I have an interview on Friday. Tips?

They told me that the position was for LAL 5th/6th at the start of the interview.

That is also what the principal from one of the schools I did field experience at promoted in the 5th & 6th grade LAL classes

I was just nervous and could not think of anything to ask them - I honestly really didn't have any questions, as I am familiar with the district and after I found out what the position was, I knew all of the information I needed to.

They have SMART Boards in every room, there are staff meetings/pd sessions almost weekly, the collaboration question is a good one.

And yeah, I went into a bit more detail than I did here - otherwise the interview would've been much shorter than 10 minutes

 

Bros, I know because of your experience you know these things, but sometimes you have to...dare I say it...fake it, and ask anyway-or at least get them to elaborate. Something like this:

"From my experiences here, I know you have SMART Boards in every room. What is the district's policy on upgrading that equipment? Is there a plan for [more equipment-be specific]-to be installed?"

Some people will disagree with me on this, but I always have a paper typed out with my questions. One, I think it looks professional to have it typed. Two, I think it looks like I've done my research and I care about the school. Some will say have nothing with you, but as an interviewer, I would be concerned if a person brought in NOTHING.

I just sat on an interview committee this week. We are hiring my counterpart in another location. The person who was offered the job had a professional looking black binder with her information (not her resume-not necessary in my opinion), and had a plethora of questions to ask. And, after she was offered the job, she was given my number and the numbers of my other counterparts in 2 other locations. She called this morning with even more questions; I'm about to call her back.

Interviewing is really a two-way street. It should be a conversation, not an inquisition. Before your next interview, practice making your responses extemporaneous and conversational, and it will be longer than 10 minutes, I promise.

 

I've already read the district's technology plan for 2013-2016 school years, so I know what is going to be rolled out over the next school years.

I was thinking of printing out a list of questions to ask - but I couldn't think of any.

I think all of the interviews were short like that - there was a person before me who was only in there for 10-15 minutes or so.

 

Bros, you're not listening.

I KNOW you know what it is.

But that's NOT THE POINT.

The point is to talk. To ask questions. To let them know that you are interested. To have a conversation.

You can be darn sure that when I interviewed for any job, I knew everything I could know about that school and its staff. But you have to let them know you want to know and learn about them.

That's a part of normal conversation-asking deliberate questions that takes the conversation where you want it to go. You are good with technology-so ask them questions to get them talking, then show them that you are good and you care.

What if there was an assistive technology position open that you don't know about? What if last night at the board meeting the super told the P to start exploring the possibility of finding someone to replace retiring Mrs. Anderson? What if that P has a friend who is desperate to hire someone to fill in for the last 2 months of school, and a requirement is to be proficient with assistive technology? And when you started asking questions, the P starts thinking "hmm, this kid knows his stuff-I wonder..."

You can't go in knowing everything. You just can't.

 

So questions make them see that I am interested in the position, rather than just interviewing for interviewing's sake, in other words?

 

Yes! You just never know where something is going to lead! Do you want them to remember you? In a positive way, not just that kid who can't have a conversation? What if something comes up in the next few weeks for which you're perfect?

 

I check the district site daily, along with the meeting agenda & meeting minutes when they are released

 

She can correct me if I'm wrong, but I think she means what if something opens up. Don't you want them to immediately think "Oh, bros, would be such a good fit! We have to interview him!"

 

YES!!!!

 

Ahhh.

I don't think remembering me will be an issue - two of them remembered me and I haven't seen them since 2008. The other one remembered me when I was at her school last spring

 

They remembered you as a person. That's not what kc and dgp are saying.

 

Remember you as a teacher. They know you a student. Make them know you as a teacher.

Thinking back to your interview, it surprises me they didn't ask you about classroom management. Speaking of which, you really need to start getting in classrooms, even as a volunteer. You graduated in December and you have as much classroom, as in alone with students all day, experience as those graduating in May. You lost the edge you could have had over them. When I was job searching, I was a May grad, a lot of people from my college who had subbed during the "off" season, were getting job promises/offers.

 

I've never experienced a ten minute interview as either a candidate or as a member of the interviewing team.

I'm sure there are some who 'remember' you, bros...but how are they rememberng you? Is it in a positive, compelling, we must hire this young man kind of way?

 

I have applied for substitute teaching in the district in January, but as stated previously, the person in charge of interviews has had no time in their schedule for to interview substitute teachers since they received my teaching certificates (Which I sent to them within a week of receiving them, as I was still recovering from my wisdom tooth extraction when I received them, and not in the right state of mind to contact the school).

They remember me positively, I think. The old HS VP, we interacted maybe once, he would have no impression of me one way or the other. The Principal of the school that I did field at last spring remembers me positively, as a lot of the teachers in that school lauded my technology skills - and the principal saw my technological aptitude in action at least once or twice. The language arts curriculum director, he would observe the HS English classes quite a few times a year. I believe his impressions of me as a student were rather positive, as I am quite good with writing.

With regards to the interview, I had some anxiety during it - some stammering, a bit of it talking in circles while I regained my train of thought, occasional pausing.

From the outset of the interview, they told me that it would be short, as they didn't need to tell me about the district or its vision/philosophy and that they only had a few questions that they were asking candidates.

All of them were writing notes after my responses on sheets of paper in front of them. I noticed something that looked like a grading scale, I think. Whatever it was, I know the principal circled at least two to three things on the right side.

The principal told me that I did a good job. The principal of the school I had my field at last spring said it was great seeing me again. The ELA curriculum person said it was good to see me again and good luck.

 

Sounds very positive. Did they indicate when they might contact candidates for another round of interviews?

 

When they mentioned the timeline before they asked if I had any questions, they said:
"Okay, so the timeline with this is that this is the first day interviews. We have three board meetings before the end of the school year, excluding the one on Tuesday. We'll be calling back a series of candidates in a few weeks to do a demo lesson, then we decide from there who gets the position, then we make a recommendation to the Superintendent, who makes a recommendation to the board. We have a board meeting the second week of May, at the end of May, and right after the end of the school year. This is for a position that starts in September, so whichever candidate is chosen should be approved at one of those meetings."

 

That is a very vague timeframe. So you won't know anything for 2 months? My advice is to prepare for a demo lesson, you'll need one anyways with other interviews, but keep applying for other jobs. Don't even really think about this one, because it will drive you crazy, for not knowing for 2 months.

 

I agree. The most I've ever had to wait for an offer was 2 weeks and that felt like forever.

I would certainly keep looking vigorously into other possible positions. Best of luck!

 

I apply to jobs as they come up - but I have a limited list of districts I can apply to, due to distance from my house/taxi cost.

One district near me posted a few teaching jobs the other day, but they require three references in order to apply for a position. I only have my two cooperating teachers.

I think the vague timeframe is because there's a bit of a scarcity of board meetings near the end of the year - so if they don't have a candidate to recommend to the super by the second to last board meeting of the year, they have to wait until after the end of the school year.

 

You can ask for a letter of rec from from someone at your college (this idea was discussed earlier in this thread...did you pursue that yet?)

It's not uncommon for interviews and hiring decisions to continue in the summer...many contracts require 60 days notice for a teacher who is leaving...so say, July 1 teachers who have been on the fence or who themselves have gotten offers elsewhere could be putting in letters of resignation. Certainly schools would ideally like o wrap up hiring before school lets out, but that's not always the case. I think your interviewers were basically sending that message- they'd like to find someone before June, but it could go longer depending on when they find the right candidate.

I wouldn't be putting too much energy into creating a demo lesson until you hear if you are being invited back. Most districts in my area of the state give you the topic/content standard they want to see for demos. Instead, take this time to polish up your interviewing skills, keep sending out resumes, get that letter from from a college professor or your ST supervisor.

As far as questions...so you know the district and you've familiarized yourself with the district technology plans...you could have asked something along the lines of:

I've read the district tech plan and find it very exciting. What professional development opportunities will staff have regarding these new resources?

A question like this shows you've done your homework and that you are interested in further developing yourself thru ongoing learning. It also opens doors to further conversation in which you could highlight some of your tech skills and interests.

 

That is a good question.

Also, asked for a letter of recommendation from one of my college professors - she said she'd couldn't write me a letter.

I believe the person whose job I interviewed for had their resignation/retirement approved at the last BoE meeting.

But yeah, i've noticed in the upcoming BoE agenda, a few more teachers are resigning/retiring, so they might be posting more job listings, which would be nice.

I should email my supervisor to ask if she would be willing to be a reference for my job search - or perhaps even write a letter of recommendation

 

Did your professor say why she couldn't write you a letter?

Yes, you should definitely request a letter from your supervisor.

 

I had a letter from my 2 student teaching teachers and from my supervisor. These were pretty much the only letters that were from superiors, because my P from my long term sub / subbing job wouldn't write me one.
It was still enough. I did get a teacher to write me one from my LTS job (I had worked there for almost 2 years), he used to be a P but my interviewers didn't know that. It was a great letter and more relevant because it was more recent (not from 2 years before) and it was about working with student population the new job had.
So I actually include a letter from my st. teaching supervisor, one master teacher from student teaching and a colleague teacher. It was fine. In my portfolio I included all 4 letters.

Just make sure you have 3, and yes, def. get one from your supervisor.

 

The professor didn't give a reason why.

 

Just the fact that they remembered you isn't automatically a good thing. One of my interns is unforgettable but not for reasons she would like. Unfortunately for her, I was on the hiring committee at my school. Her screening interview was the last interview she had at our school.

 

Well the principal of the school the interview was being held at would have no reason to remember me negatively, as I never got in trouble in HS - one of the only times we met in HS was when I was called down to his office because the office forgot to enter into the attendance system that I left early that day, so I was marked as skipping class.

The English Curriculum head liked me.

The principal of the school I was at last spring would remember me positively, I think. There'd be no reason to remember me otherwise - I think the principal even observed me once teaching a bit of a lesson and liked it.

 

Again, remembering you as a student is totally different from remembering you as a teacher. Not getting in trouble in high school has absolutely no bearing on whether or not you make a good teacher.

 

If I had the type of disabilities you did, the type of IEPs you undoubtedly had, and the fact that getting a job will require you convincing an employer that you are fully capable of doing the job, I'm not sure I'm consider it to be a good thing if any educator remembered you from high school...

 

You could have also asked about their mentoring program, team collaboration, how are ways faculty can get involved outside of the class room (committee work, clubs, etc). Start making a list for future interviews.

I went back and read the questions you were asked, bros. Your answers show your lack of experience, unfortunately. There's just not a lot of 'meat' there. Minimally, the school is probably thinking how they would have to provide you with a LOT of professional development support, mentoring, peer coaching as well as the accommodations that your disabilities require (you may not have discussed this, but as you have mentioned, they remember you). Sure, many novice teachers benefit from such support, but those who get hired usually have brought something compelling to the table that got them hired...passion, content knowledge, experience, energy, excellent communication skills...how would you sum up what they saw that might make you a compelling candidate to this school?

 

The district did not exactly follow IDEA with my IEP.

The only thing they upheld was that I had Adaptive PE and I received most of the accommodations on my IEP. No evaluations were conducted for almost ten years, which resulted in a permanent loss/regression of motor skills/coordination.

Trust me, my parents were not helicopter parents in HS - the district didn't even inform them of their rights per the law every year and would force my parents to pay for anything I needed for school, they refused to do AT evaluations, they refused to provide AT of any kind.

Hell, in HS my case manager had no idea what my disabilities were. One time she thought I was intellectually disabled, another time she thought I was diabetic, and another time she thought I was dyslexic.

I know my answers demonstrate a lack of experience - but at least I had the interview to gain some experience.

I know they would keep in mind the accommodations my disability requires - the principal at the school I had field at last spring knew about my disabilities.

I think what might make me a compelling candidate to the school are that I am familiar with the district through my experiences as a student and throughout my pre-service experiences in addition to a passion that may have been subdued during the interview, due to anxiety.

 

I think what might make me a compelling candidate to the school are that I am familiar with the district through my experiences as a student and throughout my pre-service experiences in addition to a passion that may have been subdued during the interview, due to anxiety.


I hate to burst your bubble, but I don't think so.

Have you sent your thank you notes?

 

To me, what would make you a compelling candidate is the knowledge and experience you bring with technology integration. You've learned ways to use technology seamlessly for student benefit.

I don't think growing up in a district or doing pre-service experience in a district would really make you that compelling. That doesn't make you a better teacher or colleague. Your knowledge of technology WOULD make you a better teacher, and a better colleague. When I requested to move from SPED to the classroom, my principal put me in third grade, largely because that team had very little technological skill, and she knew I'd be able to teach my teammates some things. If I were you, that is what I'd personally emphasize, and what I'd try to use as my "X factor."

 

Bros, I have read your ST post and this post in their entirety. I applaud you for pressing forward during your ST debacle and for thinking of this interview as an experience from which you can learn.

I am a firm believer in that you shouldn't let your disabilities define who you are as person - they are a part of you, but they are not you. I feel as though you let your disabilities define you. The limitations you have from your disabilities can't be ignored, but they can't also serve as excuses as to why you can't do one thing or another.

I have a speech fluency disorder that causes me to stutter over plosive consonants. It has worsened with the anxiety of student teaching and having colleagues watch me during lessons. I have an innate fear that colleagues will think I am unintelligent and/or incapable because of my stuttering and seemingly unnecessary pauses. I spoke with one of my instructors this semester about my fears. He told me something that I will never forget:

"What better way to serve your students than to understand them based on your disability?"

They may not be the same disability, but you can relate to them based off the obstacles every student with a disability faces. In terms of special education, accommodations, technology, etc., you have an advantage. You should use it. I don't know if you would make a good classroom teacher, Bros, but I do know you would make a wonderful special education advocate. You have been told this before, especially in this thread.

You have a breadth of knowledge in special education. While classroom teaching may not be for you (and this is something you are going to have to face sooner rather than later), being a special education advocate will be a fulfilling career that will seriously benefit students.

I understand transporation is an issue, but you have to find a way to get around it because you absolutely can't limit yourself. There just can't be any more excuses.

 

Bros, you need to completely forget the fact that you went to that school and they remember you. It makes absolutely no difference if you were the best student in high school, how your parents were, how little time they had to spend on you. You were a kid. Now you're an adult. Heck, you could've been their worst behavior problem and they could still choose to hire you, if you have enough evidence that you're better than the others, (and can play up your bad-student past as a tool you can use with your students and classroom management)

You don't gain experience from interviewing. The experience that you lack (that was mentioned) is teaching or general classroom experience.

Again, growing up in a district or the actual school makes no difference. It's not about what you learned in high school, it's what you learned in your teaching credential program and the experience you had after. And how you can use it to teach the kids.

 

Growing up in the district can make a difference. We're definitely partial to hiring our grads, as is the high school I went to. Now neither will hire a teacher just because they're a grad, but it definitely helps tip the scales.

 

I agree with this 100%. Bros, I know you have a lot of disabilities but I get the impression that you limit yourself a lot by saying you can't do things because of this or that disability. For example, I don't see why you can't walk more than 1/2 mile. Maybe I missed it but do you have a heart or lung condition? Being on your feet all day is a big part of teaching. You keep on mentioning your anxiety and I know you can't be on medication but you know that people won't care about your anxiety in a classroom right? It can't be used as an excuse, as you have been using it. It is really unfair how mental illness is stigmatized but right now that is how it is. For example, I couldn't say to a principal thati have a lot of passion but it didnt show through at my interview due to my depression. That wouldn't fly

What does teaching have that being any type of advocate doesn't? Why do you prefer teaching over some type of advocacy work? Because you would be a fantastic one, especially in getting parents to understand their rights in terms of an IEP.

 

Bros, does have a lot of excuses. I don't think Bros fully takes the advice given here. A lot of it being repeated over and over again.

When I was reading Bros' student teaching thread, and this thread just reinforced it, made me wonder if we sometimes don't prepare special needs/inclusion children for the real world. The OP's been told he can function in the "real world", but he can't drive, can't take the bus, and at times can't dress himself. I wonder if he would have learned these things if his IEP, or schooling, was different. I also feel he has a bit of entitled attitude. In his student teaching thread, he claimed if he failed he would SUE people. :unsure: This things just unsettle me, because I live in the same state as bros. I wonder if they're setting up other special needs students for failure.

 

When you look at the threads by Bros as compared to other job seekers, I see a need for "hand holding" that other job seeks, who will and have been more successful, don't need. I'm sorry, Bros. I'm just telling the truth. I'm sure you'll just poopoo this as all other advice you don't agree with or feel is relevant. I feel a lot of posters treat him with kid gloves. I know his disabled, but can you imagine the response if someone else said the things he's said about subbing, why not apply to a different district, or getting their letters. Remember this is a person who could be left alone with children ALL day? :unsure:

 

Thank you notes?

If I am asked that at an interview I will definitely keep that in mind.

I used to have speech problems. They were rather annoying from what I recall of my feelings at the time.

I think I let my disabilities define me (i.e. instead of being a man with dysgraphia I think of myself as a dysgraphic man) because I have no self esteem.

My disabilities are very much a double edged sword - I can relate easier to students, but I can't do many things that people would expect out of someone who is nondisabled - like write by hand.

I would argue on the fact that you don't gain experience from interviewing - as I do, it helps to reduce my anxiety with interviewing and makes me more familiar with the interview process.

According to the CC I went to, they would tell us that the district pretty much only takes graduates from the district for student teaching and that they have tendency to hire graduates of the district as teachers.

The walking is because I have underdeveloped muscles & low muscle tone. I can stand up for about 45 to 60 minutes before I need to either sit down or stretch my legs - I don't need to sit down for long either, just long enough for them to feel rested, maybe a minute or so.

With teaching, I love the reaction a student has when something finally clicks with them - be it something they are learning for the first time that day or something they've been working on for months.

If I had failed, I would've definitely considered all of my options, depending on what the reasons for failing were, especially since the college has a few options when someone fails student teaching - including an extension of it, which I would've heavily pushed for in the event of failure, as I was not given the same amount of time in a placement as all of my peers.

I can take the train. I am comfortable taking the train as long as I have taken that route a few times with my dad (like a dry run on the weekend) and I follow a routine on the train. The noises on the train are disconcerting, but I tend to listen to music to reduce the level of noise I hear.

The last time I was in inclusion was fifth grade.

The last time I received services that were to my benefit was in fourth grade - when I was in resource room for math. The last time I received OT was second grade.

My IEP was very ineffectual after sixth grade, as the services provided by it were all but useless - adaptive PE once a week in middle school and adaptive PE every day in HS taught by a gym teacher who hated teaching students with disabilities.

With subbing, the amount earned in other districts versus cab fare would make the pay very low.

 

Thank you notes for your interview committee. It's not an absolute requirement, but it is generally a good idea... plus it reminds them that you exist. Usually you'd want to send them about three days after the interview.