Once you've sent off your application, it'll go through the first selection stage. A shortlist will then be drawn up of candidates to be invited for interview.

If you are shortlisted for an interview, be sure to send a written reply confirming the arrangements. Don't attempt to change the date suggested by the school unless in extreme circumstances.

 

Preparing for interviews

 

Regardless of how irrational this seems, instant judgements based on your appearance will be made about you at interview ­ so what you wear is vitally important. The fact that there are as many dress codes as there are schools doesn't make your decision about what to wear any easier, but these ideas may help.

 

Make sure that whatever you wear is not so out-of-character that you feel uncomfortable. Try to find out the dress code for your school. If you can't do this through local knowledge, there's nothing wrong with telephoning to ask what the dress code is. In some schools, arriving in a suit wouldn't be at all appropriate, yet in many others, it would be expected.

 

Whatever you decide to wear, go for darker, co-ordinated colours and keep accessories to a minimum. Don't forget the finer details of hair and nails - if your hair needs constant adjustment, you'll infuriate your interviewers and your nails will be on show each time you shake hands or show items from your portfolio.

 

Plenty of sleep before the big day will naturally do wonders for your appearance and ability to think clearly.

 

Gathering information

 

When you've been given notice of an interview, you'll need to gather information on the school (or LA if it is a pool interview) and the profession in general so that you're fully prepared.

 

The school

If you're offered the opportunity to visit the school before the interview, take it. This'll give you the chance to get a feel for the place, meet staff and observe pupils, and will greatly ease the pressures of the interview day. Use the time wisely and never forget that you'll be under close scrutiny! However, do not canvass (solicit support for your application), as this will disqualify you immediately.

 

If you're not invited to visit, aim to find out before the interview as much as you can about the size and locality of the school and its catchment area, and the strengths of the school (academic, sporting, musical, dramatic etc). The following sources may be useful:

 

• the internet (many schools now have their own websites that provide valuable information for candidates 
• the material sent to you by the school) 
• the LA 
• the newspaper local to the school 
• the library local to the school 
• in England, the school's latest OFSTED report (available from the library or the OFSTED website); in Wales, look for the latest ESTYN report, available from the Estyn website.

The profession in general

 

You'll almost certainly be asked questions on current issues in education and there are several places to gather information to ensure you are as up-to-date as possible.

 

ATL provides news, views and analysis of what's really going on in education. Members should refer to copies of Report magazine, published ten times a year, and the termly `Student Focus', both of which feature articles on up-to-the-minute issues. ATL also publishes a range of fantastic publications which are produced in response to new developments in education. Finally, access all the latest news and information from the ATL website as well as this one.

 

The DfES' termly magazine, Teachers may be useful (access a copy from the Teachernet website). 

 

Talk to your tutors if you are at college. 

 

Other websites worth a look include: ­ 

• the Department for Education and Skills  
• OFSTED or ESTYN  ­ 
• the Training and Development Agency for Schools  ­ 
• the National Grid for Learning  ­ 
• the British Educational Communications and Technology Agency  ­ 
• the educational press and associated websites ­ 
• TeacherNet

Planning your journey

 

You'll probably be sent a map and relevant travel information when you accept the invitation to interview. Make sure you plan your journey in detail. A trial run, if at all possible, will make sure you know exactly how much time you need to allow. Aim to arrive early so that any delays you encounter won't matter and you have time to gather your thoughts when you arrive. You may be able to claim travel expenses for the interview;­ check with the school whether this is the case.

 

Having second thoughts

 

If, at any stage of the application process, you have second thoughts and decide not to continue, you are entitled to withdraw. 

 

Before the interview day, either write (if there is time) or telephone to explain your decision. During the interview day, ask the headteacher or person in charge of the interviews for a quiet word at a convenient moment. Your feelings should be respected. 

 

Don't simply fail to turn up. Although you may not be entitled to claim any expenses if you drop out before the day's conclusion, there's no failure in wanting to withdraw from the proceedings. It is far better that you are happy and still job searching than in a job or school that is wrong for you, particularly if you're a newly-qualified teacher who's facing an induction period.

 

On the interview day:­ a few tips

 

It's easy to allow anxiety to take over on important occasions such as interviews, but this can be controlled with a little physical and mental preparation.

 

Pay attention to your diet on the day. You don't want to be hungry, and an empty stomach can affect concentration. Fill up with fruits, vegetables and carbohydrates that will help you to maintain balanced blood sugar levels. Avoid fatty, sugary foods that encourage soaring highs and crashing lows. 

 

Develop good breathing habits. Slow, deep breaths can be instantly calming.

 

Negative thinking can take over if unchecked. Be confident and enjoy the day. It's your chance to express your talents and achievements, so allow yourself to shine. 

 

If you suspect nerves will be a problem, try some affirmations before the big day. Repeating a positive phrase such as 'I am calm and relaxed' has been shown to reduce anxiety. 

 

Don't forget to pack a notepad and pen as well as any documents relating to the interview and position.

 

Possible interview scenarios

 

The actual interview day can take many forms but, most commonly, you can expect to meet key personnel such as the headteacher and his/her deputies, and others with whom you would have to work closely. You will probably go on a tour of the school, and there may be food or drink available, followed by an interview. 

 

The interview panel often comprises the headteacher, the deputy head and the head of department (in secondary schools), as well as a member of the governing body and possibly an LA official. 

 

Each member of the panel should be introduced to you before the interview begins and their positions should be made clear. It is not unusual for all candidates to be together at the start of the interviews and to be called in at approximately 20 to 30 minute intervals. Unless you are called in first, use the time to relax and gather your thoughts. It's common practice for the chairperson of the interview panel to bring in and introduce the candidate.

 

Establishing rapport ­ body language

 

A successful interviewee is often an expert at establishing a good rapport with strangers in potentially stressful situations. This isn't simply achieved through speech but through non-verbal communications, too.

 

Use a firm grip when shaking hands with your interviewers, make eye contact and smile. 

 

Be aware of your posture while walking and sitting. Leaning forward slightly gives the appearance of interest and limited hand and arm movements convey serenity ­despite what may be happening on the inside! 

 

Think about the way you sound, the pace of your speech and tone of voice. The panel will be picturing you teaching pupils they know, and will need to feel at ease with your confidence. 

 

Avoid fidgeting and fiddling. Aim to develop a conscious awareness of how you may appear to others before the interview. Ask friends to tell you if you have any subconscious habits that could be tamed! 

 

It is common to mirror, subconsciously, what an interviewer does ­ for example, crossing arms or legs when they do. Aim to maintain an 'open' posture (i.e. nothing crossed) regardless of what is going on in front of you.

 

What interviewers are looking for

 

In addition to what's listed on the person specification, the interviewers will also be looking to see if you will:

• fit in with existing staff 
• be able to make a valuable contribution to the school 
• be sympathetic with the way the school is managed
• be able to develop your personal philosophies of teaching in the school.

Answering questions

 

There are two basic rules to follow when answering interview questions:

 

• listen to what is being asked (obvious, maybe, but it's common for candidates to answer a question that hasn't been asked!) 
• don't start to answer a question before you know how you will end your response.

If you don't understand a question, ask for clarification rather than bluffing. Likewise, if you lose your thread, own up sooner rather than later. You'll be admired for your honesty! Interviewers may play 'devil's advocate' by throwing in deliberately controversial comments. You'll be assessed on your responses, so aim for balance while giving your honest opinion. This way, you avoid the possibility of contradicting yourself.

 

You may well be asked different types of questions ­ for example, closed questions requiring short, factual answers ('How long have you lived in this city?') and open questions that give you the opportunity to expand on the basic facts ('How have you ensured equality of opportunity in your lessons?'). Make sure you realise when you are being asked a closed question, so that you don't ramble ­ sometimes, just a short answer will suffice. If you find that your interviewers are doing as much talking as you are, don't be alarmed. Research has shown that the more an interviewer talks, the more impressed they are with the candidate.

 

You’ve written a great application and got an interview. How do you prepare yourself? What questions might come up? Elizabeth Holmes, author of ATL’s publication Apply yourself! offers some useful tips.

It’s impossible to predict what questions you might be asked in an interview. In reality, is also probably better that you don’t know in advance otherwise you’ll be so aware of delivering a scripted answer that all your spontaneity, passion and enthusiasm would be squeezed out of you. However, there are likely topics to be covered, as follows:

• You may be asked to talk about our experiences in the profession so far, whether that’s as a trainee or a supply teacher.
• Interviewers will probably want to know how you would deal with certain ‘problem’ scenarios, for example an irate parent or a persistently disruptive child.
• Questions regarding assessment, and how you know your assessment of a child is accurate, are bound to come up.
• You’ll probably be asked in some way about your ability to work as part of a team  and your ability to work independently when necessary.
• Your accomplishments and career aspirations will feature at some point.
• Strengths and development needs may be covered.
• You may be asked to talk about additional subjects and skills that you could bring to the school. 
• Your abilities to handle the demands of the job and maintain a work-life balance could be covered.   

This isn’t in any way an exhaustive list, but you may like to think about how you would address these issues.

While you are in the interview, remember that it’s fine to take a moment to consider how you want to answer a question. A considered response is far better than one which tumbles out, never quite hitting the key point of the question, then tails off in a vague confusion! Listen carefully to each question as it is asked, and don’t be afraid to ask for clarity or for it to be repeated if necessary. Then focus your response directly on the question asked, calmly and with a quiet confidence.

At the end of the interview, you may be asked if you have any questions for the panel. Don’t worry if you can’t think of any - just make sure you’ve said something like ‘All the questions I have have been covered, thank you’. That said, it’s a good idea to keep some general questions up your sleeve as well as making a mental note of anything you can ask or comment on that arises throughout the course of the interview process. 

If you are going for a job in an academy or independent schools (or any school where teaching jobs will not be covered by nationally agreed terms and conditions), make sure you know exactly what type of contract (permanent, fixed-term, etc) and what rate of pay the position offers.
 
You might like to ask questions along the following themes:

• What would be the arrangements for my induction period?
• Would I have a tutor group?
• Would I have to teach personal, social and health education?
• Would I be able to offer an extra-curricular activity?
• How active is the parent-staff association?
• How involved are the governors at the school?
• Does the school organise any school journeys or day trips?
• Does the school offer PPA time for its staff?   

The list of possible questions is endless, but it’s quite possible that all outstanding questions are covered during the interview. As long as you make it sound as though you did have questions but that they have all been covered, it’s fine not to ask any. 

This text is taken from page 17 of Elizabeth Holmes’ book FAQs for NQTs: Practical advice and working solutions for newly qualified teachers. (2006) Routledge. Hardback ISBN: 0415367956; price £65 Paperback ISBN 0415367964 ; price £16.99. 

Questions you may be asked

During the interview, expect to be asked questions by each member of the panel. They'll have a list of questions that they'll ask every candidate, although the supplementary questions that will arise from your answers may vary. 

The first questions are usually designed to put you at your ease and may feel like small talk. Just participate as naturally as possible but don't let your first answer go on too long! Typical opening questions could include some, or all of the following:

• Did you have a safe journey?
• What did you find interesting about the school during your tour?
• What attracts you to teaching?
• What attracts you to this post?   

Other questions that follow will focus more specifically on professional issues and the specific needs of the post.

• What do you see as being the current issues in your subject area(s)?
• What do you know about the Foundation Stage/the National Literacy and Numeracy Strategies/citizenship issues? 
• How would you introduce a topic to your class? 
• How would you deal with an awkward pupil or parent? 
• How do you encourage achievement?
• What are your views on inclusion? 
• How do you ensure pupils do homework? 
• What do you consider to be your greatest strengths? 
• What issues in education interest you? What aspects of this job do you consider to be most important? 
• What do others consider to be your strengths? 
• How do you stimulate enthusiasm?   

Being asked to demonstrate skills

Many interviews now involve a practical session. This usually involves having to teach a small group of handpicked pupils for about 20 minutes. Accepted good practice is to give candidates notice of a practical session including the topic to be covered and its duration. If you're given prior notice, you owe it to yourself to prepare thoroughly, and you may want to ask the advice of your tutors if you're still in training.

Although a practical session can be daunting, it's best to view it as a challenge. If it is sprung on you with no notice though, consider the implications for your future employment at the school. You may feel more comfortable politely withdrawing from the proceedings if you think that to `bluff' would weaken your confidence.

Interviews in faith schools

Facing an interview in a faith school, many new teachers will be unsure what they may be asked about their own faith. Elizabeth Holmes, author of ATL’s publication Apply yourself!, offers the following advice.

Basically any interview in a faith or religious denominational school should be broadly similar to interviews in non-faith or community schools but you should expect to be asked something about your faith. Although there’s no way of predicting what questions NQTs are asked in interviews, many going for jobs in faith schools do report having been asked questions along the following lines:

• What role do you see the church (whether Catholic, Church of England or other) having in the education of young people?
• What can schools do for the church?
• In what ways, specifically, can you support the religious ethos of the school?
• Do your beliefs complement those of the school? How can you demonstrate that?   

In short, you need to be able to show that you have no philosophical objections to the religious work of and in the school and, in fact, that you will be able to actively support it. If you feel that this may be an issue for you, or even if you feel indifferent to the faith, it’s probably not going to be a good idea to go for the job.

This text is taken from page 10 of Elizabeth Holmes’ book FAQs for NQTs: Practical advice and working solutions for newly qualified teachers. (2006) Routledge. Hardback ISBN: 0415367956; price £65 Paperback ISBN 0415367964 ; price £16.99. 

Questions you may like to ask

You'll almost certainly be given the opportunity to ask questions of the interview panel, usually when they've finished questioning you. It is wise to have some questions prepared ­ the following may give you some ideas.

• What programme of induction does the school offer? 
• How is the LA involved? 
• Who will be my induction tutor? If it's the headteacher, will the role be shared with other staff? 
• Are there opportunities to visit other schools to observe teachers, and to meet other newly-qualified teachers? 
• As a returnee to teaching, what induction can the school offer me? 
• Will I be a form tutor?
• Is there pastoral support for tutors? 
• What are the main challenges facing this school? 
• What forms do the links with neighbouring schools or feeder schools take? 
• Does the school have specialist teachers of personal and social education (in secondary schools)?   

If all your questions are covered during the interview you can reply, when asked, that all your questions have been answered. ­It's then clear then that you did have some! Don't feel that you have to ask a question at this stage.

Pitfalls to avoid during interviews

• Wait until asked before sitting down. 
• Avoid colloquial language in your answers. 
• Don't be tempted into confrontation, however contentious the questions seem to be. Don't forget that, although you're being assessed from the minute you walk into the school, the day should be a two-way exchange so you too are doing the assessing. 
• Don't hide your enthusiasm at the interview.
• If you've taught before, never complain about former employers. 
• Try to ensure that you meet all the key personnel you would be working with closely, such as your future induction tutor, your year/department head or, for returnees, the team leader who will be responsible for performance management.   

Equal opportunities legislation and policies

Under equal opportunities legislation, it is unlawful to discriminate in employment against a person on the grounds of ethnic origins, disability, sexual orientation, gender reassignment, religion or belief. Regulations prohibiting age discrimination in employment came into force in October 2006.

Many LAs and schools/colleges have implemented their own equal opportunities policies. Although these may not have the force of law, they are normally designed to safeguard against discrimination on a wide range of issues such as gender, race, religion, sexual orientation and age. 

If, during an interview, you're asked inappropriate and potentially discriminatory questions (those related to personal circumstances rather than to the requirements of the post), you are in a difficult position. You can exercise your right to decline to answer ­ however, you may feel obliged to respond in order to avoid appearing uncooperative. Interview panels should be sufficiently aware of equal opportunities requirements to avoid such situations. If asked inappropriate and discriminatory questions, members should contact ATL immediately after the interview for advice.

Further information

• Looking for vacancies
• Applications
• After the interview