Teacher Interview Questions

Planning Questions:

1. How do you write a typical lesson plan?

Downing: During my undergrad training, I was required to use a 5 step lesson plan (review/introduction,
mini-lesson, independent practice/guided practice, assessment, closure). I still use this format for most
of my math lessons, especially for lessons that require me to meet with certain groups of students. For
Science, I use a weekly lesson plan template.
Johnson: Typically, I look at the county pacing guide to determine which units and standards I need to
address. Once I determine that, I begin to look at teaching points needing to be addressed, and use
those to build my plans.

2. What types of materials do you need available when you plan lessons?
Downing: For Math, I use the county pacing guide to help plan out when I want to teach certain lessons.
I also use benchmark data to determine how much time to spend on certain topics. I also have several
math resources that I use to create my lessons. PLC allows me to bounce ideas off of my colleagues to
see what they are doing in their classrooms.
Johnson: When I work on my plans, I utilize the Cabarrus County pacing guide, my computer, and a
common core standards document. I also have assessment materials at hand, to help me backwards
plan for certain units/standards.

3. In what ways do you plan to accommodate individual differences in the classroom?

Downing: This changes from year to year. LOL I learned very early that you cannot but kids in a box. This
year I have a student with dyslexia, so I provide him with copies of most of the notes. He also needs
extra time to complete assignments. I have 2 students with high anxiety. These students are allowed to
take brain breaks in my office or in the guidance office when they feel anxious or overwhelmed. I don’t
usually call on the one student unless he raises his hand or has shared with he that he is ready to talk in
front of the class. Both students have testing accommodations that allows them to take tests in separate
settings. This year, I also have an autistic child in my homeroom. He needs a lot of support throughout
the day. He does not like a lot of noise so I allow him to go into my office during morning
announcements or if I have a video to share. He needs a lot of prompting to complete most tasks. Most
assignments have to be read aloud to him. I also have to give him a lot of prompting during social
situations too. He also needs copies of most notes and assignments. He has testing accommodations for
high stakes testing.
Johnson: I use multiple levels of questioning during lessons. I also group my students according to
ability when making certain reading or social studies activity groups. I also implement 504 plans or
accommodations for students who receive those.

Instructional Questions:

1. What are some of your instructional challenges as a teacher?

Downing: My biggest instructional challenge has been lack of resources. We no long have text books or
consumables in math. This means that students have to create very detailed journals on concepts that
are often difficult and time consuming. Parents also complain that they don’t have enough information
in the journals to help support their children at home. I am lucky that the PTO at my school purchased
new FOSS kits for us to use.
Another challenge that I have facing is class size. It is very difficult to meet the needs of all of my
students when there are 30 + kids in one class. My small groups aren’t small anymore, and sometimes if
I do make the groups small (4 to 6 students), I don’t have time within the period to meet with all groups.
Having 30 + kids also makes 504 and IEP accommodations challenging.
Johnson: For me, not having enough time in a day to cover everything I want to cover is an
instructional challenge. Also, with the shift to technology, valuable resources such as books, are falling
short.

2. What have been some of your instructional successes as a teacher?

Downing: This has been the largest group I have taught. I have had to make changes to my math
workshop model and I have had to get very creative on meeting the needs of all of my students. The
year has been challenging, but I see my students growing academically and socially. My benchmark
scores have not been too alarming. My 504 and IEP children have also made many gains this year too.
Johnson: Having high students to meet exceeding growth on their end of year assessments is one of
my instructional successes. It is always harder to grow students who have already "mastered'
everything, so being able to grow them beyond the expectation has been rewarding for me.

3. What do you consider essential characteristics for successful teaching?

Downing: Teachers must be prepared. I can’t imagine walking into a classroom full of 30 + kids and not
have plan for the day.
Teachers must also be willing to work with their colleagues and other staff members to ensure student
growth and success.
Teachers have to get to know their kids and their academic and non-academic needs. They have to be
willing to implement accommodations when needed.
Johnson: Flexibility is essential to successful teaching because you never know what a day will bring in
your classroom. You can plan a lesson and envision it going beautifully, but the reality ends up being
completely skewed. Being able to be flexible, and think on your feet can help you to make last minute
adjustments to lessons, and your students or observers won't be able to tell.

4. How often do your students receive social studies/science instruction?

Downing: Science every day for 45 minutes to an hour.
Social Studies every day for 30 minutes.
Johnson: On the schedule-5 days a week for 30 minutes each day for Social Studies. I do not teach
Science.

5. Are you satisfied with the amount of time that you currently allot for social studies/science
instruction? Explain.
Downing: Yes. I am grateful that I work at school that values these subjects and have enforced a
schedule that ensures these subjects can be taught.
Johnson: No-because usually if our time gets interrupted for anything, Social Studies is the subject
whose lessons get shortened, or missed altogether.
 6. What social studies and science topics/units will be studied during my clinical experience? What
are possible goals/objectives I could address for my lessons? Do you have any instructional
resources that would support these goals/objectives?
Downing: Weather and Ecology – I am willing to share my resources with you. ☺
Johnson: We will be studying the American Revolution, as well as the Founding Fathers that helped to
form our nation. We will also begin looking at the government system that was formed in America.
We utilize a Cabarrus County pacing document that informs of us the units of study for 5th grade. You
can access this via the Cabarrus County Schools website through their Curriculum and Instruction
department. For your lessons, you can incorporate anything related to the American Revolution if we
are still in that unit, or you can introduce the students to the branches and purposes of each branch of
government.

7. What does reading instruction look like in your classroom (e.g. readers workshop, basals, etc.)?
What reading topics will be studied during my clinical experience? What are possible
goals/objectives I could address for my reading lesson? Do you have any instructional resources
that would support these goals/objectives?
Downing: N/A
Johnson: I utilize the Readers Workshop model in my classroom. Students work on Words Their Way
for word work each day. We have a read-aloud, a mini-lesson, and independent reading time for
students. I often confer with groups or read with groups when students are independently reading.
We are currently working in a Social Issues Book Club unit. Standards are focused on the Reading
Literature strand (R.L) of the Common Core standards. I use mini-lesson teaching points, then build by
own lessons from there based on the needs of my students. I utilize current assessment data to know
which standards students need support with, and build my plans from there.

Classroom Management Questions:

1. What motivation tactics do you use to ensure a desire to learn?

Downing: I try to relate everything that I teach to a real world component so that students can see how
relevant their learning will be. I also do a lot of group activities with various math and science concepts.
Students enjoy work with their peers. I also sometimes have the higher students “teach” the lower
students.
Johnson: School-wide, we use a classroom management tool called Class Dojo. Students earn positive
points for being on task, and completing assignments, and negative points for not doing those things.
Because students are responsible for maintaining and tracking their points daily, they strive to be sure
they can receive points in those areas. But aside from having points tied to a program, I always plan
activities that are of high interest or highly engaging for students. They have limited downtime, so
they are always occupied with things to work on.

2. Tell me about the classroom community. What are the class rules? How is student behavior
monitored? In what ways is positive behavior reinforced? In what ways are negative behaviors
prevented? Tell me about the consequences for negative behavior.
Downing: At the beginning of the year I spend a lot of time on lessons and activities that help promote a
classroom community. I also utilize this time to get to know my students. I try to learn as much as I can
about them as a person and what their family life is like. I really try to set a high standard for respect. I
think it’s important for students to respect and appreciate their similarities and differences.
Our classroom “rules” and procedures center around the PBIS (positive behavioral interventions and
support) matrix that states that our students will be respectful, responsible and ready.
Positive and negative behaviors are recorded and shared with parents using Class Dojo.
I try to organize my classroom and structure my time to minimize negative behaviors. If I negative
behaviors occur I offer reflection periods for students to reflect on their behavior and what they could
have done differently.
Johnson: Many of the behavior components are linked to Class Dojo as well. Student receive positive
and negative points for their in class, hallway, and special area class behaviors. When students reach a
certain point value, they cash it in for prizes.Students follow school-wide rules that are reinforced in
the classroom. Students are held accountable for monitoring their talking, being respectful,
responsible and ready for class with materials, completing their work, following directions, and
moving safely.

3. Tell me about the pacing of lessons and interaction in the classroom- use of time-and other
aspects of time... wait time, and time using teacher talk and student talk. What works well with
your students?
Downing: My pacing is based on how well my students are grasping or learning a concept. If they are
struggling, I may slow down and show more examples or offer more independent practice. Student who
may have higher anxiety or who are shy may need more wait time.
Johnson: I plan to cover a full lesson each day with reading. I plan for 4-5 lessons each week, but I do
monitor and adjust for lessons that may take longer/shorter amounts of time. I incorporate many turn
and talk task for students in both the Reading and Social Studies lessons. I do provide wait time, but
when I notice a limited number of volunteers, I will have students turn and share to get some ideas.
Sometimes after providing wait time, I will come back to the student or let them "phone a friend" to
support them. If I know a student struggles with answering questions, I will let them know in advance
that I am going to call on them, so they can have time to think ahead and be prepared to share their
thoughts or answers.