1. Please tell us what do you think should be the main goal of a school principal?
Another tough question, and you can approach it from different angles. Should a principal be “only” a leading figure, a person who represents the school in public? Should they just delegate the work, or should they actively participate on a daily life of an educational institution?
Honestly, a good answer to this question depends on your philosophy of work, and leadership. But you have to justify it with your answer (perhaps with an explanation how your methodology and approach to the role helped you to achieve good results in your past job, or how it works for ABS school, one of the successful educational institutions in the city).
2. Tell me what do you expect from the students, the vice principals, and the teachers?
Good principal should expect a lot from one person only–from themselves. You can have some basic expectations, such as honesty, transparency, being open for discussion, basic discipline. But you should not expect anyone else to take care of your job, or to make it significantly easier for you.
Show us that you focus on the things which you can control–that means your attitude to other people at school, your motivation, the way you help the others to do their job. Law of action and reaction can never be fooled (at least not in a long run).
3. Tell me have you ever thought of becoming a school principal?
You can say that the idea has crossed your mind, but you understand that you are not at that stage of your career yet. Tell them that you prefer to focus on the present, and on the near future. Say that you think about getting a job of an assistant principal (that is your focus right now), becasue you feel qualified for this position, and ready to do it from day one.
Tell them that you will see what happens in five, or ten years time, and that you may eventually become a school principal one day, after you gained enough experience as an assistant principal.
4. Can you describe a conflict you had with one of your colleagues?
Conflicts belong to every workplace. Tell us about the conflict you had, and what you did to reconcile the conflict. It is your attitude that matters to us, not the particular conflict situation you narrate. You can speak about a conflict you had with your boss, with another teacher, or with a school counselor.
Show us that you respect the opinion of another person (regardless of their position), that you admit that you can be wrong, that you try to approach each conflict in a constructive way, and that you do your best to ensure that the situation won't have a negative impact on your relationship with your colleagues, or on your work.
5. Tell me is there anything I haven't asked you about that you'd like to share?
People want school improvement to come from a simple fix. With variables as complex as society itself, there will be no simple solutions for all schools and all kids. We need to approach improvement in education not as a fix but as an ongoing dynamic that is achieved through consistent commitment to a common ideal; all children, through education, are entitled to the widest possible array of intellectual, cultural, social, political and economic opportunity. This goal is certainly not easy, nor can we ever really know if it is fully realized. That understanding, that we will never have the absolute answer should not be a source of frustration, should be a source of energy and pride.
6. Can you tell us how would you describe a successful principal?
By asking this question, the hiring committee is attempting to assess the following:
Do you understand what traits contribute to the success of a principal. As a teacher, what traits do you value most.
Your response may indicate or suggest possible conflicts with the current principal.
Responses to this question may include:
It is important that a successful principal...
has a vision and a plan to reach that vision...combined with the ability to bring faculty members together to form a cooperative team and motivate them to reach district goals and objectives.
be visible... the principal's presence should be evident on a continual basis. He or she must be easily accessible to both students and teachers.
has a great sense of humor, and can relate well to a diverse group of individuals.
genuinely cares about the students, teachers, parents, and the district.
It seems that the basis of the current school reform movement is the belief that teachers and schools are not sufficiently motivated to get better. Thus, competition, punishment and rewards geared to outcome goals are their “innovations” for change and improvement. I believe this creates perverse incentives to manipulate outcomes rather than encourage know how and motivate sound practice.
I also don't think it is helpful to refuse to acknowledge that some students come to school with intellectual, social, and cultural advantages to be successful in school environments. Acknowledging this fact is not a surrender to poor results. It is merely recognizing what anyone working in a classroom sees every day. It also helps when trying to honestly analyze what is needed, in terms of different approaches and resources, to help students to be successful. We have no problem acknowledging this in art, music or athletics. Why is there such fear in acknowledging it in academics?
Assistant principals are often responsible for organizing and supervising various school events. Interviewers are trying to understand if you have such experience, if you have an idea about some problems that can occur during the event.
Try to stay positive, show them that you actually enjoy supervising events, that you enjoy doing things you will do in your new job. Talk about an example situation when you faced a problem, but eventually managed to solve it (can be a problem of discipline, can be organization problem, injury of one of the students, or anything else).
Another tricky question, especially if the school principal sits in the hiring committee… Nevertheless, assistant principals should have some degree of independence, and they should have a power to make decisions (at least at their level of leadership).
You can tell the committee that you are ready to work independently, but at the same time understand the importance of teamwork, and unity of school leaders, and hope to meet the school principal on a regular basis, to consult your ideas and decisions you plan to make.
The main role of anything, in the process of education, is to help the students to understand the lessons better, to make the lessons more engaging and interesting for everyone. Technology is no different.
Do you prefer to maintain a strong authority? Do you want the students to consider you their friend? Do you want them to respect you, or to love you? Or perhaps both?
A good answer to this question depends strongly on the school you will work at. If they struggle with discipline in the lessons, if fights are common every day, if they interview ten pupils each day in your office (becasue they make problems and need intervention), then you should definitely go for an authoritative approach.
But if you happen to be leading some private institution, or a school for talented children, or perhaps a University, you can talk more about leadership, creativity, and friendly relationship with the students.
Is it money, personal recognition, and respect of your colleagues and family that drives you forward? Or do you dream of achieving something big with the educational institution? Or, perhaps, you care for every single student, and consider it your personal mission to turn this school to the best possible place for everyone, the place where both students and teachers will thrive?
You should show some ambitions in the interview. But your goals and ambitions (the things that motivate you to apply for this position) should relate more to the school, and to the students who study at the school, and not only to your personal ambitions, recognition, and salary.
13. Please explain how Would You Evaluate and Respond to a Teacher Who Does Not Meet Expectations?
One of your duties may be to conduct evaluations of teacher performance. If a classroom scores lower than anticipated on a standardizes test or if the school has received numerous complaints about a particular teacher from parents, students or staff you may be required to investigate the situation and confront the individual. The interviewer will want to understand your method for evaluating a teacher's instructional effectiveness as well as their behavior towards students, parents and coworkers, including how you would gather all relevant information. The hiring manager will also want to know that you are capable of confronting a coworker while maintaining a good working relationship. You should be able to detail how you would work with the teacher to design a plan for improvement and a means of evaluating the effectiveness of that plan. As with all questions, include real examples from your own experience whenever possible.
14. Can you tell us how do you handle classroom discipline?
For obvious reasons everyone will have a different answer; it will depend on your teaching style, grade interviewing for, and past experiences. The interviewer will be looking to see if you have a plan, you know how to implement it, and if you think that discipline is an important part of the position. What I have found from coaching clients is they fail to provide a clear action plan that can be backed up with examples. Also it is important to find out what is the philosophy of the school or district, this will give you some additional information. A few things to bring up when answering this question is the following:
It is important to develop ground rules the first week of class, this allows the students to understand what is and isn't acceptable behavior.
These rules are discussed and agreed upon with the students, this makes the students accountability and responsible. You may want to touch on your philosophy of classroom discipline. This of course would depend on your style; you will have to be honest with yourself. But you may believe that you reduce negative behavior by offering the students a intellectually stimulating, organized, and respectful environment.
15. Explain me what Is Your Approach to Student Discipline?
At times the principal may delegate the discipline of an unruly student to you. A potential employer will want to know how you have used discipline in the past and whether it was effective. Some administrators use detention, suspension or even expulsion. Respond with specific situations you have dealt with and detail what you learned from each. Include information about the offense, the steps you took and the outcome. If you are new to administration, use what you have learned in your classes and witnessed in your educational experience to detail how you would handle an imaginary but common scenario. You might also explain how and when you would involve parents and teachers in a disciplinary issue.
I think principals need to consider who they talk to. Are they sharing ideas and listening to teachers and staff or just other administrators at the site and central office?
Are the structures, rules, and customs of the school currently necessary and relevant or do they exist for reasons that have disappeared?
Do you believe in the programs and practices of your school, or are you just managing and complying with rules and regulations that have been handed to you?
You should talk nicely about your previous experience. Tell the interviewers about the things you achieved while working at some other school (in terms of tangible results), tell them about the lessons you learned at your last place, and how these lessons helped you to become a better assistant principal.
And if you have never done this job before? You can actually talk about the experience from the position of a teacher (if you taught before), or basically from any other position.
Your main aim is to show some enthusiastic for the role, and convince us that you know what will be expected from you in this job.
Do you prefer to sit in your comfy leather chair, enjoying the beauty of your office, never walking, out unless someone calls you, or knocks on your door? Or do you want to actively participate in teaching, to take part in the classes, to observe teachers at work?
A good answer depends on your philosophy, on your attitude to work. Nevertheless, a good principal is not afraid to participate in teaching, or even to teach. They understand the importance of feedback from all members of the school community, including teachers, students, parents, and administrators.
Show them that you are not afraid, that you understand the importance of seeing the school life also from the perspective of students, and teachers.
I think the best thing I've helped to do at Luther Burbank is create an environment where teachers who are committed to making a difference in students' lives, have an opportunity to do that work. We've created structures, in which everyone has a part, that have resulted in an environment that is orderly, consistent, respectful and dynamic. As a result, we've also been able to attract the kind of idealistic, talented, innovative, committed people, an urban school needs in order to make a real difference in kids' lives.
The other thing I try to do is talk to a lot of people, a lot. The decision making/improvement process is ongoing. I put a lot of ideas out into discussion, hear a lot of feedback and alternative ideas. I think this dynamic leads to a positive professional culture and results in good decisions and creative experiments.
The first big mistake I made when I started was to allow students to use cell phones in the halls during lunch and passing periods. There was an incredible outbreak of organized fights including people from off campus. The hall monitors came to speak with me after three weeks and said, “change the policy or we quit”. What I learned wasn't just about cell phone rules. I learned that if I think it may be a good idea to make some kind of change, I needed to involve the people who have different perspectives and or would be affected by the decision.
20. Basic Female Principal Job Interview Questions:
☛ Can you describe yourself?
☛ Why do you think you are a good person to work with young people?
☛ What do you consider good topics to talk about with young generation?
☛ What do you consider the main challenges principals and their assistants face nowadays?
☛ How would you win the hearts of the students at our school?
☛ Would you let someone with bad marks to organize an event?
☛ If there was a conflict between student and a teacher, on which site would you stand?
☛ What do you think are the main duties of an assistant principal at our institution?
☛ Would you let students to give their opinion before making an important decision at school?
☛ If you were reported about a sexual or child abuse case under your supervision, how would you handle the case?
☛ You probably know something about our school. What can you improve about our school?
☛ Have you ever thought of becoming a school principal?
☛ Can you define your philosophy of teaching?
21. I hope you probably know something about our school. Do you see any areas for improvement?
This is a tricky question, becasue your criticism could touch someone from the hiring committee–they could take it personally.
Therefore, if you apply for a job at a good school–one that is managed exceptionally well, you can simply say that you do not see any areas for major improvement. Elaborate on it saying that you will try to help the team of administrators to maintain the current level, and their excellent reputation in the district, and that you will focus on improving some minor details of the education process–which can always be improved.
More often than not, however, you will apply at a school that faces some major challenges (it can be the reason why they want to hire new assistant principal at first place, to tackle these challenges). In this case, it is good to mention the challenges, but to show some understanding for the situation, and basically talk about the topic in a neutral way, not blaming anyone for the situation. Focus on the future, and on things you want to do for the school..
22. Tell me how would you attract more students to apply for a study program at our school?
Making the school a better place to study, improving the reputation of the school, and the marketing and PR, are definitely some things you can influence as a school principal.
This interview just won't get easier, will it? A good principal is a good listener. Therefore you should answer with three words–no more, no less. Which words will you pick for your interview answer?
Leader and role model? Attentive, smart, decisive? Listening, learning, doing? You make the choice. Just do not forget to use three words exactly (or five, or three sentences, or whatever is the actual question they will ask you in an interview).
24. What is your biggest weakness Principal?
Your response could include something that may have been a challenge in the past, which you have taken steps to rectify. It is important to be truthful, they will be testing your honesty. In addition, they will be checking to see if you provide a weakness that is critical to success in the position. For example, the interview will likely end quickly if you answer you have a difficult time management the classroom. The key to answering the question is to turn a negative into a positive.
I don't suggest using that the traditional statement, "I'm a perfectionist", it is often overused, and will tend to sound phony. It is important you don't get defensive and try to justify why you are weak in a particular subject area, such as social studies. This would make a bad impression, because it may be relevant to the position that you are seeking. Whatever you decide to use, ensure it is not one of the key skills of the position you are seeking. In other words, don't pinpoint classroom discipline and/management or subject area if you are seeking a teaching position.
Think of this question as an opportunity to sell yourself. Here is an example: You wouldn't say, "I have a difficult time organizing my day." Instead, rephrase the answer by saying. "There are so many creative activities I plan for my students and class time is limited. It is difficult to incorporate all of the activities that I would like my students to learn from. Over time, I have realized to prioritize what lessons are the most important to enhance my student learning. I now realize that I can't do everything I would like to."
I had been working in outdoor programs for youth at risk for a few years, which was very rewarding and fun, but I felt like school had a overpowering impact on a child's feelings about being a successful person. I also became interested in the experiential education movement and wondered how it could be applied to classroom learning.
I went into administration because I believed I had received some good training in strong instructional practices and I thought I could have a broader impact by training other teachers in some of those strategies. I eventually became a principal because I realized it was important to have influence over the whole culture of the school in order to really impact the practices in the classroom.
