Teacher interview questions

One of my most valuable experiences this summer with my mentor principal has been participating in all of the summer interviews that are required to fill our school's staffing requirements.  All told so far, I have participated in four days worth of interviews. 

After the first day, I remember being enamored by one candidate's competence--she clearly knew her stuff, and I was convinced she would be an amazing teacher.  My principal, on the other hand, expressed reservations.  There were little clues in the wording of some of her responses that caught my principal's attention.  Like phrases that indicated a pride that she was able to do her job better than others.  Then on the second day of interviewing, we met a candidate that just lit up the room with enthusiasm.  Every teacher on the interview panel was energized by her.  I then realized that in today's world of public education, it's not enough to be adept in the classroom--a superior teacher is able to elevate the quality of teaching among her peers as well.  It is the power of collaboration, a key buzzword in education today. 

As a little bonus, here is a sampling of some of the questions that we used in our interview: 

• Can you briefly describe your level of familiarity with our school district's learning targets (in your subject area)?  
• In any subject area that you have taught, describe how you have used learning targets or state standards to guide your instruction.  
• How would you address a gap in knowledge that you have noticed between students who have access to a variety of technology in their own home, and those who do not?  
• Could you give us an example of how you have collaborated with members of a grade level team to improve learning in your classroom?  
• Could you give us an example of an instance where you worked effectively with a parent to improve his or her child's classroom achievement or behavior? 

Vice presidents and assistant principals

The debt ceiling compromise appears to be a done deal.  I enjoyed reading Politico's piece on the crucial role played by Vice President Joe Biden in negotiating the final details, "Joe Biden, Mitch McConnell and the making of a debt deal".

One of the ironies of the the coursework my classmates and I have gone through in order to earn our administrative credentials is the amount of time we spend discussing our personal visions and philosophies about being a leader, when in fact, the first many years of our administrative careers will most likely be spent as an assistant principal.  In other words, we will be working tirelessly to support someone else's conception of school leadership. 

For all future assistant principals (such as myself), the piece on Joe Biden provides an example of how even leaders in positions of secondary authority occasionally have central roles to play in critical matters.  The debt ceiling compromise is not one that I am pleased with, but I wholeheartedly appreciate the work of our Vice President.

My summer training

I am so fortunate to be mentored by a principal who trusts and values me.  I earned this stature as I worked with her for four months last year as part of my administrative licensing program, a formal process known as "the Practicum."  And because our relationship is so productive, she has allowed me to work with her throughout this year's summer vacation.

I am still technically a teacher.  I don't get paid anything extra.  But I have been spending two days every week this summer working at her school, simply soaking in all the wisdom and technical knowledge I can from her.  She generously shares her thoughts in her decision-making processes.  She has entrusted me with a sizable plate of responsibilities.  She values my input. 

I have been assigned by my school district to continue my mentorship with her when the new school year starts in a month.  It is going to be a pleasure to open the school together.