kenmore-tonawanda union free school district department...

Kenmore-Tonawanda Union Free School District

Department of Human Resources

Comprehensive Teacher Hiring Guide &

Tools for Evaluating Prospective Employees

Table of Contents

Overview of the Hiring Process……………………………………………………………...……1

Detailed Look at the Hiring Process………………………………………………….………2-9

Responsibilities of Interview Committee Members……………..……………….10-11

Preparing for the Questions for the Interview……………………………………..12-22

Types of Interview Questions……………………………………………….…….12-15

Questions an Employer Should Not Ask…………………………………………..16

Question Bank for Teacher Candidates………………………………….…..17-22

Forms and Tools for the Hiring Process…………………………………………........23-35

Personnel Requisition Form…………………………………………................…..23

Nondisclosure Statement…………………………………………..........……….…..24

Teacher Application Screening Form…………………………………..……...25-26

Student Evaluation of Candidate Effectiveness……………………………..….27

Teacher Interview Evaluation Form (A) ………………………………..…….29-30

Committee Evaluation Worksheet Form (B) …………………………..…..31-32

Teaching Candidate Telephone Reference Checks……………………... 33-34

Final Candidates Recommendation Form………………………………………...35

Outline of Teacher Hiring Process

1) Determine Staffing Need(s)

2) Request to Human Resources to Procure Position [See Personnel Requisition Form]

3) Staffing Approval by Central Office

4) Advertisement of Position

5) Application Process

6) Selection of Interview Committee

7) Screening of Applicants for Interviews [See Teacher Application Screening Form]

8) Determine Candidate Interview Performance Task

9) Scheduling Interviews

A. Schedule Specific date, time, location

B. Provide candidate with the performance task

10) Preparing for the Interview

A. Develop Questions

B. Prepare Materials

C. Prepare Interview Location

11) Interviews

A. Performance Task [See Student Evaluation of Candidate Effectiveness & Teacher Interview Evaluation

Forms]

B. Question/Response [See Teacher Interview Evaluation Form]

C. Committee Evaluation of Candidates [See Committee Evaluation Worksheet Form]

12) Selection of Top Candidates

13) Reference Checks [See Teaching Candidate Telephone Reference Check Form]

14) Recommendation of Top 2-3 Final Candidates [See Final Candidates Recommendation Form]

15) Final Candidates Interview w/ Human Resources

16) Human Resources Makes Final Selection of Successful Candidate

17) or Successful Candidates Complete Required

Documentation for Hire

Unsuccessful Candidates Receive

Phone Call and/or Email Indicating

Another Candidate Was Selected

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Teacher Hiring Process

Determine Staffing Needs

The determination of staffing needs may occur at the Building or District

level. Staffing needs occur when a position becomes available due to:

a) an existing position being vacated through retirement, resignation,

termination, transfer, or faculty leave of absence

or

b) a new position being created based on student needs/requirements

Request to Human Resources to Procure Position

[See Personnel Requisition Form]

Staffing Approval by Central Office

Advertisement of Position

Position is posted via a variety of media sources, including:

Buffalo News

Online Application System

Other professional website(s)

Posting to other district(s)

After determining that a new position must be created,

contact Human Resources for HR and/or Board approval.

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Application Process

A candidate submits all documentation electronically (except a placement

file) within the posted time frame. The following is a complete listing of

documents an applicant must submit via the Applicant Tracker System for

completed application:

Completed online application

Resume

Copy of certification(s)

Copy of transcripts

Letter of intent

Three letters of recommendation

Selection of Interview Committee

The Interview Committee is selected based upon contractual guidelines

prescribed by the KTA contract. Once all Interview Committee members have

been selected they should sign a Nondisclosure Statement [see Nondisclosure

Statement].

Screening of Applicants for Interviews

Strong applicants may be identified using the following screening tools:

A. Applicant Tracker System

B. Teacher Application Screening Form

Using Online Applicant Tracker System

In order to access the Online Applicant Tracker System, committee

members will need a username and password. A username and password

can be obtained from the building administrator. Use the following

refining process to apply search criteria to applications:

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Directions for using Applicant Tracker System continued…

1. Go to the employer login page

https://secure.myschooljobs.org/kenton/Admin/

2. Click on the Edit Job Applications located near the top of the of the page

3. Locate the specific position the committee is interviewing for and click Find Applicants

4. Search the applicants using 1 or more search criteria (a larger

applicant pool will require a more refined search)

A. The following criteria may be helpful in searching applicants:

Experience Type

Specialized Training

Total Number of Years Teaching

Certification Type note: highlight all certifications that apply to the position

GPA (overall and/or major)

Teacher Application Evaluation Form [See Teacher Application Screening

Form]

Mandatory Application Criteria - (failure to meet either of these

criteria results in an application not progressing further into the

interview process)

Required Certification

Completed Application (see requirements of a completed application

listed above)

District Criteria –These criteria are designed to identify applicants with

the greatest teaching potential.

Evidence of High Academic Achievement (see transcripts)

Applicant demonstrates academic achievement in: undergraduate,

graduate, postgraduate studies; and/or achievement in his/her

major/concentration area.

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https://schoolapp.wnyric.org/ats/emp_login.shtml

District Criteria continued…

Evidence of High Moral Character(see references)

Evidence of Exemplary Performance in Ken-Ton UFSD (see resume,

application, references etc.)

Evidence of Previous Experience in Similar Position (see resume,

application, references etc.)

Evidence of Having Increased in Student Achievement (see

resume, application, references etc.)

Willingness to Become Involved in Extra Curricular Activities (see

resume, application, references etc.)

Letters of Reference Indicate High Level Past/Future

Performance

Letter of Intent Stands Out as Professional and Creative

Resume Stands Out as Professional and Creative

Supplemental Material(s) Indicate Aptitude for Success

Optional Interview Committee Criteria-Specific teaching positions may

require additional demands beyond the District’s criteria. The

committee may choose to insert additional criteria into the Teacher

Application Screening Form to further refine the search criteria to

meet the needs of a specific position.

Determine Candidate Interview Performance Task

A performance task is useful for determining strengths of a candidate in an

instructional setting. The performance task for teacher candidates will consist of

a formal lesson plan aligned to a specific learning goal. The candidate will deliver

this lesson during the interview. When possible, this lesson should be delivered

to an actual group of students. Students should be used in the candidate

evaluation process as well [See Student Evaluation of Candidate Effectiveness

Form].

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Scheduling Interviews

Schedule specific date, time and location; caller should have a prepared

script detailing interview expectations and preparations (including specifics of the

Performance Task). Be sure to inform the candidate of specific time allocation for

each component of the interview (Question/Answer and Performance Task

Components).

Scheduling Considerations

A. Coordinate with Board of Education docket dates

B. Procure a class(es) (with students) for the performance task

C. Schedule interviews to allow for:

1) Interview Question Time

2) Performance Task Time

3) Interview Committee Discussion/Evaluation Time

Preparing for the Interview

Develop Questions

When planning questions, it is important to generate questions

that will elicit specific information related to criteria the District finds to

be important in determining future success of teacher candidates.

Please review the criteria found in the Committee Evaluation Worksheet

Form in shaping questions that will enable the Committee to evaluate

candidates based on these criteria [Please see the Preparing Questions

for the Interview sections of the Teacher Hiring Guide for further

assistance in creating interview questions].

Prepare Materials

The Interview Committee should prepare all necessary interview

materials before the interview date. Interview materials include

appropriate number of copies of: a) Teacher Interview Evaluation Form

(A) b) Committee Evaluation Worksheet Form (B) and c) optional Student

Evaluation of Candidate Effectiveness Form.

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Prepare Interview Location

The Interview Committee should: a) prepare a room that is

conducive to candidate interviews & b) confirm class(es) for the

candidates’ performance task. It is also recommended that the

committee provides water for the candidates.

Interviews

Candidates will interview with the interview committee. The interview will

be comprised of: a) a performance task & b) question/response component

followed by a c) collaborative Interview Committee discussion/evaluation time.

Performance Task

Candidate will create and deliver a lesson aligned to a specific

learning goal. When possible, this lesson should be delivered to an actual

group of students. Students should be used in the candidate evaluation

process as well [See Teacher Interview Evaluation Form (A) & Optional

Student Evaluation of Candidate Effectiveness Form].

Question/Response

The candidates will answer committee generated questions designed

to evaluate strengths/weaknesses [See Teacher Interview Evaluation Form

(A)].

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Committee Discussion/Evaluation of Candidates

The interview team should complete the Committee Evaluation

Worksheet Form (B) via committee consensus [Refer to the Developing

Consensus subsection of the Responsibilities of Screening/Interview Team

Members of the Teacher Hiring Guide]. It is suggested that the Interview

Committee completes the Committee Evaluation Worksheet Form after

each interview. The Interview Committee should refer to individual

members’ Teacher Interview Evaluation Forms (A), Student Evaluation of

Candidate Effectiveness Forms, References, and Application Materials in

conducting discussion towards consensus evaluation of candidates [See

Evaluation Worksheet for Interview Committee Form (B)].

Selection of Top Candidates

At the close of the scheduled interviews, the Interview Committee can use

the Evaluation Worksheet for Interview Committee Forms to facilitate discussion

of top candidates. The Committee will use consensus discussion to select the top

2-4 candidates for reference checks [Refer to the Developing Consensus

subsection of the Responsibilities of Screening/Interview Team Members of the

Teacher Hiring Guide].

Reference Checks

The Interview Committee should use the Teacher Candidate Telephone

Reference Check Form [See Teacher Candidate Telephone Reference Check Form]

to gather information from references regarding candidates. The Interview

Committee will follow the procedures outlined on the back of the form in

completing reference checks for candidates.

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Recommendation of Top 2-3 Final Candidates

After completion of the reference checks for each candidate, the Interview

Committee should use consensus based discussion to select 2-3 final candidates

to recommend to Human Resources [See Final Candidate(s) Recommendation

Form]. The Committee should rank their top 2-3 candidate selections and send all

interview materials to Human Resources.

Final Candidates Interview with Human Resource

The recommended candidates will interview with Human Resources. The

interview will consist of a question and answer session using a set of scripted

questions. Human Resources will use this time to help in making the selection of

the successful candidate.

Human Resources Makes Final Selection of Successful Candidate

After viewing all interview materials (including Interview Committee

ranking), conducting final interviews, and conducting background/reference

checks, Human Resources will make the final determination for filling the

position.

Successful Candidates Complete Required Documentation for Hire

Successful candidates will be directed to Human Resources personnel to

complete all required hiring documentation.

Unsuccessful Candidates Receive Phone Call and/or Letter

Unsuccessful candidates will be notified via a phone call and/or letter

indicating another candidate as selected and thanking him/her for her interest.

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Responsibilities of Screening/Interview Team Members

Representing the District All District representatives need to make every effort to be inviting and

hospitable as each candidate is also evaluating members of the team as potential colleagues and the District as a place of employment. Candidates who have a good experience interviewing but who are ultimately unsuccessful in securing a position can be an important source of positive information concerning the District , their experience here and the desirability of working here.

Conducting yourselves in a professional manner at all times As a member of the screening/interview team you are expected to work

cooperatively and professionally with other members. This would include being on time for all sessions, respecting the process, respecting the opinions of others, being prepared and dressing appropriately for interview sessions.

Working collegially Collegiality consists of a shared decision making process and a set of values

which regard the members of the various district stakeholder groups as essential for the success of the hiring process. It incorporates mutual respect for similarities and for differences in background, expertise, judgments, and assigned responsibilities; and involves mutual trust based on experience.

Respecting the confidentiality of the process As a member of the screening/interview committee for applicants for

vacant positions, you will have access to confidential information. The Kenmore-Tonawanda UFSD considers the entire screening/interview process to be confidential in nature, including any materials, ratings, questions/responses, comments and discussions, and recommendations made in connection with the screening/interviews.

Because of the confidentiality and sensitivity of the screening/interview process, you have an affirmative responsibility not to discuss or disclose any information relating to the screening/interviews to persons or parties who are not authorized to be privy to such information. Accordingly, your full cooperation in this matter will be appreciated.

Developing Consensus The interview process utilizes the consensus model for decision making.

Consensus is a decision-making process that fully utilizes the resources of a group.

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It is more difficult and time consuming to reach than a democratic vote or an autocratic decision. Most issues will involve trade-offs and the various decision alternatives will not satisfy everyone. Complete unanimity is not the goal - that is rarely possible. However, it is possible for each individual to have had the opportunity to express their opinion, be listened to, and accept a group decision based on its logic and feasibility considering all relevant factors. This requires the mutual trust and respect of each team member.

A consensus decision represents a reasonable decision that all members of the group can accept. It is not necessarily the optimal decision for each member. When all the group members feel this way, you have reached consensus as we have defined it. This means that a single person can block consensus if he or she feels that it is necessary.

Here are some guidelines for reaching consensus:

1. Make sure everyone is heard from and feels listened to. Avoid arguing for yourown position. Present your position as clearly as possible. Listen to other teammembers’ reactions and comments to assess their understanding of yourposition. Consider their reactions and comments carefully before you press yourown point of view further.

2. Do not assume that someone must win and someone must lose when adiscussion reaches a stalemate. Instead, look for the next most acceptablealternatives for all parties. Try to think creatively. Explore what possibilities existif certain constraints were removed.

3. Do not change your mind simply to avoid conflict, to reach agreement, ormaintain harmony. When agreement seems to come too quickly or easily, besuspicious. Explore the reasons and be sure that everyone accepts the solutionfor basically similar or complementary reasons. Yield only to positions that haveobjective or logically sound foundations or merits.

4. Avoid conflict-reducing techniques such as majority vote, averaging, coin toss orbargaining. When dissenting members finally agree, do not feel that they have tobe rewarded or accommodated by having their own way on some later point.

5. Differences of opinion are natural and expected. Seek them out, value them, andtry to involve everyone in the decision process. Disagreements can improve thegroup's decision. With a wider range of information and opinions, there is agreater chance of that the group will hit upon a more feasible or satisfactorysolution.

Consensus Source: Kenneth Crow, DRM Associates

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Preparing Questions for the Interview

Preparing effective interview questions requires the district to understand the essential competencies of the position being filled. Once the job description and candidate profile have been completed, interview questions can be prepared. Questions need to be designed that will elicit the most useful information possible. Areas to explore include the experience of the candidate, how they might perform under hypothetical situations and how they performed in the past as an indicator of how they would perform in the future. Questions need to be carefully tailored to the job and the needs of the district. A question bank is located in the Preparing for the Interview section of the Hiring Guide. The question bank is more appropriately used as a starting point when developing interview questions. A given interview should have a balance of questions that will elicit the candidates’ experience, beliefs, philosophy, and potential for the future and behavior under certain circumstances. Research has shown that certain types of questions provide more insight to a candidate’s potential and likelihood to succeed. Types of interview questions include:

Open Questions

Open questions encourage the flow of information. Questions usually begin with words like, What, Why, When, Where, Tell me about, or How and encourage an expansive response. Interviewees will usually respond well to an open question.

Example:

' What sort of work do you enjoy most'?'

'Tell me about the project you are currently involved in'

Closed Questions

Closed questions are direct and focused. Some think they should not be used as they only lead to 'yes' or 'no' answers, however these questions are useful for concluding and summarizing. They control the flow of information and are most effective in confirming information or slowing down a verbose candidate.

Example:

' Have you attended any conferences this year'?'

'Did you personally supervise any students?'

Probing Questions

Probing questions are used to follow up and obtain more detail. Their purpose is to draw out more information about specific points, aiming for depth rather than breadth of information.

Example:

‘You say you enjoyed your last project, which aspect of the work gave you the most satisfaction?'

'You say that you worked in a team, what was your main role as a member of that team?'

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Leading Questions

Leading questions are directive and always indicate the preferred answer or telegraph the interviewer's opinion. These are not productive in obtaining depth or qualify of information.

Example:

‘You are willing to work every other Saturday morning aren't you?'

'I expect you prefer to work in a team'

Hypothetical Questions

Hypothetical questions are open in style and pose a 'What if...' scenario. They can be useful in analyzing knowledge, attitudes, reactions, creativity and speculative thinking. However, in setting a scene you need to be very careful that everyone would understand the basis of the question and the sub context of the scenario. For example, an applicant might think that the Professor should take precedence as they are a senior academic, whereas, in fact, the interviewer is looking for someone who can stand up to the academic and put the needs of the student first. Without long explanation of the situation candidates may not necessarily have a full understanding of what is required. This could particularly disadvantage applicants from outside the University, as they will not understand the internal culture and politics of the organization.

Example:

‘If another member of staff took credit for work you had done, what would you do?'

'If you were in the middle of doing something for a student and a Professor asked you to drop everything to help her, which would take priority?'

Multiple Questions

Multiple questions, as the name suggests, are several questions joined in a series. Their use should be limited, as they tend to confuse the interviewee, producing limited information.

It may be useful to combine questions requiring several repetitive factual responses, as in the example given opposite. This can avoid having to interrupt regularly with the same questions and gives the interviewee responsibility for covering all points.

Example:

' I want you to think about your skills in relation to Word-Processing, Spreadsheets, Databases and Email and rate your self against each as a) no knowledge, b) beginner, c)advanced user, d) expert.'

Linking Questions

A linking question will summarize and confirm correct understanding and make transitions to new subjects.

Example:

‘Thank you, I can see from your answer that you like working with people, can you tell me how you use this skill when you are working on the help desk?'

'It's interesting to hear that, on a related subject I'd like to ask....'

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Behavioral Questions

Behavioral questions will seek advice from the past as an indicator of future performance. They are similar in nature to hypothetical questions in that they can measure knowledge, attitudes, reactions, creativity and thinking, but they do so on the basis of something the candidate has actually experienced and done.

Example:

‘Think of a time when you had to deal with someone who was angry. What techniques did you use to calm the situation?'

'When you are under pressure to meet a number of tight deadlines, what strategies do you use to manage your time effectively?'

Source: University of Nottingham

The key to a good interview is to follow the 80/20 rule whenever possible according to author Martin Yate. “Ask questions 20% of the time and you will be able to listen 80% of the time.” It is always good practice to start off an interview with an open-ended question designed to have the candidate talk about some aspect of his/her life, career or experience. This is the so called ice breaker question.

Asking good questions is only half the task of the interviewer. Close attention must be paid to the answers, which is not always easy when you are half way through your fourth interview with two more people to see!

Here are some ideas for active listening and maintaining concentration:

Active, Attentive Listening

This is an important skill for interviewers to develop. Most of us have learned that it is quite difficult to listen when we are speaking, and therefore the first rule of effective listening is to stop talking. This includes talking to ourselves, particularly if you are thinking of what to say next.

Careful listening and analyzing of what is said and what is left unsaid are keys to being an effective interviewer. Remember this quote - 'I learn little when I am talking!'

Concentrate fully on the candidate and avoid other distractions. Make sure you have only the [application file] of the candidate you are seeing in front of you. Never look at another person's [application file] whilst you are interviewing. It can be distracting and is highly rude.

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Summarize and Paraphrasing

Regularly summarizing what the candidate has said is an active listening skill that will not only clarify the content and ensure understanding but will keep you focused on the candidate.

Interviewers should paraphrase regularly to check that they have correctly heard and understood what has been said.

There are many possible barriers between the interviewer and the interviewee such as position, education, experience, status, age, gender, race etc. All have a bearing on how individuals will interpret information. Repeating what we have heard will check any perception distortions that may have occurred. This process also reassures the candidate that you are interested and involved in what they have to say.

Approach and Style

The interviewer's approach and style of questioning should establish rapport, put the candidate at ease and show genuine interest. The attitude should be fair and equitable, reinforcing and supporting, reflecting empathy or the ability to understand the other's feelings from his or her perspective. Put candidates at ease: Interviewing can be stressful, so do your best to help candidates relax. Make sure each candidate is greeted and escorted, if necessary, to the interview location. Start with low-key questions. Don't judge on first impressions: We've all met them-- people who don't make a great first impression but end up being great employees. To make sure you don't overlook these diamonds in the rough, withhold judgment until you've had the chance to thoroughly evaluate a candidate's capabilities and potential.

Source: University of Nottingham

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Questions Employers Should Not Ask

Federal and state laws prohibit prospective employers from asking certain questions that are not related to the job they are hiring for. Questions should be job-related and not used to find out personal information.

In a nutshell, employers should not be asking about your race, gender, religion, marital status, age, disabilities, ethnic background, country of origin, sexual preferences or age.

Illegal Interview Questions Employers should not ask about any of the following, because to not hire a candidate because of any one of them is discriminatory:

Race Color Sex Religion National origin Birthplace Age Disability Marital/family status

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SAMPLE INTERVIEW QUESTIONS FOR TEACHERS (Part I) Source: University of Delaware

Professional Experiences 1. What is your philosophy of education? 2. Describe your student teaching experience(s). What are some of the most significant things you learned from your cooperating teacher(s)? What did you like/dislike? 3. What is your knowledge of and experience with standards-based education? 4. What experience have you had with students from culturally diverse backgrounds? 5. When did you first become interested in teaching? 6. What opportunities have you had to bring multicultural education into your classroom? 7. Describe your experience(s) working in an urban setting. 8. How well has your college/university prepared you for the field of teaching? Instructional Skills 1. Describe the teaching techniques or strategies that are most effective for you. 2. How would you include cooperative learning in your classroom? 3. How do you meet the wide range of skills and needs commonly present in a non-ability

grouped classroom? 4. What do you include when you write objectives? 5. How do you assess your students to determine how well they are learning? (formally and

informally) 6. What techniques do you use to keep students actively involved during a lesson? 7. Describe different student learning styles or modalities of students and how you adjust

lessons to benefit those differing styles. 8. Do you feel that the teacher should be responsible for developing objectives or should they

be provided in the curriculum? 9. How do you deal with the unmotivated student? 10. Is drill and practice important? How and when would you use it? 11. What would you do if 50% of the class did poorly on a test? 12. How do you increase the chances that students will understand what you are teaching? Technology/Computer Skills 1. How would you incorporate technology in your classroom? 2. What are your computer skills? What software have you used for instructional or classroom management purposes? 3. How are students allowed to use technology in your classroom? Classroom Discipline 1. Describe your philosophy regarding discipline. 2. What techniques would you use to handle discipline problems that may arise in your classroom? 3. What was the most challenging discipline problem you’ve encountered and how did you handle it? Were you prepared to handle this situation? In hindsight, would you have handled this situation any differently? 4. What kind of rules do you have in your classroom? How are they established? 5. How would you create and promote a safe atmosphere in your classroom?

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Classroom Management 1. What is your classroom management plan/style? What are your goals? 2. Describe what you consider to be the model classroom. What would a typical day look like in

this classroom? 3. Share three interesting techniques used in your classroom. 4. When students say they want their teacher to be fair, what do you think they mean? 5. A student tells his teacher that he forgot to bring his paper, which he had written the night

before. The teacher says, “I understand. I sometimes forget things like that too.” How do you evaluate the way this teacher responded to the student?

Knowledge of Content/Materials 1. What kinds of materials have you used to assess pupil strengths and/or weaknesses? 2. What kinds of tests do you like to give? 3. Are there any materials you have used that you find are especially effective for slow learners

or bright students? 4. What coursework have you taken that has made you especially suited for this position? 5. What kind of materials and supplies would you need to do your best job? 6. How do you stay current in your field? 7. What curricular changes do you hope to see over the next few years? Planning Skills 1. What do you include in your daily lesson plans? How closely do you follow your plans? 2. What are some of the considerations you make when planning your lessons? How do you

plan a unit? 3. How much homework will you assign? How do you know how long it will take your students? 4. How do you feel when you do not meet a deadline? What do you do when students do not

meet their deadlines?

Relationships with Administration, Staff, Parents, and Students 1. Describe an outstanding teacher. What makes this educator outstanding? 2. What does “teamwork” mean to you? Give an example. 3. What should a principal expect from teachers? What should teachers expect from their

principal? 4. How would your students describe you as a teacher? 5. How do you approach parent/teacher conferences? 6. What do you feel is important to know about your students? How do you gather this information? 7. Describe your approach with a parent who is upset with you - - and you know you are right. 8. How can you get students to be excited about learning? 9. Describe your use of paraprofessional aides and/or parent volunteers in your classroom. 10. How do you develop self-esteem in your students? 11. How do you keep parents informed about the daily/weekly progress of their son/daughter?

What vehicles do you use to communicate with parents? 12. What kind of people do you find it difficult to work with and why? 13. Do you want students to like you? Why or why not? 14. What do you value most in a child?

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Personal Qualities 1. Why have you selected teaching as a profession? 2. What are your career goals, short term and long term? 3. What makes you an effective teacher? 4. Describe yourself with three adjectives and explain why they were chosen. 5. What distinguishes you from other candidates? 6. Describe your fears of being a teacher. 7. If I were to contact your references what do you think they’d say about you? 8. Would you describe yourself as a team player or an individual achiever? 9. What is your most successful accomplishment? 10. Tell me whom you would like to emulate. Why? Miscellaneous 1. What activities would you like to become involved in within our school, district, or

community? 2. Why do you want to work in our school system? What would you bring to us? 3. Tell me about yourself. 4. Describe your thoughts about student and teacher accountability. 5. What professional development topics interest you? 6. Why should we hire you over the two other finalists who have comparable qualifications?

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SAMPLE INTERVIEW QUESTIONS FOR TEACHERS (Part II) Source Lesley University

General Questions

Why do you want to be a teacher? How has your education prepared you to become a teacher? How would you evaluate your education program? What courses did you like best and

least? What parts of teaching appeal most to you? What parts appeal least? What is your philosophy of teaching? What special skills or talents will you bring to our classroom? Tell me a little about yourself? (Hear: Tell me about yourself professionally as it related

to this position.) What does diversity mean to you? What has been your most inspiring moment in teaching? What do you think will be the most challenging aspect of teaching for you? At the end of the school year, how will you determine whether or not you were

successful? Who was your most influential teacher and why? What are your professional goals? Where do you want to be in five years? What is your greatest strength as a educator? What is greatest weakness as a educator?

(Tip: Omit the word "greatest" as you consider this question. Focus on strategies you are using to overcome an area of challenge.)

Why do you want to teach in this district/school? What are your interests?

Questions About Student Teaching

What was most rewarding/frustrating about your student teaching? Describe the best lesson you taught and one that didn't work. From your student teaching experience, what would you have eliminated from the

curriculum? If I were interviewing your students, what would they say about you? During your student teaching, if it had been your classroom, what would you have done

differently? If I spoke with your cooperating practitioner, what would she/he say you do especially

well? What would she/he say you could improve upon?

Questions for Elementary Teachers

In what curriculum areas do you feel particularly strong? What grade do you want to teach and why? Describe an ideal reading program. Describe a typical school day and the activities of children. How you would involve parents in the classroom? What is Guided Reading?

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How would you incorporate phonics into a balanced literacy program? What would you do if a parent escorted her daughter into your classroom in the

morning, angry that you had placed her in the "wrong" reading group?

What do you know about _____ grade developmentally and how would you incorporate that knowledge into the curriculum? What is important in _____ grade?

What are the components of a balanced reading program? Are you familiar with Everyday Math and/or Investigations? During literacy time in your classroom, what are you doing? What are the children

doing? Describe rules for a _____ grade classroom vs. a _____ grade classroom.

Questions for Teachers K-12

When I visit your classroom, what will I find to be most impressive? Describe the first day of school. Tell me about a time when you worked with ELL students. What kind of homework do you give to _____ graders? Describe how you have aligned a lesson with the MA Curriculum Frameworks. How would you go about developing a curriculum unit? How will you integrate technology into the curriculum? How would you set up your classroom? How will the MCAS impact your teaching? How will you evaluate students' mastery of a subject? What instructional approaches would you use in your classroom? What would you do if a student brought in a project and it was obviously done by a

parent? What is your approach to classroom management? How is classroom management

different from discipline? Tell me about a time when you had a disruptive student in your classroom. How did you

handle the situation?

Questions for Special Education Teachers

What type of assessments have you used? Describe a student with a challenging learning disability and how you supported

him/her. What are your views on inclusion and remediation? What are some of the timelines related to IEPs? How have you supported students on IEPs in the regular classroom? Describe both a successful and challenging collaboration experience with a regular

education teacher.

Questions for School Counselors

Please describe your counseling experience with individuals and groups. Tell me about some specific examples.

Describe your crisis intervention experience.

P a g e | 21

Describe your collaboration with community agencies when you were a school counseling intern (i.e. DSS, DMH, community mental health organizations, hospitals, etc).

What experience and knowledge do you have regarding special education laws and issues?

Our school is culturally diverse. What impact do you see that having on the role of the school counselor?

If you had the opportunity to offer classroom workshops, what topics would you address and how would you approach them?

Tell me about a difficult interaction with a parent. What knowledge and/or experience do you have in filing out a 51A? How have you dealt with issues of bullying, depression, anxiety, and substance abuse

and prevention? For high school: What experience do you have with assisting students with the career

planning and college admissions process?

Types of Interview Questions

Subject Area - Designed to assess your knowledge of both theory and practice in your area of licensure.

Educational Methodology - Designed to elicit information on your techniques in dealing with classroom situations.

Educational Philosophy - Focus on your value system and commitment to teaching. Hypothetical Situations - Questions which ask you to respond to hypothetical situations

which might come up as a teacher. Behavioral Interviewing Questions - Rather than a hypothetical situation, you are asked

to describe how you handled an actual specific situation in the past.

Questions often asked of the Interviewer

Would you describe the in-service training opportunities in your district? To a principal: How would you describe your leadership style? What are the strengths of this district? What kind of support/mentoring is available to first year teachers? How active are parents in this building and in the school district? What are the opportunities for team teaching or team planning? How do you anticipate this district changing over the next five years? Are extracurricular assignments available for teachers interested in, and qualified for,

after school activities? I read about your new _________ program on your web site. Would you tell me a bit

more about it? or How has it been received by students/parents? What models of special education are utilized in this district?

Sources: Questions come from Contact to Contract, R. Anthony & G. Roe, Sulzberger & Graham Publishing Ltd., 1992 and Inside Secrets of Finding a Teaching Job, J. Warner and C. Bryan, Park Avenue Publications, 1997

P a g e | 22

KENMORE-TOWN OF TONAWANDA UNION FREE SCHOOL DISTRICT

•Personnel Requisition Form• (THIS FORM MUST BE RETURNED TO HUMAN RESOURCES WITH INTERVIEW MATERIALS)

POSITION TITLE: REQUIRED CERTIFICATION (IF APPLICABLE):

LOCATION OF OPENING: (SCHOOL/BLDG/DEPT) DATE NEEDED:

ALL: REASON FOR PERSONNEL REQUEST

APPROVED NEW POSITION RESIGNATION (NAME)

APPROVED INCREASE/DECREASE OF HOURS RETIREMENT (NAME)

POSITION STATUS WILL CHANGE FROM FT TO PT MATERNITY LEAVE (NAME)

MEDICAL LEAVE (NAME)

OTHER:

TEACHER OR ADMINISTRATOR ONLY: EMPLOYMENT STATUS OF NEW HIRE

KAA Part-time Probationary Appointment KTA Full-time Term Sub (40 or more consecutive work days)

Non-Rep Other Effective Date: Conclusion Date:

SUPPORT STAFF ONLY: EMPLOYMENT STATUS OF NEW HIRE

KTSEA Full-time 12 Month Temp/Sub Non-Rep Part-time 10 Month Seasonal

Permanent Core

Effective Date: Termination Date(if seasonal, temp or sub):

WORK SCHEDULE TOTAL HOURS DAYS PER WEEK Start: am/pm per day M T W Th F S S

Finish: am/pm per week

General Duties:

Special Qualifications:

Administrator/Principal (print and sign)

Title: Date:

To be completed by the Human Resources Dept. Approved Not Approved

Assistant Superintendent for Human Resources: Date: DIRECTIONS: THIS FORM MUST BE PROVIDED TO THE HUMAN RESOURCES DEPARTMENT PRIOR TO POSTINGS, BEFORE APPLICATIONS ARE RELEASED OR INTERVIEWS

BEGIN. BE SURE YOU UNDERSTAND WHETHER YOU ARE FILLING A POSITION WITH A LONG-TERM SUBSTITUTE OR A PROBATIONARY EMPLOYEE. TAKE NOTE OF POSTING

AND INCUMBENT EMPLOYEE SENIORITY CONTRACTUAL REQUIREMENTS BEFORE INTERVIEWING. ALSO NOTE THAT THE BUILDING INTERVIEW SCHEDULES SHOULD BE PLANNED

SO THAT THEY COORDINATE WITH THE BOARD OF EDUCATION DOCKET DATES. DISCUSS WITH HR THIS SCHEDULE AND ANY OTHER QUESTIONS.

/LB 10/04

P a g e | 23


•Nondisclosure Statement• (THIS FORM MUST BE RETURNED TO HUMAN RESOURCES WITH INTERVIEW MATERIALS)

As a member of the Ken-Ton School District’s Selection/Interview Team for the position of

______________________________________________________________, I acknowledge that I will

receive confidential information during the selection process. This confidential information includes, but

is not limited to, the positive and negative attributes of candidates, their qualifications, opinions of

Selection Team Members as to the qualifications of candidates, the ranking of candidates by Selection

Team Members, and the of candidates by the Selection Team.

I hereby state that I will not disclose any confidential information I acquire through my

participation on the Selection Team. I further acknowledge that should I disclose any confidential

information, I will be subject to the immediate removal from the Selection Team and other appropriate

remedies.

Signature: _____________________________________________________________

Position of Interviewer: ___________________________________________________

Date: _________________________________________________________________

P a g e | 24

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P a g e | 26


•Student Evaluation of Candidate Effectiveness• (THIS FORM MUST BE RETURNED TO HUMAN RESOURCES WITH INTERVIEW MATERIALS)

The following is an assessment that will be used to help evaluate a teacher candidate. Your thoughtful responses are important and will be used to help select the candidate that will best serve student needs.

1. The teacher was well prepared for the lesson. 2. The teacher helped make the material interesting by relating it to things I know. 3. The teacher gave students clear directions. 4. The teacher showed patience when dealing with students. 5. The teacher covered the material at an appropriate pace. 6. The teacher recognized which students did not understand the material and provided assistance. Additional Comments:

This form may need to be adapted for primary age students. Committee may also choose to administer evaluation orally (record average of student responses in one document).


•Student Evaluation of Candidate Effectiveness• (THIS FORM MUST BE RETURNED TO HUMAN RESOURCES WITH INTERVIEW MATERIALS)

The following is an assessment that will be used to help evaluate a teacher candidate. Your thoughtful responses are important and will be used to help select the candidate that will best serve student needs.

1. The teacher was well prepared for the lesson. 2. The teacher helped make the material interesting by relating it to things I know. 3. The teacher gave students clear directions. 4. The teacher showed patience when dealing with students. 5. The teacher covered the material at an appropriate pace. 6. The teacher recognized which students did not understand the material and provided assistance. Additional Comments:

This form may need to be adapted for primary age students. Committee may also choose to administer evaluation orally (record average of student responses in one document).

Please use the following scale as you answer each question:

1 ------------------ 2 ------------------- 3 -------------------- 4

Strongly Disagree Disagree Agree Strongly Agree

Please use the following scale as you answer each question:

1 ------------------ 2 ------------------- 3 -------------------- 4

Strongly Disagree Disagree Agree Strongly Agree

P a g e | 27

P a g e | 28


•Teacher Interview Evaluation Form• (THIS FORM MUST BE RETURNED TO HUMAN RESOURCES WITH INTERVIEW MATERIALS)

CANDIDATE NAME DATE TIME

POSITION INTERVIEWER NAME

This interview evaluation tool is designed to evaluate candidate strength and weaknesses based on effective teacher practice. This tool is broken up into three components: Performance Task, Response to Interview Questions, and General. Scores from all three components should be used in evaluating and identifying strong candidates. (see Annual Professional Performance Review for additional reference regarding

individual components)

Component I: Performance Task Use the following rubric to evaluate the candidate’s lesson plan, management and instruction.

Planning and Preparation

U E S H Indicator (optional)

1a. Demonstrates Knowledge of Content & Pedagogy 1 2 3 4

1b. Demonstrates Knowledge of Students Knowledge of Characteristics of Age Group, Students' Skills and Knowledge, Students' Interests and Varied Approaches to Learning

1 2 3 4

1c. Selects Appropriate Instructional Goals 1 2 3 4

1d. Selects Resources (materials) that ensure all students were able to achieve the learning objective

1 2 3 4

The Classroom Environment


2a. Creates an Environment of Respect and Rapport Appropriate Teacher/Student Interaction

1 2 3 4

2c. Manages Classroom Procedures Management of Instructional Groups, Transitions, Materials and Supplies etc.

1 2 3 4

2d. Manages Student Behavior 1 2 3 4

Instruction


3a. Communicates Clearly and Accurately Clearly states expectation for learning, directions and procedures, explanation of content

1 2 3 4

3b. Uses Questioning and Discussion Techniques that Lead to Higher Level Thinking

1 2 3 4

3c. Engages Students in the Learning Process 1 2 3 4

3d. Uses Assessment in Instruction Assessment criteria used to monitor learning, provide feedback to students and

encourage student self-assessment

1 2 3 4

3e. Demonstrates Flexibility and Responsiveness Adjusts lesson based on assessment and responds to student needs

1 2 3 4

Total Lesson Score

/48

Scoring Scale 1-Unsatisfactory 2-Emerging 3-Secure 4-Highly Effective

Please place the total scores from each of the three interview components in the boxes below.

Component I: Performance Task Component II: Response to

Interview Questions Component III: General

/48 / /8

Rev. 07/10 Personnel

-Page 1- Please Complete Both Sides of Form

A

*See APPR for guidance regarding scoring scale descriptors

P a g e | 29

Component II: Response to Interview Questions Use this rubric in conjunction with the interview committee’s questions to evaluate the candidate’s response to questions. Please see the Preparing for the Interview section of the Teacher Hiring Guide for guidance in creating targeted interview questions. Please include a copy of the interview questions when sending interview materials to Human Resources.

Note: The committee will determine the number of questions needed to appropriately ascertain information from candidates regarding the specific needs of the position. The committee may use as few or many questions as needed.

Component III: General Use the following rubric to evaluate the candidate’s overall communication and professionalism during the performance task and interview.

Scoring Scale 1-Unsatisfactory 2-Fair 3-Good 4-Excellent

Question Number

Notes/Indicators (optional) Score 1 to 4

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Total Question/Response Score /

U F G E Notes/Indicator (optional)

3a. Communicates Clearly and Accurately Rate the candidate based on their eye contact, command of the English language, body mannerisms etc.

1 2 3 4

4f. Shows Professionalism Rate the candidate based on their punctuality, appearance, and preparedness 1 2 3 4

Total General Score /8

-Page 2- Please Complete Both Sides of Form

P a g e | 30


• Committee Evaluation Worksheet Form• (THIS FORM MUST BE RETURNED TO HUMAN RESOURCES WITH INTERVIEW MATERIALS)

Scoring Scale 1-Unsatisfactory 2-Fair 3-Good 4-Excellent

Selection Criteria U F G E Notes

Planning and Preparation Demonstrates Knowledge of: Content & Pedagogy, Students (Knowledge of Characteristics of Age Group,

Students' Skills and Knowledge, Students' Interests and Varied Approaches to Learning), Planning and Implementing Content Instruction, Designing and Implementing Student Assessment;

Selects: Appropriate Instructional Goals, Resources (materials) that Ensure All Students Were Able to Achieve the Learning Objective

1 2 3 4

The Classroom Environment Creates: an Environment of Respect and Rapport (Appropriate Teacher/Student Interaction), a Culture of Learning;

Manages: Classroom Procedures (Management of Instructional Groups, Transitions, Materials and Supplies etc.); Student Behavior

1 2 3 4

Instruction Communicates Clearly and Accurately (Clearly states expectation for learning, directions and procedures,

explanation of content); Uses: Questioning and Discussion Techniques that Lead to Higher Level Thinking, Assessment In Instruction (Assessment criteria used to monitor learning, provide feedback to students and encourage student self-

assessment); Evidence of: Engagement of Students In the Learning Process, Flexibility and Responsiveness

(Adjusts lesson based on assessment and responds to student needs)

1 2 3 4

Professional & Leadership Responsibilities Evidence of: Reflection on Teaching for Improvement, Communication with Families, Participation In a Professional Community (A team player that contributes and receives growth from colleagues, administrators, and

parents), Growth and Development Professionally; Demonstrates Knowledge of: Current Concepts In the Field of Subject

1 2 3 4

Evidence of Understanding of a Variety of Learners Demonstrates Knowledge of: Learning Styles, Students With Special Needs, Engaging All Students In the Learning Process, Etc.

1 2 3 4

Evidence of Previous Positive Teaching Experiences Provides Examples of Previous Increases In Student Achievement

1 2 3 4

Evidence of Academic Achievement Shows Academic Achievement at the: Undergraduate, Graduate, and/or Post-Graduate Levels

High Level of Performance Within Academic Major/Concentration

1 2 3 4

Evidence of High Moral Character Acts with Integrity Consistent With the District’s Values

Acts in the Best Interest of Students

1 2 3 4

Strength of References (letters and/or telephone) References: Are Current, Show Strong Aptitude for Future Teaching Success, Are Knowledgeable Supervisors/Educators With the Ability to Evaluate the Candidate’s Past Teaching Experiences

1 2 3 4

Evidence of Strong Interpersonal Skills Written and Spoken Language is Free: of Grammatical Errors, Misspellings and Other Typos

Demonstrates the Personality of Being: Positive, Patient, Courteous, Open Minded, Reflective, and Empathetic

1 2 3 4

Total Selection

Criteria Score /50

Directions: Based on the data the interview committee has gathered from completed applications, interviews, and references, express the committee’s rating of the candidate (use back side if additional space is needed):

CANDIDATE NAME DATE / /

POSITION BUILDING _

PREVIOUS EXPERIENCE:

KEN-TON UFSD(POSITION) (BUILDING) (NUMBER OF YEARS) _

OUT OF DISTRICT(POSITION) (DISTRICT) (NUMBER OF YEARS) _

(Last) (First) (MI)

-Page 1- Please Complete Both Sides of Form Rev. 7/10 Personnel

B

APPROPRIATE CERTIFICATION LETTERS OF REFERENCE

PROVIDED COMPLETED WYNRIC APPLICATION RESUME PROVIDED LETTER OF INTEREST PROVIDED TRANSCRIPTS PROVIDED

Undergrad GPA Graduate GPA

Overall Major

P a g e | 31

INTERVIEWER COMMITTEE NAMES (PLEASE PRINT)

Team Leader Principal/Dept/Head

Directions:

1. Committee Evaluation Worksheet form is to be completed via committee consensus. Refer to the

Developing Consensus subsection of the Responsibilities of Screening/Interview Team Members

of the Perspective Employee Hiring Guide.

2. It is suggested that the Interview Committee completes the Committee Evaluation Worksheet

Form after the interview. The Interview Committee should refer to individual members’

Teacher Interview Evaluation Forms, Student Evaluation of Candidate Effectiveness Forms,

References, and Application Materials in conducting discussion towards consensus evaluation of

candidates.

3. Complete 1 Committee Evaluation Worksheet Form per candidate.

4. Use the spaces provided below if needed for additional notes.

-Page 2- Please Complete Both Sides of Form P a g e | 32


•TEACHING CANDIDATE TELEPHONE REFERENCE CHECK FORM• (THIS FORM MUST BE RETURNED TO HUMAN RESOURCES WITH INTERVIEW MATERIALS) CONFIDENTIAL

Candidate Person Making Call

Date of Call Time Reference Name

See instructions on the reverse side of this form Position

1. How long have you known the candidate?

Less than one year 1 to 2 years More than 3 years

2. In what capacity are you acquainted with the candidate?

Supervisory Co-worker Other

3. Have you ever formally evaluated The candidate?

Yes No

4. How would you compare the performance of the candidate with that of his/her peers?

5. Rate the candidate in each of the following areas with 5 being the highest quality and one being the lowest.

Demonstrates knowledge of content & pedagogy 1 2 3 4 5 Designs coherent instruction 1 2 3 4 5 Selects appropriate instructional goals 1 2 3 4 5 Regularly assess student learning 1 2 3 4 5 Engages students in learning 1 2 3 4 5 Creates an environment of respect & rapport 1 2 3 4 5 Establishes a culture for learning 1 2 3 4 5 Manages student behavior & classroom procedures 1 2 3 4 5 Communicates clearly and accurately 1 2 3 4 5 Maintains accurate records 1 2 3 4 5 Communicates appropriately with families 1 2 3 4 5 Contributes to the school & district 1 2 3 4 5 Demonstrates professionalism (attendance, collegiality, student advocacy) 1 2 3 4 5 Demonstrates professional growth 1 2 3 4 5

6. What is your overall assessment of the candidate’s performance or potential for success?

1 2 3 4 5

7. Would you re-employ the candidate if you had the opportunity?

Would not hire With reservation Without Reservation

8. Is there any additional information that you feel we should know in considering this candidate for employment?

revised 7/21/2010 If you need more space use the reverse side of this form P a g e | 33

Instructions for conducting telephone reference checks: 1. Identify yourself immediately, explain your position with the

district, and tell the person why you are calling about the candidate.

2. Ask whether he/she is free to respond to reference questions at this time.

3. Assure the contact that any discussion you have will be held in

confidence.

4. Try to establish rapport with the person you are calling. Many times a free exchange of information comes about when the individual you are calling identifies with your organization, and/or your position.

5. Describe or name the position.

6. Limit yourself to the questions on the form. It is illegal to ask questions of the person providing the reference that cannot legally be asked of applicants.

7. Be sure to thank your contact for his/her help.

P a g e | 34

Additional Space (if needed):


•FINAL CANDIDATES RECOMMENDATION FORM• TEACHERS ONLY

(THIS FORM MUST BE RETURNED TO HUMAN RESOURCES WITH INTERVIEW MATERIALS)

POSITION TITLE: _____________________________REQUIRED CERTIFICATION (IF APPLICABLE):_____________________

LOCATION OF OPENING: (SCHOOL/BLDG/DEPT)

EMPLOYMENT STATUS

Full-time Probationary Appointment 12 Month

Part-time Term Sub (40 or more 10 Month

consecutive work days) Core

General Duties: _______________________________________________________________________________

Special Qualifications: ___________________________________________________________________________ FINAL CANDIDATE LIST

*FILE DOCUMENTATION SHOULD INCLUDE: PRINTED WYNRIC APPLICATION, RESUME, LETTER OF INTENT, COPY OF TRANSCRIPTS, COPY OF CERTIFICATION, 3 LETTERS OF

RECOMMENDATION & PRIOR TENURE LETTER (IF APPLICABLE)

INTERVIEW TEAM: ____________________________________________________________________________

Administrator/Principal (print and sign)

Title Date

To be completed by the Human Resources Department After Final Interview

Candidate Selected

Salary ___________________ Date Hired ___________________ Time Hired __________________ Position Control # _____________

Assistant Superintendent for Human Resources: Date:

DIRECTIONS: THIS FORM WILL BE FORWARDED TO THE BUILDING FROM HR WITH THE PERSONNEL FILES TO BE REVIEWED. PLEASE COMPLETE THIS

RECOMMENDATION FORM AND RETURN IT TO HR WITH THE PERSONNEL MATERIALS OF ALL THE CANDIDATES INTERVIEWED. BE SURE THAT YOU TELL THE CANDIDATE

WHETHER YOU ARE FILLING A POSITION WITH A LONG-TERM SUBSTITUTE OR A PROBATIONARY EMPLOYEE. ALSO NOTE THAT THE BUILDING INTERVIEW SCHEDULES

SHOULD BE PLANNED SO THAT

Rev. 07/10 Personnel

1. NAME: _______________________ Prior Tenure All Documentation enclosed*

Certification(s) Held Degree(s) Earned Undergraduate

GPA Graduate GPA

Overall Major

OTHER INFORMATION: ____________________________ _________________



GPA Graduate GPA

Overall Major

OTHER INFORMATION: _________________________________ ____________



GPA Graduate GPA

Overall Major

OTHER INFORMATION: _________________________________ ____________

P a g e | 35

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