Interview # ______________________
Date of Interview _________________
Overall Ranking (1-4)______________
HUMAN CAPITAL OFFICE
DIVISION OF CERTIFICATION, PREPARATION, AND RECRUITMENT
Education Pipeline Candidate Screening*
Applicant Name:
_______________________________________________________________
Potential Position(s): _______________________________________________________________
District(s)/Region(s): _______________________________________________________________
Interested in:
Urban
Rural
Suburban
Willing to relocate if necessary? ___________________________________________________
Interviewer:
________________________________________________________________
Interview Type: Phone ________ In-person_________
Screener Notes:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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1 = Highest Quality- Candidate will be prioritized for referral to principals
2 = Solid- Candidate will be referred to principals
3 = Borderline- Candidate may be referred to principals on a case-by-case basis, particularly if s/he is
qualified for a high-need subject
4 = Poor- Candidate will not be referred to principals and will be screened out of the pool
*ALIGNED WITH COMPETENCIES AND LOUISIANA COMPONENTS OF EFFECTIVE TEACHING (LCET)
INDIVIDUAL COMPETENCY RATINGS
(PLEASE CIRCLE A NUMBER FOR EACH COMPETENCY AND WRITE
NOTES TO HELP WITH YOUR FINAL RATING SCORE)
Communication Skills: demonstrates written and/or verbal proficiency in English from both resume and interview.
(1, 2, 3, 4)
Critical Thinking (CT): analyzes information accurately and generates effective solutions to problems. (1, 2, 3, 4)
Achievement (ACH): sets and meets ambitious, measurable goals. (1, 2, 3, 4)
Commitment (CMT): 1) maintains belief in eliminating the achievement gap and ensuring higher academic
achievement for all students regardless of race or class, 2) has prior experience working with high-need schools or
communities, 3) is able to differentiate lessons to meet needs of all students. (1, 2, 3, 4)
Professional Interaction (PI): 1) demonstrates respect for the ideas, experiences and perspectives of others, 2)
interacts positively and effectively in all situations, 3) collaborates with special educators, general educators, social
workers, counselors, grade level/content teams, etc. (1, 2, 3, 4)
Personal Responsibility (PR): perseveres to improve student achievement despite obstacles. (1, 2, 3, 4)
Constant Learning (CL): reflects on performance and accesses resources to improve effectiveness. (1, 2, 3, 4)
Special Education Focus: All teachers (but especially Special Education Teachers) should be able to discuss
differentiating the following: 1) input (how student accesses material/presentation, 2) output (how students
demonstrate knowledge/what they have learned), and 3) content (actually adjusting the content). Ideally, teachers
will also have experience with Response to Intervention (RtI)
HUMAN CAPITAL OFFICE
DIVISION OF CERTIFICATION, PREPARATION, AND RECRUITMENT
Education Pipeline Candidate Screening Questions*
[LCET Domain I-A-3 (Identifies and plans for individual differences), Domain I-A-1(Specifies learner
outcomes) Domain II-A (Maintains an environment conducive to learning) Domain III-C (Provides
opportunities for student involvement in the learning process), Domain III-D (Demonstrates ability to assess
and facilitate student academic growth)] (CT, ACH, CMT, PI, PR,)
1. Reflect on a particularly successful lesson/accomplishment you taught/experienced recently.
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If a new teacher, can be non-teaching successful experience in which you had to set goals,
activities, etc. and had to interact with several participants as a lead instructor.
If an experienced teacher, direct it to be teaching related.
To clarify degree of ambition/challenge: What made this goal ambitious for you?
To clarify ability to set measurable goals: How did you know if you were on track to achieving this goal?
What had you hoped to attain during this lesson/accomplishment and what steps did you take to
reach this goal?
In reflecting on the lesson/accomplishment described above, how did you differentiate to
accommodate learners with different academic levels and different behavioral needs?
How did you measure success for your students/participants?
[LCET Domain II (Management) LCET Domain III (Instruction)] (ACH, CMT,PR,CL)
2. Have you had any experience with working with youth from high-need communities? Explain. What
challenges did you encounter and how did you overcome them?
Determine length and depth of experience.
[LCET Domain II-A-2 (Promotes a positive learning climate), Domain III-D-2 (Uses appropriate and effective
assessment techniques), Domain III-D-3 (Provides timely feedback), Domain V-B-1 (Provides clear and timely
information to parent regarding classroom expectation, student progress, and ways they can assist learning),
Domain V-B-2 (Encourages parents/caregivers to become active partners in their children’s education)
(PI, CT)
3.
Can you tell me about a time when you had to have a difficult conversation with a parent: how did you
handle that conversation?
[LCET Domain I-A-3 (Identifies and plans for individual differences), Domain III-B-1 ((Presents content at a
developmentally appropriate level), Domain III-D-1 (Consistently monitors ongoing performance of students),
Domain IV-A,B (The new/experienced teacher plans for professional self-development])
(CT, ACH, CMT, PI, PR, CL)
4. a) Describe your experience with RtI (Response to Intervention)
(If unfamiliar – DEFINITION: RtI integrates assessment and intervention within a multi-level prevention
system to maximize student achievement and to reduce behavior problems. With RtI, schools identify students
at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust
the intensity and nature of those interventions depending on a student’s responsiveness, and identify students
with learning disabilities or other disabilities.)
LOOK FORS: We want to get at their knowledge/experience implementing the process – can they
describe/discuss universal screening, tiered interventions, moving students through intervention levels,
academic & behavioral?
After they have described their experience with RtI tell them, “I am now going to give you a two part scenario.
Explain what you would do in this situation.” (Ask part b and write answers. Then ask part c and write
answers.)
b) You have been teaching for three months and feel that your students have not made improvements in
their learning from where they were when you first arrived. In fact some have expressed dislike for the
subject you are teaching. You seem to get no help from their parents.
What would you do?
c) It is now around February. A third of your students are still in the same place academically. What
would you do?
[(LCET Domain I-A-D (Knowledgeable of student’s IEP as needed for lesson),Domain III-A-4(Adjusts lesson
when appropriate), Domain III-C-1 (Accommodates individual differences),Domain III-D-4 (Produces
evidence of student academic growth under his/her instruction), Domain V-B (Creates partnerships with
parents/caregivers and colleagues) ( CMT,PI, PR)
5. Describe how you have collaborated/will collaborate with a special educator or general educator
(whichever is applicable) to ensure that student(s) with disabilities in your class learn to highest
standard/capacity.
[LCET Domain II-A (Maintains an environment conducive to learning), Domain II-C (Manages learner
behavior to provide productive learning opportunities) (PI)
6. A student in your class is being disruptive by talking to other students around her. You approach her
and ask her to be respectful of her classmates and quiet down, to which she responds, “Who are you to
tell me to be quiet?” How would you respond in that moment?
[LCET Domain I-A-2 (Includes activities that develop objectives), Domain III-B-1 (Presents content at a
developmentally appropriate level), Domain III-C-3 (Stimulates and encourages higher-order thinking at the
appropriate developmental levels), Domain III-D-1 (Consistently monitors ongoing performance of students),
Domain IV (Professional Development) (CT, ACH, PR, CL)
7. Describe your experience with Literacy across the Content Areas.