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With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation

 

 

 

 

 

A STRATEGY FOR SELECTING AND HIRING QUALITY TEACHERS

The selection and hiring of quality teachers is not an easy task. On the other hand, firing a bad teacher is
an onerous and unpleasant exercise. No matter how well qualified an individual might be in his/her
particular discipline or profession, those qualifications do not guarantee that this "expert" can teach.
Because community colleges are institutions dedicated to the teaching/learning process, the selection and
hiring of the best teachers available is crucial to their success.

Often, full-time faculty positions are filled from the ranks of the part-time teachers; they are "known
quantities." But what about the unknown quantity—the person from out of town who applied for a full-
time teaching position and appears, on paper at least, to be eminently qualified for the position? Recently
faced with this dilemma, I consulted with the program faculty, and together we developed a useful strategy
for selecting and hiring quality teachers. The program was Law and Security Administration, and the
position was a full-time teacher.

The hiring committee consisted of Chairman of the Human Services Program, the Program Co-ordinator,
and the three full-time faculty who teach in the program. Curriculum vitae were reviewed, and 12
apparently suitable applicants were to be interviewed.

All candidates would have to conduct a 15-minute lesson with the interview committee prior to the
interview. This lesson would be evaluated by the group. [The candidates were given one week's notice,
prior to their scheduled interviews, that they would be required to teach a 15-minute class; by design, the
words "presentation" and "performance" were not used.] The following Instructional Delivery Skills would
be measured:

— The objective of the lesson was clearly stated.

— Examples were used to clarify abstract or difficult ideas.

— Method of presentation used was appropriate to the type of material covered.
— Teacher presented alternative and/or opposing views.

— Teacher used appropriate support materials.

— Major points were summarized.

— Material presented was up-to-date.

— Material was presented in an organized manner.

— Material was presented at an appropriate pace.

— Voice level and tone were appropriate.

— Handwriting was legible (chalkboard or overheads).

— Mannerisms enhanced (or did not distract from the presentation).

At the actual interview, the candidates would be asked six questions, with each member of the committee
asking the same question at each interview. An "ideal" answer to each question was agreed upon by the
interview committee, and the applicants were scored on each question via grading sheets (listing the
instructional delivery skills checklist and the interview questions, with appropriate spaces for grading and
comments).

The micro-teaching sessions were creative; they gave the applicants a chance to show what they could do.
More importantly, it gave us a chance to identify the real teachers!

Barrie J. Saxton
Human Services Program

For further information, contact the author at Humber College, Lakeshore Campus, 3199 Lakeshore
Boulevard W., Etobicoke, Ontario, CANADA MB8V 1K8.

 

K im Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712