Teacher Interview Questions (Sample)

Tell us about your education and teaching experience.
I received a bachelors degree in elementary education from East Tennessee State University in 2009. Soon after I worked as the Director of Kids Place at Boone's Creek Elementary School. A year later I began working at Northwest as Literacy Coordinator for Save the Children. At that point I decided to return to school and received my Masters Degree with a specialization in Reading and Literacy from Capella University in 2013. After working with Save the Children for two years I moved into a third grade position, I have contiued to work with STC in various roles. I returned to school and received my Ed.S. from Lincoln Memorial University in 2017.

If a lesson went wrong, what would you do?
Things don't always go according to plan. My response would depend on what point I realized something wasn't working. If it was early on in the lesson I would try a different approach or possibly back up and make sure they understood the foundations of the lesson. On the other hand, if we had almost completed a lesson and students had not shown understanding of the skill I would look closely at student work and my observations for the day to see where I lost them and what exactly did not click.

How would you use assessment in your classroom?
I feel that the more you know about what and how students are learning, the better you can plan learning activities to structure your teaching. Students would be given the appropriate formal assessments, and these would be used to find benchmarks and to set goals, but more importantly, on a daily basis I would be using relatively simple, non-graded, in-class activities that give both me and my students useful feedback on the teaching-learning process, such as observation, conversation and regular conferencing. I currently use data tracking notebooks that correlate to each standard taught. I track not only formal assessments but also log conferences with students and student attitudinal surveys.

What would you do with a student who was a continuous behavior problem?
I would begin by documenting all behavior and communication with the student and the students family. I would discuss with the student why the behaviors they are exibiting is an issue and develop a plan based on that student to help the student make better choices.

Explain your behavior policy.
I believe that a good behavior plan begins with prevention. Students should be aware of and understand all expectations. I feel that a routine and consistent expectations will help maintain better behavior in class.

How would you differentiate a lesson?
Provide students with different ways to learn what I am teaching. This could be through a research paper, role play, diagram, poster, etc. The key is finding how my students learn and what motivates them and to use a variety of methods to meet their specific needs. I always try to incorporate the smartboard (if available) with some sort of visual, manipulative or not, I always give real life examples to what is being taught and I always make sure to 'read the room' what else could I be doing to help them get this? I always try to allow student choice whenever possible.

What would you do if a student's parents gave him or her no support at all at home?
Offer a steady safe environment for the student at school and try to send the student home with whatever emotional and educational supports that I can. I always encourage all students to do their best and remind them that I care. Despite the response I will continually invite parents into their child's school life by keeping in constant communication and by offering and suggesting a variety of ways they can help.

Do you have any questions for us?

1. Do your teachers team plan, or do they work individually?
2. How much freedom do classroom teachers have in planning units and materials that are used?

3. I am well-versed at integrating computer technology into the classroom, what kind of resources does the school have available?

What are the three(3) most important traits, characteristics or attributes a teacher should possess and why?
flexibility, creativity, and passion:
1. Flexibility- because you often have to adapt lesson plans, make last minute changes to suit the needs of your students and be prepared for many situations that can arise.
2. Creativity- you need to create lessons that reach each learner based on ability and interests, capture their attention, make them want to learn as well as find way to make those lessons intertwine with their own lives and experiences.
3. Passion-because you need to love what you are teaching, be committed to it and be enthusiastic about it and be genuine with those feelings.

What are 5 adjectives that describe you?

1. energetic

2. determined

3. flexible

4. creative

5. fair

What personal strengths can you bring to our school?

What experience do you have working with lower elementary (or grade interviewing for)?
I have been teaching third grade for 6 years and feel very comfortable there. I feel that they are the perfect combination of enthusiasm to be at school and independence. However, I did my student teaching at Gray Elementary School in Washington County in 1st grade and 4th grade and I adored 1st grade. After completing both placements I would have loved to have gotten hired as a first grade teacher. I have experience through both kids place and save the children with students kindergarten through fifth grade and believe that all ages have their advantages.

Describe what your classroom will look like?
Upon entering my classroom you will find a lively and colorful room completely centered upon children and active learning. I want students to feel like the classroom is theirs; it is a place that they are comfortable and share responsibility for. Students should have space for independent learning as well as group activities. This classroom includes an abundance of reading materials that cover a variety of mediums and interests.

How do you assess students to determine appropriate level of instruction?

How would you address different ability levels and learning styles in the class?
- I would use a variety of reading material, tiered questions and reading material, pair-share, lecture, graphics, and technology to reach each student. This would address the different ability levels as well as the different learning styles that are sure to be in any class. I would constantly monitor students to ensure that they understand the material. I would offer students choices for assignments, such as written, or verbal, or art work to show me they understand and can relate to the subject matter. I would have students work in small groups so that each student could contribute to the end product, using their learning style to shine.

Explain how you use ongoing assessment data to differentiate instruction to ensure success for all students.

How do you assess the level of engagement of students?
Direct observation walk around the room and visually observe small groups. Also you can find out how on task students were when you were looking at the group across the room through assessment. also I like to ask my students things like, what did you learn from listening to your partner when they doing a turn and talk. I currently use conversation cards to help guide my students conversations during small group discussions.

How do you show flexibility with your students?
- I show flexibility by differentiating instruction to meet the diverse needs of my students. My schedule and planning is also flexible if students are getting into a certain concept I might spend a little more time on that concept. If a concept needs to be re-taught, I might have to move my lesson plans around to meet their needs. Also, because assemblies, emergency drills, and other events can occur without warning in the school day, I show flexibility with my students by always knowing what to do and keeping calm.

What are some strategies you would use with struggling readers?
I make sure to meet with my lowest level small reading group as consistently/often as possible to ensure that they are receiving as much exposure to literacy as possible (in a guided manner). I work on decoding skills with them to be sure they can read and understand the print. I also work on simple comprehension skills such as the basic story elements of character, setting, and plot. Once they have mastered those skills, we continue to work on higher level thinking skills. Throughout this process, I constantly progress monitor the students with running records and comprehension exercises to be sure they are making progress and feeling successful.

What is your relationship like with parents?
One of mutual respect and teamwork: I have an open door policy where parents know they can come to me and discuss any problems or concerns their child is having in class, and we can work together to help their child. From the very beginning, I let the parents and students know that we are all in the school year together.

What is your relationship like with students?
One of mutual respect and teamwork: The students and I share a classroom community that we work on from the very beginning of the school year. From the very beginning, I let the parents and students know that this is our class home. I show the students that they are active participants in our classroom and their education.

Talk about Balanced Literacy
Balanced literacy is a way of incorporating writing and reading throughout the school day in various forms. There is shared reading, interactive reading, phonics, guided reading, and read alouds. There is also guided writing, interactive writing, and independent writing. All of these aspects of balanced literacy combine to give the student an education that encompasses all areas of reading and writing.

How will you meet the needs of children with many different skills?
I would address a wide range of skills in my classroom through assessment and intentional planning. Throughout the year, I would observe closely, take notes and collect documentation, and use both formative and summative assessments. I would use this information to determine strengths, needs, and interests of each child, and plan curriculum based on these findings. I have found that I often differentiate far more than I think I do just by making sure that my lessons are varied and exciting for the students.

Define teacher effectiveness.
Students feel safe. Students are learning (as shown by formal and informal data). The teacher actively teaches and moves around the room. The teacher differentiates instruction to appeal to all the learners in the classroom. Students understand and demonstrate classroom rules and procedures. The teacher communicates well with parents and is organized.

Who should be responsible for discipline in the school? Why?
It would be ideal to enter a school that employs a schoolwork discipline policy, with clear expectations and consequences that are upheld and supported schoolwork, though this is not always the case. Consequently it is essential for the classroom community to serve as a consistent and structured entity,where discipline is supported by administrators.

How would you integrate technology into the curriculum you teach?
I incorporate technology whenever possible and appropriate. I find that students respond to almost any addition of tech into the classroom so it is generally in the best interest of the students to make sure this happens. Weather just using the doc cam to make sure everyone can see, an audio book for read aloud or an interactive smartboard lesson, they seem to enrich each lesson. This year third grade received a grade set of chromebooks. Early in the year it was time consuming to set up procedures for getting them out and putting them away but once the routines were in place it was well worth the effort. I regularly use Nearpod as an instruction tool and quizziz and Kahoot as assessments that the students enjoy.

Tell us about your teaching challenges?
One of my teaching challenges is overplanning. Sometimes I have to reign in big plans to be sure I have enough time to complete the activities that best meet the standards and the needs of my students.

How do you get students excited for learning?
This is one of the most fun parts about teaching. I use hooks in lessons that may involve humor, real life stories, or breaking out in song. I am a fan of transforming my classroom into cafes or scenes of mysteries to create an exciting atmosphere. I truly am a lifelong learning and get excited to learn something new and I want to share that experience with my students.

What four key components do you believe you must include in a lesson plan?
The objective, a hook, an assessment that matches the objective, and the plan.

What approaches do you utilize to motivate your students?
I use positive reinforcement as well relating as many lessons and activities to things that the students like, such as sports, shopping and many real life situations. I believe that kids have an inborn curiosity about the world around them. It's my job as teacher to channel and focus that curiosity.

Why did you decide to become a teacher?

How do you handle a situation where you must tell a parent something they did not like to hear.
I feel like it is important to prepare for a situation like this. Be sure to have some type of documentation supporting your discussion and have a plan for what you will say. Along with whatever the unwanted news is also have some positive things to addabout their child as well as a soution to the difficult situation.

How do you build classroom community?
Giving the opportunity for all students to be involved is the first step to building a classroom community. Every member must feel safe and appreciated for their contributions to the class. Students should have a voice within the classroom to feel like they belong.

What are your expectations for your special ed students?
I have high expectations for all of my students> It is imperative that first I know my students, not just their IEP. I provide the necessary accomodations and modifications for every student to be successful.

A child in your class is told to sit down. The child refuses and says 'I don't have to.' What do you do?
Before I discuss how I would respond to the student, I would begin by saying that I'm a firm believer that as long as it's not a distraction to the other students and it's safe, a student can stand, kneel, lean, etc. at their desk. Some students just can't sit. I even have times where I stand at a table or desk to work on something.

Now, if the student was distracting the other students or if the activity required the student to sit in his/her chair, I would give the student a warning and also given them a 30 second window of time to get seated. I may something like, 'Billy, I'm going to help Sally for a minute and when I'm done, I expect you to be seated.' If all you do is stand over them and wait for them to comply, it could turn into a real power struggle. When the window of time to comply has passed and if the student still is not seated, I would have them 'refocus' by taking a time out/filling out a form stating the misbehavior and what they're going to do to fix the problem. This idea is great because it provides you with instant documentation! If the student still does not comply after refocusing, they would receive a consequence. An n appropriate consequence for this situation may include removal from the group they sit with. Part of sitting with a group involves respecting others while they're learning and if you're standing is distracting, you can't be part of the group anymore. I would have the student sit elsewhere in the classroom, alone for a bit. I would give them the opportunity to rejoin.

Describe how you will promote sensitivity to racial, cultural, religious, and ethnic differences in your classroom.
To promote a multi-cultural sensitive community, I would provide opportunities to learn about other cultures from bringing in guest speakers to showcasing books about other cultures, races, etc. I Have a student this year who is learning her third language and she loves to share with the class new words and phrases that she is learning.

Do you believe you should build rapport with students? If yes, how?
Yes, absolutely. I don't want to just feed information to students, I want them to develop a desire for knowledge and a love for learning. To do that you must know your students. Not only does this positively effect student learning but I also enjoy my role as a teacher more when I have a relationship with my students.

How do you encourage students to learn? Can a student be forced to learn?
I don't think you can force a student to learn. I do think you can provide opportunities that students will enjoy and 'trick' them into learning. Once you have developed relationships you can use students interests to engage them in learning.

How do you prefer to use computers in the classroom?
I use technology to enhance lessons not as a replacement. Computers can be a great tool to engage students through projects and research to reinforce what has been taught. It is also an excellent tool for assessment. Many programs collect data on student performance and progression that can be used to guide instruction.

How do you feel about noise in the classroom? How do you handle noise in the classroom?
It depends on the situation.

How would you handle making a difficult phone call to a parent?
Plan ahead and prepare for any reaction. Be positive but firm.

How do you teach kids to utilize higher-order thinking skills in your classroom?
...

What do you do to prepare your students for state or standardized tests?
...

How do you measure student performance in your classroom?
...

How much homework do you give?
...

Besides lecture, what methods of teaching do you use?
...

In what ways do you communicate with parents on a regular basis?
...Currently I have a weekly newsletter and a daily behavior calendar. I have several parents who send notes or email me regularly. In the past I have tried several online forms of communication but so many of our parents do not have consistent internet or phones that communication was inconsistent and I was sending information in several formats.

How do you keep parents informed of their childs' progress?
...Along with a weekly newsletter I send home a weekly grade report.

Most classes have students with a wide-range of reading abilities. What can you do to meet the needs of students with high reading abilities and low reading abilities at the same time?
...

What is your least favorite age/grade/subject to teach? Explain.
I have experience with grades K-5 and enjoy each grade for different reasons. I do not have experience teaching 6th grade. My least favorite subject would have to be math. My masters is in reading and literacy so I feel confident in that area.

How do you provide support for students who are not performing as well as they should?
...

How would you teach the writing process?
...

How do you incorporate writing into your curriculum?
...

How can you make your teaching connect to students' real-world experiences?
...

What techiques do you use to keep pupils actively involved during a lesson?
...

How do you stay current in your field?
...

How well organized are you? Why is organization important for a teacher?
I feel like I am more organized than most. I am a firm believer in routines and I know that once I get started in a lesson i don't want to have to search for something. A lesson can go off track quickly if the teacher or students can not find the correct materials.

What are some of the considerations you make when planning your lessons?
...

Why should I hire you instead of other applicants?
...

When students say they want the teacher to be fair, what do you think they mean?
I think all students want to know that you have considered their side. Rewards and consequences should be consistent but very rarely there are exceptions to the rule and the students thoughts should be heard.

Tell us about your other school-related experiences such as extra-curricular activities, committees, curriculm development,
etc.
...

With what extracurricular activities would you be willing assist?
...

If pupils were having difficulty learning a skill or concept, what would you do?
...

How would you assess your effectiveness as a teacher?
...

What is RTI and what are its advantages?
RTI stands for Response to Intervention. It s a multi-tiered process designed to help schools focus on high quality
interventions that are matched to student needs and monitored frequently. RTI monitors progress frequently to determine effectiveness of research based interventions and uses this data to guide instructional decisions.
There are many advantages to RTI:
Perhaps the greatest benefit of an RtI approach is that it eliminates a 'wait to fail' situation because students get help promptly within the general education setting

1. it identifies the teacher as the first line of early intervention...If/Then scenarios for learning

2. It uses data to inform and guide instruction

3. It divides interventions into tiers of instruction

4. It monitors student's progress over time (are they growing)

5. It increases the likelihood of student success (tailored, progress monitored)

6. It provides behavioral interventions as well as academic ones.

What can you tell me about differentiated instruction?
Differentiated instruction is a concept that makes it possible to maximize learning for all students. Differentiation is based on student centered best practices and helps teachers create learning pathways that respond to the needs of a diverse set of learners. It acknowledges the differences ins students and provides and approach for working with them. The content, process, products, learning environment can all be differentiated according to the needs of individual students. Approaches such as accelerations, enrichment, extensions and remediation can be applied.
Start with grade-level standards, concepts or skills
Modify the content into two to three progressive levels of depth and complexity
Differentiate by process, product, resources or outcome

Tier 1
Tier 2
Tier 3

What is tiered instruction?
Tiering involves teaching or applying the same Standard Course of Study objective in up to three ways to meet the needs of students at three levels of preparation:
1) students not yet ready for that grade level's instruction, 2) students just ready, and
3) students ready to go beyond.
Start with grade-level standards, concepts or skills
Modify the content into two to three progressive levels of depth and complexity
Includes whole class activities
leveled activities
whole class culminating activities
Differentiate by process, product, resources or outcome

Tier 1 Not ready for grade level, build understanding
Tier 2 At grade level, extend understanding
Tier 3 Ready to move on, apply understanding

Please describe the difference between content standards, benchmarks and performance standards.
Content standards describe what students should know or be able to do in the content areas, math, language arts etc. They define the knowledge within each discipline.

Benchmarks make clear what students should know and be able to do at four different grade spans, K-3, 4-5, 6-8 and 9-12.

The expectations for instruction, assessment, and student work are called Performance Standards.Performance standards answer the questions 'what does good performance look like?' and 'How good is good enough?'
These incorporate Content Standards and define the level of work that demonstrates achievement of the standards. Performance standards isolate and identify skills needed for problem-solving, reasoning, communicating, and making connections with other information. They provide the evidences that students have met the content standards, helping teachers define what level of work is satisfactory.

What can you tell me about reading comprehension instruction?
...

What is a balanced reading program?
A Balanced literacy program uses both whole language and phonics. The goal of a balanced literacy program is to include the strongest elements of each. There are five different components of a 'balanced literacy' program: The read aloud, guided reading, shared reading, independent reading, and Word study all contribute to a balance reading program.
In a balanced reading program teachers work to integrate reading into all subject areas and all parts of the instructional day.

What can you tell me about guided reading?
Guided reading is small group instruction for students who read the same text. The group is homogeneous (the students read at about the same level, demonstrate similar reading behaviors, and share similar instructional needs) The groups are small, preferably six or fewer students, and temporary, they change as student needs and growth are assessed. Students read the text independently and orally and they tackle common text or skill. . It is important that students are place in a group where they will have a maximum potential for reading success. When planning my guided reading groups, I think before (preview and activation of background and vocabulary), during ( tackling the text and/or skills) and after( assessment, reflection and sharing).