Interview Questions

When did you decide to become a teacher, and why did you choose this field?

-2nd Grade -Teacher who noticed me and helped meet my needs (food, backpack, advice, etc.) -I recently saw my student teacher from second grade! -I chose this field because I know that I can make a difference for individual students, which makes a big impact on the outcome of lived (example me)

Share a time when you worked with others to build a culture of effective teamwork and collaboration. What are the important components of effective collaboration?

-3rd grade team: communication, advice, common goal, trust

What do you see as the role of the classroom teacher in the RTI (Response to Intervention) process?

-Being an advocate for the needs of students -Trying to find the best placement for them with the help of all teachers -Understanding students, where they are at, and what would work best for them -Giving high quality instruction for the students you are teaching during RTI

At our school, we believe that kids that are connected to school will do better here. How do you go about increasing the level of connectedness for kids?

-Build relationships with students, help them build relationships with each other -Include their lives, experiences, cultures -Try to involve family -Participate in all outside school events and encourage them to do so as well

How do you know if a student is learning? Describe some methods, besides formal tests, you have utilized to assess student progress.

-Check in on their writing notebook each day for a week -Listen to conversation, is it on task? Is it about the topic? -Ask them about what you are learning in passing, see what they know/have learned -Know your student and watch their interaction, work, and concentration during work time

Describe your understanding of cultural responsiveness/proficiency. Provide an example of something you have done to personally increase your cultural competency.

-Check your biases -Be aware of your identity and how that affects others -To be culturally responsive means understanding the cultures and lives of students, and incorporating that into curriculum. -Don't be afraid to have guests come in that are more authentic representations -Example: UOTeach in "Step in Circle"

Please describe how you organize your classroom.

-Classroom community building first -Make class rules together -Put students in table groups for interaction -Look at what is eye level for students -Have a space where students can take a break/gather their emotions when needed -Visuals all over -Books accessible at all times -Classroom jobs -Desk in an area accessible to students

What are the keys to establishing a positive, respectful teacher-student relationship? How does race, culture and socio-economic status factor into the process?

-Consistency -Designated time for relationship building -Give as much respect as you want in return -Be a listener -Focus on what students need -Be aware that your race might be different or your socio-economic status than your students. Understand what implications that might have -Don't make assumptions about students and be open to learning about and appreciating their experiences

Describe a time when you faced a school or work related commitment that was stressful and tested your coping skills. What did you do?

-During a professional development day on trauma, I felt really stressed about the content and how it affects my students -I had to take notes to be able to look at the material again, which helped me cope with feeling overwhelmed -I tried to focus on the presentation, and think about individual students after. Doing both at the same time during that PD was emotionally stressful

Scenario: A student performs poorly on an assignment that you know they put a lot of time into. How do you respond?

-Express pride in their efforts! -Don't pass back the assignment with corrective marking all over it -Find where they struggled, target that skill in future teaching

What would we most likely be seeing you do the first week of school? The fourth?

-First week: Building community, learning about students, setting up the classroom together (rules and routines), some fun learning -Fourth week: Lots of turning and talking during instruction, more instruction time, getting into the rules, rituals, and routines within the classroom

In what ways do you keep students on task and well-behaved during collaborative group activities?

-Give students roles to keep them on track and accountable -Give positive feedback as well as constructive criticism -Music is a great way to keep them on track -Make groups intentionally, mix relationships and ability to work together successfully

You have a class with 30 students. Five of the students are reading 2 years below grade level, and five students are reading 2 years above grade level. What instructional or assessment strategies would you use to accelerate the reading skills of the below grade level group? How would you excite and challenge the above grade level group? How would you instill a love for reading for all of your students?

-Give the lower students reading at just slightly above their level, use partner work, and spend time with a teacher during reading time. -They should also get time to read for fun. It is good practice and teaches them to love reading! -For the accelerated students, give them material slightly above their level, and give them projects to work on after their reading projects. This keeps them learning and teaches them the purpose and love for reading. -All students should read class curriculum to engage in content, but they should all also have time to read their own books of their choice and do projects that involve reading to instill a love for reading for all students

What are some ways to avoid behavior problems?

-Have a relationship with students -Understand their behaviors, the functionality of them, and try to be proactive to that -Be consistent with consequences -Meet the most basic needs of students first

How do you provide support for students with exceptional ability?

-Have planned supports and extensions at all times! -Try to extend their thinking at all times, even during whole class instruction, as students are working, give them a harder problem, etc. -Ask how they would like to be pushed -Be intentional about how to support their thinking

What excites you about teaching this grade/subject? Share some of your most rewarding and challenging experiences.

-I have a background with young students: I am ready for this position or I am ready for a change/challenge -Young: Getting to know students and see them develop each day, Exhausting -Older: Seeing students notice their learning, they can become rebellious of school/keeping them engaged

Describe your experience with curriculum development.

-I have a foundation in being a critical consumer of curriculum -Teaching the opinion writing unit I did in 3rd grade, I learned how to use a prescribed curriculum and use it on pace, but I also added in and changed activities to incorporate the interests and lives of students. -I am familiar with Common Core State Standards and Next Generation Science Standards

How do you utilize technology to support the learning of students?

-I have used a document camera to write alongside students -I have used a smart board to have students interact with class learning materials -Class Dojo for behavior management -Class laptops for assignments in writing (clear expectations)

Why do you think the data shows that students from diverse cultural and educational backgrounds do not excel in school in comparison to more traditional students?

-I think school has been built to help non diverse students succeed from the beginning, and changing that will take time -I think curriculum isn't designed to engage and represent diverse students -Standardized exams and curriculum all have bias in them, who are they biased for and against?

Describe your understanding and experience with project-based learning.

-I understand that project based learning has a reputation for being labor intensive for the teacher, but effective because students are at the center! -Student voice and choice, they help determine the direction of the classroom -It often leads to a product that is shared publicly -It can help students who feel traditionally left out of the classroom succeed in a new way

Scenario: You have a student living in extreme poverty, who works at night to help support his family. What expectations do you have for the student in terms of homework?

-I would greatly reduce homework for them. When comparing the need to complete homework versus their home duties, homework isn't as significant -If there was something I felt they needed practice in that I would regularly assign for homework, I would have it ready for that student to do when they have extra work time after completing activities early throughout the day

What experience have you had with team-teaching? What is your opinion of it?

-I've done co teaching where I alternated lessons with my CT, I really liked it because we collaborated each day and learned from one another -I have also participated in team coordination with a group of 3rd grade teacher to learn about what we should all be doing and work together to make decisions. I absolutely loved it, because I learned from the advice of more experienced teachers!

Describe the Reading and Math core curriculum programs that you've taught.

-I've helped to teach learn zillion, it's a really great program that is easy accessible by the teacher with great video and visual resources -I've helped to teach Journey's. My favorite part of journey's is the posters that come with them to remind you and the class of the central focus for the week

Describe your knowledge of the Common Core State Standards. What specific experience do you have mapping, pacing, and aligning curriculum to the Common Core?

-In my 3rd grade placement, I used Common Core State Standards to guide and pace my opinion writing unit. I found the correct writing standard, and made sure to address each sub standard within the opinion writing unit. -I used the standards in their order to map out the pacing of my lessons for those three weeks -I also used the CCSS to inform the rubric I used to grade their opinion writing, making sure they had all components

How have you communicated with students' families in the past? How do you build rapport and positive relationships with the families of the students in your classroom? Give examples.

-In my placements as a student teacher, I send home a little letter so families know who I am and what I am doing. -I've also been in parents meetings where families have asked for my input -In the preschool setting, I took the time to get to know the guardians of each student by name and made sure to greet them each day -Gave a brief rundown of the day for their student at pickup each day, even if it was a hard day -Share stories and experiences in conversation, be relatable

Please give an example of an instructional strategy or classroom support you have used to address the unique demographics and cultural diversity within your classroom.

-In the preschool classroom, we had many newcomer students. We added visuals for routines in the bathroom, next to the sink, during carpet time, etc. This helped our newcomer ELL students and our students with cognitive disabilities. -We also amped up our talking and describing of objects and routines, even if in simple form, we tried to describe things more for those students.

Share a time when you were engaged in conflict in the workplace. How do you address this conflict? What strategies do you prefer when resolving conflicts?

-In the preschool setting, there was a student staff who often picked up one of our students with disabilities when he wouldn't comply -That students parents specifically asked for us to let him be more independent and stop picking him up so much -After informing the student staff of that request, they continued doing it, so I reminded them, but they continued -Eventually, I had a conversation with that student staff and calmly explained that this was the request of a parent and we need to follow it, after being reminded many times, I think it is best for another teacher to take the lead of helping that student with transitions -Calm confrontation is the best way to solve conflict. Being uncomfortable is okay, but ignoring the issue isn't.

How would you ensure that a student's race, culture and/or socio-economic status was seen as a valuable asset in the classroom learning community? Have you witnessed harassment based on race, culture or socio-economic status? How did you respond?

-Include curriculum that teaches all students the value of all identities -Have a set classroom rule of respect -Example: Not in an elementary school classroom. In a college classroom. A student was making fun of another student for having worn down clothes and supplies. I sat down next to them and calmly said that was disrespectful and no one needs to hear their judgement. -I think calm confrontation is the best method rather than yelling or being aggressive, which might feel difficult at times. -Being a teacher it is important to denounce the harmful act and keep students safe

How do you design or modify assignments to offer students the opportunity to express their creativity and individuality?

-Include writing and drawing for answers where appropriate -In math students can write the answer and equation, but they can also draw the way they found their answers with manipulatives. Even if they get the answer wrong I can see their work to infer their thinking. -I want students to know that if they have an idea of how to express their work in a creative way that they can run the idea by me, it is always an opportunity available to them -Students typed writing, one students hand wrote and drew their topic

How does family communication enable you to help students succeed?

-It can help tell families the positives of students! Encouraging positive behavior helps students succeed -Give many ways of communication: text apps, class dojo, letters, e-mails, calls -Understand the circumstances of families and try to find a way to communicate with every single one of them -It can also help you understand what is happening at home and how that might be affecting the student in school

Describe how you contributed to the success of a team on which you were a member. Provide specific examples of the role you played and the support you provided.

-Kindergarten team (sorting students, relationship expert) -3rd Grade team (materials: OREO, Dr. Seuss) -Moss Street Student Webs (what we know about them, what they are good at, what they can improve, how to help, implement) -Hospitality Team Church (work with schedules, be available, consistent, kindness)

In what ways, both formal and informal, might you assess a student who is an English Language Learner to be sure the student is truly learning the content of your course curriculum?

-Listen to conversations -Check workbooks, activity sheets, etc. -Talk to the student about what they are learning -Give the same assessment you give to all students, see how they perform, then give them an assessment with images, see how they perform -Try to understand their errors, are they language errors, or understanding errors?

Describe an activity that you use to build relationships with students at the start of the year.

-Make classroom rules together -Morning and Closing meetings -Greet them and say goodbye to individuals each morning -Student questionnaire about interests, experiences, favorites, and whatever information they'd like me to know about them -Student interviews where you can talk about their questionnaire and give them a chance to ask questions about you

What is your favorite subject to teach? Why?

-Math -Number Talks -Manipulatives are engaging -Variety of ways to solve problems

How would you include families or parents/guardians in your learning community?

-Offer open communication so they feel they know what is happening in the classroom even if they can't come in -Offer parents volunteer opportunities (in the class, field trips, at lunch, etc.) -Know what parents do and ask them to come in and teach if it is relevant to the current learning!

Tell us about a high needs student you have taught and how you helped him or her.

-One student had high needs because he has a lot of trauma in his past -He needed consistency, a listener, and someone who would try with him each day -I helped him by remaining calm during amygdala hijack, giving him breaks, and resetting myself to try again -We had similar trauma, and he eventually asked about incarceration, and I shared that I have parents who have been in jail, and he was shocked and felt heard. -While the student didn't have a complete life changing turn around, he did have increased success in academics and the school environment

Describe the "worst" lesson you have taught. What did you learn from it?

-Opinion Unit: Opening paragraphs, clear opinion -Students had never heard of: paragraph, essay, hook -Hooks are a vague concept to begin with -When writing time came, the students were loud and confused -I learned that they needed more time, practice, and ability to see modeling -It's okay to adjust timing/curriculum in order to help them better their knowledge

Tell us about a lesson you have taught in which you used multiple techniques to keep students actively involved. Why did you choose those strategies?

-Opinion writing unit: class on carpet, read an essay, turn and talk, play a game (transitional words), go to desks for smartboard, and then independent writing -I know that some students feel more engaged with games and technology -I used partner talk, guided and modeled teacher talk, and independent work time as well -Variety in techniques keeps them all engaged

If we were to ask former and current colleagues, staff, students, parents and community members to describe you and your work, what would they tell us?

-Organized and consistent -Care about individual students before anything else -Good at collaboration/communication -Knows how to ask for help -Wants to help the team whenever possible -Happy, want to learn, and open to feedback

Share a time when you showed initiative and/or innovation. What did you do and what was the result? What would you have done differently?

-Preschool setting: proposing mixing 3 year old and 4 year old students in the Summer -Students were happy, engaged, and excited! -I would have kelp track of which students chose which yard, making sure all students were able to interact at some point

Tell us about a recent best or cutting edge practice you have learned about and integrated into your lesson.

-Smartboard and Class Dojo -Smartboard to show writing, play jeopardy, do reading, etc. Students get to walk up and participate by underlining, circling, etc. -Class Dojo picks students randomly, communicates videos and pictures with parents, etc.

What is your least favorite subject, and how do you overcome your indifference toward it to teach it well?

-Social Studies -I have little experience/knowledge on social studies, I feel like I am unaware of topics -I try to research and understand the topics before teaching them -Be open to researching as questions come up

What is your approach to classroom management? How do you maintain a positive classroom climate?

-Students first -Make rules as a class, autonomy and accountability -Having clear expectations -Class Dojo with positive and negative conseqeunces -Relationships are important, take the time for them (student-teacher, classroom community)

What is your professional and personal commitment to diversity in the classroom? How is this value demonstrated in your everyday lessons?

-Students have different needs and I am committed to differentiating my instruction for students in order to meet their needs -I will have a variety of identities in my class and that needs to be reflected in my curriculum choices -I will consider the lives and needs of my students as I teach every day

A student is targeting (intimidating/bullying) another student. How do you handle this situation?

-Take is seriously every time. -Talk to the "victim" and the "bully" -Understand that all behavior is functional, why is the "bully" bullying? -Take notes, keep track of patterns -Talk to the bully, implement restorative justice -Make sure they know it won't be tolerated -Support the "victim"

A student comes to you to let you know that a friend called him a "chink." How would you handle this situation?

-Take it seriously every time -Denounce the action -Ask about the term, what do they mean, find the intention -Teach them why that is disrespectful -Keep track of the incident, have a record -Talk to administrators if the intention was hateful

You have a student in your group that has a high rate of off-task behavior and work completion problems. How will you deal with this?

-Take notice of when they are off task, what causes it, and try to eliminate that -Proximity -Give them a choice for work completion, so they feel autonomy, but don't let them off -Have high and clear expectations -Talk to them about what is going on and how you can help, use your relationship with them as a tool

You have a transgender student in your class. How do you prepare?

-Talk to administrators about past with transgender students, what supports they have -Look up community supports -Talk to family -Have inclusive curriculum and materials -Ask how the family would like you to talk about it, if they want you to talk about it with the class at all

What is the most difficult classroom management situation you have handled?

-Teaching a class with a student with a 504 for ADHD and a student with an IEP for Behavior together -Yelling, negative talk, disruptive talk -Got close to the student with ADHD, when I had time, talked to him, asked if he needed a break, broke apart the dynamic of them together -Firm and clear with the student with behavior -Complimented those doing well

Give an example of how you have supported a Special Education or ELL student to achieve an academic goal.

-There was an ELL student who was struggling to learn how to count up to ten -I worked with her individually to practice her numbers by counting fun objects -I also played with her at recess and counted as we played (ex. hopscotch counting) -After about a month of trying to practice that with her whenever possible, after giving her the same counting assessment, she could do it!

How would you deal with a student who regularly missed school or your class?

-Try to understand why they are gone if at all possible -Do your best to give them the material they missed in a condensed form -Have a "We missed you" folder with make up work materials but also positive things! -Talk to the student to see what supports they feel that they need

What personal strengths do you find especially helpful in your teaching?

-UOTeach -Organization -Ask for help -Low income background/incarceration -I want to meet the needs of students at all costs -Communication/Collaboration -Technology

Tell us a little about yourself, specifically why you would be a good candidate for this position.

-UOTeach Master's in Education -Springfield School District -I have a passion for teaching because of my past with incarceration and low-income living -Largest priority is relationship building

Are you familiar with the PBIS management system? Describe your experience and explain how you would implement a school-wide management system in your classroom.

-Yes I am familiar with it, the 3rd grade school I was at is a PBIS school -I would like to learn how my school implements PBIS specifically, and integrate whatever positive behavior supports they have in place and incorporate whatever consequence system is in place as well -I also think having PBIS ideology around the classroom and talked about intentionally is effective

If your principal asked in a meeting for each teacher to come up with three ideas in their classroom to close the achievement gap for students of color, what would your three ideas be?

1. Examine curriculum, is it inclusive and engaging? Are we including stereotypes? How can we as teachers increase our cultural competence? 2. Build relationships, be a warm demander! Involve the family? 3. Monitor the progress of students more regularly and make adjustments