Interview Responses
"Try not be become a man of success but rather a man of values." --Albert Einstein
Behavioral based interviewing is interviewing based on discovering how someone has acted in specific employment-related situations. The assumption is that how someone behaves in the past will predict behavior in the future. Employers sometimes believe past performance predicts future performance.
In a behavioral interview, employers decide what skills are needed in the person they hire and will ask questions to find out if the candidate has those skills. Instead of asking how the person would behave, they will ask how did the person behave. The interviewers want to know how an individual handled a situation, instead of what the person might do in the future. |
I give my advanced writing students the assignment to prepare written responses for behavior based interviews. The intention of the assignment is to prepare students with multiple brief responses they can readily share in an interview. Below are my interview responses.
Explain how past experiences have prepared you to serve in this position.
My past grading experience gives me the ability to work consistently and steadily on a project to completion, to respond positively and purposely to a task, to elicit help from others, and to meet deadlines.
Unquestionably, responding to students’ papers is the most emotional and time-consuming activity we writing teachers perform. Few teachers, if any, eagerly anticipate a set of papers to grade. Below are my strategies for effective grading.
Grading Daily. I grade a specific, manageable number of papers each day which alleviates the exhausting marathon grading sessions that devastate so many teachers.
Responding Positively. I practice a fresh, often psychologically uplifting approach to responding to student papers by looking only for what the students have done effectively. Positive grading doesn’t mean I ignore major writing problems, but I can respond to the problem positively. Emphasizing positive responses reinforces students’’ positive work as well as relieves emotional burdens.
Grading with Purpose. I have more time to respond well to students’ major formal writings by skimming informal assignments giving holistic, superficial, yet honest comments. I then can give more detailed, explicit annotated comments on a couple paragraphs rather than discussing every paragraph in the paper. This approach allows me to speed up the responding process while still carefully reading and commenting on specific sections.
Encouraging Student Responses. I also share with the students the responsibility of responding to non-graded assignments. Students, therefore, receive responses from various audiences. Students can also respond to their own writings with a brief response explaining what works and what needs revision.
Establishing Late-Paper Policies. I also establish in the course outline a late-paper policy. If the course outline lists all assignment due dates at the beginning of the semester, students then can schedule time to meet deadlines.
Unquestionably, responding to students’ papers is the most emotional and time-consuming activity we writing teachers perform. Few teachers, if any, eagerly anticipate a set of papers to grade. Below are my strategies for effective grading.
Grading Daily. I grade a specific, manageable number of papers each day which alleviates the exhausting marathon grading sessions that devastate so many teachers.
Responding Positively. I practice a fresh, often psychologically uplifting approach to responding to student papers by looking only for what the students have done effectively. Positive grading doesn’t mean I ignore major writing problems, but I can respond to the problem positively. Emphasizing positive responses reinforces students’’ positive work as well as relieves emotional burdens.
Grading with Purpose. I have more time to respond well to students’ major formal writings by skimming informal assignments giving holistic, superficial, yet honest comments. I then can give more detailed, explicit annotated comments on a couple paragraphs rather than discussing every paragraph in the paper. This approach allows me to speed up the responding process while still carefully reading and commenting on specific sections.
Encouraging Student Responses. I also share with the students the responsibility of responding to non-graded assignments. Students, therefore, receive responses from various audiences. Students can also respond to their own writings with a brief response explaining what works and what needs revision.
Establishing Late-Paper Policies. I also establish in the course outline a late-paper policy. If the course outline lists all assignment due dates at the beginning of the semester, students then can schedule time to meet deadlines.
Describe a time you were disappointed with your behavior.
Years ago I did not recognize and address a particular student's undisclosed academic needs. Consequently, Cindy has taught me to identify and respond to individuals’ stated and unstated needs by looking beyond the obvious.
Cindy had two classes from me in two semesters, yet I had failed to see her needs. She wouldn’t look at me for over a month, even when I spoke to her individually. Cindy had weak writing skills, bad skin, and poor personal hygiene. She didn’t participate in class, and in group work, she simply listened yet didn’t offer comments. She wouldn’t come in for conferencing. She did her work, and I noticed general writing problems but nothing too alarming.
I was surprised when she took another class from me the next semester. She had begun to change, mostly because she had her first boyfriend. She started to feel more significant, and she tentatively started to work in small groups during class. She still had major writing problems, but they were manageable.
What I didn’t notice was that whenever we had an in class writing activity, she would leave or not attend class. Not until the final exam of the second class when I repeatedly denied her permission to miss this last in-class writing or to do it on the computer did I “see” Cindy’s true writing ability. In a difficult to read handwriting, Cindy’s final essay read:
"I have leord man thing from this class. It help me be more confidnice in speking out in class. I learned to write essys for the frist time. I gained some much from beng in your English class. thanks for putting up with my. What a reget the most bot class. Is that I dont learned as much as I should have becouse I was gone so much. I dont reget leave to go places on the weekends. I had to much fun to regreat it."
She took the entire ninety minutes to write this essay. I did not know that Cindy would draft her assignments, and roommates or friends would help prepare them for submission. She only submitted finished products; I had not seen any drafts. I had no clue until the final how severe Cindy’s writing problems were. She had received Cs in both of my classes, yet as her teacher, I had failed.
Cindy had two classes from me in two semesters, yet I had failed to see her needs. She wouldn’t look at me for over a month, even when I spoke to her individually. Cindy had weak writing skills, bad skin, and poor personal hygiene. She didn’t participate in class, and in group work, she simply listened yet didn’t offer comments. She wouldn’t come in for conferencing. She did her work, and I noticed general writing problems but nothing too alarming.
I was surprised when she took another class from me the next semester. She had begun to change, mostly because she had her first boyfriend. She started to feel more significant, and she tentatively started to work in small groups during class. She still had major writing problems, but they were manageable.
What I didn’t notice was that whenever we had an in class writing activity, she would leave or not attend class. Not until the final exam of the second class when I repeatedly denied her permission to miss this last in-class writing or to do it on the computer did I “see” Cindy’s true writing ability. In a difficult to read handwriting, Cindy’s final essay read:
"I have leord man thing from this class. It help me be more confidnice in speking out in class. I learned to write essys for the frist time. I gained some much from beng in your English class. thanks for putting up with my. What a reget the most bot class. Is that I dont learned as much as I should have becouse I was gone so much. I dont reget leave to go places on the weekends. I had to much fun to regreat it."
She took the entire ninety minutes to write this essay. I did not know that Cindy would draft her assignments, and roommates or friends would help prepare them for submission. She only submitted finished products; I had not seen any drafts. I had no clue until the final how severe Cindy’s writing problems were. She had received Cs in both of my classes, yet as her teacher, I had failed.
What is the most important qualification or skill that you bring to this job?
I have the ability to do a lot of work and to inspire a lot of work. I’m able to accomplish much in part because I have organizational skills and respond positively to people.
From decades of developing lesson plans for my courses, I understand sequence. When looking at a problem, I readily recognize and decide what steps should be first, second, and third. I ask critical questions about an assignment and then make sure that assignment is completed in a timely and appropriate manner.
My organizational ability also allows me to break assignments down into smaller steps so that individuals assigned the task are not overwhelmed. I understand how to budget time and use my allotted time to create strong outcomes. And my organizational skills allow me to make strong connections between disparate entities and to see how they are related.
Similarly, I consistently demand the best out of the people I supervise, and they produce it, often to their own surprise. This high demand could lead to resentment, but I respond positively and strongly to each individual. I help students to work hard and make them enjoy the work.
The organization of two of my courses exemplifies how students work far beyond what they initially assume is their capacity. Students in my business management capstone course and my English capstone course generally produce 50% more documents than other sections. However, these documents include personal and accomplishment statements, 20+ page discipline-specific research reports, leadership portfolios, ethics portfolios, and professional portfolios.
Throughout and at the end of the course, I ask students which assignments we should adjust or eliminate, and students insist that I not change the course. They recognize the significance of the assignments and work in their academic and professional careers.
From decades of developing lesson plans for my courses, I understand sequence. When looking at a problem, I readily recognize and decide what steps should be first, second, and third. I ask critical questions about an assignment and then make sure that assignment is completed in a timely and appropriate manner.
My organizational ability also allows me to break assignments down into smaller steps so that individuals assigned the task are not overwhelmed. I understand how to budget time and use my allotted time to create strong outcomes. And my organizational skills allow me to make strong connections between disparate entities and to see how they are related.
Similarly, I consistently demand the best out of the people I supervise, and they produce it, often to their own surprise. This high demand could lead to resentment, but I respond positively and strongly to each individual. I help students to work hard and make them enjoy the work.
The organization of two of my courses exemplifies how students work far beyond what they initially assume is their capacity. Students in my business management capstone course and my English capstone course generally produce 50% more documents than other sections. However, these documents include personal and accomplishment statements, 20+ page discipline-specific research reports, leadership portfolios, ethics portfolios, and professional portfolios.
Throughout and at the end of the course, I ask students which assignments we should adjust or eliminate, and students insist that I not change the course. They recognize the significance of the assignments and work in their academic and professional careers.
Share an example of how you were able to motivate employees or co-workers.
The ability to motivate is one of a teacher’s most effective traits. Motivation is a result of sincere concern for others, application of multiple strategies, and combinations of external and internal influences.
John entered my classroom for the first time on an early January morning. He had just changed his major to English after eight unsuccessful semesters as a science major. He had been on academic probation twice and suspension once with semester GPAs as low as 1.45; he had failed some science classes as often as three times. Understandably John was hesitant and uncertain.
I did not know any of that as we began the semester together in Theory of Language, but I soon recognized his goodness and believed in him. John eventually revealed his goal of attending law school, yet with his academic history, that goal did not seem realistic. In fact, the college advisor had told him to give up on that dream.
For three consecutive semesters John and I had class together, and unknowingly we both began preparing him for law school. In Rhetorical Studies he developed a keen awareness and appreciation for opposing topics and arguments, as he has studied and practiced Aristotelian, Toulminic, and Rogerian argumentation. He served as an editor for an in-class magazine. In the English Senior Seminar, John completed numerous varied writing assignments that demonstrated a sound understanding of audience and purpose while incorporating logos, ethos, pathos, and kairos. Samples of his diverse writing included business plans, sales letters, news releases, and instruction manuals.
John became my teaching assistant where he helped develop curriculum for technical communication by writing instructions for assignments such as mechanism descriptions, process analysis, and recommendation reports. He also developed fourteen lessons based on the U.S. Marine Corp leadership traits.
John’s confidence increased as he learned and applied principles of rhetoric to accomplish challenging assignments successfully. His last semester’s GPA was 3.85. I was fortunate to observe and participate with him through these experiences culminating with the writing of his personal statement for law school.
Despite his cumulative 2.5 GPA and his below average LSAT score, John submitted applications to 23 law schools, hoping his personal statement would impress review committees. His statement did make the difference. He has been accepted into a strong, reputable law school.
John's Law School Personal Statement
John entered my classroom for the first time on an early January morning. He had just changed his major to English after eight unsuccessful semesters as a science major. He had been on academic probation twice and suspension once with semester GPAs as low as 1.45; he had failed some science classes as often as three times. Understandably John was hesitant and uncertain.
I did not know any of that as we began the semester together in Theory of Language, but I soon recognized his goodness and believed in him. John eventually revealed his goal of attending law school, yet with his academic history, that goal did not seem realistic. In fact, the college advisor had told him to give up on that dream.
For three consecutive semesters John and I had class together, and unknowingly we both began preparing him for law school. In Rhetorical Studies he developed a keen awareness and appreciation for opposing topics and arguments, as he has studied and practiced Aristotelian, Toulminic, and Rogerian argumentation. He served as an editor for an in-class magazine. In the English Senior Seminar, John completed numerous varied writing assignments that demonstrated a sound understanding of audience and purpose while incorporating logos, ethos, pathos, and kairos. Samples of his diverse writing included business plans, sales letters, news releases, and instruction manuals.
John became my teaching assistant where he helped develop curriculum for technical communication by writing instructions for assignments such as mechanism descriptions, process analysis, and recommendation reports. He also developed fourteen lessons based on the U.S. Marine Corp leadership traits.
John’s confidence increased as he learned and applied principles of rhetoric to accomplish challenging assignments successfully. His last semester’s GPA was 3.85. I was fortunate to observe and participate with him through these experiences culminating with the writing of his personal statement for law school.
Despite his cumulative 2.5 GPA and his below average LSAT score, John submitted applications to 23 law schools, hoping his personal statement would impress review committees. His statement did make the difference. He has been accepted into a strong, reputable law school.
John's Law School Personal Statement
Describe an experience where you were responsible for finding a solution to a problem. How did you approach finding a solution and what was the outcome?
To solve a problem, I gain a broad perspective, research widely, determine objectives, anticipate and connect options, and implement solutions.
I consistently develop new courses to expand my professional expertise and maintain current scholarship. Principles used in curriculum development are similar to principles for finding solutions to problems. My development of the Fiction of the American Immigrant course demonstrates these principles.
Gain Perspective. It’s important to gain a broad overview of a subject, something I refer to as grazing around the edges. I first learn general theories and approaches to immigrant literature as well as develop a basic understanding of American immigrant history, movements, laws, and controversies. I start to become conversant with problems connected with immigration.
Research Widely. With that general foundation, I begin to research specific issues and American immigrant authors. I determine significant, influential texts representing different immigrant periods and experiences. As I read these texts, my knowledge based expands to include more authors and issues.
Determine Objectives. With a solid foundation, I determine what the course should accomplish. I start with departmental objectives such as “explore critical theories that inform the ways experienced readers respond to literature.” But I include other more specific objectives such as “connect literary immigrant experiences to personal family immigrant histories.”
Anticipate and Connect Options. Frequently there are multiple approaches to a problem, and more approaches tend to lead to stronger solutions. And often, an approach may not be effective alone but becomes stronger when connected to another approach. For example, it’s difficult to decide which of many novels to use in the course. Instead of limiting choices, I expand options for students. For each unit, students choose one of three or four novels. For example, for the Jewish American immigrant experience, students’ choices included Anzia Yezierska’s The Bread Givers, Isaac Bashivez Singer’s Enemies, A Love Story, or Bernard Malamud’s The Assistant. Although students read only one novel each unit, through class discussion, they become familiar with additional works.
Implement Solution. With a solid foundation and multiple options, solutions can come fairly naturally. In the case of this course, students and I have been able to expand our understanding of the literary canon, gain insights into the general immigrant experience, and appreciate our own immigrant heritage.
I consistently develop new courses to expand my professional expertise and maintain current scholarship. Principles used in curriculum development are similar to principles for finding solutions to problems. My development of the Fiction of the American Immigrant course demonstrates these principles.
Gain Perspective. It’s important to gain a broad overview of a subject, something I refer to as grazing around the edges. I first learn general theories and approaches to immigrant literature as well as develop a basic understanding of American immigrant history, movements, laws, and controversies. I start to become conversant with problems connected with immigration.
Research Widely. With that general foundation, I begin to research specific issues and American immigrant authors. I determine significant, influential texts representing different immigrant periods and experiences. As I read these texts, my knowledge based expands to include more authors and issues.
Determine Objectives. With a solid foundation, I determine what the course should accomplish. I start with departmental objectives such as “explore critical theories that inform the ways experienced readers respond to literature.” But I include other more specific objectives such as “connect literary immigrant experiences to personal family immigrant histories.”
Anticipate and Connect Options. Frequently there are multiple approaches to a problem, and more approaches tend to lead to stronger solutions. And often, an approach may not be effective alone but becomes stronger when connected to another approach. For example, it’s difficult to decide which of many novels to use in the course. Instead of limiting choices, I expand options for students. For each unit, students choose one of three or four novels. For example, for the Jewish American immigrant experience, students’ choices included Anzia Yezierska’s The Bread Givers, Isaac Bashivez Singer’s Enemies, A Love Story, or Bernard Malamud’s The Assistant. Although students read only one novel each unit, through class discussion, they become familiar with additional works.
Implement Solution. With a solid foundation and multiple options, solutions can come fairly naturally. In the case of this course, students and I have been able to expand our understanding of the literary canon, gain insights into the general immigrant experience, and appreciate our own immigrant heritage.
When you worked on multiple projects, how did you prioritize?
I am able to juggle numerous projects efficiently and successfully by establishing a clear purpose, sequencing projects into smaller tasks, making connections among activities, and focusing attention on details.
I have always requested multiple course preparations. While many teachers in our department demand only two preparations each semester for their four course loads, I routinely have five different preparations including my four regular courses and one over load course. For winter 2011 semester, I had seven courses with seven preparations. The department chair asked me to cover classes for two faculty members with emergency health releases because he said he knew I could handle it.
That semester I taught the following classes: Fiction of the American Immigrant, Theory of Language, Rhetorical Studies, English Senior Seminar, Business Research and Publishing, Technical Communication, and Preparation for Internships and Careers.
Clear Purpose. I establish clear purposes for myself and my students by generating concrete course syllabi stating a limited number of specific course objectives. The course syllabus includes all major assignment descriptions and scheduled due dates. Both students and I know what, why, and when we’re doing assignments.
Sequenced Tasks. I recognize how to break major projects into manageable activities. Although completed separately, the activities culminate in the major project. For example, a first assignment for technical communication students is to submit a research report proposal establishing a restricted topic and suggested report outline. Students use their topics for every subsequent writing assignment such as definition report, process report, or recommendation report. Each separate writing assignment becomes a section of their final research report.
Connected Activities. I seek for connections among assignments and courses. For example, the assignments I created for Preparation for Internships and Careers such as business plans, promotional literature, and user manuals came from business writing and technical communication. And those same developed activities used in Preparation for Internships and Careers became key assignments in the English Senior Seminar class as students prepared their professional portfolios.
Focused Details. I pay attention to details. For example, for every course every class period, I write detailed formal lesson plans including objectives, methods, and assessments. I create detailed assignment sheets for every activity so students and I know how we’re to accomplish a task. And I prepare simple, often wordless PowerPoint presentations to visually explain complex concepts.
I have always requested multiple course preparations. While many teachers in our department demand only two preparations each semester for their four course loads, I routinely have five different preparations including my four regular courses and one over load course. For winter 2011 semester, I had seven courses with seven preparations. The department chair asked me to cover classes for two faculty members with emergency health releases because he said he knew I could handle it.
That semester I taught the following classes: Fiction of the American Immigrant, Theory of Language, Rhetorical Studies, English Senior Seminar, Business Research and Publishing, Technical Communication, and Preparation for Internships and Careers.
Clear Purpose. I establish clear purposes for myself and my students by generating concrete course syllabi stating a limited number of specific course objectives. The course syllabus includes all major assignment descriptions and scheduled due dates. Both students and I know what, why, and when we’re doing assignments.
Sequenced Tasks. I recognize how to break major projects into manageable activities. Although completed separately, the activities culminate in the major project. For example, a first assignment for technical communication students is to submit a research report proposal establishing a restricted topic and suggested report outline. Students use their topics for every subsequent writing assignment such as definition report, process report, or recommendation report. Each separate writing assignment becomes a section of their final research report.
Connected Activities. I seek for connections among assignments and courses. For example, the assignments I created for Preparation for Internships and Careers such as business plans, promotional literature, and user manuals came from business writing and technical communication. And those same developed activities used in Preparation for Internships and Careers became key assignments in the English Senior Seminar class as students prepared their professional portfolios.
Focused Details. I pay attention to details. For example, for every course every class period, I write detailed formal lesson plans including objectives, methods, and assessments. I create detailed assignment sheets for every activity so students and I know how we’re to accomplish a task. And I prepare simple, often wordless PowerPoint presentations to visually explain complex concepts.
Describe a specific work experience in which you persuaded someone to follow a different course than he or she originally intended.
My students know that I recognize their potential and encourage them to stretch and grow, to do what they may not think they can do. I most often do this by interacting positively with students.
For example, I respond positively to students whether grading their assignments or handling a potentially difficult situation. When responding to student assignments, I target and comment on what students have done effectively. I don’t ignore major writing problems, but I identify a couple problem areas and offer strengthening suggestions.
In addition to positive grading, I encourage the students to conference positively with me about their papers and frustrations. Students are not permitted to make an appointment about a paper until 24 hours after returning the paper. Students understand that the single purpose for the delay is to provide time to generate specific suggestions to improve their papers. They determine how to strengthen their own work and to maintain ownership over their revisions. The purpose for our meeting is for students to present how they can revise their work, and I offer encouragement. Because of this approach, I do not need to defend grades; rather, I become a facilitator to stronger writing.
Another example of responding positively to students occurred when a business management major was initially frustrated with his grades. He had somehow calculated the number of hours required in the course to receive an A. He had put in the hours, yet he was not reaching his goal.
We discussed that he was doing his part, but he was doing his part alone. My part as a teacher was to assist him by clarifying instructions and concepts or by offering encouragement. As he struggled with an assignment, he simply needed to ask for guidance occasionally, and I would help. We were to partner together to accomplish his goals.
For example, I respond positively to students whether grading their assignments or handling a potentially difficult situation. When responding to student assignments, I target and comment on what students have done effectively. I don’t ignore major writing problems, but I identify a couple problem areas and offer strengthening suggestions.
In addition to positive grading, I encourage the students to conference positively with me about their papers and frustrations. Students are not permitted to make an appointment about a paper until 24 hours after returning the paper. Students understand that the single purpose for the delay is to provide time to generate specific suggestions to improve their papers. They determine how to strengthen their own work and to maintain ownership over their revisions. The purpose for our meeting is for students to present how they can revise their work, and I offer encouragement. Because of this approach, I do not need to defend grades; rather, I become a facilitator to stronger writing.
Another example of responding positively to students occurred when a business management major was initially frustrated with his grades. He had somehow calculated the number of hours required in the course to receive an A. He had put in the hours, yet he was not reaching his goal.
We discussed that he was doing his part, but he was doing his part alone. My part as a teacher was to assist him by clarifying instructions and concepts or by offering encouragement. As he struggled with an assignment, he simply needed to ask for guidance occasionally, and I would help. We were to partner together to accomplish his goals.
Tell how you work effectively under pressure.
I work effectively under pressure by integrating and practicing leadership traits within my professional career and personal life.
My student serving in the U.S. Marine Corps nominated me to participate in the USMC University Educators Workshop. This program recognizes educators who have positively influenced the training of its officers. I was one of sixteen educators west of the Mississippi accepted into the workshop. For one week, the Marine Corps invited us to Quantico, Virginia, to observe and participate in its officer training programs.
The Marines espouse fourteen leadership traits. I recognize that these traits have been a part of me for decades. These traits guide and strengthen me when under pressure.
My student serving in the U.S. Marine Corps nominated me to participate in the USMC University Educators Workshop. This program recognizes educators who have positively influenced the training of its officers. I was one of sixteen educators west of the Mississippi accepted into the workshop. For one week, the Marine Corps invited us to Quantico, Virginia, to observe and participate in its officer training programs.
The Marines espouse fourteen leadership traits. I recognize that these traits have been a part of me for decades. These traits guide and strengthen me when under pressure.
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Describe a specific work experience in which you coordinated a long-term project involving multiple departments. What challenges were identified and how were they overcome?
The university underwent an accreditation review while I was a college dean. My responsibility was to prepare five departments for accreditation by strengthening assessment practices.
Because I assisted faculty in viewing themselves as assessors and examining their already existing assignments as assessment tools, we had a successful accreditation review. I have learned that most complex problems can have multiple simple solutions that combine to have meaningful outcomes.
While I was reading two novels, I had noticed how in both books, what often seemed insignificant would later prove to be meaningful and life-changing.
Therefore, I began to examine assessment differently. Rather than viewing assessment as being elaborate, complicated, intricate evaluation instruments that would measure isolated and perhaps insignificant aspects of what teachers and students do, I began to see that perhaps the best assessment tools were simple assignments and activities that measure multiple levels of understanding and abilities.
As a dean, I worked with department chairs and faculty to establish training workshops to identify and interpret results of what teachers and students already do, question what we assess, and expertly examine multiple levels of meaning. Our assessments condensed to five related items: meaningful content (how do students understand the subject?), effective application (how do students demonstrate their understanding of the subject?), multiple perspectives (how does the subject affects students’ world perspectives?), empathetic experience (how does the subject help students view others?), and reflective awareness (how does the subject influence what students know, act, and feel?).
Because I assisted faculty in viewing themselves as assessors and examining their already existing assignments as assessment tools, we had a successful accreditation review. I have learned that most complex problems can have multiple simple solutions that combine to have meaningful outcomes.
While I was reading two novels, I had noticed how in both books, what often seemed insignificant would later prove to be meaningful and life-changing.
Therefore, I began to examine assessment differently. Rather than viewing assessment as being elaborate, complicated, intricate evaluation instruments that would measure isolated and perhaps insignificant aspects of what teachers and students do, I began to see that perhaps the best assessment tools were simple assignments and activities that measure multiple levels of understanding and abilities.
As a dean, I worked with department chairs and faculty to establish training workshops to identify and interpret results of what teachers and students already do, question what we assess, and expertly examine multiple levels of meaning. Our assessments condensed to five related items: meaningful content (how do students understand the subject?), effective application (how do students demonstrate their understanding of the subject?), multiple perspectives (how does the subject affects students’ world perspectives?), empathetic experience (how does the subject help students view others?), and reflective awareness (how does the subject influence what students know, act, and feel?).
Without identifying individuals, please describe the nature of the most challenging working relationship you've experienced.
I was the chair of the English Department when the Board of Trustees announced that our two-year college would transition to a four-year university. The division chair asked me to develop and propose an English major to submit to the Board of Trustees in two weeks. The director of composition and I researched and created the major into essentially the program that we still offer today. The Board approved the English major, and we were among the first eight approved majors.
We presented the major to the English Department and asked for ratification. We had developed a major to adhere to the Board guidelines of preparing students for careers first and graduate studies second.
The great majority of the department approved the major without reservations; however, there soon developed a faction within the department who became vocal and increasingly dissatisfied with both the major and the direction of the new university.
This conflict continued to escalate during and after the transition as the major and courses were developed and implemented. As the department chair, I became the target of their frustration which continued while I was the college dean and beyond.
When making decisions, I had to carefully examine both the decisions and their motives to make sure I responded as positively as possible to the dissatisfied while still maintaining institutional integrity. Although the group remains vocal and dissatisfied, I have chosen to maintain personal integrity and institutional loyalty and focus on doing my job well despite the group's issues.
I recognize the tension that rests between different philosophies, the need for open dialogue, and clear communication about institutional policies and goals.
We presented the major to the English Department and asked for ratification. We had developed a major to adhere to the Board guidelines of preparing students for careers first and graduate studies second.
The great majority of the department approved the major without reservations; however, there soon developed a faction within the department who became vocal and increasingly dissatisfied with both the major and the direction of the new university.
This conflict continued to escalate during and after the transition as the major and courses were developed and implemented. As the department chair, I became the target of their frustration which continued while I was the college dean and beyond.
When making decisions, I had to carefully examine both the decisions and their motives to make sure I responded as positively as possible to the dissatisfied while still maintaining institutional integrity. Although the group remains vocal and dissatisfied, I have chosen to maintain personal integrity and institutional loyalty and focus on doing my job well despite the group's issues.
I recognize the tension that rests between different philosophies, the need for open dialogue, and clear communication about institutional policies and goals.
Without identifying individuals, please describe the nature of the best working relationship you've experienced.
I believe working together enhances effectiveness and reduces workload. Unfortunately, research shows that often teaching is indeed a lonely enterprise with so much is carried on in self-imposed and professionally sanctioned isolation. However, teaching is fundamentally about community, about relationships between individuals and larger groups. It is essential to work with other teachers to create more effective learning communities.
As English teachers we tend to work alone, but in other disciplines such as business and science, collaboration is a more valued skill.
As an English Department chair, I asked an individual to serve as director of composition. Since 1997, she and I have continued to collaborate professionally in nearly every project each of us has undertaken including English major creation, course design and development, professional conference presentations, and classroom practices.
The fact is that one of us will start with an idea and the other will develop and enhance it. We go through this cycle multiple times until we conclude with the strongest possible demonstration of the idea.
Because both of us care deeply about the university, its mission, and our students, we are able to apply logos, ethos, and pathos in different ways and in differing order. This collaboration allows us to build on collective talents, provide productive feedback, increase productivity, ensure overall effectiveness and quality, offer psychological benefits, and contribute meaningfully to professional development.
As English teachers we tend to work alone, but in other disciplines such as business and science, collaboration is a more valued skill.
As an English Department chair, I asked an individual to serve as director of composition. Since 1997, she and I have continued to collaborate professionally in nearly every project each of us has undertaken including English major creation, course design and development, professional conference presentations, and classroom practices.
The fact is that one of us will start with an idea and the other will develop and enhance it. We go through this cycle multiple times until we conclude with the strongest possible demonstration of the idea.
Because both of us care deeply about the university, its mission, and our students, we are able to apply logos, ethos, and pathos in different ways and in differing order. This collaboration allows us to build on collective talents, provide productive feedback, increase productivity, ensure overall effectiveness and quality, offer psychological benefits, and contribute meaningfully to professional development.
What is your philosophy of leadership?
Leaders are teachers. Teachers are leaders. Consequently my leadership philosophy has developed through more than thirty years of teaching. I adhere to and practice two principal leadership standards.
· Put people first.
· Work hard and smart.
Put People First. Leaders must know the people they work with. As a teacher, I learn students’ names the first class period. That single effort immediately connects me with students. I circulate around the classroom the rest of the semester, and specifically talk with individuals to become better acquainted and to earn their trust. I encourage office visits, emails, phone calls, and letters from students. It is imperative to have direct contact with individuals. Whenever individuals come to my office, I immediately invite them in and listen and listen. Often I don’t say much. Colleagues often complain that their work is interrupted when students visit; on the contrary, students are my most important work, and I welcome them.
Leaders must also be kind and considerate towards individuals. I have never belittled or criticized a student in public or in private. I realize that for the most part, people are doing the best they can. Rarely do individuals intentionally make mistakes; rather mistakes often occur because of misunderstandings or inadequate preparation. Leaders need to communicate clearly, train individuals, and provide adequate resources for workers to accomplish specific goals. And leaders need to provide effective and accurate feedback. Generally, that feedback needs to be positive. For instance, while responding to students’ work, I practice positive grading. I focus primarily on what individuals do well to encourage repeated behavior. Yes, I note some needed improvements and make suggestions allowing students to maintain ownership over their work, but students recognize my strong sense of commitment, collaboration, and community. When conflicts arise with others, leaders must be respectful and bridge differences based on common and institution values. Never should leaders lash out at or argue with others. Instead, an effective technique is for the leader to write a letter releasing frustrations but never send it. Then after cooling down, sit down with individuals to discuss the situation.
Work Hard and Smart. Leaders need to be efficient and hard workers. They need the ability to do a lot of work and to inspire a lot of work from others because of organizational skills and positive relationships with people.
Leaders need to understand and practice scaffolding. From decades of developing lesson plans for my courses, I understand sequence. When looking at a problem, I readily recognize and decide what steps should be first, second, and third. My organizational ability also allows me to break assignments down into smaller steps so that individuals assigned the task are not overwhelmed. I understand how to budget time and use my allotted time to create strong outcomes. And my organizational skills allow me to make strong connections between disparate entities and to see how they are related. I ask critical questions about an assignment and then make sure that assignment is completed in a timely and appropriate manner.
Similarly, leaders need consistently to demand the best out of the people they supervise, and they will often produce significant results, often to their own surprise. This high demand could lead to resentment, but by setting the example of a strong work ethic, responding positively and strongly to each individual, and being grateful for others’ contributions, leaders can help others work hard and enjoy the work. The organization of two of my courses exemplifies how students work far beyond what they initially assume is their capacity. Students in my business management capstone course and my English capstone course generally produce 50% more documents than other sections. However, these documents include personal and accomplishment statements, 20+ page discipline-specific research reports, leadership portfolios, ethics portfolios, and professional portfolios. Throughout and at the end of the course, I ask students which assignments we should adjust or eliminate, and students insist that I not change the course. They recognize the significance of the assignments and work in their academic and professional careers.
Leaders can also increase productivity by delegating work. Delegation does not mean simply passing off work; rather delegation is empowering others to act on their own while requiring accountability. To help others assume responsibilities for their decisions and work, leaders must ensure that individuals understand the task and relative facts, consider solutions and consequences, are consistent with professional and institutional standards and values, and communicate their judgments to peers and supervisors.
Leaders need to encourage collaboration. Collaboration is essential for work efficiency and promotes innovation and unification. As an English Department chair, I asked an individual to serve as director of composition. Since 1997, she and I have continued to collaborate professionally in nearly every project each of us has undertaken including English major creation, course design and development, professional conference presentations, and classroom practices.
The fact is that one of us will start with an idea and the other will develop and enhance it. We go through this cycle multiple times until we conclude with the strongest possible demonstration of the idea. This collaboration allows us to build on collective talents, provide productive feedback, increase productivity, ensure overall effectiveness and quality, offer psychological benefits, and contribute meaningfully to professional development.
Leaders need to be consistent yet flexible. Consistency occurs when leaders and individuals keep the institution’s mission, goals, and objectives central to all endeavors, yet flexibility allows for individuals to accomplish tasks in multiple ways using multiple resources.
· Put people first.
· Work hard and smart.
Put People First. Leaders must know the people they work with. As a teacher, I learn students’ names the first class period. That single effort immediately connects me with students. I circulate around the classroom the rest of the semester, and specifically talk with individuals to become better acquainted and to earn their trust. I encourage office visits, emails, phone calls, and letters from students. It is imperative to have direct contact with individuals. Whenever individuals come to my office, I immediately invite them in and listen and listen. Often I don’t say much. Colleagues often complain that their work is interrupted when students visit; on the contrary, students are my most important work, and I welcome them.
Leaders must also be kind and considerate towards individuals. I have never belittled or criticized a student in public or in private. I realize that for the most part, people are doing the best they can. Rarely do individuals intentionally make mistakes; rather mistakes often occur because of misunderstandings or inadequate preparation. Leaders need to communicate clearly, train individuals, and provide adequate resources for workers to accomplish specific goals. And leaders need to provide effective and accurate feedback. Generally, that feedback needs to be positive. For instance, while responding to students’ work, I practice positive grading. I focus primarily on what individuals do well to encourage repeated behavior. Yes, I note some needed improvements and make suggestions allowing students to maintain ownership over their work, but students recognize my strong sense of commitment, collaboration, and community. When conflicts arise with others, leaders must be respectful and bridge differences based on common and institution values. Never should leaders lash out at or argue with others. Instead, an effective technique is for the leader to write a letter releasing frustrations but never send it. Then after cooling down, sit down with individuals to discuss the situation.
Work Hard and Smart. Leaders need to be efficient and hard workers. They need the ability to do a lot of work and to inspire a lot of work from others because of organizational skills and positive relationships with people.
Leaders need to understand and practice scaffolding. From decades of developing lesson plans for my courses, I understand sequence. When looking at a problem, I readily recognize and decide what steps should be first, second, and third. My organizational ability also allows me to break assignments down into smaller steps so that individuals assigned the task are not overwhelmed. I understand how to budget time and use my allotted time to create strong outcomes. And my organizational skills allow me to make strong connections between disparate entities and to see how they are related. I ask critical questions about an assignment and then make sure that assignment is completed in a timely and appropriate manner.
Similarly, leaders need consistently to demand the best out of the people they supervise, and they will often produce significant results, often to their own surprise. This high demand could lead to resentment, but by setting the example of a strong work ethic, responding positively and strongly to each individual, and being grateful for others’ contributions, leaders can help others work hard and enjoy the work. The organization of two of my courses exemplifies how students work far beyond what they initially assume is their capacity. Students in my business management capstone course and my English capstone course generally produce 50% more documents than other sections. However, these documents include personal and accomplishment statements, 20+ page discipline-specific research reports, leadership portfolios, ethics portfolios, and professional portfolios. Throughout and at the end of the course, I ask students which assignments we should adjust or eliminate, and students insist that I not change the course. They recognize the significance of the assignments and work in their academic and professional careers.
Leaders can also increase productivity by delegating work. Delegation does not mean simply passing off work; rather delegation is empowering others to act on their own while requiring accountability. To help others assume responsibilities for their decisions and work, leaders must ensure that individuals understand the task and relative facts, consider solutions and consequences, are consistent with professional and institutional standards and values, and communicate their judgments to peers and supervisors.
Leaders need to encourage collaboration. Collaboration is essential for work efficiency and promotes innovation and unification. As an English Department chair, I asked an individual to serve as director of composition. Since 1997, she and I have continued to collaborate professionally in nearly every project each of us has undertaken including English major creation, course design and development, professional conference presentations, and classroom practices.
The fact is that one of us will start with an idea and the other will develop and enhance it. We go through this cycle multiple times until we conclude with the strongest possible demonstration of the idea. This collaboration allows us to build on collective talents, provide productive feedback, increase productivity, ensure overall effectiveness and quality, offer psychological benefits, and contribute meaningfully to professional development.
Leaders need to be consistent yet flexible. Consistency occurs when leaders and individuals keep the institution’s mission, goals, and objectives central to all endeavors, yet flexibility allows for individuals to accomplish tasks in multiple ways using multiple resources.
What is your philosophy of teaching?
My qualifications as a long-time teacher of varied courses delivered in various ways to various audiences make me a strong candidate for this position.
I have taught at a university for thirty years. During that time I have dealt with approximately 12,000 individuals. I have become adept at reading the needs of my students and tailoring instruction to meet those needs. In addition, I have consistently followed course guidelines and professional standards when designing curricula. I have been intimately involved with the transition of Brigham Young University-Idaho from a two-year college to a university. I understand the need for a scaffolded curriculum to move students from an uneven beginning to a more uniform and successful finishing point where they can be successful in their chosen careers.
I have developed and taught over 25 different writing and literature courses with emphases in business research and publishing, technical communication, professional writing, and contemporary literature. These writing courses range from freshman composition to the senior capstone experiences. I understand the full range of academic education. I recognize the struggles of in-coming freshman as they begin to navigate the university, their disciplines, and their personal lives. I also recognize the anxiety of seniors as they anticipate and prepare for their professional lives. Successful courses should enable students to take skills learned and apply them in their lives. Assignments should reflect practical issues and applications. For instance, creating senior portfolios to reflect job needs, to analyze employers, to successfully apply skills, qualifications, and knowledge within their professional worlds. Literacy skills including reading and writing are in high demand. I believe in giving my students the best opportunities to succeed in these areas through thoughtful, meaningful assignments, timely feedback, and real-world application.
I do not believe everyone learns the same way. I have used a variety of techniques to deliver instruction. In addition to face-to-face classes, I have created eight online courses to be delivered through online instruction at BYU-Idaho. I understand the use of current technology such as Weebly, Microsoft Office, Blogger, and other media to enhance the classroom experience while providing solid instruction. My classroom is also a place where small group work and collaboration are privileged. However, this small group work and collaboration are tightly controlled and planned. My lessons include concrete objectives with built-in scaffolding and assessments. I do a formal lesson for every class meeting while remaining flexible with options to address individual needs.
I like teaching all ranges of students, particularly freshman, non-traditional, and returning students. I believe every person who comes to the university has the right to succeed. I view my job as a facilitator to achieve that goal rather than a gatekeeper to hinder it. Several of the writing classes I have taught address specialized audiences. Explaining something to a future scientist requires different instructions than teaching the same principle to an elementary education major or a business major. I am comfortable addressing each of the audiences in their jargon and context.
I have taught at a university for thirty years. During that time I have dealt with approximately 12,000 individuals. I have become adept at reading the needs of my students and tailoring instruction to meet those needs. In addition, I have consistently followed course guidelines and professional standards when designing curricula. I have been intimately involved with the transition of Brigham Young University-Idaho from a two-year college to a university. I understand the need for a scaffolded curriculum to move students from an uneven beginning to a more uniform and successful finishing point where they can be successful in their chosen careers.
I have developed and taught over 25 different writing and literature courses with emphases in business research and publishing, technical communication, professional writing, and contemporary literature. These writing courses range from freshman composition to the senior capstone experiences. I understand the full range of academic education. I recognize the struggles of in-coming freshman as they begin to navigate the university, their disciplines, and their personal lives. I also recognize the anxiety of seniors as they anticipate and prepare for their professional lives. Successful courses should enable students to take skills learned and apply them in their lives. Assignments should reflect practical issues and applications. For instance, creating senior portfolios to reflect job needs, to analyze employers, to successfully apply skills, qualifications, and knowledge within their professional worlds. Literacy skills including reading and writing are in high demand. I believe in giving my students the best opportunities to succeed in these areas through thoughtful, meaningful assignments, timely feedback, and real-world application.
I do not believe everyone learns the same way. I have used a variety of techniques to deliver instruction. In addition to face-to-face classes, I have created eight online courses to be delivered through online instruction at BYU-Idaho. I understand the use of current technology such as Weebly, Microsoft Office, Blogger, and other media to enhance the classroom experience while providing solid instruction. My classroom is also a place where small group work and collaboration are privileged. However, this small group work and collaboration are tightly controlled and planned. My lessons include concrete objectives with built-in scaffolding and assessments. I do a formal lesson for every class meeting while remaining flexible with options to address individual needs.
I like teaching all ranges of students, particularly freshman, non-traditional, and returning students. I believe every person who comes to the university has the right to succeed. I view my job as a facilitator to achieve that goal rather than a gatekeeper to hinder it. Several of the writing classes I have taught address specialized audiences. Explaining something to a future scientist requires different instructions than teaching the same principle to an elementary education major or a business major. I am comfortable addressing each of the audiences in their jargon and context.