tntp.org · web viewrecruitment and selection 2014 note: this document uses headers and a table of...

RECRUITMENT AND SELECTION 2014

Note: This document uses headers and a table of contents that can be updated based on those headers.

If you insert a new section, be sure to make the title of the section or page a heading. Select/highlight the title with your mouse and then click on Heading 1 or Heading 2 from the home menu.

After you are finished editing the document, be sure to update the table of contents. Click inside the table of contents section, click the Update Table button, and select “Update entire table.”

Be sure to delete this page once the guide is complete.

2 | P a g e

ContentsRecruitment and Hiring Goals...............................................................................................5

Recruitment - Roles and responsibilities...............................................................................6

Calendar for Recruitment.....................................................................................................7

Recruitment Strategies.........................................................................................................8

Competency Based Selection Model.....................................................................................9

Why use a selection model?..............................................................................................9

What is a selection model?................................................................................................9

Stages of Selection Process................................................................................................10

Why use a variety of selection activities?........................................................................10

Town Center Competencies and Indicators.....................................................................11

Best practices for selection..............................................................................................12

Selection – Roles and Responsibilities.............................................................................13

Selection questions & scripts...........................................................................................14

Rating candidates............................................................................................................16

Appendix............................................................................................................................. 17

Unlawful questions..........................................................................................................17

Templates........................................................................................................................ 18

Town Center Selection Model..........................................................................................19

Question bank................................................................................................................. 22

Effective Probing Interview Questions.............................................................................27

Candidate Evaluation Template.......................................................................................33

3 | P a g e

4 | P a g e

Recruitment and Hiring GoalsInsert an intro paragraph about Town Center Schools’ recruitment and hiring goals. This is only sample language, be sure to modify:

Town Center Schools’ recruitment and hiring plan will help you meet your school’s goals. As a school leader, it is critical that you set academic achievement goals for your students, then select an instructional team with the talent to meet those goals. You are tasked with selecting teachers who best fit your school’s design, needs, and expectations.

It will enable you to make decisions quickly. Smart hiring is critical, but can be a lengthy process. We want you to be well-positioned to make effective and efficient staffing decisions this year. The first step is having a written staffing plan for your school.

It will build investment on your team. Having a written staffing plan will ensure that your hiring team is on-board with the process and criteria you select, and ultimately understands the rationale behind your hiring decisions.

5 | P a g e

Town Center 2014 Hiring Goals

Recruitment - Roles and responsibilitiesIntro paragraph about roles and responsibilities. This is only sample language, be sure to modify:

Delegated roles provide an action plan with clear responsibilities will help ensure that each Town Center school can take full advantage of the staffing process. This section will help you determine what you should you do now and what to plan for within the next few months. Your immediate next step is to introduce the Declaration of Intent process and confirm the intentions of those whom you are uncertain.

Date Task Goal Person Responsible

By March 30 Finish Declaration of Intent

conversations with teachers

Retain as many high performers as

possible

Principal

6 | P a g e

80% of known vacancies filled by

June 1100% of vacancies

filled by July 195% of vacancies

identified by June 1 are filled by July 15

Track 100% of applications by

source to determine worthwhile

partnerships and recruitment fairs

Application to phone screen averages < 5

daysPhone screen to in-

person interview averages < 5 days

Principals notify HR of intention to hire within 48 hours of interview & demo

lesson

HR extends offer letters to new hires within 24 hours of

principals recommendation

7 | P a g e

Calendar for RecruitmentCalendar needs to be edited so information is accurate

8 | P a g e

9 | P a g e

Monthly Check-InsCampus VisitsAugust 2013

Identify Campus AmbassadorsSeptember 2013

Education EventCreate Principal/Teacher Profiles for CCPCS websiteOctober 2013

Add video clips to CCPCS websiteNovember 2013

Employee Referral Campaign December 2013

Education Event January 2014

Teacher Appreciation EventAttend Networking & Partnership Events February 2014

Learning WalksMarch 2014

Social Media CampaignEmployee Referral CampaignApril 2014

Coordinated Interviews & DemosMay 2014

Screening Interviewing & HiringJune/July 2014

Recruitment Strategies

10 | P a g e

Competency Based Selection ModelWhy use a selection model? Teachers matter. The most important factor in student achievement is the quality of the teacher in the classroom. Nothing matters as much as the person standing in front of those students – not where they come from, the resources they have access to, the building, the neighborhood. Nothing is as important as the teacher.

It will help you identify and refine what you are looking for. Using a high-quality model will help you zero in on the skills or traits your teachers need to have and plan how you will identify those skills and traits during the selection process. Having a detailed selection model will help you evaluate a large number of candidates effectively.

It will help you to establish and maintain a high bar for quality. Consistently utilizing a selection model will help you know what excellence looks like in each of the areas that are important to success in your school, even when interviewing and considering a large number of candidates.

It will help you to find teachers who are a strong match for your school’s needs and improve student outcomes. Up to 25% of a teachers’ effectiveness is driven by their fit at their school. Better matches between principals, teachers and schools also improves teacher retention.

What is a selection model? A selection model is a formal rubric used to evaluate potential hires. See the graphic below for a full overview.

School Selection ModelIdentified criteria are called “Competencies.” Example of one competency: Teaching Ability

Each Competency has examples of specific behaviors called “indicators.”Examples indicators of Teaching Ability • Conveys ideas and information clearly• Provides reasonable examples of effective lesson-

planning, instructional strategies, and/or student assessment

• Possesses the ability to make content meaningful for students

Selection activities (application questions, interview questions/scenarios, writing prompts) are aligned with one or more competencies.

11 | P a g e

Candidates are rated. Example of a four-point rating scale: (1) exemplary, (2) somewhat strong, (3) somewhat weak and (4) poor or ineligible.

12 | P a g e

What are you looking for?

What does it look like?

How are you going to see it?

How will you evaluate it?

Stages of Selection ProcessWhy use a variety of selection activities?It will help you gather the evidence you need to make good decisions. Implementing a clear process will provide adequate opportunities for candidates to demonstrate the skills and evidence you are looking for in each competency. A well-designed process will let you view candidates through multiple lenses so that you make the best hires possible for your school.

It will invest candidates in your school. Through your selection process, you will be able to offer candidates an opportunity to learn about your school, their potential colleagues, the student populations and your expectations and working style.

Town Center Schools Selection Process

13 | P a g e

1. Written Application &

Resume Review

2. Phone Screen

3. Demo Lesson & Debrief

4. Campus Interview

5. Reference checks

6. Offer

Town Center Competencies and IndicatorsEssential Skills

Teaching Ability

• Makes content meaningful to students.• Has a variety of strategies for engaging students and

presenting content.• Indicates confidence that all students should be held to high

standards. • Focuses on students’ academic success• Presents content accurately and clearly• Lesson includes a variety of components (visual, kinesthetic,

auditory)• Promotes participant persistence to get correct responses by

addressing incorrect answers or confusion• Allows ample time for student thinking and work• Includes an accurate and systematic way to assess mastery

(exit ticket)• Creates a detailed lesson plan with scripted questions and/or

checks for understandingClassroo

m Managem

ent

• Lesson progresses at a quick pace, with no unnecessary pauses or wasted time

• Intentionally engages all participants actively in the lesson (through questioning, hand signals, note taking, etc.)

• Students are on task. • Demonstrates ability to deal effectively with negative student

behavior.• Persists in offering viable and realistic strategies to deal with

classroom management challenges

Essential Traits

Critical Thinking

Analyzes data/situations thoroughly and generates multiple effective strategies.

Understands and responds directly to questions. Organizes responses in a coherent manner. Supports responses or points with specific and relevant

examples/evidence

Achievement

Sets ambitious and concrete goals for teaching performance and/or student success.

Has achieved significant, quantifiable success (with student learning or in another field/endeavor).

Describes specific examples of taking on challenges or initiatives.ReflectivePractice

Regularly reflects on practice and thinks about how to improve Is receptive to feedback.

14 | P a g e

?

Commitment/ Persistence

Conveys reasonable understanding of potential challenges involved in teaching in high-needs schools.

Has high expectations for all students and believes all students are capable of going to college.

Demonstrates persistence when confronting obstacles.

15 | P a g e

Best practices for selection

Selection

StageCompetencies Best Practices

Written Applicatio

n & Resume Review

Achievement Critical Thinking Commitment/

Persistence

Review the written application and resume prior to the demo lesson and note things you would like to ask about specifically and follow-up on.

Phone Screen

Achievement Commitment/

Persistence Reflective Practice

Review the phone screen notes prior to the demo lesson and note things you would like to ask about specifically and follow-up on.

Demo Lesson

Critical Thinking Teaching Ability Classroom

Management Reflective Practice School Fit

Ask the candidate to prepare a 10 minute lesson on a specific topic, with a specific objective

Give the candidate a lesson plan template and ask them to bring the completed lesson plan to the event

Choose an “average” class for the candidate to teach

If the candidate is presenting to students, prepare the class’ teacher for the sample lesson

Create a set of guidelines for the candidate and define the characteristics of a good lesson; email this to the candidate at least 3 days before the date of the lesson

Demo Lesson Debrief



Spend 5 minutes after the sample lesson giving 2 pieces of feedback to the candidate.

Check for understanding of the feedback. Ask candidate to discuss how they think

they did and what they would change if they could.

Stay focused. If the candidate starts to talk about other topics, remind him/her that the purpose of this conversation is just to deliver feedback on the sample

16 | P a g e

lesson.

Campus Interview



Review your planned questions. Identify what you might hear in a strong

response. Identify what you might hear in a weak

response. Remember to consider different types of

candidates. In some cases, the question may not

change but the outline for a great answer does. What might you expect to hear in a strong response from an experienced teacher versus a new teacher?

17 | P a g e

Selection – Roles and Responsibilities

Stage Task Person Responsible

Timeline

Phone Screen Schedule phone screen HR Within X hours/days

Phone Screen Conduct phone screen HR Within X hours/days

Phone Screen Update online candidate file with phone screen notes, ratings and areas for probing

HR Within X hours/days

18 | P a g e

Selection questions & scriptsSample question bank. Needs to be reviewed and updated to match Town Center preferences

Written Application Question

1. Why are you interested in teaching in a high-needs school?

Phone Screen Questions

1. What role does/will data play in your classroom? How does/will data inform your lesson planning?

2. Tell me about a situation where you identified a challenge and then did something about it.

3. Thinking back over your education (for recent graduates) or most recent teaching job (for experienced teachers) what are you most proud of and why?

4. Are there students who are not reaching your academic goals? If so, why aren’t they meeting them? What will you do to help these students meet your goals? What if a new student came into your class who isn’t meeting goals?

5. Why did you enter the teaching profession and how long do you plan to teach?6. Are there any circumstances that would prevent you from finishing the school year?7. A student is out of her seat talking in the middle of a lesson, what do you do? If the next

day, she continues to talk, what steps do you take? If that doesn’t work, then what? (Note to Screener: Continue digging here to see if the candidate can provide 6+steps/attempts to correct the student’s behavior).

8. Tell me about the last time you learned something new? (Note: Teachers who are highly reflective will say very recently. This question tests for ongoing learning and self-development.)

Demo Lesson Debrief QuestionsAfter the demo lesson, have the candidate review the exit tickets. Ask:

1. What do the results show you?2. What misconceptions do you see in the data?3. What would you do tomorrow?4. What if you got the same/similar results on tomorrow’s exit ticket – what would you do

then?Note: If exit tickets are not available or not sufficient, the campus leader should provide some other data sample for the candidate to analyze.

19 | P a g e

Have candidate review exit tickets. Ask them to analyze the results and what they would do the next day to address student errors/misconception or build on their understanding. If applicable (i.e., if the candidate had challenges to classroom management), ask:

5. What challenges did you notice in student behavior or engagement? 6. What strategies did you use? Did they work?7. What else would you try to address the behavior/engagement?

Provide praise and action step to candidate, ask:8. What had you hoped to accomplish during the demo lesson and what steps did you take

to reach this goal?9. How might you do things differently the next time?10. If necessary, have the candidate reteach a portion of the lesson.

Campus Interview/Demo Lesson

1. Our schools are in inner city DC and approximately 95% are on FARMS (Free and reduced lunch). Are all of these kids going to college? (Probe the answer)

2. Imagine that you’re teaching a lesson about X (subject appropriate topic), tell me three different ways you would assess whether the students learned the concept.

3. What is a common misconception in this content area and how would you address it?4. How would you rate yourself as a teacher on a scale of 1 to 10? You rated yourself a

____. Please describe what a 10 teacher is doing that a ___ teacher is not?5. We have 2 minutes remaining in the interview. What else do I need to know about you?6. Campuses identify school fit questions

20 | P a g e

Rating candidates

Add TEXT here that explains how/where/when to rate each question in the campus interview. Also provide instructions on how to use the rubric to rate demo lessons. Lastly, provide a screen shot (or several) of the online candidate file illustrating where/how leaders should enter information; e.g.,

o use the interview script on tab labeled “XYZ” to take verbatim notes on the candidate’s responses. Rate the responses in column D.).

o You might also mention that leaders should review phone screen notes to see areas to probe in the campus interview.

o And that they should script out their campus specific questions in rows XYZ on tab ABC so they have them ready to go for the campus interview

This table needs to be updated with the updated rating guidelines

Quality Characteristics Next Step

2Provides abundant evidence supporting the desired competency or indicator(s)

Document evidence and move on to the next question

1

Provides some positive evidence of the desired competency or indicator(s), but there are gaps in information or an inconsistent pattern

Probe for additional evidence

0Provides some generally negative evidence of the desired indicator(s) or very limited positive evidence

Probe for additional evidence

21 | P a g e

AppendixUnlawful questions

Topic Lawful Questions Unlawful QuestionsName What is your full name?

In checking your references and/or educational background, will I be able to identify you by your current name?

What is your maiden name? Do you prefer Ms., Miss, or Mrs.? What type of name is ____________?

Address How long have you lived at this address?

Birthplace? Names and relationships of persons

with whom the applicant lives Do you own or rent your home?

Age Are you under 18 years of age? How old are you? What is your date of birth?

Disability/Handicap

After describing the essential functions of the job--can you perform these functions with or without a reasonable accommodation?

After describing the essential functions of the job--will you be able to meet these requirements?

Do you have any disabilities that would prohibit you from performing this job?

Have you ever had a back (or any other type) of injury?

Have you ever been injured on the job?

Have you ever filed for Worker’s Compensation?

Citizenship Can you present proof, if hired, that you are eligible to work in the United States?

Are you a citizen? Can you provide a green card or a

visa?National Origin

What language do you speak/write fluently (if job-related)?

Where were you born? What is your native language? How/where did you learn to speak

that language?Education What schools did you attend?

What courses did you take? What degrees did you earn?

What years did you attend?

Arrests/ Convictions

Have you ever been convicted of a felony?

Have you ever been arrested?

Family/ Marital Status

None Are you married? Divorced? How many children do you have? Do you live alone? What does your spouse do for a

living?Transportation

Do you have reliable transportation that will assure that you arrive at work on time each day?

Do you have a car? How will you get to work?

Sex None Are you pregnant? Are you planning to have any

children?Race None What race are you?Military Record

Education and training obtained through the military

Dates of military duty Military duty with another country

22 | P a g e

Type of discharge

Templates

23 | P a g e

Town Center Selection ModelTown Center PCS Selection ModelCompetency Indicators Where in the process are

the questions asked and evidence collected?

Questions

Achievement: Shows a trend of excellence in endeavors and focuses on concrete results.

Sets ambitious and concrete goals for teaching performance and/or student success.

Has achieved significant, quantifiable success (with student learning or in another field/endeavor).

Describes specific examples of taking on challenges or initiatives.

Written Application/Resume Review Expresses an articulated

results-oriented explanation of the role of data has or will play in the classroom.

Has achieved significant quantifiable success with student learning or in another endeavor.

Includes student achievement data or other significant accomplishment.

Phone Screen Applicant clearly

describes academic goals, a plan for tracking and meeting them and achievement results.

Phone ScreenWhat role does/will data play in your classroom? How does/will data inform your lesson planning?Tell me about a situation where you identified a challenge and then did something about it.Thinking back over your education (for recent graduates) or most recent teaching job (for experienced teachers) what are you most proud of and why?

24 | P a g e

Critical Thinking:Analyzes situations thoroughly and generates effective strategies.

Analyzes data/situations thoroughly and generates multiple effective strategies.

Understands and responds directly to questions.

Organizes responses in a coherent manner.

Supports responses or points with specific and relevant examples/evidence.

Written Application/Resume Review Responds to application

questions coherently and directly.

Uses proper grammar and spelling and is professional, clear and logical.

Campus Interview/Demo Lesson Can analyze student

data, diagnose student errors and develop re-teaching plans.

Phone Screen Are there students who are

not reaching your academic goals? If so, why aren’t they meeting them? What will you

do to help these students meet your goals? What if a new student came into your class who isn’t meeting goals?

Demo Lesson Debrief After the demo lesson, have

the candidate review the exit tickets. Ask:

What do the results show you? What misconceptions do you

see in the data? What would you do tomorrow? What if you got the

same/similar results on tomorrow’s exit ticket – what would you do then?

Note: If exit tickets are not available or not sufficient, the campus leader should provide some other data sample for the candidate to analyze.

Have candidate review exit tickets. Ask them to analyze the results and what they would do the next day to address student errors/misconception or build on their understanding.

25 | P a g e

Commitment/ Persistence:Commits to raising academic achievement for all students in urban/high-need schools and persists in the face of obstacles.

Conveys a reasonable understanding of the potential challenges involved in teaching in high-need schools.

Has high expectations for all students and believes all students are capable of going to college.

Demonstrates persistence when confronting obstacles.

Written Application/Resume Review Articulates a compelling

commitment to teaching in a high-needs school.

Look for employment consistency —significant tenure in a position, limited gaps in employment

Phone Screen Indicates a desire to

remain a teacher. Demonstrates

persistence when addressing challenges.

Written Application/Resume Screen Why are you interested in

teaching in a high-needs school?

Phone Screen Why did you enter the

teaching profession and how long do you plan to teach?

Are there any circumstances that would prevent you from finishing the school year?

A student is out of her seat talking in the middle of a lesson, what do you do? If the next day, she continues to talk, what steps do you take? If that doesn’t work, then what? (Note to Screener: Continue digging here to see if the candidate can provide 6+steps/attempts to correct the student’s behavior).

Campus Interview/Demo Lesson Our schools are in inner city

DC and approximately 95% are on FARMS (Free and reduced lunch). Are all of these kids going to college? (Probe the answer)

Teaching Ability: Demonstrates an appropriate knowledge of content and pedagogy.

Makes content meaningful to students.

Has a variety of strategies for engaging students and presenting content.

Campus Interview/Demo Lesson Able to identify 3

different ways to assess students’ ability to learn the concept.

Able to identify student misconceptions about the content area.

Campus Interview Imagine that you’re teaching a

lesson about X (subject appropriate topic), tell me three different ways you would assess whether the students learned the concept.

What is a common misconception in this content area and how would you address it?

26 | P a g e

Classroom Management:Demonstrates ability to manage and engage students.

Demonstrates ability to deal effectively with negative student behavior.

Persists in offering viable and realistic strategies to deal with classroom management challenges.

Campus Interview/Demo Lesson Demonstrates effective

classroom management strategies during demo lesson.

Able to identify challenges and possible solutions to deal with negative student behavior.

Demo Lesson Debrief If applicable (i.e., if the

candidate had challenges to classroom management), ask:

o What challenges did you notice in student behavior or engagement?

o What strategies did you use? Did they work?

o What else would you try to address the behavior/engagement?

27 | P a g e

Reflective Practice:Demonstrates openness to feedback and continuous learning.

Regularly reflects on practice and thinks about how to improve.

Is receptive to feedback.

Phone Screen Demonstrates

interest in continuous learning and self-reflection.

Campus Interview/Demo Lesson

Is open to feedback.

Phone Screen Tell me about the last time

you learned something new? (Note: Teachers who are highly reflective will say very recently. This question tests for ongoing learning and self-development.)

Demo Lesson DebriefProvide praise and action step to candidate, ask:

o What had you hoped to accomplish during the demo lesson and what steps did you take to reach this goal?

o How might you do things differently the next time?

o If necessary, have the candidate reteach a portion of the lesson.

Campus Interview How would you rate yourself

as a teacher on a scale of 1 to 10? You rated yourself a ____. Please describe what a 10 teacher is doing that a ___ teacher is not?

We have 2 minutes remaining in the interview. What else do I need to know about you?

School Fit:Has interests, skills and development needs that are a good fit for the school.

Meshes with and wants to be part of the school community.

Interests, teaching styles, and skills are a good fit for the school.

Campus Interview/Demo Lesson Demonstrates interests,

teaching styles, and skills that match the school’s culture and needs.

Campus Interview/Demo Lesson Campuses identify questions.

28 | P a g e

Question bankPlease Note:

Not all questions will be applicable to your selection model as written. You will need to tailor questions to align to your selection model and process as needed.

An ‘S’ next to a question indicates that it is scenario-based. In some instances, a question may present evidence of multiple interview criteria. In

those cases, additional criteria are listed in parentheses at the end of the question.

Introductory Questions Why are you interested in teaching in a high-need school? What do you think are the benefits or advantages of working with a population of

students with experiences different from your own? Are there disadvantages or obstacles?

Reflect on a time when you had to acclimate to a new environment or experience. What challenges did you face? How did you overcome these challenges? What did you learn from the experience?

Teaching AbilityThese questions are designed to assess the below indicators:

Demonstrates appropriate knowledge of pedagogy and content Is able to make instructional adjustments for different students Focuses on the academic success of students Reflects on and improves successful and unsuccessful lessons

General

How will you measure your own success as a teacher? What kind of impact do you want to have in a year? Have you had this kind of impact yet in your (student) teaching experiences?

(S) Imagine you have been teaching for one month and feel that your students are no better off than they were when you first arrived. What would you do? After two months, when a third of your students are still no better off? After winter break, when a handful of students are still no better off?

Tell me about a time where you recognized a problem or a challenge within your classroom and then did something about it.

How might you handle a student who is consistently struggling with and expressing hatred for the subject you’re teaching?

Content Mastery

Tell me about a specific lesson you felt you were really successful at.o What was the objective?o What were the activities/how did you teach the lesson?o How do you know it was so successful?o What you do differently if you had to teach it again?o Why was that lesson important?

Tell me about a lesson that didn’t go so well. Why did it fail? What would you do differently if you had to teach it again?

29 | P a g e

What has prepared you to be a(n) [subject] teacher? How would you teach [your subject]? How do you make it meaningful?

Instructional Design and Strategies

In the lesson we just discussed (or another), what were the goals? How did you determine the goals? What role (if any) did standards play?

Short and long term goals/plans How do you plan? How do you approach long-term planning? How about short-term

planning? (S) Imagine you are teaching a class where a handful of students are performing at or

above grade level, but the rest of your students are performing far below grade level. How would you plan your lessons so that you are meeting the needs of all of the students in your class?

How do you know that your students mastered the objective? What do you do if they didn’t?

(S) Imagine that you’re teaching a lesson about X, tell me 3 different ways you would assess whether your students learned the concept.

How do assessments fit into your overall lesson planning? How do you know if you were successful at the end of the year? What’s another way?

How else do you know? How can you/do you help students who aren’t achieving? How are you going to meet

the needs of Special Ed/ELL/ESL students?

Classroom Management What are your classroom procedures – what happens in the first or last 15 minutes of

class? What happens when the students don’t follow these procedures? (S) You have a student who is continually disrupting class. Sometimes it’s just her,

other times, she involves other students in the disruption. What do you do? If that doesn’t work? What do you think is causing it? How might you draw on external resources?

(S) A student in your class, Aimee, is being disruptive by talking to other students around her. You approach Aimee and ask her to be respectful of her classmates and quiet down, to which she responds “who are you to tell me to be quiet?” How would you respond in that moment? What would you do that day after school?

If you were having a classroom management problem, at what point would you want to involve the principal?

How would you describe your classroom management style? (S) If a student were to communicate inappropriately with you (i.e. curses), how would

you respond? What if this behavior persisted? When would you involve the parents? When do you involve me?

What would you do if only half of your first period class showed up to school on time on an average day?

What are your rules? (S) What will you do if 10 students always follow the rules and procedures and the other

20 don’t? What might you do (as a first year teacher) if you were having classroom management

problems and your mentor wasn’t available to help you?

School Fit Management

30 | P a g e

How often do you expect to be observed/receive feedback on your teaching? How can I, as the principal, best support you as a teacher? Think about a time when you were given advice by a superior or co-worker in the past.

How did you feel about someone criticizing work that you had put a lot of energy into? What was your response? How did you handle the advice you were given?

What kind of management do you work best under? Think about your last performance review. What areas did your supervisor highlight for

improvement? Do you agree or disagree? What areas do you think you need improvement in? Did you do anything specific to address these issues?

Collegial Environment

(S) You are teaching middle school. Students move from one classroom to another each period during the day for classes in different content areas. Each day, the teacher who drops off your last class of the day arrives at least 10 minutes late, and the lost time is causing that class to fall behind the others. Once before, you have politely asked the teacher to deliver the students on-time. The teacher replied that his classroom is all the way across the school and he often has a difficult time getting the class into an orderly line. The class continues to be late. How would you approach a conversation with this teacher about getting the class to your room on-time? When would you involve the principal?

What do you find most frustrating in working with other people? What do they find most frustrating about you?

What kind of teachers do you work best with? What kind of teachers are you challenged by?

Classroom Environment

If I walked into your classroom and you were in the midst of a successful lesson, what would I see?

Walk me through what the first 15 minutes of your class, step-by-step.

Parents/Community

(S) Role-play: One of your seventh grade students, Jeremy, has been a persistent behavior disruption in class. You have observed him taking things from other students, calling you names when you are turned to the chalkboard, etc. In several instances, you have disciplined Jeremy by giving him lunch detention and separating his desk from other students. He has not improved. Today, his mother is at school because Jeremy has told her that you have been picking on him and separating him from the rest of the class for no reason and she is very upset. How would you approach a conversation with his mother at that time? What kind of tone are you trying to convey?

What about your background makes you more/less likely to fit into this community? (S) How would you handle a parent who stormed into your room during class and

accused you of picking on and being biased against his/her child? Do you prefer parents who are overly involved or not involved at all if you had to

choose? What are some strategies you might use to engage the parents of students in your

class? What about the community?Subject/Grade Level

What grades/subjects do you feel most comfortable with and why?

31 | P a g e

School Particulars

Our school has/is…is open space….has block scheduling…has an elongated day…etc.) Gauge candidate reaction and follow up w/ appropriate questions.

At my school, we have… (describe the population – special ed, ESL, mild learning disabilities) Ask them to define more specifically what you think this will be like/involve and why you want to do it. What in your previous experience has prepared you for working with this population? What challenges do you expect to encounter in working with this population? How would you customize a lesson to fit the specific needs of our school population?

Other Contributions/Mission

What else do you bring that could contribute to our school community? If you had to start an after-school club, what would it be? Why do you think some low-income students are currently lagging behind far behind

their more affluent peers in American schools?o If external factors are offered: What role do you think you as a teacher could play

in overcoming those obstacles?o If teacher isn’t sure about some students being able to perform: What should the

goals be for the lowest performing students? How likely are you to succeed in meeting those goals?

Critical ThinkingNote: All interview questions are opportunities for candidates to demonstrate critical thinking/communication skills.

Achievement Tell me about a situation where you recognized a problem or a challenge and then did

something about it Tell me about a time when you balanced more than one responsibility at a time. What

difficulties did you encounter? What did you learn from the experience, and what would you do differently if you had the chance?

(S) It is the first day of school, and you go to your classroom and find that you have no books. What would you do? And then what? And if after a month, there were still no books, what would you do then? (Personal Responsibility) (Commitment)

Would you say that you have succeeded at your prior jobs? If so, how? What is an example of a great contribution you have made at your previous jobs that can’t be shown on a resume?

Thinking back over your education (for recent graduates) or most recent job (for experienced teachers), what are you most proud of? How could you have gotten more out of the experience? Why are you proud of this accomplishment? How did you ensure you were successful? (Personal Responsibility)

Should all students be held to the same standards as highest-performing students in the class?

Should students in schools in impoverished areas be held to the same standards as students in wealthier areas?

32 | P a g e

Personal Responsibility There are obviously many factors that will determine whether you succeed in raising the

achievement of your future students. What portion or percentage of the weight rests directly on you as a teacher? Why? How are you going to do it?

Tell me about a time where you were incredibly busy and had to manage multiple responsibilities. How did you manage it? Is there anything you felt slipped through the cracks or didn’t get done?

(S) (For teachers on alternative licenses) As a new teacher, you will be working full time and be taking classes to receive your license. What will you do if you find yourself slipping behind in your coursework?

Commitment What challenges do you think you might face in SFUSD that you wouldn’t face in other

schools? (S) How might you handle a student who is consistently struggling with and expressing

hatred for the subject you’re teaching? (Personal Responsibility) What do you find appealing about working in an urban, high-need school? What does it mean to be a good teacher? How might I see that in your classroom (push

for more than 3 ways)? (Achievement)

Professionalism (S) How would you handle a parent who stormed into your room during class and

accused you of picking on and being biased against his/her child? What do you find most frustrating in working with other people? What do you think they

might say is frustrating about working with you? What do you think are the benefits or advantages of working with a population of

students with experiences different from your own? Are there disadvantages or obstacles?

(S) What would you do if you disagreed with the classroom management technique prescribed by your principal?

Constant Learning (S) What would you do if you were a teacher and your mentor wasn’t available to help

you? Think about a time when you were given advice by a superior or co-worker in the past.

How did you feel about someone criticizing work that you had put a lot of energy into? What was your response? How did you handle the advice you were given?

33 | P a g e

Effective Probing Interview Questions

Ask for Definitions and Examples to Clarify

Can you explain what you mean by X? I’m not sure I completely understand what you mean by X. Could

you say more about it? Can you give me a specific example of X? What exactly happened? When you say, “X,” what do you mean?Get more Information on the more Interesting Parts of a Story/Experience by Redirecting

I’d like to hear more about X. Can you tell me more about X? Can you walk me through your process for X?Understand the Candidate’s Decision-Making and Opinions to Uncover his/her Thought Process

What were you thinking when X? What were your reasons for deciding to X? How did you decide what to do first? What do you think were contributing factors to X? How did you determine that X was a problem? What do you think it would take to X? How have you come to that belief? Do you think that X is possible?Differentiate the Candidate’s Actions from Circumstances to Determine his/her Action and Reaction

How did you begin? What specifically did you do? Then what did you do? How did you handle that? What exactly did you say to X when that happened? And then what happened?Determine the Candidate’s Evaluation to Discover his/her Results and Reflection

What happened ultimately? Were you satisfied with that result? Why or why not? Why do you think it resulted that way? What could have made it better? Is there anything you would do differently if you had to do it again?

34 | P a g e

TOWN CENTER ESSENTIALS OF EFFECTIVE INSTRUCTION TEACHER EVALUATION RUBRIC

Teacher’s Name: Grade Level and Subject: Date of Evaluation:

Instructional Practice

Content Knowledge

and Academic Rigor (IP1)

Highly Effective(4)

Effective(3)

Not Quite Effective (2)

Ineffective(1)

Evidence/Resources

In one lesson* Presents all information in a clear, well-organized, factually accurate manner.

There is a high ratio of student work/talk to teacher talk with students doing most of the heavy lifting of doing the work and explaining their thinking.

Has planned key questions that align to the objective and include both lower-level (knowledge recall and basic comprehension) and three or more higher order questions that promote critical thinking and problem solving.

Presents most information in a clear, well-organized, factually accurate manner.

There is a high ratio of student work/talk to teacher talk with students doing more than half of the heavy lifting of doing the work and explaining their thinking.

Has planned key questions that align to the objective and include both lower-level (knowledge recall and basic comprehension) and one or two higher order questions that promote critical thinking and problem solving.

Presents some of the information in a clear, well-organized, factually accurate manner.

The teacher is doing more than half of the talking.

Has planned some key questions that align to the objective, but they are not higher order thinking questions.

None of the information presented is clear and well-organized or there are significant mistakes.

The teacher is doing most of the work in the lesson.

Has not planned questions or they are not aligned to the objective.

The teacher regularly probes students' knowledge by asking questions such as "Why?" "What does that relate to?"

Lesson plans Questions

Please verify this is the most current version of this document

35 | P a g e

*Everything that can be seen in one lesson should also be seen throughout the quarter, but it may be difficult to assess the items that are listed under “throughout the quarter” in one lesson.

Use of Instructional

Strategies (IP2)

Highly Effective(4)

Effective(3)

Not Quite Effective(2)

Ineffective(1)

Evidence/Resources

In one lesson Provides students with multiple ways (more than two) to engage with content and all of the ways move students toward mastery.

The lesson includes a visual, kinesthetic, and auditory component.

The lesson incorporates a clear and systematic gradual release of responsibility—from a mini-lesson or heavily guided practice to guided practice and then independent practice.

Provides students multiple ways to engage with content (more than two) and most ways move students toward mastery.

The lesson includes two of the three components: visual, kinesthetic, and auditory.

The lesson incorporates a gradual release of responsibility—from a mini-lesson or heavily guided practice to guided practice and then independent practice.

Provides students with two ways to engage with content and one of the ways moves students toward mastery.

The lesson includes a visual, kinesthetic, or auditory component.

The lesson incorporates some components of a gradual release model, but insufficient time is spent on one of the components.

Provides students with one way to engage with content or the two strategies used are ineffective.

The lesson includes a visual, kinesthetic, or auditory component, and it is not effective in engaging students with the content.

The lesson does not incorporate a gradual release of responsibility.

If new information is introduced, the lesson includes activation of prior knowledge or a short discovery activity.

The lesson includes a clear and effective “think aloud,” explicit modeling, heavily guided practice or other form of clear mini-lesson.

The key points of the lesson are captured in writing (on white board, butcher paper, notes) so students can reference it during independent practice.

Leads students through guided practice with declining guidance so that students eventually provide both the answers and the thought process.

Students have ample opportunities to practice the objective and the practice is at the appropriate level of difficulty.

36 | P a g e


Pace of Instruction

(IP4)

Highly Effective(4)

Effective(3)


Ineffective(1)

Evidence/Resources

In one lesson Pace of instruction is always highly efficient, engaging, and urgent.

Routines, procedures and transitions are always orderly, efficient, and systematic with minimal prompting from the teacher in order to maximize instructional time.

Pace of instruction is usually efficient, engaging, and urgent.

Routines, procedures and transitions are usually orderly, efficient, and systematic with minimal prompting from the teacher in order to maximize instructional time.

Pace of instruction is sometimes efficient, engaging, or urgent.

Routines, procedures and transitions are sometimes orderly, efficient, and systematic with minimal prompting from the teacher in order to maximize instructional time.

Pace of instruction is rarely efficient, engaging, or urgent.

Routines, procedures and transitions are rarely orderly, efficient, and systematic with minimal prompting from the teacher in order to maximize instructional time.

Posted rules and routines Students following clear rules

and routines

Student Engagement

(IP6)

Highly Effective(4)

Effective(3)


Ineffective(1)

Evidence/Resources

In one lesson All students are on task and engaged. Students are not allowed to opt out of participating in an activity or answering a question.

Uses a variety of high-engagement strategies that effectively engage all students.

Most students are on task and engaged. Students are not allowed to opt out of participating in an activity or answering a question.

Uses a few high-engagement strategies that effectively engage most students.

Some students are on task and engaged, but many are not and the teacher does not notice or students are allowed to opt out of participation.

Uses at least one high-engagement strategy that engages some of the students.

Very few students are on task or engaged.

Engagement strategies are not implemented or are not effective in engaging the students.

Cold calling, rapid-fire call and response, think-pair share, turn and talk, mini white-boards, frequent choral responses, non-verbal responses, and/or "everyone writes"

37 | P a g e

*Everything that can be seen in one lesson should also be seen throughout the quarter, but it may be difficult to assess the items that are listed under “throughout the quarter” in one lesson.Assessment and data

Classroom Assessments/Exit

Tickets(A1)

Highly Effective(4)

Effective(3)


Ineffective(1)

Evidence/Resources

One lesson There is a systematic and accurate way to assess students’ mastery of objectives and it is at the appropriate level of rigor.

At least 85% of students master the objective.

There is a systematic and accurate way to assess students’ mastery of objectives.


The assessment only partially measures the objectives students are being taught.


An assessment isn’t given or does not accurately measure the objectives students are being taught.

Less than 60% of students master the objective.

Anecdotal notes, checklists, exit tickets, classroom assessments

Check for Understanding

(A2)

Highly Effective(4)

Effective(3)


Ineffective(1)

Evidence/Resources

In one lesson

Adeptly, efficiently and frequently uses a variety of checking for understanding techniques to constantly monitor student learning.

Always responds to student errors/misconceptions immediately and re-teaches specific skills as necessary.

Always focuses on student mastery of specific objectives.

Uses a sampling of checking for understanding techniques to monitor student learning.

Usually responds to student errors/misconceptions immediately and re-teaches specific skills as necessary

Usually focuses on student mastery of specific objectives.

Uses a couple of checking for understanding techniques to monitor student learning.

Sometimes responds to student errors/misconceptions immediately.

Sometimes focuses on student mastery of objectives.

Does not employ techniques to check for understanding and plows ahead without monitoring student understanding.

Rarely responds to student errors/misconceptions.

Rarely focuses on student mastery of objectives.

38 | P a g e


Planning

Standards and Curriculum

(P1)

Highly Effective(4)

Effective(3)


Ineffective(1)

Evidence/Resources

In one lesson Uses rigorous, bite-sized, measureable, standards-based objective/s to drive instruction.

Objectives meet three of the following criteria: rigorous, bite-sized, measureable, standards-based.

Objectives meet two of the following criteria: rigorous, bite-sized, measureable, standards-based.

Objectives meet one of the following criteria: rigorous, bite-sized, measureable, standards-based.

Weekly and daily plans

Lesson Design(P2)

Highly Effective(4)

Effective(3)


Ineffective(1)

Evidence/Resources

In one lesson The lesson is highly detailed, with scripted questions, anticipated challenges, and interspersed checking for understanding.

The lesson is detailed, with some scripted questions and interspersed checking for understanding.

Lessons have a basic outline of activities with no scripted questions or interspersed checking for understanding.

Lessons are superficial and incomplete.

Lesson plans

39 | P a g e


Candidate Evaluation TemplateInterview Evaluation: Applicant _____________________________________ Interviewer:_________________ Date _____________Overall Score____/100

Certifications: PK K-5 SPED English Math Science Social Students Other _______________ Years Full-Time Teaching: ____

Other important resume information: __________________________________________________________________________________________________

Instructions: Every indicator is worth up to 2 points. A candidate will score 0 if the indicator is not present, 1 if the indicator is somewhat present, and 2 if the indicator is completely present.

ACHIEVEMENT – Shows a trend of excellence in endeavors and focuses on concrete results Score:/10Written Application

1. Presents a results-oriented explanation of the role data will play in the classroom.

2. Has achieved significant, quantifiable success with student learning or has achieved significant success in another endeavor.

A. Resume Review1. Includes student

achievement data or significant accomplishments.

B. Phone Screen1. Sets ambitious and concrete

goals for teaching performance and/or student success.

2. Describes specific examples of taking on challenges or initiatives (regardless of outcome).

CRITICAL THINKING - Analyzes situations thoroughly and generates effective strategies Score:/10A. Written Application

1. Responds to questions coherently and directly.

B. Resume Review1. Uses proper grammar,

spelling; and is professional, clear and logical

C. Phone Screen1. Analyzes data/situations

thoroughly and generates multiple effective strategies.

2. Supports responses or points with specific and relevant examples/evidence.

D. Demo Lesson Debrief1. Can analyze student data,

diagnose student errors and develop re-teaching strategies.

COMMITMENT/PERSISTENCE: Commits to raising academic achievement for all students in urban/high-need schools and persists in the face of obstacles

Score:/10

40 | P a g e

A. Written Application1. Articulates a compelling

commitment to teaching in a high-needs school.

B. Resume Review1. There are no gaps or

frequent changes in employment and the candidate has assumed multiple responsibilities at one time.

C. Phone Screen1. Indicates desire to remain a

teacher. 2. Demonstrates persistence

when confronting obstacles.

D. Campus Interview1. Has high expectations for all students and believes all students are capable of going to college.

TEACHING ABILITY - Demonstrates an appropriate knowledge of content and pedagogy

Score: /10

A. Campus Interview B. Campus Interview1. Is able to identify 3 different

ways to assess students’ ability to learn the concept and is able to identify student misconceptions about the content area.

C. Demo Lesson1. The model lesson is rated a high 2 on the following strands.

(Each strand is worth 2 points). IP1: IP2: A1: A2:

CLASSROOM MANAGEMENT-Demonstrates ability to manage and engage students Score:/10

A. Demo Lesson1. Demonstrates effective classroom management

strategies during demo lesson.2. The model lesson is rated a high 2 on IP4. 3. The model lesson is rated a high 2 on IP6.

D. Demo Lesson Debrief1. Is able to identify challenges and possible solutions to

addressing negative student behavior and lack of engagement.2. Is able to identify the strategies that were effective in the

classroom.

REFLECTIVE PRACTICE - Demonstrates openness to feedback and continuous learning. Score:/10

A. Phone Screen1. Candidate is able to quickly share something they very

recently learned to improve their own practice as a teacher.

B. Demo Lesson Debrief1. Receptive to feedback on their lesson. 2. Able to reflect on their lesson and identify ways to improve it.3. Able to re-teach and/or speak to how they would re-teach a portion of the lesson and incorporate feedback.

C. Campus Interview1. Able to describe what a “10” teacher does in the classroom that is

effective.SCHOOL FIT- Has interests, skills and development needs that are a good fit for the school

Score:/10

A. Campus Interview/Demo Lesson1. Demonstrates interests, teaching styles, and skills that match the school’s culture and needs.

School specific indicators3.41 | P a g e

2.3.4.

42 | P a g e

tntp.org · web viewrecruitment and selection 2014 note: this document uses headers and a table of...

Documents