1. Capturing Our Learning
Hiring & Selection
Capturing Our Learning

2. Overview
Purpose: To hire and select the best applicants – internal and external – to meet student and school needs
Key Elements of Hiring & Selection
Developing a Hiring Timeline
Requiring Notification for Resignations and Retirements
Aligning Hiring with Instructional and Strategic Initiatives
Hiring Early to Ensure the Best Quality in Shortage Fields
Matching Best Applicants to Vacancies
Developing Principals' Skills in Hiring and Selection Best Practices
Monitoring and Supporting Staffing at High-Needs Schools
Monitoring and Supporting for Diversity in All Schools
On-Boarding New Hires
See the Teacher ABC Tool and Executive Summary of the Teacher Puzzle Pieces for additional information
Urban Schools Human Capital Academy

3. Key Research
Early hiring ensures the highest quality candidates are selected Levin & Quinn, 2003
Certification pathway – traditional or alternative – is not a predictor of teacher effectiveness
Variation in effectiveness within pathways is greater than variation between pathways Boyd, et al., 2006
Individual programs show meaningful differences in effectivenessGoldhaber and Liddle, 2011
Teaching experience is the only single characteristic consistently found to be related to teacher effectiveness
On job performance is a more powerful tool for improving teacher selection than data available at the recruitment stage Rockoff, et al., 2008
Diversity matters when building a pool of teachers
Black and low-performing elementary students appear to benefit most from being taught by a teacher of the same race Egalite, Kisida, Winters, 2015
Urban Schools Human Capital Academy

4. Metrics
Get the Best
Effective Hiring & Selection functions consistently get the best teachers that meet school needs, as measured by effectiveness levels of the teachers recruited and principals’ satisfaction with those recruited
Key metrics to understand performance in this function include:
Percentage of new teachers - by Provider - with effective or higher ratings at the end of Years 1, 2, and 3 (VI.B)
Applicants per vacancy by subject and Provider (I.C)
Number and percentage of vacancies filled by May 1, July 1, August 1, and after opening of school (II.A)
Number and percentage of diverse candidates meeting the screening criteria by Provider (I.D)
Percentage of Principals satisfied with quality of staffing services received and quality of applicant pool to match candidates to vacancies (II.E)
Urban Schools Human Capital Academy

5. Key Content
Hiring & Selection

6. Recruitment & Selection Lifecycle: 3 Key Phases
Selecting the Best
Keeping Them Warm
Building & Expanding the Pool

7. Get the Best Consistently: “Secret Sauce”
POWER METRICS
Selecting the Best
Keeping Them Warm
Building & Expanding the Pool
Enough applicants?
“Right” applicants?
GET THE BEST: Teachers
Top choice?
Danielle
How do you get from this idea of getting the best to achieving the benchmark for the power metrics? Colorful middle section is what we believe to be the “secret” sauce. Our secret sauce has three ingredients.
Individually, the Power Metrics in this section help you answer how you’re doing on each component of the secret sauce: building and expanding the pool, keeping them warm, and selecting the best.
Looking across the Power Metrics, you can get a clearer sense if you’re getting the best teachers consistently.
Early selections?
Effective teachers?

8. Phase 2: Keeping Them Warm
What is HR’s role?
Cultivate top candidates
Early contracts
What is the principal’s role?
Unexpected vacancies
Candidates they have made offers to
Betsy

9. Phase 2: Keeping Them Warm
How do you measure success?
% of acceptance and declination rates of candidate offers
% of early contracts who accepted the contract and came to the district
What are the key actions?
Regular communication
Dedicated HR resource(s)
Betsy

10. Phase 3: Selecting the Best
What is HR’s role?
Offer early contracts in critical shortage areas
Facilitate early principal hiring through HR policies
Provide principals with short-list of “best-fit” candidates
Provide principals access to ALL candidates
Analyze data to evaluate effectiveness of pathways
Do not screen out on criteria that has not been shown to be correlated with student achievement (e.g. certification)
Betsy

11. Phase 3: Selecting the Best
What is the principal’s role?
Make ultimate hiring decisions
Implement best practices in site based selection
How do you measure success?
% of vacancies filled by month (PM)
Effectiveness ratings of 1st, 2nd and 3rd year teachers hired (PM)
Betsy

12. Phase 3: Selecting the Best
What are the key actions?
Push up hiring timelines
Align HR policies with goals of early hiring
Provide dedicated resources to principals (HR Partners)
Provide available data on teacher candidates
Support principals in building school-based selection processes
Share data regularly with principals and principal supervisors
Betsy

13. Selecting the Best: Organizing Principles
Principal is THE hiring manager and the key customer
Timing is key driver of success
Differentiated support to high-need schools is critical
Betsy

14. Selecting the Best Traditional Practice Best Practice
HR screens candidates “out of pool”
Selection system not mapped to key competencies/skills for teachers
There is a one-size fits all approach to supporting principals
Candidates do not provide work samples that demonstrate competencies/skills
HR creates wide pool
Principals have autonomy
Principals regularly ask for feedback on selection & quality of applicant pool
Selection system assesses for key teacher competencies and skills
Support to principals to develop tailored selection tools for school
Work samples are key component of selection system
Betsy
Note: Best Practice based upon perspectives of ghSMART and Hire Better Teachers Now: Using the Science of Selection to Find the Best Teachers for Your School.

15. What We Know Must have a shared definition of an effective teacher
Sample Teacher Scorecard Template (adapted from ghSMART)
Outcomes
Rating 1.
Produces at least a year's worth of academic growth for a school-year's period of time for each student 2.
Earn effective or highly effective ratings on classroom observations and annual performance evaluation 3.
Earn student satisfaction rate of at least 90% on student and/or parent surveys 4.
Contributes positively to the overall school environment
Betsy

16. Tools and Activities

17. Tools USHCA Sample Scorecard – Teacher Position
Provides a sample template scorecard for the role of a teacher based on the book Who by Geoff Smart and Randy Street. This template can be customized for each particular vacancy by subject, grade-level, school needs, etc.
USHCA Early Contract Letter
Provides draft language districts can use to offer early contracts to individuals in shortage areas
USHCA Selection Perspectives
Outlines key philosophies and perspectives for teacher selection along with guiding questions
Research Quiz
Gives selection research facts in a quiz format
Urban Schools Human Capital Academy

18. Keeping Them Warm Activity: Perplexing Questions
How do we make sure that WE are the district these “right” candidates end up coming to?
What are the intentional strategies to make sure we woo them, keep them on the line (if we hire early we keep them coming and if we hire later we keep them wanting us) and then win them in the end?
Darlene

19. Selecting the Best Activity: Perplexing Questions
How do you create a selection system that helps you get the best new teacher for every school?
What are the roles of HR and principals in the selection system, including with early hires?
Darlene

20. Research Quiz Activity: Answers
STATEMENT
TRUE or FALSE
Candidates who have gone through a formal teacher training/ certification program are more effective teachers.
Perseverance and passion for long-term goals are associated with higher rates of new teacher retention but not higher rates of effectiveness.
Masters and PhD degrees correlate to improved student achievement results.
A teacher’s initial performance in his/her first year is a strong predictor of future performance.
Screening applicants on residency within a school district’s borders results in lower student achievement.
FALSE
FALSE
FALSE
Danielle
TRUE
TRUE