This morning I received a call from a client who was preparing for an interview for a position in the education field. My client has been teaching for decades and has served as a Department Head for over twenty years. The new role he was applying for was with the same school system, but at a different school; it was an exciting and new position that was being offered and, before he retires in a couple of years, thought he might like to do something a little different in his career. So, he decided to apply for the position and hired me to create his magnum opus for him.
Of the 48 internal (already employed with the school system) individuals that applied, only 12 were offered interviews. He was one of the twelve.
After discussing the pros and cons of transitioning to another school – for a different role – he read me his list of questions he wanted to ask the interviewing panel. As soon as he got done reading his FIFTEEN questions to me, I couldn’t help but laugh. “Well, it’s obvious you are an experienced educator,” I chuckled. “No first year teacher would even think about asking any of those questions!”
His questions were all related to his role, the contract, and the responsibilities he would be required to fulflll.
When does the school day officially start and end for the teacher?
Are teachers required to participate in any other activity before or after school?
What are the additional duties of the teacher during the day?
What is the process for taking time off?
You get the idea!
A newbie in the field would just be excited to even GET an interview and would, of course, offer to volunteer for every and any activity or duty or club without a second thought.
My client, however, has been teaching for nearly 30 years. He knows the system. He knows the demands.
While I totally agreed with him that all of his questions were important and worthy of asking – I recommended he save them for when/if he is offered the position. And, instead, ask a series of questions that were geared toward the success of the program he would be involved in and the students he would be teaching.
How many students in this special program go on to graduate from the high school?
How many graduates go on to college?
What are some of the reasons some of the students don’t complete the program?
While it is understandable that at this point in his career, my client does not want (or need) to take on a new role that requires working at the building until 5 PM or heading up a handful of after-school activities to prove that he can, he still needs to remember the ultimate reason he chose education as a career ~ to uplift, inspire, encourage, and enhance the lives of others!
He is phenomenal in his specific department, has earned countless kudos and awards throughout his career, and is highly-respected and looked up to by his colleagues and administrators.
However, during the interview, he still needs to focus his answers (and questions) on how his skills and expertise can enhance and improve the particular program and the lives of the students (vs. exploring what the absolute minimum requirements are for the new role.)
After our discussion, he felt much more focused and prepared for the upcoming interview scheduled for this Monday.
Stay tuned for an update on how the interview went and if he is offered the job!
Remember, wait until you are offered the position before you start asking how to take time off!
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