HOW TO PREPARE FOR PGCE COURSE INTERVIEWS

1. Interview selection criteria

Exact selection criteria differ between providers, so do check what is listed on the course website and GTTR. Remember the selection process is designed to assess your suitability for teaching against criteria such as:

enthusiasm and commitment for working with young children reflection following recent experience in a UK primary/secondary school awareness of the role of a teacher as it relates to teaching and learning in classrooms evidence of the skills required to teach successfully (communication, interpersonal, awareness of current educational issues subject related competencies literacy, numeracy & ICT intellectual capacity and persistence to undertake an intensive period of training during which time you will need to assimilate and rapidly accommodate a large amount of information potential to become a first rate teacher course entry profile.

2. Interview format
The process varies with each institution but normally includes an individual and/or group interview and other selection activities. These may include:

written tests group discussion presentations teaching/planning mini-lessons subject-specific practical exercises, e.g. music audition, drama/sports activities, language translation telephone interview individual or/and group interview a visit to a local school.

The length of the interview is usually at least half a day and it is very intensive.

2.1 Written tests

Primary As entry to primary courses is particularly competitive, many primary interview days include a written exercise designed to assess your spelling, punctuation and use of grammar. Maths tests are also used to assess candidates, regardless of their GCSE grade. You may also be asked to do an ICT test or audit.

Secondary Selection tests are less common at secondary level. You may have to complete a subject knowledge test. Applicants for modern languages may be asked to do a written test (or conduct part of the interview) in their chosen language. Candidates for subjects such as PE and music may have to do a practical exercise.

2.2 Group Discussion/Exercises Be prepared to cover discussion exercises around a broad range of areas such as: whole school issues teaching and learning behaviour issues national curriculum & national developments wider community and family.

Commonly chosen topics include: what makes a good teacher key stages ICT lesson planning classroom management and control personalised learning gifted and talented learners social and emotional aspects of learning how key changes impact on schools recent developments in the teaching of your subject area.

Current hot topics include: Every Child Matters Phonics Debate Bilingualism and Multi-culturalism

National Languages Strategy Learning through play Extended Schools Sustainable Development The London Challenge.

The format for group sessions could involve: Primary Being given a topic title to consider (on the day or in advance) and then discuss as a group. Being given a topic title to consider individually (on the day) and then present to the group. Being given a themed poster to prepare in advance and present to the group. Having to discuss the content of the literacy test taken earlier during the interview day. Commenting on a classroom video, education article or childs piece of work

Secondary Being given a topic title to consider (on the day or in advance) and then discuss as a group. Being given a topic title to consider individually (on the day) and then present to the group. Commenting on a classroom video, education article or childs piece work. Planning a lesson for a particular topic and age group. Preparing and delivering a mini-lesson (eg 10-15 minutes).

In this part of the selection process, the interviewers will be particularly interested in your: ability to listen and respond appropriately effectiveness in engaging and interacting with other people ability to clearly verbally communicate ideas and opinions.

2.3 Presentations The content of the presentations is likely to be drawn from the same pool of topics listed in Group Exercises above.

The interviewers will be looking for evidence of your: ability to structure a presentation (with an introduction, main idea and conclusion) ability to tailor a talk appropriately to the audience capacity to communicate your ideas in clear language passion for the subject subject knowledge creative potential ability to stimulate and engage the audience (eg in a short interactive exercise).

3. Interview questions
Initial teacher training (ITT) providers want evidence that you will be an effective teacher. They are looking for the closest match between your style and personal skills and those needed by the teaching profession. Normally candidates are required to talk about their personal experience, attitudes, ideas and interests as well as teaching skills. The interviewers are trying to form an impression of you as a person as well as a future teacher. Dont be afraid to provide some views, latest thinking, practical solutions or even your own novel ideas! Most interviews will focus on your application and supporting statement so do make sure you read through what you wrote. Don't be afraid to repeat information you put in your application, you cannot assume that all the panel have read it thoroughly, let alone will remember what you said in it! Evidence of your learning through reflection is key at this stage. For example, in questions relating to your teaching observation/experience, be prepared to talk about: what planning went into a lesson; how a lesson related to the curriculum; how the teacher organised the tasks set to the students; how the teacher assessed the learning of the students; how did different students learn. Questions about yourself

What is the relevance of your previous experience to teaching? (Industrial experience, vacation work, bringing up a family). Why do you want to teach? (Base this on your practical experience in school, other experiences working with young people, your personal motivation, successes, enjoyment, enthusiasm) What are your interests outside college work and how involved are you? What have been the major events in your life - both good and bad - and how have they affected you? How do you deal with stress?

Degree course

How is your degree relevant to teaching? What are the strengths and weaknesses of your course? What parts of the course did you find most interesting and why?

Teaching interests

Why do you want to teach this particular age range? What are your views on the Year 2000 National Curriculum? How would you use the locality of the school and its immediate environment? How would you structure projects to give equal access to all pupils? What are the important things to consider when setting up a classroom?

Professional Issues

What are the main qualities of a good teacher? What skills do you possess that are useful to teaching? Describe what you learnt from your school observation/teaching experience? Describe the best lesson you have seen - how did you know what the pupils had learnt? In your future teaching practice, how would you show commitment to equal opportunities?

The School

What makes a successful school? What importance do you attach to co-operation with colleagues? How would you ensure that you respond effectively to the differing needs and abilities of individual pupils? How would you accommodate children with English as an additional language?

Primary Interviews

Can you give us an example of a good teaching and learning session? Why was it good? How would you go about managing childrens behaviour, especially that of a child with specific behaviour problems? How would you display children's work? What are your views on the balance between creativity and basic skills? What are your views on eg: school organisation, streaming, family grouping, team teaching, integrated day, open plan schools etc?

Secondary Interviews

What do you like about your main subject?

What areas of your degree are most relevant to teaching your chosen subject area? What could your potential contributions be to your placements schools, outside teaching? How would you motivate a group of year 9 pupils who have lost interest in the subject? What part do you think your subject can play in the education of the less able pupil? Why should students study your subject? What are your views on eg: streaming/sets/mixed ability/peer evaluation etc? If you saw a student bullying another, what would you do? (You are also likely to be asked questions specific to your subject, including possible future developments which might affect it.)

Your questions Think about what you want to find out, that wasnt in the course prospectus/website eg: how will you be assessed on the course? will I be given a mentor for each placement? do the placement schools provide laptops? what opportunities will there be for tasting teaching other subjects/age ranges? what are the employment prospects of your graduates? what percentage of your graduates obtain their first job in a local school?

4. Interview behaviour
Dress smartly (suit or shirt with tie for men, either suit or blouse with trousers/skirt for women). Be constructively critical of yourself and others. Remember the degree of specialist knowledge amongst candidates will vary, so beware of underestimating or talking down to others. Listen carefully to the questions and ask if nerves mean you need them to be clarified/repeated. Give yourself time to think before answering: make sure you know where you are going before you start to speak. If you are afraid that your answer is too long, pause and ask if the panel require further detail. Try to appear confident and relaxed. Try to avoid irritating physical mannerisms and verbal repetitions. Maintain eye contact with fellow candidates/ the panel. Sit up straight but comfortably. Remember that you are qualified to do the job or you would not be called for interview.

5. Your preparation
Have your portfolio of evidence to take to interview. Go through your GTTR application so you are prepared to be questioned on what you have written. Prepare sample answers to the above questions. Allow time to reflect on what you have learnt from your school/children based experiences. Be sure how relevant your degree is to the course/future teaching career. What are your opinions on current educational issues - check what has been on the front pages of the latest TES (Times Educational Supplement). Plan your journey to allow plenty of time in case of delays. Take a copy of the address, telephone number and contact person in case you are unavoidably delayed.

6. Interview feedback
If you are not successful you may be given some feedback on your performance, and it is worth asking if this is not offered. This will enable you to improve next time. Schools will often offer the debriefing over the telephone and this allows you to make notes of what is being said so you can reflect on it afterwards.

7. Other routes into teaching/gap year/other careers

If you are advised that you need to gain more school based/teaching experience to be successful in gaining a PGCE place, book an appointment with a UWE Careers Adviser to discuss ways of doing this during a gap year. Do visit the Career Development Unit or its website www.uwe.ac.uk/careers if you decide you would like to find out more about: non-PGCE routes into teaching other jobs involving teaching other jobs involving children or education other careers.

8. Useful resources
Careers Services teaching materials

www.uwe.ac.uk/careers/resources/occupations/a.shtml www.gre.ac.uk/students/get/careers/guides/teaching/interviews http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm

PGCE interview practice and advice www.tda.gov.uk/Recruit/thetrainingprocess/makingyourapplication/theinteractiveinter view.aspx (Interactive video practice) www.edgehill.ac.uk/careers/DownloadZone/materials_pdfs/CC_17.pdf www.uwe.ac.uk/careers/students/job_apply/interviews.shtml www.thestudentroom.co.uk/forumdisplay.php?f=97 www.tes.co.uk/section/staffroom/list_threads.aspx?path=/prospective+student+teach ers/ www.tda.gov.uk/Recruit/thetrainingprocess/makingyourapplication/theinterview.aspx www.kent.ac.uk/careers/interviews/ivteaching.htm www.tda.gov.uk/Recruit/adviceandevents/onlineevents.aspx

Literacy and numeracy skills tests www.learningmatters.co.uk/audit/audeng.asp www.bbc.co.uk/schools/gcsebitesize/maths/ www.bbc.co.uk/schools/websites/11_16/site/english.shtml www.bbc.co.uk/schools/websites/4_11/site/literacy.shtml www.woodlands-junior.kent.sch.uk/interactive/literacy/index.htm www.woodlands-junior.kent.sch.uk/maths/index.html www.tda.gov.uk/skillstests/about.aspx Passing the Literacy Skills Test (Achieving QTS) (Paperback) by Jim Johnson (Author)

Current Education Issues/Overview/Statistics www.teachernet.gov.uk www.tes.co.uk www.direct.gov.uk/en/EducationAndLearning/index.htm www.nc.uk.net/webdav/harmonise?Page/@id=6016 (National Curriculum) www.qca.org.uk/qca_13583.aspx (Secondary Curriculum) www.everychildmatters.gov.uk/ http://news.bbc.co.uk/1/hi/education/ www.dcsf.gov.uk/performancetables/ www.tda.gov.uk/remodelling/extendedschools.aspx www.tda.gov.uk/remodelling/nationalagreement.aspx www.teachers.tv