Two Sides to an Interview

Sitting in an interview can be an eye opening experience. As a prospective teacher I am on a mission to learn everything I can about your school, what you think of your students, their parents, your staff, your curriculum director, the common core and many other topics that will directly affect me if I come to work for you. Through observation and questions I can begin to determine what is most important to those in the administrative positions and whether or not it aligns with my own philosophy of education.  

If you ask me several questions dealing with the subject of “how do you handle trouble-making students”, I begin to assume you view “many” of your students as “trouble makers”. If you ask me several questions along the lines of “how do you respond to unhappy parents”, I begin to think there are lots of unhappy parents in your district. At that point I start wondering “why” parents are unhappy and “why” students are making trouble.

I am aware that every classroom comes fully equipped with one or more students that do not seem interested in learning but I believe it is my job to build a rapport so I can make learning interesting to them. When kids feel valued, they tend to add value to the learning process. If they think they “matter”, then things will start “mattering” to them.

As a prospective employee I want to hear questions about ‘teaching philosophies’, ‘differentiation’, and ‘guided reading’. I want to learn about your building and staff, the strengths of your curriculum and which areas your students need the most help. I am more interested to know how technology is used in your classrooms than how parent volunteers are screened and fingerprinted.

Please don’t tell me that I can be “flexible with my teaching” by spending more instruction time with the struggling students than with the higher ones. As a parent of a ‘higher one’ that offends me. I believe every child has learning needs regardless of what level they are assessed. A higher child needs to grow the same span as a struggling child. In short it is my job to grow every child, to encourage them to stretch and reach beyond where they think they can. I view my top student just as much of a learner as I view my most struggling student.

And finally, please understand I am not looking for “any” position. I want to shine. I want to inspire and engage kids. I want to make them think, not memorize, I want to make them problem solve, not work a formula. I want to challenge them to find different ways to the right answer.

While I appreciate every interview and every show of interest, I too, am conducting my own interview during our time. You’re looking at me, I’m looking at you. I want to find where I can make the biggest impact and shine the brightest. That may or may not be in your building or in this particular grade level, but when it’s the right place and the right time, we will both know it and it will be magic.