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.

What is the Purpose of Assessment?

     Q:  What is the purpose of assessment?

     A:   Good assessment is multi-disciplinary and multi-faceted.  It should be designed to address four major concerns of every teacher.  One, it should provide meaningful feedback; that is to say, are students learning what I’m teaching?  Two, it should be used to effectively measure instruction; in other words, is the instruction tailored to the individual needs of students.  Three, assessment is used to assess and evaluate progress – are students progressing in a satisfactory manner.  And, four, assessment must inform instruction.  That is to say, it must be used to help develop appropriate activities that will ensure student success throughout a course or topic.  In adhering to these four basic concepts of assessment, I use tools such as projects, demonstrations, portfolios, rubrics, and writing samples to help me effectively gauge each student’s progress and performance in a lesson.

            Count on it!  You will be asked a question about assessment and its value in a lesson or unit.  Prepare yourself well for this query because it will come up in one form or another.  Review those notes you took a few semesters ago or get a copy of that old textbook on assessment and evaluation.  Know that this is a critical question and one that every good teacher – both elementary and secondary - should be prepared to answer.  Count on it!

Hypothetical and Situational Questions

          It seems reasonable to expect that you will get one or more situational or hypothetical questions during the course of an interview.  It’s important to remember that there are no absolutely perfect answers to these questions – there are differences of opinion, different philosophies, and different strategies used depending on experience and background.  In short, no two people will necessarily give the same answer to these queries.  What is more important is that, quite often, these kinds of questions are asked to gauge three things:

1. Your problem-solving abilities.  Every day teachers are faced with situations and events for which there are no easy answers and for which they may not have received training.  A student has an epileptic seizure in your classroom, a parent walks into your classroom swearing at you about his child’s report card, a student steals money from your purse – are all events that will test your problem-solving abilities…and your patience.  If you can solve problems quickly in an often stressful interview situation, then it is likely you will be able to solve them in a real-life classroom situation.
2. Your poise.  Do you get flustered when presented with a new situation?  Can you handle unexpected stress?  Do certain events raise your anxiety level?  Interviewers want to know how composed and how rational you will be in the often hectic and chaotic world of classroom teaching.  Can you maintain a calm, cool, and collected demeanor or will you “fly off the handle” at the slightest disruption to your classroom schedule or curriculum?
3. Your general views about sound educational practices.  Are you aware of some of the common ways of handling discipline or maintaining classroom order?  Do you know some of the “Best Practices” that differentiate the average teacher from the superior teacher?  Are you comfortable with the principles and practices of child or adolescent psychology and their application in a classroom environment?  While you may not be able to provide a perfect answer to a situational event (if there is such a thing as a perfect answer), you should, at least, be comfortable with current research, practices, and principles regarding human nature and child development to formulate an appropriate response.

Common Sense

      As I gather my research and write my book - Ace Your Teacher Interview - several people have told me, "You know, what you're writing is just plain common sense!"  And, they're right - it is common sense.  But, I'm also discovering that most of this "common sense" has never been gathered together into one source, one resource book, one all-inclusive reference guide.  I'm also learning from principals and administrators around the country that, in spite of all that common sense, prospective teachers are still making mistakes - big mistakes and little mistakes - mistakes sufficient to derail their chances at gaining employment.
     All of that was brought home recently when I interviewed an elementary principal.  I asked her if she had any memorable interview anecdotes.  She told me the following story:

FROM THE PRINCIPAL’S DESK:      “There was one interview I’ll never forget.  A few years ago a young man – I’ll call him Jason - came into my office for his initial interview.  We exchanged a few pleasantries and then I asked him the first question: ‘Tell me a little about yourself.’  He paused for a few seconds and then reached into his briefcase and pulled out an elaborate hand puppet.  He slipped the puppet over his right hand and it was the hand puppet who ‘answered’ the question.  Using a falsetto voice, Jason manipulated the hand puppet – whom he had named ‘Bob’ - and had ‘Bob’ respond directly to me.  Slightly taken aback (I’d never had a puppet talk to me before), I decided to proceed.  So, I asked Jason to tell me why he wanted to be a teacher.  Again, it was ‘Bob’ who answered: “Well Jason wants to be a teacher because he really likes kids and he knows how to get their attention and he also….’  I was still a little stunned – and a little more than amazed - but decided to continue.  I asked about two or three additional questions and each time ‘Bob’ – in a very animated fashion - told me something about Jason.  Finally, after about ten minutes I could take it no longer.  I found a diplomatic way to end the interview, I escorted Jason (and ‘Bob’) back into the outer office, rolled my eyes at my secretary, and went back into my office to try and recover in time for the next interview.  To this day I still have nightmares about that damn puppet.”

     Here's wishing you lots of common sense.

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.