This document has been formatted for printing from your browser from the Web site of the Illinois Association of School Boards.

COPYRIGHT NOTICE --This document is © copyrighted by the Illinois Association of School Boards. IASB hereby grants to school districts and other Internet users the right to download, print and reproduce this document provided that (a) the Illinois Association of School Boards is noted as publisher and copyright holder of the document and (b) any reproductions of this document are disseminated without charge and not used for any commercial purpose.

Illinois School Board Journal
January/February 2004

Hiring teachers: More than a feeling

by Alan E. Simon

Alan E. Simon is superintendent of Arlington Heights School District 25 in Arlington Heights, Illinois.

Teacher selection is based not only on qualifications, credentials, preparation and experience, but also on a leap of faith. But what questions — and their answers — should influence a committee or an administrator to make that final decision to hire? Probing an applicant's motivation can be a catalyst for questions that reveal an orientation toward teaching and learning.

The teacher selection process can include application forms, credential review, interviews with administrators, staff and students, writing samples, portfolios and videotaped interviews, as well as on-site visitations. Selection systems such as "Ventures for Excellence" and the "Gallup Perceiver" also can guide personnel departments in the screening and interview process. These systems and others provide research-based questions that link specific answers with successful practice.

The literature on the qualities of an excellent teacher also helps shape the kinds of questions asked of teacher candidates. Specific instructional questions relating to student orientation, discipline, parental communications and peer relationships are typical. A peer committee or an administrator may test knowledge of subject matter. General questions about methods are common, including an examination of the applicant's familiarity with current theory and practice.

But what do principals see as important characteristics in the selection of new teachers? At the top of the list was respect for students, according to Theodore Kowalski, noted author and professor of educational leadership at Ball State University in Indiana. Next, in order of importance, were: honesty, ability to work with peers, verbal communication, quality of previous teaching experience, emotional stability, commitment to the teaching profession, professional commitment, ability to asses pupil progress, professional pride, willingness to be a team player, effective discipline, written communication, ability to retain confidentiality, knowledge of child growth and development, understanding subject matter, ability to use questioning techniques, pleasant personality, model of several models of teaching and ability to be a decision maker.

From these characteristics, one could conclude that principals are looking for communication skills, interpersonal skills and personality as well as good educational background and experience.

But how can the person or committee in charge of hiring answer critical questions about the teacher's ability to perform, based on the desired qualities?

Formal questioning is a starting point, but the typical interview does not lend itself to the conversation needed to determine if this applicant is the best one for the job. The process should include questions and conversation in more than one venue, even outside the school, to provide information needed to make judgments.

Some of the following questions are not asked directly in an interview situation, but with some probing, they help form a "yes and no" criteria to make the final decision:

Motivation

At some point in the process, the interviewer should try to uncover the applicant's motivation to seek this particular job. Is this person motivated to become an excellent teacher? Specifically, the applicant could be asked: Why do you want to teach? Why are you interested in teaching at this time and in this place?

In asking this question hundreds of times, I have received a wide range of answers:

"I've never thought about that seriously before."

"It's easy and I like it."

"I'm good at it."

"It's fun and I like my summers off."

"I've always liked working with young people."

"I have a learning disability and I want to help others so they don't have to go through the same pain that I went through."

"I love seeing the eyes light up."

"I love kids."

After the initial answer, the interviewer needs to dig deeper. Robert McClelland and other social scientists believe there is a distinct motivation for people to achieve that can be distinguished from other basic human needs.

Findings suggest that people who are primarily motivated by affiliation are reinforced in cooperative and team environments. Those who are achievement-oriented set high standards, desire a challenge and want to be judged with unambiguous feedback. Power-oriented individuals are interested in opportunities to influence others.

Some people are motivated by religious orientation; others pursue opportunities that were not open to their parents. Still others come from family, peer or ethnic backgrounds that emphasize achievement and success. Whatever the reason, probing an applicant's desire to be an accomplished teacher is worth pursuing. Wanting to be successful is part of being successful.

Flexibility

Other questions may help determine if the teacher is flexible enough to take on different teaching assignments, committee work, coaching, PTA responsibilities, field trip organization, school public relations, newsletter creation, Web site development, career partnerships and other non-teaching tasks. Could this person succeed in areas outside of teaching? Could this person work in sales? Marketing? Human resources? Would this person be able to change careers and be successful at whatever he or she does?

A more specific question would ask if the candidate could succeed in a variety of educational settings. Population patterns and district finances are in constant flux; circumstances change. A rural district can be transformed into a suburban district in a few years. Economic events can bring large numbers of immigrants into a school district.

Teachers who excelled in districts with lots of resources and support may not be able to adjust to different conditions. Can the person who is successful in one school bring that success to a different school culture with a different set of students and colleagues? What plays in Peoria may or may not play in Peotone.

Part of the answer may be a teacher's response to the question: "What do you teach?" Jim Effinger, a former Golden Apple Award winner from Naperville North High School, always answers that he "teaches" students. The subject he teaches is biology.

An overall sense

Questions also should help uncover the person's overall personality and communications ability.

Is the applicant a good conversationalist? If you were to meet this person at a party or be invited to join them at a coffee shop, would it be an interesting experience? Is the person aware of current events? Do they have an open mind to different ideas?

Do they have hobbies or interests that could interest students and move conversation along? Would this applicant be able to communicate with shy students as well as extroverted ones? The bottom line is: Could you have a meaningful conversation with this person inside and outside the classroom setting?

Another question essential for success as a teacher is: Does the applicant have a sense of humor? The interviewer has the responsibility to allow for conversation and the exchange of pleasantries and humor. There is nothing more delightful than a teacher who can laugh at his/her own mistakes, and there is nothing worse than a teacher who won't. I've found that students rarely complain about a teacher who is pleasant, and smiles and laughs with them. Teachers who use humor in the classroom can turn tough discipline and learning situations into rewarding experiences.

Predicting success

Probably the toughest variable to predict in the hiring process is probable success over time. How does an interviewer look into the crystal ball and see the novice becoming a master?

Another look at motivation is helpful here, but this question needs to be addressed yearly as the district encourages self-reflection and professional development. Self-reflection begins with the interview process.

Candidates should be asked in the interview and during each school year to think about the future. Districts should make five-year certification and career plans with staff members. That way, the responsibility for a teacher's success is not solely evaluation but is shared responsibility between the teacher and the district.

How often does the school board hear that a teacher has been in the district for 20 years and someone wants to fire him or her? How long has this teacher's performance been in question and who is responsible?

Finally, the interviewer should ask from the vantage point of a parent: Would I employ this teacher for my own child? Could I see my child succeeding under the tutelage of this teacher? Would I trust this person with my child?

If the answer to these questions is not a yes, then there could be some explaining to do.

References

Kowalski, Theodore J.; McDaniel, Phillip; Place, Andrew W.; and Reitzug, Ulrich, C. "Factors that Principals Consider Most Important in Selecting New Teachers,"

ERS Spectrum, 1992

McClelland, D.C.; Atkinson, J.W.; Clark, R.A.; and Lowell, E.L. The Achievement Motive, 1976

McClelland, D.C. The Achieving Society, 1961