Teaching interviews typically include a lesson observation in addition to a panel interview — sometimes both on the same day. The lesson is assessed formally by senior staff, and it carries significant weight. The interview questions then probe your reasoning, your values, and how you'd handle challenges specific to that school. Knowing both what to prepare for and what the interviewers are trying to assess gives you a significant advantage.

How teaching interviews work

Most teaching interviews involve: a tour of the school, a taught lesson observed by senior staff, and a formal panel interview with the headteacher and possibly a governor or subject lead. You may also meet students informally — this is part of the assessment.

The lesson observation is usually 20-30 minutes with a class you haven't taught before. The brief is given in advance (sometimes with only 24-48 hours' notice). The quality of your teaching, classroom presence, and how you manage unexpected challenges in the lesson all matter.

Values and philosophy questions

"Why do you want to work at this school specifically?" Research the school's Ofsted report, ethos, recent developments, and catchment area before the interview. A generic answer that could apply anywhere shows you haven't prepared. Reference something specific: "I was struck by your focus on..."

"What does great teaching look like to you?" Your answer should be specific and grounded in practice: clear learning objectives, checking for understanding, adapting based on student response, high expectations for all students. Avoid listing buzzwords without substance.

"Tell us about a lesson that went really well and why." Use a specific recent example. What did you plan? What worked? What did the students learn? Why did it work? Be concrete about the pedagogy, not just "the students were engaged."

"Tell us about a lesson that didn't go as planned and what you took from it." They want to see reflective practice. Choose a genuine example, take ownership of what went wrong, and be clear on what you changed next time. Blaming the students or the class is a red flag.

Classroom management questions

"How do you manage challenging behaviour in the classroom?" Strong answers reference: clear expectations set from the start, consistent application of school policy, de-escalation over confrontation, building relationships as preventative work, and knowing when to involve pastoral support.

"Tell me about a time you managed a particularly challenging student or class." Be specific. What was the challenge? What was your approach? What did you try that didn't work, and what did? What was the relationship like by the end?

Safeguarding questions

Every teaching interview includes safeguarding questions. They are not optional areas of preparation.

"What would you do if a student made a disclosure to you?" The correct answer: listen without interrupting, don't make promises of confidentiality, don't investigate yourself, report immediately to the DSL (Designated Safeguarding Lead), record accurately. You may not share information with parents if doing so would put the child at greater risk.

"What are the signs a child might be at risk?" Reference physical, emotional, and behavioural indicators. Changes in behaviour or presentation — not just visible marks. Low mood, withdrawal, changed friendship groups, distressed responses to certain topics or adults.

"What is your understanding of Keeping Children Safe in Education?" Know the current statutory guidance. It applies to all staff in schools. The four categories of abuse, your responsibilities as a teacher, and the role of the DSL are the core content.

SEND and inclusion questions

"How do you differentiate your teaching to meet the needs of all learners?" Be specific: scaffolding tasks, pre-teaching vocabulary, visual aids, peer support, assessment for learning to adjust in real time, working with TAs effectively. Don't just say "I differentiate."

"How have you supported a student with SEND in your classroom?" A specific example with context, your approach, what you tried, how you worked with the SENCO or TA, and what progress the student made.

Questions to ask at the end

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Frequently asked questions

How formal is the lesson observation marking?
Most schools use an observation feedback form aligned to Ofsted criteria. Observers are looking for: clear learning objectives, pace, questioning, managing all learners, behaviour management, and whether students actually make progress during the lesson. Your subject knowledge is assumed — your pedagogy and adaptability are what's being assessed.
What should I wear to a teaching interview?
Smart professional dress — as you would for a formal interview in any professional setting. You're also teaching a lesson, so consider whether you'll be moving around and whether your outfit is practical. You don't need a full suit, but you do need to look professional and appropriate for a school environment.
Should I mention current educational research or policy in my answers?
Yes, where genuine and relevant. If you can naturally reference something like cognitive load theory, retrieval practice, or the Education Inspection Framework in a way that's grounded in your actual practice, it shows currency. References that feel forced or generic ("I use evidence-based approaches") add less value.