Screening Job Applications and Applicant Pools Process

Screening Job Applications and

Applicant Pools Process

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Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Table of Contents

Introduction ........................................................................................................... 1

Guiding Questions ............................................................................................ 2

Submission of the Application Package ........................................................... 4

Job Applications ..................................................................................................... 4

Complete Application Package ........................................................................ 9

Documentation of Applications ...................................................................... 10

Applicant Tracking System ............................................................................ 11

Initial and Ongoing Communication with Applicants .................................. 11

Screening of Applications, Resumes, and Other Materials ............................... 12

Screen Cover Letters ...................................................................................... 12

Review Resumes ............................................................................................. 13

An In-Depth Overview of a Comprehensive Resume Review ....................... 15

Red Flags ........................................................................................................ 17

Review Transcripts ......................................................................................... 18

Review Applicant’s Performance on Licensure/Certification and

Performance Assessments .............................................................................. 19

Review Writing Samples ................................................................................ 27

Prioritize Applicants ............................................................................................ 28

Conduct Telephone Interview Screening, an optional step ............................... 30

Considerations for Using Commercial Teacher Selection Assessments ............ 32

Common Teacher Screening Assessments .................................................... 33

Comply with the EEOC Employer Tests and Selection Procedures ............ 38

Moving to the Next Step in the Selection Process .............................................. 39

Communicating with Applicants ................................................................... 39

Documentation ............................................................................................... 40

Summary .............................................................................................................. 40

References ............................................................................................................ 41

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Appendices ........................................................................................................... 45

Appendix A Template: Applicant Tracking Form ....................................... 47

Appendix B Examples of Letter Templates .................................................. 51

Template Letter: Example Letter/email for Recognition of

Application Package Submission ................................ 51

Template Letter: Example Letter/email for Follow-up to an

Application Package Submission ................................ 52

Template Letter: Example Letter/email for Setting up 1st

Telephone Interview .................................................... 53

Template Letter: Example of Non-selection Letter After Review of

Application Package .................................................... 54

Template Letter: Example of Non-selection Letter After Review of

Application Package .................................................... 55

Template Letter: Example of letter/email for a Resume on File............ 56

Template Letter: Example of Cancelling Telephone Interview ............. 57

Appendix C Template: Evaluation of Applicant’s Cover Letter ................. 59

Appendix D Examples of Resume Reviews .................................................. 61

Teacher Candidate #1 ............................................................................... 61

Teacher Candidate #2 ............................................................................... 65

Appendix E Delaware Tests for Certification and Highly Qualified (HQ)

Status .............................................................................................................. 69

Appendix F Template: Review of Applicant’s Educational

Qualifications and Experiences ..................................................................... 81

Appendix G Template: Evaluation of Applicant’s Writing Sample ............ 87

Appendix H Template: Summary of Evaluations of Application

Package ........................................................................................................... 89

Appendix I Parallel Telephone Interview Questions for Novice and

Veteran Teachers ........................................................................................... 91

Appendix J Template: Evaluating Applicant for 1st Telephone

Screening (optional)........................................................................................ 93

Background Information ..................................................................................... 98

Delaware Licensure and Certification Information ...................................... 98

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Introduction

One of the components under Selection in the Delaware Human Capital Strategy

is to create systems for screening job applications, as well as screening the

applicant pool for interviewing. This component strengthens the applicant pool

to ensure the most qualified applicants move along the process. A point of

caution is to ensure that documentation occurs throughout this process. Located

in Appendix A is a template that can be used for this critical documentation

process.

Screening applicants is usually the first step taken after receiving an application

package for employment. The process may involve reviewing prospective

Application Packages, which often include: application, cover letter, resume,

writing samples and references, as well as verifying information supplied by the

applicant (Society for Human Resource Management, 2004). Screening

applicants helps to save time by prioritizing applicants who initially meet the

criteria for an opening so resources may be spent only interviewing the most

qualified applicants. It is also important to ensure that successful and

unsuccessful candidates are notified of their standing throughout the process.

Recent research shows that schools and leaders, that are very strategic in their

hiring and building of teacher teams, have high performing schools (Chenoweth,

2007). The manor components of the screening process are illustrated below.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Guiding Questions

1. What process and criteria will be used for the initial screening of

applicants?

2. Who will conduct the initial screen of the application materials? Who will

conduct the telephone interview screens? How will staff, conducting the

initial screens, know and understand the competencies needed for each of

the openings? Who will communicate and schedule these activities with

applicants?

3. In what ways will a district/school track the screening process, criteria,

and decisions?

The Delaware Department of Education established the JoinDelawareSchools

website for all school districts and public charter schools to use for the

submission of applications. This website is part of a broader recruitment

marketing campaign which aims to attract the caliber of workforce necessary to

realize Delaware’s vision of a world-class education system.

Join Delaware Schools

Web site: http://www.joindelawareschools.org/

One Application. All Schools.

The goal of this website is to:

1. Communicate Delaware’s K-12 vision, culture, and achievements;

2. Provide easy access to all vacancies in Delaware’s public education

system; and

3. Simplify the application process so that educators who identify with

the vision are compelled to Join Delaware Schools.

As a central hiring website, JoinDelawareSchools.org is designed to eliminate

the need for educators to create separate applications to apply to Delaware

schools and districts. By 2016, all Delaware local education agencies will utilize

this website, enabling prospective job candidates to use a common application,

and specify where they wish to pursue employment.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Additional Postings on Top School Jobs web site

The Delaware Department of Education has arranged for all job posting

announcements posted on JoinDelawareSchools to also be posted on the Top

School Jobs website of Education Week:

Web site: http://www.topschooljobs.org

The web site includes an employer center and a job seeker center. Job seekers

can search jobs and research employers, and submit: cover letter, resume, and

online application.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Submission of the Application Package

Rolling Platform

It is recommended that a district/school implement a rolling acceptance platform

for job applications. As mentioned, the window of opportunity to open the job

application process may begin in November until all positions are filled.

Remember, the most highly qualified teachers will be not be on the market long,

so it is critical to begin reviewing applications as they are submitted to the

district/school.

Job Applications

Most districts/schools require a Job Application as the first step in obtaining

needed information in a standard format for prospective teacher hires. A job

application is a form that an individual seeking employment, called an

applicant, fills out to inform a district/school of interest and availability for a

position. A standard format makes it easier to collect information from job

applicants in a systematic way and assess objectively an applicant’s potential for

a job opening.

In addition to the name and personal information for an applicant, typical

district/school job applications include:

1. Availability to be employed;

2. Summary of education and training, including special training, academic

awards or honors (name of institution, city/state, dates or years

completed, Grade Point Average, diploma/degree);

3. Licensure information (state, dates issued and expired, area);

4. Certification information (state, certificate held, area, dates issued and

expired);

5. Praxis test results (date(s), score(s), and subjects/areas);

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider Commercial

Teacher Selection

Assessments

Communicate

& Document

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

6. Employment (particularly teaching) and volunteer history, (including

title, employer, employment dates, numbers of years, and reasons for

leaving);

Names and contact information for references (2-3 references); and

7. Signed certification of the truthfulness of the information.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

The particular information requested in each of the above categories varies by

districts/schools.

Application Package

Districts/schools may also request as part of the application package, copies of

the following:

Letter of interest/cover letter

Resumes

Official transcripts from a regionally accredited

college/university

4 Official licensures/certifications

Praxis testing results for Core Academic Skills for Educators

(reading, writing, and mathematics)

Content Knowledge Exams (Praxis II or American Council for

Teaching of Foreign Languages (ACTFL) )

Writing sample or essays

1. Letter of Interest/Cover Letter. If communication skills are essential

to the position, a letter of interest/cover letter may provide a means of

assessing the applicant’s writing skills. A letter of interest is a general

term for any letter or e-mail submitted by an applicant who is potentially

interested in a position.

2. Resume. A resume is a written document outlining an individual’s work

experience, skills, educational background, accomplishments, and other

related information supporting his or her career goal (Society for Human

Resource Management, 2004). The format of the resume may vary from

chronological to functional.

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial Teacher

Selection

Assessments

Communicate

& Document

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

3. Transcripts. . Many districts/schools require applicants to submit official

transcripts from colleges/universities. A transcript is a copy of a student's

permanent academic record from a college or university he/she attended.

It usually includes all enrolled courses, received grades, and degrees

conferred to a student. Official transcripts are printed on transcript paper

and have the embossed or raised college seals, date, and the Registrar's

signature. Unofficial transcripts are printed on plain paper and do not

have a college seal or registrar's signature.

4. Licensures/Certifications. . Often districts/schools require information

or copies of an applicant’s licensures and certifications. In Delaware, with

the exception of educators who hold current certificates issued without

licenses under the previous certification system, educators must hold both

a license and a certificate in order to be eligible to practice in a Delaware

public school (Delaware Department of Education). A license gives an

educator permission to practice in a Delaware district/charter school and

the Certificate identifies the area in which the educator may practice.

5. Praxis Testing Results. Districts/schools may require information on

the applicant’s scores on the Praxis tests, including the Praxis Core

Academic Skills Tests, to ensure they meet the qualifying scores for initial

licensure in Delaware. In addition, there are other Delaware Praxis

requirements for specific licensure areas and Praxis Subject Assessments.

(Refer to the section in Appendix E in Screening Job Applications and

Applicant Pools Process for more specific information).

6. Writing Samples or Essays. . A writing sample provides an applicant

an opportunity to share her/his educational philosophy, reflections, and/or

goals. If written communication skills are essential to a position, some

districts/schools require essays or writing samples as part of the

application package. Usually these documents are within a limit of one to

two pages (400-800 words) to ensure clear, concise writing.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Typical prompts for writing samples or essays may include

Reflect on a recent conflict with a staff member, parent, or student that had a

successful resolution. What problem-solving skills did you use to diffuse the

conflict and find a solution to the problem(s)?

Reflect on your teaching experience. Write an essay describing a lesson that was

very successful. What were the learning objectives and outcomes? What were

the students learning? Why was this lesson so successful?

Reflect on your future career. Write an essay on your professional goals and how

you will prepare yourself for these future plans.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Complete Application Package

A complete Application Package may include up to six components (application,

resume, official transcripts, writing sample, copies of licensures/certifications,

and licensure/certification assessment results). One of the easiest ways to begin

eliminating applicants is to ensure they have submitted all required documents.

The decision is not based on content as of yet, however, it is a simple completion

task. A simple checklist would be sufficient to keep records of all applicants,

such as below:

Completed application with references;

Cover letter;

Resume

Official transcripts;

Writing sample; and

Copies of licensures/certifications and results on assessments for

licensure/certification (e.g., Praxis Test and performance assessments).

If an applicant has not fully completed the initial task, it is considered

incomplete and should not move forward in the screening process.

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Documentation of Applications

1. Maintaining applications with their accompanying required documents

helps a district/school to record its screening and selection processes;

2. Federal Equal Employment Opportunity regulations mandate that most

employers keep completed applications and accompanying résumés for one

year;

3. Keep documentation (such as a file, notebook or electronic ledger) of the

district/school’s advertising and recruiting efforts for each job opening;

4. Maintain records of the completed applications, along with accompanying

documentation provided by the applicant, for at least one year after the

district/school fills the position; and

5. In the files, note the job title, the dates that the position was opened and

filled, and the name of the person hired.

For successful applications for employment. Delaware school districts are

to retain the application of a person hired, DD214 (military service records),

resume, transcripts, and letters of commendation or recommendation for fifty

(50) years. In addition, appointment letters/employment notifications are to be

retained.

For unsuccessful applications for employment. Delaware school districts

are to retain the original applications for employment as well as DD214 (military

service records), resumes, transcripts, and letters of commendation or

recommendation for three (3) years or through final disposition of charges of

discrimination or legal action; and then destroy.

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

The Delaware Department of State (2008) identifies in the

School District General Records Retention Schedule Personnel

Records requirements for applications.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Please refer to Appendix B for Examples of

Letter Templates.

Applicant Tracking System

To enable continuous improvements in recruitment, applicant processing, and

customer service, The New Teacher Project (Levin & Quinn, 2003) recommends

a system that includes:

1. Contact information;

2. Qualifications and certification status of each applicant and hire;

3. Wait times between key steps in the hiring process;

4. Total number of applicants, offers, and hires;

5. Number of and information about withdrawers and declined offers; and

6. Results from applicant surveys.

Initial and Ongoing Communication with Applicants

It is recommended that a district/school communicate with applicants shortly

after an application has been received and identifies the next steps. This may be

conducted through emails. To ensure applicants remain in your selection process

despite competing districts/schools, it is recommended that districts/schools

provide continual, active encouragement to applicants to remain in the process

(TNTP, 2006).This can be accomplished through frequent emails.

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Please refer to Appendix A for an

Applicant Tracking Form.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Please refer to Appendix C

for a template of a cover

letter scoring guide.

Screening of Applications, Resumes, and Other Materials

Establishing a consistent process and standard format for screening components

of the application package will lead to a more objective, organized, and efficient

selection process.

Screen Cover Letters

When screening cover letters, it is suggested that a district/school review that

the letter has the correct titles and specifics of the position. If communication

skills are essential to the position, the cover letter will provide a means of

assessing an applicant’s writing skills.

It is recommended that a cover letter be reviewed for the following:

1. Is it personalized to the position?

2. Is it free of spelling, grammatical, and syntax errors?

3. Does it identify what is included in the application?

4. Does it include the applicant’s complete contact information?

5. Does it contain an introductory paragraph that explains why the

applicant is applying for the position?

6. Does it contain 1-2 paragraphs highlighting the applicant’s most

relevant skills, accomplishments, and experiences to the

position?

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screen Cover

Letters

Review Resumes

Review Transcripts

Review

Praxis/Test

Results

Review Writing

Samples

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Resumes, transcripts, and Praxis scores should be reviewed at this stage in order

to assess whether the applicant has met the minimum (required) qualifications

(e.g., education, experience, licenses/certifications) essential to the position as

well as begin to assess the level of content and pedagogical preparation and

knowledge of the applicant.

Review Resumes

When screening resumes, review the

applicant's educational background and

licensing, teaching experience, and

employment history in comparison to the

job description and ideal candidate

profile. Also check to make sure the resume is free of typos and incorrect

grammar. One or two mistakes are not detrimental, but many occurrences

should be an area of concern.

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screen Cover Letters

Review

Resumes

Review Transcripts

Review

Praxis/Test

Results

Review Writing

Samples

Please refer to Appendix D

for Examples of Resume

Reviews.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

There are four key elements when evaluating a resume, as indicated by The New

Teacher Project (2012).

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screen Cover Letters

Review

Resumes

Review Transcripts

Review

Praxis/Test

Results

Review Writing

Samples

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

An In-Depth Overview of a Comprehensive Resume Review

In addition to the above overview, districts/schools may want to examine

categories of information in more detail.

Educational background

1. What level of education has the applicant attained?

2. Has the applicant earned an undergraduate degree by the time he/she will

start employment?

a. What degrees have been conferred?

b. What was the major subject content for the degree(s)? Does the

applicant also have a minor specialization? Does the subject

content match the content needs of the position?

c. What is the applicant’s Grade Point Average (GPA)? (Balance

GPA with degree/subject obtained; Liberal arts GPAs should be

weighed differently than engineering GPAs, for instance)

d. What additional training has the applicant received?

Licenses/Certification

1. Does the applicant hold a current teaching license?

2. How many license(s)/endorsement(s) does the applicant hold?

a. In Delaware or other state(s)?

b. At what (grade) level(s)?

In what subject(s)?

c. When will the license(s) and/or endorsement(s) expire?

3. Do the license(s) and/or the endorsement(s) match the requirements of the

position?

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screen Cover Letters

Review

Resumes

Review Transcripts

Review

Praxis/Test

Results

Review Writing

Samples

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Please refer to Appendix F, template, for Review of

Educational Qualifications and Experiences.

Teaching Experience

1. How many years of teaching experience does that applicant have?

2. In what type(s) of school(s) has the applicant taught?

3. What grade levels/classes has the applicant taught? For how long? What

were the levels of courses (e.g., remedial, honors, lower math, upper math,

etc.)?

4. Has the applicant taught special populations (e.g., English language

learners, students with disabilities, gifted and talented students, etc.)?

5. When was the last time the candidate taught?

For New Teachers

1. Did the applicant have a student teaching experience? For how long? In

what grade levels and subjects?

2. Does the applicant have other experience that may be relevant to the

position (e.g., coaching, tutoring experience)?

Other Experience

1. What other positions has the candidate held (grade level team lead,

department chair, etc.)? For how long? Have the positions progressed in

responsibility over time?

2. If the applicant has experience other than teaching, is it applicable to the

position (e.g., chemist for chemistry teaching position)?

Application

Packages

Submitted

Document

& Track

Applicants

Screen &

Prioritize

Applicants

Consider Commercial

Teacher Selection

Assessments

Communicate &

Document

Screen Cover Letters

Review Resumes

Review Transcripts

Review

Praxis/Test

Results

Review Writing

Samples

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Determine the level of consistent employment. As you screen resumes, make

note of applicants with large gaps in their employment history, who held jobs

less than two years, or who left a school in mid-year. Further red flags are

below.

Red Flags

Once you have determined that the application and resume indicate that the

applicant has the key qualifications, identify any “red flag” areas that may need

further information or clarification.

Are gaps in employment explained? Are there any overlaps in time or

location? (It is possible to work and attend school at the same time?)

Check accuracy of dates and locations.

How frequent are job changes? Rather than drawing conclusions about

instability, consider probing further for specific information about reasons

for leaving.

Is earlier experience more relevant to the position than recent experience?

Does the information adequately detail the applicant’s experience?

Are there inconsistencies between the resume and the applications? This

is not necessarily an elimination factor, but should be explored further.

Are there other inconsistencies that should be discussed with the

applicant?

Are statements of accomplishments clearly and specifically stated?

(Adapted from Denver Public Schools, 2007).

Applicants, who do not meet the minimum qualifications, should not continue to

the selection process. However, there must be documentation as to why they

were eliminated from consideration.

Application

Packages

Submitted

Document

& Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screen Cover Letters

Review Resumes

Review Transcripts

Review

Praxis/Test

Results

Review Writing

Samples

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Review Transcripts

Review official transcripts to verify the information contained in the resume,

including that the applicant has the required undergraduate/graduate degree

and the highest level of education indicated.

Some applicants, with degrees earned outside the content area needed, can still

be highly qualified (and licensed), if they earned at least 33 credit hours in the

content area of the teaching position. You can also gain insight into the

applicant’s level of content knowledge.

Some questions to consider include:

1. Does the obtained degree(s) match the degree(s) on the resume?

2. If an applicant does not have undergraduate degree in content area he/she

will be teaching, does he/she have 33 credit hours in that area?

3. Did the applicant take classes in the specific content area needed for the

position (e.g., American literature for an English position teaching

American literature)?

4. What was the average grade earned for content area classes?

5. What is the reputation of the institution(s)?

6. Where were majority of classes taken? One institution? Multiple?

7. When were majority of classes taken? Over summer or during regular

term? Was an applicant working while in school?

8. What education/ pedagogy classes did the applicant complete? What was

average grade received?

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screen Cover Letters

Review Resumes

Review

Transcripts

Review

Praxis/Test

Results

Review Writing

Samples

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Review Applicant’s Performance on Licensure/Certification and

Performance Assessments

For licensure and certification in Delaware, the state requires a number of

subject assessments and performance assessments. (Refer to Appendix E and

Background Information in this section).

For initial licensure, Delaware has outlined the qualifying scores on the Praxis

Core Academic Skills for Educators tests by the Educational Testing Service

(ETS). This requirement replaces the Praxis I requirements.

For the Praxis Core Academic Skills, the Delaware State Board of Education has

determined a basic skill set for initial licensure in Delaware. The below table

indicates the score range.

To be certified in

Core Academic

Skills for Educators

Qualifying

Score

All Areas

Reading

156

and

Writing

162

and

Mathematics

150

There are exemptions to the tests, as of July 1, 1996, the Delaware State Board

of Education approved the Praxis I Core Battery, the SAT Reasoning Test, ACT,

and GRE® tests, instead of the Core Academic Skills for Educators tests in

reading, writing and mathematics. It is not the intent for these tests to be taken

instead of the Praxis Core Academic Skills tests. The following table highlights

the required scores for the substitution.

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screen Cover Letters

Review Resumes

Review Transcripts

Review

Praxis/Test

Results

Review Writing

Samples

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Exemption

tests

Reading Writing

Mathematics

Praxis I

175 (1/1/2002-

8/31/2014)

173 (1/1/2002-

8/31/2014)

174 (1/1/2002-

8/31/2014)

SAT

Verbal

560 (as of 4/95)

Mathematics

540 (as of 4/95)

GRE® General

Test

Verbal

490 (prior to

8/1/2011)

Quantitative

540 (prior to

8/1/2011)

GRE® revised

General Test

Verbal

152 (on or after

8/1/2011)

Quantitative

145 (on or after

8/1/2011)

Core Battery

Communication

Skills Test

670

ACT

English

Mathematics

Delaware require the Praxis Subject Assessments for licensure in the following

areas:

1. Early Childhood (Birth to Grade 2);

2. Elementary Education (Grade K-6);

3. Middle School Education (Grades 6-8);

4. Secondary Education (Grades 9-12; Valid in Grades 6-8 in the middle level

school);

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screen Cover Letters

Review Resumes

Review Transcripts

Review

Praxis/Test

Results

Review Writing

Samples

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

5. All Grades (Grades K-12);

6. World Language (Grades K-12);

7. Career and Technical Education (Grades 6-12); and

8. Instructional Support Personnel (Grades K-12).

Questions for Review of Praxis Core Academic Skills and Subjects Tests Results

Some questions to consider in reviewing Praxis results are:

1. Did the applicant take and score at or above the Delaware passing

scores on the required Praxis Core for Academic Skills for Educators in

reading, writing, and mathematics, and the Praxis Subject Assessment

tests for the position?

Were the Praxis Core Academic Skills for Educators’ scores within 5

points of the passing threshold or well above?

a. If close to the passing threshold, consider requesting a writing

sample.

2. Was the Praxis Subject Assessment score within 3 points of passing

threshold or well above?

3. Has the applicant taken any other Praxis Subject Assessment

content/pedagogy tests indicating the applicant could be dually

certified?

If an applicant is deemed unsatisfactory at this point in the screening process, it

is essential to document why an applicant was screened out during this process.

Please refer to Appendix E for a list of the Tests for

Certification and Highly Qualified Status in Delaware.

Please refer to Appendix F, template, for Review

of Educational Qualifications and Experiences.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

New Delaware Requirements for Performance Assessments

On April 1, 2015, the State of Delaware Professional Standards Board (PSB)

approved teacher candidates completing either the edTPA or the Praxis

Performance Assessment for Teachers (PPAT) for Delaware licensure effective

July 1, 2016. The edTPA and PPAT satisfy the exit performance assessment

requirement in Senate Bill 51. The PSB is working on a regulation about this

requirement, including the cut scores for passing the exit performance

assessment.

The following licensure areas require performance assessments:

• 1520 Early Childhood Teacher

• 1521 Elementary Teacher

• Middle Level Teachers

o 1531 Middle Level English Language Arts Teacher

o 1532 Middle Level Mathematics Teacher

o 1533 Middle Level Science Teacher

o 1534 Middle Level Social Studies Teacher

• 1539 Health Education Teacher

• Secondary Level Teachers

o 1540 Secondary English Language Arts Teacher

o 1542 Secondary Mathematics Teacher

o 1543 Secondary Science Teacher

o 1544 Secondary Social Studies Teacher

• 1549 Dance Teacher

• 1550 AgriScience Teacher

• 1551 Business Education Teacher

• 1554 Family and Consumer Sciences Teacher

• 1555 Marketing Education Teacher

• 1556 School to Work Transition Teacher

• 1557 Technology Education Teacher

• 1558 Theater Teacher

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screen Cover Letters

Review Resumes

Review Transcripts

Review

Praxis/Test

Results

Review Writing

Samples

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

• 1559 Skilled and Technical Sciences Teacher

• 1560 Art Teacher

• 1561 Bilingual Teacher

• 1562 English to Speakers of Other Languages (ESOL) Teacher

• 1563 Music Teacher

• 1564 Physical Education Teacher

• 1565 World Language Teacher

• Exceptional Children Special Education Teachers

o 1570 Early Childhood Exceptional Children Special Education

Teacher

o 1571 Exceptional Children Special Education Teacher

o 1572 Teacher of Students who are Gifted and Talented

o 1573 Teacher of Students with Autism or with Severe Intellectual

Disabilities

o 1574 Teacher of Students who are Deaf or Hard of Hearing

o 1575 Teacher of Students with Visual Impairments

• 1580 School Library Media Specialist

edTPA http://www.edtpa.com/Home.aspx

The edTPA is a performance assessment to help determine if new teachers are

ready to enter the profession with the skills necessary to help all of their

students learn. It is administered by Pearson.

The edTPA are subject-specific, performance-based assessments developed by

Stanford University and the Stanford Center for Assessment, Learning, and

Equity. They are administered by Pearson. There are versions in 27 different

teaching fields covering Early Childhood, Elementary, Middle Childhood and

Secondary.

The edTPA process identifies and collects unedited video recordings and subject-

specific evidence of effective teaching from a learning segment of 3-5 lessons in a

real classroom These lessons come from a unit of instruction for one class of

students. Teacher candidates submit authentic artifacts from a clinical field

experience. Candidates also submit commentaries that provide a rationale to

support their instructional practices based on the learning strengths and needs

of their students. Candidates’ evidence is evaluated and scored within the

following five dimensions of teaching:

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

1. Planning, Instruction, and Assessment

2. Instructing and Engaging Students in Learning

3. Assessing Student Learning

4. Analysis of Teaching Effectiveness

5. Academic Language Development

The three tasks embedded in edTPA Planning, Instruction and Assessment are

closely aligned with the concepts of the 2013 Charlotte Danielson Framework for

Teacher Evaluation Instrument as well as the 2013 Marzano Teacher

Evaluation Model.

The five dimensions of teaching are evaluated using 15 analytic rubrics on a five

point-score scale focused on student learning. edTPA is scored by teachers and

teacher educators with subject-area and grade-level expertise, and experience

mentoring, teaching or supervising teachers. Based on evidence in the portfolio

of materials, candidates are scored from 1 to 5 on 15 distinct teaching skills, for

a possible score of 75.

The score reports include individual candidate scores as well as a narrative

profile of candidate performance. The score reports and candidate edTPAs are

useful data sources for informing program and curriculum revision within

participating campuses and as evidence for state and national accreditation

processes.

EdTPA Performance Assessment

Current Delaware Passing

Score

Elementary Education (18 rubric assessment) 46

World Language (13 rubric assessment) 33

All EdTPA assessments except Elementary

Education and World Language (15 rubric

assessment)

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Praxis Performance Assessment for Teachers (PPAT)

https://www.ets.org/ppa/test-takers/teachers/about

The PPAT assessment is administered by ETS. The PPAT contains four tasks

(Task 1 is formative while Tasks 2, 3 and 4 are summative) designed to allow

candidates to demonstrate real-world teaching skills. Each task requires written

commentary and submission of artifacts. A fifteen (15) minute video is required

for Task 4.

The content of this assessment is aligned with InTASC Model Core Teaching

Standards (https://www.ets.org/ppa/states/teachers/about/ ). The four tasks

include:

Task 1: Knowledge of Students and the Learning Environment

Task 2: Assessment and Data Collection to Measure and Inform Student

Learning (contains three steps)

Task 3: Designing Instruction for Student Learning (contains four steps)

Task 4: Implementing and Analyzing Instruction to Promote Student

Learning (contains four steps)

To ensure that the scoring process is fair and reliable, the PPAT uses multiple

raters for each candidate. Two independent rates evaluate each of the three

summative tasks and no rater evaluates more than a single task submitted by a

given candidate. Each candidate's assessment is evaluated by six different

raters. All raters are trained and certified on a given task before being allowed

to score submissions for that task. ETS carefully monitors the raters as they

score to ensure that they apply the rubrics accurately and consistently

throughout the rating process.

Task 1 is formative and test takers work with their preparation programs to

receive feedback on this task. Tasks 2, 3 and 4 are centrally scored by at least

two ETS-trained raters using a four-point rubric. Step scores are summed to

determine the task score for each of the three tasks. The score for Task 4 is

multiplied by two to reflect the double weighting of the task. The three task

scores are summed to determine the overall assessment score. The score for Task

4 is doubled. A total of 60 points is available.

Scores are provided for tasks 2, 3 and 4 and as a cumulative score. The PPAT

score report contains: a summary page indicating the score for each task and

the cumulative score for the assessment, a detail page for each task indicating

scores for each step within a task, and feedback for each step score.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Praxis Performance Assessment Current Delaware Passing

Score

Praxis Performance Assessment for Teachers 38

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Review Writing Samples

A writing sample provides an applicant an opportunity to share his/her

educational values with the Selection Team. It is an opportunity for the

Selection Team to have a deeper understanding of the applicant’s writing

abilities.

It is also suggested that the writing sample be kept to 1 to 2 pages in length—

this will ensure the applicant is clear and concise in his/her writing, as well as

not burden the reviewer in length.

The screening criteria are based on the following competencies:

Does the applicant demonstrate effective communication skills and

written proficiency in the English language?

Depending on the prompt or scenario, does the writing sample

demonstrate the applicant’s critical thinking?

To what extent does the writing sample convey expectations for

students, personal responsibility for students, professional

interactions, and professional reflection?

If the applicant’s writing sample successfully answers the above questions,

then it has achieved this benchmark.

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screen Cover Letters

Review Resumes

Review Transcripts

Review

Praxis/Test

Results

Review

Writing

Samples

Please refer to Appendix G for the

Writing Sample Evaluation Template.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Prioritize Applicants

Once a district/school has completed the screening of an application package, it

is recommended that the screening information be summarized in one form.

When a district/school has screened all applicants and their application

packages, the next step in the screening process is to prioritize them for future

screening activities.

One approach to prioritizing applicants is to divide the results of the screening of

application packages into 3 groups:

• Tier 1 - a group of applicants, who has the qualifications and closely

matches job requirements, who may be considered for a telephone

screening interview or the next step in the selection process;

• Tier 2 - a group of applicants who may have some of the qualifications

and meet some requirements and may be reviewed more closely; and

• Tier 3 - a group of applicants who do not meet any of the minimum

qualifications and requirements.

Please refer to Appendix H Summary of

Evaluations of Application Package Template.

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

A district/school may want to expand on the criteria for each tier identified

above.

Tier 1: Applicants for next steps

Tier 2: Applicants to review more

closely

Tier 3: Applicants not

meeting minimum criteria

Application

Packages

Submitted

Document

& Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Conduct Telephone Interview Screening, an optional step

A potential next step in the screening process is to arrange a telephone interview

with prioritized applicants. It is recommended that the team set up 30-60

minute phone calls with all Tier I

applicants of interest. (See Templates for

example letters to applicants). It is

important for the telephone interview

screening call to be completed by the

Selection Team in order to stay objective

and capture all elements of the interview.

Once contact has been made with the Tier 1 applicants, Tier 2 applicants may be

notified of non-selection. However, if Tier 1 applicants do not wish to move

forward, contact Tier 2 applicants for the 1

telephone screening interview.

Suggested topics for a telephone screen conversation are as follows:

1. Review applicant’s past experience: Walk through the applicant’s

resume and ask he/she to talk about students they have taught and

their level of diversity, what subjects taught, for how long, other

responsibilities at a school, and/or what he/she enjoyed.

2. Describe goals and aspirations: What is he/she looking for in the next

position/school? Where does he/she see him/herself in 3 years? 5 years?

3. Describe his/her "ideal" school. What would be the leadership style?

School culture?

4. Ask applicant to provide examples of goals he/she have set for students

and how he/she worked towards them.

5. Clarify any "red flags" identified during the resume review.

6. "Sell" your district/school: describe students and staff, goals for coming

years, difficulties/struggles, past accomplishments.

Application

Packages

Submitted

Document

& Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Please refer to Appendix I

for Parallel Interview

Questions for Novice and

Veteran Teachers.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

7. Describe the position and see if the applicant believes it would be a

good fit with his/her goals and interests.

If the district/school would like to move forward with this candidate, let him/her

know that you or another staff member will be reaching out to schedule a

demonstration lesson and/or in-person interview or do so while you are on the

telephone.

If you are unsure, or do not want to move forward with the candidate, let

him/her know decisions are still being conducted and thank him/her for his/her

time.

Please refer to Appendix J for the 1

Telephone Interview Protocol Template

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Considerations for Using Commercial Teacher Selection

Assessments

A number of districts and schools across the country include a commercially-

available electronic assessment to screen potential candidates. If your

district/school considers using a commercial assessment, here are key questions

to ask:

1. Does the assessment measure the attributes/requirements the

district/school is seeking?

2. Is it valid?

3. Is it reliable?

4. What are the costs/resources needed to use it? How much training is

required to use it?

Know What the Assessment Measures

It is important to select assessments and questions that most closely relate to

the job description since some assessments/questions measure teacher traits

while others measure teacher personality variables (Ebmeier, Dillon, & Ng,

2008). For example, is the purpose of using an assessment to determine which

applicants meet their criteria for teaching effectiveness or to determine which

specific skills, abilities, dispositions, experiences and knowledge are most

essential to effective teaching in a specific context?

Be Sure the Assessment is Valid

Validity is the degree to which an assessment measures what it is intended to

measure (U.S. Department of Labor, 1999). An important aspect to consider is

an assessment’s predictive validity or how effective is the assessment enabling

the district/school to hire the right teachers.

Be Sure the Assessment is Reliable

Reliability refers to how dependably or consistently the assessment measures a

characteristic (U.S. Department of Labor, 1999). For example, if a person retook

the assessment, would they receive the same score or a much different score?

Reliability also refers the degree to which the assessment is consistent or free

from random errors in measurement (U.S. Department of Labor, 1999).

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial Teacher

Selection

Assessments

Communicate

& Document

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Consider Costs and Training Involved in Using the Assessments

When selecting any instruments, consider the costs and resources needed to

participate in an on-line assessment or using an assessment. In addition, it is

important to know if any training is necessary in order to use and/or interpret

assessment results.

Common Teacher Screening Assessments

This sub-section presents brief information on four common teacher screening

assessments used by schools and districts across the country: the HUMANeX

Ventures StyleProfile Builder, the Gallup TeacherInsight Assessment, the

Haberman Star Teacher On-Line Pre-screener, and the Teacher Quality Index

Interview Protocols. These four vary in terms of what they measure, format, and

scoring.

HUMANeX Ventures Teacher StyleProfile Builder

The HUMANeX Ventures StyleProfile Builder is an online assessment with 44 timed

multiple-choice scenario-based items. The responses are scored and converted into

percentages and graphed according to the following themes:

• Drive and values

• Work style

• Relationships

• Thought processes

The Style Profile Builder+ includes an additional set of questions focused on four specific

domains:

1. Planning and Preparation

2. The Classroom Environment

3. Instruction

4. Professionalism and collegiality

Results are provided in a profile graph indicating the relative strengths of the

candidate in key construct areas.

Application

Packages

Submitted

Document

& Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider Commercial

Teacher Selection

Assessments

Communicate

& Document

No single instrument should be used solely

to select candidates.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Gallup TeacherInsight Instrument

The Gallup TeacherInsight Assessment is an online assessment that takes approximately 45

minutes of uninterrupted time to complete. It is based on two previous teacher surveys, the

Teacher Perceive Instrument and the Urban Teacher Perceiver Instrument, that were

originally developed by Selection Research Incorporated.

The format of timed questions includes: multiple choice, Likert, yes/no, and paired

comparison.

The questions focus on twelve themes classified into three areas:

• Teaching philosophy: To what extent is there a mission to teach, to what extent is

teaching not a job, but a mission, a calling?

• Relationships: How does the candidate create relationships with students, colleagues,

and parents?

• Instructional approaches: Does the candidate see a class or a group of individuals?

The twelve themes address:

1. Sense of mission

2. Focus on educational objectives

3. Capacity for empathy

4. Desire for healthy rapport

5. Concern for the individual needs within a class

6. Ability to listen

7. Sense of investment in student achievement

8. Desire to keep learning

9. Ability to stimulate students to learn

10. Desire to innovate within a class

11. Drive for perfection without undermining the individual student’s needs

12. Ability to respond objectively to situations

The answers of a candidate are compared to the pool of 400 high-quality teachers, identified

nationally by teachers, principals and parents and compiled by Gallup. Scores may range

from 0-100. A passing score is based on cutoff score guidelines recommended by Gallup and

set by schools/districts. A composite score is provided that relates to the predictability of a

candidate’s quality of teaching and likelihood of success. A percentile ranking (0-99) is

calculated based on a candidate’s predicted potential for teaching success.

Application

Packages

Submitted

Document

& Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate &

Document

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Haberman Star Teacher On-Line Pre-Screener

This 30 minute on-line questionnaire is made up of 50 multiple choice questions based on the

research and work of Dr. Martin Haberman from University of Wisconsin and the Haberman

Educational Foundation. Haberman developed a significant body of knowledge on the

ideology and behavior of effective teachers for diverse children and youth in urban poverty.

This instrument assesses ten dimensions of teaching dispositions:

1. Persistence,

2. Organization and planning,

3. Values student learning,

4. Theory to practice,

5. At-risk students,

6. Approach to students,

7. Survival in bureaucracy,

8. Explanation of teacher success,

9. Explanation of student success, and

10. Fallibility.

For each dimension, a response is given a score and one of three ratings: low, average, or

high. An overall score is provided along with a profile. The overall score is based on

normative studies in which the scores of respondents are compared to the responses of

successful urban teachers. A total score places candidates into one of four quartiles.

Quartile Scoring

Q1 40-50

Q2 33-39

Q3 27-32

Q4 0-26

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial Teacher

Selection

Assessments

Communicate

& Document

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Teacher Quality Index Interview Protocols

The Teacher Quality Index Interview Protocols are based on the synthesis of

research on qualities of effective teachers by James Stronge, Qualities of

Effective Teachers (2002). The book and CD-ROM by Stronge and Hindman

(2006) includes structured interview protocols with interview questions and

detailed rubrics for screening and building-level interviews.

TQI Screening Interview

The TQI Screening Interview has six prompt/open-ended questions which

take approximately 10-15 minutes to ask. There is also a summary question for

the interviewer. The protocol includes: a summary page, prompts/questions,

sample quality indicators for each quality, space for notes, and overall rating

score. Responses are scored based on a 0-4 point rating system: unsatisfactory,

developing, proficient, and exemplary. The rating system also includes examples

of responses for each level.

The interview prompts/questions address the following qualities of effective

teachers:

1. Prerequisites of effective teaching (verbal ability, content knowledge,

education coursework, teaching certification and experience)

2. Teacher as a person,

3. Classroom management and organization,

4. Planning for instruction,

5. Implementing instruction, and

6. Monitoring student progress and potential.

TQI Building Level Interview

The TQI Building Level Interview contains 13 prompt/questions across

the same dimensions identified above. It takes approximately 35-45 minutes to

conduct. The protocol includes: a summary page, the prompts/questions, quality

indicators, spaces for notes, and the 0-4 point rating system for each

prompt/question. Responses are scored based on a 0-4 point rating system:

unsatisfactory, developing, proficient, and exemplary. The rating system also

includes examples of responses for each level.

The book by Stronge and Hindman includes technical information on the

development and validation of the TQI Interview Protocols. The CD-ROM

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

includes downloadable interview protocols compatible with PC and Macintosh

computers.

Be sure to comply with the

EEOC Employer Tests and

Selection Procedures.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Comply with the EEOC Employer Tests and Selection Procedures

http://www.eeoc.gov/policy/docs/factemployment_procedures.html

Whatever instrument is selected, it is important for a district/school to be aware of and

comply with the EEOC employer tests and selection procedures.

• Administer tests and other selection procedures without regard to race,

color, national origin, sex, religion, age (40 or older), or disability.

• Ensure that employment tests and other selection procedures are properly

validated for the positions and purposes for which they are used. The test

or selection procedure must be job-related and its results appropriate for

the employer’s purpose. While a test vendor’s documentation supporting

the validity of a test may be helpful, the employer is still responsible for

ensuring that its tests are valid under the Uniform Guidelines on

Employee Selection Procedures (UGESP).

• If a selection procedure screens out a protected group, the employer

should determine whether there is an equally effective alternative

selection procedure that has less adverse impact and, if so, adopt the

alternative procedure. For example, if the selection procedure is a test, the

employer should determine whether another test would predict job

performance but not disproportionately exclude the protected group.

• To ensure that a test or selection procedure remains predictive of success

in a job, employers should keep abreast of changes in job requirements

and should update the test specifications or selection procedures

accordingly.

• Ensure that tests and selection procedures are not adopted casually by

managers who know little about these processes. A test or selection

procedure can be an effective management tool, but no test or selection

procedure should be implemented without an understanding of its

effectiveness and limitations for the organization, its appropriateness for

a specific job, and whether it can be appropriately administered and

scored.

• For further background on experiences and challenges encountered by

employers, employees, and job seekers in testing, see the testimony from

the Commission’s meeting on testing, located on the EEOC’s public web

site at: http://eeoc.gov/eeoc/meetings/archive/5-16-07/index.html.

Application

Packages

Submitted

Document &

Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial Teacher

Selection

Assessments

Communicate

& Document

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Moving to the Next Step in the Selection Process

Communicating with Applicants

As indicated in the section above, notify applicants during the telephone

screening interview, or as soon as possible after the screening has been

completed. It is important to communicate if you want to move the applicant to

move forward to the next steps in the selection process or if they did not meet

the minimum requirements in the screening process.

If an applicant will not move forward, your tone should remain positive when

thanking the applicant for his/her interest in the position by either a rejection

letter or telephone call.

For applicants, deemed potential candidates for the position, moving forward,

the next section in the Toolkit describes how to setup, conduct, and evaluate a

candidate during the next phase of selection: the in-person interview and

demonstration lesson.

Application

Packages

Submitted

Document

& Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate &

Document

Remember: Please refer to

Appendix B for Examples of

Letter Templates.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Documentation

The documentation process must be fully completed prior to moving to the next

section of the Toolkit, whether or not a candidate moves forward in the process.

Note: The Delaware Department of State (2008) identifies in the School District

General Records Retention Schedule Personnel Records the following

requirements for applications:

For successful applications for employment. Delaware school

districts are to retain the application of person hired, DD214 (military service

records) resume, transcripts, and letters of commendation or recommendation

for fifty (50) years. In addition, appointment letters/employment notifications

are to be retained.

For unsuccessful applications for employment. Delaware school

districts are to retain the original applications for employment as well as DD214

(military service records), resumes, transcripts, and letters of commendation or

recommendation for three (3) years or through final disposition of charges of

discrimination or legal action; and then destroy.

Summary

This section of the Toolkit provides an overview of the process and procedures

districts/schools may use in screening application packages (including the

application, cover letter, resume, transcripts, Praxis Test Results and

performance assessments, and writing sample). In addition, we include the

processes and procedures for conducting an additional optional step, telephone

interview screening. Next, the section identifies a process by which a

district/school may prioritize applicants for the selection process. If a

district/school wants to consider using a commercially-available teacher selection

instrument, this section described considerations for selection and use and four

common instruments used by districts/schools. As part of the screening process,

this section identifies potential evaluation criteria and templates that are part of

an applicant’s documentation and tracking system. An important part of the

screening and selection process is to establish and maintain communication with

applicants.

Application

Packages

Submitted

Document

& Track

Applicants

Screen &

Prioritize

Applicants

Conduct

Screening

Interview

Consider

Commercial

Teacher Selection

Assessments

Communicate

& Document

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

References

Ahearn, C., Harmon, H., & Sanders, R. (2006). How to recruit and retain teachers

and other school leaders in hard-to-staff rural and small school districts.

Written for SERVE. Greensboro, NC: The SERVE Center at University of

North Carolina at Greensboro.

Chenoweth, K. (2007). It's being done: Academic success in unexpected schools.

Cambridge, MA: Harvard Education Press.

Delaware Department of Education. (2015). Delaware licensure and certification.

Dover, DE: Author. Retrieved from

https://deeds.doe.k12.de.us/certificate/deeds_ia_instruct.aspx

Delaware Department of Education. (2014). Tests for certification and highly

qualified teacher (HQT) status. Dover, DE: Author. Retrieved from

https://deeds.doe.k12.de.us/forms/Praxis%20II%20Certification%20and%2

0HQT%20Chart%2010-06-14.pdf

Delaware Department of State, Delaware Public Archives. (2008). School district

general records retention schedule personnel records. Retrieved from

http://archives.delaware.gov/govsvcs/pdfs/General%20Records%20Retentio

n%20Schedules/School%20District%20General%20Records%20Schedule/P

ersonnel%20Records.pdf

Denver Public Schools, Department of Human Resources. (2007, January).

Personnel selection process: Interview guide for personnel selection

committee members. Denver, CO: Author. Retrieved from

http://static.dpsk12.org/gems/hr2009/2009PrincipalInterview.pdf

Ebmeier, H., Dillon, A., & Ng, J. (2008). Employment selection instruments –

what we have learned from ten years of research. Retrieved from

University of Kansas

http://www.people.ku.edu/~howard/ICIS%20Material/ICIS%20Related%20

Documents%20for%20Web%20Site/What%20Research%20Says%20About

%20Employment%20Interviews%208.pdf

edTPA. Welcome to edTPA. Retrieved from American Association of Colleges of

Teacher Education http://edtpa.aacte.org/

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

ETS. (n.d.). The Praxis Series, Delaware Test Requirements. Princeton, NJ:

Author. Retrieved from http://www.ets.org/praxis/de/requirements

ETS. (n.d.). Praxis Performance Assessment for Teachers. Princeton, NJ: Author.

Retrieved from https://www.ets.org/ppa/states/teachers/about

Gallup. TeacherInsight assessment: Frequently asked questions. Washington, DC:

Author. Retrieved from

https://gx.gallup.com/teacherinsight.gx/Fim4jEi44iKkXXhL8wsvJpacFpg4

5ij1ufVqzpmP9KyblosJzX38odfVbBsG5ZxxRBGTkBPW__EbeQr~RDlLAw

00/gprod4b.gallup.com

Haberman Educational Foundation. The Star Teacher Pre-Screener. Houston,

TX: Author.

http://www.habermanfoundation.org/StarTeacherPreScreener.aspx

Levin, J., & Quinn, M. (2003). Missed opportunities: How we keep high-quality

teachers out of urban classrooms. Brooklyn, New York: The New Teacher

Project. Retrieved from

http://tntp.org/assets/documents/MissedOpportunities.pdf

Society for Human Resource Management. (2004). Glossary of human resource

terms. Alexandria, VA: Author. Retrieved from

https://www.shrm.org/TemplatesTools/Glossaries/Documents/GLOSSARY

%20OF%20HUMAN%20RESOURCES%20TERMS.pdf

Steiner, L., Hassel, E. A., Hassel, B., Valsing, E., & Crittenden, A. (2008, June).

School turnaround teachers: Selection toolkit. Prepared for the Chicago

Public Education Fund. Chapel Hill, NC: Public Impact. Retrieved from

http://publicimpact.com/web/wp-

content/uploads/2009/09/Turnaround_Teacher_Selection_Toolkit.pdf

Stronge, J. (2013, October). Hiring the best teachers. Presentation at the NESA

Fall Leadership Conference, Kathmandu, Nepal, sponsored by the Near

East South Asia Council of Overseas Schools. Retrieved from

http://www.nesacenter.org/uploaded/conferences/FLC/2013/handouts/A-

Stronge_NESA_Breakout_2_HTB_Handouts-Oct_2013_9.26.13.pdf

Stronge, J. (2002). Qualities of effective teachers. Alexandria, VA: ASCD.

Stronge, J., & Hindman, J. (2006). The Teacher Quality Index: A protocol for

teacher selection. Alexandria, VA: ASCD.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

The New Teacher Project. (n.d.). Selection criteria and indicators. Brooklyn, NY:

Author.

The New Teacher Project. (n.d.). Interview tools and resources: A handbook on

consistently implementing a hiring process to attract and select

outstanding teachers. Brooklyn, NY: Author.

The New Teacher Project. (2006). Recruiting math and science teachers in urban

areas: Strategies and results. Presentation at the National Comprehensive

Center for Teacher Quality Issue Forum. Brooklyn, NY: Author. Retrieved

from

http://www.gtlcenter.org/sites/default/files/docs/atrisk/presentations/panel

Rozman.ppt

The New Teacher Project. (2012). Effective interviewing. Brooklyn, NY: Author.

Retrieved from

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&c

d=1&ved=0CCkQFjAA&url=http%3A%2F%2Ftntp.org%2Fassets%2Ftools

%2FTNTP_Effective%2520Interviewing.Toolbox2012_TSLT%25203.12.ppt

x&ei=g2luUtTiJ4ez4AP4noDwAw&usg=AFQjCNFRluwHbfkvhcLxpMD4_

L9yGSqBxw&bvm=bv.55123115,d.dmg

U.S. Department of Labor. (1999). Testing and Assessment: An employer’s guide

to good practices. Washington, DC: Author. Retrieved from

https://wdr.doleta.gov/opr/FULLTEXT/99-testassess.pdf

U.S. Equal Employment Opportunity Commission. (2010). Employment tests and

selection procedures. Washington, DC Author. Retrieved from

http://www.eeoc.gov/policy/docs/factemployment_procedures.html

University of Delaware. (n.d.). Delaware performance assessment requirements

FAQ. Newark, DE: Author. Retrieved from http://www.dcte.udel.edu/wp-

content/uploads/2016/03/Performance-Assessment-FAQ.pdf

Vitale, T. (2009). An analysis of teacher selection tools in Pennsylvania.

Dissertation submitted to Graduate Faculty of School of Education,

University of Pittsburgh. Retrieved from http://d-

scholarship.pitt.edu/9740/

For additional articles, please refer to the Annotated Bibliography.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

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Appendices

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Appendix A

Template: Applicant Tracking Form

(District/ School Letterhead)

Applicant

Name:

Applied

Position:

Contact

Information:

Date:

Directions: Please complete the applicant tracking form by indicating when the applicant completes each activity

in the process, the dates that completed forms were received for that activity and placed in the applicant’s file, and

which member of the selection team was involved. Add any comments or notes on outcomes for each activity in the

process.

Activities in Screening Selection Process

Dates

Completed

Forms in

File

Selection

Team Member

Involved

Comments

Outcomes

1. Application received

• Record and acknowledge application

Screening Process

2. Application package screened

• completed application

• cover letter

• resume

• transcript(s)

• licensures and certifications, including

Praxis Test scores and performance

assessments

• writing sample

• Other (identify)

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Activities in Screening Selection Process

Dates

Completed

Forms in

File

Selection

Team Member

Involved

Comments

Outcomes

3. Applicant prioritized by tiers

• Candidate rejected or notified of:

a. optional telephone interview or

b. on-site selection process

Optional Steps in Screening Process

4. Telephone interview

• Telephone interview planned &

arranged

• Telephone interview conducted

• Telephone interview notes evaluated

• Candidate contacted for on- site

interview or rejected

OTHER:

On-site Selection Process

5. On-site interview

• On-site interview planned & arranged

• On-site interview conducted

• Interview notes evaluated

• Candidate notified of results

6. Demonstration lesson

• Demonstration lesson planned &

arranged

• Demonstration lesson conducted

• Demonstration lesson evaluated

• Candidate notified of decision

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Activities in Screening Selection Process

Dates

Completed

Forms in

File

Selection

Team Member

Involved

Comments

Outcomes

Final Selection Process

7. References or letters of

recommendation checked

8. Letter of employment offered to final

candidate or rejected

Other:

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Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Appendix B

Examples of Letter Templates

Template Letter: Example Letter/email for Recognition of Application

Package Submission

[District/School Letterhead]

[Date]

Name of Applicant

Address

Dear Mr./Ms. _____________________,

Thank you for your resume and interest in [teaching position] with [name of

district/school]. We have received your application package and are currently

reviewing your credentials. Should we determine that your background and

experience meets our hiring needs, you will be contacted to schedule an interview.

If you are not selected for current employment opportunities, we will keep your

application on file for future consideration for [length of time].

We appreciate your consideration of [the position].

Sincerely,

[name and title of personnel]

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Template Letter: Example Letter/email for Follow-up to an Application

Package Submission

[District Letterhead]

[Date]

Name of Applicant

Address

Dear Mr./Mrs. ____________________,

If you are still interested in teaching in [district/school] for the upcoming school

year, the district/school is currently seeking a highly motivated [position] teacher.

[School name] is [describe school, goals, students, history, mission, etc.]. I would

like to speak with you more about this position and the school.

If you are interested, please send me your schedule when you are available over the

next two weeks for a 30-60 minute phone conversation.

Date:

Time:

Name and Phone of Contact:

I look forward to speaking with you.

Sincerely,

[name and title of personnel]

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Template Letter: Example Letter/email for Setting up 1st Telephone

Interview

[District/School Letterhead]

[Date]

Name of Applicant

Address

Dear Mr./Ms. _____________________,

Thank you for your resume and interest in [position]. I would like to set up a

telephone call with you to talk about the opening we have for the [position]. I would

like to speak with you more about this position and the [district/school].

If you are interested, please send me your schedule when you are available over the

next two weeks for a 30-60 minute phone conversation.

Date:

Time:

I look forward to speaking with you.

Sincerely,

[name and title of personnel]

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Template Letter: Example of Non-selection Letter After Review of

Application Package

[District/School Letterhead]

[Date]

Name of Applicant

Address

Dear Mr./Ms.___________________,

I want to thank you for the opportunity to discuss with you/review your application

for [position] with [name of district/school].

The district/school had several excellent candidates for the position and the final

decision was difficult. While we will not be offering you the position at this time, I

encourage you to continue to apply for other opportunities.

Best wishes in your future career endeavors.

Sincerely,

[name and title of personnel]

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Template Letter: Example of Non-selection Letter After Review of

Application Package

[District/School Letterhead]

[Date]

Name of Applicant

Address

Dear Mr./Ms. ________,

Thank you for your interest in the position of [position title].

The [district/school] received many applications for the position from people with

strong backgrounds in this field. I regret to inform you that you were not selected

by the Selection Team for an interview for this position.

I would encourage you to keep informed of other opportunities with the

[district/school].

Again, thank you for your interest in employment with [district/school]. I wish you

well in your pursuit of a career opportunity.

Best wishes in your future career endeavors.

Sincerely,

[name and title of personnel]

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Template Letter: Example of letter/email for a Resume on File

[District/School Letterhead]

[Date]

Name of Applicant

Address

Dear Mr./Mrs. ____________________,

If you are still interested in teaching in [district/school] for the upcoming school

year, the district/school is currently seeking a highly motivated [position] teacher.

[School name] is [describe school, goals, students, history, mission, etc.]

I would like to speak with you more about this position and our school. If you are

interested, please send me your schedule when you are available over the next two

weeks for a 30 minute phone conversation.

Date:

Time:

Name and Phone of Contact:

I look forward to speaking with you.

Sincerely,

[name and title of personnel]

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Template Letter: Example of Cancelling Telephone Interview

[District/School Letterhead]

[Date]

Name of Applicant

Address

Dear Mr./Ms. ________,

The [position] with [district/school] has been filled.

Thank you for your interest in applying for [this position]. I would encourage you to

keep informed of other opportunities with the [district/school].

I wish you well in your pursuit of a career opportunity.

Best wishes in your future career endeavors.

Sincerely,

[name and title of personnel]

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Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Appendix C

Template: Evaluation of Applicant’s Cover Letter

[District/School Letterhead]

Applicant

Name:

Applied

Position:

Team

Members:

Date:

Directions: Review applicant’s cover letter and check whether the letter met each

criteria. Total the number of checks and multiply by 2 points. Based on total

number of points, assign a performance level. Include any additional

comments/justification for points and performance level.

Cover Letter Criteria

Check

Comments

1. Is it personalized to the

position?

2. Is it free of spelling,

grammatical, and syntax

errors?

3. Does it identify what is

included in the application?

4. Does it include the

applicant’s complete contact

information?

5. Does it contain an

introductory paragraph that

explains why the applicant

is applying for the position?

6. Does it contain 1-2

paragraphs highlighting the

applicant’s most relevant

skills, accomplishments, and

experiences to the position?

Total Number of Checks

multiplied by 2

/12

Performance

Level:

Adapted from Denver Public School (2007).

Performance Levels based on Total Points (2 points per criteria)

Ineffective

Needs

Improvement

Effective

Highly

Effective

0-2: NO

3-6: MAYBE

7-9: Potentially Yes

10-12: YES

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Additional Comments/Justification:

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Has

curriculum

writing

experience.

Has experience

in subject area

needed.

Could be a

great role model

for male

students.

Appendix D

Examples of Resume Reviews

Teacher Candidate #1

email/phone

TEACHING EXPERIENCE

2002–2006 High School, County School District, Town, State

Science Instructor

• Developed the curriculum for the

astronomy course at High School.

• Researched and chose the textbook

for the Astronomy course.

• Facilitated student instruction in

secondary level courses on

Astronomy, IB Physics, and Earth

Science.

• Implemented instructional curriculum designed to

enhance students’ scientific knowledge base and practical

research skills.

• Met regularly with parents and administrative staff to

review student progress.

1998-2000 State University, Town, State

Teaching Assistant

• Taught laboratory courses.

• Ran testing lab for self-paced physics courses.

• Tutoring.

Physics Co-director, Science Theatre

• Developed experiments and demonstrations for Secondary

and Primary school students.

• Put on demonstrations for local schools in all areas of

sciences.

2002–2006 County School District, Town, State

Coaching

• 2002-2004 Defensive Coordinator.

Football; Middle School.

Has several years

of teaching

experience;

however has been

out of the

classroom for

several years.

Would want to

know why

interested in going

back to classroom.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Could be great

experience to set

up relevant labs

for students.

• 2004-2005 Defensive Coordinator, Freshman Football;

High School.

• 2005-2006 Head Coach Junior Varsity Football/Position

Coach Defensive backs Safeties Varsity Football; High

School.

• 2003-2005 Assistant Coach Junior Varsity Wrestling;

High School.

• 2005-2006 Head Coach Junior Varsity Wrestling; High

School.

PROFESSIONAL EXPERIENCE

August 2012-present Company, Town, State

Patent Analyst

• Investigated inventions and patent

applications for infringement and

validity in the areas of optics,

physics, and electrical engineering.

• Conducted focused examination of invention designs.

Provided expert analysis of patent submissions, in the

form of written opinions similar to office actions in a

production orientated system.

• Investigated PCT patent applications for the United

States Patent and Trademark Office.

• Applied Federal and International laws and regulations

to inventions submissions, PCT patent.

• Conducted detailed examination of microscopes, fiber

optic waveguides, cameras, semiconductors, binoculars,

gaming systems, plasma displays, lenticular screens, LCD

displays, LEDs, solar panels, photovoltaics.

• Telework from home.

August 2011-present Company, Town, State

Radiation Control Technician

• Assure adherence to radiological control requirements.

• Serve as major radiological control representative in

session preparation for major repairs and overhauls.

• Assess and investigate unusual radiological control

situations.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

• Take charge of response to radiation related to

emergencies and incidents.

• Security clearance.

2006-2009 Company, Town, State

Patent Analyst

• Investigated inventions and patent applications for

infringement and validity in the areas of optics, physics,

and electrical engineering.

• Conducted focused examination of invention designs.

Provided expert analysis of patent submissions, in the

form of written opinions similar to office actions in a

production orientated system.

• Investigated PCT patent applications for the United

States Patent and Trademark Office.

• Applied Federal and International laws and regulations

to inventions submissions, PCT patent.

• Reviewed the work of fellow analyst.

• Took part in a one week patent bar review course.

• Used computerized search engines and databases such as

Micropat, EAST, PatBase, IP.com.

• Conducted detailed examination of microscopes, fiber

optic waveguides, cameras, semiconductors, binoculars,

gaming systems, plasma displays, lenticular screens, LCD

displays, LEDs, solar panels, photovoltaics.

• Transferred to contractor side after company

restructuring.

2001–2002 Company, Town, State

Patent Examiner

• Investigated patent applications for the United States

Patent and Trademark Office.

• Wrote legal opinions in form of office actions on the

novelty of patent applications and determining the scope

of protection claimed by the inventor.

• Performed detailed examination of patents in the

technological areas of optics, physics, and electrical

engineering.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

• Applied Federal law, regulations, and scientific principles

to determine the scope of protection claimed by the

inventor, researching relevant technologies, and

communicating findings and decisions to inventors.

• Conducted detailed examination of microscopes, fiber

optic waveguides, cameras, semiconductors, and

binoculars.

EDUCATION

1993-1997 Bachelors of Science, Physics

State University, Town, State

Recipient: DOE EPSCoR Scholar

1997-2001 Coursework towards PhD in Astronomy/Astrophysics

State University, Town, State

VOLUNTEER EXPERIENCE

Young Professionals Network

Astronomy Club

Clear display of content

knowledge but not in

field needed; no teaching

certification or Praxis

listed but may qualify

for HOUSSE HQ status.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Has taught for more than 10

years and does not indicate

any accomplishments of

students.

These are one year each.

Would not put much weight

here.

Teacher Candidate #2

HIGHLIGHTS OF QUALIFICATIONS

• Teaching high school science at Senior High

inclusive of Conceptual Physics, Biology,

Zoology, and Environmental Science. Botany.

Currently teaching Biology, Zoology, and Botany.

• Instructed Math and Science in an alternative educational setting.

• Developed individualized record keeping and the mastery learning technique.

• Instructed Math and Science for students participating in a G.E.D. Program.

• Instructed Mathematics with

diagnostic and prescriptive

teaching with a Center.

• Taught Mathematics at 5

– 7

grade levels.

OTHER WORK EXPERIENCE

• Prepared 350 exhibits for one of the largest litigation cases in history, AT&T.

• Performed extensive legal research.

• Summarized depositions, transcripts, and other documents for court preparation.

• Screened documents, transcribed and edited Stipulations and Contentions.

• Performed the certification process of matching funds for presidential candidates.

• Processed city mail for distribution.

VOLUNTEER EXPERIENCE

• Integral part of a $30,000 fundraiser for School Dance Ensemble to Country.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

EMPLOYMENT

2010 – Present Teacher – Biology, Chemistry

Charter School

Physical Science, Botany & Zoology

Town, State

2010 – 2010 After School Tutor (Mathematics)

Company

2000 – 2009 Teacher – Biology, Env. Science, Botany

Senior High

Zoology, Conceptual Physics

Town, State

1999 – 2000 Teacher – 8th grade Technology

Arts & Tech Academy

Town, State

1998 - 1999 Teacher – 7

grade Science

Middle school

Town, State

1997 – 1998 Teacher - Science

Diagnostic and Prescriptive Center

Town, State

1996 – 1997 Teacher – Math and Science

G.E.D. Program

Town, State

1986 1993 Letter Sorting Machine Clerk

U.S. Postal Service

1984 - 1985 Audit Clerk

Federal Election Commission

Town, State

1980 – 1982 Paralegal Specialist Company

1977 - 1980 Science and Math Instructor

Street Academy

Alternative Education

Town, State

Certified in all or

teaching outside of

content area?

Why leave School

after 9 years?

Experience

teaching needed

subject.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Is this it? Follow-up to

see if additional

training. Maybe just

not listed.

EDUCATION AND TRAINING

Summer 2008 Worked with the

Curriculum Writing

Team

On the Biology 1 Pacing Chart

Summer 2006 Completion of Master’s Program

University

JUL 2003 – AUG 2004 Participated in the Project ESCAPE Program

Funded by NASA with Southeastern University

Summer Enrichment Program for 9

graders

Using the NASA Curriculum (Earth Science,

Space Exploration and Environmental Science)

JUN 2002 - AUG 2002 RET (Research Education for Teachers) Program

University

Lab Experience on Research in Nanotechnology

1993 Torts, Legal Writing and Business Law

University Saturday Program

1983 Certificate in Computer Programming

University

1974 Bachelors of Science in Biology

Minor in Chemistry

University

1968 Laboratory Techniques, High School

Certification?

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Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Appendix E

Delaware Tests for Certification and Highly

Qualified (HQ) Status

• This chart lists the Delaware Standard Certificates that have a Praxis Subject

Assessment testing requirement. Tests beginning with the number 5 are the

computer based tests (CBT) of the same version.

• If a Praxis II Assessment test is valid for a subject in a Middle Level school,

refer to the † notation at the end of the table for testing and certification

information.

• Teachers applying for a Delaware certificate who hold current and valid

reciprocal teaching credentials from another State Department of Education

may not be required to take Delaware’s test for the corresponding Delaware

Standard Certificate.

• Teachers who hold a valid Delaware license and a Standard Certificate, and

then pass a Praxis II test in another subject/field will receive the corresponding

Standard Certificate after they apply for it through DEEDS, unless the

certification regulation requires other items (i.e. Reading Specialist). Please

see DOE licensure and certification regulations here:

http://regulations.delaware.gov/AdminCode/title14/1500/index.shtml

• Praxis II Test preparation materials (free and priced) are available through the

ETS website. The TAAG (Test-at-a-Glance) document has information about

the test, sample questions, and annotated correct answers. Go to

www.ets.org/praxis/de/requirements and follow the Prepare for a Test link at

the bottom of the page.

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Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Certificate Test Number Test Name

Passing

Score

Effective Date

Highly Qualified (HQ)

Subject/Field

Agriscience

Required 9-12, valid

6-8 in a middle

level

school

5701

NEW

TEST

Agriculture 147 9/1/14 HQ not required

Art

K-12

5134

Art: Content

Knowledge

158 9/1/12 Art

Biology

Required 9-12; valid

6-8 in a middle

level

school

5235

Biology: Content

Knowledge

157 9/1/10

Science

†

Business

Education

Required 9-12; valid

6-8 in a middle

level

school

5101

Business Education 154 9/1/10 HQ not required

Chemistry

Required 9-12, valid

6-8 in a middle

level

school

5245

Chemistry: Content

Knowledge

158 2/16/06

Science

†

World Language

Chinese Mandarin

Birth – GR 2

5665

NEW

TEST

Education of Young

Children

164 9/1/14

Chinese

(Mandarin)

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Certificate Test Number Test Name

Passing

Score

Effective Date

Highly Qualified (HQ)

Subject/Field

Early Childhood

Birth – Gr 2

5024

NEW

TEST

Education of Young

Children

160 9/1/14

In order to be

determined HQ, K

– Grade 2 teachers

must take

Elementary

Education:

Multiple Subjects

(Test #5001)

Earth Science

Required 9-12, valid

6-8 in a middle

level

school

5571

Earth and Space

Sciences: Content

Knowledge

150 9/1/12

Science

†

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Certificate Test Number Test Name

Passing

Score

Effective Date

Highly Qualified (HQ)

Subject/Field

Elementary

Education

K- 6: Multiple

Subjects

5001

NEW

TEST

Elementary

To pass the

Elementary

Education:

Multiple Subjects

test you must

receive a passing

score on each

subtest.

If you wish to take all

4 subtests (5002,

5003, 5004, 5005) at

the same time, select

Elementary

Education: Multiple

Subjects (5001) when

registering.

If you wish to take or

retake an individual

subtest, you may

that subtest.

N/A

9/1/14



Elementary

Education

 Special

Education

(elementary)

 Gifted &

Talented

(elementary)

 Bilingual or

ELL/ ESL

(elementary)

 An option for

secondary

Special

Education

teachers who

teach to

alternate

achievement

standards

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Certificate Test Number Test Name

Passing

Score

Effective Date

Highly Qualified (HQ)

Subject/Field

English Secondary

Required 9-12, valid

6-8 in a middle

level

school

5038

English Language,

Literature, and

Composition: Content

Knowledge

167

9/1/13

English

†

English Language

Arts Middle Level

Required 6-8

5047

Middle School English

Language Arts

164 9/1/13

English Language

Arts in a Middle

Level school

Exceptional

Children

K - 12

5354

Special Education:

Core Knowledge and

Applications

151 9/1/10

Need a core

content area

certificate

Family and

Consumer Science

Required 9-12, valid

6-8 in a middle

level

school

5121

NEW

TEST

Family and Consumer

Science

153 9/1/14 HQ not required

French World

Language

K – 12

5174

French: World

Language

162 9/1/10 French

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Certificate Test Number Test Name

Passing

Score

Effective Date

Highly Qualified (HQ)

Subject/Field

German World

Language

K – 12

5183

German: World

Language

163 9/1/10 German

Gifted and

Talented Students

5358 Gifted Education 157 1/11/15 HQ not required

Health Education

K-12

5551 Health Education 162 9/1/13 HQ not required

Health and

Physical Education

Dual Certification

Test

5857

NEW

TEST

Health and Physical

Education: Content

Area

160 9/1/14

HQ not required

†

Integrated Science

Required 9-12, valid

6-8 in a middle

level

school

5435

General Science:

Content Knowledge

160 9/1/12

Science†

Latin World

Language

K-12

5601

NEW

TEST

Latin 152 9/1/14 Latin

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Certificate Test Number Test Name

Passing

Score

Effective Date

Highly Qualified (HQ)

Subject/Field

Marketing

Education

Required 9-12, valid

6-8 in a middle

level

school

5561

NEW

TEST

Marketing Education 166 9/1/14 HQ not required

Mathematics

Secondary

Required 9-12, valid

6-8 in a middle

level

school

5161

Mathematics: Content

Knowledge

160 9/1/13

Mathematics

†

Mathematics

Middle Level

Required 6-8

5169

Middle School

Mathematics

165 9/1/13

Mathematics in a

Middle Level

school

Music

K-12

5113

Music: Content

Knowledge

155 9/1/12 Music

Physical

Education

K-12

5091

Physical Education:

Content

Knowledge

152

9/1/12

HQ not required

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Certificate Test Number Test Name

Passing

Score

Effective Date

Highly Qualified (HQ)

Subject/Field

Physical Science

Required 9-12, valid

6-8 in a middle

level

school

5435

NEW

TEST

General Science:

Content Knowledge

160 9/1/14

Science

†

Physics

Required 9-12, valid

6-8 in a middle

level

school

5265

Physics: Content

Knowledge

144 9/1/10

Science

†

Reading Specialist

K-12

Coursework and

three years of

successful teaching

also required

5301 Reading Specialist 164 9/1/12 HQ not Required

Science Middle

Level

Required 6-8

5440

NEW

TEST

Middle School Science 150 9/1/14

Science in a

Middle Level

school

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Certificate Test Number Test Name

Passing

Score

Effective Date

Highly Qualified (HQ)

Subject/Field

Social Studies

Secondary

Required 9-12, valid

6-8 in a middle

level

school

5081

Social Studies:

Content Knowledge

157 3/18/04

Social Studies

†

Social Studies

Middle Level

Required 6-8

5089

Middle School Social

Studies

164 2/16/06

Social Studies in a

Middle Level

school

Spanish World

Language

K-12

5195

Spanish: World

Language

168 9/1/10 Spanish

Technology

Education

Required 9-12, valid

6-8 in a middle

level

school

5051 Technology Education 159 9/1/11 HQ not Required

Theater

Required 9-12, valid

5-8 in a middle level

school

5641

NEW

TEST

Theatre

153

9/1/14

HQ not Required

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Certificate Test Number Test Name

Passing

Score

Effective Date

Highly Qualified (HQ)

Subject/Field

World Languages K-12

(Languages other than

Chinese, French,

German Latin, &

Spanish)

ACTFL

administere

d by

Language

Testing

Internation

ACTFL Oral Proficiency

Interview & ACTFL

Written Proficiency Test

Note: (Chinese, French,

German, Latin, &

Spanish require Praxis

II)

Refer to

Regulatio

8/1/08

The target

language

Source: Delaware Department of Education, updated 10/26/2015.

† These tests are valid for highly qualified purposes in a Middle Level school, grades 6 - 8. Teachers with

Secondary certification (9 - 12) may teach their subject in a Middle Level school, grades 6 - 8.

Teachers with secondary certification (9-12) in any field of science may teach science to students in a middle

school (6-8) and will meet the HQT requirement for the field of science.

ESEA Core Academic Subjects: The term “core academic subjects” is defined as “English, reading or

language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and

geography.” This includes elementary, and Delaware defines “the arts” as art and music.

Teachers of Special Education, Gifted and Talented, Bilingual, or English-as-a-Second Language

(ESL) Students

In Delaware, teachers who teach ESEA core academic content subjects to Special Education, Bilingual , English

to Second Language Leaners (ESOL), or Gifted and Talented students, must:

• Hold a Standard Certificate in the ESEA academic subjects being taught, and

• Demonstrate competence in the ESEA academic subjects being taught, and

• Hold a Standard Certificate corresponding to the category of students in the class (i.e. Exceptional Children,

Bilingual, ESOL).

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

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Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Appendix F

Template: Review of Applicant’s Educational Qualifications and Experiences

[District/School Letterhead]

Applicant Name:

Applied Position:

Team Members: Date:

Directions: As the application package is reviewed (including the applicant’s licensures and certifications,

preparation (transcripts), test results, resume and experiences), please check where the item is included and meets

the criteria. Include documentation on the reviewer’s notes/comments.

Educational Qualifications and Experiences Comments and Explanations

Check

Yes / No

Reviewer Notes/Comments on

Applicant

Screening Explanations

1. Current license and certification

in area seeking employment

for Yes, for No, P for Pending

(e.g., certified in another state,

waiting for certification) ( 2 points

for Yes)

Type of License(s):

Date Issued:

Type and areas of

Certification(s):

Delaware Licenses: Initial,

Continuing, or Advanced

Delaware requires at least 1

certificate. Types of

Certificates: Standard,

Emergency

(Refer to Background

Information in this section).

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Educational Qualifications and Experiences Comments and Explanations

Check

Yes / No

Reviewer Notes/Comments on

Applicant

Screening Explanations

2. Add-on certification ( 1 point

per additional certification up to 2

points total, for no)

Additional Certifications:

A candidate with multiple

certifications provides

flexibility for positions

3. Praxis Core Academic Skills

Scores meets Delaware

requirements

( if earned 1 points for each

subject, up to 3 points, for no )

Candidate’s Scores on Core

Academic Skills for Educators:

Reading:

Writing:

Mathematics:

Delaware requires the

following passing scores:

Reading: 156

Writing: 162

Mathematics: 150

4. Content Knowledge Exam

(Praxis II or ACTFL) Score(s)

meets Delaware requirements for

Certification

( if earned 2 points, for no )

Test Name or Number:

Passing Score:

Refer to Appendix E,

Delaware Praxis II Tests for

Certificates Test Numbers

Passing Scores

5. Passing score on Delaware

Teacher Performance Assessments

meets licensure requirements

( if earned 2 points, for no)

Test (Praxis Performance

Assessment for Teachers (PPAT)

or edTPA):

Subject:

Passing Score:

PPAT: 38

edTPA passing scores:

Elementary Ed: 46

World Languages: 33

All EdTAP except

Elementary Ed and World

Languages: 38

Refer to section on Teacher

Performance Assessments

Requirements for licensure areas

and passing scores.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Educational Qualifications and Experiences Comments and Explanations

Check

Yes / No

Reviewer Notes/Comments on

Applicant

Screening Explanations

6. Degree meets Delaware

requirements

( if earned 2 points, for no )

Degree:

Delaware requires a

Bachelor’s degree from an

accredited 4-year institution

at the minimum.

7. Graduate degree

( if earned 2 points, for no )

Degree:

A graduate degree may be

associated with more in-

depth knowledge of content

subject and pedagogy.

8. Major or minor in subject to be

taught

( if Major 2 points, If minor 1

point, for no )

Major:

Minor:

A major or minor in the

subject an educator teaches

is related to higher levels of

student achievement.

9. Major in Critical Needs Area:

( if Major 2 points, for no )

Critical Needs areas: Foreign

languages, high school

science, Bilingual/ESOL

10. Cumulative GPA in BA/BS

degree program

(3.0 higher= for 2 points,

for lower)

GPA:

GPA may potentially indicate

knowledge, communication

skills, and responsibility for

recent graduates.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Educational Qualifications and Experiences Comments and Explanations

Check

Yes / No

Reviewer Notes/Comments on

Applicant

Screening Explanations

11. Coursework/Experience with

instructional technology ( for

yes 2 points, for no )

Types of technologies:

Uses of various technologies

are an emerging area related

to teacher effectiveness.

12. Teaching experience ( for

yes, for no ) (1 point per year for

up to five years)

Numbers of years:

Grade level(s):

Subject(s):

Teaching experience is

potentially related to teacher

effectiveness and higher

levels of student

achievement.

13. Student teaching/field

experience

( for yes for 2 points, for no )

Grade level:

Subject(s):

Type of school:

Student teaching provides

opportunities for candidates

to refine their instructional,

classroom management, and

professional skills

14. Other relevant experiences:

( for yes for 2 points, for

no)

Type(s) of experience(s):

For example, other

employment, extracurricular,

coaching, and/or volunteer

experiences.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Educational Qualifications and Experiences Comments and Explanations

Check

Yes / No

Reviewer Notes/Comments on

Applicant

Screening Explanations

15. Other (District/School

identifies):

Total Number of Points

Obtained:

Performance Level:

Recommendation for Next Step in

the Selection Process:

Adapted from Stronge

(2013).

Performance Levels Based on Total Number of Points Obtained

Ineffective

Needs

Improvement

Effective

Highly

Effective

0-7: NO

8-15: MAYBE

16-23: YES

24-32+: YES

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

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Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Appendix G

Template: Evaluation of Applicant’s Writing Sample

[District/School Letterhead]

Applicant

Name:

Applied

Position:

Team

Members:

Date:

Directions: Review applicant’s writing sample for competencies and possible

indicators and check whether the indicators are evident in the writing sample. The

competencies in parentheses refer to the DPAS criterion. Count the total number of

checks and determine performance level based on total number of checks. Include

comments/justification for the total number of checks and assigned performance level.

Competencies

Check

Yes /

Possible Indicators

1. Communication

Skills\

(3.c. Communicating

Clearly & Accurately)

Demonstrates written

proficiency in the

English language.

•

Few or no errors in language usage and

mechanics

• Ideas are clear and concise to

reader/listeners

• Follows directions in prompt

2. Critical Thinking

Analyzes information

accurately and generates

effective solutions to

presented problems

•

Identifies important issues from prompt or

scenario

• Identifies relevant actions to impact desired

outcome(s)

• Breaks down problem(s) and/or solution(s)

into parts and structures response logically

• Presents ideas in a coherent manner

3. Expectations for

Students (1.a. Selecting

Instructional Goals)

Maintains high

expectations for all

students and is

committed to raising

academic achievement in

high-need schools

•

Conveys belief that all students have the

potential to succeed academically

• Sets/uses goals/strategies focused on raising

student achievement (i.e. goals address

student achievement explicitly, or barriers

affecting the student achievement)

• Identifies potential factors affecting student

behavior and academic performance issues

in prompt or scenario

• Appears to maintain high expectations for

students, despite challenges

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Competencies

Check

Yes /

Possible Indicators

4. Personal

Responsibility for

Students (3.b.

Demonstrating

Flexibility &

Responsiveness)

Assumes accountability

for reaching outcomes,

despite obstacles

•

Focuses on factors within teachers’ control

• Appears willing to increase effort/go beyond

duties to help students and persevere

despite challenges

• Conveys responsibility for student

achievement

5. Professional

Interaction (4.c.

Growing & Developing

Professionally)

Respects others and

interacts positively and

effectively in situations

•

Uses appropriate and respectful tone

• Uses strategies/behaviors appropriate for

educational environment/teacher role

• Describes students, parents, community

and/or others in a respectful and non-

judgmental manner

6. Professional

Reflection (4.d.

Reflecting on

Professional Practice)

Reflects on performance

and accesses resources to

improve effectiveness

•

Acknowledges areas for improving teaching

• Seeks feedback from students or parents

• Seeks feedback from teachers,

administrators or others

• Draws lesson from previous experience to

apply to new situations

Total Number of

Checks

/18

Performance Level:

Adapted from TNTP (2012)

Performance Levels based on 3 points per check and Total Number of Checks

Ineffective

Needs

Improvement

Effective

Highly

Effective

0-4: NO

5-8: MAYBE

9-13: YES

14-18: YES

Comments/Justification:

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Appendix H

Template: Summary of Evaluations of Application Package

[District/School Letterhead]

Applicant

Name:

Applied

Position:

Team

Members:

Date:

SCORE REVIEW

Optional: This will need to be attached to the 1

Telephone Screening Evaluation

document.

Directions: Insert scores by performance levels from the Applicant’s three other

Evaluation Forms. Total scores across the forms and indicate total performance level.

Determine prioritized tier level (1, 2, or 3) and check whether the applicant will move to the

next step. Include any comments/justification notes.

Applicant’s Cover Letter:

Ineffective

Needs

Improvement

Effective

Highly

Effective

0-3: NO

4-6: MAYBE

7-9: YES

10-12: YES

Applicant’s Educational Qualifications & Experiences:

Ineffective

Needs

Improvement

Effective

Highly

Effective

0-7: NO

8-14: MAYBE

15-23: YES

24-32+: YES

Applicant’s Writing Sample:

Ineffective

Needs

Improvement

Effective

Highly

Effective

0-4: NO

5-8: MAYBE

9-13: YES

14-18: YES

Total Scores

Ineffective

Needs

Improvement

Effective

Highly

Effective

0-14: NO

17-28: NO

31-45: YES

48-72+: YES

Prioritized Tier Level

Comments/Justification:

YES, the

applicant will move to

the next step (or move to

the 1

telephone

screening)

NO, the

applicant will not move

forward. A letter of

non-selection will be

sent.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

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Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Appendix I

Parallel Telephone Interview Questions for Novice and Veteran Teachers

Parallel Interview Questions for Novice and Veteran Teachers

NOVICE VETERAN

Experience and Goals

Tell me about your student teaching experience.

What were your students like? What did you

teach? What did you like? What did you not like?

2) What experiences have you had with students

from culturally diverse backgrounds?

3) What grade level(s)/age level are you most

comfortable teaching?

4) Describe the "ideal" school you're looking to work

in. What is the "ideal" leadership style? School

culture?

5) Why do you want to be a teacher in our

[district/school]?

6) What experiences have you had with [type of]

schools?

1) Walk me through your resume. What were/are your

students like? What have you taught, what do you

currently teach? What has been your favorite grade

level or class to teach? Why?

2) Describe your experiences with students from

culturally diverse backgrounds.

3) What are you looking for in your next move/school?

Describe your "ideal" school. What grade level/age

levels are you looking to teach? Subject(s)? What is the

"ideal" leadership style? School culture?

4) Where do you see yourself in 3-5 years?

5) Why do you want to be a teacher in our

[district/school]?

6) Why do you want to work at [district/school]?

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Parallel Interview Questions for Novice and Veteran Teachers

NOVICE VETERAN

Planning and Instruction (1a/1b)

How do you plan instruction?

2) What should you consider when you write

learning objectives?

3) How will you differentiate instruction?

4) How will you determine instructional goals?

5) As a new teacher, where will you seek help and

assistance when planning instruction?

6) As a teacher, what role will data play?

7) If I were a student in your classroom, what would

I do as I walked in? What am I doing during the

lesson? What do I do at the conclusion?

8) Describe your favorite teaching strategies.

9) Describe your management style (2a/b).

1) How do you decide what to teach every day?

2) Give an example of a learning objective you’ve written

and explain your decision-making process when you

constructed it.

3) Describe how you differentiate instruction in your

classroom.

4) Explain the process you use to establish instructional

goals.

5) As a teacher, what role do data play?

6) Walk me through a lesson: How do you begin your

lessons? How do you conclude them? What are

students doing during the lesson?

7) Describe your management style (2a, b).

Transcripts (1c)

1) Clarify any inconsistencies or unknowns

Transcripts (1c)

1) Clarify any inconsistencies or unknowns

Praxis Scores (1c)

1) Clarify any inconsistencies or unknowns

Praxis Scores (1c)

1) Clarify any inconsistencies or unknowns

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Appendix J

Template: Evaluating Applicant for 1st Telephone Screening (optional)

[District/School Letterhead]

Directions: Questions should be determined and inserted into the template prior to

the telephone interview. The questions may be customized for each applicant to

clarify any questions/concerns that have arisen from the previous screening phases.

In addition, please indicate which of the five components of the DPAS II each

question addressed. Be sure to take complete, accurate notes on the responses to

each question.

Telephone Screening Score and Performance Level

Interview Score Total Rating

Performance Level:

Ineffective

Needs

Improvement

Effective

Highly

Effective

0-5: NO

6-10: MAYBE

11-15: YES

16-20: YES

Once completed, this document will need to be attached to the Application Package

Evaluation document.

Applicant

Name:

Applied

Position:

Team

Members:

Date:

YES, the applicant will move to the In-Person Interview.

NO, the applicant will not move forward. A letter of non-selection

will be sent.

Performance Levels Based on Total

Number of Points (2 points per

question)

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Initial comments, thoughts, questions written prior to conducting the

interview:

Comments:

Opening Statement of intent for all participants:

I/We appreciate you speaking with me/us today in regards to the [position] with

[District/School]. The [District/School] is interested learning more about your

previous employment, responsibilities, and educational goals. The interview should

last about 30-60 minutes.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

DPAS II Components

1. Planning and Preparation

2. Classroom Environment

3. Instruction

4. Professional Responsibilities

5. Other

Insert

DPAS II

Component:

1. Question #1 [Insert]

Response: or

2. Question #2 [Insert]

Response: or

3. Question #3 [Insert]

Response: or

4. Question #4 [Insert]

Response: or

Scores should be a for a satisfactory answer and for an unsatisfactory answer.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

DPAS II Components

1. Planning and Preparation

2. Classroom Environment

3. Instruction

4. Professional Responsibilities

5. Other

Insert

DPAS II

Component:

5. Question #5 [Insert]

Response: or

6. Question #6 [Insert]

Response: or

7. Question #7 [Insert]

Response: or

8. Question #8 [Insert]

Response: or

9. Question #9 [Insert]

Response: or

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

DPAS II Components

1. Planning and Preparation

2. Classroom Environment

3. Instruction

4. Professional Responsibilities

5. Other

Insert

DPAS II

Component:

10. Question #10 [Insert]

Response: or

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Background Information

Delaware Licensure and Certification Information

Website: https://deeds.doe.k12.de.us

Delaware offers three licenses:

• Initial License – Issued to an educator who has less than three years of

experience. An Initial Inactive License will be issued if the educator is not

employed with a Delaware District/Charter School. The Inactive Initial

License is a full and valid license. Upon employment the Initial License is

activated and valid for three years. Mentoring and evaluations are required.

• Continuing License – This is a five-year renewable license and may be

obtained through one of the following options:

o Graduate from an Initial License OR

o Hold reciprocal credentials from another states, have three years of

full-time credentialed teaching experience in that state, and meet the

evaluation requirements equivalent to Delaware’s evaluation

requirements.

o Ninety clock hours are required to renew a Continuing License every

five years.

• Advanced License – This ten-year license may only be obtained by holding

current National Board for Professional Teaching Standards (NBPTS)

certification. Educators are not required to obtain an Advanced License.

Delaware offers two certificates:

• Standard Certificate – All requirements are met.

• Emergency Certificate – Requirements outstanding. Educator must be

employed by a Delaware public school. Emergency must be requested by the

employer. Emergency is valid for one year.

Delaware requires educators to hold both a License and at least one

Certificate. The license authorizes an educator to work in a District/Charter

School and the Certificate identifies the area that the educator is authorized to

practice.

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

Initial Licensure Requirements

Delaware requires everyone eligible for initial licensure to successfully complete the

items listed below. This list provides a valuable context for the hiring committee to

understand the licensure requirements expected by the state.

1. Earn a baccalaureate degree from a regionally accredited four-year college or

university

2. Complete a student teaching program, as part of a regionally accredited

teacher preparation program; OR complete a state-approved alternative route

to licensure and certification; OR complete one year of teaching experience

with NO less than 91 days of long-term teaching in one curricular area in one

Delaware public or charter school

3. Register online though the Delaware Educator Data System

4. Apply for licensure and certification through DEEDS

5. Pass the Praxis Core Academic Skills Test or approved alternatives

6. Send official transcripts and test scores to the Delaware Department of

Education

Public Charter Schools

In Delaware, Title 14, Chapter 5 Charter Schools, §507. Labor Relations, indicates

that charter schools may hire those candidates that do not have a “qualified

alternative certification.” The school may hire teachers that are not fully certified

and licensed so long as such teachers have at least a bachelor’s degree in the

content area in which they are teaching and comprise no more than 35 percent of

the teachers at the school. A “qualified alternative certification program” can be

achieved through the following:

1. Establishes alternative routes of certification available for candidates at all

grade levels 7-12, and across all disciplines (except special education);

2. Allows the candidate, under the supervision of a mentor teacher, to

commence employment as a teacher holding a limited standard certificate

with:

a. A bachelor’s degree from an accredited college or university

appropriate to the instructional field;

b. Completion of a full-time seminar/practicum of no less than 20 days

duration which takes place prior to the time the candidate takes full

responsibility for a classroom; and,

Screening Job Applications and Applicant Pools | Delaware Teacher Recruitment and Selection Toolkit

100

c. A passing score on the prescribed state certification exam applicable

for the candidate seeking to teach in the field and at the grade level

sought by the candidate;

3. Requires that the candidate participate in a period of intensive, on-the-job

supervision—requiring that the candidate be visited and critiqued no less

than one time every two weeks by a certified teacher—beginning the 1

day

on which the candidate assumes full responsibility for a classroom and

continuing for a period of at least 10 weeks;

4. Requires the candidate participate in a period of continued supervision and

evaluation of no less than 20 weeks duration—requiring that the candidate

be visited and critiqued at least 4 times;

5. Requires of the candidate satisfactory completion of at least 200 hours of

formal instruction in the areas of curriculum, student development and

learning, and classroom management; and,

6. Allows for the candidate to become fully certified upon:

a. Successful completion of 1 year of employment as a teacher holding a

limited standard certificate; and,

b. Receipt of a satisfactory performance evaluation from a review

committee consisting of teachers and administrators within the school

where such provisional teaching employment has occurred.