Education Drivers

Selection

Selecting teacher candidates that who are a strong match for teaching positions impacts the quality of schools. It increases the caliber of instruction, reduces the high rates and cost of turnover, and allays serious consequences associated with hiring unsuitable candidates. Effective selection starts with identifying evidence-based teaching skills. Next, the school principal and the school district human resources office (HR) should identify which preparation programs teaching these skills. Resources such as National Council on Teacher Quality (NCTQ) Teacher Prep Review can help identify these programs. HR should assess candidates to weed out those who do not meet standards, which include technical competencies, personal competencies, credentialing, experience, reference checks, work samples, and incidental interactions with candidates. Unfortunately, interviews often fail to gauge critical skills and spotlight a candidate’s verbal skills while omitting critical performance assessment. Research supports the use of behavior reference interview questions. These questions require candidates to discuss past performance and avoid hypothetical questions, which are proven less effective in judging a candidate. Interviews should involve HR, the principal, and/or teachers trained in selecting candidates

Data Mining

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SYNOPSIS
CITATION
Which credential process produces better teachers: traditional or alternative?
This analysis examines research comparing the impact on student achievement for traditional routes to receiving a teaching credential to alternative credential paths.
States, J. (2011). Which credential process produces better teachers: traditional or alternative? Retrieved from which-credential-process-produces.
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SYNOPSIS
CITATION
Improving teacher selection with behavior-based interviewing

Interviewing and hiring teachers should be based on more than a feeling that a particular candidate can do the job. One practice that can increase the selection of teacher candidates is behavior-based interviewing (BBI), which has come to education from the business world.

Clement, M. (2008). Improving teacher selection with behavior-based interviewing. Principal, 83(3), 44–47.

New teachers’ experiences of hiring: Late, rushed, and information-poor.

Teacher hiring decisions have far-reaching consequences for a school, its students, and faculty. This article examines how new teachers in four states are hired and explores whether the process leads to good matches between these individuals and their schools.

Liu, E., & Johnson, S. M. (2006). New teachers’ experiences of hiring: Late, rushed, and information-poor. Educational Administration Quarterly, 42(3), 324–360.

Hiring, job satisfaction, and the fit between new teachers and their schools

Liu, E. (2005, April). Hiring, job satisfaction, and the fit between new teachers and their schools. In annual meeting of the American Educational Research Association, Montreal, Canada (April).

Liu, E. (2005). Hiring, job satisfaction, and the fit between new teachers and their schools. Cambridge, MA: Project of the Next Generation of Teachers, Harvard University Graduate School of Education. Retrieved November 27, 2009, from http://www.gse.harvard.edu/~ngt/Liu_AERA_2005_Hiring_and_Job_Satisfaction.pdf

Teacher Quality Index

This book examines issues pertaining to making effective hiring decisions. The authors present a research-based interview protocol built on quality indicators.

Stronge, J. and Hindman, J., (2006). Teacher Quality Index. Association for Supervision and Curriculum Development

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