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Creating an Effective Selection Process
2 © TNTP 2012 Think about the most effective teachers with whom you have worked. What characteristics did they have in common? Identifying characteristics of excellent teachers In the past, what methods have you used to determine if the candidates whom you are considering have these characteristics?
3 © TNTP 2012 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
4 © TNTP 2012 Agenda Developing a School Selection Model Selection Processes Creating a Hiring Timeline
5 © TNTP 2012 A selection model is a formal rubric used to evaluate potential hires School Selection Model Identified criteria are called “ Competencies ”. Example of one competency: Teaching Ability Each Competency has examples of specific behaviors called “ indicators.” Examples indicators of Teaching Ability Conveys ideas and information clearly Provides reasonable examples of effective lesson-planning, instructional strategies, and/or student assessment Possesses the ability to make content meaningful for students Interview 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?
6 © TNTP 2012 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 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 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 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 Achievement Commitment Communication Skills Constant Learning
7 © TNTP 2012 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 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 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 Critical Thinking Personal Responsibility Professional Interaction Is there a competency that is important to you that you don’t see here?
8 © TNTP 2012 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 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 Classroom Management
9 © TNTP competencies (cont.) School Fit 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 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?
10 © TNTP 2012 Selecting Competencies Which 3-5 competencies do you feel are the most important to evaluate potential hires? Why? Activity
11 © TNTP 2012 Use a scale to rate candidates on each of the competencies in your selection model
12 © TNTP 2012 Spend time creating your own selection model 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
13 © TNTP 2012 Agenda Indicators and Competencies Selection Processes Creating a Hiring Timeline
14 © TNTP 2012 Creating a comprehensive selection process 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 An effective selection process should:
15 © TNTP 2012 Introduction to Selection Activities Personal Interview Writing Sample Demo Teaching Lesson 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? Lesson Plan Submission Classroom Observation Discussion Open House Student Data Exercise Potential selection activities that you may consider using include: Main Activities Supplemental Activities
16 © TNTP 2012 Personal Interview: Allows you to gather evidence of your competencies through questioning Use when the candidate is unable to visit the school in person or as an initial screen The interview should last 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 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 minutes – identify 3 questions to ask all candidates Phone Interview Job Fair 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 School Site
17 © TNTP 2012 Writing Samples: Simple to prepare 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 Advanced Preparation Have candidate respond to a brief scenario in writing Give candidates minutes to respond Evaluate both the content and grammar of the candidate’s response. Logistics 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 Day of Interview
18 © TNTP 2012 Writing Sample: A writing sample will allow you to see additional evidence of a candidate’s verbal ability and problem solving skills 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 Possible Indicators 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 Sample Prompts
19 © TNTP 2012 Evaluating Writing Samples CompetenciesPossible Indicators Communication Skills Demonstrates written proficiency in English Few, or no errors in language usage and mechanics Ideas understandable to reader/listener Critical Thinking Analyzes information accurately and generates effective solutions to problems Identifies important issues in scenario Identifies relevant actions to impact desired outcome(s) Breaks down problem(s) and/or solution(s) into parts Logically structures response Provides effective solutions Presents ideas in a coherent manner Follows directions in prompt Achievement Sets and meets ambitious, measurable goals Discusses goals or goal-setting Sets ambitious goals Strategies are concrete and/or measurable Defines success as meeting goals with students Discusses tracking progress toward goals Personal Responsibility Assumes accountability for reaching outcomes, despite obstacles Focuses on factors within teacher’s control Willing to increase effort/go beyond duties to help students Conveys responsibility for student achievement Willing to persevere with students despite challenges
20 © TNTP 2012 Evaluating Writing Samples (cont.) CompetenciesPossible Indicators Professional Interaction Respects others, and interacts positively and effectively in all situations Uses appropriate and respectful tone Strategies/behaviors appropriate for educational environment/teacher role Describes students, parents, community and others in a respectful and non-judgmental manner Acknowledges the positive contributions of students and parents Welcomes contributions of others (parents, community) Commitment Maintains high expectations for all students and is committed to raising academic achievement in high-need schools Conveys belief that all students have the potential to succeed academically, despite challenges Goals/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 issues Maintains high expectations for students, despite challenges Constant Learning Reflects regularly on performance and accesses resources to improve effectiveness Acknowledges areas for improving teaching Accesses additional resources to improve effectiveness or solve problem Seeks feedback from students or parents Seeks feedback from teachers, administrators or others Draws lesson from previous experience to apply to new situation
21 © TNTP 2012 Create your own sample prompts Sample Prompt #1 Sample Prompt #2
22 © TNTP 2012 Writing Sample: If you choose to use a writing sample, be sure to incorporate it into your final evaluation form
23 © TNTP 2012 Sample Lesson: Allows you to evaluate candidates’ teaching ability, and ability to identify areas for improvement Create 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 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 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 Advanced Preparation Day of Interview When to use 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
24 © TNTP 2012 Evaluating Sample Lessons 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 Evaluating a Sample Lesson 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?
25 © TNTP 2012 Sample Lesson Evaluation CompetenciesPossible Indicators Teaching Ability Demonstrates appropriate knowledge of content and pedagogy Presents learning objective/goal Organizes lesson around beginning, middle, and end Breaks down concept/ideas into parts Content is accurate Demonstrates advanced preparation Monitors time Uses effective or relevant strategies Presents ideas in a coherent manner Personal Responsibility Assumes accountability for reaching outcomes, despite obstacles Maintains momentum toward lesson objective Demonstrates flexibility (dealing with unexpected/adjusting lesson) Checks for student understanding Communication Skills Demonstrates written and verbal proficiency in English Few, or no errors in language usage and mechanics Ideas understandable to reader/listener Speaks audibly and distinctly Professional Interaction Respects others, and interacts positively and effectively in all situations Interacts in a positive, respectful and appropriate manner with other candidates Uses appropriate tone Subject matter/materials suitable for professional setting Listens openly to student questions and responds appropriately
26 © TNTP 2012 Sample Lesson: If you choose to use a sample lesson, be sure to incorporate it into your final evaluation form
27 © TNTP 2012 Timeline: You may choose to use these additional components only at particular times of year ----March April May June July August-----September---October-- Sample Lesson Writing Sample Site Visit Open House
28 © TNTP 2012 Determining your selection process What selection activities will you utilize this year and in what order will they be conducted? 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 Keep in mind
29 © TNTP 2012 Agenda Indicators and Competencies Selection Processes Creating a Hiring Timeline
30 © TNTP 2012 Sample Hiring Process – Efficiency and teamwork are critical Activity How Long What Day Who? Candidate referred1HR Staff/Resume Received Referral reviewed10 min2AP Resume review15 min2AP Candidate contacted for phone interview 2Admin Asst. Phone interview conducted 30 min4AP Phone interview evaluated 20 min4AP Candidate contacted for school site interview or is rejected 4Admin Asst. Candidate completes writing sample 25 min7 Writing sample evaluated 10 min7Inst. Facilitator Candidate takes school tour 30 min7Inst. Facilitator School-site interview is conducted 45 min7Principal, Dept. Chair, Inst. Facilitator Interview is evaluated 20 min7Principal, Dept. Chair, Inst. Facilitator Candidate is rejected or offered position 8Principal
31 © TNTP 2012 Create Your Own Hiring Process ActivityHow LongDayWho is responsible?
32 © TNTP 2012 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.
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