Hiring for Teachers

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

2. Implement early hiring timelines.


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 Framework Essential 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 and effectiveness.
  • 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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Last Modified: 9/21/2016 2:26:31 PM