RESOURCES FOR DESIGNING SCHOOL-BASED SELECTION MODELS

Transcription

1 RESOURCES FOR DESIGNING SCHOOL-BASED SELECTION MODELS 1

2 A selection model is a formal rubric used to evaluate potential hires What are you looking for? What does it look like? How are you going to see it? How will you evaluate it? School Selection Model Identified criteria are called Competencies. Example of one competency: Teaching and Management Each Competency has examples of specific behaviors called indicators. Examples indicators of Teaching and Management Conveys ideas and information clearly Provides reasonable examples of effective lesson-planning, instructional strategies, and/or student assessment Possesses the ability to make content meaningful for students Interview questions and selection components are aligned with one or more competencies. Candidates are rated. Example of a four-point rating scale: (1) highly recommend (2) recommend, (3) recommend with reservations and (4) do not recommend.

3 Sample Selection Model: Competency #1 Urban Commitment: Believes that all students can achieve at high levels and embraces the potential challenges of urban schools Believes that all students should be held to high expectations and can achieve Values students as individuals; motivate students by making connections to their lives Describes positive experiences working with high-need schools/students and actively engaging in the community Articulates challenges in high-need schools that can be impacted through academic interventions Student behaviors/current academic level are described without judgment

4 Sample Selection Model: Competency #2 Teaching and Management: Prepared with strategies to manage a classroom and raise student achievement Conveys ideas and information clearly Provides reasonable examples of effective lesson-planning, instructional strategies, and/or student assessment Makes content meaningful to students in the district Sets concrete, ambitious goals for student achievement Sets high standards for all students Assumes accountability for classroom management and culture Conveys reasonable understanding of potential challenges Demonstrates ability to deal effectively with negative student behavior Have strategies to make content accessible and challenging to all students Use objective-driven strategies to engage students as active learners Ensure students make significant academic gains Maintain high expectations for student behavior and use management techniques to refocus students on positive behavior

5 Sample Selection Model: Competency #3 Professional Qualities: Displays positivity, reliability, and a willingness to work as part of a team. Clearly articulates logical, applicable strategies when presented with a problem Provides evidence of a solid work history and explains any gaps in employment Expresses a desire to act as a resource for peers and become an active participant in the school s learning community beyond own classroom Describes self as flexible and willing to adapt Respects others and is sensitive to professional norms of interaction in different situations Understands and assumes the role and tone appropriate for new settings Listens openly to differing opinions Understands and is aware of how one s own background and assumptions can influence interactions with others Remains positive and professional throughout interview Takes on new responsibilities/roles with each passing year or position

6 Selection Process Component: Conduct interviews Interviews should include questions that address competencies During the interviews, discuss requirements and expectations for position For a networking fair, have 2-3 questions you ask every candidate Competency Urban Commitment Teaching & Management Professional Qualities Sample Question What challenges do you think you might face in a turnaround school (or any high-need school) that you wouldn t face in other schools? 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? Think about a time when you were given advice by a superior or coworker 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?

7 Selection Process Component: Writing sample Create a set writing prompt and define the key characteristics of a good response Prompt should ask candidates for multiple strategies to a problem Inform the candidate about the requirement in advance Give candidates minutes to respond Evaluate both the content and grammar of the candidate s response Sample writing prompt: Scenario: Your first month in the classroom has proven to be extremely challenging. Your initial efforts at establishing a classroom behavior management system have failed. Many students arrive to class several minutes after the bell and verbal arguments break out daily in your classroom. Your assistant principal has stopped by several times to help you regain control of your class. Prompt: Share your goals for the coming weeks. Be sure to provide clear, concrete strategies for each.

8 Selection Process Component: Demo Lesson or Classroom Observation When possible, you should try to observe a teacher in action. This can be a sample demo lesson at your school site, or an observation of the teacher in his/her own classroom at another site. Demo Lesson Classroom Observation Create a set of guidelines for the candidate and define the characteristics of a good lesson the candidate with the guidelines at least 3 days before the interview If the candidate is presenting to students, prepare the class teacher for the sample lesson If school is out for the summer, have the teacher present to you or your staff Evaluate preparation, content, delivery and management of the lesson Ask candidate to discuss how they think they did and what they would change if they could do the lesson again Visit the teacher at his/her school and observe a class period Ask the candidate to identify an average class for you to observe Ask the candidate to provide a seating chart, lesson plan and general information about the class Evaluate the content, delivery and management of the lesson

9 Selection Process Step: Evaluate candidates Competency Highly Recommend Recommend Recommend with Reservations Do not Recommend Urban Commitment Clearly expressed belief that all students should be held to high expectations and has a desire to work in a goaldriven public school despite challenges Expressed belief that all students should be held to high expectations and has a desire to work in a public school setting; some understanding of challenges Express a desire to work in a public school setting but with limited understanding of challenges or focus on student achievement Fail to provide evidence of a desire to work in an urban school setting and does not understand challenges involved Teaching & Management Strategies for impacting student learning and managing and urban classroom based on prior success Clear strategies for impacting student learning and managing an urban classroom Some strategies for impacting student learning or managing a classroom Unclear or limited strategies for impacting student learning or managing a classroom Professional Qualities Presents compelling argument for candidacy via strong comm. skills, a history of achievement, and enthusiasm for our schools Presents a reasonable argument for candidacy via solid comm. skills, some history of achievement and interest in our schools Employs acceptable communication skills and provides a clear history of experiences relevant to an urban teaching position Convoluted or unclear argument for their candidacy; limited or unclear details about experiences and strategies