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Educational Administration > Interview Questions > Flashcards

Interview Questions Flashcards

1
Q

What do you want to accomplish as an administrator?

A
  • Build Relationships
  • School Connectedness (faculty/staff/students/community)
  • Increase achievement through improving teaching and learning
  • Build a positive school culture
  • Reinforce 4 Non Essentials (Be Respectful, Be Responsible, Be Safe, Work Together)
  • Develop PBIS (falcon tix) at the beginning of the year to promote character/clean campus
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2
Q

to determine teacher/student strengths?

A
  • Test scores (Teachers and Students)
  • Teacher “fit” with students
  • communication and social skills
  • patience, responsibility, tolerance.
  • ability to solve conflicts, emotional intelligence.
  • creativity and enthusiasm for teaching.
  • ability to explain difficult things in a simple way.
  • ability to connect with children (or with older students), on a personal level
  • Student’s Creativity.
  • Enthusiasm.
  • Honesty.
  • Humor.
  • Kindness.
  • Leadership.
  • Listening.
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3
Q

administrative training, expertise, and leadership qualities that you believe distinguish you from other candidates for this position.

A
  • Spanish
  • Facilitated VBS for 3 years
  • Sunday school coordinator for large congregation
  • Office manager for 19 years
  • upper elementary, middle, and high school teaching experience
  • 6 years of AVID experience as teacher and co-coordinator
  • Math teacher for 16 years (7 middle & 9 high)
  • Math Dept chair (large comprehensive HS)
  • 7th grade level lead
  • Passion for leading and coaching (2 student teachers this last school year)
  • Passion for lifelong learning (9 years and counting in college)
  • researcher (if I don’t know, I’ll research it)
  • Hard worker
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4
Q

What is your vision for teaching and learning?

A
  • Student centered campus (teachers as facilitators)
  • Building relationships and connections
  • Distributed leadership
  • Rigorous
  • 4 Cs: communication, collaboration, critical thinking, creativity
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5
Q

threat to your school is posted on social media. Completely describe your course of action.

A
  • Investigate threat
  • Inform Principal/District office/SRO
  • Call student(s) in if needed depending on severity
  • Don’t take any chances
  • Work in conjunction with the SRO/District
  • Update on a needs to know basis
  • Follow up
  • Inform DO
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6
Q

Principal’s role in the IEP process?

A
  • # 1 Protect the district
  • Be in attendance
  • Take notes if needed
  • Make sure the ed specialist is seeing that all of the student’s needs/accommodations are being met
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7
Q

confidentially to report another staff member is behaving inappropriately and made a sexual suggestive comment to him/her. How would you proceed?

A
  • That then becomes not confidential
  • Call HR and coordinate
  • Call in the other staff to ask
  • Take necessary steps
  • Meet with principal
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8
Q

Expansion of the use of technology is an area of emphasis. How do you currently use technology in your professional role? What are some ways you’ve supported teachers in the use of classroom technology?

A
  • virtual teacher
  • Flipped classroom
  • Screencastify
  • Google Suite
  • Teacher website always up to date
  • COVID-19 digital learning
  • Edulastic
  • Technology within curriculum
  • Quizlet
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9
Q

to establish a positive school climate?

A
  • Build relationships with students, teachers, classified staff, parents
  • Be highly visible
  • Be approachable
  • School Connectedness
  • Greet students during before school, after school, passing periods, lunches
  • Not a person goes by on campus (student, teacher, parent) that doesn’t get greeted by me
  • Classroom visits when possible
  • Attend school and community functions/events
  • Open door policy
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10
Q

most important attribute of an effective assistant principal?

A
  • Relationships
  • Student - getting to know their names, interests, connect
  • Teacher - making them feel supported
  • Classified staff - Taking time to let the people on campus know that they are appreciated (walking down to the library and cafeteria example)
  • Being fair but firm
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11
Q

students who suffered either academically, socially, or emotionally. In what ways were you able to seek out support on behalf of these students?

A
  • Sophia Munoz

- Josh patton

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12
Q

Ongoing, timely communication is critical in a high school setting. How do you intend to communicate with staff members as well as the student body, and parents?

A
  • Via telephone or in person for critical issues
  • Emails (timely due to business background)
  • Email and/or phone blasts
  • In person with students
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13
Q

philosophy on high school discipline? Can you please share a difficult discipline problem that you had to deal with and how you resolved it?

A
  • They are still kids - they will make mistakes and have silly errors in judgment
  • Each situation is unique and will have different outcomes
  • Restorative justice (building relationships, repairing harm, and consequences IF necessary)
  • Jonathan Cervera
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14
Q

various teacher evaluation models. When evaluating general teacher performance, what are the key components you would look for in a well-designed and implemented lesson?

A 
Teacher observations (needs an update though - video?!)
Framework Model - Charlotte Danielson (more focus on discussion between teacher and admin, reflection, and evidence-based feedback)
Marzano Focused Teacher Evaluation model (standards-based planning and instruction, conditions for learning, and professional responsibilities)
How do you know if they got it?
What do you do if they don’t? 
Differentiation
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15
Q

what personal skills and/or strengths do you possess that make you a “match” for this position at this school?

A
  • Years of mathematics instruction
  • problem solver by nature
  • age
  • Organization
  • Personable
  • Approachable
  • Research schools individually to make connections to answer this question
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16
Q

student appears to be under the influence of some unknown substance. Describe for us the steps you will take in addressing this situation.

A
  • Pull student into office and investigate
  • Secure student’s phone and personal effects
  • Contact SRO
  • Have student pull up sleeves and pant legs and search for universal signs of drug use (bloodshot eyes, slurred speech, inability to walk or stand straight)
  • Search personal effects
  • Possible testing of personal items, ie. drug paraphernalia
  • Contact parents
17
Q

Summarize your experience and education based on this job.

A
  • married with 2 adult children
  • office manager for over 15 years (hiring/training/firing)
  • senior bookkeeper for over 15 years (finance/budgets)
  • teacher for 16 years in both low and high performing schools (middle and high); Title I
  • over 340 hours of admin internship working with principals at all 3 levels
  • math dept chair for 2500+ student comp HS
  • 7th grade lead for 1000+ student comp MS
  • lead district secondary math training
  • textbook adoption committees (2)
  • common assessment committees
  • courses in leadership, technology, teacher mentoring
  • 2 student teachers this past school year
  • SST facilitator
  • PLC facilitator
  • AVID co-coordinator (field trip queen)
18
Q

standards based curriculum and accountability system for your site.

A
  • begin with the end in mind
  • pacing guides, common assessments (district-wide and school-wide)
  • formative assessments
  • differentiation
  • standard on board in student friendly language
  • PLCs
19
Q

Where would you be on campus before school starts?

A
  • busiest part of the school - front entrance where kids are walking through and/or where most students congregate
20
Q

What would you expect your day to look like as an assistant principal?

A
  • attendance
  • addressing discipline issues
  • meeting with parents re: discipline/learning issues
  • coordinating use of school facilities
  • developing and maintaining school safety procedures
  • teacher evaluations
  • hiring/training staff
  • assessing data
  • state testing coordinator
  • supervising grounds/facilities maintenance
  • monitoring students before school/passing periods/nutrition/lunch/after school
  • responding to emails from stakeholders
21
Q

complaining about a veteran teacher saying they are mean to their child and you agree. What do you do?

A
  • MAKE A PHONE CALL
  • never let parent know that you agree
  • allow parent to “vent” first (people just want to be heard)
  • listen carefully and remain calm
  • ask for specific examples
  • document the complaint
  • affirm parent perception of the problem - check to make sure documentation matches what parent has expressed
  • “thanks for letting me know. I’ll follow this up and get back to you by . . .”
  • Determine when to investigate (now, later today, tomorrow, or the day after - NO LATER)
  • inform teacher about complaint, ask for his/her version, and remind about confidentiality of discussions
  • give teacher options on responding to parent (suggest phone call). Offer to be present during response
  • keep a record of everything
  • follow up with parent when initially stated
22
Q

demands their child’s schedule is changed. What do you do?

A
  • listen to parent’s concerns - allow venting
  • listen and remain calm
  • offer alternatives - let’s wait and see how your child does on this schedule
  • if request is valid (wrong class), grant request
  • if request is questionable (teacher, elective), explain why a schedule change is unwarranted (elective - never promised to get first choice - student selected as top 3) (teacher - give it a chance, cannot give students the teacher they prefer - chaos)
  • if request is questionable (peer issue), investigate
23
Q

maintaining high staff morale?

A
  • reiterate vision (discuss it often)
  • recognize achievements
  • rewards for consistent hard work (“thank you for your hard work and efforts”)
  • peer to peer recognition program (peers have biggest influence on engagement and turnover rates decrease)
  • break from the monotony/routine
  • work and fun are not mutually exclusive words - have fun!
  • workplace traditions: secret Santa, Halloween Boo!, staff lunches, ASB activities (dress up days, etc)
  • transparent communication - ask staff what they think
  • promote from within, if possible
24
Q

approach to discipline.

A
  • They are still kids - they will make mistakes and have silly errors in judgment
  • Each situation is unique and will have different outcomes
  • Restorative justice (building relationships, repairing harm, and consequences IF necessary)
25
Q

student was being cyber bullied?

A
  • follow the anti-bullying laws for the state of California and the EdCode
  • follow the procedures for reporting and investigating required by law
  • Take immediate action
  • Provide protection for students who are bullied
  • Apply school rules, policies, and sanctions fairly and consistently.
  • document the complaint and the resolution
  • inform parents or legal guardian when a student is involved in an act of harassment, intimidation, cyber sexual bullying, or bullying, and must make available information on statewide resources to parents or legal guardians regarding harassment, intimidation, cyber sexual bullying, and bullying
  • California Education Code Section 48900(r) allows for the suspension or recommended expulsion of a student engaged in an act of bullying
  • refer all students involved to school counselor/psychologist for counseling and/or restorative justice program
26
Q

Stu sending inappropriate pictures?

A
  • have student turn off all devices and confiscate them
  • contact SRO to view photos on devices
  • depends on the content of the inappropriate picture and how many times student has engaged in this behavior
  • progressive discipline
  • contact parents
27
Q

A student is being sexually harassed. What do you do?

How would you deal with an angry parent?

A
  • listen carefully to victim and document
  • investigate per sexual harassment policy
  • teach assertive response
  • route change/schedule change for harasser
  • progressive discipline (suspension or expulsion is allowed per ed code)
  • call parents of both victim and harasser
  • Angry parent: send student to class or out of the office; give parent space (get them a glass of water); listen, listen, listen (let them vent) and take notes; thank them for bringing incident to your attention and tell them you will investigate and get back to them by a specific date and time
28
Q

signs that the classroom is an effective learning place?

A
  • students asking questions and talking more than the teacher
  • peer collaboration
  • variety of learning models are used
  • differentiation
  • formative assessment
  • learning habits are constantly modeled
  • several opportunities for practice and growth
29
Q

communicate/connect to make them feel like a valued member of the school community?

A
  • open door policy
  • ask them what they think
  • Be approachable
  • quick response time (phone calls/emails/meetings)
30
Q

What is a conflict you have helped to resolve? What actions did you take and what was the outcome?

A
  • unproductive grade level meetings (one long-winded teacher and several disengaged teachers chatting among themselves
  • asked for help (meeting with principal)
  • came up with a plan (revisited meeting norms and added 2 min limit on input and active listening and engagement)
  • breaking the front
  • meetings became much more engaging and less time spent on frivolity; many teachers in attendance thankful
31
Q

What is a project you have taken on and how did you work with a group?

A
  • facilitating SST meetings
  • worked with group to determine struggling students and their issues
  • determined one intervention for all teachers to apply for 3 weeks
  • teachers documented whether or not intervention was working in his/her class
  • shared additional strategies as needed
  • reminded teachers about fidelity to SST process
32
Q

What does the term “high expectations” mean to you and how would you implement it in your position?

A
  • set the bar high and hold all to the same level; always strive to do your best; hard work and self-belief
  • growth mindset; effort praised over perfection; ask them to “try again”; praise only things that are praise-worthy; give examples of expectations; give detailed feedback; be consistent; unconditional positive regard (you are valuable, capable, and a good person - I expect you to live up to that standard); being a role model
  • convey confidence in stakeholders; give opportunities for stakeholders to contribute; give individualized feedback; provide high levels of support; use the Golidlocks principle;
  • high standards = high self esteem
  • In schools where school-wide behavior standards and discipline policies are consistently communicated and enforced, the school rewards students for positive behavior, and the school punishes students who violate the rules, reading and math scores went up, researchers found. No other school climate factors yielded a statistically significant correlation with academic performance
33
Q

Tell us about a book you have recently read and how it relates to your leadership.

A

The Four Agreements by Don Miguel Ruiz

  • Be impeccable with your word: speak with integrity and say only what you mean; use the power of your word in the direction of truth and love
  • Don’t take anything personally: nothing others do is because of you, but rather a projection of their own reality; when you are immune to the opinions and actions of others, you will not be the victim of needless suffering
  • Don’t make assumptions: find the courage to ask questions and express what you really want; communicate with others as clearly as you can to avoid misunderstandings, sadness, and drama
  • Always do your best (to avoid self-judgement; self-abuse, and regret)
34
Q

experiences with gifted students?

A

Geometry ACE; Algebra 2; 7th grade Accelerated math; several Autistic students in regular Math 7

35
Q

experiences with special needs/ELs?

A

ELL’s entire career; worked with SpEd student at HJH, but very different from co-teaching model at AOMS; last 3 years have been more rewarding and challenging (last 2 years had ALL 7th grade SpEd students except those in Math CORE class)

36
Q

Retention of students is usually not successful. In what situations do you feel retention would still be justified?

A
  • The biggest positive effect of grade retention is that it provides students who are truly behind developmentally a chance to catch up. Those type of students will begin to thrive once they are developmentally on grade level. Being in the same grade two years in a row can also provide a student with some stability and familiarity, especially when it comes to the teacher and the room. Retention is most beneficial when the child that is retained receives intensive intervention specific to the areas in which they struggle throughout the retention year.
  • studies show that after 4th grade, it is virtually impossible for retention to be a positive thing
37
Q

knowledge of the common core in reading, writing, and arithmetic and how you plan to keep your staff involved with the current and changing educational trends.

A
  • reading and writing should be practiced and expected in all subjects
  • mathematics: extensive knowledge (8 mathematical practices); students need to discover mathematics
  • consistently practice staying current in changing educational trends
  • PD opportunities
  • staff meetings
  • PLCs
38
Q

Minority students or racism

A
  • sensitivity training
  • great kindness challenge
  • cultural competency
39
Q

an effective PLC? If the PLC is not effective what would you do?

A 
Community
Communication
All voices matter
---
Sit in on mtgs
Norms
Breaking the front

Educational Administration (1 decks)

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