Where do you want to be in five years?

Q:  Where do you want to be in five years?
A:   After my first two years of teaching, I’d like to begin pursuing my Master’s degree in Professional Writing.  I’d like to get involved in several writing projects with the possibility of writing a teacher resource book or two – giving back to the profession in some way.  And, I’d like to be a continuing and positive influence in the lives of high school students – sharing with them the joys (and even some of the frustrations) of writing.

            Too many candidates make the mistake of being wishy-washy with the response to this question.  Provide the interviewer with two or three carefully chosen, and carefully thought out responses.  If you say something like, “Well I just hope I’m still teaching here at Excellent High School” you have blown the answer.  The interviewer wants to hear clear and concrete responses – an indication that you have given serious and sustained consideration to your future.

üEXTRA CREDIT:      If you don’t understand a point, ask that it be restated or explained further.  For example, “In other words, you would like to know….”

Q: Why did you attend __________College?

     Q:  Why did you attend __________ College?

     A:   I went to Mountain State College because of its strong teacher education program.  In high school, I looked at several different colleges including the strength of their pre-service programs, the teaching expertise of the faculty, the student orientation, and the intensity of the coursework.  Conversations with teachers in the area showed that Mountain State had a strong program – one that was both respected and admired.  After a round of college visits I was convinced that Mountain State would be the institution that would help me best achieve my goals.  As I look back, I knew it was the right choice then and is certainly the right choice now.  I got a great education, learned more than I ever knew possible about teaching, and was challenged at every turn.  I don’t regret a single moment.

            Your answer should confirm your commitment to teaching.  It should highlight your career goals, your passion for teaching, and how the institution was instrumental in helping you become a more accomplished educator.  The interviewer will undoubtedly know about the status and reputation of the institution; it will be your job to show how the institution played a significant role the pursuit of your goals.  Your answer must also demonstrate that you make good decisions – rationale and conscious choices that demonstrate your ability to make (and follow through on) long range goals.

What kind of principal would you like to work for?

     Q:  What kind of principal would you like to work for?
     A:   From my own observations and conversations with teachers I think that a good relationship with a building principal needs to be based on trust and communication.  I can certainly help in that regard by always keeping my principal informed.  I know that the last thing any administrator needs or wants is a surprise.  If I was inviting a guest speaker into my classroom, setting up a terrarium with a collection of snakes, or assigning a controversial book for my students to read, I would want to inform my principal.  I’ve learned that keeping the principal in the loop, information-wise, is always a good idea.  If I have a problem student or anticipate the storming of the office by an irate parent, I should let my principal know early on.  A well-informed principal can assist me in working through a problem, particularly if she or he has information early in the process.  That information sharing, I believe, is critical in establishing both trust and open lines of communication between me and my principal.

            Your answer to this question is also an answer to the single-most important question of the entire interview (see post on the "Most Important Question").  Administrators want to hire people who will not create problems, but will make the principal’s job a little easier.  You will note that a good response to this query is pro-active rather than reactive.  Rather than describe the principal (which may or may not match the person interviewing you), explain what you will do to enhance a positive teacher/principal relationship.  You’ll get more points that way.

INSIDER TIP:      Some books recommend that you take notes during the interview.  My conversations with principals reveal that it’s a bad idea simply because it’s difficult to write, listen, and develop a rapport - all at the same time.  You are frequently distracted and often mis-focused.  My advice: save the multi-tasking for another time.

What were the most rewarding aspects of student teaching?

     Q:  What were the most rewarding aspects of student teaching?

     A:   One of my professors always used to say, “The best teachers are those who have as much to learn as they do to teach.”  I discovered that to be a good teacher one always has to be open to new strategies, new techniques, and new possibilities.  Student teaching made clear to me that just because I have a lot of “book learning” doesn’t mean that I know everything there is to know about teaching.  Not only did I have to keep up on the latest information about biology education, I also had to be open to suggestions and comments from other teachers, administrators, and yes, even students.  Keeping an open mind was critical to my success as a student teacher as I’m sure it will be to my success as a biology teacher.  I don’t believe there’s such a thing as a finite body of knowledge – good teachers are always searching for new information and are always willing to consider new possibilities.

            Administrators want to hire people who are not only consummate teachers, but are well-rounded as well.  This question provides you with a unique opportunity to demonstrate your personal philosophy as well as your professional philosophy.  Your response should show evidence of both your teaching competence as well as your long-term potential.

FROM THE PRINCIPAL’S DESK:      “I particularly dislike candidates who ramble on and on about themselves or communicate they are ‘in love with themselves.’”

How will you integrate technology into your classroom?

Q:  How will you integrate technology into your classroom?

     A:   The number one use of technology comes in the form of research.  The Internet, for example, provides students with a wealth of current information on any topic or any subject.  I want my students to experience the incredible array of data available in any subject area.  A second project that can help integrate technology, while truly getting the students excited about school, is website creation.  I plan to publish a website with my class about information students have researched or personally created.  This might include literary efforts, results of scientific investigations, critiques of books read, or problem-solving projects.  I also want to explore the possibility of online assessment for my students.  If students have the opportunity to demonstrate what they have learned through the use of technology, then I have more time available to teach.  It’s an exciting new concept and one I’m eager to explore.  Although these are exciting ideas I have to remember what one of my professors said, “The program should not be built around technology; rather technology should be built into the program.”

             Most of the administrators I talked with want to know how versed teacher candidates are in technological issues.  Your response to this question should demonstrate your awareness of and comfortableness with technology as a powerful teaching tool.

FROM THE PRINCIPAL’S DESK:      “A candidate shared with me a story about how he had his neighbor evicted - due to his uncanny tech. skills.  He created a documentary showing how his neighbor was violating specific ordinances and then called the police.”