kenmore-tonawanda union free school district department...

Kenmore-Tonawanda Union Free School District

Department of Human Resources

Comprehensive Administrative/Supervisory Hiring Guide &

Tools for Evaluating Prospective Employees

SBovino

Typewritten Text

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………………………………….…..12-21

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

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

Question Bank for Teacher Candidates………………………………….…..17-21

Forms and Tools for the Hiring Process…………………………………………........22-34

Personnel Requisition Form…………………………………………................…..22

Nondisclosure Statement…………………………………………..........……….…..23

Administrative/Supervisory Application Screening Form…………….25-26

Administrative/Supervisory Candidate Reference Check……......….27-28

Supervisory Interview Evaluation Form (A) ………………………………..…….29

Administrative Interview Evaluation Form(B) …………….…………..…..31-32

Final Candidates Recommendation Form …..…………………………….…….. 33

Outline of Administrative/Supervisory 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 Reference Checks/Interviews

8) Reference Checks [See Administrative/Supervisory Reference Check Form]

9) Scheduling Interviews

10) Preparing for the Interview

A. Develop Questions

B. Prepare Materials

C. Prepare Interview Location

11) Interview 1 (Interview Committee Level)

A. Question/Response [See Administrative/Supervisor Interview Evaluation Form(s) A & B]

B. Committee Evaluation of Candidates

12) Recommendation of 2-3 Final Candidates

13) Interview 2 (Cabinet Level)

A. Question/Response

B. Cabinet Evaluation of Candidates

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

15) Final Candidates Interview w/ Superintendent

16) Superintendent Makes Final Selection of Successful Candidate

17) or

Successful Candidates Complete Required

Documentation for Hire

Unsuccessful Candidates Receive

Phone Call and/or Email

Unsuccessful Candidates

E-mail Indicating He/She

Was Not Selected for the

Next Step of the Hiring

Process

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Administrative/Supervisory Hiring Process

Determine Staffing Needs

The determination of staffing needs generally occurs at 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 WNYRIC Applicant Tracker System

for completed application:

Please Note that for Classified Civil Service Competitive Supervisory positions,

the hiring process must follow Civil Service procedures outlined in the

Comprehensive Classified Civil Service Employee Hiring Guide.

Selection of Interview Committee

The Interview Committee, in general practice, is selected to represent all

stakeholder groups including: faculty, staff, administrators & parent/community

members. The KTA and KAA have a prescribed procedure for selection of

members for interview committees. 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:

Online Applicant Tracker System (Human Resources)

The Human Resources Department will utilize the Online Tracker

System to conduct initial screening of the applicants to ensure that:

a) the application is complete and b) the applicant meets the minimum

qualifications and experience stated in the position posting.

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Completed online application

Resume

Copy of certification(s)

Copy of transcripts

Letter of intent

Three letters of recommendation

Administrative/Supervisory Application Evaluation Form (Interview Committee)

The Interview Committee will continue the screening process using

the Administrative/Supervisory Application Screening Form [See

Administrative/Supervisory 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 administrative/supervisory potential.

Evidence of High Moral Character(see references)

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

application, references etc.)

Evidence of Previous Successful Experience in Similar Position

(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

administrative/supervisory positions may require additional demands

beyond the District’s criteria. The committee may choose to insert

additional criteria into the Administrative/Supervisory Application

Screening Form to further refine the search criteria to meet the needs

of a specific position.

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Application Evaluation Guidelines

The following selection should be used as a guide by the Interview

Committee in helping to screen applicants for interviews.

CertificationThe candidate has submitted the appropriate certification for the positionrequired. The certificate is current. Certificates must be supplied before acandidate can be considered for employment.

Letters of ReferenceLetters of reference speak to the candidate’s relevant experience to theposition being applied for. Letters speak to the candidate’s character andpotential to succeed. Letter writers recommend the candidate for the positionbeing applied for based on observed performance in similar workingconditions as the position applied for. The letters indicate a high degree ofcompetency, character and potential. Letters are current.

TranscriptThe transcript indicates the candidate has achieved academic success. Thetranscript indicates coursework appropriate to the applied for position. Thetranscript indicates that the candidate has met the appropriate or terminalrequirements for the degree or program indicated.

ApplicationThe application is neatly prepared. The application is submitted with allrequested information supplied. The application is free of spelling errors andtypos.

Cover LetterThe letter is written using proper grammar and is well organized in terms ofideas expressed. The letter provides some information and insight into thecandidates reasoning for applying. The letter provides additional usefulinformation not contained in the resume.

ResumeThe resume is clearly written and well organized. The resume details relevantexperience. The resume indicates accomplishments and skills of thecandidate. The resume notes related professional experience andassociations.

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Reference Checks

The Interview Committee should use the Administrative/Supervisory

Candidate Reference Check Form [See Administrative/Supervisory Candidate

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.

Unsuccessful Candidates Receive Notification Email

Unsuccessful candidates will be notified via an e-mail indicating he/

she was not selected for the next step of the hiring process.

Determine Candidate Interview Performance Task (optional)

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

instructional setting. The committee may want to generate a performance task

and scoring rubric as an additional means of evaluating candidates.

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. Schedule interviews to allow for:

1) Interview Question Time

2) Performance Task Time

3) Interview Committee Discussion/Evaluation Time

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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 and

Interview Committee find to be important in determining future success

of Administrative/Supervisory candidates. [Please see the Preparing

Questions for the Interview sections of the Administrative/Supervisory

Hiring Guide for further assistance in creating interview questions].

Prepare Materials

Human Resources will prepare all necessary interview materials

before the interview date. Interview materials will include a packet

with: a) questions, b) a rating guide for each candidate and c) a copy of

the candidate’s resume/application.

Prepare Interview Location

The Interview Committee should prepare a room that is conducive

to candidate interviews. 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 (optional) & b) question/response

component followed by a c) collaborative Interview Committee discussion/

evaluation time.

Performance Task (optional)

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Question/Response

The candidates will answer committee generated questions designed

to evaluate strengths/weaknesses. Committee members will score the

candidate’s responses/performance using the Administrative/Supervisor

Interview Evaluation Form(s) A & B [See Administrative/Supervisor

Interview Evaluation Form(s) A & B]. Note: Use form A for Supervisory

positions and Form B for Instructional leader positions.

Committee Discussion/Evaluation of Candidates

After each interview, or at the end of the process, the Interview

Committee should discuss the strengths and weaknesses of each candidate

in relation to the position [Refer to the Developing Consensus subsection of

the Responsibilities of Screening/Interview Team Members of the

Administrative/Supervisory Hiring Guide]. The Interview Committee should

refer to individual members’ notes, References, and Application Materials

in conducting discussion towards consensus evaluation of candidates.

Selection of Top Candidates (Interview Committee level)

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

consensus discussion to select the top 2-3 candidates for recommendation [Refer

to the Developing Consensus subsection of the Responsibilities of

Screening/Interview Team Members of the Administrative/Supervisory Hiring

Guide].

Finalists Interview at the Cabinet Level

Candidates will interview with the Cabinet Level Committee (comprised of

assistant superintendents, the director(s) of special education, the director of

student services and a Board of Education member). The interview will be

comprised of: a) question/response component followed by a b) collaborative

Interview Committee discussion/ evaluation time.

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Selection of Top Candidates (Cabinet level)

At the close of the scheduled interviews, the Cabinet Members Committee

will use consensus discussion to select the top 2-3 candidates for

recommendation to the Superintendent [Refer to the Developing Consensus

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

Administrative/Supervisory Hiring Guide]. The Cabinet should indicate their final

selections on the Final Candidates Recommendation Form [See Final Candidates

Recommendation Form]

Final Candidates Interview with Superintendent

The recommended candidates will interview with the Superintendent.

Superintendent Makes Final Selection of Successful Candidate

After viewing all interview materials (including Interview Committee &

Cabinet Member Committee recommendations), conducting final interviews,

and conducting background checks, the Superintendent 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 Email

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

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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 ADMINISTRATIVE/MANAGEMENT/SUPERVISORY CANDIDATES

Source: Susan M. Healthfield

Management 1. If I were to interview the people who have reported to you in the past, how would they

describe your management style?2. If I were to interview your reporting staff members, how would they describe your

strengths and weaknesses as a manager and supervisor?3. Give me an example, from your past work experiences, about a time when you had an

underperforming employee reporting to you. How did you address the situation? Did theemployee’s performance improve? If not, what did you do next?

4. Rate your management skills on a scale of 1 to 10 with 10 representing excellentmanagement skills.

5. Provide three examples from your past work experiences that demonstrate your selectednumber is accurate.

6. Describe the work environment or culture and its management style in which you haveexperienced the most success.

7. Tell me about a time when you had a reporting employee who performed very well. Theemployee exceeded goals and sought more responsibility. Describe how you handled thissituation day-to-day and over time.

8. Describe three components of your philosophy of management that demonstrate what youvalue and add, as an individual, to an organization’s culture and work environment.

9. What factors are crucial within an organization and must be present for you to work mosteffectively?

10. Tell me about a time when you reorganized a department or significantly changedemployee work assignments. How did you approach the task? How did the affectedemployees respond to your actions?

11. One of the jobs of a manager or supervisor is to manage performance and perform periodicperformance reviews. Tell me how you have managed employee performance in the past.Describe the process you have used for performance feedback.

12. When you have entered a new workplace in the past, as a manager or supervisor, describehow you have gone about meeting and developing relationships with your new coworkers,supervisors, and reporting staff.

13. As a manager or supervisor, one of your jobs is to provide direction and leadership for awork unit. Describe how you have accomplished this in the past.

Motivation 1. Describe the work environment or culture in which you are most productive and happy.2. Imagine you have received a coveted national award five years from now. Why did you

receive the award, what is the award, and what are the circumstances under which you arereceiving the award?

3. What goals, including career goals, have you set for your life?4. How would you define “success” for your career? At the end of your work life, what must

have been present for you to feel as if you had a successful career?5. Describe a work situation in which you can demonstrate that you motivated another

person.

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Teamwork 1. Give an example of a successful project you were part of. What was your role? Why was the

project successful?2. Describe two situations from your past work experience in which you have determined a

team was the best potential solution to a problem, a needed process improvement, or aplanned change. How did each work out?

3. What actions and support, in your experience, make a team function successfully?4. Give me an example of a time when your work group or department worked especially well

with another work group or department to accomplish a goal.5. Have you been a member of a team that struggled or failed to accomplish its goal? If so,

what assessment did you make of the reasons for the failure?

Leadership 1. You decided to reorganize the department or work unit that you lead. Tell me how you

proceeded with the reorganization?2. Have you ever been a member of a successful team? If so, describe the role you played on

the team and in its success.3. Give me an example of a time when you played a leadership role in an event, an activity, a

department or work unit, or a project. Describe how you led the efforts. Tell me how peopleresponded to your leadership.

4. If I were to ask your reporting staff or your peers to comment about your leadership style,your leadership strengths, and your leadership weaknesses, how would they respond?What would this discussion tell me about you as a leader?

5. Tell me about a time when you created agreement and shared purpose from a situation inwhich all parties originally differed in opinion, approach, and objectives.

6. As a leader within an organization, you must often build support for goals and projects frompeople who do not report to you and over whom you have no authority.

7. Tell me about a situation in which you demonstrated that you can build the neededsupport.

8. What are the three most important values you demonstrate as a leader? Tell me a storythat demonstrates each of these leadership values in practice within your workplace.

9. During your work experiences while attending college, tell me about a time when youdemonstrated that you have leadership ability and skill.

Interpersonal Skills 1. Tell me about a time when you had to work closely with a coworker whom you disliked or

with whom you had trouble working. What did you do to make the relationship work so youcould succeed for your company?

2. Tell me about a time when you disagreed with the actions or decisions of your manager orsupervisor. How did you approach the situation? Was the situation resolved to yoursatisfaction or did nothing change?

3. Tell me about a time when you worked with a friend or a coworker who became a friend.What did you do to ensure that the friendship bore positive results for your company?

4. Describe a conflict you were involved in at work.5. How did you resolve the conflict? What happened next with that coworker or team?6. What are three examples of the kinds of behaviors, actions, or attitudes you are most likely

to conflict with at work? Can you give me an example of a situation you addressed in thepast? How was it resolved?

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Interpersonal Skills Continued…

7. What are the three most important factors that make you an effective, valued coworker inyour current job? What would your supervisor say are the three most important factors?

8. If you have reporting staff, how would these staff members describe your relationship withthem?

9. During your work experiences while attending college, tell me about a time when youdemonstrated that you have the ability and desire to work effectively with your coworkers.

10. When you have entered a new workplace in the past, describe how you have gone aboutmeeting and developing relationships with your new coworkers, supervisors, and reportingstaff.

Communication Skills 1. You attend a weekly staff meeting with your supervisor. How have you ensured, in the past,

that the information you have received is communicated to your reporting staff andcoworkers?

2. Information you believe to be untrue or confidential has reached you via the grapevine.What actions have you taken in the past to take care of situations such as this whencommunication is out of control?

3. Give me an example, from your past work experiences, about a time when you were part ofa project or team and you never knew what was happening with the other action items orparticipants.

4. How did you handle this situation?5. Rate your communication skills on a scale of 1 to 10 with 10 representing excellent

communication skills. Give me three examples from your past work experiences thatdemonstrate the selected number is accurate.

6. Describe the work environment or culture and its communication style in which youexperience the most success.

7. Describe five things about the communication within an organization that must be presentfor you to work most effectively?

8. How often do you believe it is necessary to withhold information from staff members whoreport to you? Would you say you do this regularly, not often, or never? Under whatcircumstances do you limit communication in your experience?

9. When you have had a boss, in the past, who fails to adequately communicate with you, howhave you handled this?

10. When you have entered a new workplace in the past, describe how you have gone aboutmeeting and developing relationships with your new coworkers, supervisors, and reportingstaff.

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SAMPLE INTERVIEW QUESTIONS FOR ASSISTANT PRINCIPAL AND PRINCIPAL CANDIDATES Variety of Sources

Tell us about your qualifications for the position of principal.

How would you describe our school district to a potential new teacher?

What is the most important quality a principal should have? Why?

The teachers at the school that you're interviewing for have complained that previous principals havebeen out of touch with the faculty and that teachers had little or no input. How will you address theteachers' complaints?

How will you introduce yourself to the students and continue to build a relationship with themthroughout the year?

How can you contribute to the development of the children in our school?

What is your vision for parent participation in the school and what steps will you take to achieve thisvision?

Tell us about the success you've had in building parent participation as either a teacher or principal.

Describe your leadership style. Give some tangible examples of this style at work.

What thoughts or ideas do you have for managing a more site-based building budget?

How do you see yourself managing staff related issues (e.g. utilization of prep. time, newly definedteacher work day, requested “favors,” etc.)?

When you have to tell a staff member, parent, or community member “NO,” describe how you mightapproach that situation (e.g. denying a request to “skip” open house or turning down a purchaserequest).

What do you see as the role of the Principal as it relates public relations within the community? Doyou have any ideas for promoting positive PR in our community?

How do you see yourself managing a parent and/or student that is completely obnoxious and hasexhausted your patience with them?

TEAM philosophy – Describe your “ideal” administrative team. How do we achieve this? Define TEAMtrust from your perspective.

Could you please tell us a little about yourself and anything that you feel is important for us to knowabout you as a candidate ……..?

Schools tend to take on personalities of their own that are generally influenced by the leadership styleof the building principal. Based on this, what would our school look like if you were named principal?

As the principal, a teacher approaches you with a request to take care of a personal need during theeighty-minute plan time. Would you:a) Ask the teacher to look at the contract regarding the use of plan time for fulfilling personal needs.b) Allow the teacher to go without question.c) Allow the teacher to go but ask this person to put the request in writing.

Select to do something not in a, b, or c; Please elaborate on your choice.

If you were offered this position, list your top five priorities for starting a new year with your staff.

What do you think is your most outstanding contribution to your present school district?

Please explain your philosophy on inclusion and what you believe to be the strength and weaknessesof an inclusive model.

Describe what you consider to be a good teacher and how do you make sure teachers are living up toyour expectations?

Please describe the role you feel parents should play in the operation of the school and highlight howyou will engage parents of high-risk students in the school process.

As a new principal in a school, how would you go about building relationships of trust andcollaboration with staff, parents, and students?

Tell me about yourself.

P a g e | 20

What are your strengths and weaknesses?

What is your greatest passion?

What three or four adjectives would a supervisor use to describe you? Why?.

What three or four adjectives would a colleague use to describe you? Why?

What is the procedure you go through to make a decision?

How do you organize your time?

What are the most important things for you in a job?

What achievement that is not on your resume are you most proud of?

Give me an example of a time you demonstrated leadership.

Give me an example of a time when you worked on a team

Tell me about a time when there was conflict of personalities, and how you handled it.

Describe a situation in which you were presented with a task or instructions with which you disagreed.

How creative are you? Give an example of a creative idea/solution you developed.

Why do you think you are qualified for this position?

What did you like most, and least, about your previous positions?

Where do you see yourself in 5 years? 10 years?

Tell us about your background experience. What has prepared you for this position?

What are your professional plans for the future?

Promoting high student expectations and instructional leadership are important characteristics for abuilding principal. How will you ensure that all student programs are academically challenging? Howhave you monitored and tracked progress? What impact has your leadership had to ensure that allstudents succeed?

Describe methods of communication you would use to keep staff members, students, parents, andcommunity members involved in school activities and informed about issues. How have you workedwith teams?

Describe a situation where you had a significant impact on the life of a student. What legacy will youleave at your current school?

Discuss your knowledge of the No Child Left Behind Act and share how you would help ensure yourschool makes adequate yearly progress (AYP).

How in your role as a principal would you use technology to improve instructional practice at school

P a g e | 21

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 SFinish: 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 | 22


•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 | 23

P a g e | 24

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P a g e | 25

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P a g e | 26


•ADMINISTRATIVE/SUPERVISORY CANDIDATE 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 do you know the applicant?

2. Have you directly observed the applicant’s job performance? Yes No

3. Can you provide a general sketch of the applicant’s character at work?

4. How would you describe the candidate’s performance in this position?

5. What do you consider the candidate’s strengths to be?

6. In what areas does the candidate need additional development?

7. How would you compare the performance of the candidate with that of others who have held a similar position?

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

Co-operative 1 2 3 4 5 Loyal 1 2 3 4 5 Trustworthy 1 2 3 4 5 Assertive and outgoing 1 2 3 4 5 A good team player 1 2 3 4 5 Taking initiative 1 2 3 4 5 Hard-working 1 2 3 4 5 Management skills 1 2 3 4 5 Communication skills 1 2 3 4 5Leadership skills 1 2 3 4 5

9. What is your overall assessment of the candidate’s performance?

10. Would you re-employ the candidate if you had the opportunity? Yes No

11. 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 | 27

Instructions for conducting telephone reference checks:

1. Identify yourself immediately, explain your position with the district, and tellthe 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 freeexchange of information comes about when the individual you are callingidentifies 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 ofthe person providing the reference that cannot legally be asked of applicants.

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

Additional Space (if needed):

P a g e | 28


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

CANDIDATE NAME DATE TIME

POSITION INTERVIEWER NAME

Each Interview Committee member should complete one Evaluation of Candidate Interview Form for each candidate. Use the scoring scale below to determine a component score.

Interview Components Score 1 to 4

First Impressions Candidate is appropriately dressed. Candidate used appropriate body language and manners.

Poise & personal demeanor Candidate used eye contact, appeared confident and knowledgeable about the profession. Candidate’s interaction with committee members was appropriate.

Communications skills Candidate used appropriate vocabulary, spoke clearly and cogently. Candidate used proper grammar and spoke with appropriate volume. Candidate expressed thoughts succinctly and clearly.

Responses to questions Candidate was able to answer all questions appropriately. Candidate evidenced the ability to think on his/her feet. Candidate’s answers were appropriately detailed and indicated understanding of the questions.

Preparation Candidate’s presentation showed evidence of preparation. Candidate demonstrated knowledge about the district and position. Candidate came prepared with questions to ask.

Experience and Knowledge Candidate’s responses indicated a thorough knowledge of the job responsibilities. The candidate’s responses indicated appropriate related experience necessary for success in the position.

Total Average Score (Divide total by 6)

Notes: _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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

A

Rev. 07/10 Personnel P a g e | 29

P a g e | 30


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

CANDIDATE NAME DATE TIME

POSITION INTERVIEWER NAME

Each Interview Committee member should complete one Evaluation of Candidate Interview Form for each candidate. Use the scoring scale below to determine a component score.

Interview Components Score 1 to 4

Responses to questions Based on the candidate’s response to interview questions the answers indicate the potential for the candidate to meet the following: 1. Lead schools in a way that places student and adult learning at the center

2. Set high expectations and standards for the academic and social development of all students and the performance of adults.

3. Demand content and instruction that ensures student achievement of agreed-upon academic standards.

4. Create a culture of continuous learning for adults tied to student learning and other school goals.

5. Use multiple sources of data as diagnostic tools to assess, identify, and apply instructional improvement.

6. Actively engage the community to create shared responsibility for student and school success.

First Impressions Candidate is appropriately dressed. Candidate used appropriate body language and manners.

Poise & personal demeanor Candidate used eye contact, appeared confident and knowledgeable about the profession. Candidate’s interaction with committee members was appropriate.

Communications skills Candidate used appropriate vocabulary, spoke clearly and cogently. Candidate used proper grammar and spoke with appropriate volume. Candidate expressed thoughts succinctly and clearly.

Preparation Candidate’s presentation showed evidence of preparation. Candidate demonstrated knowledge about the district and position. Candidate came prepared with questions to ask.

Experience and Knowledge Candidate’s responses indicated a thorough knowledge of the job responsibilities. The candidate’s responses indicated appropriate related experience necessary for success in the position.

Total Score /44

Notes (please use the other side of this form if additional space is needed):

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

B

Rev. 07/10 Personnel

P a g e | 31

Notes:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

P a g e | 32


•FINAL CANDIDATES RECOMMENDATION FORM• ADMINISTRATIVE/SUPERVISORY ONLY

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

POSITION TITLE: _____________________________REQUIRED CERTIFICATION (IF APPLICABLE):_____________________

KAA KTA Non-Rep Administrator

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 (To be completed at the Cabinet Level)

NAME: _______________________ Prior Tenure All Documentation enclosed*

OTHER INFORMATION: _____________________________________________

Certification(s) Held Degree(s) Earned Undergraduate

GPA Graduate GPA

Overall Major




GPA Graduate GPA

Overall Major




GPA Graduate GPA

Overall Major

*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 Dept. Approved Not Approved Reason _______________________

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

Rev. 07/10 Personnel

P a g e | 33

kenmore-tonawanda union free school district department...

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