Effective interviewing


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Effective interviewing

  1. 1. Effective Interviewing Model Staffing Initiative | TEMPLATE
  2. 2. Selection I Review <ul><li>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? </li></ul>
  3. 3. Agenda Introduction Developing Questions Differentiating Your Interview Creating Scenarios Recognizing Good Answers Probing Questions Interview Evaluation
  4. 4. Objectives Create an effective interview and candidate evaluation process Develop a series of competency-based interview questions Practice identifying excellent answers   
  5. 5. Agenda Introduction Developing Questions Differentiating Your Interview Creating Scenarios Recognizing Good Answers Probing Questions Interview Evaluation
  6. 6. It is important to be strategic when developing your questions <ul><li>► Provide evidence for one or more of the competencies you’ve chosen for your selection model </li></ul><ul><li>► Encourage the candidate to discuss specific examples in all of their answers </li></ul><ul><li>► Be connected to specific, observable indicators that you previously identified for each of your competencies </li></ul><ul><li>► Allow you to illicit evidence from candidates of all skill levels and backgrounds </li></ul>Strong questions should…
  7. 7. Sample standard interview questions by competency <ul><ul><ul><li>Teaching Ability </li></ul></ul></ul><ul><ul><ul><li>Tell me about a lesson you have taught that was very successful. </li></ul></ul></ul><ul><ul><ul><li>What was the lesson? </li></ul></ul></ul><ul><ul><ul><li>What were the activities? </li></ul></ul></ul><ul><ul><ul><li>How do you know it was so successful? </li></ul></ul></ul><ul><ul><ul><li>What would you do differently if you had to teach it again? </li></ul></ul></ul> <ul><ul><ul><li>Achievement </li></ul></ul></ul><ul><ul><ul><li>After your first year of teaching at our school, how will you look back and know that you have succeeded? </li></ul></ul></ul><ul><ul><ul><li>What other measures could you use? </li></ul></ul></ul> <ul><ul><ul><li>School Fit </li></ul></ul></ul><ul><ul><ul><li>What challenges do you anticipate facing next year? </li></ul></ul></ul><ul><ul><ul><li>What strategies would you employ to deal with such challenges? </li></ul></ul></ul>
  8. 8. 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
  9. 9. 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
  10. 10. Questions you plan to use Competency Question
  11. 11. Remember to include a question on any specific area for follow-up that you indicated on the resume review sheet
  12. 12. Agenda Introduction Developing Questions Differentiating Your Interview Creating Scenarios Recognizing Good Answers Probing Questions Interview Evaluation
  13. 13. For each of the following candidate types, what would you look for in an interview? Experienced Teachers New Teachers – Traditionally Prepared Alternative Certification Teachers Applicants for non-teaching positions <ul><li>Ask for specific examples of teaching experiences, struggle and successes </li></ul><ul><li>Ask about successful classroom management strategies they have used </li></ul><ul><li>Ask about their education/classroom philosophy </li></ul><ul><li>Ask about their work/interactions with their colleagues </li></ul><ul><li>Ask for teaching success that they have observed and why they think it was successful </li></ul><ul><li>Ask about specific classroom management strategies they are planning to use and why they plan to use that strategy </li></ul><ul><li>Ask for examples from their student teaching experiences, but know that not all student teaching experiences are the same </li></ul><ul><li>Ask questions about their content knowledge and how they would share that with their students </li></ul><ul><li>Ask scenario based questions, especially about classroom management </li></ul><ul><li>Ask questions that get at their general approach to students, parents and colleagues </li></ul><ul><li>Ask about their experiences with children outside of the classroom </li></ul><ul><li>Ask scenario based questions </li></ul><ul><li>Ask about their experiences with children outside of the classroom </li></ul><ul><li>Determine what competencies are most important for their position (professionalism, organization, etc.) </li></ul><ul><li>Keep in mind that these teachers will likely not receive training, so you should be comfortable with their current level of knowledge </li></ul>
  14. 14. 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
  15. 15. Agenda Introduction Developing Questions Differentiating Your Interview Creating Scenarios Recognizing Good Answers Probing Questions Interview Evaluation
  16. 16. Scenario questions that ask candidates to provide a step by step solution to a difficult challenge are particularly effective <ul><li>They allow you to evaluate a candidate’s ability to handle challenges unique to your school </li></ul><ul><li>They require the candidate to think beyond a scripted response </li></ul><ul><li>They give candidates a realistic picture of the culture and challenges at your school </li></ul><ul><li>They can be tailored to ask about the exact strengths you are looking for based on your selection model. </li></ul>
  17. 17. Identify a realistic situation that has happened (or could happen) to a new teacher at your school <ul><li>Consider using: </li></ul><ul><li>A common complaint or struggle of new teachers </li></ul><ul><li>Specific classroom management challenges (i.e. calling out, fights, etc.) </li></ul><ul><li>Building or site-specific challenges (sharing a building with another school, multiple entrances/exits, distance between classrooms and main office) </li></ul><ul><li>Peer/parent interaction situations </li></ul><ul><li>List 2 specific challenges faced by teachers at your school that might make good scenario questions </li></ul><ul><li>2. </li></ul>Activity
  18. 18. Building Scenarios <ul><li>Scenario #1: </li></ul><ul><li>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 8 th 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? </li></ul><ul><li>What would an excellent answer to this scenario cover? </li></ul>Example <ul><li>Identify: </li></ul><ul><li>The set-up </li></ul><ul><li>The complex problems </li></ul><ul><li>The clear question at the end </li></ul>
  19. 19. Tips to keep in mind when developing and asking scenario questions <ul><li>Use realistic scenarios that have occurred in your school </li></ul><ul><li>Consider different scenarios for different types of teachers: elementary, secondary, special education, ESL </li></ul><ul><li>Consider different scenarios for different levels of candidate teaching experience </li></ul><ul><li>Provide context of the situation, but keep the scenario brief </li></ul><ul><li>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. </li></ul><ul><li>Evaluate both the content of the candidate’s answer (strategies) and her/his reaction to the scenario. </li></ul><ul><li>Repeatedly probe the candidates after she/he has given the initial answer: “What would you do if that didn’t work?” </li></ul><ul><li>Allow ample time for the candidate to digest the situation and develop an answer. </li></ul>Developing Scenarios Asking Scenarios
  20. 20. Using one of the challenges you identified, create a scenario and identify the characteristics of a good response <ul><li>Scenario #2 </li></ul><ul><li>An excellent answer: </li></ul>Activity <ul><li>Be sure to include: </li></ul><ul><li>The set-up </li></ul><ul><li>Complex or multiple problems </li></ul><ul><li>A clear question at the end </li></ul>
  21. 21. Agenda Introduction Developing Questions Differentiating Your Interview Creating Scenarios Recognizing Good Answers Probing Questions Interview Evaluation
  22. 22. Responses can fall into four general categories Excellent <ul><ul><li>Provides abundant evidence supporting the desired competency or indicator(s) </li></ul></ul>Response Next Step <ul><ul><li>Move on to next question </li></ul></ul>Strong <ul><ul><li>Provides some positive evidence of the desired competency or indicator(s), but there are gaps in information or an inconsistent pattern </li></ul></ul><ul><ul><li>Probe - ask additional follow-up or probing questions to gather additional evidence </li></ul></ul>Weak <ul><ul><li>Provides some generally negative evidence of the desired indicator(s) or very limited positive evidence </li></ul></ul><ul><ul><li>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 </li></ul></ul>Poor <ul><ul><li>Candidate provides abundant negative evidence of the desired indicator(s) </li></ul></ul><ul><ul><li>Document evidence and move on to the next question or competency </li></ul></ul>
  23. 23. What does a good response look like? <ul><li>Example: Competency – Teaching Ability </li></ul><ul><li>Strong or excellent answer shows evidence of the following indicators: c onveys 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 </li></ul><ul><li>May also present evidence of other competencies, i.e. communication skills, critical thinking </li></ul>Example <ul><ul><ul><li>Question #1: Tell me about a lesson that you taught that was very successful? </li></ul></ul></ul><ul><ul><ul><li>A “strong” or “excellent” answer will include: </li></ul></ul></ul><ul><ul><ul><li>A clearly explained objective </li></ul></ul></ul><ul><ul><ul><li>Measurable assessment </li></ul></ul></ul><ul><ul><ul><li>Indication that the candidate understands differentiation </li></ul></ul></ul><ul><ul><ul><li>All activities directly related to meeting the objective </li></ul></ul></ul><ul><ul><li>A “poor” or “weak” answer may include: </li></ul></ul><ul><ul><li>An unclear objective </li></ul></ul><ul><ul><li>“ Fluff” activities that are not aligned to the objective </li></ul></ul><ul><ul><li>A very simplistic lesson </li></ul></ul><ul><ul><li>A lesson that did not meet the needs of all learners </li></ul></ul>
  24. 24. Tips and best practices Best Practices Tips to Remember <ul><li>If you want to know more about a candidate’s experience, ask another question </li></ul><ul><li>Follow your selection model </li></ul><ul><li>Take notes </li></ul><ul><li>Determine your key indicators </li></ul><ul><li>Identify your non-negotiables </li></ul><ul><li>Consider recording your first few interviews to review candidates’ responses </li></ul><ul><li>Work closely with your selection team </li></ul><ul><li>Good answers may change by school </li></ul><ul><li>Determine if the candidate answered the question that was asked </li></ul><ul><li>It’s not about saying something specific or getting an answer exactly right </li></ul><ul><li>Candidate’s experiences and strengths may be good but not relevant </li></ul><ul><li>Focus on the ability to teach the content </li></ul>
  25. 25. What does a good response look like? <ul><li>Example: Competency – School Fit </li></ul><ul><li>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 </li></ul>Activity <ul><ul><ul><li>Question #2:__________________________________ </li></ul></ul></ul><ul><ul><ul><li>An excellent answer should include: </li></ul></ul></ul><ul><ul><li>A poor answer may include: </li></ul></ul>
  26. 26. 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? ___________________________________ __________________________________________________________________________
  27. 27. Agenda Introduction Developing Questions Differentiating Your Interview Creating Scenarios Recognizing Good Answers Probing Questions Interview Evaluation
  28. 28. 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…? 
  29. 29. It’s important to carefully listen to and understand a response <ul><ul><li>Repeat back information </li></ul></ul><ul><ul><li>Push candidates to expand upon or clarify his or her response </li></ul></ul><ul><ul><li>Push candidates to develop a variety of responses and solutions </li></ul></ul><ul><ul><li>Allow ample time for candidates to develop a response </li></ul></ul><ul><ul><li>DON’T ask leading questions </li></ul></ul><ul><ul><li>DON’T interrupt a candidate’s response </li></ul></ul><ul><ul><li>DON’T react with facial expressions or body language </li></ul></ul>      
  30. 30. 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
  31. 31. 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
  32. 32. Agenda Introduction Developing Questions Differentiating Your Interview Creating Scenarios Recognizing Good Answers Probing Questions Candidate Evaluation
  33. 33. Practicing Interviews Now you will have a chance to practice some of your interview questions and some of the techniques you learned in this workshop. <ul><li>If you are the Interviewer… </li></ul><ul><ul><li>Listen for characteristics of excellent answers </li></ul></ul><ul><ul><li>Use follow-up and probing questions to dig deeper and clarify responses </li></ul></ul><ul><li>If you are the Candidate… </li></ul><ul><ul><li>Decide whether to be a new or experienced teacher and answer questions appropriately based on that </li></ul></ul><ul><ul><li>Think about the feedback you would give the interviewer on their interviewing style </li></ul></ul><ul><li>If you are the Observer… </li></ul><ul><ul><li>Use the guiding questions on Slide 34 to help facilitate your feedback to the interviewer </li></ul></ul>Interview Role Play Protocol 4 min Role play interview 2 min Give feedback to interviewer Repeat process for other two group members
  34. 34. Observing the Interviewer <ul><li>Focus on the interviewer during this role-play activity. Decide whether or not they make the most out of their time with the candidate. </li></ul><ul><li>Keep the following questions in mind while you observe: </li></ul><ul><li>1. What are some examples of strong probing questions that the interviewer asked? What other probing questions could have been asked? </li></ul><ul><li>2. Was the interviewer able to get enough information from the candidate? Why or why not? </li></ul><ul><li>3. Overall, what did the interviewer do well? What else could the interviewer have focused on? </li></ul>
  35. 35. Next Steps <ul><li>Use the questions that you have selected during your next interviews. </li></ul><ul><li>Determine whether or not you are gathering sufficient evidence of the competencies and indicators you have chosen. </li></ul><ul><li>Contact the MSI team if you would like extra support in revising or implementing you selection model in any way! </li></ul>
  36. 36. Appendices   Question Bank by Competency Resume Review Form and Rubric Unlawful Interview Questions Common Interviewer Biases  