Human Resources

1
Human Resources

• Part 1- Hiring
• Part 2- Evaluation Retention of New Teachers
• Part 3 Discipline Measures

2
Part 1 Hiring
3
What is the procedure of staffing a school?

• By June 15th of the school year, the SB prepares
  a list of staffing needs remaining to be met for
  the following school year based on enrolment
  forecasts
• This list includes the school, the of the post,
  whether the post is open leading to a regular
  contract, the subject matter and or grade level
• This list is sent to the teachers and the union

4
What is the procedure of staffing a school?

• Teachers involved are expected to complete and
  return the vacancy preference form indicating
  their choice of posts for the following school
  year
• By the end of the 1st week in July, the SB will
  assign teachers from the priority of employment
  list to the posts on the lists of staffing needs
• By June 15th the SB sends this list, the priority
  of employment list and the vacancy list to each
  teacher on the priority of employment list
  (teachers who have completed at least 1 part time
  contract and have had a satisfactory evaluation).

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What is the procedure of staffing a school?

• In doing so, the SB shall respect the requirement
  that those teachers with 2 or more years of
  seniority on the priority of employment list, are
  entitled to be given open posts leading to
  regular contracts
• The SB shall provide the union lists of
  assignments for verification
• Any posts, not filled by teachers on the priority
  of employment list are then offered to teachers
  who have applied for employment through the HR
  department
• Do principals follow these procedures?

6
How are teachers recruited/hired?

• Every March, HR representative hold job fairs at
  McGill and French Universities
• Principals are dispatched to the fairs to help in
  the recruitment
• Potential teachers are interviewed and screened
  by HR and principals
• A list of potential candidates is compiled
• When a post that has not been filled arises,
  potential candidates are dispatched to the school
  in question for an interview with the principal
• The principal reserves the right to hire or not
  hire a potential candidate
• Potential candidates are encouraged to submit
  their CVs directly to the school principal in
  late June early August

7
How are teachers recruited/hired?

• The discussed procedure was that of EMSB
• Public Schools follow this basic procedure
  however there may be subtle differences
• What are the private school procedures?

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Hiring Problems

• In the past few years (looming teacher shortage)
  some teachers have bypassed the initial HR
  screening and have gone directly to an interview
  with the principal at a school
• Some exceptions have been made to hire potential
  teachers who do not hold a brevet (teaching
  licence) Math/Science Teachers
• It has been increasingly more difficult to hire
  teachers with qualifications in Science and
  Mathematics

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Break Out Room

• Discussion 1

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Hiring PracticesBreakout Activity 1

• Although traditionally reserved for
  administrators, the area of teacher recruitment
  and hiring is very important to teachers.
• There are many steps in recruiting and hiring
• Reading and screening of resumes
• Creating and adapting interview questions
• Conducting interviews
• Contacting references
• Reviewing portfolio and videos
• Deliberating about candidates
• Deciding on whether or to hire or not hire a
  potential candidate

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Hiring Practices- Breakout Activity 1

• Do you think teachers should participate in some
  or all of these activities?
• Is this a worthwhile activity for teachers to
  partake in?

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Retention

• Why is everyone leaving?

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Teacher Retention

• Many feel the problem is not in recruiting
  teachers but in keeping them
• Many teachers leave the profession within the
  first five years
• This is a problem in our province, country, and
  North America

14
Problems that Arise when Retention is low

• Difficult to develop sense of community
• Difficult to track students progress
• Difficult to implement programs, and develop
  School Based Leadership

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Poor working conditions contribute to low job
satisfaction

• NORTH AMERICAN
• A bureaucratic jungle
• Out of Pocket expenses for classroom management
• Unsafe school
• Unruly Students
• Menial Duties and chores
• Weak and rigid curriculum,
• Too much paperwork and testing
• Left out of information Loop

• INTERNATIONAL
• Time constraints
• Excessive workload
• Low Salaries
• Insufficient resources
• Large classes
• Lack of involvement in decision making
• Lack of collegiality and a sense of school
  community
• Problems with student discipline
• Few Opportunities for promotion and advancement

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Ways to Increase Retention

• Workshops
• Mentoring
• Increase Professional Learning Communities and
  School Based Leaderships
• Preferential schedules
• What ideas do you have on how to increase teacher
  retention?

17
Part 2 Evaluation
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What is the purpose of the evaluation?

• To assess the performance of the teacher and to
  identify potential for development
• Performance appraisal is an essential tool for
  promoting excellence in education thereby
  creating a positive stimulating learning
  environment for students

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What is the purpose of the evaluation?

• The process is to be used as a tool to facilitate
  discussion between the administration and the
  teacher in order to ensure that we continually
  strive for excellence in the teaching ranks
• To this end, the EMSB uses both formative and
  summative evaluations

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Do teachers have to be evaluated every year?

• All new teachers (contract/non-tenured teachers)
  working in a school need to be evaluated for two
  consecutive years
• All new non-tenured beginning teachers must be
  evaluated for two consecutive years for the
  purpose of probation/Brevet requirements.
• All teachers are initially convened to a meeting
  where the process of evaluation is explained
• Evaluation rubric is given to teachers in advance
  so that teachers know exactly how they will be
  evaluated
• First visit is scheduled and must be done by
  November 15th

21
What are the procedures and deadlines?

• If performance is not satisfactory- 2 additional
  visits must be done by January 31st
• Teachers are informed of a 2nd unscheduled visit
  which must be done by Feb 15th
• A report is then drafted, a self evaluation
  report is also drafted by the teacher
• A meeting is scheduled with teacher to go over
  the content of the report
• Report is submitted to the Human Resource
  Department
• Teachers are encouraged to develop a portfolio
  both for persona and professional growth and for
  classroom planning and practice

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Frequently Asked Questions

• Why do non-tenured teachers have to be evaluated
  every year (for 2 years) when all their previous
  evaluations have been positive?
• If a problem arises and the School Board has not
  followed the proper procedures, then the SB has
  no legal recourse for non-reengagement
• In order to be placed on the priority of
  employment list, a satisfactory evaluation is
  necessary

23
Frequently Asked Questions

• Are tenured teachers evaluated?
• Yes, ideally, every 7 years, tenured teachers are
  evaluated in a similar manner as non-tenured
  teachers
• Very little can be done if a tenured teacher has
  an unsatisfactory evaluation

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Evaluation Practices

• Lester B. Pearson Uses Pathwise to evaluate new
  teachers
• This is also used by Universities to evaluate
  student teachers (except McGill)
• Teachers are evaluated using various domains
  using a rubric. (unsatisfactory, Basic,
  Proficient, Distinguished)

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Domains

• There are 4 Areas where Teachers are Evaluated
• Planning and Preparation
• The Classroom Environment
• Professional Responsibilities
• Instruction

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Domain 1 Planning and Preparation

• Demonstrating Knowledge of Content and Pedagogy
• Knowledge of Content
• Knowledge of Prerequisite Relationships
• Knowledge of Content-Related pedagogy
• Assesses student Learning
• Congruence with Instructional Goals
• Criteria and Standards
• Use for Planning

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Domain 1 Planning and Preparation

• Demonstrating Knowledge of Students
• Knowledge of Characteristics of Age Group
• Knowledge of Students Varied Approaches to
  Learning
• Knowledge of Students Skills and Knowledge
• Knowledge of Students Interest and Cultural
  Heritage

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Domain 1 Planning and Preparation

• Selecting Instructional Goals
• Value
• Clarity
• Suitability for Diverse Students
• Balance
• Demonstrating Knowledge of Educational Resources
• Resources for Teaching
• Resources for Students

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Domain 1 Planning and Preparation

• Designing Coherent Instruction
• Learning Activities
• Instructional Materials and Resources
• Instructional Groups
• Lesson and Unit Structure

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Domain 2 The Classroom Environment

• Creating an Environment of Respect and Rapport
• Teacher Interaction with Students
• Student Interaction
• Establishing a Culture for Learning
• Importance of Content
• Student Pride in Work
• Expectation for Learning and Achievement

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Domain 2 The Classroom Environment

• Managing Classroom Procedures
• Management of Instructional Groups
• Management of Transitions
• Management of Materials and Supplies
• Performance of Non-instructional Duties
• Managing Student Behaviour
• Expectations
• Monitoring of Student Behaviour
• Response to Student Behaviour

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Domain 2 The Classroom Environment

• Organizing Physical Space
• Safety and Arrangement of Furniture
• Accessibility to Learning and Use of Physical
  Resources

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Domain 3 Instruction

• Communicating Clearly and Accurately
• Directions and Procedures
• Oral and Written Language
• Using Questioning and Discussion Techniques
• Quality of Questions
• Discussion Techniques
• Student Participation

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Domain 3 Instruction

• Engaging Students in Learning
• Representation of Content
• Activities and Assignment
• Grouping of Students
• Instructional Materials and Resources
• Structure and Pacing

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Domain 3 Instruction

• Providing Feedback to Students
• Quality Accurate, Substantive, Constructive, and
  Specific
• Timeliness
• Demonstrating Flexibility and Responsiveness
• Lesson Adjustment
• Response to Students
• Persistence

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Domain 4 Professional Responsibilities

• Reflecting on Teaching
• Accuracy
• Use in Future Teaching
• Maintaining Accurate Records
• Student Completion of Assignment
• Student Progress in Learning
• Non-Instructional Records

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Domain 4 Professional Responsibilities

• Communicating With Families
• Information about the Instructional Program
• Information about individual students
• Engagement of Families in the Instructional
  Program
• Contributing to the School District
• Relationships with Colleagues
• Service to the School
• Participation in School and District Projects

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Domain 4 Professional Responsibilities

• Growing and Developing Professionally
• Enhancement of Content Knowledge and Pedagogical
  Skill
• Service to the Profession
• Showing Professionalism
• Service to Students
• Advocacy
• Decision Making

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Teachers are also judged on the following aspects

• Bilingualism
• Judgement
• Computer Skills
• Hygiene
• Academic Credentials
• Experiential Credentials

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Possible Results of Evaluation

• Based on the results Principals can choose do one
  of the following
• Satisfactory Evaluation (no more evaluations
  during that academic year)
• Express some concerns and suggest a 2nd
  evaluation
• After two evaluations the principals can confirm
  a negative evaluation

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Break Out Room

• Discussion 2

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Questions for Discussion

• While it is true that the actual evaluation of
  teacher performance is an administrative
  function, it is strongest when teachers are
  actively involved in self-assessment and analysis
  of their own teaching (Danielson McGreal,
  2000)
• Should teachers be involved in teacher
  evaluation?
• If so, how do you see their roles and
  responsibilities?
• Should teacher mentoring and coaching be linked
  to teacher evaluation?

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Part 3 Disciplinary Measures
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Discipline Measures

• They are common to all boards
• Agreed upon by the unions through contract
  negotiations

45
Discipline Measures

• Is there a process for issuing warnings and
  reprimands?
• Yes, discipline should be progressive and always
  with an intent to correct a certain behaviour

46
Why issue a disciplinary measure?

• To correct the unsatisfactory performance or
  offending behaviour of an employee
• To respect the working environment of fellow
  employees
• To enable the School Board to defend its decision
  before an arbitrator (build a case/file)

47
When Should A Disciplinary Measure be issued?

• ASAP (Sooner the better)
• Nip it in the bud.

48
In what form should the disciplinary measure be?

• Verbal warning
• Written warning
• Written reprimand
• Suspension without pay (1-5 days) in extreme
  cases only
• Lengthy suspension (cannot exceed more than 20
  days)
• Dismissal

49
When is a letter of warning issued?

• A warning should be issued only after there have
  been at least one or two verbal
  warnings/discussion.
• If the offence is of a minor nature

50
When is a letter of reprimand issued?

• A reprimand should be issued only after there
  have been one or two written warnings
• Or for a first time grave offence i.e.
  violence, gross misconduct or insubordination

51
What needs to be done before issuing the
disciplinary measure?

• An investigation must be done.
• This will include
• Analysis of all the facts
• Context of the infraction
• Any mitigating circumstances need to be
  investigated
• Prohibitive circumstances need to be investigated

52
Important to Remember

• All disciplinary measures must originate from the
  School Board or Administrator in accordance with
  a certain set of procedures.
• If these procedures are not followed, then the
  disciplinary measure is not legally binding and
  an arbitrator will not consider the case.

53
What is the Procedure for Issuing the
Disciplinary Measure?

• Every employee receiving the disciplinary measure
  must first be summoned to a meeting where the
  disciplinary measure will be issued.
• The employee must receive a written notice at
  least 24 hours before the meeting. The content of
  the notice must specify the subject to be
  discussed. (example of sample letters)
• The employee summoned for disciplinary reasons is
  entitled to be accompanied by a union rep.

54
What is the Procedure for Issuing the
Disciplinary Measure?

• The union rep should be released from his/her
  teaching duties to attend the meeting.
• The letter of warning, reprimand or suspension is
  given to the employee in question and a copy must
  be forwarded to the union.

55
What is the Procedure for Issuing the
Disciplinary Measure?

• The employee must countersign the letter for the
  sole purpose of acknowledgement
• If the employee fails to countersign the letter,
  another person must sign to acknowledge receipt
• In the event that an employee not show up for the
  disciplinary meeting, the countersigned letter
  shall be sent to the employee by registered mail,
  by fax or hand delivered by a bailiff

56
What is the content of the disciplinary letter?

• Every letter must have the following information
• Previous infractions
• Description of the infraction
• Expectation employee support
• The choice of the discipline measure if any
  (suspension, dismissal, etc)
• The positive aspect of the discipline measure
• The serving of the letter
• We have included some sample letters on Web Ct

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Frequently Asked Question.

• What happens if there is no corrective measure in
  response to the letter of warning?
• A letter of reprimand is issued (more severe
  letter)
• We have posted Sample Letters of Reprimand for
  you to look at on Web CT

58
What happens to the letters of warnings/reprimands
?

• Letters of warnings are placed in employees
  personal file for 100 work days, then removed
• Letter of reprimands are placed in employees
  personal file for 200 work days, then removed
• Any employee may request to see his/her personal
  file

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When is a dismissal issued?

• A school board may only terminate an employees
  contract of engagement for one or more of the
  following reasons
• Incapacity (incapable of performing his/her
  duties)
• Negligence (lack of proper care/attention)
• Insubordination (defiant)
• Misconduct (unprofessional conduct)
• Immoral behaviour

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Works Cited

• www.nsdc.org/library/publications/results/res12-02
  spar.cfm
• http//www.nea.org/teachershortage/recruitretentio
  nguide.html
• http//books.google.com/books?hlenidbrjKbyKsMrA
  Cdqteacherretentionprintsecfrontcoversource
  webotsJ6Q5A9-569sigpVOURvLdinZPYHKu25b9sgEhBRA
  PPA4,M1
• Pathwise