Recently I was speaking with a few principals about interviews, and I asked what questions they now included for teachers in special area subjects such as PE, Music, and Art. A number of good questions emerged, but one seemed to be on almost everyone's agenda. It is a question that gets to the fundamental problem facing every special area subject teacher; how do we make our program as meaningful to students as classes in their core subject areas? For years PE, Music, Art, and other elective areas have been seen by some as less important. Yet, if we want to produce well balanced students, such classes are essential to their program of studies. Because we want teachers who can promote such agendas, questions related to this topic have become increasingly popular within interview committees across the country. I went on to query the principals regarding just what kinds of response they sought in their candidate. Today's article distills the results of that discussion, and special area subject teachers will be wise to take note. Here is a question received from an eastern Pennsylvania school district you might hear.
Q. Can you explain to us how you will go about making your program an integral part of the school program and not simply a stand-alone class that sits outside the more traditional school offerings?
There are two courses of action around which to build your response. First, outline specific articulation steps you plan to take. As preparation you can identify a variety of instructional topics that would ordinarily be part of the core academic program at your grade level. Look for places where topics or units in your own curriculum can be matched. Once you have these mutual curriculum points, describe how you can blend your teaching to what students are experiencing elsewhere in their courses of study.
The second portion of your answer should deal with how you might work with other teachers and staff to coordinate curriculum matters. Explain how you intend to work on school-wide curriculum committees, strategic planning efforts, and budget committees to make your classes both relevant and cost effective. Perhaps your area could even become an additional enrichment or after school program for students.
The last suggestion is to offer a practical example of how you can approach this issue. Choose a specific subject and describe what you would do. Practical examples are critical to the goal of making your answer stand out from others who will simply list off a few general ideas. Here is how such a response might sound.
By way of example, one of my curriculum areas in PE was once modified to include a unit on dance. This was done as part of a wider thematic unit on the 1930's and Swing Music as a form of counter culture. In this unit, I met with a small group of teachers from a variety of discipline areas such as social studies, music, and English. We put together a set of guiding questions about the place of swing music and its impact on society during the late 1930 and early 1940 eras. We taught the students swing dancing in our PE class while History covered its jaded history in America and Germany, Music dealt with the big band era, and English classes reviewed books and literature of the time. The culminating activity of the unit was a small assembly that featured a big band concert and dance exhibition put on by my PE students. In all, each special area subject teacher was fully able to integrate his or her teaching with that of the core academic areas.
Do you see how easy it can be to demonstrate how special area subjects can be made an integral part of the school-wide curriculum? Even if you are not in a position to directly work with other teachers, by simply knowing which topic areas are included in their courses of study, you can show where your work can support and enhance the total program of studies. If you are still uncertain of how this might be accomplished, go online and look up "thematic units." You will find tons of suggested topics from which to choose. Simply select one that best fits your area, and you should be able to craft a first rate unit of your own.
The key to effectively answer this question is to demonstrate specific steps you plan to match your curriculum to that of the other discipline areas for your grade level. Speak directly to your desire to work with other staff to coordinate your instructional efforts within the overall program. And finally, do not leave the possibility of after school programs, community involvement, or other enrichment opportunities unaddressed. If you can clearly speak to all of these issues and provide just a few concrete examples, you will have hit a home run! My bet will be on you to be the person with the best answer to this question.
Q. Can you explain to us how you will go about making your program an integral part of the school program and not simply a stand-alone class that sits outside the more traditional school offerings?
There are two courses of action around which to build your response. First, outline specific articulation steps you plan to take. As preparation you can identify a variety of instructional topics that would ordinarily be part of the core academic program at your grade level. Look for places where topics or units in your own curriculum can be matched. Once you have these mutual curriculum points, describe how you can blend your teaching to what students are experiencing elsewhere in their courses of study.
The second portion of your answer should deal with how you might work with other teachers and staff to coordinate curriculum matters. Explain how you intend to work on school-wide curriculum committees, strategic planning efforts, and budget committees to make your classes both relevant and cost effective. Perhaps your area could even become an additional enrichment or after school program for students.
The last suggestion is to offer a practical example of how you can approach this issue. Choose a specific subject and describe what you would do. Practical examples are critical to the goal of making your answer stand out from others who will simply list off a few general ideas. Here is how such a response might sound.
By way of example, one of my curriculum areas in PE was once modified to include a unit on dance. This was done as part of a wider thematic unit on the 1930's and Swing Music as a form of counter culture. In this unit, I met with a small group of teachers from a variety of discipline areas such as social studies, music, and English. We put together a set of guiding questions about the place of swing music and its impact on society during the late 1930 and early 1940 eras. We taught the students swing dancing in our PE class while History covered its jaded history in America and Germany, Music dealt with the big band era, and English classes reviewed books and literature of the time. The culminating activity of the unit was a small assembly that featured a big band concert and dance exhibition put on by my PE students. In all, each special area subject teacher was fully able to integrate his or her teaching with that of the core academic areas.
Do you see how easy it can be to demonstrate how special area subjects can be made an integral part of the school-wide curriculum? Even if you are not in a position to directly work with other teachers, by simply knowing which topic areas are included in their courses of study, you can show where your work can support and enhance the total program of studies. If you are still uncertain of how this might be accomplished, go online and look up "thematic units." You will find tons of suggested topics from which to choose. Simply select one that best fits your area, and you should be able to craft a first rate unit of your own.
The key to effectively answer this question is to demonstrate specific steps you plan to match your curriculum to that of the other discipline areas for your grade level. Speak directly to your desire to work with other staff to coordinate your instructional efforts within the overall program. And finally, do not leave the possibility of after school programs, community involvement, or other enrichment opportunities unaddressed. If you can clearly speak to all of these issues and provide just a few concrete examples, you will have hit a home run! My bet will be on you to be the person with the best answer to this question.
My name is Robert W. Pollock. I am an educator, with over 34 years experience, a speaker, a consultant, and the author of 'Teacher Interviews. How to Get Them & How to Get Hired!. I have spoken to 1,000's of prospective teachers on how to interview and get the job. I have consulted with numerous schools around the country. Currently I am a professor of Education at Tusculum College, Knoxville, TN, where I also serve as the president of their alumni board.
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