One concern creating the greatest anxiety among candidates is the fear they will be asked tough questions; questions to which they just do not have good answers. To be honest, almost every interview I've ever conducted had at least one question that presented a good case of heartburn to some of our interviewees. Unfortunately, you cannot prepare for every possible interview question. However, you can do some research on interview questions and make advance preparations for the more common questions you find.
Here are three questions I have asked over the years that seem to have presented difficulty for candidates. Consider each one along with the suggested strategies for an answer; then shape an answer that fits your own teaching style and stance. Even if none of these specific questions are asked at your interview, the preparation you gave to formulating good answers will often be found useful at some other point.
1. We are all familiar with the phrase, "having high expectations for our students." Just what does that phrase mean to you and what specific strategies do you use to bring that phrase to life in your class?
This is a question I have put on every interview over the last three years, and it has elicited quite a variety of answers. The first part of the question is one every candidate should be able to answer for him or herself, but that said you still need to pre-think your response. Just what does that phrase mean to you? Sit down and formulate a few sentences that truly describe your position. The second part needs greater attention. What teacher actions or practices do you specifically use to achieve those high expectations? You might want to look at Doug Lemov's book, Teach Like a Champion for some great ideas. For example, you might use the "No opt-out" strategy that requires students to formulate answers and not simply say, "I don't know." This says; "I expect ALL students to mentally involve themselves and participate in the learning process." Lemov has an excellent discussion of this in his book. Make it clear to the committee that you have thought this through and instituted high quality strategies to maximize every student's involvement, achievement, and success. The more thoroughly you can identify three or four practices and their effect, the stronger your answer becomes.
2. Everyone has strengths and weaknesses. You have told us about a number of your strengths, but now tell us about one of your weaknesses and any thoughts about what you might do to strengthen this area in the future.
So many teachers answer this question by attempting to disguise a strength as a weakness. They will say they are a perfectionist, or they work too hard, or they have a tendency to be too demanding. I have even seen so-called "experts" advocate this practice. To my mind, such answers always rang hollow and did not advance the candidate's relative value. You are far better served to look at your skills and past performance more critically and objectively. When you hear this question, understand that the committee is looking to see if you are an honest and objective reflective teacher; someone who is consistently seeking ways to improve his or her practice. For that reason, look at something you genuinely want to improve and target that area. You might suggest, "I really want to learn more about how to use a SmartBoard to increase the value of visual learning in my class." You could also say something such as, "I would like to become a better consumer of cutting edge practices by reading more and becoming more involved in professional activities. I don't think I have been as aggressive in that area as I could be." By linking your desire to seek out staff development or other learning opportunities, you can underscore your intent to be a lifelong learner and someone eager to continue your professional growth. If you know the district is involved in a specific staff development initiative on classroom teaching, you can list that as an area where you want to grow. Most of all, be honest in your choice and identify what you plan to do about any area you identify.
3. One of the key skills a teacher must possess is to know when lessons are successful and when they are not. What criteria do you use to determine if a lesson has been successful and what steps do you take when you are not satisfied with the results?
At some point in your interview, it is likely that you will have to explain your assessment strategies. This is one way such a question might be asked. The question has two parts and you must clearly answer each of them. I am going to let you in on a little secret sometimes overlooked in teacher education programs. The number one criteria to determine a lesson's success is simply, did all of the students master what you set out to teach? What concrete evidence do you have to support that conclusion? The great Madeline Hunter used to lament, "Saying you've taught when no one has learned, is like saying you've sold when no one has bought." With this in mind, my advice is to center your discussion of the lesson's overall effectiveness on just how well students have learned what you tried to teach. You can layer in other personal ideas from that platform. This leads directly to the second part of the question; just how do you make those effectiveness judgments and how do you adjust the teaching based on the findings. In this part of your answer, be certain to identify a few specific strategies for ongoing performance assessment. You might focus on your questioning strategy, individual activities, work samples, oral performance, or other means by which you can observe and quantify how well students are grasping key concepts. With regard to steps you might take when you are not satisfied, you need only identify your possible actions when students are not performing up to expectation. Teacher actions such as individual assistance, assignment of student tutors, pause/re-teach, re-grouping, and so on will give the committee what they need to know. One of the most important messages you will want to deliver in answering this question is that you actively assess throughout the lesson and build in remediation on the spot; not at some future time.
These are three question areas that might be expected in some form on your interview. Give each serious consideration so that when you hear it, you will be ready and not have to formulate something on the spot. This advance preparation will help make your answer sound much more professional and polished. A last piece of advice is to consider adding a specific practical example for each of the key strategies you highlight in your answers. If you can articulate a classroom illustration of your idea at work, you will move ahead of every other candidate who simply spoke in general terms. Prepare, practice, and win that interview!
Here are three questions I have asked over the years that seem to have presented difficulty for candidates. Consider each one along with the suggested strategies for an answer; then shape an answer that fits your own teaching style and stance. Even if none of these specific questions are asked at your interview, the preparation you gave to formulating good answers will often be found useful at some other point.
1. We are all familiar with the phrase, "having high expectations for our students." Just what does that phrase mean to you and what specific strategies do you use to bring that phrase to life in your class?
This is a question I have put on every interview over the last three years, and it has elicited quite a variety of answers. The first part of the question is one every candidate should be able to answer for him or herself, but that said you still need to pre-think your response. Just what does that phrase mean to you? Sit down and formulate a few sentences that truly describe your position. The second part needs greater attention. What teacher actions or practices do you specifically use to achieve those high expectations? You might want to look at Doug Lemov's book, Teach Like a Champion for some great ideas. For example, you might use the "No opt-out" strategy that requires students to formulate answers and not simply say, "I don't know." This says; "I expect ALL students to mentally involve themselves and participate in the learning process." Lemov has an excellent discussion of this in his book. Make it clear to the committee that you have thought this through and instituted high quality strategies to maximize every student's involvement, achievement, and success. The more thoroughly you can identify three or four practices and their effect, the stronger your answer becomes.
2. Everyone has strengths and weaknesses. You have told us about a number of your strengths, but now tell us about one of your weaknesses and any thoughts about what you might do to strengthen this area in the future.
So many teachers answer this question by attempting to disguise a strength as a weakness. They will say they are a perfectionist, or they work too hard, or they have a tendency to be too demanding. I have even seen so-called "experts" advocate this practice. To my mind, such answers always rang hollow and did not advance the candidate's relative value. You are far better served to look at your skills and past performance more critically and objectively. When you hear this question, understand that the committee is looking to see if you are an honest and objective reflective teacher; someone who is consistently seeking ways to improve his or her practice. For that reason, look at something you genuinely want to improve and target that area. You might suggest, "I really want to learn more about how to use a SmartBoard to increase the value of visual learning in my class." You could also say something such as, "I would like to become a better consumer of cutting edge practices by reading more and becoming more involved in professional activities. I don't think I have been as aggressive in that area as I could be." By linking your desire to seek out staff development or other learning opportunities, you can underscore your intent to be a lifelong learner and someone eager to continue your professional growth. If you know the district is involved in a specific staff development initiative on classroom teaching, you can list that as an area where you want to grow. Most of all, be honest in your choice and identify what you plan to do about any area you identify.
3. One of the key skills a teacher must possess is to know when lessons are successful and when they are not. What criteria do you use to determine if a lesson has been successful and what steps do you take when you are not satisfied with the results?
At some point in your interview, it is likely that you will have to explain your assessment strategies. This is one way such a question might be asked. The question has two parts and you must clearly answer each of them. I am going to let you in on a little secret sometimes overlooked in teacher education programs. The number one criteria to determine a lesson's success is simply, did all of the students master what you set out to teach? What concrete evidence do you have to support that conclusion? The great Madeline Hunter used to lament, "Saying you've taught when no one has learned, is like saying you've sold when no one has bought." With this in mind, my advice is to center your discussion of the lesson's overall effectiveness on just how well students have learned what you tried to teach. You can layer in other personal ideas from that platform. This leads directly to the second part of the question; just how do you make those effectiveness judgments and how do you adjust the teaching based on the findings. In this part of your answer, be certain to identify a few specific strategies for ongoing performance assessment. You might focus on your questioning strategy, individual activities, work samples, oral performance, or other means by which you can observe and quantify how well students are grasping key concepts. With regard to steps you might take when you are not satisfied, you need only identify your possible actions when students are not performing up to expectation. Teacher actions such as individual assistance, assignment of student tutors, pause/re-teach, re-grouping, and so on will give the committee what they need to know. One of the most important messages you will want to deliver in answering this question is that you actively assess throughout the lesson and build in remediation on the spot; not at some future time.
These are three question areas that might be expected in some form on your interview. Give each serious consideration so that when you hear it, you will be ready and not have to formulate something on the spot. This advance preparation will help make your answer sound much more professional and polished. A last piece of advice is to consider adding a specific practical example for each of the key strategies you highlight in your answers. If you can articulate a classroom illustration of your idea at work, you will move ahead of every other candidate who simply spoke in general terms. Prepare, practice, and win that interview!
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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