Human Resource Management Processes Part 2

Derek Cobb Jr.

North Carolina State Leadership Academy

 Recruitment

The team does not do any recruiting. All of the recruitment is done by a person in Human

Resources. There is one person that is assigned this role and does all the recruiting. The main

way candidates are found is through college fairs, career fairs, and job fairs. Due to the pandemic

I am curious to see how recruitment shifts. “Employers must adapt to new landscapes: shifts in

the labor market, new technologies, and advancing communication methods all require

employers to reexamine the way they approach recruiting, developing, and retaining their

employees” (Graf, Partelow & Benner). Obviously there will not be a lot of major events to bring

candidates in, so there is going to have to be an adjustment in how we get candidates interested

in coming to our district and school.

Overall there should be a shift in recruiting to the profession in general and it has to start

early on in the students’ academic career. “School districts across the country must compete with

the companies that have more sophisticated human capital systems and offer more competitive

salaries. As a result, school districts face obstacles to recruiting and retaining excellent, diverse

talent”(Graf, Partelow & Benner). In speaking with a lot of graduates over the years, to them the

profession of education consists of long days of working, working on weekends, and dealing

with ungrateful students and families while being severely underpaid. They also know that in

order to move up and make more money you have to get advanced degrees which means going

into more debt for most. So the issue of recruiting is much deeper than just getting candidates to

a school, but how do we even get top talented individuals to even consider the field of education

period.
 The saying goes “ pay teachers what they have earned because you cannot pay teachers for

what they are worth.” For those daring individuals who do decide to take on the profession and

are truly great at what they do, the issue is then how do we compensate these individuals and

retain them. “To retain highly sought employees, effective organizations foster positive

workplace cultures, compensate their employees at competitive levels, and create opportunities

for professional growth to ensure that candidates thrive and mature within the organization”

(Graf, Partelow & Benner). Districts must find ways to compensate at level to compete with

other professions. Not only should salaries be competitive, but the culture at the school needs to

be positive and fun. Teachers dedicate so much time working and serving it should be in a great

environment where they are supported by the leadership. This culture then starts with the leader.

“They concluded that the most important reason first-year teachers choose to stay is job

satisfaction and that the most important factors in job satisfaction are social support and school

management” (David).Not only should these elements be included but also we have to make sure

these individuals are growing. Leaders must offer opportunities for professional development

and other leadership opportunities. The goal should always be to create more leaders and make

sure they are compensated for their efforts. Leadership plays a significant role if teachers decide

to stay or leave.

In learning about the Ligon and it’s reputation in the community, I believe it is easier to get

elective teachers to come work at Ligon versus the core teachers. Traditionally Ligon has had a

great reputation for their arts programs and what they offer. Because of all the great and unique

opportunities they have within these programs and their offerings these positions are often filled

quickly. There is a lot of exposure to Ligon arts programs simply through word of mouth.

Another excellent way they get information out is through social media. You can find videos and
lots of posts on their concerts and other performances. Students in the arts are typically going on

various trips to esteemed places such as Carnegie Hall.

Interview Process

Here at Ligon they do not have a set process of how they go about interviewing candidates.

Over the last few interviews that I have been able to sit in on there was not a team of people

interviewing the candidates. It was only the assistant principal over that department. It seems that

interview teams are common practice now. In my experience in either being interviewed or

interviewing it has always been a team. I do understand that scheduling conflicts happen which

may not allow certain people to attend an interview session, but there are no established teams

for interviewing candidates here. I think it is best practice to have set teams and a variety of

people in the interview to listen to what the candidate is saying because one person could pick up

something of importance that the other person may miss.

In preparing for interviews I believe that at least one additional administrator, one other

member of the leadership team, and at least one teacher they would work with, preferably the

team chair should be part of the interview process. I would have this established and in place for

the extra sets of eyes and ears needed to evaluate a candidate. Also this gives a level of

consistency in what we are looking for in a candidate as we interview them. This allows this

team to meet and address the needs of this position and also have conversations about questions

that should be used and specific answers we will look for in a candidate. The teacher may be the

most important person in the interview process, “ Involving teachers in hiring provides job

candidates more realistic information about students, curriculum, and the workplace—and might

enable candidates to better judge whether the position is a good fit. Teachers may be able to
ascertain the depth of a candidate's subject matter knowledge in a way an administrator can't”

(Clement). If we are in the building I think it is best practice to have the candidate come in the

building for a school visit if possible. This is an excellent opportunity for the candidate to get a

feel of the culture of the school and for the team to get a better sense of how they fit in within the

school and team they are potentially going to be a part of. More importantly, it allows the

candidate to experience the student population and the leaders to observe how they will interact

with students.

Scheduling

Ligon has a large and diverse student population which comes with a lot of student demands.

There are two programs at Ligon, the AIG theme and GT theme. The AIG theme focuses on core

classes and GT theme focuses on electives. So the daily schedule will feel more rigorous as it

traditionally seeks to accommodate the needs of its students. At Ligon our day consists of eight

XLV minute periods. So teachers are usually required to teach a variety of subjects and see a lot

of students. What I have learned is that because of this there tends to be a lot of teacher turnover

among your core teachers because of these demands. For example, a lot of core teachers are

required to teach four classes and possibly two electives a day, with the electives changing every

nine weeks. Going back to the previously mentioned interview process this is another reason I

think it is best practice to focus in on this point and also have the candidates come in for a visit to

fully understand what a day will be like here at Ligon. Because of these demands traditionally

turnover has been high. Being that it is a magnet school, adjusting the schedule is not an option.

So then the focus has to be on what could be done to support teachers outside of the schedule to

increase retention.
 One issue to focus on is scheduling being structured in order to best support the staff in their

professional growth. Currently the staff did not have structured PLTs. So they are learning how

to structure those and what should be discussed during these times. The issue leadership is

running into is that they are all scheduled at the same time. This means that the coaching that

needs to take place is not happening because they are jumping from meeting to meeting not

spending an adequate amount of time in each PLT. I believe it is better to schedule them

throughout the course of the day so leadership can spend the necessary time needed in these

meetings to support growth.

Health and Safety

As one would expect, the conversation is focused on what measures should be taken to

assure health and safety of the staff during this pandemic as we plan for reentry. The topic of

conversation has been the three w’s. This stands for wearing a mask, waiting six feet a part, and

washing your hands frequently. As a leadership team we are trying to assure staff that if these

guidelines are followed as close as possible we can limit exposure. We also wanted the staff to

have a voice so we created a jamboard to allow a space for questions and concerns they have

about reentry. From the jamboard we reviewed the data and framed this information into what

we call our “Nexus of Control, the three c’s.” The three c’s are what we can do, what we cannot

do because it is outside of our control, and questions that we need to further clarify. Below is the

chart of what we addressed:

Can’t Control Can Control Clarification

Students who are currently How can we engage with 1. Enforcing mask
VA and want to become Plan students who consistently log wearing especially
B, or vice versa, will their in and out.
teacher change mid-year?
What professional
Depends on V.A. numbers development do we still need
change for remote learning? (Exp.
Google Classroom)
Transparency of Staff and Student Safety:
student/teacher exposure and Students will need to still be
cases in school? on devices to submit work so
we aren't handling papers.
CDC What about students who
don't have a device?
For cleanliness, students will
still have to submit work
online? So will we make
paper copies or wear gloves
to pass out papers?
Blowing noses? Will students
leave the classroom? Is there
a sneeze protocol?
Decreased number of When students want a drink
meetings of water (from the water they
brought into school) do they
step out into the hall to drink?
Where do students get cups
for the water fountain?
Are procedures going to be
explained to families
beforehand so they come to
school knowing what to
expect?
This plan is really How can we facilitate group
overwhelming and taking a activities in the classroom
toll on my mental health. when students can't be near
What's being done to support each other to create physical
us? It feels like we're having products?
more stuff added to our plate
with students and
staff. How prompt
would the response
be?
2. How many chances
are the students
getting to keep masks
on?
Duvall
1. Do we have to take
personal days once
we run out of sick
leave?
2. Potentially exhibiting
symptoms that would
typically be 'ok' to
come to school -- are
there symptoms that
keep us home? or are
there additional sick
days provided to
staff?
Duvall
Will there be a cap for how
many students in the
building?
Brandon
VA: if our numbers decline do
we have to do FTF and VA?
Waechter
We are fully staffed with
and the job just gets bigger
and bigger each day. We're
working so hard to support
our students, but who's
supporting us?
How many staff members are
not going to come back
because students are coming
back (either medical leave or
quit). Who picks up the slack
of a leaving teacher?
A full time nurse
Purification & Air filters -- will
they be changed more
frequently?
PPE is one size fits all and
says to dispose after 15
Teachers are expected to
clean desks, what is the
protocol to make this easiest?
custodians, but there will be
major points and protocols
they will follow each day.
Will there be enough
bandwidth to accommodate
everyone?
Hyatt
What happens if one of our
students or faculty tests
positive. Do we quarantine
and work from home for two
weeks?
What will policy be students
who are sick or have covid
symptoms (if they start
feeling bad during the school
day)
What will the policy be for
when a staff or family
member is sick?
Duvall
How do we assure everyone
gets a mental break away
from each other (teachers
from students vice/versa)?
Lunch?
Will we know how many kids
we can have in our rooms for
lunches with farther distance?
Procedures for lunch outside
when the weather is nice.
Brandon
washes

Why do teachers still receive Subs if we need to go home

a pay deduction when out if or emergency coverage -
they are still expected to plan what are the options?
lessons and there is no sub
hired? Duvall

When VA kids come back to

Plan b will there be enough
spaces for kids? Will we have
enough teachers?

Waechter

We need to know where we

are supposed to be when?
(Schedule?)

Cobb

What additional duties will

teachers have throughout the
day?

Hyatt

How to space out students in

science lab (keep hearing
different numbers)

Brandon

Do all teachers have ample

supply of PPE kits?

What are the teacher's

responsibilities for sanitizing
the classroom?

Duvall

Will the school consider

purchasing adaptors for the
ethernet cord?

Cobb

Where will students wait

while teachers are trying to
clean classrooms?
Waechter

Will bathroom procedures be

taught? Will students be
taught handwashing
procedures?

Hyatt

Theatre is a collaborative art.

I'm really concerned that
cohorts are going to be too
small to meaningfully work
together…

Can we physically pull

students from class (small
groups) if they're in the
building? Or do we still have
to do that virtually?

Waechter

What will we do during fire

drills and other safety drills?

Duvall

Talking Points is a great way

to communicate with parents.
Most parents are responding
to the notifications. Some
teachers mention their
Talking Points are not fully
updated with all of their
students.

How we teach remotely vs in

person/How will we navigate
teaching students in school,
remotely and VA at the same
time?

McRae

No PD on asynchronous days
 Duvall

Staff Support

There are seven mentors at ligon. What is good about the mentors is that they are all out of

the classroom. This means they have the ability to free themselves up if needed to offer support

in the classroom or to model a lesson. They are all assigned a Beginning Teacher also. I believe

that having BT support is the most critical. “It's really important for beginners to have

systematic, intense mentoring in the first year. Having weekly support and in-classroom

coaching in the first year for fine-tuning skills, for planning lessons, and for problem solving

about things that come up in the classroom ensures that someone experienced is there during the

critical moments of the beginning teacher's first year” (Scherer). Over the years I have seen many

BTs leave the profession because they felt left on an island by themselves and not being

developed. It is even worse for those who did not go through a traditional teaching program.

Administrators are assigned any teachers that are tier three. They get the more intensive

support. This transitions into how they remove teachers. They follow the common practice of

making sure there is proper documentation in place before attempting to have a teacher removed

from the staff. What has been an issue is that the administration has the desire to remove teachers

being it is just not a good fit based on the direction Ligon is heading in but did not have the

proper documentation in place from the previous administration to do so. The emphasis is

focused making sure this is in place. Going even further I think that some of these teachers lack

certain skills to be successful and it may serve the students and school better if they were offered

more hands on training to develop them instead of being so focused on getting rid of them.
Instead of being so focused on how they can remove them the focus needs to shift to how they

can support them.

Bibliography

Clement, M. C. (2013, October). Teachers hiring teachers. Educational Leadership, 71(2).

http://www.ascd.org/publications/educational-leadership/oct13/vol71/num02/Teachers-

Hiring-Teachers.aspx

David, J. L. (2008, April). What research says about teacher recruitment incentives. Educational

Leadership, 65(7), 84-86.

http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/Teacher-

Recruitment-Incentives.aspx

Konoske-Graf, A., Partelow, L., & Benner, M. (2016, December 22). To attract great teachers,

school districts must improve their human capital systems. Center for American

Progress.

https://www.americanprogress.org/issues/education-k-12/reports/2016/12/22/295574/to-

attract-great-teachers-school-districts-must-improve-their-human-capital-systems/

Scherer, M. (2012, May). The challenges of supporting new teachers. Educational Leadership,
69(8), 18-23.
http://www.ascd.org/publications/educational-leadership/may12/vol69/num08/The-
Challenges-of-Supporting-New-Teachers.aspx