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Basic Tips
The interview is not just for the administrator you are interviewing with.
It also is for you to decide if this school is right for you.
Be yourself.
Be prepared.
Have questions ready to ask about the school.
Do not to ask any questions that were already discussed .
Interview Styles
Interviews are not always one on one. Many schools use a panel to interview. This panel could include the principal, school board members, and teachers from the school/department where you are applying. You may interview with more than one person- district personnel, the principal, department heads.
Listen! Think! Take your time! Don't rush. Answer questions honestly! Most of all, relax. Be yourself .
* Arrive early.
Use a firm handshake and look the interviewer in the eye during your initial greeting and again before you leave.
*Have extra copies of your resume/ dossier ready to leave with the administrator. If you have a portfolio, be prepared to leave it if asked.
* Know Yourself -make a list of your skills and personal interests.
*Experience - Be prepared to elaborate at the interview about your coursework and work experience, both paid and volunteer. Also mention any hobbies, travels, experiences that would be relevant. Write it out in advance. Memorize an outline of key words so you remember everything you want to tell them.
*What are your philosophies on education and its subcategories, like discipline, behavior and performance in the classroom?
Ask yourself why you like children and want to teach them.
Write your list as if you were sharing it with a stranger who doesn't know you.
*Dress Professionally- Women and men should dress to convey a professional image.
NO shorts, halters, cutoffs, miniskirts, sneakers, jogging shoes, or casual attire. Remember you are aiming for Professional. Men should wear pants, and shirt and tie. Women should wear conservative outfits that are neither too short nor have too low of a neckline.
*Area-know the setting you're going to. Research the instructional setting, principles, and goals of the school. Check out the district. Check websites. Talk to parents. Talk to teachers employed in the district/school. Visit the schools.
*Philosophy-have a well defined philosophy of education. Be able to defend and explain clearly what you believe and why you believe it.
*Management Plan-have a discipline/classroom management system ready. Be able to discuss what it is, how it works,why you've chosen it, and why you think it will be effective. If you believe in assertive discipline, be able to discuss why you believe it results in desirable outcomes.
*Get A Portfolio in Order

*The Follow-up After the interview send a business letter to your interviewer/school/district thanking them for the opportunity to interview. Keep in touch with a phone call to the personnel office every week.

INTERVIEW QUESTIONS
There many variations of the same question....this will get you in the mode of hearing questions in different ways but still ready with appropriate answers.

Tell me about your background.
Why are you interested in a position with our district?
Why do you think you would like this particular job?
What qualifications do you have that make you feel that you will be successful in your field?Why do you want to be a teacher?
What is your philosophy of teaching (OR of teaching math, language arts, etc.)?
Describe what we would see in your classroom during reading, math, etc. if we were to walk in.
How do you feel about retention?
How do you feel about mainstreaming or pull-out programs?
How will you help our school meet our vision, goals and mission?
How would you handle an angry parent?
How would you handle an unruly or disruptive student?
Describe one unit you have planned.
Describe a typical day in your classroom (or a typical class period). What are some ways you have incorporated technology into your classroom?
If you only had one computer in your classroom, how would you utilize it?
What jobs have you held?
Why did you leave them?
Here are some questions that I had in interviews a few years ago.
If I were to walk into your classroom, describe what I may see.
Why did you decide to become a teacher?
What was the last good book you read?
What makes a good teacher?
I see this "D" on your transcript, what can you tell me about it? (Yes, this made me about lose it!)
What ways do you evaluate the leaning that students have acquired in your classroom?
How do you motivate students?
What is the role of the teacher in the classroom?
How would you describe your last principal?
What was your favorite course in college? Why?
What are your long term career goals?
What have you found to be the toughest aspect of discipline?
Define current curriculum trends in your area.
How much time do you devote to the lecture approach?
Describe any projects you have done with students.
If you could choose to teach any concept in your area, which would you select? Why?
What rules have you established for your classroom?
Of what use are behavioral learning objectives in the teaching/learning process?
Describe the format you use to develop a lesson.
What should schools do for students?
How do you handle the different ability levels of students in classes? How would your colleagues describe you?
What is toughest aspect of teaching today?
What is the role of homework?
What has been your most positive teaching experience? Negative?
What activities would you be willing to sponsor if you are hired for this position?
Could a student of low academic ability receive a high grade in your class?
What is your system for evaluating student work?
What would be the ideal philosophy of school for you?
What is your philosophy of education?
Why is your field important for a student to study?
How would you handle a student who is a consistent behavioral problem in your class?
What is your position on behavior modification? Tracking? Special education? Value clarification?
What areas do you feel you need improvement? (Be careful answering this one!)
How would you handle a student sleeping in your class?
What would you do if a student has been absent from your class for several days?
What provisions have you made for the gifted?
How have you communicated student progress to parents?
By law, I am not allowed to ask you about your personal life, is there anything you would like me to know? A decision to be made...personally I'd answer "No."
What are your recreational activities, hobbies or interests?
Define a superior teacher.
Do you think that a principal has the right to tell the teachers how to dress?
Do you have any theories or teaching methods that have been especially meaningful to you? (hint: don't answer "no")
What things do you want to know about your students?
What do you want to accomplish as a teacher?
How will you go about finding out about students' attitudes and feelings about your class? Or is this even important? Explain.
How do you go about deciding what it is that should be taught in your class?
What do you think provides the greatest pleasure in teaching?
In your opinion, what is the most important role of public education in today's society?
What personality traits do you see as most valuable as a practicing or aspiring educator?
Describe your best and worst lesson. What made it so good or bad? Why do you want to teach at this particular school?
What unique qualities can you offer the students as a teacher at this school?
What is more important, that a student like you or respect you?
What do you think is the most important contribution you can make to students? To education?
What is your philosophy of education?
How do you provide for individual differences within your classroom?
How would you motive a lazy student?
What kind of relationship to you want with your students?
What hobbies and/or interests do you have that might help you as a teacher in a classroom?
What do you want to be doing five years from now?
What do you know about our school? About our city?
What do you think should and can be done to improve communication between teachers
and students? Teachers and parents? Teachers and administrators?
Describe your idea of testing.
How well do you accept criticism? Failure? Defeat? What is your response?
Here is where you can be, if not grandiose, at least a bit grand.
What, to you, are the great and wonderful rewards of teaching?
Why is teaching important?
How do you want to make the world or at least higher education better?
When you are overworked and feel undervalued, to what ideals do you return in order to rejuvenate yourself and inspire your students? How do you want to make a difference in the lives of your students?
What is your philosophy surrounding student discipline?
What would your response be to racial confrontations?
What works best for you in classroom control?
Why did you decide on a career in education?
What do you anticipate as being the most satisfying aspect of teaching?

Situational type questions that can be asked :.
:A student is doing poorly in your class. You talk to her, and she tells you that she considers you to be the poorest teacher she has ever met. What do you do?

A teacher gives you the advice, "When you are teaching be sure to command the respect of your students immediately and all will go well." How do you feel about this advice.

A parent comes to you and complains that what you are teaching his child is irrelevant to the child's needs. How would you respond?

.A student is lightly tapping his pen on the desk, and you can see that it is distracting to the students around him. How would you respond?

An irate student gets "in your face" and yells at you. It is the last hour of the day with fifteen minutes left to go in the hour. How would you respond?

See Archives for more questions.

QUESTIONS FOR YOU TO ASK AT JOB INTERVIEWS
These cover possible questions to be asked about K-12 positions.

About The District
Type of district (elementary, high school, or unit)
History and development of the district
Recent trends in district enrollment (stable, increasing, decreasing)
Unique characteristics of the district
Characteristics of the student population and community
Size of the district (number of elementary, junior high/middle, and high schools)
Central office administrators and their roles
Grades included at each level of education

Curriculum
Courses in the curriculum in your discipline and their content, sequence, prerequisites,
and status as electives or required courses
Typical schedule of courses in the curriculum (first and/or second semester courses)
Textbook and supplementary materials, and recency of their adoption, and district
adoption procedures
Availability of AV materials and equipment for classroom use
New and/or innovative curriculum developments in your discipline in recent years
Curriculum developments currently being planned

Students
Type and size of student body in the school
Typical class size
Procedures for students placement (i.e., homogeneous, tracked)
Characteristics of entering and exiting students
(i.e., number or percentage who are enrolled vocational and college preparatory curricula and the number or percentage who enroll in college upon graduation)

Instructional
Reason why the position is available (enrollment increase, retirement, resignation, etc.)
Number and type of teaching preparations (i.e., self-contained classes or team taught classes)
Other instructional assignments (i.e., coaching)
Methods and frequency of teaching evaluation
Availability of summer employment
Assignments on department, school, district committees
Duties in the supervision/sponsorship of student activities
Starting and ending dates of employment
Contract length (i.e., 9, 10, 11, or 12 months)

Faculty
Number of administrators in the building and their responsibilities
Size of the faculty within departments and the building
Number of new teachers hired each year
Special interests and/or expertise of faculty

Student Services
Students clubs, organizations and sports
Counseling and guidance personnel and services
Social works, school nurse, librarian, and other support staff and their roles

Community
Community support for education
Involvement of parents and other community members in the school program
Recreational and other facilities in the community
Demographic information about community residents
Cost of living and housing in the community

Salary and Benefits
District salary schedule
Reimbursement policies for graduate study
District requirements for continuing professional education
Vacation and sick leave, personal leave, and other leave policies
Substitute teacher procedures
Payroll schedule
Medical insurance

See Archives for more questions.

NEGATIVE FACTORS - DON'Ts!!!
Poor personal appearance
Aggressive, conceited, superiority complex
Inability to express self clearly--poor diction and/or grammar
Lack of planning for career -- no purpose of goals
Lack of interest and enthusiasm
Lack of confidence and poise
Failure to participate in activities
Overemphasis on money -- interested in best dollar offer Poor scholastic record
Makes excuses and is evasive in answering questions
Lack of tact
Lack of maturity
Lack of courtesy
Condemnation of past employers
Marked dislike for schoolwork
Lack of vitality
Fails to look interviewer in the eye
Limp, fishy handshake
Indecision
Sloppy letter of application, resume, or application form
Conveys feeling of merely shopping around
Wants job only for a short time
Lack of knowledge about field of specialization
No interest in the employer
Cynical personality
Obvious laziness
Intolerant, has strong prejudices
Inability to take criticism
Radical ideas
Late to the interview without good reason
Never heard of the employer (or grossly underinformed)
Asks no questions about the job or the employer
High pressure personality type
Asks questions that were answered in the literature the candidate already has
Talks too much or too little

ILLEGAL PRE-EMPLOYMENT INQUIRIES
In pre-employment interviews or other communications with potential employers, you have rights to protect you from being asked questions that might be sued to discriminate against you for non-job related reasons.

The following are items of information that employers may not inquire about in pre-employment discussions, communications, or interviews with job applicants and this information may not be required on application forms.
Your job resumes and application forms need not contain this information.
Marital Status
Social or Living Arrangements
Spouse's profession
Race, religion, or national origin- Any inquiries about place of birth, native language, or club affiliations are generally impermissible.
Age- Age may only be asked to establish that you are of age to work
Financial information Information regarding bankruptcy, car or home ownership, credit rating, social security, or bank accounts may not be requested.
Arrests- You need not provide information about past arrests, but you may be asked to provide information about criminal convictions.
Height and weight: -Questions about height and weight may be asked only if they are necessary requirements for the performance of a job.
Pregnancy status and childbearing plans
Number and ages of children- Also it is illegal to request is information about daycare provisions of children.
Foreign citizenship- You may be asked if you are a U.S. citizen, if you intend to remain permanently in the U.S., if you are not a citizen, or if visa or immigration status prohibits you from becoming lawfully employed.
Academic degrees: Information about earned academic degrees may not be required unless they are required for the job.
Military service and discharge information
Social activities: Information may not be requested regarding membership in social clubs, religious groups, non-professional organizations, or other non-job related groups.
Handicaps: You are not required to disclose information about a handicap you may have. However, you may be invited to indicate this information voluntarily for affirmative action purposes.

The Equal Employment Opportunity Commission and the Office civil Rights of the Department of Education serve to ensure compliance with these acts and provide information about your legal rights.
These acts are as follows;
The Equal Pay Act of 1963 as amended by the Education Amendment of 1972.
Title IX of the Education Amendments of 1972.
Rehabilitation Act of 1973 as amended by the Rehabilitation Act of 1974.
Age Discrimination in Employment Act of 1967 as amended, 1978.
Illinois Human Rights Act of 1979.
Title VII of the Civil Rights Act of 1964 as amended by the Equal Employment Opportunity Act of 1972 and the EEOC Education, Technical Assistance and Training Revolving Fund Act of 1992. Executive Order 11246 as amended by 11375, 12086, and 11478.
Title II of the Americans with Disabilities Act (ADA).

Enthusiasm for teaching ! Compassion for children!
The ability to inspire-another important trait.
Passion. Enthusiasm. Sensitivity. Heart. Humor.
Passion for knowledge. Passion for teaching. Passion for kids.
A passion to receive and impart knowledge,
Passion can be seen in body language, the eyes, gestures, chosen words of speech, and speech inflection," Henderson says. "I look for those things when words are mentioned regarding children, teaching, and learning."
Many things might lead me to believe that the candidate is a 'kid magnet,'" says Podd. "Some are based on instinct -- a feeling that I get from a young, enthusiastic person who has that je ne sais quoi, that intangible spark that would attract kids. I also look for people who are involved with kids outside of the school setting, especially music groups, theater, and sports. If I ask the right kinds of questions to let the personality of the candidate emerge, I can usually find this quality if it's there." "Our committee just finished interviewing 26 candidates, and we found three or four with those qualities,"
When empathy and compassion are present along with intelligence, training, knowledge of subject, creativity..
"I ask How would you handle a situation where one child is always chosen last? or What would you do for a child who always sits alone at lunch?...."
STRONG INTERPERSONAL SKILLS ... AND A SENSE OF HUMOR!
Stephen Covey (Seven Habits of Highly Effective People) says that any job is twenty percent knowledge and eighty percent interpersonal skills,
What do you do to make students successful?'"
I am interested in a teaching candidate that addresses the whole child," says Imbo. "If the candidate answers the question with a strictly curricular answer, I disqualify him/her."
Flexibility is a very important skill, another of those skills that helps to enhance the learning environment, he says. And a good sense of humor can't hurt!

See the archives for more!