This special edition of the journal will aim to explore the various issues and practices being used across educational jurisdictions related to the hiring of teachers. This could include, but is not limited to: teacher preparation, interview training for teacher candidates, portfolio preparation and use, filters used by schools and school boards/districts to hire teachers, supports for new teachers, interviewer training, practicum placement contributions, preparation and selection of cooperating teacher mentors (e.g., associate teachers, master teachers, etc.) and job seeking behaviors of new teacher candidates.
While a body of work is beginning to emerge in local contexts across Canada, there are a variety of approaches being used across the world that could be explored and help uncover trends and issues related to the task of getting the best teachers actually teaching in our classrooms.
The proposed Chief Guest Editor and Guest Editor have been very active related to this area of research and have made several contacts among relevant researchers. Below is a list of related publications by these researchers:
Maynes, N. & Hatt, B. E. (2014).
When the Interview is not enough: A multi-stage high impact process for hiring new teachers. Köhn, DE: Lambert Academic Press.
Maynes, N. & Sharpe, G. (2013).
Ten things you need to know before you interview for a teaching job. Indiana: Xlibris Publishers.
Maynes, N., Hatt, B. E., & Mottonen, A-L. (submitted January 5, 2018). Employment seeking behaviours among newly certified Ontario teachers. Canadian Journal of Education.
Hatt, B. E., Maynes, N. & Kmiec, J. (2015). What’s wrong with getting teacher hiring right?. In N. Maynes & B. E. Hatt (Eds.)
The Complexity of Hiring, Supporting, and Retaining New Teachers in Canada. (pp. 179-194). Canadian Association for Teacher Education/Association canadienne pour la formation à l’enseignement.
Holdsworth, S. & Maynes, N. (2017). But what if I fail? A meta-synthetic study of the conditions supporting teacher innovation. Canadian Journal of Education, 40(4), 665-703.
Maynes, N., & Hatt, B. E. (2015). Conceptualizing how mature teachers can influence students’ growth in learning, Brock Education Journal, 24(2), 4-19.