Hiring Practices

The Hiring Practices Committee of Brighton has designed a framework for the hiring process to ensure that all candidates are given fair and equitable opportunities to present their skills and talents. We strive for our buildings, offices, and facilities to be inclusive, offering opportunities to explore diverse issues in and out of the classroom. We strongly believe that diverse perspectives and experiences enhance the learning and professional experience by exposing and challenging us to consider, weigh, and value the thoughts, experiences and practices of others different from ourselves.

Brighton’s employment philosophy:

• Invites professionals with varied backgrounds and experiences: Ensures that the hiring process is inclusive by actively seeking out candidates from diverse backgrounds. This means not only considering their professional qualifications but also valuing the unique perspectives and experiences they bring to the table.
• Values and considers all voices: Creates an environment where every candidate feels heard and respected. It's important to foster a culture where diverse opinions are not only welcomed but also valued.
• Encourages team members to lead by example: Supports team members in taking on leadership roles and providing the necessary resources for them to succeed.

This work is comprised of three distinct areas: 

1. Recruitment: 

• Developing and integrating protocols to ensure fairness and consistency in the hiring process.
• Developing Search Process Guidelines/Procedures. 
• Reviewing recent research and best practices to build a continuous recruitment “pipeline” and “grow your own” programs.
• Researching innovative approaches to network and outreach to an ethnically diverse teaching staff.
• Making recommendations to enhance the search/hiring process in most challenging areas

2. Retention: 

• Consider recruitment strategies to attract candidates from all backgrounds and experiences.
  • Expand recruitment strategies considering the following:
    • Newspapers
      • Democrat and Chronicle
      • Albany Times Union
      • Buffalo News
      • Syracuse Post-Standard
      • NY Times
      • The Minority Reporter
    • Diversity in Education
    • Top 20 Historically Black Colleges and Universities
    • SAANYS
    • BCSD Social Media and Nomination Form

3. Strategies utilized to evaluate candidates and the contributions they can make to improve our environment.

• Updating Job Posting to include a Commitment to an Inclusive and Welcoming Community

Brighton Central School District seeks candidates for faculty and staff positions who are committed to creating a welcoming and supportive environment where all students, faculty and staff can thrive. We value a wide range of experiences, perspectives, and skills, recognizing that they enrich our school community and enhance learning for everyone. A broad understanding of and appreciation for different backgrounds and viewpoints is essential to our mission.

• Requiring a Commitment Statement with Administrator and Teacher Applications

Please describe your past and current work, and your future plans, to create a school district where every student feels welcomed, supported, and has the chance to succeed

Teacher Induction

The District welcomes every new teacher offering the support they need through their participation in an Induction Program, which follows and supports the new teachers during the first three years of employment. The goal of the program is to: develop the capacity and confidence of new teachers, enrich all teachers' knowledge about teaching and learning, minimize new teachers' impact in transitioning to the District, thus maximizing student learning and development, provide opportunities to grow professionally, and Understand and embrace the values and vision of the District.  Throughout the three years, new teachers enter discussions on organization culture and norms, overview of racial equity work, organization functions, and how decisions are made in the district/building/department. New teachers are paired with a mentor, who has been trained to guide the work and offer physical, emotional, and institutional support to the new teacher.

During each phase, teachers new to Brighton receive professional development on how to build culturally responsive learning environments.  Teachers engage in book studies, workshops, and reflective activities to enhance their skills and increase their ability to implement these practices into their classrooms.