As a teacher, one of the most important moments in your career journey is the job interview. Or interviews plural, if you are anything like me!
A job interview is your chance to showcase your skills, experience, and passion for teaching to potential employers. However, navigating the interview process can be nerve-wracking, especially when you’re unsure of what to expect. One common concern among teachers is how to answer questions effectively to impress the interviewers. Is there one right answer to their question? Are there key words you are trying to mention? Are there key concerns for the school?
In this article, I will explore some successful answers to common teaching job interview questions that can help you land your dream job. Whether you’re a new teacher just starting your career or an experienced educator looking for a change, these tips can help you make a great impression and stand out from the competition. So, let’s dive in and learn how to ace your next teaching job interview!
Before your interview:
1. Research the school's history and governance
What type of school is it (e.g. religious governance such as a Catholic or Church of England school), state run, privately funded, etc? Knowing this can help you respond in a way that hits some of the key values of the school.
2. Find out the school's mission statement or pledge
In my most recent interview, I was asked directly about this. The question was something along the lines of ‘how do your values in the classroom line up with our school pledge and mission statement?’ Thankfully, I had learnt both the pledge and mission statement, which focus on success for all students and being a community school. I made sure my answer aligned with these values, and I got the job! A head teacher wants to see the effort you have made to know what matters most to the school and to show you are the right person for this school.
3. Research the school's intake into Year 7/8
How many pupils are admitted into each year group? What is the trend in application numbers over the last few years? Does the school have a high number of newcomer children, children entitled to free school meals, children with statements of special educational needs, even numbers of boys and girls, etc? Knowing the answers to these questions can help you to tailor your answers to suit the needs of the school. Again, they show you care about the school and have put the time and effort into your preparation.
4. Read back over the job advertisement and criteria
Does the job require you to be able to teach up to A-Level? If so, there might be an A-Level question in the interview. If extra-curricular activities are mentioned in the advertisement, be prepared for a question on this at interview. In addition, often there are clues about the school’s requirements, and an indication of what might come up in the interview. For example, some of the essential and desirable criteria have been covered in detail by the paper application. If you have been shortlisted for interview, there may be other essential and desirable criteria that they are going to ask about in the interview. This isn’t always the case, but it has been the case for me in the past.
5. Research the school's results
What is the ability level of the students? Is it mixed ability or selective? What are the school’s outcomes at GCSE and A-Level, if they have a sixth form? Is this a very high achieving school where there is pressure for students and teachers and where results are more of a priority than other factors? The way you discuss results at interview could matter: some schools will want you to have a certain level in mind e.g. achieving 100% A*-B at GCSE, or is a realistic target more like 80% A*-C?
6. Read any inspection reports available online from ETI or Ousted
Inspection reports will give you some insight into the school’s strengths and targets for improvement. In some situations, showing understanding of a school’s targets will strike a chord in an interview and show that you are the right person for them. For example, knowing that the school is outstanding in their development of strategies to support newcomer students can help you to design your interview answers. Of course, if their priorities are to do with the management, perhaps avoid reference to this! ETI reports can be found here, and Ofsted reports here.
How to structure an interview answer
- Acknowledge the question and the importance of the issue in question e.g. Reluctant learners in English are not uncommon, especially in a class of boys. Reluctant learners can become very disengaged if the issue spirals, so early intervention is essential.
- You might follow this up by outlining something of your philosophy in relation to the topic e.g. I believe it is essential to … or by showing an understanding of their school e.g. I know that at ____ High School, you value the strong pastoral relationships you have with your students and their families, and I believe that my core values as a teacher match up exactly with that.
- Begin to outline the strategies you would use/approach you would take. Consider a five minute answer as having an introduction, 3 main parts to your answer lasting a minute or so each, and then a conclusion. You might choose to focus in on one or two main strategies to outline in detail.
- Include a detailed, specific example. How have you faced this issue in the past and what did you do to solve it?
- Conclude by recapping the main strategies you would use, showing confidence in your approach and in the ways you have tackled this issue in the past.
Common topics for teaching interviews
The following are topics that have come up for me in post-primary English teaching interviews over the last sixteen years (I haven’t interviewed every year, but have moved around the country a lot, so have done quite a few!). And I have also collected questions and topics from friends. The list below is not exhaustive. Some schools like to be creative and avoid these common topics, but knowing your answer to the following list can definitely prepare you for most big topics:
Classroom management
- engaging reluctant learners
- engaging boys in English/literacy
- dealing with low level disruption
- building a positive learning environment
- creating a safe and supportive learning environment
- a scenario type question: how would you manage a situation in which a student has been rude to another student in the class, or causes significant disruption, etc
Teaching and learning
- differentiation e.g. differentiating as a whole, or focused on gifted learners or low ability/struggling learners
- assessment e.g. building in continuous assessment, using a range of assessment strategies, responding to assessment, peer assessment
- effective use of feedback
- learning styles
- subject specific question e.g. what novel would you introduce to a Year 8 English class, how would you teach poetry comparison at GCSE, how would you introduce Shakespeare to a junior/middle/senior school class, how do you teach grammar, etc.
- using technology to improve/support teaching and learning
Working with colleagues
- management of other adults in the classroom, e.g. classroom assistants or teaching assistants
- working as part of a team within the department/pastoral team
- dealing with conflict with a colleague
Pastoral
- scenario type questions, e.g. how would you manage a school refuser in your form class, how would you deal with a persistent bullying issue in your form class, etc
- supporting students with mental health or physical health issues in your form class or in your English class
- creating bonds/friendships in your form class
- encouraging participation in school life/extra-curricular activities
Related to Covid-19
- Covid-keeps – what would you/have you kept as part of your standard practice since covid?
- long term impacts of Covid in your classroom
- encouraging students back to school/improving attendance since Covid
- managing Covid recovery
- managing remote learning
Teaching interview questions and some answers
The answers below are answers I have prepared in response to real questions I have had in interviews. They are the result of my preparation done in advance of the interview i.e. what I prepared rather than a transcript of what I actually said! In real life, I’m sure I left out half of it, and added in some other ideas too. Remember that there is no one single right answer to these questions. The interview panel want to get to know you and your style. They want to see your love of teaching and child-centred focus in all aspects of the job. Try to SMILE and relax (impossible, I know!) and be yourself (the job interview version of yourself!). Let them see how well you would fit in to their team.
Q: How would you deal with a reluctant learner?
Answer: When it comes to dealing with reluctant learners in my classroom, my approach would be to understand the root cause of their reluctance and find ways to engage them in the learning process. It is essential to support and restore this student back into the main learning in order to keep them with the class and avoid a spiral of disaffection.
One strategy I would employ is to make the content relevant and relatable to their lives. For instance, I would try to connect literature or writing assignments to their personal experiences or interests. This way, they would be more likely to see the value in what they are learning and become more invested in the process. In the past, I have chosen writing topics related to farming, to sport and to computer games in order to target specific students in the class.
Pitching learning at the right level is important. Sometimes, students come across as reluctant because they don’t feel confident and fear failure. Other times, it is because the work seems to straight forward or repetitive. Creating well pitched, differentiated, engaging lessons that move at pace can keep all learners engaged.
Additionally, I would create a safe and inclusive classroom environment where students feel comfortable asking questions and participating in discussions. This means building positive relationships with my students and showing them that I genuinely care about their success. By getting alongside students, I have been able to regain their interest and trust on order to encourage them back into the lesson. Praising their strengths and past achievements is another motivational strategy that has worked well for me. Praising students is always of benefit, especially for a student who doesn’t want to get involved.
Another strategy I have used to great success is to give my reluctant learner a specific role in the classroom or in group tasks. Just last week, I had a lesson where one particular student was disengaged in reading. Despite prompts and encouragement, he often refused to have the book in his hand and spent the lesson looking around the room. In the following lesson, I responded to the reading with group discussion focused around a range of specific question cards, and asked him to be the chair person for his group. He read the questions, chipped in with answers and gave feedback to the rest of the class. Following this lesson, I had planned more shared reading, but this time, I did it in shorter sections as structured the reading as a scavenger hunt, giving the students a list of things to find in the passage. This time, my reluctant learner was keen and involved, among one of the first to complete the task with mostly correct answers. He is capable, but requires a range of active learning strategies to keep him involved. I find that the strategy of giving these learners a central role can often energise them and help to solve the issue.
Finally, I would utilise a variety of teaching strategies and techniques to accommodate different learning styles and preferences. For example, I might use visual aids, group work, or technology to make the learning experience more interactive and engaging for my students.
Overall, my goal would be to create a classroom environment that fosters a love of learning and encourages all students, including those who may be reluctant, to reach their full potential.
What novel would you choose to teach to a Year 8 English class, and why?
Answer: If I were teaching a year 8 English class, I would choose the novel “Wonder” by R.J. Palacio. “Wonder” is a powerful and inspiring novel that addresses important themes such as kindness, empathy, acceptance, and inclusion.
One reason why I would choose “Wonder” is that it is a relatable and engaging story that captures the attention of young readers. The novel follows the story of a 10-year-old boy named Auggie Pullman, who was born with a facial difference and struggles to fit in with his peers. The story is told from multiple perspectives, including Auggie’s, his family members, and his classmates, which provides a well-rounded view of the situation and encourages empathy and understanding.
Another reason why “Wonder” is a great choice for a year 8 English class is that it offers opportunities for discussion. The novel raises important questions about identity, diversity and bullying, which can spark meaningful conversations among students, so lends itself to plenty of group work. By analysing the characters’ actions and motivations, students can develop their analytical skills, as well as their ability to form and express opinions.
In addition, “Wonder” has a range of literary elements that can be explored in class. For example, the novel uses symbolism, imagery, and foreshadowing to create a rich and complex narrative. Students can also analyse the language and style of the novel, including the use of figurative language, dialogue, and narrative voice. The narrative voice switches between several different characters: Auggie, his sister and some of the kids at school. This in itself is a great tool to teach students for their own narrative writing.
Overall, I believe that “Wonder” is an excellent choice for a year 8 English class. The novel provides a compelling story that captures the attention of young readers, while also offering opportunities for critical thinking, discussion, and literary analysis. By teaching “Wonder”, I want to inspire my students to be kind, empathetic, and inclusive individuals who embrace diversity and make a positive impact in the world. In this way, it really contributes to the pastoral as well as the academic curriculum.
Q: As a form tutor, how would you deal with a school refuser?
Answer: I have been a form tutor for sixteen years, and I recognise that managing school refusal behaviour in form class can be a complex and challenging issue. School refusal can be caused by a variety of factors, including anxiety, depression, social difficulties, or academic struggles, and it is important to approach each case with sensitivity, empathy, and a focus on student well-being.
My first step is to establish a positive and supportive relationship with the student and their family. Before I became the form tutor for this class, I was made aware that there were ongoing pastoral concerns with this particular student. From the start of the year I wanted to understand the underlying reasons for their reluctance to attend school. I met with the student to specifically discuss their progress and praise their participation in school life, and I spoke with the student’s mother on the phone several times to discuss a range of issues and strategies, keeping a non-judgmental and compassionate manner. I listened to their concerns and tried to identify any potential triggers or stressors that may be contributing to their reluctance to attend school.
Once I had gained a better understanding of the student’s perspective and the family’s situation, I collaborated with my school’s pastoral team, SLT, and the school counsellor to develop a personalised support plan for the student. This plan involved strategies such as providing additional academic and emotional support, creating a safe and inclusive learning environment in his lessons, establishing clear expectations and routines for him, such as what to do if he felt anxious in lessons or arrived late to school. We created a support plan for him and I ensured it was circulated to all relevant parties in his school team and at home.
The purpose at all times was to communicate regularly and openly with the student’s parents, as well as other school staff who work with the student, to ensure a coordinated and consistent approach to managing their school refusal behaviour. I also monitored the student’s progress and adjusted the support plan at times when it became necessary, providing regular feedback and encouragement to help build their confidence and motivation. There are many mornings when this student does not come in to school on time and some days he does not come at all. But the days he comes in, he knows better how to manage his day and where he can get support. His parents have fed back that, while they feel frustrated that he is not in school every day, that everything possible is being done to support him back to school.
One particular strength of my approach has been to make use of Google Classroom to ensure that this student, and others who are in similar situations, do not fall behind in their studies. I encourage his teachers each week to upload work for the class so that at home, he can catch up. This also supports parents and outside agencies such as the education board tutors to help and prompt the students to keep on top of relevant work and to ensure the student can rejoin the class on their return.
Ultimately, my goal as a form tutor is to create a positive and engaging learning environment where all students feel valued and supported, and where school refusal behavior can be addressed proactively and collaboratively. By focusing on the student’s well-being and individual needs, and working closely with relevant professionals and support networks, I believe that we can help even the most reluctant learners to thrive academically and personally.
If you have got to the end here, I suspect you have an interview on the horizon. Good luck! I would love to know in the comments below what type of questions you have had and any top tips you have for answering them. Any help you have to offer will help me and many others to improve our technique!
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