Effective Interviewing. 2 © TNTP 2012 Objectives Create an effective interview and candidate evaluation process Develop a series of competency-based interview

Effective Interviewing

2© TNTP 2012

Objectives

Create an effective interview and candidate evaluation process

Develop a series of competency-based interview questions

Create school-specific scenario questions to challenge candidates

Practice probing questions and techniques

Practice identifying excellent answers

3© TNTP 2012

Agenda

Resume Review

Developing Questions

Differentiating Your Interview

Recognizing Good Answers

Creating Scenarios

Probing Questions

Interviewer Bias and Unlawful Interview Questions

4© TNTP 2012

Look for 4 Key Elements When Evaluating A Resume

• Is the resume up to date?• Does the person currently have a job? • What is the length of each job held?• Are there substantial gaps of time between jobs?

• What is the nature and overall length of their teaching experience? (summer school, tutoring, full time, lead teaching?)

• Are there examples of classroom-based achievements?

• Did the candidate take on multiple responsibilities at once? (including school related leadership positions)

• What awards, merits or distinctions has the candidate earned?

• Is there a considerable career shift to or from teaching?• Will this person be licensed when the position begins?

• Does the candidate have advanced degrees? Is that degree in a subject-relevant field?

• Type of educational training (traditional, alternative, etc.)

Dates ofEmployment

Experience(including extra-curricular activities)

Education&Certification

• Is the resume presented in a professional manner?• Are there obvious spelling, grammar or syntax errors?• Is the information organized clearly and logically?

Grammar &Organization

5© TNTP 2012

In addition, look for these and other red flags so that you can ask appropriate follow-up questions

Sample resume/cover letter follow-up questions to common red flags

Inconsistent work pattern: I’d like to get a better understanding of your employment history. I see that you have held a number of positions over the past years – could you tell me what you did not like about each position? What factors led you to leave each position?

Started a job in the middle of the school year: What were you doing prior to taking this job?

Left a job in the middle of the school year: Why did you leave this job before the end of the school year (really push for specific reasons)?

Only has temporary or substitute positions: Prior to substitute teaching, were you actively seeking permanent employment? Why did you take a job as a substitute?

Off-color / inappropriate comments in the cover letter: What did you mean when you wrote [quote]?

6© TNTP 2012

Using a review sheet can help to standardize reviews, rank candidates and prepare for the interview

7© TNTP 2012

Agenda

Resume Review




Creating Scenarios

Probing Questions


8© TNTP 2012

It is important to be strategic when developing your questions

• Provide evidence for one or more of the competencies you’ve chosen for your selection model

• Encourage the candidate to discuss specific examples in all of their answers

• Be connected to specific, observable indicators that you previously identified for each of your competencies

• Allow you to illicit evidence from candidates of all skill levels and backgrounds

Strong questions should…

9© TNTP 2012

Sample standard interview questions by competency

Teaching AbilityDescribe a recent lesson that did not go well.

• What had you hoped to accomplish during this lesson? • If you were asked to teach this lesson again, what would you

do differently?

Achievement

After your first year of teaching at our school, how will you

look back and know that you have succeeded?

• What other measures could you use?

School Fit

What challenges do you anticipate facing next year?

• What strategies would you employ to deal with such

challenges?

10© TNTP 2012

Determining your Interview Questions

Now that we’ve discussed the types of questions you can ask, we are going to give you time to build an interview question bank.

Develop 1-2 questions for each competency.

Be sure to have a mix of questions so that you can assess each competency. For a 30 minute interview, you should aim to ask 5-6 questions (allowing time for responses and follow up questions).

Determine the order of your questions. Those which are more involved or require more thought should be asked later in the interview so that interviewer and interviewee have a chance to “warm up.”

Activity

1

2

3

11© TNTP 2012

Questions you plan to use

Competency Question

12© TNTP 2012

Agenda

Resume Review




Creating Scenarios

Probing Questions


13© TNTP 2012

For each of the following candidate types, what would you look for in an interview?

Experienced Teachers

Traditionally Prepared New Teachers

Teachers in Alternative Certification Programs

Activity

14© TNTP 2012

Some teachers have actual teaching experience to discuss during an interview

Experienced Teachers

• Ask for specific examples of teaching experiences, struggle and successes

• Use specific classes and students• Ask about successful classroom management

strategies they have used• Ask about their education/classroom philosophy• Ask about their work/interactions with their

colleagues

Traditionally Prepared New Teachers

• Ask for teaching success that they have observed and why they think it was successful

• Ask about specific classroom management strategies they are planning to use and why they plan to use that strategy

• Ask for examples from their student teaching experiences, but understand that not all student teaching experiences are the same

15© TNTP 2012

For teachers who do not yet have classroom teaching experience, ask scenario questions

Teachers in Alternative Certification Programs

• Ask questions about their content knowledge and how they would share that with their students

• Ask scenario based questions, especially about classroom management

• Ask questions that get at their general approach to students, parents and colleagues

• Ask about their experiences with children outside of the classroom

• Ask what training they will receive. Keep in mind that most of these candidates will learn instructional strategies during summer training

16© TNTP 2012

You can customize the same question for different types of candidates

Review the questions you chose earlier and identify one to customize by experience level.

Competency: AchievementIndicators: Sets and meets academic goals with students;

Provides examples of success in increasing student achievementExperienced teachers: What classes did you teach last year?

Tell me about your goals for X class? Did you reach them? How do you know?

New teachers: How will you know if you have been successful in your first year of teaching?

Activity

17© TNTP 2012

Agenda

Resume Review




Creating Scenarios

Probing Questions


18© TNTP 2012

Provides abundant evidence supporting the desired competency or indicator(s)

Responses can fall into four general categories

Excellent

Response Next Step

Move on to next question

Strong

Provides some positive evidence of the desired competency or indicator(s), but there are gaps in information or an inconsistent pattern

Probe - ask additional follow-up or probing questions to gather additional evidence

Weak

Provides some generally negative evidence of the desired indicator(s) or very limited positive evidence

Probe - Offer the candidate a chance to clarify his/her position, provide additional evidence or demonstrate the response is not acceptable

PoorCandidate provides abundant negative evidence of the desired indicator(s)

Document evidence and move on to the next question or competency

19© TNTP 2012

Tips and best practices

Best Practices Tips to Remember

• If you want to know more about a candidate’s experience, ask another question

• Follow your selection model

• Take notes

• Determine your key indicators

• Identify your non-negotiables

• Consider recording your first few interviews to review candidates’ responses

• Work closely with your selection team

• Good answers may change by school

• Determine if the candidate answered the question that was asked

• It’s not about saying something specific or getting an answer exactly right

• Candidate’s experiences and strengths may be good but not relevant

• Focus on the ability to teach the content

20© TNTP 2012

What does a good response look like?

Example: Competency – Teaching Ability Strong or excellent answer shows evidence of the following indicators:

conveys ideas and information clearly, provides reasonable examples of effective lesson-planning, instructional strategies, and/or student assessment, makes content meaningful, sets concrete, ambitious goals for student achievement, indicates confidence all students should be held to high standards, reflects on successes and failures

May also present evidence of other competencies, i.e. communication skills, critical thinking

Question #1: Tell me about a lesson that you taught last week/yesterday?A strong answer may include:

• A clearly explained objective• Measurable assessment• Indication that the candidate understands differentiation• All activities directly related to meeting the objective

A weak answer may include:• An unclear objective• “Fluff” activities that are not aligned to the objective• A very simplistic lesson• A lesson that did not meet the needs of all learners

Example

21© TNTP 2012

Agenda

Resume Review




Creating Scenarios

Probing Questions


22© TNTP 2012

Questions that ask candidates to provide a step by step solution to a difficult scenario are particularly effective

They allow you to evaluate a candidate’s ability to handle challenges unique to your school

They require the candidate to think beyond a scripted response

They give candidates a realistic picture of the culture and challenges at your school

They can be tailored to ask about the exact strengths you are looking for based on your selection model

23© TNTP 2012

Every scenario has three basic parts

• Example : It’s the third month of your first year of teaching. In order to further assist your struggling students, you began offering an hour of your time before and after school. That time has definitely increased their progress, but the additional two hours has taken away all of your free time. Now the other teacher in your grade will be out for a few months, and the principal has asked you to take on some of her students –most of which are behind the students in your class. What would you do?

The Set-up: A brief explanation of the teacher’s situation, describing both the problem as well as additional details you want them to consider such as time of year or class size

Complex Problems: A successful scenario poses more than one problem to demonstrate both realistic expectations as well as to have the candidate reveal what their priorities are in the given situation

A Clear Question: Though the problem is complex, it should be obvious to the candidate what you expect them to answer

24© TNTP 2012

Identifying Strong Responses to Scenarios

Review the example provided and identify specific indicators that would be present in a strong response.

Activity

25© TNTP 2012

Tips to keep in mind when developing and asking scenario questions

• Use realistic scenarios that have occurred in your school

• Consider different scenarios for different types of teachers: elementary, secondary, special education, ESL

• Consider different scenarios for different levels of candidate teaching experience

• Provide context of the situation, but keep the scenario brief

• Expect that the candidate won’t have a perfect solution to the problem. You are looking to make sure that the candidate has the right instincts.

• Evaluate both the content of the candidate’s answer (strategies) and her/his reaction to the scenario.

• Repeatedly probe the candidates after she/he has given the initial answer: “What would you do if that didn’t work?”

• Allow ample time for the candidate to digest the situation and develop an answer.

Developing Scenarios

Asking Scenarios

26© TNTP 2012

Identify a realistic situation that has happened (or could happen) to a new teacher at your school

Consider using:• A common complaint or struggle of new teachers• Specific classroom management challenges (i.e. calling out, fights, etc.)• Building or site-specific challenges (sharing a building with another

school, multiple entrances/exits, distance between classrooms and main office)

• Peer/parent interaction situations

List 2 specific challenges faced by teachers at your school that might make good scenario questions

1.

2.

Activity

27© TNTP 2012

Using one of the challenges you identified, create a scenario and identify the characteristics of a good response

Scenario #1

An excellent answer:•

•

•

Be sure to include:• The set-up• Complex or

multiple problems

• A clear question at the end

Activity

28© TNTP 2012

Using another challenge, create a scenario and identify the characteristics of a good response

Scenario #2

What additions or changes could you make to use this interview scenario as a writing prompt exercise?

Be sure to include:• The set-up• Complex or

multiple problems

• A clear question at the end

Activity

?

29© TNTP 2012

Agenda

Resume Review




Creating Scenarios

Probing Questions


30© TNTP 2012

It’s important to carefully listen to and understand a response

Repeat back information

Push candidates to expand upon or clarify his or her response

Push candidates to develop a variety of responses and solutions

Allow ample time for candidates to develop a response

DON’T ask leading questions

DON’T interrupt a candidate’s response

DON’T react with facial expressions or body language

31© TNTP 2012

General Probing Questions

Can you tell me more about…?

What do you mean when you say…?

Can you give me an example of that?

Would you do anything else…?

32© TNTP 2012

Using Probing Questions

Using the candidate description below, develop three possible probing questions.

Example:

Charles is a third year teacher moving to San Francisco from Chicago. He received his degree in elementary education.

You ask: Do you think all students should be held to the same expectations?

He replies: That’s a really hard question. Students come to school with so many different talents and experience many challenges outside of school. So, no, I don’t think everyone should be held to exactly the same standard.

Possible probing questions:

1._________________________________________________________________

2._________________________________________________________________

3._________________________________________________________________

Activity

33© TNTP 2012

Agenda

Resume Review




Creating Scenarios

Probing Questions


34© TNTP 2012

While evaluating and interviewing candidates, it is extremely important to keep personal bias in check

Interviewer bias occurs when an interviewer focuses on a single aspect of a candidate, preventing an unprejudiced consideration of their ability.

Not all interviewer biases negatively impact the candidate (i.e., a candidate is well received because they went to the same college as the interviewer), however, in either case the bias is falsely used as a proxy for information that should be directly inquired about by the interviewer.

Common biases (either for or against):

•College attended•Political affiliations•Appearance or dress•Certification route•Previous employers•Age•Geographic location

35© TNTP 2012

Interview errors frequently occur in any hiring process

1. Positive-Negative Leniency Error: Interviewer tends to be too hard or too easy on everyone.

2. Trait Error: Interviewer tends to be too hard or too easy on a given competency or event (i.e. Teaching Ability or writing sample).

3. Repetition Error: “This candidate reminds me of the last 20 candidates.”

4. Sympathy Score: Interviewer thinks “Well, they were trying really hard and they are really enthusiastic.”

5. Order Effects: If you have just seen 7 bad candidates, the average one seems like “Teacher of the Year.”

--Adapted from Culham and Spandel (1993)

36© TNTP 2012

Unlawful Interview QuestionsTopic Lawful: Unlawful:

Name • What is your full name?• In checking your references and/or

educational background, will I be able to identify you by your current name?

• What is your maiden name?• Do you prefer Ms., Miss, or Mrs.?• What type of a name is ________?

Address • How long have you lived at this address? • Birthplace?• Names and relationships of

persons with whom the applicant lives

• Do you own or rent your home?

Age • Are you under 18 years of age? • How old are you?• What is your date of birth?

Disability/Handicap

• After describing the essential functions of the job--can you perform these functions with or without a reasonable accommodation?

• After describing the essential functions of the job--will you be able to meet these requirements?

• Do you have any disabilities that would prohibit you from performing this job?

• Have you ever had a back (or any other type) of injury?

• Have you ever been injured on the job?

• Have you ever filed for Worker's Compensation

Citizenship • Can you present proof, if hired, that you are eligible to work in the United States?

• Are you a citizen?• Can you provide a green card or a

visa?

National Origin

• What language do you speak/write fluently (if job-related)?

• Where were you born?• What is your native language?• How/where did you learn to speak

that language?

37© TNTP 2012

Unlawful Interview Questions (cont.)Topic Lawful: Unlawful:

Education •What schools did you attend?•What courses did you take?•What degrees did you earn?

•What years did you attend?

Arrests/Convictions

•Have you ever been convicted of a felony?

•Have you ever been arrested?

Family/ Marital Status

•None •Are you married? Divorced?•How many children do you have?•Do you live alone?•What does your spouse do for a living?

Trans-portation

•Do you have reliable transportation that will assure that you arrive at work on time each day?

•Do you have a car?•How will you get to work?

Sex •None •Are you pregnant?•Are you planning to have any children?

Race •None •What race are you?

Military Record

•Education and training obtained through the military

•Dates of military duty.•Military duty with another country.•Type of discharge.

Documents

Effective Interviewing. 2 © TNTP 2012 Objectives Create an effective interview and candidate evaluation process Develop a series of competency-based interview