opportunities for a candidate to demonstrate his/her skills and evidence of each competencyAllow you to view a candidate though multiple lenses and determine their areas of strength and developmentOffer the candidate an opportunity to learn about your expectations regarding student achievement, their potential colleagues, and the student populationUtilize other members of your staffBe efficient
15Introduction to Selection Activities Potential selection activities that you may consider using include:Supplemental ActivitiesMain ActivitiesPersonal Interview Writing Sample Demo Teaching LessonLesson Plan SubmissionClassroom ObservationDiscussionOpen HouseStudent Data ExerciseHave you ever used any of these activities as part of your selection process? How did you implement it? What did you learn from it?
16Personal Interview: Allows you to gather evidence of your competencies through questioning Job FairSchool SiteFollow resume screening guidelinesEnsure everyone who is working with you has a copy of your selection modelInterviews may serve as an initial screen to select candidates for follow-up interviewsWith only have minutes – identify 3 questions to ask all candidatesAllows candidates the opportunity to see the school site and meet teachers who may be in the buildingEstablish a timeline to follow up with the candidates to ensure that you hear a response in a timely mannerPhone InterviewUse when the candidate is unable to visit the school in person or as an initial screenThe interview should last minutesUtilize your full selection modelSchedule time before and after the call to review a candidate’s resume and your notesIncorporate information about the school into the questionsAllow time at the end for candidates to ask questions about the school and communityConsider connecting out-of-state candidates with a teacher to talk with them about life outside of school
17Writing Samples: Simple to prepare Advanced PreparationCreate a set writing prompt (see example on the right), and define what the key characteristics of a good response areInform the candidate about the requirement in advanceDay of InterviewGive the candidate a quiet place to complete the writing sampleGive the candidate a “5 minutes left” reminder.Evaluate both their response to the question and their basic writing skillsAsk the candidate to expand upon their response during the interviewHave candidate respond to a brief scenario in writingGive candidates minutes to respondEvaluate both the content and grammar of the candidate’s response.Logistics
18Writing Sample: A writing sample will allow you to see additional evidence of a candidate’s verbal ability and problem solving skillsSample PromptsConveys ideas and information clearlyAddresses all issues raised in promptFocuses on student achievement/success in suggested strategiesWrites in complete sentencesEmploys correct syntax, spelling, and grammarConveys willingness to try multiple strategies or something newRecognizes an individual teacher’s capacity to ensure student successDescribes students and parents respectfully and non-judgmentallyPossible IndicatorsQuestions 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
19Evaluating Writing Samples CompetenciesPossible IndicatorsCommunication SkillsDemonstrates written proficiency in EnglishFew, or no errors in language usage and mechanicsIdeas understandable to reader/listenerCritical ThinkingAnalyzes information accurately and generates effective solutions to problemsIdentifies important issues in scenarioIdentifies relevant actions to impact desired outcome(s)Breaks down problem(s) and/or solution(s) into partsLogically structures responseProvides effective solutionsPresents ideas in a coherent mannerFollows directions in promptAchievementSets and meets ambitious, measurable goalsDiscusses goals or goal-settingSets ambitious goalsStrategies are concrete and/or measurableDefines success as meeting goals with studentsDiscusses tracking progress toward goalsPersonal ResponsibilityAssumes accountability for reaching outcomes, despite obstaclesFocuses on factors within teacher’s controlWilling to increase effort/go beyond duties to help studentsConveys responsibility for student achievementWilling to persevere with students despite challenges
20Evaluating Writing Samples (cont.) CompetenciesPossible IndicatorsProfessional InteractionRespects others, and interacts positively and effectively in all situationsUses appropriate and respectful toneStrategies/behaviors appropriate for educational environment/teacher roleDescribes students, parents, community and others in a respectful and non-judgmental mannerAcknowledges the positive contributions of students and parentsWelcomes contributions of others (parents, community)CommitmentMaintains high expectations for all students and is committed to raising academic achievement in high-need schoolsConveys belief that all students have the potential to succeed academically, despite challengesGoals/strategies focus on raising student achievement (i.e. goals address student achievement explicitly, or barriers affecting student achievement)Identifies potential factors affecting student behavior and academic performance issuesMaintains high expectations for students, despite challengesConstant LearningReflects regularly on performance and accesses resources to improve effectivenessAcknowledges areas for improving teachingAccesses additional resources to improve effectiveness or solve problemSeeks feedback from students or parentsSeeks feedback from teachers, administrators or othersDraws lesson from previous experience to apply to new situation
21Create your own sample prompts Sample Prompt #1 Sample Prompt #2
22Writing Sample: If you choose to use a writing sample, be sure to incorporate it into your final evaluation form
23Sample Lesson: Allows you to evaluate candidates’ teaching ability, and ability to identify areas for improvementWhen to useAdvanced PreparationIf you have concerns about a candidate’s teaching abilityIf you are concerned about a candidate’s interaction with studentsIf a candidate is teaching a particularly high-stakes subject areaCreate a set of guidelines for the candidate and define the characteristics of a good lesson (see lesson review sheet in appendix)the candidate with the guidelines (asking them to confirm receipt) at least 3 days before the interviewIf the candidate is presenting to students, prepare the class’ teacher for the sample lessonIf school is out for the summer, have the teacher present to you or your staffConsider having one of your staff members (a content expert, grade level chair, AP) observe and evaluate the interviewChoose an “average” class for the candidate to teachDay of InterviewEvaluate their preparation for the lesson, the content, delivery and management of the lessonAsk candidate to discuss how they think they did and what they would change if they could
24Evaluating Sample Lessons Evaluating a Sample LessonThe demo lesson gives you an opportunity to assess candidates’ potential to lead student learning. You should see:Evidence of preparationClear communicationAccurate informationGood time managementPositive toneAttentiveness to class/listening skillsAbility to adjust on the spotCreativityDid 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?
25Sample Lesson Evaluation CompetenciesPossible IndicatorsTeaching AbilityDemonstrates appropriate knowledge of content and pedagogyPresents learning objective/goalOrganizes lesson around beginning, middle, and endBreaks down concept/ideas into partsContent is accurateDemonstrates advanced preparationMonitors timeUses effective or relevant strategiesPresents ideas in a coherent mannerPersonal ResponsibilityAssumes accountability for reaching outcomes, despite obstaclesMaintains momentum toward lesson objectiveDemonstrates flexibility (dealing with unexpected/adjusting lesson)Checks for student understandingCommunication SkillsDemonstrates written and verbal proficiency in EnglishFew, or no errors in language usage and mechanicsIdeas understandable to reader/listenerSpeaks audibly and distinctlyProfessional InteractionRespects others, and interacts positively and effectively in all situationsInteracts in a positive, respectful and appropriate manner with other candidatesUses appropriate toneSubject matter/materials suitable for professional settingListens openly to student questions and responds appropriately
26Sample Lesson: If you choose to use a sample lesson, be sure to incorporate it into your final evaluation form
27Timeline: You may choose to use these additional components only at particular times of year Writing SampleSample LessonSample Lesson----April--------July--------August-----September---October------March--------May--------June----Open HouseSite Visit
28Determining your selection process What selection activities will you utilize this year and in what order will they be conducted?Keep in mindThe selection process should have 3-5 stepsChoose processes that allow you to see different sides of the candidate or different competenciesChoose processes that you can have other staff assist with
29Agenda Indicators and Competencies Selection Processes Creating a Hiring Timeline
30Sample Hiring Process – Efficiency and teamwork are critical ActivityHow LongWhat DayWho?Candidate referred1HR Staff/Resume ReceivedReferral reviewed10 min2APResume review15 minCandidate contacted for phone interviewAdmin Asst.Phone interview conducted30 min4Phone interview evaluated20 minCandidate contacted for school site interview or is rejectedCandidate completes writing sample25 min7Writing sample evaluatedInst. FacilitatorCandidate takes school tourSchool-site interview is conducted45 minPrincipal, Dept. Chair, Inst. FacilitatorInterview is evaluatedCandidate is rejected or offered position8Principal
31Create Your Own Hiring Process ActivityHow LongDayWho is responsible?
32Next StepsDetermine 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.