ERIC EJ1113851: Getting a Foot in the Door: Helping Education Students "Kick It" during Interviews

2016·0.57 MB·English

by  ERIC

Getting a Foot in the Door: Helping Education Students
“Kick It” During Interviews

Robyn Huss: University of West Georgia
Christie Johnson: University of West Georgia
Judy Butler: University of West Georgia

The college of education involved in this study has programs for preservice teachers and
educational leadership candidates. Each spring these groups participate in a hiring simulation,
when aspiring leaders interview aspiring teachers through role-play in a mock setting. This
endeavor provides a simulated hiring environment designed to better prepare students for real-
world job interviews. The purpose of this study was to explore the effects of the experience on
degree-seeking preservice teachers and administrators. This paper reviews the preparation for the
event, the process, and feedback from participant surveys; results indicate this is a profitable
activity for both groups.

Th e college of education involved in from a guest principal in their seminar class,
this study has programs for preservice and been able to attend a campus job fair. The
teachers and educational leadership students need something more to help them
candidates. Each spring these groups prepare to interview, and a simulation can be
participate in a hiring simulation, when a fertile learning environment in which to
aspiring leaders interview aspiring teachers diffuse fears and build confidence.
through role-play in a mock setting. This Research broadly supports that school and
endeavor provides a simulated hiring district hiring practices directly affect
environment designed to better prepare positive or negative outcomes for
students for real-world job interviews. The organizational advancement in critical areas,
purpose of this study was to explore the including student achievement, school
effects of the experience on degree-seeking climate, and teacher retention (Clement,
preservice teachers and administrators. This 2013; Hughes, 2014; Peterson, 2002). With
paper reviews the preparation for the event, high teacher turnovers and reductions of
the process, and feedback from participant classroom teachers due to long-term funding
surveys; results indicate this is a profitable losses, a growing number of educational
activity for both groups. leaders are showing a renewed interest in
hiring practices and human capital
By the end of their teacher preparation management as key to attracting and
program, candidates report that they are retaining quality teachers for improving their
prepared to teach; however, they have been schools (Donaldson, 2013; Hughes, 2014).
nervous about the interview and job-seeking As the national economy strengthens, so does
process. Students have worked on résumés the need for qualified teachers prepared to
and interview tactics with career specialists enter U.S. classrooms; there is a projected
from campus, heard interviewing guidelines
SRATE Journal Summer 2016, Volume 25(2) Page 49
need of over two million new teachers within degree program and gaining experience in
the next decade (Hughes 2014; Lee, 2005). personnel management through the interview
An essential hiring practice that often process, and preservice teachers, who are
challenges both school administrators and completing their student teaching internship
teacher applicants alike is the job interview and preparing to begin their search for
(Clement, 2013; Peterson, 2002). While an employment. The candidates have a safe
applicant’s ability to create a favorable environment in which to practice their skills
impression during an interview does not of interviewing to either hire top talent or
guarantee the candidate will be an effective acquire a position in a school where they
teacher, Clement (2013) and Hughes (2014) might flourish as teachers.
suggest that hiring interviews are helpful in
revealing important candidate attributes. Role-Playing Participants
However, preparing for and participating in
interviews can challenge even the most well- Participants in this study (N = 142)
prepared job candidates. included degree-seeking preservice teachers
and administrators. At the time of the hiring
Hiring simulations are designed to help simulation, all participants were working
alleviate interview jitters experienced by toward professional certification as defined
many of those who are new to the job market by the Georgia Professional Standards
(Newberry & Collins, 2012). Kolb (1984) Commission (GAPSC) and leading to
suggests that role-playing in an experiential licensed practice in Georgia classrooms.
simulation can provide a conceptual bridge to There were 73 school administrators
transition from an academic environment to employed at either the building level or
career roles. Schaff and Randles (1972) district level and working toward earning a
responded to their students’ needs by creating performance-based certificate. These school
a simulated interview program that offered administrators held a minimum of a Master’s
both student interns and administrative degree and were enrolled as candidates for
interns an opportunity to role-play in a hiring GAPSC Performance-Based Leadership
interview. certification, an Educational Specialist
degree, or both, depending on need.
The purpose of this study is to explore the At the time of their participation in the hiring
effects of a hiring simulation experience on simulation, the preservice teachers were
degree-seeking preservice teachers and completing their student teaching internships
administrators. The college of education at local schools. Of the 69 preservice
involved in this study has programs for teachers, there were 33 working toward
preservice teachers and educational secondary education certification, either
leadership candidates, and each spring these completing a Bachelor’s degree in a content
groups participate in a hiring simulation, field or earning a Master of Arts in Teaching,
when aspiring leaders interview aspiring and 36 undergraduates working toward K-12
teachers through role-play in a mock setting. certification in Health and Physical
The hiring simulation of this study is unique Education.
in that all participants are engaged in role
play with a learning goal. In essence, an Preparation and Process
experiential learning community is formed
between cohorts of educational leadership Participants began their hiring activities
candidates, who are in a performance-based approximately six weeks in advance. Each
SRATE Journal Summer 2016, Volume 25(2) Page 50
team of school administrators posted a job roles of school administrator or teacher
announcement and description for a teaching candidate. The instrument for each group was
vacancy at the team leader’s base school. In similarly constructed using multiple choice
most instances the teaching vacancies were questions, each assigned Likert-rated
contrived; however, some administrative response options that ranged from Strongly
teams elected to post genuine job searches. Disagree (1) to Strongly Agree (5).
School administrators developed questions Additionally, two open-ended perception
and evaluation rubrics for scoring teacher prompts addressed participants’ level of
candidates’ responses during the interview. confidence about future real-world interview
Preparations for the preservice teachers were opportunities and how to strengthen the
done as components of their capstone effectiveness of future hiring simulation
seminar course. Course assignments included exercises. Participants were told survey
writing a résumé and letter of application, completion was voluntary; 73 school
which were a natural fit for the simulation administrators and 69 teacher candidates
requirements; the students were able to write elected to participate in the feedback process.
these and receive feedback prior to making Data were collected from 2013 through 2015,
their revisions in anticipation of the hiring during three spring semesters of
simulation. implementation. Survey data were
aggregated and analyzed for patterns in
A series of three one-hour sessions was responses.
scheduled. Time allotted during the one-hour
interview sessions included a 30-minute
interview, a 10-minute panel debriefing, 10
minutes of post-interview feedback, and 10
minutes for room transitions. Teacher
candidates entered each one-hour session in
assigned groups of three, with one teacher
candidate scheduled to be interviewed while
the remaining two teacher candidates
recorded observations. At the end of the
interview session, peer observers provided
written feedback to the interviewing
candidate. Strategic scheduling ensured that
teacher candidates serving as observers were
not assigned to provide feedback for their
own interview team. This precaution served
to ensure the integrity of the hiring simulation The Likert ratings for 73 administrator
interview experience for all participants. participants are summarized in Table 1. The
mean rankings by the administrator
Feedback from the Interviewers and candidates ranged from 3.45 to 4.89. The
Interviewees administrator candidates indicated they were
prepared and knowledgeable going into the
Following the hiring simulation, all simulation and they were comfortable with
participants were offered paper surveys as a the process. They also thought they had
means to provide feedback about their improved in their role as an interviewer as a
experiences; the surveys were specific to the result of the hiring simulation, shown by the
4.53 Likert rank mean. The administrators’
SRATE Journal Summer 2016, Volume 25(2) Page 51
surveys indicated the highest mean score, teachers to receive valuable feedback from
4.89, in their ability to give valuable feedback their interviewers and the lowest mean score,
to their interviewees. The only survey 4.03, in their ability to give important
question that resulted in a mean rating below feedback in return. These candidates believed
the “agree” mark was because some their interview panel was prepared and
administrators believed they were not able to knowledgeable and asked relevant questions.
receive important feedback from the teacher They also believed they had improved in their
candidates; nevertheless, the resulting mean role as interviewees as a result of the hiring
still ranked higher than a “neutral” score at simulation, represented by the 4.77 Likert
3.45. rank mean.

The administrators were positive in their The teachers’ sense of improvement
responses to the open-ended question, “As showed in their responses to the open-ended
you prepare for “real” interviews, what will survey question; participants noted many
you take with you from this experience?” specific ways to better their interview
Many plan to emulate the structured process; performance that ranged from learning what
over 17% plan to use the rubrics that relate to to say and not say to body language and eye
teacher standards, and one noted the contact. Over 17% of the respondents
importance of revising the rubric as mentioned having learned the benefit of
necessary. Ten percent of the respondents presenting their résumé and cover letter in a
learned the importance of helping candidates way that sells themselves as educators in
be at ease to get a true picture of who they are order to be granted an interview opportunity.
as teachers and individuals. The most
commonly noted take-away, expressed in
over 46% of the responses, was a clearer
sense of the importance of being prepared.

The combined Likert ratings for three
questions common to all 142 participants are
summarized in Table 3. In this table, the first
statement concerning the value of feedback
for the teacher candidates was derived from
combining the results of the teachers’
perceptions of receiving feedback and the
administrators’ perceptions of giving

feedback. Likewise, the second statement
The Likert ratings for 69 teacher concerning the value of feedback for the
participants are summarized in Table 2. Their administrators was derived from combining
surveys indicated one of the highest mean the results of the administrators’ perceptions
scores, 4.83, in the opportunity for preservice of receiving feedback and the teachers’
SRATE Journal Summer 2016, Volume 25(2) Page 52
perceptions of giving feedback. The mean preservice teachers can provide feedback to
rankings clearly delineate the difference in their administrative counterparts during the
the perceived value of the feedback. While hiring simulation. This is reflected in both the
the combined groups of participants tended to 3.73 Likert rating mean in Table 3 and the
“strongly agree” that the feedback the teacher open-ended request for suggestions, although
candidates received from the simulated one administrator did comment that he
experience was valuable, as evidenced by the received great feedback on strengths and
4.86 Likert rank mean, their thoughts about weaknesses as an interviewer. Of the 73
the feedback administrators received were administrators, 15, nearly 21%, reported that
more neutral, with a Likert rank mean of only they would like to get feedback regarding
3.73. Nevertheless, the third statement, with their interviewing techniques, and
a Likert rank mean of 4.65, shows suggestions were made to provide the teacher
participation in the hiring simulation was candidates with a rubric for their evaluation
helpful for all candidates involved. of the interview panel. Even the preservice
teachers realized that this opportunity was
Including the application process as a missing; two of them commented that they
component of the hiring simulation exercise were not encouraged to give interviewer
served parallel purposes mutually beneficial feedback. Moving forward to future hiring
for administrator and teacher participants. simulations, this must be done. During an
Teacher candidates gained knowledge actual interview it is equally important for the
regarding procedures for initial contact hiring committee to establish whether a
protocols and submitting completed candidate is right for a position and for the
applications with supporting documentation; candidate to determine whether s/he deems
school administrators benefitted from the position a good personal fit. Being able to
analyzing the qualifications, preparation of regard the interviewers with a more critical
candidates, and self-described skill sets eye will aid the preservice teachers in this
found in applications to the ideal candidate’s aspect of the interview process. Additionally,
qualities as advertised in the job description. receiving better feedback of their
Participants were positive in their evaluation interviewing skills will enable the
responses, which supports the hiring administrators to realize more value from
simulation as a good practice. Students in their own roles in the hiring simulation.
both programs benefitted from their
respective roles in the simulation and Implications for future research include
believed they were better prepared for the following the teacher candidates as they seek
real event of interviewing. and gain employment in regional schools.
Surveying them to learn how the questions
Moving Forward with the Hiring asked during their interviews for employment
Simulation compared to the questions asked during the
hiring simulation would inform future
The second open-ended survey question leadership candidates as they prepare for
asked both administrator and teacher their upcoming hiring simulations, thus
candidates, “If you were to be involved with benefiting all participants and enabling the
this process again, what could be done simulation to more closely align with
differently to make it more meaningful?” protocols that are experienced in the school
Based on the results, it is clear that a method districts.
needs to be established by which the
SRATE Journal Summer 2016, Volume 25(2) Page 53
Best Practices for Educator Preparation teacher recruitment process. Public
Programs Personnel Management, 34(3), 263-
270.
Colleges of education have an obligation Newberry, R., & Collins, M. (2012). A
to prepare students for employment as recruiting and hiring role-play: An
teachers and school administrators. This experiential simulation. Marketing
obligation should be extended to include Education Review, 22(1), 67-71.
helping candidates succeed in their quest for Peterson, K. D. (2002). Effective teacher
a position. The hiring simulation model hiring: A guide to getting the best.
presented in this study enables teacher Alexandria, VA: Association for
candidates to be more confident as they seek Supervision & Curriculum
employment in regional public schools, and it Development.
gives leadership candidates experience with Schaff, J. F., & Randles, H. E. (1972).
the hiring protocols they will encounter as Simulated interviews for teaching
part of their administrative duties. By positions conducted by student
providing a hiring simulation that is teachers and administrative interns.
meaningful for both groups of participants, Science Education, 56(2), 227-230.
colleges of education help their graduates not
only get a foot in the door of a prospective Robyn Huss is an Assistant Professor at the
employer but “kick it” during their University of West Georgia. Her interests
interviews. include secondary English and teacher
education with a focus on content pedagogy
References and writing.

Clement, M. C. (2013). Hiring good Christie Johnson is Assistant Professor of
colleagues: What you need to know Educational Leadership, University of West
about interviewing new teachers. The Georgia. She is a retired K-12 teacher,
Clearing House, 86(3), 99- 102. principal, and district administrator with
Donaldson, M. (2013). Principals’ extensive experience in human talent
approaches to cultivating teacher management.
effectiveness: Constraints and
opportunities in hiring, assigning, Judy Butler is a Professor at the University of
evaluating, and developing teachers. West Georgia. Her background and research
Educational Administration have been in civic education and the civil
Quarterly, 49(5), 838-882. rights era.
Hughes, T. R. (2014). Hiring at risk: Time to
ensure hiring really is the most
important thing we do. International
Journal of Educational Leadership
Preparation, 9(1), 1-13.
Kolb, D. A. (1984). Experiential learning:
Experience as the source of learning
and development. Englewood Cliffs,
NJ: Prentice Hall.
Lee, D. M. (2005). Hiring the best teachers:
Gaining a competitive edge in the
SRATE Journal Summer 2016, Volume 25(2) Page 54