Interview questions
Teacher Interview Questions
19 teacher interview questions on planning, behaviour, differentiation, assessment and safeguarding, with what a strong answer looks like. For both sides.
What's here
19 Teacher interview questions, grouped into 5 areas: planning and teaching, behaviour and classroom management, differentiation, inclusion and assessment, safeguarding, parents and professional practice and situational questions. Each one comes with why it is worth asking and what a strong answer contains, so the same question can be scored the same way by different interviewers.
- Watch a short taught lesson with real pupils where you can; it reveals far more than answers in a room
- Ask the candidate to reflect on their lesson straight afterwards and score the quality of that reflection
- Include a safeguarding question in every teacher interview and expect a precise answer
Cohesyve finds, contacts and tests Teacher candidates on the real work, then ranks them for these interviews. Ten candidates free, no card.
Preparing for this interview yourself? Practise it free →Teachers plan and deliver lessons, manage behaviour, adapt teaching for different learners, assess progress, keep children safe and work with parents and colleagues. These teacher interview questions cover each of those areas for primary and secondary roles. Interviewers can use the 'what to look for' notes as a scoring guide; candidates can use them to prepare specific examples. In US public schools, teachers need a state licence or certification for their grade level; in England, qualified teacher status (QTS) is a legal requirement in maintained schools. Many schools also ask candidates to teach a short lesson as part of the interview.
Planning and Teaching
How the candidate designs lessons that move every pupil forward.
- 1
Talk me through how you plan a lesson.
Why ask it
Planning shows whether the candidate starts from what pupils need to learn or from activities.What to look for
Starting from clear learning objectives linked to the curriculum, checking prior knowledge, sequencing explanation, modelling and practice, building in checks for understanding, and planning how to adapt for different needs. - 2
Describe a lesson that went really well and one that did not. What made the difference?
Why ask it
Reflective practice is a strong predictor of improvement.What to look for
Honest reflection on causes (pace, clarity of explanation, behaviour, misjudged prior knowledge) and what they changed next time. Candidates who blame the class alone show little reflection. - 3
How do you check that pupils have understood during a lesson?
Why ask it
Assessment for learning is central to effective teaching.What to look for
Questioning many pupils (not only volunteers), mini-whiteboards, hinge questions, exit tickets, and adjusting the lesson in response. Strong candidates explain what they do when many pupils have not understood. - 4
How do you make your subject engaging for pupils who say they are not interested in it?
Why ask it
Motivation matters, and so does avoiding gimmicks.What to look for
Connecting content to pupils' lives and interests, building early success, high expectations, and good explanations. Engagement should serve learning, not replace it.
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Behaviour and Classroom Management
Creating a calm, safe classroom where learning can happen.
- 5
How do you establish routines and expectations with a new class?
Why ask it
Early routines prevent most behaviour problems.What to look for
Clear, consistent expectations taught explicitly, routines for entry, transitions and equipment, praise for what is going well, and following the school's behaviour policy. - 6
A pupil is repeatedly disrupting your lesson. Walk me through what you do.
Why ask it
Tests a calm, proportionate response.What to look for
Low-key interventions first, then clear consequences in line with policy, a private conversation to find causes, contact with parents and pastoral staff, and a plan if it continues. Staying calm and protecting other pupils' learning. - 7
How do you build relationships with pupils who are hard to reach?
Why ask it
Relationships underpin behaviour and learning.What to look for
Consistency, fairness, showing interest in the pupil, noticing effort, working with pastoral and support staff, and not giving up after setbacks. - 8
Tell me about a time you had to deal with a conflict between pupils.
Why ask it
Shows judgement and fairness.What to look for
Separating pupils safely, hearing both sides, following policy, restoring relationships where appropriate, and recording and reporting where required, including bullying procedures.
Differentiation, Inclusion and Assessment
Meeting the needs of every learner and using assessment to guide teaching.
- 9
How do you support pupils with special educational needs or disabilities in your class?
Why ask it
Every teacher teaches pupils with additional needs.What to look for
Knowing each pupil's plan, working with the SEN coordinator or special education staff and teaching assistants, adapting tasks and resources, high expectations, and reviewing progress. - 10
How do you stretch your highest attainers while supporting those who are struggling?
Why ask it
Differentiation in a mixed class is hard to do well.What to look for
Scaffolds that are removed over time, challenge tasks that deepen thinking rather than add volume, targeted questioning, and flexible grouping. Avoiding permanently lowered expectations for some pupils. - 11
How do you use assessment data to plan teaching?
Why ask it
Data should change what happens in the classroom.What to look for
Identifying gaps from marking and assessments, reteaching or regrouping, planning interventions, and checking whether the change worked. Practical examples rather than talk about spreadsheets. - 12
How do you give feedback that pupils act on?
Why ask it
Marking only helps if pupils use it.What to look for
Specific, actionable feedback, time in lessons for pupils to respond, whole-class feedback where efficient, and a manageable workload.
Safeguarding, Parents and Professional Practice
Keeping children safe, working with families and growing as a teacher.
- 13
A pupil tells you something that makes you worried about their safety at home. What do you do?
Why ask it
Every teacher has a duty to act on safeguarding concerns.What to look for
Listening calmly, not promising confidentiality, not asking leading questions, recording the pupil's words accurately, and reporting promptly to the designated safeguarding lead or following the school's mandated reporting process. Never investigating alone. - 14
How do you handle a parent who is angry about how their child has been treated?
Why ask it
Parent relationships affect pupils and the school's reputation.What to look for
Listening, staying calm, finding the facts, explaining what the school will do, involving a senior colleague when needed, and following up. - 15
How do you keep improving as a teacher?
Why ask it
Shows commitment to professional growth.What to look for
Seeking feedback and observation, reading research or subject material, collaborating with colleagues, and examples of a change in practice that came from learning. - 16
Why do you want to teach at this school?
Why ask it
Fit and motivation matter for retention.What to look for
Specific knowledge of the school's ethos, pupils and curriculum, and how the candidate would contribute beyond the classroom.
Situational Questions
Scenarios teachers face that test judgement on the spot.
- 17
Halfway through a lesson, you realise most of the class has misunderstood a key idea. What do you do?
Why ask it
Tests responsiveness over sticking to the plan.What to look for
Stopping, diagnosing the misconception, reteaching with a different explanation or example, checking again, and adjusting the next lesson. - 18
A colleague's behaviour towards pupils worries you. What do you do?
Why ask it
Tests understanding of safeguarding concerns about adults.What to look for
Reporting to the headteacher or the person named in the school's policy for concerns about staff, recording facts, and not discussing it with others. Putting pupils first. - 19
You have three days to cover a unit you would normally teach over two weeks. How do you approach it?
Why ask it
Shows curriculum judgement and prioritisation.What to look for
Identifying the essential knowledge and skills, cutting non-essential content, planning efficient practice, and telling the head of department about the trade-off.
Running the interview well
- 1Watch a short taught lesson with real pupils where you can; it reveals far more than answers in a room
- 2Ask the candidate to reflect on their lesson straight afterwards and score the quality of that reflection
- 3Include a safeguarding question in every teacher interview and expect a precise answer
- 4Probe behaviour answers with a follow-up ('and if that does not work?') to test depth
- 5Give early-career teachers credit for strong reflection and subject knowledge even with limited classroom time
- 6Check licence, certification or QTS status and complete the background checks your country requires before an offer
- 7Involve pupils through a short pupil panel if your school uses one, but keep the final judgement with staff
Common questions
What are common teacher interview questions?
Expect questions on lesson planning, behaviour management, supporting pupils with additional needs, assessment and feedback, safeguarding, working with parents and why you want to work at that school. Most schools also ask you to reflect on a lesson you taught.
How do I answer the safeguarding question in a teaching interview?
Describe listening calmly, not promising to keep secrets, recording the child's words accurately, and reporting promptly to the designated safeguarding lead or through your school's reporting process. Show you would not investigate on your own.
Do teachers need a licence or qualification?
In the US, public school teachers must be licensed or certified for the grade level they teach, and every state offers an alternative route to certification; private school teachers typically are not required to be licensed. In England, QTS is a legal requirement in maintained schools, while academies, free schools and independent schools can employ teachers without it.
How do I prepare for a teaching interview lesson?
Plan a lesson with a clear objective you can achieve in the time given, check prior knowledge early, include a way to check understanding, and have a fallback if activities run short or long. Be ready to explain afterwards what went well and what you would change.
What questions should I ask at the end of a teacher interview?
Ask about support for new staff, the behaviour policy and how leaders back teachers, planning and resources, professional development, and what success would look like in your first year.
What do schools look for in a teacher?
Strong subject knowledge, clear explanations, calm behaviour management, high expectations for all pupils, reflective practice, and a firm understanding of safeguarding.
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