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Education Policy

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Sir Ken Robinson- The Role of Policy in Education

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This unique resource provides concise findings, policy implications and recommendations on key issues.

Criteria for Inclusion

Wide-reaching recommendations and policy implications.

Implications for state-level policy.

Interventions hold potential for replication.

Peer-reviewed/juried - although exceptions will be made on a case-by-case basis.

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Disclaimer

Reference in this Web site to any specific commercial products, processes or services, or the use of any trade, firm or corporation name is for the information and convenience of the public, and does not constitute endorsement or recommendation by the Education Commission of the States. Please contact Jennifer Thomsen at 303-299-3633 or jthomsen@ecs.org for further information regarding the information posting standards and user policies of the Education Commission of the States.

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This unique resource provides concise findings, policy implications and recommendations on key issues. Wide-reaching recommendations and policy implications. Implications for state-level policy. Interventions hold potential for replication. Peer-reviewed/juried - although exceptions will be made on a case-by-case basis.

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Interview Questions School Leadership 2019

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Resource Review of Hiring Teachers from diverse backgrounds

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Resource Review of Hiring Teachers from diverse backgrounds

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A Review of the Research Literature on Teacher Recruitment and Retention

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Presents a comprehensive and critical examination of research published since 1980 on the topic of teacher recruitment and retention in the United States

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Teacher Induction and Mentoring: Liam Goldrick, New Teacher Center

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There are samples of candidate letters for hiring, interview invitations,

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May 2014 Teacher Selection Model-Fulton Co

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Delaware Teacher Effectiveness and Recruitment Toolbox

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Delaware Teacher Effectiveness and Recruitment Toolbox

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Induction for Beginning Teachers animation (long version)

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How to select Star Teachers & Princi

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ERIC - Key Issue: Recruiting Teachers for Urban and Rural Schools, National Comprehensive Center for Teacher Quality, 2009-Jun

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Teacher shortages are essentially a problem of distribution (Darling-Hammond, 2001; Ingersoll, 2001; National Association of State Boards of Education, 1998; Olson, 2000; Reeves, 2003; Voke, 2002). According to recent studies, hardest to find are teachers who are both qualified and willing to teach in hard-to-staff schools, which included those in highly urban and rural areas--especially schools serving minority or low-income students.

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May 2006 | Volume 63 | Number 8
Challenging the Status Quo Pages 94-95

Thomas R. Hoerr

Why do you want to work here?" you ask the candidate. The applicant's qualifications are satisfactory, but that's only the starting point. A school's quality depends in large part on its teachers. As a result, few things principals do are more important than hiring the right teachers. Of course, fostering a climate of collegiality and helping faculty members grow are also vital. But it all begins with the hiring process.

At New City School, we assume that pedagogical skills are a given, so we concentrate more on determining the right match between institution and individual. We use our teacher application form to determine who has the drive and creativity to teach at our school. The form asks candidates whether they think there is a difference between success in school and success in life, tells them to list a book that has had an impact on them, and inquires how they would incorporate issues of human diversity into the curriculum. My favorite part is a 2- by 3-inch box instructing candidates to "use this space as you wish, as another way to tell us or show us something about you. Be creative. Be humorous. Be serious. You decide." Reading responses to these questions helps us see how the applicants might fit into our school.

Although the decision is ultimately mine, I always involve staff members in the interviews. Before the candidates walk into the room, I meet with the interviewers to affirm which qualities we are seeking and to warn against the tendency to "hire ourselves." Although it's natural to lean toward those whose viewpoints we share, we must take care not to pass over other strong candidates whose different backgrounds, perspectives, or sets of beliefs may benefit the school.

I begin interviews by asking candidates to pretend that their résumés were lost in the mail and to tell us about themselves. This sets them at ease and gives us a chance to see what they value in their background and training. Then the real questions start.

Candidates should be able to describe which education theory frames their teaching practice and why. I also like to see how they respond to such practical questions as "What would you do if 33 percent of your class failed an exam?" or "What would I see if I walked into your classroom at 10:00 a.m. on Tuesday?" I want to hear how candidates structure their classrooms, how they differentiate curriculum and pedagogy, and what roles they play.

Because collegiality is so important to the success of a school, we try to determine candidates' potential for learning with and from others. Sometimes I ask, "When was the last time you made a significant mistake, and how did you handle it?" to assess how a candidate worked with others in finding the solution. We also ask candidates to give some examples of what role they would play in a collaborative relationship. If a candidate can't offer any specific behaviors, it may be that collegiality is not part of his or her history.

Finally, we let candidates ask questions. Such questions not only give interviewers a chance to provide relevant clarifications, but also offer up additional insights about the candidate. For example, "What sort of faculty committees do you have?" gives us a very different picture of the candidate than "How late do teachers have to stay after school?" This process also gives current teachers the opportunity to describe the benefits and challenges of being part of this faculty.

After the interviews, the teachers and I discuss the relative merits of the candidates and decide on one person. Occasionally, a team will have difficulty agreeing on a given candidate. In such cases, I suggest that the team meet with the candidate for a longer conversation-without me present. In this way, I make it clear that I am satisfied with the candidate and that I trust the teachers to make the right decision for the school.

By taking the time to hire the best candidates for our needs, we can position our schools and ourselves for continued growth. In the meantime, think about what you would write in that 2- by 3-inch box!

Thomas R. Hoerr is Head of School at New City School, 5209 Waterman Ave., St. Louis, MO 63108; trhoerr@newcityschool.org. He is author of The Art of School Leadership (ASCD, 2005).

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Finding the Right Teachers - Educational Leadership

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May 2006 | Volume 63 | Number 8 Challenging the Status Quo Pages 94-95 Thomas R. Hoerr Why do you want to work here?" you ask the candidate. The applicant's qualifications are satisfactory, but that's only the starting point. A school's quality depends in large part on its teachers.

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DeSoto_4 Interview Question Pool for Rating Form_TSLT 3.12

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Texas Effective Teacher Interview Questions

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Texas Effective Teacher Interview Questions

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CO Principal-Assistant Principal Evlautaion Rubric (Revised)