Wednesday, March 30, 2011
Human Resources
Hiring effective teachers is critically important. What two or three characteristics/qualities do you believe are most important to look for when hiring a classroom teacher? If you wish to differentiate between different types of teachers (e.g., elementary vs. middle vs. high, electives vs. core) in your answer, please feel free.
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I think the most vital characteristic of any classroom teacher, regardless of what grade level or subject area, is that he or she must have a strong focus on student learning. When I’ve been a part of the hiring process at my school, I’ve learned to listen to certain cues from potential hires. Naturally, my findings aren’t scientific, but I have noticed some interesting patterns. Those people whom we’ve eventually hired who spoke a great deal about THEIR abilities, knowledge, types of lesson plans, desires, etc. almost always end up being our “worst” teachers. Most have a difficult time communicating with their students, collaborating with parents and others in their departments or across the curriculum, and individualizing instruction for their kids. However, those whom we’ve hired who spoke about getting to know their students, using multiple methods to communicate with family members, seeking out innovative means to teach lessons to kids, and using data from their own formative assessments to redesign lesson plans as needed have often turned out to be our “best” teachers. As a future school leader, I LOVE the idea of shared decision-making, especially in the hiring process, but I want veto power. Since interviewing is often the only way we can get a picture of the potential teachers we are hiring, it’s critical that we can learn to listen to what is behind what is being said and what is not being said in the interview.
Knowing what your own school and your children need plays a huge role in what characteristics you need in a new hire. As an example, the school where I started my teaching career had the largest number of homeless children and children who lived in group homes in the district. They couldn’t come to school early, and they couldn’t stay after school. Their schedules were dictated by the bus schedules. They didn’t have access to computers at home, and there was often no one to encourage them to do homework or help them with it. Therefore, a characteristic we desperately needed from our teachers was innovation tempered with understanding. It was essential that our teachers use classroom time strategically so that students could practice skills as much as possible without the expectation that they were necessarily going to get work done at home. At Jack Britt, where I currently teach, we don’t have the same issues. Many of our students CHOOSE not to do homework. Many walk or drive to school and can vary their schedules so that they can come early or stay late for tutoring. So, while I still love for teachers to be innovative and understanding, it would be in a different way than it was at my previous school.
The three characteristics/qualities I believe to be most important when hiring a classroom teacher are an understanding of the student population that he/she will be serving; the ability to think outside the box and the ability to have a good rapport with students, parents and co-workers.
Teachers need to be able to understand the needs of the students they work with. When teachers can understand they tend to care about the child. When you care about a child you can teach the student. Usually, if the teacher can’t make a connection with the child, then the teacher is not able to teach the child. The “kid” will forever be a child in the room and not a student of the teacher.
Teachers have to have the ability to think outside the box. All lesson plans aren’t going to work for every student. Teachers have to be able to think on the spot to change and adapt to the situation. Teachers need to the ability to change anything, everything into a “teachable” moment, by any means necessary.
Teachers need to be able to develop relationships with students, parents and co-workers. Teachers not have to like all students in the building, but students should never know who you like and who you don’t; nor should parents. Teachers have the ability to treat all students with respect and dignity. And teach students respect and dignity by modeling the behavior.
The first characteristic/quality that I believe is most important to look for when hiring a classroom teacher at the high school level is knowledge of content. I want my students to be educated on the correct course information and prepared for EOCs, along with college. They also need to be able to communicate effectively with students. For example, the delivery of their lesson, whether it exhibits enthusiasm or mundane voice, makes a difference. Also, high school teachers must be able to relate with students about issues in their life such as: work, athletics, relationships, etc. They need to be supportive about helping students find their niche and be able to motivate them to succeed. Next, they must hold high expectations, along with being demanding of their students. In addition, teachers must understand every child’s situation, doing all they can to provide them the best education.
However, a middle or elementary school teacher must have more patience because of the age difference that exists. The teacher must be a caring individual who exhibits more parent characteristics, compared to a high school teacher who may be more demanding and direct. At the elementary school level, teachers need to be well rounded in the content, compared to those in high school that may only teach one subject. High school, middle, and elementary teachers need a variety of skill sets and must be able to adapt to each of their students’ needs. High school, middle, and elementary teachers must have a passion for teaching the information to their students. Overall, all teachers must be dedicated to ensuring that all students learn, no matter the level that they teach.
The first characteristic that a teacher must possess is knowledge of the subject matter. In order for the teacher to effectively teach the children the subject matter the master teacher knows the material. Effective knowledge of the subject matter allows the effective teacher to design creative methods of instruction. When a teacher is limited in their knowledge of the subject matter they are forced to teach the material by inferior less diversified methods. The second characteristic that is critical to being a highly successful teacher is great communication skills. Great teachers exhibit all of the traits of a successful communicator such as good listeners, good speakers, able to read body language, and an ability to disseminate information. These traits assure that the teacher is a great communicator, and this is key to being a great teacher. Those responsible for hiring need to pay close attention to this skill when choosing a potential educator. The third characteristic that I believe is critical when hiring a classroom teacher is compassion. This characteristic will ensure that the teacher is empathic, considerate, encouraging, and generally cares about students. Without compassion a teacher will struggle to be successful even if they possess the other two characteristics. These are three characteristics I think are critical when hiring a classroom teacher.
The first important characteristic of a classroom teacher is knowledge of content area. For example, when hiring a U.S. History you want to make sure this person has a vast background in that particular content area. During the interview process there has to be specific questions asked in the area they are expected to teach. Answers to those questions should involve instructional practices and lessons for a particular unit. This will allow those conducting the interview to have some idea of the quality of lessons being taught.
Secondly, I would want to make sure this candidate could relate to all students. The interview should consist of questions that probe into a person’s background to see just how they identify with the students being taught. For example, if a person is applying for a teaching position at an inner city school but they were raised in the affluent part of a particular town, with no background of working with students or people from the inner city it is unlikely that person will be able to relate to the students of that school. Being out of touch with the students one teaches could be a huge problem in the classroom.
Lastly, does the candidate generally care about all students? Does this person have a general passion to teach or is it just something to do? Teaching candidates have to display a general concern and love for teaching. Teacher has to be willing to go the extra mile to help the student and interviewer should give scenarios to the candidate to confirm this passion.
I believe the characteristics will vary depending upon the level of experience of the applicant. If I am interviewing someone with multiple years of experience, then I will focus on their data. I would also focus on seeing how they responded/respond to various situations such as what would you do with a student who refuses to complete homework? I would be looking to see how dedicated they were to addressing problems and how innovative they were.
For an applicant with less experience I would focus on other experiences that show their perseverance. To me, content and different teaching methods can be taught but can that person deal with difficult changes and adjust their practices?
To me, the applicant's ability to adjust, adapt, and continually work towards achieving the ultimate goal (student success) is the most important characteristic. Beyond that, I would be seeking for why that person wants to teach-what is it that will motivate them to come to school 180 days of the year and face the challenges associated with teaching? There isn't a set/best answer to that but I would be looking for some sort of passion or purpose that fit my school.
Three important characteristic to look for when hiring a classroom teacher include a strong work ethic, the ability to be a team player, and a passion for working with students. I have a long list of other qualities that are important, but I think these three set the foundation. A good teacher is invested in his or her students. When the bell rings at the end of the day and the students leave, the teacher’s work is not done. I want to hire a teacher that is always working to improve and does not settle for getting by with the minimum. Collaboration is essential in raising student achievement. It is important that a teacher not only works well with the students in his or her classroom, but works well with the other teachers on the team. Additionally, there must be an evident passion for working with students. A candidate can be an expert in their subject matter, but he or she must be able to transfer that knowledge to his or her students.
If I were the leader at a school that is similar to mine (83% free and reduced lunch), I would want to make sure the applicant knew the unique characteristics of teaching this population and was committed to working at this school for the right reasons. Not because "we need to help those poor kids", but rather they feel they have effective skills that will help each child make great strides in school. I would want to find teachers who believe that with time, they can establish a learning environment that draws out each child’s strengths while establishing high goals and expectations for each child. Teachers who have this experience and passion to differentiate would be on top of my list of candidates. I know this word, differentiate, encompasses so much but it is the key to quality education (in my opinion) on so many levels. The passion to learn about each child’s individual background, interests, strengths and go from there is basic step in establishing a cultural aware/sensitive community. Another key component of an effective teacher is reflection. Teachers need to take time to stop, analyze their successes and failures and then find ways to readjust their instruction as necessary. The teachers who you hear make statements such as “Well it’s the parents’ fault.” Or “They are just lazy.” will be the ones on the top of my list for a heart-to-heart talk about whether this school is the right place for them.
I am with you 100% Jennifer, It is vital for teachers to get to know their kids, the families and the communities they are serving. Relationships all around are so important in this setting.
I think that knowledge of subject matter is important, but on a scale of 1 to 10, I would only give it about a 6. Seems crazy, I know, but if I am looking at a new hire, I think that subject matter is the one area that is the easiest to provide professional development. Besides, how do I know whether a potential hire knows much about his/her subject matter if it’s an area that I know little about? Take math, for example. I can’t remember my calculus. I do fine helping my daughter with her Algebra I homework, but that’s after I read the chapter in the book and look at several examples. What am I going to do in an interview—test every applicant? No, I think the right attitude is much harder to come by, and much harder to fake. I can live with someone who comes to me with a little less content knowledge. That is easily remedied.
Matthew, I love your statement that the most important characteristic is “the applicant's ability to adjust, adapt, and continually work towards achieving the ultimate goal (student success)”. I think it does a great job of summing up what is really important. I agree with you that what I am looking for may vary with the experience of the applicant (and the needs of the position), but regardless of the specifics, the ability to adjust and adapt while focusing on student success is essential.
Suzanne, I would agree with you in giving content knowledge a 6 on a scale of 1 to 10. It is important, but content knowledge is more rote memorization than skill. A strong understanding of content knowledge does not necessarily translate to a good teacher. I think that a candidate’s college degree assumes a certain level of content knowledge. I would not hire a candidate if I did not think they were not qualified in the content area, but I would be more concerned with (as Matthew stated) his or her ability to adjust, adapt, and continually work towards achieving the ultimate goal (student success).
I agree with David H. that teachers need to know their content and must be able to relate to students. Also, teachers that are hired need to have a genuine care and concern for all students. Many times teachers are hired that have no desire to help kids learn, but just teach because they want a paycheck. The best educators are those who want the best for their students and have an enthusiastic approach to the profession. Certain times administrators hire an individual to fill a position and not to fill the needs of the kids. However, the truly great teachers care for their students and want them to achieve their best in the classroom. Therefore, it is important that administrators hire quality individuals who have the student’s best interest in mind.
Suzanne brings up an excellent point about knowing the characteristics you want when you hire someone new. The teachers that administrators hire should depend upon the type of students and their situations. If a school is made up of students will low socioeconomic status, someone who has no understanding of poverty is probably not a good hire. Many new teachers that are fresh out of college have the idea that all students will do as I say and have assess to all the resources that they need. However, this is not always the case and a teacher who can exhibit a great deal of understanding and patience with their students will most likely reach more of them. That is why I believe it is vital that school executives hire teachers who can sympathize with students’ situations, but at the same time help them learn the necessary content. Also, administrators need to make the candidates aware of the students’ backgrounds in the interview process, so new hires will not be caught off guard come the first day of school. Overall, administrators should look to hire teachers who can understand students’ needs and find ways to promote their learning.
The three qualities/characteristics that I believe are most important to look for when hiring a classroom teacher are that they have classroom management skills, be knowledgeable and focused on student learning, and be forgiving.
Classroom management skills are important because a healthy classroom environment is safe, resourceful, and productive. In order to achieve this it is important that the teacher be organized with teaching aids and consistent with discipline measures and behavioral expectations. When a teacher is able to effectively establish systems and procedures (norms) for his/her classroom that are conducive to learning, distractions are lessened and students become more active in the learning process.
I also believe being knowledgeable and focused on student learning is one of the most important qualities a prospective classroom teacher should possess. Teachers should possess a concise understanding of the information being presented and strive to ensure that all students achieve at high levels. In order to execute their lesson plans in an interesting fashion and to accommodate students' diverse learning styles, a teacher must first have a sound grasp of the material they are responsible for ensuring students learn . The ability to be effective is supported by the ability to dissect, infer, map, chart, sequence, and answer questions about the subject matter. A teacher also has to be knowledgeable enough about the content to make it relevant to students' lives. Simple understanding of subject matter may allow some teachers to intrigue students momentarily, but an in depth understanding can assist with creativity, capturing attention, and invoking student participation.
A third quality that is essential but sometimes overlooked is a teacher’s ability to be forgiving. Many teachers have a bad habit of labeling students, and those labels can
sometimes stick for as long as we know the person. We allow our
interactions with these students to be consistently colored by what we expect to see. In education, there are frequently personality conflicts between teachers and students. Whatever the cause, it can have a disastrous effect on the child caught in this relationship, and can result in a year of frustration and academic failure. Looking for someone who is willing to forgive students for misbehavior and starting each day with a clean slate is crucial.
I, too, agree with Jennifer. The ablility to communicate well with others is very important. If a teacher is able to develop positive relationships and interact well with students, parents, coworkers, and community members; it increases the likelihood that they will be able to focus stakeholders' energy and efforts on doing whatever is needed to ensure student acheivement and success.
Just as we desire to help our children become well rounded, as a leader I desire to have the same in my staff. As I observe various candidates for teaching positions I would look to see if the applicants are focused on student learning, motivated to continue learning themselves, and good communicators with students, parents, and coworkers. It is also important to see if the teacher is a good “fit” for your school. There are many good teachers, but you must find on that is focused on the current mission of your school.
I have read through the posts and agree that it is important to have some knowledge regarding the content that you are teaching, however, if a teacher is a learner then he/she will do what is necessary to learn all that he/she must teach. I feel that changing grade levels requires teachers to do a lot of homework to learn the content of that grade. It is very important for teachers to adapt and learn whatever course he/she is teaching. I do think it is valuable to have a teacher who is knowledgeable in his/her area of teaching. For example, my coworker is extremely knowledgeable in history and no matter how much I read and learn I feel as though I will never know as much rich content as she does. Her love for history and knowledge of history is evident when she is teaching; it is a true passion. Therefore, I would conclude that when you can match a teacher with his/her passion you are more than likely going to see happier teachers and students more engaged and learning will more than likely be higher. It is hard to “see” this in an interview, but once you notice this, it would be advantageous for you as an administrator to place teachers in areas in which he/she is passionate.
Latisa, I agree with finding teachers who will create classroom norms that will establish a positive work environment. You can be a rock star teacher, but without control, your students will not learn. There are many times in which I have seen great teaching, but the behavior was so out of control that students had a difficult time focusing and practicing the skill at hand. Teachers must be able to create norms that will provide a learning environment for his/her students.
I think Russ is right, a teacher must be able to relate to the students they teach. This is an important skill not only for those who teach high school, but for teachers at all levels. Students tend to do much better when they are in safe and nurturing environments in which they know teachers take an interest in their well being, not only in the classroom, but also in their day to day lives.
Janice, I agree that it is important to be a team player but is it in the top 3? In my last teaching position the cultural norm for the school suggested that students were responsible for their learning. My philosophy has always been:
Being able to help someone learn something is a talent.
Margaret Riel
With this philosophical difference in place I was not a very good team player. I think Dr. Graham would call that a positive deviance. So although I think being a team player is a good thing I also think that it can be a bad thing.
I have a question for everyone. When you are hiring someone, how do you gage these charactericstics? Many of the characteristics that many people listed are intangible. When you hire a new teacher how can you determine in an interview if a person is diligent, caring, or adaptable?
Roderic - excellent question. I think that what many of us are saying will lead us to making hires that are "gut" feelings instead of looking at something objectively. For my first teaching job the majority of questions were not based on teaching (as I was lateral entry); instead, the interview focused on having me speak about times I had been responsible/organized, times I had overcome adversity, etc. Instead of asking me questions where there was a certain type of answer they were looking for, I was asked questions that allowed me to talk about my experiences.
There are still specifics you can look for- do they show up on time? is their resume accurate and without errors? and so on. But I think a lot of what we're getting at is going to require us to make a decision based on what we feel. Will this person fit the mold of what I view as good teaching? Will this person fit the staff? Will this person be able to connect with students? Will this person be able to handle (insert whatever it is you're prioritizing)?
Roderic,
I think asking questions about particular scenarios can give the interviewer an idea of how well the persceptive teacher will handle various situations. I also think asking untypical questions will give a good idea about what kind of person the teacher is, where the teacher's heart lines. It is hard to be a good teacher without a heart.
The three characteristics/qualities that I believe are most important to look for when hiring a classroom teacher would be someone who has good classroom management, good knowledge of the content, and the ability to provide good differentiated instruction.
While it is important that a teacher has the ability to deliver an excellent instructional lesson, it is equally important that he/she be able to manage those behaviors that exist in the classroom that can be challenging to instructional time. During the interview to evaluate how well a teacher may manage a classroom I would provide scenarios and ask the teacher applying for the position to provide insight on how he or she would handle the particular situation.
It is significantly important that a teacher is knowledgeable in his or her content area. Without this knowledge he or she will not be effective in the classroom. A teacher should always be willing to learn and grow professionally so that they can be a great resource to others.
A teacher must also possess the ability to provide instruction that is personalized to the needs of their students. Every lesson plan that you create is not always suitable for all the students that you teach because not all students are alike. Teachers must assess the academic level of their students and use that knowledge to apply an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. During the interview I would ask the applicant if he or she is an out of the box thinker because differentiated instruction requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum
Jennifer you make a strong point that it is very important to build positive relationships with all stakeholders. I will go on to say that trust is the core of a student-teacher alliance. If we wish students to join us as members of the community of learning, we must demonstrate to our students that we can be trusted. And when that happens teachers see increased enjoyment of the teacher and subject matter, students have a motivation to attend class more often, and to pay more attention in class.
A lot of people's targeted characteristics, in my opinion, would only be observable in experienced teachers. For those who are listing things that require classroom experience (differentiation, classroom management, etc)- what would you ask a beginning teacher? How would you decide whether a teacher early in their career just has not had time to develop those skills vs. is incapable of having those skills? Or will you almost always hire the proven experienced teacher over an unproven beginning teacher?
On a separate note- I have found it interesting to see the differences between the different levels we have experience in. The high school teachers seem to weigh content much more heavily than elem and middle teachers.
The two qualities that I feel are essential in ideal candidates would be a confident individual with an outgoing personality. Teachers must be able to demand control of their classroom as they develop expectations and norms of the classroom. They will work to implement classroom strategies that are beneficial to the success of each student as they navigate through education. Confidence will allow the classroom leaders to think outside of the box as they deliver different curriculum areas of instruction.
The outgoing personality in teachers allows them to develop and embrace the cultures of the community. They will work to incorporate various cultures and beliefs in their classroom management strategies as they acknowledge differentiated learning styles and approaches. The characteristic also enables teachers to become culturally aware well versed in their subject matter as they work to develop multiple styles of instruction. As an educational leader you must be able to establish and initiate conversations that will encourage future relationships with all stakeholders involved.
Meg what skill would make a teacher more capable to teach students of free and reduce lunches. I understand that differentiated teaching is one of your expectations of teachers however; it should be implemented to reach each student in your class. By attempting to learn about each child’s individual background, interests, and strengths are teachers lay the foundation to develop relationships with their students. You must be able to utilize the information learned to improve classroom management strategies and best practices to ensure the growth of all students. What characteristics will you be able to decipher between honest answers and staged responses of character?
I feel that the 3 most characteristics of an effective teacher, especially at the secondary level are content knowledge, creativity, and the ability to gain students confidence.
The first, content knowldedge, is fairly self explanatory. Teachers must know more than the students on a the topic.
Teachers must be creative. They must be able to take a difficult or new concept, and break the concept down to make it sound simple for the student. Also, the teacher must be able to introduce the topic to the student in many different ways.
Finally, the teacher must be able to gain the students trust. Students have to feel that the teacher is there for the success of the student. Teachers can also build students trust that they know what they are teaching the students.
I like Roderick's question: For those personal qualities (perseverance, focus on student learning, creative thinker, passion, for working with students, etc.), what types of questions or interview process would you use to identify those qualities? Can you establish those things in a 45-minute interview?
And an additional question: To what extent do those personal qualities correlate to highly effective teaching? Think about the readings for this week -- what characteristics do some of the articles identify as most important for effective teaching?
Dr. G
IN response to Susan…How can one be a “rock star teacher” and not have control of her/his classroom? I think maintaining control is a critical component in being an outstanding teacher.
To me, it doesn’t matter what level one teaches or content/elective area. I have found teachers possessing the following qualities seem to be best at motivating, understanding, assisting, encouraging, and working with students, parents and co-workers.
A love for kids
A passion for teaching and kids
Flexibility
Kindness
And finally….An understanding of content area (Please notice this is not my first, second or even third characteristic)
I have worked with individuals who were well versed in their subject area but felt working with students below college level was degrading. I found them to be HORRIBLE TEACHERS and CO-WORKERS!
A different element that I would consider at the middle school level would also be the team that the teacher will be a part of. While these characteristics would not take precedence over a better teacher, if all things are equal, I will seek to have as diverse a team as possible (experience, age, race, gender, etc). Needs would vary depending upon the school and the other teachers already in place. A key point though is that this will come into play only when all other things are close to equal. I assume a similar desire would hold true at the elementary level? What about high school departments?
I have been reading a few books by Dr. Jawanza Kunjufu, he seems to believe that there are 6 types of teachers. 1. Custodians, 2. Referral Agents, 3. Missionaries, 4. Instructors, 5. Master Teachers, and 6. Coaches. Custodians graduated 30 years ago and are using lessons plans from 30 years ago. In addition they are counting down to the end of the year or retirement. Referral agents are responsible for 80% of the referral to special education. Missionaries are usually trained at elite school, mean well but deep down don't believe certain groups of students have the ability to learn. Instructors believe they teach subjects, not children. They sincerely believe they teach Algebra or English. They don't understand that before any significant learning can take place for some students they must first establish a significant relationship. Master Teachers understand subject matter as well as a variety of learning styles. They understand that you can't always teach the way you want to teach, you have teach the way the children learn. Lastly, Coaches, like Instructors understand the subject matter. In addition like Master Teachers, Coaches are been to marry the pedagogy to the student learning styles. They understand that they can't teach a child you don't love, respect and understand.
So my question becomes, how can we distinguish among the 6 types of teaches at a 45 minute interview?
The vignettes showing the Teach for America Teaches seems to illustrate the qualities, but how do we see those qualities in an interview?
Even with Teach for America's rigorous interview process there is not a clear cut conclusion that these teachers are more effective.
& 80% leave education after their 3rd year.
"Uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching." a study out of Stanford University by Linda Darling-Hammond
The first and most important characteristic that I would look for in a teacher is their ability to communicate. In the interview, I can assess how this individual answers questions and whether they are expressing answers in their intended purpose. Communication with parents can limit many of the problems that are seen in class. I often see parents in other classes that have no idea how their student is doing in the class. Student communication is also key. By clearly and consistently communicating your expectations to students, discipline decreases significantly and learning increases. The teachers with the strongest EOC scores at HSHS have very clear expectations and students know exactly what they have to do to get their desired EOC score.
The second characteristic that I would look for in a teacher is their level of content knowledge. I am in agreement with Rod in that teachers that lack content expertise are limited in their ability to elaborate on concepts and tend to only understand concepts on a superficial surface level. Someone well trained in the subject material can adjust lessons based on student questioning and is able to proved examples that elaborate on student discussions.
Lastly, it is important for the teacher to be data drivin. Intruction should be based on research based best practices. Teachers should be formatively assessing the mastery of their students and then going back to readjust instruction.
Mattew brings up a good point talking about the chemistry of a middle school team of teachers. This would impact my decision to hire someone if all other aspects were equal. The chemistry of a team of teachers is correlational to the success of the students. If all of the components are right, success is inevitable. With that in mind, staff chemistry as a whole should impact hiring practice. What type of teacher fits the school philosophy? Will they react well to the format of the school?
Cindi, content knowledge becomes less relavent as you move down from high school to middle school to elementary school. However, I disagree that it is not incredibly important at the high school level. I do agree with you that a teacher that has control of their class has the ability to be an effective teacher. With that said, teachers have different undertandings of what control looks like. Some of the most effective science classes can look like a chaotic mess to a math teacher.
My experience has been with hiring teachers and specialist in an elementary school. I have been a part of some interviews where the teachers seemed effective but weren’t suited for our school. In some cases their philosophy or priorities didn’t match ours and others had personalities that seemed to conflict with our population. The first thing I look for when hiring a new teacher is how well they can relate to our school community (students, parents, and staff). Do they understand or have what it takes to be successful in our building? I also look for how current the teacher is on their content and instructional strategies. Is this teacher as learner? When posed with a challenge or an unfamiliar scenario, what strategies does the teacher use to learn more? The third thing I would definitely look for is good communication skills. Did the teacher arrive on time with any necessary documentation needed? Were they able to orally communicate their ideas effectively? How was their body language? The teacher would need to demonstrate good listening skills and share some of their techniques for communicating with students and families. How have they communicated with co-workers in the past? I would want to hire a teacher who is an effective communicator with all stakeholders.
I definitely see why high school teachers must be knowledgeable in their content area but elementary teachers teach such a wide range of subjects it is almost impossible to be an expert on it all. I think the important part is being a learner and being resourcefully enough to find the knowledge that you may be lacking. This can be observed in their knowledge of the most current instructional strategies and their resourcefulness.
Two qualities I believe are most important when hiring a classroom teacher are: (1) the ability to form and sustain relationships with families, colleagues and students; and (2) the ability to effectively ensure student learning is happening.
I believe that students motivation and willingness to accept challenges are greatly impacted by the relationships that a teacher builds with students. In addition to student relationships, teachers must be able to recognize the power in working collaboratively with colleagues. Teachers must also understand the power of home-school connections and promote partnerships that encourage healthy relationships.
While I value relationship building, I believe that to build relationships but lack the ablilty to ensure that learning takes place is an ineffective relationship.
Meg, I enjoyed your view that the teacher you would want to hire is not coming to "save" the poor kids. I think that often we have so many "heroes" we neglect to ensure student success. People become so consumed in themselves, they forget about the students.
I would also agree that teachers should be refleting on their practices. It is unfortunate that often teachers continue with the same methods and practices without examining the effectives of the methods or practices.
Roderic, I believe that many characteristics are not easily indentified in an interview. However, I think that having candidates respond to real-life scenarios will help you gauge a person's beliefs.
I also think it is possible to establish a pattern during the interview and then change the direction to see how a candidiate adapts. It may not be "sure" proof, but I think it will give a baseline.
I believe that a school can only be as good as the teachers that it employs. Therefore, principals must be committed to hiring and retaining quality teachers.
As a principal, I would look for the following characteristics when hiring a classroom teacher: the teacher must must hold high expectations for their students; the teachers must know how to organize and teach their lessons in ways that address diverse learners; and the teachers must be willing to collaborate effectively with team members.
I would recruit teachers that communicate high academic and behavioral expectations. Highly qualified teachers have a strong and clear set of defined expectations for each of their students. They set academic goals with children and help each child reach their goals. They ensure that their children attain their goals through differentiated lessons and instruction that appeals to children's learning styles. Along with high expectations, teachers must maintain classroom management that is conducive to an environment of mutual respect. I would want to hire teachers that help students feel safe and free to express themselves in a respectable fashion. As a principal, I would look for teachers that provide structure, hold high expectations, and push students to achieve.
Another quality I would look for in a teacher is their ability to teach all kinds of learners. Teachers must be able to determine the learning styles of their students. Then, they must be able to match students' learning styles in the lessons they teach. This process stengthens students' achievement. In addition to adapting lessons to various learning styles, I would look for teachers that would be understanding of students' cultural differences. Quality teachers must be aware of children's cultures and build positive learning environments for students.
Another important quality I would look for when hiring teachers is there willingness to work collaboratively with other teachers. Effective teachers do not work in isolation. Instead, they are willing to hold common planning times with their teams, observe colleagues, and have conversations about best practices with team members. I would look for teachers that enjoy being a team player. After all, that quality found in a teacher helps make the education of every child they encounter more successful.
I agree with Susan when she stated that it is important for principals to hire enthusiastic teachers. Teachers that are excited about their lessons or pedagogical knowledge pass it on to their students. A teacher who holds an interest in the subject they teach is more likely to hold the attention of students and get them motivated.
I have found this relevant even within my own teaching practices. When Durham Public Schools mandated a new reading program that took away our flexibility to create thematic units, my colleagues and I began to feel our teaching was boring and monotonous. We feel energized and enthusiastic when we are given opportunities to teach units that integrate science and social studies in creative ways. Our passion for teaching and learning can be emulated by our students.
Matthew, I agree with your belief in the importance of creating a diverse team of teachers at each school level. Principals should try to hire teachers with various experiences, age, gender, and race. Heterogeneuos groupings of teachers can make students, teachers, and parents see different points of view. Teachers with diverse characterisitcs can also help their colleagues understand the importance in teaching students according to their needs. These teachers can bring valuable perspectives to professional learning teams.
However, these attributes are not the most important characteristics of creating a team of successful teachers. Sometimes teachers can be a homogeneous group and still be effective. It is more important that teachers have a heart (as Jennifer stated) and be devoted to their students' success. Student success is strongly connected to teachers who show excitement, warmth, and a sense of humor, rather than if their teacher is male, female, old, young, experienced, or unexperienced.
After reading the post and reflecting on some of the comments, the principal has to become good at recognizing what each school, or team in that school needs. It is important to look at the personality of the person being interviewed to make sure that they will be able to work well with others in the team. Also, the principal has to find somebody that may have a strength where the rest of the team has weaknesses.
Even though it is great to find a teacher who is passionate about helping kids, I feel that it would be important to also try to find someone who has personal goals as well. I would definately consider hiring somebody who admitted to me, as the principal, that they are only interested in teaching a few number of years as long as they are able to explain as to how if they do well in this teaching job will jump start what they want to do next.
Qualities needed to be an effective classroom teacher are similar to the qualities necessary to be successful at anything we attempt.
1.Good understanding of who we are, what we stand for, and where we are heading
2.Professional in appearance and speech
3.Not loud
4.Hardworking
5.Shows a lifelong passion for something, anything
6.Desires to keep learning
7.Has personal growth goals
8.Possesses experience gained from working with others
9.Has an interest in relaying information to others in a way that is organized and easy to comprehend
10.Has goals that match the profession being pursued
11.Ability to be kind to everyone
12.Respect for everyone, regardless of age, gender, race, occupation
I agree with you Tristen. We should be hiring a candidate for what we think they can do while they are with us. What they do after they leave us, is not a worthwhile concern.
One way to identify personal qualities of a teacher candidate:
At the 45 minute interview, make the atmosphere of the room comfortable, so that the candidate feels free to express himself/herself.
Ask direct questions that follow the criteria set for new teachers, by the Principal. Ask for examples that are linked to these criteria, as well.
Allow the candidate to do most of the talking; only interjecting when the candidate gets off topic.
Nina, These are some really good suggestions for the overall elements of an interview. Making the interviewee comfortable makes sense, it allows you to (hopefully) see the "real" person, rather than the dog and pony show.
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