iRubric: Elementary Teacher Interview rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...

Elementary Teacher Interview

Principal Interview

RUBRIC

Rubric Code: U2X3C5C

By tmlee1974

Ready to use

Public Rubric

Subject: Education

Type: (Other)

Grade Levels: K-5

Questions
	Poor 1 pts	Fair 2 pts	Good 3 pts	Excellent 4 pts
Spiritual Health Share how you came to know Jesus as Lord, and what He is currently teaching you.	Poor Candidate does not indicate a personal, active relationship with God in Christ.	Fair Candidate has a relationship with the Lord that seems immature and undeveloped.	Good Candidate has a relationship with the Lord but is not currently connected to a growing spiritual community.	Excellent Candidate has an active, strong relationship with the Lord and is daily growing through personal devotions and service.
Vision
Vision Question 1 About what part of the CHESS vision and mission are you most passionate?	Poor Candidate demonstrated no understanding to articulate the implementation of the CHESS vision and mission.	Fair Candidate demonstrated little understanding to articulate the implementation of the CHESS vision and mission.	Good Candidate demonstrated adequate understanding to articulate the implementation of the CHESS vision and mission.	Excellent Candidate demonstrated significant understanding to articulate the implementation of the CHESS vision and mission.
Vision Question 2 On a scale of 1 to 5, how would you rank the CHESS Core Values, and why do you put them in that order?	Poor Candidate is unable to prioritize the CHESS Core Values.	Fair Candidate can minimally prioritize the CHESS Core Values, but does not demonstrate conviction.	Good Candidate adequately prioritizes the CHESS Core Values, but lacks conviction on why they are ordered in a particular order.	Excellent Candidate confidently rates the CHESS Core Values and is expresses with personal conviction the rationale for the order.
Vision Question 3 CHESS Christian School refers to teachers as Missionaries. Share what your understanding is of a Teacher/Missionary.	Poor Candidate cannot articulate the distinction of a teacher as a missionary.	Fair Candidate has limited ability to articulate the distinction of a teacher as a missionary.	Good Candidate can adequately articulate the distinction of a teacher as a missionary, but does not demonstrate passion for the distinction.	Excellent Candidate comprehensively articulates the distinction of a teacher as a missionary, and demonstrates passion for the distinction.
Curriculum & Instruction
Instruction Question 1 CHESS is in need of designing a curriculum map and clarifying our scope and sequence. Share any experience you have with leading a project including multiple teams, an extended timeframe, and undefined deliverables?	Poor Candidate has very little experience leading large, multi-team projects.	Fair Candidate has some experience leading large, multi-team projects, but is unable to clearly articulate.	Good Candidate has adequate experience leading large, multi-team projects.	Excellent Candidate has comprehensive experience leading large, multi-team projects and is able to articulate clear examples.
Instruction Question 2 In light of COVID 19 and the Governor's encouragement to Reimagine Education, CHESS is considering several options for how to safely reopen while providing high quality academics to students. Share your experience with and comfort level for a flipped classroom model.	Poor Candidate does not have knowledge of a flipped classroom model, and seems resistant to the idea.	Fair Candidate has limited knowledge of a flipped classroom model, but does not have experience in teaching in a flipped classroom model.	Good Candidate has adequate knowledge of a flipped classroom model, but does not enjoy teaching in a flipped classroom model.	Excellent Candidate has extensive knowledge of a flipped classroom model, and articulates the benefits of teaching in a flipped classroom model.
Management
Team Player Provide an example when you have needed help or guidance, and the steps you took to obtain the support you needed.	Poor Candidate did not demonstrate the humility needed to be a team player.	Fair Candidate demonstrates some humility needed to be a team player.	Good Candidate demonstrates adequate humility needed to be a team player.	Excellent Candidate demonstrates significant humility needed to be a team player.
Conflict Management Scenario: During a recess event, you gave a demerit to a student for behavior inconsistent with CHESS values. The parent sent a lengthly email disputing the demerit. How would you handle this situation?	Poor Candidate expresses minimal skills to implement effective conflict management strategies to develop a positive outcome between the student, parent, and teacher.	Fair Candidate expresses some skills to implement effective conflict management strategies to develop a positive outcome between the student, parent, and teacher.	Good Candidate expresses a range of skills to implement effective conflict management strategies to develop a positive outcome between the student, parent, and teacher.	Excellent Candidate expresses a wide range of skills to implement effective conflict management strategies to develop a positive outcome between the student, parent, and teacher.
Management Questions Describe the best way a principal can identify and meet the needs of teachers?	Poor Candidate cannot identify teacher needs, but their focus on more on their role as principal.	Fair Candidate only partially identifies needs of teachers, but primarily focuses on role as principal.	Good Candidate can adequately identify needs of teachers, but still emphasize role of principal.	Excellent Candidate demonstrates excellent ability to identify needs of teachers and is a servant leader.
Collaboration
Collaboration Question 1	Poor Candidate has limited vision to develop a team concept with staff and community.	Fair Candidate can articulate a general plan to develop a team concept with staff and community.	Good Candidate can articulate a reasonable plan to develop a team concept with staff and community.	Excellent Candidate can articulate a clearly defined plan to develop a team concept with staff and community.
Collaboration Question 2	Poor Candidate presented limited ideas to build rapport with staff.	Fair Candidate presented ideas to build rapport with staff.	Good Candidate presented steps to build rapport with staff.	Excellent Candidate presented a detailed outline of steps he/she would implement to build rapport with staff.
Ethics
Ethics Question How do you handle discipline and discipleship? Give an example of how you handled a situation that required correction and discipline, while also incorporating discipleship.	Poor Candidate could not distinguish between discipleship and discipline.	Fair Candidate provided slight distinction between discipleship and discipline.	Good Candidate provided an adequate distinction between discipleship and discipline, but could not articulate an example.	Excellent Candidate provided a robust distinction between discipleship and discipline and shared supporting examples of discipleship.
Ethics Question 2	Poor Candidate does not respond when a parent calls and is upset with something they have done.	Fair Candidate responds with appropriate action, but not in a timely manner when a parent calls.	Good Candidate responds with appropriate action when a parent calls and is upset with something the teacher or they have done.	Excellent Candidate responds with appropriate action, in a timely manner, and informs the teacher when the parent is upset with something they have done. Contact another administrator when a parent calls and is upset with something they have done.
Curriculum & Instruction
Teaching Experience - Differentiation CHESS seeks to identify the 8 Great Smarts of students. Share how you would differentiate a lesson for different types of learners with low, medium, and high abilities.	Poor Candidate demonstrates minimal ability to differentiate learning styles and ability levels in a lesson.	Fair Candidate demonstrates some ability to differentiate learning styles and ability levels in a lesson.	Good Candidate demonstrates adequate ability to differentiate learning styles and ability levels in a lesson.	Excellent Candidate demonstrates significant ability to differentiate learning styles and ability levels in a lesson.
Classroom Management In a 1st grade classroom, students come with a variety of needs. Share how you would direct a student who consistently interrupts classroom instruction with questions, who would sometimes bother their neighbor, and who intermittently leaves the classroom without asking for permission.	Poor Candidate does not express acceptable classroom management skills based on developmental and social needs of 1st grade students.	Fair Candidate expresses some acceptable classroom management skills based on developmental and social needs of 1st grade students.	Good Candidate expresses acceptable classroom management skills based on developmental and social needs of 1st grade students.	Excellent Candidate expresses comprehensive and creative classroom management skills based on developmental and social needs of 1st grade students.
Curricular Collaboration As a small Christian school, our teachers have the opportunity to collaborate across grades and disciplines. Share how you would collaborate with other teachers on a unit.	Poor Candidate demonstrates little knowledge/ability on how to collaborate across grades and disciplines.	Fair Candidate demonstrates some knowledge/ability on how to collaborate across grades and disciplines.	Good Candidate demonstrates adequate knowledge/ability on how to collaborate across grades and disciplines.	Excellent Candidate demonstrates comprehensive knowledge/ability on how to collaborate across grades and disciplines.
Student Outcomes Please share how the skills taught in 1st grade will equip students for their 12-year experience at CHESS. What will their outcomes be when they graduate?	Poor Candidate did not possess a vision of how the skills taught in 1st grade will support the overall student outcome of graduates of CHESS.	Fair Candidate possesses a minimal vision of how the skills taught in 1st grade will support the overall student outcome of graduates of CHESS.	Good Candidate possesses a general vision of how the skills taught in 1st grade will support the overall student outcome of graduates of CHESS.	Excellent Candidate possesses an articulate vision of how the skills taught in 1st grade will support the overall student outcome of graduates of CHESS.
Biblical Integration Please share your understanding of biblical integration, and provide an example of how you would biblically integrate in the curriculum.	Poor Candidate does not demonstrate an understanding of biblical integration and is not able to provide an example of biblical integration in curriculum.	Fair Candidate demonstrates a minimal understanding of biblical integration and is minimally provides an example of biblical integration in curriculum.	Good Candidate demonstrates an adequate understanding of biblical integration, but is not able to provide an authentic example of biblical integration in curriculum.	Excellent Candidate demonstrates a comprehensive understanding of biblical integration, and provides a creative, authentic example of biblical integration in curriculum.
Value Integration This past year we introduced a PBIS with ROYAL values. Please share an example of how you would integrate the ROYAL values into a 1st grade classroom.	Poor Candidate does not demonstrate knowledge of the CHESS ROYAL values and does not provide an example of how to implement them into a 1st grade classroom.	Fair Candidate demonstrates minimal knowledge of the CHESS ROYAL values and provides a limited example of how to implement them into a 1st grade classroom.	Good Candidate demonstrates general knowledge of the CHESS ROYAL values and provides some examples of how to implement them into a 1st grade classroom.	Excellent Candidate demonstrates comprehensive knowledge of the CHESS ROYAL values and provides significant examples of how to implement them into a 1st grade classroom.

Keywords:

Interview

Subjects:

Types:

Discuss this rubric