Job Interview Rubrics

Sample “Assessment Keys” for Teacher Candidates

How do “they” judge prospective educators? What skill-sets are wanted and scored?

Here is a sampling of the rubrics or evaluation tools that employment screening committees may use to rank (and eliminate) the applicants they interrogate. Sources listed below, these were found online and represent a wide variety of benchmarks.

Here’s your opportunity to practice answering interview questions – alone, with your college roommate, friends, or peers in music education methods classes or the NAfME collegiate chapter.

This blog-post should be used in conjunction with these past articles on tips, criteria, and questions suitable for hosting mock interview practice sessions:

Be sure to record your mock interview and assess your performance using these forms. Alternate the evaluation with different rubrics. Remember: PRACTICE MAKES PERFECT!

Good luck! PKF

 

#1

mockinterviewpp1mockinterviewpp2

 

#2

WVU_interview_pp1

WVU_interview_pp2

 

#3

Workplace Learning Connection

 

#4

ndsu.png

 

#5

scranton

 

#6

Edl.io 2009

 

#7

Baltimore Public Schools (TNTP) Sample Final Eval Form

#8

Davidson COllege pp1Davidson COllege pp2

Special thanks to the contributions of these institutions:

  1. University of North Carolina Wilmington
  2. West Virginia Department of Education
  3. Kirkwood Community College
  4. North Dakota State University
  5. University of Scranton (National Association of Colleges and Employers)
  6. Edl.io Interview Rubric 2009
  7. Baltimore Public Schools (TNTP)
  8. Davidson School Center for Career Development

 

Image by Tumisu from Pixabay

 

© 2019 Paul K. Fox

 

 

 

 

Interviews

READY TO HIRE: Strategies to Land a Job

For all future music teachers everywhere, especially members of a PCMEA or NAfME collegiate chapter, we post these handouts from past NAfME and PMEA music teacher conference sessions, all moderated by Scott Sheehan, Immediate Past President of NAfME Eastern Division and Past State President of PMEA.

As a tradition at the annual state conference, the session “Ready to Hire: Interviewing Strategies to Land a Job” has offered “tried & true tips to assist promising music education majors with developing interviewing skills to successfully land their dream job.” One of the features of the clinic is the set-up of a “hot seat” where volunteer candidates are put through one or more questions in a “mock interview,” and then assessed on their “performance.” The guest panelists often distribute a “takeaway” with valuable tips on interview techniques and questions, and developing personal branding, networking, and marketing skills.

These suggestions are offered as a way to “practice” taking employment interviews.

Best wishes on your job search. Now go out there and “nail” the interview!

 

NAfME Logo_eastern_division

NAfME Biennial Eastern Division/PMEA State Spring Conference

April 4-7, 2019 in Pittsburgh, PA

 

Sheehan: Interview Session Handout

Metelsky: Interview Worksheet

Pearlberg: Ready to Hire Interview Strategies

Fox: Job Interview Playbook

 

 

PMEA conferences.png

Pennsylvania Music Education Association Annual Spring Conference

(various years)

 

Basalik: Ready-Set-Interview

Baxter: Music Interviews

Fox: A to Z Job Interview Checklist

Fox: Marketing Your Professionalism

 

pcmea

Additional Resources

PMEA Job Board

NAfME:

Sullivan Interview Strategies that Work

Older blog-posts at this site:

 

Acknowledgments:

  • Sue Basalik
  • Howard Baxter
  • Marc Greene
  • Susan Metelsky
  • Alicia Mueller
  • Henry Pearlberg
  • Kathy Sanz
  • Scott Sheehan
  • Jill Sullivan
  • Lucy White

Image by Tumisu from Pixabay

 

© 2019 Paul K. Fox

All rights reserved by the individual authors of this material

Blueprint for Success – Preparing for the Job Interview

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” – Albert Einstein

New or Prospective Music Teachers – Reviewing the Situation

By now, I hope you have had the opportunity to revisit and reflect on my past blogs about marketing professionalism, pre-interview preparation, tips and techniques on interviewing, development of storytelling skills, and the criteria for selection of the “ideal” school teacher candidate. Please peruse these articles at https://paulkfoxusc.wordpress.com/category/marketing-professionalism/. I recommend starting “at the bottom” of the page with the oldest blog (July 1, 2015) and progressing towards the present.

Pay particular attention to the outline posted on July 8: https://paulkfoxusc.wordpress.com/2015/07/08/overview-strategies-for-landing-a-music-teacher-job/. In summary, it is important for you to complete the following steps:

  1. Complete a thorough self-assessment.
  2. Assemble artifacts of your professional activities.
  3. Formulate a philosophy of music education.
  4. Familiarize yourself with current educational jargon.
  5. Compile a set of detailed professional anecdotes based on your positive attributes.
  6. Create/revise your résumé, interview handouts, electronic portfolio, and employment website.
  7. Research the school district, music program, job opening, and unique local curricular innovations.
  8. Develop appropriate and insightful questions to ask the interviewer.

empty-interview-1180616Next, the purpose of this blog is to provide the “nitty-gritty” for you to practice and drill answering common interview questions. This material is suitable for individual prepping or group mock interview sessions, and to assist in the formation of meaningful stories/anecdotes that would support a specific candidate’s mastery of each “core teacher standard.”

Music educators have experience in “music performance.” All aspects of excellent delivery of responses to these sample questions should be explored… good vocal tone, clear diction, clarity and organization of thoughts, a calm but engaging attitude, poise, professionalism, and self-confidence in front of an audience, and demonstrations of competency, critical thinking and problem solving towards a smooth, well-practiced interview – the most important “performance” of your career.

What to Expect – Types of Interview Questions

According to Alison Doyle at http://jobsearch.about.com/od/interviewsnetworking/tp/types-of-interview-questions.htm, “You’ll be asked about your employment history, your ability to work on a team, your leadership skills, your motivation, as well as other interview questions related to your skills and abilities.”

As a music teacher, expect inquiries from these general categories:

Special Interviews and Screening Procedures

NAfME published an online article “Music Education Interviews” and shared the following. Click here for an excerpt of the 2014 article (no longer available on their website): NAfME – Music Education – Interviews

nafmeSome schools are utilizing special techniques to pre-screen applicants. For example, the Gallup Teacher Insight Assessment is an online interview subscription tool for school districts. It uses a combination of question types that includes multiple choice scales (strongly agree, strongly disagree, etc.) and open-ended essays. A computer scores the essays by looking for “keywords” and then compares the scores on all questions to the scores of outstanding teachers, before sending the results to the school. Sample questions include:

  • How would you plan a lesson to reach both auditory and visual learners?
  • How would you incorporate different cultures in your classroom?
  • Why did you want to become a teacher?
  • After school, you come across a student whom you know who is crying. He’s 16 years old. You ask him what is the matter, and he says he was caught cheating. What would you do?
  • One member of a team working on a curriculum project isn’t pulling his or her weight. What would you do?
  • How would your co-workers describe you?

Other similar tools are available for administrators to use to determine various aspects of your personality and philosophy of teaching. These tools, similar to the Gallup Assessment, look for keywords in your responses and provide the administrator with a “pass” or “fail” rating scale for each question….

In rare cases, savvy administrators may ask you to “audition” for a position. This could include having you teach a sample class, conducting an ensemble, sight-reading a musical selection on an instrument, or playing the piano. You may also find yourself being interviewed by a committee of music students and parents. Be prepared.

One Evaluative Rubric

Job_interview_0001From the Assessment Criteria for Teacher Candidates (developed by Upper St. Clair School District Superintendent Dr. William Pope, Human Resource Director Ms. Jean Toner, and other staff), specific skills/behaviors/”core teaching standards” may be assessed at an interview, soliciting ratings of “Unsatisfactory,” “Satisfactory,” “Good,” or “Superior.” To see a sample of the rubric, click here: 7000.1 Professional Rating Form

Instructional

  • A. Educational Philosophy
  • B. Knowledge/Experience
  • C. Classroom Management
  • D. Technology
  • E. Oral Expression
  • F. Written Communications

Professional

  • G. Leadership
  • H. Teamwork
  • I. Judgment
  • J. Problem Solving
  • K. Planning & Organizing
  • L. Innovation

Personal

  • M. Initiative
  • N. Dependability
  • O. Adaptability
  • P. Self-Insight and Development
  • Q Energy and Enthusiasm
  • R. Appearance

Sample Music Teacher Employment Questions

6028366401_90f47624db_b(for study and practice, listed by core teaching standard, above USC criteria A through Q or “most popular”)

Most Popular

  • 1. Who had the greatest influence on you to become a music teacher and why?
  • 2.  What are the most important qualities of an outstanding educator?
  • 3.  What is your personal philosophy of student discipline?
  • 4.  How would you assess the learning in your classroom/rehearsal?
  • 5.  What purpose does music education serve in the public schools?
  • 6.  What is the importance of professional development and how will you apply it to your career?
  • 7.  What are your personal goals? Where do you see yourself in ten years?
  • 8.  How do you recruit students to “grow” a music program?

A – Educational Philosophy

  • A1.  Concerning music education, what is your philosophy and mission?
  • A2.  What is your view of the teacher’s role in the classroom?
  • A3.  What is most important to you (and why): music content, outcome, or process?

B – Knowledge/Education

  • B1. Describe a successful lesson plan you have developed.
  • B2.  What units would you plan for __th grade general music?
  • B3.  List a few selections you might program on a choral (or band or string) concert.
  • B4.  What steps would you take to teach someone how to improvise?
  • B5.  How do you get a child to match pitch?

C – Classroom Management

  • C1.  What rules and expectations would you establish in your classroom?
  • C2.  How will you control behavior in large ensembles?
  • C3.  How would you deal with a difficult student who has gotten off-task?

D – Technology

  • D1.  How will you incorporate the use of technology in your classroom?
  • D2.  How have you utilized technology to assist in instructional preparation?
  • D3.  Summarize a list of software programs and other technology you have mastered.

E – Oral Expression

  • E1.  Describe your strengths in oral communications and public relations.
  • E2.  How would you disseminate information to the students in support of your daily lesson targets?
  • E3.  Provide sample announcements you could make at an a) open house or b) public performance?

F – Written Expression

  • F1.   Discuss your strengths in writing and/or written communications.
  • F2.   What role does the Common Core have in general music (or music ensembles)?
  • F3.   Describe your last or favorite college essay or article on music or curriculum.

G – Leadership

  • G1.  Describe your leadership style.
  • G2.  What actions would you take to get a group of peers refocused on the task at hand?
  • G3.  Illustrate your role in a group project or collaborative assignment.

H – Teamwork

  • H1.  How would you involve students in the decision-making or planning of your classes/ensembles?
  • H2.  How would you involve parents in your music program?

I – Judgment

  • I1.    How would your musical peers describe you?
  • I2.    How do you typically model professionalism and judgment dealing with conflict?

J – Problem Solving

  • J1.    How do you differentiate and teach to diverse levels of achievement in your music classes?
  • J2.    Describe a difficult decision you had to make and how you arrived at your decision.
  • J3.    How will you accommodate students who want to participate in both music and sports?

K – Planning and Organization

  • K1. How do you insure that long-term plans and music objectives are met?
  • K2. Illustrate a typical musical (or marching band or ensemble) production schedule.

L – Innovation

  • L1.   How would you structure a general music (or ensemble rehearsal) classroom of the future?
  • L2.   Share an anecdote about a new or innovative teaching technique you have used in music.

M – Initiative

  • M1. Describe a project you initiated (or would initiate) in your teaching or extra-curricular activity.
  • M2. What motivates you to try new things?
  • M3. How much time outside the school day should a music teacher be expected to work?

N – Dependability

  • N1.  How would you define professional commitment in terms of music education?
  • N2.  What after-school activities do you plan to become involved?

O – Adaptability

  • O1.  How do you cope with stress?
  • O2.  How do you manage shifting priorities or changing deadlines?

P – Self-Insight/Development

  • P1.  Why did you choose to become a music teacher?
  • P2.  In your own music-making or teaching, of which are you most proud (and why)?
  • P3.  If you could write a book, what would the title be?

Q – Energy/Enthusiasm

  • Q1.  What hobbies or special skills do you have which may influence your future activities?
  • Q2.  In what extra-curricular activities did you participate at the HS and college level?

Now, it’s up to you. How do you improve your interviewing skills? How do you better your chances of getting a job? Practice, practice, practice!

PKF

© 2015 Paul K. Fox

Criteria for Selection of the “Ideal” Teacher Candidate

“A good teacher can inspire hope, ignite the imagination, and instill a love of learning.”    – Brad Henry

Standards and Benchmarks of Top-Rated Educators in Music and Other Academic Subjects

OLYMPUS DIGITAL CAMERA

The best way to prepare for a job interview is to become aware of how you will be judged in comparison with your peers. What are the standards (or behaviors or criteria) of outstanding teachers? For what are administrators looking to fill the vacancies and build/maintain a quality staff?

Interviews will sort out (and rank) the competencies, certifications, education levels, and overall experience of the candidates. Obviously, mastery of subject content and teaching methods will be evaluated. However, you may be surprised that significant focus will be placed on personality traits, social skills, and evidence of personal drive, reliability, versatility, vision, and habits of professionalism.

In short, you may be the best musician this side of the Mississippi, the “model lesson planner,” and can conduct Orff’s Carmina Burana or Shostakovich‘s Festive Overture blindfolded, but if you cannot inspire students, work with coworkers, and communicate effectively, your interview and chances for being hired are doomed from the start.

Adapted from David Berliner and William Tikunoff, “The California BTES: Overview of the Ethnographic Study,” effective teachers score high on…

  • Accepting
  • Adult involvement
  • Attending
  • Consistency of message
  • Conviviality
  • OLYMPUS DIGITAL CAMERACooperation
  • Student engagement
  • Knowledge of subject
  • Monitoring learning
  • Optimism
  • Pacing
  • Promoting self-sufficiency
  • Spontaneity
  • Structuring

Effective teachers score low on…

  • Abruptness
  • Belittling
  • Student defiance
  • Counting hours or “clock punching”
  • Illogical statements
  • Mood swings
  • Oneness (treats whole group as “one”)
  • Recognition-seeking

In previous blogs (e.g. https://paulkfoxusc.wordpress.com/2015/07/01/the-meaning-of-pro/), I have defined the qualities of a “professional.” How many of these traits do you model?

  • Succeeded in and continues to embrace “higher education”
  • Updates self with “constant education” and retooling
  • Seeks change and finding better ways of doing something
  • Like lawyers/doctors, “practices” the job; uses different techniques for different situations
  • Accepts criticism (always trying to self-improve)
  • Proposes new things “for the good of the order”
  • interview-1238367Can seemingly work unlimited hours (24 hours a day, 7 days per week)
  • Is salaried (does not think in terms of hourly compensation, nor expects pay for everything)
  • Is responsible for self and many others
  • Allows others to reap benefits and credits for something he/she does
  • Has obligations for communications, attending meetings, and fulfilling deadlines
  • Values accountability, teamwork, compromise, group goals, vision, support, creativity, perseverance, honesty/integrity, fairness, and timeliness/promptness
  • Accepts and models a corporate standard of behavior and appearance

It is worth reading “Weigh In: What Makes a Great Teacher” by Jacqueline Heinze in the Winter 2011 issue of Administr@tor Magazine (see http://www.scholastic.com/browse/article.jsp?id=3755567). Among the numerous responses were these notable quotes:

  • “A great teacher must be resilient.”
  • “Great teachers are instructional leaders and curriculum designers.”
  • “Great teachers love what they do and perceive teaching as their calling.”
  • “Great teachers are empathetic and engaged.”

Also check out these websites for additional insight on the characteristics of a exemplary educator:

students-1460768Since the process of teacher selection in the public schools involves recruitment, screening, hiring, placement, induction, and evaluation, it is advisable for prospects to know the assessment practices already in place. According to the Pennsylvania Department of Education, Pennsylvania has adopted The Framework for Teaching as the overarching vision for effective instruction in the Commonwealth.

The Framework for Teaching is written by Charlotte Danielson, an internationally-recognized expert in the area of teacher effectiveness specializing in the design of teacher evaluation systems that, while ensuring teacher quality, also promote professional learning.

The introduction to The Framework of Instruction Evaluation Instrument 2013 states its purpose:

“The Framework for Teaching identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. While the Framework is not the only possible description of practice, these responsibilities seek to define what teachers should know and be able to do in the exercise of their profession.” – Charlotte Danielson

The model focuses the complex activity of teaching by defining four domains of teaching responsibility:

  1. Planning and Preparation
  2. Classroom Environment
  3. Instruction
  4. Professional Responsibilities

The domains can be further broken down into…

danielsons_image_dom1-4

Domain 1: Planning and Preparation

  • 1a Demonstrating Knowledge of Content & Pedagogy
  • 1b Demonstrating Knowledge of Students
  • 1c Setting Instructional Objectives
  • 1d Demonstrating Knowledge of Resources
  • 1e Designing Coherent Instruction
  • 1f Designing Student Assessments

Domain 2: Classroom Environment

  • 2a Creating an Environment of Respect and Rapport
  • 2b Establishing a Culture for Learning
  • 2c Managing Classroom Procedures
  • 2d Managing Student Behavior
  • 2e Organizing Physical Space

Domain 3: Instruction

  • 3a Communicating with Students
  • 3b Using Questioning and Discussion Techniques
  • 3c Engaging Students in Learning
  • 3d Using Assessment in Instruction
  • 3e Demonstrating Flexibility and Responsiveness

inside-a-class-room-school-1435436Domain 4: Professional Responsibilities

  • 4a Reflecting on Teaching
  • 4b Maintaining Accurate Records
  • 4c Communicating with Families
  • 4d Participating in a Professional Community
  • 4e Growing and Developing Professionally
  • 4f Showing Professionalism

Many Pennsylvania districts assess their professional staff and verify their teacher’s professional growth via rubrics or other evaluative tools, as well as the collection of artifacts that support these domains. Archives of these “best practices” would be assembled in portfolios for the principal’s year-end review (samples printed in blue below are possible artifacts for music educators in particular):

Domain 1: Planning

  • Assessment Tools
  • Lesson Plans
  • New Curriculum Innovations
  • Personal/Professional Goals
  • Music Repertoire/Program Lists
  • Subject Outlines

Domain 2: Classroom Environment

  • Audio-Visual Resources Including Recordings
  • Formal Observations
  • Informal Observations
  • PowerPoint Presentations
  • Sample Classroom Displays/Bulletin Boards

Domain 3: Instruction

  • Arrangements (Teacher Composed)
  • Conferences with Colleagues/PLCs/Teams
  • Meetings with Mentors/Curriculum Leaders/Principals
  • Printed Concert, Musical, Drama, or Recital Programs
  • pencils-1240400Sample Homework and Worksheets
  • Student Composed Music/Lyrics/Exercises
  • Warmup Drills and Style/History Handouts

Domain 4: Professionalism

  • Act 48 Clinics and Workshops
  • Congratulatory Notes from Parents/Staff
  • Grade Books and Attendance Records
  • Letters/Newsletters Sent Home
  • Minutes of Department Meetings
  • Professional Development Programs
  • Student Recommendations
  • Student Records

Individual school districts define their own “vision of a model teacher,” aligning the selection criteria with the goals of the school system and the needs of the individual schools. For example, Upper St. Clair School District (an Allegheny County public school system located in southwestern Pennsylvania, and where I worked 33 years as music educator and seven years as Performing Arts Curriculum Leader) adopted the following Assessment Criteria for Teacher Candidates (developed by Superintendent Dr. William Pope, Human Resource Director Ms. Jean Toner, and other staff). “In a nutshell,” these are what USC calls “core behaviors” or standards of personality traits, skills, and knowledge, and serve as categories for assessment of all job applicants during the interview process:

Instructional

  • Educational Philosophy
  • Knowledge/Experience
  • Classroom Management
  • Technology
  • Oral Expression
  • Written Communications

college-1241412Professional

  • Leadership
  • Teamwork
  • Judgment
  • Problem Solving
  • Planning & Organizing
  • Innovation

Personal

  • Initiative
  • Dependability
  • Adaptability
  • Self-Insight and Development
  • Energy and Enthusiasm
  • Appearance

My next blog on this subject will provide examples of music teacher interview questions for each of the above criteria… suitable for individual practice or group mock interview sessions, and to assist in the formulation of stories/anecdotes that would support a candidate’s mastery of each standard. The importance of this preparation is explored in a previous blog: https://paulkfoxusc.wordpress.com/2015/08/02/when-it-comes-to-getting-a-job-s-is-for-successful-storytelling/.

PKF

© 2015 Paul K. Fox