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Interview Questions

This document provides an interview guide for junior high school and senior high school teacher positions. It outlines three key areas that will be assessed during the interview: [1] teaching ability, [2] classroom management skills, and [3] fit within the school culture. For each area, the guide lists several questions that will be asked to evaluate a candidate's experiences and approach. The interview is expected to last 30-45 minutes, with the first part focusing on background and the remainder on job-specific scenarios and examples. Candidates should be prepared to discuss both successes and challenges from their career concisely.

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Reyna Rose Gallego
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© © All Rights Reserved
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46 views

Interview Questions

This document provides an interview guide for junior high school and senior high school teacher positions. It outlines three key areas that will be assessed during the interview: [1] teaching ability, [2] classroom management skills, and [3] fit within the school culture. For each area, the guide lists several questions that will be asked to evaluate a candidate's experiences and approach. The interview is expected to last 30-45 minutes, with the first part focusing on background and the remainder on job-specific scenarios and examples. Candidates should be prepared to discuss both successes and challenges from their career concisely.

Uploaded by

Reyna Rose Gallego
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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JUNIOR HIGH SCHOOL & SENIOR HIGH SCHOOL

INTERVIEW GUIDE
Good day!

I am _________, the Chairperson of the Division Selection Committee. With me are the
members of the Division Selection Committee (introduce other members).

The purpose of this interview is for DepEd to hire the right person for the right job, make a
systematic assessment and evaluate and deliberate all the applicants fairly.

This interview will run for about 30 to 45 minutes. The first few minutes will cover a brief
review of your educational and work experiences. After that, we will ask about your
related job experiences and how you have done these tasks. We would appreciate if you
could give us specific and concise examples to determine if you are fit for the job.

We will be taking notes of the important details of your answers so that we will not miss
on anything. Will this be okay with you?

Preliminary questions:
• Tell us something about yourself.
• State your name, the school and the highest degree you gained, main areas of
responsibilities and skills.
• State also the job you are applying for and why.

I. Teaching Ability: Demonstrates an appropriate knowledge of content and pedagogy


• Conveys ideas and information clearly
• Focuses on achieving results with students
o Can you recall a time when you encountered a very difficult topic to teach?
Explain what you have done to overcome the challenge. What did you do?
How did things turn out?
• Provides reasonable examples of effective lesson planning, instructional strategies and/or
student assessment
o Tell me a time when you had conducted remedial classes for slow learners.
Describe the process you used to check the progress of the students. What
have you done? What was the result?
• Makes content meaningful to students in the district
o Was there a time that you faced with a topic which you think is difficult for
your learners to relate to? What did you do? What was the outcome?
JUNIOR HIGH SCHOOL & SENIOR HIGH SCHOOL
INTERVIEW GUIDE
• Sets concrete, ambitious goals for student achievement
• Indicates confidence that all students should be held to high standards
• Maintains high expectations for students when confronted with setbacks; continues to
focus on the students’ academic success
o You have noticed that 75% of your class are slow learners and you need to
make your class goals. How will you do it? Will you set an ambitious class
goal? Or would make sure that your goal is attainable? What do you think will
be the result of setting such goal?
• Addresses the multiple and varied needs of students
o How do you make group activities in your class? How did you group your
learners? What wass the result of classifying them in such manner?
• Reflects on successes and failures
o Take me to the time when 75% of your class failed in your summative
examination. What did you do? What was the result?

II. Classroom Management: Demonstrates ability to deal effectively with negative student
behavior
• Assumes accountability for classroom environment and culture
• Coveys reasonable understanding of potential challenges involved in teaching in a high-
need school
o Bring me to the first day of your class. In detail, tell me the things you do at the
beginning of the school year. What are the results of doing these?
• Demonstrates ability to deal effectively with negative student behavior
• Persists in offering viable or realistic strategies to deal with classroom management
challenges
• Remains productive and focused when faced with challenges
o Were you confronted with a terribly misbehaving student? Tell me what
happened, your courses of action, and the results.

• Conveys willingness to try multiple strategies or something new when things change or
when confronted with challenges
• Displays willingness to adapt classroom management style to meet the particular needs or
culture of a school
o Bring me to a time when your classroom management skill was put into test.
Explain the challenge that you have faced. What did you do? What was the
outcome?
JUNIOR HIGH SCHOOL & SENIOR HIGH SCHOOL
INTERVIEW GUIDE
III. School Fit: Demonstrates skills and needs for development that can be a good fit with the
school
• Interacts with interviewer in appropriate or professional manner
• Respects the opinion of others
o Was there a time that you were confronted by a situation where your
immediate supervisor (Principal, Head Teacher, Master Teacher, etc) told you
that you are not confident with the way you teach? I want to hear your
response. What did you do? What was the result?
• Recognizes that families impact student performance
• Expresses personal and professional expectations and/or preferences that are in line with
the school culture
o You are pursuing your Master’s Degree and you have your class every
Saturday. However, your PTA General Assembly was scheduled on a Saturday.
After the assembly, you will have the chance of conducting a conference with
the parents of your students. Will you attend your graduate school class or the
PTA assembly? Why? What do you think will be the result of making such
choice?
• Strategies create positive relationships with administrators, faculty, students
• Demonstrates interests and skills that match the school’s culture and needs
• Interacts appropriately with supervisors, colleagues, parents and students
o Can you tell us of an instance when you had trouble/confrontation with your
immediate supervisor or your principal? Explain the details of your
confrontation and actions that you have taken. How did it turn out?

Thank you very much! That would be all.

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