Interview season is upon us and that means many teachers across the land - from the new to the experienced - will be facing an interview panel. It’s a situation some thrive in, and others dread - not least the fear that one wrong move and your chances are over.
But with some good guiding principles there is no reason to fear the interview process - indeed, it’s actually the best opportunity you have to really impress and land a new role so it’s worth considering how you really embrace the opportunity it offers.
Here are some key dos and don’ts for a teaching interview:
1. Start well
It sounds simple, maybe, but how you enter the room is a key moment. Walk in with your head high, smile and introduce yourself politely.
Often in the interview, an important aspect for me is how the candidate makes the panel feel - do they meet eye contact? Do they smile and put the room at ease? Or are they overconfident? These things matter, so try to get it right.
2. Relax - but don’t worry if you’re nervous
We expect candidates to be nervous - it shows you care and want it to go well.
A good interview panel will try to put you at ease but don’t overly worry about showing nerves. You are at the interview on merit and the worst that can happen is you don’t get the job. You could be amazing and not get the job - so try to relax and let the panel get to know the real you.
3. Know yourself
Leading on from this, candidates who impress most are usually those who are at ease with who they are and how that makes them the teacher they are.
This means it’s vital you don’t try to be someone you think an interview panel might want to be but present the real you. Know your strengths and do not be afraid to say what they are - but also know your areas to improve, and have examples of how you addressed this in the past.
For example, in recent years I have really pushed the resilience questions. I want to know how someone will respond when under pressure. I’m not expecting them to say, “I’m always happy and copingâ€.
I want them to tell me when they know it’s time to leave early; to talk to a colleague, or to ask for help. I don’t want a martyr, but I am also mindful that I don’t want someone who will put additional pressure on their colleagues.
I want a realist who understands the pressures of the role, wants longevity in teaching and is pragmatic about it.
4. Show you have done the research
There’s nothing worse than asking a candidate simple questions about the school and then realising they have done no research. Websites provide a range of worthwhile information and taking time out to look at some crucial areas is important.
And if they ask you something you don’t know about but did do some research on, just be honest that you can’t answer their question - but then say, ‘but I did find it interesting that…’, and show you have done prior research.
5. Answer the questions you are asked - and don’t bluff
It sounds strange but sometimes people simply don’t answer the question you have asked. It may be nerves or simply mishearing, but if in doubt ask them to repeat the question so you can actually answer it.
In the worst cases of people not answering, you can tell they are trying to bluff an answer and talk about something else. That won’t work so it’s far better to be honest.
Almost all things in teaching can be developed, or followed up. If you don’t know it, make the panel believe you are the type of person who will follow this up and understand it if appointed.
6. Give examples of your expertise
An interview panel wants to find someone great to hire - so prove you are that person by giving specifics about what you have done, rather than talking in vague platitudes that give little insight into your practical experiences.
For example, a question about 51ºÚÁÏ is almost inevitable, so have an anonymous but real-life example of how you have applied 51ºÚÁÏ principles ready to show.
Behaviour or classroom management are likely too - so provide a clear example of what you have done in your classes, training you have implemented in real life, or strategies for tackling a disruptive student. Anything that shows you are confident in this area.
Brian Walton is headteacher of Brookside Primary Academy
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