What interview questions could I expect as curriculum leader in teaching?

Question

I am interested in a promotion available in the school where I work. It would mean being promoted onto the Senior Management team and having responsibility for the curriculum, timetable, overseeing staff prof develeopment etc.

Apart from the obvious 'How do you see the role developing?' and 'what could you rbing to the role?'.' what other sort of interview questions cor tasks could I expect? Eg, what about the 'sort the inbox' task? What is the best answer (health and safety first obviously)...?

Also, what sort of questions do you think I could ask? I understand the need for 'personalisation' and transferrable skills rather than subject based knowledge etc...

Obviously they know me in my current job and it is hard to step out of the box, but I have skills and areas of expertise from other schools (SENCO/AT) and have taught across ALL the key stages!

Am I in with a shout? Can anyone help me please?! Drinking at the last chance saloon here!

Answer 1

Well...I'm not sure it's the same thing but I was department chair of the special ed. department for 20 years.  I "managed" 27 people.  It sounds like as "curriculum leader" you'll have similar responsibilities.  You'll need to be very familiar with the curriculum (obviously) and be able to monitor that it's being followed.  You may be asked how you intend to do that.  I would suggest short, frequent "pop-ins"  to the classroom.  It will need to be done in a way that is not threatening.  You'll have to make it clear that you're there to help, not to criticize.  I would also suggest that you arrange coverage for any teacher not up to standards so that they can observe and be mentored by an outstanding teacher.  I would arrange frequent feedback and kudos to the teachers, noting "best practices" that you observe in the classroom.  You might want to arrange for teachers at a certain level to meet once a week and do some shared planning.  You may even want to standardize what is taught so that the teachers of the same level plan together and teach similar lessons on similar days.    In addition to providing shared planning time which will encourage your better teachers to help the weaker ones, plan a "fun" outing once a month, either in school at the end of the day or out of school--such as a happy hour.  Being able to blow off steam and visit in a relaxed atmosphere builds team spirit.  For staff development, require each teacher to give a 5-10 minute presentation highlighting one teaching strategy that really worked for them.  Do one at each meeting so that the teacher has plenty of preparation time.  Contact your central administration and find out who the experts are that you can schedule to come in and present to your teachers.  Get a computer specialist for example to show them a technique on the computer they can use to teach something "old" in a new way.  Teachers are notoriously bad about keeping up with professional journals.  Join an appropriate organization and have the journals available in a central location to be checked out.  Send out a weekly newsletter to your teachers and highlight what's going well (only) and something innovative that you found in a journal.  

If standardized test scores are big in your system like they are in mine, you'll most likely be asked how you would either raise the scores or keep them as high as they are.  That's where the shared planning comes into play.  That made a huge difference at my high school.  For example, when all algebra teachers were required to teach the same lesson on the same day (that was developed through shared planning), the scores when sky high!  

As for a timetable, before your interview you may want to sit down with a blank calendar and map out the curriculum as you see fit.  Be able to explain why  you chose to teach certain things at certain times and why you allowed a specific amount of time to cover the curriculum.  

You may be asked how to help a teacher that is floundering.  Use the observation/mentoring suggestion along with the weekly "best practices tip".

Question you could ask:

How much flexibility will I have when I find that it's necessary to step in and help a teacher improve?  (In other words, will you be allowed to have their classes covered by a sub or assistant so that you can free them up to observe good teachers?)  

Good luck!

Answer 2

First, kudos to you for all your achievements so far ... and, in consideration of a possible promotion, congratulations!

I believe one of the best pieces of advice -unless you're being called in as the so-called "turnaround expert," is to pause and take an account of all the things (including people) that have made the Senior Management team -and the resources they manage- successful.

No need to be fawning or patronizing ... simply be sincere.

Try to arrange "issues" into buckets such as i) personnel, ii) facilities, iii) budgets, iv) resources, v) curriculum, and after some brief general acknowledgment of the buckets with their respective issues, consider isolating each of the buckets and identifying what you believe would be your role and responsibilities per bucket.  Unless you absolutely know for sure some of the behind-the-scenes particulars, it may be in your best interests to refrain from the specifics and simply speak to the generalities.

I believe if you prepare yourself to be comfortable with the "issues" as they presently exist as well as putting into play any knowledge of potential resolutions already on the table, then you are in a great position to respond to the "sort the inbox" directive.

As you are well aware, there are probably an infinite array of issues and "things to be done."  However, even in the best of times and places, a priority list is necessary in order to move from thoughts/words to actions.  Without seeming or sounding like "your plan" is the best, simply engage that dialogue.

As much as senior management welcomes the expertise and energy that typically comes with a new player, they also seem to get ruffled (basic human behavior) by anyone coming in with grad plans to undo or re-do all that they're accomplished.  As such, err on the side of illuminating your competencies as opposed to comparing and contrasting your expertise with theirs.

Cheers from the end of the bar at the last chance saloon ... and good luck!

Answer 3

It sounds like you have all the answers already for the questions they would ask.  Good Luck!