Download to read offline
![This is the best we are going
to do...look at where they
came from...I just think it is so
important when they say
[x]...we always pick great
teachers.](https://image.slidesharecdn.com/hiringforimpact-visiblelearning2016-160716171714/75/Hiring-for-Impact-Visible-Learning-2016-17-2048.jpg)
More Related Content
Similar to Hiring for Impact- Visible Learning 2016
Hiring for Impact- Visible Learning 2016
- 1. Hiring for Impact MichaelMcDowell, Ed.D. @mmcdowell13, [email protected], [email protected], #AVL2016
- 2.
- 3. It's all aboutfocusing on a few habits.
- 5. Undercurrents The Big 4 1.Loss Aversion 2. Value-Attribution 3. Diagnosis Bias 4. Overconfidence
- 6. Anatomy of anaccident
- 7.
- 8. THIS IS IT! Yoursense of urgency may override your logic...
- 10. SOBE like Harvard Resumesmay lead you down a particular path...
- 11. When roommates (and parents)know best...
- 15.
- 16. Hiring is tiedto powerful stories shaped by undercurrents that maintain irrational behavior
- 17. This is thebest we are going to do...look at where they came from...I just think it is so important when they say [x]...we always pick great teachers.
- 19. We need drylogic to find the right people.
- 20. The right peoplehave the beliefs and behaviors that make a substantial impact on learners and the learning community.
- 21. ā I aman evaluator ā I am a change agent ā I see assessment as feedback to me ā I see learning as hard work ā I enjoy challenge ā I talk about learning and not about teaching ā I engage in dialogue not monologue ā I engage in positive relationships ā I use the language of learning ā I collaborate BELIEFS BEHAVIORS
- 22. Hiring for Impact The RightBeliefs and Behaviors The Right People Involved The Right Support
- 23. Filter and Structure Exploreand Involve Demonstrate Embrace
- 24. How it works Step1 Filter Candidates through screeners Structure Interviews Step 2 General Interview and Demonstration Lesson(s) Step 3 Provide Targeted Support
- 25.
- 26. The Structured Interview ā¢Conducted by a trained interviewer ā¢ Research-based ā¢ Designed to predict effectiveness in facilitating student learning and growth ā¢ Calibrated so that all candidates are treated equally
- 27. Example Question You havea capable student who gets Aās on the tests and major assessments but does not do the the daily assigned work. How would you work with this student?
- 28. Right people involved ā¢Interview conducted by a committee from the school DO organizes interviews ā¢ Draws on expertise of faculty members across grade levels ā¢ Committee makes recommendation to the Principal. ā¢ No forced ranking: Our goal is to find the right person not the best person from the
- 29. Demo/Scenario ā¢ Demo. lessonconducted by a committee from the school ā¢ Focused on key impact areas and unique needs of school ā¢ Committee makes recommendation to the Principal. ā¢ No forced ranking: Our goal is to find the right person not the best person from the group. ā¢ Rubric is used to evaluate level of efficacy on criteria
- 30.
- 31. You have receivedpre/post test results from your learners. What next steps would you take?
- 33.
- 34.
- 35. Research ā¢ Dipboye, R.L. (1997). Structured selection interviews: Why do they work? Why are they underutilized. International handbook of selection and assessment, 13, 455-473. ā¢ Why are structured interviews so rarely used in personnel selection? van der Zee, Karen I.; Bakker, Arnold B.; Bakker, Paulien Journal of Applied Psychology, Vol 87(1), Feb 2002, 176-184. http://dx.doi.org/10.1037/0021-9010.87.1.176 ā¢ Hunter and Hunter (1984) revisited: Interview validity for entry-level jobs. Huffcutt, Allen I.; Arthur, Winfred Journal of Applied Psychology, Vol 79(2), Apr 1994, 184-190. http://dx.doi.org/10.1037/0021-9010.79.2.184 ā¢ Willi H. Wiesner1,* andSteven F. Cronshaw2 (2011)A meta-analytic investigation of the impact of interview format and degree of structure on the validity of the employment interview*Journal of Occupational Psychology ā¢ Volume 61, Issue 4, pages 275ā290, December 1988