Human Resources

Hiring Manual

Effective - February 2010

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Table of Contents

Recruitment ............................................................................................................ 4 Recruiting Efforts and Schedule ........................................................ 5 Certified Employment .............................................................................................. 8

The Teacher Interviewing Process .................................................... 9 Before the Interview ................................................................................................ 11 “Blue Chip” Teacher Candidates ....................................................... 12 Reviewing Applications ...................................................................... 13 Evaluating Resumes .......................................................................... 14 Sample Questions for Teacher Applicants ........................................ 15 Sample Questions for TAPP Applicants ............................................ 18 Sample Questions for School Counselor Applicants ......................... 23 Sample Questions for Media Specialist Applicants............................ 25 Sample Questions for Clerical Applicants .......................................... 26 Sample Questions for Science Applicants ......................................... 27 Sample Questions for Math Applicants .............................................. 28 Sample Questions for Special Education Applicants ......................... 30 Sample Questions for Assistant Principal Applicants ........................ 31 Tough Interview Questions ................................................................ 32 During the Interview ................................................................................................ 33 Sample Interview Notes ..................................................................... 34 Sample Interview Rating Sheet ......................................................... 35 Non-Discriminatory Employment ....................................................... 36

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“The Art of Conversation” .................................................................. 37 After the Interview ................................................................................................... 38 Tips When Seeking Phone References ............................................. 39 Questions When Seeking Reference ................................................. 40 Employment Process and Procedures .............................................. 41 Retiree Return to Service .................................................................. 42 Transfer Process ............................................................................... 43 Resignation Process .......................................................................... 44 After They are Hired ................................................................................................ 45 Improving Teacher Retention ............................................................ 46 Benefits Information ........................................................................... 47 Substitute Teacher Information ......................................................... 50 Employee Discipline .......................................................................... 51 Appendix: Forms .................................................................................................... 52 Telephone Reference form for Certified Applicants ........................... 53 Telephone Reference form for Classified Applicants ......................... 54 Employee Transfer Application Form ................................................ 55 Certified Recommendation form ........................................................ 56 Classified Recommendation form ...................................................... 58 Substitute Complaint form ................................................................. 59 Classified Notification and Documentation form ................................ 60 GTEP – Notification and Documentation form ................................... 61 Human Resources Organization Chart as of 2/17/10 ........................ 62

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Recruitment

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Recruiting Efforts and Schedule

We normally attend about 40 + recruiting trips annually

We normally see approximately 1200 – 1500 candidates interested in Bibb – Where “It is Better in Bibb – Your Choice in Middle Georgia”

See sample below

Review our website – updated monthly

Sample: Recruiting Schedule from 2008-2009

Date Institution City, State Contacts interested

In Bibb

9/12/2008 Florida Atlantic

University

Fort Lauderdale, FL

46

9/18/2008 University of GA

Athens, GA 22

10/02/2008 University of South

Florida

Tampa, FL

24

10/03/2008 Alabama State

University

Montgomery, AL 54

10/21/2008 Auburn University Auburn, AL

17

10/21/2008 Albany State

University

Albany, GA 12

10/22/2008 Georgia Southern

University

Statesboro, GA 34

10/23/2008 Armstrong Atlantic

State University

Savannah, GA 13

11/18/2008 Valdosta State

University

Valdosta, GA 26

11/20/2008 Metro RESA

Atlanta

Atlanta, GA 98

12/08/2008 University of

North Florida

Jacksonville, FL 25

1/21/2009 Macon State

College

Macon, GA 58

1/27/2009 Georgia State University Atlanta, GA 26

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1/31/2009 Bibb/Middle GA RESA Macon, GA 9 Contingency

Contracts offered

200 Interested

2/04/2009 Winston Salem State

Winston Salem, NC 33

2/06/2009 Berry College

Mount Berry, GA 28

2/10/2009 Nashville Teacher

Fair

Nashville, TN 43

2/11/2009 Mercer University

Macon, GA 36

2/17/2009 North GA College &

State University

Dahlonega, GA 27

2/18/2009 Valdosta State University

Valdosta, GA

58

2/18/2009 University of Memphis

Memphis, TN 39

2/19/2009 Augusta State University

Augusta, GA 48

2/19/2009

Jacksonville State

University

Jacksonville, AL 55

2/21/2009 Clark Atlanta

Atlanta, GA 65

2/23/2009 University of South

Carolina

Columbia, SC

14

2/25/2009 University of

Georgia

Athens, GA

40

2/25/2009 North Alabama

Connection

Huntsville, AL 32

2/27/2009 University of North

Carolina – Charlotte

Charlotte, NC

14

3/04/2009

Columbus State

University

Columbus, GA 50

3/04/2009 GA Southern University

Statesboro, GA 57

3/05/2009

Armstrong Atlantic Savannah, GA 12

3/06/2009 Alabama State University

Montgomery, AL 85

3/07/2009 TeachGeorgia

Job Fair

Atlanta, GA 202

3/11/2009 University of TN Knoxville, TN 37

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Other Pertinent Facts

Each summer we review the previous year’s data from the Job Fairs that we attended to modify the recruitment schedule. We review the number of candidates, the number of hires from each location and the cost of each trip. We also review the status of each college’s Education Department as far as awards or recognitions that they may have won. We further review the list of potential sites that we may have learned about during the previous recruiting season. Representatives from Bibb County always attend the Teach Georgia Job Fairs due to the large number of veteran candidates that attend. We typically assign our Coordinator of Talent Acquisition and Placement, Shannon Dotsikas, to recruit at the various fairs. Occasionally Principals, Central Office Administrators (typically who attended the respective institution) and a retiree (Frank Tompkins) add to the district’s recruiting efforts.

3/18/2009 Clemson University

Clemson, SC 14

3/18/2009

SW GA Career Fest

Albany State

Albany, GA

19

3/23/2009

Appalachian State

University

Boone, NC 43

3/23/2009 University of West

Georgia

Carrollton, GA 42

4/8/2009 University of Alabama –

Tuscaloosa

Tuscaloosa, AL 24

4/15/2009 Kennesaw State

University

Atlanta, GA 144

4/16/2009 University of Florida Gainesville, FL

34

4/20/2009 University of North

Florida

Jacksonville, FL 24

4/22/2009 University of Central

Florida

Orlando, FL 110

4/28/2009 Florida State University

Tallahassee, FL 22

TOTALS for 08-09

47 Job Fairs 1597

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Certified

Employment

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Teacher Interviewing Process Interviewing is the most important process in the staffing of a school. To insure that prospective teacher applicants meet the needs of your school the following procedures are recommended for your use. I) Prior to the interview

1. Schedule a time and location for the interview.

2. Review the current job description for specific requirements, qualifications and responsibilities of the job.

3. Develop a list of interview questions asking information you will need to make

your decision. Establish a rating process to be used for making the final selection.

4. Review all available information on the applicant being interviewed.

5. Contact the HR Department if you have questions

6. If you are interviewing from within the district contact the current Administrator prior to conducting the interview as a professional courtesy

II) During the interview

1. Introduce yourself. Inform the applicant of the length of the interview.

2. Let the applicant introduce self and talk about their education and their work experience. This should help to make applicant feel at ease.

3. Ask your question, allowing the applicant to answer but keeping them focused so

that time will not be wasted.

4. Allow applicant to ask any question they may have if time is available.

5. Encourage the applicant to make sure that their application is complete.

6. Inform applicant about when a decision will be made. ***Inform the applicant to contact Kay Johnson, the Salary Coordinator, at 765.8562, they have questions regarding the salary for their position. This is extremely important as she can inform them as to their salary specifically after school begins and they do not receive the full amount since they will not be working the entire contract year.

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III) After the interview

1. Evaluate each applicant using your rating instrument.

2. Check applicant’s references. Be sure to speak with the most recent supervisor (Principal) for whom the applicant worked.

3. Make your selection and contact the applicant to inform them that you are

recommending them to HR for the position. Inform applicant regarding what they must do to receive a contract (all paperwork in along with the amount of money for the background check). ***You will receive an email from HR as to setting a start date for the employee. ***If the candidate is a retiree, we must have TRS approval prior to the employee beginning work.

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Before the Interview

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“Blue Chip” Teacher Candidates – “The Bibb Teacher Profile” Excellent teaching candidates are those who:

are well-trained, energetic individuals who have a desire and/or experiences in working with children in challenging learning environments – they are passionate about students and their craft of teaching

use innovative and effective teaching styles to improve student achievement

hold advanced degrees

are life-long learners

have strong technological skills

know and use the best educational practices

have demonstrated excellent written and oral communication skills

want to invest in a community of learners

have demonstrated leadership potential

show professionalism in their demeanor and appearance in serving as role models for children

use effective classroom management and instructional practices

are graduates of strong and accredited teacher education programs

are multi-lingual

are willing to work with extra-curricular activities

have flexibility

build a rapport with students and genuinely care about them ***Paraprofessionals must now have at least 2 years of college***

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Reviewing the Application Package

It is important to completely review the application (from our online system) and the resume. Below are key points to consider when reviewing applications and resumes.

1. Neatness, accuracy, spelling, grammar, clarity

2. Omission of a significant employer/supervisor

3. Gaps in work history

4. Answer to a significant question omitted

5. Employee left during a contract year

6. Overlapping of jobs and schooling

7. Frequent job changes

8. Answers to "Have you ever" questions

9. Does everything make sense?

10. Review of reference forms (check with HR)

11. Review of previous evaluations

12. Review of certification status on the Professional Standards website –

www.gapsc.com.

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Evaluating Resumes Completeness

The following basic pieces of information should be included in a resume: Name, Address, Business/ Home Telephone Numbers, Names and Locations of Present and Former Employers, and Education - including Degrees and Dates. If any of this basic information is missing or incomplete, you should follow up during the interview. Chronology Is the resume current and up-to-date? Are there any unaccounted gaps in work history? Many people who have had short duration jobs or been fired from a job leave them out of the resume. Some signs to watch for are specifying the total number of years worked only or the years without months. This may provide a clue to follow-up on at interview time. Context What was the size and nature of the previous working environment? What were the dimensions or responsibilities? To what position did the individual report? Terminology This is where creative writing can be very misleading in a resume. Try to elicit the actual responsibilities rather than vague job titles or jargon. Terms like coordinator, assistant, or special projects could be warning signals for further investigation. Growth Is there a progression of increasing responsibilities over the course of their career? Are efforts at self-improvement and career growth evident? Are frequent job changes evident? If so, what were the reasons? Were there any moves to positions of lesser responsibility or demotion, if so, why?

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Interview Questions for Teacher Applicants 1. Tell me about your education, starting with high school, and going on to college. 2. Tell me about your previous teaching experience, starting with the first year and working

up to the present. 3. What duties have you performed beyond the regular classroom duties? 4. What talents or skills do you have that might have a positive impact on your job

performance here if you are hired? 5. What strategies do you employ to stimulate the low-interest student? 6. What is your philosophy regarding the place for reward in the classroom? 7. How do you go about determining the needs of the problem student? 8. What are some of the ways that you as a teacher can create and maintain a favorable

learning environment in your classroom? 9. What are some of your most successful discipline techniques? 10. To what extent do you incorporate your students’ parents in your classroom

management? 11. How do you incorporate the feeling of self-responsibility in your students? 12. What is your philosophy regarding professional improvement? 13. What is your opinion of the role of the computer in the classroom and to what extent do

you plan to use it? 14. Why do you think that you would enjoy teaching at this school? 15. Why did you choose to be a teacher? 16. Would you please summarize your basic belief in the importance of an education in

today’s world and the part that public education plays in our society? 17. Tell me about your professional training and teaching background, emphasizing things

specifically that you feel have prepared you for the job you are seeking. 18. What are your strengths as an educator? Weaknesses? 19. Would you describe what you consider to be a good (reading, math, English, etc.)

program?

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20. Describe the educational services available in the system in which you taught (or did student teaching).

21. What is your philosophy on classroom management and what styles do you plan to use? 22. What was your most difficult classroom management problem and how did you resolve

the problem? 23. How do you approach classroom management? 24. Do you have a set of rules for your class? How do you determine class rules? 25. What do you consider to be your strengths and weaknesses in behavior modification? 26. Would you describe some behavior problems that have given you trouble in the past and

tell us how you resolved the problem? 27. Describe or show me the style of lesson plan you usually use. 28. How would you go about meeting the different needs and levels you find in most

classes? 29. In teaching students, what is your best technique for helping students learn? 30. What can you, in your role as a classroom teacher, do to improve the instructional

program at this school? 31. What is the most important thing that should occur in your classroom? 32. How do you individualize instruction for your students? 33. What is your philosophy regarding homework? 34. What do you feel the relationship of teacher-administrator should be? 35. Describe your experience with past administrators (supervising teachers, professors,

etc.)? 36. How do you view your role in the overall operation of the school? 37. What do you expect from a principal? 38. How would your supervisor rate you as an employee? 39. What are some of your strong points as an employee? Weak points? 40. Which of your previous supervisors did you like most? Least? Why? 41. Describe what you would consider a difficult supervisor.

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42. What do you feel are things that really help a person get ahead? 43. Why are you interested in employment with our system? 44. What is the worst thing that has happened to you in your career? 45. Has your performance always been evaluated fairly? 46. How can communication be improved between fellow employees? How can it be

improved between employees and the administration? 47. Describe an unpleasant work situation in the past and tell how you dealt with it. 48. What methods do you use to make decisions? 49. Give some examples of situations in which you have been criticized. How did you react

and why? 50. What kinds of challenges do you feel bring out your potential? 51. In what areas do you feel you would like to develop further? How do you plan to do

that? 52. Explain methods do you use to find the reading levels of your students? 53. How would you structure your reading instruction so the needs of all students are appropriately met? 54. What do you know about the Georgia Performance Standards?

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The Haberman Assessment – Questions that can be used for TAPP candidates

QUESTIONS FOR THE STAR TEACHER SELECTION INTERVIEW © Martin Haberman

(Introduce interview panel members)

Warm-Up Questions:

I. In a minute, briefly tel1 us something about yourself (College Major :)

2. Can you te1l us about your work experiences’? (Full—time job?)

3. What experiences have you had in working with chi1dren?

I. PERSISTENCE

A. Project yourself into the future as a teacher. What kind of problems do you anticipate having with students? (Must be specific ) That’s an idea, but if that doesn’t work...what might you do next? (Try to elicit at least 5 alternatives.)

B. How often do teachers have to think like this: (not about that specific problem), but what do I do next . . .

once in a while, once a month, once a week, every day or many times a day

II. RESPONSE TO AUTHORITY

A. Do you have a hobby/leisure time pursuit? Suppose, on a regular basis, you used your hobby (state the hobby specifically) in teaching your students . . . and they love it . . . they have also begun to enjoy…they’re learning…BUT, Principal says, “don’t teach . . . (using hobby) you must stick with the curriculum as written.” What would you do? (Try to elicit 3)

B. What would you tell the children/students? (Have the

applicants state the exact words.)

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III. APPLICATION OF GENERALIZATIONS

A. Can you give a generalization/rule/principle/ about education in which you believe? --all children can learn --high expectations result in children/students learning more --etc.

B. If you were observed teaching, what might you be doing to

demonstrate your belief in this generalization/principle/rule?

If you were to come into my room, and I was …, what might you generalize

my belief to be from my teaching behaviors?

IV. APPROACH TO AT-RISK STUDENTS

A. What does the term “at-risk student” mean to you? What do you think causes a student to be at risk?

B. Given what you say the causes are, what do you perceive as the solution?

V. PERSONAL VS. PROFESSIONAL ORIENTATION TOWARD TEACHING

A. Is it possible for children/students to learn from a teacher they don’t really love?

B. Is it possible to teach students that you don’t necessarily love?

VI. BURNOUT

A. Is burnout liable to happen to anyone? What are the causes of teacher burnout?

B. Given what you say the causes are, what do you perceive the solutions to

be for teacher burnout?

VII. FALLIBILITY

A. Can you think of some mistakes you might make as a teacher? Why is this a mistake? (Try to elicit at least 2.)

B. What would you do if you made these mistakes?

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THE STAR TEACHER SELECTION INTERVIEW CONTINUA RATING FORM © Martin Haberman

NAME_______________________________________

Areas of Certificaton________________________________________________________

1. (Something about yourself) ________________________________________________

2. (Work Experience)_______________________________________________________

3. (Experience working with children)___________________________________________

Date:___________ Score:__________

Interviewer: __________________________________________________

I. PERSISTENCE

A. 0--------1-------- ---2-----------3 B. 0----------------1---------------2-------------------3

Makes irrelevant

suggestions.

Tentative about one

or two suggestions,

then stops.

Makes five or more

clear suggestions

and seems willing

and able to continue

the process

Respondent does not seem to

see persisting as part of a

teacher’s daily work

Respondent seems to s Respondent seems to

see persisting as a vital

daily activity of a teacher

Problem:_____________________________________________________________________________________

_____________________________________________________________________________________________

II. RESPONSE TO AUTHORITY

A. 0--------1-------- ---2-----------3 B. 0-------------1--------------2-------------------3

When his/her ideas

are challenged,

candidate responds

in an aggressive or

defensive manner.

Immediately backs

down, or confronts.

When his/her ideas

are challenged,

candidate continues

to deal with the

issues in a patient

and good humored

manner. Tries to

keep negotiating.

Candidate would inform class

that Principal forbids

continuing activity.

Candidate would take res Candidate would take

responsibility with class

for stopping or

redirecting activity.

Hobby:_______________________________________________________________________________

Response to “B”

_____________________________________________________________________________________________

_____________________________________________________________________________________________

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III. APPLICATION OF GENERALIZATIONS

A. 0--------1--------- ------2----------------3 B. 0-------------1--------------2-------------------3

Candidate sees

generalizing to be

dangerous practice.

Rejects generalizations

about human behavior.

Candidate seems to be

able to test

generalizations against

his/her experiences, the

collective experience,

theory, research, expert

opinion or logic.

Accepts that workable

generalizations may

have exceptions.

Candidate is unable to

connect a generalization

about teaching with any

teaching practice.

Candidate gives several ex Candidate gives

several examples of

what a teacher might

do to implement a

particular

generalization.

Generalization_______________________________________________________________________________

Behaviors:___________________________________________________________________________________

Observations/conclusions:_______________________________________________________________________

_____________________________________________________________________________________________

IV. APPROACH TO AT-RISK STUDENTS

A. 0--------1--------- ------2----------------3 B. 0-------------1--------------2-------------------3

Youngsters have

deprivations and lack

advantages which

destines them to fail in

school.

Teachers need more

know-how about

effectively motivating

and reaching at-risk

students.

People outside of schools

need to work on debilitating

life conditions before

teachers or schools can be

held accountable.

What we now do in

schools isn’t

working. Maybe

schools ought to try

x, y, z.

At risk means: ________________________________________________________________________

Causes: ______________________________________________________________________________

Solutions: ____________________________________________________________________________

V. PERSONAL VS. PROFESSIONAL ORIENTATION TOWARD TEACHING

A. 0--------1--------- ------2----------------3 B. 0-------------1--------------2-------------------3

Unless children/youth

actually love their

teachers, no real

learning can occur.

Feelings toward

teachers completely

control pupil learning.

If children/youth

experience success,

their feelings toward

their teachers become

more positive. In any

event, the teacher’s goal

is to generate learning,

not adulation.

I expect to love every

child/youth I teach.

I expect to be an

effective teacher with

some children/youth I

may actively dislike. I

recognize that not all

children are loveable.

That won’t lessen my

efforts to teach them.

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Comments:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

VI. BURNOUT

A. 0--------1--------- ------2----------------3 B. 0-------------1--------------2-------------------3

Some teachers are

inadequate. They get

into ruts. They lack

commitment. Burnout

shouldn’t happen to

good teachers.

Dealing with the

bureaucracy wears

down everyone one.

The job is wearing on a

teacher’s

physical/emotional

health. Really caring

and trying causes it.

Teachers should take

vacation. Teachers should

take a course. Each teacher is

responsible for upgrading

himself/herself.

Expect it and plan to

fight it. Develop a

network of

colleagues to serve

as a support group.

Work toward

reasonable school

changes with a

group of teachers.

Causes:_______________________________________________________________________________

Solutions:_____________________________________________________________________________

VII. FALLIBILITY

A. 0--------1---------- ------------2----------------3 B. 0-------------1--------------------2-------------------3

I don’t make mistakes.

Possible misspellings or

slips of the tongue

might occur while

teaching. I forget

names.

I might fail to motivate

or help students be

successful. I might hurt

a child’s feelings or

break trust in some

way.

Check spellings. Be certain

of the facts before you teach.

Know pupils names.

Learn more about

the students. Learn

how to use their

interests to help

them achieve more.

Always apologize to

the child.

A. 0---------1----------------2--------------------3 B. 0--------------1-----------------2--------------------3

Mistakes:______________________________________________________________________________

Solutions:_____________________________________________________________________________

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Interview Questions for School Counselor Candidates

1. Tell us about yourself and how your background has prepared you for this position. Why do you want to be the counselor at our school?

2. What practical experiences have you had that make you feel capable of being a counselor?

3. What is the role of the school counselor in relation to teachers, parents, administrators

and other counselors?

4. What do you see as the main role of a school counselor?

5. What is the counseling theory or approach that you most closely follow?

6. What is the most creative and innovative counseling technique you have used?

7. Tell us about a difficult parent you have experienced. What happened, and how did you handle the situation?

8. How would you handle a passive (perhaps irresponsible) parent?

9. How would you handle a large group of students having attendance problems?

10. Tell us about a time in which you had to handle personal criticism from a supervisor.

What happened, and how did you respond? 11. Are you opposed to working above and beyond school hours to get the job done? Are

you opposed to working at night for functions such as PTA/PTO meetings and other events?

12. What is the purpose of RTI? What is your experience with RTI and 504 accommodation

plans?

13. What might your professional development plan look like?

14. What do you think the role of the counselor is in preventing school violence?

15. What experiences have you had in working with special education students?

16. What can you provide that is different from a social worker, school psychologist, or mental health counselor? What is the difference between a therapist and a school counselor?

17. Describe how you would implement small group counseling/guidance lessons.

18. Tell us about a successful (satisfying) case that you have handled. And, one that was

not so successful; what would you have done differently?

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19. How do you keep yourself organized? Discuss how you multitask.

20. Where do you see yourself in the next five years?

21. Was there a question you expected us to ask that we didn’t ask? If so, what is that question and how would you answer it?

***Check with the Director of Student Support Services for additional assistance***

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Interview Questions for Media Specialists

1. Tell us about yourself – and why did you choose this type of work?

2. The person in this position needs to be innovative and proactive. Can you describe some things you have done to demonstrate these qualities?

3. What is your philosophy of media center collection development?

4. How do you collaborate with classroom teachers?

5. What programs or activities have you developed to encourage children to read?

6. What reference skills should be taught in the media center?

7. What classes should the media specialist offer for teachers? (want to hear copyright, research skills)

8. How would you handle a reference question that you can not answer immediately?

9. How would you handle a disruptive child during a story or teaching session?

10. What experience have you had creating multimedia materials or projects?

11. What is your experience with library automated systems and with computers in general?

12. Tell us about your experience with information technology. What experience have you had using the Internet?

13. Do you have the skills necessary to create and maintain WWW home pages?

14. Can you install software on computers and perform basic troubleshooting and maintenance on them?

15. What are the personal characteristics and qualities that you would bring to this position that would be particularly helpful in fulfilling the responsibilities of this position?

16. What do you see as the value of belonging to professional organizations?

17. Explain your philosophy of the atmosphere that Media Centers need to have.

18. What are your ideas of motivating students to read?

19. In order to support the curriculum and GPS needs, how would you collaborate with

teachers?

20. What are the things you particularly like about your present job?

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Questions for a Clerical Applicant

1. Talk with us a little about your office experience. 2. Would you have a problem working directly with children, staff members and parents?

3. Are you upset by the sight of blood? Could you react with a level head to medical

emergencies?

4. Tell us about your computer training.

5. Tell us a little about your organizational skills.

6. As the ____, you will be responsible for inputting data into the program and serving as our receptionist? Is multi-tasking a problem for you?

7. We are looking for a ____ who will bring professionalism and a sense of calm to our

office environment. Tell us how you think you could contribute to that type environment.

8. How would you handle an irate parent?

9. How would you handle a parent who asked you questions about or had concerns about a teacher?

10. It is very important not to show favoritism toward students or share personal information

with parents or others concerning our students. Knowing that you are very familiar with our students and school, do you think that this could be a problem for you?

11. How would you handle a problem that might arise between you and another staff

member?

12. What talents could you bring to our staff?

13. How do you react to constructive criticism?

14. What does “World Class” customer service look like to you?

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Interview Questions for a Science Candidate

1. How do you use inquiry in your classroom?

2. How do you use lab/hands-on activities in your classroom?

3. How much of your class time do you dedicate to laboratory work?

4. How do you address safety in your lab activities?

5. How do you integrate technology into your science classroom?

6. Describe some of the ways you differentiate instruction

7. Do you use visual organizers or alternative forms of instructional assessment? If so, how do you use them?

8. What do you do to get your students engaged in higher order thinking?

9. Describe your idea of a standards-based classroom.

****Consult the Science Coordinator for answers and/or other suggestions****

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Math Content Specific Questions for Interviews

1. Briefly describe a good math warm-up activity detailing the purpose of and

rationale for the activity. Answer: Answers will vary. Should include the ideas of reinforcing basic skills, reviewing previous lessons, preparation and practice for standardized tests, reviewing pre-requisite skills needed for the day’s lesson, etc.

2. Briefly describe a standards-based classroom.

Answer: Answers will vary. Should included standards posted in student friendly language and referred to during the lesson, essential questions, word walls, students actively engaged in mathematics, ticket out the door, etc.

3. There are many resources for the teaching of mathematics. Describe some of the

resources you have used to either plan your lessons or teach your lessons.

Answer: Answers will vary. Should include the DOE website, GaDOE frameworks, Learning Village, various on-line websites, manipulatives, technology such as calculators and computers. Answer should not focus on the use of the textbook as the sole resource.

4. Direct instruction is just one technique for teaching math. Describe some other

strategies and best practices for mathematics instruction.

Answer: Using manipulatives, technology such as calculators and computers, Internet based activities, demonstrations and projects, math lab-activities, writing assignments, etc. Group work, peer instruction, working in pairs, etc.

5. What do you feel is the role of math history in the teaching of mathematics in

today’s classrooms? Answer: Having a true understanding of the history and foundation of math concepts assists in mathematics instruction and allows for more in-depth explanations. Students have the opportunity to make a connection with the past and understand the development of mathematics. Mathematics history can also enrich class discussions.

6. What are some activities you would have your students engage in to make real-

world life connections to math concepts? Answer: Answers will vary. Possible answers: visit a store, look at sales papers, go on a field trip, do research projects, interview professionals, guest speakers, etc.

7. How do you differentiate instruction?

Answer: Answers will vary. Should allude to the three ways to differentiate instruction: content, process, and/or product. Provides all students access to the same curriculum by providing entry points, learning tasks, and outcomes that are tailored to students’

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needs. The needs could be based on a student’s readiness, interest, and/or learning profile.

8. How do you use visual organizers and alternative forms of instructional

assessment? Answer: Visual organizers help students organize and make sense of the material presented in class. Various organizers are used depending on the concept. Alternative forms of instructional assessment should include the use of anecdotal records, observations, portfolios, journal writing/math logs, projects, reflections, and self-assessment to improve progress.

9. How do you get your students engaged in higher order thinking?

Answer: Answers will vary. Should include the use of open-ended questions, having students support/justify their answer and/or process, and solving non-routine problems.

****Consult the Math Coordinator for additional assistance****

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Special Education Interview Questions/Key Terms

Key Terms IEP (Individualized Education Plan) LRE (Least Restrictive Environment), Continuum of placements DI (differentiated instruction) Inclusion Co-Teaching, Collaboration, Resource, Pull-Out (Self-Contained) Classrooms Data Driven, Progress Monitoring Standards based IEP Accommodations/Modifications FAPE (Free Appropriate Public Education) GAA (Georgia Alternative Assessment)

1. How can you develop a positive classroom environment that also embraces structure

and accountability?

2. What are the benefits of providing specialized instruction for students with disabilities?

3. As a special education teacher, what is your role in the general education classroom? As a resource for general education teachers?

4. As a teacher/special education teacher how will you teach a lesson so that the children

in your class are learning as much as possible?

5. Explain how student assessments, progress monitoring can be used to improve student achievement and performance in mastering IEP goals and classroom standards.

6. How would you handle or what steps would you follow to deal with a student who

displays consistent behavioral problems in your classroom?

7. What can students with disabilities gain from being in an inclusive classroom? How does an IEP team determine the least restrictive environment for a student?

8. Special education teachers need to understand how to be an advocate for special needs

students, fully understand responsibilities associated with the job, and be willing to go above and beyond to meet the unique instructional needs of classified students.

****Contact Special Education for additional assistance****

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Interview Questions: Elementary, Middle, High School Assistant Principal (a rubric will be sent by HR when position is posted)

1. If you were evaluating lesson plans, what would you look for to assess lesson

effectiveness and standards compliance?

2. What are your feelings toward student discipline in the (elementary, middle, high) school

and what methods of discipline are more effective? 3. What are the most important things an assistant principal must accomplish during the

first week of school with the principal, staff, students and parents? 4. Describe your professional learning experiences related to literary and/or standards

based instruction.

5. What do you consider the keys to implementing change and growth in the school

organization? 6. School improvement must be data driven. Share your previous experiences in analyzing

data. How did you use your finding to improve your school? 7. As an assistant principal, how will you keep each member of your team involved and

motivated while keeping morale high? What steps do you need to take to achieve this? 8. How would you implement technology/professional development in your school as an

administrator?

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Tough Interview Questions and the Answers to Expect

1. Why do you want to work here?

The answer will show whether applicant has researched your system. You want to hear specific

reasons why they want to work for your school system. You don't want to hear that the

interview is just a part of a general job search.

2. What experience do you have for this position?

Applicants must know exactly what the job entails before they can give you a worthwhile

answer. They must: (1) Show that they have researched the job and know it. (2) Ask for more

details before answering. Caution: Don't accept platitudes.

3. What did you dislike most about your last assignment?

No job is perfect. It is always important to be able to perform with co-workers under less than

perfect conditions. Consequently, you don't want to hear applicants complain about "That

teacher", "The parents", "That principal", etc. Any criticism of the former job should be couched

in more positive terms, e.g., "There wasn't enough opportunity for advancement."

4. How do you rate your progress to date as an educator? This question is geared to measure

the applicant's self-esteem.

You want to hear the applicant say they have done well so far, but their best work is yet to

come.

5. How long will it take for you to contribute to the school system/school?

You want the applicant to show some thoughtfulness and curiosity about how they can

contribute. They should ask if you have any specific job duties in mind and then explain how

they would fulfill them.

6. What can you do for our school system that another applicant can't do?

This question should come at the end of the interview when the applicant has a clear picture of

what the job entails. If neither of you have an answer to this question, this isn't the person you

want.

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During the Interview

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Sample Interview Notes

Name of Applicant __________________________________________________

Question

Response

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Sample Interview Rating Sheet

Applicant Name ___________________________________ Date ______________ Position _________________________________________ Time of Interview ____

Pre-Question: Tell me about your education and work experience.

Ratings from High to Low

1.

10 9 8 7 6 5 4 3 2 1 0

2.

10 9 8 7 6 5 4 3 2 1 0

3.

10 9 8 7 6 5 4 3 2 1 0

4.

10 9 8 7 6 5 4 3 2 1 0

5.

10 9 8 7 6 5 4 3 2 1 0

6.

10 9 8 7 6 5 4 3 2 1 0

7.

10 9 8 7 6 5 4 3 2 1 0

8.

10 9 8 7 6 5 4 3 2 1 0

9.

10 9 8 7 6 5 4 3 2 1 0

10.

10 9 8 7 6 5 4 3 2 1 0

Ending Question: Why do you want to teach here at __________ School?

Additional Information:

Total Score: ____________

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Creating a Non-Discriminatory Evaluation Process

POINTS TO REMEMBER

1. Employers are prohibited, by federal law, from discriminating against applicants regarding

the areas listed below. This applies to both the application and interview questions. 2. Every question asked on the application and in the interview must be job related. 3. Give each applicant the same consideration by applying the same criteria, such as: asking

the same question, requiring the same test, etc.

PROTECTED BY LAW

1. Race, color, creed, national/ethnic origin 2. Age (40+ is protected) 3. Gender (marital status; dependents) 4. Religion 5. Disability 6. Veteran Status

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"THE ART OF THE CONVERSATION" A wise person once said that people never listen but wait for their turn to speak. This universal truth can be used to your advantage during the' interview. Once you have learned the handful of techniques that keep the interviewee talking and you evaluating, your interviewing style will take on more of the feel of a conversation. Living by the 80/20 Rule Ask questions 20% of the time and listen to answers 80% of the time. When the interviewer is talking, valuable time is lost, and the subsequent lack of data on which to base your decision is the predictable outcome of the incompetent interviewer who fails to plan his or her questions. Asking a person to expand, or justify their answers is a useful tool to gain evaluation time...most managers violate this rule by commenting on the applicant's answers. Not only does this editorializing take up time, it can also show the candidate where the interviewer's priorities lie. Framing Questions The candidate needs to concentrate on answering your questions, not deciphering them, so use easily understood words and keep the questions easily framed. Don't string too many questions or themes together in one breath. Sequencing Themes Ask questions in themes and tie the changing themes smoothly together to provide continuity. Example: "Good, now that we have established your educational preparation, let's talk about your work experience." Keeping the Applicant on Track Remember that the person asking the questions in any conversation controls and directs the flow. Establish that control in the interview. Otherwise, the candidate may find ways to hide vital information you need or to direct the conversation away from your aims. Handling the Flustered Candidate Often times during an interview, a candidate will be stumped on a question, and then the interviewer, from a mixture of embarrassment, awkwardness, and common fellow feeling, will let the candidate off the hook by saying: "That's alright. Let's move on." Never let a candidate off the hook if he is experiencing difficulty answering your question. When this arises, look the candidate in the eye and say: "That's alright. Take your time to answer. I'm sure something will come." And, sure enough, it will. Sitting quietly and looking at the candidate will encourage more talking. A word of caution: Don't be a blank wall. Use silence judiciously. Using this technique too early in the interview will cause a candidate to become overly nervous and the interview becomes an exercise in futility. Handling the Talkative Candidate When the candidate insists on chattering away to no real end, your challenge is not so much keeping the conversation going as stemming its flow once in a while and then redirecting it. Two techniques helpful in handling this type candidate: 1) Jump, in with: "You know, that's very interesting. It makes me want to ask you about….” 2) Start talking along with the candidate and redirect the conversation. The Art of Conversation from Hiring the Best, by Martin Yate

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After the Interview

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Tips To Use When Seeking Reference Information by Phone 1. Establish rapport 2. Assume the applicant is unsatisfactory for the job 3. Allow your curiosity to run 4. Ask very specific questions 5. Be somewhat assertive 6. Listen for hesitation in answering 7. Listen for lack of enthusiasm in answering 8. Read between the lines 9. Consider how you would answer your same question 10. Consider what is not said 11. If your contact person is not at work (retired or summer vacation) ask if their telephone

number is listed in the local directory. Would they (the secretary) mind looking it up? 12. If you cannot reach the principal, ask a teacher or secretary. Call the Central Office. Talk

with the Personnel Director, Assistant Superintendent and/or Superintendent, if possible. 13. Use the information that you obtain to gain further information. 14. Sometimes use hypothetical situations in your questions. 15. Use a form to record responses and indicate it is a phone reference. 16. IMPORTANT: Remember to treat all reference information confidentially. It is not to be

shared with the applicant or any other person.

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Suggested Questions/Topics To Use/Check When Seeking a Phone Reference

1. Verify that the candidate worked for “the reference.”

2. Verify the applicant’s dates of employment with the person providing the reference. 3. Determine the applicant’s reason for leaving the job 4. Ask about the applicant’s greatest strength and weakness? 5. Ask about the applicant’s classroom management 6. Attendance 7. Punctuality 8. Ability to get along with others 9. Ability to get along with supervisor 10. Reaction to criticism 11. Inquire about the applicant’s skills 12. Would you re-employ this person? 13. Is there any reason you know that should prevent me from hiring this person? 14. Who is best qualified to tell me about him/her? 15. If you were about to re-hire this person, what one thing would you want corrected or

understood before you offered the contract? 16 . What did I not ask that I should have asked? 17. Would you want this person teaching your child?

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Employment Process 1. Review online application, resume and (possibly the personnel file) including

references, to insure that the application is complete and if there are questions/red flags. Then set up the interviews.

2. A telephone reference from the applicant’s current or last principal/supervisor should be

completed either before or after the interview. See appendix 3. Notify applicant that they must be fingerprinted and that there is a fee for the background

check (payable either by cash or money order – in Human Resources between 9 a.m. and 4 p.m., Monday through Thursday).

4. Inform the prospective employee that the proper documentation (Driver License and Social

Security Card) establishing identity and eligibility for employment presented at the time of the background check.

5. Once they have been approved by Human Resources and a start date has been issued, Call

applicant to notify of approval to hire. (If anything is missing, tell the applicant what it is and have them remit them to Human Resources ASAP.)

6. If the applicant rejects the position, send an E-mail to Kim Roberts to let her know immediately

so that she can repost the position.

7. ***IMPORTANT: Inform the applicant to contact Kay Johnson, the Salary Coordinator, at 765.8562, regarding the salary for their position. This is VERY important as she can calculate their salary, specifically after school begins and they do not receive the full amount of the typical salary amount since they will not be working the entire contract year.

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Retiree Return to Service TRS Recommendation: Determine if the employee is a TRS retiree during the hiring process (i.e. inquire via the employment application or during the interview process; check resumes closely for past TRS employment).

1. Principal notifies Sharon Brown of intent to hire a retiree and provides information regarding number of hours, salary (if known), etc. and complete the recommendation paperwork.

2. Request Form (Recommendation or Service Agreement) submitted to Human

Resources by the Principal to initiate the hiring process.

3. Sharon Brown submits request to TRS for approval.

4. TRS returns approval to Human Resources Department. The candidate CANNOT begin until TRS approves the individual.

5. Human Resources (either Sonja Dawkins for Certified Personnel or Carol King

for Classified Personnel) notifies Principal of approval.

6. Employee begins work at location/school.

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Transfer Procedures

1. Voluntary Transfer requests can only be submitted during the period of time designated by the Human Resources Department. Transfers forms will be made available through the intranet and/or internet.

2. Transfer candidates must meet the following qualifications:

Work full-time.

Have a minimum of two (2) consecutive academic years of service in the same school/department.

Must be fully certified and highly qualified for the position they are seeking.

See the Transfer Procedures/Protocol that coincides with Board Policy GBM that is posted on the employment webpage on the Human Resources website (see below).

3. The principal conducts interviews of teachers seeking a transfer.

4. The hiring principal (accepting the transfer) must contact the principal losing the teacher.

5. The principal hiring the teacher should e-mail the Secretary to the Director of

Human Resources, Donna Simmons, acknowledging contact between the two principals and requesting the transfer.

6. After verifying the teacher’s eligibility for transferring, Human Resources will send

the teacher and both Principals a letter acknowledging the transfer.

7. The school gaining the teacher should, upon receipt of the copy of the transfer letter, complete an Employee Change Form with the effective date of _________ (depending on the beginning day of their work calendar).

Note: The full Transfer Procedures/Protocol document can be found on the Bibb County Employment web page located at https://hr.bibb.k12.ga.us/hr/.

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Human Resources Resignation Process

While we hope that employees will stay with the system their entire career, this is not how things are in reality. Any time that an employee is leaving the system on their own the following steps should be followed. Meet with the employees to discuss their decision to leave.

Have the employee submit a letter of resignation/resignation form explaining why

they are leaving their current position. Provide them the Exit Survey – this should be completed without YOUR

oversight…i.e. as anonymous as possible) and this needs to be submitted to the Coordinator for Talent Acquisition, Shannon Dotsikas, in Human Resources.

Send resignation letter and/or resignation form to Human Resources Department

for processing.

Complete and send the Employee Change Form to HR when the employee leaves.

Human Resources Department processes resignation/separation and sends all

appropriate letters.

As a reminder, we do not accept resignations during the school year and/or once contracts have been signed without issuing the following consequences ($500 fee and reporting to the Professional Standards Commission for abandonment – we will take care of those items) except for the following reasons and they will have to provide documentation

1. Moving more than 70 miles (1 way); 2. Promotion; 3. Medical issues; 4. Retirement

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After They are Hired

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Best Practices in Improving Teacher Retention Develop clear role descriptions for all employees

Provide adequate teacher resources

Reduce or eliminate unnecessary administrative requirements

Enlighten Administrative Staff in their role of supporting teachers and staff

Develop support strategies to assist with paperwork (i.e. train paraprofessionals, streamline process, eliminate repetitive paperwork)

Build in adequate planning time

Match beginning teacher assignments with their prior experiences and training

Use the mentor program to assist and provide support for beginning teachers, create time to meet during the day when possible

Provide specific feedback, encouragement, and continued opportunities for professional growth

Restructure the workplace by giving teachers more responsibility and autonomy

Provide opportunities for educators to network regularly with each other

Provide a structure to encourage communication between all staff members, especially from teachers to the administration.

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Benefits

Refer to http://dch.georgia.gov/shbp for State Health Benefit Plan (SHBP) for exact plan details and 20__ Decision Guides.

CIGNA and UnitedHealthcare are the Medical Benefit Providers with the following plans:

Health Reimbursement Account ( HRA) - consumer driven option where SHBP puts cash in your account each year and you choose how you spend your health care dollars

High Deductible Health Plan (HDHP) - consumer driven option that has a high deductible and allows you to set aside your own funds in a Health Saving Account for future medical expenses

Open Access Plan (OAP) replaces PPO - Provides 80% benefit for services performed in-network and a 60% benefit of the allowed amount for out-of-network services

Health Maintenance Organization (HMO) - HMO covers services only when performed by a participating provider - Primary Care Physician (PCP) election is NOT required

Dental Insurance

Dental Insurance is currently provided at no cost for all eligible employees. Employees can choose to purchase dental insurance on the family. Coverage is available for spouse, children under 19 thru age 25 if a full time student. Dependents enrolled after first eligible are subject to a 12 month waiting period on Preventive/Diagnostic, Basic & Major Services AND a 24 month wait on Orthodontic procedures. Waiting period will be waived if employee can provide a certificate that shows proof of loss of coverage and it is within 31 days of the prior benefit expiration.

Employer Paid Life Insurance

Premiums are paid 100% by Bibb County School District.

Each eligible employee is provided 1 X annual salary rounded to the nearest $1,000 with a minimum of $10,000 and a maximum of $50,000.

Group Life Insurance

Coverage is available on Employees from 1 to 5 times annual earnings rounded to the next $1000. Maximum amount is $500,000. Guarantee Issue as a new hire is 3X earnings to a maximum of $500,000.

Employee Coverage also provides:

Accelerated Death Benefit- provides up to 100% of the face amount if diagnosed with a terminal illness with a life expectancy of 12 months or less

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Accidental Death & Dismemberment- provides up to 100% of the face amount with a schedule of benefits for dismemberment

Conversion- Coverage can be converted to Whole Life Policy with no health questions at higher rates

Portability- Option to continue should you leave Bibb County School District with health approval from carrier. Rates are age banded and will continue to increase with age. Coverage will terminate at age 80

Dependent Life Insurance Employees may elect to cover their spouse and all unmarried children from 6 months old up to age 19, or 25 if full-time student, for $5,000 dependent life insurance ($500 for children 14 days to 6 months). Disability Insurance

Disability is available to all eligible employees working 20 hours or more per week.

Monthly Benefit: 66.67% of earnings up to a maximum of $7500/mo in $100 increments beginning with $200/month.

Elimination Period: Choose the number of days you must be out of work before you become benefit eligible. Rates vary based on Option: 14, 30, 60, 90 or 180 days.

Maximum Benefit Period: Choose between two benefit periods: 5 years or to age 65 ADEA

Vision Insurance Bibb County School District employees are able to enroll with EyeMed Vision Care as their provider for quality eye care services. EyeMed Vision Care's Network consists of private practicing optometrists, ophthalmologists, opticians, and the nation's leading optical retailer, LensCrafters ®. Their eye care professionals are looking forward to meeting your vision care needs. Receiving your vision benefit is as easy as visiting your EyeMed provider. Providers include many leading optical retailers such as LensCrafters, most Sears Optical, Target Optical and most Pearle Vision locations. Flexible Spending Accounts You are offered two Flexible Spending Accounts (FSA's) - the Health Care Account and the Child Care Account. Spending accounts provide a way for you to pay for certain unreimbursed health care and dependent care expenses with tax-free dollars. You save money because these contributions are made before taxes are deducted. You contribute before-tax dollars directly from your pay to either or both spending accounts. These dollars are then used to pay for eligible unreimbursed expenses.

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Whole Life Insurance Individual Whole Life Policies are available for employees, spouses, children, and grandchildren. Coverage is offered annually during the Open Enrollment period. AFLAC Cancer and Accident Insurance Supplemental cancer and an off-the-job accident policy are offered through payroll deduction. Questions concerning these plans should be addressed to Sandefur & Associates, 2733 Sheraton Drive, Suite 180, Macon, Georgia 31208, Phone 478-745-6137. The application may be completed at the Benefits Office. Employee Assistance Program The Employee Assistance Program is a confidential, short term counseling and referral service for individuals with personal problems, which if left unresolved, could significantly interfere with their personal life and career. All employees and dependants are eligible for EAP services free of charge to the employee for a limited number of visits. For additional assistance or questions please contact Kelly Bentley in Human Resources who oversees this program. If EAP is assigned as a consequence for employee behavior, Kelly must be contacted.

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Substitute Teachers Anyone who is interested in substitute teaching should complete the online "Classified" application. Submit the following documents to Human Resources (forms can be printed from employment webpage under “Documents” or picked up from the Human Resource Department):

1. Three (3) Classified Professional Reference Forms 2. Education: 2 years of college credit (90 Quarter/60 Semester hours) documentation

required (Official Transcript) 3. Supporting I-9 documents – work eligibility (i.e. copy of driver’s license and Social

Security card).

If you have never held a teaching certificate, it is mandatory to take a Substitute Teacher Training Workshop. Workshops are offered by Bibb County Public Schools (by invitation only) and Middle GA RESA. If you chose to take the Middle GA RESA workshop, and your application is selected by Bibb County Public Schools, you will still be required to receive training on Smart Find Express, the telephone system used to contact substitutes for available jobs. Once you have completed the application process and your file is selected you will be mailed a confirmation/invitation to attend Substitute Teacher Training. Once you have completed the Substitute Teaching Training, your employment package will be forwarded to you via US mail and you will be entered into Smart Find Express employee/substitute management system for future assignments.

Substitutes may be blocked from working at the local school (by that school).

Note: After three occurrences of failing to report to work for an accepted assignment and not calling to cancel the assignment, the substitute will be removed from the Smart Find Express System and no longer be allowed to work in a substitute teacher capacity. The same will apply if two formal complaints are received from school sites. Contact Sharon Brown for further assistance regarding Substitute Teachers.

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Employee Discipline

All discipline needs to be progressive in nature.

We look for patterns of behavior when applying discipline

The first step in progressive discipline should normally be a verbal conference about the behavior deemed inappropriate or unacceptable.

The second step is normally some type of written documentation (for Classified personnel use the “Classified Notification and Documentation” form – see appendix and or intranet site under HR), for Certified personnel use the GTEP Notification and Documentation form – see Appendix and/or intranet site under Human Resources).

The next step (third step) for Classified personnel is normally to contact Myra Abrams, Director of Human Resources, about a recommendation for suspension.

The next step when dealing with Certified personnel is to contact Dan Ray, Assistant Superintendent for Human Resources and Professional Learning, regarding your employee. Normally there is a personnel review committee meeting every Thursday morning to discuss certified personnel matters (since due process and contracts must be considered). We also look at what the district has done historically to other individuals that have committed a similar act.

The Principal/Director must provide a recommendation (number of days of suspension, mandated testing, termination, etc.) as a consequence for the employee.

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Appendix: Forms

53

BIBB COUNTY SCHOOL DISTRICT

Certified Applicant Telephone Reference Form

Date____________

Applicant’s name________________________Social Security #_____________ Position applied for__________________Administrator/Caller_______________ Location________________________ Information obtained from_________________Position____________________ School/Organization ________________________________________________ Dates of employment or observation from____________to__________________ Ask specific questions related to your priorities of the successful teacher.

Comments 1. Classroom management _______________________________ 2. Teaching skills ______________________________ 3. Attendance ______________________________ 4. Ability to get along with others ______________________________ 5. Ability to get along with supervisor _______________________________ 6. Reaction to criticism ______________________________ 7. Satisfactory overall Annual Evaluation? _______________________________ 8. Is there any reason you know that

should prevent me from hiring? _______________________________ 9. Would you employ or re-employ to work directly with you? _______________________________ 10. Would you recommend? _______________________________ 11. Would you want this person teaching your child? _______________________________ Comments: ______________________________________________________ ________________________________________________________________

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BIBB COUNTY SCHOOL DISTRICT

CLASSIFIED PERSONNEL TELEPHONE REFERENCE FORM

Date ____________________________________

REFERENCE (Current / Past Supervisor) APPLICANT

Name Name

Address SS#

Phone Position Desired

Official Relationship School

to Applicant or Location

DIALOGUE: _______________________________ (applicant) has applied for a position in

the Bibb County School District and has given your name as an immediate supervisor. May I

take a few minutes of your time to speak with you regarding this person’s qualifications,

character and abilities?

AREAS

Excellent

Above

Average

Average

Below

Average

COMMENTS

Quality of Work

Cooperation

Attendance

Rapport with staff and

public

Ability to work without

direct supervision

How long have you known the applicant?

Is there any reason why this applicant should not be seriously considered for a position?

Given the opportunity, would you reemploy this person without any hesitation?

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Bibb County Public Schools

Employee Volunteer Transfer Application Employee Information:

Name:

Employee ID or last 4 digits of your SS#:

Position Held: _______ Teacher/Counselor/Media Specialist/Other Certified

_______ Paraprofessional

Certification: ___________________________ Subject Area: __________________________

Current School Location:

Current Grade/Subject:

Desired Grade/Subject:

Length of Time in Bibb: _____________ Length of Time at present site: ____________

Employee’s Phone: Home: (_____) _______ - ________ School: (_____) ______-_______

Rationale for Transfer Request:

Signature of Employee: ________________________________ Date: _______________

RETURN COMPLETED APPLICATION TO ___________ in the HUMAN RESOURCE

DEPARTMENT by 4:00 p.m. on March 12, 2010.

Human Resources Office Action Only:

Transfer From: Location _______________________________

Transfer To: Location _________________________________

Approved: _______________________________________ Date: _______________________

Notification Sent to Employee and Both Schools: Date: ______________ Initials: _________

Note: Per Board Policy GBM protocol certified staff and paraprofessionals must have a

minimum of two (2) consecutive years of service at one location before they are eligible for

a transfer.

A request for transfer does not guarantee approval of transfer.

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57

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SUBSTITUTE TEACHER COMPLAINT REPORT

Date:

Reported by: Title:

Location:

Name of Substitute: Job Number:

Substitute ID#:

Complaint:

Action Taken: Added to “Do Not Call List”

Recommends Termination from District

Have Notified Substitute Teacher of Blocked Status

Other (Please Specify):

Report received by HR Staff Member: ___________________________

Date: ________________

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CLASSIFIED EMPLOYEE NOTIFICATION &

DOCUMENTATION NAME:

EMPLOYEE ID# :

SITE:

FIRST WARNING

SECOND WARNING

THIRD WARNING

RECOMMENDATION: (if applicable)

ONE DAY SUSPENSION: WITHOUT PAY

TWO DAY SUSPENSION: WITHOUT PAY

THREE DAY SUSPENSION: WITHOUT PAY

TERMINATION

OTHER (Specify):

ORAL WRITTEN DATE:

SPECIFIC BEHAVIORS/OBJECTIVES ADDRESSED:

PLAN FOR REMEDIATION:

CRITERION FOR PROGRESS & DATE FOR COMPLETION:

SUPERVISOR’S SIGNATURE DATE

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