Recruitment & Selection
For
Academic Acceleration
May 14, 2013
Talent Management
Coordinator
Talent Management
Coordinator
Talent Management
Coordinator
Screened Pool of Applicants
Network 1: Human Capital
Campus Coordinator (2)
Network 2: Human Capital
Campus Coordinator (2)
Network 3: Human Capital
Campus Coordinator (1)
Human Capital
Transactional Team
Coordinator
Transactional
Team
(Concierge)
(6)
Human Capital Central
Office Coordinator
Human Capital Central
Office Coordinator
Additional Changes
• Compliance Coordinator to check/handle
certification issues throughout the whole
process.
•Project Manager to update/create job
descriptions for all positions and to align to
actual job functions. Coordinate ATS upgradesselection and managing of screening tool-hiring
rubrics-EEO5 Report- HCM PEIMS- Teacher
Effectiveness- etc.
•ADR/Grievance Coordinator to oversee and
ensure compliance with the handling of all
grievances thus freeing up Rufino to assist
principals/supervisors with exiting non-effective
employees.
2
Recent Reports/Findings:
(FWISD Curriculum Audit)
 Establish a system for monitoring and supporting equity across the District.
Ensure that those buildings with the greatest needs have the most
experienced and effective teachers and principals.
 Not all students come to school equally- equipped or prepared to learn;
hence, it is up to schools to remedy these disparities. Academic
improvement should not be consistent for every child students who are
below grade level must have accelerated instruction and learning
opportunities so they make faster gains than other students, to ensure they
do not fall further and further behind.
 Schools have no control over the poverty levels in the surrounding
neighborhoods, nor over the preparedness and experiences their students
bring to school. They do, however, have control over the quality and
alignment of instruction. Under a state of equity, students with greater
needs receive greater attention and resources, to make up for the
difference with children who began with more.
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Recent Reports/Findings:
(Performance-Based Monitoring Analysis System {PBMAS})
 The Academically Unacceptable campus progress reports revealed
that campus administrators have faced challenges finding
prepared, effective teachers when filling teaching vacancies.
 Review the process of staffing campuses that are not performing at
an acceptable rate, to ensure that staffing is based on need.
 Identify barriers to the hiring and proper placement of highlyqualified and effective teachers, and develop and implement a plan
to address the findings.
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Recent Reports/Findings:
(Strategic Plan)
 Develop a strong recruitment, selection, leadership and continuous
training model which acknowledges educating students as our core
mission.
 Establish a system that attracts, selects, develops, retains and
recognizes employees who provide high-level services to students,
parents, and communities.
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What we know to be true in FWISD & other districts:
(STRATEGIC DATA PROJECT: The Novice Teacher Placement Pattern)
• High-poverty schools have greater proportions of novice and newly-hired
teachers than low-poverty schools
• Less experienced teachers are placed with lower performing students both
District-wide and within specific schools
• Placing more experienced teachers with more advancing students may
widen existing achievement gaps
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Lines Worth Sharing on
Educator Quality
• “Time and time again, teacher quality prevails as the single
most important school-related variable affecting student
achievement (National Commission on Teaching and America’s
Future, NCTAF).
• “The quality of instruction in the classroom has a significant
impact on children’s academic curiosity and achievement”
(Linda Darling-Hammond).
• “The single most important decision you make for students is
to hire a teacher” (Richard Smith).
• “Ideally, an investment in teacher quality starts at the earliest
stage of a teacher’s career and continues throughout a
professional lifetime “ (Moir and Gless, New Teacher Center).
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50th
3rd
50th
37th
50th
63rd
50th
78th
50th
96th
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How are we staffing our schools/classrooms?
• To what degree are the placement patterns driven by the concentration of
novice teachers and lower-performing students in certain schools? How
much is occurring within schools?
• Are there internal school politics that influence placement patterns? Are
there formal or informal arrangements that enable more senior teachers to
choose their classroom assignments? Is there a norm within the District
that novice teachers need to “put in their time” with more difficult
assignments? Do parents of higher-achieving students influence
placements to well-known teachers/schools?
• Are there timing factors that are important? Are classroom rosters drawn
up early in the summer? Are students who enroll late assigned to teachers
hired just prior to the school year?
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New Application Questions
• Are you committed to teaching at any Fort Worth ISD campus and
serving all student populations?
• The Fort Worth ISD’s vision is: “Igniting in every child a passion for
learning.” As a Fort Worth ISD educator, how will you ignite a passion
for learning in all of your students? (100 words or less)
• Have you resigned from or otherwise left any type of employment in
lieu of or to avoid termination, or to avoid investigation for alleged
misconduct and/or dismissal in Texas or any other state or place?
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New ZeroRisk® Assessment
• All teacher candidates will be asked to complete the ZeroRisk®
Hiring System Profile during the selection process. The information
collected during this 20-minute exercise will help us select the right
person for the right position, which will help us reach our District
goals. In no way will this information be the sole basis for an
employment decision with the Fort Worth ISD.
• Following an initial application screening, candidates will receive an
email from ZeroRisk® with an Internet link and access code that will
allow them to complete the 20-minute task. Upon receipt of this link,
candidates will have 72 hours to complete the task. Shortly after, we
receive a report that will rate the candidates as: low risk, moderate
risk or high risk.
• Candidates will not be permitted to see the results of their profile.
Combining an analysis of the resume, job application and other
qualifications, low and moderate risk applicants become top priority
for the selection event and demonstration lesson.
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References
•
•
•
•
•
•
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•
Center For Education Policy Research. Harvard University (2012). STRATEGIC DATA
PROJECT The Novice Teacher Placement Pattern.
Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher
Education, 51(3), 166-173.
Marzano, R. J. (2003). What works in schools: Translating research into action.
Alexandria, VA: Association for Supervision and Curriculum Development.
Moir, Ellen and Janet Gless. (2001). Quality induction: An investment in teachers.
Teacher Education Quarterly, 28 (Winter 2001): 109-114.
National Commission on Teaching and America’s Future (NCTAF). (1996). What matters
most: Teaching for America’s future. Kutztown, PA: Kutztown Publishing.
Smith, R. (2009). Human resource administration: A school based perspective. 4th. Ed.
Larchmont, NY: Eye on Education, Inc.
Texas Education Agency On-site Monitoring Visit Findings (April, 2012). Gene Sekula,
TEA Team Lead.
Texas Curriculum Management Audit Center (August, 2012). A Curriculum Audit of the
Fort Worth Independent School District. Fort Worth, TX.
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QUESTIONS
Presentation Name
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