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An investigation of hiring English language learner paraprofessionals in Hawaii

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An investigation of hiring English language learner paraprofessionals in Hawaii

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Content Running head: HIRING ENGLISH LANGUAGE LEARNER PARAPROFESSIONALS

1

AN INVESTIGATION OF HIRING ENGLISH LANGUAGE LEARNER
PARAPROFESSIONALS IN HAWAII

by

Maureen Kimi Ikeda

______________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2015

Copyright 2015 Maureen Kimi Ikeda

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ACKNOWLEDGEMENTS
Thematic Chairman: Dr. Dominic Brewer.
Advisement Committee: Dr. Dominic Brewer, Dr. Lawrence Picus, Dr. Monique Datta.
Professors: Dr. Melora Sundt, Dr. Ronni Ephraim, Dr. Darnell Cole, Dr. Monique Datta,
Dr. Ruth Cheung, Dr. Dominic Brewer, Dr. Morgan Polikoff, Dr. Julie Slayton, Dr.
Robert Filback, Dr. Gilbert Hentschke, Dr. Kathy Stowe, Dr. Dr. Mark Robison, Dr.
Lawrence Picus.
Writing Coach: Dr. Linda Fischer.
Academic Advisor: Bami Andrada.
Editor: Paul Bailey.
Transcription Services: David Ninomiya.
USC IRB: Sarah Luery.
Hawaii DOE IRB: Shelly Larson.
USC Thesis Center: Samuel Mantell.
State of Hawaii Department of Education School Leaders.
Thematic Group (Team Dom III !): Melia Abreu, Jana Fukada, Eric Okazaki, Keoni
Kuoha, Scotty Gonsalves, Roger Kiyomura, Jackie McPherson, Julie Elting.
Friends & Family- Thank you. I am eternally grateful for your care, support and shared
determinism to do this!
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TABLE OF CONTENTS
Acknowledgements 2
List of Tables 5
Abstract 6
Chapter 1: Overview of the Study 8
Introduction 8
Statement of the Problem 13
Background of the Problem 14
Importance of the Study 18
Limitations of the Study 19
Definition of Terms 20
Organization of the Dissertation 20
Chapter 2: Literature Review 22
Figure 1. Values and competencies model 23
Conceptual Framework: Human Capital Management Model 24
Attracting and Selecting Employees 24
Engaging Employees Once They Are Attracted/Selected 25
Developing Employees Once They Are Engaged 26
Retaining Employees Once They Are Developed 27
Selecting and Hiring Qualified Applicants in the Hawaii Department of Education 29
Summary 37
Chapter 3: Methodology 39
Research Questions 39
Research Design 41
Data Collection 45
Data Analysis 46
Limitations 47
Ethics 47
Chapter 4: Results 49
Participants 50
Findings 53
Summary 64
Chapter 5: Discussion 66
Overview of the Study 66
Summary of Findings as they Relate to Literature 67
Limitations of the Study 72
Implications for Practice 73

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Original Insights and Looking Ahead 74
Conclusion 77
References 80
Appendices 89
Appendix A: State of Hawaii Department of Education General Learner 89
Outcomes Rubric
Appendix B: Roles and Responsibilities of Paraprofessional Educators 97
Appendix C: Instrumentation 99

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LIST OF TABLES
Table 1. Sample Selection Matrix 32
Table 2. Research Design/Validity Matrix 40
Table 3. Data Collection Timeline 45
Table 4. Description of Participants 51
Table 5. Research Questions and Predominant Themes 52
Table 6. Common Desired Attributes of ELL Paraprofessionals 60
Table 7. Research Questions and Themes Matrix 68

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ABSTRACT
The purpose of this study was to investigate Hawaii Department of Education’s hiring practices
with regard to English Language Learner paraprofessional employees. The Hawaii Department
of Education currently serves 13,885 English Language Learners, who constitute 8% of its total
student body. There has been a recent growth trend within this unique sub-population, and the
inquiry as to how those who support these students are hired fueled this study. The study
explored what specific practices, if any, are used when screening and hiring applicants, as well as
what personal and professional attributes, if any, school leaders seek when interviewing
paraprofessional applicants. The rationale of this study was to gain knowledge about the area of
paraprofessional hiring practices, and identify potential strengths and needs of the current hiring
procedures. The population of this study was a group of eight school leaders within two
complex areas in Hawaii. The method of purposeful sampling was used to identify respondents.
All school leaders interviewed are responsible for hiring paraprofessionals at their school site.
Methodology was qualitative in design and included the use of interview questions which ranged
from 10-34 minutes per interview. Responses were then transcribed, coded for meaning,
analyzed and discussed as it related to the theoretical framework and other literature pertaining to
hiring. All participants identities as well as school names were anonymous. School leaders did
not need to answer any questions they felt uncomfortable about; however, all eight respondents
fully obliged and responded according to their own insights and knowledge of their school. Six
themes emerged following the coding process. Themes were then analyzed and articulated as
they related to literature discussed in the literature review. Finally, original insights and a formal
discussion of themes were presented as well as commendation for future research within the area
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of hiring practices and procedures as they related to English Language Learner student
achievement.

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CHAPTER 1
OVERVIEW OF THE STUDY
Introduction
Education continues to be one of the most critical issues in the United States. Ardent
discussions on educational practice, policies and economics resound among educators,
politicians, parents, students and other stakeholders (Venezia & Jaeger, 2013). Despite varied
opinions about how to increase student achievement, education is paramount in the quest for
economic security and social benefit for current and future generations. In the 2014 State of the
Union Address, President Barack Obama remarked “We’re still not reaching enough kids, and
we’re not reaching them in time. That has to change. Research shows that one of the best
investments we can make in a child’s life is high-quality early education” (Obama, 2014). The
American education system continues to struggle with successfully graduating students who are
college and career ready.
America ’s Current Educational Climate
U.S. teens lag in global education rankings as Asian countries rise to the top. PISA
(Programme for International Student Assessment) assesses the extent to which students near the
end of compulsory education have acquired key knowledge and skills that are essential for full
participation in modern societies. The assessment, which focuses on reading, mathematics,
science and problem solving, does not just ascertain whether students can reproduce knowledge;
it also examines how well students can extrapolate from what they have learned and apply that
knowledge in unfamiliar settings (Organisation for Economic Cooperation and Development
[OECD], 2013).
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PISA’s 2012 results demonstrate wide differences between countries in mathematics
performance of 15-year old students (OECD, 2013). PISA 2012 also found that the highest-
performing school systems are those that allocate educational resources more equitably among
advantaged and disadvantaged schools and grant more autonomy over curricula and assessments
to individual schools. Of the 65 countries that voluntarily participated in PISA 2012, American
students ranked 36th as far as mean scores across the three subjects (Math, Reading and Science)
tested in the Pisa assessments (OECD, 2013). PISA results indicate that how resources are
allocated in education is just as important as the amount of resources available to be allocated
toward student achievement (OECD, 2013).
For the roughly 3 million students who graduate from U.S. high schools annually, the
National Assessment of Educational Progress (NAEP) suggests that many students are falling
short of academic readiness for college (Venezia & Jaeger, 2013). Other common assessments
used to determine college readiness are the ACT and SAT exams, which are typically
administered to high school juniors and seniors. In 2012, only 25% of all ACT-tested high school
graduates met the college readiness benchmarks in all four subjects, meaning that they earned the
minimum score needed to have a 50% chance of obtaining a “B” or higher in first-year college
courses (Venezia & Jaeger, 2013). Looking at SAT data among United States high school
graduates in the class of 2012, only 43% of all SAT takers met the SAT college and career
readiness benchmark, which indicates a 65% likelihood of obtaining a “B minus” average or
higher during the first year of college (Venezia & Jaeger, 2013). These data support the notion
that too few American students are college and career-ready when they graduate from the K-12
pipeline.
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Are Young Americans Career-Ready?
According to Casner-Lotto and Barrington (2006), employers’ perspectives on the basic
knowledge and applied skills of new entrants to the 21
st
century U.S. work force found new
entrants to the workforce to be “woefully ill-prepared” for the demands of today’s and
tomorrow’s workplace based on professionalism/work ethic, oral and written communication,
teamwork/collaboration and critical thinking/problem solving (Casner-Lotto & Barrington,
2006). In addition, 75.6% of employer respondents indicated that K-12 schools should be
responsible for providing necessary basic knowledge and applied skills for their new entrants
(Casner-Lotto & Barrington, 2006).
Over the next five years, college graduates will continue to increase in number among
new hires. More than one-quarter of employer respondents (27.7%) project that over the next
five years their companies will reduce hiring of new entrants with only a high school diploma
(Casner-Lotto & Barrington, 2006). At the local level, the State of Hawaii Employment
Projections for Industries & Occupations 2010-2020 “Hot 25” occupations in demand will
require a bachelors degree or higher for attainment of jobs ranging in salary from $49,160
annually to $92,380 annually and above. Hawaii residents must also factor in the added cost of
living on the Hawaiian Islands, creating further economic complications for island residents.
Hawaii ’s Educational Climate
Hawaii’s public school system was founded on Oct. 15
th
, 1840 by King Kamehameha III.
It is the oldest public school system west of the Mississippi. Hawaii has one statewide public
school district with 15 complex areas (administrative units). Hawaii currently has 255
department schools, and 33 public charter schools state-wide, which serve 185,273 students from
Kindergarten thru-12
th
grade (State of Hawaii Department of Education [HIDOE], 2012a). The
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Hawaii State Department of Education is the ninth largest U.S. school district and the only
statewide educational system in the country. Data from 2013 reveal that that within Hawaii’s 37
high schools, 80.9% of all seniors in the student body graduated in the class of 2012. Broken
down further by demographic group, 77.7% of Hawaii’s population of disadvantaged students
graduated, 60.1% of special needs students graduated and 51.7% of Hawaii’s English Language
Learner population of high school seniors graduated in 2012 (HIDOE, 2012a).
English Language Learner Student Achievement in Hawaii
English Language Learners are defined as “students whose dominant language is not
English, and who experience limitation in the use of reading and/or writing, and/or speaking, and
or listening to English delivered curriculum in mainstream programs” (Abedi, 2004, p. 10). The
percentage of English Language Learners who graduated in Hawaii in 2012 is 51.7% — the
lowest among all demographic groups. The Hawaii Department of Education currently serves
13,885 English Language Learners, who constitute 8% of its total student population (HIDOE,
2012b). Zhao (2012) affirms that on a national scale, English Language Learners and other
minority students continue to experience disproportionately high dropout rates, noting that high
school dropouts cost between $320 billion and $350 billion annually in lost wages, taxable
income, health, welfare and incarceration costs (Zhao, 2012).
Additional Challenges for English Language Learners
Another challenge exists due to teacher diversity not growing with student diversity.
Students who speak another language at home are likely to experience difficulty adapting to an
English-only curriculum and achieving proficiency on standardized tests required at school.
Primary School Teachers across the country continue to be composed primarily of White women
of Anglo-European origins. This is a concern if teachers are not formally prepared to teach
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diverse populations. In addition, schools experiencing an absence of an English Language
Learner departments and staff may resort to special education referrals on the basis that “some
type” of intervention is needed. In addition, Roache, Shore, Gouleta, and de Obaldia (2003)
found that general educators, special educators, English language learner teachers, school
psychologists, speech and language pathologists and other professional examined frequently
experience a lack of time and administrative support to work together cohesively and effectively
toward common goals. Research also indicates that English language learners can benefit when
professionals collaborate to provide services. However, school professionals who subscribe to
the mainstream values that have permeated the school’s curriculum and infrastructure are at risk
of “labeling” linguistic minority students as “learning disabled.” Often, it is difficult for
educators to determine if a child’s difficulties in the classroom are a result of exceptionality or
issues related to second language acquisition (Roache et al., 2003).
The statewide English Language Learner Program provided within the Hawaii State
Department of Education ensures that students with limited English proficiency have access to
educational opportunities. The Hawaii Department of Education provides services that assist
these students with the attainment of English language proficiency as well as academic
attainment in English in order to meet the same challenging state academic content standards
(University of Hawaii at Manoa, 2011). Services to ELL students may include 1:1 assistance in
class, after school tutoring, accommodations and modifications on standardized tests, workshops
for parents, translation services and access to non-English dictionary and other texts. The
department of education complex area district office currently provides paraprofessional services
to each school to serve English Language Learners and their families. Serving the needs of
Hawaii’s English Language Learner population including moving this group successfully
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through the K-12 pipeline and graduating college/career ready is a complex situation that is
difficult to ameliorate and in need of further consideration.
Statement of the Problem
The number of immigrant students with limited English ability, commonly referred to in
the Hawaii Department of Education as “English Language Learners,” is growing rapidly. There
are currently over 15,000 English Language Learners in Hawai’i public schools and the number
continues to rise according to the Hawaii State Department of Education State Summary of
School Reports (HIDOE, 2012b).
According to Honigsfeld and Giouroukakis (2011), English Language Learners face
enormous challenges in acquiring the skills needed to perform well on high-stakes tests as well
as the social skills needed to access relevant information to make them academically
competitive. English Language Learners face the challenge of both content-based achievement
and language ability acquisition necessary to access such curriculum. Appropriate
accommodations and support services for English Language Learners are lacking in American
schools (Honigsfeld & Giouroukakis, 2011). Because standards-based assessment and
instruction and general learner outcomes continue to define the educational landscape in the
Hawaii State Department of Education, Paraprofessional educators are assigned a caseload of
ELL students at each Department of Education school in Hawaii. The number of ELL students
assigned to paraprofessional educators varies and is determined at each school.
Paraprofessionals are defined as “employees who, following appropriate training,
perform tasks as prescribed and supervised by the licensed/certified practitioner” (Trautman,
2004). Paraprofessionals are of particular interest to this study since these individuals hold many
responsibilities as far as delivery of support services to ELL students. According to Trautman
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(2004), there are more than 525,000 paraprofessional educators in the United States. Due to the
higher demand for English Language Learner paraprofessionals as well as high turnover of
paraprofessionals in general, there is a need to study the recruitment, hiring, training and
evaluation process of this population. This dissertation will therefore, examine the hiring process
of the Hawaii Department of Education’s English Language Learner paraprofessionals in order
to promote overall student achievement for English Language Learners and alleviate some of the
barriers faced by this population.
Background of the Problem
English Language Learners face additional challenges and require additional supports to
be college and career ready upon graduation. Presently in the United States there are 4.4 million
English language learners in public schools, with California public schools being home to more
than 40% of these students (Cadiero-Kaplan & Rodriguez, 2008). In Washington State, public
schools educate students from 160 different linguistic backgrounds (English, 2008). The Hawaii
State Department of Education currently serves over 17,000 English Language Learners within
its K-12 scope (HIDOE, 2012b). As the number of English language learners continues to grow
throughout the country, there is a need to examine the services rendered as well as the hiring
protocols for paraprofessionals who service them.
A Population At Risk
Truancy and dropout rates. English Language Learners are among those at highest risk
of truancy as well as dropping out based on cultural differences and narrow and unattainable
expectations with regard to standardized testing within the school context. There also exists
disadvantages associated with minority students’ home environment differing from their school
environment and expectations (Stanton-Salazar, 1997). Furthermore, divisions existing in the
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wider society operate to problematize (if not undermine) minority children’s access to
opportunities and resources that are, by and large, taken for granted by middle-class family
community and school networks (Stanton-Salazar, 1997).
School finance. According to Odden and Picus (2014), school finance concerns the
distribution and use of money for the purpose of providing educational services and producing
student achievement. As far as linking resources to learning, Odden and Picus (2014)
recommend additional support for struggling students as a key element of school improvement as
well as an evidence-based funding approach which incorporates equity and adequacy. Hawaii
schools do not use such an approach at this time and extended support for English Language
Learners may be lacking.
Conflict within school support staff. In addition, Roache et al. (2003) found that
general educators, special educators, English language learner teachers, school psychologists,
speech and language pathologists and other professionals examined have claimed they frequently
experience a lack of time and administrative support to work together cohesively and effectively
toward common goals. In addition, school personnel often do not understand the roles of other
school professionals with regard to English Language Learner supports (Roache et al., 2003).
Valdez (2003) details three problematic issues which contribute to the continued
“labeling” of linguistic minority students. The practice of homogeneous placing of children into
segregated settings, the findings of efficacy studies that questioned the beneficial effects of such
placements, and the potentially negative effects of labeling on a child’s self-images and on
teachers’ perceptions of the students. Additionally, Valles argues that general education practices
may not be effective for diverse special needs learners. Public schools may be unprepared to
serve a truly diverse population (Valdez, 2003).
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Lack of parental involvement. Skaggs (2001) affirms that many linguistic minorities do
not have the concern of parents in their favor. Since parents are often unable to speak English
fluently, they are less likely to speak up in the school setting in an effort to advocate for their
children and articulate specific learning needs (Skaggs, 2001). Parental concern among parents
of cultural minorities has been an important topic for many researchers. Schools are required to
involve parents of students of all backgrounds with regard to educational decision-making
processes and to incorporate parents’ knowledge of their children in the planning and designing
of their children’s educational services. However, understanding the process and procedures of
the American school system, much-less contributing to it can be overwhelming and intimidating
for parents whose own English and education are limited (Jung, 2011). In addition to limited
parent involvement, school curriculum, parent involvement events and program offerings are
standardized to fit the majority, and are designed in English. This environment presents a
challenge for students and parents whose native language is not English.
White students used for comparison & English-only legislation. Since white students
have been the majority in United States schools and white legislatures and policy makers have
been governing schools, linguistically diverse students have traditionally been overlooked
(Skaggs, 2001). Examination of school characteristics and educational outcomes by Sullivan
(2011) reveal pervasive disparities in resources, opportunities to learn and attainment that
disadvantage culturally and linguistically diverse students relative to their mainstream white
peers (Sullivan, 2011). Additionally, Artiles, Rueda, Salazar, and Higareda (2005) maintain that
“white students have been traditionally used as a comparison group in equity analyses because
they are the dominant group in society who have not had systematic problems with access and
opportunity issues.”
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How then are linguistic and other minority students expected to be given equal
opportunity to thrive in the general education settings and why is it important to raise this issue?
Students identified as culturally and linguistically diverse represent an ever increasing
percentage of the US student population, with English language learners comprising the fastest
growing subgroup (Sullivan, 2011). The failure of educators to get the problem of unmet needs
of English Language Learners under control across the country will result in outrageous yet
preventable shortcomings on student achievement for country’s future. Moreover, an even
further divide between socio-economic groups and minority/majority racial and ethnic groups
would perpetuate power, privilege and difference in our country.
Overrepresentation of English Language Learners in SPED. Overrepresentation of
linguistic minority students in special education continues to be a problem of practice.
Inaccurately “labeling” a child as mentally, physically, emotionally or intellectually disabled
creates a form of cultural misunderstanding and discrimination. Teachers’ beliefs and values
about foreign language speakers play a role in their attitudes and behaviors, including how they
see the verbal strengths and potential of such students. Some educators have little patience for
students who are not yet proficient in English, some are entrenched in the belief that English is
the only language that ought to be spoken in our schools, and some extremists believe that not
knowing English is a special education issue. Teachers need to engage in self-reflective analysis
of their attitudes and beliefs, building upon the background experiences and strengths children
bring to school, and the creating of a safe, caring and inclusive classroom environment (Chu,
2011). Indeed, teachers’ attitudes, beliefs, understanding and acceptance of cultural norms and
expectations play a role in the referral process to special education.
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Students in special education programs persist across various ethnic populations in all
states. Sullivan (2011) found that English language learners were most likely to be identified as
having mental retardation or intellectual disabilities within the special education spectrum.
Linguistic minorities are overrepresented in all major categories of special education: specific
learning disabilities, mild mental retardation, emotional disabilities and speech/language
impairments. Many researchers have concerns about these categories because their definitions
are vague and are left for interpretation among states, school systems and individual
practitioners.
Given the extent of the challenges faced by the English Language Learner population,
this dissertation will examine the hiring practices of paraprofessionals in the state of Hawaii
Department of Education. Overarching research question:
How does the Hawaii Department of Education hire English Language Learner
paraprofessionals?
Research questions:
1. What are the specific procedures used to hire English Language Learner
paraprofessionals in the Hawaii DOE?
2. What characteristics/skills should English Language Learner paraprofessionals
possess in order to be hired?
Importance of the Study
During the 2005-2006 school year more than 10.7 million students in the United States
spoke a language other than English at home, which represents approximately 20% of the entire
student population (KewalRamani, Gilbertson, Fox, & Provasnik, 2007). More than five million
of these students are classified and enrolled as English language learners in public schools
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throughout the United States, an increase of 84% from 1993 (Gottlieb, 2009). These numbers
suggest that the supports and services in place for English language learners should be examined
since public school records reveal that English language learners as a group, attain the lowest
academic achievement scores and highest dropout rate of all public school students (Abedi,
2004; Jimenez, 2004; Ruiz de Valasco & Fix, 2002).
Many ELL students become highly frustrated because their learning needs are not being
met due to language barriers (Garrett & Holcomb, 2005). Anxiety levels are exacerbated by
unreasonable expectations by state and district entities that oversee schools. Dropout rates among
immigrant students have increased concomitantly with declines in academic achievement
(Garrett & Holcomb, 2005). The hiring and training of English language learner
paraprofessional supports rendered need to be examined in order to gain an awareness of what
may be helping or hindering ELL students from maximizing student achievement.
Limitations of the Study
Limitations and delimitations apply to this study. First, data will be collected from
multiple public schools within the state of Hawaii department of education system only. Thus,
findings cannot be generalized or compared to English Language Learner paraprofessional hiring
and training practices elsewhere in the country or world. This study investigates only self-
reported and perceived implementation of hiring, onboarding and training practices for English
Language paraprofessionals. Finally, the study will be limited based on the number of
participants which could indicate respondent biases. Finally, only a small number of participants
identified were available to be interviewed. This will result in truly limited human data and
perceived experiences from an elite group of voluntary participants.
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Definition of Terms
The following are key terms used throughout the dissertation:
English Language Learners refer to students whose dominant language is not English,
and who experience limitation in the use of reading, and/or writing, and/or speaking.
Paraprofessionals refer to employees who perform tasks as prescribed and supervised by
a licensed/certified professional practitioner. Training varies according to the school and
specific area of work that the paraprofessional is assigned.
Hiring refers to the procedures, requirements and methods used by the Hawaii
Department of Education in identifying qualified paraprofessionals.
Special Education refers to the practice of educating students with special needs in a way
that addresses their own unique individual differences and needs.
Common Core State Standards refer to a set of academic expectations in English
Language arts and mathematics that define the knowledge and skills all students should master
by the end of each grade level in order to be on track for success in college and career.
Organization of the Dissertation
This study explores the hiring process of English Language Paraprofessionals in the State
of Hawaii Department of Education. Chapter 1 provides an introduction, statement of the
problem, background of the problem, importance of the study, limitations of the study, and
closes with a definition of relevant terms of the study.
Chapter 2 is the literature review in regards to the study. Chapter 2 opens with a broad
literature review on human capital, then presents a theoretical framework by Phillips and Roper
(2009) which captures the five major components of human capital: attracting, selecting,
engaging, developing and retaining of employees within any organization. Chapter 2 then
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follows with a brief literature review of each component of the human capital with specific
emphasis on the selecting/hiring component as it relates to English Language paraprofessionals
in the Hawaii Department of Education.
Chapter 3 restates the purpose of the study and frames the research questions using a
validity matrix designed by Maxwell (2013). The method of study for this dissertation is
qualitative, in that eight Department of Education school leaders will be interviewed using a
questionnaire designed by Eric Okazaki and Maureen Ikeda, Rossier School of Education
Doctoral Candidates. As detailed in the literature review within Chapter 2, the instrumentation
was designed to emphasize and capture data related to the applicant screening, hiring procedures
and effectiveness in hiring of teachers and paraprofessionals within the Hawaii Department of
Education system. Sampling, criteria for selection, process of selection, sampling issues and
population from which the sample population was drawn will be discussed in Chapter 3 as well
as the relationship between the instrumentation (questionnaire) and the research questions.
Chapter 4 presents the results of the study including how the respondent’s testimony
responded to the research questions and pertaining literature. Chapter 4 also presents
predominant themes derived from the process of data coding. A description of respondents and
context of their school sites are also included and categorized. Results are organized by research
question and discussed accordingly.
Chapter 5 summarizes and restates the background and purpose of the study and research
questions as well as the methodology implored. Findings, including predominant themes are
also restated in Chapter 5 as well as limitations of the study which were not previously stated.
Further discussion regarding each finding and theme are also included in Chapter 5.
Implications for practice, original insights and future research areas needed conclude Chapter 5.
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CHAPTER 2
LITERATURE REVIEW
Human capital refers to the knowledge, ideas, skills, and health of individuals (Becker,
2002; Eide & Showalter, 2010; Coff, 2002; Flamholtz & Lacey, 1981) and is, according to
Becker, the most important form of capital in modern economies. Human Capital Management
(HCM) is a complex but critical system that can enhance an organization’s success (Joshi, 2012;
Becker & Gerhart, 1996; Huselid, 1995). The literature defines HCM as a systematic approach
to attracting, selecting, engaging, developing, and retaining the highest ability individuals (Joshi,
2012; Becker & Gerhart, 1996; Huselid, 1995; Phillips & Roper, 2009; McMahan & Wright,
1992).
Phillips and Roper (2009) present a framework which this dissertation literature review of
human capital management will be based upon. This literature review will begin with a broad
review of all five areas of Phillips and Roper’s framework (attracting, selecting, engaging,
developing, retaining) then turn the focus of the literature to the specific area of this dissertation,
the “selecting” or hiring process used for paraprofessionals in the Hawaii Department of
Education. All five areas will then be summarized and a broad foreshadowing of the
methodology chapter will be presented. This literature review was written jointly by Maureen
Ikeda, Eric Okazaki, Julie Elting, Jana Fukada, Roger Kiyomura, Melia Abreu and Richard
Gonsalves of the University of Southern California Rossier School of Education.
Figure 1 details the conceptual framework of the five major components of human capital
management as presented by Phillips and Roper (2009).
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Figure 1. Values and competencies model

Source: Phillips and Roper (2009)

The HCM framework in Figure 1 consists of five key elements; attracting, selecting,
engaging, developing, and retaining employees. At the center of the framework are the
organization’s values and competencies which are aligned to the five key elements and the
continuous process of strategizing, executing, and evaluating. Research emphasizes that all
decisions made by the organization must be aligned to one another and linked to the strategic
needs of the organization (McMahan & Wright, 1992).
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Conceptual Framework: Human Capital Management Model
Phillips and Roper (2009) propose a comprehensive model that depicts the
interrelationship of the five stages of human capital management (HCM): attracting, selecting,
engaging, developing, and retaining employees (Figure 1). Central to the model is that
alignment of employee and organizational values and job competencies is the foundation for
effective human capital management (Bauer & Erdogan, 2012; Phillips & Roper, 2009) This
congruence is identified as person-organization (PO) fit and is an antecedent of entry into a
workplace, reflected in positive newcomer adjustment. PO fit is also an outcome measure tied
strongly to long-term organizational commitment (Bauer & Erdogan, 2012; van Vianen & De
Pater, 2012).
Linking the five stages to organizational values and competencies are employee
opportunities for learning. Life-long learning, a catch-phrase of 21
st
century educational jargon,
is integral to HCM and must be offered by the organization and embraced by the employee. Each
HCM stage is connected to the next one by organizational strategic planning and the actual
implementation of those plans. Evaluating the effectiveness of the plan must occur to determine
if goals of the stage were met (Phillips & Roper, 2009).
Attracting and Selecting Employees
Stages one and two, attracting and selecting of employees, involve recruiting the right
people for the job as the initial human resource management goal (Bauer & Erdogan, 2012;
Phillips & Roper, 2009). Careful creation of job descriptions and responsibilities is a key step of
the attraction stage to ensure clarity. An applicant possessing the necessary knowledge, skills and
attitudes needed for a position leads to successful integration into the organization.
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Once potential employees apply, the traditional method of selection includes interviews,
reference checks, and an examination of an applicant’s previous work experiences, training, and
education. In the absence of perfect information, these signals stand in for actual proof that the
employee possesses the knowledge, skills and abilities desired by the organization.
Engaging Employees Once They Are Attracted/Selected
The third and fourth stages, engagement and development, can be viewed on a
continuum. The responsibilities of these stages are shared by the employer and employee.
Engagement is early organizational socialization, the process in which new employees are
acclimated to the institutional structure and job role (Bauer & Erdogan, 2012). The organization
offers some type of formal on boarding (receiving) of varying quality and depth depending on
the job position. Numerous activities occur during this initial period, including reviewing
benefits and job responsibilities, orienting to the institution’s mission, goals and structure, and
orienting to the physical surroundings (Bauer & Erdogan, 2012).
According to Phillips and Roper (2009), satisfaction and engagement are two different
sentiments that organizations need to instill in their employees. Satisfaction occurs when an
employee is happy with the current pay, working atmosphere, and benefits received. While
satisfaction is a positive sentiment to have within employees, satisfaction alone may lead to
stagnation and less ambition and initiation (Phillips & Roper, 2009).
On the other hand, engagement refers to qualities such as: innovation and creativity,
taking personal responsibility, authentic desire for the success of the organization or team, and an
emotional bond to the organization and its mission and vision (Wagner & Harter, 2006).
Engaged employees can have a positive effect on the organizational success and increase desired
outcomes (Phillips & Roper, 2009).
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How do we facilitate the process of employees to be satisfied and engaged? Odden
(2011) outlines four elements of human capital management related to talent motivation and
development: induction and mentoring, professional development, performance management,
and compensation. Induction and mentoring refer to the processes and strategies organizations
use to provide individuals new to the system with the knowledge and skills to work successfully.
After induction and mentoring, ongoing professional development programs should be structured
around the vision and goals of the organization to support ongoing development and
engagement. Performance management is concerned with directing and improving performance.
Adequate compensation has the ability to strengthen motivational factors.
Engagement should naturally flow into the development stage. Developing human
capital, the continuing investment in employees, has been shown to increase retention of
effective employees (Bauer & Erdogan, 2012; Becker, 1964; Blair, 2011; Byerly, 2012; Crook,
Todd, Combs, Woehr, & Ketchen Jr., 2011; Guest, 2011). Offering opportunities for professional
development or ongoing training of employees produces increased general and firm specific
knowledge and skills (Bauer & Erdogan, 2012; Crook et al., 2011). Committed employees will
use this knowledge to advance the organizational mission.
Developing Employees Once They Are Engaged
In a nationwide survey of workers and their preferences by Dychtwald, Erickson, and
Morison (2006), “the opportunity to learn and grow and try new things” ranked third most
important of basic elements. Personal and professional development is valued by employees at
all job levels (Phillips & Roper, 2009). Research indicates that it is beneficial to the organization
to train employees and have supervisors and mentors dedicated to discussing and evaluating their
performance (Wagner & Harter, 2006). The importance of investing in human capital to solve
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economic and social problems in organizations has gained in popularity but poses two questions:
Who gets trained? What are the effects of training? (O’Connell & Jungblut, 2008). According to
O’Connell and Jungblut (2008), typically it is the employed and educated that are more likely to
participate in training and be sponsored by their employers which can cause a further labor
market segmentation and social exclusion of underprivileged workers. Access to training is
determined by employers’ decisions on investment based on estimates of future returns which
include employment prospects, wages, and productivity gains.
Human capital theory suggests that training can exist as “general” and “specific”
(O’Connell & Jungblut, 2008). General training refers to the transferability of the knowledge and
skills learned in the training to current and subsequent employers. Specific training provides
knowledge and skills for use only to the current employer. Employers typically will not pay for
general training, or will lose the costs of training if the employee leaves the company in a
competitive labor market.
Retaining Employees Once They Are Developed
Retaining a skilled workforce and decreasing unwanted employee turnover are necessities
for companies and organizations worldwide (Belbin, Erwee, & Wiesner, 2012). Keeping an
organization’s best workers can be critical in determining whether a company can maintain a
competitive advantage while ensuring that operations flow smoothly (Cardy & Lengnick-Hall,
2011). Losing talented employees translates to losses in human capital, as the time and financial
resources spent on the departed employee are now lost (Cardy & Lengnick-Hall, 2011).
Defined as “the effort by an employer to keep desirable workers in order to meet business
objectives” (Frank, Finnegan, & Taylor, 2004), employee retention is crucial in keeping
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companies moving forward. As organizations compete to hire the most talented employees, a
strong focus is made to retain gifted employees as well (Govaerts & Kyndt, 2010).
High employee retention is vital to the operational success of an organization (Belbin et
al., 2012). Because personal and organizational costs are high, efforts to increase workplace
retention has become paramount for organizations around the globe (Belbin et al., 2012). As
companies pay up to 50% of an employee’s salary on turnover costs, organizations are looking
for ways to increase retention. In light of the rising costs of replacing workers, a considerable
amount of focus and attention have been given to investigate the reasons why workers leave one
job in pursuit of another (Belbin et al., 2012).
A significant amount of research has been conducted on employee retention. According
to Govaerts and Kyndt (2010) several factors can be linked to employee retention. On the
organizational side, factors such as the existence of challenging and meaningful work,
opportunities for career advancement, empowerment, increased responsibilities, managerial
quality and integrity, and the presence of new opportunities/challenges within the organization
can determine whether or not an employee stays in an organization (Birt, Wallis, & Winternitz,
2004). Other factors that can influence employee retention include fair compensation,
appreciation for work performed, opportunities to learn, positive relationships with colleagues,
recognition of worker capabilities and contributions, a healthy balance between work duties and
responsibilities at home, and positive communication on the job (Walker, 2001).
Echols (2007) states that on the job learning and development processes, coupled with
promotions and salary increases, contribute to increased retention. Research has shown that
retention is high as long as employees feel that they are learning and growing on the job, while
limited growth and scarce opportunities lead to decreases in retention (Rodriguez, 2008). Work
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experience and tenure were also found to have positive influences on retention (Gunz & Gunz,
2007).
Good coworker relationships have positive impacts on workplace retention (Basford,
Offerman, & Wirtz, 2012). For most people, coworker relationships are an important facet of
everyday working life (Basford et al., 2012). While some coworker relationships are a product
of sharing the same physical space, many are the result of team-based, cooperative efforts to
achieve a common goal for the organization (Basford et al., 2012). Self-managed teams, project
work, task forces, working groups, and other forms of teamwork have become quite common in
the workplace (Basford et al., 2012). With an estimated 80% of mid-to-large scale companies
incorporating the teamwork approach to conducting business, healthy coworker relationships are
key to organizational success (Basford et al., 2012). Effective coworker relationships result in
increased levels of motivation to stay at one’s current place of employment for both high and low
level employees (Basford et al., 2012).
Selecting and Hiring Qualified Applicants in the Hawaii Department of Education
Labor, like all organizational resources, is highly dependent on the supply and demand of
human talent in different occupations/professions and industries (Mueller & Baum, 2011).
Huang and Cappelli (2010) affirm that a central research question in economics is how to ensure
that employees do not shirk their workplace responsibilities. Most of the research pertaining to
this issue focuses on economic governance schemes that provide incentives to entice employees
to act in the interest of their employers (Huang & Cappelli, 2010). To that end, selection of
potential employees within the organization is paramount in the success and productivity of any
organization. The Hawaii Department of Education would benefit from adapting a research-
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proven selecting and hiring and retaining protocol as well as research on employee turnover by
Ingersoll (2001).
Ingersoll (2001) used the Schools and Staffing Survey (SASS), and its component, the
Teacher Follow-Up Survey (TFS), which presented the following three premises: (a)
understanding employee turnover is important because of its link to the performance and
effectiveness of organizations; (b) fully understanding turnover requires examining it at the level
of the organization; and (c) fully understanding turnover requires examining the character and
conditions of the organizations within which employees work (p. 504).
In terms of teacher turnover, Ingersoll (2001) presents a strong correlation with the
individual characteristics of teachers and occurs mostly in special education, math, and science.
The relationship between teachers’ age or experience and their turnover follows a U-shaped
curve. Younger teachers have very high rates of departure, decline through the mid-career period
and, rise again in the retirement. Teachers less than 30 years old and older teachers greater than
50 years old are more likely to depart than are middle-aged teachers. Schools that have
difficulties filling teacher openings are almost twice as likely to have above-average turnover
rates, compared to schools reporting no difficulties.
Applicant Screening
Virtually all employers use some level of applicant screening. The screening method
generally requires a prospective employer to possess technical competence (the ability to do the
job), motivation (the applicants desire and drive to produce quality work independently), and
cultural fitness adaptability, (the applicant’s ability to smoothly integrate and adjust to company
values, rules, conditions and environment) (Huang & Cappelli, 2010). The Hawaii Department
of Education would benefit from utilizing a research-based guide to hiring such as one developed
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by Mueller and Baum (2011). Mueller and Baum propose a 12-step research-based guide to
hiring right:
1. Conduct job analysis — study similar jobs in order to gather and report accurate
information to potential hires.
2. Update job description — keep the job description that is posted accurate to ensure
that it meets potentially changing needs of the organization.
3. Source potential employees — consider finding candidates internally. Promotion or
transfer from within can cut recruitment and training costs and increase employee
satisfaction and career management.
4. Resume/Application review — resumes and applications can be electronically
scanned and screened for key words and completion then maintained in a database for
easy access and review.
5. Telephone screen — The telephone screen has the advantage of testing an
applicant’s’ vocal and listening skills which are major factors in many jobs.
6. Pre-employment performance testing — includes aptitude tests, personality tests,
achievement or psychomotor tests. According to Heneman and Judge (2009),
performance or work sample tests have a high degree of validity in predicting job
performance.
7. Interview #1 (with realistic job preview) — preferably conducted by a supervisor
trained in behavior-based methods will screen for interpersonal skills relevant to the
job.
8. Structured interview #2 (panel) — based on the idea that potential teammates of the
new hire have a vested interest and a right to provide input into the hiring decision.
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Moreover, they may see strengths and challenges that the supervisor may have
overlooked.
9. Office tour — evaluate the candidate’s motivation and cultural fitness by taking
him/her or them on a tour of the work site.
10. Matrix comparison — create a matrix as an equitable and measurable means of
comparing candidates and making the selection decision. These can be weighted,
check-marked or customized to employer needs (see Table 1).

Table 1
Sample Selection Matrix
Score 1-10 Technical Skill Comm Skills Cust Contacts Can Close Total
Candidate 1 3 8 2 8 21
Candidate 2 9 4 8 3 24
Candidate 3 2 9 2 8 21
Candidate 4 8 3 9 2 22

Weight 0.2 0.4 0.1 0.3 1
Candidate 1 0.6 3.2 0.2 2.4 6.4
Candidate 2 1.8 1.6 0.8 0.9 5.1
Candidate 3 0.4 3.6 0.2 2.4 6.6
Candidate 4 1.6 1.2 0.9 0.6 4.3

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11. Offer (contingent upon background and reference checks) — Regarding
compensation negotiation, Block (2003) recommends paying new hires as much as
possible rather than as little as possible so the new hire is happy about salary and
won’t consider other job prospects.
12. Background/reference checks — As a final step, formal background checks are
common and recommended.
Bradt (2012) affirms that recruitment should not start until all the key stakeholders are
aligned with regard to what they are looking for, what the new employee will do and how they
will interact. As described by Bradt and Vonnegut (2009), a quality recruiting brief should
address the applicant’s’ mission and responsibilities (why the position exists), a vision of success
(an example or aspirational peer), the talents and strengths required for the position, as well as
motivation (how will this position fit with the applicants’ likes/dislikes, goals, etc.). Following
these basic recruitment guidelines may aid organizations in more efficient recruitment and hiring
practices.
Hiring Procedures in Schools
Research suggests that human resources management professionals often lack knowledge
that such models of hiring are available. In the school systems, principals aim to hire
outstanding teachers and staff, but how do they attempt this? Mason and Schroeder (2010)
investigated how principals screen applicants, what they specifically look for in potential
applicants, and whether or not hiring practices are consistent across a variety of principal
demographic variables.
Poor hiring decisions can result in declining school culture and problems for years to
come. Wise hiring can add value to a school and poor hiring decisions can quickly damage a
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school and create a toxic culture. Research indicates principals initially look at professional
attributes such as grade point average and teacher credentials before looking at personal
attributes such as enthusiasm, since professional attributes can be evaluated more objectively and
provide more defensible grounds for the acceptance or rejection of a candidate (Mason &
Schroeder, 2010). Principals also relied on the interview in order to discern whether a candidate
appears to be a good “fit” to the school and culture.
Principals seek valid and reliable means of obtaining information about prospective
employers and apply three means of data-seeking as identified by Wise, Darling-Hammond and
Berry (2006). Low-cost data is used during the early stages of the hiring process and includes
transcripts, resumes and application forms. The low-cost process of screening applications
yields relatively superficial information and serves to reduce the candidate pool to a manageable
number. Medium-cost data includes such items as reference reviews, telephone contacts, formal
interviews and personality tests. The medium-cost process is more time-consuming on the
principal’s part but yields information of a much higher quality. High-cost data includes teacher
observation, which some principals require prior to hiring.
One particular issue most principals face with regard to hiring is the centralization of
school structures and regulated hiring by the district. A growing interest in decentralized
decision making and increased school autonomy for effective hiring has been examined by
Naper (2010). Naper defines decentralized hiring as appointing employees at the school level
directly by the principal, whereas centralized hiring means the decisions are made by the school
district office and not by the principal (Naper, 2010). The argument in favor of the decentralized
hiring process is that the principal (theoretically) knows the school better than district office
personnel and can make hiring decisions more effectively. In a cross-country analysis,
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Wobmann (2003) demonstrates that students tend to perform better when schools have autonomy
in personnel and day-to-day decisions. However, few studies produce this type of research since
decentralization generally is a national decision and does not vary much within countries.
Effective Hiring in Schools
What are available, highly effective human resources management practices for school
districts? Thompson and Kleiner (2005) investigated and drew upon nine years of experience
auditing various school districts’ recruiting and hiring actions. Thompson and Kleiner (2005)
affirm that effective recruiting can be achieved through ongoing communications and research to
project the needs and set up reasonable timelines so that the best possible teachers can be hired.
Thompson and Kleiner also argue that human resources directors should develop environments
in which central and school-level administrators work closely with teachers and draw on the
experience and leadership skills of teachers to get the most out of the human resources potential
of the district.
The most valuable resource in the field of education is the talents of the people hired
(Thompson & Kleiner, 2005). The first step in effective hiring is recruitment based on a needs
forecast of the school. Principals should look at area housing developments, census and
demographic data and feeder institutions’ student numbers to project possible enrollment figures.
Principals should also account for class size when projecting enrollment since some states may
mandate smaller class sizes. Budgetary restrictions or additions may also be considered when
hiring teachers and staff.
According to Seyfarth (2013), the cohort survival method is used most often to predict
future enrollments of students, which would then predict the need for teachers. The word cohort
originally referred to a division of soldiers in the Roman army. It has since come to mean any
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group of people who begin a venture together (Seyfarth, 2013). Although some students may
move away or otherwise leave the district school system, the cohort survival method is based on
the assumption that the future will be like the past. Districts use this model to determine next
year’s student enrollment as accurately as possible for the sake of hiring appropriately, and in
attempt to retain quality teachers.
Teacher shortages are a recurring reality that most human resources administrators must
face (Seyfarth, 2013). Most districts have some type of recruitment program in place, especially
for periods of shortages. The National Commission on Teaching and America’s Future
concluded, after studying the problem of teacher supply and demand that some school districts
used inefficient and outdated hiring practices and as a result lost the most promising candidates
to other districts that acted quickly to make an offer and secure a commitment to strong
applicants (Darling-Hammond, 2000).
Hiring Paraprofessionals in Schools
More than 525,000 people serve as educational paraprofessionals in the United States
(Trautman, 2004). Due to this large number of paraprofessionals, their recruitment, hiring,
training and supervision has received increased emphasis (Trautman, 2004). Paraprofessionals
are expected to provide 1:1 tutoring, assist with classroom management, provide instructional
assistance, conduct parental involvement activities, provide support in the library or media
center, act as translators and provide other instructional support under the direct supervision of a
teacher (U.S. Department of Education, 2002). Appendix B includes the full scope of
responsibilities of paraprofessionals in schools according to the U.S. Department of Education
(2002).
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Paraprofessional pay is pre-determined and set regardless of the paraprofessionals’ level
of skill. This is one of the reasons why high-quality paraprofessionals eventually leave to pursue
teaching licenses or other higher-paying jobs. One issue regarding hiring English Language
Paraprofessionals as well as certificated teachers in the Hawaii Department of Education is that
of supply and demand. Supply of quality paraprofessionals and certificated staff in hard-to-fill,
underperforming areas in the Hawaii Department of Education is low while demand for them is
high.
Summary
The effectiveness of various organizations including public schools is dependent on the
people they employ. The modern usage of human capital took root in the economic growth and
societal changes that followed World War II. Maximizing the impact and efficiency of human
capital in organizations is one of the cornerstones of industrial and organizational psychology
inquiry (Ketchen, Short, & Terrell, 2011). Chapter 2 of this dissertation began with a broad
conceptual framework of human capital management presented by Phillips and Roper (2009).
This framework incorporates attracting, selecting, engaging, developing and retaining of
employees as the interlocking stages needed by organizations to develop and maintain effective
human capital. At the center of the conceptual framework are the organizations’ values and
competencies which are aligned to the five key elements and the continuous process of
strategizing, executing and evaluating.
Chapter 2 presents literature reviews of each component of Phillips and Roper’s human
capital conceptual framework with evidence of effectiveness as well as supporting figures and
tables. The selecting/hiring component of the conceptual framework is heavily emphasized
within the literature review since hiring is the area of study for the dissertation as it relates to
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English Language paraprofessionals as well as certificated teachers in the Hawaii Department of
Education. The applicant screening procedures, hiring procedures, effective hiring in schools
within the department of education are detailed in the literature review as they are specific areas
of focus in the instrumentation component of Chapter 3.
The most valuable resource in the field of education is the talents of its people
(Thompson & Kleiner, 2005). The need for the review of the literature on effective human
capital management practices is imperative in the Hawaii Department of Education since there
are complex systemic issues that are difficult to ameliorate without a research-based approach to
hiring the right people. Chapter 3 of this dissertation details a formulaic approach at addressing
the research questions regarding hiring practices in the Hawaii Department of Education.
Chapter 3 will re-emphasize the focus of the study, that is, to investigate DOE hiring practices as
well as provide an overview of the methodology associated with this topic.

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CHAPTER 3
METHODOLOGY
The purpose of this qualitative research study was to investigate the phenomena of the
Hawaii Department of Education principals’ teacher and paraprofessional selection process when
hiring new staff. This study explored what specific hiring practices, if any, the Hawaii
Department of Education uses when screening applicants, as well as what personal and
professional attributes principals seek when interviewing paraprofessional staff who service ELL
students. The study also attempted to identify what barriers principals face when hiring new
staff. This chapter will identify the setting for the research, the research design, instrumentation
used to collect data as well as additional limitations of the study.
Principals in today’s society are continuously under pressure to maintain and financially
manage the demands of consistently shifting student demographics, change in curriculum,
instruction and assessment, as well as incorporation of technology in the classrooms. Principals
are faced with the additional challenges of supply and demand problems, bureaucratic barriers
and budgetary challenges in hiring both paraprofessionals and certified teaching staff. They are
called to recruit, hire and retain teachers and paraprofessionals who meet their selection criteria
which are determined by them and the department of education.
Research Questions
Overarching Question: How does the Hawaii Department of Education hire teachers and
English Language Learner Paraprofessionals?
Research Question 1: What are the specific procedures used to hire English Language
Learner Paraprofessionals in the Hawaii Department of Education?
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Research Question 2: What characteristics/skills should English Language Learner
Paraprofessional applicants possess in order to be hired?
Maxwell (2013) affirms that in many works on research design, research questions are
presented as the starting point and primary determinant of the design. Maxwell’s (2013)
Research design/validity matrix was used when selecting appropriate research questions for this
study.

Table 2
Research Design/Validity Matrix
What do I need to
know?
Over-Arching RQ: How does the Hawaii DOE hire teachers and English
Language Learner Para pros?
Why do I need to
know it?
Since we know that ELL students are a growing population, under-
performing and are heavily serviced by PPTs we should know what, if
anything is in place when hiring PPTs
What kind of data
will answer the
questions?
Interviewing 10 Hawaii DOE principals to access insight as to what hiring
methods are used (if any), what specifically is looked for in applicants,
and what are the barriers to entry (if any)
Analysis plans Interpretive process of interviewing (prompting, note-taking and
recording), transcriptions, grouping regularities or patterns (coding)
Validity threats External validity threat: non-generalizable due to small sample size
Internal validity threat: Participants may have selective memory, want to
see themselves in the best light, may not fully disclose
Possible strategies
for dealing with
validity threats
State in the dissertation that findings can only be suggestive due to small
sample size and isolation of the state of Hawaii. Ensure anonymity of
participants for trustworthy disclosure
Rationale for
strategies
Apply ethical considerations and what was acquired in coursework
throughout the study, follow Institutional Review Board guidelines on
qualitative inquiry
Source: Maxwell (2013).

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Research Design
This was a qualitative study which used an interview questionnaire to interview eight
active Hawaii Department of Education school leaders in two large districts in the state of
Hawaii. Interview questions were emailed to the participants about one week prior to the actual
interview. The study attempted to understand more about the how paraprofessionals as well as
certificated teachers are hired in the DOE. Rather than investigating quantitative data, this
research study attempted to “understand how people interpret their experiences, how they
construct their worlds, and what meaning they attribute to their experiences” (Merriam, 2009,
p. 5). To expound on the nature of this qualitative study, research questions were developed (see
above). An interview protocol was developed to collect relevant data of the phenomena. The
next step analyzed the data collected. Lastly, the research findings were presented with regard to
the research question. Participation in the study was voluntary and participants could stop or
change their mind at any time.
Sample and Population
The research population for this study consisted of eight active Hawaii Department of
Education school leaders from two large school districts within the state of Hawaii. The purpose
was to obtain various perspectives based on the school leader’s experience. This selection of
respondents were based on nonprobability sampling or what Patton (1987) referred to as
“purposeful sampling.” Purposeful sampling was based on “the assumption that the investigator
wants to discover, understand, and gain insight and therefore must select a sample from which
the most can be learned” (Merriam, 2009, p. 77). Thus, a typical sample was utilized to represent
the phenomenon of this study.
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An interview protocol of five questions was developed with a subsequent administration
of the interview in a semi-structured format. The selection of respondents was based on
nonprobability sampling or purposeful sampling of eight school leaders from various schools
within the Hawaii DOE. Handwritten notes and audio recordings were taken during the
interview. A transcription of the interview was done after the interview. An issue of neutrality
and reading the question slowly was considered by the interviewer to optimize the integrity of
the data. The findings produced data into categories which would then be coded and analyzed.
Instrumentation
Weiss (1994) presents four guidelines detailing an ideal partnership between the
interviewer and the respondent:
1. The interviewer will work together to produce information useful to the research
project.
2. The interviewer will not ask questions out of idle curiosity. On the other hand, the
interviewer will be a privileged inquirer in the sense that the interviewer may ask for
information the respondent would not make generally available.
3. The interviewer will respect the respondents’ integrity. This means that the
interviewer will not question the respondents’ appraisals, choices, motives, right to
observations or personal worth.
4. The interviewer will ensure, both during the interview and afterward, that the
respondent will not be disadvantaged because the respondents’ participation in the
interview. In particular, the interviewer will treat the respondents’ participation and
communication as confidential information.
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Interview Protocol
DeMarrais (2004) defines an interview as “a process in which a researcher and
participant engage in a conversation focused on questions related to a research study.” In
developing the interview protocol, Patton’s (1987) six types of questions were considered. Of
Patton’s (1987) six questions, the protocol included questions of feelings that “tap the affective
dimension of human life” (as cited in Merriam, 2009, p. 96). A one-page 5-item questionnaire
was developed to be individually administered by the investigator in a controlled and structured
setting located at each school site. In terms of structure, of the three types, the interviews were
based on a semi-structured format where the questions were open-ended, allowed for some
flexibility and were guided by a list of questions (Merriam, 2009). The issue of neutrality was
considered by not arguing, debating, of expressing the interviewer’s views (Merriam, 2009).
Recall from the literature that human capital management is a complex but critical system
that can enhance an organizations success (Joshi, 2012; Becker & Gerhart, 1996; Huselid, 1995).
According to Huang and Cappelli (2010), virtually all employers use some level of applicant
screening which involve a prospective employee to possess competencies needed to do the job.
Mueller and Baum (2011) suggest that job interviews be conducted by a supervisor trained in
behavior-based methods who will screen for interpersonal skills relevant to the job during the
interview. This study examined the degree to which research literature guides department of
Education principals in hiring teachers and paraprofessionals. Eight active Hawaii Department
of Education school leaders were interviewed during this study. The following were interview
questions used for the study:
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1. What are your background, training and experience as a Hawaii DOE Principal or
Vice Principal?
a. What level were you a principal or vice principal (K-12 and for how long?)
b. Where/How did you receive training to be a principal or vice principal?
c. Where/How were you trained to hire qualified teachers and paraprofessionals
for your school?
d. What limitations were associated with hiring qualified teachers and
paraprofessionals?
2. Think about the teachers and paraprofessionals you hired whom you consider as
highly effective.
a. What knowledge, skills and abilities (job-specific functions) did these
individuals possess? (content knowledge, etc.)
b. What characteristics and attributes (non-job specific functions) did these
individuals possess? (positive attitude, punctuality, etc.)
c. Where/how did you typically find teacher and paraprofessional candidates?
d. Was there a standard system the DOE had in place to identify quality
applicants?
3. What are the unique characteristics of your school which influence your teacher and
paraprofessional selection criteria?
a. What type of school did you most frequently hire teachers and
paraprofessionals? (i.e., high/low achieving, large school/small school, etc.)
b. How did you determine whether individuals you hired would be a “good fit”
for your school site?
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4. What process to you use to select teachers and paraprofessionals?
a. Do you have standard interview questions? Aptitude assessments, etc.?
b. What are some of the key attributes that make an interviewee the “right fit”?
5. What barriers hinder your ability to select faculty and staff who meet these criteria?
a. What could hamper the selection process?
Data Collection
The Institutional Review Board (IRB) process was completed between the months of
June 2014 and February 2015 for both the University of Southern California and the State of
Hawaii Department of Education. Once IRB was completed and the study received approval to
be conducted, the data collection process began. Eight interviews of various actively working
Hawaii DOE school leaders were held on the island of Oahu. Each interview ranged between
eight and thirty four minutes. Interview protocols (see above) were emailed to each school
leader about one week prior the actual in-person interview.

Table 3
Data Collection Timeline
Timeline Tasks
June 2014 — February 2015 Complete IRB process for USC and HIDOE
February — March 2015 Interviews: Eight active DOE school leaders
March 2015 — June 2015 Synthesize, code and analyze interview data

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Data Analysis
Analysis is the process of generating, developing and verifying concepts over time
(Maxwell, 2013). Merriam (2009) states that “analysis begins with the first interview, the first
observation, the first document read. Emerging insights, hunches, and tentative hypothesis direct
the next phase of data collection” (p. 165). Data analysis is an interpretive process that allows
the investigator to produce believable and trustworthy findings. Corbin and Strauss (2008) point
out that a researcher cannot continue to collect data forever. Sooner or later “something” has to
be done with the data to give it significance. That something is termed “analysis.” The data for
this study was collected from the interview protocols. From the interview, field notes, audio
recordings, and the interview transcripts were reviewed and prepared for analysis. The interview
included an audio recording to enable opportunity after the interview to transcribe and enhance
the interview field notes. Once all of the data was available, the process of analysis began.
Specifically, the first step in analyzing the interview field notes was “identifying
segments in the data set that are responsive to the research question” (Merriam, 2009, p. 176). By
taking this raw data, the segments or unit of data assists to answer the research question. The
second step was to take the unit of data to create words and in turn forms categories. The raw
data was then open coded and “be open to anything possible” (Merriam, 2009, p. 178). Open
coding involved writing words in the margin. The third step in analyzing the data was to group or
notice regularities or patterns in the responses. This process included creating categories, which
are “conceptual elements that cover or span many individual examples” (Merriam, 2009, p. 181).
After reaching a saturation point, the fourth step was to name the categories. The criteria
considered included being “responsive to the purpose of research,” “exhaustive,” “mutually
exclusive,” “sensitizing,” and “conceptually congruent” (Merriam, 2009, pp. 185-186). At this
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point, software programs, such as Computer Assisted Qualitative Data Analysis Software
(CAQDAS) can be utilized, but for purposes of this study, the computer was not utilized.
Limitations
In any research study, limitations are important to acknowledge. External validity
focuses on applicability of the findings to larger populations. It would be difficult to generalize
beyond the small sample of school leaders of the Hawaii DOE. The sample being quite small
and Hawaii being detached from the continental United States makes generalizability a limitation
in this study. Findings can only be suggestive.
Additionally, there was an abundance of research on effective hiring of teachers,
however, only limited research was available on hiring of paraprofessional teachers in Hawaii
and elsewhere. This lack of research has been an argument in favor of pursing research in this
area of the workforce. Finally, self-reported data (interview data) by a limited number of
participants can have limitations as people may have selective memories, may get the timing of
events wrong, attribute positive events to their own actions and negative events to external
forces, etc. Such responses may produce a systematic bias in the research (Bauhoff, 2011)
Ethics
Qualitative researchers have opinions, beliefs, attitudes and prejudices and these can be
revealed in their notes because notes often reflect one’s own way of thinking (Bogdan & Biklen,
2007). Glesne (2011) argues that most of the ethical discussion and consideration in qualitative
research concerns the nature of relationships with researchers and participants. The guarantee of
confidentiality to respondents was another consideration. Because the Hawaii Department of
Education can be a tight-knit organization, concern about the school leaders being fully honest
and open about hiring practices may have caused some concern on their part in spite of the
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guarantee of full anonymity. Patton (1987) offers a concise ethical issues checklist which was
useful through the pursuit of this study:
1. Explaining the purpose of the inquiry and methods to be used
2. Promises and reciprocity
3. Risk assessment
4. Confidentiality
5. Informed consent
6. Data access and ownership
7. Interviewer mental health
8. Advice (who will be your counselor on ethical matters).

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CHAPTER 4
RESULTS
Previous chapters explained the basic purpose of this study, as well as a theoretical
framework based on existing literature and description of the research methodology. This
chapter presents a detailed analysis of the findings including six predominant themes associated
with the research questions.
Findings will be discussed as they relate to the research questions, literature review and
thematic framework of human capital management with an emphasis on the hiring component.
Recall that human capital refers to the knowledge, ideas, skills, and health of individuals
(Becker, 2002; Eide & Showalter, 2010; Coff, 2002; Flamholtz & Lacey, 1981) and is, according
to Becker, the most important form of capital in modern economies. Human Capital
Management (HCM) is complex but critical system that can enhance an organization’s success
(Joshi, 2012; Becker & Gerhart, 1996; Huselid, 1995).
According to Hawaii DOE data, the English Language Learner is the fastest growing
subgroup in the department (HIDOE, 2012a). The Hawaii Department of Education currently
serves 13,885 ELL students within its 255 department schools and 33 public charter schools
ranging from preschool-12
th
grade. ELL students require stratification and effective delivery of
supports to assist in acclimating to the cultural and educational values and standards in the
Hawaii Department of Education and elsewhere.
Many ELL students are intensely serviced by paraprofessional educators. The quantity,
qualifications and array of support packages available to ELL students vary from school to
school. Supports offered to ELL students by PPTs may include in class 1:1 support, before/after
school tutoring opportunities, administration of standardized ELL assessments (pre- and post-
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tests) and parent workshops. Principals need to select ELL paraprofessionals who can meet the
diverse needs of the population. This dissertation examined the hiring practices of principals
when hiring ELL and other paraprofessionals in the state of Hawaii Department of Education.
More than 525,000 people serve as educational paraprofessionals in the United States
(Trautman, 2004). Due to this large number of paraprofessionals, their recruitment, hiring,
training and supervision has received increased emphasis (Trautman, 2004). Paraprofessionals
are expected to provide 1:1 tutoring, assist with classroom management, provide instructional
assistance, conduct parental involvement activities, provide support in the library or media
center, act as translators and provide other instructional support under the direct supervision of a
teacher (U.S. Department of Education, 2002).
The role of an ELL paraprofessional is crucial to the students’ social, emotional and
academic success. The notion of providing the highest quality support packages to ELL students
in part depends on hiring the right paraprofessionals. Hiring of ELL paraprofessionals was the
topic of study. Eight active DOE school leaders were interviewed.
Participants
Eight active Department of Education school leaders were interviewed for this purely
qualitative study across two complex areas in Hawaii. The population size, demographics of the
school, age and years of service as a school leader varied tremendously; however what all school
leaders had in common was their professional responsibility to hire ELL and other
paraprofessional support staff at their schools. Table 4 categorizes each respondent by gender,
years of service as a school leader, level (K-12) of present school, size of school and category of
school by student population.

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Table 4
Description of Participants
Participant Gender Title
Years of
Service
Level of
School
Size of
School
Type of
school
Participant 1 Male Vice Principal 5 Pre-6th Medium Rural
Participant 2 Female Principal 4 7-12th Small Rural
Participant 3 Female Vice Principal 6 Pre-6th Large Rural
Participant 4 Female Principal 12½ 9
th
-12th Large Rural
Participant 5 Female Vice Principal 3 9
th
-12th Large Suburban
Participant 6 Male Vice Principal 15 9
th
-12th Large Suburban
Participant 7 Female Principal 10 Pre-6th Small Suburban
Participant 8 Female Vice Principal 4 Yes Small Suburban

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Table 5
Research Questions and Predominant Themes
Research Question #1: What are the specific procedures used to hire English Language Learner
paraprofessionals in the Hawaii DOE?
Interview Questions
1. Where/How did you receive training to be a principal or vice principal?
2. Where/How were you trained to hire qualified teachers and paraprofessionals for your
school?
3. What limitations were associated with hiring qualified teachers and paraprofessionals?
4. Do you have standard interview questions, aptitude test?
Predominant Themes
1. Training of school leaders
2. PPT supply and demand challenge
3. Non standardized hiring method
Research Question #2: What characteristics/skills should Teachers and English Language
Learner Paraprofessional applicants possess in order to be hired?
Interview Questions
1. What knowledge, skills and abilities (job-specific functions) did these individuals
possess?
2. What characteristics and attributes (non-job specific functions) did these individuals
possess?
3. Where/how did you typically find paraprofessional candidates?
4. How did you determine whether individuals you hired would be a “good fit” for your
school site?
Predominant Themes
1. Common desired attributes
2. Population demographics of school
3. Value autonomy in hiring

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Findings
Research Question 1 and Predominant Themes
Though interpretations are not exact replications of data, but rather the analysis’s
impressions of that data, Merriam (2009) affirms that in any findings section, findings should be
compared to what is already know through research. Predominant themes establish what
conclusions are drawn overall by the majority of the participants (Merriam, 2009). Research
question 1 asked what specific procedures (if any) are used to hire ELL PPTS in the Hawaii
DOE. In order to extract relevant data to address that question, school leaders were first asked
what training, if any they received on how to effectively hire employees at their school sites.
Responses to this question lead to the first predominant theme.
Theme 1: Training of school leaders.
Findings. The study established that there exists tremendous variation in both experience
and training school leaders receive on how to effectively hire staff. There appears to be no one
established method to train school leaders and some stated they do not recall being trained at all
by the HI DOE. Respondents 1 & 2 shared that they were trained by a human resources
management consultant firm who flew a representative to Hawaii and provided training.
Respondent 2 recalls “We had an HR professional consultant come and do a training for us as far
as how to ask interview questions, how to let the applicants pretty much tell the story about
themselves and their background.” Respondents 7 & 8 recalled that the DOE office of Human
Resources (several years ago) held a mandatory seminar with informational packets on how to
hire employees. Most respondents indicated that they received a small amount of training
through their administrative credential and/or master’s program in school administration but can
vaguely recall the content.
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Respondent 8 earned a doctoral degree in Educational Leadership and feels that
coursework has been applicable in the hiring process at her school. She commented “My
doctoral studies and degree in Educational Leadership have helped prepare me for this position.”
Respondent 7 reported that she received training on hiring by directly shadowing an active
principal when she was a vice principal. She remarked “The half a year of interning and
shadowing another principal was a wonderful experience.” Respondents 4 & 6 disclosed that
they do not recall ever receiving formal training on how to hire effectively. Respondent 4
indicated that this was an area that she would “always ask a lot of questions about” and took it
upon herself to purchase and consume human resources literature (books) in order to feel
knowledgeable and self-reliant in hiring effectively. Respondent 6 states that due to his
numerous years as a hiring vice principal, he relies on his own personal judgment and “feel” of a
candidate but does not possess any formal training on hiring. Theme 1: Training for school
leaders was therefore established since it was disclosed that training on the hiring portion of
human capital management is varied.
Discussion. Research suggests that human resources management professionals often
lack knowledge that evidence-based models of hiring are available. In the school systems,
principals aim to hire outstanding teachers and staff, but how do they attempt this? Mason and
Schroeder (2010) investigated how principals screen applicants, what they specifically look for
in potential applicants, and whether or not hiring practices are consistent across a variety of
principle demographic variables.
Poor hiring decisions can result in declining school culture and problems for years to
come. Wise hiring can add value to a school and poor hiring decisions can quickly damage a
school and create a toxic culture. The testaments of the participants are consistent with the
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literature which demonstrates that although there are seemingly numerous methods of which
school leaders acquired training on effective hiring, there is no standardized method or training
system in place. Some leaders claim to never have been trained at all. Most can vaguely recall
trace amounts of training. School leaders independently implore hiring methods based on what
is in place at their schools already, and/or what they know based on varied knowledge and
experience.
What if any impact do these findings have on the ELL population as related to the
training school leaders received to properly hire paraprofessionals? School leaders acknowledged
the critical role that paraprofessionals play in the social, emotional and academic development of
ELL students. The quality and outcomes associated with the paraprofessionals hired were a
result of the school leaders training and implementation of their knowledge base with regard to
hiring. An evidence-based hiring model for paraprofessionals would therefore lead to more
positive outcomes associated with hiring them.
Theme 2: PPT supply and demand challenges.
Findings. This study established that one of the biggest challenges school leaders faced
when hiring ELL PPTs is a significant supply and demand problem which existed within the
schools of all eight school leaders that were interviewed. There is a shortage of applicants,
which school leaders indicated to be a persistent problem. Research by Ghere and York-Barr
(2007) indicates that paraprofessional turnover has been a nation-wide concern for over two
decades. Paraprofessional positions range from a minimum of 17 hours per week to a maximum
of 19 hours per week (per respondent 1) and pay approximately $12.00 per hour in the absence
of a bachelor’s degree. These part-time hours as well as compensation figures are consistent
across the DOE for paraprofessional hires. The position is regarded as “casual hire,” which
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respondent 7 referred to as a “revolving door.” Respondent 6 pointed out that you can basically
hire the PPTs “off the street” since the only requirement set by the HI DOE is possession of a
high school diploma and successful completion of a background/fingerprinting check. As a
result several respondents indicated that they rely on work and life experiences of PPT
candidates in place of formal training and education.
The ELL (as well as all PPT positions) do not offer health care benefits — a deterrent for
many applicants according to respondent 1. “The PPTs who are in place are likely going to leave
and find another job or opportunity.” “We attract a lot of college students who eventually leave
to pursue a career” says respondent 1. Respondent 8 indicates that:
because paraprofessionals are casual hires, they don’t have unions or anything like that.
They don’t get benefits. Most people want to be an EA or a teacher because now you
have medical benefits and earn a salary. Whereas PPTs work for hourly pay and so most
people like to start that way and then once they get their degree they vacate the PPT
position.
The position appears to be unattractive to many. All eight respondents report extreme difficulty
filling ELL PPT positions as well as retaining those who are in place.
The extent to which ELL PPTs differ from traditional paraprofessionals lies in the
population they work with. ELL students speak various languages and come from various
cultural backgrounds. This limits the candidate pool for qualified ELL PPTs even further since
many of the candidates either speak limited English themselves or do not speak the language of
the students they will service.
Discussion. A significant amount of research has been conducted on employee retention.
According to Govaerts and Kyndt (2010) several factors can be linked to employee retention.
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On the organizational side, factors such as the existence of challenging and meaningful work,
opportunities for career advancement, empowerment, increased responsibilities, managerial
quality and integrity, and the presence of new opportunities/challenges within the organization
can determine whether or not an employee stays in an organization (Birt et al., 2004). As is
consistent with the predominant theme of “supply and demand challenges,” research confirms
that employees will seek out more challenging careers within organizations and will vacate their
existing position. Many paraprofessionals leave their positions in pursuit of teacher positions, or
full-time work in other fields. The limited number of hours, relatively low pay and “casual”
nature of the position itself contribute to supply and demand challenges for ELL paraprofessional
positions. As far as services directly afforded to ELL students, the question of quality and
consistency comes into play given the “revolving door” nature of the paraprofessionals who
service them. Several explanations for paraprofessional turnover have been offered by
respondents including inadequate wages, few opportunities for career advancement and lack of
needed health benefits. Given the amount of time and financial cost necessary to hire and
orientate new paraprofessionals, the nation-wide turnover problem among ELL and other
paraprofessionals is an area worthy of further examination.
Theme 3: Non-standardized hiring methods.
Findings. Another theme which emerged from addressing research question #1 was that
in the Hawaii DOE, each school is responsible for their own hiring instrumentation and
procedures for both PPTS and certified teachers. Schools decide independently from each other
whether a verbal interview, written responses, aptitude test, reference checks or other methods
will be used for hiring. For ELL PPTs, the only standard hiring protocols are a mandatory
background check which includes fingerprinting, for which the state of Hawaii Department of
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Education absorbs the cost. All other hiring and selecting methods are decided by each school
on an individual basis.
Furthermore, the HI DOE does not regulate or otherwise interfere with what each school
has in place as far as hiring decisions for English Language Learner paraprofessionals. The
participants of this study were obliged to share their individual protocols for hiring ELL
paraprofessionals and the instrumentation varied from school to school. Participant 6 shared that
at his school, each administrator was on their own in creating the interview protocol for PPTs.
So essentially, candidates for the same position could be asked a different series of questions
depending on who is interviewing them. He shares “I don’t think there was necessarily a training
on how to interview. Here, each administrator has their own separate interview criteria.”
As far as the interview questions, all eight participants who were interviewed asked
prospective PPTs “scenario” types of questions such as “You are working with a small group of
student at a reading table. One of the students refuses to work and begins tapping his pencil to
distract other students. How will you respond?” Some participants interview their PPTs using a
panel of teachers and administrators, while others interview the candidate in one-on-one setting.
The participants, when asked whether they like the autonomy associated with crafting their own
interview protocols unanimously agreed they do like it because it affords them the opportunity to
design an instrument that fits the needs of their school. Hawaii DOE schools place a high level of
autonomy on each individual school as far as the hiring decisions for ELL PPTs among others.
All eight participants appreciate their role in being able to design or otherwise obtain their own
interview protocols and other instrumentation when hiring.
Discussion. Research demonstrates one particular issue most school leaders face with
regard to hiring is that of centralization of school structures and regulated hiring by the district.
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A growing interest in decentralized decision making and increased school autonomy for effective
hiring has been examined by Naper (2010). Naper defines decentralized hiring as appointing
employees at the school level directly by the principal, whereas centralized hiring means the
decisions are made by the school district office and not by the principal (Naper, 2010). The
argument in favor of the decentralized hiring process is that the principal (theoretically) knows
the school better than district office personnel and can make hiring decisions more effectively.
The Hawaii DOE system is acutely decentralized with regard to hiring ELL PPTs. The
testaments of the participants are consistent with the literature which shows that school leaders
(theoretically) know and understand the needs of the school best and can therefore make the
most efficient hiring decisions starting with the instrumentation they self-select.
Research Question 2 and Predominant Themes
Research question 2 asks school leaders what characteristics/skills should Teachers and
English Language Learner Paraprofessional applicants possess in order to be hired? This
question led to the fourth predominant theme.
Theme 4: Common desired attributes.
Findings. Regardless of its size, location, geographic category (rural, suburban),
population demographics and socio-economic status of its students, school leaders had common
desired attributes they looked for in prospective ELL paraprofessionals when hiring.

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Table 6
Common Desired Attributes of ELL Paraprofessionals
Like working with kids Interpersonal Skills Patient
Positive relationships Positive Attitude Good Attendance
Flexibility Team-oriented Organized
“heart” Strong work ethic Conflict Resolution
Knowledge of another
language/culture
Empathy Values align with school’s
mission and vision

Discussion. Attracting and selecting of employees, involve recruiting the right people for
the job as the initial human resource management goal (Bauer & Erdogan, 2012; Phillips &
Roper, 2009). Careful creation of job descriptions and responsibilities is a key step of the
attraction stage to ensure clarity. An applicant possessing the necessary knowledge, skills, and
attitudes needed for a job position leads to successful integration into the organization. Based on
the testimonies of the respondents, they are clear about what non-job specific attributes are
desired for hiring at their school. As far as job-specific attributes, respondents were vaguer
about what they were looking for. This is due to the fact that paraprofessionals typically do not
have the formal education or much training or experience. Respondent 2 stated that “usually the
paraprofessionals don’t have the training or the experience that we would like them to have. So
we need to invest in them and train them.” Most respondents indicated that they too are more
dependent on non-job specific attributes such as values and personality traits when interviewing
in the absence of educational attainment and experience. School leaders are compelled to “take a
chance” on the paraprofessionals they hire based on the values and attributes they value that
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appear to come through when the paraprofessionals are interviewed. This theme can be further
examined by determining empirically if the desired attributes identified by school leaders are
positively correlated with effectiveness in work performance.
Additionally, school leaders are compelled to design their interview protocols based on
what attributes and personality traits they are looking to identify. Phillips and Roper (2009)
recommend careful creation of job descriptions and responsibilities as a key step of the attracting
and hiring the right employees. School leaders should therefore be certain that their job
descriptions for paraprofessionals align with the attributes they claim to seek, so as to place the
right employees into the right positions.
Theme 5: Population demographics.
Findings. The next theme that emerged from research question 2 was that the population
demographics of the community mattered as far as paraprofessional supply and demand and their
qualifications. While all eight respondents commented that there was a shortage of ELL
paraprofessionals available to hire, there was a greater shortage in the rural area than the
suburban area that was studied. Furthermore, higher qualified ELL PPT candidates were found
in the suburban school communities as opposed to the rural school communities, which
incidentally had the higher percentage of ELL students. Respondent #1 commented:
I think because of our demographics of our community, we are so limited. So I would
say in more affluent communities, I would anticipate that you’re going to have more stay-
at-home moms with college degrees that are looking to be on the school calendar, the
school schedule. But here it’s like we are looking for people that need to work.
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Respondent 2 concurs by saying “I think the pool we have here probably isn’t as rich as it is in
town because more people want to work in town and are not willing to drive out here.”
Respondent 6:
There are not too many people knocking on our doors to transfer out here. The physical
isolation of our school is a deterrent. For teachers there is a hard-to-fill bonus but the
paraprofessionals work at a standard rate across schools. I’m not sure if we as a school
do a good enough job in recruiting or getting the word out to the community that we are
in need of highly qualified people.
The respondents indicated that most ELL PPTs in the suburban schools were mothers of
students at the school and they held bachelor’s degrees. They want to remain close to home and
therefore are unlikely to accept a position at a rural school. PPTs in the rural areas had less
education and also wanted to remain close to home. In addition, PPTs in rural schools many
times opted for higher paying positions with minimal qualifications such as substitute teaching,
yet another area in which rural schools experienced a shortage.
Discussion. Retaining a skilled workforce and decreasing unwanted employee turnover
are necessities for companies and organizations world-wide (Belbin et al., 2012). Furthermore,
if the best employees are not retained, an organization can be negatively affected on both the
operational and strategic level (Cardy & Lengnick-Hall, 2011). Schools in rural Hawaii face not
only the problem of high turnover among ELL paraprofessionals, but also the additional
challenge of an even more limited supply of PPTs than are available in suburban schools. The
PPT supply pool in the suburban schools mainly consisted of parents of students who were at the
schools. Most possessed bachelor’s degrees and wanted to work part time by choice. On the
contrary, PPT candidates in the rural schools were fewer in supply had to work for economic
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reasons, and were less educated on average according to the respondents. Those who were more
educated opted for higher paying jobs such as substitute teaching or educational assistants. For
the sake of the larger English language learner population concentrated in rural areas in Hawaii,
the Department of Education should strategize methods of identifying more and retaining higher
qualified prospective ELL paraprofessional employees. Student achievement for English
Language Learners are directly impacted by those who are there on a daily basis to support them.
Theme 6: Value autonomy.
Findings. The final theme that emerged from research question 2 was that school leaders
unanimously indicated they value autonomy and a de-centralized school model when making
hiring decisions. Respondent 3:
I think for paraprofessionals, one of the hardest parts for us is getting qualified
candidates. Because we know our ELL student population as well as the overall needs of
the community best, we are in the best position to attract employees because we tend to
know them from the community and many of our employees know the students from the
community.
Respondent 1 shared “A lot of times we have to go out and recruit. We have a better sense of
where and how to find candidates and advertise for quality individuals rather than leaving that to
human resources.”
Discussion. The school leaders who were interviewed took tremendous responsibility
and ownership of their personnel as it relates to hiring. The overwhelming response which led to
theme 6 is that they know their school needs, climate and English Language Learner population
best and therefore want to assume responsibility in hiring and selecting applications for their
paraprofessional vacancies. Many respondents indicated a perceived benefit associated with
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their paraprofessionals knowing their ELL students and their families from the community and
through having other relatives who know them. In a cross-country analysis, Wobmann (2003)
demonstrated that students tend to perform better when schools had autonomy in personnel and
day-to-day decisions. The question of centralization vs. de-centralization continues to be
debated within the educational arena. Hawaii DOE’s largely de-centralized system with regard
to hiring is an area worthy of further study as it relates to English Language Learner student
outcomes.
Summary
The focus of this study was to investigate Hawaii Department of Education’s English
language learner paraprofessional selection process when hiring new staff. The study explored
what specific practices, if any, the Hawaii DOE uses when screening and selecting applicants as
well as what personal and professional attributes school leaders seek when interviewing
applicants. Eight participants were described in terms of their gender, years of experience as a
school leader, grade level of school, size of school and type of school (study was limited to rural
and suburban schools).
Using specific instrumentation (see Appendix C), the study examined the respondents’
testimony pertaining to two research questions:
1. What are the specific procedures used to hire English Language Learner
paraprofessionals in the Hawaii DOE?
2. What characteristics/skills should Teachers and English Language Learner
Paraprofessional applicants possess in order to be hired?
Results of research question 1 indicated that hiring procedures including interview
protocols, use of aptitude tests, calling of references, etc. are determined at each individual
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school site. Interviews are sometimes conducted by a panel and other times 1:1 between a
school leader and prospective ELL PPT. Responses to research question 1 generated three
themes: (1) Training of school leaders, wherein school leaders’ quantity, quality and degree to
which they were trained to interview and hire staff varied greatly; (2) PPT supply and demand,
wherein all eight respondents indicated a short supply of applicants for this position as well as
variation in qualifications, experience and formal education pertinent to do the job; (3) non-
standardized hiring method wherein hiring processes and procedures vary from school to school.
School leaders interviewed looked favorably upon this as they believe they know their school
best and should have the autonomy to determine what the hiring process should look like.
Results of research question 2 indicated that there are common desirable attributes that
ELL PPT candidates ideally possess. School leaders most commonly looked for a genuine like
of working with kids, ability to build positive relationships at school, interpersonal skills,
patience and team-orientated. Research question 2 generated three themes: (1) common desired
attributes in prospective employees which include a like for working with kids, interpersonal
skills, patience and ability to build positive relationships at school; (2) population demographics
of the students were associated with the supply and demand and quality of prospective
employees; (3) value on autonomy.
Chapter 5 will summarize the full extent of the study as well as continue the discussion of
findings as it relates to the literature reviewed in Chapter 2. Chapter 5 will conclude with a
discussion on looking ahead, what recommendations and insights can be offered to the
department of education moving forward.

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CHAPTER 5
DISCUSSION
Overview of the Study
Background and Purpose of the Study
English Language Learners are defined as “students whose dominant language is not
English, and who experience limitation in the use of reading and/or writing, and/or speaking,
and/or listening to English delivered curriculum in mainstream programs” (Abedi, 2004, p. 10).
The percentage of English Language Learners who graduated in Hawaii in 2012 is 51.7% — the
lowest among all other demographic groups. The Hawaii Department of Education currently
serves 13,885 English Language Learners, who constitute 8% of its total student population
(HIDOE, 2012b). Zhao (2012) affirms that on a national scale, English Language Learners and
other minority students continue to experience disproportionately high dropout rates, noting that
high school dropouts cost between $320 billion and $350 billion annually in lost wages, taxable
income, health, welfare and incarceration (Zhao, 2012). Research indicates that English
Language Learners can benefit when effective resources are available to them and properly
delivered in their school. Paraprofessional educators collaborate with the teacher to provide
services, tutoring and other forms of assistance to English Language Learners. In examining
literature on human capital management by Phillips and Roper (2009), the hiring process was
found to be a critical element in effective human capital management. For these reasons, the
hiring process of English Language Learner paraprofessionals was the focus of this study which
was guided by two research questions.
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Research Questions and Methodology
 RQ 1: What are the specific procedures used to hire English Language Learner
paraprofessionals in the Hawaii department of education?
 RQ 2: What characteristics/skills should English Language Learner paraprofessional
applicants possess in order to be hired?
Data to address these questions was gathered through interviews with eight active DOE
school leaders who met the interview criteria based on the research question and purposeful
sampling. According to Corbin and Strauss (2008), interviews give us access to the observation
of others and are primary sources of data in qualitative research. We can learn about people’s
interior experiences, and how events affected their thoughts, feelings, and perceptions.
Interviewing was an excellent form of gathering data. An open-ended survey might have been
useful in addition to or in absence of the interview, but was not done in this particular study.
Summary of Findings as they Relate to Literature
Human capital refers to the knowledge, ideas, skills, and health of individuals (Becker,
2002; Eide & Showalter, 2010; Coff, 2002; Flamholtz & Lacey, 1981) and is, according to
Becker, the most important form of capital in modern economies. Human capital management is
a complex but critical system that can enhance an organizations success (Joshi, 2012; Becker &
Gerhart, 1996; Huselid, 1995). Phillips and Roper (2009) present a framework for which this
study was formulated. The framework identifies five critical interlocking components of
effective human capital management. The “selecting” or hiring process was identified as the
specific area of focus as it aligns with a specific need in the Hawaii Department of Education,
which is raising student achievement by delivering quality support to students.

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Table 7
Research Questions and Themes Matrix
RQ (1) What are the specific procedures used
to hire English Language Learner
paraprofessionals in the HI DOE?
Theme 1:
Training of School
Leaders
Theme 2:
PPT Supply and
Demand Challenges
Theme 3
Non-Standardized
hiring methods

RQ (2) What characteristics/skills should
English Language Learner paraprofessionals
possess in order to be hired?
Theme 4:
Common Desired
Attributes
Theme 5:
Population
Demographics of
School
Theme 6:
Value Autonomy

Six dominant themes emerged as a result of this study which can be associated with
various literature on hiring. The first theme embodies the fact that training on hiring among
school leaders who were interviewed varied tremendously. Some respondents had no
recollection of ever having been trained on how to hire effectively. Others shadowed incumbent
school leaders and learned by modeling their behavior. Some recall receiving coursework and/or
training on hiring while others took it upon themselves to explore literature sources related to
hiring.
The practices associated with training have been researched by O’Connell and Jungblut
(2008). Access to training is determined by employers’ decisions on investment based on
estimates of future returns which include employment prospects, wages and productivity gains.
The HI DOE does not appear to have a standardized program or method in place to train school
leaders on how to hire and retain paraprofessional employees. Based on research associated with
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the benefits of proper training, the DOE could consider investing in up-to-date, consistent
evidenced-based training on hiring practices for school leaders which would lead to more
informed and effective hiring.
The second theme involves disclosure by respondents that there is a very limited supply
of qualified English language learner paraprofessionals based on the relatively low pay, lack of
medical and dental benefits, “casual” hire status associated with the job, etc. According to
Phillips and Roper (2009), satisfaction and engagement are tow sentiments that organizations
need to instill in their employees. Satisfaction occurs when employees are happy with the
current pay, working atmosphere, and benefits received. While satisfaction is a positive
sentiment to have within employees, satisfaction alone can lead to stagnation and less ambition
and initiation (Phillips & Roper, 2009). In applying this research to the supply and demand
challenge which was found to be particularly prevalent in lower socioeconomic/underachieving
schools and communities, the HI DOE can examine the underlying causes of the supply problem
and implement methods of increasing the satisfaction, engagement and working atmosphere for
English Language paraprofessionals to attract more of them. As far as pay and benefits, these
factors are set by the HI DOE and would be challenging and circuitous to transfigure.
The third theme is that there is no standard hiring method or system in the HI DOE in
place for English Language Learner paraprofessionals. Each individual school is responsible for
identifying, interviewing and hiring them using their own custom interview questions, reference
checks, aptitude tests, etc. This issue encapsulates an ongoing debate as to how much
centralization as opposed to decentralization a school and its corresponding district that oversees
it should have. All eight respondents in this study cherish their autonomy and ability to craft
their own instrumentation when interviewing paraprofessionals. All eight respondents disclose
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that they feel they know their school and its needs better than the district or state offices, and
should have the freedom to select and hire employees accordingly.
The final three themes derived from this study were extrapolated as a result of interview
data pertaining to research question 2. It was revealed that there are common desired attributes
(non-job specific) that school leaders seek when interviewing paraprofessional candidates.
Paraprofessionals often do not posses formal education or licensing, thus in the absence of these
credentials, school leaders rely on attributes such as an enjoyment of working with children,
interpersonal skills, work ethic, empathy, etc., which they attempt to identify during the
interview of the candidate. According to Bauer and Erdogan (2012), and Phillips and Roper
(2009), alignment of employee and organizational values and job competencies is the foundation
for effective human capital management. All eight school leaders who were interviewed
provided desired attributes among paraprofessional (as well as certified teacher) hires. Four of
the eight respondents emphasized the importance of prospective employees’ values being aligned
with that of the school’s mission and vision (organizational values). This demonstrates a
connection and consistency between the findings and existing research on the importance of
employees’ values being aligned with that of their organization.
Respondents also reported that the population demographics of the school had an impact
on the supply/demand and quality of the applicant pool. Schools in rural areas experienced
greater needs of their English language learners, yet fewer willing/able job-seekers to service
them. Due to the casual nature of the paraprofessional position, the pay wages are set by the
state of HI payroll regardless of the area one is employed. These circumstances prevent any
forms of incentivizing the system in place to attract the highest quality applicants to fill the areas
in greatest need. According to O’Connell and Jungblut (2008), the importance of investing in
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human capital to solve economic and social problems in organizations has gained in popularity.
According to McMahon (2010), education externalities are the public benefits of education.
Education externalities can be positive or negative, however they tend to be overwhelmingly
positive (McMahon, 2010). External benefits of education include education’s direct benefits to
the development of civic institutions that contribute slowly over long periods of time to the rule
of law, democracy, human rights, and political stability. Externalities also include longevity,
reduced poverty, lower crime rates, lower public welfare and prison costs, environmental
sustainability, and contributions to happiness, social capital, and political stability. Respondents
also reported a value on autonomy when making hiring decisions. Naper (2010) defines
decentralized hiring as appointing employees at the school level directly by the principal,
whereas centralized hiring means the decisions are made by the school district office and not by
the principal (Naper, 2010). The argument in favor of the decentralized hiring process is that the
principal (theoretically) knows the school better than district office personnel and can make
hiring decisions more effectively.
Dee (2004) affirms that education promotes technology and economic stability as well as
civic engagement. Studies also show that the more engaged in their education during K-12, the
more likely that student is to attend college. Educators therefore are responsible for providing an
adequate and equal education to all students including those who are linguistically diverse. All
shareholders of the HI DOE have the same goal: to raise student achievement, particularly within
unique sub populations such as English Language Learners. Achieving this goal indeed involves
hiring the right people to deliver academic, social, behavioral services and supports regardless of
the geographic area and socio-economic conditions of the students.
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According to Seyfarth (2013), most personnel decisions within a school have either a
direct or indirect impact on student learning. When a decision is made to hire a paraprofessional,
there are implications for the quality of instruction and service to the students. Furthermore,
schools are expected to help students learn healthy living habits, become college and career-
ready and develop a respect for those of other cultures in addition to gaining literacy and
competency on various standardized assessments. Students of linguistically diverse backgrounds
are generally held to the same standards as their English-speaking peers. Literature on hiring and
selecting available through this study can assist HI DOE in making informed decisions regarding
how to identify high quality paraprofessionals in particular for low performing schools.
Limitations of the Study
There were limitations associated with examination of English Language Learner
Paraprofessionals as related to hiring practices. First, the sample size of school leaders who
responded was quite small. Paraprofessional hiring practices was only investigated at eight of the
256 public schools within the Hawaii DOE system. One possible way of expanding the sample
size would be to draw data from more schools that are roughly the same in size, and population
demographics. Second, data was collected from public schools within the state of Hawaii
Department of Education system only. Thus, findings cannot be generalized or compared to
English Language Learner hiring practices elsewhere in the country or world. Finally, this
examination investigates only self-reported and perceived implementation of hiring practices.
Respondents do not always divulge truly valid data when interviewed for reasons of privacy,
comfort level, etc.
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Implications for Practice
As a result of these findings, the HI DOE should be aligned with the research associated
with best hiring practices and strive to take preemptive steps associated with both producing and
selecting quality paraprofessional educators for the English language learner population.
Although the vast majority of school leaders who were interviewed disclosed that they had
received some level of training on how to effectively hire, successful organizations remain
successful because they skillfully train, motivate, evaluate and compensate their employees.
To address part of the problem of paraprofessional turnover since these individuals tend
to freely explore higher paying selections which provide medical and dental benefits, the HI
DOE can consider incremental step movements in pay based on attainment of professional
development for the paraprofessional employee. Recruiting can be done in colleges, with the
expectation that college students will eventually move on but can stay for the maximum amount
of time that they are in school.
HI DOE personnel can also recruit ELL paraprofessionals by creating a website link
(advertising) for skilled workers who speak at least one foreign language and are interested in
part-time work with children. HI DOE can work toward retaining paraprofessionals again by
offering incremental step movements in wages in exchange for professional development
avenues.
The HI DOE can start by gaining awareness of the trends associated with successful
recruitment, factoring in the specific needs of each school. Some schools may require more
paraprofessional support based on both the amount of ELL students and the unique needs of
those students. Mentors within the field of English Language Learner paraprofessional positions
would be another strategy to combat the existing high turnover rates within this position. The HI
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DOE can seek out or conduct research on paraprofessional development, particularly focused on
how to hire and retain them, then apply this research into their campus climates throughout the
state.
Furthermore, the HI DOE can seek strategies to best prepare and support newly hired
paraprofessionals as well as those who are considering the position so that these individuals can
overcome the obstacles mentioned by the respondents in this study. There is still work to be done
by society, politicians, the HI DOE and all men and women who are shareholders. However,
respondents also report having some sustainable and dependable paraprofessionals who work
diligently to meet the needs of Hawaii’s English Language Learner population.
Original Insights and Looking Ahead
ELL Student Achievement as it Relates to Hiring
What role does this research study play in the process of promoting success for English
Language Learners? How can this study aide to effectively enforce a fair and equitable
education for all children? The following original insights in conjunction with the research
presented on hiring have spawned many more questions than answers. Further academic inquiry
on matters of how to effectively fill positions in rural, geographically isolated areas with low
socio-economic students yields no clear answer. There is no appreciable and consistent cultural,
world view, or value difference between people in poverty and people from other socio-
economic groups. Rather, what does exist is a set of structural, systemic, oppressive conditions
disproportionately affecting the most economically disadvantaged people including English
Language Learners. As a potential intervention, paraprofessionals, who choose to work in rural
areas, do not resign and demonstrate competence as a credentialed teacher should be provided
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professional development opportunities and financial resources needed to be successful in these
areas.
Rather than spending money on paraprofessional support, another option would be for the
Hawaii Department of Education to pay for select paraprofessionals to earn English Language
credentials through the University of Hawaii or other colleges in exchange for five or so years of
service the Department of Education after graduating. This proposition also supports the
recruitment and retention piece of the human resources management paradigm since talent would
be recruited naturally (as a casual hire first who will work their way up) and retention in the
Department of Education would be agreed upon since their credentials will be paid for.
A financial incentive for English Language Paraprofessionals to become English
Language Learner teachers is an effective strategy to address the problem of underachievement
of the English Language Learner population. With regard to pay, English Language Learner
paraprofessionals currently earn approximately $12 an hour with no Bachelor’s degree and about
$15 per hour with a Bachelor’s degree. The average paraprofessional would then need to acquire
2-4 years of college (depending on whether they already possess an associate’s degree) to
increase their earnings by $3 an hour. That hardly seems appealing since a paraprofessional
could technically become a certified salary teacher with a bachelor’s degree in the appropriate
content area. These facts may contribute to why paraprofessionals tend to remain
paraprofessionals or opt to become credentialed teachers. Many paraprofessionals also have
families to support, making it difficult to pursue further education. Some enjoy working part
time at hourly wages and do not need health coverage through employment.
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What to Do with this Information? Future Research
There is more to be done for English Language learner paraprofessional support staff
beginning with the hiring methods in place, the supply and demand challenges associated with
this pool of employees as well as how to retain them once they are hired. Further examination of
why there is a shortage of qualified ELL paraprofessionals as well as research on how to create
or identify a more qualified applicant pool is indeed a relevant and gainful undertaking.
Respondents also indicate a lack of training for school leaders on how to effectively hire
candidates. The HI DOE could therefore seek out an evidence based hiring model and provide
more training for school leaders with regard to hiring. In an ideal context, the HI DOE would
have unlimited financial and human capital resources to manage these tasks, allocate the
financial and training resources to embody key elements of evidence-based human capital
management. In reality, a top-down educational system that is bureaucratic in nature presents a
barrier and ongoing debate about efficiency within the system. In addition, this research study
has shed light on the already existing ELL paraprofessional employee turnover problem. The
“revolving door” nature of the job and inefficiencies associated with having to continuously hire
and orientate new employees is worthy of further investigation in effort to attempt at resolving
this complex problem.
As far as the respondents in this study, the school leaders interviewed are pulled in many
directions on a daily basis. Hiring of English Language Learner paraprofessionals, training
them, tending to the turnover, etc., are one very small component of the school leader’s
professional responsibilities. The eight respondents interviewed appeared to be caring,
knowledgeable, hard-working and willing to divulge information about both the celebrations and
challenges associated with their critical role in the hiring process of paraprofessionals.
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Conclusion
The Hawaii Department of Education currently serves 13,885 English Language
Learners, who constitute 8% of its total student population (HIDOE, 2012b). All 254 public
schools in the Hawaii DOE system have services and support in place to aide this unique sub-
population in student achievement and cultural assimilation. The array of support services
provided to English Language Learners can include shadowing of student(s), sheltered
instruction, after-school tutoring, access to online programs designed for language acquisition,
etc. Most of these supports are delivered in the mainstream classroom setting. These strategies
use multiple programs and processes to help with classroom participation and provide the
students with learning techniques. Online programs for enhanced learning, as well as a
standardized pre- and post-literacy tests are administered yearly to assess English Language
Learners growth within the ELL program. Quarterly parent workshops and translator services
including translated parent information resources are also available. Flashcards and Longman
Dictionaries are also provided to English Language Learners with limited English proficiency at
most schools. As far as personnel, paraprofessional educators are primarily responsible for
providing supports for English Language Learners in addition to what they are receiving from
their certified classroom teacher.
A successful English language learner program requires collaboration, communication
and hiring of persons best fit for the position. Research on English language learner programs in
elementary schools currently lacks a complex understanding of how roles and responsibilities are
negotiated by those who are assumed to share the responsibility of educating English language
learners. Due to the population of ELL students as well as the paramount role of the
paraprofessional educator within the daily routines of ELL students, it is critical that each school
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as well as the HI DOE as a whole properly identify and hire qualified and suitable
paraprofessionals.
This study investigated the Hawaii Department of Education’s hiring and selection
process with regard to English Language Learner paraprofessional educators. The study used
two key research questions to guide the inquiry process with regard to hiring procedures.
Research questions probed into what specific practices, if any, are used when screening
applicants as well as what personal and professional attributes school leaders seek when
interviewing. The rationale of the study was to gain interview (qualitative) data regarding hiring
within DOE schools in order to identify challenges and strengths within this area.
A theoretical framework by Phillips and Roper (2009) details key elements of human
capital management, including hiring and selecting. The statewide English Language Learner
program provided within the Hawaii State Department of Education ensures students with
limited English proficiency to have access to educational opportunities by providing services that
assist these students with the attainment of English language proficiency and academic
attainment in English in order to meet the same challenging state academic content standards
(University of Hawaii at Manoa, 2011). Serving the needs of Hawaii’s English Language
Learner population, including moving this group successfully through the K-12 pipeline and
graduating college/career ready is a complex situation, difficult to emendate, and in need of
further consideration. As affirmed by Thompson and Kleiner (2005), the most valuable resource
in the field of education is the talents of the people hired. The success of an organization is
therefore determined by those who are hired and hence an emphasis on how to hire effectively
was explored and should continue to be examined.
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Using a standard interview questionnaire to address the research questions, eight active
Hawaii Department of Education school leaders were verbally interviewed across two complex
areas. Limitations associated with this study include the relatively small sample size which
produced non-generalizable findings. Interview data was transcribed, coded and analyzed
yielding six predominant themes. Findings were asserted and linked to the corresponding
research. Recommendations for practice linked to findings as well as recommendations for
future research were discussed. Consideration of the recommendations and findings in
conjunction with the available research on hiring can innovate and improve the hiring processes
in place as well as strengthen what is already working.

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APPENDIX A
STATE OF HAWAII DEPARTMENT OF EDUCATION GENERAL LEARNER
OUTCOMES RUBRIC
The rubric provided below serves as a guideline for elementary school teachers and students to
use to determine the rating for each General Learner Outcome using classroom-based evidence
gathered and communicated with parents via the report card.

GLO #1: Self-Directed Learner
(The ability to be responsible for one’s own learning)
Indicators
1
Descriptors for Rarely
Demonstrates
2
Descriptors for
Sometimes
Demonstrates
3
Descriptors for
Usually Demonstrates
4
Descriptors for
Consistently
Demonstrates
Sets priorities and
establishes
achievable goals and
personal plans for
learning
Sets achievable goals
and personal plans for
learning with ongoing
assistance
Sets priorities to
achieve goals with
ongoing assistance
Unable to develop
short and long range
learning goals (in
pursuit of career
choices) Descriptor for
Grades 5 & 6.
Sets achievable goals
and personal plans for
learning with moderate
assistance
Sets priorities to
achieve goals with
moderate assistance
Develops an
incomplete action plan
for short and long
range learning goals
(in pursuit of career
choices) Descriptor for
Grades 5 & 6.
Usually sets
achievable goals and
personal plans for
learning
Usually sets priorities
to achieve goals
Develops an adequate
action plan for short
and long range
learning goals (in
pursuit of career
choices) Descriptor
for Grades 5 & 6.
Consistently sets
challenging,
achievable goals and
personal plans for
learning
Consistently sets
priorities to achieve
goals
Develops a thorough
action plan for short
and long range
learning goals (in
pursuit of career
choices) Descriptor
for Grades 5 & 6.
Plans and manages
time and resources to
achieve goals
Manages time and
resources with ongoing
assistance to achieve
goals
Rarely uses a variety of
credible and relevant
resources
Manages time and
resources with
moderate assistance to
achieve goals
Sometimes uses a
variety of credible and
relevant resources
Usually manages time
and resources in an
efficient manner to
achieve goals
Usually uses a variety
of credible and
relevant resources
Consistently manages
time and resources in
an efficient manner to
achieve goals
Consistently uses a
variety of credible and
relevant resources
Monitors progress
and evaluates
learning experiences
Checks on progress
and learning
experiences with
ongoing assistance to
resolve problems that
may be interfering with
learning
Checks on progress
and learning
experiences with
moderate assistance to
resolve problems that
may be interfering with
learning
Usually checks on
progress and learning
experiences to resolve
problems that may be
interfering with
learning
Consistently checks on
progress and learning
experiences to resolve
problems that may be
interfering with
learning

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GLO #2: Community Contributor
(The understanding that it is essential for human beings to work together)
Indicators
1
Descriptors for Rarely
Demonstrates
2
Descriptors for Sometimes
Demonstrates
3
Descriptors for Usually
Demonstrates
4
Descriptors for
Consistently Demonstrates
Respects people’s
feelings, ideas,
abilities and cultural
diversity
Rarely listens or considers
other points of view;
makes inappropriate
comments
Seldom uses appropriate
voice level and tone
appropriate to the message
or audience in formal and
informal settings
Seldom uses appropriate
nonverbal responses
including eye contact,
attentive posture and facial
expression to indicate
respect and interest
Sometimes listens and
considers other points of
view and asks appropriate
questions for clarification
and understanding
Sometimes uses
appropriate voice level and
tone appropriate to the
message and audience in
formal and informal
settings
Sometimes uses
appropriate nonverbal
responses including eye
contact, attentive posture
and facial expression to
indicate respect and
interest
Usually listens and
considers other points of
view and asks
appropriate questions for
clarification and
understanding
Usually uses appropriate
voice level and tone
appropriate to the
message and audience in
formal and informal
settings
Usually uses appropriate
nonverbal responses
including eye contact,
attentive posture and
facial expression to
indicate respect and
interest
Consistently listens and
considers other points of
view and asks appropriate
questions for clarification
and understanding
Consistently uses
appropriate voice level and
tone appropriate to the
message and audience in
formal and informal
settings
Consistently uses
appropriate nonverbal
responses including eye
contact, attentive posture
and facial expression to
indicate respect and
interest
Cooperates with and
helps and encourages
others in group
situations
Makes positive
contributions toward
achievement of the group’s
goals (stays on task, shares
materials and ideas, helps
others to focus on the task)
with ongoing assistance
Rarely helps assess group
progress toward the goal
Makes positive
contributions toward
achievement of the group’s
goals (stays on task, shares
materials and ideas, helps
others to focus on the task)
with moderate assistance
Sometimes helps assess
group progress toward the
goal
Usually makes positive
contributions toward
achievement of the
group’s goals (stays on
task, shares materials and
ideas, helps others to
focus on the task)
Usually helps assess
group progress toward
the goal and improve
efforts on an ongoing
basis
Consistently makes
positive contributions
toward achievement of the
group’s goals (stays on
task, shares materials and
ideas, helps others to focus
on the task)
Consistently helps assess
group progress toward the
goal and improve efforts
on an ongoing basis
Understands and
follows rules of
conduct
Follows class/school rules
with ongoing guidance
Follows class/school rules
with moderate guidance
Usually follows
class/school rules
Consistently follows
class/school rules
Analyzes conflict
and applies methods
of cooperative
resolution
Rarely recognizes the
problem, makes
appropriate input or helps
group resolve conflicts and
overcome difficulties
Sometimes recognizes the
problem, makes
appropriate input and helps
group resolve conflicts and
overcome difficulties
Usually recognizes the
problem, makes
appropriate input and
helps group resolve
conflicts and overcome
difficulties
Consistently recognizes the
problem, makes
appropriate input and helps
group resolve conflicts and
overcome difficulties
Demonstrates
responsible and
ethical behavior in
decision making
Demonstrates self control,
moral and ethical behavior
and acts with integrity in
decision making with
ongoing guidance
Demonstrates self control,
moral and ethical behavior
and acts with integrity in
decision making with
moderate guidance
Usually demonstrates
self control, moral and
ethical behavior and acts
with integrity in decision
making
Consistently demonstrates
self control, moral and
ethical behavior and acts
with integrity in decision
making
Responsibly
implements a
solution
Fulfills one’s
responsibility in
implementing a solution
with ongoing assistance
Fulfills one’s
responsibility in
implementing a solution
with moderate assistance
Usually fulfills one’s
responsibility in
implementing a solution
Consistently fulfills one’s
responsibility in
implementing a solution

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GLO 3: Complex Thinker
(The ability to demonstrate critical thinking and problem solving)
Indicators
1
Descriptors for
Rarely
Demonstrates
2
Descriptors for
Sometimes
Demonstrates
3
Descriptors for
Usually
Demonstrates
4
Descriptors for
Consistently
Demonstrates
Applies prior
learning experiences
to new situations
Demonstrates use of
prior knowledge to
acquire new
knowledge or
develop new skills
with ongoing
assistance
Demonstrates use of
prior knowledge to
acquire new
knowledge or
develop new skills
with moderate
assistance
Usually
demonstrates use of
prior knowledge to
acquire new
knowledge or
develop new skills
Consistently
demonstrates use of
prior knowledge to
acquire new
knowledge or
develop new skills
Considers multiple
perspectives in
analyzing and
solving a variety of
problems
Ignores alternative
points of view in
analyzing/solving
problems
Offers superficial
analysis of a few
alternative points of
view in
analyzing/solving
problems
Usually offers
adequate analysis
and evaluation of
major points of view
in analyzing/solving
problems
Consistently
demonstrates
thorough analysis
and evaluation of
major points of view
in analyzing/solving
problems
Generates new and
creative ideas and
approaches to
developing
solutions
Applies creative
thinking to generate
ideas and
approaches to
solving problems
with ongoing
assistance
Applies creative
thinking to generate
ideas and
approaches to
solving problems
with moderate
assistance
Usually applies
creative thinking to
generate ideas and
approaches to
solving problems
Consistently applies
creative thinking to
generate ideas and
approaches to
solving problems
Evaluates the
effectiveness and
ethical
considerations to a
solution and make
adjustments as
needed
Applies critical
thinking to evaluate
solutions based on
solid information
and change position
when evidence and
reasons are
sufficient with
ongoing assistance
Applies critical
thinking to evaluate
solutions based on
solid information
and change position
when evidence and
reasons are
sufficient with
moderate assistance
Usually applies
critical thinking to
evaluate solutions
based on solid
information and
change position
when evidence and
reasons are
sufficient
Consistently applies
critical thinking to
evaluate solutions
based on solid
information and
change position
when evidence and
reasons are
sufficient

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GLO #4: Quality Producer
(The ability to recognize and produce quality performances and quality products)
Indicators
1
Descriptors for
Rarely
Demonstrates
2
Descriptors for
Sometimes
Demonstrates
3
Descriptors for
Usually
Demonstrates
4
Descriptors for
Consistently
Demonstrates
Recognizes and
understands what
quality
performances and
products are
Identifies and
describes the criteria
and performance
standards of
products and
performances with
ongoing assistance
Demonstrates
understanding of the
learning goals and
task requirements
with ongoing
assistance
Identifies and
describes the criteria
and performance
standards of
products and
performances with
moderate assistance
Demonstrates
understanding of the
learning goals and
task requirements
with moderate
assistance
Usually identifies
and describes the
criteria and
performance
standards of
products and
performances
Usually
demonstrates
understanding of the
learning goals and
task requirements
Consistently
identifies and
describes the criteria
and performance
standards of
products and
performances
Consistently
demonstrates clear
understanding of the
learning goals and
task requirements
Understands and
sets criteria to meet
or exceed Hawaii
Content and
Performance
Standards
Sets criteria and
goals to
meet/exceed Hawaii
Content and
Performance
Standards with
ongoing assistance
Sets criteria and
goals to
meet/exceed Hawaii
Content and
Performance
Standards with
moderate assistance
Usually sets criteria
and goals to
meet/exceed Hawaii
Content and
Performance
Standards
Consistently sets
criteria and clear
goals to
meet/exceed Hawaii
Content and
Performance
Standards
Produces evidence
that meets or
exceeds Hawaii
Content and
Performance
Standards
Demonstrates
understanding,
knowledge and
skills necessary for
producing quality
products and
performances with
ongoing assistance
Monitors progress
and uses feedback,
criticisms and
suggestions to
improve work with
ongoing assistance
Remains on task
and perseveres to
the completion of
quality work,
performance or
product with
ongoing assistance
Demonstrates
understanding,
knowledge and
skills necessary for
producing quality
products and
performances with
moderate assistance
Monitors progress
and uses feedback,
criticisms and
suggestions to
improve work with
moderate assistance
Remains on task and
perseveres to the
completion of
quality work,
performance or
product with
moderate assistance
Usually
demonstrates clear
understanding,
knowledge and
skills necessary for
producing quality
products and
performances
Usually monitors
progress and uses
feedback, criticisms
and suggestions to
improve work
Usually remains on
task and perseveres
to the completion of
quality work,
performance or
product
Consistently
demonstrates in-
depth
understanding,
knowledge and
skills necessary for
producing quality
products and
performances
Consistently
monitors progress
and uses feedback,
criticisms and
suggestions to
improve work
Consistently
remains on task and
perseveres to the
completion of
quality work,
performance or
product

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GLO #5: Effective Communicator
(The ability to communicate effectively)
Indicators
1
Descriptors for
Rarely
Demonstrates
2
Descriptors for
Sometimes
Demonstrates
3
Descriptors for
Usually
Demonstrates
4
Descriptors for
Consistently
Demonstrates
Listens to,
interprets, and
uses information
effectively
Listens to the ideas
and opinions of
others and
demonstrates
understanding of the
communication with
ongoing assistance
Listens to the ideas
and opinions of
others and
demonstrates
understanding of the
communication with
moderate assistance
Usually solicits and
actively listens to
the ideas and
opinions of others
and demonstrates
adequate
understanding of
the communication
Consistently solicits
and actively listens to
the ideas and
opinions of others
and demonstrates
thorough
understanding of the
communication
Communicates
effectively and
clearly through
speaking, using
appropriate
forms,
conventions, and
styles to convey
ideas and
information for a
variety of
audiences and
purposes
Determines purpose
for communicating,
organizes and
presents information
to serve the purpose,
context and
audience with
ongoing assistance
Communicates with
logic or coherence
with ongoing
assistance
Determines purpose
for communicating,
organizes and
presents information
to serve the purpose,
context and audience
with moderate
assistance
Communicates with
logic and coherence
with moderate
assistance
Usually determines
purpose for
communicating,
organizes and
presents
information to serve
the purpose, context
and audience
Usually
communicates
information with
logic and
coherence. Intended
purpose is usually
explicit and most
major points are
elaborated.
Consistently
determines purpose
for communicating,
organizes and
presents information
to serve the purpose,
context and audience
Consistently
communicates
information with
logic and coherence.
Intended purpose is
explicit and all major
points are fully
elaborated
Reads with
understanding
various types of
written materials
and literature and
uses information
for a variety of
purposes
Seeks information
through reading
various types of
written materials
with ongoing
support
Rarely self corrects
and rakes risks
Makes predictions
and draw influences
with ongoing
assistance
Demonstrates
understanding and
meaning derived
from print with
ongoing assistance
Seeks information
through reading
various types of
written materials with
moderate support
Sometimes self
corrects and takes
risks
Makes predictions
and draws inferences
with moderate
assistance
Demonstrates
understanding and
meaning derived
from print with
moderate assistance
Usually seeks
information through
reading various
types of written
materials
Usually self
corrects and takes
risks
Usually makes
predictions and
draws accurate
inferences
Usually
demonstrates
understanding and
meaning derived
from print
Consistently seeks
information through
reading various types
of written materials
Consistently self
corrects and takes
risks
Consistently makes
predictions and draws
accurate inferences
Consistently
demonstrates
thorough
understanding and
meaning derived from
print
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Communicates
effectively and
clearly through
writing, using
appropriate
forms,
conventions, and
styles to convey
ideas and
information for a
variety of
audiences and
purposes
Organizes sequence
of ideas/events that
moves reader
through the writing
from beginning to
end with ongoing
assistance
Demonstrates
writing that appears
to say what the
writer thinks and
feels with ongoing
assistance
Rarely uses words
or phrases that are
precise and/or
imaginative
Rarely demonstrates
writing that shows a
good grasp of
standard writing
conventions
Organizes sequence
of ideas/events that
moves reader through
the writing from
beginning to end with
moderate assistance
Demonstrates writing
that appears to say
what the writer
honestly thinks and
feels with moderate
assistance
Sometimes uses
words or phrases that
are precise and/or
imaginative
Sometimes
demonstrates writing
that shows a good
grasp of standard
writing conventions
Usually organizes
sequence or
ideas/events that
moves reader
smoothly through
the writing from
beginning to end
Usually
demonstrates
writing that appears
to say what the
writer honestly
thinks and feels;
conviction or caring
is evident
Usually uses words
or phrases that are
precise and/or
imaginative
Usually
demonstrates
writing that shows a
good grasp of
standard writing
conventions
Consistently
organizes sequence of
ideas/events that
moves reader
smoothly through the
writing from
beginning to end
Consistently
demonstrates writing
that appears to say
what the writer thinks
and feels; conviction
or caring is evident
Consistently uses
words or phrases that
are precise and/or
imaginative
Consistently
demonstrates writing
that shows an
excellent grasp of
standard writing
conventions
Observes and
makes sense of
visual
information
Observes and draws
inferences and
logical conclusions
based on
observations with
ongoing assistance
Observes and draws
inferences and logical
conclusions based on
observations with
moderate assistance
Usually observes
and draws
inferences and
logical conclusions
based on
observations
Consistently observes
and draws logical
inferences and
conclusions based on
observations

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GLO #6 Effective and Ethical Users of Technology
(The ability to use a variety of technologies effectively and ethically.)
Indicators
1
Descriptors for Rarely
Demonstrates
2
Descriptors for
Sometimes
Demonstrates
3
Descriptors for
Usually Demonstrates
4
Descriptors for
Consistently
Demonstrates
Uses a variety of
technologies in
producing an idea or
product
Uses a limited variety
of productivity tools
that demonstrate
competency with
ongoing assistance
Uses advanced
capabilities of limited
productivity tools
(e.g., word processing,
spreadsheet, database,
graphics, digitized
cameras) to produce
quality work with
ongoing assistance
Descriptor for Grades
5 & 6.
Uses a variety of
productivity tools that
demonstrate
competency in
displaying
presentation and
content with moderate
assistance
Uses advanced
capabilities of limited
productivity tools
(e.g., word processing,
spreadsheet, database,
graphics, digitized
cameras) to produce
quality work with
moderate assistance
Descriptor for Grades
5 & 6.
Usually uses a variety
of productivity tools
that demonstrate
competency in
displaying
presentation and
content
Usually uses advanced
capabilities of a
variety of productivity
tools (e.g., word
processing,
spreadsheet, database,
graphics, digitized
cameras) to produce
quality work
Descriptor for Grades
5 & 6.
Consistently uses a
variety of productivity
tools that displays
excellence in
presentation and
content
Consistently uses
advanced capabilities
of a variety of
productivity tools
(e.g., word processing,
spreadsheet, database,
graphics, digitized
cameras) to produce
quality work
Descriptor for Grades
5 & 6.
Uses a variety of
technologies to access
and manage
information and to
generate new
information
Uses a limited number
of different
technologies to access
and manage
information with
ongoing assistance
Demonstrates a
partial mastery of
tools to collect data
such as on-line
surveys and interviews
as well as tools to
record, organize, and
communicate the data
using databases and
spreadsheets with
ongoing assistance
Descriptor for Grades
5 & 6.
Generates new
information that
demonstrates effective
use of information
tools based on
accessed information
as well as the quality
of the information
sources with ongoing
assistance
Uses a limited number
of different
technologies to access
and manage
information with
moderate assistance
Demonstrates a
partial mastery of
tools to collect data
such as on-line
surveys and interviews
as well as tools to
record, organize, and
communicate the data
using databases and
spreadsheets with
moderate assistance
Descriptor for Grades
5 & 6
Generates new
information that
demonstrates effective
use of information
tools based on
accessed information
as well as the quality
of the information
sources with moderate
assistance
Usually uses a variety
of technologies to
access and manage
information
Usually demonstrates
mastery of variety of
tools to collect data
such as on-line
surveys and interviews
as well as tools to
record, organize, and
communicate the data
using databases and
spreadsheets
Descriptor for Grades
5 & 6
Usually generates new
information that
demonstrates effective
use of information
tools based on
accessed information
as well as the quality
of the information
sources
Consistently and
accurately uses a
variety of technologies
to access and manage
information
Consistently
demonstrates mastery
of variety of tools to
collect data such as
on-line surveys and
interviews as well as
tools to record,
organize, and
communicate the data
using databases and
spreadsheets
Descriptor for Grades
5 & 6.
Consistently generates
new information that
demonstrates effective
use of information
tools based on
accessed information
as well as the quality
of the information
sources
HIRING ENGLISH LANGUAGE LEARNER PARAPROFESSIONALS

96
Understands the
impact of technologies
on individuals, family,
society and the
environment
Indicator for Grades 5
& 6.
Is not able to explain
the impact of
technology on
individuals, family,
society and the
environment
Descriptor for Grades
5 & 6.
Has an awareness of
and can explain with
prompts how the use
of various
technologies can make
a difference in the
lives of individuals,
the family, society and
the environment
Descriptor for Grades
5 & 6.
Understands and can
explain how the use of
various technologies
can make a difference
in the lives of
individuals, the family,
society and the
environment
Descriptor for Grades
5 & 6.
Appreciates and can
accurately explain
how the use of various
technologies makes a
difference in the lives
of individuals, the
family, society and the
environment
Descriptor for Grades
5 & 6.
• Is able to illustrate
with real life examples
Descriptor for Grades
5 & 6.
Uses appropriate
technologies for
communication,
collaboration,
research, creativity
and problem solving
Chooses appropriate
technology tools to
complete product with
ongoing assistance
Chooses appropriate
technologies to
complete product with
moderate assistance
Usually selects the
most appropriate
technologies to
complete product and
can explain its
appropriateness
Consistently chooses
the most appropriate
technologies to
complete assignments
and can explain its
appropriateness.
Uses multimedia,
electronic devices,
email, and/or Internet
to expand beyond the
barriers of a normal
classroom
Understand and
respects legal and
ethical issues
Demonstrates
knowledge of the legal
and ethical issues
regarding the use of
technology and
information (e.g.,
follows school rules
covering language,
privacy, copyright,
citation of sources)
with ongoing guidance
Sources (information
and graphics) are
accurately
documented with
ongoing assistance
Descriptor for Grades
5 & 6.
Demonstrates
knowledge of the legal
and ethical issues
regarding the use of
technology and
information (e.g.,
follows school rules
covering language,
privacy, copyright,
citation of sources)
with moderate
guidance
Sources (information
and graphics) are
accurately
documented with
moderate assistance
Descriptor for Grades
5 & 6.
Usually demonstrates
knowledge of the legal
and ethical issues
regarding the use of
technology and
information (e.g.,
follows school rules
covering language,
privacy, copyright,
citation of sources)
Usually all sources
(information and
graphics) are
accurately
documented, in the
desired format
Descriptor for Grades
5 & 6.
Consistently
demonstrates
knowledge of the legal
and ethical issues
regarding the use of
technology and
information (e.g.,
follows school rules
covering language,
privacy, copyright,
citation of sources)
Consistently all
sources (information
and graphics) are
accurately
documented in the
desired format
Descriptor for Grades
5 & 6.

HIRING ENGLISH LANGUAGE LEARNER PARAPROFESSIONALS

97
APPENDIX B
ROLES AND RESPONSIBILITIES OF PARAPROFESSIONAL EDUCATORS (U.S.
DEPARTMENT OF EDUCATION, 2002)
The paraeducator knows and practices good professional ethics by:
a. Keeping information that pertains to school, school personnel, students, and parents
or guardians confidential; directing communication that concerns the student’s
program to the child’s classroom or IEP manager.
b. Going directly to his or her supervising teacher, should concerns arise.
c. Teaming with all school and itinerant staff.

The paraeducator performs the following daily tasks to the best of his or her ability:
a. Follows programs as written by the teacher.
b. Reinforces appropriate student behavior as modeled by the teacher and records
accurate data when necessary.
c. Assists teacher in carrying out toileting and feeding programs.
d. Assists school specialists in P.E., music, and art classes.
e. Assists the occupational, physical, vision, and speech therapists or other itinerant staff
as needed.
f. Supervises all students in a positive manner.
g. Responds to emergency situations calmly and appropriately.

The paraeducator and teacher establish a collaborative relationship, with the teacher holding
responsibility for the student’s program. The paraeducator:
a. Shows a positive attitude toward self-improvement.
b. Contributes to meetings with the teacher by sharing ideas and observations of
students.
c. Asks clarifying questions when necessary.
d. Models the teaching and behavior management techniques demonstrated by the
teacher.
e. Takes initiative to carry out responsibilities of supervision.

The paraeducator follows the listed school philosophies, guidelines, and procedures.
a. Notifies the supervising teacher if an absence is scheduled in advance.
b. Prepares a substitute folder.
c. Arranges breaks and lunch with teacher.
d. Arrives promptly and follows the daily schedule.
e. Manages time efficiently during school hours.
f. Dresses appropriately.
g. Attends the scheduled paraeducator meetings.

HIRING ENGLISH LANGUAGE LEARNER PARAPROFESSIONALS

98
The paraeducator demonstrates the understanding that all students enrolled at ___________
school have individual and special learning needs. He or she:
a. Respects the right of the student to a least restrictive environment.
b. Provides an environment that protects the student’s human dignity.
c. Displays a positive attitude when working with students.
d. Encourages student independence.
e. Models age-appropriate behavior.

The paraeducator shares responsibilities for housekeeping and clerical duties:
a. Prepares the classroom before students arrive.
b. Prepares or gathers materials students may need during the day.
c. Cleans classrooms as needed throughout the day.
d. Follows schedules for filling and collecting spray bottles, arranging communication
systems, etc.
e. Prepares materials as directed by teacher.
f. Contributes to team efforts to keep work areas neat.

Goal 1: To provide support to the student during academic, social, vocational, and leisure
activities.
Goal 2: To enable students to become independent in their daily routines.
Goal 3. To provide support to the classroom teachers of our students.

HIRING ENGLISH LANGUAGE LEARNER PARAPROFESSIONALS

99
APPENDIX C
INSTRUMENTATION
1. What is your background, training and experience as a Hawaii DOE Principal or Vice
Principal?
a. What level were you a principal or vice principal (K-12 and for how long?)
b. Where/How did you receive training to be a principal or vice principal?
c. Where/How were you trained to hire qualified teachers and paraprofessionals for your
school?
d. What limitations were associated with hiring qualified teachers and
paraprofessionals?

2. Think about the teachers and paraprofessionals you hired whom you consider as highly
effective.
a. What knowledge, skills and abilities (job-specific functions) did these individuals
possess? (content knowledge, etc.)
b. What characteristics and attributes (non-job specific functions) did these individuals
possess? (positive attitude, punctuality,)
c. Where/how did you typically find teacher and paraprofessional candidates?
d. Was there a standard system the DOE had in place to identify quality applicants?

3. What are the unique characteristics of your school which influence your teacher and
paraprofessional selection criteria?
a. What type of school did you most frequently hire teachers and paraprofessionals?
(high/low achieving, large school/small school, etc.)
b. How did you determine whether individuals you hired would be a “good fit” for your
school site?

4. What process to you use to select teachers and paraprofessionals?
a. Do you have standard interview questions? Aptitude assessments, etc.?
b. What are some of the key attributes that make an interviewee the “right fit”?

5. What barriers hinder your ability to select faculty and staff who meet these criteria?
a. What could hamper the selection process?

Abstract (if available)

Abstract The purpose of this study was to investigate Hawaii Department of Education’s hiring practices with regard to English Language Learner paraprofessional employees. The Hawaii Department of Education currently serves 13,885 English Language Learners, who constitute 8% of its total student body. There has been a recent growth trend within this unique sub-population, and the inquiry as to how those who support these students are hired fueled this study. The study explored what specific practices, if any, are used when screening and hiring applicants, as well as what personal and professional attributes, if any, school leaders seek when interviewing paraprofessional applicants. The rationale of this study was to gain knowledge about the area of paraprofessional hiring practices, and identify potential strengths and needs of the current hiring procedures. The population of this study was a group of eight school leaders within two complex areas in Hawaii. The method of purposeful sampling was used to identify respondents. All school leaders interviewed are responsible for hiring paraprofessionals at their school site. Methodology was qualitative in design and included the use of interview questions which ranged from 10-34 minutes per interview. Responses were then transcribed, coded for meaning, analyzed and discussed as it related to the theoretical framework and other literature pertaining to hiring. All participants identities as well as school names were anonymous. School leaders did not need to answer any questions they felt uncomfortable about

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Asset Metadata

Creator Ikeda, Maureen Kimi (author)

Core Title An investigation of hiring English language learner paraprofessionals in Hawaii

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 09/08/2015

Defense Date 06/15/2015

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag hiring,OAI-PMH Harvest,paraprofessionals

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Brewer, Dominic James (committee chair), Datta, Monique (committee member), Picus, Lawrence (committee member)

Creator Email maureeni@usc.edu,moey5@hotmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-176037

Unique identifier UC11274489

Identifier etd-IkedaMaure-3885.pdf (filename),usctheses-c40-176037 (legacy record id)

Legacy Identifier etd-IkedaMaure-3885.pdf

Dmrecord 176037

Document Type Dissertation

Format application/pdf (imt)

Rights Ikeda, Maureen Kimi

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA