why do you want to teach in public schools

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Most job seeker send many applications to all kinds of different educational institutions and schools, trying to secure some interview invitations and eventually a new job. Job search is a game of numbers after all, and
it would be naive to think thatP people submit their application to one school only (unless their uncle works there as a school principal, and they are sure to succeed in an interview). On the other hand, school principals and other interviewers do not like candidates who wander from one interview to another, knowing nothing about the schools they want to join. We will ask you this question to see how serious you are about this particular application. Try to learn something about the school, the students, staff, achievements, visions and goals, problems and challenges they face. The information will help you when answering this particular question, and you can benefit from it also later in an interview. It s school, so you rather do your homework. Education administrators are proud of their institution. Successful job candidates know it, and they talk aboutP good results of the students, good reputation of the school, excellent management, balanced study programs, etc. This nearly always works for their favor, and let me tell you why: When we speak nicely about the school, we in fact speak nicely about people who lead and manage the place. These people often sit in the interviewing panels.

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Everyone likes to be praised for their good work, so if you find something worthy of a praise, mention it in your answer to this interview question. If you find nothing, however (the school is new, or has a bad reputation), you can talk about personal reasons,P such as g ood traffic connection to the place, fitting working environment, having connection with other teachers from the school, etc. I have spent a lot of time researching about schools in this district. I found your institution to be the most modern, high quality secondary school, with great reputation. I talked to some parents of the children, people I know personally, and they told me only good things about your school, and the teachers who work here. I would be proud to become a member of this particular team, and that s why I applied here. To be honest, I chose your school mainly because of a good location. It s just ten minutes walk from my apartment. Living close, you can count with me for last minute replacements. Of course, you face some problems here, but which school in this district doesn t? * Do you like the answers? Check my eBook, the, to see most common interview questions for teachers. Thank you, Glen. Next Questions: There is no such thing as a standard school. Location, size and the gender mix are important factors; a small rural primary school will face different challenges to a large city academy in a deprived area or a single-sex grammar school.

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The way a school is funded and managed will have a big impact on the working lives of its teachers, so itБs worth giving some thought to the type of environment that will suit you best. Maintained schools are funded by the state and are inspected by the Office for Standards in Education, ChildrenБs Services and Skills (Ofsted). Some types of maintained school have greater flexibility in terms of the nature of the education they offer and the extent to which they have control over their budgets. Community schools are wholly controlled by the local authority (LA) and not influenced by business or religious groups. Foundation and trust schools are controlled principally by a trust and governing body. Voluntary-aided and controlled schools are mainly religious or faith schools. A charitable foundation, often a religious organisation, is usually involved in the school in some way. However, in voluntary-controlled schools, the local authority employs the staff and sets the admissions criteria, rather than the governing body. Grammar schools select all or most of their pupils according to academic ability. Comprehensive schools are open to children of all abilities. Faith schools incorporate more religious and spiritual elements into the schooling of their children.

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Most schools do not select pupils based on ability, though some will restrict intake to their catchment area if they are oversubscribed. Academies are a type of school found in England only, and may have businesses, faith groups or voluntary groups as sponsors. They are publicly funded by central government and do not have to follow the national curriculum. The number of academies has increased dramatically in recent years, with many secondary schools in particular converting to academies. Some academies are managed in groups, referred to as academy chains. Specialist schools teach the whole curriculum but focus on a particular subject area. Both maintained and non-maintained schools can apply for specialist status. Pupil referral units provide teaching and learning for children of compulsory school age who cannot attend school, for example, due to medical reasons or exclusion. Special schools in the state and independent sectors provide education for pupils with learning difficulties or disabilities that are too severe for them to integrate within a mainstream school. Free schools are similar to academies but have even greater independence, although they are still inspected by Ofsted. They can set their own curriculum, term dates, and conditions and pay for staff. Free schools can be set up by charities, universities, businesses, educational groups, teachers and groups of parents.

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Around 7% of children in England and Wales are educated in the independent sector, which is funded through fees, usually set by the individual school, and includes public schools and most boarding schools. Independent schools are not required to teach the national curriculum and are not inspected by Ofsted, though associations of schools belonging to the Independent Schools Council (ISC) are inspected by the Independent Schools Inspectorate. The ISC represents around 1,300 independent schools. As a newly qualified teacher it is possible to complete your induction period working as a supply teacher if your placements are of suitable length, and supply posts frequently lead to offers of permanent positions. This means you can try a variety of different schools, before looking for a permanent post at the type of school you are best suited to. Each individual school will have its own ethos and atmosphere, shaped by the leadership and vision of its head teacher. The best way to assess this is to visit in person, having done your research and read the latest Ofsted report online beforehand. There are also some less obvious differences in the working environment that you should consider. For example, at an urban school there are likely to be more children who speak English as a second language. All this should be borne in mind when you make your decision.

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