# data[].attributes.body
Flipgird is a great site to use to have student upload video reponses

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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Seesaw is a way to post students work for parents to see as well as students being able to post their own work.

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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This is a great site to use as a virtual whiteboard that students can access from home

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Whiteboard.chat - Interactive Online Whiteboard for Teachers and Students

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Whiteboard.chat is a free interactive internet tool that helps you to communicate with your students. Visit our website for a Free interactive online whiteboard.

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Students can anonymously write responses

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Pear Deck is on a mission to help teachers create powerful learning moments for every student, every day - using the tools you already know and love.

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Fun way for quizzing/ reviewing information with students

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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By Jennifer Serravallo

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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels—everything from fluency to literary analysis.

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For White Folks Who Teach in the Hood...and the Rest of Y'all Too

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For White Folks Who Teach in the Hood...and the Rest of Y'all Too

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For White Folks Who Teach in the Hood... and the Rest of Y’all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy)

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For White Folks Who Teach in the Hood... and the Rest of Y’all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy) [Emdin, Christopher] on Amazon.com. *FREE* shipping on qualifying offers. For White Folks Who Teach in the Hood... and the Rest of Y’all Too: Reality Pedagogy and…

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Teaching With Love and Logic: Taking... book by Jim Fay

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Buy a cheap copy of Teaching With Love and Logic: Taking... book by Jim Fay. Teachers often find themselves facing a variety of classroom situations never covered in initial training. This valuable resource helps teachers increase skills,... Free Shipping on all orders over $10.

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Get new episodes automatically

Truth for Teachers is consistently ranked in the top three K-12 podcasts on iTunes, with over 5 million downloads. Each Sunday, a new episode is released to speak life, encouragement, and truth into the minds and hearts of educators. Subscribe below to get a fresh dose of inspiration for the week ahead!

You can leave a short voice message to comment on any episode or submit a question for me to answer. I might play your message on an upcoming episode! Leave your voice message here.

Or, join our brand new Truth for Teachers Podcast Community on Facebook! In this private group, you'll get an inside look behind the scenes, vote on future topics/guests, and collaborate with other listeners to put what you've learned from the podcast into practice.

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Truth For Teachers - Truth For Teachers Podcast

# data[].attributes.attachment_link.description
Truth for Teachers is consistently ranked in the top three K-12 podcasts on iTunes, with over 5 million downloads. Each Sunday, a new episode is released to speak life, encouragement, and truth into the minds and hearts of educators. Subscribe below to get a fresh dose of inspiration for the week ahead!

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Joan P. Gipe, Professor Emeritus, University of New Orleans

Janet Richards, University of South Florida

©2019|Pearson | Available

Overview

Description

This package includes the Enhanced Pearson eText.

Make literacy accessible for all students
Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12 presents an analytical approach-consistent with Response to Intervention (RTI)-with practical strategies for recognizing students' literacy strengths and needs, planning and differentiating instruction, and meeting standards. The strategies and techniques presented are appropriate to, or easily modified for, any grade level from primary through secondary school. Throughout, teachers are encouraged to take into account each learner's talents with the goal of tailoring instruction to meet their needs.

The 9th Edition includes a new chapter that shows how the arts can support the literacy development of all learners, spotlight features on students with special needs, new sections of disciplinary literacy and neurological disorders, and more.

Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with embedded videos.

Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy. Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted.

Features

Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

Embedded videos enrich the experience by highlighting real teachers and students interacting in actual classrooms. (See Ch. 5 for examples of IRI administration and interpretation).

Glossary terms are hyperlinked in the eText, allowing students to look up key terms as they read.

Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.

Recognize the literacy strengths and needs of all learners

The analytic approach encompasses multiple intelligence theory and concepts of differentiated instruction that are consistent with response to intervention (RTI) and universal design for learning (UDL).

Spotlight on English Language Learners highlight recommendations and techniques for teaching students who are still learning English.

NEW: Spotlight on Learners with Special Needs offer specific strategies educators can use to effectively teach students with special needs.

NEW: A new section on neurological disorders addresses obsessive-compulsive disorder (OCD) and clarifies the distinction between ADHD and OCD (Ch. 4).

Offer practical ideas and suggestions to plan and differentiate instruction

NEW: A new chapter, "Supporting All Students' Literacy Development through the Arts," offers arts theory, teaching strategies, and arts/literacy connections for every student, and explains how Common Core State Standards affirm the arts, and how the Every Student Succeeds Act supports the arts as a core academic subject (Ch. 7).

NEW: A new section on disciplinary literacy addresses the current emphasis on text complexity and increased use of informational text at all grade levels (Ch. 13).

Incorporates multiple forms of literacy-from text-based forms to technology-related literacy to visual literacy and the performing arts-to meet the varied needs of learners.

NEW: IRI administration and interpretation are covered in greater detail.

Assessment resources help teachers assess instructional environments, determine students' strengths and needs, examine attitudes toward reading and self-concept, gauge spelling development, analyze writing samples, communicate student progress, self-assess phonics terminology, and much more (Appendices A-Z).

Check out the preface for a complete list of features and what's new in this edition.

New to This Edition

Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

Embedded videos enrich the experience by highlighting real teachers and students interacting in actual classrooms. (See Ch. 5 for examples of IRI administration and interpretation).

Glossary terms are hyperlinked in the eText, allowing students to look up key terms as they read.

Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.

Recognize the literacy strengths and needs of all learners

Spotlight on Learners with Special Needs offer specific strategies educators can use to effectively teach students with special needs.

A new section on neurological disorders addresses obsessive-compulsive disorder (OCD) and clarifies the distinction between ADHD and OCD (Ch. 4).

Offer practical ideas and suggestions to plan and differentiate instruction

A new chapter, "Supporting All Students' Literacy Development through the Arts," offers arts theory, teaching strategies, and arts/literacy connections for every student, and explains how Common Core State Standards affirm the arts, and how the Every Student Succeeds Act supports the arts as a core academic subject (Ch. 7).

A new section on disciplinary literacy addresses the current emphasis on text complexity and increased use of informational text at all grade levels (Ch. 13).

Summative and formative assessments are now covered in one condensed literacy assessment chapter (Ch. 5).

IRI administration and interpretation are covered in greater detail.

Check out the preface for a complete list of features and what's new in this edition.

Table of Contents

PART I: Foundations
1. Fundamental Aspects of Literacy Learning
2. The Analytic Process: Preparation for Differentiating Instruction and Data-Driven Decision-Making
3. Literacy Education of English Language Learners: Some Linguistic Aspects of Theory and Practice
4. Physical, Psychological, and Environmental Factors Affecting Literacy Development
5. Literacy Assessment: Summative and Formative Assessments

PART II: The Major Domains
6. Early Literacy Skills
7. Supporting All Students' Literacy Development through the Arts
8. The Reading-Writing Connection: Best Practices and Strategies
9. Word Recognition
10. Reading Vocabulary
11. Reading Comprehension: An Overview
12. Comprehending Narrative Text
13. Expository Text and Disciplinary Literacy
14. Study Skills and Test-Taking Strategies

APPENDICES: Assessment Resources

Resources

Instructor Resources

Instructor's Review Copy for Multiple Paths to Literacy: Assessment and Differentiated, with Sampling Brochure, 9th Edition

Instructor's Resource Manual and Test Bank (Download only) for Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12, 9th Edition

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This package contains:

Gipe & Richards

©2019

Paper

Gipe & Richards

©2019

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Digital

Gipe & Richards

©2019 &nbsp|&nbspPearson &nbsp|&nbsp512 pp

Gipe & Richards

©2019 &nbsp|&nbspPearson

Paper

Gipe & Richards

©2019 &nbsp|&nbspPearson

Format
Access Code Card

ISBN-13:
9780134683942

Suggested retail price
$39.99

Gipe & Richards

©2019 &nbsp|&nbspPearson &nbsp|&nbsp512 pp

Format
Paper

ISBN-13:
9780134683898

Suggested retail price
$93.32

Gipe & Richards

©2019 &nbsp|&nbspPearson

Format
Paper Bound with Access Card

ISBN-13:
9780134682211

Suggested retail price
$99.99

Packages

Package ISBN-9780134864389

Availability

Online purchase price
$0.00

This package contains:

Gipe & Richards

©2019

Paper

Featured Packages

Package ISBN-9780134682211

Online purchase price
$99.99

This package contains:

Gipe & Richards

©2019

Paper

Gipe & Richards

©2019

Access Code Card

About the Author(s)

Joan P. Gipe is Research Professor Emeritus from the University of New Orleans and Lecturer Emeritus from California State University, Sacramento. She is currently engaged in online mentoring for Walden University's EdD program. After graduating from the University of Kentucky with a BA and an MA in education, and Purdue University with a PhD emphasizing reading education, Joan spent many years working with learners of all ages: in Kentucky as a reading specialist, in Indiana as a fifth-grade teacher, and in several university contexts as faculty, supervisor of student teachers, department chairperson, coordinator for teaching enhancement, university/school liaison for professional development schools, coordinator of eld-based teacher education cohorts, and now mentor for numerous doctoral students engaged in research toward the Ed.D. Many publications, including this text, share with the professional community what was learned during this career. Joan now resides in the charming town of Healdsburg, California, nestled in the heart of Sonoma County's Wine Country. She savors life there with her husband and her four-legged companion, Cocoa, a field spaniel, who earned an Honorable Mention in Sonoma County's Best in Show.

Janet C. Richards received a BS degree in K-8 Teaching from New Jersey City University, an MA from Tulane University in Guidance and Counseling, and a PhD in Curriculum and Instruction with an emphasis in Literacy from the University of New Orleans. She taught grades K-6 in New Jersey, New York, North Carolina, New Orleans, and the Republic of Panama. She is a Professor of Literacy at the University of South Florida, Tampa, where she teaches doctoral courses in writing and transdisciplinary texts, teaching, and research. She is also an affiliate faculty member in the Department of Educational Measurement at USF where she teaches PhD introductory and advanced qualitative research courses, Art-Based Research, and Writing as Inquiry. She serves as chair or methodologist on numerous PhD committees annually. She was selected as a Volunteer Literacy Scholar for the International Literacy Association's "Reading and Writing for Critical Thinking" project in which she worked with teachers and higher education faculty in developing nations, such as Azerbaijan, Estonia, Romania, and Hungary, and with indigenous Myanmar political refugees in jungle camps between Myanmar and Thailand. She serves as senior editor of Literacy Practice and Research, received the Organization of Literacy Teacher Educators' 2016 Award for Scholarly Research, and was chosen as the Lansdowne Invited Visiting Scholar at the University of Victoria, BC, Canada. She is the author of numerous scholarly manuscripts. This volume is her 13th textbook. She lives in Tampa, Florida, with her husband, brilliant little rescue dog, Jezzy, and two clever rescue cats. She is the proud mother of David and Matthew; mother-in-law of Allison and Missy; grandmother of Elizabeth, Madeline, Noah, and Joshua; and great grandmother of Jacob.

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Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12, 9th Edition

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Joan P. Gipe, Professor Emeritus, University of New Orleans Janet Richards, University of South Florida ©2019 |Pearson | Available Overview Description This package includes the Enhanced Pearson eText. Make literacy accessible for all students Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12 presents an analytical approach-consistent with Response to Intervention (RTI)-with practical strategies for recognizing students' literacy strengths and needs, planning and differentiating instruction, and meeting standards.

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* "National Book Award winner and national treasure Jacqueline Woodson teams up with two-time Pura Belpré Award recipient Rafael López to deliver an empowering message to any child who has ever felt too different. . . . Woodson and López offer a needed message of comfort to preschool and early elementary students. Woodson's lulling free verse reassures the reader that the world will 'make some space,' while López's dreamy, near-translucent mixed-media illustrations thrum with playful joy. This gentle, powerful ode to diversity and acceptance belongs with all children."-Shelf Awareness, starred review

* "A beautiful and inclusive story that encourages children to find the beauty in their own lives and share it with the world. . . . Each child feels very alone until they begin to share their stories and discover that it is nearly always possible to find someone a little like you. López's vibrant illustrations bring the characters' hidden and unspoken thoughts to light with fantastic, swirling color. Shifting hues and textures across the page convey their deep loneliness and then slowly transition into bright hopeful possibilities. Full-bleed illustrations on every page are thick with collaged patterns and textures that pair perfectly with melodic prose that begs to be read aloud. . . . There's an essential acknowledgment that everyone will experience a time when no one is quite like them, when they can't find their voice, or when they feel very alone. Woodson's superlative text sees each character turn that moment of desolation into an opportunity to be brave and find hope in what they have in common. This masterful story deserves a place in every library."- "A bright jewel-toned palette and clever details, including a literal reflection of a better future, reveal hope and pride. . . . This reassuring, lyrical book feels like a big hug from a wise aunt as she imparts the wisdom of the world in order to calm trepidatious young children: One of these things is not like the other, and that is actually what makes all the difference. A must-have book about the power of one's voice and the friendships that emerge when you are yourself." "Woodson's poetic lines give power to each child's experience. . . . López paints the book's array of children as students in the same classroom; patterns and colors on the children's clothing and the growing things around them fill the spreads with life. Woodson's gentle, lilting story and López's artistry create a stirring portrait of the courage it takes to be oneself." -Publishers Weekly, starred review

* "Woodson's lyrical text is gently reassuring as it moves between broad discussion and specific examples of difference and discomfort, which emphasize children moving across cultures but will speak to children from all backgrounds and experiences. Mixed-media illustrations . . . combine bold with soft colors and textures in a slightly shaded tropical palette; compositions employ creative and insightful perspectives to suit the characters' feelings. . . . The artist frequently incorporates a ruler into the illustrations, which perhaps speaks to the children's perceptions of how they measure up to others. This lovely and sensitive treatment of adjustment deserves a spot in any collection for youngsters."-The Bulletin of the Center for Children's Books, starred review

"Woodson catches the uncertainty, even fear, that comes with new situations. But her lyrical language also captures the moment when confidence sparks and friendships are born. . . . The bold, bright artwork features a diverse cast of kids. . . . The important message plays out in a striking design that mixes the everyday with flights of fancy. Woodson, a recent National Ambassador for Young People's Literature, is one of kidlit's brightest stars, and this should find lots of eager hands."-

"What will it take for a child who feels different to share her stories? . . . Like Woodson's memoir Brown Girl Dreaming, this story places great value on literacy, reading, and imagination. The matte-finished pages feature illustrations in vivid, brilliant colors, with repeated appearances of flying birds and lush, twining vines and flowers."-

ALA Notable Children's Book WINNER

ALSC Notable Children's Books WINNER

Jane Addams Children's Book Award WINNER

New York Times Editors' Choice WINNER

Notable Books for a Global Society Award WINNER

Get the latest updates about Jacqueline Woodson

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The Day You Begin by Jacqueline Woodson: 9780399246531 | PenguinRandomHouse.com: Books

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A #1 NEW YORK TIMES BESTSELLER! Featured in its own episode in the Netflix original show Bookmarks: Celebrating Black Voices! National Book Award winner Jacqueline Woodson and two-time Pura Belpré...

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Amazon.com: The Day the Crayons Quit: 8601421257787: Daywalt, Drew, Jeffers, Oliver: Books

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" Be Kind is a sweet and thoughtful picture book about kindness that gets the message across without being heavy handed." - Seira Wilson, Amazon Editor
A New York Times bestseller!
"These days, it seems more important than ever for books to show young people how to act with thoughtfulness, civility, and kindness." ― The New York Times Book Review

When Tanisha spills grape juice all over her new dress, her classmate wants to make her feel better, wondering: What does it mean to be kind?

From asking the new girl to play to standing up for someone being bullied, this moving story explores what kindness is, and how any act, big or small, can make a difference―or at least help a friend.

With a gentle text from the award-winning author of Sophie's Squash, Pat Zietlow Miller, and irresistible art from Jen Hill, Be Kind is an unforgettable story about how two simple words can change the world.

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Be Kind (Be Kind, 1) [Zietlow Miller, Pat, Hill, Jen] on Amazon.com. *FREE* shipping on qualifying offers. Be Kind (Be Kind, 1)

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Michiko's mother writes books. Jessica's mother is a veterinarian. Pablo's father is a construction worker. What kinds of work do people you know do?

On Career Day the children in Mrs. Madoff's class take turns introducing special visitors. Every visitor has something interesting to share, and together the class learns all about the different work people do.

In the fourth Mrs. Madoff book, Anne and Lizzy Rockwell revisit Mrs. Madoff's class as they help young readers explore the question "What do you want to be when you grow up?"

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Career Day [Rockwell, Anne, Rockwell, Lizzy] on Amazon.com. *FREE* shipping on qualifying offers. Career Day

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Teachers do so much more than just teach academics. They build a sense of community within their classrooms, creating a home away from home where they make their students feel safe, included, and loved.

With its heartfelt message and colorfully whimsical illustrations, "Our Class is a Family" is a book that will help build and strengthen that class community. Kids learn that their classroom is a place where it's safe to be themselves, it's okay to make mistakes, and it's important to be a friend to others. When hearing this story being read aloud by their teacher, students are sure to feel like they are part of a special family.

"Family isn't always your relatives. It's the ones who accept you for who you are. The ones who would do anything to see you smile, and who love you no matter what." -Unknown

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Our Class is a Family [Olsen, Shannon, Sonke, Sandie] on Amazon.com. *FREE* shipping on qualifying offers. Our Class is a Family

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In this exuberant companion to If I Built a Car, a boy fantasizes about his dream school--from classroom to cafeteria to library to playground.
My school will amaze you. My school will astound.
By far the most fabulous school to be found!
Perfectly planned and impeccably clean.
On a scale, 1 to 10, it's more like 15!
And learning is fun in a place that's fun, too.
If Jack built a school, there would be hover desks and pop-up textbooks, skydiving wind tunnels and a trampoline basketball court in the gym, a robo-chef to serve lunch in the cafeteria, field trips to Mars, and a whole lot more. The inventive boy who described his ideal car and house in previous books is dreaming even bigger this time.

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If I Built a School (If I Built Series) [Van Dusen, Chris, Van Dusen, Chris] on Amazon.com. *FREE* shipping on qualifying offers. If I Built a School (If I Built Series)

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Education news, analysis, and opinion about teaching and teachers

# data[].attributes.attachment_link.readable_text
I'm in the midst of creating a technology and innovation plan for my school and I need your help! Key to the success of any such initiative is providing ample staff professional development opportunities. This can be a daunting challenge for any school or district as schools today are often thwarted by obstacles related to space, time, funding and institutional vision. To overcome these challenges, schools need to be creative in how they encourage professional learning given their particular circumstances. Additionally, it's important for schools to design professional learning experiences around best practices in order for these experiences to be impactful. This EdWeek article from 2016 cites a study that purports teacher-led professional development to be more effective than traditional sit and get methods.

Below is a survey that I have designed with the purpose of documenting professional learning practices in schools. There are no right or wrong answers; my goal is to get a sense of how other schools are approaching this topic. I am particularly interested in any evidence or research-based practices followed by schools; this paper by Linda Darling-Hammond et al from the Learning Policy Institute outlines best practices in teacher professional development that seem rooted in principles of adult learning theory. Perhaps some schools follow professional learning standards established by Learning Forward. And, I also would love to learn more about specific innovative approaches to professional learning. For example, at the Global Leadership Summit this year, I learned about Washington International School's PD Collaborative that engages not only WIS teachers but teachers in the community at large. Another example would Punahou's Summer Lab School for teachers at which I presented in 2010; I'm not sure the program is still in existence, but here's a video about the program.

I plan on presenting the results to colleagues as we discuss how to fit professional learning around tech and innovation into our busy school calendar. I will also make the results public to those who leave their email addresses when filling out the survey. I think many educators have questions about how to best craft professional learning for their colleagues and hopefully, the results of this survey will provide some answers or inspiration. The usefulness of this data will only become apparent if I am able to solicit responses from a large number of people; please share this survey with others so that we can crowdsource this important information.

Finally, I just added an additional question regarding the evaluation of professional learning programs. I'm curious as to whether your school analyzes PD programs in any way including for research purposes.

Please consider participating, and thanks in advance for your help!

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I'm in the midst of creating a technology and innovation plan for my school and I need your help! Key to the success of any such initiative is providing ample staff professional development opportunities. This can be a daunting challenge for any school or district as schools today are often thwarted by obstacles related to space, time, funding and institutional vision.

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Hey There!

a bit about us:

Web20Classroom is the preeminent education and technology consulting group. Experts Steven W. Anderson and Shaelynn Farnsworth have helped thousands of educators from across the globe develop strong literacy skills, understand the effective use of technology, evaluate program efficacy, differentiate more and struggle less. Partner with us today to achieve your goals and help everyone be more awesome today!

# data[].attributes.attachment_link.description
a bit about us: Web20Classroom is the preeminent education and technology consulting group. Experts Steven W. Anderson and Shaelynn Farnsworth have helped thousands of educators from across the globe develop strong literacy skills, understand the effective use of technology, evaluate program efficacy, differentiate more and struggle less.

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Online manipulatives bring all of the learning and fun without the mess. Our math virtual manipulatives help students grasp abstract concepts through modeling. Literacy virtual manipulatives create a fun space for practicing spelling, rhyming, and more!

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Virtual Manipulatives | Mathematical Modelling | Toy Theater

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Original teaching tools aimed at supporting teachers in the elementary school classroom. Two color counters, 3D dice, probability spinners, graph builders, fraction bars, base ten blocks, and more!

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Getting ready to interview for a new teaching job? You're probably excited but also nervous. The best way to overcome those nerves is to prepare in advance. Take a look at this list of the most common teacher interview questions and answers. Practice your responses, and you'll feel much more confident when you walk through that door.

Remember, though, that interviews are a two-way street. Impressing your interviewers is important, of course. But so is finding out if this school is a place where you'll truly thrive. That's why in addition to the most common teacher interview questions and answers, we've also included five questions you should consider asking when the opportunity arises. Make your interview time count for everyone involved!

Most Common Teacher Interview Questions and Answers

1. Why did you decide to become a teacher?

It seems like a trite softball question, but don't let that fool you. Most administrators are looking for something more than "I've just always loved kids." If you don't have a substantive answer, then why are you even applying? Schools want to know you are dedicated to enriching the lives of students. Answer honestly with anecdotes or examples that paint a clear picture of the journey that you took to become a teacher.

2. How do you cope with stress?

This one didn't always appear on older lists of common teacher interview questions and answers, but it's showing up now big time. School administrators are well aware of the toll teaching in today's world takes on educators' mental health and wellness. While they, hopefully, are taking steps to help their teachers deal with the stress and challenges of the job, they want to know if you have coping strategies in place. This is a great place to talk about hobbies, family/friends, and anything else outside the job that you turn to when things get tough. It's important to note that this is also a great opportunity for you to ask the interviewer what steps their district has taken to prioritize teacher health and wellness.

3. What is your teaching philosophy?

This is one of the most common, as well as one of the trickiest, teacher interview questions. Don't answer with a clichéd, generic response. In fact, your response is your teaching mission statement. It's the answer to why you're a teacher. It's helpful if you write out your mission statement before the interview and practice reciting it. Discussing your teaching philosophy is a chance to show off why you're passionate, what you want to accomplish, and how you are going to apply it in this new position, in a new classroom, at a new school.

4. How do you incorporate social-emotional learning in your lessons?

Many states and districts have added requirements for social-emotional learning into their standards. Explain how you will not only tend to the academic needs of your students but tie in lessons that satisfy the core SEL competencies. Describe how you will help students build their self- and social-awareness skills, how you will support them in building relationships, and how you will give them the skills to make responsible decisions.

5. How do you use technology in the classroom?

Technology is at the forefront of education, so your interview is the time to show off that you're savvy. Talk about why you're excited to use technology with students. How did you manage remote classrooms and engage students? What technology did you incorporate and use while teaching at home and in the classroom? Your administration needs teachers who are tech-savvy and have innovative thinking around technology.

6. Describe your classroom management structure.

If you're a veteran teacher, discuss how you handled your classroom in the past. Give specific examples of things that worked the best and why. If you're new, then explain what you learned as a student teacher and how you'll map out a plan to run your first classroom. No matter how long you've been teaching, familiarize yourself with the school district's philosophies on classroom management and discipline. Mention how you'll incorporate their philosophy and stay true to your own. If you're unable to find out much about the school's policies beforehand, ask the interviewer to explain.

7. How do you feel about classroom observations and walk-throughs?

This one sounds simple, but be careful. It's fine to say observations make you nervous, but most administrators want teachers who are comfortable with other adults seeing what goes on in their classroom. This is a great chance to talk about how exciting you find it to share all the wonderful learning activities that happen in your classroom with students' parents and administration, even if you still get a bit nervous when being observed by other adults.

8. Do you think students are different than they were before COVID-19? What changes have you observed, and how have you dealt with them in your classroom?

While these teacher interview questions have only been asked in more recent years, they're becoming common, so it's important to prepare your answers. They might actually be easier if you're interviewing for your first teaching job. If that's you, feel free to explain that while you don't have a basis for comparison that others might, your classroom management plan is set up with today's kids in mind.

If, however, you're a veteran teacher, take more time to prep for these questions. Many educators have been quite vocal about the negative emotional, behavioral, and mental changes they've noticed in their students post-COVID. If you've had similar experiences, you can be honest about them. But make sure you explain what steps you've taken to address these changes in a proactive and positive way. No school district wants to hire a teacher who is going to throw up their hands and proclaim, "These kids just don't listen anymore!" Let them know you are going to meet your students where they are and help them reach your high standards.

9. What did you like/dislike about working remotely?

If you were working or going to school during the pandemic, you're likely going to be asked about how you dealt with the challenges of working remotely. Be honest. If you hated teaching via Zoom and couldn't wait to get back to in-person instruction, you can say so. You may want to add, however, that you appreciated the opportunity to learn more about how technology could be used to engage different learners. Similarly, if you loved teaching from home, but you're applying for an in-person position, you may want to be clear about the fact that while you loved being able to be at home, you love building relationships with your students in-person more.

10. What impact does trauma have on student learning? How do you address this in your classroom?

Whew, questions like these are tough. As our understanding of the role trauma plays in learning grows, the need for educators to know about it and how to deal with it in their classrooms does as well. If you've received professional development on the topic, this is a perfect opportunity to show off a bit. If not, take some time to learn more about how trauma can affect not only students but the individuals who work with them. That way, you'll feel more comfortable discussing the issue when it comes up.

11. What role do you believe diversity, equity, and inclusion initiatives should play in your classroom and in the school?

Questions about DEI initiatives, policies, and mindsets are challenging but have definitely become standard in most teacher interviews. Many school districts want to know that incoming educators are open to having the challenging conversations and doing the difficult work of building anti-racist curriculum and policies. In more traditional districts, interviewers might be on the lookout for teachers whose views might be "too progressive" for the parents in their schools. Answer these questions truthfully. If you feel strongly that anti-racist policies are important and want DEI initiatives to be respected and valued in the district where you work, you should know that before you accept a teaching position.

12. How will you encourage parents to support their children's education?

The home-school connection is imperative yet tough to maintain. Administrators lean on teachers to keep open lines of communication with parents. They even see you as a "publicist" for the school, reinforcing the culture, strengths, and values of the school to parents. So, answer this question with concrete ideas. Share how parents will volunteer in your classroom and how you'll maintain regular contact, providing updates on both positive and negative events. It's great to also share your plan for providing resources to parents when students are struggling.

13. What are some methods you use to check for understanding as you're teaching?

It's one thing to prepare a high-quality lesson plan, but if students are not following along, what's the use? Explain how your instruction will be responsive to students' needs. Will you incorporate tech tools for assessments? Or implement exit slips summarizing what they've learned? Do you have a quick-check method, like thumbs-up/thumbs-down, to quickly scan for understanding?

14. How do you assess students' progress?

Here's your chance to preview your lesson plans and reveal your methods for keeping on top of students' social, academic, and physical development. Explain the types of quizzes you give because you know that they're most telling about students' strengths and weaknesses. Give insight into how you use oral reports, group projects, and seat work to determine who's struggling and who's ahead. And share how you implement open communication with your students to discover what they need to succeed.

15. What are your thoughts about grades?

Grading and assessment are set to become hot topics in education in the next few years. While many feel that we've become lax in grading during the pandemic and want to tighten up traditional grading, others are arguing for drastically changing our grading systems. Regardless of what you believe personally about this issue, it's a good idea to start by knowing how the district you are interviewing in handles grades. You can (and should!) absolutely discuss how you believe standards-based grading to be superior to traditional methods, but make sure you also state that you can and will follow district protocols and believe you can accurately measure student learning in this way.

16. Why do you want to teach at this school?

Research, research, and research more before your interview. Google everything you can about the school. Do they have a theater program? Are the students involved in the community? What type of culture does the principal promote? Use social media to see what the school proudly promoted most recently. Then, ask around. Use your network of colleagues to find out what (current and former) teachers loved and hated about it. The point of all this digging? You need to know if this school is a good fit for you. If it is a good fit, you'll demonstrate how much you want the job by explaining how you would get involved with all the amazing school programs you've heard so much about!

17. What is the greatest challenge facing teachers today?

Remote learning? Hybrid learning? Diversity and inclusion? Social-emotional learning? Engaging parents? The challenges are plenty! Think about your specific school, district, city, and state. What issue is most pressing, and what can you, as a teacher, do to help?

18. How would you handle a parent challenging your teaching methods/curriculum/classroom management?

Even a district that is going to strongly support its teachers against parent complaints may ask how you will handle such conflicts when they arise. This is a great opportunity to discuss how you stay calm in tense situations. Discussing how you prefer to call parents who are upset rather than emailing, or how you would forward particularly angry emails to a supervisor just to keep everyone in the loop, are excellent ways to show that you are a calm and proactive educator.

19. How can you meet the needs of a student with an IEP?

Today's inclusive classrooms require that teachers know how to meet each child's unique educational needs, especially those with disabilities. Perhaps most importantly, meeting the needs of students with IEPs (and 504 plans) is required by law. Districts definitely want to hear that you know that and you will be following those legal requirements. Even if you have not worked extensively with special needs students, educate yourself on the process and be familiar with the lingo. Prepare a couple of examples of ways you can differentiate instruction to support their particular needs.

20. How would you handle a situation in which you believe a student doesn't need all of the accommodations listed in their IEP?

This is a variation of the last question, and it's also a bit of a "gotcha" question. It's important to remember that special education paperwork is legally binding. If an IEP states that a student gets extended time to complete work, preferential seating, or any other specially designed instruction, they have to receive it, or the district has broken the law. An administrator or principal who asks this question wants to know that you are aware of how important following a student's IEP is and that you won't ignore things when you don't think they are needed. Make sure you express that you understand that.

Want to make your answer even stronger? Acknowledge that part of your job as a teacher is to monitor how a student is performing and let the student's case manager (or whoever is writing their IEP) know if you believe they do not need a particular support or if they need more. This way, you demonstrate a strong understanding of how the IEP works and that you play an important role as a member of that students' support team.

21. How will you meet the needs of the students in your class who are advanced or say they're bored?

School leaders don't want to hear canned responses about how you can differentiate; they want you to give some concrete answers and support your ideas. Perhaps you help get kids prepared for scholastic competitions once they've mastered the standard (spelling bee or chemistry olympiad, anyone?). Maybe you offer more advanced poetry schemes for your English classes or alternate problem-solving methods for your math students. Whatever it is, make sure that you express the importance that all students are engaged, even the ones who are already sure to pass the state standardized test.

22. How will you engage reluctant learners?

Teaching in an age when we must compete with TikTok, Snapchat, and other forms of instant entertainment makes this question valid and necessary. How will you keep students engaged? Share specific incentive policies, lessons you've used, or ways you've built relationships to keep students on task. An anecdote of how a past student (remember to protect privacy) that you taught was turned on to your subject because of your influence would also help your credibility here.

23. Describe a troubling student you've taught. What did you do to get through to them?

This question addresses more than just your reluctant learners. This speaks to any discipline measures you've had to address. As a teacher, you need to control the classroom and provide a safe space for all of your students. Think about your approach to troubling students and any successes you've had in the past.

24. Tell us about a mistake you made with a student. What happened, and how did you address it?

This is one of those tough but important teacher interview questions that's more common than you may think. Your interviewer is asking you to be a bit vulnerable here, but be careful with your choice of anecdote. While we've all made mistakes when dealing with students, what you're really looking for is an example where you made a mistake and then addressed it appropriately. Think carefully about a situation in which you didn't handle things as well as you could have, but you got it right in the end. Explain why you handled it the way you did initially, what caused you to reflect and change your mind, and how the situation was resolved.

25. Which activities, clubs, or sports are you willing to sponsor if you are offered a position?

While this expectation may be more real for middle and secondary teachers, being the new kid on the block often comes with a conversion of your title from teacher to coach. If athletics isn't one of your strengths, you can still get an edge on your competition by sponsoring a science club, yearbook, or academic team. You might also share a special skill, like knitting or creative writing, and offer to teach it to interested students.

26. What three words would your peers, administrators, or students use to describe you?

Having been caught off-guard by this prompt at a previous competitive interview, I would encourage you to have some thoughtful options to describe yourself. It's tempting to say things you think your new boss might want to hear, like intelligent or hardworking, but don't discount character traits or terms that paint you as a team player among peers and a role model for students. Some options to consider are empathetic, creative, caring, or cooperative.

27. What do you feel you can contribute to our school's PLC for your subject?

The days of shutting your door to do your own thing are out, and professional learning communities are in! Go in ready to discuss topics such as common planning, benchmarks, and data analysis. This is a key time to highlight your strengths. Whether you shine in making high-level DOK assessment questions or have a plethora of student-centered activities for your subject, let the interviewers know what you have to offer to your prospective peers and what you hope to glean from collaborating with them.

28. Which component of your résumé are you most proud of and why?

Pride may come before a fall, but if asked about your accomplishments, don't be bashful about conveying your worth. Have you won a grant for classroom materials? Share the details and how they helped your students succeed. Did you receive an award for excellence in instruction? Talk about how the application process helped you reflect and grow. If you're a recent graduate, you can still brag on yourself: Describe your student-teaching experience and how it prepared you for opportunities like the job opening you're vying for. Small things, like professional organization memberships, can also help you relay your interest in staying up-to-date on the latest educational research and best professional development.

29. What are you learning right now?

It's no secret that successful teachers pursue professional development opportunities whenever they get the chance. Share a PD book you've been reading, a recent TED talk that inspired you, or something new about your subject matter you've been brushing up on. Show your interviewers that you're engaged in exploring new information and always willing to learn.

30. Where do you see yourself in 5 or 10 years?

Universally, this is probably one of the most common interview questions, and a teacher should definitely be prepared to answer it. With more teachers leaving the classroom than ever before, many districts are going to be looking for educators who are ready to stay put for the foreseeable future. That being said, if your dream is to become a principal, reading specialist, or some other role within the district, it's OK to mention that. However, it's probably wise to state that your main goal is to be the best classroom teacher you can be and see what opportunities arise after 5 or 10 years.

Best Questions To Ask in Teaching Interviews

At the end of almost every interview, you'll be asked, "Do you have any questions?" This might seem like it's just a way to wrap things up. But it's actually one of the most important parts of the interview. In addition to practicing your answers to the most common teacher interview questions, you should prepare a handful of questions to ask your interviewer.

"The way some job candidates handle the portion of the interview where it's their turn to ask questions has always surprised me," shares Alison Green, workplace advice columnist and author of How To Get a Job: Secrets of a Hiring Manager. "A lot of people don't have many questions at all-which is ill-advised when you're considering spending 40+ hours a week at the job and when it is likely to have a huge impact on your day-to-day quality of life."

On her incredibly popular Ask a Manager advice website, Green shares 10 questions that will help you find out if you truly want the job you're interviewing for. "To be fair, a lot of people worry about what questions are okay to ask," she notes. "They're concerned about seeming demanding or nitpicky." You don't need to ask 10 questions, of course. Choose a few that seem the most important to you. We like these 5 in particular for teaching positions:

1. What are some of the challenges you expect the teacher in this position to face?

Green points out this can get you information that might not have already been shared. You might learn that parents are overly involved or not involved at all, or that resources are stretched incredibly thin, or that teachers here regularly work 60-hour weeks. This could lead to a discussion about how you've faced similar challenges in the past, or it can simply give you some points to think about as you consider the job.

2. How would you describe your school's culture? What types of teachers tend to thrive here, and what types don't do as well?

School cultures vary widely, and not all teachers thrive in every environment. Find out if this school will expect you to regularly attend extra-curricular events, or if your time out of the classroom is truly your own. Do teachers work closely with admin, or is it more of a "everyone is on their own" atmosphere? Think hard about whether you're the sort of person to fit in with this school's culture. This can help you decide if this role is really right for you.

3. How long did the previous teacher in the role hold the position? What has turnover in the role generally been like?

It's OK to probe a little to see what others' experiences have been. "If no one has stayed in the job very long, that could be a red flag about a difficult manager, unrealistic expectations, lack of training, or some other land mine," Green cautions. It's also worth knowing if you're interviewing to take over the position a beloved teacher has held for 30 years. Will your school be open to fresh new ideas, or are they looking for someone to match up to a previous teacher's reputation?

4. Thinking back to teachers you've seen hold this role previously, what differentiated the ones who were good from the ones who were really great?

Green calls this the "magic question" and has had multiple readers write in to tell her how much it impressed their interviewers! "The thing about this question is that it goes straight to the heart of what the hiring manager is looking for," enthuses Green. "Hiring managers aren't interviewing candidates in the hopes of finding someone who will do an average job; they're hoping to find someone who will excel at the job." This question shows you really want to be a great teacher, and it might offer you a chance to mention something about yourself that hasn't already come up in earlier discussion.

5. What's your timeline for next steps?

While this shouldn't be your only question, it's definitely OK to use this one as you're wrapping up. As Green says, "It's much better for your quality of life if you know that you're not likely to hear anything for two weeks or four weeks ... or whatever the case might be." Then, if you haven't heard anything in that time frame, you can follow up (once only!) to see where things stand.

If you liked this list of common teacher interview questions and answers, check out what to wear to a teacher interview.

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30 Interview Questions Every Teacher Must Be Able To Answer

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Getting ready to interview for a new teaching job? You're probably excited but also nervous. The best way to overcome those nerves is to prepare in advance. Take a look at this list of the most common teacher interview questions and answers. Practice your responses, and you'll feel much more confident when you walk through that door.

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It's that time of year! Schools are beginning to look at their staffing for next year. Current teachers are making plans for their future. New teachers are keeping a close eye out for teaching job opportunities. Here, I've compiled some tips and information on how to ace teaching interviews. This definitely won't be one size fits all, but it's a good starting point!

The Complete Guide For Teaching Interviews

I will be the first to admit that the number of interviews that I've HAD is a much smaller number than the number of interviews where I've been the interviewee. My perspective here comes from both angles- The teacher interviewer and the teacher interviewee.

What to Expect During Teaching Interviews

What should you expect during a typical teaching interview? You'll almost always be one of many teachers that an interview committee is speaking with that day. Most districts have protocols they follow about how many people are screened before making a selection. They also have protocols about the number of people giving input on a hiring decision. It's fairly rare to go into a one-on-one interview.

The most common scenario I've seen is the principal, the assistant principal, and 2-3 teachers doing the interviewing. When you sit down in the interview, most of the time, everyone on the interview committee will read a question round-robin style. When you're answering, speak to the whole room. But, I typically recommend that you make more eye contact with the person who asked you the particular question.

The Interviewers

There are a few types of people you need to prepare to meet during an interview:

There are interviewers who try their hardest to be warm and welcoming. They take plenty of notes, smile the whole time, and make eye contact while asking questions. They nod their head while you answer questions and tend to ere on the side of being overly accommodating. Unfortunately, this can make even the most unqualified candidate feel like they are nailing it.

On the other hand, I've seen the sweetest colleagues of mine go completely stoic when they're interviewing. Their goal is to get down to business and see who you are as an educator. They want real answers, and they don't necessarily want to make you feel like you're nailing it when you're not. These interviewers will make eye contact, but they usually won't smile. They'll furiously write down every word you say. Or on the other hand, they won't write down anything, which will make you equally as nervous. They'll probably give you a nod or two when you've answered their question. You'll leave the room wondering if you bombed it, but they will probably smile big and say, "She was amazing!"

Prepare For Anything

These are the people that will cause you to question your interview skills and make you give a big "I don't know" when people ask how your interview went. Again, I want to emphasize that neither style is better. I feel like it's so important to be prepared for both as you are going into your first few teaching interviews. Don't let people like me leave you feeling like you nailed it, and don't let people not-so-like-me intimidate you to the point that it impacts your ability to ACTUALLY nail it.

Now that you have a good idea of what you'll encounter when you sit down to a teaching interview, here are some more general tips I can offer you having been on both sides of the proverbial table.

On Portfolios for teaching interviews

Every college preparatory program I've ever known requires that teacher candidates create a portfolio full of lessons, their mission statement, etc. I've never pulled one of these out during an interview and I've never witnessed someone pull one out during an interview. It's not a bad thing to have with you if you get stuck. But time is often of the essence and fumbling through a portfolio can take up precious time. Instead, find every opportunity to show your awesome communication skills by explaining different lesson plans, giving an example of parent interactions, and giving a casual but heartfelt impression of your "teaching mission statement."

Half of an interview is seeing who you are as a human. Instead of spending precious moments leafing through your portfolio to give an example, use your words, and use your heart.

On Communication during teaching interviews

In order to use your words, though, you are going to have to go into this interview completely prepared. Think through the types of questions that might come up (more on that later) and practice your answers. If there is a specific learning experience that you want to make sure you highlight during your interview, THINK THROUGH exactly what you are going to say about it. In fact, brainstorm a list of specific experiences that you would consider highlighting during your interview and think about what you would say about them.

On Research

Researching the school and district is absolutely crucial to your preparation. It will help you anticipate what types of questions might come up, and it will help you brainstorm talking points. YOU MUST RESEARCH YOUR SCHOOL/DISTRICT.

If you ask a question at the end of the interview that could have easily been answered with a quick swipe through the school's website, the interview team will get the feeling you aren't taking the interview seriously. Likewise, if you ask a question based on something you saw when you researched, they'll know you're taking this more seriously.

On Honesty

Have you ever met someone who looks really good "on paper" but then ends up treating you poorly in real life? Don't be the person in an interview who looks great on paper and in the interview and turns out to not be who they say they were. I've seen this happen several times over the years. I have thus become wary of those who appear overly book smart in interviews and who give obviously canned or "perfect" answers.

If you've never taught using a math workshop approach, don't talk about how you're a pro at that or how you love using a workshop approach. If they ask, or if your research has revealed that they use math workshop at the school, tell them about what experience you DO have that would support math workshop. Emphasize the fact that you are excited to implement it (if you are, of course) and know it will be great to learn alongside the children.

Own Your Skills and Your Willingness To Learn More

If you've never used Daily Five, but you know the school does, research the heck out of it to show that you're willing to do so. But own the fact that you've never taught with it. Just be sure to emphasize that you are eager and willing to learn about it and implement it alongside your teammates.

95% of the time, your lack of experience in a school-specific implementation will not eliminate you from the running. I previously taught in an International Baccalaureate school, and while having IB experience was a plus, we would ALWAYS choose an enthusiastic, willing teacher over one who wasn't as enthusiastic and willing but had IB experience. Teaching is learning, y'all!

The Truth About Jobs

NOW, before I go any further, this is an important note, especially for first-year teachers who are newly navigating the waters of teacher interviews. I want you to keep in mind that you may end up in an interview situation where, no matter how amazing you are, you will definitely not get the job because someone else already has it.

Let me give you an example: In my former district, any teacher hired after August 1st is automatically considered an INR (Intent Not to Rehire) and their contract is only for one year. At the end of the year, no matter how much of a rock star they were that year, their position still has to be reposted, and teaching interviews still have to be conducted for that position. In most cases, that person will get rehired on an actual contract and admin is just going through the protocol. I've sat on many interviews just like this, watching the poor interviewees pour their hearts into the interview, not realizing that the person in the position is actually staying in the position.

Another example of this scenario

When there is movement within the school. Depending on tenure and contract terms, I've seen teachers have to reinterview for specialty positions (interventionists, reading specialists) when they are already a "shoo-in."

**TAKE HEART!** Even though you likely won't know this is the case until after the interview, even if you suspect it's a formality, give it your all. These teaching interviews are not a total loss, as I've also seen many people in these interviews get called back for later interviews who are subsequently hired on in a different position. Every single opportunity that you have to interact with the administration is an important one. Rockstar teachers will stand out, no matter if they have a job for you right then or not.

General Tips for Teaching Interviews

Use "we" as often as possible when referring to your experience in schools. It shows that you are a collaborative team player and willing to work with others and give credit where credit is due.

While it's important to show a growth mindset, be prepared to talk about failures. Examples from the classroom, with colleagues, with parents, and with students are helpful. Do not sit in an interview and say you can't think of any failures or professional weaknesses.

It's okay to thoughtfully pause between a question and your answer. Take a moment to pull your ideas together. It shows that you are thoughtful rather than impulsive, and you'll almost always come up with a better example the more time you think about it. There have been several times that I haven't followed this advice, finish my answer, and then end up saying, "ACTUALLY, I need to add to my answer."

Ask for clarification or to repeat the question as needed, especially if they are long questions with multiple parts. Again, don't try to skim over an answer when you don't know what they're asking.

Never, ever, ever talk poorly about former colleagues, students, parents, or administration. Seriously, never. You can put a positive, learning-based spin on any negative situation, and this is the time to do that. I can't think of a time we ever hired someone who talked poorly about former positions.

Many schools have a school-wide behavior management program implemented (Love and Logic, Responsive Classroom, PBIS, etc.). Be sure to look it up ahead of time so that you are familiar with it and possibly reference it at some point during your interview.

S.M.I.L.E. I will be the first to tell you that when I walk into an interview, I have a physical reaction. A reaction I can't help. My face and neck turn bright red, my breathing gets funny, and my hands get shaky. Every. Single. Time. I know this happens to me, and I always go in prepared with a line like, "Eek! I can stand in front of kids and about verbs all day, but a room full of adults is something else!" It's a good way to break the ice, acknowledge that physical reaction that you can't control, and get things started. Smile. Be human. They are not only looking at your pedagogical knowledge, but the interview team wants to know your heart, too. Show it to them.

Sample Teaching Interview Questions

Note: Most interview questions are lengthy and have multiple parts. These are some of the more basic questions that you should know YOUR answers to ahead of time. But, be prepared for more detailed questions as well.

How do you accomplish vertical and horizontal articulation within a school?

How do you structure your reading/math block so that a wide variety of students' needs are met?

Give an example of a time you had a difficult interaction with a parent and how you handled it.

How do you encourage students to show grit (growth mindset) in their learning and in the classroom?

What does rigor mean to you? How can you be sure you are providing a rigorous experience for students?

How do you incorporate cultural awareness, worldwide views, diversity, and equity into your lessons and classroom?

Explain how will you promote a cohesive classroom community?

How do you keep students engaged while still maintaining a rigorous classroom environment?

Give an example of a challenge with a student and explain how you handled it.

More Example Questions

What is your policy on grading?

How do you decide on homework requirements?

How do you ensure ample communication between home and school?

What is your classroom management policy?

How do you incorporate technology into your classroom in a meaningful way?

How do you collect and use data to inform your instruction and monitor student growth?

What is your philosophy on working in a grade-level team?

What strengths do you bring to your grade-level team?

How do you handle [insert specific classroom management crisis/scenario]? (My favorite version of this is when a principal asks me what I do if a student refuses to call me by my last name...)

What is the most recent education-related book you have read or PD you have attended? Tell us about it.

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Teaching Interviews | What To Expect | Teaching With A Mountain View

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It's that time of year! Schools are beginning to look at their staffing for next year. Current teachers are making plans for their future. New teachers are keeping a close eye out for teaching job opportunities. Here, I've compiled some tips and information on how to ace teaching interviews.

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Stand Out in Your Teacher Interview | Kathleen Jasper