RTT/Tom


 * Interviewee: Tom
 * Organization: Boston-area suburban school district
 * Role: Head of human resources
 * Interviewer: Andy Pethan
 * Date: October 2010

Interview notes
Tom is the head of HR in a suburban school district. He is in charge of the hiring process that brings in new teachers. I wanted to learn his perspective to see where public school districts are looking for talent and what kinds of things they are looking for in an applicant. From here, I would like to compare the selection and training process of RTT programs with the background of a teacher getting hired through traditional means, as well as the process a school goes through to help young teachers develop.

The hiring process in Tom's district is very long and thorough: They are very serious with the entire process. Tom mentioned one classroom observation where his team traveled to Texas to observe class and interview the teacher's peers before considering a teacher for hire. When hiring a new teacher out of college, the process is slightly modified -- instead of asking about their current teaching experience, they ask about student teaching, experiences with kids outside of class, tutoring and summer camp experience, etc.
 * online application
 * interview
 * classroom observation
 * numerous follow-ups with references
 * final interview with head of HR and the superintendent

Here are a few of the things Tom was looking for in a new hire:
 * content mastery of the subject they will be teaching
 * the ability and will to self reflect and improve
 * really loves kids
 * solid pedagogy (left generic)

In order to teach, the teacher must be licensed. A bachelors degree plus a successful passing of the state subject test with get a teacher a preliminary license. After working for five years, a teacher can get earn a professional license.

Some teachers take night classes to earn their masters. For the teachers that attempt this in their early years, Tom has noticed a high attrition rate.

Tom also described their mentor program. Each new teacher is paired with a veteran. Each pair is expected to meet weekly. A mentor will do at least 3 observations of the new teacher for feedback before formal evaluations by the principal. Mentors get together in a small number of large meetings during the year. Tom has seen very little attrition of new teachers in his district.