Great teachers must not only want to get better , they must understand what they must do to get better , and then be willing to do it .
twice a week , or he or she just might need a hug each morning .
The students in the greatest need of a close relationship are often the ones who act out the most and disrupt class . In the No- Nonsense Nurturer philosophy , we call them “ the kids we love the most .” Language is very important in such interactions , and this is something to look for in interviews . If a teacher refers to “ that child ” or “ those kids ,” be sure to call that phrasing to their attention . Ask them why they feel this way , and if they are willing to change their thinking .
If a teacher says , “ My students love me ,” don ’ t hesitate to ask their students if this is true . Teachers who have life-altering relationships with their students understand what is going on with them on a deeply personal level . Knowing your teacher likes you is not the same as knowing that he or she genuinely cares about you .
How do you interview for it ? Most candidates will talk about the importance of relationships on a conceptual level , but the key to their effectiveness is how they get the job done . To determine if a candidate is authentic , ask yourself the following questions :
• Does the candidate specifically use the names of students from past experiences when sharing her narratives ? Personalizing conversations with the use of names is important in any setting . If the candidate begins to use the names of the people on the interview committee during the interview process , that ’ s typically a positive sign .
• Did he talk about himself , or about developing or supporting other people ?
• Does she establish eye contact , lean in or “ break the plane ” when delivering answers ?
The ability of the candidate to build a relationship during the interview is a prediction of how he or she will navigate in their own space with students . A great teacher will model the importance of building relationships during the interview vs . just giving lip service to it .
Willingness to approach difficult subjects
What is it ? At CT3 , we believe education is the civil rights issue of our time . Statistics show great disparity between the education that middle- or upper-class majority students receive vs . that of low-income , minority children . Educators must find a way to address attitudes toward race , poverty and cultural relevancy . We must be willing to involve students in the discussion .
In our schoolwide culture planning work , we see teachers who have built classrooms that are safe spaces . Because they have strong relationships with their students , they know the experience will deepen their level of trust and respect , even if the conversation becomes challenging or tense .
Why is this quality hard to find ? Being willing to talk about race and culture is scary . It ’ s not something we as a society have ever been comfortable doing . As educators , we want to believe that every student is treated with equal respect and has the same access to the great education we provide . However , even the most dedicated students spend only a third of their school-aged lives in a classroom . We can no longer ignore the impact of racism and classism that exists in the outside world .
At the same time , protecting our students of privilege from these conversations is a disservice because they need to be knowledgeable about the shifting demographics of our country and the importance employers place on diversity . The world is changing rapidly ; more than a valuable job skill , being culturally competent is necessary for the next generation to advance our democracy .
How do you interview for it ? School leaders can no longer afford to ignore these tough topics in interviews . We must push the envelope to ensure we are hiring teachers who have a strong awareness of their own journey toward creating culturally relevant classrooms :
• Listen to language . Does the candidate use micro-aggressions and say things like “ these kids ” vs . “ my students ”?
• Ask the candidate specific questions about getting 100 percent of her students to achieve . Probe to discover how she will push and support students who may have significant challenges at home . Listen carefully during her responses . Does she try to justify a reason why some students cannot achieve ?
• Ask open-ended questions about how culture , poverty and race have impacted the candidate ’ s mindset toward teaching . Is his answer about himself , or does he make direct connections to how he effectively supports and empower youth ?
Don ’ t let the conversation stop there . Make a commitment to allow for this deeper level of conversation . If your schools are not safe spaces for this level of discourse , ask for help . Your teachers deserve it and your students desperately need it .
School leaders spend hundreds of hours investing in the right people . It ’ s critical that schools find the right educators to give students the best chance for an exceptional education that will prepare them for work life and world life . Push beyond content and standards , and seek more than creative lesson planning and enthusiasm . Search for educators committed to true growth , who model and demonstrate relationships , and who aren ’ t afraid to teach more than a textbook .
William Sprankles and Kara Backman recently collaborated on a professional development initiative for the staff of Denair USD . Sprankles is a CT3 associate who has served as teacher , coach and administrator in Ohio . Backman is principal at Denair High School . She is a CT3 consultant who led the organization ’ s work in Oakland USD .
38 Leadership