Writing Clock Partners for Collective Efficacy has me reflecting on my last 12 years of school leadership. In that time, I've spoken with teachers about co-constructing goals, based on the domains in the Danielson rubric. Being able to connect them with resources, stretch colleagues, and accountability partners has promoted individual and collective efficacy.
The seeds for this idea were planted several years ago. An avid reader of the work of Peter DeWitt, I'd decided to contact him via email (or maybe it was Twitter). Being the selfless, generous educator he is, we arranged for a phone call to unpack my thinking. (Amazing!)
The impact of Peter making time to talk this concept through has changed how I "Principal".
The seeds since have sprouted and trees have grown and matured. Today, "Go, Grow, Glow) is less an event for observations and more a part of daily dialogue, to help teachers integrate co-constructed goals and the Danielson domains into everyday teaching practices.
These days especially, being able to focus on instructional leadership is my contribution to advancing the teaching profession, one conversation with one teacher at a time. It's also good for this Principal's soul, as it keeps my purpose burning, to help adults, help kids.
So what does this have to do with "Acing the Interview"?
First, I'd encourage all aspiring teachers to get their hands on a coaching/evaluation rubric such as the one from Charlotte Danielson. While not all Districts utilize this specific rubric, I find it's one that can help an aspiring teacher frame their thinking, headed into a committee or final round interview. After a successful screening interview and perhaps second round, the committee or Assistant Superintendent will want to dive more deeply into getting a sense of who you are as a teacher. Using this rubric can help you tell them.
So you've gotten the call-back and you've got the rubric. Now what?
Focus on the language used in the effective range and the highly effective ranges. Note the differences; they're subtle, but clear once you hone in. The secret? Effective teaching is focused on the adult, a strong teacher. A highly effective rating also centers on a strong teacher, but more so in how he/she facilitates learning. In short, effective is teaching-centered. And highly effective is learner-centered.
Familiarize yourself with the overarching areas of planning and preparation, classroom environment, instruction, and professional responsibilities. Now, take a deeper dive.
Identify no more than three areas within the rubric on which you'd like to focus your energy and attention. Which would you consider to be your strongest (one to glow on), which are you consistently steady with (one to go on), and which are you challenged by, but are focused on continual improvement? Be honest...be a learner.
For each of the three areas you've chosen, what are one or two examples of lessons in which you've successfully demonstrated this focus? What is something you've learned. a tool you've explored and experimented with, or what's a professional resource or who is a professional resource you've leaned on to grow in this area?
What is the evidence of success you're having with this domain? For example, is there a formative assessment tool, student work, or an accountability partner who you're learning alongside to reflect, become better, and pursue excellence in this area?
Why is this so important? Well, it goes beneath the surface in this interview round. It distinguished you from all of the other candidates. And it demonstrates a) that you are a learner and b) you are focused on continual daily improvement. You will not only stand out as an individual, you will leave the interviewers considering how adding you to their collaborative team, will help others, and how you may continue to rise, by lifting others.
Read How to Ace a Teacher Interview (128/365)
Read How to Ace a Teacher Interview - Part 2 (142/365)
Click here to visit the Learning Leadership 365 site, where you may read all posts I've written.