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.

Why do you want to be a teacher?

     Q:   Why do you want to be a teacher?

     A:   I’m passionate about kids.  I’ve worked as a volunteer at the YMCA camp, I’ve coached a Little League baseball team, and I was a guest storyteller for one semester at Happy Acres Elementary School.  I believe I can be a positive influence in the lives of children.  One of my college professors always used to say that teachers should be outstanding role models for children.  I believe I’m a good model because I’m involved in the lives of kids – not just in the classroom, but in all those activities that take place outside the classroom.

            This question is actually two questions in one.  An interviewer is often looking for the response to “How dedicated are you?” and “How passionate are you?”  If you can succinctly address those two queries you will always impress an interviewer.  Make sure the focus is on your specific reasons for entering the teaching profession.  A response like, “Many members of my family, including my grandmother, my aunt, two nieces, and my mother have been teachers – so it seemed natural for me to become one, too.” will always turn off an interviewer.  Keep the focus on your reasons and don’t talk for more than two minutes.

The Single-Most Important Question You Must Always Answer - Part IV

How will this person make my job easier?

During the course of an interview you can create one or more “openings” that will provide you with opportunities to respond to this never-asked question.  Notice how Jennifer set up (in a very positive way) Mrs. Morson, the principal at Red Ridge Elementary School:

Mrs. Morson:  Well, it’s been a very interesting conversation, Jennifer.  We’ve talked about many things.  Are there any questions you’d like to ask?

Jennifer:          Yes.  Given the current emphasis on inquiry-based science I’m wondering what challenges your teachers are having in meeting the demands of an inquiry-based curriculum?

Mrs. Morson:  We have several older teachers who haven’t had a lot of training on inquiry-based science.  They’ve found it to be a real struggle in designing lesson plans that are more student-centered and less teacher-directed.

Jennifer:          Well, science is one of my passions.  In our science methods course we learned how to write inquiry-based lesson plans.  During my student teaching experience I had the opportunity to help other fourth grade teacher craft lesson plan using an inquiry model.  I also worked with my major professor on a project to bring more inquiry-based science into some local schools.

Mrs. Morson:  It sounds like you have a real passion for inquiry-based science.

Jennifer:          Yes, I do.  I’d like to bring that passion here to Red Ridge.  I believe I have the skills and energy that can re-invigorate the overall science program.  I’m a good organizer, I work very well with people, and I love writing science units.  I’d welcome the opportunity to work with Red Ridge teachers on designing and implementing a new science curriculum.  I love challenges and I love hard work!

Jennifer gave Mrs. Morson an opportunity to share one of the school’s ongoing struggles.  Then, Jennifer provided a response that highlighted one of her strengths as well as her willingness to address that challenge.  Mrs. Morson never asked Jennifer, “How will this person make my job easier?” but Jennifer took the time to answer the question and, not surprisingly, secure the job.