Creating and Sitting in on Interview Essay Example

engaged in tasks that are similar to those performed regularly by educational administrators. This internship also aligns with the school setting in that schools are expected to:

• The task is similar to what educational administrators perform on a regular basis.
• Hire higher qualified teachers to work as teachers.
• Make organizing the task easy and not consuming a lot of school resources.
• Assess the professional qualities of teachers to ensure they deliver quality to students.
• Ensure that the qualified professional is a strategic thinker who possesses clarity of thought, conviction, and good communication abilities.

All these qualities can be evaluated through a well-structured interview. My internship proposal involves creating and implementing an interview process that ensures qualitative assessment of teachers' skills during the hiring process. This process will benefit students by allowing them to have direct contact with the candidate before hiring, enabling an assessment of their interaction skills and quality of delivery. Students benefit when a teacher is capable of offering quality services. As an administrator, I will gain firsthand experience with my future roles, one of which includes interviewing prospective candidates and selecting the best staff.

Activity objectives

The interview plan includes candidate presentation, lesson observation, and a formal interview with the panel. During the presentation phase, the panel will ask candidates to give a presentation on a preselected school-related topic. This phase lasts for 20-25 minutes, followed by questions from the panel. Through this activity, I will gain experience in real-world presentation scenarios and learn from the panel's assessments. The second phase involves lesson observation, where candidates will teach a group of students under the panel's supervision.

During this session, I will

gain insights into the potential impacts that a teacher can have on a group of students. The final phase involves an official interview with a smaller group of high-ranking school officials who will use previous tests as a basis for their questions. Through this process, I will learn about important factors to consider when hiring qualified candidates and the decision-making process involved in building an effective staff.

The practicality of these learnings School administrators play a crucial role in selecting and hiring skilled staff members who can provide high-quality education. This internship opportunity directly applies to real-life school recruitment processes, allowing me to apply my administrative skills and gain valuable insights from the interview panel.

In my leadership role for this activity, I will focus on organizing the stages, assessing the process, and noting important details. The activity will consist of the following order:

• Presentation (20-25 minutes) - The prospective teacher will give a presentation on an educational topic to the panel.
• Lesson observation (30 minutes) - The candidate will interact with the pupils under the observation of the panel.
• Formal interview (20 minutes) - The panel will question the candidate on areas of uncertainty and reach a conclusion.

I will take notes on areas of interest to keep a record of the activities. This will include evaluating the quality of the process, the concentration characteristics of the candidate observed by the panel, and the final results. These records will help determine the implications of the activity on hiring and staffing.

Methods of Evaluation

The project will be

evaluated by referencing education standards on school staffing and professional qualifications of the teaching staff. Positive feedback received during the school hiring interview indicates successful integration of the activity. Additionally, a faculty-provided evaluation form, to be completed by my supervisor, will help identify areas of progress.

References

• Stanton-Salazar, R. (2011). A social capital framework for the study of institutional agents and their role in empowering low-status students and youth. Youth ; Society, 43(3), 1066-1109.
• Sergiovanni, T. (2005). The Virtues of Leadership. The Educational Forum, 69(2), 112-123.