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Presented Byl

JacquelineKemball

EducationalConsultant

November10
THETNTERVTFW

fb lnterviewis oftenviewedas traumaticbut it neednl be if you are well prepared.lf you have taken
f,h time to researdrthejob andfeetthal you havethe skiltsandenthusiasmto meetthese
Q\eclations, then this is an opportunityto showcasewhat you haveto offer.
tlE processof vwitingyourresumewillhavegivenyou manyinsightsintoyour skillsand their day-to-
dy use in yourplacements. Theseare the factsyou will needfor the intervierv.Thinkabout the
r-@nt, relevantexperiencesyou have had and reflecton meatexamplesthat you might use to
illtgtrateyourresponsesto questions.

Ft preparedwith 5 or 6 specificerpedencesthat can illustratea numberof behaviouraltraits or


dhractenlstics that the inteMewteam is lkely lookingfor. Always plan to talk briefly about what you
lefned from the experience.Theteam will be lookingfor a refledive practitionerwho reflects in, on
ad for actionduringthe teaching-leamingprocess.Don't be afraidto demonstratethat you have
chnged your practicein orderto improveas a result of the experience.

OlE of th6 bestthings you can do, onoeyou have preparcdyour resume,rcflec*edon experience
and thought of likelyareas for questioningis to anangewith someoneto conduct a mock interview
wih you. Choosesomeonewtro is familiarwith the processand who can give you feedbad< on which
Yo| en ac-tto improveyour interviewskills. lt is also helpfulto videotapeyour mock interview to
beDomeawareof any habitsor non-verbalactsthat enhanceor detmctfrom your presentation.

Pnctice answeringquestionsclearlyand concisely.Be sure that all the informationyou are sharing is
d icctly to the point of the questionand that it furthersyour response.Avoid rambling.Don't rush but
tryto be aware of the time. Dont be afraid to admit you don't know but indicatewhere you would find
the information.lf the question isnl clear, ask for darification beforeyou begin.

Frequently,the teamwill give youan opportunityto makesomedosing remarksorto ask questions.


This is your opportunityto take controlof the inteMew. lf there is somethingyou think is important to
communicateto the team this is your cfiance. PIana short, two-minutestatement.Be prepared to
adjust it dependingon what cameout earlier in the intervierrv.Deliverit in a way that sounds
imprompturatherthan 'canned'. Plan a questionor two as well in case a statementis not an option.

INTERVIEW OBJECTIVES

1 . The primaryobjectiveis to determinewtretheryou meetthe criteriaestablishedfor the


position,basedon your skillsand abilities.
2 . Will you be ableto make a contributionto the organizationand accomplishwhat is
expectedand, perhaps,a little ertra?
3 . It is an opportunityto assesshowwell you, as a person,wouldfit into the organization.
4. It is alsoa chancefor you to considerwhetherthe positionis a goodfit for you.

wo{glroj Page- I
{, StuUytnejob description very carefutly,if thereis one,andhighlightor underlinethe sp€cific
qualificationsthat are listed.

that demonstrate the


2. Reviewyourresumeandidentifythe mostimpressiveaccomplishments
skills,abilitiesandexperiencerequiredby the description.

?, Analyzeyourabilities,experience,skills, knorvledge,interestsand personalguallfications and see


how they compareto the job description.
4. Somepeoplefindit helpfulto writeout responsesto anticipatedquestions.

5. Know your own style and strengthsand be Preparedto talk about how you intend to develop
areas of ueakness.

6. Prac1lleinterviaMngwith a mentorwho can provideyou with construcdivefeedback'

7. Plan your transportationand give yourselfextratime for possibledelays.lf you are unfamiliar with
the locationof the inteMewsite drivethe routeaheadof time to ensurethat you won't get lost.

8. Decide what you will wear to ensure a positive,professionalpresentationbut be sure you are
comfortablein your clothesl

IN THEINTERVIEW
WHATSHOULDBE COVERED
1. Welcome- rapportbuilding 4. Providing aboutthe job
information
-- questions
2. Settingtheagenda 5. Answering applicant's
3. Obtaining informationfrom the appticant 6. Providinginformationaboutthe final stages
(Behaviouralquestions) of the inteMewprocess

YOU'REONTHEHOTSEAT
. arelasting
Put your bestfootforward.Firstimpressions
o Presenta professional
imageandpositiveaftitude
. Arriveaheadof timeand.be pleasantwitheveryoneyou meet
. forthe position
Shor interestin,andenthusiasm
. Listencarefullyto the questionsandbe positivein yourresponses
o Be crispandconcrlse
in your replies;dont talktoo mucfl
ff a questionis not clear,ask for clarificationto ensurethat you answer the question that is being
asked

Be ready to ask the kinds of que-stionswhich show that you have done your homework (not
questionsrelatedto salaryor benefits!)

t Be preparedto makesomeclosingremarks.lf you havetime for eitherquestionsor rernarks but


not both,choosethe statementand indicatethatyou realizeyou can ask questionsat a ny time

a Lookfor opportunities
to makeyourpointsas to howyou can contributebeyondthe classroom

t Use inclusionary
languageandavoidtentativeterms:"l might...','l guess...'

r Be consciousof time - knoivhou/long you have,howmanyquestions

a Debrieftngmav be availableat least by telephone- ask for it even if you are successful; reflect on
the experiencein order to leamtrom it.

AlrOlD: SELE-KfLLERPHRASES
ffb may notbe applicable,
but... Thisis notexactlyon subject,but...

Tfib maynotwork,but... You can probablydo this befter,but. - -

Doyou supposeit wouldbe possibleto... lf I rrvereyoungerand had my health- . .

It rnaysoundhairbrained,but... I'm not too familiarwiththis,but...

I don'tknowjust whatyouwant,but... I haven'tthoughtthis onethrough,-but...

You aren'tgoingto likethis,but... My opinionsare not worthmuch,but. -.

This is contraryto policy,but... I don'tget enthusedaboutthis idea, but...

Thisideaseemsuseless,but... I reahzethis does not solvethe problem, but...

INTERVIEWEES
HAVETHERIGHTTO:
. expectthat theywill be listenedto; o haveand conveyspecificneeds;
o expecttruthful,accurateinforrnation during
. share importantinformationabout the interuiew;
themselves;
be treatedfairly (on an individual,not
. know enoughaboutthe job in orderto stereotypicalbasis) withoutdiscrirnination;
rnakea gooddecision;
conveyself-confidenceand pride in their
. answerquestionsin their ownway; accomplishments;
. refusean unreasonablereguest; makemistakes.

#lore!9liglryorkshoP
INTERVI
GEHAVIOURALDESCRIPTION EWING
-fl[s style of inteMerving is basedonthe beliefthatthe bestpredic{orof futureperformance 1spssl
(2$rtonananc€'lt is increasinglybeingusedinstead of questions
whereinterviewers describe a '
f'llpotheticalsituation andaskhou/youmightdealwithit. Behavioural questions are struetured to
eWl a desuiption of a soecific
experience in thepast.Be preparedto dealwith trothtypss og
auestions as well as to respond to thetraditional question.
factual

FMIPICS OF BEHAVIOURDESCRIPTIVE
QUESTIONS

| . Tell us abouta highstresssituationin whichit wasnecessaryfor youto maintaina positive


attitudeandsenseof calm. Detailthe strategies youusedto workthroughthe situation.

2. Tell us aboutthemostdifficultteacher(parent,student)withwhomyouhavehad to deal. What


was the greatestobstadeyoufaced?Horvdidyouovercomethe dlfficulties?What did you leam?

?, TeIlus abouta changeyouinitiatedwithinthe lastyear,the impacdthecfiangehas had, andhow


you intrcducedyourideato lhoseaffec{edin anywayby it. lA/hatwouldyoudo differentty?

4. ]|el us abouta timewhereyoumighthavedisagreed methodof dealing witha


witha colleague's
situation. Howwasit resolvedor handled?Whatdid youleam?

SAMPLE BEGINNINGSTO BEHAVIOURALQUESTIONS

a. Describea situationinwhicfi... d. Hornhaveyouassistedin...?

b. Tellus abouta timewhen... e. Vvhatroleshaveyouplayedwhich...?

c. \Mratwasthetoughest(mostexciting, f. Giveus anexampleof...


mostdfficult,mostinteresting)
...?

HOW TO ANSWERTHESETYPESOF QUESTIONS


Remernberto be specific.They do not want generalitiesor hypotheticalresponaes.In additionto
beingpreparedwithexamplesftom recentexperience,haveorganizersin mind.
EG: Parents,Students,
Staff,andCommunity
Situation,Tash Aciion,Result
lmplementation
Review,Development,
Retell-(de6criptionof knodedge,understandings or beliefs),
Relate-(sharespecifcexperience,connec'tto situationsor events),
Reflec-t-(shareinsphtsor underctandings)
Beeureto describea specificsituationor task,specificac{ionstaken or not takenas well as results
or cfiangescausedby theseac{ions.Ensureyou add a rcflec'tivestatementto any scenadoto show
thalyou refled on and leamfrom expedenoeas a habitof mind.
* THEOGTSTANDARDS
OFPRACTICE
FORTHETEACHING
PROFESSION
. Commitmentto StudentsandStudent o Professional
Practice
Leaming o Leadership
in LeamingCommunities
r Professional
Knowledge . Ongoingprofessional
Leaming
{. TheOCTETHICAL
STANDARDS
FORTHETEACHING
PROFESSION

Care Trust Respecd Integnty


($ome Districtsareusingthe Standardsas a baslsfor thelr lntervlewQuestlons.)
* COMMUNICANON
SKTLLS. TO:
GAPABILITY

- listeneffec'tively; conceptsor instruciions


- explaininformation,
- Espondclearlyanddircc-tly; to others;
- useinclusionary vocabulary; - demonstr:ateeffectivepresence.

* INTERPERSONAL
SKILI-S-GAPABILITY
TO:

- vorkco-operatively with a varietyof - gainconfidenceandfust of others;


individuals; - exhibitsensitivityto feelingsof others;
- interfaceeffedivelywithstudents,staff,and - focuson taskor performance rather than
communi$; personalitywtrenrelatingwithothers.
- rccognizestrengthsandlimitationsof self and
others;
* PERSONAL
CHARAGTERISTICS-
EVIDENCE
THATYOUARE:

- matur€andstable; - plannedyetflexible;
- enthusiastic; - workoriented;
- creative; - ableto lawh;
- perceptive; ' pas$ionateaboutteac-hing.
* PROFESSIONAL
KNOWLEDGE GROWTH.
AT,ID DEf,IONSTRATE:

- knowledgeof crrnic-rrlum
development and programimplementation;
- deepunderstanding of assessment and evaluationstrategiesandrecordkeeping;
- knowledgeof child/adolescentdevelopment:
- knowledgeof appropriateMinistrypolicies,expedationsand guidelines;
- evidence
of continuing personal,professionalgrcwthandcommilmont to lifelongleaming;
- evidence
of a contributionto educationwithinandbeyond the indMdual's areaof accountability.
DISTRICT'SEXPECTATIONS
SITVTPLE

2 Appropriatequalificationsas per the a Caring,approachable, senseof h umour


Regufations a Organized, flexible,adaptable
e Able to estabfishrapportand control a Programmodification
. Exudeconfidence a Independent butteamplayer
. Innovative, creative,showsinitiative a Varietyof strategiesfor discipline
Knowledgeable aboutcuniculum,Board a Knowledgeof child/adolescent
- thrusts development theoryand application
t Firrn,fair,friendfy Varietyof assessment and evaluation
o Responsible strategies(formativeand summative)
o Probfemsolver,resourceful O Abilityto applyand integratetech nology
o Sensitivityto culturaldiversity o Peopleskills,leadership abilities

Non-VerbafCommunlcation(eachmaymnfirm,contradid,strengthen,qualiff, illustrateor clariff


wiat the candidateis saying)
o Facialexpressions . Body"movement
o Eye contact . Dress
C Posture

Non-verbaladscanbe shared.Thatis, theinlervielverunderstaMsthe meaningof the action in the


waythecandidate intends.Theycanalsobemisunderstood. A pemon,srace,ethnicorigin,gender,
age,etc.,caninfluence thewayin whichnon-verbal communication is usedandinterpreted.For
e)amde, in someculturalcommunities eyecontac{maybe consideredrudein an interview-type
sdting. lt is possiblethatinteryiewers
coutdsubliminallyjudgeeye contadas a positiveand ihen
utwiftinglypenalizea candidatein an intervierrv
for not'lookingthemin the eye'.Non-verbalac.tscan
b€ seenas appropdateto onesettirEandnotso in another_
Voice (fnterviewerspartialtyevaluatea personthroughverbal cues even though they rnay not be
consciousof doingso)
. Rate . Pitch
o Vofume . Quality
c Tone

Effe$iveinterviewerstry to be awareof potentiatly


stereotypicreadionsto charac{eristics
of the
candidateandto focuson the contentof responses.However,manysuchreadionsare ingrainedand
unconscious.lt is possiblethata candidate's
credibility
canbeenhancedor reducedby verbaland
non-verbalcues.
Thebestadvicethat I cangiveis to be awareof yournon-verbalcuesandvoiceandseek feedback
clunngyourmockinterviewF to assistyouto presentin the bestpossiblelight.Monitoryour style
dudngthe interviewandriatch the facesof the intervlewers
to try to determinehou your mesiageis
beingreceivod.Adjustyourpresentationaccordingty.

Job0rbntation Workshop
2 Wny ao you want to be a teacher?

-t'oumusthavegivencarefulthoughtand planningto this questionalready.Be sureyour answer is


dtrr;ise,logicalandsincere.Be realisticand expressconfidencein yourabililiesplusa willi qgnsss 1s
l4m.

10U'VE PUTYOUBESTFOOTFoRWARDANDTHEINTERVIEW
lS oVER!
t Thankthe intervieu/ and ask whenyou mighthear-
teamfor thehtime and consideration

, sharedaboutprocess/timelines,ask whomyou shouldcall to follow up


Dependingon information

z Be sure they have day and evening contad numbers,e-mail addess and a pormanent address.
Checkwiththe receptionist to find out howto submitnew informationff you anticipatea change.

r lt is not necessaryto shake hands,particularlyif the room arrangementmakes it difficult to reach


everyonecomfortablyand quickly.Take your leadfrom the Chair of the team. Since handshaking
can be culturallyproblematicexperiencedinterviewerswill not put candidatesin that position.

t Be pleasantand positivewith everyoneyou meeton the way out.

o As soonas you can,writedownthe questionsyou rememberfor laterrefledionand to assist you


in future interyiewsituations.

r Refled on your performanoeduringthe interview.An honest seff-assessmenlwill help you to


improveyourintewiewingtechniques.

Remember thateveryone in the caronthewayhome!Don'tbeat yoursef


givesthebestinterview
up but be preparedto leamfromthe experience.
lf a debriefingis availableat a laterdate,takeadvantageof the opportunity.lt demonstratesyour
interestin andwillingness to leamandto improve.
Somepeoplewill adviseyouto writea letterof appreciationafierthe interview.I personallywould
it, at leastuntilyouget wordof theoutcome.
not recommend

(Thefolfowing is adaptedfrom a paper by S. Schwartz:A Frarneworkfor a DynamlcInterulew)

"Theinterviewtestsyourknowledgeand beliefs,as wellas pushesyouto articulateyourphilosophy


ande>rperiences,ceiebrateyoursuccesses,andjustifywfryyou arethe bestcandidatefor the job.
Brainstormquestionsunderbroadcategoriessuchas:
e knorledge of childdevetopment and hor cfiildrenleam;
. diversig, equity,anti-racisteducation;
. cuniculumandprogramdevelopment (Ontariocuniculumin your subjedarea/division, literacy,
numeracy,integEtionof technology andtheart6,etc.);
. instructionalskillsand strategies(co-operativeleaming,questioning,muftipleintelligences,
leaming/teaching styles,etc.);

JobOrientationWorkshop
@RE SAMPLEQUESTIONS
ANDTHEIRINTERPRETATIOru

4. Solvingproblems
requiresmorethangoodplans;it meanstakingacfion.Giveus an exampb of a
gine whenyouwereableto takemeaningrful
adionto solvea problem.

A tne candidate takeactionbasedon a systematicapproach,meaningrfr.rl


reviewof
Fa(Mssuesftiming a
and willingness
to committo a solution?Wastheresharedownershipof the
parties?
€dution byallafrected Wasthereimpulsive actiontakendueto pressureinsteadof a
of whatactions
phcticat analysis weredesirable?

2. Describea specifictimewhenyouhavehadto copewiththe arEeror hostilityof another person.


pd the candidate respondin a problem-solving
mannerandwithpositivefeelings?Was there an
the
a{empt to.difrrse situation
first
andthensearchfor commonground?Was thereovert aggression
ara negativeresponse, withproblem
whichinterfered solving?
3. We ennot doeverything ourselves.
Giveusanexample of a timewhenyoudeaftwlh this realitv
!2ycreatinga specialteametrort.Highlightthe specialaspedsof the situationwhichbest demonstraie
yql team buildingabilities.

Did the candidateuseparticipative


decisionmaking,goalsettingand/orconstruc'tive
confrontationto
btild commitment to thetask?Wastherean autocraticstyle?

5. Solvinga problemoftennecessitates
evaluationof ahemalivesolutions.Giveus an example of a
timewhen youdefinedseveralsolutionsto a problem.
Didthe candidatedevelopaltemativesolutionsto a problembasedon clarificationof objectives and
reviewof factsy'causes?Wereall thoseimpactedby the probleminvolvedin findingthe solution? Was
thereconsensus? Wasthere an obvioussolutionor an autocraticsolutionthat reflectedlittle
of key players?
or limited,if any,involvement
specificationof aftematives
5. Insteadof usirEauthorityto influence
anotherindMdual, it is usuatlydesirable
to leadby settinga
positiveexamplefor othersto follow.Describea situationwhenyourexampleseryedas a modelfor
others.
Didthe candidatemodela desiredbehaviour,preferablyonethatdemonstrated
commitmentto a
principle?Wastherea trMalor inoompletedemonstration?

BEWARE! Frequently,InteMewerswill ask a firstquestionmeantto do no morethan set the tone


andhelp you to relaxby givingyouan opportunityto talk aboutsomethingfamiliar.However,these
questionscan haveunintendedtrapsbuiltin if nothandledefiectively.

1. Whydont youstartbytellingus somethingaboutyourcelf/bringingyourresumeto life briefly?


Thefatal enor herewouldbe to smilehappilyaboutthe proepedof beinginvitedto talk about
yourself, to openyourmouthandtalkfor perhape15minutesor so startingin the middleand worldng
outin all direc{ions withoutanyplanor forethotght.lt is important
to planyourresponsecarefullyto
ensurethat you hit the highspotsbrieflywithan emphasisin whatyou bringto the tablethat is value
addedor unique.Brevitywill be expected.Any tespons€shouldbe no morethanthreeor four
minutes.

Wotg!!oP-_
--Joborientation ,. __
r planning(longEnge, unit,lesson,integration, etc.);
, assessment, evaluation, reporting;
r parentand@mmunitypartneftihips;
r cDllaboration,team playe6
z contributionsto the wholesctroolenvironment,extra-cunicularac{ivities;
/ professional development andlffelongleaming;
r' school board priorities
andvalues;
. iF.tgalandethicalissues;
z politicalrealities,cunentissuesin education.

I rthinking aboutpossibleguestionsyou will also want to considerthe Standardsof Practice and


Fticat Standardsby the OntarioCollegeof Teachers.Generatequestionsbasedon this information.

I Grview sftuationscontinueto causesbessand anxiety,but the morepreparedyou are, the more


dt and collectedyou can become.Knou,somethingaboutthe position/schoolboatd. Bra instorm for
ptsible questionsunderkey areas.Practicearticr.rlatingpossibleanswersusingthe framework that
t26t suits the questionor that you find most useful."

FI YOURSELF.

DEMONSTRATE AND PASSIONFORTHEPROFESSION,


ENTHUSIASM

DISPLAYA SENSEOF HUMOUR.

NEVERTRYTO BLUFF.

LEARNFROMTHEEXPERIENCE!

GOODLUCKI

JobO,,S.eqtation
Workshpp
lntervierryQuestiqns and Ansurers
A. Literacy is a very important focus in our District. In fact, we believe that every teacher
no matter which grade or subject, is a teacher of language. Rety on a recent experience to
tell us what you would do lf a student in one of your cfasses was struggling with rcading,

Listen for

o ? personal befief system relatedto literacy


. reading as a meaning*nakingprocess
. connectionsto child developmentand the developmentalstages of reading
. knowledgeand use of effectiveinstructionalstrategiesto meet student needs/learningstyles
o partnershipswith parents6nd otherprofessionals
r Gonnectionswith previousteachers
o pelsonat experienceswith teaching.students to read
r knowledgeof effectiveassessmentstrategies
connections to learningtheories, professionalreading
. reflective practice

B. In your experience with learners,describe a classroom situation where you were


involved with a student who needed behaviouralintervention. What was the
problem? How did you handle it? What alternativestrategies could you have used?

Listen for I
o open minded,sees all sides, a good listener
. fair and naturafconsequencesrelatedto-theincident
r identifiesthe classroornsituationand problem
o cdo distinguishbetweena seriousproblemand a minorone
o able to administerconsequencesappropriately
r tolerant but has clear limits
. able to generatealternatives
o can see peopleas uniqueindividuafs
o seeks input from others
. involvesthe parents as appropriate
r keeps a recordof the incidentand consequences
o reflects on experiencein order to learnfrom it

C. Ours is a very multi-ethnic, multicultural District Describe a situation where you


used your understandings of diversity, anti-racism and equity to make a positive
difference.

Listen for

. relatesresponseto a specificand appropriateexperience


. demonstratesknowfedgeand understanding
o able to articulatea personalphilosophythat is consistentwith that of the District
. able to developcreative ideas to promoteharmony
i able to influenceothers in a positiveway
r serves as a role model and reflectson experience
References

The following have agreed to serve as professional references:

(Insert names,titles, organizatiotts,phoncnumbus, e-mail and if


^
possible homephonenumbers(if thq gtoeyou permission) of 3, 4 or

tnore peoplewho can,attest to your qaalificatiotts and strmgths fo,

the position you seek Thespecificnumbq of referencestnny be

dictated by the requiretnentsof the District.)

Signafure: Date:
D- Describe the place of assessment and evaluation in your prognamand some of the
tools and strategies you use.

Listenfor

r referencesdiagnostic,fonnative and summative


r emphasis on a variety of tools and strategies
r self, peer and groupevaluation
I connectstheoryand practice
l aware of a van'etyof tools and strategiese.9.,
{ growth strands
{ -portfolios
{ -tests,quizzes,presentations,reports
{ -rubrics
/ -paper,penciland representational
/ diaries, joumalsand logs
{ -time sampling
I aware of othersourcesof informatione.9., teachers,studentrecords,resourcestaff, parents

E. Without using names,tell us abbut a student who stands out in your mind.

Listenfor

. student could be exceptionalin a positiveor negativeway


r evidenceof personalcharacteristbssuch as:
/ -beliefthat childrencan leam
{ -empathy

t;*lil:HtH:.
/ _maturity
/ -flexibitity
/ enthusiasm
r understandsthe leamingprocess
. understandsprogramac,commodation and modificat'lonissues
r understandslearner-centredteaching
o establishesa positiverelationship
r reflects on, and learnsfrom the experience

F. As a newly appointed teacher, what do you see as being the important things to
address in September?

Listenfor

. establish trust
' establishclassand schoolroutines
' collaboratewith studentsso they have ownershipof routines
, establisha safe,welcoming,learner-centred classroomenvironment
, developingshort and long-termprogram goals
, setting up an authentic,balancedevafuationsystem
r eontactingevery parentby the end of September
, evafuatingthe learners'strengths and needsand devisingappropriateprogramming
, learn cultureof schooland community
, find a cofleaguewillingto serve as a coach or mentor
G. Decribe an effective curriculum program you have developed. Discus5 how you
developed the curriculum, the factors that influenced that development and how
you assessed its effectiveness.

Listen for

o use of curiculum Guidelines,Boardgeneratedmaterialsas the framework


o understandingof leamerexperiencesand capabilitiesthroughobservation,discussion,
assessment
. understandingof appropriatecontentknowledgefor particularage group
. demonstratesunderstanding of the relationshipof contentknowledge,child developmentand
the environment in which the child learns (both home and school)when developingcurricula
o discusses issues of time, resourcesand integration
gives rationalefor developingthe particularcuniculumfocus
'
o demonstratesan understandingof the skill developmentrequiredto be successful
. articulatesthe skills necessaryto be taught and modefedby the teacher
o discussesassessmentand how it supportsleaming
o uses a variety of assessmentand evaluationprocessesand techniques

H. Why is assessment and evaluation a critical component of program development?


What methods have you used to assess student learning and why have you used
them?

Listen for

gives us informationaboutthe leamer that helps us to plan programand the


processes/strategies for program delivery
gives us informationaboutthe progressof studentswhich can be communicatedregularlyto
the student,the parents,other teachers
o meansfor monitoringthe effectivenessof the processeswe use and the productof learning
o gives students an opportunrtyto evaluatethemselvesand their peers
a gives students an opportunityto have input into and be aware of the criteriafor evaluation
o varietyof rnethods(e.9., portfolioassessment,writing/researchprocess-drafts/rubrics,
essays,oral presentation,visual presentation,student logs or joumals etc.)
o addressesdifferent learningstyles
o varietyof methods of evaluationalfowsfor diversityof abilitiesand development

l. The reality for every teacher is that there is a range of ability and a wide range of
learning needs in every classroom. Based on your experience to date, tell us how
you have met these diverse needs.

Listen for

. understanding of the learningprocess


o sSSgSSment OfStUdent needs
o varietyof teaching/feamingstrategies
o sp€cificways of finding student strengthsand interests
o assessmentof studentachievement
o searchesfor the way that works bestfor the individual
o evidenceof planning,organizationand flexibility
. evidenceof program accommodationor modification(if appropriate)and individualization

.-':-._
J. With a specific student In mind, tell us what you did to meet the needs of sorneone
who was not achieving to potential.

Listen for

r talk with/listento the student


r p?rent involvement
r pr€-€lssessment to ensurepriorknowledgeand requiredskill set is present
r altemativeevaluationtools and teaching/learningstrategies
r eDSUr€partiCipation includinghomework
r discusswith otherteachers,read reports,OSR
r identifystrategiesto engagethe studentin the leamingprocess
r look for areas of interestand success
r S€taftainablegoals being sure they challengethe student

K. What strategies have you used to ensure gender equity in your classroom?

Listenfor

' demonstratescurent understandingof and sensitivitytowardgender equity issues


r r'€spondswith specificsratherthan hypotheticals
' has consciouslyused strategiesto promoteand encourageequal participation
o is aware of the significanceof wait time and can articulatea van'etyof other specilrc
strategies
r exhibitsa belief and value set consistentwith the District
, uses inclusivelanguageintentionallyand as a habit
. demonstratesan awarenessof a variety of gender relatedissues

L. What is your understanding of anti-racist education? Give us examples to


demonstrate your integration of anti-racist education into your classroom.

Listen for

. is not an add on, is good education


o excellencein educationfor aflthroughhigh expectationsfor atl students
' differentiatedtreatment of studentsto achieve high expectations
. use of co-operativeleamingstrategies
' validationand utilizationof the strengthsstudentsbring frorn diverse culturesand ethnicities
. direct and expliciteffortsto addressracism
. teachingstudentsto be criticalthinkers
. infusioninto the cunicufumof contributionsby people of diverseracial and ethnic background

Hl. One of the components of effective teaching is the contribution to the total life of
the school. How will you, as an exemplaryteacher,contribute to the shaping of the
school environmentand school life?

Listenfor

. wants to contributebeyondthe classroomfor the benefit of students


. wants to contributeas a staff memberto other colleagues
. cites specificexamplesof strengthsand interests
. sees a placefor teachersin the largercommunity
N. This District has a belief that all parents/guardianscan be meaningftrlly involved in
thelr chlld's educatlon. How have you encouraged the involvement of parents- for
example, those who work outside the home or have limited English language
facllity?

Llsten for

. endorsesthe belief
. involvenlentin the SchoolAdvisoryCouncil
. homework
o student planners/agenda
o corntTunication usingtranslators
. famify math/reading
o describes creative opportunitiesfor involvementbeyond the school day

O. How have you used technology to enhancestudent learning?

Listen for

r demonstratescomfortlevel
o sees technologyas a motivator-the power to create
. willingness to explore uses of technology and to integrate it into the classroon
. sees technologyas being broaderthan computers
o cites specificexamplesto support response

P, We believe that treating students fairly does not necessarily mean treating them
equally. Give us examples of ways you have demonstrated this with students.

Listen for

. agreementin principlewith statement


. differentialtreatmentof individuals/groups
. flexibfetimelines/assignments
o listening/hearingall sides beforetaking action/responding
. differentiatedteaching/leamingassessment strategies
o addressesissue of equitable/equalin the responsewith cdncreteexamples

Q. Literacy is critical to student success. Describe what you have done to promote student
success in literacy.

Listen for

. sees literacyas fundamentaltostudentsuccess


. bafanceamongsix modes of language-listening/speaking, reading/writing,
viewing/representing t
r guidedreading,DRTA, sharedreading,independentreading,sharedwriting,
independentwriting
. fosteringlove of reading-variety of texts,teacher modeling,stimufatingenvironment,
o planningfor reading-assessment,outcomes,knowledge,skifls,values
. pfanningto addressthe needsof students
differentiated
I curriculum-FirstSteps, Role of the Reader
--':-"

--ffiT:.
R. How wouldyou programfor mathematicsacrossthe curriculumin your
Classroom/programfor numeracyin your subfectarea?

Listenfor
a problemsolving,computation,data mathematicsis purposeful,
a management,pafterns/algebra, enjoyable
spatialsense a communication andmathematics
a measurement I assessmentguidelines
a applicationsin the realworld

o inquiry,persistence,reasoning . appropriate practiceand drill


o balancein allareas . direct instruction
a probability o use of manipulatives
o investigation o concrete to abstractleaming

S. Based on a unit of study or lesson you have taught what asses-smentand evaluation
strategies have you used to meet the needs of all the students in the class?

Listenfor

. describesspecific strategies
r €Xplainsthe purpose of selected strategies
o shows understandingof diagnostic,formativeand summativeevaluation
. demonstratescreativityin designin! assessmentinstruments
. is aware of a variety of needs in terms of
/ abifity
{ interests
r' learningstyles
/ assessmentand evaluation
'/ Special Educbtion
o encouragesstudentfeedback
. tells studentsup front how they will be evaluated
o offers feedback as a follow-up lesson
o understandsthe pros and cons of various evaluationtechniques/procedures
. aware of varioustechniques-setf, peer, teacher, group, holistic

T. Give us an example of a unit you have taught in your subject area/divisionthat takeS
into account students of different raclal and cultural backgrounds,

Listenfor

. understandsrichnessthis gives- enhancesthe program


o identifiesan appropriatesubject areal topic with cross-culturalimplications
. cleady describesgoal and variety of strategies
. demonstratessensitivityto races and culturesin class
. referencematerialand outside resourcesused to reflectdiversityin classroom
o incorporatesstudentbackgroundinto programdesign-e.9., guest speakers
. views equityand inclusionarypracticesas a basisfor program-not an extra
. demonstratesflexibility,willingnessto adaptcontentto suit the student
U. What teaching strategies have you used in your lessons to interest and motivate a qlass
with mixed abilities?

Listen for

o offers choices of ac{ivities


o provides.goodrationalefor strategieschosen
o uses differentgroupingse.9., cmperative learning
. uses differentteachingtechniquesand activities
. demonstrates knou/edgeof teaching/leamingstyles
. demonstratesknowledgeof how to do groupwork
o matches techniquesand activitiesto learnerneeds

IUIore"Relax and tell us about yourself." Open Quesfions

V. Tell us about the teacher who had the greatest impact on you. What qualities did this
person possess?

W. Describe yourself as a teacher.Which of these qualities make you outstanding?

X. As a teacher in ABG District Schoof Board, what experiences,skills and/or talents do


you bring?

Y. tndicate the positive qualities, unique to you, that you would bring to a teaching
position with ABC Board.

Z. Other than your formal teacher training, tell us how you have preparedyourself for your
teaching career.

ln these questions,interviewerswill be listeningfor the same sorts of things.They are lookingfor


passion, commitmentto learnersand teaching, love of the job etc. They will expect you to discuss
your experiencessuch as workingwith young people,leadershiproles,taking initiative.They will
also be listeningbetweenthe lines for evidence of maturity,emotionalbalanceand empathy.
Strong interpersonalskills and characteristicssuch as friendliness,warmth, approachability,
sense of humour,self motivated,firmness and fairnessare alf appropriateresponsesand there
are rnanymore. They expec{you to express confidencein your knowledgeof subject matterand
your abilityto influence,motivateand empower students.Theywant to knowthat you are a
lifelong learner,open to feedbackand that you can work as part of a team. They also want to
hear the 'value added' talents or skilfsyou bring that make you stand out from the rest. They
anticipatea positivefeelingtowardtheir District,an articulationof valuesconsistentwith those of
the Boardand they expectyou to communicateafl of this effectively.

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ntCasegVers a briet summary


of youie>aFriences& hq"
they have FePared You for the
position va ire aPPlYingfor'

rJ t i o n Look For N otes


You wilf le-workingwith
a number of different
teacherE ' how will You
ensurea lmooth
transitiorfor the
children?-^
E] rcrts
E] onl eraluatton
t] Prcscmrtbaj
C] Porttorot
HowworJUYou assess D scrcerb.tbn

and eval.ate students. 0 Formatfw


tr Dlagnostk
tl q.,t.
O PcrfonnenccAsscssmcnt

E] Knowhdgc oftEP. lPRc' osR

ln every dassroom, O tnrDln! prrcrts

there are studentsthat O Ah.matlrrc rssettrrcnt stretcglcs

require s Pecialsupport. tr Awrnn ts of medtcrl nccds

O c.ol|ebontbn wfth chssroom tcrcher


Describe what strategies tr Prognm modi{krtlom
you have used/would tl Gnphkorgenlzcrs
use to support ESL O scrlblng

students in Your O ure ofconcrttc mrt tlrl3

program? t] Heterogctrcos3rblfigroups

fl Agenda/studcntphnnct
tr Phonccelk
How do You
tr Ncilsltncrs
commun icate with tr communkrtlonbook
parents to support tr Mccttngr
learning for students? O $gnhg tGrts

Working with a diverse


group of students,how
do you ensure that the
needs of all the students
are met?

O SchooUClassmompolklcs
t] Progr.s3tvedlsclpllne
tr Ftnd rrrl h3ueg
tl ongotng communicetlon whh studcnt

tr ongolng c-ommunkrtion wfth partnts

On the playground,a B Bulld on srrtngths

student hits another t] Modlfketlon/Accommodrtlon of progrem

O sohtlon3 should bc wlnirln


student. How would
tr Ongolng Communication urlth th. offic.
you deal with it? D Provinclal Codc of Eehavtour
E Board Polkler - TFww. MERE,s&os

Interview Quesfions - LTO / 2 April 2OO6


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