Great response. However, make sure you know what's important in
your district. Where I teach, the administration, unfortunately,
would consider the test prep of primary importance. Also, while
her response about extra-curricular activities is sound advice, I
wouldn't put my foot down about it. I know of several teachers
who got the job because they were willing to sponsor/coach and
another candidate wasn't.

On 6/28/09, marjoryt wrote:
> Here are questions to expect:
> 1) What is your classroom management plan?
> 2) What is your plan to balance literature, composition,
> grammar, and test prep skills?
> 3) What extra-curricular clubs and activities can you help
support.
>
> This is how I'd answer those same questions; your own responses
> will of course vary.
> 1) I use a modified Harry Wong system, which I'd expect to
> modify to fit within the standards of this school. I tend to
> use the Student Handbook as the guideline. My goal is to keep
> as many students in my class as possible and create an
> environment where almost every student can find success.
> 2) This is a multi-part process, because the state curriculum
> standards, the local district standards, NCTE, and local
> college/university entrance standards need to be balanced. Pre
> and post testing to determine class and individual student
> placement is essential to establishing the baseline. Ideally,
> we'll focus on the first 3, and work on the last one through
> the semester, in plenty of time before critical standardized
tests.
> 3) During my first year in this school, I primarily need to
> focus on my classroom assignments, learning to work with my
> coworkers and administration, and refining my classroom
> management skills. For this year, I'd prefer assisting
> experienced instructors, so I can see how different clubs
> operate. At the end of the year, we can revisit this issue,
> when I'll have enough experience and you (principal) have seen
> my performance.

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