Of all the elements of a teaching interview day, the face-to-face grilling in front of what is usually a panel of interviewers is what most candidates fear above all else. Teaching, if you have had the right training and done your prep, is the easy bit. However, being questioned by people you don’t know on topics you’ve not been forewarned about? That can be scary. 

But the interview session should be seen as an opportunity, not a chore: it should be exciting not frightening. You can prepare for it; you can even enjoy it. Here’s how. 

Honesty is key

As you move from demonstration lesson to interview, be ready to reflect and evaluate your lesson honestly. Candidates who are able to speak candidly about what went well and what needed improvement will send a clear message to the interview panel about how they are likely to respond to constructive feedback and professional challenge once in the role.

If your lesson has not gone as well as you’d expected, use the interview to show that you are aware of the fact and take the opportunity to illustrate your understanding of what went wrong and how you would improve it in future. 

Aim to be original

Avoid clichés as much as possible. Virtually everyone employed in schools “enjoys working with children” so be prepared to respond with something more original when faced with the stock questions you are likely to be asked at the start of the interview. Note: original does not equal “wacky”; quite the opposite. It requires you to think deeply about stock questions (such as why you want to be a teacher) and offer an answer that is personal to you, not simply a rehash of the usual generic line about being born to do it. Think of particular instances or experiences that can inform your answers: show, don’t tell. 

Focus on impact

As the interview progresses and the questioning becomes more probing, keep yourself on track by bringing all your responses back to “so what?”. You have analysed class data carefully: so what? You have developed growth mindset behaviours in the classroom: so what? 

Citing the impact of what you have achieved or the actions you have taken will reduce the risk of waffle and curtail long anecdotes. 

Bringing your responses back to “so what?” also places a sharp focus on outcomes over processes and will demonstrate your knowledge and understanding of good practice. 

This is applicable across the range of topics you will face. So draw up a list of probable questions beforehand and, for each, plan out your answers, finding a “so what?” for every one. 

These answers should be tightly constructed and every word should count. Teachers who tell extended anecdotes when the panel has a long list of questions and limited time are not doing anyone - including themselves - any favours. 

Know your safeguarding

Do not get caught out on your safeguarding knowledge. Safer recruitment requirements mean that candidates will more than likely be asked about their understanding of the tenets of good safeguarding. 

Don’t let yourself down: make sure you are up to speed with the government publications, Keeping Children Safe in Education and Working Together to Safeguard Children. 

Be mindful of non-verbal signals

Body language, eye contact and posture send out subliminal messages to prospective employers. You might not feel like smiling broadly or reaching your hand out for a confident handshake as you enter the interview room, but shy away from these important social cues at your peril. Schools are people places so you need to show that you will bring warmth and energy. Also, dress smartly, arrive on time and ensure you have copies of any paperwork requested. 

Remember why you are there

The above is general advice that should be applicable to most situations, but the truth is that headteachers approach interviews in different ways so be prepared for surprises. And that is why my last point is so important. 

Before you step over the interview threshold, take time to remember what it was that made you choose the profession and apply for the job. By reaching the interview shortlist, you have already piqued the interest of the recruiting headteacher: capitalise on the fact that they would not be taking the time to meet you if they did not think you could offer their school something positive. Take a deep breath and go for it. 

Clare Boyd is head of junior school at Sydenham High School