This document provides information and advice about applying for teaching jobs. It discusses where to look for job listings, such as at placement schools, local authorities, websites like TES and Indeed, and supply agencies. It advises being wary of applying for jobs that are not a good fit and knowing what type of role and school is being sought. The document reviews components of job applications like cover letters, teaching demonstrations during interviews, and common interview questions about subjects, assessments, behavior management, and other professional topics. Sample experiences from interviews are shared, and tips are provided for interview lessons and preparing for different aspects of the interview process.

1. PGCE Primary Education
2014_15
Wednesday 18th
February 2015
TE0730 Reflective Professional Studies
Employment 101
- from trainee to teacher

2. Where to look
 Placement School
 Local Authority Listings
 TES
 Indeed
 Supply Agencies
 It’s who you know!

3. Making Informed Choices
 Be wary of getting a job that you don’t
really want!
 Know what and where you’re looking for.

6. TES

7. Application Form
 Covering Letter
 Letter of Application (Supporting
Letter / Personal Statement)

8. Visiting the School
 Speculative Visits – Pre Application
 Post application candidate visit

9. Questions
 Can you tell me the most recent
developments in the primary phase of
the National Curriculum?

10. Disclaimer
 All of the questions that follow have been drawn
from the real interview experiences of students
who have completed the programme in the last
3 years. Please remember that every school is
different and every Governing Body wants to find
the best person for their own school.
 There is no right answer to these questions, but
awareness of the sorts of things that are asked
can only help.

11. Sample Interview Experience (1)
Tasks:
Speed Questions: Quick questions to answer with first thing that came
into your head.
1. What is the next book you want to read?
2. What is the best holiday you can remember?
3. What animal do you see yourself as?
4. What do you think about cats?

12.  Diamond 9 task: We were given 9 statements to rank in the order
of importance together within our small group, concerned with the
qualities of a good teacher. Sense of humour, passionate about
making a difference, well organised and systematic, caring and
approachable, creative, imaginative and flexible, good
communicator are examples that were used.
 Once we had agreed on the order, we then had to justify why we
had chosen these in the order they were, and why in the context of
this school.
 Reading task: We were taken to a year one class and told to share
a story at a table with a group of five children each.
 Object task: We each brought in an object that reminded us of
something that we were very proud of, and talked to our whole
group, the head and the deputy head about it.

13.  Writing Task: Write two paragraphs about how you would establish
effective classroom routines and expectations in order to ensure
good behaviour.
 Child-led interview: We talked with a group of children and then
they had to tell the teachers what they had learned about us and we
had to tell them what we had learned about the children.
Then lunch then sent home...
“I didn't get through to the formal interview, although I feel formal
interviews are my forte I'm not disappointed, the school wasn't the
best fit for me, and two people who work there already went through
to the next round. 15 of us beat over 300 applicants to get an
interview.”

14. Sample Interview Experience (2)
 First I had to do a 30 minute lesson on Mathematics, and was
observed by the senior leadership team. My brief was; 22 children,
mixed year 1/2 class, ranging from p scales to level 2, 1:1 autistic
child.
 I had 10 minutes to set up my classroom and wasn't given an
objective for the lesson. I rang up and asked the prior learning of
the children so that I could understand what they already knew
- the headteacher was helpful and told me that they knew their basic
number skills and had just finished the topic of money.
 After the lesson observation I then got through to the final interview.
I got given the questions 10 mins prior to the interview (The lesson
was graded as outstanding).

15. Ten Tips for Interview Lessons
How long is the lesson?
How many children?
Year group and subject focus?
Using names – stickers
Lesson Objective/Success Criteria – Print + Laminate + Blu Tak
Plenary – be explicit about what they have just learnt – P L B
Resources – Photo Packs / Flash Cards / Key Words
Paired Activity – Creates discussion opportunities and keep all children
actively involved
Smile
Dress appropriately

16. 1. Why did you choose to apply to (the school) and what
skills could you bring to the school?
2. In terms of assessment, what strategies would you use if
you:
A- noticed a child not progressing in a lesson
B- noticed a child not progressing over a period of time
3. What is you favourite subject to teach and why?
4. What is your least favourite subject to teach and why?
5. Have you come across children with an IEP?

17. 6. What do you think about parental engagement?
7. What behaviour strategies have you implemented within
your teaching style and why has it worked/not worked?
8. Could you give a critical reflection on your lesson you
taught this morning?
9. Could you now present your portfolio of evidence
(Standards)?

18. Things to Consider
 Contact with the school – how have they
asked you to contact them?
 Arranging a visit to the school?
 Asking questions
 Reviewing the school website
 Reviewing the school’s Ofsted report
 Proof-reading your application
 Preparing for interview
 Breathe…

19.  Across the next few slides are a series of
sample questions that have been shared
with the team at Northumbria by students
past and present.
 They are drawn from a series of school
interviews across the Partnership as well
as questions that have been asked during
the Durham Pool interviews.

20. Questions
 Tell us about what has brought you here
today – quick life summary!
 3 words to describe you and 3 words to
describe your teaching, 3 words to
describe our school
 How do you develop positive learning
behaviours with the children in your class?

21. Questions
 What do you consider your strengths in
subject teaching?
 What are your areas for development?
 How would you ensure children learn to
read?

22. Questions
 Identify your strengths in terms of a
subject specialism, providing examples
from your previous teaching experience.
 If you were in school for an Ofsted
inspection, what would you be most
worried about?

23. Questions
 What do you understand by assessment
for learning?
 What do you by assessment of learning?
 What is your experience of assessing
children’s English and mathematics work?

24. Questions
 How do you know if the children in your
class are not making good enough
progress?
 Tell us about a lesson that you planned
that resulted in high quality writing from
children?

25. Questions
 Tell us about a difficult team situation that
you were in and how you dealt with it?
 What is the best training or development
you have ever had?
 What do you know about Pupil Premium
and how it is used to benefit children’s
learning?

26. Questions
 How do you ensure children in your class
are kept safe?
 Can you identify behavioural strategies
that you have used in your class that has
supported your class teaching?

27. Questions
 What do you do when a usually disruptive
child vomits in class and the rest of the
class think this is hilarious?
 What is your view on collective worship?
 Your head thinks competitive sport
damages self esteem. What is your view?

28. What are they looking at?
 Confidence
 Personality
 Body Language
 Your face!

29. Interview Performance