teacher interview Qs

  1. a. Tell us about yourself
    Restate your name,
    your certification,
    school you attended.
     teaching experiences you consider important and relevant (student teaching counts!),
    and end with a short sentence about the reasons you want to teach in this particular school.
    • I graduated from cal state san bernadino in the top 10% of my class. I received a BA in art ed. 
    • I always enjoyed the school environment so I expanded to tried out different programs and different environments while I was an undergrad.
    • While I was studying there I was involved in activities such as the Egyptian art program that ran during the summer for two years, I volunteered to help be a teachers assistant.
    • I was also volunteered at the prisons art program where we teach art at a prison. I went from assisting to actually teaching a print-making class.


    I want to work here because I want to ... 
  2. b. What is your philosophy of teaching

    Don’t answer elementary teacher interview questions for an unstructured school with, “I believe in structured learning.”

    Take the time to learn the school’s philosophy before the interview.
    Example:
    I believe in teaching to each student’s passion. For instance, in one kindergarten class, my students had trouble with punctuation. I observed that one student, Mary, suddenly got excited about apostrophes. I fueled her passion with a big book on punctuation. Her enthusiasm was contagious, and soon the entire class was asking bright and animated questions. Whenever possible, I try to deliver structured lessons in an unstructured way like this.
    • My philosophy revolves around trying to be as creative as possible in order to be a problem solver. At the end of the day I know not all the students will be majoring in art but it is the skills of an artist that I want the students to have that can transcend to other subject areas where they can thrive and use those skills in. By using assignments/ and projects that are cross-curricular that play to students strengths with numbers, writing, speaking, ....
    • I try to be realistic and be relatable with what I teach in order for the students to trust me and be engaged with what we are doing is relevant.
  3. c. How do you use formative assessments to inform your teaching?
    • I use formative assessments
    • Help students identify their strengths and weaknesses and target areas that need work
    • help faculty recognize where students are struggling and address problems immediately

    I use: assignemnts before the project is given to see if the students are lacking in a skill or area of the unit. I usually am always found walking around and seeing the students progress and correct them if they need assistance or redirection with the project or material that is being used.
  4. e. How do you differentiate for students who are higher or lower?
    * Quantity – the same task can be assigned to the whole class, but students do not have to do the same amount of questions or exercises. The students are given a choice. For example, they can be asked to answer only some of the questions while others try and answer all the questions.

    • * Level of difficulty – The teacher can adapt the task to two or three different levels which allows the student to choose the level he/she feels most comfortable with in terms of completing. The bottom line is that the teacher adapts already existing activities in the textbook, without having to make up additional activities.
    • For example I had a low level student work on the same water color project as the rest of the class however her requirments were differnt in the variety of animals she was allowed to paint, others had to do 7 different animals while she can do multiple of the same animal. Also while others were doing 3parts of background, she was only do foreground and background, Rather than include middle ground as she was a very low level.
  5. f. How do you differentiate for English Language Learners?
    • I incorporate visuals
    • have more collaborative group work
    • such as give structure sentences
  6. g. What is your experience with the IEP and 504 process?
    https://www.understood.org/en/school-learning/special-services/504-plan/the-difference-between-ieps-and-504-plans
  7. h. What experience do you have collaborating with other teachers?
  8. i. Tell about a time when something went wrong in a lesson, what did you do?
    https://www.monster.com/career-advice/article/how-to-answer-job-interview-question-when-did-do-something-wrong-0922
  9. j. What is your favorite part of teaching?
    My favorite part of teaching is when I see student progress with either behavior, academics, goals in comparison to where they were in the beginning of the year.
  10. k. What do you do outside of teaching?
    • Outside of teaching I like to dabble in my photography, try to keep learning new things
    • as well as explore more art tech programs that are changing the art industry in Hollywood.
    • I also like to read books to better my self as a teacher and a mentor.
  11. l. How do you stay current in your field?
    • I stay current in the field through communicating with some colleges of mine hat are working in the industry. They keep me up with what is new in the digital art realm that they are using 
    • I also like to go to conventions that seem to be worthy going to like adobe max
    • and I also subscribed to this art class program that helps better my art class by incorporating more art history
  12. m. What professional development experience do you have?
    While I was student teaching I was attending a lot of my schools meeting wither it was leadership, after school teacher meetings, or technology workshops on the latest apps we can use in our classes, also went to many art department meetings.
  13. n. How do you have a cycle of inquiry in your classroom?
    • Build from what is already known about the topic.
    • Determine what questions to ask to start the investigation.
    • Gather new information through research
    • Organize and finish research, attending to differences.
    • Share what was learned through presentations
    • Reflect and make new inquiries
    • Take action in new steps, or in applying the newfound learning elsewhere
  14. o. What approaches do you use to teach reading?
    1.  The Language Experience Approach

    The language experience approach uses a student’s own language and grammar to create reading materials. In simple terms, they tell you a story and you write it down for them to read.

    shared reading is another form, where I read the text that is displayed and they follow along
  15. q. How do you make accommodations for students who need it?
    assist the student in finding effective peer note-takers from the class. Alternatively, you could provide the student with a copy of your lecture notes or outline.

    extended exam time, 

    the option of an oral exam.

    allow the student additional time to complete in-class assignments
  16. r. What do you know about the RTI system? What experience do you have with it?
  17. s. What approaches do you use for classroom management?
    • Model ideal behavior
    • Document rules
    • Avoid punishing the class,Do you have a question?Do you need help focusing?
    •  Offer praise
    • Make positive letters and phone calls
    • Offer different types of free study time
    • Use hand signals and other non-verbal communication
    •  Address behavior issues quickly and wisely
  18. t. Describe a typical class period.
    • Students come into class
    • they will sit at their seats when the bell rings and start their bell ringer that is on the board. After giving them time we will discuss it
    • Then move onto the lecture or teh assignemnt. the board will display a transitional screen that helps teh students know what materials they should have before beignign. we go through the lecture or project...
  19. u. What would a student of yours say about you as a teacher?
    • Students have told me I am very nice and patient.
    • I generally do not like to yell or get upset really quick. They see that I care about tehri interests and when they make a mistake I give them warnings fro them to make better decisions, after that they know they have did wrong when I follow through my consequences.
  20. v. What would a colleague say about you?
    A colleague would say I am very hard working, I do my job quickly and efficiently. I am usually the one to get everyone to contaminate and I always am timely with my responses.
  21. w. What clubs or activities sports are you interested in participating in?
    Soccer or art cub would be fun to be a part of.
  22. x. Are you interested in coaching? If so, what?
    If I was to coach it would be soccer since I have played fro about 8 years when I was a child to teen
  23. y. How do you integrate technology in your classroom?
  24. z. Describe a type when technology failed during a lesson, what did you do?
  25. aa. How do you increase communication between home and school?
  26. bb. Do you have any questions?
    • i. This question seems so silly, but you need to ask at least one or two questions.
    • ii. The purpose is to show them that you have researched the school a bit and that you are interested.
    • 1. Your school has a high population of English learners. What professional development do you offer teachers to support them in the classroom?
    • 2. What is your parent involvement like?


    • What would my goals be for the first year?
    • What’s the average classroom size?
    • What’s the school’s culture like?
    • Do you have an active PTA?
    • What are the other teachers like?
    • How is the interaction between the school and the parents?
    • What do the other teachers like most about this school?
    • How do you handle bullying?
    • How do you approach student discipline?
    • How do you measure teacher success?
  27. What does pbis (Positive Behavior Interventions and Supports) mean to you?
  28. how do you get involved w/ the culture & community of the school?
  29. what does checking for understanding mean to you?
  30. Differentiations for sped, gate, el & describe strategies for those students
  31. What do you do w/ a child bully
  32. what do you do when a student struggles w/ material?
  33. Tell how u'll structure your lesson plans?
  34. how do you incorporate ur standards into your lesson plans?
  35. what do you do when a kid has his head down?
    • I try to wake him up with a shoulder tap. Ask about his condition and if its severe enough that it intervenes his ability to participate.
    • If its just that they are tired then I will ask them to stand up for a bit or move them to the front.
  36. what is your favorite medium & projects
    • My favorite medium to work with is painting and photography.
    • Favorite photo lesson is when student have a word then they have to portray that word in the photograph.
    • For painting would be pop art. Where students get to make a pop art portrait of the person of their choice. Makes for a good poster that everyone enjoys
  37. what's important in classroom management & discipline
    Classroom management is important to the whole education process because it offers students an ideal learning environment, helps prevent teacher burnout and makes students and teachers feel safer and happier. Classroom management involves more than just discipline and rules.
  38. what do you do in office hours (materials? who is invited)
    In office hours student may work on projects or missing work. For the students that were absent or left class early & need to make up work
  39. cross curricular lessons?
  40. how to progress department/school?
  41. how do u plan a lesson from start to finish?
    • whenever I'm planning a lesson, I read standards then determine what to goal is at the end of my lesson
    • then set the learning objective & target for my students & figure out how am I going to asses their level of proficiency.

    • when I actually start planning the lesson I see where all the students are in comparison to the standard, & whats the best way to present the instruction wither its ( direct instruction, small group instructions, cooperative learning or some other strategy.)
    • next is how I differentiate the activity to meet my students needs to make sure everyone is successful.
    • the last thing is to think about how to make this lesson more fun and engaging. ( more art, subject areas, tech) to ensure they are active learners during the lesson.
  42. “If I were to walk into your classroom during an activity, what would I see?”
    You need to make sure that you plan for tricky questions surrounding your lesson planning and your classroom delivery. It might be that the second stage of your interview process you will have to deliver a lesson so in order to get there you want to allow the school leader interviewing you to envision what this would be like with your response. Make sure to go into detail on what lesson you would be teaching, the year group and your strategy. You could describe the resources you used and how the students utilised these. Just make sure that if you get to your second stage interview you can back up your vision in reality!
    You would likely see
  43. describe some of your positive guidance strategies
    • - Be clear about roles & goals at the beginning of class. 
    • -use frequent check ins.
    • Acknowledge what children do or say. 
    • Encourage persistence and effort
    • Give specific feedback rather than general comments.
    • Model attitudes, ways of approaching problems, and behavior toward others, showing children rather than just telling them
    • Ask questions that provoke children’s thinking.
  44. what makes you the best candidate for the position
  45. Why do you want to be a teacher?
    I wanted to become a teacher because I enjoy being around people who are learning and creating. Its an environment i thrive in, especially when it comes to the creative process. I'm still trying to master my craft and being in this environment helps me and the students be more open minded to trying different approaches towards an assignment. Art can be so broad but its fun to explore the possibilities and share the experience with the students.
  46. How much do you want to know about your students in order to be most helpful to them?
    One administrator might think it’s crucial to know every detail. Another might say, “A doctor doesn’t need to know her patient’s favorite ice cream flavor.”
    I need to know a student’s learning styles, passions, and challenges. One difficult student, Tim, was disruptive in class. I joined him on the playground on and off. It turned out he was being bullied after school by his brother’s friends. I spoke with Tim’s parents, and they had no idea. Tim became my star student, and as a result, my whole class got quieter and easier to teach.
  47. Why do you want to work for our school district?

    Administrators want to know if you really want this job.

    So—find things you love about the school.

    Talk to teachers who work there. Check out the school’s website, mission statement, and “About Us” page.

    Finally, take some time to think of how you fit.
    I respect Snowy Peaks High’s belief in teaching to the whole child. Your focus on academics, character, community, and nature fit perfectly with my own philosophy. It’s easier to teach well-rounded students. The best lesson plan in the world can’t help a child who’s struggling in all other areas of life.
  48. How can you help our school/students?

    Take the time to learn the school’s needs first.

    The example below is for a school with a high percentage of disruptive students.
    I’ve talked to several of your teachers and heard about their challenges with classroom management. My own classroom management skills are highly developed. I’ve taken 18 continuing education credits in class management from the University of Phoenix’s online program. I was commended at my last school after fully engaging a class with over 25% disruptive students. I used a mix of nonverbal cues, transition cues, timeouts, and several other kernel-based strategies. I believe I can be just as effective here.
  49. What do you find most frustrating about teaching?
    Pro Tip: Teaching is frustrating. Many common interview questions for teachers focus on that pain. Don’t minimize it. Instead, explain your skills at working through it.

    Teaching interview questions like this attempt to see if you are easily discouraged.

    So—your answer has to show your inner strength.
    I get very frustrated with bright kids who become overconfident and don’t apply themselves. There’s nothing sadder or more common than wasted potential. At my last position, I worked with several children who weren’t trying. I implemented a research-based program to incorporate student ideas into the lesson plan. The addition of their thoughts created more complete engagement. Test scores went up 15% in just two months
  50. Why should we hire you to teach here?


    This is the teacher interview questions equivalent of the old standby, “Why should we hire you?”

     

    The example answer below is for a school that wants technology in the curriculum.
    I’m well aware of your new technology initiative. We were tasked with the same challenge at my last school. Thanks to my strong tech background, I was able to add online quizzes easily. The students loved them, and they cut administrative processing by 25%.
  51. How would you get your classroom ready for the first day of school?


    This and similar teacher interview questions look at your preparedness.

     

    First steps create a first impression. Your plan for first steps says a lot about your teaching skills.
    I want my classroom to be welcoming and nurturing. I also make the ground rules obvious. A welcome sign and labeled desks help students feel at home from day one. Engaging posters and other visual aids help create a sense of excitement. Beyond fun, a large list of rules and consequences at the front of the room helps the class start on the right foot.
  52. Why do we teach art in school?
    I’ve always believed our future depends on regular people using science in day-to-day decisions. Science is at the core of a sense of wonder for our natural world. That wonder can drive students to improve their learning skills. It can take them places they never thought they’d go.
  53. How do you evaluate your students?


    Common teacher interview questions like this examine how you measure your performance.

     

    As usual, avoid generic answers. Cite an accomplishment and how it helped your students.
    Beware. Teaching interview questions like the above may look for whether you use assessments vs tests.
    I evaluate students with formal and informal methods, including quizzes and tests. I also grade in-class activities like reports, recitations, desk work, and group activities. One student, Terry, showed a strong grasp of concepts during in-class activities, but performed poorly during testing. Through working closely with him, I uncovered an undiagnosed vision problem. Terry got corrective lenses and his test scores rose to match his in-class comprehension.
  54. How do you interact with parents?
    • I would like to interact with parent in anyways I can. I found that remind is awesome where more concerned parents can get texts about what their child is doing in class.
    • But calls are usually the best way to ensure parents got the message that their child is either doing great or needs to make better decisions.
    • Begin the year by explaining how and when you'll keep in touch with them.
  55. Why did you leave your last teaching (or other) job?
    I stepped away from subbing so I can pursue my teaching career and try to make a change. I was subbing while I was waiting to finish my credential program
  56. What’s your educational background?
    • My educational background stems from Cal state San Bernardino where I not only received my BA in art education but my credential in art.
    • I have always graduated the top of my class in high school as well in college.
  57. Where do you see yourself in five years?
    • I see myself finishing my masters in administration and either continuing to teach or to try administration.
    • The goal close to retirement is to eventually be a professor at a college after a years in the education field mastering my craft.
  58. How do you handle classroom management?
    • -Be consistent with rules, these actions= these consequences
    • -Talk to them in private or pull them aside.

    • -Seating charts are a way to control student from misbehaving wither it is to separate someone or keep the difficult student at a close range of vision.
    • -contacting parents after many attempts of talking to the student but they didn't hold up their end of the bargain.
  59. What’s your favorite subject?
    My favorite subject is art. there is so much you can do in order to convey a message and it is very influential in the world today.
  60. What do you like best about teaching?
    I enjoy seeing students succeed in something their believed was impossible or they discover something they were good at.
  61. Tell me about your teaching style
    • The Demonstrator, or coach style
    • with arts, a lot of times student need to follow instructions to understand the different techniques.
    • I would love to incorporate technology in the class by using videos to help with the demonstration. This ill give me more time to give one on one time for students that need further assistance.
    • Eventually I want the students to be self sufficient an use the resources, such as videos and know procedures well enough to complete majority of the task on their own.
  62. How do you manage your time to get all your teaching duties done within schedule?
    • Im a big list doer. It helps keep me grounded on doing what needs to be done first.
    • I also have alarms to alert me how much time the class has left for the period as time management can be a issue if we don't have a good pace on our work.
    • If needed I would have to go into work a little early to get things done so I can go home on time. rather than spend more time after school.
  63. What’s the biggest challenge today’s students face?
    • Biggest challenge students face is not knowing their strengths and weaknesses.
    • -following procedures and listening ( they need a good foundation before knowing the curriculum, they are expected to succeed throughout the year
  64. Describe your worst day in class.
    • Worst day in class would be having no material ready to distribute. Blanking out on what needs to be said during the lesson. Having my desk be a cluttered mess and not finding my notes as a result of being unprepared the class gets restless while they wait for instruction.
    • Another worry would be students leaving during class without permission or knowledge of whereabouts.
  65. How do you motivate students to learn?
    I motivate students to learn by being passionate on what I am teaching as well as relating the material to the real world.
  66. How have you helped a “tough” student?
    • I have helped tough students by not letting up. I am always trying to make ur they have the materials needed to participate.
    • I ask about their day and try to build rapport. Usually caring about them, cracking a few jokes helps them open up to participate.
  67. * Why did you get into the field of education? (5000 max character limit)
    When I was fifteen years old, I was volunteering as a children's liturgy teacher for children ages three to ten years old. I was doing well as a co-teacher, working alongside someone helped me do well even though I had no prior teaching experience. As the year progressed, I found ways to make it more fun for the class, through altering the lesson plans that were provided for us by incorporating skits, changing the environment and adapting the needs of my students; since there was a lot of age differences and some had a hard time doing specific crafts. I spent five years teaching children liturgy, and I enjoyed being a teacher. However, I did not solidify my career choice until the end of my first year of teaching. I never thought I would see the growth of my students in the short span of one year, but since experiencing that, I knew that this was my calling.
  68. * What do you believe makes you a good educator? (5000 max character limit)
    • I believe I am a good educator because I am always striving to become a great teacher for my students. I am currently waiting on participating in an art education conference in the summer, as well as do an internship to learn the best 3D programs used in Hollywood. As a substitute teacher, I ask the neighboring teachers for help and to give me a different perspective on what I other options I could have done to handle the situation better.
    • Not only am I a lifelong learner, but I invest in building strong relationships with students to create a warm environment where they feel at ease to learn and make mistakes.
  69. * Relative to the position for which you have applied, describe your style of teaching. (5000 max character limit)
    • In art, I use direct instruction when the goal is for the class to use the skills they learned with the new materials and apply them to an art demonstration. By teaching my lessons in a direct instruction method, this increases the level of expertise and quality.
    • I sometimes use differentiated Instruction depending on the student's needs and levels. I am very flexible with what students use as long as coincides with the standard and goal. With my special education students, I adapt the requirements to fit their needs such as:
  70. * Relative to the position for which you have applied, how would you describe your strengths? (5000 max character limit)
    My strengths include organization and planning which enables me to cope with failures and learn from mistakes. I always have a list on me to write down my thoughts and goals whether it is on paper or my phone. I always accomplish my goals due to regularly writing what needs to be done and how to tackle my goals in smaller steps. As a substitute, having strong classroom management is a must; however, every class is different, and I face new problems in the classroom everyday. Every time I work I reflect on what went wrong during the period and go to neighboring teachers and ask how they might have handled the situation. I welcome criticism in order for me to grow as an educator.
  71. * Relative to the position for which you have applied, how would you describe your weaknesses?
    My weakness is that I have yet to have a full year of teaching experience as a teacher. Although I have student taught and was a substitute teacher, it is not the same when I have a classroom of my own. I understand the first days of school are essential because it sets the tone of what I expect the rest of the year and as time goes on I learn more about my students and how to handle them as individuals. Being a substitute helps with my classroom management; however, it is limiting because I am missing disciplinary steps, such as having more experience with communicating to parents to resolve a child's behavior in the long run. I am trying my best to think like a teacher in situations as a substitute; however vital things are missing that I can not do unless I experience it head on as a teacher.
  72. 1. Briefly discuss your attitude, beliefs, and interest in education.
  73. 2. How do you, as the teacher, work to ensure success for each student? Please include any other information you think would be helpful to us in considering you for employment such as additional work experience, activities, accomplishments, honors, etc.
  74. San Dieguito Union High School District would like you to recall an important teaching related, or human relations incident that involved you and one or more persons. The situation may be actual or fictitious, but it should have meaning for you from a human relations standpoint. It is more helpful if you describe the thoughts and feelings of yourself and the other individuals involved rather than attempt to objectively describe the situation.* 

    1. Describe the situation as it occurred

    2. What did you do in that particular situation?

    3. How did you feel about the situation while you were experiencing it?

    4. How do you feel about the situation now?
    Describe the situation as it occurred I was a student teacher in a visual arts classroom in the spring of 2018. I had a student that started to take frequent long trips to the bathroom. The bathroom breaks went from fifteen to forty-five minutes. The third time, however, she was gone majority for the block period. At the time, I was the only teacher in the classroom as my master teacher frequently left during that time, as her daughter was pregnant. It was a time for me to have full control of the classroom without the original teacher in the room, controlling the students from the sidelines. As I saw the bathroom breaks becoming an issue, I told her to "make it quick because there are other students that need to go and we have only allow one student to go at a time." She gave a usual response of "okay, I will be quicker next time." However, her actions did not match her words. It was not until the third incident of her ditching the whole period where I was fed up with her not listening and had her stuff near my desk. She would have to pick her stuff up when she decided to come back to class. I would have called security; however, it was during second lunch, and there are too many students out to find her. She came back 10 minutes before the bell rang and I told her I wanted to talk to her after class. These 10 minutes would help me to keep my voice and composure in check so I do not lose my temper when I talked to her. We had a discussion about what was happening and why was she taking so long. She told me that her cousin committed suicide, and she was trying to talk to a friend about the situation. She accused me of not understanding about her long trips. I told her that I was sorry for her loss, and it is not fair to say to me that I did not understand when I did not know what was happening. It was a matter of trial by error, trying to see how much the student was willing to work with me after the discussion. What did you do in that particular situation?

    The first few times were more of a warning sign that something was wrong. I contacted my master teacher for help during the period the student was gone about what I should do, and if I should call security. My master teacher said to talk to her once she gets back, give her detention, and explain that she would not have bathroom privileges. I spoke to the student about my perspective and what the master teacher said to do, but I wanted her to understand that even though we are taking these actions I want her to know that we were on her side; it was just a matter of her willingness to work with us and not run off. She understood what needed to be done even though she was still upset about her getting in trouble, but I said I was willing to give her another chance to turn things around however it will be a while to she gain my full trust. The next time I let her go to the restroom, and I mentioned to remember what we discussed, do not be extended. She did not take the whole period this time. However, it was still 30 minutes. I was upset, and I told her that if she wanted to go to the restroom I would give her 10 minutes maximum to go and I will be timing her once she leaves the room. If she was late after 10 minutes, then I will write a referral as well as getting security to escort her to go to the restroom from then on. She was appreciative of still having restroom privileges even though she hated the time restraint; however, there were no more issues on the bathroom after that. 3. How did you feel about the situation while you were experiencing it? I felt frustrated that she was not listening to my directions. After the long conversation, I felt betrayed as I thought she did not understand how I was trying to understand her feelings and give her the short breaks she needed to clear her head. It was hard not to take it personally as I was sticking out my neck for her. I was a new naive teacher that thought that students would automatically understand that I was doing them a favor by giving them chances however students will take advantage of kindness especially if there are no consequences to their actions. As a student teacher, I was still new to what disciplinary actions I could choose, which made me flustered on what steps to take as I was trying to juggle a class and handle a missing student at the same time. I feel more comfortable pulling aside students to see why they are not following directions, and it had cleared a lot of misconceptions that were able to be resolved before they escalated. 4. How do you feel about the situation now?

    Looking at the situation now, I realize there was a lot of miscommunication on the expectation I had of her when I gave her multiple chances. As a teacher, I am responsible for explaining myself, and even though my intentions were in the right place, I was not clear of what I wanted from the beginning. From the beginning, I should have gotten stricter at the second time she was coming in late. I could have known that she was going through a tough time rather than wait unit she kept pushing the limits. Also, I realize that parent communication is vital and would have helped me in the long run. I could work with the parent on what the students needs should be and to help them recover both at school and the home. This situation was tricky as it involved outside situations and how to try to work with a student that is struggling, but it does not mean that they can do whatever they want. This incident taught me about patience and the importance of communication from both student and parent.
  75. * What are your three most important reasons for wanting to be a teacher?
    • The first reason I want to be a teacher is that I am making an impact on the community. I contribute to my community by preparing students for lives as informed and engaged citizens.
    • The second reason I want to be a teacher is that I am making an impact in the lives of my students. It is incredible to see their progress and growth as a person while they are in my care.
    • The last reason is that the job requires constant learning and creativity in my end. It is not a cookie cutter job that has the same issues every day. This is a profession that requires to be adaptive to meet the student's needs. It is not an easy job; however, I love the challenge and the difference I make.
  76. * What three things do you most want to know about your students?
    • The three things that I would want to know about my students at the start of the year is what is their
    • 1)learning style,
    • 2)motivation, 
    • 3)background.
    • Understanding their learning styles would help with what activities would be better suited for them while knowing what motivates the students will help with getting the students to participate in the classroom. Knowing a students background is very important to understand when they come from and get a general idea about who they are in terms of experiences, skills, education, aims, etc;
  77. * What do you need to know in order to begin your lesson planning for a class?
    • There are several things I need to know before I begin planning my lessons;
    • 1)what my goals are for the lesson(s),
    • 2)what are the different learning styles of my students,
    • 3)are there any accommodations or modifications for any students.
    • These are my essential need to know before I can start planning any of my lessons. In order to properly plan a successful lesson, I have to know how my students learn in order to teach them.
  78. * What four key components do you believe you must include in your plan?
    http://www.teach-nology.com/tutorials/teaching/lesson_plan/
    • The four components that must be included in my lesson plans are
    • 1)how my goals and objective align with district/state standards,
    • 2)anticipatory set (Hook where to start),
    • 3) instructional input,
    • 4)checking for understanding.
    • These four components are necessary because I am able to provide a timely and well-organized plan that I can follow and change the lesson if what I have planned is not working for the students.
  79. * What two core teaching strategies do you most use to achieve this result?
    https://www.thoughtco.com/essential-core-teaching-strategies-2081737

    • Behavior management and student motivation are two core teaching strategies that I have used as a student teacher and as a substitute. Art has a lot of stimuli and movement going on in the class; therefore students need to follow the procedures and rules for the class to run smoothly. To manage the negative behaviors when they arise means the class as a whole can have a safe, positive space where they can be risk takers and are free to experiment without judgment.
    • Student motivation links with behavioral management as students who are not motivated, run the risk of being disruptive to others and not learn effectively. When I introduce a new artist or medium, I break the steps down to a basic level for the students to not feel overwhelmed by the new material. When I talk about artists, I choose artists that are diverse and make work that impacts in their community. I see a difference in motivation as a whole when I show examples of different approaches to the project, both silly and straightforward; it gets the students who are not artists to not take their work to heart and have fun.
  80. * Why are you leaving your current employment and wishing to join?
    I have received my credential last year but decided to work a year as a substitute to get more hands-on experience in the classroom rather than jump right into it. I feel more prepared than ever to start teaching. While I was substituting, I found that I liked working with middle schoolers the most. However, there are not many middle schools that have a lot of art classes. I am currently learning more digital art such as 3D, and I would love to help grow the digital arts at the schools.
  81. Please tell the panel what formal fine art and digital media training you have. What software do you have experience in and/or have taught to your students?
  82. 2. How do you, as an instructor, develop relationships and build connections with students?
  83. 3. If you could build your own Digital Media program for High School students, what classes would you want to create? What careers could your program prepare them for?
  84. 4. There are many non-linear editing programs currently being used in the industry. Which are you familiar with? And, should you be teaching to the industry standard at the high school level? Why?
  85. 5. What skills would you want your students to have once they exited your program?
  86. 6. Talk to us about your philosophy regarding discipline and how do you handle issues that may arise in your classes?
  87. 7. A big part of our program is preparing students for real world career situations with meaningful assignments. What types of projects have you taught that you feel prepare students for the realities of a digital media career?
  88. 8. Do you practice art or digital media in your free time? How do you connect your own artistic interests to what your do in the classroom?
  89. 9. What type of administrative team do you work best with and why does it work well for your style?
    • A team that supports, encourages and learns from one another and has the same mission in mind.
    • Good communication, work to solve problems together, support one another. SOmeone I can go to when I have questions or concerns.
  90. 10. What impact do you see yourself having on our campus?
    • I see myself working well with the staff and students. I am a team player and I will do what I can to ensure the success of the group. I will make it work.
    • Also, I want to help bring more digital arts into the art program. I am interning in the summer to learn 3D program that is free and is what is going to be the next big program that students can use that workers in Hollywood are using to make commercials and movies.
  91. how do engage students in learning in each lesson
    what specific strategies do you use to meet the the indiviual needs of acelerated, special ed, & EL students
    • In an art class, there are different skills and levels. Some students are good art some have never taken art in their life. Considering my special ed, El and accelerated learners. What I do I preplan and brainstorm what is the goal that I want my students to accomplish. What are they going to get out of this lesson at the end of the day? From there I establish prior knowledge. Everything in art is based on a previous lesson. Everything is connected with the foundational vocabulary and can always be referred to back to. 
    • WIth EL I want to make sure their accommodations are implemented in order for them to have a chance at accomplishing the goal. They have their translated vocab, altered notes. examples at their tables to use, I like to have picture examples and reference papers in the middle of the desk for my special ed student to use. I also use the board to do break down steps with images so my special ed and EL can reference from there as well. 

    • personally this helps other students to as I as well have trouble starting a project because I am overwhelmed. Breaking these tasks into the smaller task at first then gradually getting more complex will help students progress the student's artwork.
    • I walk around and see and accomdate. I need to know that my students understand the objective in order to reach the goal. Such as special ed they sometimes to less of what is required of the other students, however, I would rather have quality over quantity. Examples I want 5 cartoons from everyone but I want 3 solid characters with details fro my special ed students. From there I express to the whole class suggestions of how to deepen their knowledge of what they can do in their artwork.
  92. how do u stay current in your learning and or own professional learning?
    • Being an educator it is a life long commitment to learning. As a subsitute, I work with the teacher at the school. I am not scared to ask questions about their lessons, how they run their class and the issues that they deal with in an art class. I ask to join their google classroom to see how they use those digital tools to their benefit in helping students academia. I personally pay for teacher resources and courses that integrate more art history in the classroom, also an area that I need to improve on.
    • I recently bought a ticket for an online art education conference that will be held in the summer. I look forward to networking with other art teachers around the U.S
    • As well as using the resources and people in Hollywood that are in the art field. They tell me what is the latest and upcoming programs that are being used. I am hoping to get an internship in the summer to learn about 3D programming. The 3D program is coming up as it does more than just model, it is what is used to make commercials and movies which can enhance a videography class. This inspires me to broaden my perspective and try new things. I am always in a growth mindset. I want to be a better artist that way I can be a better teacher for my students.
  93. What are your passions?
    • my end goal before I wanted to become a high school teacher before I all of this, getting my credential. 
    • The goal that I set myself in high school was/ still is to become a professor. I want to be a college professor.
    • It was through college where I found my medium of choice that made me love art more and what I wanted to get better at.
    • Being a professor to me means that you are a master of your craft and you can teach anybody. You know your stuff and you want to share that wisdom and pass it to your students. And I feel that is so admirable and I want to be part of that.
    • However, I know to become a professor you are not always required to have experience and you just need a master or Ph.D. To that, I say where is the fun in that? How can you truly say you are a master but can't diversify your teaching because you didn't teach at a public school, handling students. Having this experience makes you a better educator. I just don't want to be good at my art... I want to be a good teacher overall
    • I don't want to limit myself by only focusing on photography. I want to broaden my knowledge in other digital media and different types of art that way I am a jack of all trades and be a better artist and share that with my students.
  94. how do you remove barriers in order to let minority students have academic success
    • 1)High standards
    • 2)challenging curriculum
    • 3)students need extra help

    • 4)representation in the classroom. there was not much minoties being show in the artist of the week
    • southern california is diverse and so was the classroom
    • I wanted to include different artists that students can relate to.
    • multi cultural artists get the kids ontheri toes and excited to learn about positive & different role models
    • with these different role models this leads to different perspctives, which leads to conversations and understanding their negihboors and peers.
    • its in my intrest that I knwo my students ethnic, who they are as people to be included in thelesson to bond teh class more. and make them progress further int eh class and make art that matters and blow off the chance to learn because they are seeing an artist that doesnt look like them.
  95. diffratioin in art class
    • art is about expression-
    • helping students based on their own abilities, not on what final product you'd like to see.

    • exploring past & culture
    • So whether it's having students explore their heritage through art, or looking into other background, interests, or hobbies, the art classroom can be a place for exploring the personal and the cultural. 
    • art class can be a place to level the playing field by not only displaying art from a range of cultures, races, and ethnicities, but also offering a chance to experiment with those styles and talk about what they mean to those cultures.
  96. how do you teach 21st-century skills w/ & w/o technology
    • 21st century is
    • 1.)critical thinking,
    • 2)problem solving,
    • 3)innovation
    • 4)creativity.
    • Art teaches all of it
    • An example of problem-solving would be having a stack of paper & having kids sculpt a person with only paper and glue. It has to be a person of interest or mentor so it's personal & relatable to them.
  97. lesson that went well
  98. how do u manage student... accountability, responsibility, & independence
  99. What type of administrative team do you work best with and why does it work well for your style?
    A team that supports, encourages and learns from one another and has the same mission in mind. Good communication, work to solve problems together, support one another. SOmeone I can go to when I have questions or concerns.
  100. What impact do you see yourself having on our campus?
    I see myself working well with the staff and students. I am a team player and I will do what I can to ensure the success of the group. I will make it work. Also, I want to help bring more digital arts into the art program. I am interning in the summer to learn 3D program that is free and is what is going to be the next big program that students can use that workers in Hollywood are using to make commercials and movies.
  101. how do engage students in learning in each lesson what specific strategies do you use to meet the the indiviual needs of acelerated, special ed, & EL students
    In an art class, there are different skills and levels. Some students are good art some have never taken art in their life. Considering my special ed, El and accelerated learners. What I do I preplan and brainstorm what is the goal that I want my students to accomplish. What are they going to get out of this lesson at the end of the day? From there I establish prior knowledge. Everything in art is based on a previous lesson. Everything is connected with the foundational vocabulary and can always be referred to back to.  WIth EL I want to make sure their accommodations are implemented in order for them to have a chance at accomplishing the goal. They have their translated vocab, altered notes. examples at their tables to use, I like to have picture examples and reference papers in the middle of the desk for my special ed student to use. I also use the board to do break down steps with images so my special ed and EL can reference from there as well.  personally this helps other students to as I as well have trouble starting a project because I am overwhelmed. Breaking these tasks into the smaller task at first then gradually getting more complex will help students progress the student's artwork. I walk around and see and accomdate. I need to know that my students understand the objective in order to reach the goal. Such as special ed they sometimes to less of what is required of the other students, however, I would rather have quality over quantity. Examples I want 5 cartoons from everyone but I want 3 solid characters with details fro my special ed students. From there I express to the whole class suggestions of how to deepen their knowledge of what they can do in their artwork.
  102. how do u stay current in your learning and or own professional learning?
    Being an educator it is a life long commitment to learning. As a subsitute, I work with the teacher at the school. I am not scared to ask questions about their lessons, how they run their class and the issues that they deal with in an art class. I ask to join their google classroom to see how they use those digital tools to their benefit in helping students academia. I personally pay for teacher resources and courses that integrate more art history in the classroom, also an area that I need to improve on. I recently bought a ticket for an online art education conference that will be held in the summer. I look forward to networking with other art teachers around the U.S As well as using the resources and people in Hollywood that are in the art field. They tell me what is the latest and upcoming programs that are being used. I am hoping to get an internship in the summer to learn about 3D programming. The 3D program is coming up as it does more than just model, it is what is used to make commercials and movies which can enhance a videography class. This inspires me to broaden my perspective and try new things. I am always in a growth mindset. I want to be a better artist that way I can be a better teacher for my students.
  103. What are your passions?
    my end goal before I wanted to become a high school teacher before I all of this, getting my credential.  The goal that I set myself in high school was/ still is to become a professor. I want to be a college professor. It was through college where I found my medium of choice that made me love art more and what I wanted to get better at. Being a professor to me means that you are a master of your craft and you can teach anybody. You know your stuff and you want to share that wisdom and pass it to your students. And I feel that is so admirable and I want to be part of that. However, I know to become a professor you are not always required to have experience and you just need a master or Ph.D. To that, I say where is the fun in that? How can you truly say you are a master but can't diversify your teaching because you didn't teach at a public school, handling students. Having this experience makes you a better educator. I just don't want to be good at my art... I want to be a good teacher overall I don't want to limit myself by only focusing on photography. I want to broaden my knowledge in other digital media and different types of art that way I am a jack of all trades and be a better artist and share that with my students.
  104. how do you remove barriers in order to let minority students have academic success
    1)High standards 2)challenging curriculum 3)students need extra help 4)representationin the classroom. there was not much minoties being show in the artist of the week southern california is diverse and so was the classroom I wanted to include different artists that students can relate to. multi cultural artists get the kids ontheri toes and excited to learn about positive & different role models with these different role models this leads to different perspctives, which leads to conversations and understanding their negihboors and peers. its in my intrest that I knwo my students ethnic, who they are as people to be included in thelesson to bond teh class more. and make them progress further int eh class and make art that matters and blow off the chance to learn because they are seeing an artist that doesnt look like them
  105. diffratioin in art class
    art is about expression- helping students based on their own abilities, not on what final product you'd like to see. exploring past & culture So whether it's having students explore their heritage through art, or looking into other background, interests, or hobbies, the art classroom can be a place for exploring the personal and the cultural.  art class can be a place to level the playing field by not only displaying art from a range of cultures, races, and ethnicities, but also offering a chance to experiment with those styles and talk about what they mean to those cultures.
  106. how do you teach 21st-century skills w/ & w/o technology
    21st century is 1.)critical thinking, 2)problem solving, 3)innovation 4)creativity. Art teaches all of it An example of problem-solving would be having a stack of paper & having kids sculpt a person with only paper and glue. It has to be a person of interest or mentor so it's personal & relatable to them.
  107. What are your three most important reasons for wanting to be a teacher?
    The first reason I want to be a teacher is that I am making an impact on the community. I contribute to my community by preparing students for lives as informed and engaged citizens. The second reason I want to be a teacher is that I am making an impact in the lives of my students. It is incredible to see their progress and growth as a person while they are in my care. The last reason is that the job requires constant learning and creativity in my end. It is not a cookie cutter job that has the same issues every day. This is a profession that requires to be adaptive to meet the student's needs. It is not an easy job; however, I love the challenge and the difference I make.
  108. What three things do you most want to know about your students?
    The three things that I would want to know about my students at the start of the year is what is their 1)learning style, 2)motivation,  3)background. Understanding their learning styles would help with what activities would be better suited for them while knowing what motivates the students will help with getting the students to participate in the classroom. Knowing a students background is very important to understand when they come from and get a general idea about who they are in terms of experiences, skills, education, aims, etc;
  109. What do you need to know in order to begin your lesson planning for a class?
    There are several things I need to know before I begin planning my lessons; 1)what my goalsare for the lesson(s), 2)what are the different learning styles of my students, 3)are there any accommodations or modifications for any students. These are my essential need to know before I can start planning any of my lessons. In order to properly plan a successful lesson, I have to know how my students learn in order to teach them.
  110. What four key components do you believe you must include in your plan?
    http://www.teach-nology.com/tutorials/teaching/lesson_plan/
The four components that must be included in my lesson plans are 1)how my goals and objective align with district/state standards, 2)anticipatory set (Hook where to start), 3) instructional input, 4)checking for understanding. These four components are necessary because I am able to provide a timely and well-organized plan that I can follow and change the lesson if what I have planned is not working for the students.
  111. What two core teaching strategies do you most use to achieve this result?
    https://www.thoughtco.com/essential-core-teaching-strategies-2081737 Behavior management and student motivation are two core teaching strategies that I have used as a student teacher and as a substitute. Art has a lot of stimuli and movement going on in the class; therefore students need to follow the procedures and rules for the class to run smoothly. To manage the negative behaviors when they arise means the class as a whole can have a safe, positive space where they can be risk takers and are free to experiment without judgment. Student motivation links with behavioral management as students who are not motivated, run the risk of being disruptive to others and not learn effectively. When I introduce a new artist or medium, I break the steps down to a basic level for the students to not feel overwhelmed by the new material. When I talk about artists, I choose artists that are diverse and make work that impacts in their community. I see a difference in motivation as a whole when I show examples of different approaches to the project, both silly and straightforward; it gets the students who are not artists to not take their work to heart and have fun.
  112. Why are you leaving your current employment and wishing to join?
    I have received my credential last year but decided to work a year as a substitute to get more hands-on experience in the classroom rather than jump right into it. I feel more prepared than ever to start teaching. While I was substituting, I found that I liked working with middle schoolers the most. However, there are not many middle schools that have a lot of art classes. I am currently learning more digital art such as 3D, and I would love to help grow the digital arts at the schools.
  113. How do you handle classroom management?
    -Be consistent with rules, these actions= these consequences -Talk to them in private or pull them aside. -Seating charts are a way to control student from misbehaving wither it is to separate someone or keep the difficult student at a close range of vision. -contacting parents after many attempts of talking to the student but they didn't hold up their end of the bargain.
  114. What’s your favorite subject?
    My favorite subject is art. there is so much you can do in order to convey a message and it is very influential in the world today.
  115. What do you like best about teaching?
    I enjoy seeing students succeed in something their believed was impossible or they discover something they were good at.
  116. Tell me about your teaching style
    The Demonstrator, or coach style with arts, a lot of times student need to follow instructions to understand the different techniques. I would love to incorporate technology in the class by using videos to help with the demonstration. This ill give me more time to give one on one time for students that need further assistance. Eventually I want the students to be self sufficient an use the resources, such as videos and know procedures well enough to complete majority of the task on their own.
  117. How do you manage your time to get all your teaching duties done within schedule?
    Im a big list doer. It helps keep me grounded on doing what needs to be done first. I also have alarms to alert me how much time the class has left for the period as time management can be a issue if we don't have a good pace on our work. If needed I would have to go into work a little early to get things done so I can go home on time. rather than spend more time after school.
  118. What’s the biggest challenge today’s students face?
    Biggest challenge students face is not knowing their strengths and weaknesses. -following procedures and listening ( they need a good foundation before knowing the curriculum, they are expected to succeed throughout the year
  119. Describe your worst day in class.
    Worst day in class would be having no material ready to distribute. Blanking out on what needs to be said during the lesson. Having my desk be a cluttered mess and not finding my notes as a result of being unprepared the class gets restless while they wait for instruction. Another worry would be students leaving during class without permission or knowledge of whereabouts.
  120. How do you motivate students to learn?
    I motivate students to learn by being passionate on what I am teaching as well as relating the material to the real world.
  121. How have you helped a “tough” student?
    I have helped tough students by not letting up. I am always trying to make ur they have the materials needed to participate. I ask about their day and try to build rapport. Usually caring about them, cracking a few jokes helps them open up to participate.
  122. Why did you get into the field of education? (5000 max character limit)
    When I was fifteen years old, I was volunteering as a children's liturgy teacher for children ages three to ten years old. I was doing well as a co-teacher, working alongside someone helped me do well even though I had no prior teaching experience. As the year progressed, I found ways to make it more fun for the class, through altering the lesson plans that were provided for us by incorporating skits, changing the environment and adapting the needs of my students; since there was a lot of age differences and some had a hard time doing specific crafts. I spent five years teaching children liturgy, and I enjoyed being a teacher. However, I did not solidify my career choice until the end of my first year of teaching. I never thought I would see the growth of my students in the short span of one year, but since experiencing that, I knew that this was my calling.
  123. What do you believe makes you a good educator? (5000 max character limit)
    I believe I am a good educator because I am always striving to become a great teacher for my students. I am currently waiting on participating in an art education conference in the summer, as well as do an internship to learn the best 3D programs used in Hollywood. As a substitute teacher, I ask the neighboring teachers for help and to give me a different perspective on what I other options I could have done to handle the situation better. Not only am I a lifelong learner, but I invest in building strong relationships with students to create a warm environment where they feel at ease to learn and make mistakes.
  124. Relative to the position for which you have applied, describe your style of teaching. (5000 max character limit)
    In art, I use direct instruction when the goal is for the class to use the skills they learned with the new materials and apply them to an art demonstration. By teaching my lessons in a direct instruction method, this increases the level of expertise and quality. I sometimes use differentiated Instruction depending on the student's needs and levels. I am very flexible with what students use as long as coincides with the standard and goal. With my special education students, I adapt the requirements to fit their needs such as:
  125. Relative to the position for which you have applied, how would you describe your strengths? (5000 max character limit)
    My strengths include organization and planning which enables me to cope with failures and learn from mistakes. I always have a list on me to write down my thoughts and goals whether it is on paper or my phone. I always accomplish my goals due to regularly writing what needs to be done and how to tackle my goals in smaller steps. As a substitute, having strong classroom management is a must; however, every class is different, and I face new problems in the classroom everyday. Every time I work I reflect on what went wrong during the period and go to neighboring teachers and ask how they might have handled the situation. I welcome criticism in order for me to grow as an educator.
  126. Relative to the position for which you have applied, how would you describe your weaknesses?
    My weakness is that I have yet to have a full year of teaching experience as a teacher.Although I have student taught and was a substitute teacher, it is not the same when I have a classroom of my own. I understand the first days of school are essential because it sets the tone of what I expect the rest of the year and as time goes on I learn more about my students and how to handle them as individuals. Being a substitute helps with my classroom management; however, it is limiting because I am missing disciplinary steps, such as having more experience with communicating to parents to resolve a child's behavior in the long run. I am trying my best to think like a teacher in situations as a substitute;however vital things are missing that I can not do unless I experience it head on as a teacher.
Author
oreoscene
ID
342998
Card Set
teacher interview Qs
Description
interview
Updated