# data[].attributes.body
Teachers believe that teaching is activism, and that pedagogy should center our students lived experiences and be engaging and authentic. They should be able to answer the question "What does equity in education mean to you? What does it look like in your classroom?"

# data[].attributes.body
Believes in the intelligence and ability to be excellent of all students.

Is always working on something in their own teaching practice.

Is a doer/maker.

# data[].attributes.body
Putting student relationships at the forefront of your practice. Future Makers should believe in equity practices throughout all aspects of our community and be willing to do the work.

# data[].attributes.body
A true and authentic belief in Equity...a question I would ask someone interested in becoming a Maker: "What does Equity in a school community look like to you?" I'm very curious to hear how people interpret Equity and where they go with this question. Will they say anything about SEL and Antiracism?

# data[].attributes.body
A belief in equity and understanding of why we center marginalized communities.

# data[].attributes.body
All students are able to be successful

# data[].attributes.body
Maker staff love to teach kids (this is different then loving to teach content)

# data[].attributes.body
a willingness to think critically about power and identity in the world and classroom

# data[].attributes.headline
Adaptive citizens who teach students how to be adaptive citizens.

# data[].attributes.subject
Adaptive citizens who teach students how to be adaptive citizens.

# data[].attributes.body
-Equity focused
-Engaged in anti-racism
-Believes in the brilliance of our students and works to invite that brilliance into classroom spaces
-Flexible
-Growth mindset - able to learn and grow to meet needs of students
-Kind and empathetic
-Willing/able to engage in challenging conversations (particularly around topics of identity but other topics too)
-Community focused

# data[].attributes.body
Pronouns should be respected. We have trans students. Will you treat them the same way you treat cisgender students?

# data[].attributes.body
Teacher believes in multiple opportunities/trying again/the iterative process and is willing to use that process to adapt and integrate into the community (by learning about mastery, addressing equity in school, working on their own growth as an educator)

# data[].attributes.body
Collaborative and thoughtful

# data[].attributes.body
eagerness to collaborate with and learn from others (colleagues and students), esp someone who has experience sharing classroom space with special educators

# data[].attributes.body
Believes in giving students multiple opportunities and ways to access content and materials.

# data[].attributes.body
(especially for the math hire), they should have interest (and ideally experience with) project based learning.  They should want to plan, teach, and design real-world projects.  They should believe that math is a tool for learning about the world and want to teach students to wield that tool (not just learn math for math's sake).

# data[].attributes.body
Can formulate an original thought

Acknowledges the potential of all students

Meets students where they are

Adaptable
Flexible, empathetic

Is willing to develop relationships

Invites student input in the classroom

sees opportunities for growth where others might see failures

can create a culture of error

# data[].attributes.body
Believes that all students have the ability to become successful

# data[].attributes.body
Adaptive or a willingness to iterate

# data[].attributes.body
Teachers/staff who believe or can eliminate the mindset of "this student is weird" or this student isn't working well" will have a better view of seeing how sometimes different students really need different approaches and aren't just difficult.

# data[].attributes.headline
Failure is an option that can and will happen but is a an opportunity for growth and learning

# data[].attributes.subject
Failure is an option that can and will happen but is a an opportunity for growth and learning

# data[].attributes.body
Understands that student and teacher can both learn and grow from failures and that failing is a necessary part of the process.

# data[].attributes.headline
Able to construct learning opportunities through every day/project based experiences

# data[].attributes.subject
Able to construct learning opportunities through every day/project based experiences

# data[].attributes.body
Open to and accepting of feedback; also willing to put feedback into action steps

# data[].attributes.headline
Willing to work with a team and give/take constructive feedback

# data[].attributes.subject
Willing to work with a team and give/take constructive feedback

# data[].attributes.body
Creative, innovative, out of the box, forward focused thinking. Resourceful, adaptable, flexible.
SEL & Trauma informed

# data[].attributes.body
Teachers who are ok examining thier bias.

# data[].attributes.body
Reflective , growth mindset.  Not afraid to go out of the box with their thinking.

# data[].attributes.body
Growth mindset, able to accept constructive feedback, think outside the box, allow for creativity thinking, student voice.

# data[].attributes.headline
Strong connection to or desire to connect to our students as "their own community"

# data[].attributes.subject
Strong connection to or desire to connect to our students as "their own community"

# data[].attributes.body
Someone who uses their content and curriculum as an opportunity for students to engage with real and relevant questions and solutions. Someone who finds opportunities for student learning to take place outside of classroom

# data[].attributes.body
Reflective and eager to receive and implement feedback from multiple sources (students, colleagues, leadership)

# data[].attributes.headline
Conflict isn't bad. Relationships are central.

# data[].attributes.subject
Conflict isn't bad. Relationships are central.

# data[].attributes.body
Willing to work with others to solve problems, develop systems to stop them before they become problem and willing to try multiple approaches and let others try different approaches as well.

# data[].attributes.body
open to disagreements...and talking through themrespectfully

# data[].attributes.body
Has experience with and a dedication to SEL in advisory and in content classes

# data[].attributes.body
Belief in relationships with students being a core part of the role of a teacher

# data[].attributes.headline
There is no such thing as a bad kid. There are no kids who don't want to do well and succeed academically and otherwise.

# data[].attributes.subject
There is no such thing as a bad kid. There are no kids who don't want to do well and succeed academically and otherwise.

# data[].attributes.body
Believes that all students can and will be successful.  Believes that school should modify itself it fit students, rather than molding students to fit school

# data[].attributes.headline
curriclum that reflects this....showing up for meetings ....bringing resources to the table 

# data[].attributes.subject
curriclum that reflects this....showing up for meetings ....bringing resources to the table 

# data[].attributes.body
Engage in difficult conversations

# data[].attributes.body
I think a lot comes through in teaching demo and a prospective teacher talks about their students. But we can also ask open ended questions about how they would address students in different scenarios.

# data[].attributes.body
adding pronouns under your email signature.... surveys asking kids their pronouns on day 1....

# data[].attributes.body
Believes in including families as part of the process

# data[].attributes.body
teaching cliques are bad

# data[].attributes.body
Teachers participating in a history of racism timeline activity.  Their willingness to engage in conversations around race.

# data[].attributes.body
“What are you working on/want to work on in your teaching practice?”

”What have you done in life that you are proud of.“

# data[].attributes.body
antiracist , equity , and justice mindset ,  incorporates intersectionality in their teachings , understands the concept of spirit murdering and the impact it has on kids , is willing to learn with kids , open to feedback, motivates, is open to learning different teaching styles , empathic

# data[].attributes.body
is able to articulate specific examples where they have developed a relationship with a student and leveraged that in their teaching

# data[].attributes.body
Staff can reflect on feedback and adjust accordingly,

staff makes on the spot adjustments when something goes awry

staff works with students in a variety of settings
1on1, small group, whole group

staff makes a concerted effort to face uncomfortable moments

is professional, prepared, puts best foot forward for students

# data[].attributes.body
In terms of hiring, I would love for the question of equity/activism/anti-racist pedagogy to come from them. Do they ask about how maker is doing this work? Do they ask US for evidence? Or maybe they bring it up when discussing their philosophy for education, and we can clearly see it as a throughline in their PT and sample work.

# data[].attributes.body
Can show curriculum they've used in their classroom where students are investigating interesting real-world question(s)

# data[].attributes.body
Culturally Relevant/Responsive Curriculum - teachers not only think outside of the box in terms of curriculum, activities and lessons, but the content embodies the students they are serving

# data[].attributes.headline
Curriculum that centers students of color and dismantle white dominant modes of learning. 

# data[].attributes.subject
Curriculum that centers students of color and dismantle white dominant modes of learning. 

# data[].attributes.body
Ask for feedback on lesson plans, Asking students what they would like to learn? What is interesting to them?
Joining meetings and activities

# data[].attributes.headline
Multiple means of access and engagement present in lessons and materials

# data[].attributes.subject
Multiple means of access and engagement present in lessons and materials

# data[].attributes.body
Students are encouraged to use different means to access content (computer vs handwritten) and has clear options of how to present final products (essay/presentation/imagery/recording/ etc)

# data[].attributes.body
a white teacher wears a black lives matter shirt to school to show support

# data[].attributes.body
Their actions...what have they done in prior years of teaching to show, not tell, but show that they are truly about the students, truly about student growth inside and outside the classroom, that they truly care about the students and helping build a more just world for their students via their pedagogy, their actions, and their words. If they are a first year teacher, what have they done in grad school/undergrad? As a student teacher/teacher prep programs? What have they done outside of teaching? Do they embody the work when they're not at work?

# data[].attributes.headline
multiple entry points into a project or topic including kinesthetic, artistic, etc.

# data[].attributes.subject
multiple entry points into a project or topic including kinesthetic, artistic, etc.

# data[].attributes.body
The candidate has concrete strategies, specific experiences, and/or personal anecdotes on how to engage with, differentiate for, and build relationships with a wide spectrum of students.

# data[].attributes.body
curriculum that incorporates authentic engagement with big ideas questions and give students opportunities to create

# data[].attributes.headline
Asking questions like "how they would tailor/tweak their lesson plans for their students"

# data[].attributes.subject
Asking questions like "how they would tailor/tweak their lesson plans for their students"

# data[].attributes.body
Is able to reflect on a lesson they have done and talk about what they would do differently and what went well

# data[].attributes.headline
Examples of Positive patterns of interactions

# data[].attributes.subject
Examples of Positive patterns of interactions

# data[].attributes.body
Students being respectful of vulnerability.  Students supporting students.

# data[].attributes.body
differentiation of lesson plans... modifications..... actually understanding the iep of students and ACTUALLY working on these goals with the student

# data[].attributes.headline
Responses to the question "Why do you teach/want to teach"

# data[].attributes.subject
Responses to the question "Why do you teach/want to teach"

# data[].attributes.body
Evidence of how they build relationships with students - not sure how this would look but perhaps in a video lesson

# data[].attributes.body
Past trainings or workshops around equity, SEL, restorative justice, etc.

# data[].attributes.body
They can tell stories (multiple) about kids who moved from struggle to success.  They can describe how their relationship with the kid grew over time.  The story centers the child, rather than centering the teacher, the content, or the rules

# data[].attributes.body
Examples of teams they have participated in or initiatives they might have led with teams

# data[].attributes.headline
What are the values they would like their school community to uphold ? 

# data[].attributes.subject
What are the values they would like their school community to uphold ? 

# data[].attributes.body
A written teacher philosophy that reflects much of what was stated in previous column

# data[].attributes.headline
challenges things thoughtfully, and contentiously. 

# data[].attributes.subject
challenges things thoughtfully, and contentiously. 

# data[].attributes.body
attending outside professional development .... on ur own free will

# data[].attributes.headline
Teacher gives meaningful feedback to students and time/opportunity to implement to grow in their use of that skill, not just to improve their grade with a few tweaks.

# data[].attributes.subject
Teacher gives meaningful feedback to students and time/opportunity to implement to grow in their use of that skill, not just to improve their grade with a few tweaks.

# data[].attributes.headline
Interaction with Students/Staff during visits

# data[].attributes.subject
Interaction with Students/Staff during visits

# data[].attributes.body
How do they facilitate/navigate conversation with students? Do they provide space for students? Do they exhibit curiosity about who students are on a holistic level? What kinds of questions do they ask staff members about Maker? What values/experiences do they seem to be looking for?

# data[].attributes.body
Show there growth in students
Show growth in themselves (depending on years of experience in teaching or not teaching)

# data[].attributes.body
a teacher decides to go get an tesol or sped cert to help more students

# data[].attributes.headline
A teacher is excited to implement new lesson plans/try new things 

# data[].attributes.subject
A teacher is excited to implement new lesson plans/try new things 

# data[].attributes.body
kids feedback..... are they talking abot their awesome lessons? are they inspired?

# data[].attributes.body
Explaining how their identities impact their work in the classroom.  If they are white, they should show evidence that they have thought about how their witness impacts a classroom that is predominately students of color, they should show awareness of their white privlidge
and a willingness to deconstruct it

# data[].attributes.body
They want to learn and collaborate immediately. They know they do not teach on an island or in a bubble. They are open to being a sponge when coming to Maker and learning it all. They already know students come first but they know how to make students feel at home in their classroom.

# data[].attributes.headline
Do not use punitive or Teach LIke a Champion esque "strategies" in classrooms.

# data[].attributes.subject
Do not use punitive or Teach LIke a Champion esque "strategies" in classrooms.

# data[].attributes.body
Able to identify changes they would make in a presented unit plan or lesson, specifically around accessibility and equity and student centered learning.

# data[].attributes.body
You have two sections of the same class, 2nd and 3rd periods

You noticed that a significant chunk of 2nd pd students disengaged halfway through your lesson

what real, concrete steps, can you take to get in front of this 3rd period?

How can we support you to be the best you can for our students?

# data[].attributes.body
What is an initiative you led or facilitated with a team (department, grade level, etc.)? What was the goal and the outcomes of the initiative?

What team/s have you found the most success in and why?

# data[].attributes.headline
Tell me about a time you apologized to a student and/or a parent/family.

# data[].attributes.subject
Tell me about a time you apologized to a student and/or a parent/family.

# data[].attributes.headline
Tell us about a time when something wasn't working for one student and how you addressed the situations. Whether or not you were successful in reaching that student, what did you learn from the experience?

# data[].attributes.subject
Tell us about a time when something wasn't working for one student and how you addressed the situations. Whether or not you were successful in reaching that student, what did you learn from the experience?

# data[].attributes.body
How would you describe your philosophy of education?

What does equity in education mean to you?

What does it look like in your classroom?

When was a time you felt as though your classroom space was empowering for students?

How do you hope to grow at Maker?

How did 2020 impact how you think about education and your role as an educator?

What questions do you have for us?

What values do you hope to find at Maker?

# data[].attributes.body
What would your students say about your class culture? How did you make them feel like they mattered?
How do you respond to feedback that may push your boundaries and current understanding of things?

# data[].attributes.body
So have you actually written an iep before? So you know how to use sesis? OK cool, can you hop on this laptop and show me how you would....? (real thing thrown at me in an interview..... got the job. All other candidates failed lol.)

# data[].attributes.headline
Tell me about a time where you took a tenuous relationship with a student and turned it into a strong relationship with a student.  How did you leverage this relationship in your teaching?

# data[].attributes.subject
Tell me about a time where you took a tenuous relationship with a student and turned it into a strong relationship with a student.  How did you leverage this relationship in your teaching?

# data[].attributes.headline
What does critical consciousness mean to you?

# data[].attributes.subject
What does critical consciousness mean to you?

# data[].attributes.body
{insert subject area}
Ex. Why teach math?  Why teach chemistry?  Look for an answer that is not 'because I think my content is cool'

# data[].attributes.body
How would your students describe you ?