HIRING PROCESS for SEA REPRESENTED POSITIONS

Transcription

1 HIRING PROCESS for SEA REPRESENTED POSITIONS TO: FROM: RE: Principals and Program Managers Dana DeJarnatt, Employment Services Manager Jonathan Knapp, SEA President PROCEDURE FOR IMPLEMENTING THE NEW COLLECTIVE BARGAINING CONTRACT CONCERNING THE HIRING AND FILLING OF CERTIFICATED TEACHING POSITIONS What follows is a review of the procedure that enables site-based committees to interview and make recommendations for staffing school vacancies. The responsibilities of the District, SEA and the schools must be met for the process to work. RESPONSIBILITIES OF PARTICIPATING SCHOOLS Each school will identify a building selection committee/hiring team. It is the belief of the Seattle School Board that the characteristics of the Seattle Public Schools workforce should closely mirror that of the diverse students and families who are served in our schools. In order to achieve the goal of increasing the diversity in the workforce, each school is asked to develop diverse selection committees. The hiring team may include family members, students, community representatives and District staff members from any school. Each school is asked to make this opportunity available to interested participants, and not repeatedly use the same team for all interviews. The hiring team should reflect the diversity at that school in such areas as tenure, educational specialty and culture. At least 3 SEA represented staff must be included in certificated hiring teams in addition to the administrator. The makeup of the hiring teams for classified must include 2 building staff, selected by SEA-represented employees; at least 1 shall be a classified employee. The principal/program manager is generally part of the team and they may designate 1 additional person. School sites must: 1. Ensure that all members of the hiring team have received interview training through the joint SEA/SSD interview training session. 2. Submit their open electronic PCRs to the Budget Office to ensure positions will be advertised. All PCRs then go to Human Resources for position management and advertising for at least one week. 3. Position announcements are updated daily and posted on the District website ( 4. Develop criteria for staff selection that are in alignment with the school s C-SIP Plan (continuous student improvement plan). Criteria will be developed jointly by the hiring team and the principal. Screen applications to ensure that applicants meet the identified criteria. If there are qualified internal 1

2 candidates, at least two must receive interviews (At least one must be a current contracted certificated employee, but the second can be a certificated substitute). 5. Avoid discrimination against any applicants in observation of Article III-C, Article IX-E, Title VII, state and federal laws, rules and/or regulations. 6. Interview and recommend applicants to Human Resources. Provide Human Resources with a copy of the paper screening grid, recommendation form, and completed reference documents, prior to the Human Resources analyst making the offer. 7. Notify all unsuccessful applicants using NeoGov templates. RESPONSIBILITIES OF THE SEATTLE EDUCATION ASSOCIATION (SEA) 1. SEA and the District will hold joint training sessions for individual members of site-based hiring committees. 2. SEA will maintain a list of all school committee members who have completed the joint training sessions. Committee members only need to attend the training once. RESPONSIBILITIES OF HUMAN RESOURCES DEPARTMENT 1. Conduct joint training sessions with SEA for site-based hiring committees. 2. Advertise positions and conduct minimum qualifications screening and forward applicants to school principal after one week advertising. 3. Make offers to candidates recommended by schools after determining that applicants meet all requirements. 4. Notify school losing staff that it has a vacancy. 5. Remove posting from job ads. UNDERSTANDINGS 1. Training for hiring committees will be conducted at least once a month. 2. All certificated positions must be advertised for one (1) week, unless otherwise stated. 3. A vacancy created at a school as the result of a teacher accepting a position in another school will be advertised. 4. If a current in-district employee is selected, both principals and the employee will agree upon the start date. 5. A position may have to be withdrawn or canceled if due to, but not limited to, staff assignment and/or budget adjustments. 2

3 6. If a position is withdrawn, the person who accepted it will be returned to their original position. 7. Any grievances about the process will be filed at the school level, not through Human Resources. 8. Schools will screen for the interview based solely on information contained in the application materials. 9. School committees may interview applicants identified through their screening process. 10. Members of the hiring committee must have received the interview training before participating. 11. Stipend positions (Department Head, Subject matter Specialist, Team Leader) as well as Head Counselor and Librarian positions will be filled using this process. 12. An employee s contract may be increased through this hiring process. 13. Employees must hold the endorsement(s) and/or category (ies) indicated on the PCR to be offered the positions. 14. All qualified applicants may apply for the advertised positions. Exceptions to this occur in Phase I and II, where vacant positions are available only to current District staff or displaced employees. 15. Employees on one-year contracts are only eligible to apply for positions advertised for the coming school year. 16. Non-District applicants may apply for positions for which they qualify (unless in Phase I or II, see 15 above). 17. All interviews will be held during non-student hours during the school year. 18. Both the District and SEA agree that the goal is to complete the majority of the hiring prior to the end of the school year. 3

4 DEVELOPING POSITION DESCRIPTION AND SAMPLE INTERVIEW QUESTIONS In the Position Description your team works together to: Describe your school s characteristics Give details about the position Describe the duties and responsibilities List qualifications and characteristics Below is a sample of an alternative school position: SCHOOL SETTING/CHARACTERISTICS Our alternative school believes in focusing on the whole child and strives to cultivate intellectual, social and emotional development for students k-5. We promote peer-assisted and cooperative learning with informal discussions, cross grouping and small group projects, which emphasize cooperation. The integrated curriculum includes arts, manipulative math, whole language, experiential science and the community as a classroom. DUTIES AND RESPONSIBILITIES The successful teacher in this school will: integrate whole language approach use taxonomic instruction to develop thinking skills team with other teachers to develop units participate in multi-team staffing process to evaluate the needs of students DESIRABLE QUALIFICATIONS/CHARACTERISTICS The successful applicant has: team teaching experience experience teaching kindergarten Inquiry Based Science and Math strong proactive, positive classroom management techniques experience with cooperative learning human relations course work or workshops on multi cultural infusion approach Literacy strategies, computer literacy The sample above describes an alternative school position. The next step is to develop questions, which will help to identify a candidate who best matches your needs. Here are several examples of interview questions based upon the elements identified in the position description: Please share your philosophy of education and describe your alternative experience. 4

5 How does your alternative approach differ from a conventional classroom? Please describe your most difficult discipline situation. In your response, please include what you did to resolve the situation and how you would change your course of action if you faced the situation again. SAMPLE INTERVIEW QUESTIONS GENERAL / ALL LEVELS Share with us your education and experience that prepare you for this position. Please include current training in curriculum and instruction and in meeting the needs of all students. Describe your vision for transformation in education. Describe your role in the transformation process. There will be a variety of students in your classroom including gifted, learning disabled and English as a second language. If you have taught in a similar classroom please detail how you individualize your instruction to meet the needs of the students described. If you have not experienced such a diverse classroom, please detail how you would meet the individual needs of these students Please describe your most difficult discipline situation. In your response, please include what you did to resolve the situation and how you would change your course of action if you faced the situation again. Please give examples of how you have organized your program to effectively integrate technology to support learning. Please give your definition of collaboration. Describe a recent time you worked collaboratively. What are the benefits and drawbacks of collaboration? Recall a successful lesson you have taught and share with us what made it effective. Please describe how you respond to parental concerns directed at you. Describe a time when a parent was unhappy with something you did in the classroom and how you responded. 5

6 ELEMENTARY Our school has multi-age classrooms. Please describe the experience you have had working in a multi-age classroom. If a parent expressed a concern that the 5 th graders in the 4/5 split were not being challenged, how would you respond? Share your perspective on multi-aged versus singlegrade class configuration. Please describe your classroom to a perspective parent. Each grade level works in teams at our school. What strengths do you bring to our team? Please give examples of your team experience. You have applied for this position at our alternative school. Please share your philosophy of education and describe your alternative experience. SPECIAL EDUCATION Please tell us your experience with IEPs. How do you prepare for IEP meetings? What would you emphasize in these meetings? Please give examples of how you involve parents in the education of their children. Select an IEP goal area and tell us how you would set up, implement, and evaluate the instructional program. How do you measure student progress and how do you use that information? Please describe a time when a student wasn t making progress and detail the steps you took to modify instruction. SECONDARY Please describe the experiences you have had which qualify you to instruct the four subject areas at the middle school level (LA, SS, MA, SG). Please give a brief description of your education and experience that qualifies you for this position. Please describe the differences between students issues and needs in urban high schools versus middle schools. 6

7 Select a math theorem and explain how you would help students see its meaning in life outside the classroom. Describe recent classes or workshops in which you have participated. What experience do you have with instructional delivery related to cooperative learning, whole language, GEESA, and computers/technology? Describe techniques you believe to be effective in managing and changing student behavior. Please give examples of times you have used these techniques. Describe your vision of an ideal urban middle school (or high school) emphasizing those elements that you consider most essential to achieve the highest quality education. What part do you play in this ideal school? What have you done to develop and maintain programs that support academic and social success for all students? SAEOP POSITIONS Describe your experiences working in an office. What did you like most about your last position? How many employees did you support in your last position, and what kind of support did you provide? Describe a time when you were responsible for completing several projects in a short time span. Were you successful? Why or why not? Describe your computer skills. In your response, include the types of software programs you use or are familiar with. Please give an example of a project you have completed using one of these programs. Please describe a difficult situation you faced in a recent position and describe how you resolved it. Describe a situation, which would demonstrate your ability to be efficient with many interruptions? Why are you seeking a position in a school? Why our school? 7

8 PARAPRO Why are you interested in working at our school? Please describe the experience you have had working with children. You will be working closely with many students. What would you do if a student accused you of hitting him? Describe a recent difficult situation that you helped to resolve. How would you handle an angry parent, teacher and child? Now, please offer a recent example, which would demonstrate one of these situations. Describe a time when you were part of a team. What was your role in the team? What made it effective? Why will students like you? What do you think your last employer would say your greatest strength is? An area for growth? What would you do if two of your students began fighting? Please describe the perfect classroom situation. 8

9 AVOID ILLEGAL EMPLOYMENT INQUIRIES AND UNFAIR INTERVIEW TOPICS When developing interview questions, keep in mind that there are some things that you may not ask an applicant or current employee. Do not ask any applicant or employee questions regarding: AGE APPLICANT S SPOUSE, SPOUSE S EMPLOYMENT OR SALARY ARRESTS OR CONVICTIONS DISABILITIES OR HEALTH CONDITIONS CHILDREN, CHILD CARE ARRANGEMENTS OR DEPENDENTS HEIGHT, WEIGHT GENDER, MARITAL STATUS, SEXUAL ORIENTATION MILITARY DISCHARGE NAMES, ANCESTRY, HERITAGE, LINEAGE, NATIONAL ORIGIN ORGANIZATIONS, SOCIETIES, LODGES, CLUBS PREGNANCY RACE, COLOR OF SKIN, HAIR, EYES, ETC. RELATIVES RELIGIOUS DENOMINATIONS, AFFILIATIONS, CHURCH, HOLIDAYS OBSERVED RELATIONSHIP OF PERSON WITH WHOM APPLICANT RESIDES OWNING OR RENTING A HOME 9

10 Certificated Application Questions Each applicant completes an online application, resume and cover letter on the District s job site at The following questions are asked on the Certificated Application in NeoGov and are used for screening applicants. The screening grid provides a document to log and rate each applicant. Schools may include additional screening criteria. 1. Why are you interested in this position? 2. What are the experiences that qualify you for this position? 3. What do you hope to accomplish if selected for this position? 4. What strengths do you bring to this position? 5. Seattle Public Schools is a culturally diverse district with more than 80 languages represented. Please describe life experiences you have had that you feel will help you to be successful in this position. 10

11 PAPER SCREENING FOR CERTIFICATED POSITIONS Job Ad#: Job Title: Location: Written Response to questions. Scale of 1 5 Highest Additional Criteria Scale of 1 5, 5=Highest Name #1 #2 #3 #4 #5 Foreign Languages Spoken #1 #2 #3 #4 #5 Total Screened by: Date: 11

12 CONFIDENTIALITY AGREEMENT School / Program Name Hiring Administrator Phone Date Position: Job Ad Number: Your signature in the last column indicates that you have been informed of and agree to the following: 1. Fair interview guidelines and process. 2. The need to remove yourself from the interviewing process if there are concerns of potential personal bias. 3. That all information, discussion and comments in the interviews, as well as other deliberations of the Interviewing Committee are to be considered confidential. Committee results and recommendations are not to be discussed with anyone who is not part of this particular interviewing process. Name POSITION GENDER ETHN. PHONE # SIGNATURE 12

13 CONDUCTING THE INTERVIEW The interview is your opportunity to meet with the applicants who most closely match the elements listed in your position description. By carefully screening each application you identify top candidates. The interview is an opportunity to ask questions of each candidate and will help you find the person who best matches your position description. The interview also gives your committee an opportunity to share information about your school community. It is very important to project an accurate image of your school. A respectful, friendly atmosphere will put the applicant at ease and also convey a lasting image of your school. Here are some hints to assist you in the interview process: Be courteous to all candidates by starting on time. Members of the interview committee should not leave the interview and return; this can be distracting to candidates. If interviews are running late, be sure to explain this to candidates and make them comfortable while they wait. Be consistent with the time allotted each candidate. Twenty to thirty minutes is recommended for each interview. If a candidate provides long answers be sure to give them a time check half way through their allotted time. Each interview must end at the time you have agreed upon, to be consistent. Identify a greeter from your committee to meet the candidates and introduce them to the rest of the team. The greeter should make the candidate feel welcome, offer a glass of water and begin the interview with an icebreaker or introductory question. An example would be, Please tell us why you are interested in this position and what strengths you bring to our community. Avoid making a decision based upon your first impression, listen to the candidate s answers and base your assessment on the answers provided in the interview. Realize that some people are very good at interviewing and others are extremely nervous. Use the entire interview to reach your recommendation and avoid first impressions. Have each member of the selection committee ask a question or two. Remain consistent in how you ask the question of each candidate. Each candidate must have the opportunity to respond to the same identical question in order to keep the process fair. If a committee member does not understand a candidate s response, a request for clarification is legitimate. An appropriate way to ask for clarification is to say, Please explain that you meant when you said. It is not consistent, nor is it fair, to ask a new question that will elicit additional information not asked of other candidates. Your interview notes and scoring materials become part of the official record for the next three years. If someone thinks that your interview process was not conducted fairly, the 13

14 notes of the committee may be used as evidence. Keep your comments professional and objective. When it is your turn to ask a question, be a good, responsive listener. Make eye contact and convey your interest in what the candidate is saying. Give the candidates the opportunity to ask the committee a question before leaving. Thank each candidate for taking the time to interview and let him or her know when a recommendation will be made. Notify each unsuccessful candidate by phone or letter when the process is over and the recommended candidate has accepted. 14

15 INTERVIEW RATING SHEET In the space before each question enter a number from 1 (low) to 5 (high) that best indicates how you believe the candidate answered that question. Use the spaces provided for your comments TOTAL Comments: 15

16 EMPLOYMENT REFERENCE SCREENING DOCUMENT Principal and program managers should use discretion when sharing reference information with hiring committees. Name of Candidate: Position: Phone number: References checked by: Reference contacted: Date: Professional Relationship: Phone number: 1. If you had the opportunity to hire her/him to a position, similar to ours, would you? To your knowledge, has the applicant ever been dismissed or requested to resign from a position? If yes, why? 2. On a scale of 1 (low) to 10 (high) where would you rate her/him on job performance, related to the skills required of a (job title) and the ability to function independently without supervision? On personal qualities? 3. Is her/his attendance outstanding, average or poor? Is she/he punctual? Dependable? 4. What is her/his management style? Is he/she able to motivate students/individuals? 5. Is she/he able to achieve team building and collaboration with other people, communities, departments and organizations? Is she/he a team player? 6. How does she/he get along with others? How do others perceive her/him? 16

17 7. Does she/he consistently make good decisions? Does she/he exercise initiative? 8. Is she/he outstanding, average or below average in the ability to organize? 9. What is her/his main strength? 10. What are areas of growth? 11. Why did she/he leave your organization? If still employed, why is she/he seeking other employment? 12. Is there any known history in her/his professional or personal life that could be embarrassing to Seattle Public Schools (i.e. drug abuse, sexual or child abuse, etc)? 13. Is there anything else you would like to share that we haven t discussed? 17

18 SUMMARY OF ADVERTISED POSITION INTERVIEWS Job Ad No. Job Title/Location Closing Date: Complete the information requested below and forward to Employment Services for review. ONLY EMPLOYMENT SERVICE STAFF MAKE THE OFFICIAL JOB OFFER TO THE RECOMMENDED CANDIDATE. MEMBERS OF INTERVIEW COMMITTEE Name Position or Job Title / Ethnicity and Gender CANDIDATES INTERVIEWED Name Position or Job Title RECOMMENDED CANDIDATE(S) (Preference Order) Name Telephone Number Attach basis/rationale for the recommended candidate(s) to this form. Give specific reasons why this candidate is recommended over the other candidates. As the Hiring Administrator, I certify that I have completed the following steps before recommending the candidate(s): I have contacted the references listed below: Name: Phone: 18

19 WORDS OF WISDOM 1. Be on time for the interview. 2. Stay through the end of the interview. 3. Only individuals who have been trained in the interview process may be in the room during the interview and decision making process. 4. All hiring team members must be trained, including community members, parents and students. 5. Use NeoGov templates to notify unsuccessful candidates. 6. Practice professional behavior during the interview. 7. Maintain confidentiality. 8. Treat applicants as you would want to be treated. 19

20 Three Phase Staffing Process The Certificated staffing process will include the following Phases: Phase 1 Vacant certificated positions will be advertised and available only for SPS certificated staff with contracts, including displaced staff, in order to allow for transfer opportunities. Vacant classified positions will be advertised and available only for SPS classified staff retained or displaced with the same work year, FTE, and verified job title. Positions in critical shortage areas where there are no displaced teachers or classified staff will be identified by SPS and SEA for advertising as Phase 3 vacancies, open to all applicants. This occurs in early Spring following the Spring Staffing process. Phase 2 After any placements deemed necessary by Human Resources to comply with Federal and State disability accommodation requirements are made, remaining vacant positions will be advertised for displaced staff only. The positions will be advertised as open to all displaced. Displaced teachers and classified staff will apply for positions following the agreed upon process. Often a Job Fair is held where principals with vacant positions and displaced meet and make matches. Certificated positions left unfilled after the Job Fair or advertising period will be assigned by Human Resources staff and the Education Directors considering categories, experience, the employees preferences and program needs. Level 1 schools are exempt from these assignments. Classified positions left unfilled after the Job Fair are offered to displaced classified staff in seniority order within job titles (no exempt schools). Positions in categories and job titles where there are no displaced will be offered to Reduction in Force (RIF) employees with right to return in seniority order. The goal is to have all displaced assigned to funded positions before the end of school. Phase 3 Positions where there are no displaced or laid off certificated or classified employees will be identified for advertising, open to all applicants, internal and external. 20

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