MANAGING THE HIRING PROCESS Principles and Procedures for Successful Teacher Recruitment and Hiring Peter Gow Beaver Country Day School NAIS 2007

OVERVIEW Principles Preparation Mission-driven recruiting Managing the process Getting to know the candidate Making the hire Induction and the first year Retention and the long term

Principles

Preparation

Mission-driven recruiting

Managing the process

Getting to know the candidate

Making the hire

Induction and the first year

Retention and the long term

PRINCIPLES Hiring is for keeps Match is everything Each hire is an opportunity for school improvement and advancement Sam Student’s need come first Patience is a virtue The hire isn’t over until the end of the first evaluation cycle—i.e., Year One

Hiring is for keeps

Match is everything

Each hire is an opportunity for school improvement and advancement

Sam Student’s need come first

Patience is a virtue

The hire isn’t over until the end of the first evaluation cycle—i.e., Year One

PREPARATION Making the Hiring Case Bottom-line needs determination: what positions must be filled The hiring “self-study” (see next slide) “ Why Saint Basalt’s” —content and supporting materials Mapping out the campaign Designating the Hiring Team, including “Hiring Central” The Budget (little-known facts…)

Making the Hiring Case

Bottom-line needs determination: what positions must be filled

The hiring “self-study” (see next slide)

“ Why Saint Basalt’s” —content and supporting materials

Mapping out the campaign

Designating the Hiring Team, including “Hiring Central”

The Budget (little-known facts…)

HIRING SELF-STUDY Exit-interview data Reflection on success Who are we? Who has succeeded here? (“The successful teacher is …”) Who has struggled here? Needs assessment—beyond the obvious Community needs on a cultural/moral level? Broader programmatic needs and desiderata?

Exit-interview data

Reflection on success

Who are we?

Who has succeeded here? (“The successful teacher is …”)

Who has struggled here?

Needs assessment—beyond the obvious

Community needs on a cultural/moral level?

Broader programmatic needs and desiderata?

THE TEAM Who does what? Clarify roles and rules Advertising/listing/agency contact Management of candidate papers Invitations & interview management Reference checks Offers Consider institutionalizing broader initiatives E.g., Exit interviews Plan overall campaign strategy “ Hiring Central” —one place, one person

Who does what?

Clarify roles and rules

Advertising/listing/agency contact

Management of candidate papers

Invitations & interview management

Reference checks

Offers

Consider institutionalizing broader initiatives

E.g., Exit interviews

Plan overall campaign strategy

“ Hiring Central” —one place, one person

USING THE MISSION Look closely at school’s stated values and standards Get serious about diversity—of all kinds Use strategic goals to point the way Find language that can be extracted verbatim—hold your own feet to the fire Make rules if you have to—and be prepared to follow them

Look closely at school’s stated values and standards

Get serious about diversity—of all kinds

Use strategic goals to point the way

Find language that can be extracted verbatim—hold your own feet to the fire

Make rules if you have to—and be prepared to follow them

JOB DESCRIPTIONS No position too minor or too generic for thoughtful description Some like descriptions detailed, some like them flexible Describe the school Describe the community Describe the work to be done “ The successful candidate will …” Specific invitations okay

No position too minor or too generic for thoughtful description

Some like descriptions detailed, some like them flexible

Describe the school

Describe the community

Describe the work to be done

“ The successful candidate will …”

Specific invitations okay

THE CAMPAIGN Cast the widest net you can afford Demand personalized service from wholesalers: agencies, college placement offices—you’ll get what you pay for Walk the walk of diversity—find the resources and utilize them Look for non-traditional sources: Troops to Teachers, Teach for America, unions Consider pooling for regional non-academic job fairs in professional and tech sectors

Cast the widest net you can afford

Demand personalized service from wholesalers: agencies, college placement offices—you’ll get what you pay for

Walk the walk of diversity—find the resources and utilize them

Look for non-traditional sources: Troops to Teachers, Teach for America, unions

Consider pooling for regional non-academic job fairs in professional and tech sectors

MATERIALS Customize materials to maximize space limitations or mission focus for external resources “ Careers/Employment/Working at …” webpages—as comprehensive and inviting as possible; make important work-related materials downloadable Consider dedicated print materials Create links (digital or otherwise) to community resources that will help serve your needs (realtors, religious institutions, cultural and recreational resources)

Customize materials to maximize space limitations or mission focus for external resources

“ Careers/Employment/Working at …” webpages—as comprehensive and inviting as possible; make important work-related materials downloadable

Consider dedicated print materials

Create links (digital or otherwise) to community resources that will help serve your needs (realtors, religious institutions, cultural and recreational resources)

THE PROCESS—Papers Centralize at “Hiring Central” and create a generic e-mail address: ”careers@stbasalts.org” First reader a Hiring Team member Treat “lone rangers” with respect; acknowledge independent inquiries in kind Keep records of every official contact Designate a process for making “first contact” —who, and what content Courtesy, courtesy, courtesy

Centralize at “Hiring Central” and create a generic e-mail address: ”careers@stbasalts.org”

First reader a Hiring Team member

Treat “lone rangers” with respect; acknowledge independent inquiries in kind

Keep records of every official contact

Designate a process for making “first contact” —who, and what content

Courtesy, courtesy, courtesy

THE PROCESS—Fairs Choose to maximize reach and effect Don’t just send graybeards and honchos “ Train” participants, provide a rough script and talking points Handouts a plus, but not too many Clarify process for candidates KEEP RECORDS of interviews on a standard form (“Could you see …?”), make notes of other conversations of promise Consider fair work as leadership development

Choose to maximize reach and effect

Don’t just send graybeards and honchos

“ Train” participants, provide a rough script and talking points

Handouts a plus, but not too many

Clarify process for candidates

KEEP RECORDS of interviews on a standard form (“Could you see …?”), make notes of other conversations of promise

Consider fair work as leadership development

THE PROCESS—Openers “ First impressions always last” All interviewers need expertise Talking points Standard questions “ Improper line of questioning” knowledge Explain process to candidates; give rough timeline if possible Keep records in a standard format (“Could you see X working here?” is the question to ask) Have internal process for deciding who moves through

“ First impressions always last”

All interviewers need expertise

Talking points

Standard questions

“ Improper line of questioning” knowledge

Explain process to candidates; give rough timeline if possible

Keep records in a standard format (“Could you see X working here?” is the question to ask)

Have internal process for deciding who moves through

THE PROCESS—Visits A formal employment application provides material “for the record” on which to base reference and credential checks Host function should be warm and comfortable Be extra clear on expense issues Make time for food, water, restroom Candidates should meet all prospective supervisors Meetings with peers and students a plus Sample lessons have pros and cons; maybe a plan is enough Collect impressions from all interviewers in standard format; don’t elicit comparisons

A formal employment application provides material “for the record” on which to base reference and credential checks

Host function should be warm and comfortable

Be extra clear on expense issues

Make time for food, water, restroom

Candidates should meet all prospective supervisors

Meetings with peers and students a plus

Sample lessons have pros and cons; maybe a plan is enough

Collect impressions from all interviewers in standard format; don’t elicit comparisons

THE PROCESS—Choices Check references! Reference checks must be professionally conducted and thorough Strongly discourage rogue reference checks and informal feedback Don’t be impatient; remember your “Case” If you are in love but have rules, follow the 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!

Check references! Reference checks must be professionally conducted and thorough

Strongly discourage rogue reference checks and informal feedback

Don’t be impatient; remember your “Case”

If you are in love but have rules, follow the 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!

THE PROCESS—Offers Clarify who is making the offer Offerer should have all information at hand— salary, job wrinkles, benefits Be clear up front about moving expenses Be clear up front about pre-school expectations (trainings, summer work, etc.) 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)

Clarify who is making the offer

Offerer should have all information at hand— salary, job wrinkles, benefits

Be clear up front about moving expenses

Be clear up front about pre-school expectations (trainings, summer work, etc.)

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)

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 bad idea Check on regulations before clearing candidate files when a hire has been made

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 bad idea

Check on regulations before clearing candidate files when a hire has been made

AFTER YES All contracts are tentative pending successful completion of criminal background check Checks should exceed statutory requirements; think ahead (driving? foreign travel?) Credential checks maybe well worth it (If hire is international, solve the visa issue before you’ve gone too far) Prepare “electronic induction”—e-mail, server access, curriculum map, other school e-resources Calendar and other resources (texts! syllabi!) available ASAP; knowledge is confidence Map out and urge opportunities for new teachers to collaborate with veterans before school starts

All contracts are tentative pending successful completion of criminal background check

Checks should exceed statutory requirements; think ahead (driving? foreign travel?)

Credential checks maybe well worth it

(If hire is international, solve the visa issue before you’ve gone too far)

Prepare “electronic induction”—e-mail, server access, curriculum map, other school e-resources

Calendar and other resources (texts! syllabi!) available ASAP; knowledge is confidence

Map out and urge opportunities for new teachers to collaborate with veterans before school starts

INDUCTION Comprehensive and complete—take the time to do it right See new teachers as a cohort whose effectiveness as a group is to be maximized Priorities (think like an anthropologist!): Culture and values People Language Curriculum Policies and procedures Geography and resources

Comprehensive and complete—take the time to do it right

See new teachers as a cohort whose effectiveness as a group is to be maximized

Priorities (think like an anthropologist!):

Culture and values

People

Language

Curriculum

Policies and procedures

Geography and resources

NEW TEACHER NEEDS Local norms, local standards (sources: peers and department/division leadership) Life-management (sources: mentors, peers; facilitated by thoughtful leadership) Feedback (sources: peers, leadership, students) Friend/foe recognition (sources: leadership, mentors, peers) Identity in the community (can be facilitated by thoughtful leadership that provides opportunities for public success)

Local norms, local standards (sources: peers and department/division leadership)

Life-management (sources: mentors, peers; facilitated by thoughtful leadership)

Feedback (sources: peers, leadership, students)

Friend/foe recognition (sources: leadership, mentors, peers)

Identity in the community (can be facilitated by thoughtful leadership that provides opportunities for public success)

MENTORING Build the best program you can afford; put someone in charge Designate time to make it work Structure the time to meet specific needs—human as well as institutional Choose wise, smart optimists as mentors Mentoring should not be evaluative or supervisory Mentoring is a leadership-development opportunity

Build the best program you can afford; put someone in charge

Designate time to make it work

Structure the time to meet specific needs—human as well as institutional

Choose wise, smart optimists as mentors

Mentoring should not be evaluative or supervisory

Mentoring is a leadership-development opportunity

RETENTION NOTES School culture matters most Then come money and benefits Maximize positive factors Geography Benefits Perks of membership Compensate for negatives Geography Social (i.e., dating) opportunities Remuneration limitations Comprehensive professional development

School culture matters most

Then come money and benefits

Maximize positive factors

Geography

Benefits

Perks of membership

Compensate for negatives

Geography

Social (i.e., dating) opportunities

Remuneration limitations

Comprehensive professional development

RESOURCES Notes from this presentation at www.nais.org/go/annualconference NAIS Principles of Good Practice for the Hiring Process (2006) Gow, An Admirable Faculty (NAIS, 2005) Your school attorney and regional association for special issues and circumstances

Notes from this presentation at www.nais.org/go/annualconference

NAIS Principles of Good Practice for the Hiring Process (2006)

Gow, An Admirable Faculty (NAIS, 2005)

Your school attorney and regional association for special issues and circumstances