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Lexia Learning Systems https://www.lexialearning.com/Assets/img/logo.svg 1984 978-405-6232 info@lexialearning.com 300 Baker Avenue, Suite 320 Concord MA 01742 USA

Built on the science of reading, Lexia ® Core5 ® Reading is a research-proven program that accelerates the development of literacy skills for students of all abilities, helping them make the critical shift from learning to read to reading to learn.

Acceleration For All

Elementary school years are a pivotal time for reading development, serving as the foundation for learning across all subjects. However, the National Assessment of Educational Progress (NAEP) consistently shows that approximately 60% of fourth-grade students are not reaching reading proficiency and the COVID-19 pandemic has widened disparities in educational opportunities. Without focused instruction, these children will face even greater challenges in achieving literacy.

Core5 was developed with a mission to mitigate that gap. Built on the science of reading, it provides equitable learning opportunities for all students, promoting their success and well-being. Core5 follows an adaptive blended learning model that offers explicit, systematic, and personalized reading instruction. This approach allows educators to deliver differentiated literacy instruction to students of all abilities. By using Lexia's research-proven program, Core5 effectively reduces the risk of students not meeting grade-level standards while providing accelerated and on-track students the instruction they need to thrive.

Engaged Students

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Core5 supports student agency and growth mindset, giving students a choice over their path and pace through the program, along with awareness and ownership of performance and progress. The program provides an environment of encouragement with an understanding that learning is ongoing and provides students a safe place to try, fail, and retry.

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Empowered Educators

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Based on student performance in the online program, Core5 alerts and recommends specific intervention and practice resources, empowering educators to focus on what matters most: delivering just the right instruction at just the right time.

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Improved Outcomes

While many reading programs may be described as research-based, Core5 is research-proven to improve learning outcomes. Core5 is evaluated by using rigorous scientific methods and has been found effective with a variety of populations to help close the literacy gap in as little as 10 weeks.

Learn More about Improved Outcomes

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Literacy Acceleration for Students in Grades PreK-5 | Lexia Learning

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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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Supplemental Elementary Reading Program

Words Their Way Classroom® is the K-5 supplemental literacy program that helps teach phonics, spelling, and vocabulary. Developmental stages reflect students' spelling behavior as they move from one level of word knowledge to the next. Renowned authors Donald Bear, Marcia Invernizzi, Francine Johnston, Shane Templeton, and Lori Helman are back with a new edition, including complete digital functionality on our Savvas Realize online learning platform plus full-color, consumable workbooks.

Take an Interactive Tour of Words Their Way Classroom.

Building a Literacy Foundation One Sort at a Time

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literacy programs for elementary schools

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Words Their Way Classroom-Savvas (formerly Pearson K12 Learning)

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Words Their Way Classroom® is the K-5 supplemental literacy program that helps teach phonics, spelling, and vocabulary. Developmental stages reflect students' spelling behavior as they move from one level of word knowledge to the next.

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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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A Brain Pickings Best Children's Book of 2018 Winter 2017 - 2018 Kids Indie Next Pick! Selected for exhibition in the 2018 Society of Illustrators Original Art show
"Just found the book we'll gift to every child we know!"-PBS
"Stunning, serene and philosophical"-Maria Russo, The New York Times

"Hushed and lovely, this is a picture book to calm and inspire."- Meghan Cox Gurdon, The Wall Street Journal
Bear and Wolf become unlikely companions one winter's evening when they discover each other out walking in the falling snow; they are young and curious, slipping easily into friendship as they amble along together, seeing new details in the snowy forest.
Together they spy an owl overhead, look deep into the frozen face of the lake, and contemplate the fish sleeping below the surface. Then it's time to say goodbye: for Bear to go home and hibernate with the family and for Wolf to run with the pack. Daniel Salmieri's debut as author/illustrator is a beautifully rendered story of friendship and the subtle rhythm of life when we are open to the world and to each other.

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Bear and Wolf [Salmieri, Daniel] on Amazon.com. *FREE* shipping on qualifying offers. Bear and Wolf

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HMH GO Math! Program | K-6 Math Curriculum | Houghton Mifflin Harcourt

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Go Math! for grades K–6 emphasizes ease of use, bringing together assessment, personalized practice, and on-demand professional learning in one place.

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Select the appropriate grade to have students practice the math skills they're expected to know at their particular education level. You can then choose which skill(s) you want them to work on as they play an exciting, adventure-packed game or use our accessible digital textbook.

Entertaining Games: Our games are free to use and so much fun to play! Math Games understands that the best way to motivate children to study is to ensure that learning is enjoyable. With our incredibly popular online games and downloadable game apps, students will actually want to review math!

Common Core: Each learning activity or game is aligned with the math standards required by the Common Core for different grades. This means that pupils complete tasks that are not only fun but also directly relevant to what they will be assessed on.

Customized Learning: If a child is finding some activities too challenging or too easy, you can alter the grade level. Foundational concepts and old material can be reviewed, or students can push ahead to explore new principles.

Play Online or Offline: Our exercises and games can be completed on computers, tablets, or mobile devices. You can also download printable worksheets with grading keys for offline use. Quality math review can now happen anywhere!

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math games free practice common core standards pre-kindergarten kindergarten 1st grade 2nd grade 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade

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Find Games By Grade - Practice with Math Games

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Select the appropriate grade to have students practice the math skills they’re expected to know at their particular education level. You can then choose which skill(s) you want them to work on as they play an exciting, adventure-packed game or use our accessible digital textbook.

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Teaching resources

Science is an inspiring process of discovery that helps satisfy the natural curiosity with which we are all born. Unfortunately, traditional instruction that misrepresents science as a body of facts to be memorized and the process of science as a rigid 5-step procedure can deaden students' spirit of inquiry.

Students should come away from our classrooms with an appreciation of the natural world — fascinated by its intricacies and excited to learn more. They should view and value science as a multi-faceted, flexible process for better understanding that world. Such views encourage life-long learning and foster critical thinking about everyday problems students face in their lives. You can cultivate these ways of thinking in your students through science instruction that accurately and enthusiastically communicates the true nature of science and that encourages students to question how we know what we know.

Fortunately, fostering such understandings needn't require reorganizing your entire curriculum. Simple shifts in how content and activities are approached can make a big difference in overcoming student misconceptions and building more accurate views of the process of science. Educational research supports the following strategies for teaching about the scientific endeavor:

Make it explicit: Key concepts regarding the nature and process of science should be explicitly and independently emphasized. Engaging in inquiry and studying the history of science are most helpful when the nature-of-science concepts they exemplify are explicitly drawn out in discussion and interactions.

Help them reflect: Throughout instruction, students should be encouraged to examine, test, and revise their ideas about what science is and how it works.

Give it context, again and again: Key concepts about the nature and process of science should be revisited in multiple contexts throughout the school year, allowing students to see how they apply to real-world situations.

We've assembled a variety of resources to help you increase student understanding of nature and process of science. To improve your own content knowledge, explore Understanding Science 101 and our resource library. To prepare yourself with lesson plans, teaching tips, and pedagogical strategies, visit a Teacher's Lounge or explore the all-level resources listed below and to the right.

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Teaching resources Science is an inspiring process of discovery that helps satisfy the natural curiosity with which we are all born. Unfortunately, traditional instruction that misrepresents science as a body of facts to be memorized and the process of science as a rigid 5-step procedure can deaden students' spirit of inquiry.

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Epic! is the digital learning playground for kids. Designed for unlimited discovery, it is the safest platform for kids to explore and grow online.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Thank you for visiting my channel! My name is Kim. I'm a 5th grade teacher in West Michigan. In addition to LOVING teaching, I also enjoy hiking, reading, snuggling my sweet ginger cat, and life in general!!

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teacher interview tips and tricks - Bing video

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Top suggestions for teacher interview tips and tricks

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If you're searching for a teaching job in 2017, this page will help you prepare for interviews and put your best foot forward. The main purpose of this page, though, is to help you really evaluate whether a school will be a good fit so you can get the right teaching position for YOU.

Who am I to give advice?

I've changed schools a lot and have been on 14 job interviews during my teaching career: I was offered every position on the spot except two. An uninformed person might conclude that I've just got it like that, but the truth is, I was fortunate to have sought positions during extreme teacher shortages. It's kind of like getting excited about selling your house in 2 days...in a seller's market. Who would have expected anything less? If teachers are the 'buyers', then it was definitely been a buyer's market when I was job hunting in Washington, D.C. and South Florida. Teacher turnover in both places was extremely high and the colleges weren't producing enough graduates to fill the positions. Therefore, rather than having to 'sell myself', principals have always spent the majority of the interview trying to sell ME on their school.

My advice on this page comes from that perspective, so I'm really not the best person to advise you on landing a position that hundreds of other teachers are vying for. At the bottom of the page, I'll recommend some more resources to help you. But, even if you're in a tight job market, it's still important to think about what YOU want and need in a work environment, and I hope my ideas will remind you to consider that, as well.

What to wear

My personal opinion is that a prospective teacher should dress more formally for an interview than for the actual job itself. A pants or dress suit for women almost always makes a good impression. If you are a creative person, it can pay off to express that a little bit in your clothing through jewelry or unusual prints or fabrics, as it can set you apart from other candidates. On the interview for my most recent teaching position, I wore a black skirt, turquoise and black top with a thick black beaded belt, purple heels, and a deep tangerine bag. I love to take fashion risks and wanted to show that I think outside the box. Floridians aren't afraid of color, and the principal loved my shoes!

That worked for me in Florida-and I was a highly-recommended veteran teacher at that point, so it was definitely safer for me to look different than your ordinary teacher. Back when I lived in D.C., I interviewed in a business suit every time. It definitely depends on where you're located, but in general, it's probably fair to say that your overall look should be modest and not a distraction from what you are saying. Clothing is a very personal preference, and I believe you should wear something you feel like yourself in and that will make you feel comfortable during the interview.

Tips for landing a job interview

The advice in the this section was getting pretty extensive, so I moved it to the new Finding a Teaching Job page. Look there to find info on choosing the right school and teaching position for you, getting an interview for a teaching position, questions to ASK about the school you want to work in (don't skip this step!!!), things to look for when you visit the school, and tips and advice from other teachers. You can also read tips from other teachers and principals.

4 tips for answering interview questions

1. Smile, smile, smile!Good teachers are friendly and warm with their students, and you want to convey that during your interview.

2. Be a good listener.Pay close attention to what the principal is saying. Maintain eye contact and don't be afraid to ask questions-it shows you are interested.

3. Pause to think before answering.Don't feel rushed to say anything that comes into your head. Give yourself a moment or two to reflect on the question, take a breath, and then reply.

4. Don't be afraid to admit when you don't know how to answer.You can laugh good-naturedly and say, "Wow, that's a tough one. Let me think about that for a moment...". If you still feel unable to come up with a satisfactory answer, say something to the effect of, "I think my actions would depend on the specific situation and child involved. I might ___, or maybe even ____". If you're really stumped, you could explain, "I would really try to utilize the experience of my co-workers on this one. I would confide in an experienced and trusted team member and ask for his or her advice and support. I'm not afraid to admit that I don't have all the answers, and if asking for help would bring the most benefit to the students, I wouldn't hesitate to do so." Or, you could say, "I would need to give this situation a lot of time and thought so I could make the best decision for my students. I would research the issue a little more by talking to the parents/ my co-workers/ principal/ going on the internet before deciding on any actions."

Often-asked teacher interview questions

There are thousands of questions a prospective employer might ask, but I would suggest thinking out your responses to the following, as variations of them are used often. Interview questions usually fall into the following categories, with at least one asked from each section.

Philosophy of education

Instructional strategies

Classroom management

What kind of classroom discipline plan would you use?You will almost certainly be asked some variation of this question. I would mention a pro-active approach, meaning that I set my students up for success by making expectations, rules, and procedures clear to try to solve discipline problems before they start. I would also mention that I spend a lot of time in the beginning of the year establishing specific procedures, with extensive modeling and practice. Another approach is to talk about helping kids develop intrinsic motivation and giving them real-world, authentic tasks, since high-quality activities and lessons often negate the need for discipline. Some principals would prefer a response focused on that, but if you're interviewing for a high-poverty, urban school, you will probably need to convey very strong classroom management abilities and a clear approach for responding to unruly students.

What would you do for a constantly disruptive student?Find out what's causing the behavior? Conference with student and parent? Set up an individual behavior management plan with set rewards and consequences? I would stress pro-active techniques: establishing effective routines and procedures.

Assessment

How do you check to see if each student understands the material you are teaching?Individual wipe off boards? Special classwork assignments? Ask students to explain how they got their answers and how they know the answers are right? Require that students show their work? Assess frequently? Tech tools?

What kind of assessment methods would you use in your classroom?Informal vs. formal? Be familiar with the district and state assessments for the grade level you're interviewing for. I would stress using a variety of assessment methods to ensure that no matter what a child's strengths, s/he would have frequent opportunities to excel. Ideas include tests, quizzes, classwork, homework, monthly projects, group work, internet research projects, participation, oral discussions, etc. I would also mention using assessment to guide instruction.

Technology

Team collaboration

How would you utilize your team members' experience to benefit your students?I would emphasize the importance of working together as a grade level team and sharing ideas. Regular team meetings to share what's working and what's not are very important to me. Additionally, I like to be part of a team that is constantly developing and finding new materials, and then sharing them with one another.

What is your philosophy about team teaching?This is another place where it is essential to be completely honest. If you like it, explain why (kids can benefit from multiple teaching styles, teachers can bounce ideas off one another, etc.). Initially when I wrote this article in 2003, I didn't like team teaching, and I would have admitted this because I would not have been happy sharing my classroom with another teacher. I would have explained that while I love being part of a collaborative grade level team, I like to provide the consistency that comes with having only one teacher's ideas about rules, routines, homework, etc. in the classroom. In 2005, though, I was actually asked this during a job interview because I would be sharing a classroom with another teacher due to overcrowding. I wanted the job so badly and I really felt like it would be the right one for me, so I told the principal that while I would look forward to having my own classroom, I knew the benefits of team teaching and the importance of communication, etc. I did get the job and ended up LOVING team-teaching because I had such a fabulous partner! So, you never know-hopefully as teachers we are always learning more about ourselves and our practice. You might be asked this question as it relates to push-in services by special education teachers, so consider what response you could give that would assure the principal you'd be in close communication and collaboration with that teacher.

Professional development

Special education

What experience have you had with students who have special needs?In the classroom? Other jobs? Summer camp? Siblings? Which disabilities? Are you familiar with the RtI process?

How comfortable would you be with students who have special needs in a general ed setting?Emphasize that you are prepared to handle special needs with the right support systems in place. (Some principals want to hear you say essentially, No problem, I can handle any kid with no support from you at all!) Tread carefully. You want to sound capable and confident but also aware of the fact that creating interventions and accommodations for kids with special needs is a team effort and a school-wide responsibility.

What would you do to help a child with ADHD in your classroom?Sit them in the front of the room? Have them repeat directions to you? Give them jobs so they can move around? Try to keep instruction fast-paced and varied? Use hands-on activities as often as possible? Pair them up with a buddy? Prepare your response to other specific disabilities the principal might mention-ADHD was a buzz word a few years ago, but now principals are just as likely to ask about Asperger's, autism, oppositional-defiance disorder, etc.

Classroom scenarios

What would you do if you had planned a lesson but the students just weren't understanding what you were teaching and were not ready to move on to the next activity?I would answer this by saying I'd re-teach using another approach. For example, if I were teaching a math concept and the kids didn't understand, I might get out manipulatives to try to make it more concrete. I would also try to identify what information the kids did not know that I had assumed they had known. If I were teaching 2 digit multiplication and their answers were consistently wrong, I would look to see if they knew their multiplication facts and were computing correctly. I would address the problem during the lesson by passing out calculators or multiplication tables so the kids could focus on the new skill, rather than trying to recall basic facts, then add basic fact review activities to our daily routine.

What would you do to help a child who was unable to finish work on time/ stay focused during your lessons/ refrain from hitting other students?Individual behavior plan? Parent/student conference? Specific rewards/consequences? Try to recall a real situation you once faced and how you handled it.

Parent involvement

What would you do to encourage parents to be more involved in their children's education?This is a tough one, and I often admit that to the interviewer. Personally, I think the most important thing is to establish a good rapport at the beginning of the year. Providing positive feedback is important, too-not calling home only when a child is in trouble. If there are any ideas from the Creative Family Outreach chapter of my book that you plan to use, mention those, too.

How do you establish a good rapport with parents?My answer usually involved something like: "I try to establish contact right away, even if they don't attend Open House night, just to introduce myself and see if parents have any questions. When a parent has a concern, I try to let them get everything out while I listen quietly, and validate their opinions rather than immediately jumping in to defend myself or the school. At the end, I always ask if they feel the situation has been resolved to their satisfaction so I can be sure we are on the same page."

Personal questions

What are your two biggest strengths and weaknesses?Ideas for strengths: creativity, energy, enthusiasm, strong work ethic, patience. Ideas for weaknesses: over-thinking things, perfectionism (although some people will say that the latter is a cliche, it's true for me!), particular concept/topic/subject area you're not as strong in but are working to learn.

Why would you like to teach at this school?Proximity to home (you're part of the community)? Good reputation? You really want the grade level available? You have a good feeling or gut instinct about the school? Be authentic in your response.

What is your grade level preference, and why?I would give a grade range here, in case the principal can't hire you for the grade you want. I would also specify any grades you are certified to teach but would NOT want to. You could say that your gift is for grades ___, and you think it takes a special person or different personality type to work with kids that are younger/older than that.

Why do you think you would be a good match for this school/ what can you offer us that no other candidate can?My personal answer to this question is that I am always learning. I never teach a lesson the same way two years in a row. I am constantly bringing in new ideas from the internet, other teachers, my co-workers, and original concepts. I am open to change and like trying new things in the classroom.

A note about personal questions: You do not need to reveal your sexual orientation or marital status during an interview; in fact, it is illegal for any employer to ask.

Don't forget to ask your own questions of the interviewer! This page gives advice on what to ASK the person you're interviewing.

Behavioral interviewing

Many employers are now asking "tell-about-a-time" questions, known as behavioral interviewing, which research shows are more predictive of actual on-the-job behavior than traditional interview questions. Personally, I hate this behavioral-based line of questioning because it's hard for me to think of good examples on the spot. However, if you're prepared for this line of questioning, you should have no problem! Examples: Tell about a time when...

You went above and beyond what was required of you

You encountered resistance from a colleague/parent/student

You overcame a crisis

You created a unit/project that went really well/incorporated technology

You took initiative and led the way

Key phrases to integrate (and which ones not to)

Find out what the "buzzwords" are for the district you are applying to. Buzzwords are the latest educational jargon for techniques that are really being pushed in school systems, and are often very regional. Buzzwords for your area might include differentiation, differentiated instruction, Response to Intervention (RtI), balanced literacy, hands-on learning, cooperative learning (now often referred to as collaborative learning), inclusion, print-rich environment, real world learning, pro-active discipline, standards-based learning, flexible grouping, assessment-driven instruction, and so on.

There may be certain teaching techniques or terms that have become outdated in local schools. Consider carefully the terms round robin reading (replaced by popcorn reading or other techniques which don't involve calling on students in order); individualizing (has been replaced by differentiation, a very different concept, in many places); emotionally handicapped or severely emotionally disturbed (now called emotionally involved-and, actually, I think they've changed it again to emotionally impaired, which proves my point), etc.

Spend some time talking to teachers in the district you are applying to, or at least spend some time on the district website. While buzzwords may not make or break an interview, being up to date on current trends in the school system can only be an asset for you.

Portfolio or no? (and how are you supposed to use those things, anyway?)

In the past, I've told teachers this: If you have the time to make a portfolio, do it. It can't hurt! If you don't have time, don't worry. I've gotten job offers with and without a portfolio, and there are plenty of employed teachers who have never created portfolios in their lives.

However, in 2017? I would say definitely have one, and make sure it's a digital/online portfolio. Not just because the job market is tough right now, but because it's easier than ever to showcase your ideas and accomplishments with pictures and video. Chances are, you can pull out your phone right now and show a picture of a meal you ate last month or something cute your pet did. Why wouldn't you take advantage of that technology to show a principal what an awesome teacher you are?

In my opinion, the purpose of a portfolio is to support your interview answers. In other words, if the principal asks what kind of centers you do, you should have pictures of your centers to show. If s/he wants to know how you involve parents, display the monthly activities you created for families to do together. Very rarely does a principal have the time to sit and read a portfolio, and personally, I don't think most of them are interested in the things that colleges require teachers to include, such as philosophies of education, evaluations, and research papers done for courses. I think a principal would much rather hear you describe those things and show 'props' than read a five page paper.

So, what should you include?

worksheets and activities you created

photos of your classroom, centers, special projects, and events

examples of completed student work on a project you designed

evidence of something creative you've done in the classroom (a postcard exchange, Mystery Reader program, program for parents, etc.)

lesson plans that you can use to help you as you describe what you did and what the objective was (not for you to hand to the principal to read)

Organize your portfolio in a way that makes sense to you. You want to be able to navigate to the item you're looking for quickly, so use simple section headings that you'll remember how to get to. You could use the categories of interview questions I listed above (Philosophy of Education, Instructional Strategies, Classroom Management, etc.) so you are prepared with evidence for any type of question. If you had to create a portfolio in college but hated the sections they made you use, you don't have to make a new portfolio, just rearrange things so you can easily find them.

Another nice thing about online portfolios is that interviewers can read your resume, see photos of activities you've done, view lesson ideas and your philosophy of teaching, watch videos of you teaching, etc. before they even meet with you. You can email them to confirm the interview time and share your link. This is an incredible asset and definitely worth offering to an administrator. Then, bring an iPad or netbook with you to the interview and showcase your website and online resources on the spot! If you are proficient with technology and can create a really nice website yourself, you'll get bonus points for sure. But even if you're not, pulling out a laptop to illustrate your points with an onine portfolio will still go over well with the principal (who will probably be either a tech dinosaur who is wowed by the fact that you are showing him/her pictures online, or a tech lover who expects and values tech proficiency among staff).

Do your research BEFORE you interview!

Go to the school system's website. You want to know as much as possible about the school BEFORE you agree to spend the next year working there. Find out about test scores, ESOL population (English learners), Title I populations (low income), racial backgrounds of students (so you understand the school culture better), average class size (not always indicated accurately on the website), school boundaries (so you know which neighborhoods the kids come from), the feeder schools (which middle/high schools the kids will eventually go to), etc. If you're not familiar with the school district, look up statistics for it as a whole, including how many schools there are, where the higher-achieving schools are located, how test scores have compared over recent years, etc. Ask other teachers what they've heard, as well: schools and administrations have reputations that may not be accurate, but are worth hearing about, especially if you can get multiple opinions. You want to combine as much information as you can.

If you love data analysis like I do, you won't have a problem. But if just reading the above paragraph has bored you to tears, let me explain: the more you know about the school you're interviewing at, the more knowledgeable you'll sound while interviewing. And, the more intelligent and informed questions you'll be able to ask, and the more you'll be able to tell if the school is a good fit for you. If most of your kids won't speak English as a first language, wouldn't you want to know that up front? Don't depend on the principal to disclose this information! If you discover in advance that half of your students will come from a mobile home community and the other half from single family homes that start at 600K, you'll be prepared when the principal asks how you would address the needs of families from diverse socio-economic backgrounds. Being informed may set you apart from other candidates who walk in blindly with no knowledge of the community or school's history: it shows you are interested in the job as well as the families and students you'll be working with.

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If you're searching for a teaching job in 2017, this page will help you prepare for interviews and put your best foot forward. The main purpose of this page, though, is to help you really evaluate whether a school will be a good fit so you can get the right teaching position for YOU.

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Congratulations! You're going to be interviewed for a plum teaching position in a choice district. It may be a small step for you - but how can you make sure that it turns out to be a big leap for your career? Scholastic.com asked experts - elementary-school principals - to share their best advice on how to shine in your next interview.

Before You Go . . .

Know who you'll meet. Find out if you will be speaking with a principal or a panel of teachers, administrators, and parents. "We expect nervousness," says Dr. Elaine Kanas, of the Siwanoy School in Pelham, NY. "But we also look for someone who can meet with a group and remain energetic and unflappable."

Do your homework. "We want teachers who know something about our district and show enthusiasm for our school," says Francine Ballan, principal of Green Acres School in Scarsdale, NY. Check out the school or district's Web site. "Read" the walls when you visit.

Be prepared to show what you know. The interview is just the start of your journey toward a new job. Marianne Tully of Tappan, NY's Wm. O. Schaefer School, says: "You can look great on paper, talk a good game - but can you be effective in a classroom?" Expect to be observed teaching as part of the hiring process.

What to Bring

Our experts advise you to bring three essentials to a winning interview: a show-and-tell portfolio, letters of recommendation that burst with specifics, and a can-do attitude.

Portfolios should contain just a few samples of your work and student work, says Kanas. "What you choose reflects what you think is important," she points out. Roberta Kirschbaum, principal of the Bruno M. Ponterio Ridge Street School in Rye Brook, NY, adds: "It's how you talk about it that counts." Include two or three letters from supervisors, cooperating teachers, and principals, advises Ballan: the more specific they are in covering your instructional technique, creativity, collegiality, and classroom climate, the better. "I look for phrases like 'I highly recommend'," says Kanas. "What's missing is revealing, too." Your energy, vitality, passion about teaching needs to be clearly evident in your attitude, counsels Kirschbaum. "I'm looking for teachers with grit and self-confidence, whom I can trust to be caring with students," she says.

What Kinds of Questions Will You Face?

When you're in the hot seat, you want to be able to say to your interviewers: "Fire away!" Think about how you'd answer each of these questions and you'll be ready.

What special talents do you bring to our school? Could you start a writing program or coach a sport? "I look for a desire to add to the school community," says Kanas.

How do you communicate with parents? Bring evidence of letters you've written home that describe projects you've designed, says Kirschbaum.

How do you reach all learners? Show that you are aware of the range of learning styles and differences, and be specific about how you address that, says Kanas.

Recall a teaching experience that went poorly. What would you do differently? "We applaud people who can pinpoint what went wrong," says Tully.

What are you reading professionally? Keep up with trends and show that you are a learner, says Kirschbaum.

Describe a day in your classroom. "This gives us insight into a teacher's methods, practice, and classroom management techniques," says Ballan.

How do you know your students are learning? "I need to know how teachers use assessment to guide instruction," says Kanas.

Do you have any questions for us? Comment on what you've seen in the halls, says Tully. Do ask about staff development opportunities and teaching materials; don't ask about salary or sick days.

And finally, when you get home, send a thank-you note! "Every teacher I've ever hired has dropped me a note," says Kanas. "It shows you care."

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Principals Share Their Secrets: How to Impress in an Interview | Scholastic

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Congratulations! You're going to be interviewed for a plum teaching position in a choice district. It may be a small step for you - but how can you make sure that it turns out to be a big leap for your career?

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Two, four, six, eight, what do we appreciate? A good listicle! Especially when evaluating an educational trend, like the shift to flexible seating in K-12 classrooms.

As part of our series on that topic, we've combed through a heap of online data and compiled the ten biggest benefits (in our opinion) of flexible seating. Help yourself to dos or nearly the full dozen, as you educate teachers, administrators, students and parents on why this trend isn't a passing fidget-spinner-fad.

In fact, we see it as critical to enhancing learning across all ages. Plus, educators report that flexible seating is making their careers more enjoyable.  To learn easy ways to incorporate flexible seating in the classroom, take a look at the 5 steps to flexible seating in the classroom.

Why Flexible Seating?

01 | Choice

Students feel empowered by having some degree of choice and control over their environment. Flexible seating allows students to choose where they work and with whom. It also allows them to change their location and positions as needed.

Kayla Delzer, is the author of the popular 2015 EdSurge story, "Why the 21st-Century Classroom May Remind You of Starbucks." In a 2016 follow-up story on Edutopia, she says giving students choices about their physical classroom space teaches them higher-order thinking skills.

"Outside the windows of our classroom is a dynamic, fast-paced, and ever-changing world full of choices. How can we expect our students to solve problems and make choices independently if we constantly solve their problems and make their choices for them?"

For more info:

Check out our Buyer's
Guide to Flexible Seating.

02 | Physical Health

Children need to move. Flexible seating allows them to wobble, rock, bounce, lean or stand, which increases oxygen flow to the brain, blood flow and core strength. In turn, this burns more calories and increases metabolism. It also helps keep young minds more alert and focused.

It's no surprise that physical activity is linked to higher academic performance, better health, and improved behavior. An academic paper by Matthew T. Mahar, et al, found that simple in-class activities can boost performance. Studies suggest that children who participate in short bouts of physical activity within the classroom have more on-task behavior, too.

03 | Comfort

An uncomfortable student, is a distracted and unproductive student. For example, picture a student who skipped or didn't have access to breakfast. As the countdown to lunch approaches, the sound of his or her growling stomach will make it impossibly hard to hear the teacher's voice. An uncomfortable chair can have the same affect.

Flexible seating encourages students to find their best spot to stay calm, focused and productive. As one teacher said, "There is no better way to show your support for a student-centered classroom, than creating a classroom from a child’s point of view." In her opinion, comfortable students are engaged students.

04 | Community

Traditional desks can make students territorial or possessive over their space and supplies. Flexible seating encourages students to share both. And, it encourages them to take turns in different locations and with different seating options.

“When preparing kids for the real world, we want students’ learning environment to reflect the environment of the real world,” said Manuel Herrera, a district tech coordinator for the Affton School District in Missouri, as he reflected on the flexible seating movement that began in the workplace. “This [flexible seating] isn’t a fad. I think it will eventually evolve into the way all classrooms look.”

05 | Collaboration

Flexible seating allows students to quickly and easily pair up, work in small groups, or discuss as a whole class – without moving mountains of heavy desks to establish eye contact. Delzer agrees.

"The students we share our classrooms with don't know life without constant connectivity, Wi-Fi, and a global audience. Our classroom environments should be conducive to open collaboration, communication, creativity, and critical thinking. This simply cannot be done when kids are sitting in rows of desks all day."

06 | Communication

Flex seating sharpens higher order thinking skills, like emotional and problem-solving skills and conflict resolution. After all, taking turns requires patience.

07 | Commitment to Learning

While research on flexible seating is limited, it’s clear that learning environments can have a direct impact on student achievement.

A 2012 study from the University of Minnesota found that students participated 48 percent more in discussions in a classroom with collaborative group seating versus traditional lecture-style seating, and also improved their performance on standardized tests.

How does this connect with flexible seating? Kelly Almer, a long-time educator in Littleton Public Schools in CO, recently switched to flexible seating. She says creating more student control and less teacher control has improved student engagement.

"I have witnessed a change in their commitment to learning and behavior," Almer explained. "By making the room 'ours' instead of 'mine,' the students have a sense of ownership that has made them more invested in their own education."

Almer's students choose where they want to sit daily. There is a variety of high, medium and low seating, and kids move to the furniture based on their needs. But Almer puts academics first. "Wherever they choose to sit, it has to help them be their best learning selves."

08 | Communication

No one is naive enough to believe that flexible seating simply happens. Up front, teacher must establish some new classroom management tools. That includes creating a system to make seating choice fair and nondisruptive.

It also requires introducing higher-order thinking skills, like problem-solving, and emotional skills, like conflict resolution. There's also much value in fostering turn-taking and patience – especially for a generation of kids immersed in immediate gratification.

09 | Sensory Input

Many flexible seating options stimulate students' sense of touch. This type of stimulation can help children focus and process information. Sensory input is especially helpful for students with ADHD, ADD, and ASD.

10 | Fun

Flexible seating helps make learning fun. The benefits far outweigh any negatives, said Almer, who will never go back to traditional seating.

"At this year’s parent-teacher conferences, all of the parents stated that their child has a completely different attitude about school now. The kids love coming to school and learning, and they couldn’t be happier."

She offered a few final tips for educators. Foremost, if you want to make this change in your learning environment, it’s important to bring a positive mindset and recognize that the process takes time. She also recommends being deliberate with your choices, and to not overlook practical issues, like color-coordinating the room.

The results – a more active, engaged, enthusiastic, and relaxed room of students – are worth the effort, Almer concluded.

Take a look at the flexible seating options from Smith System® to incorporate flexible seating in your classrooms.

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Top 10 Benefits of a Flexible-Seating Classroom

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"When preparing kids for the real world, we want students' learning environment to reflect the environment of the real world," said Manuel Herrera, a district tech coordinator for the Affton School District in Missouri, as he reflected on the flexible seating movement that began in the workplace. "This [flexible seating] isn't a fad.

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Classroom Management for an Effective Learning Environment

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Classroom Management for an Effective Learning Environment

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Classroom setup is an important component in a learning environment because it is an essential piece of classroom management to support both teaching and learning. The physical atmosphere of the classroom can help prevent behavior issues as well as promote and improve learning. The structuring of the learning environment is essential for teachers and students. The physical arrangement of the classroom can affect both student and teacher behavior, and a well structured classroom management plan of design has the ability to improve learning and behavior. In order to create an inviting, safe, supportive learning environment, using classroom management for the way you arrange your desks matters. A supportive learning environment can mean the difference between having a good day and a bad day.

Your classroom arrangement is the physical foundation of where your students will learn. This means that every square foot of it needs to be used for activities that support learning. The spatial structure of the classroom, where students will be seated, how the students will move about the classroom, and the whole classroom atmosphere needs to be considered, as well as how the classroom will be structured to address the academic, social, and emotional needs of the students. The physical arrangement of the classroom should also be reflective of the student body and must be consistent with the needs of all learners.

In addition to the way your classroom is physically arranged, the classroom environment as a whole needs to be considered: what you put on your walls, the classroom materials you will use, and where and how you will set up your activities. All attributes of a structured learning environment need to be considered when setting up your classroom.

Benefits of a Well-Designed Classroom

According to a study at the University of Salford, a well-designed classroom can boost student performance by up to 16 percent. That means that your classroom design can have a significant impact on your students' performance. So, it is essential to thoughtfully and clearly consider all facets of your classroom design. A well-thought out physical arrangement of your classroom is also important for these reasons:

Students learn to respect boundaries. For example, there are "teacher only" areas as well as the boundaries of space a student has around his/her personal desk.

The organization of classroom materials allows students to retrieve them quickly, which helps to decrease unwanted behavior.

Proper room arrangement provides predictably, which is essential for students because students thrive when they are in a comfortable learning environment.

Students will learn which behaviors are acceptable and expected in each specific location in the classroom. For example, when in the classroom library, students need to be quiet, but while in the classroom play area, students are allowed to talk.

Students will learn to anticipate which activities will occur in specific areas of the classroom. This helps students be mindful of how they need to behave for each specific area they are in.

Arranging Your Classroom

Before you set out to arrange your classroom, consider asking yourself the following questions:

How do I need to structure the desks? Teacher-focused activities mean desks will be in rows or small clusters facing the front of the classroom, while student-focused activities mean desks will be put into groups or semicircles so students can easily collaborate with one another.

Do any of my students have specific medical needs? A food allergy, wheelchair, etc.

What furniture is available? Desks, tables, bookcases, shelves, etc.

What information do my students need to know? They need to know the date, assignment, classroom procedures, etc.

What will inspire my students every day? Quotes, posters, classroom awards, everyday heroes, etc.

What education artifacts do they need? Word walls, literacy resources, purposeful posters and bulletin boards, etc.

Have I considered a flexible seating classroom? Standing desks, bean bags, stability balls, etc.

The answers to these questions will help guide you to structure an effective learning environment for your students. Depending upon what furniture is readily available, you will also need to structure your classroom so that every student has a home base (or an individual learning area like their own desk), a whole group instruction area, a dedicated teacher area, as well as a transition area where students can wait for the next activity or lesson to begin, or at least have your space arranged so students can move about easily and comfortably without bumping into one another.

Essential Areas

As mentioned above, there are a few required areas that you must have in your classroom: a home base, group instruction area, teacher workstation, and transition space. Here we will take a closer look at how you can arrange each of these specific areas.

Dedicated Teacher Area

Teachers need a place to call their own too. This space should be near an outlet where you can have access to a computer, as well as out of the way but also easily accessible for students to get to you. Ideally, your space should be near the window with your desk or small table situated sideways, in the corner of the classroom. This way you will get the light from the window to help you see, you are out of the way but also easily accessible to students and are able to scan the whole classroom right from your seat.

Home Base

Each student needs a space to call their own. Have it be an individual desk or their own space at the table, they need something to call their home base. This space is a place where students can do their independent work or go to when you are transitioning in between lessons.

Two factors need to be considered when deciding where students' home base will be: if the student has any behavior issues and the size of your classroom. Once you factor in these issues, then you are ready to clearly assign each student a home base.

Transition Area

The transition area can be a specific location, like the carpet, that students go to while waiting for the next activity. What this space looks like and where it is located will depend upon your students' needs as well as their ages. No matter where the space is, it is important that your students know where to go during transition periods.

In short, specific classroom features are relevant to what students are learning. Research shows that students benefit from a well-designed, well-structured classroom. Most importantly, if you find that your students are struggling with the design of your classroom then you must consider rearranging it.

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Classroom Management for an Effective Learning Environment - TeachHUB

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To maximize student learning, you need a classroom that's set up for success. Learn how to use classroom management for an effective learning environment.

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Flexible Seating: 21 Awesome Ideas for Your Classroom

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21 easy flexible seating ideas to transform your classroom. Try bringing this research-backed approach to your students and see the results!

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