and I am most impressed with candidates that "know before hand "and
are prepared to provide samples.
Administrators love organization and they like to to know that you
know ( and can provide evidence of) current methods and procedures.
The best thing you can do in an interview is
"spew" the latest jargon and buzz words. They don't care what you
know about art---- they care about what you know about teaching and
differentiation and assessment and classroom management.
It doesn't matter how good you are as an artist -- how good can
you manage a classroom.
Show student successes and "talk the talk."
a portfolio is very important-- your work and the student work
do your best to give examples of the best you do
have plenty of copies of anything
show that you really want the job
>>> Now that I've taught a year, I suppose I'll be expected to have
>>> some sort of portfolio to take to interviews if I get any.
I hate to sound harsh, but that is an attitude that won't get you
very far. Of course you need to present some kind of evidence that
you can teach! My best advice is to research the curriculums of the
districts you are applying for and give evidence that you can fulfill
those curriculum requirements. Teaching positions are so competitive.
Only those most prepared and giving the best responses will get the
My experience as an interviewer is that-- know the methods stuff
first!!! and then provide evidence that your art skills will
translate to student success. Have a vision, understand
assessment and be able to "talk the talk ." Be quick with
answers, and don't hesitate.
Bottom line is that administrators don't care about ART they
care that you can give ALL students a meaningful experience in art.
a well prepared portfolio of of accomplishments is very important.
On Jun 8, 2006, at 2:07 PM, Maggie White wrote:
> Hi, Stacie,
> I just got back from an interview for an elementary position. They
> have a beautiful art room and a very nice kiln. I was uncertain if
> I wanted the job but after the interview I decided I really do want
> it. I have a teacher portfolio that principals seem to like. I
> keep everything in a nice-looking three-ring binder. Most of the
> things are in plastic sheet protectors; pages are placed back-to-
> back so all pages are viewable without having to slide things in
> and out.. I have it organized like this: Resume-Since a resume
> was not required at the time of application for this particular
> job, I made an extra copy to hand the principal to keep with my
> application. The next section is labeled Curriculum--here I have a
> curriculum map and sample lesson plans which show my versatility
> and knowledge of the standards. The next section is Assessment--
> the rubric I use for grading, the rubric I post around the room for
> the students (my version of one that Woody wrote), and the critique
> form the students fill out after an assignment. I don't give tests
> in my studio classes, but I included slides of student work in a
> variety of media. I wouldn't take actual artwork in if I were
> you. The next section is Certificates and Recommendations (from
> former admin and teachers), along with my fingerprint card. Then
> comes Transcripts, and the last section is a copy of a presentation
> I gave at NAEA. Except for the resume, I don't make copies of
> anything. If the interviewer would like copies of anything, they
> can have it done in the office. Some interviewers have really read
> the portfolio items carefully, some flip through it (just to be
> polite?), and some don't even look at it. Resist the urge to talk
> or explain anything in your portfolio unless someone asks you a
> question. Let it speak for itself.
> Good luck,
> StacieMich@aol.com wrote:
>> <snip> Now that I've taught a year, I suppose I'll be expected to
>> have some sort of portfolio to take to interviews if I get any.
>> I'm not sure how I should organize it or what to put inside. Do I
>> make copies so that the principals can keep them, or do I just
>> make one nice one that I take around from interview to interview?