teacher interview assignment

Early Childhood Education: ED105: From Teacher Interview to Final Project

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ED105: From Beginning to End (The Rubrics)

Below you will find the teacher interview, community resource guide, and final project. All three of these assignments build upon each other so it is essential that you get them right from the start. Before reviewing this LibGuide take time to review each and jot down your questions for your instructor. Remember in order to do your best on all three of these assignments you must begin early. Procrastination may lead to you running out of time. We recommend that you begin the teacher interview by the fourth week of the semester to ensure that you have secured an interview for the semester. 

• Teacher Interview In this assignment, you will conduct an interview with a teacher or an administrator of any program, serving children from birth to 4th grade. Ideally, you should conduct the interview in person, but can be done virtually (email or video conferencing).
• Community Resource Guide For this assignment, you will create a community resource guide for the school community identified in your teacher interview. You should identify and include resources that would support some or all of the needs identified within your teacher interview.
• Final Project In this assignment, you utilize will the information gathered from the teacher interview and the community resource guide to develop a school-family-community project, such as a fundraiser or school event. The project may take any form, including anything from a newsletter to a family night to a picture bulletin board. Students are encouraged to be as creative as possible in creating an event that supports the needs described within your teacher interview. Please note that this is a project proposal and you are not required to actually implement the project.

The Teacher Interview Tutorial-The Beginning

The teacher interview is a critical assignment and is the beginning of what will later be the community resource guide and then the final project. 

For the teacher interview, you should either interview a teacher (B-12 system) or an Administrator. You can either interview them in person, by email and our video conferencing. You will need to transcript the interview so please take very good notes. 

The Interview and The Interview Questions (Part 1) 

For the teacher interview, you are REQUIRED TO ask the following questions: 

• What is the teacher or administrator’s role in understanding children and family values? What does the teacher or administrator do to support their belief?
• Who is involved in the classroom—families, volunteers, community groups? What is the philosophy behind this type of involvement? Has this level changed over the teacher/administrator’s career?
• Are there any special interest groups who influence decisions regarding curricula? If so, is it positive or negative?
• What could be done better to support the teacher or administrator efforts with families and communities?

You should ask them demographic information as well so you can answer questions in part 2 of the assignment. The demographic information would some of the following: 

• How many students are in the school or program? 
• What is the ethnic or racial composition of the school?l 
• What is the teacher/student ratio? 

For your paper, you should transcript your teacher interview word for word. You may need to ask additional questions to get your interviewee to answer your questions. If you do, please include them in your paper. 

It is best to use the teacher interview questions as headings to make sure that you including all the information. 

Part 2: After completing the interview, you should reflect on the discussion with the teacher or administrator. You should answer the following:

• What surprised you about the interview?
• How does the teacher/administrator’s philosophy of building family and community? How does the teacher/administrator’s philosophy of partnerships compare with your personal philosophy on school, family, and community partnerships?
• Describe the demographics of the school and community as best as possible.
• What ideas do you have to strengthen the ties between school, family, and community partnerships?

Each of the above sections should be used as headings in the 2nd half of your paper. This is to ensure that you include all areas of this section. 

The Rubric: Don't Forget to View it (The Chart Section) 

Don't forget to review the requirements in the rubric. This is how you will be graded on the assignment. Here are the basics but please read the rubric thoroughly. 

• On Time Assignment:  It must be submitted on time. Late submissions will result in a reduction in grade. This section is worth 10 points of a total 100 points for the assignment. 
• Mechanics:  Please run your paper through spell check. Even better use Grammarly , which is an online software that helps students with grammar, spelling, syntax and much more. Remember the answers are sent to you by your interviewee, please still run your paper through a spelling and grammar check. If you see anything underlined while you typing in word,  then there is an error. This section is worth 10 points of a total 100 points for the assignment. 
• Teacher or Administrator’s Philosophy:  You must identify the teacher or administrator’s philosophy on building family and community partnerships and provide 3 examples. This should be specific things they do in their program to build the bridge between school and families and those in the community. An example of this might be how they use a monthly newsletter to communicate with families or the community. Remember to be specific. This section is worth 20 points of a total 100 points for the assignment. 
• Identification of Parties:  For this section, you must  identify all of the parties involved in the classroom and identify the philosophy behind this type of involvement and whether or not it has changed over time and writes 5 sentences describing their involvement.  Please make sure you do this. This is a section that students often forget. This is in reference to the teacher or administrators' philosophy. This section is worth 20 points of a total 100 points for the assignment. 
• Reflection and Comparison of Philosophies:  You should include a reflection on how your own philosophy and the teacher/administrator’s philosophy compar e. Reflection and comparison are  2-3 paragraphs in length (Combined).   Please make sure you completely do this section. You should identify what your philosophy is in regards to family partnerships and compare it to the teacher or administrator that you interviewed. Please make sure you pay close attention to how long it should be. This section is worth 20 points of a total 100 points for the assignment. 
• Ideas to Strengthen Ties:  Please include  at least 3 initial ideas on what can be done to strengthen ties between school, home, and community .  Remember these ideas may be used in the future to plan for your future project, so choose wisely. In addition, you may cite in this area why it is important. If you do so, you must proper APA in-text citations and include a reference page. This section is worth 20 points of a total 100 points for the assignment. 
• Teacher Interview Example 1 Here is an example 1 from a previous class.
• Teacher Interview Example 2 Here is an example 2 from a previous class.

The Community Resource Guide Tutorial-The Middle

For this assignment, you will create a community resource guide for the school community identified in your teacher interview. You should identify and include resources that would support some or all of the needs identified within your teacher interview. You must include resources from the following five categories:  

• Nature/Outdoor Resources: examples include parks and outdoor spaces in the community. 
• Services: examples include pediatric offices, early intervention, translation services, Office of Family Services, etc.
• Materials and Media: examples include YouTube videos/channels, documentaries, how to (videos, websites, and pamphlets) 
• Social Networks: examples include Facebook pages, websites, twitter feeds, community groups, etc.
• Ethnic and Cultural Associations: examples include associations for a specific ethnic or cultural group. This must be an organization. Great examples can be found on the following website:  https://globalphiladelphia.org/organizations

Each category must have at least one resource and you need to have at least 10 resources, but need to have three resources in each category (As stated in the rubric portion of the assignment). Also, each resource must be near the school's address no further than 10-20 miles away.  

When creating your resource guide, you must organize the information from each of the five categories and identify how it will support teachers work with children and their familie s. This means that you should use the headings listed above. This will help you clearly identify that you have provided the required resources for each category. 

For each entry, you should include the complete contact information for each resource:

• Name of resource
• Address of resource
• A brief description of the resource-No more than two sentences. 

The Rubric: Please Read it Thoroughly

 Each of the following sections will be assessed: 

• On Time Assignment:  This is worth 10 points of a total 100 points. So submitting late will result in a reduction in grade. 
• Mechanics:  Same as the Teacher Interview-Make sure you use spell check or Grammarly. This is worth 10 points of a total 100 points. So submitting late will result in a reduction in grade. 
• Entries Per Category:  Resource file contains at least 3 entries per category, including the full name, address, and description of the resources.  Having less than three per category will result in a reduction in grade.  This is worth 20 points of a total 100 points. 
• Total Number of Entries:  Your community resource guide must have a minimum of 10 resources but the rubric requires 15 to get full points in this area. This is worth 20 points of a total 100 points. 
• Discussion of Surprises:  You discussed and gives three reasons why you were surprised by the resources they collected. Be specific. This is worth 20 points of a total 100 points. 
• Discussion of How Resources Might Be Used: You discussed and provide 3 examples of how the school might use the resources they collected in your resource file. Remember these resources must address a need that the teacher or administrator identified. Be specific about how and why the school could benefit from using the resource. This is worth 20 points of a total 100 points. 
• Example of Community Resource Guide Here is one example of Community Resource Guide. This is a power point and the student then submitted a paper along with this to answer all questions required for the assignment.
• Example of Community Resource Guide Paper Students who choose to do a power point still need to write a paper. Here is an example of one.

The Final Project-The End

The final project is the final product based on your teacher interview and community resource guide. 

In this assignment, you utilize will the information gathered from the teacher interview and the community resource guide to develop a school-family-community project, such as a fundraiser or school event ( This means that you must design an original even t).  The project may take any form, including anything from a newsletter to a family night to a picture bulletin board.   Students are encouraged to be as creative as possible in creating an event that supports the needs described  within  your teacher interview .

Please note that this is a project proposal and you are not required to actually implement the project. 

Your final project should include the following three parts:

• Documentation of the project’s implementation. This should be in the form of a timeline in which you document the project from the start to finish.  Please see examples following this section for an example of how it should look. 
• You should include a 3-5 page typed paper  discussing how the project was chosen and how it relates to topics discussed in course. You should include citations from the text or other scholarly resources .  In addition, you should include information from teacher interview and community resource guide as evidence of why the project was chosen. Note: Use quotes or paraphrase text from scholarly articles that directly relate to how your project supports best practice in family, school and community partnerships. You must include a reference page.  All citations and references must be in APA style. 
• Lastly, you will present a five-minute presentation describing your project.  If you are unable to present for any reason, you must either record a video or audio of your presentation.  

The Rubric: Please Read Thoroughly

You will be graded on the following for your final project including the presentation; 

•   On Time Assignment:  This is worth 10 points out of 100 total points. Submitting late will result in a reduction in grade. 
• Mechanics:  Same at the teacher interview and the community resource guide-Please use spell check and/or Grammarly. This is worth 10 points out of 100 total points.
• Documentation of Project:  Project documentation includes any type of medium.  Medium neat and free of spelling mistakes. Remember this a flyer, newsletter, brochure, etc. Layout and presentation matters. So please make sure you use proper design principles as well as spell check your work. This is worth 20 points out of 100 total points.
• Project Paper:  Paper includes how the project was chosen and how it relates to 3 topics discussed in the course.  Be specific and clearly identify them in your paper. You will need to use in-text citations in this section. Remember paraphrasing is better but you still need a proper citation. This is worth 20 points out of 100 total points.
• Citations From Textbook:  Paper includes 4 citations from the textbook in APA format. Remember just don't quote for the sake of quoting. Make sure your citations relate to your paper and support why your final project supports the information learned in the text. This is worth 20 points out of 100 total points.

Class Presentation (Speaks Clearly):  Speaks clearly and distinctly all (100-90%) the time, and mispronounces no words.​   

• Example of Final Project Paper
• Example 1 of Final Project Flyer
• Example 2 of Final Project Flyer
• Example 3 of Final Project Flyer

Final Reminders

Remember all assignments should be properly headed. Please include the following 

• Your Full Name 
• ED105 and the name of the assignment 
• The Date Submitted 

In addition, PLEASE use Purdue Owl for any question about APA citations, formatting and/or references. Purdue Owl is a free resource that is used by millions of students, particularly education and psychology majors. It is your friend and will help you turn in the best paper you can. 

• APA Formatting and Style Guide This link provides ins and outs of APA.
• APA Style Workshop Need an introduction or refresher. This link is for YOU!
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Teacher Interview Assignment

Luke Skerpon, interviewee [email protected] 814-355-4833

Interview conducted October 20, 2014 Question: What brings you the most joy in your job? What’s one specific example? Luke is the choir director at Bellefonte Area High School and Middle School, as well as the Drama Co-Adviser for the High School. He’s on the marching band staff and has also recently begun teaching orchestra alongside a few colleagues. He said, succinctly, that his greatest joy is “student success.” Simply seeing students’ progress is what makes him see the worth in his position; it’s what proves he’s doing his job correctly. He said he values rehearsals over performances, because rehearsals are where he sees individual growth. Having enthusiastic students understand and grasp concepts and having their excitement propel him is his favorite thing about the job. Last year he broke the school record for sending the most people to PMEA Regional Choir, which was a priceless moment for him. Overall his greatest joy was probably the school performance of AIDA in the spring of 2014, because he saw his students work incredibly hard and reap the profits over months and months of effort in order to put on a show worth being proud of.

Question: What do you wish you’d done more of as an undergraduate student? “I wish I’d spent more time student teaching in the music classroom.” He observed some music classes but student taught in a journalism classroom, because he does hold a degree in broadcast journalism. He helped with various musical experiences but not to the same extent as he did when student teaching journalism. “I had the content knowledge I needed to teach but I wish I’d had more classtime,” he said, stating that learning the theory of a classroom is easy, but theory is not how the classroom really works. He suggested spending as much time in a live classroom as physically possible before graduating college.

Question: What professional development opportunities would you suggest being involved in?

“You need to be involved in ACDA. You need to be involved in PMEA. You need to go to conferences and you need to spend time observing other teachers,” Luke said. He also believes that no matter what a music teacher’s focus area, they need to be associated with organizations outside that area: choral, band, orchestra, general music. All of it is valuable, and spending time watching other teachers allows you to gain understanding of techniques outside your own. Take your students to festivals and observe the director. Learn from their instruction, from their conducting, from their repertoire selection. Perform as your students do. “It’s important that, although you’re the teacher figure now, you don’t lose touch with the student side of yourself.”

Question: Who was your inspiration to become a music teacher? Why? “I had an interest in music from a very young age – I got my first baton for my tenth birthday. I started taking piano at age four and as a freshman in high school I became the drum major of the marching band, something that I could continue with for the next four years.” Overall, it was a lot of self-driven interest that he followed through with, although he had a couple teachers that nurtured that dream. He attributes these mentors as his elementary school music teach and both his first and second band directors.

Question: What was the top challenge you faced when transitioning from high school to college? Luke wasn’t accepted to music school his freshman year like most music majors. Going from one of the best in his high school to being forced to accept defeat was a challenge: simply changing his mindset was the hardest thing for him. He did, however, achieve third chair in Concert Band and become one of the 3 out of 21 flutes to be accepted to the Blue Band his freshman year, which helped boost his self-confidence.

Question: What is your biggest challenge in your current job? “My biggest challenge currently is varying my rehearsal routines,” he said, explaining that his school choir is very young. They strive to get better and work hard, but they simply haven’t been training their voices for very long, so everyone needs a lot of direction. He wishes he was in a better place to run rehearsals with the full choir, but often, a young choir with little experience needs more sectional time with anything else, which can be frustrating, as he has to have student leaders for the sections he’s not working with at the time.

Question: What is it like teaching orchestra, something you’re not very familiar with? Luke had little string experience in his high school/college career, and now he’s having to direct the orchestra alongside the current band director. He says he relies on the other music faculty to help support him. Although he has little string technique, his strength is running an ensemble and picking appropriate repertoire for a group. He works together with a faculty member who serves as the string “specialist,” so together they are able to build a strong orchestra program. Taking string sessions at PMEA conferences and the like have helped him little by little. “It’s just necessary to spend as much time as possible becoming a well-rounded musician. You don’t have to be amazing at everything, but you should know something about everything.”

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55+ Important Teacher Interview Questions (Plus Answers)

Plus a free printable list of questions.

Getting ready to interview for a new teaching job? You’re probably excited but also nervous. The best way to overcome those nerves is to prepare in advance. Take a look at this list of the most common teacher interview questions and answers. Practice your responses, and you’ll feel much more confident when you walk through that door.

Check out the questions and tips for answering below. Plus fill out the form on this page to grab your free printable list of questions to help you prepare for your next interview.

Remember, though, that interviews are a two-way street. Impressing your interviewers is important, of course. But so is finding out if this school is a place where you’ll truly thrive. That’s why in addition to the most common teacher interview questions and answers, we’ve also included five questions you should consider asking when the opportunity arises. Make your interview time count for everyone involved!

• General Experience and Goals Questions
• Teaching Experience Questions
• Philosophies and Strategies Questions
• Teaching Challenges Questions
• Community and Colleagues Questions
• 5 Questions to Ask Your Interviewers

Teacher Interview Questions About Professional Experience and Goals

Why did you decide to become a teacher.

It seems like a trite softball question, but don’t let that fool you. Most administrators are looking for something more than “I’ve just always loved kids.” If you don’t have a substantive answer, then why are you even applying? Schools want to know you are dedicated to enriching the lives of students. Answer honestly with anecdotes or examples that paint a clear picture of the journey that you took to become a teacher.

Why do you want to teach at this school?

Research, research, and research more  before your interview. Google everything you can about the school. Do they have a theater program? Are the students involved in the community? What type of culture does the principal promote? Use social media to see what the school proudly promoted most recently. Then, ask around. Use your network of colleagues to find out what (current and former) teachers loved and hated about it. The point of all this digging? You need to know if this school is a good fit for you. If it is a good fit, you’ll demonstrate how much you want the job by explaining how you would get involved with all the amazing school programs you’ve heard so much about!

Which component of your résumé are you most proud of and why?

Pride may come before a fall, but if asked about your accomplishments, don’t be bashful about conveying your worth. Have you won a grant for classroom materials? Share the details and how they helped your students succeed. Did you receive an award for excellence in instruction? Talk about how the application process helped you reflect and grow. If you’re a recent graduate, you can still brag on yourself: Describe your student-teaching experience and how it prepared you for opportunities like the job opening you’re vying for. Small things, like professional organization memberships, can also help you relay your interest in staying up-to-date on the latest educational research and best professional development.

What three words would your peers, administrators, or students use to describe you?

Having been caught off-guard by this prompt at a previous competitive interview, I would encourage you to have some thoughtful options to describe yourself. It’s tempting to say things you think your new boss might want to hear, like intelligent or hardworking , but don’t discount character traits or terms that paint you as a team player among peers and a role model for students. Some options to consider are empathetic , creative , caring , or cooperative .

What are you learning right now?

It’s no secret that successful teachers pursue professional development opportunities whenever they get the chance. Share a PD book you’ve been reading, a recent TED Talk that inspired you, or something new about your subject matter you’ve been brushing up on. Show your interviewers that you’re engaged in exploring new information and always willing to learn.

Where do you see yourself in 5 or 10 years?

Universally, this is probably one of the most common interview questions, and a teacher should definitely be prepared to answer it. With more teachers leaving the classroom than ever before, many districts are going to be looking for educators who are ready to stay put for the foreseeable future. That being said, if your dream is to become a principal, reading specialist, or some other role within the district, it’s OK to mention that. However, it’s probably wise to state that your main goal is to be the best classroom teacher you can be and see what opportunities arise after 5 or 10 years.

Interview Questions About Teaching Experience

What has been your greatest teaching success so far.

Go ahead and brag! This is your place to share the time you reached a really troubled student, or raised your class’s average standardized test scores by five points, or were voted teacher of the year. Be sure to share how you achieved your success, including any help from others, and what you learned and carried forward with you from the experience.

What has been your biggest teaching challenge? How did you handle it?

Choose a challenge directly related to education that you’ve overcome or are actively working on. Include details about your own evaluation of the problem, help or advice you got from others, and the plan you made to work toward improvement. This question is really all about how you grow and change in the face of adversity.

What experience do you have teaching this age/grade level? What do you like most about it? What’s challenging about teaching students at this age/grade?

If you don’t have any experience at all with this particular age/grade level, this can be a tough question. If you haven’t taught kids this age, but you have worked with them in another capacity, like a club or other organization, use those examples instead. One note: It can be tempting to answer this question by saying, “Well, I’m a parent, and when my kids were this age I …” But remember that parenting and teaching styles are often very different, and your interviewers want to know how you handle this group overall, not just your own children.

Have you ever made a mistake with a student? What happened, and how did you address it?

This is one of those tough but important teacher interview questions that’s more common than you may think. Your interviewer is asking you to be a bit vulnerable here, but be careful with your choice of anecdote. While we’ve all made mistakes when dealing with students, what you’re really looking for is an example where you made a mistake and then addressed it appropriately . Think carefully about a situation in which you didn’t handle things as well as you could have, but you got it right in the end. Explain why you handled it the way you did initially, what caused you to reflect and change your mind, and how the situation was resolved.

Describe a troubling student you’ve taught. What did you do to get through to them?

This question addresses more than just your reluctant learners. This speaks to any discipline measures you’ve had to address. As a teacher, you need to control the classroom and provide a safe space for all of your students. Think about your approach to troubling students and any successes you’ve had in the past.

How do you think COVID-19 has affected today’s students? What changes have you observed, and how have you dealt with them in your classroom?

While these teacher interview questions have only been asked in more recent years, they’re becoming common, so it’s important to prepare your answers. They might actually be easier if you’re interviewing for your first teaching job. If that’s you, feel free to explain that while you don’t have a basis for comparison that others might, your classroom management plan is set up with today’s kids in mind.

If, however, you’re a veteran teacher, take more time to prep for these questions. Many educators have been quite vocal about the negative emotional, behavioral, and mental changes they’ve noticed in their students post-COVID. If you’ve had similar experiences, you can be honest about them. But make sure you explain what steps you’ve taken to address these changes in a proactive and positive way. No school district wants to hire a teacher who is going to throw up their hands and proclaim, “These kids just don’t listen anymore!” Let them know you are going to meet your students where they are and help them reach your high standards.

Tell us about a time when …

Good interviewers ask a lot of questions about your personal experiences. You should strive to weave your experiences throughout all your answers, but especially those that specifically ask for examples of a real-life experience. That’s why it’s helpful to think about teacher interview questions like these in advance.

Try to choose examples directly related to your teaching experience when possible, and steer away from your personal life unless the question directly targets it. (And even then, it’s up to you how much you share about your personal life—don’t overshare!) Even new graduates should have plenty of classroom experience from student teaching or internships. Here are some questions to prepare for.

Tell us about a time when:

• You helped a student succeed when they were struggling
• A student was being bullied, and how you handled it
• You had to make a difficult decision quickly, how you made it, and the consequences of that decision
• A student’s behavior seriously disrupted the classroom, and how you handled it
• You felt overwhelmed in the classroom, and how you coped
• A parent seemed to be doing their child more harm than good, and how you addressed it
• A student challenged your authority in the classroom, and how you handled it
• You received negative feedback, and how you addressed it at the time and in the future

Teaching Philosophies and Strategies Interview Questions

What is your teaching philosophy.

This is one of the most common, as well as one of the trickiest, teacher interview questions. Don’t answer with a clichéd, generic response. In fact, your response is your teaching mission statement . It’s the answer to why you’re a teacher. It’s helpful if you write out your mission statement before the interview and practice reciting it. Discussing your teaching philosophy is a chance to show off why you’re passionate, what you want to accomplish, and how you are going to apply it in this new position, in a new classroom, at a new school.

What do you think students expect and need from their teachers? How will you meet those expectations?

This can also be a tricky question. Avoid phrases like “Students want teachers to be their friend.” Instead, target specific expectations, like “They want to be supported and feel that their teacher respects their opinions and feelings.” Consider other expectations like a safe classroom environment, the freedom to ask for help when they need it, flexibility under difficult circumstances, and open-minded approaches to teaching and learning.

How does a teacher’s personality affect their success? What would you say your “teacher personality” is?

Again, this answer is all about the wording. Avoid phrases like “I’m the mean teacher” or “I’m the fun teacher.” Instead, be thoughtful about how you present yourself to students and parents. Are you stern but fair? Entertaining but also focused on achievement? Kind but able to control misbehavior when needed? Think about how you truly approach teaching, and be honest. This question will help everyone determine if you’re a good fit for the position.

How do you approach lesson planning?

How detailed are you? What do you do to ensure your lessons meet standards and achieve learning goals? How do you build flexibility into your plans? Do you work from the same set of lesson plans each year or make changes and adaptations along the way? Do you create your own lessons or look for quality resources from others? Your interviewer wants to get a sense of how you prepare for classes, and whether you’re able to adjust and adapt as needed. Need ideas? Take a look at these 30 lesson plan examples.

How do you accommodate different learning styles in your classroom?

First, ensure you understand what learning styles are (visual, auditory, etc.) and how they work. Then, provide examples of differentiating a specific lesson for the various styles. Find more information about learning styles and how to accommodate them here.

Provide some examples of how you differentiate your lessons or learning activities.

Differentiation is a hot topic in education and refers to customizing the content, process, product, and learning environment for various situations and students. Make sure you have a thorough understanding of differentiated instruction , and find examples of differentiated instruction strategies here .

How will you help students prepare for standardized testing success?

Standardized tests are another hot topic, and you’ll likely be asked at least one question about them. Regardless of your own opinions, be prepared to share how you help students overcome test anxiety by preparing well and applying good test-taking strategies .

What are some methods you use to check for understanding as you’re teaching?

It’s one thing to prepare a high-quality lesson plan, but if students are not following along, what’s the use? Explain how your instruction will be responsive to students’ needs. Will you incorporate tech tools for assessments ? Or implement exit slips summarizing what they’ve learned? Do you have a quick-check method, like thumbs-up/thumbs-down, to quickly scan for understanding?

How do you assess students’ progress?

Break out all your knowledge on the types of assessment in education and share how you implement the different kinds in your classroom. Explain the types of quizzes you give because you know that they’re most telling about students’ strengths and weaknesses. Give insight into how you use oral reports, group projects, and seat work to determine who’s struggling and who’s ahead. Tell them about any useful digital assessment tools and how they help. We’ve got lots of useful information about assessment in education here if you need some new ideas.

Describe your classroom management structure.

If you’re a veteran teacher, discuss how you handled your classroom in the past. Give specific examples of things that worked the best and why. If you’re new, then explain what you learned as a student teacher and how you’ll map out a plan to run your first classroom. No matter how long you’ve been teaching, familiarize yourself with the school district’s philosophies on classroom management and discipline. Mention how you’ll incorporate their philosophy and stay true to your own. If you’re unable to find out much about the school’s policies beforehand, ask the interviewer to explain.

Do you have classroom rules? How did you develop them, and how do you share them with students to ensure they’re followed?

Do you create your rules in advance and post them in the classroom? If so, share how you identified the rules worth keeping and enforcing. If you prefer to develop rules with your students at the beginning of the year, explain why and share the process. Get tips on developing classroom rules here.

What behavior management strategies do you find most effective? Least effective?

Do you use charts to track behavior? Give prizes for success, or punishment for rule breakers? What do you do when a student is struggling emotionally? How do you work with parents to deal with problem behavior? There’s a lot to consider here. Take a look at these classroom management strategies if you need some tips.

How do you incorporate social-emotional learning in your lessons?

Many states and districts have added requirements for social-emotional learning to their standards. Explain how you will not only tend to the academic needs of your students but tie in lessons that satisfy the core SEL competencies . Describe how you will help students build their self-awareness and social-awareness skills, how you will support them in building relationships, and how you will give them the skills to make responsible decisions. Find lots of easy ways to incorporate SEL throughout your school day here.

How do you use technology in the classroom?

Technology is at the forefront of education, so your interview is the time to show off that you’re savvy. Talk about why you’re excited to use technology with students. How did you manage remote classrooms and engage students? What technology did you incorporate and use while teaching at home and in the classroom? Your administration needs teachers who are tech-savvy and have innovative thinking around technology, so take a look at our extensive resources for more .

What role do you believe diversity, equity, and inclusion initiatives should play in your classroom and in the school?

Questions about DEI initiatives, policies, and mindsets are challenging but have definitely become standard in most teacher interviews. Many school districts want to know that incoming educators are open to having the challenging conversations and doing the difficult work of building anti-racist curriculum and policies. In more traditional districts, interviewers might be on the lookout for teachers whose views might be “too progressive” for the parents in their schools. Answer these questions truthfully. If you feel strongly that anti-racist policies are important and want DEI initiatives to be respected and valued in the district where you work, you should know that before you accept a teaching position.

What are your thoughts about grades?

Grading and assessment are set to become hot topics in education in the next few years. While many feel that we’ve become lax in grading during the pandemic and want to tighten up traditional grading, others are arguing for drastically changing our grading systems . Regardless of what you believe personally about this issue, it’s a good idea to start by knowing how the district you are interviewing in handles grades. You can (and should!) absolutely discuss how you believe standards-based grading to be superior to traditional methods, but make sure you also state that you can and will follow district protocols and believe you can accurately measure student learning in this way.

How will you encourage parents to support their children’s education?

The home-school connection is imperative yet tough to maintain. Administrators lean on teachers to keep open lines of communication with parents. They even see you as a “publicist” for the school, reinforcing the culture, strengths, and values of the school to parents. So, answer this question with concrete ideas. Share how parents will volunteer in your classroom and how you’ll maintain regular contact, providing updates on both positive and negative events. Plus, how will you deal with overinvolved, so-called “helicopter parents” ?

What do you expect from your relationship with school administrators? What support do you hope to receive from them?

Your new principal or team lead wants to know what it’s like to work with you. Will you expect a lot of hand-holding, or are you more independent? What type of supervision helps you thrive? Give concrete examples of ways you think administrators can better support teachers . Be tactful but honest.

What did/do you like/dislike about working remotely?

If you were working or going to school during the pandemic, you’re likely going to be asked about how you dealt with the challenges of working remotely . Be honest. If you hated teaching via Zoom and couldn’t wait to get back to in-person instruction, you can say so. You may want to add, however, that you appreciated the opportunity to learn more about how technology could be used to engage different learners. Similarly, if you loved teaching from home, but you’re applying for an in-person position, you may want to be clear about the fact that while you loved being able to be at home, you love building relationships with your students in person more.

Teacher Interview Questions About Handling Challenges

What is the greatest challenge facing teachers today.

Remote learning? Hybrid learning? Diversity and inclusion? Social-emotional learning? Engaging parents? The challenges are plenty! Think about your specific school, district, city, and state. What issue is most pressing , and what can you, as a teacher, do to help?

What is the greatest challenge facing students today?

Think about the specific population at the school where you’re interviewing. What major issues do those kids face? Prejudice and intolerance? Parental support? Uncertainty about their futures? Remember to include how you feel you can help address those challenges in your response.

How would you handle a parent challenging your teaching methods/curriculum/classroom management?

Even a district that is going to strongly support its teachers against parent complaints may ask how you will handle such conflicts when they arise. This is a great opportunity to discuss how you stay calm in tense situations. Discussing how you prefer to call parents who are upset rather than emailing, or how you would forward particularly angry emails to a supervisor just to keep everyone in the loop, are excellent ways to show that you are a calm and proactive educator.

What impact does trauma have on student learning? How do you address this in your classroom?

Whew, questions like these are tough. As our understanding of the role trauma plays in learning grows, the need for educators to know about it and how to deal with it in their classrooms does as well. If you’ve received professional development on the topic, this is a perfect opportunity to show off a bit. If not, take some time to learn more about how trauma can affect not only students but the individuals who work with them . That way, you’ll feel more comfortable discussing the issue when it comes up.

How do you cope with stress?

This one didn’t always appear on older lists of common teacher interview questions and answers, but it’s showing up now big-time. School administrators are well aware of the toll teaching in today’s world takes on educators’ mental health and wellness. While they, hopefully, are taking steps to help their teachers deal with the stress and challenges of the job, they want to know if you have coping strategies in place. This is a great place to talk about hobbies, family/friends, and anything else outside the job that you turn to when things get tough. It’s important to note that this is also a great opportunity for you to ask the interviewer what steps their district has taken to prioritize teacher health and wellness.

What’s your least favorite subject or topic to teach? How do you ensure you teach it well?

It’s OK to say that math isn’t your thing, or that you dread teaching Romeo and Juliet to 9th graders! No one expects you to love everything you teach. But they do expect you to be able to approach every topic on your syllabus with knowledge, skills, and a certain level of enthusiasm. Share how you do that with topics that you find dull as dishwater or downright difficult to teach.

How can you meet the needs of a student with an IEP ?

Today’s inclusive classrooms require that teachers know how to meet each child’s unique educational needs, especially those with disabilities. Perhaps most importantly, meeting the needs of students with IEPs (and 504 plans) is required by law. Districts definitely want to hear that you know that and you will be following those legal requirements. Even if you have not worked extensively with special needs students, educate yourself on the process and be familiar with the lingo. Prepare a couple of examples of ways you can differentiate instruction to support their particular needs.

How would you handle a situation in which you believe a student doesn’t need all of the accommodations listed in their IEP?

This is a variation of the last question, and it’s also a bit of a “gotcha” question. It’s important to remember that special education paperwork is legally binding. If an IEP states that a student gets extended time to complete work, preferential seating, or any other specially designed instruction, they have to receive it , or the district has broken the law. An administrator or principal who asks this question wants to know that you are aware of how important following a student’s IEP is and that you won’t ignore things when you don’t think they are needed. Make sure you express that you understand that.

Want to make your answer even stronger? Acknowledge that part of your job as a teacher is to monitor how a student is performing and let the student’s case manager (or whoever is writing their IEP) know if you believe they do not need a particular support or if they need more. This way, you demonstrate a strong understanding of how the IEP works and that you play an important role as a member of that student’s support team.

How will you meet the needs of English-language learners (ESL/ELL) in your classroom?

In many classrooms today, you’ll find students whose families don’t speak English at home. Some of them may be fluent English speakers already, but others will need extra support as they learn the language and stay on top of their other academic subjects. Be prepared to discuss how you’ll deal with multiple languages in the classroom , and how you can communicate with families who don’t speak English well or at all.

How will you meet the needs of the students in your class who are advanced or say they’re bored?

School leaders don’t want to hear canned responses about how you can differentiate; they want you to give some concrete answers and support your ideas . Perhaps you help get kids prepared for scholastic competitions once they’ve mastered the standard (spelling bee or chemistry olympiad, anyone?). Maybe you offer more advanced poetry schemes for your English classes or alternate problem-solving methods for your math students. Whatever it is, make sure that you express the importance that all students are engaged, even the ones who are already sure to pass the state standardized test.

How will you engage reluctant learners?

Teaching in an age when we must compete with TikTok, Snapchat, and other forms of instant entertainment makes this question valid and necessary. How will you keep students engaged ? Share specific incentive policies, lessons you’ve used, or ways you’ve built relationships to keep students on task. An anecdote of how a past student (remember to protect privacy) that you taught was turned on to your subject because of your influence would also help your credibility here.

If the majority of your class failed a test or other assignment, how would you handle it?

What’s your position on test re-takes? What about when just about everyone fails to meet expectations? Is that a reflection on your teaching methods or on the students themselves? Be prepared to defend your position, and explain your plan for moving forward.

How do you feel about classroom observations and walk-throughs?

This one sounds simple, but be careful. It’s fine to say observations make you nervous, but most administrators want teachers who are comfortable with other adults seeing what goes on in their classroom. This is a great chance to talk about how exciting you find it to share all the wonderful learning activities that happen in your classroom with students’ parents and administration, even if you still get a bit nervous when being observed by other adults.

Interview Questions About Communities and Colleagues

Tell us about your experiences with team teaching or co-teaching. do you find it beneficial.

Classroom collaboration is becoming more common, even if you’re not applying specifically for a co-teaching position. Share any experience you have working as part of an educational team, especially when you’ve shared classroom duties. Be honest about how you feel about sharing your classroom with another teacher, and don’t be afraid to ask if co-teaching is expected in this role. See our co-teaching tips here.

Which activities, clubs, or sports are you willing to sponsor if you are offered a position?

While this expectation may be more real for middle and secondary teachers, being the new kid on the block often comes with a conversion of your title from teacher to coach. If athletics isn’t one of your strengths, you can still get an edge on your competition by sponsoring a science club, yearbook, or academic team. You might also share a special skill, like knitting or creative writing, and offer to teach it to interested students.

What do you feel you can contribute to our school’s PLC for your subject?

The days of shutting your door to do your own thing are out, and professional learning communities are in! Go in ready to discuss topics such as common planning, benchmarks, and data analysis. This is a key time to highlight your strengths. Whether you shine in making high-level DOK assessment questions or have a plethora of student-centered activities for your subject, let the interviewers know what you have to offer to your prospective peers and what you hope to glean from collaborating with them.

Have you ever worked with a teaching mentor? Tell us about the value of that experience.

Some schools have strong mentoring programs, pairing new teachers with experienced educators to help guide them as they start their career. Share your own experiences honestly if you have them. If your mentor was a great support to you , share examples. If you felt the experience was less than helpful, share what you wish your mentor had done instead.

Would you consider becoming a teaching mentor? What do you think you have to share with the next generation of educators?

Experienced teachers may face this question, especially when applying to a school with a strong mentoring program in place. If mentoring is new to you, take time to learn about the process . Then consider how you’d mentor a new educator, and give concrete examples in your response.

What do you think is the larger community’s role in education? How would you help your students see their part in their community?

This is a terrific opportunity to work project-based learning (or problem-based learning) into your interview. Share ways you encourage students to address real-life issues in their communities and how those experiences have benefited them. Or talk about a time you got the community involved in a school event or cause, raising money or working directly with students (like tutoring or coaching).

Best Questions To Ask in Teacher Interviews

At the end of almost every interview, you’ll be asked, “Do you have any questions?” This might seem like it’s just a way to wrap things up, but it’s actually one of the most important parts of the interview. In addition to practicing your answers to the most common teacher interview questions, you should prepare a handful of questions to ask your interviewer.

“The way some job candidates handle the portion of the interview where it’s their turn to ask questions has always surprised me,” shares Alison Green, workplace advice columnist and author of How To Get a Job: Secrets of a Hiring Manager . “A lot of people don’t have many questions at all—which is ill-advised when you’re considering spending 40+ hours a week at the job and when it is likely to have a huge impact on your day-to-day quality of life.”

On her incredibly popular Ask a Manager advice website, Green shares 10 questions that will help you find out if you truly want the job you’re interviewing for . “To be fair, a lot of people worry about what questions are okay to ask,” she notes. “They’re concerned about seeming demanding or nitpicky.” You don’t need to ask 10 questions, of course. Choose a few that seem the most important to you. We like these five in particular for teaching positions:

1. What are some of the challenges you expect the teacher in this position to face?

Green points out this can get you information that might not have already been shared. You might learn that parents are overly involved or not involved at all, or that resources are stretched incredibly thin, or that teachers here regularly work 60-hour weeks. This could lead to a discussion about how you’ve faced similar challenges in the past, or it can simply give you some points to think about as you consider the job.

2. How would you describe your school’s culture? What types of teachers tend to thrive here, and what types don’t do as well?

School cultures vary widely, and not all teachers thrive in every environment. Find out if this school will expect you to regularly attend extracurricular events, or if your time out of the classroom is truly your own. Do teachers work closely with admin, or is it more of an “everyone is on their own” atmosphere? Think hard about whether you’re the sort of person to fit in with this school’s culture. This can help you decide if this role is really right for you.

3. How long did the previous teacher in the role hold the position? What has turnover in the role generally been like?

It’s OK to probe a little to see what others’ experiences have been. “If no one has stayed in the job very long, that could be a red flag about a difficult manager, unrealistic expectations, lack of training, or some other land mine,” Green cautions. It’s also worth knowing if you’re interviewing to take over the position a beloved teacher has held for 30 years. Will your school be open to fresh new ideas, or are they looking for someone to match up to a previous teacher’s reputation?

4. Thinking back to teachers you’ve seen hold this role previously, what differentiated the ones who were good from the ones who were really great?

Green calls this the “magic question” and has had multiple readers write in to tell her how much it impressed their interviewers! “The thing about this question is that it goes straight to the heart of what the hiring manager is looking for,” enthuses Green. “Hiring managers aren’t interviewing candidates in the hopes of finding someone who will do an average job; they’re hoping to find someone who will excel at the job.” This question shows you really want to be a great teacher, and it might offer you a chance to mention something about yourself that hasn’t already come up in earlier discussion.

5. What’s your timeline for next steps?

While this shouldn’t be your only question, it’s definitely OK to use this one as you’re wrapping up. As Green says, “It’s much better for your quality of life if you know that you’re not likely to hear anything for two weeks or four weeks … or whatever the case might be.” Then, if you haven’t heard anything in that time frame, you can follow up (once only!) to see where things stand.

Get Your Free Printable List of Teacher Interview Questions

Just fill out the form on this page for instant access to a printable list of teacher interview questions. Keep it on file with your résumé, and use it to prepare for your next interview. You can practice answering the questions on your own or give the list to a friend or family member to role-play your answers.

Want to ask for more advice as you prepare for a big teacher interview? Come join the We Are Teachers HELPLINE group on Facebook to chat with educators near and far!

Plus, check out what to wear to a teacher interview., you might also like.

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Common Teacher Interview Questions and Preparation Tips

Landing a teaching position requires preparation. But how can teachers separate themselves from the other well-dressed, enthusiastic, articulate job candidates? Researching potential employers and preparing thoughtful responses to common interview questions for teachers helps job candidates put their best foot forward.

Typically, teachers can expect three types of interview questions: questions about who they are personally, questions about their teaching methods, and questions related to teaching’s social aspects.

Personal Teacher Interview Questions and Tips

Personal interview questions help interviewers discover a teacher’s unique passion. These questions allow teachers to share what motivated them to get into the profession. The following are some typical personal questions for teacher interviews and tips for how to respond:

What Made You Decide to Become a Teacher?

Teachers should be able to confidently explain who they are as educators and what they have to share. Discussing how they decided to become teachers is their opportunity to shine.

Tips for Answering

Teachers can share what inspires them about teaching and offer personal stories about what drew them to the profession, such as recounting an experience with a special teacher who made them see the power teachers have to affect other people’s lives. Teachers should also express their purpose for teaching. What do they hope to accomplish? Sharing goals and plans with interviewers shows that the teacher has a vision and has thought about how to accomplish it. By taking time before the interview to list their long-term goals and detailing how they plan to achieve them, teachers will be better prepared to answer this question clearly.

What Are You Currently Learning About and Interested In?

Schools want educators who are excited about their own learning. This question gives teachers a chance to describe their personal love of learning and show that they have a curious nature, a quality they can then pass on to students. The question also presents an opportunity to showcase the ways teachers are taking the initiative to develop themselves personally and professionally.

From books and podcasts to volunteer commitments and online courses, teachers should consider both the formal and informal ways they’re engaged in their own learning. For example, teachers may talk about:

• The language club they participate in that keeps their college French in shape
• The science blog they follow that teaches them about the latest quantum physics discoveries
• A recent visit to Florence, where they took a tour exploring Renaissance art

Regardless of the particulars, job candidates should use their examples as a means to express their personal dedication to growth and development, as well as their excitement about lifelong learning.

Describe a Time You Solved a Problem in a Team

Educators often collaborate in teams to plan and address schoolwide initiatives and issues. Interviewers may ask candidates to describe a time they solved a problem in a team to determine how well they work with colleagues to get a job done.

When answering this teacher interview question, teachers can discuss an obstacle or a challenge they and their team members faced and how they worked to resolve it. Discussing challenges allows teachers to highlight the communication skills and problem-solving techniques they’re adept at using.

Interview Questions About Teaching Methods

Teaching method questions focus on strategies, philosophies, and practices teachers rely on to guide their instruction. The questions give teachers the chance to show the careful thought they put into their learning activities, assessments, and projects.

Moreover, they can demonstrate how they approach issues such as increasing diversity, integrating technology in the classroom, or promoting positive outcomes for special education students. The following are some common teaching method questions, plus tips for answering them:

How Do You Identify and Address Learning Disabilities?

General education teachers play an important role in identifying students who need individualized education programs. When replying to the question “How do you identify students who need individualized education?” they can describe not only how they identify students with learning disabilities but also how they differentiate instruction.

Teachers should demonstrate familiarity with different types of learning disabilities, such as dyslexia and dysgraphia, and their common indications. Additionally, they can describe the differentiated teaching strategies they use in their lessons. For example, they may discuss how they use grouping as a tool to offer focused teacher attention to students who need specialized support.

Describe a Typical Lesson

Schools want teachers who deliver well-structured, high-quality lessons. An interviewer’s request for candidates to describe a typical lesson allows candidates to not only describe their lessons’ components but also share their thinking about how they structured those lessons.

When describing a lesson, teachers should start with how they engaged students with the topic. Next, they can discuss the activities and the assessments they used to check student learning along the way. They can also describe how they may tweak an in-progress lesson to address gaps in understanding. This demonstrates a teacher’s ability to respond in the moment to student needs and use student input to mindfully drive instruction.

How Do You Motivate and Engage Students?

Today’s schools value student-centered learning. The question “How do you motivate and engage students?” allows teachers to highlight how they embrace the concept and incorporate it into their teaching.

Teachers can describe how they make space for student voices in the classroom and create opportunities for students to direct their own learning. For example, they can discuss how they offer students’ choices, whether it’s allowing them to select their own role in group work or letting them choose which questions they’ll answer on an assignment.

Additionally, teachers can describe their techniques for building lessons around student interests, engaging students in reflection about their own learning processes and helping students connect what they learn in the classroom to the real world.

Teacher Interview Questions About Social Relationships

Building trust and creating meaningful relationships lie at the heart of successful teaching. Schools want to know that the teachers they hire can bond with students individually; build healthy, supportive communities in their classrooms; manage discipline issues; and work effectively with parents. The following teacher interview questions give teachers a chance to show how they accomplish those things:

What Is Your Method for Dealing with Difficult Parents?

This question seeks to understand how teachers manage uncooperative, unsupportive, or dissatisfied parents. When replying, teachers can explain how they steer clear of avoidable problems and defuse tense situations with parents. The question also allows for a discussion about cultivating partnerships with parents.

The key to working with parents involves listening and empathy. Teachers can describe how they would listen to parents’ concerns and get clarification about what troubles them, expressing their shared interest in meeting children’s needs. Next, they can describe how they would invite parents to work with them to arrive at a satisfactory solution. Additionally, teachers can describe their strategies for staying in regular communication with parents, such as in-person meetings, online gradebooks that parents can check, newsletters, and phone calls.

How Do You Handle Disruptive Students?

Teachers inevitably encounter disruptive students, so schools want assurances that teachers have effective methods for dealing with them.

Disruptive behaviors can have many causes, from student anxiety to boredom. A good response to an interview question about handling disruptive students should discuss how teachers identify and appropriately respond to the causes of disruptive behaviors. For example, a teacher may describe pulling aside a disruptive student to discuss what the problem may be. This shows the teacher’s ability to meet students where they are and the ability to use a collaborative approach to handle disruptions.

How Do You Cultivate Positive Relationships with Students?

A question about how to cultivate positive relationships with students allows teachers to describe how they approach classroom management. Schools want to know how teachers nip disruptive behavior in the bud and how they encourage student cooperation.

Teachers can discuss their strategies for establishing, maintaining, and restoring relationships. For example, teachers may describe greeting students at the door to make them feel welcome and to get a sense of their moods. Teachers may also describe how they offer student-specific praise, schedule one-on-one meetings, or plan check-ins with students. When describing how they repair relationships, teachers can highlight how they use empathy and a solution-focused approach that separates the behavior from the student.

How to Prepare for a Teacher Interview

Having a successful interview isn’t solely about knowing how to answer teacher interview questions. It takes a good deal of preparation to optimally engage during the interview process. Using several tactics to proactively get ready for the interview experience can allow teachers to provide specific details about themselves during the interview experience that can help them stand out in a competitive field. These details can often show the prospective employer that the candidate truly cares about pursuing a role as a teacher; this in turn may assure the school that its students are in good hands.

The key steps a person can take to prepare for a teacher interview include the following:

• Research the interviewing school. Visiting the school’s website, reviewing its social media accounts, and looking up news articles online can provide you with important information about the school, its history, its connection to the community, and the reputation of its leaders before the interview.
• Practice potential responses. Rehearsing answers to questions likely to be asked during the interview process can carry a similarly positive impact as rehearsing a speech in a public speaking class. It can improve response flow and minimize stammering and sputtering, thus making the individual look more confident.
• Bring a portfolio. Having a portfolio handy can provide the interviewing school with a snapshot of past achievements and accolades, as well as examples of how success may be achieved in the classroom. The items in the portfolio can include sample lesson plans, earned certifications, and past awards.
• Show up prepared and professionally dressed. Interviewees should arrive at the interview professionally dressed and ready to discuss teaching philosophy. If possible, show up a few minutes early to allow for further mental preparation before the interview.
• Stay positive. An interviewee who remains positive throughout the interview conveys a positive attitude, which can give the school a glimpse of how a prospective teacher may look in the classroom. Part of staying positive is looking positive; this can require being cognizant of body language.

Questions to Ask Interviewers 

At the end of the teacher interview questions, it’s common for the interviewer to ask job candidates if they have any questions. This provides an ideal opportunity to demonstrate preparedness for the interview, passion for the teaching profession, and a commitment to helping students achieve their educational goals. It’s best to use this opportunity to ask effective, targeted questions that pull the focus away from the candidate. These questions can be grouped into the following categories:

• Job-related questions. These questions can provide individuals with more specific details on what they may expect if they get hired. They can involve asking about why the position opened, what a typical day may be like, and long-term expectations concerning the position.
• Support-related questions. These questions can provide insight into how a school supports and advocates for its teachers. They can concern topics like mentoring programs for new teachers, available resources like classroom technology, school culture, and developmental support for teachers.
• Student- and classroom-related questions. These questions can allow candidates to glean further info on a school’s learning environment. They can cover topics like average classroom size, the collective character of the student body, the teacher-student ratio, and curriculum flexibility.
• School-related questions. These questions can dig deeper into the school’s mission and philosophy. They can involve asking about the goals achieved by the school and its district, the challenges facing the school and its district, the school’s discipline plan, the school’s antibullying measures, and any ongoing campus issues.
• Community-related questions. These questions can provide information about the school’s place within the surrounding neighborhoods it serves. They can be about parent involvement, communal support, and the activeness of its PTA group.

Explore a Master of Arts in Teaching Degree

Interview questions for teachers help schools evaluate a teaching candidate’s level of thoughtfulness, expertise, and motivation. With the right advanced education degree, aspiring teachers can develop the knowledge and skills they need to approach interviews with confidence, thoughtfulness, and perspective.

Explore how American University’s Online Master of Arts in Teaching program prepares students and current teachers to thrive as educators and transform lives in the classroom.

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11 Questions You’ll Be Asked at a Teaching Interview

Commonly asked interview questions you can anticipate—plus tips and links to resources you can tap as you polish your answers.

Congratulations! You’ve landed an interview appointment for a teaching position at a new school, or for a different position at your current school. This is an important first step, but there will likely be a number of qualified candidates vying for the same spot—how can you distinguish yourself from the pack and land the job?

Your résumé, references, and professional portfolio will help, of course, but it’ll always be the impression you make during your face-to-face interview that’ll get you hired. Luckily, there are only a few types of questions a teacher can be asked, so it’s completely possible to enter a teaching interview confident and prepared.

In addition to questions related to your content area, anticipate that you’ll be asked questions based on your knowledge of and experience with meeting the needs of the whole child. Be ready to explain how you honor and attend to the social, emotional, and academic growth of your students—both individually and as a group. And be prepared for questions concerning classroom management, teacher-student relationships, student engagement, and learning outcomes.

Here are the types of questions you’ll be asked, along with suggestions and links to resources to guide you in preparing your answers and in practicing citing specific strategies and relevant classroom anecdotes.

11 Questions You Should Prepare For

1. Why did you decide to become a teacher? Prepare a brief professional mission statement that explains not merely how you want to change students’ lives but also how your own life is enriched by being a teacher. Also, look up the school’s vision statement and reference how your teaching will reflect those goals.

2. How would you handle a student who is constantly disruptive or defiant? Instead of focusing on how you would react, explain the ways you approach classroom management proactively so that small misbehaviors rarely become chronic or severe. Here are eight ways to maintain student cooperation and courtesy . If the interviewers press you on the original question, this advice on students with oppositional defiant disorder may help.

3. How do you cultivate positive relationships with your students and create a sense of class community? Recount a time you bonded with a student who needed some extra attention and understanding. Show your concern for the emotional well-being of the most vulnerable students and describe your plan for developing students’ social and emotional learning skills . Also explain how you create a sense of empathy and inclusion among your students so classmates support each other on both a personal and academic level.

4. How do you use data to differentiate instruction and support students identified with specific learning disabilities so all students can learn? First, be ready with the names of a couple of data-rich student assessments you’re familiar with. Your interviewers won’t demand that they be the same ones they use, but the fact that you’re aware of testing practices is important. Then, here are 20 differentiated instruction strategies you can use to prepare your answer on how you respond to data . Also, show your knowledge of these  11 learning disabilities and describe a few ways you work with parents and school resource personnel to meet the individual needs of each child.

5. How do you support literacy for all students, including English language learners? No matter their content area, every teacher is a literacy teacher . Explain how you help develop your students’ reading, writing, speaking, and listening skills. Here are 12 ways to support English language learners in a mainstream classroom.

6. Do you incorporate collaborative and project-based learning? Discuss the difference between cooperative and collaborative learning , and if you have implemented PBL, describe a specific assignment your students worked on.

7. How do you keep your students engaged and motivated, and how do you promote student voice and choice to help them become self-directed learners? Here are 10 engagement techniques that drive student motivation and enthusiasm. Also describe how you create a student-centered classroom that inspires creativity, passion, and purpose.

8. How do you teach 21st-century learners, integrate technology, and guide students to be global citizens? Be prepared to talk about how you teach global citizenship and encourage critical thinking, creativity, and good communication skills. Here are ways to integrate technology into content learning .

9. How do you include parents and guardians in their child’s education? Recount several ways you inform, engage with, and collaborate with parents and guardians—through face-to-face meetings, notes, phone calls, or digital channels.

10. How do you maintain your own professional development, and what areas would you select for your personal growth? You might read books and blogs, watch videos online, subscribe to journals, attend conferences and workshops, or be a member of an educators society in your field. Be ready to talk about the specific resources you use to keep up with the latest trends in education, such as growth and benefit mindsets, flexible seating, flipped and blended learning, STEAM, trauma-informed teaching, restorative practices, mindfulness, makerspaces, and gamification of learning.

In discussing your personal growth, explain ways you want to further expand your teaching efficacy—don’t refer to teaching “weaknesses.”

11. What questions do you have for us? Try this: “Please tell me the most important thing you know now as an educator that you wish you knew before you began your teaching career.” The answers you receive will reveal what your interviewers most value about education, and this insight will allow you to tailor your closing conversation to their interests.

Writing Assignment At A Teaching Job Interview

• Post author: Dr. Fawaz Al-Malood
• Post category: Professional Development / Teaching

In a previous article titled Preparing For A Teaching Interview , I discussed six things you can do to prepare for an interview. However, the interview itself is only one aspect of the hiring process at many colleges and universities.

Hiring committees for a full-time teaching position often require candidates to also complete a written assignment and a teaching demonstration.  At my college, we require candidates to do the writing assignment, job interview, and teaching demonstration on the same day. In some disciplines, candidates may also be required to perform a skills demonstration. In this article, I will discuss the writing assignment.

Purpose of the Writing Assignment

A candidate will sometimes be given a question, discussion prompt, or a scenario that they’ll need to respond to in writing. The purpose of the writing assignment is to determine the following:

• Is the candidate able to comprehend, process, and respond to a question, discussion prompt, or scenario in a short period of time?
• Candidates are usually given 30-45 minutes on this exercise. The hiring committee is really trying to figure out if you can think and respond quickly and intelligently on a dime.
• Is the candidate able to articulate his/her thoughts in a professional manner using proper grammar, sentence structure, and format.

I’m one of those people who thinks a lot faster than I can type, which is why I often have to proof-read what I write several times for typos and grammatical errors. Even with proofreading, my brain tends to auto-correct things in my mind as I am reading, but my fingers do not seem to always catch-up. That is something that candidates need to be cautious of when working on their writing assignment. Plan to use a few minutes of your allotted writing time to proof-read and edit your paper.

What To Expect

As far as what you will be asked to write about, well if the committee does not tell you, expect anything.  I’ve served on committees where candidates had to write:

• on a very specific discipline related issue
• a detailed sample assignment given to students
• an essay projecting the economic job market for a specific discipline/major

If you happen to know any of the full-time faculty at the institution where you are applying, it wouldn’t hurt for you to ask them to share their experiences. Ask about the writing assignments they’ve had to complete, the topics they addressed, and what they would be looking for on the writing assignment if they were on a hiring committee.

Try to find someone who is not on your hiring committee. In fact, if you ask someone on your committee, they really should not be giving you any tips as that would violate Equal Employment Opportunity (EEO) practices.

Most people wait until they are invited to a job interview to do all of this research.  Why wait? If you plan on applying for a teaching position, anticipate being invited someday and begin preparing today!  Start asking questions about the hiring process and how to prepare even before you start applying for positions.

What To Write

Generally speaking, a traditional three-paragraph format with an introduction, body, and conclusion should work for some of these writing assignments.

If you’re writing about a discipline related topic, you may need to be a bit more scientific in your approach and be able to include one or two references. If you get a discipline related question, the committee may be assessing your currency in the field to determine if you’re in touch with the latest research, practices and findings.  So, brush up by reading recent publications such as scientific journals and industry publications in advance. If you are not already doing this on a regular basis, you should be.

If you are asked to write a sample assignment that would be given to a student, the committee is trying to determine whether you are able to provide detailed homework instructions to a student. The goal is to ensure that your sample assignment includes instructions and an example, if necessary, that are so detailed that a student would be able to complete your assignment without any questions. With writing assignments such as this, be sure to include the following (at the very least):

• Title of the assignment
• Description and the purpose of the assignment
• Detailed instructions
• Brief example if necessary
• Submission instructions
• Grade, percentage, or number of points allocated to the assignment

Your writing assignment does not have to be long, but it needs to be well written, and it needs to address the prompt or question you were given. You can always practice writing in advance to get into the habit of putting words on a page right away. The last thing you need is to end-up with writers block on the day you are supposed to do your writing assignment.

It is important for you to remain calm and rational when working on the writing assignment. Some candidates get so nervous that they produce a poorly written paper that is incoherent and riddled with mistakes.

“So Keep Calm And Write On”

So to recap, here are the 6 things that you need to do to prepare for a writing assignment at a job interview:

• Ask current faculty about their experiences with the writing assignment and the topics that they were asked to write about.
• Maintain currency in your discipline by reading scientific and industry publications.
• Practice writing
• Remain calm when writing.
• Use a traditional format when in doubt unless writing a sample student assignment.
• Proofread and edit your paper.

Well, I hope you found this post useful. If you did, I’d be grateful if you’d help spread the word by sharing this with friends or colleagues on LinkedIn, Facebook, Twitter, Reddit, or any other social media platform you use.

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Dr. Fawaz Al-Malood

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Preparing For A Teaching Interview

20 Must-Know Literacy Teacher Interview Questions (With Answers)

Common Literacy Teacher interview questions, how to answer them, and sample answers from a certified career coach.

As a literacy teacher, you’re responsible for helping students develop important reading and writing skills. But before you can start teaching in the classroom, you have to ace your job interview.

No matter if you’ve been an educator for years or are just starting out in the field, it pays to prepare for the questions that will come your way. To help you get ready, we’ve rounded up some of the most common literacy teacher interview questions—plus advice on how to answer them.

• What strategies do you use to engage students in the learning process?
• How do you assess a student’s literacy level and create an individualized plan for their development?
• Describe your experience with teaching phonics, grammar, and other language fundamentals.
• Are you familiar with the Common Core State Standards (CCSS) for English Language Arts & Literacy?
• Explain how you would teach a student who is struggling with reading comprehension.
• What methods do you use to help students develop critical thinking skills when it comes to analyzing literature?
• How do you handle students who are reluctant to read or write?
• Do you have any experience working with students who have special needs or learning disabilities?
• Describe your approach to helping students become more confident writers.
• What strategies do you use to make sure all students understand the material being taught?
• How do you incorporate technology into your lessons to keep students engaged?
• Tell me about a time when you had to collaborate with other teachers to support literacy learners in your school.
• Have you ever developed a curriculum for a specific grade level or subject area?
• What techniques do you use to motivate students to complete assignments?
• How do you ensure that each student receives the individual attention they need to succeed?
• What strategies do you use to differentiate instruction for different levels of readers?
• How do you encourage students to take ownership of their own learning?
• What do you do if a student has difficulty understanding a concept?
• How do you measure success in your classroom?
• What challenges have you faced as a literacy teacher and how did you overcome them?

1. What strategies do you use to engage students in the learning process?

Literacy teachers are expected to be creative and find ways to keep students interested in the material they’re learning. They need to be able to transition between topics and activities while keeping students engaged in the learning process. That’s why interviewers want to make sure you have the skills and strategies to keep your students motivated and interested.

How to Answer:

To answer this question, you’ll want to provide specific examples of strategies you have used in the past. You can also talk about how you like to mix up activities and teaching styles to keep students engaged. For example, if you are a literacy teacher, you might mention that you incorporate games, reading aloud, group work, and other hands-on activities into your lessons to help keep students interested. Additionally, it is important to emphasize that you use different strategies based on the individual needs of each student.

Example: “I believe that the key to engaging students in the learning process is to make it fun and interactive. I like to incorporate games, reading aloud, group work, and other hands-on activities into my lessons. Additionally, I like to mix up teaching styles based on the individual needs of each student. For example, if a student is having difficulty understanding a concept, I will often break down the material into smaller chunks and use visual aids or other methods to help them understand. My goal is always to create an environment where students feel safe to ask questions and take risks with their learning.”

2. How do you assess a student’s literacy level and create an individualized plan for their development?

This question is designed to test your ability to assess a student’s literacy level and create an individualized plan for their development. In order to be successful as a literacy teacher, you need to be able to recognize which areas a student needs to work on, create a plan to help them reach their goals, and track their progress. Being able to do this efficiently and effectively is essential to success.

The best way to answer this question is to provide specific examples of strategies you have used in the past. You can talk about how you might use a variety of activities such as games, group projects, or interactive presentations to engage students and help them learn. It’s also important to emphasize that you tailor your teaching style based on each student’s individual needs. Finally, be sure to mention any special techniques you have used to track progress and measure success.

Example: “I use a variety of activities to assess each student’s literacy level and create an individualized plan for their development. I begin by observing the student in order to identify areas where they need improvement, then create activities that will help them reach their goals. For example, if a student is struggling with reading comprehension, I might assign them a book report or have them participate in group discussions about what they’ve read. Additionally, I track each student’s progress through assessments such as quizzes or tests, which helps me see how far they’ve come and where they still need work. Finally, I adjust my teaching style based on the needs of each student, making sure to provide extra support when needed.”

3. Describe your experience with teaching phonics, grammar, and other language fundamentals.

Literacy teachers need to know the fundamentals of the language they teach. Interviewers want to know that you understand the basics and can apply them to teaching your students. They’ll be looking for details about your experience teaching phonics, grammar, and other language fundamentals. They’ll also want to know if you have experience creating lesson plans and assessments that incorporate these elements.

Start your answer by explaining the type of language fundamentals you have experience teaching. For example, you can mention phonics, grammar, and syntax. Then explain how you’ve used these elements to create effective lesson plans and assessments for your students. You should also provide examples of successful activities or projects that you have created in which you incorporated language fundamentals. Finally, discuss any challenges you faced while teaching language fundamentals and how you overcame them.

Example: “I have extensive experience teaching phonics, grammar, and other language fundamentals. I have created lesson plans and assessments that focus on the correct usage of these elements. For example, I designed an activity in which students had to identify and correct grammatical errors in sentences. Additionally, I have developed several projects in which students had to write stories using proper punctuation and syntax. I also recognize the importance of providing feedback and support to my students as they are learning new concepts. To ensure this, I regularly review their work and provide guidance when needed.”

4. Are you familiar with the Common Core State Standards (CCSS) for English Language Arts & Literacy?

If you’re applying for a position as a literacy teacher, the interviewer will want to know if you’re familiar with the CCSS. The CCSS are important because they provide a consistent set of expectations for teaching literacy in schools across the country. Knowing the CCSS will show the interviewer that you’re up to date on the latest best practices for teaching literacy.

If you’re familiar with the CCSS, explain how you use them in your teaching. Talk about any specific strategies or approaches that you use to help students meet the standards. If you’re not familiar with the CCSS, be honest and explain that you’d need more time to learn them. Show that you’re eager to do so by talking about your interest in learning new techniques and staying up-to-date on best practices for literacy instruction.

Example: “Yes, I’m very familiar with the Common Core State Standards for English Language Arts & Literacy. In my current role as a literacy teacher, I use them to guide instruction and assessment in my classroom. For example, I incorporate activities that help students develop their ability to analyze texts closely, understand different types of figurative language, and write effectively using evidence from multiple sources. I also stay up-to-date on changes to the CCSS by attending professional development workshops and reading relevant literature.”

5. Explain how you would teach a student who is struggling with reading comprehension.

This question tests your ability to come up with creative and effective strategies for dealing with a specific problem. It also reveals your knowledge of literacy teaching methods and your ability to assess a student’s needs in order to create an effective lesson plan. It also shows that you understand the importance of building relationships with students and their families.

Start by talking about the strategies you would use to assess a student’s reading comprehension level. You can mention things like running diagnostic tests, observing the student in class, and speaking with the student and their family about any difficulties they may be having. Explain how you would use this information to create an individualized lesson plan for the student that focuses on strengthening their comprehension skills. Talk about how you would incorporate different teaching methods such as games, activities, and visual aids into your lessons. Finally, explain how you would measure progress over time to ensure that the student is making progress.

Example: “When teaching a student who is struggling with reading comprehension, I would start by assessing their current level of understanding. This can include running diagnostic tests, observing them in class, and talking to the student as well as their family about any difficulties they may be having. With this information, I would then create an individualized lesson plan that focuses on strengthening the student’s comprehension skills. My lessons typically involve games, activities, visual aids, and other methods designed to engage the student and foster a positive learning environment. Throughout the course of instruction, I will track the student’s progress to ensure that they are making steady improvements in their comprehension.”

6. What methods do you use to help students develop critical thinking skills when it comes to analyzing literature?

This question is designed to gauge your knowledge of literacy teaching methods and how you approach helping students develop their critical thinking skills. The interviewer wants to get a sense of how you create engaging lesson plans and how you help your students connect the material to their own lives and experiences. They want to know that you can support your students in developing critical thinking skills that will help them in the future.

To answer this question, you should provide specific examples of the methods and techniques that you use to help students develop their critical thinking skills. You can talk about how you introduce different types of literature and have your students analyze it for themes, symbolism, structure, or other elements. Explain how you guide them in constructing arguments and analyzing evidence. You can also mention any activities or projects that you’ve created to help foster critical thinking, such as debates, essay assignments, or group discussions.

Example: “I believe that critical thinking is essential to understanding literature, so I always strive to create lesson plans and activities that will help my students develop these skills. For example, when we’re studying a novel or poem, I have the students break into small groups and discuss the different elements of the text—such as themes, characters, and symbolism—and how they interact with each other. We also do research projects where students must analyze multiple sources and make arguments based on evidence. Additionally, I often assign essay assignments in which students must make an argument about a particular element of the text and support it with evidence from the text itself. Through this type of analysis, I hope to equip my students with the tools they need to be successful readers and thinkers.”

7. How do you handle students who are reluctant to read or write?

Literacy teachers are expected to be patient, creative, and resourceful when it comes to helping students learn. It’s important to show that you understand the importance of motivating students to read and write, and that you can think of innovative ways to engage even the most reluctant learners. Showing that you have a toolbox of strategies to help students overcome their reading and writing challenges is key.

To answer this question, you should start by talking about your approach to teaching literacy. Explain how you work to make the material relevant and engaging for students, and how you use activities that are tailored to each student’s interests and abilities. You can also talk about how you create a safe environment where students feel comfortable taking risks and trying new things. Finally, don’t forget to mention any specific strategies or techniques you’ve used in the past with success, such as using visuals or hands-on activities.

Example: “I believe that every student can learn to read and write, no matter their level of motivation. My approach is to make the material relevant and engaging for my students by finding ways to connect it to their own lives and interests. I also use activities that are tailored to each individual’s needs and abilities. For example, I might use visuals or hands-on activities with some students who are more visual learners. Ultimately, my goal is to create an environment where students feel safe taking risks and trying new things without fear of failure. This helps them develop a positive attitude towards reading and writing, which in turn leads to greater success.”

8. Do you have any experience working with students who have special needs or learning disabilities?

Teaching literacy to students with special needs or learning disabilities requires a unique set of skills and strategies. The interviewer wants to know if you have the experience and training to effectively help these students. They’ll also want to know if you have any strategies that might be useful for the particular students in their school or district.

If you have experience working with students who have special needs or learning disabilities, explain how you helped them succeed. If you don’t have specific experience in this area, focus on the strategies you would use and why they would be effective. You can also mention any additional training or courses you’ve taken to help you better understand and work with these students.

Example: “I have experience working with students with special needs and learning disabilities. In my previous role as a literacy teacher, I worked closely with a student who had dyslexia and was struggling with reading comprehension. I used a combination of multisensory instruction, hands-on activities, and visual aids to help him better understand and retain the material. I also worked closely with the student’s parents to ensure they were involved in the process. I have also taken additional courses to become more familiar with different learning disabilities and the best strategies for helping students with them. I believe that my experience and training make me an ideal candidate for this position.”

9. Describe your approach to helping students become more confident writers.

Writing is often a difficult skill for students to learn and build confidence in. The interviewer wants to know that you have a strategy for helping students become better writers and that your approach will be effective. They’ll also want to know if you have any special techniques or methods you use to help them succeed.

To answer this question, you should think about the strategies and methods you use to help students become more confident writers. For example, you can talk about how you provide feedback on their writing so they understand what needs improvement and what they’re doing well. You could also discuss how you teach them the fundamentals of grammar and structure so they have a strong foundation for their writing. Additionally, you might mention how you give them opportunities to practice writing in different contexts and formats (e.g., essays, reports, creative stories). Finally, don’t forget to include any special techniques or activities you use to make learning fun and engaging!

Example: “I believe that the key to helping students become more confident writers is to provide them with a solid foundation of grammar, structure, and style. From there, I focus on guiding them through the writing process, providing detailed feedback, and offering plenty of practice opportunities. I also emphasize the importance of reading to help them become more aware of different writing styles and techniques. Finally, I use a variety of activities and games to make writing fun and engaging. For example, I might have students create a story together or have them write a poem in a certain style. By doing this, I’m able to help them become more confident and competent writers.”

10. What strategies do you use to make sure all students understand the material being taught?

Literacy is an important skill that all students must learn. It’s the foundation for learning in all other subject areas. The interviewer wants to know that you have the ability to engage all students and ensure that everyone is able to learn the material. They will be looking for specific strategies that you have used in the past to make sure that all students understand and can apply the material being taught.

As a literacy teacher, it is important to be able to ensure that all students understand the material being taught. To answer this question, I would discuss my approach to teaching which includes using various methods of instruction such as lecture, discussion, and hands-on activities. I also emphasize breaking down complex concepts into smaller components so they are easier for students to comprehend. Additionally, I use formative assessments throughout the lesson to gauge student understanding and tailor my instruction accordingly. Finally, I provide ample opportunities for practice and feedback in order to help students master the content.

Example: “As a literacy teacher, it is my priority to make sure all students understand the material being taught. To do this, I use a variety of methods to ensure that all students are engaged and comprehend the concepts. I use lecture, discussion, and hands-on activities to present the material. Additionally, I break down complex concepts into smaller components to make them easier to understand. I also use formative assessments throughout the lesson to gauge student understanding and tailor my instruction accordingly. Finally, I provide ample opportunities for practice and feedback so that students can master the content.”

11. How do you incorporate technology into your lessons to keep students engaged?

Technology can be a great tool for teaching, especially when it comes to literacy. It’s a great way to keep students engaged and to give them hands-on experience with the material. The interviewer wants to make sure you understand how to use technology effectively in the classroom and how to keep students engaged.

Talk about how you’ve used technology in the past to keep students engaged. For example, you might mention using online reading programs or apps that allow students to create their own stories. You can also discuss ways you’ve incorporated technology into writing assignments by having students use word processing software, such as Google Docs, to write and edit their work. Lastly, talk about how you use technology to assess student learning and provide feedback on their progress.

Example: “I think it’s important to keep students engaged in the classroom and to give them hands-on experience with the material. That’s why I like to incorporate technology into my lessons whenever possible. I’ve used online reading programs to give students practice with comprehension, and I’ve had them create their own stories using apps. I’ve also used technology to help with writing assignments, having students use word processing software, such as Google Docs, to write and edit their work. Finally, I use technology to assess student learning and provide feedback on their progress.”

12. Tell me about a time when you had to collaborate with other teachers to support literacy learners in your school.

Literacy teachers need to collaborate with colleagues in order to support students in their school. Interviewers will want to know that you are a team player who is willing to work together to help students succeed. They will also want to know that you understand the importance of collaboration and can work well with others to achieve a common goal.

When answering this question, it is important to provide a specific example of when you collaborated with other teachers in your school. Talk about the situation, what you did to collaborate, and how that collaboration benefited the students. Be sure to emphasize the importance of working together as a team to support student literacy. Additionally, discuss any challenges you faced during the collaboration and how you overcame them. Finally, talk about the outcome of the collaboration and how it impacted the students’ learning experience.

Example: “At my previous school, I collaborated with other literacy teachers to create a comprehensive literacy program for students. We worked together to develop lesson plans that focused on phonemic awareness, decoding, fluency, and comprehension. We also worked to create a system of assessment and feedback to ensure that students were progressing. We faced the challenge of limited resources, but we were able to use our combined expertise to create a successful program. The collaboration was successful and the students showed significant improvement in their literacy skills.”

13. Have you ever developed a curriculum for a specific grade level or subject area?

This question is asked to gauge a teacher’s ability to create meaningful and effective learning experiences for their students. It’s important for a teacher to be able to develop curriculum that is tailored to their students’ needs and interests, and this question helps to determine if a candidate is capable of doing so. Additionally, the interviewer may be looking for the candidate’s experience in lesson planning and evaluating student progress.

To answer this question, you should provide examples of how you have developed curriculum for a specific grade level or subject area. You can discuss the process you went through to create the curriculum and any research or resources that you used. Additionally, it’s important to demonstrate your ability to evaluate student progress and adjust the curriculum accordingly. Be sure to explain why you chose certain materials and activities and how they helped students learn more effectively.

Example: “I have developed curriculum for a variety of grade levels and subject areas. For example, I recently developed a literacy curriculum for 3rd grade students that focused on phonemic awareness, phonics, and reading comprehension. I used a variety of resources, including books, games, and online activities, to create a comprehensive program for my students. I also monitored their progress and adjusted the curriculum accordingly to ensure that they were making progress. I also created a program for high school students that focused on writing and public speaking. I used videos, readings, and other resources to help them develop their communication skills. Overall, I am very experienced in developing curriculum that is tailored to the students’ needs and interests.”

14. What techniques do you use to motivate students to complete assignments?

Teaching is a tough job with its own set of challenges and rewards. One of the most important tasks for a teacher is to motivate students to complete assignments and stay engaged in their learning. An interviewer wants to know that you have the skills and techniques to do this, and can also demonstrate an understanding of the various techniques that can be used to motivate students in different situations.

Start by discussing the techniques you use to motivate students in general. For example, do you like to offer incentives or rewards for completing assignments? Do you provide positive reinforcement and celebrate successes? Do you set realistic goals and expectations that are tailored to each student’s individual needs? Then, provide an example of how you have used these techniques in a specific situation. This will show your interviewer that you understand how to apply these techniques in real-world situations.

Example: “I believe in creating an environment of mutual respect and trust where students feel supported and motivated to do their best. I use a variety of techniques to motivate my students, such as providing positive reinforcement, setting realistic but challenging goals, and offering incentives for completing assignments. For example, I recently worked with a student who was struggling with reading comprehension. I used positive reinforcement to encourage him to keep trying, and I set small, achievable goals that helped him build confidence. I also offered incentives such as extra recess time or a reward system. By the end of the semester, he had made measurable improvements in his comprehension and was much more engaged in the reading process.”

15. How do you ensure that each student receives the individual attention they need to succeed?

This question is really testing your ability to differentiate instruction. Differentiating instruction means providing different approaches, strategies, and activities to meet the unique learning needs of each student in the classroom. It is essential for literacy teachers to be able to differentiate instruction to ensure that each student is able to learn, access, and comprehend the material at their own level. Interviewers will want to know that you understand the importance of differentiating instruction and that you have the skills necessary to do so effectively.

To answer this question, you should focus on the specific strategies and techniques that you use to differentiate instruction. For example, you could talk about how you create small groups of students based on their ability levels so they can work together at a pace that is comfortable for them. You could also discuss how you provide different reading materials or activities to meet the needs of each student. Whatever strategies you choose to mention, make sure it’s clear that you understand the importance of providing individual attention to each student in your classroom.

Example: “I understand the importance of providing individual attention to each student in my classroom in order to ensure that they are able to reach their full potential. To do this, I create small groups of students based on their ability levels so they can work together at a pace that is comfortable for them. Additionally, I provide a variety of reading materials and activities to meet the needs of each student, and I also make sure to give individual feedback on their work. I also make sure to monitor their progress and provide additional support when needed.”

16. What strategies do you use to differentiate instruction for different levels of readers?

Literacy instruction is an important part of any educational system and teachers must be aware of the different needs of their students. Interviewers want to make sure that you understand the importance of tailoring literacy instruction to the individual needs of each student. They also want to see that you have the skills to create an environment that can accommodate those needs.

To answer this question, you should be prepared to provide examples of how you have differentiated instruction in the past. Talk about strategies such as using leveled texts, providing small group instruction, and differentiating assignments based on student needs. You can also mention that you use a variety of assessment tools to monitor student progress and adjust your instruction accordingly. Finally, emphasize that you understand the importance of creating an environment where all students feel valued and supported.

Example: “I understand that every student is unique and that their literacy needs will vary. To meet the needs of all my students, I use a variety of strategies such as leveled texts, small group instruction, and differentiated assignments. I also use a variety of assessment tools to monitor student progress and adjust instruction accordingly. I believe in creating an environment where all students feel valued and supported, so I foster a positive classroom culture that encourages collaboration and open communication.”

17. How do you encourage students to take ownership of their own learning?

As a literacy teacher, you’ll be responsible for helping students develop their reading and writing skills. But it’s just as important to help them take ownership of their own learning. You’ll have to show that you understand the importance of empowering students by giving them the tools and resources to become independent learners. The interviewer will want to know how you plan to do this.

To answer this question, you should think about how you’ve encouraged students to take ownership of their own learning in the past. Talk about specific strategies that you’ve used such as assigning independent projects or allowing students to explore topics of interest. You can also talk about how you foster a collaborative classroom environment where students are comfortable asking questions and sharing ideas. Finally, emphasize your ability to provide feedback and guidance while still giving students the freedom to learn at their own pace.

Example: “I believe that it’s important to foster a classroom environment that encourages students to take ownership of their own learning. I do this by providing them with resources and support to help them explore topics of interest and complete independent projects. I also give students the freedom to ask questions and share their ideas in a collaborative setting. I provide feedback and guidance, but ultimately I want the students to be in control of their own learning process.”

18. What do you do if a student has difficulty understanding a concept?

It’s important for a literacy teacher to be able to think outside the box when it comes to helping students understand material. This question allows the interviewer to assess your problem-solving skills, as well as your ability to be creative in your teaching. They want to know that you have strategies in place to help students who are struggling to comprehend the material.

You should discuss the strategies you use to help students understand difficult concepts. These can include breaking down complex ideas into simpler parts, using visual aids or real-world examples, providing additional practice exercises and activities, or offering alternative explanations of the concept. You can also talk about how you involve other members of the school community in helping struggling students, such as working with learning specialists, counselors, or parents.

Example: “When students have difficulty understanding a concept, I try to break it down into smaller, more manageable pieces. I also use visual aids and real-world examples to explain the concept in a way that’s easier for the students to understand. I also provide additional practice exercises and activities that can help the students reinforce their understanding of the concept. If needed, I involve other members of the school community, such as learning specialists, counselors, or parents, to provide additional support for the student. My goal is to provide the student with the tools and resources they need to be successful.”

19. How do you measure success in your classroom?

This question is an opportunity for you to showcase your teaching philosophies and demonstrate that you have a strong understanding of the science of learning. It’s also a chance to show that you have a clear plan for measuring progress and that you’re able to recognize success when it happens. This is important for any teaching position, but especially important for literacy teachers, who need to track the progress of their students and make sure they’re learning the material.

Your answer will depend on the age of students you’re teaching and what type of literacy program you are using. Generally, though, you should discuss how you use a variety of assessment tools such as quizzes, tests, rubrics, and surveys to measure progress in your classroom. You can also talk about how you look at qualitative measures such as student engagement, enthusiasm, and confidence when discussing success. Finally, be sure to mention any data-tracking methods you may have used in the past to track student performance over time.

Example: “In my classroom, I measure success in a few different ways. First, I use a combination of assessment tools such as quizzes, tests, rubrics, and surveys to measure student progress. I also look at qualitative measures such as student engagement, enthusiasm, and confidence when discussing success. Finally, I also use data-tracking methods to track student performance over time. This helps me identify areas where students may need additional support, and also allows me to recognize and celebrate successes. I believe that these measures are essential for helping students reach their full literacy potential.”

20. What challenges have you faced as a literacy teacher and how did you overcome them?

Teaching literacy to students can be a difficult and challenging job. Interviewers want to know that you are aware of the challenges that come with the job and have the necessary skills and strategies to overcome them. This question is a great opportunity to showcase your problem-solving skills and demonstrate your understanding of literacy teaching.

To answer this question, you should start by discussing the challenges that you have faced as a literacy teacher. You can talk about things like working with students who have learning disabilities or behavioral issues, teaching students from different cultural backgrounds, and helping students learn to read at their own pace. Then explain how you overcame these challenges. For example, you could talk about using visual aids and hands-on activities to make learning more engaging for students, creating individualized lesson plans based on student needs, and developing strategies to help struggling readers.

Example: “I’ve faced a number of challenges as a literacy teacher. One of the most difficult ones is working with students who have learning disabilities or behavioral issues. To overcome this, I’ve developed strategies to help these students learn to read at their own pace and stay engaged in the lesson. I also use visual aids and hands-on activities to make learning more interesting and accessible to all students, regardless of their learning style. Finally, I create individualized lesson plans for each student based on their needs and interests. By doing this, I’ve been able to help students of all backgrounds and abilities become more confident and successful readers.”

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• Welcome to the TELL Practicum Guide
• Description and Brief Explanation of the Five TELL Practicum Assignments
• Preservice Teacher Information Sheets
• Guidelines for your Mentor for Providing Support
• Assignment 1: Teacher Observation

Assignment 2: Teacher Interview

• Assignment 3: Individual Language Development Plan
• Assignment 4: The Multiple Simultaneous Diverse Learning Activity (MSDLA) Assignment
• MSDLA Resources
• Assignment 5: Final Reflection of the TELL Practicum
• Rubric for Final Reflection
• End of Term Information Sheet
• Appendix A: Guidlines for Relections
• Appendix B: PAES Form--Annotated
• Appendix C: Utah State Board of Education Standards for the ESL Endorsement
• Appendix D: Text Modification Article
• Appendix MSDLA Examples for Reference
• Translations

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Purpose: This assignment provides another opportunity for you to demonstrate your understanding of how teachers can promote ELs language and literacy development. In your reflection, you will demonstrate your understanding in relationship to a teacher's explanation of how s/he meet the needs of ELs in his/her teaching. This assignment reveals your knowledge and understanding rather than your enacting of ESL standards. 

Learning Outcomes met

Language and Linguistics: know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language and linguistic systems to support English language learners’ development of literacy. 

Cultural Diversity Domain: know, understand, and use the major  concepts, principles, theories, and research related to the nature and role of culture and cultural groups.  

Instruction Domain: know, understand, and use the Utah English Language Proficiency Standards in selection of programs,   practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom, organization, teaching strategies for development and integrating language skills, and choosing and adapting classroom resources.  

Assessment Domain:   explain issues of assessment and accommodation and can use a variety of measurement tools to evaluate English language learners for placement, proficiency and instruction.

Family, School, & Community Involvement: understand the role and contribution of family and community in the cognitive, linguistic and social development of students.  Candidates provide support and advocacy for ELLs and their families and understand the history, laws, and policies of ESL teaching.     Candidates work in partnerships with families and communities to create positive learning environments  

Directions: 

1. We would prefer that you interview your mentor teacher. You can, however, interview any teacher in the school with or without an ESL Endorsement. Remember that the purpose is for you to articulate your knowledge and understanding of the domains represented in the learning outcomes for the K-12 TESOL Minor. This is not an evaluation of the teacher but a demonstration of your knowledge about teaching ELs, or emergent bilinguals. (You can arrange the interview with a partner but each of you will take your own notes and use them to write a reflection that demonstrates your understandings of teahcing ELs.).

2. Select the teacher and make arrangements for the interview (The interview will probably take 15 to 30 minutes, there are six questions but add others if you would like. Be respectful of the teacher's time).

3. Use the Interview Protocol linked here as you conduct the interview. There is space to take notes. 

4. Use the guidelines for writing a reflection based on your interview. The rubric used to evaluate reflections is found in Appendix A .  In your reflection, make sure you reference the notes you took in response to each question. The questions  identify your learning in relationship to what you learned in the various teacher certification and TELL courses.

5. Submit the assignment through Learning Suite for this course. The link is found on the BYU Grades tab under assignments.

This content is provided to you freely by EdTech Books.

Access it online or download it at https://edtechbooks.org/ptd8/teacher_observation .