Section 6: Teacher Candidate Teacher Interview Video

Teacher Candidate Interview Video

This final section of my portfolio is to show my ability to use technology in various ways

that allow me to keep parents and students connected to what goes on in the classroom and to

show the different ways I can teach lessons, other than the typical lecture and worksheets.

Throughout this technology course at Medaille College, I have learned so many more ways to

connect curriculum and standards to technology and the various ways I can get information to

students. This section will also show my ability to plan, instruct, and assess according to the

needs of my students. The video will be a tour of the teacher website that I have created as well

as answers to come typical interview questions in the field.

Classroom Weebly Website: http://mrsdahan.weebly.com/

Teacher Candidate Interview: https://screencast-o-matic.com/watch/cFivbeFPoT

Teacher Candidate Interview Questions & Responses

My teacher interview includes questions and answers to various interview questions in

the teaching field. The answers will showcase my background experiences and how that led me

to be a teacher, what I have learned at Medaille College to be a great teacher and colleague, an

example of a lesson that I have taught with various connections to curriculum, student

engagement, and technology, my knowledge of current trends in the education field, and why I

should be hired over other candidates.

1.   Briefly share a little about your background experiences that have led you to choose a

career in education?
•   As with many kids growing up, school was a big part of my life and I remember

always loving it. I always had the strongest connections with my teachers and I

loved to learn new things. I felt very proud of myself when I mastered a concept

and I always strived to do my very best in all of my classes.

•   As I transitioned into middle school and then high school I had to overcome a

disease called keratoconus, which is an eye condition where a normally round

cornea changes into a cone-like shape which distorts the vision completely. It all

started with glasses but as I made my way into high school I went completely

blind. Once I lost my vision I had to seek out cornea specialists to get corneal

transplants to restore my vision. One eye at a time, I got the corneal transplants

that I needed, and throughout the healing process I had the complete support of

my teachers, administration and fellow students. Teachers would go out of their

way to accommodate my needs and other students in my classes would do

everything that they could to help me get through my classes. This experience

made me love school even more because all of the positive support that I had.

•   After high school, I attended a community college and then transferred to

California State University, Northridge where I received my Bachelors of Arts in

Psychology. At this point, I entered the work field trying to find myself within

various jobs. Job after job, something was missing and I couldn't put my finger on

it.

•   Finally, a few years later, I decided that it was time for me to pursue a career in

something that I loved and cared for more than myself; teaching kids. I wanted to
 teach kids and give them the same education that I had and the same love and

support that I got when I needed it most.

•   Lastly, I decided to be an educator to help students find their path in life without

the persuasion of what they should be doing. They should follow their dreams,

and I want to be that person that helps them recognize who they are supposed to

be in this world.

2.   What have you learned in your teacher training program that will make you an excellent

classroom teacher and colleague?

•   During my time at Medaille College I have learned how important it is to plan,

instruct, and assess and everything that goes along with it.

o   Planning – I have learned the importance of planning ahead, but also being

okay with things not going according to plan if the students don’t

understand something.

o   Instruction – I have learned that each and every student learns differently

and that I have to be able to modify and accommodate my instruction as

needed.

o   Assessment – I have learned that there are more ways to assess then just

the typical written test. There are anecdotal records, projects, journals,

conversations, and experiences. When a teacher takes the time to plan out

the assessments, the students will have a better opportunity to succeed.

o   Classroom Management – I have learned that with proper classroom

management it will be very difficult to teach a class.

 o   Culturally Responsive Teaching – I have learned to get to know my

students so I can know how to teach them.

o   Curriculum/Standards – I have learned how to read the curriculums and

how to plan cross-circular lessons to teach everything that is needed so

they can succeed in the following years.

o   Professional Development – I have learned how important professional

development is to keep up with the board and with the students needs.

o   Technology – I have learned about so many new technological ways to

plan lessons and how to integrate technology in the classroom with

websites and programs like SMART board, padlet, website designing and

the ISTE Standards to connect it all together.

3.   Provide us with an example of a lesson you taught. How did you integrate with other

curriculum areas, address the CCLS, technology, and student engagement and

motivation? What were the results of the lesson?

•   A lesson that I taught in my grade two placement was a unit on the water. The

unit started out with an introduction to the water cycle and the different stages:

condensation, evaporation, and precipitation. Throughout the unit I integrated

English Language Arts but guided reading groups on water, where it comes from,

and how we can conserve it. Next, we used math to do a science experiment to

measure how much water evaporates per day from a small plastic cup.

•   Grade 2 – Investigating the Water Cycle

o   Science
 §   Ontario – (2.4) – investigate the stages of the water cycle,

including evaporation, condensation, precipitation, and collection

§   CCLS – E.P2.1 – Describe the relationship among air, water, and

land on Earth

o   Cross-Curriculum

§   Math – Measurements of the water

§   ELA – Reading non-fiction text and understanding the different

non-fiction text features

o   Inquiry Based Learning – asking lots of questions along the way and

guiding my students through a hands on science experiment as the final

assessment.

o   Assessment – Each student got into groups to plan, create, and test a boat

made of recycled materials to see if it could float. This was by far the best

assessment that I ever did in a classroom. It had everything from

standards, assessment, collaboration, communication and so much more.

o   Technology – To make the boats move in mini pools in our classroom we

used a Sphero, an iPad controlled motor, to let the students see if their

boats float and if it moved.

4.   How will your knowledge of the current trends in education inform you as an educator in

our district/board/school?

•   Technology is how we reach our students in today’s classroom. As an educator I

need to be sure that I am reaching the students in a way they like and understand.
 Technology has such an important role in students’ lives that it should be used in

the classroom.

•   Equality vs. Equity is a big part of the current trends in education. It is important

to make that sure that as a teacher I am not treating everyone the same, but that I

am giving everyone what they need to be successful.

•   Differentiated instruction is a key trend of the classroom. It is important for me as

a teacher to understand that each student has their own need and I need to do

whatever it takes to make sure that they understand what I am teaching.

•   Assessments have a whole new meaning in today’s classrooms. We are able to see

the assessments are much more than just a paper test with written or multiple

choice answers. Assessments are also not about giving the students anxiety.

Assessments should be discussions with the students, video footages of activities

they do in class, or even anecdotal records.

•   Collaboration within the classroom to have a sense of community if very

important for the students in school and for their future jobs. Being able to work

well with other is important, but also being able to listen to others ideas.

5.   Why should we hire you instead of the other applicants we have interviewed?

•   I cannot speak about other candidates as I don’t know anything about them, but

what I do know is that I am confident in my ability to be an excellent teacher no

matter what grade I am put into. I fit in well in any community and school that I

am put into. I am honest, respectful, thoughtful, and knowledgeable about the

education field. I am always willing to go above and beyond for my students and

school. I welcome all challenges that I may face throughout my career as an

 educator and I look forward to evolving my abilities and knowledge through lots

of professional development. Lastly, I want to be a teacher that guides my

students to be who they want to be in this world. They have a voice and we should

listen to it.

Conclusion

In conclusion, this final section of my portfolio really showcases my technology abilities

and my answers to popular teacher interview questions. My ability to create this website and

everything that goes a long with it is very important for prospective employers to see. It is

important for them to see my ability to keep up with current trends and how I am willing to learn

new things without an issue. I am a dedicated individual who loves kids that I would do whatever

it takes to make them happy and successful as students in my classroom. In this section, I have

answered common interview questions that will help future employers gain a sense of how I am

as a person and as an educator.

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References

Maslow, A. H. (1943). A theory of human motivation. Psychological review, 50(4), 370-396.

Prensky, M. (2014). The world needs a new curriculum. Educational Technology, 54(4), 1-25.

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky’s zone of proximal development:

Instructional implications and teachers’ professional development. English Language

Teaching, 3(4), 237-248.

Ültanir, E. (2012). An epistemological glance at the constructivist approach: Constructivist

learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5(2),

195-212.

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