When i review and interview candidates for teaching positions, I look for four things: sound knowledge; well-developed capacity to think artistically; authentic enthusiasm; and that indefinable, unmistakable ‘teacher-ness’.
There is no question that familiarity with the subject matter is an important quality in a good teacher. But is it essential? I’ve heard it said that the best way to LEARN an interest is to TEACH it, and, HEAVENS, From the lots of times Used to do Just that! So what do i actually Look for in the candidates? Certainly they should demonstrate the basics needed to learn what they will be teaching. These can come from education and experience, or from personal passion and learning. I am fortunately open to a variety of possible methods the information might have been acquired, but more important than that is some indication that learning NEW things is the main candidate’s personal motivation. I know from experience that a candidate who wants to DISCOVER new things will make just the type of teacher I’m excited to work with. No job I have ever held demanded MORE creativity than teaching. Every student is unique, and every day every problem Must be sorted. Thinking beyond the box is not enough — SOME days ya just gotta throw out the box altogether!
There is nothing more desirable to students [especially adolescent students] than an authentically enthusiastic teacher. We can each remember those few we were lucky to know in our own lives Orthopédagogue. They change us, forever. Teaching at any level is all about relationships. A teacher needs to know that and grow ready to take the lead in building the kind of relationship that makes learning happen.
At this point you may be asking, “How can i be sure to identify the best candidates for the position? inch It’s a fair question. I find it as a three-part process:
First step — I really do my homework. See the resume. Check the main references. Have a good look at the job application letter.
Second step — I build a relationship. We talk together — a conversation, not a stilted ‘interview’. We trade some stories. We share our interest in our subjects. I draw the candidate out to tell me what they* want and why they* are here. I give up the details of what I need — including the anticipated ‘salary’ topic. That is a game I am unpleasant playing; I know what I am able to pay, and I won’t stop looking until I find the person who deserves that maximum pay.
Third step — The candidate teaches a small group. This is where I find that ‘teacher-ness. ha Does the candidate take control of the room with calm assurance. Can he or she speak well? Also, there is nothing more telling than the 90 seconds just before the candidate starts to speak. Here is the “tell’, the hint as to I’m looking for: A teacher doesn’t just start TALKING! They get everything arranged: wipe off the board, hand out papers, get their ‘stuff’ organized on the desktop just ‘so’. Sounds a bit OCD, I know, but think of it a lot more like an acting troupe — all the scenery and props have to be in their places or the show will bumble while they are searched for! A teacher instinctively knows this and will take care of it before searching for to begin.
You can never know for sure how well a person will grow into teaching. I rely on these things and a bit of feelings in making hiring choices. I’ve been privileged to work with some outstanding teachers!