Hiring Effective Teachers Based On An Interview

Ashlyn Edwards is an elementary school grades teacher and is licensed to teach grade levels K-6. She currently resides in Texas and has taken some time off from teaching to be with her family. Before taking the time off, Ashlyn worked in two different schools, one of which was in Georgia and the other in Kansas. In Georgia, she taught Kindergarten and in Kansas she taught grade 1. I chose to interview Ashlyn because I had met her several years ago through another friend and I found out she was a teacher at that time. Even though I had not got to know more about Ashlyn before this interview, I was hopeful that she would be able to provide me some insight into what it is like being a teacher and the ups and downs of the job. I asked Ashlyn five questions related to her job and she provided answers that not only guided me but also helped me to understand ways that I can become prepared to teach.

I decided to interview a friend of mine who just started her second year of teaching. She works for a Middle School in Westchester County, teaching 6th and 7th grade math. I asked her a series of questions about her whole experience on becoming a teacher. I was relieved to hear what her first few days were like being a new teacher, because that could be nerve racking for any new teacher. She explained to me that she was shocked on her first few days, and overwhelmed with the respect she immediately received from her students. They greet her in the hallway, and thank her as they leave class. I could just imagine how good that would feel to get that reaction from your students. When I asked her why she decided to teach the grade that she is in, she explained to me that she chose to do middle school because it is a crucial time for development in an adolescents life, and also a challenging time.

When I arrived for my interview at Tunica Middle School for the seventh grade math teacher position, I was asked the usual questions about strengths, weakness, and my previous work experience. In turn, asked questions about teacher expectations. The teaching position was open in February. However, I believe it was the perfect opportunity for Mr. Newson, the principal, to divulge and share his vision for the school. He did not. Mr. Newson did not display many of the Envisioner traits in my first year.

I interviewed a childcare teacher engaged in the Early Childhood Development. She graduated from East Tennessee State University. She has been intrigued by children her entire life, she has volunteered with children with disabilities and worked with children since age 16. You can say that teaching has been a dream job of hers. Going through the interview I went through a series of questions as follows. What are positive and negative parts about being a teacher? What disciplinary styles work the best? And how can teaching in America be improved?

A sit-down interview, in the interviewee’s classroom, on April 22, 2017, results in responses from Rachel, a female Elementary Education teacher at Deerfield Elementary School, in Deerfield, Wisconsin. Containing eight initial questions and two response follow-up inquiries, this interview represents a 4-year Kindergarten grade level perspective, and utilizes eleven years of teaching experience. As a University of Wisconsin-Madison graduate, Rachel began her career in Milwaukee before accepting her current position of nine years. With extensive knowledge of the field, Rachel qualifies as an excellent resource, both when actively pursuing plans to become an Elementary Education

While the #RedForEd movement recently emerged in my state and several others, concerning teacher pay and their strong impact on students. Additional questions surfaced in order to find the perfect utopian future for my local Sierra Vista high school, Buena. As much as it takes a happy teacher to generate a happy student, it works both ways! With this in mind, what important qualities do our students feel matter in our local teachers? Recently I conducted multiple interviews involving four different Buena High students in seek of what they’d like to see in their teachers and subs.

The individual I chose to interview is Mrs. Felicia Colbert. She is a current assistant principal at my school. Mrs. Colbert’s experience familiarity extends from a classroom instructor to instructional educators as an assistant director. Her capability surpasses 15 years of service in and out the core content of science. Her experience in administration includes two years at middle school level and five years at a high school level as an assistant principal. I designated Mrs. Colbert as my professional to interview because I recently completed my administrator practicum under her supervision. Throughout those six months as an intern, I got to analyze just how much of an expert she is in administration leadership. Therefore,

Teacher Interviews using the questions above dealing with the effectiveness of the SRA program level placement.

Red Clay School District has played a tremendous role in educating our youth in Delaware. The district’s principle is that the whole school community takes responsibility in students learning. As an educator, I believe that it does take a village to raise a child. I am applying for the position as a Math Instructional Coach for Warner and Shortlidge School because of a desire to be a part of a school that share interest in a similar principle. I have a strong educational background coupled with my 6+ years in the education sector make me a very competitive candidate for the position. During my tenure, I have worked with students in inner city schools, and I have also developed a strong background and interest in the intellectual development

My educational background, work experience and student teaching experience would make me an excellent addition to the teaching staff. The University of Massachusetts Boston and the Braintree Public Schools has prepared me well with a strong understanding of cognitive development in children. University of Massachusetts has a strong focus on preparing teachers to face the challenges of teaching students with multi-cultural, and multi-lingual classrooms and has exposed me to a variety of learning styles and techniques. My current and past working experience along with my student teaching has allowed me to bring the techniques into the fast growing diverse population in the Braintree Public Schools. It has allowed me to show students how to respect, understand and appreciate the racial diversity in our society and schools that align with Braintree Public Schools beliefs.

The United States is currently facing a difficult time with teacher shortages. In North Carolina alone, 14.8 percent of teachers left the profession in the school years of 2014-2015 according to the Public School Forum (Barth et al. 23). Teacher shortage is a crucial topic to keep at the forefront of discussion because it affects the quality of education that students receive and, subsequently, the future of the United States. It is crucial for the United States to enhance student performance in order for the economy and our technological industry to continue improving. One factor that causes the teacher shortage are the different qualifications needed in order to get certified to teach in a certain subject. However, even after completing these qualifications, there have still been cases in which teachers are not being hired because they are either over-qualified or under-qualified. In addition to these educational barriers, North Carolina has some of the lowest numbers for teacher salaries which has led to a decrease of people desiring to enter into this profession and, as a result, those people choose to not major in education or move to other states to teach instead. After all this, it is very clear that one has to be passionate about working in the education profession. Unfortunately, even those who power through these first few hurdles, there are many negative factors that come into the picture as a result of remaining a teacher. Two possible solutions that can help the

Herbert bravely sets his sights upon the sacred cow of the educational system, teacher quality. By boldly holding teachers accountable for the outcomes of their students, Herbert describes the road map needed for improvement. Describing how high performing teachers had astonishing results with under-performing students provided the reader with a concrete example of the changes that he believes are needed. Providing the reader with current practices of school districts, these being a focus on credentials of the teacher’s, rather than on their quality inside the classroom. Job performance must be assessed within a classroom in order to prepare the students for the future. “Studies have clearly shown that the good teachers and the not-so-good ones can actually be identified, if they are carefully observed in

As a student in the Education Department at Saint Mary’s College, I have been assigned a set of eight standards to fulfill before graduation. Having these standards guides all students in becoming the necessary well-rounded teacher candidates needed to go into the field of education and ultimately becoming a successful teacher in the future. Each standard relates to a different area, including having a broad and comprehensive understanding of learning processes, the professional environment, and content. Throughout the last two years, I have had a number of opportunities, both in the field and in my classes at Saint Mary’s, to meet these eight standards.

Traditionally, efforts to obtain effective teachers have focused primarily upon raising the entry bar via credential, licensure, or certification requirements. However, research has consistently demonstrated that credentials, licensure, and advanced degrees are of little value in predicting teacher effectiveness (Education Equality Project, 2010; Green & Forster, 2008).

When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having