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The Teacher Quality Index: A Protocol for Teacher Selection


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We know that teachers make a profound difference in the lives of students and are the single most important school-related influence on student achievement. When it comes to teacher selection, district and building-level administrators are challenged to predict what kind of teacher a candidate will be, based on information collected through an application and one or two interviews. In this book, James H. Stronge and Jennifer L. Hindman explain how to take the guesswork out of hiring decisions. Their Teacher Quality Index (TQI) is a structured, research-based interview protocol built on the quality indicators explored in Stronge's best-selling Qualities of Effective Teachers. Here, educators with hiring responsibilities will find interview questions that reveal what they most need to know about teacher candidates and question-specific, descriptive rubrics that support consistent evaluation of candidates' responses. The Teacher Quality Index is the easiest, most reliable way to see that new hires possess both the personal qualities of effective teachers and the requisite proficiencies in classroom management, instructional planning and delivery, and the monitoring of student progress and potential.

Table of contents



Maximizing the Benefits of Face-to-Face Interviews

Legal Considerations in Teacher Selection

About the authors

James Stronge is the Heritage Professor in the Educational Policy, Planning, and Leadership area at the College of William and Mary in Williamsburg, VA.

His research interests include policy and practice related to teacher quality as well as teacher and administrator evaluation, and he has worked extensively with local school districts on these topics. His work focuses on how to identify effective teachers and how to enhance teacher effectiveness.

Stronge has authored, coauthored, or edited 22 books and more than 100 articles, chapters, and technical reports. He has been a teacher, counselor, and district-level administrator. His doctorate in the area of Educational Administration and Planning is from the University of Alabama.

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