+1(978)310-4246 credencewriters@gmail.com

It’s important to ask “good questions” when interviewing teacher candidates. s.

What criteria do you use to determine a “good” interview questions for a teacher candidate?

Give an example of a “good” interview question for a teacher candidate. How does this “good” interview question fulfill criteria you have established?

What is your experience in staff selection? Based on what you have learned in this course, were candidates asked “good” questions? Explain.

Fast Fact: Sixty-four percent of th
s h o ts
Transform Teacher
Across the education field, there is unusual consensus that strong teacher
leadership is central to im proving o u r schools, particularly as teachers and stu­
dents strive to m eet higher academic expectations. While a growing num ber of
districts are creating teacher leader roles, unfortunately few are providing any
kind of specialized training.
What new ideas are you
excited to implement at
your school this year?
Principal* September/October 2015
Assigning teachers to lead­
ership roles without quality
training does a double dis­
service: It takes teaching time
away from the educators best
prepared to accelerate stu­
den t learning, and then fails
to equip them with the skills
they need to lead colleagues
to similar success. So what
can be done to ensure that
teacher leaders have the skills
and expertise they need to
meaningfully contribute to
schoolwide improvement?
A new report from New
Leaders— Untapped: Trans­
forming Teacher Leadership to
Help Students Succeed—begins
to answer that question. It
describes and shares promis­
ing early findings from its
Em erging Leaders Program,
ajob-em bedded coaching
and training program that
develops teachers into force­
ful instructional leaders.
Program outcom es indicate
that almost three-quarters
of participants were able to
boost student learning in the class­
rooms they supervised during their
training year.
A one-page com panion resource,
Untapped: What Principals Can Do
to Transform Teacher Leadership,
describes six steps principals can
take right away to foster authentic
and effective teacher leadership at
th e ir schools.
M ichelle K auffm an (@ principalme99): Leader in M e year tw o :
All students w ill have data notebooks, set goals, and be
responsible leaders.
David Troy: Im plem enting m any o f th e ideals from Cultural
Com petency train in g to m e et m ore o f our students’ needs and
developing m ore “runners” a fte r reading Ron Clark’s book.
M o v e Y o u r Bus.
American public say there is “too much emphasis on testing”
and 41 percent say parents should be able to opt their children out of standardized testing.
1. Prioritize shared leadership as a
critical strategy for school improve­
ment. For example, set a time-bound
goal to collaborate in a key area of
responsibility, such as coaching or
2. Inventory current and future
leadership needs at the school. For
leagues, and guide colleagues to deliv­
ering better instruction.
4. Define potential shared lead­
ership responsibilities based on
school needs and staff strengths and
5. Support targeted opportunities
for staff to develop key leadership
skills. For example, develop incre­
example, undertake a school needs
assessment or have a structured con­
versation with a supervisor to identify
gaps in leadership capacity.
mental, job-embedded opportunities
for aspiring teacher leaders to roadtest their skills.
3. Assess individual potential to
share leadership responsibilities.
6. Set specific impact goals for
teacher leaders. Communicate your
For example, look for evidence that
individual staff members can set and
exemplify high expectations for all,
earn respect and trust among col­
expectations for teachers who take on
leadership responsibilities and offer
regular feedback to help them meet
those expectations.
Hands-on Leadership
End each day by reflecting and
acknowledging a staff member or
student through a positive handwrit­
ten note. This helps you end the day
focusing on the positive, and not on
the parent phone calls or discipline
referrals that have consumed the
day. It also improves morale with stu­
dents and staff members as it helps
them realize that at any moment
they may be “caught doing good” for
all things, small or large.
—Andrea Pitonyak-Delcambre, assistant
Great Projects to
Boost Creativity
Building a movement, focusing on problem-solving,
and engaging parents are just a few of the topics that
this year’s Champion Creatively Alive Children supplement addresses. Sponsored
by Crayola (and accompanying this issue of Principal,) the issue features the latest
research on art-integration and highlights innovative project ideas. Here are some
of the grant-winning ideas on how to infuse art into your curriculum:
1. Arrange for students to serve as docents in local museums.
2. Use a Design Thinking model to have students solve real-world problems.
3. Create a Maker Space where students bring an artistic approach to the engi­
neering design process.
4. Make a commitment to family engagement by transforming your school into
a museum-like community center.
5. Frame professional development for teachers on using visual journaling to
identify individual learning styles and help students represent their thinking.
6. Encourage parents to be powerful advocates for integrating the arts.
M e lan ie Dopson (@ meldopson): I’m flip p in g my s ta ff m e e t­
ings and adding an EdCamp m odel. Teachers w ill have a
choice— old or n e w m odel.
principal at South Thibodaux Elementary
School in Thibodaux, Louisiana, and a
2014-2015 National Outstanding Assis­
tant Principal
it you expect your statt and even
your students to do their jobs on
a day-to-day basis, you have to be
willing to do those jobs yourself.
Whether it is making copies, teach­
ing lessons, mopping the cafeteria,
or getting down on the floor to help
a student with math manipulatives,
it is important to do the jobs you
assign. This will help build strong
relationships and you will learn more
about the important work
students and staff mem­
bers do every day.
— Toni Beckler,
assistant princi­
pal at Woodland
Elementary School
in Brooklyn Park,
Minnesota, and a
2012-2013 National
Outstanding Assis­
tant Principal
M a rk A n th o n y Johnson (@ m c _ b o s s y ): | w ill be im p lem en t­
ing w e e k ly @mission_monday ideas fro m this book to build
school climate: It Happens In the Hallway.
Principal* September/October 2015
Copyright of Principal is the property of National Association of Elementary School
Principals and its content may not be copied or emailed to multiple sites or posted to a listserv
without the copyright holder’s express written permission. However, users may print,
download, or email articles for individual use.
Strategic Talent Management:
Hiring the Right Teachers
Hiring effective teachers requires more than a generic job description.
By Michael V. Pregot, Ed.D.
Je 1 / 5
1/^5 W /e2
. i
i /
n many workplaces, human resource personnel are
called “talent seekers” and “talent managers.” Their
job is to ensure that the knowledge and skill set for
each job in the organization are clearly defined, and
that the people hired to fill those positions meet the
requirements—have the talent.
Effective teachers are at the heart of any success­
ful school system. Talent seekers and managers look
for candidates with superior teaching skills, of course,
but too often they focus on the candidates’ experience
and credentials and are somewhat dismissive of the
a s b o in t l.o r g
importance of other site-specific variables, such as stu­
dent demographics, results of the school’s annual review,
or faculty dynamics.
In his book Strategic Management o f Human Capital
in Education, Allan Odden (2011) says, “The strategic
needs for acquiring, developing, and retaining talent
should flow from the education system’s improve­
ment strategy.” Following that logic, school district
leaders should require principals to prepare a unique
job description for each teaching position.Typically,
job specifications include such traditional elements as
| D EC EM BE R 2014
Table 1. Building Enhanced Strategic Considerations into a Teacher Search
Question(s) to Ask
What If . . .
C u rrent d o cu m e n te d
aca de m ic status o f th e
W h a t are th e critica l
goals fo r this p a rticu la r
A nalysis o f d e m o ­
g ra p h ic variables
Professional team
in stru ctio n a l style
A nnual d is tric t and
scho ol goals
Example of Job
Beneficial Skill Set(s)
and Knowledge
School has a b e lo w average g ra d u a tio n
and grade p ro m o tio n
A b ility to instill a love
fo r learning in each
• D iffe re n tia te d in stru c­
tio n kn o w le d g e
W h a t are som e p re va il­
ing ch a ra cte ristics o f
th e stu d e n t-le a rn in g
School has m any
eth n icitie s and nonE ng lish-do m ina nt
hom e languages.
U nde rsta nding o f
the p rincip le s o f cel­
e b ra tin g m u lticu ltu ra l
d ive rsity
W h a t plan nin g style
does th e g ra d e /c o n te n t tea chin g team
Teachers w o rk closely
in team s w ith jo in t
consensus in seeking
ne xt steps.
A d vo ca cy fo r peer
colleg ia l in p u t in to
in stru ctio n a l p ra ctice
W h a t are th e a cce pted
annual goals o f the
School m orale seems
to be w a nin g am ong
all c o n s titu e n t parties.
A p p lic a tio n o f
co n ce p ts o f d e v e l­
o p in g interpersonal
• S tru ctu re d stu d e n t
en ga ge m e nt ta ctics
• Skill in ESL in stru ctio n
• E xpertise in value
c la rific a tio n tra in in g
• Team planning
• C onsensus-building
• K n o w ledg e o f
high er-le vel social
in te ra ctio n s
• Inclusionary planning
Level o f parental
e n g a g e m e n t desired
E valua tion o f stu d e n t
How does th e school
p re fe r to in te ra c t w ith
parental values?
Parents, as a rule,
te n d to refrain fro m
en ga ge m e nt unless
asked fo r help.
Use o f in te ra ctive
p a re n t-frie n d ly
• C oncepts o f a d u lt­
m aterials
• Shared goal s e ttin g
W h a t are som e im p li­
catio ns o f cu rre n t te st
scores, s tu d e n t b e ha v­
iors, and atten dan ce?
O nly 2 o u t o f 3 stu ­
de nts pass annual
s ta te c o m p e te n cy
C o m pe te ncy in k n o w l­
edge and in stru ctio n
o f cu rricu la r core
• C urriculum a lign m en t
learning th e o ry
to assessm ent design
• Rem edial stu d e n t
Note: ESL = English as a second language.
academic degrees earned, grade point average achieved,
and previous instructional experiences. Additional fac­
tors specific to the needs of the school may include
experience working with various student ethnicities,
experience planning curriculum using a team-based
approach, and proficiency in aligning curriculum and
instruction to a school’s mission. Skills in instruction
as well as those other capabilities should intertwine to
define each candidate (Elmore and Burney 1999).
School district leaders should
require principals to prepare a
unique job description for each
teaching position.
In essence, hiring and retaining exceptional instructors
requires schools and school districts to attend to the initial
selection, mentoring, and long-range professional devel­
opment of the teachers. Schools and districts should then
create an atmosphere that embraces those new hires and
leverages their strengths with other school and district
needs. If those two strategic functions can be blended suc­
cessfully, newly hired instructors can thrive and grow.
Defining Characteristics
A typical job description for a high school foreign-lan­
guage teacher might read as follows:
Duties to include:
• Demonstrate varied levels of instruction of the French
language, from elementary to advanced.
• Demonstrate proper intonation and phrasing to simu­
late native French fluency.
• Prepare students for competency tests.
• Understand French culture and the history of the
French people.
• Work in cross-disciplinary academic units stressing an
appreciation for world literature.
Required skills!qualifications: An undergraduate degree
in French, state-level teacher certification in French, oral
competency in oral/aural French expression, knowledge
of popular and traditional French literature, and proven
ability to prepare students for foreign-language tests.
The education leader may then consider the unique
needs and characteristics of the school, for example, an
influx of Creole-speaking students, declining enrollment
in foreign-language classes, or a school goal of increas­
ing the number of college-bound students. Such needs
a s b oin tl.o rg
and characteristics may prompt the
education leader to add four more
qualifications and job duties for that
particular position:
• Possess the knowledge and skills
to speak various derivatives of
French, including Creole.
• Promote student appreciation of
different cultural groups.
• Implement strategies to attract
and retain new students into lan­
guage-based academic electives.
• Prepare students for Advanced
Placement language tests.
An enhanced job description
promotes talent management and
school and school district success in
three ways:
• It guides the search committee by
highlighting the desirable traits
for each particular position.
• It can be used as a benchmark for
a search committee as it moves to
the final stages of selection and
• The identified characteristics
could be incorporated into an
annual evaluation system to mea­
sure the tightness of fit between
the desired skills set cited in the
job description and the annual
performance of the newly hired
staff member.
Table 1 illustrates how the school
and district mission can be woven
into the teacher candidate search.
Not only should a basic job
description be developed for every
teaching position, it should be
refined to include the basic instruc­
tional skills required for that posi­
tion, as well as other attributes that
would promote the school’s needs.
Moreover, individual candidates can
now reflect on those comprehensive
expectations to see if indeed they
possess the required “talents” for
the job.
Elmore, R. F., and D. Burney. 1999.
Investing in teacher learning: Staff devel­
opment and instructional improvement.
In Teaching as the Learning Profession:
Handbook o f Policy and Practice, ed.
Linda Darling-Hammond and Gary Sykes,
263-91. San Francisco: Jossey-Bass.
Next month in
School Business A ffairs:
Odden. A. 2011. Strategic management o f
human capital in education. 3rd ed. New
York: Routledge.
C reating a W o rk-Life
Michael V. Pregot, Ed.D., is a professor
and a coordinator of educational leader­
ship programs at Long Island University
in Brooklyn, New York. He has previ­
ously served as a principal and a district
superintendent in New York and Massa­
chusetts. Email: Michael.Pregot@liu.edu
S trategic Life Planning
The Teacher Tenure
Forbes 2014
P ro u d to b e n a m e d b y F o rb e s
M a g a z in e a s o n e o f ‘A m e r ic a ’s
M o s t T r u s tw o r th y C o m p a n ie s ’
– t w o y e a r s in a r o w .
Visit schools.horacemann.com.
— i
Horace Mann’
Pounded by Educators for Educators
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