What Are You Going to Say If/When You Are Faced with These

Interviews

Interviews form part of the recruitment process for most organisations. The main purpose of an interview is to give the potential employer the opportunity to assess your abilities and personality and for you to assess them and to make sure that the job and the organisation is right for you.

There are different types of interviews including telephone interviews which are usually used to initially screen applicants; video interviews which may occasionally take place when the position for is overseas, and face-to-face interviews, including one-to-one, panel and sequential.

Interviews - General Preparation

Before you go for a job interview you need to be prepared, not only the obvious ways - dressing smartly, knowing where you are going and how to get there – but also to answer the questions you will be asked.

What are you going to say if/when you are faced with these:

* Why do you want this job?

* Why should we give it to you?

* What interests you in this organisation?

* How have you benefited from your time at University?

* What have you learned from your working experiences?

* What is your major weakness?

* What will you be doing in 5 years time?

* How would your friends describe you?

* Tell me about yourself.

These are all aimed at finding out if you are the most suitable person for the job. Try sketching out your answers. Do not try to learn them verbatim but have a clear idea of what you want to include in your answers.

Employers are looking for your personal evidence of your skills, qualities, knowledge and experiences which match their requirements. They want you to be specific and not vague and general. They want honesty but do not put yourself down, i.e. what did you learn from your biggest failure? How are you combating your major weakness.

Employers expect you to be ready to answer the above list of questions. If you want to compete successfully, you need to do some preparation. As well as being prepared to answer questions, you also need to prepare two or three questions that you would like to ask. These need to demonstrate your keenness to develop within the organisation and to take on responsibility.

Interviews - Checklist

Below is a checklist to enable you to prepare for an interview

The information below is comprehensive, but not prescriptive - use your common sense.

Try To Find Out:

A) How long the interview is going to last?

B) If you need to prepare anything?

C) Are there any group exercises?

D) Are there any psychometric tests being used?

Before You Leave Home:

* Dress appropriately.

* Make sure you know how long the journey will take and where you are going.

* Check for any planned disruptions to road or rail services.

* Leave in good time so that you are not rushing.

* Check if travel and overnight accommodation (if required) is available.

* Check the physical access to premises if you have a disability and indicated any additional support that you may require in the interview.

* Put in a copy of your CV, letter, and/or application form, directions of how to get to your destination, a copy of the letter offering you the interview and details they have sent you, and a pen that will not leak.

* Money for a taxi (if you are running late).

* Mobile phone but remember to switch it off before you go into the building.

* Mints and tissues.

When You Get There:

* Smile.

* Good eye contact is essential. It conveys your interest in the job.

* Firm handshake with everyone you meet (Same at the end with any contacts you have made during the day).

* The style, tone and delivery of your voice is important. Don't talk too fast and moderate the tone of your voice.

* Be honest and don't waffle. If you don't know the answer to a question, then say so.

* Don't mention salary unless invited to or when offered the job.

* Ask questions.

* End positively as well as starting positively.

Interview For A Teaching Position - Preparation And Checklist

Preparing For Teaching Interviews

This section will introduce you to some of the questions which are likely to come up in an interview for a teaching post. There are no right or wrong answers so preparation has less to do with drafting replies than with thinking about the obvious areas beforehand.

At the interview you will need to be relaxed enough to be yourself but at the same time ‘keyed up’ enough to demonstrate to the interviewer what you are capable of. By getting yourself ready in good time and arriving at the school punctually, you will be able to focus on telling the interviewers what you have to offer.

Your interviewers will probably be working to a tight schedule, so attempt to strike a balance between brevity and being long winded. If you do find yourself involved in a long and detailed description of your course/teaching experience, you can always pause and ask ‘Do you require further details?’. Remember that you are also finding out whether you want the job, so be observant and ask searching (but tactful) questions.

What Are They Looking For?

In the interview you will be assessed on your answers, on the feel which the interviewer gets about you and on your past record. The areas which are critical are:

* Acceptability:Will you fit into the staffroom, with colleagues and with pupils? The way to impress is to talk to staff and children on your preliminary visit

* Qualification/Experience:Has your course and your teaching practice provided you with the right academic background and experience to do the job?

* Adaptability/Flexibility:Will you be able to cope (e.g. discipline)? Could you teach other subjects?

* Motivation/Interest:Do you really want to work here?

* Circumstances:Can you work here? (or are there personal reasons why you might move after a short time or always be keen to get away from school finishes to your family and friends?). Be wary of discriminatory questions such as ‘Have you got a steady boyfriend?’ or ‘As a single man, you’re not looking for a future wife at this all girls school are you?' These questions are illegal.

What Questions Might I Be Asked?

The degree of special knowledge of what you are saying will inevitably be varied around the interview table from the subject specialists to the lay member, but be wary of underestimating what they know and seeming to talk them down. Be prepared to be constructively critical of yourself and others: perceptive balanced criticism of e.g. your course and what you made of it is far more impressive than either excessive praise or blanket criticism.

EXAMPLE QUESTIONS

Introductory Questions

Have you enjoyed your visit to the school?(This is a good time to bring up anything interesting you have noticed on your tour). Why have you applied for this post? When did you decide to apply for a place on a teacher training course and why?

The Course

Tell me about your degree/PGCE course. What are the strengths and weaknesses of your course?(Avoid making negative judgements of others – emphasize positive statements wherever possible). What parts of the course did you find most interesting and why? Why did you choose this subject/these curriculum specialisms? I was interested to read about your project on ______. Tell me about it. How have you developed in your subject (e.g. P.E, Maths) during your course?

Teaching Interests

* Why did you choose to teach this particular age range?

* What are your views on the National Curriculum?

* How might you use computers in your teaching?

* How would you use the locality of the school and its immediate environment?

* How would you structure projects to give equal access to all pupils?

* What are the important things to consider when setting up a classroom?

* How much noise and moving around in the classroom do you permit?

The School

* What makes a successful school?

* What importance do you attach to co-operation with colleagues, e.g. those teaching parallel classes?

* How would you cope with lack of enthusiasm from colleagues?

* Are you a member of a religious denomination (Which)?

* Would you take part in the religious life of the school?

* What is your impression of the school? Provide an honest yet balanced answer, stating the aspects of the school that impressed you and areas you feel need attention is better than blanket praise.

* Why do you want to work at this school?

Professional Issues

* What are the main qualities of a good teacher?

* What are your particular strengths as a teacher?

* How would you develop them further?

* What are your weak areas and how are you overcoming them?

* Are there any areas you would particularly want to address during induction?

* Which of your teaching practices was the most successful and why?

* Describe the best lesson you have given - how did you know what the pupils had learnt?

* Describe the worst lesson you have given - how would you approach it differently now?

* What are your views on assessment?

* How do you go about it?

* How would you ensure that you respond effectively to the differing needs and abilities of individual pupils?

* Do you differentiate in relation to outcome or task?

* How would you ensure a pupil was making progress?

* If I came into your classroom how would I know you were committed to equal opportunities?

* How would you accommodate children with English as an additional language?

Primary Interviews

* How would you plan the day if given a fairly free hand by the headteacher?

* How do you see the literacy/numeracy strategy contributing to raising standards?

* How would you evaluate its effectiveness? What is the place of topic work in school and what is your experience of it?

* Which reading/mathematics schemes have you used?

* How would you display children's work?

* What are your views on the balance between creativity and basic skills?

* Can you give us an example of a good teaching and learning session?

* Why was it good?

* What are your views on school organisation/ streaming/family grouping/team teaching/ integrated day/open plan schools?

* How would you go about managing children’s behaviour, especially that of a child with specific behaviour problems?

* What would you do if you had a persistently disruptive pupil in your class?

Secondary Interviews

* What do you like about teaching your main subject?

* What other subjects could you teach and to what level?

* What examination syllabuses/text books are you used to?

* How would you motivate a group of year 9 pupils who have lost interest in the subject?

* What part do you think your subject can play in the education of the less able pupil?

* What would you say to a student considering taking your subject at 'A' level?

* How important do you think it is to make links with other subjects?

* What are your views on streaming/sets/mixed ability teaching?

* Do you think pupils work better in single sex classes?

* How would you address the under-achievement of boys/girls in your subject area?

* Have you had any experience of Pre-vocational courses?

You are also likely to be asked questions specific to your subject, including possible future developments which might affect it.

Pastoral

* How would you feel about taking on the responsibilities of being a form tutor?

* What is the role of a form tutor and what relevant experience have you had?

* What is your experience of having parents in school?

* To what extent should this be developed?

* How would you deal with an awkward or aggressive parent?

* How would you assess your ability to make relationships with children?

* How would you seek to promote the spiritual, moral, social and cultural development of the children in your care?

* What would you do if a child cut him/herself?

* If you overheard a child in the corridor calling another child names what would you do?

Career Development

* How will you develop yourself as a professional teacher?

* What are your plans for the future?

* How would you like to see your career develop?

* Are you prepared to go on courses?

The Extras

* What personal interests or hobbies do you have that could be of value to the school? (Say what interests you have but it is unwise to commit yourself irrevocably until you have had time to see how you cope with the rest of your teaching load).

Yourself

* What is the relevance of your previous experience to teaching? (Other work experience vacation work, bringing up a family etc).

* Did you work during the 6th form or at University?

* What are your interests outside college work and how involved are you?

* What have been the major events in your life - both good and bad - and how have they affected you?

* If we were to offer you this post are you in a position to accept it? (If you are offered the job you will normally be expected to give an answer there and then and abide by it, so if you have other interviews arranged with schools you prefer you will have to think carefully about how to respond to this).

Pool Interviews

* Why have you applied to this LEA?

* Are you applying to other LEAs?

* What type of school would you prefer to work in? Why?

* What age group would you prefer? Why?

* What are the advantages and disadvantages of the infant/junior system as opposed to the first/middle system?

* Which would you prefer to work in and why?

Equal Opportunities

You may find that you are asked some personal questions which you feel may be contrary to the spirit, if not the letter, of equal opportunities legislation. Questions should not be based on gender or race stereotyping and you should not be asked about marital status, family commitments or, in a non-denominational school, about religious beliefs.

There are differing ways of dealing with discriminatory questions – (above all they should cause you considerable concern about whether the school is one in which you wish to work) – you can challenge the interviewer as to the legality of such a question. You could refuse to answer on the basis of discrimination, or you could politely enquire as to the relevance of such a discriminatory question to your abilities as an NQT. Ask for help from your union, the Careers Advisory Service or your tutor if this happens to you.

Your Own Questions

Interviews should be reciprocal affairs, giving you the chance to learn more about the job, the working environment, colleagues etc. You will almost certainly be asked whether you have any questions towards the end of your interview. Prepare two or three questions to which you genuinely want the answers, and which could not be discovered otherwise, e.g. by reading the prospectus. You could ask about induction arrangements, pastoral responsibilities, numbers of other recently qualified teachers in the school, or the school’s position on major national developments (e.g. Vocational A Levels).

You may find that the answers to one or more of your questions arise naturally during the interview day. If so, you could acknowledge that you wanted to know about the issue and that it has been adequately covered.

Of course you are not going to be asked all these questions and there are many others you may be asked, but this gives you a flavour of the possibilities. Trying to think of persuasive answers on the spot can be difficult for some of these so some time spent beforehand considering the likely questions and your responses will be time well spent. Perhaps even try out some of your potential answers on a friend. Participate in the mock interviews available through the Education Faculty and the Careers Advisory Service. Remember that whilst the content of your answers is very important so too is your body language and the clarity of your speech. Always sound positive, enthusiastic and make sure everyone can hear you! Maintain eye contact and avoid distracting mannerisms.

Salary

Classroom teachers start on the Main Pay Scale, which has six points, M1-M6. Teachers usually start at point M1, but if you have other teaching experience, you may start higher up the scale. Schools may also reward discretionary points for other relevant experience. Each school’s pay policy should explain how these points are awarded. You will receive a salary rise each April when the pay scales and allowances are uprated, and each September teachers on the Main Pay Scale move to the next point on the scale subject to satisfactory performance.