Effective interviewing

36
Effective Interviewing Model Staffing Initiative | TEMPLATE
  • date post

    21-Sep-2014
  • Category

    Education

  • view

    8
  • download

    1

description

 

Transcript of Effective interviewing

Page 1: Effective interviewing

Effective InterviewingModel Staffing Initiative | TEMPLATE

Page 2: Effective interviewing

2© The New Teacher Project 2008

Selection I Review

What selection components discussed during the last training have you used? What worked well? What did you struggle with? What do you still have questions about?

Page 3: Effective interviewing

3© The New Teacher Project 2008

Agenda

Introduction

Developing Questions

Differentiating Your Interview

Creating Scenarios

Recognizing Good Answers

Probing Questions

Interview Evaluation

Page 4: Effective interviewing

4© The New Teacher Project 2008

Objectives

Create an effective interview and candidate evaluation process

Develop a series of competency-based interview questions

Practice identifying excellent answers

Page 5: Effective interviewing

5© The New Teacher Project 2008

Agenda

Introduction

Developing Questions

Differentiating Your Interview

Creating Scenarios

Recognizing Good Answers

Probing Questions

Interview Evaluation

Page 6: Effective interviewing

6© The New Teacher Project 2008

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…

Page 7: Effective interviewing

7© The New Teacher Project 2008

Sample standard interview questions by competency

Teaching Ability

Tell me about a lesson you have taught that was very successful.

o What was the lesson?

o What were the activities?

o How do you know it was so successful?

o What would you do differently if you had to teach it again?

Achievement

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

look back and know that you have succeeded?

o What other measures could you use?

School Fit

What challenges do you anticipate facing next year?

o What strategies would you employ to deal with such

challenges?

Page 8: Effective interviewing

8© The New Teacher Project 2008

Determining Your Interview Questions

With a partner, look at the interview questions you already use. What competencies do they align with? Can any of your questions be adjusted to align with a competency? Are there follow up questions you should add?

Your Interview Question Competency Follow-up Questions

Page 9: Effective interviewing

9© The New Teacher Project 2008

Determining your Interview Questions

Now that we’ve discussed the components of strong questions and reviewed some of your own, we are going to give you time to build an interview question bank.

Use the question bank in the appendix to develop 1-2 questions for each competency, create your own questions or use the adjusted questions from the previous activity.

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 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

Page 10: Effective interviewing

10© The New Teacher Project 2008

Questions you plan to use

Competency Question

Page 11: Effective interviewing

11© The New Teacher Project 2008

Remember to include a question on any specific area for follow-up that you indicated on the resume review sheet

Page 12: Effective interviewing

12© The New Teacher Project 2008

Agenda

Introduction

Developing Questions

Differentiating Your Interview

Creating Scenarios

Recognizing Good Answers

Probing Questions

Interview Evaluation

Page 13: Effective interviewing

13© The New Teacher Project 2008

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

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

• Ask about successful classroom management strategies they have used

• Ask about their education/classroom philosophy

• Ask about their work/interactions with their colleagues

•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 know that not all student teaching experiences are the same

•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 scenario based questions•Ask about their experiences with children outside of the classroom•Determine what competencies are most important for their position (professionalism, organization, etc.)•Keep in mind that these teachers will likely not receive training, so you should be comfortable with their current level of knowledge

Experienced Teachers New Teachers – Traditionally Prepared

Alternative Certification Teachers Applicants for non-teaching positions

Page 14: Effective interviewing

14© The New Teacher Project 2008

You can customize the same question for different types of candidates

Select one question that provides evidence of “Teaching Ability” and customize it to make it relevant for each group:

Experienced Teachers ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________New Traditionally Prepared Teachers ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Alternatively Certified Teachers ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Competency: Teaching Ability

Indicator: Maintains high expectations for students when confronted with setbacks; continues to focus on the students’ academic success

Page 15: Effective interviewing

15© The New Teacher Project 2008

Agenda

Introduction

Developing Questions

Differentiating Your Interview

Creating Scenarios

Recognizing Good Answers

Probing Questions

Interview Evaluation

Page 16: Effective interviewing

16© The New Teacher Project 2008

Scenario questions that ask candidates to provide a step by step solution to a difficult challenge 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.

Page 17: Effective interviewing

17© The New Teacher Project 2008

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

Page 18: Effective interviewing

18© The New Teacher Project 2008

Building Scenarios

Scenario #1:Students move from one classroom to another each period during the day for classes in different content areas. Each day, the students of the last class of the day are at least 10 minutes late. They are starting to fall behind from the rest of the 8th graders. Half of the students are coming from a Music class and the other from Algebra. What would you do to ensure your students arrive on time? What if that did not work? When would you involve the principal?

What would an excellent answer to this scenario cover?•

ExampleIdentify:•The set-up•The complex problems•The clear question at the end

Page 19: Effective interviewing

19© The New Teacher Project 2008

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

Page 20: Effective interviewing

20© The New Teacher Project 2008

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

Scenario #2

An excellent answer:•

ActivityBe sure to include:•The set-up•Complex or multiple problems•A clear question at the end

Page 21: Effective interviewing

21© The New Teacher Project 2008

Agenda

Introduction

Developing Questions

Differentiating Your Interview

Creating Scenarios

Recognizing Good Answers

Probing Questions

Interview Evaluation

Page 22: Effective interviewing

22© The New Teacher Project 2008

Responses can fall into four general categories

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

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 clearer pattern or to show that they are not acceptable

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

Document evidence and move on to the next question or competency

Page 23: Effective interviewing

23© The New Teacher Project 2008

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

Example Question #1: Tell me about a lesson that you taught that was very successful?A “strong” or “excellent” answer will include:•A clearly explained objective•Measurable assessment•Indication that the candidate understands differentiation•All activities directly related to meeting the objective

A “poor” or “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

Page 24: Effective interviewing

24© The New Teacher Project 2008

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

Page 25: Effective interviewing

25© The New Teacher Project 2008

What does a good response look like?

Example: Competency – School Fit Strong or excellent answer – interacts with interviewer in an appropriate and

professional manner, respects the opinion of others, recognizes that families influence student achievement, demonstrates interests and skills that match the school’s culture and needs, interacts appropriately with supervisors, colleagues, parents and students

Activity Question #2:__________________________________

An excellent answer should include:

A poor answer may include:

Page 26: Effective interviewing

26© The New Teacher Project 2008

Different candidates will have different responses to the same question

What would you hope to hear in an ANSWER from a (n):

Experienced Teacher? ______________________________________________________________________________________________________________________________________________________________________________________________New Traditionally Prepared Teacher? ________________________________________________________________________________________________________________________________________________________________________________Alternatively Certified Teacher? _____________________________________________________________________________________________________________________________________________________________________________________

Criteria: Classroom Management

Indicator: Remains productive and focused in stressful situations

What question might you pose to all candidates? ___________________________________

__________________________________________________________________________

Page 27: Effective interviewing

27© The New Teacher Project 2008

Agenda

Introduction

Developing Questions

Differentiating Your Interview

Creating Scenarios

Recognizing Good Answers

Probing Questions

Interview Evaluation

Page 28: Effective interviewing

28© The New Teacher Project 2008

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…?

Page 29: Effective interviewing

29© The New Teacher Project 2008

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

Page 30: Effective interviewing

30© The New Teacher Project 2008

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 high 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

Page 31: Effective interviewing

31© The New Teacher Project 2008

Practicing Probing Questions – Role Playing

In this activity, the facilitator will be Kara Boyle. The participant will be interviewing Kara and asking a specific question and a series of follow-up questions. Evaluate what went well and what you may have done differently.

Question 1: Tell me about a lesson that you taught that was successful.

Question 2: How would you handle a parent that believes you are targeting their child for classroom disruptions?

Question 3: How do you measure success for your students?

Activity

Page 32: Effective interviewing

32© The New Teacher Project 2008

Agenda

Introduction

Developing Questions

Differentiating Your Interview

Creating Scenarios

Recognizing Good Answers

Probing Questions

Candidate Evaluation

Page 33: Effective interviewing

33© The New Teacher Project 2008

Practicing Interviews

Interview Role Play Protocol

4 min Role play interview

2 min Give feedback to interviewer

Repeat process for other two group members

Now you will have a chance to practice some of your interview questions and some of the techniques you learned in this workshop.

If you are the Interviewer…•Listen for characteristics of excellent answers•Use follow-up and probing questions to dig deeper and clarify responses

If you are the Candidate…•Decide whether to be a new or experienced teacher and answer questions appropriately based on that•Think about the feedback you would give the interviewer on their interviewing style

If you are the Observer…•Use the guiding questions on Slide 34 to help facilitate your feedback to the interviewer

Page 34: Effective interviewing

34© The New Teacher Project 2008

Observing the Interviewer

Focus on the interviewer during this role-play activity. Decide whether or not they make the most out of their time with the candidate.

Keep the following questions in mind while you observe:1. What are some examples of strong probing questions that the interviewer asked? What other probing questions could have been asked?

2. Was the interviewer able to get enough information from the candidate? Why or why not?

3. Overall, what did the interviewer do well? What else could the interviewer have focused on?

Page 35: Effective interviewing

35© The New Teacher Project 2008

Next Steps

Use the questions that you have selected during your next interviews.

Determine whether or not you are gathering sufficient evidence of the competencies and indicators you have chosen.

Contact the MSI team if you would like extra support in revising or implementing you selection model in any way!

Page 36: Effective interviewing

36© The New Teacher Project 2008

Appendices

Question Bank by Competency

Resume Review Form and Rubric

Unlawful Interview Questions

Common Interviewer Biases