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Presented Byl
JacquelineKemball
EducationalConsultant
November10
THETNTERVTFW
fb lnterviewis oftenviewedas traumaticbut it neednl be if you are well prepared.lf you have taken
f,h time to researdrthejob andfeetthal you havethe skiltsandenthusiasmto meetthese
Q\eclations, then this is an opportunityto showcasewhat you haveto offer.
tlE processof vwitingyourresumewillhavegivenyou manyinsightsintoyour skillsand their day-to-
dy use in yourplacements. Theseare the factsyou will needfor the intervierv.Thinkabout the
r-@nt, relevantexperiencesyou have had and reflecton meatexamplesthat you might use to
illtgtrateyourresponsesto questions.
OlE of th6 bestthings you can do, onoeyou have preparcdyour resume,rcflec*edon experience
and thought of likelyareas for questioningis to anangewith someoneto conduct a mock interview
wih you. Choosesomeonewtro is familiarwith the processand who can give you feedbad< on which
Yo| en ac-tto improveyour interviewskills. lt is also helpfulto videotapeyour mock interview to
beDomeawareof any habitsor non-verbalactsthat enhanceor detmctfrom your presentation.
Pnctice answeringquestionsclearlyand concisely.Be sure that all the informationyou are sharing is
d icctly to the point of the questionand that it furthersyour response.Avoid rambling.Don't rush but
tryto be aware of the time. Dont be afraid to admit you don't know but indicatewhere you would find
the information.lf the question isnl clear, ask for darification beforeyou begin.
INTERVIEW OBJECTIVES
wo{glroj Page- I
{, StuUytnejob description very carefutly,if thereis one,andhighlightor underlinethe sp€cific
qualificationsthat are listed.
5. Know your own style and strengthsand be Preparedto talk about how you intend to develop
areas of ueakness.
7. Plan your transportationand give yourselfextratime for possibledelays.lf you are unfamiliar with
the locationof the inteMewsite drivethe routeaheadof time to ensurethat you won't get lost.
8. Decide what you will wear to ensure a positive,professionalpresentationbut be sure you are
comfortablein your clothesl
IN THEINTERVIEW
WHATSHOULDBE COVERED
1. Welcome- rapportbuilding 4. Providing aboutthe job
information
-- questions
2. Settingtheagenda 5. Answering applicant's
3. Obtaining informationfrom the appticant 6. Providinginformationaboutthe final stages
(Behaviouralquestions) of the inteMewprocess
YOU'REONTHEHOTSEAT
. arelasting
Put your bestfootforward.Firstimpressions
o Presenta professional
imageandpositiveaftitude
. Arriveaheadof timeand.be pleasantwitheveryoneyou meet
. forthe position
Shor interestin,andenthusiasm
. Listencarefullyto the questionsandbe positivein yourresponses
o Be crispandconcrlse
in your replies;dont talktoo mucfl
ff a questionis not clear,ask for clarificationto ensurethat you answer the question that is being
asked
Be ready to ask the kinds of que-stionswhich show that you have done your homework (not
questionsrelatedto salaryor benefits!)
a Lookfor opportunities
to makeyourpointsas to howyou can contributebeyondthe classroom
t Use inclusionary
languageandavoidtentativeterms:"l might...','l guess...'
a Debrieftngmav be availableat least by telephone- ask for it even if you are successful; reflect on
the experiencein order to leamtrom it.
AlrOlD: SELE-KfLLERPHRASES
ffb may notbe applicable,
but... Thisis notexactlyon subject,but...
INTERVIEWEES
HAVETHERIGHTTO:
. expectthat theywill be listenedto; o haveand conveyspecificneeds;
o expecttruthful,accurateinforrnation during
. share importantinformationabout the interuiew;
themselves;
be treatedfairly (on an individual,not
. know enoughaboutthe job in orderto stereotypicalbasis) withoutdiscrirnination;
rnakea gooddecision;
conveyself-confidenceand pride in their
. answerquestionsin their ownway; accomplishments;
. refusean unreasonablereguest; makemistakes.
#lore!9liglryorkshoP
INTERVI
GEHAVIOURALDESCRIPTION EWING
-fl[s style of inteMerving is basedonthe beliefthatthe bestpredic{orof futureperformance 1spssl
(2$rtonananc€'lt is increasinglybeingusedinstead of questions
whereinterviewers describe a '
f'llpotheticalsituation andaskhou/youmightdealwithit. Behavioural questions are struetured to
eWl a desuiption of a soecific
experience in thepast.Be preparedto dealwith trothtypss og
auestions as well as to respond to thetraditional question.
factual
FMIPICS OF BEHAVIOURDESCRIPTIVE
QUESTIONS
* INTERPERSONAL
SKILI-S-GAPABILITY
TO:
- matur€andstable; - plannedyetflexible;
- enthusiastic; - workoriented;
- creative; - ableto lawh;
- perceptive; ' pas$ionateaboutteac-hing.
* PROFESSIONAL
KNOWLEDGE GROWTH.
AT,ID DEf,IONSTRATE:
- knowledgeof crrnic-rrlum
development and programimplementation;
- deepunderstanding of assessment and evaluationstrategiesandrecordkeeping;
- knowledgeof child/adolescentdevelopment:
- knowledgeof appropriateMinistrypolicies,expedationsand guidelines;
- evidence
of continuing personal,professionalgrcwthandcommilmont to lifelongleaming;
- evidence
of a contributionto educationwithinandbeyond the indMdual's areaof accountability.
DISTRICT'SEXPECTATIONS
SITVTPLE
Job0rbntation Workshop
2 Wny ao you want to be a teacher?
10U'VE PUTYOUBESTFOOTFoRWARDANDTHEINTERVIEW
lS oVER!
t Thankthe intervieu/ and ask whenyou mighthear-
teamfor thehtime and consideration
z Be sure they have day and evening contad numbers,e-mail addess and a pormanent address.
Checkwiththe receptionist to find out howto submitnew informationff you anticipatea change.
JobOrientationWorkshop
@RE SAMPLEQUESTIONS
ANDTHEIRINTERPRETATIOru
4. Solvingproblems
requiresmorethangoodplans;it meanstakingacfion.Giveus an exampb of a
gine whenyouwereableto takemeaningrful
adionto solvea problem.
5. Solvinga problemoftennecessitates
evaluationof ahemalivesolutions.Giveus an example of a
timewhen youdefinedseveralsolutionsto a problem.
Didthe candidatedevelopaltemativesolutionsto a problembasedon clarificationof objectives and
reviewof factsy'causes?Wereall thoseimpactedby the probleminvolvedin findingthe solution? Was
thereconsensus? Wasthere an obvioussolutionor an autocraticsolutionthat reflectedlittle
of key players?
or limited,if any,involvement
specificationof aftematives
5. Insteadof usirEauthorityto influence
anotherindMdual, it is usuatlydesirable
to leadby settinga
positiveexamplefor othersto follow.Describea situationwhenyourexampleseryedas a modelfor
others.
Didthe candidatemodela desiredbehaviour,preferablyonethatdemonstrated
commitmentto a
principle?Wastherea trMalor inoompletedemonstration?
Wotg!!oP-_
--Joborientation ,. __
r planning(longEnge, unit,lesson,integration, etc.);
, assessment, evaluation, reporting;
r parentand@mmunitypartneftihips;
r cDllaboration,team playe6
z contributionsto the wholesctroolenvironment,extra-cunicularac{ivities;
/ professional development andlffelongleaming;
r' school board priorities
andvalues;
. iF.tgalandethicalissues;
z politicalrealities,cunentissuesin education.
FI YOURSELF.
NEVERTRYTO BLUFF.
LEARNFROMTHEEXPERIENCE!
GOODLUCKI
JobO,,S.eqtation
Workshpp
lntervierryQuestiqns and Ansurers
A. Literacy is a very important focus in our District. In fact, we believe that every teacher
no matter which grade or subject, is a teacher of language. Rety on a recent experience to
tell us what you would do lf a student in one of your cfasses was struggling with rcading,
Listen for
Listen for I
o open minded,sees all sides, a good listener
. fair and naturafconsequencesrelatedto-theincident
r identifiesthe classroornsituationand problem
o cdo distinguishbetweena seriousproblemand a minorone
o able to administerconsequencesappropriately
r tolerant but has clear limits
. able to generatealternatives
o can see peopleas uniqueindividuafs
o seeks input from others
. involvesthe parents as appropriate
r keeps a recordof the incidentand consequences
o reflects on experiencein order to learnfrom it
Listen for
Signafure: Date:
D- Describe the place of assessment and evaluation in your prognamand some of the
tools and strategies you use.
Listenfor
E. Without using names,tell us abbut a student who stands out in your mind.
Listenfor
t;*lil:HtH:.
/ _maturity
/ -flexibitity
/ enthusiasm
r understandsthe leamingprocess
. understandsprogramac,commodation and modificat'lonissues
r understandslearner-centredteaching
o establishesa positiverelationship
r reflects on, and learnsfrom the experience
F. As a newly appointed teacher, what do you see as being the important things to
address in September?
Listenfor
. establish trust
' establishclassand schoolroutines
' collaboratewith studentsso they have ownershipof routines
, establisha safe,welcoming,learner-centred classroomenvironment
, developingshort and long-termprogram goals
, setting up an authentic,balancedevafuationsystem
r eontactingevery parentby the end of September
, evafuatingthe learners'strengths and needsand devisingappropriateprogramming
, learn cultureof schooland community
, find a cofleaguewillingto serve as a coach or mentor
G. Decribe an effective curriculum program you have developed. Discus5 how you
developed the curriculum, the factors that influenced that development and how
you assessed its effectiveness.
Listen for
Listen for
l. The reality for every teacher is that there is a range of ability and a wide range of
learning needs in every classroom. Based on your experience to date, tell us how
you have met these diverse needs.
Listen for
.-':-._
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
K. What strategies have you used to ensure gender equity in your classroom?
Listenfor
Listen for
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
Llsten for
. endorsesthe belief
. involvenlentin the SchoolAdvisoryCouncil
. homework
o student planners/agenda
o corntTunication usingtranslators
. famify math/reading
o describes creative opportunitiesfor involvementbeyond the school day
Listen for
r demonstratescomfortlevel
o sees technologyas a motivator-the power to create
. willingness to explore uses of technology and to integrate it into the classroon
. sees technologyas being broaderthan computers
o cites specificexamplesto support response
P, We believe that treating students fairly does not necessarily mean treating them
equally. Give us examples of ways you have demonstrated this with students.
Listen for
Q. Literacy is critical to student success. Describe what you have done to promote student
success in literacy.
Listen for
--ffiT:.
R. How wouldyou programfor mathematicsacrossthe curriculumin your
Classroom/programfor numeracyin your subfectarea?
Listenfor
a problemsolving,computation,data mathematicsis purposeful,
a management,pafterns/algebra, enjoyable
spatialsense a communication andmathematics
a measurement I assessmentguidelines
a applicationsin the realworld
S. Based on a unit of study or lesson you have taught what asses-smentand evaluation
strategies have you used to meet the needs of all the students in the class?
Listenfor
. describesspecific strategies
r €Xplainsthe purpose of selected strategies
o shows understandingof diagnostic,formativeand summativeevaluation
. demonstratescreativityin designin! assessmentinstruments
. is aware of a variety of needs in terms of
/ abifity
{ interests
r' learningstyles
/ assessmentand evaluation
'/ Special Educbtion
o encouragesstudentfeedback
. tells studentsup front how they will be evaluated
o offers feedback as a follow-up lesson
o understandsthe pros and cons of various evaluationtechniques/procedures
. aware of varioustechniques-setf, peer, teacher, group, holistic
T. Give us an example of a unit you have taught in your subject area/divisionthat takeS
into account students of different raclal and cultural backgrounds,
Listenfor
Listen for
V. Tell us about the teacher who had the greatest impact on you. What qualities did this
person possess?
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.
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program? t] Heterogctrcos3rblfigroups
fl Agenda/studcntphnnct
tr Phonccelk
How do You
tr Ncilsltncrs
commun icate with tr communkrtlonbook
parents to support tr Mccttngr
learning for students? O $gnhg tGrts
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