Recruiting and Re-recruiting

By Jamon H. Flowers, M.Ed., SURN

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A top priority for school administrators is to ensure the academic, emotional, and physical safety of students.  Not far behind are recruiting and staffing their schools with the best teachers for their students. We are at the beginning of the hiring season where many administrators join forces with their human resource department to attend job fairs, sift through applications, and conduct interviews, all based on the “intent” of current staff members and expected enrollment.  This process can be daunting and taxing, but, this season provides you an opportunity to revisit the mission and vision of your school to determine the characteristics, talents, and skills needed in order to promote achievement and build capacity.

As you work to recruit teachers, remember these things:

Invite others into the interview room

The interviewing process should not be conducted by administration alone but with a variety of stakeholders. It is important to remember that potential teammates and students are the people who will interact with this individual more frequently, so their presence and voice should be included. A strong interviewing team represents the school and its community. Throughout my tenure as an administrator interview team members included:

  • An assistant principal (preferably over the grade level or subject)
  • A core teacher from the grade level or content
  • An elective teacher
  • A staff member
  • A parent/guardian
  • A community member
  • A representative of the student body (this member was included mostly on the secondary levels)

Conversation v. Interview

Participating in an interview is a high anxiety event and can take a toll physically and mentally on the candidate. Let us not forget, we all have been in their shoes, and we know people’s reactions to interviewing varies.

After introductions, I attempted to make the candidate feel a little more at ease by saying, “We all have been in your shoes, and we encourage you to relax as much as possible. If you need a question repeated, please ask. Let us begin our conversation.” This approach created a warm and welcoming environment that set the stage for a candidate to display their personality and educational beliefs. Do not misinterpret me; this conversation should not mimic the same conversation we might have at a local bar, but it creates space for both parties to learn more about each other and hopefully helps the candidate feel more comfortable with answering and asking questions.

What is their added-value?

Beware of sacrificing your vision of the ideal candidate in an attempt to fill your roster. The campaign to recruit teachers, especially teachers of color and males, is an on-going need. Generally speaking, there is a need for more teachers, especially in specific disciplines and geographical areas. The need is complex and critical, yet I urge you not to sacrifice your students’ education or your vision for learning as the urgency to fill positions grows; rather, I suggest you be extremely intentional about who you are hiring. I learned this valuable lesson as an assistant principal. I worked with a principal who conducted added-value audits of her assistant principals, teachers and staff members. Although testing results were a component in the model, other components included being a team player, coachable, having strong content knowledge, and relationship builder. In other words, she made the audit holistic, which provided information that could be used to have a better sense of their strengths and areas for growth. When you think about recruiting an individual to your staff, think about them holistically.  Ask yourself, what is this individual adding to the cultures and climate of the school? What can this individual add to this community that you do not already have or cannot create with the current staff?

Re-recruiting teachers

Re-recruiting teachers is a key to teacher retention. While you are recruiting new teachers, do not neglect your current faculty and staff. During this time in the school year, teachers need a reminder that their presence and expertise is much appreciated. It is important to thank and celebrate your current staff.  Remember, they have been with you since the beginning of the school year, if not longer. They have worked hard to meet your expectations as well as the students’ needs. Also, make sure you are taking care of their needs. How have you helped them reach their goals? What professional development opportunities have you offered them? How have you recognized your teachers’ contributions?

Looking in the mirror

Often, we focus on what the candidate has to offer the school’s culture, but I challenge you to think about what can you offer the candidate. Ask yourself, why would the ideal teacher want to work at this school? In addition to reviewing your mission and vision statements, revisit your brand. What is the message your website is conveying? Is the website updated or does it still have your welcome back message posted? Are teachers’ pages updated? These are the sorts of methods candidates, community members, and others use to evaluate your school.

Best of luck and happy recruiting!

 

Healthy Relations Create Equity

By Jamon H. Flowers, M.Ed., SURN

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As a principal, highlights in my day were visiting classrooms, interacting with students, and witnessing learning and teaching. By far, my students across grade levels were fortunate to have some great teachers and if I ever had to select the most effective teacher I worked with, indisputably, I could not. Although different in their approach, but sharing the same beliefs about students, these teachers did whatever it took to ensure students received a quality education. They made sure that students were present and engaged. They never allowed their students to fail; this task was easier said than done.  Like most teachers, it was not unusual to find these teachers staying after school to provide extra help, spending their Saturday mornings conducting tutorials in the local library, and communicating with parents on a regular basis. In my previous school, these behaviors were demonstrated by a majority of teachers, at different degrees respectably. However, there were several teachers in particular that received the most accolades from students, parents, and community members. What made these specific teachers so effective and highly requested among students and parents? In my quest to supporting my hypothesis, I visited a kindergarten classroom taught by Mrs. Kaufman, perhaps one of my favorite kindergarten teachers.

Daily, she worked hard to ensure that her students received the best education. This dedication meant never giving up on her students or parents. Throughout the school year, she remained sincere in her teaching style, yet brutally honest in her academic diagnoses, but she would always end those conversations with “we will get them there.” Her classroom was full of energy and love, yet there was a noticeable distinction. Easily to discern to a naïve individual would be race; Mrs. Kaufman was White and her students were Black. While accurate and an essential factor in the equation, race was not the most notable distinction. It was the healthy relationships she had with the students.

The much-needed campaign to recruit teachers of color is germane to the advancement of all students, and vital to building a better narrative for students in education. Some research suggests that teachers of color are likely to be more effective in producing positive academic and behavioral outcomes for same-race students. However, it is not a requirement to have a shared race, background, or experience in order to connect. Mrs. Kaufman’s success illustrates how building a relationship, setting expectations, and working to keep your students engaged are key to creating a conducive learning environment.

While there’s been an increase in the racial diversity in the public school teacher workforce, it is still dominated by white (82 percent), female teachers (76 percent). Local and state agencies struggle with recruiting and retaining teachers, especially teachers of color, for many reasons, and this problem will not be solved quickly. Yet, we are making great strides as programs, such as Call Me MISTER, work tirelessly to help increase the 2 percent of Black males teachers in American schools. More urgently, school districts should focus their efforts on trying to improve the quality of instruction for students of color now.

One necessary part of that work: schools must examine and reform their disciplinary policies and practices. Black students, boys especially, continue to be referred for discipline or suspended from school at alarmingly disproportionate rates. This means that these students become less engaged in their coursework or school as a whole. The instructional time they lose affects their academic progress. State and local educational agencies must work to reduce these referral disparities — and classroom teachers and school building administrators must be at the forefront of this work, increasing their efforts to build healthier relationships with students.

Although administrators are vital key players, teachers play the most critical role in engaging students in learning. Joint efforts among principals, teachers, and students can collaboratively develop effective interventions targeted on improving teachers and schools’ discipline practices — exploring their beliefs and raising expectations for students of color. A clear focus on building relationships with students — much like Mrs. Kaufman did — is likely to reduce biases teachers might hold and increase student engagement in the classroom and the learning process.

Being culturally responsive and sensitive are critical to these efforts, regardless of the race of the teacher or the student. Do not misinterpret me; a teacher’s race matters when teaching students of color, and so does a teacher’s ability to build relationships.

 

The 5 Cs across the Disciplines

By Sarah P. Hylton, SURN

The Profile of a Virginia Graduate is a framework aimed at preparing our students to be life ready citizens. Positioned as part of the VDOE’s Standards of Accreditation, the Profile is the response to an essential question: “What knowledge, skills, and dispositions should a Virginia high school graduate possess?”

Focused on the four pillars of Content Knowledge, Workplace Skills, Community Engagement/Civic Responsibility, and Career Exploration, the Profile insists that creative thinking, critical thinking, collaboration, communication, and citizenship – which we commonly refer to as the 5Cs – be incorporated into learning experiences in every classroom, pre-K through 12.

The 5Cs are not the purview of secondary teachers only (a common misconception given the reference to graduation in the name), nor are they intended to reside primarily in one discipline or another. Rather, this focus on the 5 Cs obliges all teachers to develop a common understanding of these skills and attributes and to understand how the 5 Cs exist across the standards and goals of the various academic disciplines.

Creating opportunities to build teachers’ capacity to incorporate these skills is the work of all school leaders. As each division considers how it will begin to implement the Profile, consider having teachers review the strands and/or goals of the various disciplines to determine where the 5Cs are mentioned in the standards of their own discipline as well as in others. Such a task should provide a good starting point for teachers to develop operational definitions of this language and will give them insight into how they are working in tandem with their colleagues to ensure that all students are developing these critical skills. Because reading, discussing, and writing with purpose in every discipline is fundamental to developing the 5Cs, further faculty conversations might center on how to offer instruction rich in these opportunities.

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A Principal Returns to SURN: Familiar Face in New Space

October 23, 2017

By Jamon H. Flowers, M.Ed.

As the SURN Principal Academy began its sixth cohort of principals from across the state this summer, we were joined by a familiar face in a new space. Jamon H. Flowers, M.Ed., joined the EPPL program as a full time doctoral student and joined SURN as a graduate assistant. Jamon was familiar with SURN as a principal participant in the Principal Academy during his tenure in Roanoke Schools. He agreed to share his thoughts on his return to William & Mary School of Education and SURN with us in the following blog post.

Jamon Flowers of SURN returns to William & Mary in a new capacity.

Jamon Flowers, center, returns to the SURN Principal Academy in a new capacity.


During my tenure as a principal, I spent most of my time coaching, supporting, inspiring, and problem-solving for others, but that all changed in 2012 when I became a participant in the SURN Principal Academy. My eyes were opened to how incredibly valuable it was to take time outside of my school for my own professional learning so that I could return and make school an even better place for learning.

Through the SURN Principal Academy, I had opportunities to connect with other principals from our network, including schools similar to mine and schools that were vastly different. Our collaboration increased my effectiveness as a principal and attracted me to actively participate in the on-going research and professional development initiatives, such as Visible Teaching, Assessment, Learning and Leading that promoted quality teaching and learning. Connecting with a diverse group of principals proved that the most valuable resource that all principals have is one other. Without collaboration, our growth is limited.

Now it is four years later and I have returned “home,” but in a different capacity. Instead of being a principal participant, I am a graduate assistant at SURN. In this role, I meet and work with principals who have a wide range of years of experiences, serve different school types, and strongly desire to improve the quality of teaching and learning within their buildings. Each peer offers fresh perspectives and a myriad of ideas. As a mentor, I am able to share my experiences, collaborate with others, and learn alongside principals across the state.

Commitment to ensuring that every student within the SURN school division network encounters an effective principal is a driving force in my dedication and excitement to work in this institute. As the old adage states, “home is where the heart is;” it is good to be home.

We agree, Jamon. Welcome back!