6 Interview Hacks to Land the Teaching Job of Your Dreams
You brought copies of your resume and dressed for success, but here’s what else you should do to “wow” your interviewers — and walk out with a contract.
In the field of education, summer is the season of much-needed relaxation. For some of us, however, it’s also the season of nerve-wracking interviews. As a teacher who’s been on both sides of the hiring process, I’ve picked up a few tips beyond “arrive early” and “give a firm handshake” to help fellow educators land the teaching job of their dreams.
1. Say hello.
Interview committees are often composed of a variety of community members, including administrators, teachers, office staff, and even students and families. Make sure to greet everyone in the room as soon as you arrive and continue to acknowledge them throughout your interview. This illustrates that you’re willing and able to connect with a people on an individual level, just like you already do with the students in your own classroom.
2. Be authentic.
Most interviewers, like students, can detect — and are put off by — insincerity. Resist the urge to tell your interviewers what you think they want to hear (which might not even be accurate), but do talk about your genuine experiences and interests in education. If you’re an expert in assessments, discuss your expertise in assessments. If you’re passionate about emotional intelligence, share your passion for emotional intelligence. If you’re looking to gain experience as a mentor teacher, say that you’re looking to gain experience as a mentor teacher. After all, you want to get a job you’ll actually enjoy and work with colleagues you’ll actually like.
3. Get specific.
When you talk about your genuine experiences and interests, provide specific examples from your practice to support your claims. Answering a question about classroom management? Share an anecdote in which you used positive reinforcement and redirection to increase appropriate behaviors. Asked to explain why you’re a good fit for the position? Discuss quantitative and/or qualitative data points that speak to your unique strengths as an educator. Buzzwords like “engagement” and “rigor” mean nothing when they’re not tethered to the day-to-day realities of your classroom.
4. Provide evidence.
Before your interview, ask if you can bring “authentic products” of student learning to the meeting. Whether it’s a physical copy of a class anthology or Google Slides with pictures of student projects, authentic products indicate that you are able to deliver on the objectives you set with your students — and in creative and meaningful ways.
5. Take notes.
Throughout the interview, use a pen and notepad to jot down any information about the position or school that “sticks out” (e.g., Our district anticipates the number of English language learners will double within the next five years; we’re trying to increase parent and community involvement through a new committee), which will not only help you convey sincere interest, but also ask relevant questions. Better yet, ask if you can take notes on your phone or iPad to show off your tech savviness.
6. Ask questions.
Most interviews conclude with a question-and-answer segment. Use this opportunity to demonstrate your active listening skills throughout the interview by asking the relevant questions you added to your notes (e.g., You mentioned that your science department is looking for “strong leadership.” Can you explain what “strong leadership” looks like at your school?; If I were to get this position, with what framework would I be evaluated?). If you have questions about salary or benefits, save them for HR — interviews don’t usually involve logistics, and you don’t want to come across as presumptive.
Ultimately, try to remember that interviews go both ways: it’s just as important that your interviewers impress you as much as you impress them. For most of us, a “dream” teaching job is one in which we are treated with respect and pushed to learn alongside our students and colleagues, and we should have the same high expectations for our professional development as we do for our students’ academic and social-emotional growth.
Finally, just like you would tell your students, aim high and don’t settle for less. You and your future campus community deserve it.
