Peje 081
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Transcript of Peje 081
HIRINGKick-Starting High Performance and
Professional Development
Marc BakerGann Academy
Peter GowBeaver Country Day School
PEJE Assembly 2008
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OVERVIEW
PrinciplesMission-driven recruitingManaging the process The first yearRetention and the long term
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PRINCIPLES
Hiring is for keepsMatch is everythingEach hire is an opportunity for
improvement and advancementThe student’s needs come firstPatience is a virtueThe hire isn’t over until the end of the first
evaluation cycle—i.e., Year One
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LET’S TALK
What are the greatest challenges your school faces in recruiting and hiring new teachers?
What are some of things that draw teachers to your school, and keep them there?
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PREPARATION
Hiring is a campaign for institutional advancement, like fundraising
Making the Hiring Case Needs determination The hiring “self-study” (see next slide) Case statement
Mapping out the campaign Designating the Hiring Team, including “Hiring
Central” Clarify tasks and roles: clerical, invites, offers Plan out the paper flow
The Budget (little-known facts…)
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THE HIRING SELF-STUDY
Use exit-interview data, if available Reflection on success
Who are we? Who has succeeded here? (“The successful teacher is …”) Who has struggled here?
The unique challenges of a Jewish school Dual curriculum Community and identity Calendar and pace
Needs assessment—beyond the obvious Community needs on a cultural/moral level? Broader programmatic needs and desiderata?
Of course, use your mission as a guide
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THE RECRUITING CAMPAIGN
Cast the widest net you can afford Demand personalized service from wholesalers:
agencies, college placement offices, fairs—you’ll get out what you put in
Walk the walk of diversity—find the resources and sources, and utilize them
Look for non-traditional sources: Troops to Teachers, Teach for America, unions
Build human connections and create links wherever you can: Israel, universities
(Long-term: Put yourself on the map by becoming a teacher training site)
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RECRUITING MATERIALS
Make “Careers/Employment/Working at …” webpages comprehensive and inviting
Make important work-related materials downloadable from your site
Consider task-specific print materials (does PEJE have a little monograph?)
Create links (digital or otherwise) to community resources that will help promote the cause (realtors, religious institutions, cultural and recreational resources)
Sell the advantages of your community
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THE PROCESS—order of events
1. Papers arrive, are reviewed 2. Interesting candidate; make a note 3. Preliminary interview with one key person—can be phone
or F2F 4. If positive, call back for extended interview at the school—
candidate is a finalist, in for a real VISIT 5. Collect response notes to the visit 6. After finalists have all come, meet and compare notes 7. Check references 8. Make an offer 9. If accepted, inform other candidates 10. If not accepted, decide on Plan B
11. Nothing’s final until the background checks are in
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THE PROCESS—paper flow
Centralize at “Hiring Central” and create a generic e-mail address: “[email protected]”
First reader a Hiring Team memberTreat “lone rangers” with respect;
acknowledge independent inquiries in kindKeep recordsDesignate a process for making “first
contact”—who, and what contentCourtesy, courtesy, courtesy!
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THE PROCESS—first interviews
“First impressions always last” All interviewers need expertise
Talking points Standard questions “Improper line of questioning” knowledge
Explain process to candidates; provide a rough timeline, if you can
Keep response records in a standard format (“Could you see …?” is the question to ask)
Have an internal process for deciding who moves through, then use it
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THE PROCESS—finalist visits
A formal employment application provides “for the record” material for reference and credential checks
Host function should be clear and congenial Make time for food, water, restroom breaks Be extra clear on expense issues
Don’t be afraid to mention challenges Candidates should meet all prospective
supervisors; peers and students, too Sample lessons—pros and cons Collect impressions from all interviewers in
standard format; don’t elicit comparisons
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THE PROCESS—making choices
Check references! Reference checks must be professionally conducted and thorough
Strongly discourage rogue reference checks and informal feedback (“My wife’s brother knows…”)
Don’t be impatient; if you are in love but have rules, follow your rules
Be consistent! Give each finalist the same consideration; fill each position in the same way
Check references! Inform unsuccessful candidates ASAP; be brave
and do it right!
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OFFERS
Offer should be thorough: salary, job wrinkles, benefits—”informed consent”
Be clear up front about pre-school expectations (trainings, summer work, etc.) and expenses
Be circumspect about promises beyond the first year—stuff happens
Give folks enough time to take a deep breath and think things over (and hope that candidates—and other schools!—will do the same for you)
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HIRING MISCELLANY
Consider a bounty system for hiring referrals Make sure that internal candidacies are
considered, or be clear that they will not be—post consistently
E-mail chatter regarding candidates is a very, very bad idea
Clear candidate files when a hire has been made (unless you anticipate trouble; in which case, don’t)
Consider hiring work—fairs, interviewing—as leadership development
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AFTER YES
Contracts are tentative pending criminal background check; exceed statutory requirements; think ahead (driving? foreign travel?); credential checks may be well worth it
(If hire is international, resolve visa issues before you’ve gone too far)
Prepare “electronic induction”—e-mail, server access, curriculum map, other school e-resources
Have calendar and other resources available ASAP; knowledge is confidence
Map out and urge collaborative opportunities involving experienced and new teachers
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INDUCTION
Take the time to do it right Priorities (think like an anthropologist!):
Culture and values People and hierarchies Language Curriculum Policies and procedures Geography and resources
Another anthropological tip: Think of, support, and utilize each year’s intake as a cohort
A comprehensive teacher handbook is a huge benefit to all teachers
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WHAT NEW TEACHERS NEED
LOTS of academic and classroom management support
Trustworthy peers Knowledge of local norms, local standards Life-management support Useful, focused, non-judgmental feedback Ability to recognize friends and foes Identity in the community
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THE FIRST YEAR
Establish the most thoughtful and focused mentoring program you can afford (time more valuable than $)
Be purposeful in assigning mentors A formal, non-supervisory mentoring program is
a great start; it’s leadership development, too Create opportunities to share feedback But if you can do more…
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A PROFESSIONAL COMMUNITY (It’s about everyone; not just newbies) Tailor benefits to age/stage needs (see NAIS Study) After money and benefits, quality of professional culture is the main
factor in retention: Communication and transparency A feeling of mutual support and pride Shared sense of professionalism, competence, and respect
Evaluate to support professional growth Goals-based and growth-oriented Professional development-driven Individually focused, but mission-aware Not just correction, but commendation, too
Collaboration is professional development (Newness is a golden chance to establish wonderful traditions!)
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WE’RE DONE
But now please tell your neighbor what two ideas or practices that you will take away from this presentation.
(We’d be interested to know, too, if you want to send us an email:
Marc: [email protected] Peter: [email protected] )
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RESOURCES
Handout notes from this presentation
NAIS Teacher Satisfaction Survey (2007)
Michael Brosnan, Guide to Hiring and Retaining Teachers of Color (AISNE, 2002)
NAIS Principles of Good Practice for the Hiring Process (2006)
Gow, An Admirable Faculty (NAIS, 2005)
Your school attorney or PEJE for special issues and circumstances