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Human Resources
Part 1- Hiring
Part 2- Evaluation & Retention of
New Teachers
Part 3 – Discipline Measures
Part 1 Hiring
What is the procedure of staffing
a school?
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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
What is the procedure of staffing
a school?
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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).
What is the procedure of staffing
a school?
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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?
How are teachers recruited/hired?
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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
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
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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
Break Out Room
Discussion #1
Hiring Practices
Breakout Activity #1
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Although traditionally reserved for administrators, the
area of teacher recruitment and hiring is very important
to teachers.
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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
Hiring Practices- Breakout
Activity #1
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Do you think teachers should participate in
some or all of these activities?
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Is this a worthwhile activity for teachers to
partake in?
Retention
Why is everyone leaving?
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
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Problems that Arise when Retention
is low
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Difficult to develop sense of community
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Difficult to track student’s progress
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Difficult to implement programs, and
develop School Based Leadership
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
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?
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Part 2: Evaluation
What is the purpose of the
evaluation?
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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
What is the purpose of the
evaluation?
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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
Do teachers have to be evaluated
every year?
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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
What are the procedures and
deadlines?
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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
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?
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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
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
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
Domain 1: Planning and
Preparation
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Demonstrating Knowledge of Content and
Pedagogy
 Knowledge
of Content
 Knowledge of Prerequisite Relationships
 Knowledge of Content-Related pedagogy
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Assesses student Learning
 Congruence
with Instructional Goals
 Criteria and Standards
 Use for Planning
Domain 1: Planning and
Preparation
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Demonstrating Knowledge of Students
 Knowledge
of Characteristics of Age Group
 Knowledge of Students Varied Approaches to
Learning
 Knowledge of Student’s Skills and Knowledge
 Knowledge of Student’s Interest and Cultural
Heritage
Domain 1: Planning and
Preparation
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Selecting Instructional Goals
 Value
 Clarity
 Suitability
for Diverse Students
 Balance
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Demonstrating Knowledge of Educational
Resources
 Resources
for Teaching
 Resources for Students
Domain 1: Planning and
Preparation
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Designing Coherent Instruction
 Learning
Activities
 Instructional Materials and Resources
 Instructional Groups
 Lesson and Unit Structure
Domain 2: The Classroom
Environment
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Creating an Environment of Respect and
Rapport
 Teacher
Interaction with Students
 Student Interaction
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Establishing a Culture for Learning
 Importance
of Content
 Student Pride in Work
 Expectation for Learning and Achievement
Domain 2: The Classroom
Environment
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Managing Classroom Procedures
 Management
of Instructional Groups
 Management of Transitions
 Management of Materials and Supplies
 Performance of Non-instructional Duties
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Managing Student Behaviour
 Expectations
 Monitoring
of Student Behaviour
 Response to Student Behaviour
Domain 2: The Classroom
Environment
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Organizing Physical Space
 Safety
and Arrangement of Furniture
 Accessibility to Learning and Use of Physical
Resources
Domain 3: Instruction
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Communicating Clearly and Accurately
 Directions
and Procedures
 Oral and Written Language
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Using Questioning and Discussion
Techniques
 Quality
of Questions
 Discussion Techniques
 Student Participation
Domain 3: Instruction
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Engaging Students in Learning
 Representation
of Content
 Activities and Assignment
 Grouping of Students
 Instructional Materials and Resources
 Structure and Pacing
Domain 3: Instruction
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Providing Feedback to Students
 Quality:
Accurate, Substantive, Constructive,
and Specific
 Timeliness
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Demonstrating Flexibility and
Responsiveness
 Lesson
Adjustment
 Response to Students
 Persistence
Domain 4: Professional
Responsibilities
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Reflecting on Teaching
 Accuracy
 Use
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in Future Teaching
Maintaining Accurate Records
 Student
Completion of Assignment
 Student Progress in Learning
 Non-Instructional Records
Domain 4: Professional
Responsibilities
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Communicating With Families
 Information
about the Instructional Program
 Information about individual students
 Engagement of Families in the Instructional Program
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Contributing to the School District
 Relationships
with Colleagues
 Service to the School
 Participation in School and District Projects
Domain 4: Professional
Responsibilities
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Growing and Developing Professionally
 Enhancement
of Content Knowledge and
Pedagogical Skill
 Service to the Profession
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Showing Professionalism
 Service
to Students
 Advocacy
 Decision Making
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
Break Out Room
Discussion #2
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)
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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?
Part 3: Disciplinary
Measures
Discipline Measures
They are common to all boards
 Agreed upon by the unions through
contract negotiations
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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
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)
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When Should A Disciplinary
Measure be issued?
ASAP (Sooner the better)
 Nip it in the bud.
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In what form should the
disciplinary measure be?
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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
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
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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
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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
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.
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What is the Procedure for Issuing
the Disciplinary Measure?
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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.
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.
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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
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What is the content of the
disciplinary letter?
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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
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
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?
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A school board may only terminate an
employee’s 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
Works Cited:
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www.nsdc.org/library/publications/results/res1202spar.cfm
http://www.nea.org/teachershortage/recruitretent
ionguide.html
http://books.google.com/books?hl=en&id=brjKby
KsMrAC&dq=teacher+retention&printsec=frontc
over&source=web&ots=J6Q5A9569&sig=pVOURvLdinZPYHKu25b9sgEhBRA#
PPA4,M1
Pathwise