Interviewing, Mentoring, Evaluation

• EDUL 6016

  Interview Questions and Process:

   

  •  Process

   a. The interviewee arrives is greeted and is given a written questionnaire.

   b. The purpose of the questionnaire is two fold.

  •  To obtain an accurate sample of the candidate's written communication skills.

  •  To obtain information about the candidate's professional mindset about issues important to the school prior to the actual interview and to give the interviewer a jumping off points for conversation.

   

  • c. The Interview

  What I want to know?	What I would ask?+ follow up questions if necessary
  The candidate's perspective (self, class, team, school, district) and attitude	What are some challenges that you think affect teachers today?
  The candidate's passion about their subject	What subject do you want to teach, why? When did you first know that you wanted to teach? What are the challenges you face in teaching your subject?
  Personal goals and attitude towards leadership	Describe the qualities of a good principal or administrator. Which of these qualities do you think you best demonstrate?
  The candidate's willingness and excitement for learning and commitment to personal growth	Where do you feel you need to improve as a teacher? What types of staff development would you request in order to improve in that area?
  Attitude's towards teamwork	Give an example of a situation where you had to work as a team to get something done. How did the team work together? What did you contribute? What changes would you make if you were to lead the team? How do you think teamwork should be used in education?
  Willingness to serve all students, motivating the unmotivated	What do you do when you have reluctant learners or when students are not successful in your class?

   

  Mentoring Program:

   

  •  Goals of the Program

  • 1. To increase teacher retention

  • 2. To increase teacher effectiveness in the first years

  •  Mentors

  •  Mentors will be selected based on the following criteria. A teacher may have more than one mentor depending on specific skills of the mentors and needs of the new teachers.

  • 1. Experience- the mentor should have a minimum of 3 years of experience

  • 2. Subject Matter- the mentor should teach the same subject as the new teacher if possible.

  • 3. Professional Philosophy- The philosophy of the mentor and new teacher should be aligned as closely as possible

  • 4. Compatible schedules

  • 5. Teacher attitude- mentors will be teachers whose actions and words are in line with the vision of the school

   

  •  Main program elements

  •  Induction program

  • 1. Weeklong program at the beginning of the school year

  • a. Expectations set by the principal for teachers and students

  • b. Introduction of new teachers to building staff

  • c. Introduction of new teachers to mentors

   

  • 2. Mentoring program throughout the year

  •  Bimonthly whole group meetings for the first 2 months of school

  •  Monthly whole group meetings throughout the year

  •  Weekly meetings of mentor and new teacher

  •  Monthly observations and follow up interviews

  •  Staff development in monthly meetings will be responsive to new teacher requests and needs

   

  • 3. Other school programs that support new teachers

  •  All curriculum teams meet once weekly including new teachers to develop lesson plans as a team

  •  All teams of teachers meet once weekly to discuss student performance and strategies to help struggling teachers

  •  All teachers attend weekly staff development with the principal. At this time teachers have the opportunity to express their concerns to the principal.

  •  School wide discipline committee develops school wide discipline plan for all teachers including expectations for students and positive and negative consequences for behavior

• Evaluation Program:

   

   

  •  Teacher Evaluation

  •  Classroom Visitation

  • i. Principal- Evaluates all new teachers and teachers in critical areas as determined by test scores or performance assessments (2 times per year).

  • ii. Assistant principals- Evaluate veteran (teachers with 3 or more years experience and past positive reviews) teachers (1 time per year) and new teachers and critical area teachers (2 times per year)

  • iii. Mentors- informally evaluates new teachers (monthly) and hold post observation conferences

  • iv. All classroom observations are conducted using a rubric that is shared with teachers during preplanning

  • v. Classroom observations will focus on the following areas:

  •  Teacher student interaction

  •  Student engagement in the lesson

  •  Teacher attitude and expression of high expectations

  •  Evidence of differentiated instruction

  •  Classroom climate

  •  Communication

  •  Use of technology

  •  Duties and responsibilities

  •  Portfolio

  • i. Content Area- Each content area prepares a portfolio of lesson plans and activities per semester to be reviewed by department heads and principals as needed

  • ii. Personal- Each teacher prepares a portfolio highlighting strengths and evidence of activities that were undertaken to meet Continuous Improvement Plan Goals

  • iii. A rubric is provided for portfolio expectations.

  •  Teacher Self Assessment and Reflection (Metacognition)

  • i. All teachers write Continuous Improvement Plans yearly highlighting strengths and areas for improvement

  • ii. Teachers determine specific strategies and staff development that will be used to meet goals and document growth in portfolios.

  • iii. Teachers reflect in journals at least once per month as to their personal growth. Journals are made available to administrators. Journaling time is afforded every other faculty meeting (1 time per month). Teachers are provided with composition books for journaling and reflection.

  •  Conferences

  • i. Teachers conference with mentors and principals before and after classroom observations and to discuss CIPs

  • ii. Teachers can request conferences at other times as needed.

  •  Goals of Evaluation

  •  Evaluation is primarily used to encourage continuous improvement of all employees.

  •  Evaluation is not seen as punitive but as reflective and constructive.

  •  Teachers who do not have satisfactory evaluations are given mentors to help address their specific needs.

  •  Growth is expected from all employees.

  •  Employees who do not show growth will be given specific requirements and their progress or lack thereof will be carefully documented.