What has been the proudest moment of your career?

"Having been an art teacher for the last fifteen years and not only qualifying for the art fair but having my students win first place every year for the past six years is one of my proudest accomplishments. On the one hand, being able to spark that passion in our students, and on the other, helping them achieve this honor repeatedly, feels pretty good to me."

Not only is this an opportunity to share your proudest accomplishments, but it also offers you an opportunity to combine that with your passion for your students' success. Whether your ability to manage your classroom effectively, the relationships you've built with your students and teachers, to the positive impact you've had on their lives, share an accomplishment that advertises your merits while embodying what they're looking for in an assistant principal.

"Teaching full time, participating in extracurricular activities, teaching summer school, all while earning my Ph.D."

"I would say that my proudest accomplishments are the success of my students. Especially those who first entered my class with perceivable difficulties, where I was able to make an impact and turn things around for them and spark that passion. There's nothing like that surprise visit a couple of years after one of your students has graduated, where they come back with gratitude and tell you what a difference you made in their life. Each of those moments is my proudest accomplishment, as humbling as those may be."

What improvements in the classroom have you made with teachers?

"I recently worked with teachers to improve the classroom evaluation process. We have streamlined it and found a way to engage students in the process."

The interviewer wants to see your resourcefulness and your creativity. Think about a single improvement you have made in the classroom with teachers. Explain the problem using positive language without demeaning students, teachers, or parents. Delve into how you interacted with the teacher. Talk about how you delegated the work to staff members and what specific pieces of the puzzle you handled yourself. Finally, wrap it up by highlighting the positive outcome you achieved and its impact on the school's success.

"This year, my primary focus was adding more technology to the classroom. This generation must become accustomed to working on laptops, smart boards, and using board-approved applications."

"I introduced a communication application to our teachers, parents, and student body this year. It's called ClassDojo, and it allows for posting, messaging, and easy communication between all parties. Parents now have real-time insights into what we do in the classroom daily."

"Being a mentor teacher, I have worked with many inexperienced teachers. I take pride in my organizational skills and helping new teachers organize their rooms with the layout of their boards, and school policies and procedures have helped teachers with their classroom management."

"Throughout my four years as a teacher here, I have made lots of improvements within the classroom with the help of other teachers. Firstly, I introduced the Write a Book competition while I was a 3rd class teacher and I intend to reintroduce it when restrictions ease and schools can continue to collaborate with one another. The write a book is a literacy competition that focuses on writing in a fun and engaging way. As a student, I participated in the competition and it contributed massively to my love of writing. Winning the competition gave me a great confidence boost and I wanted to share it with my students. I also focused a lot on maths last year and I introduced maths teams. I separated the class into four groups; build it, explain it, draw it and work it out-groups. The children worked at a station for a week before rotating and it improved relationships, problem-solving, and teamwork skills. A lot of what I focused on last year wasn't an option this year so I had to improvise and move to technology. Throughout lockdown, I worked closely with other teachers to share ideas and insights."

"In the past, I added class dojo at the elementary level to help increase parent engagement. I worked with teachers at Head Start last year to help them use class dojo to its fullest. I spent time on the policy council for Head Start helping to improve their classrooms and program."

"I have introduced a strategy to track the interventions for more able students. Following a data drop, I identified the under-performing students across 6 subjects in KS4. I then created a spreadsheet that allowed us to specify the interventions being used. Having a central record of strategies allowed teachers to see what was working elsewhere."

"I worked with the Algebra team to use data from previous assessments to develop strategies to increase student achievement. We examined each exam question to find student misconceptions and developed strategies to overcome those misconceptions. For instance, we found that most misconceptions were vocabulary related, so we decided to start having weekly vocabulary quizzes. We would meet weekly to discuss the results of the vocabulary quizzes and adjust the plan."

What programs or projects have you been responsible for implementing at your current position?

"I implemented our school's LGBTQ student group. It is student-led, which allows our student body to make decisions about their learning and the types of diversity events they offer. It's been a great awareness program for our school."

This is an excellent time for the interviewer to learn more about your existing experience and how great of a performer you already are! Talk about when teachers, students, or parents have given you the most positive feedback about programs or projects you have been responsible for implementing. It is best to pick programs implemented within the past five years. Be eager to discuss how you selected the program or project, how you implemented it, and the glowing remarks you received from others following its implementation. If you do not have project development experience, share what you would like to get involved in.

"I organized a charity concert to raise money for a local school that had a damaged building from the recent typhoon. This was the first time our school had had this kind of event, and it happened during the busy college application season, so it took a lot of effort to collaborate with the choir and orchestra. The event was a success, and we raised a few thousand dollars to donate to the school. The parents loved the performance, and the students enjoyed contributing."

"So glad you asked! I recently led a team of teachers to implement an e-scheduling tool for students and parents to enroll students for the upcoming school year. The app development was an upfront investment, but we weighed the costs and ended up saving on administrative hours. Now, students have an excellent way to learn about classroom offerings. Meanwhile, administrators are saving time on human resource-related tasks and the enrollment process."

"I have worked on multiple projects in my current job. I have worked with our current high school principal to develop a staff mentor program to help new teachers transition to their new jobs. I have also developed a program called LEAD class that focuses on leadership in the student body. Both programs have done a lot with addressing the needs of new teachers and students."

"While working in Clark County I was responsible for working with our 1st-grade staff on implementing ELA and Math nights. Where we invited families into our school and taught them how to help their children at home. We had food donated from local businesses. We had tables with supplies so they could take home center-based games.As a coach, I have organized many fundraisers and give-back opportunities. For the past two years, the travel ball team I coach puts together a tree for the festival of trees to help the non-profits in our community."

"Within my current role, I have curated a number of Creative Arts experiences which have promoted enjoyment and participation in the Arts. These have included talent shows, Christmas concerts, musical theatre productions, and art exhibitions. I have always received positive feedback from colleagues and parents about these events. I am really happy to have coordinated these for our students as they provide valuable enrichment and opportunities that they may not have had otherwise."

What questions do you have for me?

Here are some sample questions: - When would you like to have this position filled? - How long has this role been vacant? - Is this a replacement search or a newly created role? - What is your favorite part of working here? - What is the school board's primary goal for this position in the next 12 months? - Is there anything from my background and experience I can clarify for you? - What do you see as the most significant change in this industry over the past three years? - Is there any reason you would not hire me?

It's always a great idea to have questions ready for the interviewer. Review the school's website and other online resources to ensure your questions are not mundane or redundant. The last thing an interviewer wants to hear is a list of items you could have found the answers to from merely watching a video on their site!

"A few questions come to mind. What's the next educational technique your school is looking to tackle? Also, what is the next step in your interviewing process?"

"Thank you for asking - I do have a few questions. What is top of mind when it comes to filling this role? Also, what types of career growth opportunities would follow this position? And lastly, do you have internal candidates also interviewing for this position?"

"What will the position entail? Besides the day to day admin, etc.?What are the chances for further professional growth?"

Tell me about yourself.

"I am a very active individual who loves to work out and go to the mountains on the weekend. My active lifestyle on my off time greatly improves my work during the week. I have a high amount of energy to offer!"

When an interviewer asks an open-ended question like this, it can be difficult to know where to begin...and end! This question haunts many individuals who may accidentally go a little too in-depth into their personal lives. It happens. Keep your reply light, and work relevant. Explain how you became interested in this career path and what you enjoy about it. This question offers an excellent opportunity to describe yourself by discussing the strengths and qualities you bring.

"I am a competitive individual who is driven and likes to win. In addition to my successful career, I also spend time playing competitive sports. I give back by volunteering at the local animal shelter and working for several annual fundraisers in our community."

"I am a passionate, excited team player who loves to learn on the fly and take the lead when possible, and I have a proven track record of success. I'm loyal and have shown that through my decade-long career in the same school. I have risen through their ranks and am ready to take on the next challenge as an assistant principal. Outside work, I love to travel and do DIY projects in my home."

"I am a dedicated team player who likes new challenges. I get bored easily, so I am up for a challenge to keep my brain occupied. I love working with and being part of a team. I like being in charge and have found my traits as a leader to be fruitful to the different school communities I have been in."

"I have already been interested in personal development, seeking out opportunities for myself and for others. I am a member of the local community growing up in a neighboring town and I enjoy working in local schools. I have a husband and three children whom I spend a great deal of time with and we like to do outdoor activities such as paddle boarding, tree-top adventures, and obstacle courses."

Who would you say inspires you?

"Many leaders inspire me, but I would have to say that my greatest inspiration comes from my mother, who taught me to stay focused and goal-oriented, no matter the obstacles that come my way. This way of thinking has greatly contributed to my success."

You should have an answer ready for this question at all times. Perhaps you look up to a parent who was a hard worker or a teacher who encouraged you to become who you are today. Whoever this inspiring person may be, remember that the interviewer is looking for a heartfelt response.

"My inspiration comes from my grandmother. She has spent every day of her life working hard, and I have never once heard her complain about being tired and overworked. She taught me the value of a good reputation, and I still seek out her opinion when I need inspiration."

"While it may sound cliche, my father is inspiring to me. He moved here in his 30s with two kids, a wife, no English, and no transferable education. He worked as a pizza delivery driver to make ends meet while going to school to learn to code. We may have moved a lot when I was little, but it was because he was always trying to find the next better school for us. I learned my work ethic from him and that I'm never too old to learn something new and push out of my comfort zone."

"My inspiration is my grandfather. He is the hardest working individual I have ever been around and he is full of kindness. He enjoys giving to those less fortunate and establishing positive and trusting relationships with everyone he meets."

"My family inspires me to aim high and to try my best to better myself and I really appreciate this about them. I think I am most inspired by my parents because they both lost their parents at very young ages and they had to leave school at 11 and 13 to work on the farm and in the family business and even though they didn't have the best start they went on to establish a business of their own and gave my siblings and I a really good upbringing."

"I have been very fortunate to have so many wonderful role models, mentors, and people in my life who have inspired me. My mom and dad pushed me to set goals and stay focused and work hard until I had achieved them. They taught me anything was possible if I believed in myself and worked for it. College softball coaches like Patrick Murphy of the University of Alabama and Mike Candrea of U of A. Meeting these coaches and them sharing their knowledge has been a gift. It has really encouraged me to always continue to grow."

"My inspiration comes from my grandmother who came to this country in 1954 without knowing English and as a single mother of 6 children. She worked as a seamstress in a leather factory and provided for her children as they grew up in a new country whilst also sending money back to family in Cyprus. There were many obstacles that she surpassed and I think of this when I have my own challenges."

What would you change about yourself to make you a better assistant principal?

"I would become more mindful of getting to know the students and teachers personally. I tend to dive into work so deep that I could better remind myself that some play at work is alright, too."

This question holds two purposes. First, the interviewer wants to see that you understand everyone has room for improvement. Second, this item provides insight into who you are as a person. Pick a quality that is not essential to your success in the role. We all have something to improve on, so don't be afraid to tell the interviewer what you would change.

"I would make myself a super-speed reader to breeze through my emails quicker each day, giving me more time to interact with my students and teachers."

"I would facilitate more harmony between the teachers. We see each other for many hours a day, but maybe we don't even know the most basic things about each other. I'd organize get-togethers, parties, or even workshops to get teachers more involved in each others' lives. These efforts would create a stronger workplace support system."

"I would try and build positive relationships with both teachers and students by making myself more accessible. I would like to be present at the morning line-up to meet and greet the students and teachers or visit classrooms as often as I can."

"Establishing more personal connections with all my coworkers would be something I would like to change about myself. Being focused on completing jobs and tasks can prevent me from being more accessible to everyone in the building."

"I am passionate about developing new projects that will have great outcomes for students and can be impatient. As a result, I can lose myself in developing a project to a high level of detail and in my head move it quite far along. However, the result is that I don't always take everyone along with me. I am now trying to consciously slow down and explain every step to those around me so that they are involved in the process and understand how we will achieve our aim."

"Having looked carefully at the leadership style that I adopt, I know that I am a transformational leader which means I like to focus on the bigger picture and build upon a shared vision. However, this also means I can be fearful of stepping out of the box for fear of my ideas not being accepted. I have already built on this and I feel that being part of an executive leadership team that already has leaders I can connect with openly, will help me to do this."

As an assistant principal, what do you believe is your best asset?

"I'm outgoing and proactive. I get things done, and I'm goal-oriented. I see the bigger picture and put a great amount of effort into teamwork."

This question offers a great chance to show that you understand your greatest strengths. Graciously share your best asset, and explain how this asset affects your work performance. One possible example may be your ability to connect with all types of people. Discuss how this has helped you work with students, parents, and teachers from all walks of life. If you are struggling to come up with your best asset, think about the typical praises you received in past performance reviews. You can also ask a respected colleague for their opinion.

"I'm a great team player and work well with others to incorporate theirs and my ideas. I make everyone feel included by listening to them and ensuring all parties are happy with the final decision."

"I have been told that my best asset is my ability to recognize, work with, and lead groups of people while creating an environment where all are having fun. I enjoy facilitating learning experiences where our faculty can grow together."

"I am friendly and approachable. I am known to be a team player, working with different groups of people, listening to their ideas, and incorporating my ideas with theirs. Arriving at decisions collaboratively, ensuring everyone is happy."

"Establishing connections with people I interact with would be my best asset. Making everyone feel included and listening has allowed me to come to solutions that people can be happy with and respect."

"I am a hard-working, goal-orientated individual that makes sure things are done well and on time. I get on well with others because I listen to them and I take what others think onboard. I think my best asset is that I am a good communicator and that I work well as part of a team."

"My colleagues would describe me as an affable person. I am easy to talk to and very approachable. I have good listening skills and can incorporate colleagues' ideas with mine. I am currently reviewing the drama curriculum and want to improve the way that activities are sequenced, of course, I am working with the Drama teacher and drawing on her expertise in this."

What three words would your students use to describe you?

"I think my greatest assets are in my leadership skills, my friendliness, and my high level of organization."

Select three words that truly define who you are. Be sure to select words that have no possibility of being taken negatively. Just be yourself, and remember to keep it positive!

"I would say my students would describe me as fun, innovative, and passionate. I like to make my work environment and everyone around me comfortable."

"My students would describe me as enthusiastic about learning. I am also dependable. I am dedicated to the learning experience and focused on enriching the lives of my students."

"I believe that my students would describe me as positive, caring, and organized. I tend to be very positive when looking at problems and issues, caring about my interactions with people I come in contact with, and organized in my daily life."

"My students have always described me as smart, funny, and honest. They often tell me I am hard-working and worry about their education and success."

"My students would describe me as kind, encouraging, and challenging. I want to build positive relationships with my students however I want them always to perform to their best. iI they have lack of confidence I build them up and get them to achieve small milestones but I don't ever let them give up. Maybe I should also say relentless..."

"My students would describe me as mean, strict, and helpful. I teach middle school students. They think that I am mean because I give them projects each week to complete. I don't allow them to eat or drink in my class because students work on computers. They think that I am helpful because when they have questions on projects, I help them to solve the solution."

"My students would say I was empowering, firm and fair."

Why do you want a career as an assistant principal?

"I am excited at the thought of playing a more inspirational role in the lives of the students and teachers. In this fast-paced educational environment, I want to encourage them to be more curious and open-minded."

The interviewer wants to know that this is a long-term career move for you. It is a good idea to tell the interviewer that you want to create a structure for the school and the environment where students succeed. Tell the interviewer that you enjoy working under the leadership of the principal and are eager to work on curriculum endeavors. Get excited about tackling areas for improvement, and most importantly, express that you desire to see the upcoming generations be set up for success. Be passionate, and share that you hope you can continue to make your community proud of what the school is achieving.

"I want to improve the structure of the school holistically, from staff relationship to classes implementation and professional development."

"I worked as a teacher for the past ten years. Throughout that time, I have had a personal relationship with the students, leading them, motivating them, and helping them. I am ready to do more than teach. My career aspirations involve leading and guiding children to do their best!"

"I have been teaching for 30 years, and I want to impact children outside of the classroom. I feel that I come with the necessary skills that will enable me to work with curriculum, discipline, instruction."

"I have been a teacher for ten years. I have taken every leadership position that was put in front of me as preparation for becoming an administrator. I understand classroom dynamics and how important relationship building is between children and teachers. It's important for teachers to empower children, engage them, and make them feel valued for their contributions. My career aspirations are to lead children and teachers to do their best."

"I believe I am ready for this position. I've been influential in the lives of so many students over the past 19 years, leading, guiding, and supporting them. I am now ready to do more than just teach."

"As an Assistant Headteacher, I will be involved in supporting the headteacher in realizing the strategic vision of the school. Inspiring young people, motivating them to learn; regardless of background is a real motivator for me. I am also a member of the local community, my children are growing up in this area and currently attend a feeder primary school. I want to invest in the future young adults who will walk the streets, socialize and shape the community that we live in for the better. As an assistant headteacher, I will contribute to the team which drives this school forward by contributing to the shaping of a structure that allows students to succeed."

Where do you see yourself five years from now?

"Five years from now, I would like to be supervising or managing a team of learning leaders. I feel like I am progressing at a rate that will make this a possibility."

Answer by telling the interviewer about your short-term goals as an assistant principal, preferably while reinforcing that your goals are related to the position and school for which you have applied. Should your short-term goals significantly differ from the job or school's immediate needs, the interviewer may assume you will leave the position too soon.

"Five years from now, I would like to have grown within the school and created strong relationships with the faculty here. I hope to move up the ladder and become a principal eventually. I wish to commit to my employer and contribute to the school's success."

"In five years, I would like to be seen as an authority in this school district. I want to be well-connected and trusted regarding my work in this community."

"In five years, I would like to have grown in the school and become a prominent member of staff and students. Becoming well entrenched in the community as a member of my school is something I will strive to accomplish."

"In five years' time, I would like to be able to look back fondly at what I have done and achieved to make this school a positive learning environment for my students and colleagues. I want to look at my time here as being a trusted and approachable member of staff who is looked to in a time of need or assistance."

"Within five years I hope to have contributed successfully to closing the attainment gap between more able learners here and nationally. I also would like to have successfully completed an NPQSL and be contributing to strategic leadership across the Multi-academy trust."

What makes you passionate about being an assistant principal?

"In high school, our assistant principal worked closely with the student council to organize prom and school carnival events. I enjoyed working with him and saw how well he shared his responsibilities with the principal."

The interviewer wants to know that you will be engaged and passionate about your role as assistant principal. The best answer to this question is to share your heart with the interviewer. Candidly describe the impact schools have had on you, who impacted your decision to become an assistant principal, and how you feel you are bettering the younger generations through your work in this capacity.

"I had an amazing principal in elementary school. I remember struggling with transitioning to a new school, and she let me spend my breaks hanging out in her room, drawing and chatting. She cared about me. I probably wouldn't have made it through that year so successfully without her help."

"Being an impactful leader drives my passion for being an effective assistant principal. Making a difference in students' lives in this community and giving them a foundation for learning are two things that make it all worthwhile!"

"Being part of a team that sets out to achieve goals and solves problems is something I would look forward to and providing mentorship and guidance to staff and students is something I am very passionate about."

"What makes me passionate about being an assistant principal is that I am passionate about education. I am passionate about making a difference in kids' lives and impacting their education. Education is the cornerstone to future successes. Every child deserves a champion."

"As an Assistant Headteacher, I will be involved in supporting the Headteacher in realizing the strategic vision of the school. Inspiring young people, motivating them to learn; regardless of background. I am also a member of the local community, my children are growing up in this area and currently attend a feeder primary school. I want to invest in the future of young adults who will walk the streets, socialize and shape the community that we live in, for the better. As a Lead Practitioner working across a multi-academy trust I have loved working with other professionals in order to achieve great outcomes for our students. As an Assistant Headteacher, I will contribute to the team which drives this school forward and achieves this aim."

How do you get a peer or colleague to accept one of your ideas?

"I am good at laying out compelling reasons for my colleague to accept my ideas. I'm very persuasive. I address the problem at its core and present my ideas in easy-to-consume points, which is usually very effective."

The key component to answering this question is your relationship-building skills. Tell the interviewer you work daily to build relationships with your peers and colleagues. Explain how you get to know them, learn about their families and special interests, and engage with each person regularly. Share that these relationships have helped you gain respect and trust from your peers because they allow these people to see that you care about them. Tell the interviewer that when you approach your peers or colleagues with a new idea, they typically accept it immediately because they know who you are, respect you, and understand that you care about them!

"I think the most important thing is to listen to what my colleague wants. I ask them open-ended questions to get a good sense of their opinions and preferences about a topic and try to combine their ideas with mine."

"The best way to get a peer or colleague excited about an idea is to include them in the process, early and often. People like to feel heard. Keeping this in mind, I ask them quality discovery questions to help craft the idea and gain their insights on the idea or plans for execution. It is an exciting process!"

"Establishing trusting relationships with my peers has allowed me to work well and get ideas of mine accepted. Displaying a great work ethic and drive has given me credibility and confidence amongst staff that I have done the work to develop positive outcomes."

"I do this by being excited about the idea myself. I always encourage my colleagues and team members by making them part of the decision. I listen to their ideas and thoughts, which sparks an interest in them, which in turn leads to them getting excited over the plan."

"I worked alongside a colleague of mine when we ran the green schools committee together. We both had different ideas initially and we shared them and developed them together. I was eager to challenge the students by making the committee child-led. I wanted to encourage the 6th class boys to take on the reigns and steer the ship. Although there was a level of reluctance at the beginning, my colleague and I expressed our opinions and views and, together, we decided to make an application for the committee. This meant that the leaders of the committee would have to earn their spot and this made us think that it would be in safe hands."

"Teachers are inundated with new initiatives and strategies all the time so when introducing a new idea or project they are always cautious about the amount of their time this will take to do and whether or not they can or want to commit to it. My approach is to first layout my reasons, give them the rationale and how this links with our team vision. This gives them the why and then I provide them with the time to have a think and give feedback. This is important because the 'knowledge' for how to achieve a target is always in the room and by listening carefully to what others have to offer you are not only improving your plan but also starting to give them the opportunity to get on board and process how the idea will impact on them positively. For example, I have redesigned a student reward scheme structured around Personal, Learning, and Thinking Skills. I took my time and worked with middle leaders to refine the project, listening to their ideas and adapting the reward scheme so that everyone felt the benefit. The Art department had some adaptions in particular that they wanted to make. Having secured the buy-in of middle leaders I was then able to role out to students who engaged really positively."

Why should we hire you for our school?

"I bring the right experience in teaching and administration. I also bring a level of enthusiasm that will blend well with the students at this educational institution. I'm excited to exceed your expectations and add value to the team."

Think about a quality that makes you stand out from others in the workplace. A good strategy to approach this kind of interview question is to ask a few former co-workers or family members what they feel is the one unique thing that sets you apart from the other candidates. Their perceptions will help you understand how you are perceived and what makes you the perfect person for the opportunity.

"I'm an extremely passionate person. I initiate projects and make ideas happen pretty quickly. I think that would be helpful for implementing any new system or inspiring students and teachers."

"My talent is holistic thinking. I can see the bigger picture, which allows me to ensure the school runs in concurrence with our vision."

"I am a professional that attacks anything I do with great passion. I am detail orientated and enjoy collaborating to problem solve with critical thinking."

"I am passionate about the role education plays in shaping the future of our young people. I am driven to provide students with memorable experiences during their time in this school. I have worked on projects which have demonstrated my ability to think 'whole school' such as developing new student rewards and also a feedback policy."

"I love teaching at Cedartown Middle School. I enjoy working with my department and teaching the students. Next year I will start my 18th year of teaching."

"You should hire me because I have an excellent rapport with my students, parents, and colleagues in the school. I am a long-serving member of staff who has a good reputation for being supportive and approachable within the community. My communication and social skills will enable me to project the vision of our leadership team to all stakeholders with positivity and enthusiasm."

What do you know about our school and school district?

"I frequently read about the events happening here in the local paper and visit your website to read about your programs, updates, and leadership changes."

With any job interview, it is crucial to understand the organization to which you are applying. Visit the school district website and webpage to learn essential information such as core school hours, awards received, upcoming events, particular focuses for that academic year, and even fun facts like the mascot and school colors. Most school and school district websites offer information about the Board. Showing the interviewer that you are savvy with how the Board is structured is impressive. As a bonus, mention any positive interactions you have had with current school district staff as well as the positive things they have told you about the district.

"I have read through your board notes and understand that the biggest struggle your school, and this district, are facing is surrounding funding. I would be interested in coming in with some financial suggestions surrounding fundraising and budget development."

"The school where I currently work is in the same district as yours, so I bring a strong familiarity with your district and Board. Your school has excellent spirit and great parent and community involvement. I look forward to joining a team like yours with a strong level of collaboration and excitement for learning."

"I know that your school's SIP plan includes increased ELA scores and that as a whole the district has seen a two-year drop in state assessments. I also understand that this year, your district has a new reading program and that you have been working at the implementation of that program."

"As a current member of the school community, I am familiar with our Ofsted report and the one that precedes it. This means that I understand the journey that the school is on. As a member of the local community and also parent of a child in year 6 I am familiar with the other local schools and their offer. I know that this school has many areas of excellence and that in a minority of cases there are curriculum inconsistencies which are now part of our SIP. In addition, we are aiming to provide equitable access to curriculum and extra-curricular. through our support of SEN and PP students. The proportion of disadvantaged students in this school is well above the national average and also the number of SEND students with EHCP plan is above the national average."

Who are the stakeholders in each child's education? Do any of these have a higher priority than the others?

"We are all stakeholders of our children's education -the parents, the teachers, the school leadership, and the administration alike. While some of these stakeholders have a closer connection with students than others, it is important to everyone."

Highlight that all staff members, board members, volunteers, and community members are stakeholders. In public schools, each voting member of the community is a stakeholder making decisions through elections that affect the students' education. At the same time, families and friends are also stakeholders. No group of people takes priority over another. Show the interviewer that you are willing to collaborate with these stakeholders to positively affect each child.

"I believe everyone is a stakeholder. This goes from faculty to the members of our community. Simple interactions in the hallway can impact students just as much as their home life."

"I've been paying special attention to families and friends in the school system. Parents are especially crucial because they often drive students to sports practices, register them for music lessons, or take them to tutoring. They also share their children's progress."

"Parents have the highest priority. Teachers and coaches and other school personnel also have a high priority, depending on what involvement they have with the student."

"Anybody who cares about that child's success is a stakeholder in their education. I think that the important aspect of this question is not who the stakeholders are but how are you going to properly engage them, so that the child's needs are going to be met. Teachers are stakeholders and they need time to teach. Parents are stakeholders, and sometimes they need extra resources to parent. Administrators are stakeholders in a child's education, and they are the gatekeepers that ensure that fairness and accountability are being met by all the other stakeholders."

"Anybody who cares about a child is a stakeholder in their education. Parents are the ultimate key to attendance and attitude. They reinforce this at home in their words and actions. Parenting is the most challenging job and there isn't any training for it so sometimes parents require support. Schools are one of the agencies in a position to give this support. In one year a student spends â…™ of their waking hours at school. During that time the teacher is the key and can give educational as well as social experiences, however, the school needs to engage really well with parents and other agents if that time is to be maximized and to have a legacy."

Describe an occasion where you mediated a dispute between two students.

"I think it is important to have a discussion and get them to contemplate the consequences of their actions. But to get their attention, you have to respond to their desire to feel validated and heard. So I'll do that first, then share with them the impact of their behavior on others and the consequences of their actions if they don't change course. This technique typically helps."

When answering this question, focus on your highly developed communication skills, especially concerning your diplomacy and nondefensive communication. Offer an occasion where you diplomatically exercised active, compassionate listening and gave every a chance to feel heard. Then, share how you got everyone to objectify the situation while removing any emotional component. Highlight the conflict's impact, especially on the students and school functions. Establish trust, offer transparency, and encourage the students to reach an agreement or solution. Mediate, offer feedback, set expectations, and follow up as needed.

"I recently came upon two students in a shouting match. I tried to de-escalate the situation, but one student was the aggressor, and, at a certain point, he swore at me, using a horrid phrase. I sent them to the office. I knew this student had some home issues, which was heartbreaking. But, despite my efforts, their behavior worsened over the year."

"I recently heard a commotion in the hallway and stepped out to observe what was happening. Two female students were involved in a shouting and shoving match that seemed to be quickly escalating. While keeping a safe distance, I approached them and raised my voice to attract their attention. I demanded to know what was happening, and they resumed shouting over each other. I then told one of the girls to be quiet, allowing the other to speak. It turned out the larger and more formidable of the two girls was angry at the other for making a disparaging comment about her sexual orientation, having muttered a pejorative under her breath. This resulted in escalation, and neither backed down until I stepped in. I discussed morality and their behavior's effect on each other and reminded them they used to be friends. By the end, they hung their heads and apologized to each other, and not before long exhibited the signs of friendship once again."

How would you handle an aggressive parent who had an issue with a teacher?

"I would consult with the teacher, ask them what is going on, then give them a heads-up that I am sending the parent their way. If it is during school hours, I would schedule a meeting for the two of them. If things are not resolved, I would schedule a meeting between the two of them while I mediate."

Depending on the underlying source of the parent's frustration or concern, it most frequently occurs as an issue between a student's parent and the teacher. This often presents a balancing act for an assistant principal, where they'll need to maintain that teacher's job satisfaction and loyalty without further upsetting the parent. In this case, making every effort to have the teacher and the parent resolve the dispute on their own is required. It is often beneficial to be present in that meeting and mediate. Listen, objectify, consider every detail, and offer a compromise when possible. If the situation is outside your control, active listening and empathizing are the best you can do, along with demonstrating patience and tolerance.

"I would take full advantage of my active listening and nondefensive communication skills. I would take notes, consult with the student's records, and allow the teacher to present any additional facts. Often, parents are not fully aware of the whole story regarding their child, or they may not be willing to accept the truth of their situation. So, it takes a lot of delicate nuances to enhance their understanding of the situation while not making them defensive or feeling their child's behavior reflects their parenting skills. All it takes is to let them know we are doing the best we can as instructors, just as they are doing the best they can as parents, within the limitations of our means."

"Being an assistant principal is not an easy job. But neither is being a teacher. When a parent shows up, doesn't engage the teacher, or doesn't like the outcome of their engagement, they'll often involve an assistant principal. Whenever this has happened, I hear out the parent, empathize with them and their perspective, and then explain the nuance of my position and that I can't make any informed decision without hearing every side of the story. I then try to ensure transparency, encouraging them to be present during the conversation. After asking for their patience, I'll ensure I have appropriate backup in case other high-priority issues arise during our meeting. I will then secure a sit-in for the teacher, especially if they are currently instructing, and then I will mediate between them. During this conversation, I will try to be impartial as possible to gain the parent's confidence while doing everything I can to support the teacher, and thereby the confidence of my team and staff in my ability to manage the situation. Typically, if it can be resolved and the parent is reasonable, these address any concerns. Sometimes I'll offer a reasonable compromise or accommodation."

Have you ever had to manage a medical emergency in the classroom?

"Luckily, I haven't, But I have certification in CPR, First-Aid, Basic Life Support, and Blood-borne Pathogens. I teach the swim team after school, have done so for the last five years, keep my certifications up to date, and teach my student CPR basics as well."

In most states, having a CPR certification is not a requirement. Different municipalities have different needs, so be sure you are well aware of the requirements of the school you are interviewing for. If you have enough time to prepare, do your best to obtain certification for CPR, First-Aid, BBP, and BLS if possible. Doing so will give you a leading edge.

The heart of this question is to display your ability to keep a level head even under the most stressful situations while ensuring calm with students while maintaining order. If you have managed a medical emergency in the classroom or campus, share that experience. If you haven't, explain how you would handle the situation should a medical emergency arise.

"Not in the classroom. But there was an incident where a student got hit in the head with a softball and knocked unconscious. I kept the child still and warm while waiting for help to arrive. We carried the gurney with the child to the medical room and observed the child, assessing whether we should escalate the situation. After a short time, they seemed to have a low-grade concussion. The child's parents arrived and took the child to urgent care, where they concurred with our assessment."

"I once witnessed a student go into anaphylactic shock. They had a nut allergy, and another student had given them a cookie with nuts. The child who shared the cookie didn't know about the allergy. I think it was an innocent mistake. Luckily, at the beginning of the year, the child's parents had told me that their child always has a syringe of Epinephrine in a leather zippered case in an inside pocket of their backpack. The parent wanted to ensure that all teachers knew it was there. There was a small combination lock to the case; they shared it with me and explained how to administer the shot. So, in this situation, I followed the parents' instructions while I set all the other students up with tasks. I asked a few to alert the assistant principal, another, the nurse, another, the school secretary to alert the parents, another to fetch the backpack, and so on. I then administered the shot, stabilizing the child while medical attention arrived. In a few days, they were back in school as if nothing had happened."

How do you stay current on new teaching trends and techniques?

"There are a lot of new, exciting trends in technology that are sweeping learning environments. I stay current on new offerings by following industry trends through Google alerts, education-related publications, and networking with fellow educators."

It is always a good idea to talk positively about change. Be sure to only talk about new teaching trends or techniques you enjoy or support. Show the interviewer that you are open to trying new technologies or teaching trends. Describe trends or techniques that interest you, and give them insight into why you like it. Be sure to tell the interviewer about any conferences or workshops where you learned about new trends.

"During one of my trainings, the teacher explained that the most effective way to learn a foreign language is through situational learning. We brought our students to the local Asian market and gave each of them money and a list of items to locate. By the end of the class, everyone knew basic phrases in Mandarin and could name a few fruits and vegetables."

"One of the workshops I attended this year taught an active listening method which focused on having the students talk 80% of the time and teachers 20% to facilitate their understanding instead of relying on teachers for every answer. Teachers would then give guiding responses to further student learning in the Socratic discussion."

"I am currently studying my masters, and through the program, I've managed to bring a lot of the strategies I've learned into the classroom. Technology is another way I keep on top of educational trends. I am subscribed to many different blogs that help as well."

"I have accumulated 30 hours of training on the National College training site since July 2021. I have a master's degree and am a member of many professional social media platforms. As a governor of a local primary school, I receive training on school governance and most recently SEN. I am currently researching differentiation strategies to support the Most Able students. I would like to complete a NPQSL. The variety of CPD that I engage with allows me to view changes in policy from different perspectives and that benefits me and helps my understanding when working within a team."

When would you be available to start?

"I am currently unemployed; however, I have a long weekend trip planned from the 12th to the 15th. I would be thrilled to start the Tuesday after that."

Before your interview, make sure you have a start date in mind for the new employer. If you are currently working, you should show professionalism by offering two weeks' notice to your current employer. No hiring manager is ever impressed when they hear, 'I can quit my job today and start tomorrow!' Show that you are professional and reliable in all situations.

"As a professional courtesy, I would like to give my current employer two weeks' notice. I could start anytime after that."

"I would need to give a customary two weeks' notice to my current company so that they could choose if they want me to stay and transition my class. But, out of courtesy to them, I need to let them make the decision."

"I would like to notify my current school of my two weeks and let them determine if my departing then is manageable or if they would like me to stay through the end of the school year. Ultimately, I would let them determine my availability date."

How important is a student-centered classroom for you?

"Students make up the classroom and learning experience, so they are everything when it comes to a student-centered environment!"

School is all about the students! Administrators want to hear that this is your perspective. Tell the interviewer that the classroom must be student-focused. After all, the goal is to see students succeed through dynamic teachers engaging with the students.

"A student-centered classroom is critical. When I taught ESL in China, I noticed that the teacher was speaking most of the time, and students would be taking notes. The students lacked discussion ability and had little chance to develop their own opinions. I always ask my students to write down or talk about what they think about a certain issue."

"I think the student-centered classroom is most important for subjects such as a foreign language, creative writing, or art class. In the hard maths or sciences, student participation should be encouraged, but the teacher spends more time explaining and teaching concepts, so it's a bit different for every subject."

"A student-centered classroom is very important, especially if we want our students to have the skills to be successful in a 21st-century global society. Research shows that students need to acquire certain 21st-century skills. These skills include problem-solving, critical thinking, collaboration, and communication. A student-centered classroom provides opportunities for students to learn these skills."

"A student-centered classroom is what education is all about. The student should be the focal point. Once a student sees themselves in the lesson, then they will get something out of the experience, and this increases student engagement. A student can see himself in a lesson when there is a collaboration, assignment choice, and project-based learning."

"Students should have a stake in their learning. The more stake they have, the higher the engagement. Talking and discussing objectives cements students learning. I use Kagan strategies in my classroom to boost engagement and to allow my students to express opinions about the contents area."

"Student-centered classrooms are crucial to the development of 21 Century learners. We are living in a 21st Century Global World. With this in mind, we need to develop critical, innovative thinkers who can problem-solve, collaborate, and communicate effectively. Allowing the students to drive lessons and explore as they learn will help build these skills."

"Student-centered classrooms are crucial to the development of learners who are going to lead this community in the future. We are living in a 21st Century learning school. With this in mind, we need to develop critical, innovative thinkers who can problem-solve, collaborate, and communicate effectively. Allowing the students to explore as they learn will engage them and help build these skills. One of the aims of our Artsmark accreditation is to use creative activities to advance the learning of all our students. Creative activities take place in all subjects and as we learn more about activating our learners they will become more confident and drive their own learning forward. When I go into a classroom I would expect to see students leading the discussion and demonstrating a high level of involvement. They will be focused and animated in their discussion."

This school represents a different community and demographic than your prior experience. How comfortable are you working around children and their parents who are from different backgrounds than you are accustomed to?

"I have friends who work in rough schools with a higher frequency of violence, drug use, and gang activity. It's these schools that need us the most. I do not doubt that there may be more of an emotional toll and a bit more heartbreak, but I am committed to all my students, regardless of their backgrounds or upbringing. You can count on me to put my all in, no matter where I am."

Most schools are looking for assistant principals who are culturally responsive leaders. When working with historically marginalized populations, an assistant principal must possess cultural competence. It is incumbent on them to do all they can to remove barriers, increase access and inclusion, and build trusting relationships with their teachers, students, and parents.

"I am willing and have clear expectations of the job. I am sure there will be some learning as I go, but my peers and my track record for success with all my students speaks for itself."

"I have completed every category of sensitivity and diversity training and have volunteered with several youth-at-risk programs. I am no stranger to this type of work or how to conduct myself. I excel in communicating with these kids, treating them with transparency and respect, and earning their respect and trust."

How do you go about building relationships with students who are frequent disrupters?

"I make sure that any kids who are frequent disrupters get their fair share of attention but aren't successful in monopolizing it. There is always a risk of them hijacking a class, and soon no one is benefiting from what you have to offer. So, I treat them with respect and integrity and will pull them outside into the hall to avoid embarrassing them in front of the other students. I'll then level with them and paint the full picture of what they are costing themselves and the other students. Be heartfelt and transparent, inform them of what their antics could lead to, and ask for them to help me help them. This typically works for me, as I am respected and well-liked by all my students."

A desirable quality in any teacher or principal is a motivation to build relationships through learning, with a strong desire to see their students display marked improvement while holding them to a higher standard. When this is your motivation, it shows through in how you communicate with your students, especially those who are frequent disrupters. When engaging with those students, describe how you enhance communication while earning their trust, respect, and boundaries, all while establishing a rapport. Share how you act as a steady, consistent, and firm influence. Describe how you get to the source of their behavior, what you do to set limits, and how you address those situations promptly, often, and with specifics. Also, do your best to communicate your comprehension of what is appropriate and ethical conduct in such cases.

"Show them there is a different way of being than what they are used to and that you won't react or respond in ways they are used to. That typically catches them off guard. All it takes is listening to them, leveling with them, showing them empathy and respect, and showing you genuinely care. Be constant, vigilant, and dependable."

"So many kids push the limits of what they can get away with testing their power. Yet, they simultaneously need to have boundaries set and asserted. Also, they need to push you away as a form of reassurance that you will be there, strong and steadfast, when they want you back. As it is with parenting, so it is with teaching. You are a role model for them, influencers. So, if you are in the field of education, it should come with a strong desire to help your kids learn, grow, improve, and achieve. This is true of your A+ students and those who act out, seeking attention. Additionally, those disrupters are sometimes highly intelligent and bored or unchallenged. So show them you believe in them and try to find that spark that challenges them and holds their interests."

When have you made a difficult decision in regards to education? What were the risks of your decision? What was the final impact?

"I have had to regularly make difficult decisions, along with my principal. The most challenging situations are surrounding students displaying behavioral issues. Often we need to make recommendations for these kids to be put into other programs. It is challenging to talk to the parents about our concerns regarding their children."

The interviewer wants to determine your level of experience with making complex decisions. The best answer to this question will involve something directly impacting the students or teachers. Examples may include curriculum changes after budget cuts or changing the start and end times of the school day. Telling the interviewer that you recognize how your decision will impact the lives of the students or teachers is a great idea.

"The school I worked for was making budget cuts, and I, along with the principal and board, had to decide which of two teachers to lay off. This choice was tough as they were professionally capable, and I had good personal relationships with them. I made a pros and cons list, talked to their students and their students' parents, and discussed options with each of them extensively before making a decision. In the end, I wrote a stellar recommendation for the teacher we let go, and he got into an amazing school. I think it's essential to go the extra mile when making difficult decisions like this."

"We recently had to evaluate our educational offerings at the school and, for budgetary reasons, make necessary cuts to maintain for the upcoming school year. Valuing the aspects of math, science, history, language, and the arts, we had some difficult decisions to make. My team and I worked together to combine the arts program and create a hybrid language program as an offering for student electives. We were able to meet budgetary requirements without compromising the integrity of a complete education - and it is something we are very proud of."

"I made the decision not to change a grade for a football player-even though I was told to do so. He had 51% in my English class, and the administration wanted him to have a 79.5%. It was a large Catholic High School. They fired me!"

"Launching a new site in Atlanta had its challenges, and this created some frustrations with my staff. I worked hard to maintain positivity and to build a culture based on TEAM: Together Everyone Achieves More. One staff member was continually negative, complaining about every little thing. Several of my staff came to me about this because it was starting to affect them. I had to have a difficult conversation with this teacher because I could not allow her to keep filling our TEAM with negativity. It was a difficult decision to have this conversation because this particular staff member was headstrong, and I knew she would not take this conversation lightly. But, to my surprise, that did not happen. She was receptive and acknowledged her negativity and promised to have a more positive outlook. The risks of my decision could have been a confrontation, emotions, or dismissing the employee. The final impact was beneficial."

What do you like about your present job?

"I enjoy making a difference in the lives of children in this community. Every day, I get to work towards this goal as a teacher, peer advisor, and liaison for families throughout this local community."

Share the commonalities that your current job has with the assistant principal position you seek. Talking about people interaction and the variety in your day is a great place to start. Highlighting your desire to problem solve and develop innovative solutions is a nice touch. Discussing your passion for helping people is a great way to wrap things up!

"I like that my present job allows me to express my passion. I work with a group of similarly-minded teachers who put a lot of effort into their teaching and genuinely care about their students."

"My present job has a lot of variety. I get to teach students, talk to parents, and work with teachers. It's a great way to hone the people skills necessary to deal with different types of people."

"I like working and collaborating with my team to find new and innovative ways to accommodate the needs of all the students in our care."

"I enjoy the opportunity to collaborate with staff to develop strategies and procedures to solve issues we are seeing through data analysis. Witnessing your plans being developed and carried out that help students fulfill their potential is a magical moment."

"I love my job because no two days are the same. I have a really lovely class and I am lucky enough to work alongside a staff that I get on extremely well with. I am so lucky to be able to say I have made lifelong friends at this school. I love working here because we have access to fantastic resources to challenge and engage the students, we have a supportive community of parents and teachers."

"In my present job, I have a great deal of variety. Getting to teach students, talk to parents, and work with teachers is a great way to hone my people skills. There are daily problems and difficulties that arise and I enjoy trying to unpick these for the best outcome."

How would you describe your leadership style?

"I would describe my leadership style as strong and supportive. I engage with others and strive to add value to the work I am responsible for."

Share with the interviewer that you feel leaders are people others want to follow, and you do this by building relationships. Tell the interviewer that you spend time speaking with staff and students every day to get to know them better. The better they know you, the more responsive they are to your decision-making.

"My leadership style is to be present and approachable. I want to know if my students are struggling in the classroom or at home. If my teachers need additional training, I like to be a part of their career development."

"My goal as a leader is to inspire students and staff to strive to be their best. I achieve this through avenues such as speaking at school meetings and functions. I also ensure my presence at school district events such as choir concerts or sports games. Giving encouraging announcements and sending out kudos emails is another way I demonstrate leadership."

"Hands-on. I like to lead by example. If I am asking someone to do something, I want them to see me doing it too. I view myself as a very fair person, and I am always prepared."

"I would say that I am a cross between transformational and servant leadership. I like to look at everything with a discerning eye and see if there is a way to do it better. I want to encourage others to get outside their comfort zones and push their limits. I never think twice about helping out when I am asked"”because I know that my own to-do list will still be there when I return. When students behavior escalates, I would offer to give that teacher time to build trust. I would go in and teach a lesson while the teacher and student play a game. Time invested in making that child felt valued will be returned."

"I lead by example. I keep myself in a positive mindset which flows to my students and colleagues, aspiring them to want to do the same. I keep my students' and colleagues' best interests at heart and ensure that I am feeling safe, comfortable, and appreciated."

"My style is to be quite visionary, I encourage others to think big and then work back from there. I don't want my team to limit their vision because of perceived barriers. Most can be overcome. I also encourage staff to work closely together, collaborating can take the stress out of most situations."

"I have adopted a transformational leadership approach. I like to focus on the bigger picture by being proactive and celebrating individuality to empower creativity making individuals feel real ownership of the organization. I am a neutral leader with clear expectations showing the rules apply equally to everyone. I like to build on a shared vision."

Do you consider yourself a leader?

"I consider myself a leader and strive to be a better leader each day. The role of assistant principal comes with great responsibility, and it calls for my ability to be an effective leader for the students and faculty."

Leadership skills are essential for the assistant principal role, so tell the interviewer, 'Yes, I do!' This is a great chance to share your desire to be a leader. Explain that you strive to be a role model for students, peers, and colleagues. Explain that you jump at the opportunity to lead groups, encourage your counterparts, and be the face of the school when challenges arise. You understand that these are vital pieces of being a leader.

"I see myself as a leader. Not only have I managed a team of learning leaders in two prior roles, but also I believe that leadership does not always equate to management. I am sure to lead at all times by providing the best model of enthusiasm and work ethic. I am open to new ideas and love to tackle a new project which, to me, embodies leadership."

"I have always been an enthusiastic leader and thoroughly enjoy being a team lead for our learning assistants. I have been in a leadership role for the past eight years and look forward to continuing this experience as the assistant principal in your school."

"Yes. I am always looking for a way to make practices better and trying to inspire others to jump into this process. I have been a GLC for 8 years and I enjoy fostering an environment of trust so that everyone feels valued for their thinking. I lead by example and try to convey to my team, staff, and administrators that I am someone that they can trust to come to with ideas."

"Yes, I am doing it now, and I have done it previously. I feel confident in pursuing the next step as an Assistant Principal."

"Yes I do! My intention as a leader is to maintain a safe and happy team and everyone within it striving to realize our strategic aims. I work hard at leading my team by modeling positivity, enthusiasm, and work ethic in order to move a project forward and bring others along with me. For me, a participative approach is effective as I delegate tasks and support others in taking responsibility."

How would you handle a teacher discipline situation?

"I suppose it would depend on the situation. I need the continued support of every member of my team, so I would begin getting the full story while trying to give the teacher the benefit of the doubt where appropriate. If the issue repeats itself, I would take extra measures and involve my principal if it seems necessary."

As with any leadership role, you want to address any corrective action swiftly, taking advantage of your enhanced communication skills to improve the performance of every member of your team. This is a balancing act of supporting your teachers and your students while ensuring you are continually aiming to accomplish the school's goals. Describe how you consistently support the policies of your school and district while being calm, confident, fair, yet stern. Describe the action plan you provide the teacher to follow with supporting documentation. Share how you regularly followed up, and describe the progress made.

"Any issues with anyone on your team need to be addressed promptly, as often as is required, with specifics. The way to handle this situation is to fact gather, not delay addressing the issue, hear their side of the story, and document. If further corrective action is required, set those parameters with an action plan. Follow the policies of your school and your district while being respectful, discreet, and fair yet stern."

"It's tricky because many kids might lie or say things without considering the consequences of their actions or the implications of their accusations, but everything should be taken seriously. You always want to proceed with caution and show you are supportive of your teachers. In a situation like this, I gather facts, document, and address the situation according to my district policies and state laws."

What strategies would you use to achieve higher student performance at our school?

"I want to set up a self-assessment system for each student to respond to their progress at the end of each learning period so they can stay responsible for their learning."

The interviewer wants to see that you can work with your teaching staff to enhance the educational environment. Discuss how you would talk with the teachers to gain their insights about how to further the students' performance. After all, they spend the most one-on-one time with the students. Tell the interviewer that you would advocate for the teachers to have professional development opportunities to learn up-to-date teaching techniques that would allow them to excel in their classrooms.

"I would talk to each teacher to explore their students' learning styles and ask them what they need to help students. Then, I would work on acquiring those resources for them."

"There are some strategies we can apply to achieve higher student performance. First and foremost, I always say that we must put our vision for a better school at the forefront of everything we do. We can analyze data and introduce students to important analytics. Ultimately, we want to teach smarter, not harder."

"I would like to see the data we collect for reading and math used in a more constructive and influential manner. In year 6, we used the reading data and provided support to low achieving readers by having small group guided reading sessions with the TA. It is over and above the daily guided reading sessions that we do in class. I have seen a formidable improvement in the past with this support program."

"I would reach out to staff members to get their input on student's strengths and weaknesses and work to deliver what they would need to high student performance."

What do you envision for our school if you were an assistant principal here?

"As a person of vision, I imagine creating an environment where learning is collaborative and exciting. We will work with parents and faculty to evaluate our progress and improve our efforts to make education rewarding."

Interviewers want to hear that you dream big things for their school! Tell the interviewer that you envision a place where children are engaged, are encouraged to excel, and are inspired by their teachers and leaders. Tell the interviewer that you envision the school being fun; after all, being a child is supposed to be fun! Talk about how you desire to work together with the principal, teachers, and other school administrators to reach the most significant success the school has seen.

"I want to make the school more fun! I've noticed a few extracurricular events, but I want to bring back student-organized carnivals and spirit week. I also want to organize relationship-building training for teachers to get more involved in the lives of their students."

"I want to see the faculty and students become more united than they currently are. I think it's important for the faculty to feel like they're a part of a supportive family, professionally and personally. It helps with teacher management when we know them personally, and they trust us to have their best interests in mind."

"I want to see a united community where people feel valued and cared for, not just professionally but personally as well."

"I would like to see the school as a team environment where all stakeholders are bought into developing the school into an environment that is a point of pride in the community, and a place that is welcoming to all students and families."

"I think that now, more than ever, is a time for change and I would like to focus on promoting relationships among staff members. I think it's important that we all get to know the people we spend hours with every day on a more personal level so that we can work together in the most productive ways. I would like to encourage more collaborations across classes when restrictions ease too. I think that pairing classes would work well."

What is the most difficult situation you have had to face? How did you tackle it?

"Recently, I had to intervene in an occurrence of inappropriate behavior by a small group of students. The intent was to help the students modify such behaviors and build successful interpersonal skills. I met with the students one-on-one to coach them through the situation, then we brought their families into the process. We have held weekly follow-up sessions to continue coaching the behaviors. It is going well!"

The best responses to this question are examples of situations that stretched your heartstrings or ones that challenged your traditional way of thinking. Think of those cases that affected your emotions or made the wheels of your brain spin!

"One of the most difficult situations I've ever faced was when the wife of one of our senior teachers passed away. He taught biology, and we had to find a couple of different substitute teachers for his year of sabbatical. The students had a tough time that year, and we had to give them extra encouragement."

"Last year, some students were involved in drug use. We collected evidence over several months to see who was responsible. We contacted parents, arranged meetings to talk to students individually, and finally decided to expel a few students. Expulsion is a tedious and difficult process."

"In my first job as a teacher, I was hired to replace a well-liked teacher who took his own life. Going into this situation, I wanted to establish myself as an educator but respecting the fact that the students were dealing with a lot during this transition. I approached my job letting my students know that I was genuine and had a deep care for them and seeing them succeed."

"The most difficult situation I have faced was in fighting for a student to have access to the resources that they needed. I taught at a Title 1 school with a population of 86% Hispanic students. I had a young child my first year teaching kindergarten. After an intensive intervention, I could tell the student had a processing disorder. She could not retain information because she was unable to take information from short-term to her long-term memory. The RTI team voted to pass her on to 1st grade because she was young and Spanish-speaking. I and her teacher advocated for her all of the 1st grade with no success. I had her again in 3rd grade when I was moved up. I fought very hard that year. I was finally able to get her tested. She was moved to a school that was equipped to help her."

"The most difficult situation I had was when one of my students died from a brain aneurysm. Before the news that she had passed arrived, the school was rife with rumors, fuelled by heartbreaking posts on social media and being sent from the girl's sibling about her deterioration. The children in school were so lost and sad and confused. It really made me think about how young people process trauma and how teachers support them. Following her death, we organized a choir in her memory, and remembrance events were carried out and fundraisers in her name. This provided a platform to talk about this young person and allowed her peers to process her death and celebrate her life."

Tell me about your participation in extracurricular activities.

I've chaperoned a few dances here and there. But there were always other teachers who vied for those opportunities, so I wasn't about to take that honor from them. I consider myself friends with all of my fellow teachers. At first, I loved the stories they'd come back with, and soon, on many occasions, I showed up for those games or hung out and supported them as backup whenever possible. Even though I didn't sign up for those after-school activities every week, I'd show up nonetheless.

Whether you have prior experience as an assistant principal or are a tenured teacher interested in taking on more responsibility in an administrative role, keep in mind the role of an assistant principal is highly competitive. An ideal candidate for such a position will have a history of demonstrating a commitment to an organization or school's goals and willingly giving up their time to help achieve those goals. This commitment directly relates to putting their all in to positively impact the school's culture and a commitment to the potential futures of their students.

"I don't sign up for them every year. There isn't always a program that is suited to my skills. I am not a very sports-oriented person, but I would offer my services anytime we had a program directed at our AP students. It's been a few years, but I've helped with the jazz band, helping organize their performances on and off campus while engaging with and once spearheading our PTO."

"I've coached the football team and directed our after-school photography program and at least one school play every year for the past five years. I took part in other activities prior but adapted to the changing needs of the school. For field trips, detention, and summer school, I am always willing to help and give more of my time. The thing is, I love what I do, and I care. I've always been a team player, and the positive side effect is that all the kids know me, and I feel like we have a great relationship."

How do you decide what gets top priority when scheduling your time?

"I usually arrange one or two important tasks to accomplish each day if I can. As soon as there are more than three tasks piled up, I start getting less organized and more panicked, so mentally, it's helpful to organize my priorities by day. If there's a lot to be accomplished, I'll separate my tasks by morning and afternoon."

The interviewer wants to hear you think about your schedule before jumping into it. It is good to start by mentioning how you always keep your calendar up-to-date, your email inbox organized, or your trusty to-do list right next to you. This level of organization will show the interviewer that you always know what is on the docket. Then, jump into how you identify that top priority! Perhaps you spend 10 minutes each Monday morning determining which items have deadlines that week. Maybe you start each day by categorizing each piece based on the level of urgency.

"I spend 10 minutes in the morning jotting down the day's tasks into a notes app, ranking them by urgency. I separate my tasks into urgent, not-as-urgent, and long-term. It's effective because it helps me keep track of my deadlines and prevents me from rushing to finish my tasks quickly."

"Time management is critical to the success of our school. When prioritizing, I look at the deadlines first. Then, based on urgency, I decide where to focus my attention first. Most of the time, other daily tasks need attention at the same time, so I keep track of these in my daily calendar, setting reminders and checking things off my lists."

"Time management is critical for your school and community that is counting on you to manage your time. I look at items that have hard deadlines first. There are immediate situations that arise, but I don't like to multitask. If I am on a parent phone call, I would rather give that my full attention and make sure that it is handled properly. I use my google calendar to set alerts and reminders to make sure that priority tasks don't slip through cracks."

"I always schedule things by the level of urgency. Most urgent items come; first, on-going things come last. I always take time to make a daily schedule so that I know exactly what is on my agenda for the day."

"I am a stickler for time management. I look at deadlines and prioritize from there. Fortunately, I still have an excellent memory, but I still rely on Google Calendar and my notes on my phone to keep me on track."

"In order to manage my time carefully, I use a digital diary in order to plan ahead. I usually have a two-week reminder set on hard deadlines because I want to ensure that I meet them and do so well. In the majority of scenarios, this is appropriate however, on longer-term projects I set myself regular milestones which makes task completion more manageable. It is really important for me to complete tasks well; I can multi-task but to do things well I want to focus on one task at a time."

How would you help us reach the point where students look forward to being in the classroom and are fully engaged?

"Engage them more! Involve them in the crafting of programs. Students feel valued and appreciated when they are included in the process. Start there and see what you can accomplish together!"

Tell the interviewer you would work with teachers and other school leaders to develop fun activities and themes that create an environment where the students are a part of something bigger than themselves. Explain that you would be out and about each day talking with staff and students showing them that you care about their educational environment. Share fun ways you have participated in the students' day, such as dressing up for themed days.

"My students have enjoyed birthday parties. I usually teach in small classes, so I keep a list of students' birthdays and prepare a surprise for them if I have them in my class. It's just cupcakes or a small cake, but I think the students get really into it, and some of them will bring some snacks too. Parties and public recognition are great motivators for young students."

"I do Secret Santa with my students during Christmas. We draw names out of a bowl and have students guessing who each other's Santa's are for a week before the big reveal. The students loved it!"

"We have three major events in Year 6: Poetry Cafe, Science Fair, and Stepping Up Ceremony. These create hype and a build-up throughout the year."

"I would seek opportunities to include or make links to contemporary topics and themes in their curriculum so that they find their learning relevant. Also, I would encourage that there be opportunities for students to select their own content."

Tell me about a time you needed to address several issues demanding your attention at the same time, all with an equal level of urgency.

"Recently, I was directing a school play when a student backstage was so nervous about performing they threw up. While I was trying to clean up the mess and get that student to the nurse's office, I was also trying to refresh the stand-in on the role while rehearsing their lines. All this while holding my nose and trying to keep the stand-in from throwing up from the smell. It was a bit of a fiasco, but we pulled it off."

On any given day, an assistant principal can be having a sensitive conversation with a parent or student when an emergency arises. It is not uncommon that while dealing with one issue, another arises, whether it be student violence on school grounds, reported drug use or weapon possession, a teacher sending a disruptive student to your office, or all of the above. Being able to prioritize tasks when they are all equal is a difficult aspect of the job. This is your opportunity to assure them you can adeptly handle such situations, work well under pressure, and recruit help or delegate when possible.

"I am aware of the fast-paced, high-stress situations that can occur as an assistant principal, and although I have had my share of managing several situations at the same time, as would any teacher, I haven't experienced what is expected of the role of assistant principal. Having said that, my expectations are clear, and I feel ready for the challenges that are sure to come."

"A student with special needs ended up in my office after disrupting the class with erratic behavior. As I sat down and tried to rationalize with them, I got a call from one of our grounds proctors that another student had been in the bathroom bragging about bringing a knife to the school. That was a prior concern, and I asked the first student to stay in my office until I returned. I then asked the secretary to ensure the student didn't leave without their parents as an escort. Just as this was going on, an aggravated parent arrived, wishing to have words. I told them as soon as I addressed an urgent matter, I would be happy to talk with them and asked them to wait while thanking them for their patience. I then headed to the bathroom with security. We were able to confiscate the knife and escorted the child off campus. The security officer delivered the child home while I documented the incident with the paperwork on my clipboard. I then returned to my office, and the troubled student had drawn obscene images all over my walls with a sharpie. I then took the sharpie, closed the door, and met the angry parent in our conference room. I heard about the issue they had with their child's grade, and they felt that their child wasn't receiving fair treatment. I scheduled a meeting for us to meet with their child and the teacher, where we would all get to the bottom of it. Just as I wrapped that up, the parents of the troubled child arrived. They collected their child, apologized for the graffiti, and we set up an action plan for their child, school counseling, and the corrective measures they could expect if the behavior isn't curbed. I gave them the sharpie as a souvenir, called our janitor, and asked them to correct the graffiti."

If you witnessed a student being bullied by another student, how would you address the situation?

"If I witnessed the event, I would immediately intervene and separate the children from each other. I would speak to each child individually, asking for insights, discussing the repercussions of such events, would try to talk some sense into them, write a report, and inform the parents."

Share your ability to identify the signs and types of bullying, the impact on the students and the school, the legal implications, and the appropriate methods of dealing with it. When bullying can be categorized as discriminatory harassment based on race, national origin, color, sex, religion, sexual orientation or gender identity, age, or disability, it is recognized by the federal government as a crime. Share your knowledge, experiences, and practices in accordance with the school's regulations and code of conduct.

"I suppose it would depend on the situation. All forms of bullying are serious matters, but not all forms should be handled the same way. I would try to gather information from other witnesses and all parties involved to get a full understanding of what is going on, how long it has been going on, and how serious the matter could be. I would then bring in the parents and, according to the school's protocol, try to create an action plan."

"Kids are often tightlipped when these situations arise, as they fear retribution or becoming unpopular by informing us of what is happening. Any time I witness such situations firsthand, I take immediate action. I always follow the protocol according to the code of conduct and the rules and regulations of the school. However, too often, it's students who inform me, having witnessed it or knowing someone who witnessed the event, and it becomes difficult to distill the exact truth from multiple versions of a story coming from various sources, where exaggeration and hearsay come into play. In those instances, all you can do is talk to each student and their parents and inform them there may be an issue, depending on the loose facts. Regardless, you have to do the best you can in every situation, every day."

Tell me about your ability to handle stress and work under pressure.

"I thrive under pressure; stress motivates me to perform to the best of my abilities."

Employers are looking for individuals who can perform under stress. Tell the interviewer you remain calm, professional, and productive under pressure and when faced with numerous deadlines. How do you manage stressful times? Talk to the interviewer about your ability to control pressure in the workplace.

"I handle stress very well, and when you call my references, they will attest to this fact. When I am under pressure on the job, I focus on the task at hand and make sure not to get distracted. Staying on deadline is very helpful, and I will delegate when necessary to alleviate some stress."

"Stress is part of any demanding job, and I embrace it to the fullest. I take good care of myself and prioritize my workload to maintain a healthy balance in my stress levels."

"Personally, I believe I handle stress very well and I think it can bring out the best in me. Being prepared and organized has helped me minimize the amount of stress I can be under, but remaining focused in times of high stress has allowed me to overcome and achieve. Prioritizing my agenda has helped tremendously."

"My ability to work under pressure and handle stress is one of my best qualities. It is something that I believe sports and coaching have gifted into my life. I think my viewpoint and my thought process is the reason why. I teach my players and truly believe that pressure is a privilege. When you think of it as a privilege instead of a problem and stay optimistic it helps you handle anything."

"I believe that I handle stress well. I'm very organized and that can really help me to address many issues. I use my Outlook calendar and teacher planner a great deal. This helps. At the moment, I have a lot on my plate. Coordinating a school production is a highly complex task. The logistics in addition to learning the material for all the students involved are hugely challenging. In addition, we have a whole school deadline for data entry using a previously untested system due in a month. Further to this I am a recently appointed school governor and am completing my induction training. In order to manage this I use checklists - kept in one place - and also have scheduled to meet with team members to ensure that they are clear of expectations regarding the deadline and are sufficiently resourced to meet it. I feel that I cope well with this level of pressure when it occurs at certain 'pinch-points' throughout the year."

Describe how you work with others.

"I enjoy working with people of all age groups. Every day, I interact with various groups of students, teachers, faculty, families, and administrators. When you work well with people, they can surprise you with their accomplishments. It drives me to work harder/better/smarter each day."

As an educator, you are in the people business. The interviewer wants to hear that you work well with all types of people from every walk of life! Get excited to toot your own horn and share how you easily interact with anyone and everyone. If the interviewer presses you about how you work with demanding parents, merely state that demanding parents are just people who care a lot about their child. Share that you have a knack for showing parents that you are an advocate for their child. On the flip side, challenging teachers are usually just trying to do what they think is best for the students.

"I'm good at listening to parents' needs. I've had positive experiences in which parents come into the parent-teacher conference with anxiety about their child's academic performance but were left feeling reassured that their child was improving."

"I enjoy giving my students the chance to figure out questions on their own instead of providing them with a textbook answer. We get in a discussion circle, and I encourage them to keep exploring and guide them to analyze the text."

"I lead by example; something reinforced in my last master's course. I have many positive relationships within my team and the school at large, which has helped me in developing trust and understanding within my peers and students alike. I strongly believe in building trusting, long-lasting relationships in any workplace."

"I believe that working with others is one of my strongest skills. I enjoy working as a team to collaborate and problem solve. Gaining different perspectives and hearing others' input has allowed me to grow as a professional."

"As a teacher, I think communication is key and I start by listening carefully to others and sharing my opinions and views in an open-minded and understanding way, all while maintaining my students as my focus. I am a good listener and I think carefully about the feelings of others so I always try to work in a way that brings structure into play. I think working with others is most effective when expectations are clear and when everyone has a duty to fulfill."

"Working with others is important to me. I'm a sociable person and enjoy forging good relationships. In this job, I have the opportunity to work with colleagues, students, and parents and my best approach is to first listen. With students, I encourage them to push past their perceived boundaries."

When have you worked with teachers to create a higher standard or a better way of teaching?

"Recently, a group of teachers and I worked together to bridge some of the lesson plans from various classrooms. We wanted to add value to our classrooms to introduce a more holistic approach to teaching and learning. We implemented technology to help students stay on track and held peer work sessions before/after school where students could share their learnings."

This question is designed to see how well you collaborate with teachers to achieve desired outcomes. Interviewers want to know that you understand the importance of teachers and the vast knowledge they have of the classroom. Show that you can collaborate well with the teachers on your roster.

"A couple of students from different classes had discipline issues, and I held a meeting with everyone to discuss the cases and how to work on them. We shared our experiences and success stories and came up with a communication workshop for those students instead of sending them to detention or suspending them."

"Once, I organized a professional development day for 14 teachers who taught the same subject. I wanted them to compare experiences and learn from each other. The teachers at my school benefitted from hearing other approaches to teaching."

"I have worked with several teachers in my department and the reading and history departments and helped them to align the formatives that we give to the standards. This is extremely important because we need reliable data from the formatives we offer."

"I have been on the English Language Arts curriculum writing team for the last five years. I have collaborated on writing, reading, and word study with a team of 3 other people and have written the 4th-grade curriculum. I went through the training to learn how to write district benchmarks. I was also a Lab classroom teacher for two years for ELA. I would have 25 teachers come into my classroom four times per year and they would observe me teaching a lesson. This was my district-wide experience but on my team we data team every week to assess how to use our RTI time most effectively. We look at our CFA's and then divide them into groups so that each grouping is very strategic. We decide which teacher should take specific groups according to that teacher's strengths. The student then changes classes for that time. We set Smart Goals and usually do multiple rounds of instruction and reassessing before we end a cycle."

"We have just introduced Math Google Sites. After the Google summit held here at EMS, one of the teachers was excited about the idea and brought it to me. We took it to administrative, and they loved it. Since September we have been teaching Math Units through Google Sites as well as our Poetry Unit. We plan on adding other Units as well. Parents and students love the idea of having access at home to what is being taught in class."

"I coordinated a series of development meetings for music practitioners from 6 local primary schools and a neighboring secondary school with the aim of sharing pedagogy. We were able to pool knowledge and share our approaches, even cascade training that individuals had received. The impact of this was a good transition experience for young people who were able to make links from their secondary school to their primary learning. This was further reinforced by transition events which included primary and secondary students."

Assistant Principal Interview Questions

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1. What has been the proudest moment of your career?
2. What improvements in the classroom have you made with teachers?
3. What programs or projects have you been responsible for implementing at your current position?
4. What questions do you have for me?
5. Tell me about yourself.
6. Who would you say inspires you?
7. What would you change about yourself to make you a better assistant principal?
8. As an assistant principal, what do you believe is your best asset?
9. What three words would your students use to describe you?
10. Why do you want a career as an assistant principal?
11. Where do you see yourself five years from now?
12. What makes you passionate about being an assistant principal?
13. How do you get a peer or colleague to accept one of your ideas?
14. Why should we hire you for our school?
15. What do you know about our school and school district?
16. Who are the stakeholders in each child's education? Do any of these have a higher priority than the others?
17. Describe an occasion where you mediated a dispute between two students.
18. How would you handle an aggressive parent who had an issue with a teacher?
19. Have you ever had to manage a medical emergency in the classroom?
20. How do you stay current on new teaching trends and techniques?
21. When would you be available to start?
22. How important is a student-centered classroom for you?
23. This school represents a different community and demographic than your prior experience. How comfortable are you working around children and their parents who are from different backgrounds than you are accustomed to?
24. How do you go about building relationships with students who are frequent disrupters?
25. When have you made a difficult decision in regards to education? What were the risks of your decision? What was the final impact?
26. What do you like about your present job?
27. How would you describe your leadership style?
28. Do you consider yourself a leader?
29. How would you handle a teacher discipline situation?
30. What strategies would you use to achieve higher student performance at our school?
31. What do you envision for our school if you were an assistant principal here?
32. What is the most difficult situation you have had to face? How did you tackle it?
33. Tell me about your participation in extracurricular activities.
34. How do you decide what gets top priority when scheduling your time?
35. How would you help us reach the point where students look forward to being in the classroom and are fully engaged?
36. Tell me about a time you needed to address several issues demanding your attention at the same time, all with an equal level of urgency.
37. If you witnessed a student being bullied by another student, how would you address the situation?
38. Tell me about your ability to handle stress and work under pressure.
39. Describe how you work with others.
40. When have you worked with teachers to create a higher standard or a better way of teaching?

Assistant Principal Interview Questions

1. What has been the proudest moment of your career?

2. What improvements in the classroom have you made with teachers?

3. What programs or projects have you been responsible for implementing at your current position?

4. What questions do you have for me?

5. Tell me about yourself.

6. Who would you say inspires you?

7. What would you change about yourself to make you a better assistant principal?

8. As an assistant principal, what do you believe is your best asset?

9. What three words would your students use to describe you?

10. Why do you want a career as an assistant principal?

11. Where do you see yourself five years from now?

12. What makes you passionate about being an assistant principal?

13. How do you get a peer or colleague to accept one of your ideas?

14. Why should we hire you for our school?

15. What do you know about our school and school district?

16. Who are the stakeholders in each child's education? Do any of these have a higher priority than the others?

17. Describe an occasion where you mediated a dispute between two students.

18. How would you handle an aggressive parent who had an issue with a teacher?

19. Have you ever had to manage a medical emergency in the classroom?

20. How do you stay current on new teaching trends and techniques?

21. When would you be available to start?

22. How important is a student-centered classroom for you?

23. This school represents a different community and demographic than your prior experience. How comfortable are you working around children and their parents who are from different backgrounds than you are accustomed to?

24. How do you go about building relationships with students who are frequent disrupters?

25. When have you made a difficult decision in regards to education? What were the risks of your decision? What was the final impact?

26. What do you like about your present job?

27. How would you describe your leadership style?

28. Do you consider yourself a leader?

29. How would you handle a teacher discipline situation?

30. What strategies would you use to achieve higher student performance at our school?

31. What do you envision for our school if you were an assistant principal here?

32. What is the most difficult situation you have had to face? How did you tackle it?

33. Tell me about your participation in extracurricular activities.

34. How do you decide what gets top priority when scheduling your time?

35. How would you help us reach the point where students look forward to being in the classroom and are fully engaged?

36. Tell me about a time you needed to address several issues demanding your attention at the same time, all with an equal level of urgency.

37. If you witnessed a student being bullied by another student, how would you address the situation?

38. Tell me about your ability to handle stress and work under pressure.

39. Describe how you work with others.

40. When have you worked with teachers to create a higher standard or a better way of teaching?