| Interview Techniques | | | | From a folder bring out your whole lesson: |
|  | | | | ·       Planning from the |
| Programme Outline: | | | | curriculum documents or school plan with cross-linking |
| ·       Your CV | | | | if possible. E.g. use Health to teach Maths graph work. |
| ·       Your | | | | ·       Your objectives |
| Appearance | | | | and how to cater for slower children. |
| ·       Your Panel of | | | | ·       The activities to |
| Interviewers | | | | achieve these. Make them exciting - Science |
| ·       Your Personality | | | | ·       The outcomes |
| ·       Your Curriculum | | | | that occurred |
| Knowledge | | | | ·       How the children |
| ·       Your Answers to | | | | recorded their work |
| Questions | | | | ·       How you |
| ·       Your Contribution | | | | assessed it. Formative and summative |
| to the Corporate Life of the School | | | | ·       Any follow-up |
| ·       Your Final | | | | lessons needed. |
| Questions | | | | 1. This is where your enthusiasm becomes really |
| ·       Your List of | | | | important. |
| "Don'ts" | | | | 2. If you are not asked to go through a lesson you |
| ·       Your Reaction to | | | | have already taken then they should ask how you |
| the Phone Call | | | | would plan a lesson. Go through the steps outlined |
| Â | | | | above. Have one ready and off by heart. |
| Your CV:Â Â Â Â Â Â Â Â Â | | | | 3. If you are asked for your strengths, hesitate |
| Â | | | | slightly and rattle off all the curriculum areas you can |
| 1. Work hard on this because it gets you to the | | | | think of. Current popular ones are: Dance and Drama; |
| interview. | | | | ICT experience; Health. While these are powerful |
| 2. Use quality paper with spiral binding if you can | | | | remember - |
| because it lies flat when they are sorting them. | | | | 4. Maths, Science, English are the basics we |
| Remember your CV could be one of hundreds! And it | | | | absolutely have to be skilled at. |
| has to stand out. | | | | 5. Never, ever say you have a weakness. If you |
| 3. Use photos with you working with a group of | | | | have to say something, then say - " I have attended |
| children. | | | | courses or private tuition to strengthen my expertise |
| 4. Personal information needs to be succinct but | | | | in clay modelling or lifesaving skills. Never a curriculum |
| salient. | | | | area. |
| 5. We will discuss your final College of Education | | | | 6. Try to learn the strands of all the major curriculum |
| report in detail. | | | | areas. |
| Â | | | | Your Answers to Questions:Â Â Â Â Â |
| Your Appearance:Â Â Â Â Â Â Â Â | | | | Â Â Â Â |
| Â | | | | Â |
| 1. Be comfortable with your clothes so you don't | | | | 1. How will you establish the daily routines within your |
| fidget. | | | | classroom? |
| 2. It is better to slightly overdress than under-dress, | | | | 2. What discipline strategy will you use and how will |
| but certainly not flamboyant. Males shirts tucked in! | | | | you introduce it to the children? |
| 3. Be well groomed. Shoes clean. Ladies not too much | | | | 3. How will you establish a safe learning environment |
| makeup. | | | | atmosphere? |
| 4. Carry yourself upright and confident especially if | | | | 4. What is the difference between "formative" and |
| you are a tall female. Be proud of your height. | | | | "summative" assessment? |
| 5. Wear a genuine smile; use a firm, no nonsense | | | | 5. How will you create a challenging, vibrant |
| handshake. | | | | classroom? |
| 6. If you have to wait in the foyer tell the | | | | 6. How will you identify and cater for the range of |
| receptionist what a neat and tidy school they have | | | | abilities in your classroom? |
| etc. | | | | 7. How will you address the Treaty of Waitangi |
| Â | | | | requirements within your classroom? |
| Â | | | | 8. You have just been given your first class outside |
| Your Panel of Interviewers:Â Â Â Â Â Â | | | | the Hall. Tell us what you would do from there until |
| Â Â Â | | | | playtime. Give us as many details as you can. |
| Â Â Â Â | | | | 9. Sometimes the first question asked by a |
| 1. Shake all their hands and say a smiling "Good | | | | non-teaching person would be: "Why did you take up |
| morning!" | | | | teaching?" or "What is it about teaching that you |
| 2. Try to seat yourself so that you are at the apex | | | | like?" It's meant to relax you! BUT these are really |
| and not in the middle where you have to swivel | | | | hard to answer if you are not prepared. If it's the |
| when answering questions. | | | | first question you need to get it right. The rest of |
| 3. The Principal will probably ask questions about your | | | | the interview hinges on it! |
| strengths to see if you have anything to offer the | | | | 10. If asked about travelling any distance to work |
| school. He will know the school deficiencies. | | | | every day don't give them the impression it's an |
| 4.    The Staff rep. or Deputy Principal | | | | imposition or a hurdle of any kind. Get the job first! |
| will ask Curriculum/Management questions to see how | | | | 11. Some simple-minded person may even ask, "Why |
| well you can control/teach. | | | | should we employ you at our school?" No matter |
| 1. The Board of Trustees Rep. will ask about your | | | | how dopey you think the question is (if it's asked by |
| hobbies etc and perhaps how you would fit in with | | | | a Board member, they will think it's clever) be |
| other staff, or even travel and accommodation. | | | | prepared to give all your strengths and your |
| 2. Concentrate on the Principal and Deputy Principal as | | | | personality attributes. E.g. enthusiasm, |
| they will have the most sway in the debrief after | | | | open-mindedness, quick learner, passionate about |
| you have gone! | | | | teaching. |
| 3. When first answering the question look at the | | | | Â |
| person who asked it and then to the others when | | | | Your Contribution to the Corporate Life of the |
| you have nearly finished. | | | | School: |
| 4. If you muck up a question and start digging a hole | | | | Â |
| it's best to just stop and say, "Gee I made a mess | | | | 1. Teamwork will feature in their minds. I enjoy |
| of that! Sorry!" with a laugh. "Did you | | | | working with others on activities for children. |
| mean……?" and start again. They will | | | | 2. Are there any sporting skills you can bring to our |
| appreciate that you can make mistakes and admit | | | | school? |
| them without trying to wriggle out of the question. | | | | 3. Dance and Drama skills will always be welcome - |
| 5. Every panellist will be watching your reactions; so | | | | Choir or Major Productions. Did you have any acting |
| take your time and answer with confidence because | | | | parts in your schooling? |
| often there isn't a 'right' or 'wrong' answer. They just | | | | 4. Are you artistic or have a flair for displaying |
| want to hear you express yourself. What they are | | | | children's work. |
| doing is summing up whether they want you teaching | | | | 5. Can you play the piano or the guitar, or could you |
| their kids! An enthusiastic, caring teacher with a | | | | even take the recorder. |
| personality. | | | | 6. Professional ethics can be a hot topic. I will discuss |
| 6. Sit yourself comfortably but don't slouch. | | | | this with you. |
| Â | | | | 7. What will you do at lunchtime? Don't say, "Eat my |
| Your Personality:Â Â Â Â Â Â Â Â | | | | lunch." It will go down like a lead balloon!!!!! |
| Â | | | | Â |
| Â | | | | Your Final Questions for Them:Â Â Â Â Â |
| 1. In the Real Estate business it's "Location! | | | |     |
| Location! Location!" In interviews for teachers it | | | | Â |
| would have to be: " Enthusiasm! Enthusiasm! | | | | 1. Always have at least two sensible questions for |
| Enthusiasm!" This is what will get you the position. | | | | them to answer. Just remember not to antagonise |
| 2. Your CV got you to the interview so now it's up | | | | them with any difficult questions. They may interpret |
| to you to stand up and say, "Pick me! I'm the one | | | | it as being aggressive. |
| for the job!" | | | | 2. If I prove myself, is it possible this "fixed term |
| 3. Your enthusiasm should be passionate. Let it show. | | | | position" could lead to a permanent one next year? |
| Let it all hang out! You have nothing to lose, yet!!! | | | | 3. Is there an Induction Folder for staff so that I can |
| Give them what they want to hear. "I've always | | | | be aware of school policies and routines? |
| wanted to be a teacher. I love working with children. | | | | 4. If I win the position would it be ok if I visit the |
| Teaching has such a lot of rewards. I love it when | | | | school a couple of weeks early to get to know the |
| children smile when you praise them." Seriously | | | | staff and the layout of the buildings and resources? |
| though, you need to be an actor if your are ever | | | | Â |
| going to be a successful teacher. Use your hands, | | | | Â |
| your eyes and your voice - sell yourself - no one else | | | | A List of Don'ts:Â Â Â Â Â Â Â Â |
| will. The Deputy Principal will recognise this spark. | | | | Â Â Â Â Â Â Â Â |
| 4. You have to strike a delicate balance between firm | | | | Â |
| yet fair. | | | | 1. Don't be flippant or try too much humour. |
| Â | | | | 2. Don't prattle on |
| Â | | | | 3. Don't theorise too much. It's boring. |
| Your Curriculum Knowledge: | | | | 4. Don't criticise any other school or associate you |
| Â | | | | had in the past. |
| 1. This is where the Principal and Deputy Principal will | | | | 5. Don't not be available for that important phone call! |
| be paying particular attention. | | | | 6. If you really want the position accept straight |
| 2.    Have prepared a successful lesson | | | | away with obvious delight. It makes them feel good |
| you have taken (or would like to take). Don't hesitate | | | | because they then have the unenviable job of ringing |
| - make it seem like you have hundreds of them. | | | | all the non-appointed applicants. |