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.