Teaching interview questions

If you've secured an interview, this means the school wants to know more about you - and your potential as a teacher. It's your opportunity to demonstrate the knowledge, skills and experience you could bring to the role.

The questions you'll be asked vary between schools, but there are some common themes in teaching interviews - whether you're interviewing for a place on a PGCE course, with School Direct, another teacher training route, or your first teaching post.

Examples of teaching interview questions

Why do you want to be a teacher?

You need to demonstrate that teaching is your first choice, not a plan B. Talk about your motivation and emphasise your passion for teaching. Use specific examples from your school experience to explain what you find most rewarding about teaching. Avoid broad responses such as 'I have always wanted to be a teacher'.

Why do you want to work in our school?

Often one of the first questions in most teaching interviews, preparation is vital to successfully answer this question. Think about why you would be a good fit to work or study in the school you're interviewing at. Talk about why you're interested in their school specifically, mentioning what you know about their:

• demographics
• educational goals and objectives
• ethos and values
• Initiatives or extra-curricular activities.

How will you manage challenges at work?

Interviewers want to hear that you understand the demands of teacher training or the early career teacher (ECT) year and have the resilience and dedication to cope. Give a specific example of how you successfully managed a demanding situation such as studying and working at the same time. If possible, draw on your experience of preparing lessons and managing a teaching workload.

What experience do you have in schools?

Review what the school is looking for and highlight how you’ve gained relevant experience. Your interview is where you can give more evidence to support your CV and application. Draw on examples from your CV and application to provide further evidence of your suitability, reflecting on past experience of working or observing in a school. Describe the school and reflect on what you learned, as well as what most interested or surprised you. Experience in other settings and with different age ranges than those you're applying to teach in is also valuable, such as:

• nurseries
• play schemes
• youth clubs.

Find out more about gaining work experience in schools.

What are the core skills and qualities that pupils look for in teachers?

Match the skills you have with those you know the school are looking for, as outlined in the job description or person specification. Sought after key skills in teaching interviews include:

• building positive relationships with children and young people
• communicating new ideas and concepts
• critical thinking
• good communication and organisation
• passion for teaching/the subject
• patience
• sense of humour.

It's not enough to simply say you have the skills; you need to provide examples of when you've successfully demonstrated them.

How do you support pupils with different abilities?

Interviewers want to understand how you adapt your teaching to meet the needs of all learners.

A strong answer should include examples of:

• adapting resources
• providing stretch and challenge
• scaffolding learning
• supporting pupils with SEND
• using assessment to identify learning needs.

How do you create an inclusive classroom?

Interviewers will want to know how you'll ensure all pupils feel valued, supported and able to succeed.

You could discuss:

• adapting teaching for different learning needs
• building positive relationships with pupils
• creating an environment where everyone feels respected
• maintaining high expectations for all learners
• promoting equality and diversity.

What qualities do you have that would make you an effective teacher?

Reflect on a teacher you liked at school, university, or have worked with in the classroom.

Analyse the qualities that made them successful - these might include:

• an ability to hold the attention of the class
• a range of teaching methods
• empathy
• encouraging children to think rather than being told
• enthusiasm
• pace
• resilience
• subject knowledge.

This is the time to be confident in explaining the impact you've had on pupil learning and development. Use positive, professional language that demonstrates self-awareness and confidence. For example, describe yourself as:

• 'assertive' rather than 'bossy'
• 'calm under pressure' rather than 'laid-back'.

Focus on what you'll bring to their school and how your skills will benefit them.

Tell us how you dealt with a safeguarding issue in school.

In any teaching interview there is a question about safeguarding, which could also take the form of:

• What is a teacher's responsibility in keeping children safe?
• What would you do if a child disclosed a personal issue?

Prepare for this by reading a safeguarding policy - preferably for the school you're applying to or the school you're at.

How would you support pupils with SEND or additional learning needs?

You're also likely to be asked a question about equal opportunities which could include:

• What does the term 'equal opportunities' mean to you?
• How would you support learners with different needs, abilities and backgrounds in the classroom?

Show that you understand the issues involved and how they affect pupils' experiences. Be honest - if you haven't been in that situation say so, but talk about what you would do if you were.

How would you evaluate [the lesson you just taught] and what you would do differently next time?

This is a crucial question. Don't just describe the lesson - reflect on what went well and what you would change, explaining how these changes could improve pupils’ learning with hindsight.

As you may not know the pupils well, ask whether you can have a seating plan or list of names beforehand.

Consider the progress of individuals in the lesson, remember some of their names if you can and give the panel some suggestions of what your follow-up lesson would be.

If I walked into your classroom during a highly effective lesson, what would I see and hear?

Focus on the learning experience you are creating and the impact on pupils. A strong answer might include:

• appropriate challenge and support
• clear learning objectives
• effective questioning
• engaged pupils
• evidence of progress and understanding
• high expectations for all learners
• positive classroom relationships
• strong behaviour management.

Demonstrate your passion for high-quality teaching but limit your response time to two minutes.

If you have a portfolio with you, show any examples of children's learning and positive feedback you've received. You could take certificates, resources you have made and/or examples of lessons - these are all things that will help you remember outstanding things you've done.

Tell us about a behaviour management strategy you have used to help engage an individual learner or group.

You could talk about how you've successfully handled a disruptive pupil or student. Give an example of a situation where a strategy you used has been effective in the classroom and how you adapted your approach to meet the learner’s needs.. Talk about the effective behaviour management strategies you've come across or heard about. Read all about how to manage classroom behaviour.

How do you assess pupil progress?

Schools want evidence that you can:

• adapt future teaching based on assessment
• check understanding during lessons
• provide meaningful feedback
• use questioning effectively.

Give examples from placements or previous teaching experience where possible.

Give an example of how your actions improved pupil engagement, behaviour or learning outcomes and explain how you measured success.

Think of evidence before the interview so you are prepared with clear examples of success. Consider taking a few examples of your work - this could include pupil progress data, feedback from colleagues, or examples of pupils' work. Don't be shy when talking about where you have improved teaching and learning, as this is something your interviewers really want to know about.

Can you give an example of when a pupil refused to co-operate in class?

Your interviewers want to get a sense of you as a teaching professional. This could be where you mention:

• good working relationships with parents and carers
• school policies
• working together as a staff team
• your behaviour management strategies.

Be prepared with a specific example of where you have made a difference and any successful results. Follow up questions include:

• What did you do?
• How did your actions affect the situation?
• What would you do differently next time?

Why should we appoint you?

A related question is 'what are you bringing to the role of a teacher?'

Be confident in explaining the impact you've had on pupil learning and development. You might start with, 'As you can see from my application…' and then lead into a quick rundown of your qualifications and relevant experience.

Highlight what makes you a strong candidate and tailor your answer to the school, showing how you could contribute to its priorities and ethos. Be confident when discussing your impact, using specific examples to support your claims.

What are some of the current issues in education?

Be ready with a few specific examples of topics you have heard about recently. Consider how they impact teaching and learning, always using examples from your experience where you can. You could refer to:

• a discussion in the staff room
• a news report
• something you have heard about in your training.

Often this may be something that is putting pressure on teachers at the moment. Keep up to date with at least one issue that relates to your subject or age group.

You may then be asked a follow-up question around your opinion on this topic. Discuss how this would impact teaching and learning and, if at all possible, illustrate your point with examples from your recent experience. This might lead to additional questions specific to your personal statement or application, designed to give selectors a sense of you as an individual.

Your answers should be authentic - interviewers will easily spot a textbook answer. Relax and be yourself.

Learn more about current educational issues.

Questions to ask at the end of a teaching interview

At the end of the interview you'll usually be invited to ask questions. This is an opportunity to demonstrate your interest in the school, gain a better understanding of the role and decide whether the school is the right fit for you.

Consider asking:

• How are ECTs supported?
• What professional development opportunities are available?
• How is behaviour management approached across the school?
• What are the school's priorities this year?
• How is PSHE delivered?
• What opportunities are available outside the classroom?
• How does the school support staff wellbeing and work/life balance?
• What does a typical first term look like for a new member of staff?
• How do teachers work together to share resources and best practice?
• What opportunities are there to take on additional responsibilities or progress within the school?
• What are the biggest challenges currently facing the school?
• What do successful teachers at the school have in common?

Avoid asking questions that can easily be answered by information already available on the school's website. Instead, focus on topics that demonstrate you've done your research and are genuinely interested in the role and school community.

For more advice, see 7 good questions to ask at an interview.

Tips for answering interview questions

Use specific examples wherever possible. Schools want evidence of your impact, so support your answers with examples from school placements, work experience, volunteering or employment. Structuring your responses to interview questions using the STARR method will ensure you're getting your point across:

• Situation - give context for your anecdote.
• Task - explain what you were asked to do.
• Activity - describe what you did.
• Result - explain how the situation played out.
• Reflection - what you learned from the experience.

You should also:

• Focus on measurable pupil outcomes. When describing an achievement, explain how your actions benefited pupils, improved learning or supported wellbeing using evidence where possible to demonstrate your impact.
• Show that you're reflective. Teaching is a profession built on continuous improvement. Be honest about what you've learned from challenges and how you would approach situations differently in future.
• Demonstrate safeguarding awareness. Even when a question isn't specifically about safeguarding, remember that keeping children safe is a teacher's responsibility and should underpin your answers where relevant.
• Be prepared for follow-up questions. Interviewers often ask for more detail, so make sure you can expand on the examples included in your application form or personal statement.
• Don't be afraid to pause before answering. Taking a moment to collect your thoughts can help you give a more structured and considered response.

Most importantly, be authentic. Schools aren't looking for perfect answers, they want to see evidence of your enthusiasm for teaching, willingness to learn and potential to make a positive difference to pupils' lives.

Ask someone you know to give you a mock interview as practice, such as a friend, tutor, teacher or careers adviser. Read all about how to prepare for an interview.

What other activities might be included in a teaching interview?

Depending on the school or training provider, you may also be asked to:

• analyse pupil data
• complete a written task
• deliver a presentation
• mark a piece of work and provide feedback
• take part in a group exercise or pupil panel
• teach an observed lesson.

Ask in advance whether any tasks form part of the interview process so you can prepare effectively.

Find out more

• Get prepared with our interview tips.
• See what else is involved in becoming a teacher.