What are your thoughts on team-teaching?
Answer - I am sure many of you have participated
in team-teaching and realize the benefits of this strategy. The
interviewer who asks this question wants to discover, if you are
flexible, enjoy working in a team environment, have experience in this
area, and what your viewpoints are on the subject.
It is always wise to speak about some of the positive aspects of team-teaching, such as:
It is an effective strategy for teaching large groups of
students. Encourages teachers to collaborate and generate ideas ... two
heads
are always better than one! Talk about team-teaching experiences you
have had, and the positive results that transpired.
If you haven't had any hands-on experience, you may explain that
you enjoy working in a team setting and are excited about the
possibility of participating in this approach. OR, maybe you have done
some reading on the subject and can share some of the insights you
gained with the interviewer ... this will definitely be impressive!
Furthermore, it is vitally important to be honest when answering
all questions during the interview. Organizing your thoughts in advance
will serve to help you deliver truthful and concise responses, while
highlighting the skills you possess that are most compatible with the
needs of the school or district.
Question 2 - What are your greatest strengths?
Answer - This question will probably be asked.
Now, if you researched the district/school and found out what they are
looking for in a candidate, you will be able to focus your response on
that information, keeping in mind it is important to tell the truth.
With every response you must show your VALUE to the district. This will
also give them an idea on how you view your talents and skills as a
teacher. Perception is critical... you must be able to confidently
discuss your skills using a convincing approach.
It is important the answer shows your hard/tangible skills. For
example, classroom management, curriculum development, or technology
integration. These skills will show the interviewer(s) what you can do
on the job. Don't stop there, you will set yourself apart from the pack
if you can back up your claims with actual stories. This will build
credibility... it shows you really are good at what you are claiming.
Tell them about what you have done to incorporate technology into the
classroom and what was the result. The result part of the story sells
value... and that produces job offers.
Question 3 - What is your biggest weakness?
Answer - Your response could include something
that may have been a challenge in the past, which you have taken steps
to rectify. It is important to be truthful, they will be testing your
honesty. In addition, they will be checking to see if you provide a
weakness that is critical to success in the position. For example, the
interview will likely end quickly if you answer you have a difficult
time management the classroom. The key to answering the question is to
turn a negative into a positive.
I don't suggest using that the traditional statement, "I'm a
perfectionist", it is often overused, and will tend to sound phony. It
is important you don't get defensive and try to justify why you are weak
in a particular subject area, such as social studies. This would make a
bad impression, because it may be relevant to the position that you are
seeking. Whatever you decide to use, ensure it is not one of the key
skills of the position you are seeking. In other words, don't pinpoint
classroom discipline and/management or subject area if you are seeking a
teaching position.
Think of this question as an opportunity to sell yourself. Here
is an example: You wouldn't say, "I have a difficult time organizing my
day." Instead, rephrase the answer by saying. "There are so many
creative activities I plan for my students and class time is limited. It
is difficult to incorporate all of the activities that I would like my
students to learn from. Over time, I have realized to prioritize what
lessons are the most important to enhance my student learning. I now
realize that I can't do everything I would like to."
The above example shows you are excited about designing new and
creative lessons for your students. In their mind, this will not be a
negative. It will position you that much closer to getting a job offer.
Question 4 - Let's
imagine an interview for a grade one teaching position and the
interviewer asks: "Describe your classroom's physical appearance."
Having prepared ahead of time, you understand the interviewer[s] attempt
to determine:
- Your teaching style,
- Your ability to effectively manage the class,
- The level and quality of student interaction,
- Your teaching philosophy,
Answer - Within this context, you might respond:
"Upon entering my classroom you will find a lively and colorful
room completely centered upon children and active learning. Sight words,
the alphabet, numbers, and inspirational quotes cover the walls while
large bulletin boards proudly display students' work. A large area
contains a carpeted reading or group corner specifically for
storytelling, show-and-tell, weather discussions and calendar and
day-of-the-week conversations. This classroom includes an abundance of
age appropriate reading materials and student mailboxes where children
place personal journals, home reading books and workbooks in the morning
and then collect newsletters or other parent communication at the end
of the day."
NOTE:
Presenting floor plans successfully used in the past demonstrates
strong organization and preparation skills. Indicate various potential
seating plans used throughout the year and offer pictures of your old
classrooms as a way means to provide the principal and interviewing
board a first-hand view of your potential classroom...As the saying
goes, "a picture is worth a thousand words."
Remember, each person's answer will vary depending upon teaching
style and philosophy. The district representatives will look to see if
your style is compatible with their needs. Thoroughly researching each
specific district needs will allow you to tailor your answers which is
the key to a successful interview.
Question 5 - Why do you want to work for our school district?
Answer - Your preparation and research is
imperative to successfully answer this question. Provide a few reasons
why you're interested in the school or district, and what in particular
sparked your interest. What is your personal experience with the school
or district? What do you know about its student body, faculty members,
industry reputation, community involvement, educational goals and
objectives, upcoming initiatives, demographics, or extracurricular
activities? This information will help you to accurately respond to the
above question. The word accurate is important -- don't answer the
questions by using old information
The interviewer is looking for evidence that you really know why
you want to work there or did you just send out applications and hope
for the best. This research will also help immensely when answering
other questions throughout the interview, so plan to dedicate some time
and energy doing this homework. Effective research will help to tailor
your answers, without being deceiving, to the question above. It is
wrong to tailor your answer with incorrect information - preparation and
honesty is the key to a successful interview.
Question 6 - How do you handle classroom discipline?
Answer - For obvious reasons everyone will have a
different answer; it will depend on your teaching style, grade
interviewing for, and past experiences. The interviewer will be looking
to see if you have a plan, you know how to implement it, and if you
think that discipline is an important part of the position. What I have
found from coaching clients is they fail to provide a clear action plan
that can be backed up with examples. Also it is important to find out
what is the philosophy of the school or district, this will give you
some additional information. A few things to bring up when answering
this question is the following:
It is important to develop ground rules the first week of class,
this allows the students to understand what is and isn't acceptable
behavior.
These rules are discussed and agreed upon with the students, this
makes the students accountability and responsible. You may want to
touch on your philosophy of classroom discipline.
This of course would depend on your style; you will have to be honest
with yourself. But you may believe that you reduce negative behavior by
offering the students a intellectually stimulating, organized, and
respectful environment.
You will want to get an example of your plan; use a real
situation to show your expertise in this very important area. Whether
you use the red light/green light, time-outs, or removing the student
from the classroom, it is important that you can back up why it is
effective and use examples. You will want to explain why you feel the
discipline action is effective and why you enjoy using it.
It is also important to indicate there are always two sides to
every story, so if the action involves discipline of two students, you
must listen to both sides. Indicate that you try to get the students to
resolve their own disagreements, which may involve compromise. And end
the discussion by asking them, "How will you handle the situation next
time?"
Again, you must be honest when answering this question or any
other question during the interview, but by organizing your thoughts and
stories will make your response concise, truthful, and show your skills
to the district.
Question 7 - How would you describe a successful principal?
Answer - By asking this question, the hiring committee is attempting to assess the following:
- Do you understand what traits contribute to the success of a principal. As a teacher, what traits do you value most.
- Your response may indicate or suggest possible conflicts with the current principal.
Responses to this question may include:
It is important that a successful principal...
- has a vision and a plan to reach that vision...combined with the ability to bring faculty members together to form a cooperative team and motivate them to reach district goals and objectives.
- be visible... the principal's presence should be evident on a continual basis. He or she must be easily accessible to both students and teachers.
- has a great sense of humor, and can relate well to a diverse group of individuals.
- genuinely cares about the students, teachers, parents, and the district.
Question 8 - Do you have any questions for us?
Answer - An interview isn't just about
responding to the prospective school district's questions; it is an
opportunity for you to impress the panel with examples of your foresight
regarding the position they are offering. By asking questions, you can
also determine if the fit is right, it shows interest in the position,
and helps to develop rapport. If you feel comfortable, and the
interviewer seems amenable, you may ask questions at appropriate times
throughout the interview. Once you have been in the interview for a few
minutes, you will start to get a feel for your comfort level in this
regard. If you don't ask questions during the interview, you will most
likely be given the chance to do so at the end of the interview ... be
sure to take advantage of this great opportunity!
So what questions should you ask? First, only ask questions you
cannot get answers to through research, for example, by investigating,
you may easily determine how many students attend the school -- so,
think of a different question to ask. Be sure you think carefully about
what questions you would like answered ... make them genuine ... and
recognize that it is always advantageous to ask questions. Remember,
don't try to dominate the interview with your questions, keep in mind
you are the interviewee. A good idea is to practice asking the questions
you created in front of a mirror the day before the meeting. Write your
questions down on a professional pad of paper or an index card and
bring them to the interview.
Some suggestions of appropriate questions are provided here ...
ask them only if they are not addressed in the interview and if you
don't have access to the answers. If the questions are structured
correctly, you will provide yourself with a further opportunity to sell
yourself, for example; "I am very interested in team sports, what
extracurricular activities are available for teacher participation?"
What does this show the interviewer? You are a team player and are
willing to participate in extra-curricular activities.
Other potential questions are:
- I have always been successful with getting parents involved in the classroom, how active are parents at this school or within the school district?
- I am well-versed at integrating computer technology into the classroom, what kind of resources does the school have available?
- Do teachers work in teams? If so, how is this organized?
- I consider myself a life-long learner, what professional development opportunities will be available?
- What is the student/teacher ratio?
- I have been instrumental in developing new programs in previous positions I have held. Will the school be implementing any new programs this year, or require input to develop programs already in place?
- Will the school be addressing any major issues this year?
- If you are new to the industry you may ask, "Is there a mentor teacher program available?"
- When do you hope to reach a decision as to who the successful candidate will be, or what is the next step in the hiring process?
This is just a sample of the many types of questions you may ask
in an interview. Be sure you don't overwhelm the interviewer with
questions ... three or four questions is usually sufficient.
Furthermore, it is important to be honest when answering all
questions during the interview, by organizing your thoughts in advance
will serve you in delivering truthful and concise responses, while
illustrating your skills and compatibility to the district.
What are your biggest weaknesses?
Your response could include something that may have been a challenge in the past, which you have taken steps to rectify. It is important to be truthful, they will be testing your honesty. In addition, they will be checking to see if you provide a weakness that is critical to success in the position. For example, the interview will likely end quickly if you answer you have a difficult time management the classroom. The key to answering the question is to turn a negative into a positive.
I don't suggest using that traditional, "I'm a perfectionist," as it is often overused, and will tend to sound phony. It is also important that you don't get defensive and try to justify why you are weak in a particular subject area, such as social studies. This would make a bad impression, because it may be relevant to the position that you are seeking. Whatever you decide to use, ensure it is not one of the key skills of the position you are seeking. In other words, don't pinpoint classroom discipline and/management or subject area.
Think of this question as an opportunity to sell yourself. Here is an example: You wouldn't say, "I have a difficult time organizing my day." Instead, rephrase the answer by saying. "There are so many creative activities I plan for my students and class time is limited. It is difficult to incorporate all of the activities that I would like my students to learn from. Overtime, I have realized to prioritize what lessons are the most important to enhance my student learning. I now realize that I can't do everything I would like to."
The above example shows you are excited about designing new and creative lessons for your students. In their mind, this will not be a negative. It will position you that much closer to getting a job offer.
How do you handle classroom discipline?
For obvious reasons everyone will have a different answer; it will depend on your teaching style, grade interviewing for, and past experiences. The interviewer will be looking to see if you have a plan, you know how to implement it, and if you think that discipline is an important part of the position. What I have found from coaching clients is they fail to provide a clear action plan that can be backed up with examples. Also it is important to find out what is the philosophy of the school or district, this will give you some additional information. A few things to bring up when answering this question is the following:
It is important to develop ground rules the first week of class, this allows the students to understand what is and isn't acceptable behavior. These rules are discussed and agreed upon with the students, this makes the students accountable and responsible. You may want to touch on your philosophy of classroom discipline. This of course would depend on your style; you will have to be honest with yourself. But you may believe that you reduce negative behavior by offering the students a intellectually stimulating, organized, and respectful environment.
You will want to get an example of your plan; use a real situation to show your expertise in this very important area. Whether you use the red light/green light, time-outs, or removing the student from the classroom, it is important that you can back up why it is effective and use examples. You will want to explain why you feel the discipline action is effective and why you enjoy using it.
It is also important to indicate there are always two sides to every story, so if the action involves discipline of two students, you must listen to both sides. Indicate that you try to get the students to resolve their own disagreements, which may involve compromise. And end the discussion by asking them, "How will you handle the situation next time?"
Again, you must be honest when answering this question or any other question during the interview, but by organizing your thoughts and stories will make your response concise, truthful, and show your skills to the district.
Your response could include something that may have been a challenge in the past, which you have taken steps to rectify. It is important to be truthful, they will be testing your honesty. In addition, they will be checking to see if you provide a weakness that is critical to success in the position. For example, the interview will likely end quickly if you answer you have a difficult time management the classroom. The key to answering the question is to turn a negative into a positive.
I don't suggest using that traditional, "I'm a perfectionist," as it is often overused, and will tend to sound phony. It is also important that you don't get defensive and try to justify why you are weak in a particular subject area, such as social studies. This would make a bad impression, because it may be relevant to the position that you are seeking. Whatever you decide to use, ensure it is not one of the key skills of the position you are seeking. In other words, don't pinpoint classroom discipline and/management or subject area.
Think of this question as an opportunity to sell yourself. Here is an example: You wouldn't say, "I have a difficult time organizing my day." Instead, rephrase the answer by saying. "There are so many creative activities I plan for my students and class time is limited. It is difficult to incorporate all of the activities that I would like my students to learn from. Overtime, I have realized to prioritize what lessons are the most important to enhance my student learning. I now realize that I can't do everything I would like to."
The above example shows you are excited about designing new and creative lessons for your students. In their mind, this will not be a negative. It will position you that much closer to getting a job offer.
How do you handle classroom discipline?
For obvious reasons everyone will have a different answer; it will depend on your teaching style, grade interviewing for, and past experiences. The interviewer will be looking to see if you have a plan, you know how to implement it, and if you think that discipline is an important part of the position. What I have found from coaching clients is they fail to provide a clear action plan that can be backed up with examples. Also it is important to find out what is the philosophy of the school or district, this will give you some additional information. A few things to bring up when answering this question is the following:
It is important to develop ground rules the first week of class, this allows the students to understand what is and isn't acceptable behavior. These rules are discussed and agreed upon with the students, this makes the students accountable and responsible. You may want to touch on your philosophy of classroom discipline. This of course would depend on your style; you will have to be honest with yourself. But you may believe that you reduce negative behavior by offering the students a intellectually stimulating, organized, and respectful environment.
You will want to get an example of your plan; use a real situation to show your expertise in this very important area. Whether you use the red light/green light, time-outs, or removing the student from the classroom, it is important that you can back up why it is effective and use examples. You will want to explain why you feel the discipline action is effective and why you enjoy using it.
It is also important to indicate there are always two sides to every story, so if the action involves discipline of two students, you must listen to both sides. Indicate that you try to get the students to resolve their own disagreements, which may involve compromise. And end the discussion by asking them, "How will you handle the situation next time?"
Again, you must be honest when answering this question or any other question during the interview, but by organizing your thoughts and stories will make your response concise, truthful, and show your skills to the district.
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