Special Education Teacher Interview Questions

Tell us about yourself/ What can you tell us about your background that will bring
your resume to life?Well, I've wanted to be a teacher since I was five. I can still
remember playing games with my sisters when I was younger and always wanting to play
teacher. My decision to be a teacher started in high school when I began exploring more
job opportunities working with children. I did a lot of babysitting and tutoring, and it was
then that I decided I wanted my career to be working with children. I developed a love for
pecial education when I was junior in college during student observations and student
teaching experiences where I found myself being drawn to students that re!uired more
support. "here is truly nothing more rewarding than watching a struggling learner finally
grasp a concept that had been difficult. I love being able to do that every single day.
Why is collaboration important?
I think #ollaboration benefits the !uality of instruction and supports for students with
disabilities. $esources are combined to strengthen teaching and learning opportunities,
methods, and effectiveness. %ach member of the team brings their individual skill set,
training, and uni!ue perspective to ensure that the individuali&ed needs of each student
are met.
If I walked into your classroom right now what would I see?
If you walked into my classroom you would see a colorful classroom, that creates a warm
positive and stimulating environment for students to work in. tudents will feel safe and
comfortable. 'ou would see rules(expectations clearly laid out and visible for students
and teacher to reference when necessary. ince a majority of my teaching is done using
flexible grouping you will see some students working directly with a teacher, other
students working independently on a center activity and others engaged in an activity
working with an assistant(") *if one is available to me+. 'ou will also see some sort of
technology component being integrated into lessons. 'ou will see students engaged,
answering !uestions, collaborating and sharing information with each other, and
participating in classroom discussions. 'ou would see students enjoying learning.
What is your classroom management style?
I clearly lay out the rules and expectations from day one so that my students know
exactly what is expected of them. "he classroom expectations are made visible to the
students and teacher to reference at all times. In terms of reinforcement, my classroom
style is built upon the foundations of applied behavioral analysis and positive
reinforcement techni!ues. I use classroom wide reinforcement techni!ues for students
modeling good behavior. ,or example, in my current classroom we use a sticker system
where students modeling good behavior *ex- waiting !uietly during transitions+ receives a
sticker. When students fill up their sticker boards they gain access to a potent reward. ,or
some students, this system is enough, but others that demonstrate some more challening
behaviors re!uire more intensive interventions. ,or those particular students create a
supplemental reinforcement system that best suits their needs. ,or example, one student
gains access to videos on youtube *a very potent reward+ for working responsibly *the
absence of challenging behaviors+ for ./ minutes. )nother student has a token board that
is used to motivate her to remain on task and engaged.
What would you do if a student is being noncompliant/disruptive
If this behavior was not a fre!uent or recurring behavior, I would shape the student back
on task using positive reinforcement techni!ues. ,or example, remind students what they
are working for, give them short, clear directions to follow and use some sort of
motivational(reward system until they demonstrate that they are following directions and
back on task. It is important to remain calm and be non0reactive during these challenging
moments. If this is a behavior that occurs fre!uently, baseline data should be taken to
identify the function of the behavior and then a behavior implementation plan should be
put in place.
What would a traditional lesson plan look like in your classroom?
) traditional lesson plan in my classroom would start with a pre0assessment. "he
preassessment helps me identify where the students are at in terms of content and prepare
the objectives for the lesson. 1nce I have analy&ed the preassessment and I have
developed my objective*s+ using the 23 common core standards I then plan the lesson.In
my lessons I begin with whole class instruction. I incorporate visual auditory and
kinesthetic components into the lesson to appeal to the different learning styles in my
classroom. I model the components then continue on to guided practice. If I have an
assistant, I will usually take the time to separate students into groups during guided
practice. If I dont, then I will conduct a whole group guided practice. "hen I move on to
independent practice. I differentiate instruction by leveling assignments that meet the
students &one of proximal development. 4uring independent practice, I walk around the
room to see what students seem to grasp an understanding of the material, and what
students still re!uire more instruction. )t this time I may pull a small group in the back to
provide more direct(individuali&ed instruction. "he lesson will be brought back to a
whole class for a discussion(review. "he students will then be presented with an
assessment to identify whether or not they comprehend the material. ,uture lesson plans
will be determined based on the results of the assessment.
Tell !s "bout the #ommon #ore/$ow do you teach to the #ommon #ore State
Standards?
"he #ommon #ore tate tandards establish clear, consistent guidelines highlighting
what every student should know and be able to know(do at his or her grade level. "hey
should be the principle(foundation for all lesson plans. *how greater than( less than
lesson plan from portfolio+ as you can see from my lesson plans, I incorporate the
common core standards into every lesson plan. "he activities(assignments(and
assessments may need to be modified depending on the particular needs of that student,
but they will be taught based on the principles of the common core standards.
%escribe the &ain 'oints of the IE'
5+ 6resent levels of students academic performance. 7+ )nnual goals and objectives that
describe what the student will learn in the upcoming year. 8+ 6rogress measurement 9 an
explanation of how progress toward goals and objectives will be measured. :+
4escription of special education services that documents the specifically designed
instruction, instructional accommodations, and related services the child will receive. .+
"esting accommodations and modifications ;+ <east restrictive environment- the I%6
team must consider if and how the child will participate in the general education program
with non0disabled children. =+ <ength of services 0 "he I%6 must include a projected
beginning and ending date of services, the fre!uency of the services, where they will be
delivered, and how long they will be provided. >+ If applicable 9 a transition statement.
$ow do you teach reading/writing?
I teach literacy using a balanced literacy approach, meaning I incorporate all the different
components of literacy including word study, whole group shared reading, read alouds,
small guided reading groups, and independent reading. I teach using strategies that appeal
to multiple learning styles, and I differentiate instruction based on the needs of each
student. )ssessments should be given regularly and adjustments should be made based on
students current levels of academic performance.
$ow do you teach math?
I teach math in a similar way to teaching literacy in the sense that I use a balanced
approach. I incorporate enactive, iconic, and symbolic components into each lessons. I
have students explore the math concept using hands on manipulatives. "he students then
create a visual of the concept using a visual or iconic component.
What language arts programs are you familiar with/have e(perience with?
I am familiar with !uite a few language arts programs. I have experience with
readers(writers workshop, houghton mifflin *journeys+, mcgraw hill *treasures+, 6#I
reading program *non0readers(specifically targets autism+, autism and reading
comprehension program *joseph porter+ 1rton ?illingham, Wilson, and International
)ssociation of 4yslexia written curriculum program.
I am also familiar with 6I$% and explode the code
What math programs are you familiar with/have e(perience with?
I am familiar with several different math programs. I have experience with @oughton
mifflin 9 ?oMath, axon math programs. I've worked with the Invision math program as
well as the %veryday Math program. I also have experience the touchmath program and
have found it extremely beneficial to aid students that re!uire support in basic math
computation skills.
What are some strategies you use to help a general education teacher modify
curriculum and differentiate instruction?
graphic or advance, organi&ers, semantic maps, mnemonics, chunking, visuali&ing
strategies, study guides, highlighting(underlining are just some of the strategies that I
would suggest using when working with a teacher to identify ways to modify curriculum.
I would also suggest breaking down information into smaller chunks. I would also assist
the teacher in leveling assignments making sure that the work stays within the students
&one of proximal development. I will always make sure the general education teachers
know that I am a resource for them and they can use me as a resource whenever they
need.
What would you tell a general education teacher when he/she says a student is
struggling and needs to be referred for special education)
If an educator wants to make a referral, I would first ensure that the appropraite data has
been collected and proves that this child is demonstrating deficits that may re!uire special
education services. I would discuss the $espose to Intervention model and ensure that the
appropriate tiers of instruction have taken place in the classroom to ensure that student
difficulties are not a result of inade!uate instruction. ,or example Within "ier 5, all
students receive high0!uality, scientifically based instruction provided by !ualified
personnel to ensure that their difficulties are not due to inade!uate instruction. )ll
students are screened on a periodic basis to establish an academic and behavioral baseline
and to identify struggling learners who need additional support. tudents not making
ade!uate progress in the regular classroom in "ier 5 are provided with increasingly
intensive instruction matched to their needs on the basis of levels of performance and
rates of progress. "his includes differentiated instruction of content as well as in a small0
group setting. If students are nor making progress at this level then they move to tier 8. )t
this level, students receive individuali&ed, intensive interventions that target the studentsA
skill deficits. tudents who do not achieve the desired level of progress in response to
these targeted interventions are then referred for a comprehensive evaluation and
considered for eligibility for special education servicesB
What types of assessments do you use?
,ormative )ssessment occurs in the short term, as learners are in the process of making
meaning of new content and of integrating it into what they already know. %xamples- a
very interactive class discussionC a warm0up, closure, or exit slip(ticketC a on0the0spot
performanceC a !ui&.
Interim )ssessment takes place occasionally throughout a larger time period. ,eedback to
the learner is still !uick, but may not be immediate. Interim )ssessments tend to be more
formal, using tools such as projects, written assignments, and tests. %xamples- #hapter
testC extended essayC a project scored with a rubric.ummative )ssessment takes place at
the end of a large chunk of learning, with the results being primarily for the teacher's or
school's use. tudents(parents can use the results of ummative )ssessments to see where
the student's performance lies compared to either a standard *M%)6(MM%+ or to a group
of students *usually a grade0level group, such as all ;th graders nationally, such as Iowa
"ests or )#"+. "eachers(schools can use these assessments to identify strengths and
weaknesses of curriculum and instruction, with improvements affecting the next
year's(term's students.
$ow do/would you deal with a challenging parent? 'rovide a specific e(ample *if
possible+ of when you had to deal with a challenging parent?
It is important to maintain communication with parents so that when a problem does arise
you can immediately address it as opposed to letting it worsen or escalate. It is important
to listen carefully to parent concerns, empathi&e with parents, and help determine a
solution to the problem. I have had experiences working with some challenging parent
situations. I had one parent express concerns about the level of homework that was being
sent home. "his particular parent expressed to me that her son *a student with special
needs+ was refusing to complete his homework at home and as a result was not able to
practice important skills at home. he believed it was because the homework was too
hard. I invited her in for a meeting and showed her work samples of the child completing
classroom assignments that were of e!ual and(or more challenging work level. I wanted
to show her these to demonstrate that her child was in fact capable of completing this
work and that this work refusal was probably the function of some behavior. We
discussed some possible options and what I suggested to her was a homework contract. I
created the homework contract and sent it home for his mother to use everyday. It was a
very effective system that worked for this student and the parent conflict was resolved.
What do you know about readers/writers workshop?
Dasically it is a way of teaching reading and language arts as an active, student0centered
process that gives students, individually and in groups, much of the responsibility for
making decisions about what will be studied and why. It is also an approach that
emphasi&es the social and collaborative nature of learning.#ollaboration in the workshop
entails sharing responses, ideas, drafts, and finished written products through conferences
with the teacher, conferences and journal exchanges with peers and the teacher, and with
members of the student's wider, non0classroom, community such as parents.
#ollaborating to make meaning, rather than summari&ing or reiterating teacher0held
interpretations, is the function of small0group discussion and whole0class discussion. "he
teacher in these classrooms takes on many roles including that of a learner who, in
collaboration with students, constructs meaning through reading, writing, speaking, and
listening.
%escribe how you prepare students for state/standard *in my case ,-"S.+ test?
"he best way to prepare students for the 23 )E is to be teaching to the 2ew 3ersey state
standards, in rich and engaging ways, with students throughout the year. @owever, there
are specific strategies that I believe are important to help students become successful on
these assessments. I like to create assessments in similar formats to the 23)E
assessment so they are familiar with that particular style and format. I review basic skills
fre!uently to ensure students correctly answer the !uestions considered FeasyG according
to state standards. I incorporate the use of mnemonics for example "?I#$D
*F"hank ?oodness I #an $ead DetterG+ where F"G stands for take your time, F?G stands
for go back to find answers, FIG stands for italics are important, F#G stands for check your
work, F$G stands for read all choices, and FDG stands for bubble scantrons correctly.
)nother strategy I use is teaching students t identify and highlight keys words. I also
teach them to understand identify extreme words such as FalwaysG or FneverG which
usually make a statement false, identify vague words such as FusuallyG or FgenerallyG
which often make a statement true. ,inally, I model the thinking process used to predict
test(examination !uestions based on class notes, textbook, the course syllabus, etc. I
believe that some test preparation is important but I also believe it should not dominate
the curriculum(majority of teaching on an average school day.
$ow do you use technology in the classroom/
I incorporate a variety of different technology into my classroom. ,irst and foremost I
have experience with both the M)$" teachnology program and )ctiveInspire
technology programs. I was fortunate enough to attend a M)$" conference where I
learned from the individuals of M)$" technology how to enhance lessons and use
M)$" technology to create enriching interactive curriculum to use everyday. I also use
video clips from youtube, I play songs(raps about material to keep students interested.
I am very fortunate to currently work somewhere that I have access to a lot of technology.
My student need routini&ed schedules and each one has their own individual i"ouch
where we keep their daily schedules. tudents can see exactly where they are and can
check off each activity as it happens using the errands app. I have my own personal i6ad
that I bring to school to enhance instruction as well. I use it as a tool for my centers. I
have a variety of educational apps that I use that are related to specific content. I also
have recently discovered H$ codes. Where students use i"ouch(I6ad to scan a code and
something related to content pops up. I also use technology for reward purposes. tudents
can gain access to computer(smartboard(i6ad(i"ouch's for rewards as well if that is a
potent reinforcer for that particular student.
$ow do you differentiate instruction?
0I differentiate instruction in a variety of different ways. ,irst and foremost I try to
incorporate a visual, auditory, and kinesthetic component into every lesson to appeal to
all the different learning styles of the students.
0I also differentiate instruction by leveling instruction(tasks(assignments based on student
ability. ,or example- *6resent greater than(less than lesson+ differentiated based on
different levels low(medium(high. I determine student ability using ongoing assessments
that are done fre!uently.
0 )nother way I differentiate instruction is through flexible grouping. I incorporate small
group reading and math instruction throughout the day where students can learn using
smaller groups of direct instruction that better meet their individuali&ed levels. tudents
are paired in groups based on their current levels.
What would a day in your classroom look like?/%escribe the breakdown of your
day?
http-((teaching.monster.com(careers(articles(>/550a0day0in0the0life0of0a0special0
education0teacherBpageI5
"his is an example of the day in the life of the special education teacher. If you want a
specific block schedule to reference, you can download mine $ight @ere