Human Talent Principal Standards Pillar Hiring, Selection, and Retention Pillar Principal Domain and Competency Domain III: Human Capital / Competency 6 NELP Standards 2 and 7 Introduction to the Week 2 Building principals should know how to promote high quality teaching by using selection, placement, and retention practices to promote teacher excellence and growth. Once an applicant applies for the position, the principal needs to review and screen all applications and choose several of the applicants to interview. In addition, principals know how to engage, model, and communicate ethics and professional norms related to recruitment, selection, and hiring. In week 2, you will be given opportunities to demonstrate your ability to develop a hiring plan based on identified gaps in the campus staff and ensure that ethical practices are being used in the hiring process. Human Talent Rubric Use the following rubric to guide your work for week 2. Standard 2: Ethics and Professional Norms - Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms. Standard 7: Building Professional Capacity - Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning. Task Does Not Meet Minimum Criteria Approaches Minimum Criteria Meets Criteria Exceeds Criteria NELP Component 2.1 Dispositions and Norms SBEC Pillar #5 - Hiring, Selection, and Retention Candidates will review professional norms and demonstrate how to reflect on the standards, cultivate and communicate norms regarding hiring, selecting and retaining staff and model the professional norms to develop interview questions for hiring plan. Candidates demonstrate the capacity to only 1) communicate professional norms. 0 points Candidates demonstrate the capacity to 1) engage in reflective practice through the collaborate review of the MCEE, 2) cultivate new norms, 3) model through the development of interview questions aligned with school norms, and 4) communicate professional norms through the teacher profile. 13 points Candidates demonstrate the capacity to 1) engage in reflective practice through the collaborate review of the MCEE, 2) cultivate new norms, 3) model through the development ...

1. Human Talent
Principal Standards Pillar
Hiring, Selection, and Retention Pillar
Principal Domain and Competency
Domain III: Human Capital / Competency 6
NELP Standards 2 and 7
Introduction to the Week 2
Building principals should know how to promote high quality
teaching by using selection, placement, and retention practices
to promote teacher excellence and growth. Once an applicant
applies for the position, the principal needs to review and
screen all applications and choose several of the applicants to
interview. In addition, principals know how to engage, model,
and communicate ethics and professional norms related to
recruitment, selection, and hiring. In week 2, you will be given
opportunities to demonstrate your ability to develop a hiring
plan based on identified gaps in the campus staff and ensure
that ethical practices are being used in the hiring process.
Human Talent Rubric
Use the following rubric to guide your work for week 2.
Standard 2: Ethics and Professional Norms - Candidates who
successfully complete a building-level educational leadership
preparation program understand and demonstrate the capacity to
promote the current and future success and well-being of each
student and adult by applying the knowledge, skills, and
commitments necessary to understand and demonstrate the
capacity to advocate for ethical decisions and cultivate and
enact professional norms.
Standard 7: Building Professional Capacity - Candidates who

2. successfully complete a building-level educational leadership
preparation program understand and demonstrate the capacity to
promote the current and future success and well-being of each
student and adult by applying the knowledge, skills, and
commitments necessary to build the school’s professional
capacity, engage staff in the development of a collaborative
professional culture, and improve systems of staff supervision,
evaluation, support, and professional learning.
Task
Does Not Meet Minimum Criteria
Approaches Minimum Criteria
Meets Criteria
Exceeds Criteria
NELP Component 2.1 Dispositions and Norms
SBEC Pillar #5 - Hiring, Selection, and Retention
Candidates will review professional norms and demonstrate how
to reflect on the standards, cultivate and communicate norms
regarding hiring, selecting and retaining staff and model the
professional norms to develop interview questions for hiring
plan.
Candidates demonstrate the capacity to only
1) communicate professional norms.

3. 0 points
Candidates demonstrate the capacity to
1) engage in reflective practice through the collaborate review
of the MCEE,
2) cultivate new norms,
3) model through the development of interview questions
aligned with school norms, and
4) communicate professional norms through the teacher profile.
13 points
Candidates demonstrate the capacity to
1) engage in reflective practice through the collaborate review

4. of the MCEE, 2) cultivate new norms,
3) model through the development of interview questions
aligned with school norms, and 4) communicate
professional norms through the teacher profile that support the
educational success and well-being of students and adults.
19 points
Candidates demonstrate the capacity to
1) engage in reflective practice through the collaborate review
of the MCEE,
2) cultivate new norms,
3) model through the development of interview questions
aligned with school norms, 4) communicate
professional norms through the teacher profile that support the
educational success and well-being of each student and adult
and 5) articulate their understanding and capacity to undertake
and implement this work within a school setting.
25 points
NELP Component 7.1 Recruitment and Selection
Domain III Human Capital
Competency 006 Selection, Placement, and Retention
SBEC Pillar #5 - Hiring, Selection, and Retention
Candidates review, evaluate and identify gaps in the current
staff and use the data and current research-based practices to
develop a recruitment, selection and hiring plan aimed at filling

5. the gaps.
Candidates demonstrated the capacity to:
1) identify staffing gaps.
0 points
Candidates demonstrate the capacity to:
1) evaluate a school’s professional staff capacity needs,
2) use data to plan and engage in candidate recruitment and
selection but does not reflect the diversity of the school’s
student body
3) develop a plan to evaluate applicant materials.

6. 13 points
Candidates demonstrate the capacity to:
1) evaluate a school’s professional staff capacity needs,
2) use research and data to plan candidate recruitment and
selection that reflects the diversity of a school’s student body,
3) use research/best practices to develop a plan for evaluating
applicant materials.
19 points
Candidates demonstrate the capacity to:
1) evaluate a school’s professional staff capacity needs,
2) collect and use data to plan candidate recruitment and
selection that reflects the diversity of a school’s student body,
3) use research/best practices to develop a plan for evaluating
applicant materials.
4) articulate their understanding and capacity to undertake and
implement this work within a school setting.
25 points
NELP Component 2.2 Ethical Advocacy
Domain VI Ethics, Equity, and Diversity
Competency 011a Ethics and Advocacy
SBEC Pillar #5 - Hiring, Selection, and Retention

7. Candidates will use local and legal policies related to
recruitment, hiring, and selection to develop a job description
based on identified needs and develop a job posting related to
the job description.
Candidates 1) created a job description that did not clarify the
identified campus staffing needs and 2) created a job posting
that was not in alignment with local or legal policy.
0 points
Candidates 1) demonstrated the capacity to evaluate the local
and legal policies for developing a job description aligned to
campus staffing need but 2) lacked the alignment with the
district’s established policies regarding ethical hiring practices
evidenced by the job posting and
3) lacked evidence of the ability to communicate about and
advocate for ethical and legal decisions evidenced by the lack

8. of alignment with local and legal policies.
13 points
Candidates demonstrated the capacity to 1) evaluate the ethical
dimensions of issues by developing a job description that was
aligned to the campus staffing need
2) analyze decisions in terms of established ethical frameworks
evidenced by following local and legal policies related to job
postings and
3) communicated about and advocate for ethical and legal
decisions through both the job description and job posting.
19 points
Candidates demonstrated the capacity to 1) evaluate the ethical
dimensions of issues by developing a job description that was
aligned to the campus staffing need
2) analyze decisions in terms of established ethical frameworks
evidenced by following local and legal policies related to job
postings.
3) communicated about and advocate for ethical and legal
decisions through both the job description and job posting and
4) articulate their understanding and capacity to undertake and
implement this work within a school setting.
25 points
Writing:
APA citations, Mechanics and Grammar
Grammar, spelling, and APA formatting mistakes distracted the

9. reader regarding the clarity and depth of the assignment.
0 Points
Grammar, spelling, punctuation or APA formatting mistakes
distracted the reader regarding the depth of the response(s).
4 points
Grammar, spelling, punctuation or APA formatting mistakes did
not distract the reader regarding the clarity or depth of the
response(s).
8 points
No mistakes in grammar, spelling or punctuation. APA citations
provided & correctly formatted.
13 points
Week 2 Part 1: Norms and Dispositions CLO1, CLO2, CLO3,
WO3, WO4
Candidates will meet with a minimum of three classroom
teachers and engage in reflective practice by collaboratively
reviewing the National Association of State Directors of
Teacher Education and Certification’s Model Code of Ethics for
Educators (MCEE) . The team will cultivate a set of
norms/dispositions/core beliefs for their campus that can be
used when developing interview questions, that are aligned with
the school norms, for prospective candidates. Be sure that your
norms support the educational success and well-being of each
student and adult. Collaborate and communication regarding
professional norms will be demonstrated through the
development of a teacher profile that supports the educational
success and well-being of each student and adult. Candidates
will articulate their understanding and capacity to undertake and

10. implement this work within a school setting.
1. After reviewing the MCEE, please create your
norms/dispositions/core beliefs based on the MCEE.
2. Create an ideal teacher profile for screening and selection.
For example: The ideal teaching candidate is a student-centered,
life-long learner who is aligned with our mission and vision of
the school, and is a collaborative team member.
3. Develop 4-5 interview questions that align with these
norms/dispositions/core beliefs and your candidate profile. Be
sure to refer to legal policy DAA discussed in week 1 when
developing the questions. Include questions based on your
Campus’s Vision, Mission, and Campus Improvement Plan.
The interview questions must also align with EEOC guidelines
(should not ask race or national origin, religion, gender, sexual
orientation, disability, etc.
4. As a future leader why would it be important to establish
norms/dispositions/core beliefs and an ideal teacher profile?
Week 1 Part 2 Recruitment, Selection and Hiring Plan (CLO4,
WO1, WO2, WO3)
Week 2 Part 2a: Section A NELP Component 7.1: According to
Gross and DeArmond (2011), school districts use the
recruitment process to ensure that they have an adequate pool of
qualified applicants. Recruitment should take into consideration
the needs of the school and that requires approaching
recruitment and selection differently. Districts are not waiting
for applicants to come to them. They are seeking candidates
through formal and informal activities.

11. Prior to developing a comprehensive recruitment, selection,
hiring and approach, most district/schools examine the current
status of staffing needs and recruitment efforts to determine
needs. Using the adapted chart below and the reflection
questions, meet with your site mentor, and evaluate your
school’s professional capacity needs. Use the data to plan
recruitment and selection that will reflect the diversity of your
school’s student body. Articulate your understanding and
capacity to undertake and implement this work of determining
staffing needs and developing a hiring plan within a school
setting.
Professional Capacity Needs Chart:
Teacher
(For confidential reasons, do not use teacher’s names. You can
use initials or any other naming convention.
Yrs Teaching
Years at School
Grade or Content Currently Teaching
Grade or Content Previously Taught
Certifications
Highest
Degree
Identify the Skill level:
· Communication
· Organization
· Collaboration/Teamwork
· Critical Thinking
· Creativity
· Technology Skills
· Leadership
· Lifelong Learning
· Classroom Management

12. · Content Knowledge
· Interpersonal Skills
· Commitment
· Confidence

13. Adapted from Reflection Questions and Tools for Staff Hiring
Desravines, Jean, et al. “Talent Management.” Breakthrough
Principals: A Step-by-Step Guide to Building Stronger Schools,
Jossey-Bass, 2016, pp. 298-300.
Using the data from the chart and your knowledge and
experiences from your school reflect on the following questions.
Please make sure that your answers are comprehensive and tell
the story of your school.
1. What are the content gaps in your school? For example,
consider the following questions:
· What percentages of teachers are teaching outside their
certification area? 2%
· What is the number of teachers with a master’s degree in a
content area?
· What percentages of teachers are in their first year of
teaching?
· Does your district expect any changes in student enrollment
for the next year?
2. What are the skills gaps in your school? Please refer to the
chart and research that describes the skills of an effective
teacher.
3. Where is the diversity of skill in your school? Is it in one
grade or content area? Is there diversity of skill throughout the
school? Refer to the data regarding skills gaps to respond to this
question.
4. Is there diversity of experience in your school? Refer to the
data in the chart regarding experience levels.

14. 5. What are the equity gaps in your school? For example,
consider the following questions:
· How many grade levels/content areas have inexperienced
teachers (less than 3 years of teaching experience)?
· Which grade levels/content areas have more inexperienced
teachers?
· Which grade levels/content areas have higher rates of teacher
turnover?
· What percentages of teachers leave by race/ethnicity? By
student race/ethnicity?
6. Based on the evaluation of your school’s professional staff
capacity needs evidenced by the completed chart and the
reflective questions, identify your current staffing needs.
Adapted from Tool 5.1 Reflection Questions and Tools for Staff
Hiring
Desravines, Jean, et al. “Talent Management.” Breakthrough
Principals: A Step-by-Step Guide to Buidling Stronger Schools,
Jossey-Bass, 2016, pp. 299-300.
Based on the summary of data and reflections from Part 1 and
Part 2, the next step is to use research-based practices and your
data to plan candidate recruitment, selection, hiring, and
induction processes that reflect the diversity of your student
body. Use the guiding questions below to develop a
recruitment, selection, and hiring plan. ** Refer to your Week 2
Readings in your textbook Breakthrough Principals Chapter 5
pp 146-173 to assist you in this part of the assignment.

15. Recruiting and Hiring
1. After you have determined your needs, what is the process
for notifying central office that you need a faculty position?
2. Where do you find your most successful hires? Do the most
successful hires have anything in common with each other?
3. What is your current hiring process? How to you announce
positions? What are some research-based practices for hiring?
4. If the current hiring process has been in place for several
years, have the teachers you hired remained at the school? Have
they been successful members of the staff?
5. How would you include current members of your team in the
hiring process? What are the responsibilities of the hiring team?
Does the hiring team need training and if so, what topics should
be covered?
6. Identify the criteria on which you will screen candidates?
You can use your candidate profile and your interview questions
for this question. Be aware of ethical and legal requirements for
screening candidates. Refer to Week 1 and your district for
local and legal policies for hiring.

16. 7. How will you assess the candidates you see?
8. How will you check references on candidates? Identify 3
questions you will ask the reference.
9. How will final decisions be made? How will candidates be
notified?
10. As a future school leader explain your understanding and
capacity regarding how you will undertake and implement
recruitment, selection and hiring processes within your school
setting.
Week 2 Assignment, Part 3: Ethical Decisions (CLO3, WO4)
Candidates who complete an educational leadership program
should understand and demonstrate the capacity to promote the
current and future success and well-being of each student and
adult by applying the knowledge, skills, and commitments
necessary to understand and demonstrate the capacity to
advocate for ethical decisions and cultivate and enact
professional norms.
Week 2 Part 3 Directions:

17. You will be creating a job description and a job posting for this
part of the assignment.
1. Evaluate your district’s local and legal policies regarding job
postings and refer to week 1 to ensure that you are following
local and legal guidelines.
2. Create a job description based on a staffing need from part 2
of this assignment.
3. Create a job posting that follows local and legal guidelines.
4. Reflect on your understanding of the importance of following
local and legal guidelines in job descriptions and job postings.