A gifted instructor and storyteller, Ken has been inspiring students and teachers for the last 47 years. Known for his ability to connect and engage with his audience Ken can adapt his presentations to the needs of your school or conference.
"What do I do now?"
Who said the above quote from a movie?
The answer is at the end of this chapter.
This quote is from the movie The Candidate. At the movie's end, after Congressman Bill McKay (Robert Redford) wins an upset victory for state senator, he immediately and frantically starts to search for his political consultant. After finding him, the actor looks at their manager with a confused face and says something to the effect of, “So…now that we won, what do I do now?”
If you are taking education courses (or have recently graduated) to become a new teacher, you probably have not yet been interviewed for a teaching position. Receiving your degree in education and getting hired as a teacher is only the beginning of many emotions, questions, and things to do, especially the question, “What do I do now?”
Hopefully, you will be part of an education program with a placement service. Even if they have one, they will not fill out the application for you, nor will they do your interview. This is all up to you. If your school does not have a placement program, then you need to start applying for teaching positions and getting ready for your interview.
If you have already undergone an interview process, you will most likely have more interviews in your teaching career, making this chapter important and valuable to you. If you have been teaching for any length of time, you may be thinking, “I’m going to skip this section; I have already been through this before.” We caution you against doing this because you just may be able to pick up something new to add to your already great interview routine. This chapter also includes some key ‘interview’ tips for you to consider.
The application forms for most teaching jobs are now almost all done online. If you are uncomfortable with completing an application online, either have someone help you or call the school's HR department and ask for their help. Not all online applications are user-friendly. Clicking a ‘submit’ button and having nothing happen is very frustrating. If you are making mistakes, then it is okay to call the school's HR department. You should also be prepared to have specific documents (resume, cover letters, diversity statement, etc.) on your desktop so that you can download them to their site.
Even though most applications are online, you can be even more creative to help you stand out. An important component of teaching is building relationships. The person reading your resume and applications wants to get a sense of the kind of teacher (person) you are. After you complete filling in your name, it may be beneficial for you to put a quote or a sentence about why you want to teach or who you are as a person.
For example, “My name is Ken Rand, but that’s just my name. It is not who I am. Who I am is someone who will make a difference in the lives of my students?” Keep it short but powerful. If you use a quote, then use one that is fresh. Let’s face it: reading resumes is not very exciting. Most of them have the same information, so inserting something unexpected will get them wanting to learn more about you.
A meaningful touch would be to add pictures (Photos or images) of projects or activities you have created or used while engaging students in your class. Some pictures are worth the next step in getting the call or email for an interview. If you use students' faces, make sure you have permission. Otherwise, there are lots of creative ways to cover up those awesome faces. Visuals are an unexpected surprise of your ability and enthusiasm in the classroom.
WARNING: This next tip is very important.
Be completely honest in your application. Do not fudge or exaggerate credentials, achievements, or attributes. Falsifying this type of information will most likely lead to problems later on.
Here is a list of possible questions that you may find on a typical teaching application.
Most of these questions are self-explanatory, but a few need more attention. If you want, you can google a standard teaching application form as a practice run to see a variation in the type of questions they have.
It should be noted that it is quite impressive if the applicant has had either previous K–12 student teaching or a K–12 teaching background (even as a student teacher). It is our personal experience that these grade and teaching levels are the real testing grounds for fostering excellent instruction.
The tone of the letters by your references can make or break your chances of getting an interview. Be sure to preview the letters before you have your references mail them or download them to the school. Having a reference write about how nice a person you are will not help get you hired. Some references may even ask you to send them some talking points that you would want them to include in their letter. On some rare occasions, a reference may even ask you to write your own letter and save them the time taken away from their busy schedule.
You will notice in the list above that most applications want you to answer some essay questions. Most, if not all, of these questions can be addressed in your cover letter. If there is an open box on the online application to answer those questions, you could write, “See the cover letter.”
The cover letter and resume are probably the most important components of the ‘application’ process. This is your chance to show the hiring committee who you are and why you may be the best candidate for the applied position.
Co-author Kim Thomas recalls that back in 1993 when she was searching for a teaching position and wanted to stand out, she typed up her resume and cover letter on hot pink paper. Back then, it was very difficult to get a teaching position. Her thoughts were that the hot pink would get someone's attention between all the cream-colored stationery submitted by other applicants. The hot pink paper also matches her personality. Whatever you put in a resume (or cover letter) to stand out, make sure it reflects your personality.
The cover letter and the essay questions are your opportunity to let your passion explode all over the paper or computer. Don’t be shy. Let whoever reads this know what you are all about. Bragging about yourself is okay as long as each accomplishment is student-driven. After all, you are applying for the most important job in the world. The only reason we show up to school is for our students. Speaking of ‘passion,’ If the applicant has a ‘passion’ for helping others, a passion for teaching, or a passion for becoming a great teacher, then we are sold.
Make sure your cover letter is no more than one page long. Too much information can be distracting. Having a colleague or friend review your letter before downloading it to the school site is also a good practice. Again, you can use the internet for examples of teaching cover letters.
WARNING!! Do not copy or use someone else’s cover letter. Not cool. You can use other letters as a ‘guide,’ but be original. Show your passion.
There are plenty of examples of resumes on the internet, but there are a few generic do’s and don’ts that you need to be aware of.
Do: Here’s a list of the essential components of a successful resume
Don’t
The day of the interview is what you have been preparing for your entire college career. It is essential to practice, but not too many times. You don’t want to sound rehearsed. It is equally important to look up information about the school and its community before the interview. Hiring committees are very impressed when you have done your research about where you might be teaching. Find out the school or district's vision (or mission) statement, mascots, and slogans. If possible, learn about the curriculum for the grade level you are interviewing for, and if you know anyone who teaches at the district, reach out to them for advice.
And arriving at the school about an hour early may be a good idea. This way, you can walk around the school campus and get a feel for the environment and overall vibe. You may even want to seek out local students, tell them you are applying for a teaching position there, and ask them some pertinent questions.
This states what should be obvious, but do not forget to dress appropriately. We’re sorry, but jeans just will not cut it in an interview; the phrase “dress for success” is not bland advice.
Another factor that you should not overlook is your speaking style. Make sure that you smile and show your confidence. Speak clearly and slowly. Again, there is no substitute for practice.
We hope you do not mind if we share some of our own experiences with you.
I have a very clear memory of my first teaching interview for a math position at a JHS (Junior High School) in the Bronx (1967). Being my first interview that I ever had for any job, I prepared for hours. I had my friends and family test me on possible questions until the wee hours of the morning. On the interview day, while driving from Westchester, NY, to the Bronx (a half-hour drive), I feverishly reviewed the questions and responses in my head. I, of course, missed the exit, but fortunately, I left early enough to get to the interview on time.
Here’s a recap of my first-ever interview.
“I’m here to see the principal, Dr. Freyer." The office assistant quickly told me, “Dr. Freyer is not seeing any students today.” I was a very young-looking 21-year-old (time to grow a beard?). I laughed and told her I had a scheduled interview. She then shouted out to an opened office door, “Dr. Freyer, there’s someone here who says he has an appointment with you.” I heard a growl from the office, “Send him in.”
I walked into his office, and sitting in an old desk chair smoking a cigar was this rather small man who looked like a 100-year-old Groucho Marx (look it up on Google). Without looking at me, he said, “Sit down, Rand.”
These are his next words to me. “So…. why do you want to teach? And don’t give me any of that liberal bullshit that you want to save the world.” This was instant intimidation. I was in total shock. Not knowing what to say, I told him what my student-teacher supervisor told me about my teaching. “Dr. Freyer, I was born to teach.” He laughed so hard he almost fell off his chair. When he composed himself, he said, “Please tell me that if I hire you, you will not go on strike like those other stupid bastards.” Again, he was trying to intimidate me. I said, “To be honest, I haven’t had time to give it any thought.” (That was a lie; I already knew I would support the union and go on strike with my colleagues). He growled and said, “Go see my assistant and get your assignment.” That was it. I was instantly hired. The whole interview lasted only five minutes. All of that time I spent preparing was wasted.
Fortunately, characters like Dr. Freyer are a thing of the past. Luckily for you, we are here to help you get through that first interview.
Here’s hopefully an interesting side story about my interview for a full-time math instructor position at Hartnell College. The year was 1986. I had some previous experiences as a part-time college instructor, which inspired me to make it my goal to obtain a full-time position eventually.
This rather strange interview at Hartnell College was more of an inquisition than an interview. It was just plain weird. The hiring committee was comprised of seven teachers, including the Dean of Math and Science. Most of the committee members were math instructors who, as the interview proceeded, seemed very skeptical of the previous successes that I documented in my resume, cover letter, and application packet.
It seemed to them that my resume, letters of recommendation, and background were all too good to be true, and this committee was determined to find a gaping hole in my candidacy. Or perhaps I was the last of many interviews that day, and they were tired? And maybe, just maybe, it was my heavy New York accent that prejudiced them towards me? One thing was sure: the kind of questions they asked, and the interview tone bordered on intimidation and inappropriateness.
I clearly remember one question from a veteran math instructor when he said, “It looks to me that you use a lot of gimmicks in the classroom. Your students may be having fun, but how do you know they are really learning?” I have to admit, I was really taken aback by the question, which, because of his tone, had a sense of skepticism, and it felt more like an attack upon my credibility than a simple inquiry. I was not prepared for it. My brain told me not to get defensive but to try and prove it.
And that’s exactly what I did. Fortunately, I had included in my application packet a statistical survey prepared by my former high school math chairperson, (Pete Duffy), at White Plains High School. This survey was conducted the previous year and showed how students from each math instructor did on their ‘universal’ high school final math exams. The average passing rate for the entire math department at White Plains High School was a dismal 66% (across all math courses, grades 9 - 12). My average passing rate for the same final exams and classes was 93 %. It was all there, plain to see. I pointed out these statistics to the instructor who had asked the question and passed it around for review to the rest of the committee. I then said as calmly as I could muster, “It kind of looks like my gimmicks are working.”
As I was sitting there, I remember feeling offended by the tone of that question, but I did my best not to sound smug, defensive, or arrogant, which is not easy for me to do. The question also indicated how ‘traditional’ this person was as a teacher. To many traditionalists, teaching and learning math was not supposed to be fun.
Then another instructor on the committee asked, “In your cover letter, you mentioned that you have other priorities that are above and beyond having your students finish and complete a course outline. Don’t you think your students will be underprepared for their next math class if you don’t finish the course outline?” Surprised by the question, I glanced at the prepared question sheet they gave me and noticed that this was another question not on that sheet. Within a minute, two or three other instructors repeated that same question. It felt like I was on trial, and my crime was not being committed to completing the course outline.
Math instructors are perhaps more concerned about completing the course outline than other disciplines, and with good reason. Math courses are mostly sequential, so a student’s prior knowledge and preparedness for the next math class is extremely important.
I told this college committee, “My teaching philosophy is that I would rather wind up with 90% of my students remaining in my class understanding 80% of the required material than only having half the students left in the class at the end of the semester understanding 100% of the material.” I then took a huge risk and said, “I don’t think it is my job to weed out or fail the weaker students, especially in the lower-level math courses. I believe it is my job to strengthen the skills of the weaker students and challenge all my students to learn how to think.” I continued, “I want to build their confidence, not tear it down. If they don’t pass the developmental classes that I love to teach, then their college future is over.” This teaching philosophy pertains not only to my college teaching but is also part of who I am as a teacher, regardless of which grade level I am teaching. The subsequent body language and facial reactions to my response did not make me feel very comfortable.
Somehow, I made it through the first interview process and was then asked to have a one-on-one interview with the Hartnell Dean of Instruction and then another interview with the college President. During the interview with the college President (Dr. Jim Hardt), it was apparent that I had someone on my side.
He seemed enamored with my background and more open to discussing my teaching experiences. Despite what seemed like overwhelming opposition from the hiring committee, and to my amazement, I was offered the job.
For what it’s worth, teaching employment interviews in California are no longer allowed, as I was interviewed. Now, all prospective candidates' questions must be pre-prepared, and all candidates must receive the exact same interview questions.
I hope you enjoyed my little sidetrack. The story's purpose is not to brag about how great an instructor or candidate I was but to state that maybe I know and have proof that students can learn and have fun learning at the same time.
For some reason, I have had too many weird and unorthodox interviews, all of which you can read in my other book, “One Student at a Time: A Teacher’s Journey.”
For my first interview, I felt on top of the world. I couldn’t wait to answer questions and tell the principal how much I love teaching kids. I was not nervous. I was confident. I just knew the interview was going to be a success. I remember walking in with my favorite dress and heels (and I still dress professionally and wear heels). I was excited and happy. No one could wipe the smile off my face.
When I arrived, I said, “Hi, how are you?” The secretary rudely said, “You are next, go in that room.” My heart sank, but I kept smiling. I am a believer that there is no reason to be rude. I was so nice in asking her, “How are you?” but she completely ignored the question. I felt looked down upon.
I walked into a strangely silent room where seven people sat around a U-shaped table. My chair was at the end. No one welcomed me in, and as soon as I entered, they kept talking with each other and completely ignored me for what felt like hours but was just minutes. I felt so unwanted that I almost walked out. However, I stayed and endured this awful interview. After the first question, it was clear that I was not good enough for their district. After listening to them talk about standards and test scores, I knew this was not where I belonged. I belong in a place with a love for students, not standards.
It might be difficult to believe, but they talked more than me. I finally got a few words in about the lesson I created while student teaching. I remember just letting my passion shine about the projects and activities my students completed. I also remember my enthusiasm while informing this hiring committee of all the fun methods I used to engage kids.
At the end of the interview, they said I was too gimmicky for their district. I focused too much on fun and games instead of learning. After reading that Ken was also called gimmicky, I am honored to be gimmicky. Only previously, not having had student teaching experience, I didn’t have the scores to show them from the class I previously taught, where I was informed that each student’s test score improved. My cooperating teacher, whom I still keep in contact with, called to let me know that everyone’s scores improved, and she had never seen that happen before.
I felt relieved and defeated leaving that interview. I was relieved that it was over but defeated in thinking all interviews would be like this. Yes, there have been times I wanted to return to that district and say, “You missed out!” But I remembered that it is all about students and not about me. You will be happy to know I never had another interview like that.
I always try to find the positive. That horrible interview made me realize that I should always be myself, not what others might want me to be. Students are too important for teachers to settle or compromise on their core beliefs.
All my other interviews were amazing. They each told me that my hot pink resume matched my personality. I was offered the job at my other three interviews. So now I had my choice of where I felt I would be the most impactful.
I chose the school where the principal asked me, “How do you think Illinois State University prepared you for teaching?” I replied, “Illinois State University is an amazing school for teachers. I feel more than ready to begin my teaching career. I realize no college can prepare you for everything. However, I know my love and passion for kids will get me through anything!” Get ready for this. He applauded my response. That’s when I knew I wanted to be in a school where the love for students comes first and the passion for teaching is welcomed.
Below is a list of possible interview questions, and immediately beneath each question are some suggestive answers. You will need to adapt these answers to your own experiences, but there are certain comments you should avoid and certain comments that will help you get to the next part of the application process.
This is not to say that these are the only questions you may be asked, but it is a good start. You can always use the Internet to find other possible interview questions and answers. Practice answering these questions with your family, friends, and other teachers.
Remember to let each question that you answer have a student-centered response. Most hiring committees are impressed with how you can relate to kids, not how many degrees you have or want to attain. They know students don’t care about the letters after your name; they care about the letters you put on their papers or, most importantly, the letters you leave on their desks when absent.
Q1) Please tell us a little about yourself and explain why you want to teach at this institution.
A1) Here is an excellent opportunity for you to talk about your ‘passion’ to be a teacher. In fact, your passion and whatever is best for students should be the theme of each answer. Let them know how you are a positive influence on any team. Make it absolutely clear that you are always willing to collaborate with others to benefit. Also, avoid lying like, “I heard this was the best school to teach at.” You can honestly say, “I am applying for as many teaching positions as possible. But from what I have seen while walking around your community and campus, I think that your school would be an excellent place for me to begin my teaching career.”
Q2) What is your overall philosophy of teaching?
A2) Our answer to this question is, “My goal is to reach one student at a time.” If I can change the lives of your students, even if it is one student at a time, then I know that I have done something right.” You could go on to say that part of your teaching philosophy is to actively engage and connect with your students in their own learning process.
Let the committee know that the best part of a student’s (and your) day is inspiring them to have the courage to take risks and to persevere in their quest for learning so that one day, their dreams can also come true,
Q3) What are your standards for giving grades?
A3) If you are a new teacher, you may not yet have developed some standards for grading your students. If this is the case, you may want to rely on your experiences as a ‘student’ and offer some ideas that you liked from some of your own previous instructors. You can also state that this is one of the first things you must research from other colleagues.
Many districts are now relying on standards-based grading (SBG). SBG is a way for teachers to track their students’ learning while focusing on helping them reach their highest potential. It is a four-point scale based on mastery or understanding of various lessons and skills. Instead of an all-or-nothing approach, it is based on evidence of learning.
Again, visiting the district's website would be very beneficial, as it may give you more information on their grading standards. Focus on learning and understanding the content. If students learn, the grade will take care of itself. Assure them you are there for all kids to succeed. Giving up is not an option.
It is important to have several different ways to assess students. If the school has a letter grade or numerical grading system, our advice is to include a variety of methods (e.g., homework, tests, quizzes, participation, projects, etc.) to determine a student’s grade.
Q4) What is your experience in teaching students with diverse socio-economic backgrounds? Tell us about your approach to reaching these students.
A4).. One answer that would have been a great answer 30 years ago is, “I try to treat all of my students the same regardless of their background”. This answer, however, is no longer a great answer because of what we have learned about how our teaching needs to adapt to cultural differences and different learning styles.
Even if you have no classroom experience, you should be aware that your students learn at different rates. You can tell the committee that you will strive to meet them where they are and give them what they need to reach their goals academically, emotionally, and socially. Tell them that you are not discouraged by how anyone enters your room, but it is more important to you to be encouraged by how they exit.
Saying something like, “I have a profound respect for students who come from various cultures. There is so much we can learn from each other, which is one reason why I want to teach. I believe it was Maya Angelou who said, “In diversity, there is beauty and strength.”
Your answer can also address that you have a holistic approach to teaching, always focusing on the whole student, and that the tone of your classroom environment will be a loving and safe place where students feel comfortable taking risks.
Q5) Where do you see yourself 5 years from now, 10 years from now?
A5) Here is a bad answer: " Next year, I hope to pursue my PhD and become a supervisor within the next few years.” You have now given yourself no chance of getting hired.
Here are some good answers:
Q6) What are your strengths and weaknesses as a teacher?
A6) Here are some wrong answers to question #6:
Here are some good answers:
Q7) What is your experience with collaborative learning?
A7) A possible answer could be: “I am a big proponent of collaborative learning. In ‘real’ life, we need to learn how to work together. We need to prepare our students for the working world, where people are frequently asked to collaborate with each other when working on projects.”
You can say, “I believe that students learn better when working in small groups (2 – 4 students), and there is also the added value of peer pressure to help keep them focused. It is essential they learn how to work together even if they disagree, respecting each other’s opinions.”
You can also say, “One of my favorite instructors allowed us to work in small groups continually, and it was quite an effective teaching and learning tool.”
Q8) What is your experience in using technology in the classroom?
A8) As a new teacher, you should first acknowledge the importance of using technology in the classroom. It would also be beneficial to know what technology platform the district you are interviewing with uses. Most districts use Google Classroom, but others use Microsoft Teams. It is essential to be aware of the technology already in the classrooms. Many schools receive grants which allow them to give students some type of technology to take home.
The subject area you are interviewing for may most likely have an online component. Most classrooms have a smart board, but some use New Line boards. Make yourself familiar with apps that enhance the learning environment.
If you have experience and feel comfortable with technology, share this with the committee, but state that you are willing to learn. You can also give examples of how you plan to use PowerPoint and Kahoot.it, Powtoons, videos, etc. If you do not have any experience, be honest and tell them that you hope to take advantage of any workshops or the knowledge and experience of other instructors to help you get started.
Q9) How important is it to you to work on school committees? Which one(s)?
A9) There are a couple of good answers to this question. However, many schools do not ask new teachers to serve on committees until they begin their second year.
You may want to ask the selection committee for a list of their committees. It is also perfectly acceptable to tell them that you prefer to concentrate on being a great teacher as a new instructor. You can add that you hope to start working on a committee next year.
You can also suggest forming a new committee. Don’t be afraid to have a fresh perspective while remaining humble. Try to read the room and know how to respond to the tone of their questions and body language.
If you have to choose a committee, then perhaps you can tell them that you would love to work on the ‘Staff Development Committee,” because this is where you can learn from other teachers.”
Q10) Teaching demonstration
A 10) More and more interviewing committees are now asking the applicant to perform a teaching demonstration. Most of the time, the applicant is asked to pick among several topics handed to you right before the interview, but some schools will send you a predetermined topic or a list of topics for you to choose from.
This demonstration is your chance to shine. Teach your heart out in the demonstration. Let them experience why they should hire you. Your enthusiasm will give them a firsthand experience of what being a student in your classroom would be like.
You can have someone on the committee pretend to be that student so you can use your effective classroom management skills. Just like we teach the whole child, let them see the whole teacher as much as possible. Be aware that actively engaging a committee member to pretend to be a student can be a little risky, as you may get a committee member who will inadvertently sabotage your presentation. Just be ready to handle and anticipate their questions.
Also, you should be prepared to use either some technology (if available) and/or visuals. Remember, your goal is to stand out and separate yourself from the other candidates.
Q11) Do you have any questions for us?
A11) Your immediate response should be “Yes.”
Here is a bad answer: “Can I see your salary schedule?”
A few reminders:
We hope these suggestions help you and your own individual approach and background. Practice the above questions and answers with a friend and/or another teacher. However, as renowned educator Patricia Cross has said, be aware that practice does not make perfect; practice makes ‘permanent.’
We have both supported many students and friends with their applications, resumes, and interview preparation. It is so incredibly rewarding to us when they come to see you and thank you because they got the job they wanted. I guess we must be doing something right.
Well, are you ready to learn about becoming a great teacher?
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