The implementation of edTPA, a portfolio assessment that preservice teachers must pass in order to gain certification in 41 states, has added standardization to the certification process. Those who go through the process develop very specific skills in the three focus areas of planning, instructing and assessing. The way that teachers are hired, at least in its basic format of applications and interviews, appears to be unchanged. The purpose of this study is to discover what qualities those who hire future high school English teachers look for in an applicant and whether those qualities match how student teachers are evaluated through edTPA. I received data from a Google Forms survey from 10 participants and conducted follow-up, semi-structured interviews with 4 participants. I then reviewed and coded the survey and interview results in order to develop three themes. My analysis shows that the most important elements that a candidate can present in an interview are interpersonal and communication skills. Most hirers in high school English departments only casually know edTPA, but even those who do not know it recognize that planning, instruction and assessment are reasonable ways to align the hiring interview/process. More training to make the requirements of edTPA known to those in a position to hire English teachers is needed, so that edTPA scores, the rubric, and the information gained by student teachers can be used in the hiring process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]