Perlman, B., & McCann, L. I. (1997, Fall).The Place of Teaching
in Faculty Recruitinga. The Department Chair, 8(2), 10-11.
In previous articles we have discussed ethics and planning
as each relates to faculty recruiting. We now focus on the place
of teaching in the hiring process.
An Emphasis on Teaching Makes Sense
To maintain and improve the quality of teaching, recruitment
committees must emphasize teaching ability as a selection
criterion. Keep in mind that most faculty spend a great deal of
time teaching, an average of 64% of faculty time, and as high as
70% in community colleges (Bowen & Schuster, 1986, p. 15). Good
teachers motivate students, recruit majors, and represent a
discipline in the classroom. In addition, the hiring and
retention of good teachers need not be antithetical to hiring
faculty who are also good scholars or artistic performers.
A successful faculty recruitment requires the identification
of good teachers through a process of obtaining teaching
information from applicants and assessing it. Four rules of thumb
are:
• Even a small increase in attention to teaching yields
large dividends
• Be patient. A greater emphasis on teaching may be
different from previous recruitments and require some adjustments
• Be open to and appreciative of the various teaching styles
and models you will encounter during the recruitment process
• Keep in mind the need for a fit between candidates'
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teaching interests and expertise and the needs of your department
and students.
Teaching Information To Obtain and Abilities To Look For
Let us assume that you are ready to hire and support a good
teaching faculty member. You may find that the potential to teach
well is more difficult to judge than scholarly potential. How do
you identify the best teachers from among the various candidates
who differ so much from one another, and from you, on how they
approach students, pedagogy, and the classroom? We suggest
focusing on what good teachers do and learning as much as
possible about a candidate's teaching. Whenever possible, it is
valuable to request candidates' self evaluations of their
teaching.
I. The McFadden and Perlman Model of Excellent Teaching
McFadden and Perlman (1989) have developed a model that
identifies three basic elements each with three underlying
dimensions. Recruiters should attend to each of these nine facets
as they read teaching statements, portfolios, and letters of
recommendation, and talk with and observe candidates teach.
1. Self Efficacy. Do candidates believe they can teach
effectively? Confidence and a sense of purpose based on
experience are important ingredients of good teaching.
• Intellectual - Knowledge of subject matter and pedagogy.
• Emotional - Excitement about the subject matter and
students.
• Moral - Ability to recognize and resolve ethical (moral)
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issues in teaching.
2. Interpersonal Skills. Teachers interact with students and
colleagues daily. It is important to assess how well candidates
relate to others.
• Intellectual - Relates to others intellectually, discuss
ideas, and accepts differing viewpoints.
• Emotional - Establishes rapport, and relate to students
appropriately.
• Moral - Sensitive regarding ethical conduct with students
both in and out of the classroom, and with colleagues.
3. Pedagogy. Someone who is or has the potential to be an
excellent teacher must have a good knowledge of pedagogical
issues or a willingness to obtain such knowledge.
• Intellectual - Understands the techniques and process of
teaching.
• Emotional - Responds well to the emotional situations
inherent in teaching (e.g., the down feelings following
failed lectures, and one class endlessly following on
another).
• Moral - Appreciates the moral issues inherent in teaching
in terms of viewpoints presented, the acceptance or
rejection of student ideas, or in exam and grading
practices.
II. Practical Teaching Activities
Another way to identify good teaching involves attending to
the practical things teachers know and do. Candidates may not
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have experience nor excel in all, but they might be expected to
discuss them knowledgeably.
1. Course Preparation. A good teacher must manage course
development.
2. Classroom Work. Your new colleague must perform well in
the classroom.
3. Teaching in the Laboratory or Studio. Laboratory or
studio teaching includes skills and responsibilities that differ,
at least in degree, from those required in the more typical
classroom. Does the candidate have the requisite skills?
4. Instructional Technologies. Candidates must be familiar
with ever-changing instructional technologies.
5. Teaching Within a Context. Courses differ in their
placement within an overall program or institutional curriculum.
Successful teachers must be able to alter course focus and
content depending on whether the course is part of a Liberal Arts
Curriculum, Pre-Professional Major, or Graduate School
Preparatory Track.
6. Teaching Across the Curriculum. Many instructors consider
the extent to which they might appropriately include the teaching
of science, mathematics, writing, critical thinking, ethics, or
cultural diversity in their courses.
7. Assessing Student Learning. This is an essential, though
rarely popular, instructional component. The candidate should be
prepared to deal with the various elements of evaluation.
8. Out-of-Classroom Work. Many interactions outside the
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classroom significantly influence student training and education.
Candidates need a good working knowledge of, and probably some
practical experience with such subjects as the ethics of
student-faculty relations, holding office hours, and
advising/counseling students.
III. Candidate Preparation and Experience
You may wish to learn about the following items, each
related both to good teaching and to the fit between candidate
and position.
1. Depth, Breadth, and Expertise
• Specialty area and courses they could teach in this area
• Breadth, other areas and courses they could/can teach
2. Preparation and Experience
• Past teaching including teaching assistant experience
• Information and observations on courses taught
• Teaching innovations
3. Instructional Materials and Feedback
• Course syllabi, reading or repertoire lists from courses
taught
• Student evaluations/opinion data
• Peer evaluations of teaching
• Examinations and assignments
• Teaching technology and equipment needed
• Work with students outside the classroom or studio
• Outcomes of teaching (e.g., student posters, papers,
recitals)
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• Awards/recognition
• Videotape of teaching, artistic performance, art work
4. Teaching Development
• Books/articles read
• Other evidence of development
Learning About Candidates' Teaching
Insist on information related to teaching for use in making
your decision.
Require a Teaching Statement
People writing letters of recommendation may not have seen
candidates teach, and many applicants' resumes contain little
information on teaching. We advise that all applicants be
required to submit an initial one or two page statement
addressing their teaching philosophy, strategies, goals, and the
rewards of teaching.
Require A Teaching Portfolio of All Semi-Finalists
A wider array of materials which document teaching
experience should be specifically requested and then evaluated
for all semi-finalists. We recommend that modified Teaching
Portfolios be required only after the number of candidates has
been sufficiently reduced to allow the recruitment committee to
read each one carefully. A few points to keep in mind:
Portfolios Are Helpful for Candidates. Preparation of this
document for one position will result in its availability for
submission with any subsequent application, to candidates'
potential benefit.
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Make Teaching Portfolios Useful and Relevant. Decide what
teaching abilities and experiences are most important as
selection criteria and then request portfolios with that
information. You may want to let candidates provide any other
materials they wish. This process assists candidates (and you) in
deciding whether they are a good fit for the opening.
Limit Portfolio Length. No rational recruitment committee
would ask for all of the information above. Limit the portfolio
to 5 to 7 pages (plus appendices, e.g., syllabi, student course
evaluations). Candidates should be concise and focused in what
they say, recruitment committees in what they require.
Attend to Teaching During Campus Visits
Have candidates guest teach a class with faculty and
students in attendance, and discuss teaching with them. By asking
questions and listening carefully to candidates' responses you
will learn a great deal about their philosophy of, and experience
with teaching.
Assessing Candidate Teaching Information
Be Systematic
Develop a rating sheet each recruitment committee member can
complete when reading files. Label topics required from all
candidates as Core Areas, and leave space for remarks and ratings
of optional areas and comments. You may want an overall ranking
on a candidate's teaching and/or separate rankings on each major
area. We strongly advise restricting your evaluation sheet to one
page.
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Be Aware of Candidate Experience
Experienced candidates have taught more and their portfolios
may be fuller, and more polished and thoughtful. Remember that
relatively new faculty lack experience but may have the potential
to teach well. Look for good ideas, good writing, and maturity.
Use Multiple Sources
Expect to have to follow up on teaching statements,
portfolios, and campus visits to obtain more information for some
candidates. Look for a good fit with the most important areas for
the position in all application materials.
Conclusion
Attention to teaching in the recruiting process requires
little additional effort, but it pays big dividends in terms of
better instruction for your students - and fewer problems for the
department chair.
a Based on Perlman, B., & McCann, L.I. (1996). Recruiting Good
College Faculty: Practical Advice For A Successful Search.
Bolton, MA: Anker Publishing.
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References
Bowen, H. R., & Schuster, J. H. (1986). American professors:
A national resource imperiled. New York: Oxford University Press.
McFadden, S., & Perlman, B. (1989). Faculty recruitment and
excellent undergraduate teaching. Teaching of Psychology, 16,
195-198.