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have little biring. Additople other questions rt be the belect foci thatted in makiutes. In this

m to hire. Thng process c

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because a suhers across p

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reflect a seliefs that art are not eveing decisions brief spanhis is a daucould affect

may influethey are eveerritorial jurss that teachprotect teacnions protecmay cause

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may not, tdardized teshat the mosave a vestesuccess (OE

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achers can rws and otherocess. Suchetention superage stude

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reasonably er filtering sh criteria mpports for n

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ly predictiner complicateacher’s a

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& Berry, 199practices. T

atch the orgective teachhelp potent

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tial employer qualities (Cuse a system

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d to be tryior hiring ged in jurisdicd teachers (g that decisiprofession

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actices maytive decisio007). Recenthe effectivhire new teaaware of hoarious jurisdng position

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problematwhom they(Authors, 2he interviewsystem posiare for hiriaving themollege of Te

e process, whiring (Har

ws and referhired. This y, on intervrviews is ussumption; the interviewschool-based-Hammond

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ulture, and tPark, 2001

ows that assg decisions

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whose goal rris, Rutledgrences may tension def

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are both sysw using a meacher candimprovemefits at som

n letter, and h to make a

ence of thehe teacher angry parent)

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‐178,Febru

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key ways. Fthe selectio

s that some processes

r than for thnterviews aof how to i11).

is to yield ge, Ingle, &confuse th

fines the keect the mosvely, the higesponsible fistof-Brown

ay provide teArmond, G

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& Peterson, esired schoo

little say in

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with whom & Makranskof fit betwGraves, 199

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ol culture. n who is as

consistent d selection ppano, 2011mpting to pthe proces

with the addring decisio

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teacher. Ption. Such awork envirothey will w

ky, 2007; Keen the app

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ministrators heir jurisdicchools. Seced, and howeir prospect

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y provide sosystematic

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provide whould allow

atement of a

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s stage of inn and how aonversation

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nterviewingapplicants wn.

and the phontical to, or

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back from this a profes

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‐178,Febru

IAL SCIENC

g. The intervwill be invite

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will also neeird phase o

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usions aboutbe provide

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F BUSINESS

he teacher andidate’s evaluate th

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candidate asuitability f

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observationsd mentoringrecognize t

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‐178,Febru

IAL SCIENC

and an addfor the pos

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to stage 5 oa report frodigest both

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Vol.2,No.1

F BUSINESS

f the multi-om the teamh the obser

uestions to b

made the forho have hadime to interhired teachet 50% of theelect the bequestions thout the ons may not

no question no idea howate (W. Hill

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1,pp165‐

S AND SOCI

-stage intervm member(srvations andbe asked du

rmal intervid only the terview canders recentlye time. Frusst teachers that will as

opportunity be clear to

design inpuw they theml, personal c

th three keyquestions: “uring that alewers will m, the job

roaches befward the jobnowledge other membet criteria then aspect of ology to tapes.

some feedbahey displaythis feedbacprocess.

‐178,Febru

IAL SCIENC

view, the ins) who obsd recomme

uring the nex

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ace this highware of diffcture of innterview teaply as they lon process ws so that t

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4.P.P.1

am should mast stage ofrom the stuthe process

rt of the teatten applicafaction withconfident inprincipals athe interviewviews (W. g the interv

principals ad no idea wthese quest

st, 2013).

should pro“Will you are designe

e if the teaadministrat

h stakes tasferences in tnterviews oam to determlisten to tea(Author, 20they can re

member ofd areas that and construc

165‐178

173

meet f the

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acher ation, h the n the about wers Hill, view who what tions

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oblem Solvin

tasks that a the teacherwill engagetask. This shwho is high

will allow twritten comard others wontext.

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about the many mathhave given hening of tea

date is thenmail. In evalan ideal respeacher candspelling, andhe teacher cncerns that ne, keeping tlution. The e their abilitto consider?” The respssed in a timen the teacs.

ata Action P

stage intervcus on studovided withnt learning ttion to a sinof students

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OURNAL OF

ng Task

teacher mur and the se teacher cahould be a w

hlighting a

the interviewmmunicatiowho express

sk scenario

following em

homework questions fhim permiss

ars and figh

n asked to duating the sponse wouldidate’s wrid tone, this

candidate. Itwere expr

the best intewritten res

ty to distancr the parentponse and pmely mannecher and the

Planning Ta

view procesdents’ learnh an examplthat is meas

ngle piece of from a larg

Vol.2,No.1

F BUSINESS

st undertaketudents. Fo

andidates inwritten taskconcern or

w team to aon skills; ps a legitima

o will prov

mail from a

that you for him to csion not to ts to get this

develop a psuitability old include aitten answeris also an o

t should be ressed, looerests of thesponse and ce themselvt’s email bylan should er, and will e parent an

ask

ss for new ning that chle of studensured by thef evidence fge scale sta

1,pp165‐

S AND SOCI

e are not sitor this reason the opportk where the

issue and

assess the tproblem soate concern;

vide a conte

parent.

assigned tocomplete whdo any furths done agai

plan, includiof the plan aand the quar. While theopportunity evident in t

oking for ae student at the “next s

ves from why asking theallow the pbe handled

nd allows th

teachers iharacterizesnt achieveme data. The dfor a single

andardized o

‐178,Febru

IAL SCIENC

tuated in theon, the nextunity to shoteacher candisplays a

teacher canolving skill; and, their

ext for this

o my son hen you knoher math hoin.

ing a writteand the writalities of a pe criteria forfor the inte

the responsea positive a

the forefrosteps” plan hat they migemselves, “Wparent a send in a way them to con

s an oppors the teachement data andata could blearning ex

or non-stand

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e classroomxt phase of ow their skndidate is reconcern ag

didates’: cols; beliefs understandi

s part of th

last night. w he hates omework th

en responsetten responprofessionar a written rerview teame that the teand constru

ont of the cothat the tea

ght perceiveWhat is these that theirthat maintaintinue to w

rtunity for er candidatend are reqube evidencexpectation. Adardized as

4.P.P.1

m or reflectivf a multi-stakills with a nequired to wggressively

omposure uabout probing of the c

he multi-sta

It was tothis subjectat is sent ho

, to addressse, interview

al response response sh

m to examineeacher candiuctive soluonversation,acher candi

e as an attace concern?”r concerns hins the integ

work togethe

interviewere. In this stuired to creae of the learAlternativelsessment fo

165‐178

174

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under blem chain

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hould e the idate tion, , and idate

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identi identi identi plan

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this final stah level of cohose candidve three mai

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ify trends oify the limitify alternatishort and lified in the

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enced hirings as one thaof seasonedd this level f it is clear tmit to develo

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candidate sh

f evidence atations of thive sources longer termdata; and students a

e the studenment data ta

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rforming wudents. Wha

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hiring team students’ lea

g teams wilat includes d and very cof professio

that this is hoping even

ew

multi-stagedat each stagave been hi, including:

achievemen

ment to the t

e teacher canwth for theireening inteeacher cand

er with adv

Sciences,V

OURNAL OF

hould:

as seen in thhe data sourof data that

m instruction

and to parennt’s (studentask for an in

w evidencens. What ac

scale, group

well below that actions w

hiring teamn format. Thtypes of as

f underachiet achievemeement planscan also assarning.

l recognize some aspec

competent teonalism amhow teacherstronger lev

d new teachge have beeighly regard

nts of the tea

teacher cand

ndidate as air first year erview shoudidate. Thisvice, suppor

Vol.2,No.1

F BUSINESS

he data; rce; t could be unal actions

nts what thts’) success.ndividual st

e of undersctions will y

p result achi

he area’s avwill you take

m should cohis will givsessment, tevement, thent from ms to all staksess the can

the precedcts of profeeachers. We

mong new ters will be hivels of comp

her hiring pren turned awded by the h

acher candid

didate; and

an early carin the profe

uld be a tims support shrt, and reso

1,pp165‐

S AND SOCI

sed to verifthat are ne

he data show. tudent on an

standing hoyou take?

evement tas

verage in ree as their cla

onsider the e the hiringthe need to e capacity o

multiple soukeholders, indidate’s lev

ding stages oessional teace would agreachers and ired, we canpetency dur

rocess, teacway. The finhiring team

date through

reer supportession.

me to outlinehould be avources as n

‐178,Febru

IAL SCIENC

fy the trendseeded to im

ws, and ho

n individual

ow to add

sk is provid

eading on thassroom tea

breadth ofg team an o

engage in of the candiurces, and including thvel of intern

of the propocher practicree with thisraise the b

n anticipate ring their pr

cher candidanal screeninat all other

h the other

t team and h

e the role ovailable to heeded, with

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s evident in mprove the

w specific

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d fractions

ded.

he standardacher?

f the candidopportunity focused, ta

idate to suppthe need to

he students nalization o

osed modelce that are vs perceptionar of expeca back filli

rofessional t

ates who hang interview

stages. Thi

stages of th

help them c

f the hiringhelp the newh the aim o

4.P.P.1

the data; trends that

actions wil

ovided.

with un

dized test th

date’s respoto consider

argeted teacport assessmo communiand parent

of a “whatev

l for a new very demann and arguectations for ting effect wtraining.

ave not showw is offered is interview

he process;

create a plan

g team memw teacher inof retaining

165‐178

175

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ll be

nlike

hat is

onse, r the

ching ment icate s. In

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way nding e that their

where

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encourage k confidencognize conc

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who will uhave choseabout the apce. The breaective one.

tical to the eessional matheory abous they waninterview q

ged process;oping relevks); and, d

this list of inre availablethe system.

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school systeming, and cning and norture from tgrowing bod

consider stministrators urrent interat other stra

ined in the urisdictions

implementitional stagroom, colle

hed by the cvide some dnal levels.

l that is outhe layers oh stage of thultimately ben the mostpplicant thradth of the i

efficacy of anner. Trainut “fit”; devnt in their questions; id; developingvant problemdeveloping p

nterview teae in all syste. Without coes in which

Sciences,V

OURNAL OF

em administcostly for tho time to forthe norm. Tdy of researtudent achieto consider

rview systeategies are n

multi-stageto upgrade

tation of allge in their ecting data collected triadirection ab

utlined in tof an onion

he hiring probe hired, thet promisingrough the stinformation

any hiring pning is neeveloping a cjurisdiction

dentifying rg criterion-bm solving tprocedures

am skills mems to deveommitmentwe lack con

Vol.2,No.1

F BUSINESS

trators will heir system.rm a commhere are twrch that the evement as r the alternam used to

needed to bo

ed interviewcurrent hiril nine stagecurrent proabout the

angulation obout how to

this paper n by graduocess. Aftere hiring tea teachers frtages of the n will help to

practice thaeded in macommonly un; developinroles and resbased obsertasks for sofor commu

may be dauntelop these int to this newnfidence.

1,pp165‐

S AND SOCI

initially rea In systems

mon vision oo responseseffective qthe most im

ative. Whenselect new

olster the int

w process asing practicees of this mocess. As skills offe

of data abouo start the pr

has severalually focusr using all nams can be rom amongprocess wi

o assure the

at the interviany areas, understood sng a commsponsibilitiervation framome stagesunication to

ting at the onterview m

w direction f

‐178,Febru

IAL SCIENC

act to this ms where hiriof who they s to the antiqualities of amportant oun we know

w teachers (terview pro

s presented ies. While jurmodel, many

with collecered by newut their skilrocess of en

l stages. Ting on deenine stages more confi

g the applicill indicate se interview

iewers are tincluding: set of chara

mon underses for team meworks fo of the proo the applic

outset of immanagement

for interview

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model by deing teams arwant to hircipated cona teacher mutcome in sc

that school(Authors, 2

ocess.

in this paperisdictions my would reacting data aw teachers ls. The stagnriching hir

he staged peper and deof the prop

fident, than ants. The inskills in mateam that th

trained to dodeveloping

acteristics thstanding of members a

or the variouocess (commcants at eac

mplementatioskills gradu

wing new te

4.P.P.1

eciding that re often forre and why,ncerns. First

matter more chools. Secl administra

2012), we m

er provide mmay not be adily be ablabout studeapplying f

ges of the mring practice

process caneeper level

posed proceis currentlynformation

any professiheir final ch

o this imporg knowledghat are desirf structures at various stus stages ofmunication ch stage of

on, there is ually to supeachers, we

165‐178

176

it is rmed , this t, we than

cond, ators must

many able le to ents’ for a

model es at

n be ls of ss to y the

that ional hoice

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and tages f the and

f the

time pport e risk


Ref


ferences

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