Common Teacher Interview Questions

If you preparing to interview for a college teaching position, you may be asked some
of the following questions:
Why do you feel you are qualified for this position?
This is a pretty standard type question that you must be well prepared to answer
concisely. Your inclination may be to relate all of your educational background,
teaching experience and related professional experience. Dont! They know that
from your application. Make brief reference to what you provided on your
application and highlight what you feel are the most important of your
qualifications.
If you have little or no prior teaching experience, you will need to identify
transferrable experience. In what ways have you trained or assisted others? What
in your background demonstrates your ability to speak to a large group of people?
Which of your character traits will help you relate to students?
Why did you apply for this job?
If you are a career changer, rest assured that they will want to know if you applied
out of necessity or because of your true love for, and commitment to, teaching. I
call this the twinkle in the eye factor. No twinkle, not job offer.

Why did you apply at our college?

You have probably applied at other colleges, and they know that. You need to
convince them, based on what you know about their school, that it is an ideal
institution for you. Of course, you must be sincere or they wont buy that.
Describe your ideal teaching position.
All I can say is good luck. Hopefully your ideal aligns with their reality. Dont dwell
on trite things like One where I can contribute, or One where I can be part of a
team.
What do you like most about teaching? Least?
Almost anything you say that meets the twinkle in the eye test is good.
Hopefully, you find teaching personally rewarding and can communicate that. Have
an answer ready for what you like least. Some of the better ones are Grading and

Caring more about some of your students than they seem to care about
themselves.
What would you students tell us about you?
They will listen between the lines. What you do not tell them may speak more than
what you actually say. And if you have a teaching background, check to see if your
students have posted comments about you on sites like Rate My Professors.
What would your colleagues tell us about you?
Obviously, you are only going to say positive things. The responses to this question
will give them some indication of your personal values.
If you were to get this position, what do you think the major challenges
would be?
Do not tell them that you will hit the ground running and are certain you will excel in
all aspects of the job. To admit no challenges is to admit that you dont know much
about the position you say you want.
What has been your proudest moment as and teacher and why?
This is a good question to answer even if they dont ask it. In answering another
question you might say something like, which reminds me of the time I gave a
student a D. He came back to me several years later to tell me that was his wakeup
call and he had just completed is doctorate.
What has been your most discouraging moment as a teacher and why?
You can talk about the times you had to give students failing grades. But dont be
afraid to talk about a failure of your own if it is something that helped you grow as a
teacher.
Tell us about you teaching style.
You should be familiar with learning-centered or student-centered learning. You
should demonstrate you knowledge in these areas and illustrate how you apply that
in the classroom. If you are required to give a teaching demonstration, it is
extremely important to show them your teaching style. If you claim to use
techniques to engage students, you better use one or two of them in your
demonstration.
Tell us about your experience working with diverse student populations.
You should come to the interview with prior knowledge about diversity at that
institution and any particular issues related to it. Give specific examples of your
experiences with similar populations.

What if you know there many Asian students at this school but you have little or no
experience working with or teaching Asians? Do not avoid the topic. Demonstrate
your knowledge of Asian culture as it relates to teaching and learning.
How to you accommodate diverse learning styles?
You need to demonstrate your knowledge of how people learn and give examples of
techniques you use to accommodate each of them.
What techniques do you use to motivate students?
This is somewhat of a trick question. If you do not have a background in
educational psychology, you may trip up. Many experts will tell you that motivation
is intrinsic. Give an answer that explains how you help students find their own
motivation.
What is your definition of learning-centered [or student-centered]?
I wrote a short article on what learning-centered means. The Texas Collaborative for
Teaching Excellence provides an excellent reference on Student-Centered teaching.
The terms are closely linked.
Tell us about your use of technology both inside and outside the classroom.
Sorry, in most case in todays colleges and universities its no Luddites allowed.
How do you see yourself contributing to our institution outside the
classroom?
Except for some high level teaching/research positions at universities, you may be
expected to contribute in ways that do not relate directly to your teaching.
Examples might include advising a student organization, serving on a committee, or
doing community outreach.
Are you familiar with [our courses, curricula, our facilities, etc., etc.]? If
so, do you have any suggestions for improvements?
You should have done a good bit of research about the institution before your
interview. Dont do like applicant whom I interviewed over the phone. She
responded, I tried. How can you find anything on that website of yours? (Believe
it or not, that is a true story!)
Avoid criticizing what is in place. They really want to know you qualifications to
develop new courses and curricula.
Preparing for the Interview
The following pieces of advice may seem obvious. So, why dont all college teaching
candidates follow them?

Dress for Success Were stylish business attire even if you will be teaching welding
in blue jeans if you get the job.
Learn Everything You Can Almost everything there is to know about the institution
where you have applied can be found online. Check it out.
Arrive Early Unless you are familiar with the campus, give yourself time to get lost
once or twice.
Scout the Territory If you can walk around campus a few days before your
interview, do so. Otherwise leave yourself time to explore before your interview.
Check out common areas like the student union, the book store, the field house.
Try to find the building in which you would be teaching and take a careful walk
through it.
Dont Walk Into the Wrong Restroom I had to get a bit silly, but this tip is based on
a true story. One of the most highly respected instructors at my
college inadvertently walked in the womens restroom shortly before his interview.
As luck would have it, he came face-to-face with a woman whom he would soon,
more formally meet. She was a member of his interviewing committee. So what is
the moral of the story? You are going to be nervous. Dont obsess over it. If you do
something silly, laugh it off. Clearly, the instructor of whom I made reference did
just that.

1. Why do you want to work here?

Bad answer: Because I desperately need a job, stupid!'
This is a tough one. What they are asking for is some thoughts on what you have seen and heard about the way they
do things that make you want to work for them. The emphasis in the question is on the word here'. So, to answer this
question you need to know a lot about the university and the department. Look at the person specification for the job.
If they are obviously looking for someone who is a good teacher rather than an international researcher, answer this
question by prioritising teaching.
Good Answer: I wanted to move to an institution like this that prioritises good teaching practice and dedicated
pastoral care of students. I believe I can offer this because of [x and y examples of experience from your previous
career].
2. What makes you different from the other candidates?
Bad answer: Um, they all seem to be much more confident and professional than me and I am very intimidated'

This question is not requesting that you attack the character of your fellow candidates or compare yourself negatively
to them. It is short-hand for why should we hire you?' or why are you special?' Again think about the person
specification and make sure you know what sort of academic they are looking for. Tailor your own responses to that
as much as possible. Make sure you give examples from your own history to support your assertions. So, for
example, if it is an up and coming department looking for a high-flying researcher to boost their reputation, emphasise
your role in this. If there is anything you do that makes you stand out, for example a skill or area of experience,
mention that here too.
Good answer: Although I am an all-rounder and could contribute to departmental life in many ways, I know that I
have the international research profile that you are looking for. [Go on to give details of books and articles written,
prizes won etc.]
I also think I am unique in that I have direct experience of running online courses and would be happy to take a lead
on introducing that here if colleagues were interested.
3. What are your plans for research?
Bad answer: Not sure. I have been so caught up with trying to find work that I haven't thought about it.'
This question is obviously asking you to look forward to the future, so drawing up one year, five year and ten year
research plans is helpful before going into an interview. (If you are completing a PhD and looking for your first job this
might sound a little excessive, but believe me, it will make you stand out and be taken seriously). They will not just
want to hear about the topics you wish to cover but will crucially be interested in two other areas: research funding
and your output (i.e. publications). As well as telling them about your exciting projects, tell them how you're going to
pay for them (which grants you will apply for) and what published benefits there will be in concrete terms. Aim high at
this point; you don't want to sell yourself short. You can write that monograph or get an article into a world-renowned
journal. The scope of your ambition will help to sell you as the ideal candidate here, so don't worry about sounding
arrogant.
Good answer: in the next year I will be finishing up the revisions on my manuscript for x book which is due for
publication on x date. I have several other projects on the go that I wish to pursue after that [give details]; if my
funding applications to the x and y grant bodies are successful I should be able to see those projects to publication by
[give date].'
4. What courses could you offer to teach?
Bad answer: I am so desperate for a job that I will teach anything you ask me to'.
You want to seem keen and flexible and show that you are happy to fit in with the department's teaching requirements
but they also want to hear about new courses that you would like to offer. In order to answer this question you need to
look at the department's current undergraduate curriculum. That way you can be sure the courses you have invented
will fit in with what they offer now. So if the department already has a course on Nazi Germany, do not propose to
offer a new one. You have to be careful here: do not let your creativity run away with you. If you do get the job, your
new colleagues might say I loved that course you proposed in your interview, can you run it next year?'

Make sure you suggest something that you could feasibly teach, preferably based on your previous experience. Think
about whether you would offer it in the first, second or third year, and briefly state what some of your teaching
exercises and assessment strategies might be. If you can make use of technology then mention that too.
Good answer: I would be happy to contribute to some of the existing courses you run, such as x and y but I also
have a few ideas of my own that I feel would appeal to students in the x year of their education. [Describe the course]
I feel that it would fit into your curriculum particularly well because it complements your other courses in x field but is
unique because it covers an earlier time period or uses different resources [examples]
.
5. How would you contribute to the administration of the department?
Bad answer: Don't you dare find me a time-consuming admin job to do. That's not why I became an academic!'
Here they want you to talk about your past admin experience if you have any, and to show your enthusiasm for this
side of things! Fake it if you have to. Pretending that you are desperate to become the new admissions officer will
help you to get the job if that's what they are looking for. If you have experience of running your own courses,
managing an entire programme, or doing a specific administrative task then mention that. If you can, give an example
of a contribution or innovation that you instituted in that role. If you are at the very start of your career then simply
show even more enthusiasm and emphasise the transferable skills that are vital in these roles, i.e. being efficient,
well-organised and a good communicator.
Good answer: I look forward to having the opportunity to fully contributing to the life of the department. I have a
special interest in the area of admissions/ exams/head of year etc'. I had some experience in this role at my last
institution and realised that I have the skills necessary to do it well [name them] and actually implemented changes to
their policy on x. However, I realise the need for flexibility here and would happily take on the challenge of any
administration role that would suit my level of expertise.

1) Tell me a little bit about yourself.

Oh, yes, this is the question that is most likely to be asked first. I call it a two minute commercial about
yourself. This is a great opportunity to sell yourself to the schooldistrict representatives. Keep in mind, if it
is the first question asked, it will set the stage for the interview, so it needs to be extremely strong. Dont
be too modest. This will provide an overview, an introduction, to you. You might start by stating, As you
can see from my resume. and then mention your degrees and certifications and give a quick run down
of your relevant experience. The last 1 minutes should be used to communicate your strengths and
skills and what you can do to enhance education in their district. In other words, they are asking Why
should we hire you? Practice this carefully. You need a few sentences that answer that question at the

end of your response. Also, at the end, you may want to mention why you would enjoy working for the
school district in the position for which they are hiring.

2) Lets pretend its almost the first day of school and you are
a first grade teacher. How would you prepare your classroom?
This question tests how well you will manage the classroom. The philosophy is that the more organized
you are, the more well-run your classroom will be. Dont give the panel just a few words they may be
using a checklist to see how many items you mention. Plus, as a teacher, you should be very excited
about this question and be able to speak for a while, but limit the response to two minutes.
Your response must provide them with an idea of how nurturing and inviting your classroom will be to
students. Come up with some creative decorating ideas, making surethey are student-centered. You
could also mention a huge welcome sign, the daily schedule, age-appropriate posters, name tags for
students, labeled desks (how will they bearranged?) and lockers, a list of class
rules/consequences/rewards, and other labeled areas (e.g., the classroom library, manipulative storage,
computer area), etc. Or, mention that you might invite parents and students to visit the classroom the day
before schoolstarts, with the administrators permission. If you have a portfolio with have pictures of other
first days of school, this is a great chance to share them with the panel.
Next, make it clear that you will have organized the textbooks, your lesson plan book, your grade book
and other materials well before school begins. Mention severalactivities you might include during the first
day of school, including an ice-breaker, a trip to the restrooms, and a fun art project.
The real key to this question is to show your enthusiasm, passion, excellent organizational skills, and how
you will create a warm and captivating environment in which students will feel safe, where learning will be
maximized, so that children will look forward to coming to school each day.

3) As a grade one teacher, how would you motivate parents to

become involved in the classroom and in their childs
education?

What is critical to communicate in your response to this question is your understanding of the importance
of parental involvement and how you always encourage participation to strengthen student-teacher-parent
relationships. (Grandparents can also be encouraged toparticipate.) Talk about some of the things that
parents can volunteer to do in the classroom, such as: reading with students, preparing project materials,
creating bulletinboards, sorting materials, setting up learning centers, hanging up students work, etc.
Parental involvement means much more than just attending parent-teacher interviews. You must set
goals to keep the parents abreast of what is going on in the classroom. Youcan communicate that
information and ask for volunteers through weekly or bi-weekly newsletters. You might inform parents
when you are starting a new unit or specificprojects and make sure they clearly understand the homework
assignments each week. Make sure that parents are invited to any momentous or appropriate events.

You should contact or speak to parents not just when a child is having difficulty, but also when they are
doing well. Tell the hiring panel that you will call parents and send notes home complimenting students
on good behavior. Also mention that you try to recruit bilingual parents to help with communication as
necessary.
Let the hiring committee know that you coach parents on how they can help their child succeed
academically. You may have read some resource book(s) to gain ideas that youcould implement. If so,
let the panel know. Holding a parent appreciation lunch or tea to acknowledge those who have helped in
the classroom is a great idea. Considerattending some of the PTA meetings. If your portfolio contains
any past newsletters or parental communication letters, make sure you show these to the panel.

4) Are you a flexible teacher? If so, explain how.

Yes I am a flexible teacher. I can deal very effectively with people and students from all backgrounds and
socio-economic groups. In teaching, I am completely aware that students have different learning rates
and styles. Some are fast learners and some are slow learners, some learn best in auditory manner,
others through actions or visual media. Still others have specific learning disabilities. I am flexible in the
sense that I addressthese differences and make it a point to respond to their different needs. In my
teaching, I make use of different learning strategies so that my instruction will be interesting and
motivating to students. I use lecture, discussion, hands-on activities, cooperative learning, projects,
manipulatives, role playing, debates, reports, technology, and others. (Choose the ones appropriate to the
subject and/or grade for which you are applying.)

5) What did you find to be the most difficult aspect of student

(intern) teaching?
For me, the most difficult part of student teaching is the limited contact hours with students within one
class period (or day). When I teach, I have so much information that Iwould like to impart to my students
that time flies by too fast. I always go to my classes full of energy and armed with lessons which I believe
will stimulate curiosity andspark understanding and new insights in my students. There is so much
information that I need to present for them to have a comprehensive understanding of a concept. My
challenge is to make sure that I structure my lessons so effectively that learning takes place in one class
period (or day). So I plan ahead to maximize every minute of myclass period (or day).

6) What ways do you assess and evaluate students?

In assessing students, I make use of different methods. I use formal and informal assessment procedures
to promote social, academic, and physical development. The usualassessment that I use is written

quizzes (case studies, discussions) and examinations. Throughout the semester, I also grade and assess
students on their class participationsuch as recitations, reports, group activities, and seat work. I also
assess and grade students based on their completion of assignments and timeliness in submission. Ialso
use authentic/alternative assessments, in which the student shows they can perform a task, such as
making a speech or writing a story. I like to use written, oral, and day-to-day assessments.

7) What will you do to modify your teaching to meet the needs

of a gifted student?
A gifted student in the midst of the regular students can be a challenge in terms of addressing his or her
particular needs and capabilities. What I will do is to modify hiswork assignments in expectation or length
to fit his abilities. His tasks will require a higher level of understanding compared to the regular students.
During class discussions, I can direct questions to him or her that require higher-level thinking skills. I also
wouldencourage the gifted student to take a leadership role in group work so that his classmates can
emulate and be inspired by him.

8) What would your master teacher or cooperating teacher say

about you?
My master teacher would say that I am incredibly energetic in teaching because I love what I do! She
would say that I am the type of person who also goes the extra mile to help my students learn and
comprehend their lessons regardless of their abilities. She would say that I also try to teach values that
are important in life, including the value of discipline.

9) What are some of the trends, issues, and methodologies in

education that relate to your specific curriculum area or grade
level?

Here are some trends, issues, and methodologies that relate to most subjects and grade levels. You
might say:It seems that increasingly students have more information and knowledge than ever before due
to access to the internet. A teacher has to be aware of what the internetis, how it can be used in positive
ways, and how to protect students from negative influences on the internet. It can be a powerful learning
tool for students. In addition,technology in general has changed education greatly. Using computers,
videos, and other kinds of technology makes lessons more interesting and more fun. It also makes it
easier to teach students with varying needs. A computer with internet access can open the world up to the
classroom.
An issue that is important is teaching to state standards. School time is limited and we must make the
best use of it that we can, so I try to relate every lesson and activityto a grade level standard. That keeps
me focused on the overarching goal of improving education and helping children do better academically.
One of the most important methodologies in my opinion is teaching through multiple intelligences.
Children learn in so many different ways. I try to reach everyone by teaching through the senses, using

visual, auditory, and sense of touch to impart information. When possible, I try to include the senses of
taste and smell, too!

10) Do you know what is going on in education today?Do you

have a passion for the profession? In other words, do you stay
current?

Here is a possible answer for this question.I love education. I think that it is imperative to be a lifelong
learner when one is a teacher. I plan to continue my education by (fill in this blank with your own plans).
Technology continues to evolve into a strategic part of education. Tablet PCs and hand held devices are
the newest gadgets on the market for students to use; the internet isan incredible resource. Technology
provides interactive, individualized learning experiences, increasing student engagement and efficiency
in safer and more secureschools.Multiculturalism and securing equal opportunities for all are important
themes in education.And, of course, teaching to state standards to upgrade student academic progress is
very important.

11) What is your classroom management plan?

My general classroom management plan is to make my classroom feel like a home to every student. I
want them to feel valued, intelligent, safe, and comfortable. I wantthem to respect me, the teacher, and
each other and to show that respect by treating everyone with kindness and caring.The class environment
must be conducive to learning so I welcome everyones opinions and encourage and respect student
differences. I try to understand the expectationsof my students and make them aware of my expectations.
I always make it a point to clearly communicate my expectations at the beginning of the school year. In
thisway, I ensure that the students and I are moving toward the same goal learning for all. I establish
firm, but fair and consistent discipline. I try to maintain a regular schedule each day. If the classroom is
well-managed and teaching is effective, the participants in this learning environment will learn, grow, and
become responsiblecitizens.

12) What do you do to accommodate a student with an IEP?

An Individualized Education Plan will be successful if proper coordination and collaboration are
emphasized by the teacher, parents, psychologist, and other school staff. I accommodate a student with
an IEP by planning a series of in-depth discussions with the parents to learn about the students diagnosis
and needs and later to inform theparents of his progress. This allows me to design an education program
that addresses his specific needs and puts into place special accommodations. I also will document my
own observations and evaluations of the students academic work and behavior. As I gain knowledge and
information about the student with the IEP, it will be easier for me to decide on the lessons and teaching
and learning styles I should use to accommodate his needs and maximize his learning. There are many
types of accommodations, depending on the students diagnosis, for example, instructing a student
through the use of manipulatives, providing a seat near the front of the room, reinforcing positive behavior
every few minutes, providing extra time for assignments, and giving tests orally insteadof in writing.

13) Do you enjoy teaching children? If so, how would I know if

I observed your class?
What I most enjoy in teaching is hearing my students explain, in their own words, what they learned in a
particular lesson and watching them enjoy participating in a lesson. When you observe my class, you will
see that I get my students engaged in our discussions and activities. You will see that my students
actively participate in each lesson. I make sure that all of them have a chance to speak, express their
thoughts, and share them with the class. I enjoy how their faces brighten every time I recognize their
efforts to learn by saying, Very good, Thats a great idea, Good job, and other encouraging
phrases. At the end of the lesson, you will hear the students explain what they learned. Most of all, youll
know that I enjoy teaching because the children in my class look happy.

14) How do you differentiate your teaching? Please provide a

couple of examples.
My teaching is unique in the sense that while teaching approach is holistic, it is also inclusive and
individualized. It is holistic because I not only share knowledge with my students, but I also elicit
knowledge from them. For instance, when I was teaching mathematics, I didnt simply teach formulas and
methods of solving mathematical problems. I also explained to my students the value of understanding
numbers and the great things we can use math for, such as the ability to think logically. I include all
students in my lessons. For those who have difficulty, I use cooperative learning, peer tutors, and reteaching techniques. I attend to the individual needs of the students by modifying assignments. For
example, when I had a group of gifted children in my class, Iregularly gave them special assignments to
work on that would stimulate higher level thinking skills and had them present their work to the class.

15) What can you contribute to our school community/teaching

team?

I am the type of teacher who shares with my peers the classroom experiences that I have had, whether
good or bad. I do this because I believe that this the best way for meand other teachers to improve our
teaching. In this way, I get to share with them the best of my skills and, in return, they share with me the
best of their skills. I also findthat this is a very good way to learn how to handle situations that are difficult
or unusual. The feeling of not being alone, but being part of a team of teachers, is what I can bring to the
school. This will help build morale and a great working environment.

Before You Go . . .

Dress for Success. Look neat, professional, and friendly, no matter how
progressive the school may be. Wear a colorful scarf or tie, but skip the shiny
jewelry. What you wear conveys that you are organized, respectful, and selfconfident.

Do Your Homework. Use the library, the Internet, ask friends and colleagues, and
find out in advance about the school's philosophy, extracurricular activities, special
programs, expenditure per student, and typical class size. The more you know, the
better equipped you are to ask good questions.

Ask Yourself Why. Interviewers will ask you why you want to teach, so it's a good
idea to work this out for yourself beforehand. One teacher wrote a "philosophy
statement" that she brought to every interview, which briefly described why she loved
teaching and her unique approach. Another teacher polled every colleague she knew
for likely questions to expect, and then rehearsed her answers in advance.

Prepare your portfolio. A few shining letters of recommendation from supervisors

and your resum may fit here or you might send them under separate cover.
Choose a project or two that shows your strengths best, our teachers advise. Include
photos and writing samples that show your approach to curricula, cooperative
learning, how you set up your room and show them off with pride. "This is no time
to be shy!"our advisors agree. "It's grown-up show and tell!"

Questions to Answer And Ask!

It's essential to be ready with questions for your interviewers, once they're done grilling you.
Here are some questions they're likely to ask you and a few you can ask in return.

"Tell us about yourself." Bring a resum to share, says one of our experts. It's a good
idea to have it in front of you to quell nervousness. And put a positive spin on your
previous experience. If you find something good to say, you'll be better regarded.

"Why do you want to work here?" Talk about your strengths. Share what you know
about the school and district and point out how you'd be a great fit.

"What would you do if a lesson didn't work well?" Identify weaknesses honestly, and
indicate that you'd seek out the advice of fellow teachers. Collegiality counts!

"How do you teach reading? Math?" Your approach and materials show the panel if
you are in tune with the district and up on teaching trends. Use your portfolio now.

"What are your personal and professional goals?" Schools want teachers who are
learners, who have bigger dreams than a classroom can hold. Talk about your skills
and where you want to put your energy to use in the school community.

Finally, here are a few questions you can ask the panel:

What kind of professional development opportunities does the school offer?

What is the technology program like?

How involved are parents, and how do teachers communicate with them?

What kinds of teaching materials do you use?

"Remember that the school has to sell itself to you, too," says one of our teacher experts.
"The more questions you ask, the more self-confident you seem." Be sure to write a thankyou note within days of your visit, our experts agree: "When you're going to be working
closely with people, it's important to show you care from the start."

Congrats! You just received a call from a school administrator inviting you to interview for
a teaching job.
Nervous? Don't be. You don't need to worry about the interview if you're well-prepared. Getting ready
for a teaching interview is a lot like preparing for a test: you have toreview commonly asked
questions, prepare your teacher porfolio, and then go in to do your best. If you prepare well
before your interview, your responses to the interview questions will roll of your tongue easily.
But, even with all of the preparation in the world, most of us still get nervous during teaching
job interviews. That's not a good thing. A case of nerves could kill an otherwise very qualified
candidate's chance of landing the job. With that in mind, we've compiled a list of five tips and
tricks you can use to kiss job interview nerves good-bye.
We said it before, but we'll say it again: practice, practice, practice! Start by first writing down
responses to standard job interview questions. After you've written everything down, memorize them.
Practice first reading your responses out loud to yourself, then ask a friend to pose as the
interviewer. You don't want your answers to feel rehearsed - so the more you practice, the more

natural you will sound. You should also craft, memorize, and rehearse a short statement that
describes your teaching philosopy.
Change the power dynamic. Job interviews can be daunting. Afer all, you're being judged ... and
none of us like to be judged.To change the power dynamic of the job interview, play a little game with
yourself and remember that, while you may want to work for the person interviewing you, they also
want to work with you. They did call you in for an interview, after all. You should also remind yourself
that the entire point of interviewing is to decide if you want to work for that school. The interviewer
does not hold all the cards! Think of the interview as a conversation between two people who must
fill a need.
Visualize yourself doing well. There is much to be said for the power of positive visualization. In
the days leading up to your interview, spend 10-15 mintues each day visualizing yourself appearing
confident and capable during the interview. If you see yourself doing well, you will do well!
Use mantras. Must like visualizations, mantras can get your mind in shape for the interview. Write
down 3-5 statements - such as 'I am a capable educator', 'I am a passionate teacher who will work
very hard to ensure my students achieve'. Repeat these statements to yourself several times a day in
the days leading up to your interview. The statements will inspire confidence in your abilities - that
confidence will translate when you are speaking with your interviewer.
Acknowledge your nerves. Everyone gets nervous, so there is no reason to feel bad if you do.
Simply acknowledge your nerves and move on. It will be extremely helpful if you come up with a few
in-interview tricks that you can use if you find your nerves taking over. For example, if you find
yourself talking too fast, take a few deep breaths. Or, repeat the interviewers question to yourself
before you answer. The few seconds you take to do this can help quiet your nerves and give you
time to search your mental file cabinet for the appropriate response.

The Biggest Mistakes Teachers Make in Job Interviews

So you have the education; you have the experience; you have the confidence. Now, you have the
interview.
Your interview is that one chance to show that you truly deserve to be hired as an education
professional. But the trick to interviews is not only to say the right things, but to avoid doing the
wrong things.
Interviews are not the same as actually doing the job. No one can tell how good of a teacher you
actually are until they hire you and see you teach. Interviews are merely a talk session a discussion
about what you can bring to the organization.

An interview offers a glimpse of who you are as a person: How you think, how you socialize, how you
articulate yourself. While everyone knows that interviews are challenging situations, many teacher
candidates unknowingly give the wrong impression, never giving themselves the chance to prove
their true teaching skills in the classroom.
If you really want to nail your interview, then make sure to AVOID the following common mistakes
teacher candidates make when trying to get a teaching job:
1. Say what you think they want to hear:Teaching candidates often have a picture in their
head of what they think their future employer wants in a teacher. So instead of answering
questions honestly or accurately, they answer questions based on trying to portray
themselves as that ideal candidate. Stop that! Interviewers can see through that ideal
image you portray. Just be honest.
2. Let confidence sound like arrogance:Confidence means that youre sure enough in
yourself to admit when youre wrong. Arrogance means that you believe youre never wrong.
Show that you believe in yourself, but that youre also willing to acknowledge your mistakes.
Every teacher, no matter the background, should know they have lots to learn.
3. Overpromise: Even if you get the job, misrepresenting your abilities at an interview may
inadvertently set you up for failure. If you say whatever it takes to get the job, make sure you
can actually follow through with what you promise. So avoid falsely playing up the coaching
experience you lack, the content you only sort-of know, and the professional
development you only half understood.
4. Try to be someone youre not: Employers like teachers who are confident in themselves.
Youll have to be real in front of students, so you might as well start by being real at your
interview. Dont try to play to the audience as a cool, perky, knowledgeable, or funny person
if youre not those things normally. A job is not an act.
5. Let yourself get nervous: OK, so youre going to get nervous, and thats normal. Dont
sweat it. The trick isnt to stop being nervous; the trick is to not exhibit those common
nervous tendencies. Avoid nervously fidgeting, playing with your hair or clothes, or saying
those intrusive ums and you knows. A teacher should be a master presenter despite
being nervous so its important to show you can control your tendencies at your interview.
6. Downplay your talents: While you dont want to exaggerate what you can do, you certainly
want to make it apparent what youre especially good at. If you thrive with creative activities,
show them. If you know tons about the research process, let them know. If you kick butt
atreaching out to parents, show it off. Let them see how great of an educator you are and
what you can bring to the table.

7. Dont stop talking: One of the worst mistakes any salesperson can make is to not realize
when theyve said enough. If youve made your point, then stop talking and allow the
interview to go on. Develop each statement enough so that youre thorough, but then stop.
Nothing is more annoying than a rambler. Plus, youre supposed to be a good communicator,
right? Dont let the interviewer suspect that youll just ramble to students.
8. Talk poorly about your last job: Maybe you had a bad experience at your last job. So
what? No one wants to hear your complaints. The only thing complaining about your last job
will do is make the interviewer wonder what complaints youll have about this job. As a
teaching professional, you want to exhibit your ability to get along comfortably with others.
9. Dont mind your manners: Remember the type of professional courtesy you want students
to show you. Remember your pleases and thank yous, give a firm handshake, put your
electronics away, and be as much of a listener as a talker. Interviewers are looking for an
individual who not only will be respectful to students, but also a great fit for their entire
professional environment.
10. Fail to follow up: Make sure you send a personal, hand-written thank you note to your
interviewers. Or, if youre in a rush, an email. Personalize the message and mention some
unique connection or topic that came up in the interview. This is a professional courtesy and
a great way to show your interest in the education position.
11. Articulate poorly: Teachers, in theory, are master articulators. They have knowledge and
are experts at getting that knowledge into other peoples heads. So dont let common
articulation errors such as saying like or um, making poor eye contact, exhibiting
nervous tendencies, talking in circles, or mumbling get in the way of the great message
youre sharing. Interviewers read into how you say something as much as what you have to
say.
12. Neglect to give illustrations: You might understand the essential principles of education,
but neglecting to supply real life examples of your experiences leaves a gaping hole in your
conversation. If, for example, you are discussing how you would deal with an unruly student,
give an example of when you actually did so successfully.
Whether youre in front of a department chair, an administrator, or a whole panel of educators, you
want to make sure that you maximize the impact of your interview to hopefully get a teaching job.
After all, it might be your only chance to sell yourself! By demonstrating that you have the right
answers and the ability to competently avoid the biggest teacher job interview mistakes, then you are
definitely setting yourself up for success.

1. Research Several days before the interview go to the school web site and
try and read as much as you can about what seems to be important to the
school and district. Scan the school board minutes or watch the videos for
the past few meetings. Pay a visit to the the page of whomever is in charge
of curriculum and instruction. This can be the principal, assistant principal, or
in larger districts there may be a district level curriculum head honcho. When
you scan through this information, try and learn what problems the district is
having and what they are trying to do to solve them with regards to their
initiatives and trainings. More importantly, what skills or training do you have
that can help them? If there is something in particular, keep it in mind. For
example, if the district has a 25% latino population and you happen to speak
fluent spanish, this may be something you dont want to keep to yourself.
2. Scout the Location The last thing you want to do is get lost on the way to
the interview. If possible, take a drive the day before to your interview
location. Learn how to get there, and take a look around while youre there.
You may notice something that can make the conversation the next day a
little more comfortable or lighter. But even if you dont, you will make the
next day a much less stressful by knowing where youre going and being
familiar with the location.
3. Exercise If you have time before the interview to exercise, do so. It will
relax you and clear your mind for the upcoming meeting.
4. Leave Early Make sure to leave at least 30 minutes early. If there is
traffic or you want a cup of coffee, you dont want to be biting your nails with
worry about whether or not you are going to make it on time. There is
nothing wrong with getting there, and then sitting in your car for a few
minutes or going for a coffee down the block. You dont want to walk into the
office 30 minutes early, as that can be a little weird for the people
interviewing you, knowing that youre out there waiting for so long. 10 or 15
minutes is fine though.

5. Music Yes, music can do wonderful things. On your way to the interview,
if there is a favorite song you can play one that always seems to put you in
a good mood, then play it. Try and do whatever you can on the ride to the
interview to keep your spirits up. Avoid talking on the phone, especially
difficult conversations. Drive slowly and enjoy the moment. Try not to think
about anything except the here and now.
6. Introduce Yourself Well When you walk into the room, greet everyone
with a smile and look them in the eyes when you do. Its ok to be yourself
and admit to being a little nervous if you are asked how you are doing. Its ok
to compliment a tie, or say yes to a cup of coffee. Its actually refreshing for
the committee. Let the true you come out. It will relax everyone and make
the conversation more pleasant.
7. Reply to Questions Well No, I didnt say correctly. Chances are you will
now know the answer to every question youre asked. No one wants to work
with a know it all anyway:) But, people do want to work with thoughtful and
honest people that are eager to learn and pitch in. Here are a few questions
that I find to be very common during interviews, and some thoughts on how
you may want to answer:
a. Tell us about yourself Usually one of the first questions youll be asked
and is meant to be an icebreaker. So, for the love of all thats holy, please
dont say anything that can be read in your cover letter or resume, or that
you love teaching. Everyone in the room was given your resume a long time
ago, and if you didnt love teaching you probably wouldnt be there, or at the
very least you wouldnt say so. Rather, try and do what everyone needs you
to do, break the ice. Tell them that you were the Salsa Champion in Hoboken
3 years running, or that you like building ships in bottles while watching CSI.
Find something interesting about yourself and say it. Think about it
beforehand if you need to, because chances are you will be asked this
question.

b. Tell us about your strengths and weaknesses If you happen to know

about some of the districts challenges from your research, and you have a
particular skill or talent that can be helpful, nows the time to pull back that
curtain. But, be honest about it. If there is something that you are very
passionate about, that is a strength. For example, if you loved the part of the
methods class you took about assessment, then you should say that, Well, I
love assessment. I thinks its really interesting and super important and I
love to learn about it. Now, as far as weaknesses go, you also want to be
honest. But not to a fault. For example, if you feel you have a lot of work to
do on classroom management or content, you may want to keep that to
yourself. . . Just saying. Try and pick something legitimate but not too earth
shattering. For example, I wish I knew more about differentiated instruction.
I am very interested in it, but have not had the opportunity to learn more
about it. Nice answer, and an easy fix. Thats the key. Now, please make
sure you email me if you say any of of these, because I want to drive to
wherever you are and slap you:

I care too much.

I am too particular.

I work too hard.

I (fill in with any self aggrandizing statement) . . .

I have yet to come across anyone who is not nauseated by these types of
answers, and if youre committee is not, then you probably dont want to
work there anyway.
c. Tell us about your knowledge of/experience with (fill in with something you
have no clue about) Do not try and talk around this or get creative. They
will see right through you. Instead, just say that you dont have much
experience with that but have heard or read about it and think its interesting
and would like very much to learn more about it.

d. Do you have any questions? Ask something that will not require a long
response, but is something that you are genuinely curious about. How many
preps do teachers in the department generally have? What kind of
professional development are you guys focusing on right now? Hows the
coffee in the teachers lounge? How much time will I have to prepare for my
classes? Try and have a question or two prepared ahead of time as this is
most always a final question.
For a final note, when you answer questions, strive for clarity and brevity. Of
course you want to avoid just Yes or No responses, but you want to
answer the question well, and in a clear and concise manner. They are
interested in your responses, not in how many ways you can answer it and
with how many run on sentences. Take your time, and dont be afraid to ask
for the question to be repeated or for clarification. I have sat on many
committees where I couldnt understand what the question was asking, and
the poor candidate tried their best to answer, but was equally unintelligible.
8. Thank everyone appropriately When the interview is over, wear the
same smile you wore when you started, and thank everyone genuinely for
the opportunity and time. Go home and immediately write a handwritten
note to the head honcho at the table thanking them for the opportunity once
again, and reassure him or her that you enjoyed the conversation and if they
need to ask any further questions they could feel free to contact you
anytime. Mail it out immediately. I would also write a blanket email to all the
other committee members if possible thanking them for their time and the
opportunity. If youre running nose to nose with another candidate, this could
be the tie breaker you need.
9. The demo lesson So things went well and you are called back for a
demonstration lesson. This is great, because you know you are a finalist.
Here are a few tips for this particularly challenging experience:

a. Avoid a Dog and Pony Show Dont try and do anything you havent
done before. The result could be terrible. Although it may be tempting, KEEP
IT SIMPLE. Stick to good basic pedagogy and questioning.
b. Find out as much about the lesson as you can ahead of time Most of the
time, you will be put in touch with the classroom teacher whose students you
will be teaching ahead of time. Find out what you the teacher would like you
to teach, and anything specific about the way he or she would like it taught.
They dont want to have to reteach it, so if you can make them happy, thats
a plus in your column. Ask about any particularly challenging students ahead
of time, and anything else that the teacher may think you need to now. A
great question to ask is, I would like to avoid any surprises in your room. Is
there anything else I should know about your students or the lesson?
c. Connect as much as you can with the students Just like with the
interview, try and relax and if you can infuse a little fun and comedy then by
all means go ahead. But dont try too hard. When I was hired for the last job I
did a demo lesson for, I brought candy for the kids, but I didnt give it too
them during the lesson, or even after I was finished. Rather, when the lesson
was over I said to the kids, I brought you guys a little thank you treat. Im
going to leave it here on the desk for your teacher to give you. As long as he
thinks you were as wonderful as I thought you were (BIG SMILE AND WINK).
This is a little bit of a trick so keep it between us. In many schools, the head
honcho will spend a few minutes after the lesson talking to the class about
the lesson, what they learned and how they liked you as a teacher. Their last
memory is that big smile, the cool wink, and the big ol bag of Jolly Ranchers
on the desk. A negative word wont be heard. . .
10. If you dont get the job This is perhaps the most important section you
will read. If you dont get the job or even a call back for a demo lesson do not
take it as a personal reflection of you as a person or a teacher. I have seen
great teachers not offered jobs because another candidate had some
obscure talent or skill the school needed. I have seen committees spend

hours interviewing and setting up demonstration lessons when the job was
filled before they even started. Hiring in most schools has to be a transparent
process and free from bias and any sort of favoritism, but this is not the
reality of it. Very often it is just a show that is staged because of political
pressures and union requirements, and the candidate that is hired had the
job before the curtains even opened. So keep your chin up, and learn as
much as you can from the process.
If you have any questions please feel free to ask them in the comment
section below, and be a friend to a colleague looking for a job and share this
with them.

The top thing I look for is a candidates ability to handle themselves under pressure be prepared to
give specific examples of times when youve had a positive outcome in a conflict with parents,
students, or coworkers. Also, I look for a candidate who can explain really clearly what goes into a
lesson. If someone mentions objectives, vocabulary and a lot of opportunities for student response
and informal assessment they always get my attention.
I interviewed a lot this summer, and finally got a job, so all of this stuff is fresh in my mind! Make sure
you talk about informal assesments, as well as fomal. Give an example of how you might use an
informal assesment. Always bring it back to the fact that your lessons are data driven so they know
you rely on your own assesments to determine how well a lesson went and how to move forward to
the next one. I am only 23 so I felt like I had a disadvantage being so young. If they ask about
management, talk about positive reinforcement and how you focus on teaching good behavior rather
than punishing.

Teacher Interview Tips and Advice

This is the culmination of several years of hard work. You've finished college. You're
done with your student teaching and you've passed all of your teacher certification

examinations. The applications, resumes, and cover letters have been sent out to
every local school district.

All you can do now is sit around the house and wait for the phone to ring, right?
Wrong! You should be preparing for your interview!

I've been to the interview table several times as a candidate and many more times
as an interviewer. If there were any tricks, secrets, or shortcuts to success in the
interviewing process, I haven't discovered them. My only sound advice for
candidates is to come to the interview prepared.

You should have your teaching portfolio in-hand and you should be ready to talk
about anything and everything that relates to you, your background, and your
philosophies on education. The best candidates know how to teach, they know how
to articulate their teaching beliefs, and most of the time, they already know what
types of questions will be asked before the interview even begins.

It's easy for an interviewer to spot an unprepared candidate. Candidates who have
not practiced basic interview questions beforehand are unnaturally nervous. They
shift in their seats more. They begin most answers with the word, "uhhhhh." There
are long pauses while interviewers wait for the candidate to process the question
and think up an answer. They get confused by basic educational jargon that they
learned in college.

Almost every teaching interview includes similar, common questions. In order to be

a prepared candidate, all you have to do is practice answering the most common
questions before you go to the interview. (See the practice interview questions
chapter in my book to review the 45 most commonly asked questions.) If you
prepare beforehand, the interview questions will seem routine and familiar. There
are no tricks or shortcuts; if you do your homework you will perform well.

Body language can show whether you're a confident, qualified teacher or an unsure
one. At the interview, be confident, but not cocky. Smile when you walk in. Greet
the people interviewing you with a smile and a nod. Firmly shake the hand of the
principal and other interviewers that are within easy reach. When you take your

seat, sit up straight with your feet on the floor and your hands in a relaxed position
on the desk.

Have a mild sense of humor. Prepare to make some humorous small talk when you
are greeted. For example, if a principal shakes your hand and asks how you are, it's
okay to say, "A nervous wreck!" A whimsical introduction can break the ice. Be
sure your sense of humor is clean and appropriate for an interview.

Have a teaching portfolio ready. Your portfolio should contain extra copies of your
resume, a copy of your teaching certificate, sample lesson plans, samples of
student work, and any other evidence that shows you are a qualified candidate for a
teaching position. It should be bound in a neat, professional-looking leather binder.
(See the teaching portfolio chapter in my book for more information.) Place the
portfolio in front of you when you sit down at the interview table.

Usually, the people interviewing you will not ask to see your portfolio. They do,
however, expect you to have it on-hand. Don't wait for anyone to mention the
portfolio. Instead, you should use it as a tool to describe your teaching
experiences. For example, if you are asked to describe a lesson that involves
teaching writing, you might say, "Yes, I can show you! I have a sample of student
work that shows how I teach the writing process."

The first question at almost every interview will be: "Tell us about yourself." You
should already know what you're going to say. Keep your answer reasonably brief.
You can talk about the college you attended and provide an overview of your
teaching experience.

Always be positive. Try not to say, "I don't know." Avoid saying, "I'm not really good
at..." Don't say, "That's one of my weak points." Always tell the truth, but you don't
want to suggest that you're not a confident, successful, qualified teacher. If you
honestly don't know the answer to a question, you might ask the interviewer to
restate it in a different way, or you might want to give the best answer you can
based on your knowledge and experiences.

Use lots of examples when you answer questions. When they ask how you would do
something, tell them how you have already done it. This will make you seem more

experienced. For example, if an interviewer asks, "How would you you use creative
problem-solving in your lessons?" You might answer with, "When I was student
teaching, I did a great creative problem-solving lesson when..." When you use
specific examples, you're convincing the interviewers that you're more than just
hypothetical talk.

The final question of your interview will most likely be, "Do you have any questions
for us?" Be prepared with a thoughtful question ahead of time. While this is
probably not the most important question of the interview, it is your last chance to
leave a positive impression. Rather than answering with, "Not really," you should
ask something philosophical or complimentary. You might ask the interviewer why
they are proud of their school or what the people you'll be working with are like.
Since your interviewers will probably be meeting with lots of candidates, you should
use the opportunity to ask a question and make yourself stand out. And, think
about it: You've been on the hot seat answering their questions for 45 minutes.
You've earned the right to turn the table, even if it is just for a moment.

When you leave, the interviewers will, of course, be talking about you. They'll be
filling out little forms rating your experience, qualifications, communication skills,
and personality. At the end of the day, they will have about a dozen of these forms
sitting on the desk. They'll look through them all and the chosen candidates will be
the ones who were the most memorable, most qualified, and most prepared for the
meeting. With some time and effort, that candidate can be you.

Step 1: Organize your portfolio

Without much teaching experience to discuss at interviews, youll need to dazzle interviewers with
your attitude and your portfolio. Gather transcripts, certifications, Praxis results, recommendations,
student work from your student teaching, statement of teaching philosophy, unique lesson plans,
and anything else that will help establish your qualifications. (This article
on electronic portfolios will give you more ideas.)
Tip: Your portfolio reflects your professionalism as a teacher, and your
attention to detail, so make sure its perfect.

Step 2: Dont wait for the phone to ring

Starting each day with a job hunt schedule is the best way to get focused and stay productive, says
Hallie Crawford, a career coach based in Atlanta. Make a list of things you
want to accomplish each day, whether it involves networking, adding to your
portfolio, or submitting applications.
Network aggressively with friends and acquaintancesa kind word from a
colleague to a school administrator may open doors.
Spread the word about your job search to your Facebook and Ning friends,
and look for job feeds on Twitter. The Kansas Educational Employment
Board, for example, uses Twitter to send job announcements. CareerBuilder also has several regional
Twitter feeds.
Tip: Many NEA state affiliates link to education job boards from their Web sites. You can find state
Association links here.

Step 3: Consider substitute teaching

Substitute teaching lets you network with administrators and fellow
teachers, and offers a preview of your teaching skills.
Unless youre hired as a long-term or permanent substitute, you will likely
be paid on a per diem basis, and will often be assigned jobs on just a few
hours notice. Be flexible.
Work as a substitute educator can be inconsistent and may lack benefits. If
you need to defer student loan payments, you can find instructions
at Stafford Loan and Sallie Mae. Research your health insurance options you may even qualify for
certain state plans.
At press time, the health care reform bill under consideration by Congress would allow you to stay on
your parents health insurance until you turn 27.
Tip: Find 10 tops to being a good substitute educator here.

Step 4: Take a critical look at your skills

Michael Moffre, a middle school math teacher in North Colonie, NY, always expected to teach social
studies, but hes glad he pursued dual certification in math. That math certification helped Moffre
land employment in a top-rated school district.

The whole point is to make yourself more marketable, he says.

There might not be a lot of demand for your current area of certification,
which is why a second area can be critical. Math and science are the wellpublicized shortage areas, but not the only ones.
"Theres a lot of demand for math, but everyone is looking for special ed,
advises Robert Piche, a veteran high school math teacher in Howard
County, Maryland.
Tip: The NEA Academy offers free or discounted courses for professional
development or, in some cases, graduate credit that you can apply toward
dual certification. (Find it online at NEA Academy).
Some NEA state affiliates offer similar programs.

Step 5: Look for regions that are hiring

Certain parts of the country are aggressively recruiting qualified teachers. For example, in an attempt
to fill dozens of teaching vacancies, Philadelphia has begun offering
relocation assistance and has even hired a placement firm to help spread
the word.
Mississippi has routinely had more than 2,000 teaching vacancies
statewide, and Florida has spent the past several years actively recruiting
teachers to move to the state (see Teach in Florida to learn more). Cities
across the country, from Baltimore to Las Vegas, aggressively recruit new teachers each year.
The U.S. Department of Education issued a report, Teacher Shortage Areas Nationwide Listing (
PDF, 588K, 83pgs.), that allows you to see geographic and/or subject area shortages for every state,
and how those needs have changed over the past 20 years.

Step 6: Prepare aggressively for your interview

Crawford, who has prepared countless clients for interviews, says the key to successful interviewing
is to relax. When youre overly nervous in an interview, a principal or hiring
committee may wonder how youll handle yourself in front of a noisy
classroom filled with children just itching to test you.
Make sure youre well educated about the school where youre interviewing
information like standardized test scores, special needs programs, and the
percentage of students on free or reduced-price lunch is reported by each
public school to their home state. It is also helpful to show familiarity with
the community where the school resides.

Many school districts standardize their interview questions and certain topicssuch as differentiated
instruction, lesson planning, technology in the classroom, and classroom managementare covered
frequently. Be ready to discuss them.