Talk about time management.

     Q:  Talk about time management.

     A:   For me, good time management is all about transitions.  I define transitions as those times during the day when I move from one activity to the next.  But, in order for those transitions to be effective they need to be taught.  For example, I would let students know when (in two minutes, for example) an activity will end (“We’ll have a whole class review of triangles in two minutes’).  I’d let students know what they can expect in any subsequent or follow-up activity (“After lunch, we’re going to continue looking at the structure of onion cells.”).  And, I’d be sure my lessons had clear beginnings and endings.  I’d review the lesson objectives before the lesson begins and again at the conclusion of the lesson.  Actively involving students in time management procedures helps ensure a fully functioning school day and fully functioning curriculum.

            Show that you understand the importance of time management.  Provide the interviewer with specific examples of how you will put time management principles to work in your own classroom.

What concerns you most about teaching?

     Q:  What concerns you most about teaching?

     A:   I have a real passion, a real interest, and a real concern about quality teaching.  I want to be able to maintain that passion for good teaching throughout my professional life.  I want students to be equally passionate about learning…as excited as I am.  I want them to experience all the joys I’ve had as a student.  To learn a new technique or new strategy and then to see it work in a classroom situation is absolutely thrilling for me.  I want to help students experience that same level of enthusiasm in their academic pursuits, too.

            Don’t misread this question.  Although you are asked about your “concerns,” don’t make the mistake of thinking that the interviewer wants you to discuss a negative.  Use this question as an opportunity to discuss a “positive” – something that all good teachers think about.  Make sure your positive attitude shines through loud and clear.

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

     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.

How would you handle varied reading abilities in your classroom?

     Q:  How would you handle varied reading abilities in your classroom?

     A:   RTI combines universal screening and high quality instruction for all students with interventions targeted at struggling students.  First, it is important to screen all students for potential reading problems at the beginning of the year and again in the middle of the year.  Teachers need to monitor the progress of students who are at elevated risk for developing reading disabilities.  Next, differentiated instruction should be provided for all students based on assessments of students’ current reading levels (Tier 1).  Next, teachers should provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark on universal screening.  Typically, these groups will meet between three and five times a week for 20-40 minutes (Tier 2).  Third, the progress of Tier 2 students should be monitored at least once a month.  This data can be used to determine whether students still need intervention.  Finally, intensive instruction should be provided daily in order to promote the development of various components of reading proficiency to students who show minimal progress after a reasonable amount of time in Tier 2 small group instruction (Tier 3).

            Repeat after me:  “Do your homework on reading instruction!”

üEXTRA CREDIT:      Avoid using tentative terms such as “I think,” “I feel,” or “I guess.”  Over-use of these terms tends to leave a less-than-positive impression with the interviewer – that you are unsure or indecisive.  Interestingly, women tend to use these terms moreso than men.

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.