Today’s tip: Asking Good Questions
You make a point of asking good questions in feedback sessions and in your SAM Daily Meetings. Getting a person to reflect on how they can be better is not easy.
The questions you ask when interviewing candidates for teaching and support staff positions are important, too. The questions must reveal a candidate’s attitude, commitment, professionalism, skills, and knowledge. The questions you ask also tell the candidate what you value and what it will be like to work with you if they are selected.
Mike Rutherford, an accomplished principal professional development presenter and thought leader, suggests twelve questions when interviewing teacher candidates:
Question 1: Can you identify a curriculum goal or standard that students find especially difficult to master? How might you go about teaching this standard differently?
Listen for… speed and ease of recall. Skillful teachers know which areas of the curriculum are more problematic and adjust accordingly. crucial.
Question 2: Describe a portion of curriculum where the sequencing of the learning is critical.
Listen for…specific examples of dependent curriculum sequences. Skillful teachers know what parts of the curriculum require a specific order of instruction.
Question 3: Is there any curriculum you’d like to teach if there was more time in the school year?
Listen for…speed and ease of recall. Skillful teachers teach only a fraction, perhaps 20%, of what they know from the curriculum. It should be easy to give examples from the other 80%.
Question 4: As you think about a future episode of teaching, talk about specific learning goals that are most important to you.
Listen for…clear and assessable verbs such as diagram, solve, create, and discuss. Be wary of fuzzy verbs such as understand, know, appreciate, and experience.
Question 5: Describe some strategies you’ve found effective in increasing students’ ability to remember what they have learned. Follow-up with: How do you think that this strategy works? or, Why is that approach so successful?
Listen for…specific instructional approaches. Skillful teachers teach according to principles of learning that enhance memory and can describe how the principles of learning operate.
Question 6: Are there strategies that you’ve found successful in accelerating learning, actually causing students to learn faster?
Listen for…specific instructional approaches. Skillful teachers teach according to principles of learning that accelerate learning and can describe how the principles of learning operate.
Question 7: Describe a time that the classroom environment either helped or hindered the learning in your classroom.
Listen for…a specific element of the physical or social/emotional classroom environment and the teacher’s understanding of environment cause and effect.
Question 8: Can you describe any other principles of effective teaching that you rely on for successful learning?
Listen for…specific conceptual or theoretical instructional approaches. Excellent teachers don’t follow recipes. Rather, they teach according to scientific principles such as mental models, personal relevance, locale memory, etc.
Question 9: For you personally, what is the most fulfilling and satisfying thing about teaching?
Listen for…genuineness and sincerity. High efficacy teachers derive genuine fulfillment from their work.
Question 10: Describe one of your favorite teachers…what made them especially successful?
Listen for…specific characteristics of compelling nature such as the ability to connect with students, genuine enjoyment of the work, accomplishments that were due to skillful practice.
Question 11: Describe a time when you found yourself so wrapped up in something that you lost track of time.
Listen for an example form the teacher’s work life. One proof of high efficacy is regularly getting lost in the moment of an interesting and challenging task. Be wary if all the examples of this come from leisure time or hobbies.
Question 12: Teachers who establish a personal connection with students seem to be more effective in teaching them. Why do you think this is so?
Listen for…the teacher’s understanding of compelling nature as the ability of the teacher to connect with students, draw them toward self, and, in so doing, connect them to the work at hand.
You can find more great information at Mike’s website: www.rutherfordlg.com
Mike has been a keynote and breakout session speaker at the annual National SAM Conference. Use this link to see his inspiring keynote session Ten Unforgettable Classroom Visits: https://bit.ly/3wm3plY
71% of SAM teams have completed the end of year rubric assessment. Congratulations! If you haven’t completed the assessment with your Time Change Coach yet, you have something good to look forward to this week or next. The annual assessment is a celebration of your work and an opportunity to plan and set goals for the next school year. You’ve done great work staying in the GREEN, reflecting on next steps in improving teaching and learning and caring for students, staff, and families. Impressive.
Please consider sharing the SAM process with colleagues. We will add SAM school in two new states in August, South Carolina, and Oklahoma, and have scheduled training for twelve new districts in states currently with SAM teams July, August and September. Copy this link and share ~ https://bit.ly/4a9XePV
Last week we featured Board Member, Emeritus, Debbie Daniels. Today, meet Board Member Emeritus Carol Lensing.
Carol retired in 2006 as superintendent of schools in Anamosa, Iowa. She helped bring SAMs to Iowa in the fall of 2006, starting with three schools and expanding to 70 teams across the state. She served as the state coordinator for Iowa SAMs, worked with the School Administrators of Iowa as a Time Change Coach and Implementation Specialist across the nation, and was instrumental in bringing legislation in Iowa that certifies SAMs in the state.
Carol became an NSIP board member in 2011 and served as vice president until she retired and became a board member emeritus in 2018.
Carol has a deep passion for children and their learning. As a former principal, she knows she would have loved to have someone help her with increasing instructional time against the time spent managing the school. Carol stays active with the board because, as a grandparent, her passion for ensuring optimum learning for every child has only intensified and become more important. NSIP and the SAM process helps to ensure optimal learning for every child.