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HIRINGKick-Starting High Performance and

Professional Development

Marc BakerGann Academy

Peter GowBeaver Country Day School

PEJE Assembly 2008

04/09/23 Hiring—Gow & Baker PEJE 2008 2

OVERVIEW

PrinciplesMission-driven recruitingManaging the process The first yearRetention and the long term


PRINCIPLES

Hiring is for keepsMatch is everythingEach hire is an opportunity for

improvement and advancementThe student’s needs come firstPatience is a virtueThe hire isn’t over until the end of the first

evaluation cycle—i.e., Year One


LET’S TALK

What are the greatest challenges your school faces in recruiting and hiring new teachers?

What are some of things that draw teachers to your school, and keep them there?


PREPARATION

Hiring is a campaign for institutional advancement, like fundraising

Making the Hiring Case Needs determination The hiring “self-study” (see next slide) Case statement

Mapping out the campaign Designating the Hiring Team, including “Hiring

Central” Clarify tasks and roles: clerical, invites, offers Plan out the paper flow

The Budget (little-known facts…)


THE HIRING SELF-STUDY

Use exit-interview data, if available Reflection on success

Who are we? Who has succeeded here? (“The successful teacher is …”) Who has struggled here?

The unique challenges of a Jewish school Dual curriculum Community and identity Calendar and pace

Needs assessment—beyond the obvious Community needs on a cultural/moral level? Broader programmatic needs and desiderata?

Of course, use your mission as a guide


THE RECRUITING CAMPAIGN

Cast the widest net you can afford Demand personalized service from wholesalers:

agencies, college placement offices, fairs—you’ll get out what you put in

Walk the walk of diversity—find the resources and sources, and utilize them

Look for non-traditional sources: Troops to Teachers, Teach for America, unions

Build human connections and create links wherever you can: Israel, universities

(Long-term: Put yourself on the map by becoming a teacher training site)


RECRUITING MATERIALS

Make “Careers/Employment/Working at …” webpages comprehensive and inviting

Make important work-related materials downloadable from your site

Consider task-specific print materials (does PEJE have a little monograph?)

Create links (digital or otherwise) to community resources that will help promote the cause (realtors, religious institutions, cultural and recreational resources)

Sell the advantages of your community


THE PROCESS—order of events

1. Papers arrive, are reviewed 2. Interesting candidate; make a note 3. Preliminary interview with one key person—can be phone

or F2F 4. If positive, call back for extended interview at the school—

candidate is a finalist, in for a real VISIT 5. Collect response notes to the visit 6. After finalists have all come, meet and compare notes 7. Check references 8. Make an offer 9. If accepted, inform other candidates 10. If not accepted, decide on Plan B

11. Nothing’s final until the background checks are in


THE PROCESS—paper flow

Centralize at “Hiring Central” and create a generic e-mail address: “[email protected]”

First reader a Hiring Team memberTreat “lone rangers” with respect;

acknowledge independent inquiries in kindKeep recordsDesignate a process for making “first

contact”—who, and what contentCourtesy, courtesy, courtesy!


THE PROCESS—first interviews

“First impressions always last” All interviewers need expertise

Talking points Standard questions “Improper line of questioning” knowledge

Explain process to candidates; provide a rough timeline, if you can

Keep response records in a standard format (“Could you see …?” is the question to ask)

Have an internal process for deciding who moves through, then use it


THE PROCESS—finalist visits

A formal employment application provides “for the record” material for reference and credential checks

Host function should be clear and congenial Make time for food, water, restroom breaks Be extra clear on expense issues

Don’t be afraid to mention challenges Candidates should meet all prospective

supervisors; peers and students, too Sample lessons—pros and cons Collect impressions from all interviewers in

standard format; don’t elicit comparisons


THE PROCESS—making choices

Check references! Reference checks must be professionally conducted and thorough

Strongly discourage rogue reference checks and informal feedback (“My wife’s brother knows…”)

Don’t be impatient; if you are in love but have rules, follow your rules

Be consistent! Give each finalist the same consideration; fill each position in the same way

Check references! Inform unsuccessful candidates ASAP; be brave

and do it right!


OFFERS

Offer should be thorough: salary, job wrinkles, benefits—”informed consent”

Be clear up front about pre-school expectations (trainings, summer work, etc.) and expenses

Be circumspect about promises beyond the first year—stuff happens

Give folks enough time to take a deep breath and think things over (and hope that candidates—and other schools!—will do the same for you)


HIRING MISCELLANY

Consider a bounty system for hiring referrals Make sure that internal candidacies are

considered, or be clear that they will not be—post consistently

E-mail chatter regarding candidates is a very, very bad idea

Clear candidate files when a hire has been made (unless you anticipate trouble; in which case, don’t)

Consider hiring work—fairs, interviewing—as leadership development


AFTER YES

Contracts are tentative pending criminal background check; exceed statutory requirements; think ahead (driving? foreign travel?); credential checks may be well worth it

(If hire is international, resolve visa issues before you’ve gone too far)

Prepare “electronic induction”—e-mail, server access, curriculum map, other school e-resources

Have calendar and other resources available ASAP; knowledge is confidence

Map out and urge collaborative opportunities involving experienced and new teachers


INDUCTION

Take the time to do it right Priorities (think like an anthropologist!):

Culture and values People and hierarchies Language Curriculum Policies and procedures Geography and resources

Another anthropological tip: Think of, support, and utilize each year’s intake as a cohort

A comprehensive teacher handbook is a huge benefit to all teachers


WHAT NEW TEACHERS NEED

LOTS of academic and classroom management support

Trustworthy peers Knowledge of local norms, local standards Life-management support Useful, focused, non-judgmental feedback Ability to recognize friends and foes Identity in the community


THE FIRST YEAR

Establish the most thoughtful and focused mentoring program you can afford (time more valuable than $)

Be purposeful in assigning mentors A formal, non-supervisory mentoring program is

a great start; it’s leadership development, too Create opportunities to share feedback But if you can do more…


A PROFESSIONAL COMMUNITY (It’s about everyone; not just newbies) Tailor benefits to age/stage needs (see NAIS Study) After money and benefits, quality of professional culture is the main

factor in retention: Communication and transparency A feeling of mutual support and pride Shared sense of professionalism, competence, and respect

Evaluate to support professional growth Goals-based and growth-oriented Professional development-driven Individually focused, but mission-aware Not just correction, but commendation, too

Collaboration is professional development (Newness is a golden chance to establish wonderful traditions!)


WE’RE DONE

But now please tell your neighbor what two ideas or practices that you will take away from this presentation.

(We’d be interested to know, too, if you want to send us an email:

Marc: [email protected] Peter: [email protected] )


RESOURCES

Handout notes from this presentation

NAIS Teacher Satisfaction Survey (2007)

Michael Brosnan, Guide to Hiring and Retaining Teachers of Color (AISNE, 2002)

NAIS Principles of Good Practice for the Hiring Process (2006)

Gow, An Admirable Faculty (NAIS, 2005)

Your school attorney or PEJE for special issues and circumstances

Education

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