interviewing, hiring and coaching to reduce your liability risks, minimize costs and maximize output...
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Agenda Interviewing Hiring CoachingTRANSCRIPT
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Interviewing, Hiring and Coaching to Reduce your Liability Risks, Minimize
Costs and Maximize OutputTom Stekol, Ed.D.
Assistant Superintendent of Human ResourcesRedondo Beach Unified School District
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All Too Familiar Scenarios• A teacher has just cleared probation and now refuses to collaborate with her peers in
the department.• A teacher who has always been an “okay” performer begins ridiculing and demeaning
students in his 10th year of teaching.• A band teacher unwillingly leads the band at football games through half-hearted
renditions of songs which are played only sporadically.• A teacher meets with female students individually on “his own time” to offer
“additional assistance”, often at late hours.• An itinerant teacher has altered her schedule on several occasions without notifying
her supervisor or site principals, resulting in significant loss of services to special education students.
How did this happen?
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Agenda
• Interviewing• Hiring• Coaching
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What Are You Hiring For?
• Fill Vacancies?• Achieve Balance?• Find the “Best” Candidate?• Satisfy “Constituencies”?
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What Are You Hiring For?• 1) To bring individuals into your organization who
subscribe to the organization’s mission/vision.• 2) To bring in individuals who share the core values of
your organization.• 3) To bring in individuals who possess the skills to
contribute to the pursuit of the organization’s mission/vision.
• 4) To bring in individuals who demonstrate a healthy balance between individual and collective goals.
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“That’s great, but how do you do it?”
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First Principles• Examine the Mission/Vision of District
– What does it mean?– What does it look like in action?
• Identify the Core Values– Are they principles, aspirations or rules?
• Identify the Desired Skill Set– Content knowledge– Pedagogical knowledge– Interpersonal relations– Extra-organizational sensitivity
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First Principles
• Determine the Actions and/or Qualities that Define:– The Mission/Vision– The Values– The Skills
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example• “We in the Redondo Beach Unified School District are
dedicated to providing every student the knowledge and
skills necessary to succeed in a global society, today and in
the future.”
• How are “dedicated”, “every student”, “knowledge”, “necessary skills”, “succeed”, “global society” defined?– What are the typical actions/behaviors of a “dedicated” educator?– What outcomes define and determine “success”?
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example
• Core Values: Honesty, Integrity and Respect– What does it mean to have integrity?– How can this be embodied in instructional
practice?– How can this permeate our interpersonal
relations?– How do we demand it of ourselves?
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Interview
• Purpose: To determine whether the individual whom you are interviewing demonstrates the behaviors, qualities, values and skills that your organization considers essential.
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Interview• Questioning – Common Pitfalls
– Asking the “too-direct” question:• “Are you dedicated to the success of all students?”• “In our district, we believe that X is important. What are
your beliefs about X?”
– Asking the “too-broad” question:• “What relevant work experiences have you had?”
– Asking the “too-narrow” question:• “How do you prepare students to pass the Fitnessgram?”
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Interview• Question Development
– Consider the actions and qualities that you have identified as defining your mission/vision, core values and desired skill set.
– Brainstorm the kinds of situations, circumstances and experiences that might reveal:• Qualities• Values & Beliefs• Attitudes• Tendencies
– Develop open-ended questions that relate indirectly to the quality, value, attitude, etc. that you are assessing.
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Question Development• Quality or Skill Assessed: Ability to work
collaboratively with others.• Initial Question: “What experiences have you
had with collaboration?”• Revised Question: “Tell us about a time when
you had to work with a difficult colleague. How did you manage the situation?”
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Question Development
• Quality or Skill Assessed: Resiliency• Initial Question: “What do you do when
a student challenges your authority?”• Revised Question:
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Question Development
• Quality or Skill Assessed: Commitment to Every Student.
• Initial Question: “Do you believe all children can learn?”
• Revised Question:
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Interview• Vet your questions
– Do they make sense?– Do they generate appropriate responses? (construct
validity)
• Use a response evaluation template– How do responses demonstrate desired traits,
practices etc.?– What evidence can I cite from a candidate’s response?
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Interview• Working with committees
– Be explicit about criteria.– Be explicit about the nature of the position and
the expectations for it.– Direct committee to your response template when
gathering input. (“How did candidate respond to question 2” rather than “How did you like the candidate”).
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Hiring• Background Checks
– Contact all references and any other individuals who may know the candidate.
– Listen carefully for “yellow” or “red” flags.– “Would you hire this individual again?”– Be prepared for delays.
• “Know Thyself”– What is your capacity to develop talented yet inexperienced candidates?– How do specific instructional needs shape your decisions?– How will the individual mesh with a particular school/grade
level/department?
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Hiring• Explain:
– Contract Type (probationary, temporary)– FTE percentage– Credential Requirements– Deadlines
• Induction– Discuss organization and site-specific expectations– Arrange collaborative activities and observe– Provide essential resources and contacts
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Coaching• What is expected from a Coach/Mentor?
– Facilitate the exploration of needs, motivations, desires, skills and thought processes to assist the individual in making real, lasting change.
– Use questioning techniques to facilitate the individual's own thought processes in order to identify solutions and actions rather than takes a wholly directive approach.
– Support the individual in setting appropriate goals and methods of assessing progress in relation to these goals.
– Observe, listen and ask questions to understand the individual's situation.– Creatively apply tools and techniques which may include one-to-one training, facilitating,
counseling & networking.– Encourage a commitment to action and the development of lasting personal growth &
change.– Maintain unconditional positive regard for the individual.– Ensure that individuals develop personal competencies to become independent of the
coaching or mentoring relationship.– Evaluate the outcomes of the process, using objective measures wherever possible to
ensure the relationship is successful and the individual is achieving their personal goals.
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Coaching• Who should get it done?
– Facilitate the exploration of needs, motivations, desires, skills and thought processes to assist the individual in making real, lasting change. (Coach)
– Use questioning techniques to facilitate the individual's own thought processes in order to identify solutions and actions rather than take a wholly directive approach. (Coach)
– Support the individual in setting appropriate goals and methods of assessing progress in relation to these goals. (Coach & Administrator)
– Observe, listen and ask questions to understand the individual's situation. (Coach & Administrator)
– Creatively apply tools and techniques which may include one-to-one training, facilitating, counseling & networking. (Coach & Administrator)
– Encourage a commitment to action and the development of lasting personal growth & change. (Coach & Administrator)
– Maintain unconditional positive regard for the individual. (Coach)– Ensure that individuals develop personal competencies to become independent of the coaching
or mentoring relationship. (Administrator)– Evaluate the outcomes of the process, using objective measures wherever possible to ensure the
relationship is successful and the individual is achieving their personal goals. (Administrator)
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Evaluation• What to Observe:
– Teaching performance– Interactions with students– Interactions with parents– Interpersonal relations with colleagues– Work habits (punctuality, diligence, consistency, stamina)– Attitude, Affect, Involvement
• Observe Frequently– Provide immediate feedback.– Make expectations for improvement explicit.– Document issues and guidance.
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Decision Time• Prospective vs. Retrospective• Explain Non-Reelection Process• Be Decisive and Resolute