Graduation Year


Document Type




Degree Name

Doctor of Education (Ed.D.)

Degree Granting Department

Curriculum and Instruction

Major Professor

Judith A. Ponticell, Ph.D.

Co-Major Professor

Howard Johnston, Ph.D.

Committee Member

Joyce Haines, Ph.D.

Committee Member

John Mann, Ph.D.


Commercial selection instruments, High-poverty, interviewing, Teacher recruitment


Superintendents, human resources personnel, and principals are under immense pressure to ensure that their students perform well on standardized tests due to school accountability and school grades. This pressure is magnified for principals who are leaders of high poverty, high minority, Title I schools. These principals are constantly trying to hire quality teachers to meet the needs of their students. Researchers agree that the most important decision a principal must make is who to hire (e.g., Peterson, 2002; Rothman, 2004). Quality hires help schools move their students toward academic success.

This study examined how a human resource (HR) partner worked to improve his practices and HR processes in helping Title I school principals fill their teaching vacancies. This was a process evaluation which investigated district procedures that were followed and actions taken to support principals with their hiring of instructional staff in high-poverty, Title I schools, in which 90% or more of the students received free or reduced priced lunch.

Three new strategies were discussed and analyzed after a thorough examination of district procedures and my practices. One was developed by a consultant who worked with the district. It required human resource and other district personnel to vet new applicants who applied to the district. It was a great strategy but was difficult to implement due to some of the key personnel not being in one location all day. The next strategy was connecting new applicants to the school sites in which they were applying. This strategy was successful. Schools were able to fill some of their vacant positions. Third, interns who had not met all of their graduation requirements were allowed to be hired as substitute teachers at a school site and be in a classroom that would be theirs once they graduated. This worked really well. It was good for the intern, the students and the school. The intern gained a job. The students and the schools had a soon to be qualified teacher.