As an instructional coordinator, you will often find yourself on the less popular side of an opinion. How do you deal with that?
Instructional Coordinators are leaders within the school and often have to make tough decisions, or side with leadership on tough decisions. This can be a challenging place to be, especially when you may have close relationships with staff members with a differing opinion. Focus your answer here on a commitment to building relationships, despite differences. As a leader within the building, focus on how you will seek to unify and connect the staff, even when difficult decisions need to be made. If you have an example to share, tell the interviewer a little bit about the issue, why teachers were upset about the resolution, and the steps you took to unify the staff.
"When I know people are upset or disagree with me, I always acknowledge their opinion and hear them out. I ask them for their concerns and really get into why they don't agree with something. I always do my best to give them a thoughtful answer on the spot, but if I can't, I tell them that I'm going to look into the matter for them. When you are a leader, you really have to listen closely to people. This is how you earn their trust and the right to speak with them through conflict. If they see that they're being listened to, it makes it easier to swallow a hard pill when the time comes."
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Anonymous Answer
I will always acknowledge the opinions of the teachers first. I would ask them of the concerns and why they might disagree with something. I would do my best to answer thoughtfully, but If I can't, I will let them know that I would get back to them. It is very important to listen to them first. That's how you earn the right to speak to them.
Rachelle's Feedback
Earning the right to be involved, and give an opinion, is a very good point. Your angle is humble but still confident. Nicely done.
Anonymous Answer
When I'm met with opinion versus fact; I consider opinions, but always go with facts. Opinions are inevitable. I like presenting the facts that back up whatever I'm suggesting. For example, in December when we had department meetings at the board office, I had already looked at NWEA/MAP Scores and the data categories of Low, Low Average, Average, High Average, and Above Average. I had pre-determined an equitable way to give students a grade based on their MAP Score. The teacher initially disagreed with my score divisions. After I was able to show her that my scores would benefit the student, she was on board.
Cindy's Feedback
Good start. You could enhance your answer by reorganizing all the important information contained within.
"I base my opinions on fact, and can defend them as a result. For example, during a recent board meeting, a teacher challenged my score divisions. Prior to creating the divisions, I had previously looked at NWEA/MAP Scores and the data categories of Low, Low Average, Average, High Average, and Above Average. I had pre-determined an equitable way to give students a grade based on their MAP Score. Because I had fact-based information to back up my approach, I was able to convince her that my approach was a good one and she accepted my approach."
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