The most important factor in the hiring process is that a large committee conducts the interview. Interviews and group discussions that follow must be structured and supervised carefully so that each person's evaluations are taken into account. (Author)

Provides lists of objective and subjective guidelines to use in choosing an applicant for a teaching position. (IRT)

Some rules for persons who want to serve as superintendent of schools. (Author/IRT)

Whether the intangible factor is called chemistry, vibrations, intuition, general feelings, or whatever, the fact is that board members must be convinced that they can relate effectively to the new superintendent. In other words, select the candidate who makes the best impression--be subjective and admit it. (Author/IRT)

School boards do not always say what they mean when they list qualities they want in a new superintendent, and candidates for the office of superintendent are equally roundabout in their statements. This article explains the intent of some common statements made by both groups. (WD)

Describes process for recruiting, selecting, hiring, and supporting qualified principals. Includes pre-position posting procedures that include topics such as expectations, job description, support, communications, incentives, and the search team. Describes interviewing process, post-hiring measures, and helping the principal succeed. (PKP)

School boards are responsible for assessing candidates for the superintendency and should approach this task the same way a business does. For all candidates: interview several times, examine their history, check their credentials, and arrange for a psychological assessment. (MLF)

The difference between the performance of an outstanding teacher and that of an average teacher over a couple of decades can be immensely significant to a school district. Outlines a 10-step labor-intensive hiring procedure for hiring top teachers. (MLF)

Despite its shortcomings, the interview remains the most direct screening tool available to board members seeking a new superintendent. Interviewers should not use the interview to evaluate competency nor should they confuse glibness with competency or be rigid about time. Boards should conduct only one interview daily and allow opportunities for…

For more than a decade, a principal of a large innercity elementary school in New Haven, Connecticut, convened a committee of parents and school personnel to interview candidates for positions as teachers and aides. About 50 persons were hired using this process, and all the teachers were successful. The interviewing process has since become…

Presents five steps for effectively involving the community in the superintendent selection process. One suggestion is a board-community interview of a candidate. (Author/IRT)

Details the process that helped Oklahoma City school board members decide what they wanted in a superintendent and how they went about finding that person. (MLF)