Hiring Teachers: What is your criteria?

I recently was reading through Whitney Tilson’s post on the Huff titled, Do Schools Matter?  It is actually a great piece detailing why poor black and hispanic students do not receive a good education.  He speaks about how poverty, parents, leadership, and schools are indicators that continue impact their (“our”) success.  However, the one topic that quickly grabbed my attention was the one pertaining to teacher quality.

Teacher Quality has been debated extensively in several articles and has even been debated in the movie Waiting for Superman, so I will not take the time to do so here.  I concur with his assessment, however, I disagree with his teacher criteria.  He states…

A related problem is that teacher quality isn’t random, which explains in part why poor, minority kids are doing so poorly. Wealthy kids get the best teachers, both based on which schools they attend, but also which teachers they get within each school, whereas poor kids get the short end of the stock (A Right Denied, see pages 72-77). On average, poor, minority kids are much more likely to be taught by teachers who:

• Didn’t major or minor in the field they are teaching
• Are inexperienced
• Did poorly on SATs and other standardized tests
• Got poor grades in high school and college
• Attended noncompetitive colleges

I totally agree!  This is exactly what happens.  However, I disagree with the notion that a child is more apt to receive a better education if their teacher attended a competitive college and had high SAT scores.  I have worked with plenty of teachers that do not meet this criteria, but work well with their students.  And I have worked with those who meet this criteria, but have trouble connecting with their students.

What I am saying is that the criteria outlined above does not indicate that a student will receive a mediocre education.  When hiring a teacher, there are other variables and the largest that tends to be overlooked is a teacher’s collegiality.  If a teacher is unwilling to work collaboratively with those around them, they (along with their students) are doomed for failure.  So much is accomplished when teachers share best practices, classroom management techniques, and resources that can build better lessons and educational materials.

A study by Carrie Leana a professor from the University of Pittsburgh, “showed that social capital had a multiplier effect on human capital – there were very strong student-achievement gains when teachers had frequent conversations with colleagues centered on math teaching and when there was a feeling of trust or closeness among teachers. ‘If a teacher’s social capital was just one standard deviation higher than the average,’ says Leana, ‘her students’ math scores increased by 5.7 percent.’ Even when teachers’ skills were below average, they performed quite well when there was strong social capital present.”  This is evidence of how important collaboration can truly impact student outcomes.

The study doesn’t mean that social capital is a higher priority that Tilson’s criteria.  Nor does Tilson’s criteria stump social capital.  Truth is, they are both important criteria when hiring teachers.  I just wanted to note, that social capital is often overlooked and is assumed that all people want to and can collaborate.

Wanted: Minority Males to Teach and Lead in Schools

Growing up in a parochial school I had the great privilege of being protected from some tough urban public schools.  It also gave me the opportunity to get a pretty decent education with little distractions.  Don’t get it twisted it wasn’t a walk in the park, but it was better than the other options in Washington Heights and Inwood.  But most importantly through this school and my church, I had male figures in my life that I wanted to be like…and that looked like me.

My father was around but wasn’t consistent and my stepfather was involved, but from a distance.  So I depended on these male figures to get me through the hard times, because it was easier than going to my family – which I think is normal for most young people.  My coaches were great people, my youth pastor was amazing, and my dean was like a father to me.  I wanted to have their strength, their wisdom, and their passion.

Now that I am in a school, I desire to be that for the children I work with.  I do my best to be good at even the simplest things like dressing up.  I wear suits, collared dress shirts, cuff links, shiny shoes, and on occasion bow ties.  Most of these kids, don’t have fathers around or fathers that care enough to show them how to even dress…let alone act.  Male figures are needed in schools and are vital to the health of the young people and staff in them.  Moreover, for impoverished communities like Washington Heights and Inwood, male minority figures are a non-negotiable.  They need to be around like you a need a school books.  Why?

Far too many minority children only see other successful minorities in three arenas: media/entertainment industry, sports industry (which can be lumped with entertainment), and on the streets.  And the majority of them pretty much know that the first two are extremely difficult and that the latter is much easier.  In addition, they probably know a friend or family member who can hook them up with a gig on the streets…it’s just a phone call away.  Having more minority males in schools as teachers and leaders will make a difference, because students will be able to interact with someone who made it out.  Someone who can identify with their struggle and show them the path to a successful life.  There are many minorities who are successful and work in Wall Street, but they live in Westchester and only make it back to the hood to see mom.

Teach for America & large CMO’s, I’m not asking for a handout.  I’m not asking to pick someone like me because of the color of my skin or because of my struggle.  Just understand that I’m worth more than the degree and certifications I possess.  And that I can offer more to your students than a curriculum that can help them pass their state test.  I can help your students pass the test of life…that can one day break the cycle of poverty and change their family legacy.

From Ordinary to Extra-Ordinary

In our lives we are always shooting for the extra-ordinary.  We shoot for the best friends, the best car, the best house, the best mate, the best job with the best pay, the best restaurants…overall, we want the best life.  We want everything to be extra-ordinary, then we unfortunately get in our own way.

I have been watching the show Suits on TBS.  And on the show, Mike Ross one of the co-stars, has the opportunity of a lifetime to work for a top law firm in NYC.  His boss, Harvey Specter, sees the talent and potential that he has…but Harvey knows that Mike has a problem…he has a friend that’s holding him back from reaching his potential.  Harvey gives him simple advice, “drop the anchor.”

Many of us many times want the best, but have a hard time releasing ourselves from bad relationships.  Unfortunately, many of us who are ambitious and desire great things don’t always have strong leaders as confidants.  Confidants that will admonish us when we mess up or  keep us from pitfalls.  It’s easy to be attracted to a crowd that’s okay with the status quo, or people that always look up to you.  It’s much harder to hear criticism or to be around people that are much smarter and successful than you.

This fall as you get back into the swing of things, look for those people who will sharpen you.  Those people who will take you from ordinary to extra-ordinary.  Just remember, it will take a little extra effort to drop those anchors.

Ways to seek out strong leaders:

- Each month seek to meet (or have lunch) with one strong leader in your field or community that you can connect with

- Attend networking events that will allow you meet other leaders in your field or community

- Ask leaders whom you trust about other strong leaders

With time you will begin to create a network of people that can help you grow into the leader you are meant to be.

Action Packed Job Descriptions

Job descriptions…boring.   Job descriptions definitely do not make for interesting reading, but the least they can do is better explain the job.  Unfortunately, most employers do not have the slightest idea on how to write them.  And if you are a small business, school, or organization that does not have an HR team you are most likely to review similar job posts, select the good parts, and edit them to your liking.  Hey let’s admit it, we all beg, borrow and steal from each other.

Lou Adler the author of  Hire With You Head, Using Power Hiring suggests that two things be done in the job description…deal with the macro and micro.  ”Whatever does that mean?”, you may say.  From the  macro sense, take the job and explain what the employee would do/accomplish over the next 1-2 years.  Break it down in 30-60 day increments or whatever suits the job.  You’re the employer…you should know what you want your employee to accomplish.

From a micro level, instead of writing down all the qualifications and skills you need the employee to have, write down action steps.  Instead of writing down “good communication skills required”, inform the applicant that “they will need to make monthly presentations to the Board of Directors regarding ______.”  This way the applicant is informed of the job requirements and you are also more aware of who you need to fill your capacity gaps.

Lastly, if all you know is that you need more hands on deck with…let’s say with  ”marketing”…and you don’t know what they should be doing, consult with your leadership team.  What do you want this person to accomplish? You may not know the details, but you should have the vision.  If you are still unsure and cannot afford a consultant, ask a friend, colleague or partner organization, that has made similar decision.  If you still cannot find the information you desire, then make it part of the applicant presentation.  Place it in the job description and have them come to the interview with a skeletal plan of what they should seek to accomplish over the first 6 months.

So why should you adopt this practice?  Very easy…you just might miss the right person because you’re so focused on your checklist. Job descriptions will never be exciting, but let’s make them more action packed…it’s better for than a list of skills and qualifications.

Steven Brill’s, “Class Warfare”…my thoughts on NYT article and comments

It’s funny reading all the comments on NY Times article regarding Steven Brill’s new book Class Warfare.  Some were appalled that Brill would call some union teachers “toxic”.  Wouldn’t a teacher be toxic if she/he doesn’t really like their job? If they believed their pay was lousy, their administrator was lousy, and the only thing that motivated them to work was a pension…and not educating kids?  What would you call that if you were an employer?

It’s unfortunate that Winerip (unlike Brill) an educational author, is unable to possibly see why some Charter Schools have lower SPED/ELL rates than some district public schools.  This occasionally happens because Charter Schools are able to provide quality intervention services to prevent “labeling” the child SPED.  While many district schools are quick to identify a student as SPED that may not need the services.

It’s also interesting Winerip forgets to mention that Harlem Success was actually one of the first schools to have a preference for ELL’s in their lottery.  Unlike district schools, most Charter Schools are quick to make adjustments to fix problems or address needs that they may have overlooked.  Remember before 2010 you couldn’t place a preference in your lottery for ELL’s…you had a lottery and left everything to chance.  How can a school be held accountable for legislation that was out of their control?

Anyway…though I do not agree with Brill’s final thoughts in his book, I do agree that we need to find a middle ground because all children need a good education NOW!  And there is no way it can be provided NOW without involving the union.

Teach Like A Champion

Teach Like A Champion is a book written by Doug Lemov from the Uncommon Schools Network. He offers effective teaching techniques to help teachers establish routines and rituals to help them become effective teachers.  These 49 techniques can be implemented easily and immediately.  They’re especially helpful to first-time teachers who are learning to develop classroom management skills.

The book comes with a video that’s helps you better understand the techniques.  But I also encourage you to “Like” their facebook page, so that you can see additional videos.

As a school that has used the book in our professional development sessions, it has been extremely helpful.  It has helped us offer techniques to struggling staff members, and solidify routines and practices throughout the school.  It is highly recommended…and there’s nothing like it in the market.

Managing with the Brain in Mind

 

 

Neuroscience research is revealing the social nature of the high-performance workplace. Managing with the Brain in Mind by David Rock.

http://www.strategy-business.com/article/09306?gko=5df7f

Summer Reading List for Educators

This is a great summer reading list for educators…if you haven’t already read them. http://www.edutopia.org/groups/new-teacher-connections/52655

Zero tolerance – is this the best way?

Student Arrested And Expelled For Writing Name On Desk, Peers Seek…http://fb.me/19cBosPap

Unrelenting Expectations: A More Nuanced Understanding of the Broken Windows Theory of Cultural Management in Urban Education

Craig Livermore

Abstract: Much has been written about the adaptation from criminology of the “Broken Windows” theory of order maintenance in successful urban educational models.  Yet, the manner in which the theory is written and discussed often misses the nuances and feel of the theory as successfully applied.  This misunderstanding has lead to its conflation with the “Zero Tolerance” approach to discipline management in schools with its emphasis on draconian punishment for both serious and semi-serious offenders.  The more powerful current of Broken Windows, however, emphasizes the manner in which student behavior adapts, often unconsciously, to even the subtlest of cultural expectations, when consistently applied.   Thus, in order to avoid the confusion involved in the application of Broken Windows, this paper proposes the use of the phrase “Unrelenting Expectations” as a clearer descriptive term for this approach to cultural management in Urban Education.  Read more… 

 http://www.urbanedjournal.org/Vol.%206%20Order%20in%20Schools/Commentaries/Commentary_2_Broken%20Windows%20Theory.html