Teacher interview questions and answers: what Australian panels ask and how to answer

How school interviews work

Some panels give you the questions a few minutes before the interview, or put them on the table. Ask when you're invited. Some schools add a task: a demonstration lesson, a short written response or a data-analysis exercise. Catholic and independent schools set their own process, and often add a question on the school's faith or values.

The 6-to-8 example bank

You can't prepare for every question, but you can prepare the evidence. Build a bank of real examples, each written as STAR with a number in the result, and tag each one with the Standards it shows. Most interview questions can be answered from a good bank.

The questions that come up most

Worked answer: 'How do you cater for a range of abilities?'

EXAMPLE ANSWER (fictional): I plan from what students already know. Last year in Year 6 I pre-tested fractions and found a spread from students still building part-whole understanding to students ready for Year 7 content. My task was to get everyone to the same core outcome. I kept one learning goal for the class but built three entry points into each lesson. Students who needed it worked with fraction walls and our learning support officer for the first 15 minutes; the core group moved straight to worked examples; the extension group had open problems. I used exit tickets every lesson and regrouped every Friday, so nobody was stuck in a group. By the end of the unit, 23 of 26 students met the success criteria, against 8 on the pre-test, and two students on adjustment plans met the core task for the first time. What I'd refine is giving the extension group more chance to explain their reasoning to others.— Example answer only. About 2 minutes spoken. Shows Standards 1.5, 3.1 and 5.4.

Worked answer: 'Describe your approach to behaviour management'

EXAMPLE ANSWER (fictional): My approach is prevention first: clear routines, warm relationships and quick, calm responses that follow the school's policy. For example, I took over a Year 8 class mid-year with a lot of low-level disruption, especially at the start of lessons. I set myself a goal of getting to learning within three minutes of the bell. I taught an entry routine, with a 'do now' task on the board every lesson, and rehearsed it. I greeted students at the door and used positive narration rather than calling out. For one student who regularly refused to start work, I met him and our year coordinator, worked out that he struggled with the reading in the do-now tasks, and adjusted them. Within four weeks most lessons started on task within two minutes, referrals from my class dropped from 6 in the previous term to 1, and that student completed every task in the next assessment. If something escalates, I follow the school's stepped approach and involve the coordinator and the family early.— Example answer only. Shows Standards 4.1, 4.2, 4.3 and 1.2.

Worked answer: 'What would you do if a student disclosed abuse?'

EXAMPLE ANSWER (fictional): I'd stay calm, listen and let the student speak without leading questions or promising to keep it secret. I'd tell them I need to share it with people who can help keep them safe. Straight afterwards I'd write down what they said in their words, with the time and date, and report it the same day to the principal or child protection lead, following the school's procedures and my state's mandatory reporting obligations. I wouldn't investigate myself or contact the family unless told to. On placement I completed the department's mandatory child protection training, and in my current role I've followed this process once. The student got support from our wellbeing team, and I kept the details confidential.— Example answer only. Use your own state's procedure and training names. Shows Standards 4.4 and 7.2.

Worked answer: 'Tell us about a time you worked with a difficult parent'

EXAMPLE ANSWER (fictional): A parent emailed me angry that her son had failed a Year 10 science assessment and said the task was unfair. I replied the same day, acknowledged her concern and suggested we meet with the head of science. Before the meeting I gathered the task, the marking rubric, his draft and the two feedback points I'd given him. In the meeting I listened first, then showed her the rubric and where the work fell short, and we agreed a plan: he'd resubmit one section under the school's resubmission policy and stay for two lunchtime catch-ups. I sent a short summary email afterwards. He passed the resubmission, and his next assessment improved by a grade. The parent later thanked the head of science for how it was handled. I learned to call home earlier when I see a student falling behind, rather than waiting for results.— Example answer only. Shows Standards 7.3, 5.2 and 7.1.

Graduate and leadership interviews: what changes

For principal interviews, see how to become a principal. For Victorian Range 3 roles, Learning Specialist and Leading Teacher has a role-specific question list.

Questions to ask the panel

• What would success look like in this role at the end of the first year?
• How does the faculty or team plan and moderate together?
• What support do new staff get in their first term?
• What are the school's main improvement priorities this year?
• Is there scope to contribute to a particular program (for example sport, wellbeing or debating)?

Avoid asking about pay in the interview. It's set by the agreement anyway (see teacher pay by state). And don't ask anything the school website answers.

On the day