Interview season is upon us! I can remember the excitement and nerves that were present for my first few interviews. What really helped me was shifting my perspective that the interview was about them liking me, to knowing that the interview was just as much about me liking the school. The question part of the interview, when they ask you if you having any questions, is the perfect opportunity to ask some pointed questions that get to the root of a building’s culture. Don’t miss that opportunity to get a real feel of the school before you walk out of the interview. Stumped on what to ask? Here are my suggestions for 10 questions you should ask in a special education teacher interview.
- How is your school committed to inclusion?
- If you are someone who is committed to inclusion as a special education teacher, then you need to know if the administration both in your building and on the district level support such initiatives. Asking for examples, specifically, will give you a really good idea of what inclusion means to them. Is inclusion just having the kids join in with specials? Is inclusion a specific classroom? Or is inclusion a mindset where everyone belongs regardless of ability and level of accomodation?
- Why did the previous teacher leave?
- The interview committee really might not want to answer this question, which is why it is so important to ask! Asking this, or asking how many teachers have been in this role in the last 5 years, will tell you if this is a position that burns teachers out or not. If you have really set your heart on this position, but if there have been 3 teachers in this role in the last 5 years, this shouldn’t be a detergent. Just know going in that you are going to need to set boundaries and advocate for what you need more so than in other positions.
- What is the ratio of paraprofessionals to students?
- The interview team might try to talk around this answer and say that it depends on the year or depends on the caseload, but you will know the difference between a supportive environment or not when an admin talks about 1:1 staffing for all students with high support needs versus one that says they think they have 1-2 paraprofessionals in each self-contained classroom. It is hard to turn down a really good, well paying position just because the para ratio isn’t great, but know this- if you work with kids with high support needs, that ratio is going to contribute to your job quality greatly.
- Is there a set curriculum that I have to follow? How is student progress on an IEP measured?
- Some districts dictate what even self-contained teachers teach, and this can impact how they hold you accountable to student progress. If you are committed to providing neurodiversity affirming practice, then your instruction should be dictated by student need and not by what the district says you must teach. For example, if the district wants all self-contained programs to only teach using SRA Direction Instruction programs but you have a student with AAC for whom that program is not suitable, their progress in that program is not going to be meaningful or sufficient. Not only will that reflect poorly on you, but if you can’t be responsive to your students’ needs.
- What is your policy for when I have a paraprofessional out?
- Everyone needs to take sick days or personal days, but when one of your precious few paraprofessionals is out the whole classroom feels it. It might not be safe, you won’t get as much programming done, and you definitely will struggle to get everyone where they need to be when. A good principal will recognize the need to keep your room running smoothly, and also understand that not having appropriate staffing is in violation of the students’ IEPs. Do they pull other paras from the building? Do they have a para sub plan district wide? Or will you be expected to make it work in violation of IEPs?
- What training and professional development opportunities are provided to special education teachers specifically throughout the year?
- Some districts value and appreciate that your job is very different then other positions within the school. If they do, they will provide their special education teachers, especially those who work with students with high support needs, specific professional development that will be meaningful for their classroom. If the interview committee says that they provide all staff with meaningful professional development, this is a sign they don’t understand the unique role you have in the school. A district that provides opportunities for all staff member to get the training they need, and not always have to sit through whole group generic trainings, will help you become a better teacher.
- Does my schedule include time to consult with related service providers, other special education teachers, and parents?
- A district that values interdisciplinary collaboration- truly values it, doesn’t just list it as a priority on their website- will make sure that you have dedicated time in your week or your year to have collaboration with other teachers and specialists. This could include monthly PLCs, dedicated weekly common planning time, or even explicit PD’s meant for collaboration.
- What is your district’s mentoring or onboard process look like for new hires?
- Even if you are a veteran teacher, every school or district does things differently. The way they write IEPs, run meetings, or write lesson plans could all be different or new to you. If their mentoring or onboarding process just includes a PowerPoint presentation on the first day and doesn’t include ongoing check ins or personal 1:1 mentoring, you are going to have to figure everything out on your own. Getting connected with someone who does the same job that you do is so important for your growth as an educator, and you want to work at a place that values that! Don’t wait until your first week of work to ask this question- your interview is the perfect time to get that information ahead of time.
- How would you describe the culture of collaboration between teachers, especially between special education and general education teachers?
- I have seen many schools where the general education staff and special education staff basically work in different buildings… in the same building. Camaraderie and collaboration aren’t just nice things for culture building- this improves everyone’s practice. When interdisciplinary collaboration isn’t promoted or even considered, that should give you pause.
- How has the school promoted neurodiversity affirming practices?
- Last and probably most important- you should find out if the district values and understands neurodiversity affirming practices. This is so important because if your district wants you to put old-school ABA or out of date interventions in place, you are going to have an uphill battle to fight every day of your tenure there. If they’ve never heard of neurodiversity affirming practice, this should give you pause as well. Some people like the challenge of going into a new district and sharing what they’ve learned with others, but some teachers depending on where you are in your career don’t want to fight a crusade on top of all your other responsibilities.
These 10 questions to ask in a special education teacher interview should be just a jumping off point for other questions specific to your context and needs i.e. inquiring about accommodations, school start and stop times, etc. Do you have any other questions you’ve asked in a special education teacher interview that gave you a better read on the school? Share this with a fellow teacher or student teacher who is going to be interviewing soon so that they are prepared with a thoughtful list of questions to impress any interview committee and make sure they found a job that is right for them!
If you are a teacher or teacher grad who is looking for coaching or help during the interview process, contact me! I help coach teachers on all aspects of the job, including interviewing for a new or first time position!