Introduction
The introduction of a new system of recruiting and selection of teachers at DCPS classroom is an important strategy of enhancing student achievement. The system is performance-based and it tries to recognize the most competent teachers, for recruitment and selection.
In order to monitor the teachers’ performance, Recruitment and Selection team uses a spreadsheet that tracks those teachers who progress from each stage during the recruitment and selection phase. The spreadsheet has columns that indicate the goals set at the beginning of the years and the actual performance of the teachers at every juncture (Murray, 2000).
The spreadsheet that tracks the teachers’ progress in the recruitment and selection process indicates that the team had anticipated that 60% (equivalent to 2645) of interested applicants would submit complete applications. However, the tracking spreadsheet indicate that it was only 54% (equivalent to 1186) who were successful in submitting complete applications that entailed a complete resume, complete pre-qualification questions and complete employment.
The consequent step entailed identifying those applicants who submitted applications that met qualifications. Out of the anticipated 80% (equivalent to 2116), it was 76% (equivalent to 902) who were able to submit applications that met qualifications. The recruitment and selection team anticipated that 70% (equivalent to 1481) applicants would pass the initial application screen. Nonetheless, it was only 56% (505) of the applicants, who qualified in proceeding to the next phase.
The second stage involved completing a pedagogical knowledge assessment. The team had anticipated that 90% (1333) of the candidates who proceeded from the 1st phase should qualify for scheduling in completing a pedagogical content knowledge assessment. Out of the 1333 anticipated for schedule of the pedagogical assessment, it was1200 candidates, which represent 90% of the candidates anticipated in completing the pedagogical assessment, were scheduled.
However, it was only 83% (356) of the 505 anticipated candidates, who were able to complete the pedagogical assessment. The recruitment and selection team anticipated that out of the 356 candidates who qualify in completing the pedagogical assessment, 75% (900) of them would pass the assessment. Surprisingly, those who passed the assessment surpassed the target, as 77% (274) passed the assessment.
The third phase of the recruitment and selection process involved an interview. For those who were to have a phone interview, they were required to submit a 10-minute teaching video. The team anticipated scheduling 90% (810) for the interview. However, 95% (261) candidates were scheduled.
Out of those scheduled for the interview, the team expected 95% (769) of the candidates would complete the interview. However, in the actual sense, out of the 261 candidates whom the team expected could complete the interview, 84% (219) completed it, and presented a 10-minute teaching video.
The 4th phase, which marked the end of the recruitment and selection process, involved giving those candidates who proceed to this stage an opportunity to complete a 30-minute teaching session. The recruitment and selection team anticipated that 65% (500) of the candidates would get an opportunity to complete a 30-minute teaching audition in a DCPS classroom.
However, 75% (164) of the candidates got the audition opportunity. The team anticipated that 90% (450) of those who got the audition opportunity would pass. Nonetheless, the actual candidates who pass the audition are 138, which represent 84% of the 164 candidates who manage to complete the audition.
Goals and objectives
The chief objective for the Recruitment and Selection team is to identify and hire competent teaching staff that will ensure a highly effective teacher in every DCPS classroom.
Specific Objectives
- To identify high talented and competent teachers for recruitment and selection
- To ensure that the Recruitment and Selection team has identified sufficient candidates (450) to fill in the anticipated number of vacancies for the year 2012-2013
Action Plan
The recruitment and selection process has advanced greatly. With the recruitment and selection process advancement passed the interviewing stage, the recruitment and selection method is about to end. However, with only three weeks to the recruitment and selection deadline, the team assigned the task should act fast to finish its mission within its deadline.
According to the spreadsheet that indicates real time performance of the candidates, the team can consider having identified 138 successful candidates. This is far less than the anticipated target of 450 teaching staffs to fill the anticipated 450 vacancies for the year 2012-2013. Therefore, the recruitment and selection team will convene a meeting and identify the best strategy to identify the 312 remaining teachers.
Since there exist the recruitment team that comprise of the two coordinators, teacher recruiter-program assistance supporting the researcher in executing the plan. The team will then advance to the next stage that involves assignation of roles. After sharing the roles, the team should proceed, develop a competitive compensation, and benefit package.
This should entail itemize and placing a dollar value on the overall package. The committee should identify sources of revenues, develop benefit packages, place dollar amount on monetary –type benefits, list non-monetary rewards. In addition, the committee should consult the legal advice to find out whether its packages comply with the State codes (Andiele, 2012).
Moreover, at this point the committee should identify possible barriers to the implementation process that is recruitment and retention and develop appropriate mitigation strategies. Then the team should proceed to the nest phase that entails defining its ideal candidate for the position. The team should do a desired characteristic tally chart continuum to determine how close each preferred candidate matches your ideal.
The team will require developing a candidate questionnaire that asks specific questions that will assist the team in identifying how the candidate matches the ideal candidate for the position. For instance, the team can ask the candidate how he/she caters for individual differences in a class setting (Mary, 2010; McCarthy, 1992).
The committee should then develop a recruitment activity budget to finance the recruitment process. The committee should assign someone to oversee the budget development and set a deadline on when it should be ready. The next stage will entail creating a practicing opportunity information package and promotional materials.
The process should entail the committee developing classified ads, direct mail letters, and promotional packets that enhance the professional and personal aspect of the opportunity the committee contemplate will appeal to the ideal candidate previously defined. During this stage, it is important to identify the best medium to use in relaying the information.
The committee can consider using the educational newsletters in communicating their messages to the targeted audience, or other print media such as newspapers. Similarly, the committee can opt to use radio or TV ads in order to increase the number of interested candidates. Use of the right media of advertisement is important as it helps in making sure that the intended information reaches a large number of the targeted people (Brookins, 2012).
Development and implementation of candidate generation strategies is of essence. The committee should generate a list of possible sources of candidates. The committee should make sure that it does do not limit its sources to local candidacy, but instead it should sources its candidates regionally, Statewide, as well as nationally in order to recruit highly competent teachers.
In the process of developing candidates’ generation process, the team should identify the costs associated with each source through gathering rate cards from journals, estimating postage and mailing list costs for direct mail efforts.
In addition, it should incorporate estimated costs that accompany visiting candidates teaching environments (Eugene, 2012). In addition, the committee should identify free sources of candidates and locations to publicize opportunity such as specific academic institutions such as universities (Richason, 2012).
Thereafter the committee should develop a process of receiving candidate information and quickly following up candidate inquiries. The committee should assign one of its coordinator the responsibility for receiving candidate information, sending follow up packet and notifying the candidate screening team, as well as sending the team the candidate information.
At this stage, the team also develops a chart for tracking where each candidate is in the recruitment procedure starting from first contact until the signing of the recruitment contract. The other stage will involve developing the interviewing process. This will entail the committee members forming the interview team. In addition, the committee develops interview questionnaires that helps in determining whether the candidate possess the required characteristics as outline by the ideal candidate.
In addition, the committee and the interview team should prepare themselves for possible questions from the candidates. Then the committee should develop procedures to establish the candidates’ credentials, as well as developing a questionnaire for administering to the referee, the questionnaire will help the interview team learn whether from the referee point of view the candidate possess the required characteristics, as defined by the ideal candidate.
The committee should review relevant laws that relate to reference checking. In addition, the committee should identify two more referees not provided by the candidate to supplement information offered by the candidate referees (Brookins, 2012; Rowan, 2012).
After conducting the interview, successful candidates will require visiting the DCPS classroom for audition purposes, therefore, the committee should visit the school and inform concerned stakeholders accordingly. At the same time, the committee team should develop a draft contract.
Those teachers who pass the audition process will get a proposition letter to see the terms and conditions associated with their job. The candidates will be required to confirm acceptance or rejection of the offer. The team should then develop and implement candidate integration plan when candidate accepts the offer.
On the other hand, the team should identify and assess reasons for candidate rejection of the contract and adjust the recruitment process and practices in order to address reasons for rejections. The last phase entails developing and implementing a primary care provider retention plan that entail a plan of monthly meeting with the recruited teachers and assessing the integration process in their new school.
In addition, the process includes quarterly meeting with the recruited teachers and discuss about retention issues, as well as address concerns. The plan also entails working with appropriate DCPS classroom stakeholders about developing long-term and retention plan (Doyle, 1983).
Rationale
The aim of the designed action plan is to establish an effective process of identifying, recruiting and retaining very competent teachers at DCPS classroom who will guarantee high achievement for DCPS students.
Anticipated Challenges
In formulating the action plan, the researcher anticipated the following challenges:
- Lack of cooperation from some essential stakeholders
- Lack of enough resources to facilitate the process
In conclusion: if the DCPS classroom follows the aforementioned processes in its recruitment and selection procedure, it will definitely recruit highly competent teachers who will guarantee exceptional performance for its students. In addition, the plan will enable the committee manage to get the anticipated 450 highly competent teachers by the end of the year.
Reference List
Andiele, N. (2012). Recruitment and Selection Process. Retrieved from https://ezinearticles.com/?Recruitment-And-Selection-Process&id=1885405
Brookins, M. (2012). Different Methods of Advertising Job Vacancies. Web.
Davis, B. (2012). Research Instruments: Questionnaires in Interviewing. New York, Prentice Hall.
Doyle. K.O. (1983). Evaluating Teaching Effectiveness. San Francisco: New Lexington.
Eugene OR. (2012). Guidelines for Recruitment and Selection. Retrieved from https://hr.uoregon.edu/recruitment/recruitment-hiring-faculty-and-staff
Mary, C. (2010). Effective Strategies for Hiring the Best Faculty. Retrieved from http://connection.ebscohost.com/c/articles/54569613/effective-strategies-Hiring-best-new-faculty
McCarthy, P (1992). Common Teaching Methods. New York: Prentice Hall.
Murray, H.G. (2000). Can Teaching be improved? Canada: Brock University.
Richason, O. (2012). Methods of Recruitment and Selection. Retrieved from https://smallbusiness.chron.com/methods-recruitment-selection-2532.html
Rowan, C. (2012). Teachers Recruitment and Selection. New York: Prentice Hall.