ASSESSMENT DIMENSIONS

Transcription

1 APPLITRACK SELECTION APPLITRACK SELECTION: ASSESSMENT DIMENSIONS

2 TeacherFit Dimensions 1 SUB DIMENSIONS Fairness & Respect Concern for Student Learning Adaptability Communication & Persuasion Planning & Organizing Cultural Competence Ensures that fairness is central to all interactions. Acts with integrity and keeps own word. Recognizes that treating others fairly does not always mean equally (takes individual circumstances into account). Believes that others matter and deserve respect. Respects and values differences among people, including cultural differences. Likes students and enjoys interacting with them and teaching them. Receives satisfaction from seeing students learn and provides them with positive feedback when they do well. Considers each student individually in developing learning plans. Seeks to motivate students to set and achieve high standards. Flexibility and creatively adapts to changing situations. Alters tactics as appropriate to accomplish goals. Able to derive creative solutions to problems. Handles stressful situations calmly. Speaks clearly and articulately. Able to present points of view in a diplomatic but persuasive manner when interacting with parents and others. Understands how comments may resonate with a listener and is able to phrase comments empathetically but clearly. Speaks with inflection and conveys interest in addition to information. Plans ahead. Thinks through the objectives of interactions with students and how those will support the year s final goals. Wings it only when learning needs require this flexibility. Thorough in preparation and follow-through (e.g., grading papers). Has an understanding and awareness of his/her cultural background and how the cultural background of others (students in particular) affects learning. Understands that cultural background also influences teaching style. Recognizes that students often interact with others who have similar cultural backgrounds. Fairness Respecting the opinion of others Acts with integrity and keeps own word Fair does not mean equal/individual circumstances Likes students/relationship with students Receives satisfaction from seeing students learn/enjoys career Motivates students to achieve high standards/ Provides students with positive feedback Considers students individual learning needs Humor Flexibility and creatively adapts to changing situations Handles stress well Able to derive creative solutions to problems Speaks clearly and articulately, with inflection Diplomatic but persuasive/empathetic but clear Plans ahead/thinks through objectives/ Follow through Spontaneity Awareness of own background Aware that cultural background affects learning Overt recognition that cultural background should influence teaching style Recognition that students interact with others who have similar backgrounds

3 TeacherFit SE Dimensions 2 Working with Students, Parents, & Coworkers Communicating with Students, Parents, & Coworkers Striving To Be the Best Teacher Possible Behaving as a Role Model Working Through Classroom Complexities Having a Passion for Special Education Strives to connect with and relate to students, parents, and coworkers on a personal level. Works with coworkers in a cooperative manner. Understands and appreciates the dynamics between parents and teachers, and understands that both have students best interest in mind. Speaks clearly and articulately. Is able to present points of view to parents and others in a diplomatic yet persuasive manner. Understands how comments may resonate with someone and is able to phrase comments empathetically but clearly. Speaks with inflection and conveys both interest and information/ material to students. Adapts to changing situations with ease and comfort. Alters tactics and approaches as appropriate to accomplish goals and help students learn. Works diligently to ensure that student development plans are prepared and followed. Continually seeks to learn from difficult situations and improve his/her skills. Acts with integrity and ensures that fairness is central to all interactions with students, parents, and coworkers alike. Believes that others matter and deserve respect. Remains calm, professional, and eventempered in stressful situations both inside and outside of the classroom. Knows when to take a moment to gather his/her thoughts vs. speaking or acting with haste. Is able to think through information, data, and issues in a logical manner. Uses data and other information to make informed decisions about students needs and progress. Makes effective decisions, even when the situation requires immediate action. Has a strong passion for working with students who have special needs. Receives satisfaction from seeing students learn and make progress, and recognizes that progress is not always easy. Considers each student individually in developing learning plans, recognizing that no two students have the same exact situation and needs.

4 TeacherFit Urban Dimensions 3 DIMENSION AND SCORE INTERPRETATION Planning & Organization Perseverence Self Initiative Focus on Results Overall Whether the applicant is likely to be organized and prepared in advance to conduct classroom and school-related activities. This includes the thoroughness with which the candidate plans, the extent to which the consequences of actions are likely to be considered prior to taking action, and the orientation of the candidate toward sticking to plans once they are made. Also addresses whether the candidate is likely to be on time and whether he or she is likely to be willing to take on responsibility for organizing school activities. Whether the applicant invests time above what is required to improve teaching effectiveness. This may include spending extra time helping students learn, logging extra hours at work, or putting in more effort than is required in order to make certain learning goals are accomplished. This dimension also addresses whether the individual will persevere even when activities are difficult or frustrating. Whether the candidate is likely to initiate action to deal with difficult situations (versus delaying action or passing the buck ). Whether the candidate takes ownership of issues and acts upon them in a timely manner. Also addresses whether he or she is likely to seek assistance when appropriate, interacts with colleagues in an up-front manner, and is likely to address student issues as they arise (versus allowing them to linger). Whether the candidate focuses on the outcomes of the learning process (versus just the process itself). Whether the candidate flexibly adjusts methods and teaching style when results are not obtained and when alternate styles best suit different children. Also addresses whether he or she clearly links classroom preparations, activities, and curriculum materials to learning objectives. Summation of the above characteristics.

5 JobFit Dimensions 4 SUB DIMENSIONS Stability/ Flexibility Reliability Interpersonal Skill Student Focus Ease of Supervision Activity Level Cognitive Ability Cultural Sensitivity Whether the applicant is adaptable and retains composure in high-stress situations. Also addresses whether s/he is likely to remain upbeat and is inclined to persist in achieving work objectives despite obstacles. A candidate high in this dimension is likely to be more creative and comfortable with organizational changes than others. Whether the applicant is dependable and thorough, follows through on promises, attends responsibly to deadlines and keeps appointments. Also addresses whether the applicant is organized and plans out job duties in advance to ensure proper and safe execution. Whether the applicant is at least somewhat out-going and is comfortable working with others individually or in groups. Also addresses whether s/he can tune into the feelings of others, has a knack for making others feel comfortable and gains satisfaction from helping others with their work or personal challenges. Whether the applicant derives satisfaction from working in a student environment genuinely enjoys children and is likely to be patient and understanding of the behavior of children and young adults. Also addresses whether s/he is likely to respond in a positive or measured manner when students behave inappropriately. Whether the applicant is likely to be in sync with the organization s goals. Also addresses whether s/he is cooperative and receptive to the direction of supervisors, possesses a strong work ethic, is self-motivated and is inclined to go over and above minimum job expectations. Whether the applicant is likely to bring high energy to his/her work responsibilities and accomplish more than peers. Also addresses whether s/he tends to arrive for work early, remains engaged and will gain satisfaction from accomplishing significant amounts of work. Whether the applicant is able to think through issues in a logical manner and can understand and follow work-related policies and procedures. Also addresses the applicant s ability to learn and apply information. Whether the applicant is likely to be receptive to and appreciative of cultural differences among students and coworkers. Also addresses whether the applicant values diversity in work and learning environments and is likely to accept cultural differences that impact how others approach work. Getting Upset Panic Achievement Mood Stability Creativity Preference for Status Quo Dependability Reliability Organization Safety Orientation Extraversion Helping Others Social IQ Connecting With Kids Enjoying Kids Attitude Toward Authority Achievement Orientation Admitting When Wrong

6 AdminFit Dimensions 5 Interpersonal Relationships Is personally committed to and actively works to continuously improve himself or herself; recognizes the need to change personal, interpersonal, and managerial behavior; actively seeks feedback. Is warm and easy to approach; builds constructive and effective relationships; uses diplomacy and tact to diffuse tense situations; has a style and charm that immediately puts others at ease and disarms hostility. Genuinely cares about people; is concerned with their academic and non-academic problems; is available and ready to help; demonstrates real empathy with the joys and pains of others. Ability to perceive the needs, concerns, and personal problems of others; tact in dealing with persons from different backgrounds. Builds a connection with individuals to help them know they are not alone in their thoughts and feelings. Judgement & Decision Making Learning Ability to reach logical conclusions and make high-quality decisions based on available information, and to act quickly when needed. Uses analysis, wisdom, experience, and logical methods to make good decisions and solve difficult problems with effective solutions; appropriately incorporates multiple inputs to establish shared ownership and effective action. Is intelligent and capable; deals with concepts and complexity comfortably; is good at learning and deciphering new knowledge; able to assimilate new skills independently. Quickly learns and integrates new technical skills and knowledge; seeks out avenues to enhance technical knowledge. Multiculturalism Celebrates the fact that diversity provides the opportunity to enrich relationships and learning within the community through the appreciation of all races, cultures, and traditions. This person is at ease in building strong bonds with people of diverse backgrounds and cultures. Manages all kinds and classes of people equitably; supports equal and fair treatment and opportunity for all; fosters a climate of inclusion, where diverse thoughts are freely shared and integrated. Optimism Creates a climate in which people want to do their best; can assess each person s strengths and use them to get the best out of him or her; promotes confidence and optimistic attitudes; is someone people like working for and with. Anticipates future consequences and trends accurately; brings creative ideas to market; recognizes strategic opportunities for change; creates competitive and breakthrough strategies. Service to Others Expresses gratitude & humility about the opportunity to lead. Recognizes the challenging nature of the leadership role & is highly committed to investing the mental, emotional, & physical energy to serve people. Helps others develop a shared vision of a more productive future based upon the unique strengths & interests of the school community.

7 AdminFit Dimensions Continued 6 Identifying Talent Team Leadership Is a good judge of talent; accurately projects what people are likely to do across a variety of situations; hires the best people available from inside or outside; assembles talented teams. Works with school employees in developing and implementing short and long-term goals consistent with the core mission of the district. People who are responsible for implementing the plans are engaged as an integral part of the planning process. Consistently determines short-term priorities and goals consistent with fulfilling the long-term agreed upon goals and objectives. Successfully mediates conflict between individuals and groups; can hammer out tough agreements and settle disputes equitably; can find common ground and obtain cooperation with minimum noise. Time Management Leadership Style Uses his or her time effectively and efficiently; concentrates his or her efforts on the most important priorities; adeptly handles several tasks at once. Develops and communicates a compelling and inspired vision or sense of core purpose; makes the vision sharable by everyone; can inspire and motivate entire units or organizations. Has a clear understanding of the school as an integral & visible partner in the larger community. Enables students and school professionals to collaborate with community organizations as resources to each other. Provides opportunities for parents to be vital partners in student learning. Is widely trusted; is seen as a direct, truthful individual; presents truthful information in an appropriate & helpful manner; keeps confidences; admits mistakes; doesn t misrepresent himself or herself for personal gain. Questions? To learn more, please visit or call us at