Why Weren't Your Grades Better?

Q:   Why weren’t your grades better?

            A:   I had a great educational experience.  I learned a lot while in college – not only about the art of teaching, but also about myself.  I learned that if you want to succeed you need to devote yourself 100% all the time.  When I first got to college I was overwhelmed by all the requirements, all the responsibilities, and all the activities on and off campus.  I got involved in lots of clubs, lots of organizations, and lots of extra-curricular activities.  As a result, my grades suffered during my first two years.  It was only when I was enrolled in my teacher-preparation courses that I realized that I would need to buckle down and commit myself 100% to my chosen profession.

            Whatever you do – don’t make excuses when answering this question.  Always take responsibility for your actions (or inactions).  Don’t try to bluff your way out of this question – the interviewer probably has seen your transcript and knows exactly what your G.P.A. is.  Own up to your mistakes, take responsibility, and show how you have grown as a result.  Never get defensive or place blame.

Your Most Challenging Discipline Problem

     Q:   Tell me about your most challenging discipline problem.

     A:   That would be Derek!  In a word, Derek was unmotivated.  He could care less about history and he could care less about life in general.  For Derek, everything was boring.  In a conversation I had with him I discovered that he loved stock cars and probably knew more about stock cars than most of the people who raced them.  One day I brought in a photo of my brother’s stock car and showed it to Derek.  His face lit up like a Christmas tree!  I arranged for Derek and my brother to meet after school one day and the two of them couldn’t stop talking for hours – stock cars, stock cars, stock cars!  From then on I had his attention.  He and I worked out a simple behavior plan – he’d do a certain amount of homework or a class assignment and in return he’d earn some points.  The ultimate reward was the opportunity to work the pits at one of my brother’s races at Williams Grove Speedway.  I never saw a student change so much as Derek.  His final project for the course was on the history of stock car racing.  It was phenomenal!  Nobody had taken the time to find out what Derek was all about…but when we did he was a changed person.

            You can almost “bet the farm” that you’ll get asked one or two discipline-related questions.  Count on it!  The principal or interviewer wants to know how you handle one of the “constants” in the life of any classroom teacher.  Provide a specific example and show how you addressed the issue with specific details.  Never talk in generalities on matters of discipline; demonstrate with specific details and specific examples how you dealt with an issue. 

INSIDER TIP:      Before the interview, identify two or three specific discipline “problems” you encountered during student teaching.  Write each of those out on an index cards (don’t use actual names) and detail how you handled each one in a positive way.  Make sure that you do not over-emphasize the “negatives” of the situation, but rather the “positives” (what you learned, how the students(s) improved, etc.).  Keep those cards with you and review them periodically before any scheduled interview.

What is Your Greatest Weakness?

     Q.  What is your greatest weakness?

     A:   People sometimes tell me that I come up with too many creative ideas.  I’m always trying to think “outside the box” when I design lesson plans, units, or extended projects.  I always want to include more activities and more projects in my lessons and sometimes find my self getting impatient when I don’t have enough time to do them all.  I’m still learning how to be more patient with my creativity.

           This is one of the best questions in any interview – for both the interviewers and the respondent.  Always be ready for this one!  This is not the time to be negative and to rant and rave about all your imperfections or, even worse, the imperfections of others.  Don’t ever admit to a weakness in teaching a particular subject, or in classroom management, or disciplining students.  Select one or two personality attributes that are more general than specific.  For example, trying to do too much, being a perfectionist, running out of time, not getting to everything on a “To Do” list.  These are “imperfections” we all have and that we all wrestle with.  This is the only time you don’t want to be too specific.  Select an “innocent” weakness and frame it in positive terms.  Above all, keep your response short and sweet.

Reaction to Criticism

     Q:  Tell me about a situation that frustrated you during student teaching
     A:  I was frustrated when my college supervisor made me write out my lesson plans for the first ten weeks of student teaching.  Many of my friends only had to write complete lesson plans for the first six weeks and then they went to “block plans.”  However, in talking with my supervisor I learned that it is always advisable to over-plan – that is, write lesson plans that are more detailed and more involved early in the teaching process.  I discovered the advantage of that on two occasions – once when an assembly had to be cancelled and another when a teacher on our social studies team called in sick at the last minute.  I sure was glad to have those extended and expanded lessons – they really came in handy.  I understand now why I was asked to do a lot of over-planning early in my student teaching experience.

            This question is designed to probe how you react to criticism.  Are you someone who blames everyone else when things don’t go right?  Or, are you someone who takes advice and uses it in a positive way to become a better teacher?  This is a grand opportunity for you to show how you turned a negative into a positive.

Reality Check

FROM THE PRINCIPAL’S DESK:      “It is not always the most qualified candidate who gets the job.  It is, quite often, the best prepared candidate who gets the job.”

            Let’s face it – teaching is tough and teaching interviews are also tough.  Don’t, for a minute, think that an interview is a casual walk through the park.  Far from it!  Under the best of circumstances it is a time when two individuals meet – one is trying to sell something, the other is trying to decide if she/he wants to buy it.  And the stakes are enormous.

·      The cost of hiring a brand new teacher is estimated to be approximately $75,000 - a figure that includes salary, benefits, training, health insurance, retirement fund and other “extras” for one year

·      An average teacher will earn approximately $4.2 million dollars (in salary alone) over the course of a 35-year career.  That’s quite an investment for a school district.  As you might imagine, they want to be sure they get their money’s worth.

When you are buying a new product (a new TV, a new car, a new computer) there are typically three things you want to know:

1.      Will I like it?

2.      Will it work properly?

3.      How long will it last?

Guess what, those are the same three questions an administrator want to know about every candidate who interviews for a teaching position (Will I like her/him?  Will she/he do an outstanding job?  Does she/he have specific strengths that address our educational goals for the long term?).  Answer all three questions to the satisfaction of the interviewer and, guess what, you have a job!  Fail to answer any one of them and you’ll probably find yourself in an endless series of interviews.

First Impressions

            Your mother was absolutely right when she told you, “You don’t get a second chance to make a first impression.”

INSIDER TIP:      There is a considerable bank of research studies which proves that interviewers form an opinion about a job candidate in the first 15 to 20 seconds of an interview.  Yes, you read that right – the first 15 to 20 seconds!

Suffice it to say it is vital…no, it is critical…that you establish a good first impression as soon as you walk in the door (even before).  The clothes you wear, the style of your hair, the amount of perfume you have on, the condition of your shoes, the firmness of your handshake, and the excitement in your voice will all (collectively) send a powerful message to an interviewer about who you are.  Mess up on any one of those initial “contacts” and you will probably mess up the crucial first impression you want an interviewer to have.

            It is quite possible you can overcome a poor first impression with a stellar interview, but why put yourself at a disadvantage the moment you walk through the door?  Give yourself every advantage, every “brownie point” you can.  Knowing that your shoes are shined, that you are making direct eye contact, that your suit was recently dry-cleaned, and that you removed that humongous nose ring from your face will give you the extra confidence you want to do an outstanding interview.

§   Be absolutely certain you are dressed professionally.  Don’t wear your “college clothes” – wear the clothes of a professional educator.  For men that means a coat and tie; for women it means a classic blouse and skirt.  Your attire should be on the conservative side, your shoes should be shined to a brilliant gloss, and your jewelry should be at a minimum.  Oh, cover those tattoos.

§   Keep a close eye on your body language.  Give the interviewer a firm handshake and look him or her in the eye in responding to every question.  Make sure your feet are planted firmly on the floor and you hands are not stuck in your pockets or smoothing back your hair.  Sit up straight in the chair and lean slightly forward.

§   Practice your delivery.  Don’t speak in a monotone - your voice delivery should be enthusiastic and confident.  Be sure to enunciate all your words and please stay away from any slang (“Yeah, my college supervisor was a totally awesome dude!”).

Performance Interviews

          These situations are less about the interview and more about the performance.  Typically you are not asked any questions (although a few follow-up questions may be posed), rather you are asked to demonstrate your teaching expertise in a classroom-type or school-related environment.  Administrators want to see if you can put your knowledge into practice – can you teach, can you handle the ancillary duties that go along with teaching, and can you take your textbook knowledge and demonstrate how it works in practice.

            Keep in mind that the situations you may face in these kinds of interviews are artificial (you frequently won’t be doing them in a real classroom with real students); nevertheless you will need to demonstrate the same behaviors, skills, and talents that would be expected of a teacher on a day-to-day basis.  The teaching environment may be contrived, but this opportunity to put theory into practice must never be.  Don’t try to fake your way through one of these experiences – your lack of knowledge or insincerity will come through loud and clear.  Think of this as just one more element – one more day - in your student teaching experience and you’ll be surprised at how well you actually do.

·      Teaching a Lesson – Many schools and districts are asking teacher candidates to teach a demonstration lesson as part of the interview process.  In some cases you may get to select the lesson to be taught; in others a subject or specific set of objectives are presented to you in order to craft a unique lesson.  Often you’ll be asked to teach a full lesson (perhaps 45 minutes in length).  At other times you may be asked to teach a mini-lesson (an abbreviated form of a standard lesson).  In most cases the lesson will not be taught in a regular classroom, but will be presented in a board room, seminar room, or other location in the administrative offices or a special school location.  The audience may include a selection of district administrators and, quite possibly, a few classroom teachers.

Quite often, you will be told to imagine that the assembled administrators and teachers are a class full of students and that you should teach your sample lesson as though you were teaching it to elementary or high school students.  One of my former students was asked to teach a specific music lesson to a group of about six administrators.  She said the sight of a half-dozen administrators singing and dancing around a conference room was one she will never forget.  Another one of my students was asked to teach a life science lesson incorporating two specific science standards.  She developed a “hands-on” lesson using earthworms and still fondly remembers the superintendent getting very ill when asked to handle some of the critters (in spite of that [or because of it], she did get the job).

Who's the Toughest Professor You've Ever had?

Q:  Who’s the toughest professor you’ve ever had, and why?

A:  There’s no question – that would be Dr. Sutherland.  I took three methods courses from him and he always asked hard questions.  He never asked the easy questions…the factual questions…he always pushed me mentally, always made me think outside the box.  He was never satisfied with a simple answer – he always wanted an explanation, a reason, a personal opinion.  I probably thought more in his classes than in all my other classes combined.  But you know what?  I became a better question-asker with my students as a result of his probing and pushing.  Yes, he was tough – but he was also a good model!

            Here’s a delightful opportunity to put a positive spin on one of your challenges.  Don’t make the mistake of tearing someone down – of “bad-mouthing” someone.  You’ll never win a friend with the interviewer if you do.  Use this question as a chance to show how you are continuing to grow as both a teacher and as a person.

FROM THE PRINCIPAL’S DESK:      One candidate made the mistake of badmouthing a particular professor who (according to the candidate) “…wouldn’t even let us text message during his godawful boring lectures!”  What the candidate didn’t realize was that the professor was the principal’s brother.

What are your goals in education?

Q:   What are your goals in education?  Where do you see yourself five years from now?  How does this position fit into your career plans?

A:   First, I want to be the best teacher possible.  To do that, I’ve set three primary goals for myself.  I’d like a position that challenges me; one where I can continue to grow and develop as a teacher.  Second, I’d like to be a positive influence in the lives of children at both the cognitive and affective level.  Third, I’d like to include the community in the total education of children.  Based on what I have learned so far, I believe Running Brook Elementary School offers me the best opportunity to accomplish those goals.  I would hope to be here for many years – growing, learning, and contributing right alongside my students.

            You can always count on being asked this question in an interview.  The interviewer wants some assurance that you plan to stay in the school/district for an extended period of time.  This is also a great opportunity to answer the always unasked question (see "The Most Important Question" in an earlier post) since your permanence in the school/district will relieve the principal of one more responsibility – hiring another teacher.  In short, the principal wants to know if you plan to stay in the position over the long haul and if you’ve given thought to the future beyond your first year of teaching.

How would your best friend describe you?

Q:  How would your best friend describe you?

     A:   I’ve known Brian ever since we were in seventh grade at Carbondale Academy for Boys.  He would probably say that I was determined, because I’m always setting goals for myself and working to make sure they are all accomplished.  He would also say that I have a unique sense of humor, particularly puns, because I’m always trying to manipulate words and phrases in humorous way.  And, he would also say that I’m a hard worker.  Once I start a job I just can’t let go until its finished.

            A good response to this frequently-asked question is to focus on three personality features that carry over into the classroom.  Traits such as hard worker, goal-oriented person, accomplished musician, good listener are all traits of good teachers and are traits that should be brought to the attention of the interviewer.  Don’t share traits (even though they may be true) of qualities that are not classroom-related.  Your ability to dismantle the engine in a ’57 Chevy or ride a Brahma bull for a minimum of eight seconds are not classroom-related attributes.  Decide ahead of time on the three traits, talents, or personality dynamics you want to emphasize – particularly as they relate to classroom life.

What is Your Greatest Strength as a Teacher?

     Q:  What is your greatest strength as a teacher?

     A:   I believe I have three primary strengths which I would like to bring to Prairie Pines Elementary School.  First, I am well-versed in all the aspects of reading instruction.  I took extra reading courses as an undergraduate and worked closely with my advisor in the College Reading Clinic.  Second, I’m a team player.  I enjoy working with people.  My work as a Student Ambassador, a member of the Student Senate, and as an R.A. in one of the dorms have given me many opportunities to work with people.  Third, I enjoy learning.  I believe that teachers should never stop learning.  I spend a lot of time reading professional magazines and was able to attend two education conferences in my senior year.  I hope to bring my passion for learning to a classroom at Prairie Pines.

            This is a great opportunity to “sell” yourself.  Even though the question asks for “your greatest strength” you should consider a response that outlines two or three strengths.  This gives the interviewer a more complete picture of who you are.  Most important: this is the time to be confident, not arrogant.  Be honest, but don’t pontificate.  Provide specific details, but don’t spend a lot of time patting yourself on the back.

Why do you want to be a teacher?

     Q:   Why do you want to be a teacher?

     A:   I’m passionate about kids.  I’ve worked as a volunteer at the YMCA camp, I’ve coached a Little League baseball team, and I was a guest storyteller for one semester at Happy Acres Elementary School.  I believe I can be a positive influence in the lives of children.  One of my college professors always used to say that teachers should be outstanding role models for children.  I believe I’m a good model because I’m involved in the lives of kids – not just in the classroom, but in all those activities that take place outside the classroom.

            This question is actually two questions in one.  An interviewer is often looking for the response to “How dedicated are you?” and “How passionate are you?”  If you can succinctly address those two queries you will always impress an interviewer.  Make sure the focus is on your specific reasons for entering the teaching profession.  A response like, “Many members of my family, including my grandmother, my aunt, two nieces, and my mother have been teachers – so it seemed natural for me to become one, too.” will always turn off an interviewer.  Keep the focus on your reasons and don’t talk for more than two minutes.

The Single-Most Important Question You Must Always Answer - Part IV

How will this person make my job easier?

During the course of an interview you can create one or more “openings” that will provide you with opportunities to respond to this never-asked question.  Notice how Jennifer set up (in a very positive way) Mrs. Morson, the principal at Red Ridge Elementary School:

Mrs. Morson:  Well, it’s been a very interesting conversation, Jennifer.  We’ve talked about many things.  Are there any questions you’d like to ask?

Jennifer:          Yes.  Given the current emphasis on inquiry-based science I’m wondering what challenges your teachers are having in meeting the demands of an inquiry-based curriculum?

Mrs. Morson:  We have several older teachers who haven’t had a lot of training on inquiry-based science.  They’ve found it to be a real struggle in designing lesson plans that are more student-centered and less teacher-directed.

Jennifer:          Well, science is one of my passions.  In our science methods course we learned how to write inquiry-based lesson plans.  During my student teaching experience I had the opportunity to help other fourth grade teacher craft lesson plan using an inquiry model.  I also worked with my major professor on a project to bring more inquiry-based science into some local schools.

Mrs. Morson:  It sounds like you have a real passion for inquiry-based science.

Jennifer:          Yes, I do.  I’d like to bring that passion here to Red Ridge.  I believe I have the skills and energy that can re-invigorate the overall science program.  I’m a good organizer, I work very well with people, and I love writing science units.  I’d welcome the opportunity to work with Red Ridge teachers on designing and implementing a new science curriculum.  I love challenges and I love hard work!

Jennifer gave Mrs. Morson an opportunity to share one of the school’s ongoing struggles.  Then, Jennifer provided a response that highlighted one of her strengths as well as her willingness to address that challenge.  Mrs. Morson never asked Jennifer, “How will this person make my job easier?” but Jennifer took the time to answer the question and, not surprisingly, secure the job.

The Single-Most Important Question You Must Always Answer - Part III

Here’s how Tyler responded to the unasked question during the course of his interview with Mr. Hamilton at First Street Elementary School:

Mr. Hamilton: In reviewing your resume, I noticed that you’ve spent quite a bit of time with a group called Camp Wildcat.  Can you tell me what that is?

Tyler:               Certainly.  It’s a student organization at the University of Arizona that works with underprivileged students from throughout Tucson.  We offer several camping experiences throughout the year at a facility several miles outside of town.  University students volunteer as counselors, activity leaders, tutors, cooks, and a whole variety of other jobs.  It’s a way of offering kids outdoor activities and experiences they may not get in an urban environment.

Mr. Hamilton: What kinds of things did you do?

Tyler:               When I first got to the U of A I heard about this group during student orientation.  I knew I wanted to get involved since I was planning to be a teacher.  I started working in the student office and then volunteered for some of the weekend camps.  I was hooked?  I ran for Assistant Camp Director and was elected in my Junior year.  I was put in charge of organizing the summer camp program, recruiting student volunteers, and coordinating all the activities – all while taking a full load of classes.  Since I’m a detail person, I was able to stay focused and organized while still maintaining my sanity.  I love working with people – particularly when we all have the same goal in mind.  It was a very successful venture and, I believe I was able to use my talents in a very positive way – helping less-fortunate kids grow and learn.

Through his response, Tyler gave Mr. Hamilton information he needed, but never asked for.  Tyler demonstrated that he was organized, goal-oriented, a team player, and someone who always has kids’ best interests in mind.  These are all qualities of great teachers and all qualities principals want in their teaching staff.  Tyler was never asked if he had those qualities, but he took the time to answer the unasked question.

The Single-Most Important Question You Must Always Answer! - Part II

Here’s how another candidate answered the question:

            Heather wanted to teach more than anything else in the world.  She also knew that the competition for the 10^th grade social studies position at Central High School was fierce.  Six students from her college were applying for that position in addition to dozens of others from various colleges and universities.  The principal, Mr. Grove, had a tough choice to make.

            During the course of the interview, Mr. Grove made two or three references to the school newspaper – it had gone through four different student editors since the start of the year and the morale among the staff was low.  Heather sensed his concern and in response to the following question – “What would you say is your greatest strength?” – Heather replied:  “I’m a goal-oriented person.  My greatest strength is my ability to be organized and stay organized.  My classroom and my lesson plans are always well-planned and in order.  For example, I believe I can bring those organizational skills to the school newspaper.  I worked for two years on the college newspaper before my student teaching semester.  I’ve taken a few journalism courses and interned at our local newspaper one summer – my uncle is the managing editor – where I worked in a number of departments.  I enjoy a challenge and would welcome the opportunity to bring by background of experiences with journalism and newspapers to Central High School.  If assigned as a faculty advisor, I can assure you of a newspaper operation that will be successful…and very organized.”

The Single-Most Important Question You Must Always Answer! - Part I

It’s the one question that is always in the mind of any interviewer.  It doesn’t matter whether you are interviewing for a job flipping burgers at your local fast food restaurant, interviewing for the CEO position at a major company, or interviewing for a position as the manager of a minor league baseball club – every interviewer has this question on his or her mind when they interview candidates for a position.  And here’s why it is important – the question will never be asked in any interview…but it must always be answered.

            The question is:

How will this person make my job easier?

            You are being interviewed because the interviewer hopes you can bring value, dedication, and expertise to the job.  Those qualities are what any boss wants to see in his or her employees.  Those qualities help the boss (principal) do his or her job better and ensure that a product (education) gets into the hands of the consumer (students).  That single question will never come up in any teacher interview (or any other kind of interview for that matter), but if you can answer the question – several times during the interview - you will put yourself heads and shoulders above the rest of the competition and ensure a very favorable assessment on the interview.

Welcome - Part II

This blog is being written to answer all the questions, concerns, and issues you have about your teacher interview.  Here are some of the topics that will be covered in the next weeks and months (perhaps years):
1.  What you need to know about interviews
2.  Preparing for the interview: how to
3.  Interview formats and types
4.  Key principles for interview success
5.  Mistakes you can't afford to make
6.  The nonverbal advantage (that will get you hired)
7.  The single-most important question you must always answer
8.  123 basic interview questions (+ 123 fantastic responses)
9.  25 Zingers! (+ 25 dynamite answers)
10. Hypothetical and situaltional scenarios
11. Questions you should ask (and questions you shouldn't)
12. Illegal questions
13. Questions to ask yourself
14. Follow-up and follow-through
15. Multi-round interviews
16. Tips and strategies especially for non-traditional candidates
All this information is being gathered together for a new book I am writing for Jist Publishing (Indianapolis, IN) entitled Ace Your Teacher Interview.  The book is tentatively scheduled for publication in Fall 2011 - however, you will get all the information that will be in that book through this blog.  It is my hope and intent to update the blog on a very regular basis so that you get the latest and most pertinent data.  The blog will also be an opportunity for you to pose questions, raise issues, and voice your opinions.  If there is a question or facet of the interview process you would like me to pursue - let me know.  I'll get the answers directly from experts in the field and share it with all the readers of the blog.  Let me know what you think - let me know what you want.  This blog - and the forthcoming book - are both designed to make your interview successful and rewarding.  Or, as it says at the top of the page - Get informed!  Get hired!  Get teaching!
     Next post - The one question you must always answer in an interview!

Welcome!

     You're sweating bullets!  You're worried!  You're anxious!  You have an interview coming up and you don't know what to do.  Well, you're at the right place.  This blog is designed just for you - a teacher candidate trying to figure out what to do and what to say to get your first teaching job.  This blog will provide you with the typical questions asked in a teacher interview (and the dynamite answers that will impress any principal), how to prepare for that all-important interview, key principles for interview success, common interview mistakes you can't afford to make, hypothetical and situation scenarios (and how to respond), questions you should ask in an interview, how to follow-up and follow-through, and a plethora of tips, ideas, and suggestions that will ensure a successful interview for you.
     This blog is all about three words - practical, practical, practical.  What you won't get is lots of "According to research...."; what you will get is lots of down-to-earth advice direct from the field.  You'll hear directly from principals - what they expect and what they want.  You'll hear directly from teacher candidates - what they experienced and what they wished they'd done.  You'll get insider information available from no other source - information you can use...right now, right away!
     Please know that I have been through many interviews in my teaching career.  I’ve experienced sweaty palms, an upset stomach, and outright nervousness.  I’ve messed up some answers and come through with other responses that really impressed the interviewers.  I’ve heard or responded to most of the questions you’ll read about in this blog.

I have also been on the other side of the desk and interviewed scores of candidates for teaching jobs.  I’ve interviewed candidates who impressed me even before they walked in the door as well as others who couldn’t speak above a whisper.  I’ve suffered through long drawn out soliloquies and been on the edge of my chair listening to mesmerizing and attention-grabbing anecdotes.  I’ve even hired (at least in my mind) some candidates long before the interview was over – they were that good!

     In other words, I’ve experienced both sides of the interview process.  Please use my experience and the information I have gathered from principals and teachers-to-be around the country to prepare for your own interview sessions.  You’ll find this advice valuable whether you are anticipating your first interview ever or whether you have been through a few along the way.  I promise you down-to-earth information and a blog filled with positive strategies and techniques that can help you land that all-important teaching position.