Job Interview Tips

What’s Here

If you’re searching for a teaching job in 2010, this page will help you prepare for interviews and put your best foot forward. The main purpose of this page, though, is to help you really evaluate whether a school will be a good fit so you can get the right teaching position for YOU.

Who Am I To Give Advice?

I’ve changed schools a lot and have been on 14 job interviews during my teaching career:  I was offered every position on the spot except 2.  An uninformed person might conclude that I’m just that good: but the truth is, I’m fortunate to have sought positions during extreme teacher shortages.   It’s kind of like getting excited about selling your house in 2 days…in a seller’s market.  Who would have expected anything less?  If teachers are the ‘buyers’, then it’s definitely been a buyer’s market when I was job hunting in Washington, D.C. and South Florida.  Teacher turnover in both places was extremely high and the colleges weren’t producing enough graduates to fill the positions.  Therefore, rather than having to ‘sell myself’, principals have always spent the majority of the interview trying to sell me their school.

My advice on this page comes from that perspective, so I’m really not the best person to advise you on landing a position that hundreds of other teachers are vying for.  At the bottom of the page, I’ll recommend some more resources to help you.  But, even if you’re in a tight job market, it’s still important to think about what YOU want and need in a work environment, and I hope my ideas will remind you to consider that, as well.

What To Wear

My personal opinion is that a prospective teacher should dress more formally for an interview than for the actual job itself.   A pants or dress suit for women almost always makes a good impression.  If you are a creative person, it can pay off to express that a little bit in your clothing through jewelry or unusual prints or fabrics, as it can set you apart from other candidates.  On the interview for my most recent teaching position, I wore a black skirt, deep blue-green and black top with a thick black beaded belt, purple heels, and a deep tangerine bag. I love to take fashion risks and wanted to show that I think outside the box. Floridians aren’t afraid of color, and the principal loved my shoes!

That worked for me in Florida–and I was a highly-recommended veteran teacher at that point, so it was definitely safer for me to look different than your ordinary teacher.  Back when I lived in D.C., I interviewed in a business suit every time. It definitely depends on where you’re located, but in general,  it’s probably fair to say that your overall look should be modest and not a distraction from what you are saying.  Clothing is a very personal preference, and I believe you should wear something you feel like yourself in and that will make you feel comfortable during the interview.  Show a few people what you plan to wear and get their opinions, as well–if they just can’t picture you walking out in public in the outfit you had planned, it might not be the best choice to represent who you really are.

(Now that I’m on a reminiscing tangent, here’ s a side story for your amusement: I wore distressed denim jeans to interview for one school. I had flown up north for a funeral and was heading back to Florida. I checked my messages during the layover and the principal had left a message saying she needed to make a hiring decision that day.  I called her as I boarded the plane for the last leg of the flight and scheduled the interview for 30 minutes after I would land in Florida.  I had no time to change clothes because the appointment was already at 4:45, well after school hours, and of course the flight was delayed.  I sped into the parking lot and ran into the office, sweating and panting, wearing acid-blast gray fitted jeans and a leather jacket (of course it was 85 degrees in Florida).  I looked ridiculous and was absolutely mortified at how unprofessional I appeared…but I got the job. I still cringe thinking about that day. See, now, you couldn’t possibly wear anything worse than that, right? And that’s proof that what you say matters more than how you look, so let’s get down to the interview questions.)

4 Tips For Answering Interview Questions

1.  Smile, smile, smile! Good teachers are friendly and warm with their students, and you want to convey that during your interview.

2.  Be a good listener. Pay close attention to what the principal is saying.  Maintain eye contact and don’t be afraid to ask questions–it shows you are interested.

3.  Pause to think before answering. Don’t feel rushed to say anything that comes into your head.  Give yourself a moment or two to reflect on the question, take a breath, and then reply.

4.  Don’t be afraid to admit when you don’t know how to answer. You can laugh good-naturedly and say, “Wow, that’s a tough one.  Let me think about that for a moment…”.  If you still feel unable to come up with a satisfactory answer, say something to the effect of, “I think my actions would depend on the specific situation and child involved.  I might ___, or maybe even ____”.  If you’re really stumped, you could explain, “I would really try to utilize the experience of my co-workers on this one.  I would confide in an experienced and trusted team member and ask for his or her advice and support.  I’m not afraid to admit that I don’t have all the answers, and if asking for help would bring the most benefit to the students, I wouldn’t hesitate to do so”.  Or, you could say, “I would need to give this situation a lot of time and thought so I could make the best decision for my students.  I would research the issue a little more by talking to the parents/ my co-workers/ principal/ going on the internet before deciding on any actions.”

Often-Asked Teacher Interview Questions

There are thousands of questions a prospective employer might ask, but I would suggest thinking out your responses to the following, as variations of them are used often.  Interview questions usually fall into the following categories, with at least one asked from each section.

Philosophy of Education

• What is your philosophy of education? Here you’ll want to talk about the approaches you like. Child-centered or teacher-centered?  Hands on?  Incorporate play?  The role of parental involvement?  Brain research?
• What are the components of a lesson? This is a basic knowledge-type question, and if you’re a new teacher, you’ll probably here something along these line. The terminology will vary from district to district (so do your research!), but essentially the components are: anticipatory set (introductory activity), warm up, direct instruction, guided practice, independent practice, assessment, and closure.
• What is your approach to reading instruction? Balanced literacy?  4 Blocks?  Small groups?  Flexible or set groupings?  What do other students do while you’re teaching small groups?

Instructional Strategies

• How would you help a struggling reader? Have a number of strategies ready, since each child’s needs are different. One on one instruction?  Small groups with similarly-abled students?  Send home activities for parents to help?  Bring it up on Child Study or tell a reading specialist?  Research strategies online, with co-workers, and a reading specialist?
• Do you use centers, and if so, how? These went out of favor for a few years and seem to be on-trend educationally speaking, so the answer to this question should probably be yes. Research your district carefully! What materials would you use? Objectives?  How often/ how long?
• What are some strategies you would use to teach math? Hands on?  Manipulatives?  Variety of strategies?

Classroom Management

• What kind of classroom discipline plan would you use? Check system?  Card system?  Token system?  Punishments/ Consequences?  Rewards?  You will almost certainly be asked some variation of this question.  I would mention a pro-active approach, meaning that I set my students up for success by making expectations, rules, and procedures clear to try to solve discipline problems before they start.  I would also mention that I spend a lot of time in the beginning of the year establishing specific procedures, with extensive modeling and practice.
• What would you do for a constantly disruptive student? Find out what’s causing the behavior?  Conference with student and parent?  Set up an individual behavior management plan with set rewards and consequences?  I would stress pro-active techniques: establishing effective routines and procedures.

Assessment

• How do you check to see if each student understands the material you are teaching? Individual wipe off boards?  Special classwork assignments?  Ask students to explain how they got their answers and how they know the answers are right?  Require that students show they work?  Assess frequently?
• What kind of assessment methods would you use in your classroom? Informal vs. formal? Be familiar with the district and state assessments for the grade level you’re interviewing for.  I would stress using a variety of assessment methods to ensure that no matter what a child’s strengths, s/he would have frequent opportunities to excel.  Ideas include tests, quizzes, classwork, homework, monthly projects, group work, internet research projects, participation, oral discussions, etc.  I would also mention using assessment to guide instruction.

Technology

• How would you incorporate technology into your lessons? Web quests?  Internet research projects?  Digital cameras to make class books, etc.?  Class website for homework assignments and spelling words, etc.?  Smartboard and Promethean Board activities? Class blogs and wikis?
• How would you describe your own technological skills–beginner, intermediate, or advanced? Be honest! And if you know this is a personal weakness, address it right away by taking a class or getting on the computer and experimenting. (No one ever taught me how to use a computer, create documents, do web design, use HTML programming, create a blog, use social networking, etc.–I just got on the computer and played around until I got it, and researched stuff online. You can do it, too!)
• What computer programs are you familiar with? This question is falling out of favor now that principals assume teachers can use basic Microsoft Office programs, but be ready to explain your familiarity with Microsoft Word, Word Perfect, Excel and other spreadsheet software, children’s software and online programs (check to see which ones the school/district subscribe to), the internet, and email.

Team Collaboration

• How would you utilize your team members; experience to benefit your students? I would emphasize the importance of working together as a grade level team and sharing ideas.  Regular team meetings to share what’s working and what’s not are very important to me.  Additionally, I like to be part of a team that is constantly developing and finding new materials and makes a copy of those materials for each person on the team to have.
• What is your philosophy about team teaching? This is another place where it is essential to be completely honest.   If you like it, explain why (kids can benefit from multiple teaching styles, teachers can bounce ideas off one another, etc.).   Initially when I wrote this article in 2003, I didn’t like team teaching, and I would have admitted this because I would not have been happy sharing my classroom with another teacher.  I would have explained that by saying that while I love being part of a collaborative grade level team, I like to provide the consistency that comes with having only one teacher’s ideas about rules, routines, homework, etc. in the classroom.  In 2005, thought, I was actually asked this during a job interview because I would be sharing a classroom with another teacher due to overcrowding.  I wanted the job so badly and I really felt like it would be the right one for me, so I told the principal that while I would look forward to having my own classroom, I knew the benefits of team teaching and the importance of communication, etc.  I did get the job and ended up LOVING team-teaching because I had such a fabulous partner!  So, you never know–hopefully as teachers we are always learning more about ourselves and our practice. You might be asked this question as it relates to push-in services by special education teachers, so consider what response you could give that would assure the principal you’d be in close communication and collaboration with that teacher.

Professional Development

• Where do you see yourself 10 [or 20] years from now, professionally speaking? Still teaching? At other grade levels?  Administration?  Masters or doctorate degree?  National Board Certification?  Mentoring?
• What committees have you served on, or are you interested in serving on? Try to list all of these before the interview so they are fresh in your mind.  Chances are, there are more than you think!  Include a list in your portfolio, if you want.  Try to come up with at least one committee you would be interested in serving on in your new school (a content area committee such as social studies, school improvement team, yearbook staff, parental outreach, etc.).
• What role would you like to play in school improvement? See the answer above. Pick something that you’re passionate about, and let that passion shine through.

Special Education

• What experience have you had with special needs students? In the classroom?  Other jobs?  Summer camp?  Siblings?  Which disabilities?
• How comfortable would you be with special needs students in a general needs setting? Emphasize that you are prepared to handle special needs students with the right support systems in place. (Some principals ask this question knowing they’re going to dump half a dozen unlabeled but clearly emotional disturbed and learning-disabled children in your classroom, and want to hear you say essentially, no problem, I can handle any kid with no support from you at all! I enjoy when kids throw desks at me and set fire to the trashcans!  Tread carefully.)
• What would you do to help a child with ADHD in your classroom? Sit them in the front of the room?  Have them repeat directions to you?  Give them jobs so they can move around?  Try to keep instruction fast-paced and varied?  Use hands-on activities as often as possible?  Pair them up with a buddy?  Prepare your response to other specific disabilities the principal might mention–ADHD was a buzz word a few years ago, but now principals are just as likely to ask about Asperger’s, autism, oppositional-defiance disorder, etc.

Classroom Scenarios

• What would you do if you had planned a lesson but the students just weren’t understanding what you were teaching and were not ready to move on to the next activity? I would answer this by saying I would re-teach using another approach.  For example, if I were teaching a math concept and they didn’t understand, I might get out manipulatives to try to make it more concrete.  I would also try to identify what information the kids did not know that I had assumed they had.  If I were teaching 2 digit multiplication and their answers were consistently wrong, I would look to see if they knew their multiplication tables and were computing correctly.  I would fix the problem during the lesson by passing out calculators or multiplication tables so the kids could focus on the new skill, rather than trying to recall basic facts, then add basic fact review activities to our daily routine.
• What would you do to help a child who was unable to finish work on time/ stay focused during your lessons/ refrain from hitting other students? Individual behavior plan?  Parent/student conference?  Specific rewards/consequences?

Parent Involvement

• What would you do to encourage parents to be more involved in their children’s education? This is a tough one, and I often admit that to the interviewer.  Personally, I think the most important thing is to establish a good rapport at the beginning of the year.  Providing positive feedback is important, too–not calling only when a child is in trouble.  If there are any ideas from the Creative Family Outreach chapter of my book that you plan to use, mention those, too.
• How do you establish a good rapport with parents? My answer usually involved something like: “I try to establish contact right away, even if they don’t attend Open House night, just to introduce myself and see if they have any questions or concerns.   When a parent has a concern, I try to let them get everything out while I listen quietly, and validate their opinions rather than immediately jumping in to defend myself or the school.  At the end, I always ask if they feel the situation has been resolved to their satisfaction so I can be sure we are on the same page.”

Personal Questions

• What are your two biggest strengths and weaknesses? Ideas for strengths: creativity, energy, enthusiasm, strong work ethic, patience. Ideas for weaknesses: over-thinking things, perfectionism (although some people will say that the latter is a cliche, it’s true for me!).
• Why would you like to teach at this school? Proximity to home (you’re part of the community)?  Good reputation?  You really want the grade level available?  You have a good feeling or gut instinct about the school?
• What is your grade level preference, and why? I would give a grade range here, in case the principal can’t hire you for the grade you want.  I would also specify any grades you are certified to teach but would not want to. You could say that your gift is for grades ___, and you think it takes a special person or different personality type to work with kids that are younger/older than that.
• Why do you think you would be a good match for this school/ what can you offer us that no other candidate can? My personal answer to this question is that I am always learning.  I never teach a lesson the same way two years in a row.  I am constantly bringing in new ideas from the internet, other teachers, my co-workers, and original concepts.   I am open to change and like trying new things in the classroom.

A note about personal questions:  You do not need to reveal your sexual orientation or marital status during an interview; in fact, it is illegal for any employer to ask.

Behavioral Interviewing

Many employers are now asking “tell-about-a-time” questions, known as behavioral interviewing, which research shows are more predictive of actual on-the-job behavior than traditional interview questions. Personally, I hate this behavioral-based line of questioning because it’s hard for me to think of good examples on the spot. However, if you’re prepared for this line of questioning, you should have no problem! Examples: Tell about a time when…

• You went above and beyond what was required of you
• You encountered resistance from a colleague/parent/student
• You overcame a crisis
• You created a unit/project that went really well/incorporated technology
• You took initiative and led the way

Key Phrases to Integrate (And Which Ones Not To)

Find out what the “buzzwords” are for the district you are applying to.  Buzzwords are the latest educational jargon for the techniques that are really being pushed in school systems, and are often very regional.  Buzzwords for your area might include differentiation, differentiated instruction, Response to Intervention (RTI), balanced literacy, hands-on learning, cooperative learning (although this is falling out of favor in some schools), inclusion, print-rich environment, real world learning, pro-active discipline, standards-based learning, flexible grouping, assessment-driven instruction, and so on.

There may be certain teaching techniques or terms that have become outdated in local schools.  Consider carefully the terms round robin reading (replaced by popcorn reading or other techniques which don’t involve calling on students in order); individualizing (has been replaced by differentiation, a very different concept, in many places); emotionally handicapped or severely emotionally disturbed (now called emotionally involved–and, actually, I think they’ve changed it again to emotionally impaired, which proves my point), etc.

Spend some time talking to teachers in the district you are applying to, or at least spend some time on the district website.  While buzzwords may not make or break an interview, being up to date on current trends in the school system can only be an asset for you.

Portfolio Or No? (And how are you supposed to use those things, anyway?)

Short answer:  If you have the time to make one, do it.  It can’t hurt!  If you don’t have time, don’t worry.  I’ve gotten job offers with and without a portfolio, and there are plenty of employed teachers who have never created portfolios in their lives.

In my opinion, the purpose of a portfolio is to support your interview answers.  In other words, if the principal asks what kind of centers you do, you should have pictures of them to show.  If s/he wants to know how you involve parents, take out the monthly activities you created for families to do together.  Very rarely does a principal have the time to sit and read a portfolio, and personally, I don’t think most of them are interested in the things that colleges require teachers to include, such as philosophies of education, evaluations, and research papers done for courses.  I think a principal would much rather hear you describe those things with ‘props’ than read a five page paper.

So, what should you include?

• worksheets and activities you created
• photos of your classroom, centers, special projects, and events
• examples of completed student work on a project you designed
• evidence of something creative you’ve done in the classroom (a postcard exchange, Mystery Reader program, program for parents, etc.)
• lesson plans that you can use to help you as you describe what you did and what the objective was (not for you to hand to the principal to read)

Organize your portfolio in a way that makes sense to you.  You want to be able to flip to the item you’re looking for quickly, so use simple section headings that you’ll remember how to navigate.   You could use the categories of interview questions I listed above (Philosophy of Education, Instructional Strategies, Classroom Management, etc.) so you are prepared with evidence for any type of question.   If you had to create a portfolio in college but hated the sections they made you use, you don’t have to make a new portfolio, just rearrange things so you can easily find them.

Now many teachers have online portfolios in which interviewers can read your resume, see photos of activities you’ve done, view lesson ideas and your philosophy of teaching, watch videos of you teacher, etc. before they even meet with you.  This sounds like an incredible asset to me and definitely worth doing, especially in a tight job market.

Do Your Research BEFORE You Interview!

Go to the school system’s website.  You want to know as much as possible about the school as you can BEFORE you agree to spend the next year working there.  Find out about test scores, ESOL population (English learners), Title I populations (low income), racial backgrounds of students (so you understand the culture), average class size (not always indicated accurately on the website), school boundaries (so you know which neighborhoods the kids come from), the feeder schools (which middle/high schools the kids will eventually go to), etc.  If you’re not familiar with the school district, look up statistics for it as a whole, including how many schools there are, where the higher-achieving schools are located, how test scores have compared over recent years, etc.  Ask other teachers what they’ve heard, as well: schools and administrations have reputations that may not be accurate, but are worth hearing about, especially if you can get multiple opinions.  You want to combine as much information as you can.

If you love data analysis like I do, you won’t have a problem.  But if just reading the above paragraph has bored you to tears, let me explain: the more you know about the school you’re interviewing at, the more knowledgeable you’ll sound while interviewing.  And, the more intelligent and informed questions you’ll be able to ask, and the more you’ll be able to tell if the school is a good fit for you.  If most of your kids won’t speak English as a first language, wouldn’t you want to know that up front?  Don’t depend on the principal to disclose this information!  If you discover that half of your students come from a mobile home community and half come from single family homes that start at 600K, you’ll be prepared when the principal asks how you would address the needs of families from diverse socio-economic backgrounds.  Being informed may set you apart from other candidates who walk in blindly with no knowledge of the community or school’s history: it shows you are interested in the job as well as the families and students you’ll be working with.

Questions to ASK Your Potential Supervisor (Don’t Skip This Step!!!)

A lot of new teachers make the mistake of thinking they are the ones being interviewed.  This is only partially true.  Even if the job market is very competitive in your area, you are still interviewing the principal to see if the job is right for you.  It would be better to have to substitute for awhile or work out of your field than to sign a year-long contract working with the boss from hell at the school from hell.  Do your research before accepting any positions!

1. Why is the teacher in the position I am interviewing for leaving? Answers you want to hear: relocating out of area; transferring to another school closer to home; maternity leave; staying in the school but moving to another grade level.  Answers you don’t want to hear:  Transferring to another school in the same district for any reason other than commute length; leaving the profession.
2. How does your average teacher turnover compare with the rest of the school district? Turnover of less than 15% is good, in my opinion.  If turnover is higher at this school than the district average, there could be a reason why the school can’t retain teachers.  You might be able to research this on the internet, preferably before the interview. Hearing a principal explain turnover can give you a different perspective, though.
3. What have the school’s standardized test scores been like in recent years? Improvement is more important than high scores, especially with at-risk student populations.  You can (and should) research this online ahead of time, but if the topic doesn’t come up during the interview, it can be a good question to ask because the principal’s reaction is often more telling than the scores themselves. If s/he gets nervous, defensive, or agitated, that might be a sign that the tests are a sore subject and cause a lot of tension in the building.
4. How much planning time do teachers receive? Some amount of time daily is a good expectation. This is an important consideration if you are considering jobs from neighboring school districts.
5. What’s the average class size? Not on paper, which is a totally different story, but for the classroom you’re applying to teach in, how many kids were actually in the room last year?
6. What’s the ESOL population at the school?  How will I be equipped to meet their needs? This is a relevant question if you think you’ll be offered to the job and want to make sure you understand what you’ll be facing.
7. Will special needs students be mainstreamed into my room?  What resources will be available for me to use with them? Ditto.
8. What kind of support systems will I have as a new teacher? Sometimes principals like to brag about their new teacher support programs. Sometimes they will look at you like you’re crazy and you’ll wonder why you asked. Either way, the response is very telling.
9. How many years of experience does my grade-level team have? You’ll want at least one veteran teacher at your level for support.

IMPORTANT NOTE: It’s hard to convey tone on a computer, so let me be clear: I’m suggesting that you ask one or two of these questions, and ask them humbly, while smiling and genuinely listening to the responses. This is not the Spanish Inquisition, and you’re not trying to trick or trap the person interviewing you into revealing a fatal flaw about the school.  If the person’s answers are vague and unhelpful, I would still nod and accept the response.  Use your judgment about what’s appropriate to ask and which questions would be pushing over the edge of enthusiastic and inquisitive into the realm of presumptuous and pushy.

Things To Look For When You Tour The School

If at all possible, try to tour when school is still in session.  If you’re interviewing in late May or June, or after the new school year has begun, I would definitely want to look around. Being able to see the students for yourself, and the way the staff interacts with them, will tell you more than any questions you could ask.  Remember that the learning environment is typically more laid-back and less rigorous at the end of the school year.  Spend as much time at the school as possible, and try to talk to any teachers you see.

Cleanliness: Is there trash on the ground? (In urban areas you might notice some outside on school grounds, which is more a reflection of the community than the students.  Determine whether this will bother you or not). Are the floors waxed and carpets generally clean?  How do the bathrooms smell?  Expect some mess and odor in the children’s bathrooms but overall sanitiation with plenty of paper towels, soap, toilet paper.  This may sound obvious, but I once taught in a school in which the doors to the bathroom stalls were hanging off and they refused to give the kids soap or paper towels because they claim the kids made too much of a mess.  How does the school smell?  Remember, you’ll have to live with that smell 40+ hours a week!

Orderliness: If classes are in session, are kids loitering in the hallway?  Do they walk or run?  Do they have passes or are they roaming freely?  Are the classes in the hall walking in straight quiet lines or doing whatever they want?

Classroom Management: Are teachers yelling at students?  Are there kids standing or sitting in the hallway as a punishment?  Are the kids basically on task or is there a sense of chaos in the rooms?  Is the noise level reasonable?  (Remember, you’ll be able to hear through the walls in most cases).  Are the teachers teaching or sitting at their desks?

Attractiveness: Again, this area will be compromised during the summer time and you won’t be able to tell.  Are there bulletin board displays in the halls?  Are teachers’ rooms organized and clean?  Are posters and student work displayed?  Are the furniture arrangements conducive to learning?  These things matter because they are indications of good teaching.  You want to be surrounded by co-workers who know what they’re doing and who are providing a top-notch education to their students.   Also notice whether you will have four solid walls, windows, a door, or a carpeted area.   These things are not necessarily a given.

Friendliness: Do the faculty and staff smile and greet you?  Are you given an extensive tour and introduced to key school workers?  How do people react when they find out you’re a prospective teacher? At one school in which I interviewed, the staff seemed either indifferent, as if I was just another teacher in an ever-revolving door, or seemed so desperate for good teachers I was scared off.

Interactions With Admin: How does the administration respond to others?  When in the presence of students, does s/he greet them (sometimes by name), ignore them, or bark orders?  When passing parents, does s/he speak to them?  (During one tour, I actually had a parent and the principal get into a yelling match and a near physical confrontation in which the parent said he was going to whip her you-know-what and the principal, a woman, said “Bring it on!”  I swear, I could not make this stuff up if I tried.)  How does s/he handle the concerns of staff when approached in the hallway during your tour–does s/he take the time to answer or arrange for a time to meet with them later, or blow them off?  Is his/her tone accepting or critical?  Is the school secretary friendly and joking with the administrators or cowering, uncomfortable, and stiff?

Perks: Look for benefits specific to the school in which you are interviewing.  Examples include parking within close proximity to your classroom; unlimited use of copier, paper, and lamination; copier close to your classroom; new furniture; and bathroom/sink/water fountain in the classroom.  These are details you’ll want to keep in mind when deciding between two job offers that you really like.  They may sound like small things, but trust me, they will impact you on a daily basis!

Other Thoughts

Find out how long you have to wait before you can transfer to another school (in many districts, it’s two to three years).  You don’t want to be stuck some place you hate, and may have to stay at the job you accept for more than one year unless you change counties.   If you’re unhappy and can’t change schools, try switching grade levels.  A fantastic grade-level team can really help.

If the school system does school climate surveys, go online and read what parents, students, and staff have to say about what’s going on at the school you’re choosing, and how those opinions have changed over the last few years.  Do an online search: there are websites that allow the community to rate local schools and give commentary.

Remember that most new teachers start off in rough schools because they have no tenure or experience, while jobs in the more affluent areas are snatched up by experienced teachers.  You’re not stuck at your school forever, and it gets easier every year.   Find a veteran teacher at your school that you can confide in and ask for help.  A support system can make all the difference.

Best wishes and many blessing to you in your job hunt!  Angela

Recommended Resources

Sample interview questions for teaching candidates from Virginia Tech’s website
Great tips by Leah Davies
Interview questions and tips from Teaching Heart
A short article on answering tough interview questions from the Education Oasis

Share YOUR tips and experience in the comments section below!

A web visitor named Stephanie passed on this advice a few years ago, which I’ll share with you here:

I can understand the frustration of being out of a job for so long…I was a computer professional who found myself laid off for the third time in two years! I taught high school in CA for a year on an emergency teaching permit, and decided it wasn’t so bad. It took two years, but I finished my certification courses, and I’ll be teaching Spanish in middle school this Fall.

I may be fresh out of student teaching, but I’m almost 50. I was worried about how I could compete with all those youngsters who have a lot more energy than I! I got a heck of a surprise once I started my job hunt.  I’ve had a totally different experience in job hunting. In fact, I’ve had around 20 interviews, and 17 offers, andI still get calls every week.

How? Well, let me tell you:

1st: I’m certified to teach Spanish. There’s a great demand for foreign language teachers. There’s an even greater demand for ESL (English as a Second Language) teachers in every part of the country.

2nd: Don’t kid yourself about this one. These days you need computer skills! Take a class in educational technology at your local university or junior college. Buy a book and teach yourself everything there is to know about Word, PowerPoint, and some kind of web page authoring software, like DreamWeaver or Front Page. Every school wants a teacher that knows how to use a computer as more than a glorified typewriter.

3nd: I created a kick-butt web site that was my online portfolio. At my university (Northern IL Univ.) every student gets free space on the school’s network to create web pages, so I didn’t have to pay anything for it. I used DreamWeaver to create the site, along with Fireworks and Jasc Paint Shop Pro for the graphics. Not only could prospective employers read my biography, teaching and educational philosophies, but they could see actual teaching artifacts, like my lesson plans, handouts, download additional copies of my resume, and multi-media presentations that I made. I also have digital recordings of myself speaking Spanish.

The benefit of an online portfolio is that administrators can assess if they want to hire you immediately when they get your resume or e-mail, instead of when they interview you. More than half of my job offers were from principals and superintendents who only saw my electronic portfolio through the link in an e-mail I sent them!! Not to brag (but I will anyway), but my electronic portfolio was the epitome of what NIU wanted all their student teachers to create. It’s become a permanent file on the school’s network.

4th: Go to every teaching job fair offered by every university and college near you. You’ll find them listed in the school’s Career Planning and Placement web page. Anyone can go to these (usually), not just students. But, don’t go there expecting an immediate hire; instead, consider each mini-interview and conversation as “5 Minute Dating”. Have fun and wear a huge smile when talking to the reps.

I actually made a tri-fold brochure that I handed out to the people I met, with the highlights of what I could offer them if they hired me (used Print Shop Deluxe). After all, if you don’t toot your own horn, who will? The brochure was something creative and unique that all those 22 yr old new teachers never thought about doing!

5th: Don’t just have your word processing program do a spell and grammar check. Have someone professional check your resume. A friend of mine was interviewing for a position with a school where I student taught. They decided against hiring her because of a simple grammatical error in an e-mail: she wrote “then” instead of “than”. They felt that they couldn’t hire a teacher who didn’t know English grammar well.