Hiring for Teachers

1. Develop systematic hiring procedures that create a strong teacher-school-LEA fit

2. Implement early hiring timelines.

3. Develop a hiring system in which information sharing is plentiful.

4. Align hiring tools with the school and district mission and goals, and with materials, resources


1. Develop systematic hiring procedures that create a strong teacher-school-LEA fit

    Why It Is Important
    • Hiring effective teachers is an efficient way to improve student achievement.
    • Removing ineffective teachers is expensive and difficult; therefore, hiring decisions are especially important.
    • LEAs can create efficiencies by preventing the loss of good teachers due to bureaucracy.

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    Establish clear criteria for screening candidates that include expectations in their evaluation.
    • Revisit Ohio's Leadership Development Frameworkessential practices on the Resource Management Process, which states that screening, interviewing, and selecting staff should be based on district and/or school goals.
    • Emphasize the elimination of bias.
    • Focus on the qualities that are most likely to lead to effective instruction.

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    Streamline the application process, using technology when possible.
    • Create a time- and cost-efficient way to match vacancies and teachers.
    • Ensure that applicants are not left waiting without feedback.
    • Consider the needs of principals to hire when ready without being slowed down by LEA paperwork.

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    Develop scoring rubrics, and train administrators and staff in interviewing and selection skills.
    • Focus on reducing subjectivity by emphasizing the skills, abilities, and experiences of the ideal candidate.
    • Minimize the burden on the hiring committee's time.
    • Provide follow-up training as well.
    • Refer to the Ohio Continuum of Teacher Development: A Resource Tool for Educators, which is based on the Ohio Standards for the Teaching Profession and describes the necessary skills and knowledge for high-quality teachers.

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    Track applicants as they go through the hiring process.
    • Consider using technology to conduct the tracking.
    • Provide applicants with one contact person who can answer all questions and follow up with applicants.

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    Involve a wide cross-section of the school community in interviewing teachers.
    • Select interviewers who can provide the greatest breadth of insights to be taken into account when making decisions.
    • Select interviewers who will provide a positive and full spectrum of the school community to candidates who are forming their first impressions.
    • Create opportunities for veteran teachers involved in hiring to also assist the new teacher once hired.

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    Increase communication between LEA and schools about their respective needs.
    • Ensure that all parties involved in hiring at the LEA and school levels have access to information concerning openings, applications, applicants, and budget allocations.
    • Consider using technology to facilitate this process.

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    Create equitable distribution policies and practices to ensure that economically disadvantaged students and students of color have equal access to highly effective teachers.
    • Collect data to determine the extent to which economically disadvantaged students and students of color are systematically provided less access to high-quality teachers.
    • Ensure equitable distribution in terms of qualifications andeffectiveness.
    • Ensure equitable distribution of teachers across schools within the LEA and across classrooms within a given school.
    • Revisit the 68 strategies outlined in the Ohio's Teacher Equity Plan.

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    Evaluate hiring policies and procedures on a regular basis to determine if they are resulting in good hiring decisions.
    • Encourage schools to send information to the LEA about the quality of the hiring policies. 
    • Solicit input from a range of individuals involved in the hiring process.
    • Act on the evaluations to ensure that hiring policies are achieving their intended results.

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2. Implement early hiring timelines.

    Why It Is Important
    • This step prevents applicants from turning to LEAs or other fields with better business practices.
    • It reduces applicant pressure to take the first job that is offered.
    • It helps provide teachers with adequate time to prepare for the school year.
    • It allows prospective candidates to visit the school in action, before it empties for the summer, to determine whether the “fit” is appropriate.
    • Teachers who withdraw applications from late-hiring LEAs are more likely to have higher GPAs, more education coursework, and a major or minor in their subject area.
    • This step reduces the risk that new teachers will miss orientation and the first weeks of school.

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    Encourage exiting teachers to give vacancy notifications early.
    • To facilitates this process, remove disincentives for being forthright (such as ending health benefits in the summer if a teacher is not teaching the next year), and consider providing incentives for early notification.
    • Combat possible teacher misperception about loss of benefits by communicating with teachers about Declaration of Intent policies if relevant.
    • Encourage positive working relationships and openness on this issue, as teachers may be more likely to indicate their intention to resign if they have a trusting, positive relationship with their school administration.

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    Align the hiring timeline with LEA recruitment efforts.
    Create protocols to facilitate quick transmission of information about vacancies to hiring officials to create a more efficient hiring process.

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    Ensure that transfers within the LEA occur early.
    • Gauge school leaders' concerns with regard to choosing between transfers and new hires.
    • Involve the union if changes need to be made to the teacher contract.

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    Produce earlier and more predictable budgets.
    Stabilize funding to as great an extent as possible, capitalizing on the fact that, unlike many states with annual budgeting, Ohio's budgeting is biannual.

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    Generate accurate and early enrollment estimates.
    Communicate with feeder schools, housing developers, and local businesses to estimate future enrollment.

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3. Develop a hiring system in which information sharing is plentiful.

    Why It Is Important
    This step helps to ensure a philosophical and pedagogical match between teacher and school, and it promotes teacher retention.

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    Provide applicants with a realistic job preview that includes both the school's strengths and its challenges.
    • Meet with Building Leadership Team (BLT) and understand formal (BLT, TBT, etc.) and informal school and district networks and culture.
    • Visit the campus and classrooms, interact with students, and observe or teach.
    • Receive an overview of LEA policy, school improvement plan goals and strategies, professional expectations, curriculum, instruction and assessment expectations, and the academic and social needs of the student population.

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    Obtain detailed information about the applicant's qualifications and philosophy of education.
    • Ensure that the candidate meets the LEA's hiring criteria.
    • Observe a lesson. (Ideally, this would be at the school with the open position, but if this is not possible, it also may be taped or at school where the applicant currently is teaching.)
    • Determine if the educational theory, philosophy, and professional expectations of the applicant are a good fit for the school.

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    Provide accepted applicants with a job offer, contract, school placement, and (as soon as possible) teaching assignment.
    • Investigate how other LEAs in your area do this to prevent good applicants from turning down job offers for ones that are more concrete.
    • Be as specific as possible to ensure that applicants and schools are a good match.

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4. Align hiring tools with the school and district mission and goals, and with materials, resources

    Additional Considerations for Implementation
    • Focus alignment on creating efficiencies in resource use and avoiding working at cross-purposes with materials, resources, and protocols for these different educator talent management areas.
    • Ensure that hiring tools (such as job descriptions, applications, interview questions, and scoring rubrics) cover topics about teacher effectiveness that are similar to the topics in the tools used in other educator talent management areas, in order to reduce time wasted reinventing the wheel.

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Last Modified: 4/9/2013 3:57:33 PM