Katherine Becks

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 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 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. 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 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 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 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 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.

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 · Content Knowledge · Interpersonal Skills · Commitment · Confidence

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.

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.

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.

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:

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.