Building an A Team

As we gear up for the upcoming Montserrat Summer Program, I want to underscore the paramount importance of our faculty selection process and the significance of fostering diversity among our teaching staff. 

With just six months to go before students embark on their three-week summer bridge program, we diligently prepared the groundwork. Our family and student handbook, instructional handbook, teacher evaluation framework, daily class schedule, and calendar are complete. The heartbeat of this preparation lies in the ongoing interviews of close to 100 prospective students by our dedicated interview team including Regina Melonson, Lee Westrick, Katie Seltzer, and me. 

Amidst these essential preparations, one priority stands above all – the recruitment, development, and retention of the nation's most talented and diverse faculty members. The response to our call for founding faculty positions has been overwhelming, with over 300 applicants vying for just eight positions.

As we navigate the screening and interview process, the profound impact teachers have on student achievement is at the forefront of our consideration.  

Research consistently affirms that teachers exert the most significant influence on student performance compared to other school-related factors (Opper, 2009). Given the diverse composition of our student body, spanning different races, ethnicities, economic backgrounds, and academic experiences, it is imperative to have faculty members who set high expectations for grade-level work.  

We are fortunate to have prospective students with exemplary academic records and those with unique backgrounds, such as students whose parents have recently immigrated from the Democratic Republic of Congo. Navigating the intersectionality of each student's lived experience while simultaneously preparing them for college and the Corporate Work Study program is nuanced and requires a diverse and dedicated teaching staff.  

Diversity within our teaching ranks is not just a checkbox; it is a fundamental element that broadens perspectives, challenges assumptions, and fosters inclusivity.

Research indicates that teachers of color bring specific practices and mindsets that benefit all students, contributing to increased academic achievement and a positive school environment.  

John Hattie's extensive synthesis of research emphasizes the pivotal role of highly expert, inspired, and passionate teachers in influencing student progression (Hattie, 2015). In fact, collective teacher efficacy surpasses any other factor at the school, teacher, or student level in terms of its impact on achievement (Hattie, 2017).  

As we move forward in interviewing potential faculty, I ask that you refer qualified teaching candidates. Our students deserve nothing less than the best, and it is through the dedication of our teaching faculty that we can ensure they are college-ready and career-prepared. 

Dr. Nadia Guy
CRJS Principal

CJRS Faculty Careers