What are the three courses you took that shaped the teacher you will be?

Q:  What are the three courses you took that shaped the teacher you will be?
A:   I took “Teaching Elementary Science” from Professor Sunday.  She got me excited about an inquiry-based approach to science education – an approach that stimulates student questions and offers opportunities for students to pursue answers to their own self-initiated questions.  In “Teaching Elementary Social Studies,” Dr. Hansen taught me about the value of “hands-on, minds-on” teaching – that is, not only providing children with necessary information, but giving them an opportunity to do something with that information.  I also took “Topics in Children’s Literature” from Dr. Smithton who showed me the value of a literature-rich curriculum.  I discovered some incredible books that I can use in all subject areas, not just reading.  These three courses, and these three individuals, showed me that teaching can be exciting, dynamic, and practical for each and every student in a classroom.  They are lessons I will never forget.

            Celebrate not only the courses that made an impact on your philosophy, but the people who taught those courses, too.  If they are as good as you say they are, it is very likely the interviewer will know who they are (by reputation) and will know how they have influenced other teachers hired by the district.

INSIDER TIP:      Interviewers are most interested in hiring your strengths and achievements.  They especially want what you have done or what you can do – not simply what you believe, or feel, or think.

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.

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.