TEMPORARILY OUT OF SERVICE!

Dear Friends:
     My wife and I are in the process of moving (downsizing) to a new home.  The move, certain renovations on the new place, and our transient status (at friends' houses) for the next three weeks means I will be without my computer and internet service during that time period (OMG!).  Thus, I must reluctantly place this blog "on hold" for a while.  I will be back sometime in mid-June with additional ideas, information, and tips on how to successfully negotiate your interview.  In the meantime, please feel free to obtain a copy of Ace Your Teacher Interview and get the most up-to-date data on how to make your teacher interview a successful teacher interview.
All The Best,
Anthony D. Fredericks, Ed.D.



Why Weren't Your Grades Better?

There's one interview question that scares every teacher candidate (it sure scared me in my first interview).  It's a question about your grades...or your lack of good grades.  Many people panic when they hear this query and often try to mumble their way through an answer.  But, this is a most unique opportunity to "seal the deal" and confirm why you want to be a teacher in the first place.  let's take a look:

     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 GPA is.  Own up to your mistakes, take responsibility, and show how you have grown as a result.  Never get defensive or place blame.

Are You Up To Date?

When interviewed, principals want to know if you are well-versed in the current events pertaining to education.  Do you know what is "hot" right Now?  Are you well-versed on current issues?  Do you have a position about the role of education in American society?  Your ability to answer questions like those will often determine if you really "know your stuff."  Here's a typical query that gets asked in many interviews:

     What is the most exciting initiative happening in education today?

     A:   For me, the most exciting initiative is the emphasis on Differentiated Instruction.  I know that DI is a way of teaching that relies on a toolbox robust enough to provide different learning pathways to a wide range of learners.  I cannot say, for example, “I taught it, so they must have gotten it.”  What is critical for me is knowing the essential curriculum and the individual learners; plus developing the wisdom to know which developmentally appropriate strategy to use with whom.  The challenge for me is to learn, and be able to use, a repertoire of strategies that will make a difference in each and every student’s learning.

Talk to your former professors.  Read the latest journals.  Consult with area teachers.  Know what is happening in education…not yesterday, but today.  And then, show how you will address that initiative in your own classroom.

What is Your Greatest Asset?

Not only do principals want to know about your teaching expertise; so too do they want some insight into your personality.  An interview, therefore, is designed to tap into many areas of who you are and what you believe.  Here's a question I heard in many interview - one that reveals a lot of information in a short amount if time.

     What is the greatest asset you will bring to the teaching profession?

     A:   From a very early age I’ve always considered myself a learner…a very passionate learner.  Whether it was learning how to ride a bicycle, learning a foreign language, or learning about a new piece of technology I’ve always been excited about learning.  I enjoy the challenge of learning new material, new ideas, and new perspective on old concepts.  I believe I can bring that excitement about learning and that passion for new information into my classroom.  I believe I can model the joy, the thrill, and the enthusiasm I have for learning with my students…not just every so often, but every single day.  If my students see my excitement for learning, they also will also be excited about learning.

This question is one of self-awareness.  Be sure you are able to diagnose your personal thoughts and identify the attributes that will make you an outstanding teacher.  Focus on one or two strengths and how those strengths relate directly to teaching.  Your ability to do a kick flip and pop shove it on your skateboard may be some of your perceived skills, but they’re not related to teaching…and should not be part of your response.

Your Professional Goals

Are you a planner?  Do you have goals for the future?  How will you improve as a teacher?  These are all questions in the mind of any interviewer.  Not only are you being hired for your teaching expertise; so too, are you being hired for what you might contribute to the school down the line.  principals want to know if you're in it "for the long haul."  As a result, you can expect a question just like this one:

     What are your professional goals for the next five years?

     A:   First, I want to attend graduate school and get my masters in Curriculum and Instruction.  Beyond that I would like to continue to take graduate courses and in-service courses so that I can stay current in the field.  Second, I would like to attend a number of regional and national conferences so that I can connect with other middle school teachers in addition to staying up-to-date on the latest strategies and techniques for teaching at the middle school level.  Third, I would like to contribute to some professional magazine and journals.  One of my college professors helped me prepare a paper for submission to a student publication and I guess the writing bug really bit me as a result.  I’d like to write some articles and share my ideas and thoughts on teaching social studies.

Have a plan of action – if you don’t, the position will probably be offered to someone else.  Make sure that your plan includes a focus on the school’s needs.  Don’t say that you want a graduate degree because you’ll make more money; rather say that you want to attend grad school in order to stay current and make more of a contribution to the school.

Who Else Are You Interviewing With?

Every so often you'll be asked a "tricky question" - a question that seems to come right "out of the blue."  You need to be prepared and ready for these questions simply because they are often used to separate the good candidates from the great candidates.  Here's one that I've heard used in many teacher interviews - one that frequently trips up applicants simply because they give out too much information.

     Who else are you interviewing with?

     A:   I’ve applied for primary-level teaching positions in four different school districts in Big Bear County.  I currently have two other interviews scheduled and hope to finalize a position within the next few weeks.

Don’t shoot yourself in the foot by saying that you are also interviewing as a basketball coach at the local YMCA, a position as a part-time counselor at a day-care facility for mentally-challenged adults, and a couple of school positions.  You want the interviewer to know that you are absolutely and unequivocally committed to teaching (at the advertised grade level or subject area).  Don’t make the mistake of sharing all the jobs and positions available in the area.  Demonstrate that you are focused on and committed to a specific teaching position.  Trying to impress an interviewer with a wide range of possible jobs – both in and out of education – will only backfire on you.  One more thing - when asked this question, keep your answer short…very short.

What Do You Enjoy Most?

One of the main purposes of an interview is to discover an individual's underlying philosophy.  It doesn't matter whether you're applying for the CEO of a major corporation, a sale clerk at a local department store, or a teaching position.  The interviewer wants to know what you stand for, what you believe, and whether you will be a good "fit" for the organization.  As a result, here is a question certain to arise in almost every interview you have.

     What do you enjoy most about working with young people?

     A:   I particularly enjoy their natural sense of curiosity – the way they ask questions, the way they pose problems, and the ways in which they look at the world.  One of the most powerful books I read recently was “Mindset” by Carol Dweck.  In that book she talks about how everyone has one of two mindsets - “Growth” or “Fixed.”  Her research showed that mindset unfolds in childhood and ultimately drives every aspect of our lives.  In addition, she showed how creative geniuses in all fields - music, literature, science, sports, business - apply the growth mindset - that eternal sense of curiosity - to achieve results.  Even more important, Dweck demonstrated how we can change our mindset at any stage of life to achieve true success and fulfillment.  I want to foster, promote, and stimulate that growth mindset in my classroom – a classroom that promotes, supports, and enhances curiosity ultimately leading to academic and personal success.

Here’s a question where your passion for teaching will come through – either loud and clear…or soft and indistinct.  Let the interviewer know you are in it for the kids…and not for anything else.

Tell Me Something About Yourself

Here's a frequent question that can catch you "off guard" if you're not prepared.  It's one that surfaces quite often and is used to determine how well-prepared you are for the interview as well as how well you can "think on your feet."  Since many resumes often sound very similar to each other, this is an excellent opportunity to your to "separate yourself from the pack."
 

Tell me something about yourself that I didn’t know from reading your resume.

     A:   You may not know that I’ve been tutoring a young man from Chile who is attempting to learn English so he can get his driver’s license.  I met Juan Carlos through my work at the YMCA and have been working with him for the past seven months.  He’s still struggling with basic English, but I’ve been able to find some good materials through the local literacy center.  Fortunately, I can speak a little bit of Spanish, so we are able to communicate.  It’s been a tough road, but he’s making some great progress now and hopes to take his driver’s exam very soon.

  This is not the time to repeat the obvious – that is, what anyone could find on your resume.  Think about a skill, a talent, or an experience that doesn’t quite fit on the resume, but which signals you as someone willing to go the extra mile or do an extra job.  What makes you unique or different from all the other candidates applying for this same position?

Your Most Creative Lesson

You are undoubtedly aware that you are in competition for a teaching position with lots of other applicants.  As a result, you need to stand out from the crowd; you need to distinguish yourself from everyone else.  An administrator wants to know how you are better than all the other applicants.  Why are you the "top dog?"  This is a question frequently posed in an interview that will answer that question.

     What’s the most creative or innovative lesson you taught?

     A:   During the fifth week of student teaching I contacted a family friend at Prospect Hill Cemetery.  He provided my fifth grade class with a tour of the Cemetery.  When we got back to the classroom we divided the class into several teams.  One team worked on a PowerPoint presentation, another team created a timeline of important events in the life of the cemetery from the Revolutionary War to the present, another team looked into burial customs from around the world, another team of students developed an annotated bibliography of books about death and dying, and the final team gathered oral histories from some of the docents and volunteers at the Cemetery.  What was originally conceived as a three-week project eventually turned into a two month multi-disciplinary project that combined social studies, art, music, language arts, and reading into a most exciting thematic unit.

This is a grand opportunity to provide a specific and concrete example of how you went “above and beyond” the usual lesson planning for student teaching.  Be sure to provide specific details and any reactions you obtained from supervisors or administrators.  Show, as much as possible, how you are willing to pursue projects that are somewhat out of the ordinary – projects that engage students in creative or innovative ways.

A Master Teacher

Quite often in this blog we've talked about your teaching philosophy.  This is a critical element of the interview process.  Every administrator wants to make sure that whomever they hire is a good "fit" into the community of their school as well as into its overall philosophy.  As a result, you will often get several "philosophy" questions similar to this one;

     What characteristics make a master teacher?

     A:   I believe there are three qualities every outstanding teacher should have.  First, he or she should be a constant learner.  They should realize that education is as much about the journey as it is the destination.  Continuous learning is an essential ingredient in every teacher’s career.  Second, they need to develop a positive partnership with their students.  They need to create a classroom that is truly a “Community of Learners” – one that supports and encourages learners of very stripe both cognitively and affectively.  And, third, a master teacher must be willing to admit mistakes.  Teaching is never a perfect science and we will all make some mistakes along the way.  Good teachers – just like good students – learn from their mistakes to become stronger, better, and more accomplished.  I believe I have those three qualities.

The interviewer wants to know if you are aware of the qualities of outstanding teachers AND how well you match those qualities.  From your answer the interviewer must be confident that you are keenly aware of the expectations of teachers and must be equally aware that your skills and talents are in line with those abilities and/or philosophy.  If you are not directly asked this question, it would be a good one to use as a wrap-up to the interview – particularly in response to a question like, “Is there anything else you would like to say or add to this interview?”

What is Your Philosophy?

There's one question asked in every single interview.  It takes several different forms and several different permutations.  The words may vary from interviewer to interviewer.  And, it may be disguised to look like a simple, innocuous inquiry.  But, no matter what form its takes, you can count on being asked about your teaching philosophy.  This is one of the most important pieces of information an administrator want to know about you.  Here's a typical "philosophy" query:

     What do you want your students to remember about your classroom?

     A:   I want students to remember my classroom as a comfortable place – one that supports their needs, both physically and psychologically, and one in which each student felt secure and respected.  I want students to know that the classroom is their place; that it’s not just the teacher’s place into which they have been temporarily invited.  I want them to know that the classroom invites student engagement and celebrates the work of all students.  I want them to have a sense of ownership in the classroom; a sense that this is a place that supports, encourages, and respects each and every individual as a unique and contributing member of the class.  Their “investment of self” in the classroom will pay off in incredible educational dividends and lifelong emotional growth.

This is a great question that taps into your underlying philosophy of education.  That is to say, are you child-centered or are you subject-centered?  Do you place students ahead of standards, curriculum, and rules or is it the other way around?  Keep your response to this question focused on students (not yourself or the curriculum) and you’ll always score points.

Tell Me About a Situation That Frustrated You.

Can you take criticism?  Do you take responsibility for your actions.  These are questions  administrators want answers for.  How you answer these queries says a lot about you and your personality.  Expect to get an interview question like this one:

     133:  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 four 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.

Your First Teaching Job?

Here's a tricky question - one that will let the interviewer know whether you've done your homework about the school or district.  It's a question you want to answer with confidence and assurance.

Since this will be your first teaching job, how do you know you’ll like the career path?

A:   I’ve spent a lot of time in classrooms – during my field experiences requirements, student teaching experience, and volunteer work at the elementary school in my hometown.  I talked to several teachers here and throughout the district and asked them what they enjoy most about the Wide Open Spaces School District and they all said they especially like the camaraderie and support system in place for teachers.  I get a real sense that there is a spirit of cooperation and dedication here that is important in the education of children, but equally so in maintaining high morale and a vision for the future.  I believe I can thrive in this type of atmosphere and am confident that my philosophy and that of the school will be a long-term match.

Let the interviewer know that you have gone above and beyond in your teacher preparation program – that you’ve seen teaching from many different angles.  In addition, allow the interviewer an opportunity to see how your philosophy and that of the school are mutually compatible – that you are just not excited about teaching, but that you are especially excited about teaching in this particular school.  Allow your enthusiasm and energy to come to the fore; demonstrate your passion through tone of voice, body language, and animation.  Since this will undoubtedly be one of the final questions you’ll be asked, make sure you put a large exclamation point on your response.

Your Most Creative Lesson?

Creating dynamic and energizing lesson plans is what good teachers do.  Any principal want to know if you are "up to speed" on lesson plan designs as well as the elements that go into a well-rounded lesson.  Here's a question that's typical of those asked relative to classroom planning.

     What’s the most creative or innovative lesson you taught?

     A:   During the fifth week of student teaching I contacted a family friend at Prospect Hill Cemetery.  He provided my fifth grade class with a tour of the Cemetery.  When we got back to the classroom we divided the class into several teams.  One team worked on a PowerPoint presentation, another team created a timeline of important events in the life of the cemetery from the Revolutionary War to the present, another team looked into burial customs from around the world, another team of students developed an annotated bibliography of books about death and dying, and the final team gathered oral histories from some of the docents and volunteers at the Cemetery.  What was originally conceived as a three-week project eventually turned into a two month multi-disciplinary project that combined social studies, art, music, language arts, and reading into a most exciting thematic unit.

This is a grand opportunity to provide a specific and concrete example of how you went “above and beyond” the usual lesson planning for student teaching.  Be sure to provide specific details and any reactions you obtained from supervisors or administrators.  Show, as much as possible, how you are willing to pursue projects that are somewhat out of the ordinary – projects that engage students in creative or innovative ways.

A Successful Teacher?

One of the major themes of any interview revolves around your personal philosophy.  What do you believe?  Why do you do the things you do?  What sets you apart from every other candidate?  Here's a question that pops up in almost every single interview - no matter whether you're applying to teach Kindergarten or AP Calculus in 12th grade.  In one form or another, expect this query:

     What does it mean to be a successful teacher?

     A:   I believe successful teachers have five distinctive qualities – qualities that set them apart from the so-called “average teacher.”  For me, a successful teacher is one who is flexible – someone who can take charge no matter what the situation or circumstances.  Second, I think successful teachers must exhibit a sense of fairness throughout the classroom – that is, a fair teacher treats all students equally in the same situation.  Third, I believe all outstanding teachers have high expectations for each and every one of their students.  Fourth, and this is absolutely critical, successful teachers have a consistently positive attitude.  They don’t let the little things get them down and they serve as positive role models for their students.  And, finally, I believe that the most successful teachers are those with a sense of humor.  Not cracking jokes all the time, but rather looking at the bright side of things…laughing out loud…and using self-deprecating humor when appropriate.  As elements of successful teachers, those items are also personal goals for me as I begin this lifelong journey.

This is a question designed to tap into your personal philosophy.  It is strongly suggested that you respond in the first person, rather than in the more distant third person.  Let the interviewer know that you are, or you have the potential to become, a successful teacher.