Are you interviewing to become a Teacher?
We’ve used our many years of experience placing thousands of teachers and support staff to create this bespoke and tailored guide. Below, you’ll find our best interview tips, trial day advice, and what we feel are helpful resources to make you feel prepared and confident.
No matter what your experience level or how many interviews you’ve been to, we highly recommend reviewing this before your interview with us to give yourself the best possible start.
📑 Contents
- Tips to get started: the foundation
- Core foundations & The STAR method
- Section for Teachers
- The micro-lesson checklist (trial lessons)
- Dedicated section: safeguarding (the “must-knows”)
- Final “interview day” checklist
- After the interview: reflection & feedback
- Conclusion
- Online resources and key links
1. Tips to get started: the foundation
Before practising your answers, build your knowledge base:
- Research the School: Understand the community. Check the school’s “values” or “mission statement” on their website
- School performance: Search School Performance Tables
- Ofsted reports: Identify strengths and “areas for improvement”. Search Ofsted Reports
- Audit your experience: Write a list of your strengths and achievements with previous pupils
- Presentation: Choose attire carefully. Demonstrate good body language – eye contact and a warm smile are essential
- Commitment: Sell yourself! If you don’t sound committed you are unlikely to be successful
2. Core foundations & The STAR Method
Regardless of your role, schools look for Professionalism, Reliability, and Reflection.
🏛️ The national teaching standards
Be mindful of your duty to meet all of the below teaching standards. Even if you are not a teacher, it is important to be aware of these as they form the “backbone” of school expectations. You can find the full government explanations here.
- Set high expectations: Inspire, motivate, and challenge pupils
- Promote good progress: Be accountable for attainment, progress, and outcomes
- Subject & curriculum knowledge: Demonstrate a critical understanding of the subject and curriculum areas you support
- Plan & teach well-structured lessons: Impart knowledge and develop understanding through effective use of lesson time
- Adapt teaching (differentiation): Respond to the strengths and needs of all pupils, including those with SEN, EAL, or disabilities
- Assessment: Make accurate and productive use of assessments
- Behaviour management: Manage behaviour effectively to ensure good and safe learning
- Wider professional responsibilities: Develop effective professional relationships with colleagues and communicate with parents/carers
🏗️ How to structure your answers: The STAR-I Method
- Situation: Set the scene briefly
- Task: What was the challenge or goal?
- Action: What did you specifically do?
- Result: What changed?
An enhancement to the above can include talking about how your results from these situations and your actions have driven real impact:
- Impact: How did this benefit the student’s learning or well-being?
3. Section for Teachers
Interviewer focus: Impact, accountability, and professional growth.
📊 Data & assessment
“How do you use data to ensure no child is left behind?”
The Intent: They want to see that you move beyond just “entering numbers.” Explain how you use Formative Assessment (e.g., hinge questions, exit tickets) to spot gaps in real-time. Discuss how you analyse Summative Data (test results) to create targeted intervention groups.
Key Concept: Use the “Assess, Plan, Do, Review” cycle to show you are constantly refining your approach based on evidence.
🏫 Leadership & professionalism
“How do you lead beyond your classroom and work with colleagues?”
The Intent: Whether you are an ECT or an experienced teacher, they are looking for Collaboration. Mention how you share “best practice” with your department. If you work with TAs, focus on Deployment: How do you share your planning in advance to ensure they are an empowered second teacher in the room?
Key Concept: Being a “Whole-School Player.” Mention how you contribute to the school’s Development Plan (SDP) or lead extra-curricular initiatives.
🎓 High-quality instruction (HQI)
“How do you ensure your teaching challenges all learners while managing cognitive load?”
The Intent: This is about Pedagogy. Mention scaffolding for those who struggle and stretch for the more able. Discuss using the “I Do, We Do, You Do” model to provide a clear structure before asking for independent work.
Key Concept: Metacognition. Explain how you “think out loud” to model the thought process for students, helping them understand how to learn, not just what to learn.
📝 Teacher Question Bank
| Question | What the School is looking for |
| “How do you use data to inform your planning?” | Data-driven instruction. Mention using exit tickets or quizzes to group students or re-teach concepts. |
| “Describe an ‘Outstanding’ lesson in your room.” | High levels of Active Learning. Mention pupil engagement, ownership of learning, and visible progress. |
| “How do you handle a difficult parent?” | Partnership & Empathy. Show you can remain calm, listen, and find a collaborative solution privately. |
| “How do you challenge High Attainers?” | Depth over breadth. Mention Bloom’s Taxonomy, higher-order questioning, and “low-floor, high-ceiling” tasks. |
| “Have you had to deal with any instances of bullying?” | Proactivity & Policy. Show you take it seriously. Explain how you followed the anti-bullying policy, supported the victim, and worked with parents to resolve the root cause. |
| “What are your strengths?” | Value-Add. Highlight skills that solve school problems e.g. building rapport with “hard-to-reach” pupils, curriculum design, or strong parent communication. |
| “What are your weaknesses?” | Reflection & Growth. Pick a genuine area for development e.g., “I’m looking to improve my confidence in leading a whole-school assembly” and explain how you’re actively working on it. |
| “How do you cope with stress?” | Resilience & Professionalism. They want to know you won’t burn out. Mention organisation, setting boundaries and knowing when to ask for support. |
4. The Micro-Lesson Checklist
Those observing the lesson are looking for three things: Rapport, Pace, and Assessment.
⏱️The launch (minutes 0–3)
- The hook: Start with a “big question” or a high-interest visual to grab attention immediately
- Name power: Use name tags or a quick “check-in” to learn 3–5 names. Using a student’s name while praising them is the fastest way to impress an observer
- Clarity of goal: “By the end of this 15 minutes, you will be able to explain…”
🛠️ The activity (minutes 3–12)
- Modelling (I do): Spend no more than 2 minutes showing them an example. Guided practice (we do): Do one example together. This is where you catch misconceptions before they start
- Adaptive support: As they work, move to the students you’ve identified as needing help. Offer a scaffold (e.g., a sentence starter or a word bank)
- Challenge (extension): For the “fast finishers,” have a pre-prepared “challenge card” on the desk so they don’t sit idle
🎯 The check for understanding (ongoing)
- Mini-whiteboards/cold call: Don’t ask for “hands up.” Use “cold calling” (picking a student) to ensure everyone is thinking
- The pivot: If you notice several students making the same mistake, stop the class. A 30-second “mid-lesson reset” shows you are responsive to data
🔚 The landing (minutes 12–15)
- The plenary: Ask one “hinge question” that proves they met the learning objective
- Tidy & thank: Ensure the room is left exactly as you found it. Thank the students for their contributions
5. Dedicated section: Safeguarding
This is the most critical part of any school interview. If a candidate cannot demonstrate a clear understanding of safeguarding, they cannot be hired.
🌟 The golden rule: “it could happen here”
The most important mindset for any educator is to avoid complacency. The “golden rule” of safeguarding is: Safeguarding is everyone’s responsibility.
- Never assume: Don’t think, “that child is just tired,” or “the parents are just stressed.”
- Professional curiosity: If something feels “off,” it is your duty to investigate or report it
- A united front: You are part of a network. Your piece of information might be the final “puzzle piece” the school needs to protect a child
🛡️ The disclosure protocol (step-by-step)
If a child approaches you to disclose a concern or abuse, you must follow these four steps (often referred to as the 4 Rs: Receive, Reassure, Record, Report):
- Receive (listen):
- Listen quietly and provide your full attention
- Do not interrupt or “probe” for details
- Do not ask leading questions (e.g., “did your dad hit you?”). Only ask open questions if necessary (e.g., “can you tell me more about that?”)
- Reassure:
- Tell the child they have done the right thing by speaking up.
- CRITICAL: Never promise to keep a secret. You must say: “I am so glad you told me, but I have to tell someone who can help keep you safe.”
- Record:
- Write it down as soon as possible (ideally within the hour)
- Use the child’s exact words. Do not translate their slang or “clean up” their language
- Record facts, not opinions (e.g., “the child had a 2cm bruise on their left arm,” rather than “the child looked like they had been hit”)
- Report:
- Immediately inform the DSL (Designated Safeguarding Lead) or their deputy
- Follow the school’s internal reporting system (e.g., CPOMS or MyConcern)
Not sure what to do, email our safeguarding experts – safeguarding@engagepartners.co.uk
❓ Example interview question
Question: “You notice a child has become increasingly withdrawn over the last two weeks, and today you noticed a small, unexplained bruise on their neck. What is your immediate course of action?”
The “winning” answer focus:
- Acknowledge the pattern: “I would recognise that the change in behaviour (becoming withdrawn) combined with a physical mark is a significant red flag.”
- The action: “I would not wait. I would immediately check the child’s file on our safeguarding software to see if there is a history of concerns. I would then report this directly to the DSL before the end of the school day.”
- Professionalism: “I would keep this information strictly confidential and not discuss it with other TAs or teachers, only the DSL.”
🔗 Key statutory documentation
6. Final “interview day” checklist
🌙 The night before
- Paperwork: Passport/ID, DBS proof, and physical copies of your certificates. Most schools will not let you on the premises without these documents
- Lesson kit: Any visual aids, props, or stickers for your trial lesson. Check that your USB stick works or that your physical resources are neatly organised
- Research refresh: Re-read the school’s latest Ofsted report and their “values” page. Pick one specific “value” you can mention in your answers
- Route planning: Check for roadworks or public transport delays. Aim to arrive in the local area 30 minutes early, but only enter the school 10 minutes before your slot
☕ The morning of
- Dress rehearsal: Ensure your attire is “smart-business.” Check for any missing buttons or scuffs on shoes
- Hydration & fuel: Eat a steady breakfast. Schools are high-energy environments; you don’t want to run out of steam by mid-day
- Digital silence: Turn your phone completely off before you enter the school gates
🧠 The “walk-in” mindset
- The receptionist: Be incredibly kind and professional. They are the eyes and ears of the school. Their feedback to the Headteacher is often the “deciding factor.”
- First impressions: As soon as you step onto school grounds, you are being interviewed. Smile at staff and students you pass in the corridor
- Body language: Maintain an open and alert posture. No hands in pockets or arms crossed. Use “active listening”, nod and tilt your head slightly when the interviewer speaks
- The “why”: Before you go in, pause and remind yourself: “I am here because I have the skills to make a difference for these children.”
7. After the interview: reflection & feedback
✅ Immediate actions
- Say Thank You: Sounds basic but this is important. Take a moment to thank the interviewers for their time. They’ve put time and effort into preparing for this as much as you have!
- The “pat on the back”: Regardless of the outcome, pat yourself on the back for completing a high-pressure day. Every interview is a valuable learning experience
🧠 Reflection exercise
While the experience is fresh, briefly jot down your thoughts:
- The wins: Which questions did you feel went well and why?
- The adjustments: Which questions did you struggle with? Use this to restructure your STAR stories for the next time
- Environment: Did the school’s atmosphere feel like a place where you could thrive?
📞 The feedback process
- Communication: We will provide you with feedback as soon as we receive it
- Expectations: Be aware that feedback varies. Some schools are very forthcoming and detailed, while others may provide none at all
- Growth: Use whatever information you receive to refine your technique and stay committed to your next opportunity
8. Conclusion
🏆 Summary of success
If you remember nothing else, keep these five pillars of a successful Engage Education interview practices in mind:
- Preparation is your superpower: Researching the school’s performance and core values isn’t just “homework” – it’s what allows you to speak as if you already belong there
- The 4 Rs are non-negotiable: Safeguarding is the “Pass/Fail” of school interviews. Be ready to prove you can Receive, Reassure, Record, and Report without hesitation. Never promise a child a secret
- Structure equals clarity: When a question starts with “Tell us about a time…”, immediately trigger your STAR-I brain. Focus heavily on the Action (what you did) and the Impact (how it helped the child)
- Rapport over resources: In a trial lesson, observers aren’t looking for the world’s best PowerPoint. They are looking for how you talk to students, use their names, and adapt when they get stuck. Connection before content.
- The “whole-day” interview: From the moment you greet the receptionist to the moment you leave the car park, you are being assessed. Every interaction is a chance to show your professionalism, warmth, and commitment
The final thought: Schools don’t just hire qualifications; they hire people. Be authentic, show your passion for supporting young people, and demonstrate that you are a reflective professional who is always willing to learn.
Good luck, you’ve got this!
9. Online resources & key links
To help you visualize the “perfect” interview and stay up-to-date with current UK education standards, we recommend exploring the following resources:
🎥 Video guides (YouTube)
📚 Essential reading (the “must-knows”)
🛠️ Practical tools
- School Performance Tables: Use this to find the “Progress 8” or “Attainment 8” scores for your specific school
- Ofsted Search: Read the “What the school needs to do to improve” section of their latest report. Use this to explain how your skills can help them reach those goals
- ChatterPack SEND Resource: An incredible resource for understanding how to support students with Special Educational Needs (SEND)
