Teacher Selection: Evidence-Based Practices

Description

Marketing text: This book combines theory and research from educational and organizational psychology to provide guidance on improving the teacher selection process and, subsequently, educational outcomes for all students. The book identifies the characteristics of effective teachers, analyzes research on selection practices, and examines new approaches to teacher selection, recruitment, and development. The central premise of the book is that improving the effectiveness of teachers – and, thus, students’ educational outcomes – can be achieved by making the recruitment and selection process more effective and more efficient. Accordingly, the book describes how to identify and select individuals for the teaching profession who display both strong cognitive attributes (e.g., subject knowledge) and essential non-cognitive attributes such as resilience, commitment to the profession, and motivation for teaching. Key topics Teacher selection practices from the viewpoint of organizational and educational psychology Teacher effectiveness and the role of individual attributes Situational judgment tests (SJTs) and multiple mini-interviews (MMIs) for teacher selection Implementation of teacher selection programs Teacher recruitment and development Given its scope, the book represents an essential reference guide for scholars, educational leaders and policymakers, and graduate students in educational leadership programs, as well as professionals in child and school psychology, educational psychology, teaching and teacher education.  Preface Acknowledgements Contents About the Authors 1 The Importance of Selecting the Most Effective Teachers 1.1 Strengthening the Teacher Workforce 1.2 Teacher Selection is a ‘Quick Win’ 1.3 Why Teacher Selection Matters 1.4 The Costs and Benefits of Teacher Selection 1.5 Purpose and Overview of the Book 1.6 Chapter Summary References Part I Identifying the Characteristics of Effective Teachers 2 What Does ‘Teacher Effectiveness’ Look like? 2.1 Teacher Effectiveness 2.2 Measuring Teacher Effectiveness 2.3 Trajectories of Teacher Effectiveness 2.4 Teacher Effectiveness and Related Outcomes 2.5 Are Effective Teachers Born or Made? 2.6 Chapter Summary References 3 The Role of Individual Attributes in Teacher Selection 3.1 Individual Attributes 3.2 The Distinction Between Cognitive and Non-Cognitive Attributes 3.3 Individual Attributes and Teacher Effectiveness 3.4 Research on Attributes Related to Teacher Effectiveness 3.5 Inductive, Deductive, and Integrated Approaches 3.6 Cross-Cultural Perspectives: Which Attributes Are Universal? 3.7 Chapter Summary References Part II Selection Methods and Practices: Issues and Uses 4 Issues and Challenges in Selection 4.1 Test Quality and Theoretical Models Underpinning Selection 4.2 Adverse Impact 4.3 Applicants’ Perceptions of Selection Procedures 4.4 Faking 4.5 Coaching Effects 4.6 Chapter Summary References 5 Selection Practices and Methods in Other Fields 5.1 Selection Practices in Other Fields 5.2 Selection Methods and Their Evidence 5.3 What Can We Learn from Selection in Other Fields? 5.4 Chapter Summary References Part III Teacher Selection: Past, Present, and Future 6 Teacher Selection: History and Current Practices 6.1 Historical Perspective on Teacher Selection 6.2 Need for Teacher Selection 6.3 Selecting Candidates for ITE 6.4 Selecting Teachers into Employment 6.5 How Valid Are Current Selection Methods? 6.6 Reviews of Research on Teacher Selection Practices 6.7 Chapter Summary References 7 Situational Judgment Tests and Their Use for Teacher Selection 7.1 Situational Judgment Tests 7.2 Situational Judgment Tests for Teacher Selection 7.3 Developing SJTs: A Collaborative Approach 7.4 Adapting Content for New Settings 7.5 Chapter Summary References 8 Developing Multiple Mini-Interviews for Teacher Selection 8.1 The Problem with Conventional Interviews 8.2 Multiple Mini-Interviews (MMIs) 8.3 MMIs for Selection in Teacher Education 8.4 Developing MMIs for Teacher Selection in the UK 8.5 Key Suggestions for MMI Implementation 8.6 Next Steps and Chapter Summary References 9 Designing and Implementing a Teacher Selection Program 9.1 Putting It All Together: Designing an Evidence-Supported Selection Program 9.2 Choosing Selection Tools 9.3 Implementing a Selection Program 9.4 Stages of a Selection Program 9.5 Streamlining the Selection Process 9.6 Online Selection Methods 9.7 Providing Feedback to Applicants 9.8 Chapter Summary References 10 Beyond Selection: Applying Lessons from Teacher Selection to Recruiting and Developing Teacher Candidates 10.1 Recruiting Prospective Teachers 10.2 Applying Lessons from Teacher Selection to Teacher Recruitment 10.3 Developing Preservice Teachers Using a Scenario-Based Learning Approach 10.4 Chapter Summary References 11 The Future of Teacher Selection References Index