| When you get a call from a school
| |
| | inappropriate behavior. You have your
|
| administrator inviting you to interview
| |
| | classroom rules posted clearly on the
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| for a teaching job, how do you feel?
| |
| | walls. You set common routines that
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| Happy? Elated? Excited? Nervous?
| |
| | students follow. You adhere to the
|
| Scared stiff?
| |
| | school's discipline guidelines. Also,
|
| You don't need to worry about the
| |
| | emphasize that you suspect discipline
|
| interview if you're a well-prepared,
| |
| | problems will be minimal because your
|
| qualified candidate. Preparing for a
| |
| | lessons are very interesting and engaging
|
| teaching interview is a lot like studying
| |
| | to students. Don't tell the interviewer
|
| for a test. You can review commonly
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| | that you "send kids to the principal's
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| asked questions, think about what you'll
| |
| | office" whenever there is a problem. You
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| say beforehand, and go in to do your
| |
| | should be able to handle most discipline
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| best. If you prepare beforehand, the
| |
| | problems on your own. Only students who
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| interview questions will seem routine and
| |
| | have committed very serious behavior
|
| familiar. You'll have answers on the tip
| |
| | problems should be sent to the office.
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| of your tongue, ready-to-go.
| |
| | 5. How do you make sure you meet the
|
| Below is a list of six commonly asked
| |
| | needs of a student with an IEP?
|
| teacher interview questions from my
| |
| | An IEP is an "individualized education
|
| eBook, Guide to Getting the Teaching Job
| |
| | plan."Â Students with special needs
|
| of Your Dreams. How would you answer
| |
| | will be given an IEP, or a list of things
|
| each question?
| |
| | that you must do when teaching the
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| 1. Tell us about yourself.
| |
| | child. An IEP might include anything
|
| This will be the first question at almost
| |
| | from "additional time for testing" to
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| every interview. Just give a brief
| |
| | "needs all test questions read aloud" to
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| background in about three sentences. Tell
| |
| | "needs to use braille textbook."Â How
|
| them what colleges you graduated from,
| |
| | do you ensure you're meeting the needs of
|
| what you're certified to teach, what your
| |
| | a student with an IEP? First, read the
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| teaching & working experiences are, and
| |
| | IEP carefully. If you have questions,
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| why you'd love the job.
| |
| | consult a special education teacher,
|
| 2. How do you teach to the state
| |
| | counselor, or other staff member who can
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| standards?
| |
| | help you. Then, you just make sure you
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| If you interview in the United States,
| |
| | follow the requirements on the IEP word
|
| school administrators love to talk about
| |
| | for word. When necessary, you may be
|
| state, local, or national standards!Â
| |
| | asked to attend a meeting in which you
|
| Reassure your interviewer that everything
| |
| | can make suggestions for updating the
|
| you do ties into standards. Be sure
| |
| | IEP. Your goal, and the goal of the
|
| the lesson plans in your portfolio have
| |
| | IEP, is to make sure the student has
|
| the state standards typed right on
| |
| | whatever he or she needs to be successful
|
| them. When they ask about them, pull
| |
| | in your class.
|
| out your lesson and show them the close
| |
| | 6. How do you communicate with
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| ties between your teaching and the
| |
| | parents?
|
| standards.
| |
| | This question will come up at almost
|
| 3. How will you prepare students for
| |
| | every elementary school interview. It's
|
| standardized assessments?
| |
| | fairly common in the middle school and
|
| There are standardized assessments at
| |
| | high school as well. You might have a
|
| almost every grade level. Be sure you
| |
| | weekly parent newsletter that you send
|
| know the names of the tests. Talk
| |
| | home each week. For grades 3 and up,
|
| about your experiences preparing
| |
| | you may require students to have an
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| students. You'll get bonus points if
| |
| | assignment book that has to be signed
|
| you know and describe the format of the
| |
| | each night. This way, parents know
|
| test because that will prove your
| |
| | what assignments are given and when
|
| familiarity.
| |
| | projects are due. When there are
|
| 4. Describe your discipline
| |
| | discipline problems you call home and
|
| philosophy.
| |
| | talk to parents. It's important to
|
| You use lots of positive reinforcement.Â
| |
| | have an open-door policy and invite
|
| You are firm, but you don't yell. You
| |
| | parents to share their concerns at any
|
| have appropriate consequences for
| |
| | time.
|
