9 Chapters
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6 What Comes After the Interview

Daresh, John C., Daresh, Bridget Solution Tree Press ePub

Once an interview process is complete, committees face the task of determining which candidates they want to continue pursuing. It is important that groups are able to reach consensus on the status of candidates. In order to do so, there are a number of processes to complete and topics to consider. Here, we describe these and provide helpful questions to guide you through this decision-making process.

Remember that the process of finding good teachers to add to your school (or at least replace departing staff members) is not simply finding someone to take a job. If a school is truly committed to providing excellent educational opportunities for children, teacher selection can be a powerful tool to ensure that what takes place in the classroom leads to learning. Simply finding people who meet the minimal standards associated with a particular opening is only a start to improving the school in its effort to address the learning needs of students. In this chapter, we suggest some actions that might ensure that the interviewing process leads to hiring and keeping high-quality teachers.

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9 Final Reflections From New Teachers

Daresh, John C., Daresh, Bridget Solution Tree Press ePub

The basic argument of this book is that the selection of new teachers is both a responsibility and an opportunity for a principal to move his or her school to excellence. Other members of the school community are also important partners in the selection of teachers who are likely to add to the quality of a school and help pursue its goals and objectives.

But the one voice not reported until now comes from the “customers” of the searching, interviewing, hiring, and supporting actions noted throughout the book. This last chapter offers comments often made by people who have gone through the selection process from the other side of the interview. Teachers who have recently gone through the frequently frustrating process of finding and getting a good job are full of stories about their experiences. The items listed here came straight from responses to the question, If you could advise the people who hired you in terms of what were (or what should have been) questions and issues to ensure that the best applicants for teaching jobs would be hired, what things would you suggest to improve the process?

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2 How Your Values Define Your Task

Daresh, John C., Daresh, Bridget Solution Tree Press ePub

In the first chapter, we noted how critical it will be to find, hire, and keep good teachers to ensure effective educational programs for all students. We also noted that the principal of each school will be a factor in the teacher recruitment and hiring process. The days of site-based management are here, and activities like selecting new teachers will increasingly be an action shifted from central offices to individual schools.

In this chapter, we consider an extremely important part of the teacher selection process that relates directly to principals. Simply put, the ways in which the right teachers can be found for an individual school will, in large measure, be determined by the values and beliefs of school leaders.

Principals have always been expected to monitor their teaching staffs to determine as early as possible the likelihood of any turnover for the next school year. Keeping an eye (and ear) open to who may be retiring next year or which teachers may be looking for jobs in other districts or seeking transfers to other sites in the school system has always been an important part of the principal’s job. The principal should be able to predict where new teachers might be needed; there is a need to maintain a constant eye on who might be back next year or who may be ready to leave.

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3 How to Start the Search

Daresh, John C., Daresh, Bridget Solution Tree Press ePub

There are several time-tested approaches used by school districts and individual school leaders when searching for new teachers. In this chapter, we note strategies that may be followed by the leader of a school as she or he moves forward with the increased responsibilities of engaging in personnel recruitment, and we suggest some of the right places to find the talent needed to make a good school even better. We will discuss the most frequent strategies, which involve relying on student teachers or substitute teachers with whom a principal might already be familiar, attending job fairs, contacting local colleges or universities for recommendations, advertising, and using technology.

When filling teacher openings, many principals make extensive use of candidates who already know about the school. Two traditional sources are student teachers who have recently worked in the school and regular substitute teachers. There is an assumption that someone who has already spent time in a particular building will be ready to step in as a regular member of the teaching staff. It would certainly simplify searching for new teachers if a principal could discover someone who already had some knowledge of local priorities, practices, and policies.

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8 How the Central Office Supports New Teachers

Daresh, John C., Daresh, Bridget Solution Tree Press ePub

The previous chapter included ways in which rookie teachers can receive support at the individual school level. This chapter considers two ways in which support for beginning teachers (as well as veteran teachers) may be provided by school districts. One is through structured mentoring programs, and the second is through comprehensive and focused professional development throughout the first few years for new teachers. As we have noted repeatedly in this book, teachers make a difference for students. If you find caring, dedicated, and talented classroom teachers, you are not simply filling a job; you are adding to the quality of learning. And while some leave the teaching profession because they feel mistreated, others give up life in the classroom because teaching is increasingly very demanding, hard work. While we note the absence of magical ways to keep teachers, we also recommend that school districts keep trying to assist newcomers in the hope that such effort will keep a high percentage of teachers who are hired each year.

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