The Teacher Quality Index: A Protocol for Teacher Selection by James H. Stronge

By James H. Stronge

We all know that lecturers make a profound distinction within the lives of scholars and are the only most crucial school-related effect on pupil fulfillment. in terms of instructor choice, district and building-level directors are challenged to foretell what sort of instructor a candidate should be, in keeping with info accumulated via an software and one or interviews.In this publication, James H. Stronge and Jennifer L. Hindman clarify easy methods to take the guesswork out of hiring judgements. Their instructor caliber Index (TQI) is a dependent, research-based interview protocol outfitted at the caliber symptoms explored in Stronge’s best-selling characteristics of powerful lecturers. right here, educators with hiring obligations will locate interview questions that display what they such a lot want to know approximately instructor applicants and question-specific, descriptive rubrics that help constant assessment of applicants’ responses. the instructor caliber Index is the simplest, most suitable technique to see that new hires own either the private traits necessary to potent lecturers and the considered necessary proficiencies in school room administration, educational making plans and supply, and the tracking of scholar growth and potential.An accompanying CD-ROM offers types and scoring rubrics for either screening interviews and building-based interviews. The query units are provided in a number of configurations: diversifications for knowledgeable and amateur academics in addition to "interviewer’s selection" codecs, which permit for added customization. Protocol instructions, succinct discussions of underlying study, and response-rating workouts be certain readers will come away with the explanation, information, and instruments to enforce this teacher-selection technique and, eventually, bring up the general effectiveness in their educating employees.

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The TQI protocol combines what we know makes a difference in interviewing with what we know makes a difference in the classroom. Each of the protocol’s components is grounded in the extant research. In both the screening and building-level interviews, applicants are asked a series of questions related to each teacher quality domain. After listening to each response, interviewers assign a rating. At the end of the interview, points are recorded by quality area and then summed for a total value. In the 48 INTERVIEWING AND IDENTIFYING THE BEST APPLICANTS building-level TQI question set, there is an additional section for ordering candidates by rank.

Differentiating Factors for Success In designing a teacher-selection interview protocol, specific consideration should be given to the properties of the interview that research has shown to have greater value. Structured interviews, question format, and rating scales are three mechanisms that enhance the likelihood of an interviewer getting the necessary information and evaluating it to make the best hiring decision. Structured Interviews As noted, there are two main types of selection interviews: unstructured and structured.

Equal Employment Opportunity Commission (EEOC) is involved are linked to violations of Title VII of the Civil Rights Acts of 1964 (Public Law 88-352) and 1991 (Public Law 102-166) [Equal Employment Opportunity Commission, 2002]. Title VII prohibits discrimination on the basis of race, color, religion, sex, or national origin; a statement to this effect often appears on the bottom of employment postings and applications. d. A Major or Minor in the Subject Area to be Taught Professional Development 38 L E G A L C O N S I D E R AT I O N S IN T E AC H E R S E L E C T I O N Americans with Disabilities Act (ADA) of 1990 (Public Law 101-336), the Age Discrimination in Employment Act (ADEA) of 1967 (Public Law 90202), and the Equal Pay Act (EPA) of 1963 (Public Law 88-38).

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