*ct{lew %







Presented Byl
JacquelineKemball EducationalConsultant
November 10


fb lnterviewis oftenviewedas traumaticbut it neednl be if you are well prepared.lf you have taken the to f,h time to researdr job andfeetthal you havethe skiltsandenthusiasm meetthese to Q\eclations, then this is an opportunity showcasewhat you haveto offer.

tlE process vwiting yourresume havegivenyou manyinsights your skillsand their day-toof into will Thinkabout the dy use in yourplacements. Theseare the factsyou will needfor the intervierv. you r-@nt, relevantexperiences have had and reflecton meatexamplesthat you might use to illtgtrateyourresponses questions. to Ft preparedwith 5 or 6 specificerpedencesthat can illustratea numberof behaviouraltraits or dhractenlstics that the inteMewteam is lkely lookingfor. Always plan to talk briefly about what you lefned from the experience. Theteam will be lookingfor a refledive practitionerwho reflects in, on process.Don't be afraidto demonstratethat you have ad for actionduringthe teaching-leaming chnged your practicein orderto improveas a result of the experience. OlE of th6 bestthings you can do, onoeyou have preparcdyour resume,rcflec*edon experience and thought of likelyareas for questioningis to anangewith someoneto conduct a mock interview wih you. Choosesomeonewtro is familiarwith the processand who can give you feedbad< on which to Yo| en ac-t improveyour interviewskills. lt is also helpfulto videotapeyour mock interview to beDome awareof any habitsor non-verbal that enhance detmctfrom your presentation. acts or Pnctice answeringquestionsclearlyand concisely.Be sure that all the informationyou are sharing is d icctly to the point of the questionand that it furthersyour response.Avoid rambling.Don't rush but tryto be aware of the time. Dont be afraid to admit you don't know but indicatewhere you would find the information.lf the question isnl clear, ask for darification beforeyou begin. Frequently, teamwill give youan opportunity makesomedosing remarksorto ask questions. the to This is your opportunityto take controlof the inteMew. lf there is somethingyou think is important to communicateto the team this is your cfiance. PIana short, two-minutestatement.Be prepared to adjust it dependingon what cameout earlier in the intervierrv. Deliverit in a way that sounds imprompturatherthan 'canned'. Plan a questionor two as well in case a statementis not an option.

you meetthe criteriaestablished the 1 . The primaryobjectiveis to determine for wtrether position,basedon your skillsand abilities. what is 2 . Will you be ableto make a contribution the organization accomplish and to expectedand, perhaps,a little ertra? 3 . It is an opportunity assesshowwell you, as a person,wouldfit into the organization. to 4. It is alsoa chancefor you to consider whetherthe positionis a goodfit for you.




the {, StuUy job description carefutly, thereis one,andhighlight underline sp€cific or if tne very qualifications are listed. that that accomplishments demonstrate the and the 2. Reviewyourresume identify mostimpressive by and required the description. skills,abilities experience

interestsand personalguallfications and see skills, knorvledge, ?, Analyzeyourabilities,experience, how they compareto the job description. questions. 4. Somepeople it helpful writeout responses anticipated to find to to 5. Know your own style and strengthsand be Prepared talk about how you intend to develop areas of ueakness. feedback' 6. Prac1lleinterviaMng with a mentorwho can provideyou with construcdive 7. Plan your transportation and give yourselfextratime for possibledelays.lf you are unfamiliar with the location the inteMewsite drivethe routeaheadof time to ensurethat you won't get lost. of 8. Decide what you will wear to ensure a positive,professionalpresentationbut be sure you are comfortablein your clothesl

1. Welcome rapport building -2. Setting agenda the 3. Obtaining information from the appticant (Behavioural questions)

the about job 4. Providing information questions applicant's 5. Answering aboutthe final stages information 6. Providing process of the inteMew

. are Put your bestfootforward.Firstimpressions lasting

o Presenta professional aftitude imageandpositive . . . Arriveaheadof timeand. pleasant everyoneyou meet with be Shor interest andenthusiasm the position in, for in Listencarefully the questions be positive yourresponses to and

o Be crispandconcrlse your replies; dont talktoo mucfl in

to ff a questionis not clear,ask for clarification ensurethat you answer the question that asked

is being (not

which show that you have done your homework Be ready to ask the kinds of que-stions questionsrelatedto salaryor benefits!)

t a t r a

to Be prepared makesomeclosingremarks. you havetime for eitherquestionsor rernarks but lf both,choose statement indicate you realizeyou can ask questions a ny time not the that at and beyondthe classroom Lookfor opportunities makeyourpointsas to howyou can contribute to Use inclusionary language avoidtentative and terms:"l might...','l guess...' of Be conscious time - knoivhou/long you have,howmanyquestions Debrieftngmav be availableat least by telephone- ask for it even if you are successful; reflect on the experience order to leamtrom it. in

ffb may notbe applicable, but... Tfib maynotwork,but... Doyou suppose wouldbe possible it to... soundhairbrained, It rnay but... I don'tknowjust whatyouwant,but... You aren'tgoingto likethis,but... This is contrary policy,but... to Thisideaseemsuseless, but... but... on Thisis notexactly subject, do You can probably this befter,but. - youngerand had my health- . . lf I rrvere withthis,but... I'm not too familiar -but... this onethrough, I haven't thought are My opinions not worthmuch,but. -. I don'tget enthused aboutthis idea, but... I reahze does not solvethe problem, but... this

. . . . . expectthat theywill be listened to; share important information about themselves; know enoughaboutthe job in orderto rnakea gooddecision; answerquestions their ownway; in refusean unreasonable reguest;
o o

haveand conveyspecificneeds; ation during expecttruthful,accurateinforrn the interuiew; be treatedfairly (on an individual,not basis) withoutdiscrirninatio ; n stereotypical and conveyself-confidence pride in their accomplishments; makemistakes.


is on of that -fl[s style of inteMerving based the belief the bestpredic{or futureperformance 1spssl is increasingly usedinstead questions describe a ' being of where interviewers (2$rtonananc€'lt you questions struetured to situation askhou/ might withit. Behavioural are and deal f'llpothetical in of experience thepast.Beprepared dealwithtrothtypss og to a desuiption a soecific eWl question. as to factual auestions wellasto respond thetraditional DESCRIPTIVE QUESTIONS FMIPICS OF BEHAVIOUR in it for a situation which wasnecessary youto maintain positive | . Tell us abouta highstress you the the attitudeandsenseof calm. Detail strategies usedto workthrough situation.

(parent, student) whomyouhavehad to deal. What teacher with 2. Tell us aboutthemostdifficult you What did you leam? did obstade faced?Horv youovercome dlfficulties? the was the greatest

you within lastyear,the impacd cfiangehas had, andhow the the ?, TeIlus abouta change initiated yourideato lhoseaffec{ed anywayby it. lA/hat you intrcduced in wouldyoudo differentty? of you method dealing witha have disagreed a colleague's with a 4. ]|el us about timewhere might Whatdid youleam? or situation. Howwasit resolved handled? TO QUESTIONS SAMPLE BEGINNINGS BEHAVIOURAL a in a. Describe situation whicfi... b. Tellus abouta timewhen... (most exciting, c. \Mratwasthetoughest ...? mostdfficult,mostinteresting) in...? haveyouassisted d. Horn you which...? roleshave played e. Vvhat of... f. Giveus anexample

HOW TO ANSWERTHESETYPESOF QUESTIONS In responaes. additionto to or Remernber be specific.They do not want generalities hypothetical haveorganizers mind. in withexamples ftom recentexperience, beingprepared Students, Staff, andCommunity EG: Parents, Situation, Tash Aciion,Result lmplementation Review, Development, or of Retell-(de6cription knodedge,understandings beliefs), to or Relate-(sharespecifcexperience, connec't situations events), (shareinsphtsor underctandings) Reflec-ttaken or not takenas well as results or Beeureto describea specificsituation task,specificac{ions statement any scenadoto show to or cfiangescausedby theseac{ions.Ensureyou add a rcflec'tive as thalyou refled on and leamfrom expedenoe a habitof mind.

STANDARDS PRACTICE THETEACHING * THEOGT OF FOR PROFESSION . r Commitment Students Student to and Leaming Professional Knowledge

o Professional Practice o Leadership Leaming in Communities professional . Ongoing Leaming


are ($ome Districts usingthe Standards a baslsfor thelr lntervlew as Questlons.) * COMMUNICANON SKTLLS. TO: GAPABILITY

effec'tively; - listen clearly dircc-tly; and Espond use inclusionary vocabulary; *

concepts instruciions or - explaininformation, to others; presence. effective - demonstr:ate

INTERPERSONAL GAPABILITY TO: SKILI-Sand - gainconfidence fust of others; to - exhibitsensitivity feelingsof others; rather than focuson taskor performance personality relating others. with wtren

with of - vorkco-operatively a variety individuals; effedively withstudents, staff,and - interface communi$; strengths limitations self and and of - rccognize others; *

PERSONAL CHARAGTERISTICSEVIDENCE THATYOUARE: yet - planned flexible; workoriented; - ableto lawh; aboutteac-hing. ' pas$ionate

and - matur€ stable; enthusiastic; - creative; - perceptive; *


of development program implementation; and - knowledge crrnic-rrlum of and strategies recordkeeping; and - deepunderstanding assessment evaluation of knowledge child/adolescent development: policies, of Ministry expedations guidelines; and - knowledge appropriate personal, grcwth commilmont lifelong professional evidence continuing of to leaming; and evidence a contribution education of to withinandbeyond indMdual's areaof accountability. the -

DISTRICT'S SITVTPLE EXPECTATIONS 2 Appropriate qualifications per the as Regufations e Able to estabfish rapport control and . Exudeconfidence . Innovative, creative, showsinitiative Knowledgeable aboutcuniculum, Board - thrusts t Firrn,fair,friendfy o Responsible o Probfem solver,resourceful o Sensitivity cultural to diversity
a a a a a a



senseof h umour approachable, Caring, adaptable Organized, flexible, Program modification Independent teamplayer but for Varietyof strategies discipline Knowledge child/adolescent of development theoryand application Variety assessment evaluation of and (formative summative) and strategies Ability applyand integrate to tech nology People abilities skills,leadership

o Facialexpressions o Eye contact C Posture

Non-Verbaf Communlcation (eachmaymnfirm,contradid, qualiff, illustrateor clariff strengthen, wiat the candidate saying) is
. . Body"movement Dress

Non-verbalads be shared. can Thatis, theinlervielver understaMs meaning the action in the of the waythecandidate intends. Theycanalsobemisunderstood. A pemon,s race, ethnic origin,gender, age,etc.,caninfluence wayin which the non-verbal communicationusedandinterpreted. is For e)amde, in somecultural communities contac{ eye maybe considered rudein an interview-type sdting. lt is possible interyiewers judgeeye contadas a positiveand ihen that coutdsubliminally utwiftinglypenalize candidate an intervierrv not'looking a in for themin the eye'.Non-verbalac.ts can b€ seenas appropdate onesettirEandnotso in another_ to

Voice (fnterviewers partialty evaluatea personthroughverbal cues even though they rnay not be conscious doingso) of . Rate . Pitch o Vofume . Quality c Tone

Effe$iveinterviewers to be awareof potentiatly try stereotypic readionsto charac{eristics the of candidate to focuson the contentof responses. and However, manysuchreadionsare ingrainedand possible a candidate's lt that credibility beenhanced reduced verbaland can or by non-verbal cues. Thebestadvicethat I cangiveis to be awareof yournon-verbal cuesandvoiceandseek feedback yourmockinterviewF assistyouto present the bestpossible clunng your style to in light.Monitor dudngthe interview riatch the facesof the intervlewers try to determine your mesiageis and to hou beingreceivod. Adjustyourpresentation accordingty.

Job0rbntation Workshop


Wny ao you want to be a teacher?

Be thought planning this question to already. sureyour answer is and -t'oumusthavegivencareful andsincere. realistic express in dtrr;ise,logical Be and confidence yourabililiesplusa willi qgnsss 1s l4m.

t , z r Thankthe intervieu/ teamfor thehtime and consideration ask whenyou mighthearand

on ask Depending information shared aboutprocess/ timelines, whomyou shouldcall to follow up Be sure they have day and evening contad numbers,e-mail addess and a pormanent address. ff a Checkwiththe receptionist find out howto submitnew information you anticipate change. to lt is not necessaryto shake hands,particularlyif the room arrangementmakes it difficult to reach everyonecomfortablyand quickly.Take your leadfrom the Chair of the team. Since handshaking can be culturallyproblematic experiencedinterviewers not put candidatesin that position. will Be pleasantand positivewith everyoneyou meeton the way out.


o As soonas you can,writedownthe questions remember laterrefledionand to assist you you for in future interyiewsituations. r

yourintewiewing improve techniques.

will Refled on your performanoe duringthe interview.An honest seff-assessmenl help you to

Don'tbeat yoursef gives bestinterview the caronthewayhome! Remember everyone that in the up but be prepared leamfromthe experience. to your lt lf a debriefing available a laterdate,takeadvantage the opportunity. demonstrates is of at interest andwillingness leamandto improve. in to I Somepeople adviseyouto writea letterof appreciation the interview. personallywould afier will not recommend at leastuntilyouget wordof theoutcome. it, for (Thefolfowing is adaptedfrom a paper by S. Schwartz:A Frarnework a DynamlcInterulew) yourphilosophy you "Theinterview testsyourknowledge beliefs, wellas pushes to articulate as and for yoursuccesses, justifywfryyou arethe bestcandidate the job. ande>rperiences, ceiebrate and questions Brainstorm underbroadcategories suchas: e knorledge of childdevetopment hor cfiildren leam; and . diversig, equity,anti-racist education; . cuniculum program literacy, (Ontario cuniculum your subjedarea/division, in and development numeracy, etc.); integEtion technology theart6, of and . instructional intelligences, muftiple leaming,questioning, skillsand strategies(co-operative leaming/teaching styles,etc.);
JobOrientation Workshop

problems requires thangoodplans; means more 4. Solving it taking acfion. Giveus an exampb of a gine whenyouwereableto takemeaningrful to solve problem. adion a based a systematic take on approach, meaningrfr.rl reviewof A tne candidate action a willingness commit a solution? thereshared and to to Was ownershipof the Fa(Mssuesftiming parties? thereimpulsive Was action taken to pressure due insteadof a €dution byallafrected of actions phcticat analysis what weredesirable? a time of 2. Describe specific whenyouhavehadto copewiththe arEeror hostility another person. pd the candidate respond a problem-solving in manner withpositive feelings? and Was there an ground? thereovert aggression first for thesituation andthensearch common Was a{empt to.difrrse response, which interfered problem with solving? ara negative ourselves. usanexample a timewhenyoudeaftwlh this realitv Give of 3. We ennot doeverything a teametrort. Highlight special the aspedsof the situation whichbest demonstraie !2ycreating special abilities. yql team building goal decisionmaking, setting and/orconstruc'tive use confrontationto Did the candidate participative Wastherean autocratic to style? btild commitment thetask? oftennecessitates evaluation ahemalive of solutions. Giveus an example of a 5. Solvinga problem several solutions a problem. to timewhen youdefined altemative solutions a problem develop to basedon clarification objectives and of Didthe candidate by Were involved findingthe solution? Was in of factsy'causes? all thoseimpacted the problem review Wastherean obvious or solution reflected solution an autocratic that little thereconsensus? players? if or of of specification aftematives limited, any,involvement key indMdual, is usuatly to another it desirable leadby setting to of 5. Instead usirEauthority influence a seryedas a modelfor positive to a whenyourexample example others follow.Describe situation for others. preferably thatdemonstrated one modela desired behaviour, commitmentto a Didthe candidate Wastherea trMalor inoomplete principle? demonstration? InteMewers ask a firstquestion will meantto do no morethan set the tone BEWARE! Frequently, you to relaxby givingyouan opportunity talk aboutsomething to familiar.However,these andhelp questions haveunintended efiectively. can trapsbuiltin if nothandled yourresume life briefly? aboutyourcelf/ bringing to 1. Whydont youstartbytellingus something the to Thefatal enor herewouldbe to smilehappilyabout proepedof beinginvited talk about yourself, openyourmouth talkfor perhape minutes so starting the middle and 15 to or in and worldng ght. without planor forethot lt is important planyourresponse any to carefully outin all direc{ions to in that ensure you hit the highspotsbrieflywithan emphasis whatyou bringto the tablethat is value will Any or shouldbe no morethanthreeor four added unique.Brevity be expected. tespons€ minutes.

Wotg!!oP-_ --Joborientation

,. __

r , r r z / r' . z

(longEnge, unit,lesson, etc.); integration, planning evaluation, reporting; assessment, partneftihips; parentand@mmunity team playe6 cDllaboration, to extra-cunicularac{ivities; contributions the wholesctroolenvironment, professional development lffelong leaming; and and schoolboardpriorities values; and iF.tgal ethicalissues; politicalrealities, cunentissues education. in

you I rthinking aboutpossibleguestions will also want to considerthe Standardsof Practice and questions basedon this information. Standards the Ontario by of Generate College Teachers. Fticat

you but continue causesbessand anxiety, the moreprepared are, the more to I Grview sftuations boatd. Bra instorm for and collectedyou can become.Knou,somethingaboutthe position/school dt possible ptsible questions usingthe framework that answers underkey areas.Practice articr.rlating t26t suits the questionor that you find most useful."



JobO,,S.eqtation Workshpp

lntervierryQuestiqns and Ansurers
A. Literacy is a very important focus in our District. In fact, we believe that every teacher no matter which grade or subject, is a teacher of language. Rety on a recent experience to tell us what you would do lf a student in one of your cfasses was struggling with rcading, Listen for o . . . o r o r . ? personal befief system relatedto literacy reading as a meaning*nakingprocess and the developmental connectionsto child development stages of reading strategies meet student needs/learning to knowledgeand use of effectiveinstructional styles partnershipswith parents6nd otherprofessionals with previousteachers Gonnections pelsonat experienceswith teaching.students read to knowledgeof effectiveassessment strategies connections to learningtheories, professionalreading reflective practice B. In your experience with learners,describe a classroom situation where you were involved with a student who needed behaviouralintervention. What was the problem? How did you handle it? What alternativestrategies could you have used? Listen for o . r o o r . o o . r o open minded,sees all sides, a good listener fair and naturafconsequences relatedto-theincident identifiesthe classroornsituationand problem cdo distinguish betweena seriousproblemand a minorone appropriately able to administerconsequences tolerant but has clear limits able to generatealternatives can see peopleas uniqueindividuafs seeks input from others involvesthe parents as appropriate keeps a recordof the incidentand consequences reflects on experiencein order to learnfrom it C. Ours is a very multi-ethnic, multicultural District Describe a situation where you used your understandings of diversity, anti-racism and equity to make a positive difference. Listen for . . o . i r relatesresponse a specificand appropriate to experience knowfedge and understanding demonstrates able to articulate personalphilosophy a that is consistent with that of the District able to developcreative ideas to promoteharmony able to influence others in a positive way serves as a role model and reflectson experience I

The following have agreed to serve as professional references:


(Insert names, titles, organizatiotts,phoncnumbus, e-mail and if possible homephonenumbers(if thq gtoeyou permission) of 3, 4 or tnore peoplewho can,attest to your qaalificatiotts and strmgths fo, the position you seek Thespecificnumbq of references tnny be dictated by the requiretnents the District.) of



D- Describe the place of assessment and evaluation in your prognamand some of the tools and strategies you use. Listenfor r r r I l referencesdiagnostic,fonnative and summative emphasis on a variety of tools and strategies self, peer and groupevaluation connectstheoryand practice aware of a van'etyof tools and strategiese.9., { growth strands { -portfolios { -tests,quizzes,presentations, reports { -rubrics / -paper,penciland representational / diaries, joumalsand logs { -time sampling aware of othersourcesof informatione.9., teachers,studentrecords,resourcestaff, parents E. Without using names,tell us abbut a student who stands out in your mind. Listenfor . r student could be exceptionalin a positiveor negativeway evidenceof personalcharacteristbssuch as: / -beliefthat childrencan leam { -empathy


/ / /
r . r o r

t;*lil:HtH:. _maturity
-flexibitity enthusiasm

understands leamingprocess the issues understandsprogramac,commodation modificat'lon and understandslearner-centredteaching establishesa positiverelationship reflects on, and learnsfrom the experience F. As a newly appointed teacher, what do you see as being the important things to address in September?

Listenfor . ' ' , , , r , , , establish trust establishclassand schoolroutines of collaborate with studentsso they have ownership routines establisha safe,welcoming,learner-centred classroomenvironment developingshort and long-termprogram goals setting up an authentic,balancedevafuationsystem eontactingevery parentby the end of September programming evafuating learners'strengths needsand devising appropriate the and learn cultureof schooland community find a cofleague willingto serve as a coach or mentor

G. Decribe an effective curriculum program you have developed. Discus5 how you developed the curriculum, the factors that influenced that development and how you assessed its effectiveness. Listen for o o . . o ' o . o o Boardgeneratedmaterialsas the framework use of curiculum Guidelines, understandingof leamerexperiences and capabilities throughobservation, discussion, assessment understandingof appropriate contentknowledge particularage group for understanding the relationship contentknowledge, demonstrates of of child development and the environment in which the child learns (both home and school)when developingcurricula discusses issues of time, resourcesand integration gives rationalefor developing particularcuniculumfocus the demonstratesan understanding the skill development of requiredto be successful articulatesthe skills necessary be taught and modefedby the teacher to discussesassessmentand how it supportsleaming uses a variety of assessment and evaluationprocessesand techniques H. Why is assessment and evaluation a critical component of program development? What methods have you used to assess student learning and why have you used them? Listen for gives us informationaboutthe leamer that helps us to plan programand the processes/strateg for program delivery ies gives us informationaboutthe progressof studentswhich can be communicatedregularlyto the student,the parents,other teachers meansfor monitoringthe effectiveness the processeswe use and the productof learning of gives students an opportunrty evaluatethemselvesand their peers to gives students an opportunity have input into and be aware of the criteriafor evaluation to varietyof rnethods(e.9., portfolioassessment,writing/research process-drafts/rubrics, visual presentation, essays,oral presentation, student logs or joumals etc.) addressesdifferent learningstyles varietyof methods of evaluationalfowsfor diversityof abilitiesand development l. The reality for every teacher is that there is a range of ability and a wide range of learning needs in every classroom. Based on your experience to date, tell us how you have met these diverse needs.

o o a o

o o

Listen for . o o o o o o . of understanding the learningprocess OfStUdent needs sSSgSSment strategies varietyof teaching/feaming sp€cificways of finding student strengthsand interests of assessment studentachievement for searches the way that works bestfor the individual of evidence planning,organization and flexibility evidenceof program accommodation modification(if appropriate) or and individualization


J. With a specific student In mind, tell us what you did to meet the needs of sorneone who was not achieving to potential. Listen for r r r r r r r r r talk with/listento the student p?rent involvement pr€-€lssessment ensurepriorknowledgeand requiredskill set is present to altemativeevaluation strategies tools and teaching/learning partiCipation eDSUr€ includinghomework discusswith otherteachers,read reports,OSR identifystrategies engagethe studentin the leamingprocess to look for areas of interestand success S€taftainablegoals being sure they challengethe student K. What strategies have you used to ensure gender equity in your classroom? Listenfor ' r ' o r , . demonstrates towardgender equity issues curent understanding and sensitivity of r'€sponds with specificsratherthan hypotheticals has consciouslyused strategiesto promoteand encourageequal participation is aware of the significanceof wait time and can articulatea van'etyof other specilrc strategies exhibitsa belief and value set consistentwith the District uses inclusivelanguageintentionally and as a habit demonstratesan awarenessof a variety of gender relatedissues L. What is your understanding of anti-racist education? Give us examples to demonstrate your integration of anti-racist education into your classroom. Listen for . o ' . ' . . . is not an add on, is good education in excellence education aflthroughhigh expectations atl students for for differentiatedtreatment of studentsto achieve high expectations use of co-operativeleamingstrategies validationand utilizationof the strengthsstudentsbring frorn diverse culturesand ethnicities direct and expliciteffortsto addressracism teachingstudentsto be criticalthinkers infusioninto the cunicufumof contributions people of diverseracial and ethnic background by Hl. One of the components of effective teaching is the contribution to the total life of the school. How will you, as an exemplaryteacher,contribute to the shaping of the school environmentand school life? Listenfor . . . . wants to contributebeyondthe classroomfor the benefit of students wants to contribute a staff memberto other colleagues as cites specificexamplesof strengths and interests sees a placefor teachersin the largercommunity

N. This District has a belief that all parents/guardianscan be meaningftrlly involved in thelr chlld's educatlon. How have you encouraged the involvement of parents- for example, those who work outside the home or have limited English language facllity? Llsten for . . . o o . o endorsesthe belief in Council involvenlent the SchoolAdvisory homework student planners/agenda usingtranslators corntTunication famify math/reading describes creative opportunitiesfor involvementbeyond the school day O. How have you used technology to enhancestudent learning?

Listen for r o . . o demonstratescomfortlevel sees technologyas a motivator-the power to create willingness to explore uses of technology and to integrate it into the classroon sees technologyas being broaderthan computers cites specificexamplesto support response P, We believe that treating students fairly does not necessarily mean treating them equally. Give us examples of ways you have demonstrated this with students. Listen for . . . o . o agreementin principlewith statement treatmentof individuals/groups differential timelines/assignments flexibfe all listening/hearing sides beforetaking action/responding differentiatedteaching/leamingassessment strategies addressesissue of equitable/equal the responsewith cdncreteexamples in

Q. Literacy is critical to student success. Describe what you have done to promote student success in literacy. Listen for . . r . o . I sees literacyas fundamentaltostudentsuccess amongsix modes of language-listening/speaking, bafance reading/writing, viewing/representing t guidedreading,DRTA, sharedreading,independent reading,sharedwriting, independent writing love of reading-variety of texts,teacher modeling,stimufating fostering environment, planning reading-assessment,outcomes,knowledge, for skifls,values pfanning addressthe needsof students differentiated to curriculum-FirstSteps, Role of the Reader --':-"


R. How wouldyou programfor mathematics acrossthe curriculumin your for Classroom/program numeracy your subfectarea? in Listenfor
a a

a a

problemsolving,computation, data pafterns/algebra, management, spatialsense measurement applications the realworld in inquiry,persistence, reasoning balancein allareas probability investigation


mathematics purposeful, is enjoyable communication mathematics and guidelines assessment
appropriate practiceand drill direct instruction use of manipulatives concrete to abstractleaming

o o a o

. . o o

S. Based on a unit of study or lesson you have taught what asses-smentand evaluation strategies have you used to meet the needs of all the students in the class? Listenfor describesspecific strategies €Xplainsthe purpose of selected strategies shows understanding diagnostic,formativeand summativeevaluation of demonstrates creativityin designin! assessmentinstruments is aware of a variety of needs in terms of / abifity { interests r' learningstyles / assessmentand evaluation '/ Special Educbtion encourages studentfeedback tells studentsup front how they will be evaluated offers feedback as a follow-up lesson understands pros and cons of various evaluationtechniques/procedures the aware of varioustechniques-setf, peer, teacher, group, holistic . r o . .

o . o o .

T. Give us an example of a unit you have taught in your subject area/divisionthat takeS into account students of different raclal and cultural backgrounds, Listenfor . o . . . o . . understandsrichnessthis gives- enhancesthe program identifiesan appropriatesubject areal topic with cross-culturalimplications cleady describesgoal and variety of strategies demonstrates sensitivity races and culturesin class to referencematerialand outside resourcesused to reflectdiversityin classroom incorporates studentbackgroundinto programdesign-e.9., guest speakers views equityand inclusionary practicesas a basisfor program-not an extra demonstrates flexibility, willingness adaptcontentto suit the student to

U. What teaching strategies have you used in your lessons to interest and motivate a qlass with mixed abilities? Listen for o o o . . . o offers choices of ac{ivities provides.goodrationale strategieschosen for uses differentgroupings e.9., cmperative learning uses differentteachingtechniquesand activities demonstrates knou/edgeof teaching/leamingstyles demonstratesknowledge how to do groupwork of matches techniquesand activitiesto learnerneeds

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

V. Tell us about the teacher who had the greatest impact on you. What qualities did this person possess? W. Describe yourself as a teacher.Which of these qualities make you outstanding? X. As a teacher in ABG District Schoof Board, what experiences,skills and/or talents do you bring? Y. tndicate the positive qualities, unique to you, that you would bring to a teaching position with ABC Board. Z. Other than your formal teacher training, tell us how you have preparedyourself for your teaching career.

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

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HowworJUYou assess and eval.ate students.

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ln every dassroom, there are studentsthat support. require s Pecial Describe what strategies you have used/would use to support ESL students in Your program? How do You commun icate with parents to support learning for students? Working with a diverse group of students,how do you ensure that the needs of all the students are met?

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On the playground,a student hits another student. How would you deal with it?

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Interview Quesfions - LTO / 2 April 2OO6 Page I of I

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