Hiring Process for Innovative Teaching Staff

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Pre and In-School Interview

 

Phone Interview (45 minutes) Download pdf

The School will get to know every candidate well to help understand their individual experiences and find a philosophical match. This session gives candidates the opportunity to share your individual training, experience, and educational beliefs.

  • Relationship
  • Equity
  • Assessment
  • Increased agency
  • Collaboration with colleagues

Pre-Work Process (Pdf)

All candidates will be given adequate information to prepare students for their schools visits. Candidates will be asked to:

  1. Send a video of you teaching a lesson with the students of your choice. Please send a clip showing the start of the lesson. Please send a 20-30 minute clip showing the start of the lesson that includes audio and students. We will observing for setting the object, interactions with student, student interaction and how you know they learned. Please note that your sample lesson will be used as a discussion point during your follow up interview.”

  1. Our school values our students, their pasts and their opportunities. During your visit to our school, you will have an opportunity to express your thoughts and ideas regarding equity. During the session, you will have 30 minutes to individually read a short text and respond to it based on your experience, beliefs and priorities. Please be prepared to share your thoughts and expertise.

  1. Finally, you will have time to meet with our school Staff and Students. Please prepare any questions you might have for the students and staff.”

In School Interview Schedule (Pdf)

School Tour (10 minutes)

All potential staff members will participate in a school tour.

  • Office
  • Classrooms
  • Cafeteria
  • Multipurpose room/Gym
  • Computer Center/Tech Cente
  • Classrooms
  • Specials/Electives Rooms
  • Student Meeting Areas

 

Group Problem Solving Session (45 minutes)

All candidates will participate in a group problem solving session. The content of the session will be determined by leadership but might include:

  • Student Data
  • Common Core
  • Attendance and grades
  • Relationships and ownership
  • Community and Teacher Gossip

25 Minute Video Presentation with Fishbowl Discussion Scenario

10 minutes Video Presentation
, 15 minutes Group - Discussion on Instructional Practice and Instructional Leadership


Please self-­facilitate a dialogue about instructional practice, referring to the video as a case study. Below you will find a list of guiding questions that you may choose to use, or not, as you see helpful.

  • What is this teacher’s theory of how children learn? What behaviors or practices do you see to support that generalization? 

  • Does this teacher believe that all students can learn, or that all students will learn? 

  • What is this teacher’s theory on creating classroom climate? 

  • What creates a sense of safety and belonging in a learning community? 

  • What evidence do you look for to identify good teaching? 

  • Given this teacher’s instructional methodology and classroom climate, what and how do you think students will learn in this environment? 

  • What would you suggest be included in an individualized professional development plan for this teacher? 

  • How would you see this teacher fitting into, or not fitting into, the culture and educational philosophy of PUSH? 


25 Minutes Data Analysis Scenario


Each candidate receives a data set. 
Please take 15 minutes to analyze your classroom data from the third interim. You will be preparing for a mock data reflection meeting with your instructional guide. Please use the guiding questions below and be prepared to share your reflections, next steps and questions in your meeting. Guiding Questions as you review your data

  • ­
What are 2­-3 positive trends or patterns are you noticing?
  • 
What are 2-­3 areas of concern?

  • What are the 2-­3 trends you want to understand better? 

  • What further information do you need? How will this impact your future instruction?

As new teachers what Materials:

Clear instructions for accomplishing the task with clear timeline and expectations

  • Pertinent information, data
  • Computer, if necessary
  • Paper and pens, if necessary
  • Chart paper and markers, if necessary

Attendance Data

Scenario:

You are a new teacher at our school. You know that the school is trying to increase its attendance rate. Please see the attached data.

Some student reasons for absences include:

  • They have to work
  • They have to take care of either their own child or siblings
  • The class is boring
  • They say they don’t need the credits
  • They don’t understand the content

Based on what you have read, what would you do in your classroom, the science department and school to improve

What would you do as a department or teacher to improve the attendance?

  • 5 minutes to look at data and brainstorm
  • 25 minutes to discuss and plan
  • 5 Minutes Written Reflection 
On your notecard please reflect on the fishbowl and your role in it.
  • 5 Minutes to share reflection

Individual Written Response (30 minutes)

Our school values all our students, their pasts and their opportunities. This session gives candidates the opportunity to express your thoughts and ideas regarding equity. During this session, candidates will have 30 minutes to individually watch a short video and respond to it based on their experiences, beliefs and priorities. Candidates are encouraged to include other ideas, reading, authors or quotes that they feel are well aligned with their response, however, it is not required and they are not required to use official citation guidelines. The response will help the school Leadership determine the candidates philosophical beliefs match with that of our school.

Individual Candidate Q&A Session (30 minutes)

Collegiality and teamwork are high priorities at our school. This session gives candidates the opportunity to meet with current school faculty and staff to better understand the school. Candidates are welcome to ask the current faculty and staff any question they choose if it will help them determine whether our school is the right match for them as a teacher. Please note: All Human Resource questions should be directed to the Leaders for accurate information.

Materials:

  • Room to fit everyone comfortably
  • Name tags
  • Note pads, or paper and pen for the faculty and staff
  • Note pads, or paper and pen for the interviewees
  • Evaluation form for faculty and staff following the session
  • Evaluation Form-rubric

Individual Lesson Evaluation (30-45 minutes)

Our students are our top priority. This session gives candidates the opportunity to demonstrate your teaching expertise to the school leadership, faculty and students. Candidates will be asked to send a 20-30 minute clip showing the start of the lesson that includes audio and students. Leadership should be observing for setting the object, interactions with student, student interaction and how you know they learned. The sample lesson will be used as a discussion point during your follow up interview.

Each candidate was asked to send the lesson plan for the lesson you provide. Lesson should include:

  • Standards alignment
  • Clear objective
  • Essential questions with ideal student responses
  • How you plan to conclude the lesson
  • How would you check for understanding during the lesson
  • Provide the material you would use to evaluate students or to determine areas for reteach

“Look Fors” in Session

  • How well does the candidate respond to coaching?
  • How well does the candidate respond to criticism?
  • What types of teaching did you see?
  • Is the candidate keeping up to date with the profession?
  • Did the candidate go above and beyond what was asked?
  • Did the candidate use technology? Effectively?
  • Who did the talking?
  • Did the teacher engage all students regardless of ability level?

Group Lunch with Students (30 minutes)

This session gives candidates the opportunity to mingle with and have lunch with our school students. The purpose of this segment is for them to meet with students and to help them better know you as a potential teacher and individual. It also allows evaluators to see how the candidates interact with students.

Please note during the lunch students can ask candidates questions regarding their experience, their teaching and their management, to note a few areas. Candidates can also use this opportunity to learn about your students, their interests, their experience at PUSH and their desired qualities in a teacher.

“Look Fors” in the Student Lunch

  • Did they connect with the students?
  • Did the candidate communicate with a variety of students?
  • Was the candidate comfortable with the students?

Materials:

  • Large room with some chairs but limited table and chairs to encourage mingling and not sitting alone.
  • Name tag
  • Lunch (Be sure to take dietary restrictions into consideration)
  • Drinks
  • Flatware
  • Note pads, or paper and pen for the students
  • Note pads, or paper and pen for the interviewees
  • Pre-written questions for the students
Evaluation form for students following the lunch (Pdf)

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