What do you think is the biggest challenge teachers face today?

     Q:  What do you think is the biggest challenge teachers face today?
     A:   Teachers are challenged from all sides – the media, parents, government officials, elected leaders, and communities.  We are in the proverbial spotlight – constantly.  That’s why I think that one of the greatest challenges we face is that of assessment.  That is, are students learning to the best of their potential and are teachers providing their students with the best quality education possible.  Educational initiatives such as “No Child Left Behind” and “Race to the Top” have put educational assessment on the front burner, so to speak, of educational reform.  Are we teaching what we should be teaching and are students achieving as they should be achieving?  During my student teaching experience I was able to fully integrate assessment throughout all my lesson plans – from beginning to end.  For that, I can thank Dr. Cranshaw, who showed me how to effectively integrate assessment throughout any lesson, any unit.  I certainly don’t have all the answers regarding assessment, but I’ve received some excellent training and excellent experiences I can use throughout my career.

            Rule #1:  Be sure you are up to date on the latest educational theories, initiatives, “hot topics,” and issues.  You will, sometime during the interview, be asked about your opinion or your experience in dealing with one of these concerns.  Do your homework!  Be sure to demonstrate how you have addressed an element of that issue sometime in your pre-service training.  If you don’t you will be sending a very powerful message to the interviewer that you don’t stay up to date and that you are unaware of what is happening outside the classroom.  This is a mistake you can’t afford to make.

If you are not successful in getting a full time job....

     Q:  If you are not successful in getting a full time job, what will you do?

     A:   I am committed to teaching and I’m committed to education.  Being a teacher is my top professional goal.  I believe I can make a very positive contribution to this field and I’m willing to wait for the right opportunity to make that happen.  If it’s not a full-time position then I would be equally happy to be listed on any number of substitute teaching lists.  The more opportunities I have to expand and improve my teaching abilities I see as beneficial to my long-term goals.  If I don’t get that full-time job, I’ll work harder, volunteer more, and take any opportunity I can to work with youngsters.  This is what I want to do and I’ll take advantage of every opportunity possible to do it.

            Don’t be shy!  Share your passion for teaching and your commitment to education.  It’s important the interviewer knows of your universal desire to teach – your intense and dedicated drive to make a difference in the lives of children.  That commitment must show through – just as much for a full-time teaching position as for a place on the substitute teaching list.  By demonstrating that universal desire you provide the interviewer with both reason and rationale for any and all positions in the school or in the district.

Describe the best teacher you ever had and what he or she taught you about teaching.

      Q:  Describe the best teacher you ever had and what he or she taught you about teaching.

A:   That would be Mr. Hart, my 11th grade English teacher.  He was tough…he was more than tough, he was demanding, challenging, and uncompromising.  He never took second best – we had to turn in our best work or it would come back to us with “Do Over” penned across the front.  We probably had more to say about Mr. Hart – unflattering, to be sure – than any other teacher we had.  But, as I look back, he taught me more about writing than anyone ever has.  He taught me that writing is a subject of exactness, a subject of details and definitions.  “You can’t be mushy,” he would say.  And, we weren’t.  He pushed us to new heights, he prodded us into new and often uncomfortable areas, and he made us all better writers.  I think one of the primary reasons why I want to be an English teacher is because Mr. Hart took an average student – me – and turned her into a far better writer than she would have been otherwise.  I want to make that difference in students’ lives, too!

            Most of us have been positively influenced by one or more teachers in our educational career.  We get into teaching because some teacher made a profound difference in our lives.  Let the interviewer know how this person made a difference in your life and how you want to “pass the baton” to a new generation of learners – giving them the same learning opportunities as you had.  This is the time to be passionate, sincere, and complimentary.  Like you, I’ve had a few really tough teachers in my life.  I may have sworn at them (and all their assignments) during those classes, but they all planted some powerful seeds that have taken root and sprouted in each and every class I teach today.  Make sure the interviewer knows precisely how you’ve been influenced and precisely how you will influence others.

Why shouldn’t we hire you?

     Q:  Why shouldn’t we hire you?
     A:   You might not want to hire me because I’m young and inexperienced.  But, please don’t let my youth and inexperience fool you.  For example, I assume you are looking for a teacher who will be a positive influence in the lives of students – someone who knows her craft, who can motivate students, and who can solve problems both big and small.  I assume you are looking for someone with lots of classroom experience, lots of practical ideas, and lots of background knowledge about learning styles and teaching strategies.  I believe I can bring all those attributes to this job.  In student teaching I worked closely with the other fifth grade teachers to improve reading scores by 18%.  I also was part of a team that initiated a behavior intervention program with the school counselor.  And, I helped write a series of inquiry-based thematic units for the science program.  I honestly believe you should hire me because I’m a go-getter and I’m intensely passionate about teaching.

            This is a question that pops up every so often and one designed to see if the candidate can think quickly on his or her feet.  It’s also asked to see if there is any negativity in the candidate’s philosophy.  The best way to respond is to turn the question around and, instead of focusing on the negative emphasize the positive instead.  Notice how the response above was turned into a positive one – one that focused directly on what the candidate could bring to the school.  Specific examples and experiences were used to support her philosophy with a very positive attitude.

Why did you decide to major in biology (or history or elementary education)?

Q    Q:    Why did you decide to major in biology (or history or elementary education)?

A:   Ever since I was in fifth grade I’ve been fascinated with biology.  I’ve always had a desire to know as much as I can about the flora and fauna of a particular area.  I belong to the local chapter of the Isaac Walton League, I’ve worked at the state natural history museum as a summer intern, and I established a pond study project while I was in high school.  Biology is a love of mine and can’t think of anything I’d rather do than share my passion for the subject with a new generation of learners.

            This is an excellent opportunity to demonstrate your passion and your ardor for a particular subject.  Let the interviewer hear that excitement in your response; let the interviewer get a sense of how committed and sincere your interest is.  Make sure you defend your choice of major with some specific examples of how you have used it outside of normal academic requirements (e.g. volunteer work; clubs, organizations, and community agencies; out of classroom experiences).  You’ll earn major “brownie points” if you can show that your selection of a major was not one of convenience, but rather one of commitment.

What might your college supervisor want to change about your teaching style?

Q:   What might your college supervisor want to change about your teaching style?

     A:   I’m a detail person; my supervisor likes to look at the big picture.  I would obsess over the smallest detail, the tiniest item, or the smallest bit of information – making sure that each and every piece was part of a perfect lesson.  My supervisor tried to get me to look at the larger picture – the overall goals of a lesson or unit.  While I’m still concerned about all the necessary details of a lesson plan, I’ve come to see the importance of where I’m headed in each lesson.  I’ve learned that an eye on the standards – rather than simply the pebbles along the path – will often make the journey more productive for my students.  My supervisor helped me appreciate the journey as much as the destination.

            Here’s a great opportunity for you to demonstrate how you handle criticism as well as how much you are willing to adjust your philosophy.  Are you inflexible or are you open to change?  Are you set in your ways or are you willing to look at a situation from a new angle?  Whenever you are asked one of these types of questions it’s always a good idea to point out some minor differences of opinion, rather than a major conflict.  Equally important, demonstrate how you worked with someone (your college supervisor, for example) on resolving the issue.  Show how you can accommodate the ideas of others and especially how you can do that in a spirit of shared cooperation.

How have you handled criticism of your lessons or teaching performance?

     Q:   How have you handled criticism of your lessons or teaching performance?
     A:   My college supervisor sometimes mentioned that I had time management issues – that is, I found it difficult to get everything done that I had planned.  Some parts of a lesson would go too long and others didn’t have enough time to develop.  I learned that this is a common problem with pre-service teachers.  So, I took the opportunity to talk with some of the more experienced teachers in the school to see what kinds of tips or strategies they had that would help me master my time a little better.  One of the best ideas I got was to list my lesson objectives on the board for students to see and then check them off as the lesson develops.  That gave me - and the students - visual proof on how the lesson was progressing.

            This question often provides the interviewer with insight into your accountability and professional character.  How do you handle criticism – positively (as a learning opportunity) or negatively (the reviewer didn’t know what he/she was talking about).  It would be most valuable to take this opportunity to demonstrate (with specific examples) how you were able to use that criticism to become a better teacher.

What is the most exciting initiative happening in education today?

     Q:  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.

FROM THE PRINCIPAL’S DESK:      “If I ask ‘Is there anything else you’d like to tell me?’ I’m always impressed when a candidate – in two minutes or less – can effectively summarize the basic interview theme: matching his or her qualifications to my school’s needs.”

Tell me about one of your lessons that flopped.

     Q:   Tell me about one of your lessons that flopped.
     A:   During my student teaching experience I put together a science lesson on making homemade ice cream in a zip-loc bag.  It was an activity I had learned in my “Teaching Elementary Science” course.  The lesson was designed to demonstrate how liquids change into solids.  I provided my third grade students with all the materials and with a set of printed directions.  It was halfway through the lesson when I realized that I had listed the wrong amount of salt to use to melt the ice.  In short, the ice wasn’t melting and the milk mixture wasn’t turning into ice cream.  In fact, nothing happened.  In hindsight I should have practiced the activity at home before using it with the students.  I explained to the students that scientists make mistakes all the time – in fact, there are many scientific discoveries (penicillin, electric light bulb) that are the result of unintentional mistakes.  I wanted to let them know that even teachers make mistakes and that it’s O.K. to flub up every once in a while.  You could discover something new.  Next time, however, I’ll test any experiment before teaching it.

            Every teacher has had lessons that bombed.  Don’t make the mistake of saying that you haven’t had at least one or more “duds” in your student teaching experience.  The interviewer will know, instantly, that you are trying to con him or her.  By the same token, it’s always a good idea to approach any disappointment or problem from a positive angle.  Never blame anyone (but yourself) and always demonstrate how you were able to turn a potential negative into a positive.  Demonstrate an ability to reflect on your mistakes and use those mistakes as stepping stones to become a more accomplished teacher.

Why do you want to teach?

     Q:  Why do you want to teach?
     A:   I had a professor in college who always used to say, “To learn is to change.”  That saying has always influenced me simply because I can see all the positive changes that have occurred in my life through education.  I want those changes to be part of what I can share with young people.  I want students to see how education can not only keep us current, but can also keep us growing, and changing, throughout our lives.  It’s not the accumulation of knowledge that is important, it is what we do with that knowledge that keeps change happening, and that keeps us growing.  I want to initiate and fan those flames in my students as much as my teachers have done in me.
            Provide some evidence that you have given this question serious consideration.   Make sure a sincere and committed desire to teach comes through loud and clear.  Every principal has heard the all-too-common response, “Because I want to make a difference in kids’ lives.”  Try something new, something that refers to a specific reason or incident in your life that propelled you into education.  This would be a very good opportunity to weave a short anecdote or short personal story into your response.

üEXTRA CREDIT:      The “small talk” at the beginning of an interview is critical.  It helps establish a conversational tone for the rest of the interview.  Respond to questions with something more than a “yes” or “no.”  Be sure to ask your own questions that will require something more than a “yes” or “no” from the interviewer.

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

Q:  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.

            This can be a tricky question, but if you have done your homework about the school or district it can be answered with confidence and assurance.  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. 

FROM THE PRINCIPAL’S DESK:      “The best prepared candidates are those who did their homework on the school and can ask meaningful questions.”

What are the Broad Responsibilities of a Classroom Teacher?

     Q:   What would you say are the broad responsibilities of a classroom teacher?

     A:   A classroom teacher has to be many things, have multiple skills, and often be in two places at the same time.  From my student teaching experience I know that teachers have to be good classroom managers and have a consistent and fair classroom discipline policy.  They must also be up to date on assessment and evaluation protocols and how to effectively integrate those into the overall curriculum.  They must know how to motivate students, particularly reluctant learners, and develop relationships with a wide range of individuals – administrators, parents, and other teachers.  They need to be able to respond to the individual needs of every student in a classroom and be able to plan their time in an efficient manner.  There’s no doubt that teachers have to wear many hats and have many talents.  I believe I can bring that array of skills to the Physics position here at Lost Creek High School.

            You should plan on being asked this question in one form or another.  It’s designed to see if you have a realistic picture of the teaching profession or whether you have a “glamorized” view (e.g. “Well, I think teachers should be really nice people and should help all students.”).  The question should be answered with specific details and knowledge about the multiple tasks and duties teachers face every day.  The interviewer wants to know that you have not unfairly “romanticed” teaching, but are keenly aware of the day-to-day responsibilities of teachers.

Tell me about 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 school 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 year 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.

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.