March is here, and for many, this means you will be invited to your teacher training interviews, whether you are completing your training via SCITT, School Direct or University PGCE, or when applying for your NQT position!
One of the most exciting parts of my role within my school is being involved in the recruitment of new trainee teachers. In this post, I will share the most common questions that you are likely to be asked and some ideas for you to think about to help you prepare to for your upcoming interview.
Questions relating to passion:
Why do you want to teach?
This may seem like an obvious question, but it is so easy to go off on a tangent when answering this question! Think about what has drawn you to this career and what it is you are hoping to achieve. It also helps this think about a specific past experience that has impacted your desire to teach.
What aspect of teaching are you most looking forward to?
Think about the rewards of teaching; children making progress, helping children realise their potential, supporting children when finding their strengths, shaping children's future, helping children to achieve, and so on. There are so many personal rewards out there - think about what teaching means to you.
Tell me about your experiences with children/in the classroom.
Your interviewer will know from your application whether or not you have had prior experience in the classroom, so the question asked will be adapted to this. Consider how your experiences with children either inside or outside the classroom have shaped your passion for teaching, and how it has helped you to prepare for what is to come.
Why have you chosen this subject/year group?
Again, your interviewer will shape this question based on your application. If you studied this at university, talk about why you chose it and what you loved, and share how your university experience will help you in the classroom. If you are applying for a primary position, be sure to familiarise yourself with the curriculum for the year group you are interviewing for - you will then be able to talk about your passion for the topics you will be teaching in that year group.
What skills do you have that will help you to be successful?
Think about all the skills you have developed through the many different experiences you have had; GCSE, A-Level, University, paid or volunteer work, placements, school visits, parenting and so on. There are so many transferable skills that will support you in your teaching career!
Who was your favourite teacher when you were at school?
This is the chance to think about how inspirational teachers can be. Most of us have that one teacher who stood out and gave us confidence, and encouraged us to find our strengths and be who we are. Who was that for you?
Why do you think you will be a great teacher?
This time, think about what makes you you! Yes, tell us about your skills and previous experience, but we also want to know your personality and your passions. Every teacher is different and every teacher has their own teaching identity. What is your identity?
Why have you chosen this route into teaching?
There are so many different routes into teaching. Before your interview, make sure you know what your chosen route entails; whether you will be in school full time, if you will have training days, what assignments you may need to complete, what the evidence folder looks like, how your timetable will work etc. You may not have all this information yet, but having a rough idea around the course and route will be helpful.
Questions about prior experience and skills:
How has your previous experiences in the classroom helped you to prepare for your training?
So, if you haven't had any experience in the classroom, you may instead be asked about any previous experience with children in general. Think about what you have learned in any school visits, volunteering experiences or any other work/opportunities with children or schools, and how this has helped you develop skills or introduce you factors that you know you will need to research/develop before or during your placement. You aren't being asked this to catch you out! In my own experiences of holding interviews, if we feel a trainee hasn't had enough experience, we arrange a short placement for them so they can have this experience :)
What are you going to do to prepare you for your training?
Again, this isn't here to catch you out. This is more to help you think about the different areas of training, and teaching in general, that you may need to prepare for in advance. Here are some examples that are wonderful to hear: Familiarising yourself with the curriculum, reading through past papers (depending on key stage, year and subject), researching what certain grades look like, carrying out school visits, getting in touch with experienced teachers, reading advice blogs. You will not be expected to have done all of these things before your interview! Your school and training provider will be happy to know that you know how you are going to prepare :) They know that you are currently busy with your university studies.
Tell me about a time you received constructive criticism.
This is a great question for you to show off how reflective you are! A very useful skill in teaching is being able to reflect on your teaching, as this will help you to continue developing your skills. To help you with this, think about a time you received feedback for something; an essay, a presentation, coursework, a task completed at work, a previous interview, anything! What did you do with this feedback? How did you use it to help you develop your skill? What did you find most useful about it?
Describe a time where you were in a challenging position, and how you overcame it.
Again, this can link to anything! Has there been a time where you have struggled to meet a deadline? Or, found a particular task difficult? Or, worked with someone who didn't respect you? Or, where you had to make a choice? Or, you had to overcome a fear? Once you have thought of your circumstance, think about what you did to help you resolve this. Did you: ask for help? Seek support? Practice a skill? Spoke with a line manager?
How will your academic experience support you in your teaching career?
This isn't just in relation to your subject. I would always recommend identifying the skills you have developed during your university experience that will help you in your career. For example, time management, networking, the importance of a strong work ethic, organisation, working with different social groups, communicating with others, prioritising etc. If you are currently studying a specific subject, has this helped you to broaden your knowledge of the topic? Are there any topics that you know will come up in your teaching, that your studies have helped you to develop a good knowledge of?
How will your previous career or work experiences support you in your career?
This will only be asked if applicable to you and your application. Like with the previous question, consider what skills are your strengths and how these are also relevant to the teaching career. Transferable skills like those in the previous questions are always helpful in the classroom!
You will also be asked a couple of questions around behaviour and classroom scenarios:
You are trying to gain the attention of the class, who are talking among themselves. What would you do?
If you have already visited the school, you will know whether or not they have a specific required method of calling for attention, such as a countdown. Here, you could say that you would use the school's method, then follow the school's behaviour policy to support you if they still aren't listening. If you are unsure of the school's behaviour policy, or if the training provider haven't shared which school you will be training with yet, instead, think about how you will ensure that all students are listening to you. The most common answer, in my experience, to this scenario is to use a countdown and stand at the front of the room, and do not start talking to the students until they are quiet. If they continue talking, address students directly with a gentle reminder of the expectations. Remember, you aren't going to be caught out and rejected for your response here, as your interviewer will know that you aren't qualified yet, so haven't had much opportunity to practice this!
You are teaching a tricky topic. How do you know that learning is taking place?
Think about: is learning taking place when students are tapping on the table and swinging in their chairs? Or, when they're whispering and giggling? Or, when they are sitting with their head in their hands, rather than their pen? So what DOES learning look like? Students are asking questions, students are engaged, any talk is related to the work, students are trying the challenge questions, students are asking for help.
A student isn't cooperating with you. What would you do?
This is where you think about the school's behaviour policy. If you don't know it or haven't been introduced to this yet, be honest! There is nothing wrong with saying that you would use the school's behaviour policy to address the situation correct and in line with the school's expectations. This shows that you are already thinking about school expectations and policy, before they have even been introduced to you. Other things to think about: private reprimanding, speaking to the student with respect, keep voice level and tone low and positive, remove the student from the situation by speaking to them away from the class, paying first attention to those getting it right.
You have finished a lesson, but notice that students aren't progressing how you had planned. What would you do?
This question is here to encourage you to think about decision-making, self-reflection and thinking on your feet. Consider: how do you know the lesson isn't going to plan? Can you identify at what point it started to deviate? What are you going to do in your next lesson plan to combat this if it occurs again? Your interview will be looking for these types of questions in your answer. Lessons not going to plan are something that you won't know what it's like til it happens! Therefore, by explaining that you will identify where it went wrong, and use that to help you adapt the next lesson plan, you are showing that you are reflective and adaptable :)
Safeguarding - This is a very important part of your teaching. You will always be asked a safeguarding question, though they may not always use this word, (most do, but some don't!). Typically, you will only be asked one safeguarding question, but I recommend research what safeguarding means before your interview.
Typical safeguarding questions:
This is the most common safeguarding question:
A student asks if they can talk to you in private, and that you can't tell anyone what they say. What would you do in this situation?
Safeguarding rule number 1: You can never promise confidentiality and the student should be made aware of this. Advise the student that you will listen to their worry, but you can't promise that the information won't be shared with the safeguarding team. Then they can choose whether or not to continue the conversation. Make sure you do not ask any leading questions. Regardless of the outcome, all conversations like this will need to be recorded in line with the school's safeguarding policy (all school's have one!).
A student has shared with you that they believe another student is being bullied. What would you do?
Again, make sure you do not promise confidentiality to the student. Instead, let them know that you will share the information with the safeguarding lead and those who will be able to help. If the student tells you, then thank them for telling you. As above, you will then follow the school's safeguarding policy and record the conversation as is necessary.
You have collected in students' work and notice that a student has written a story that is concerning. What would you do?
In circumstances such as this, you would immediately report this to the safeguarding lead or team, including as much information about the piece of work as possible. Do not ask the student any leading questions and don't provoke a conversation, but treat it as a concern even if you feel as though the student meant nothing by it. If you have had to speak with the student about the work, such as they asked you what you thought or you read it while they were still writing it, again, you would record this conversation as part of your safeguarding referral.
When it comes to the safeguarding question, if you're ever in doubt; you will follow the school's safeguarding policy and report any conversations, worries or concerns to the designated safeguarding lead or team immediately.
With all teaching training, ITT, School Direct and University interviews, your interviewer will be looking for the positives. They will never be looking to catch you out or find any flaws. Instead, they are looking to learn who you are as a teacher and for potential. If you are ever unsuccessful in an interview, most schools will offer valuable feedback. If they don't, then ask them for it! Usually, they will tell you why you were unsuccessful and give you advice as to how you can gain the experience you need, or even offer to help you gain this experience. It is never a bad thing :)
You will also be given the chance to ask any questions you have at the end. Use this as a chance to get to know the school and training provider. If there is anything you are unsure of, anything that came up in the interview or discussion that you'd like to know more about, or even anything relating to the next steps, be sure to ask about it! Similarly, if you are an NQT, ensure you ask any questions you might have; support for NQTs, mentoring and CPD, career opportunities, timetabling and responsibilities.
I hope you have found this helpful, and wish you all the best of luck in your upcoming interviews! If there is anything I have missed, or if you have any questions, please comment below or email me directly :)
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