Running head: CAPSTONE PORTFOLIO EDU 693
Section Six:
Teacher Candidate Interview Video
Teacher Candidate Interview Video
In this section I will discuss my experience with the Weebly website and teacher
interview. I will also provide the links to my website and the video at the end of this section.
This experience was definitely enlightening and useful because it allowed me the opportunity to
challenge myself when answering these questions. I first designed the website in my technology
class and continue to develop it as I obtain new information that I feel is useful for the website.
My website will eventually be used for the class I have. I plan to use it for useful information
such as important dates and reminders. Right now the website has my portfolio, resources, and
background information on it. The tour of the website will provide a brief overview of some of
the highlights from this portfolio and the website as a whole. This website tour will be done
using Screen Cast O-Matic. I will be able to navigate through the website and my portfolio while
making connections and showing my screen. During this video I will also answer interview
questions that have been provided to me.
Answering these interview questions has allowed me the opportunity to reflect on my
experience at Medaille College. During this interview I was able to look back on what I have
leaned throughout this program while making connections to experts in the field. This was
definitely a positive experience because I was able to be intellectually challenged while
preparing myself for potential questions that can be asked during an interview. This interview
also increases my preparedness to become an education professional.
When the time comes for an actual interview to happen I know that I will spend a great
amount of time preparing myself for it. I also had the opportunity to prepare myself for this
CAPSTONE PORTFOLIO EDU 693 2
interview by going through all of the materials I can use to showcase myself. It is essential to
separate myself from the other potential candidates and an interview is a good way to do it. I
enjoyed going through this process because it only benefits me for a potential interview in the
future. Additionally, I enjoyed using Weebly and Screen Cast O-Matic because I think they are
good tools to have experience with. The Screen Cast video allows for a tutorial style video to be
developed. This video can translate well in the classroom because the students can watch this
video similar to viewing a lesson by the teacher. The Weebly website can be used to create
classroom collaboration when displaying relevant information online.
Teacher Candidate Interview Questions and Responses
1. What are the background experiences that have led to a career in education?
I have been coaching sports for a long time and value working with children. I
think they are very creative and have bright minds that will pave the way for the
future.
I have volunteered in a classroom before and enjoy the environment.
My academic experience.
2. What have you learned in your teacher training program that will make you an excellent
classroom teacher and colleague?
Classroom management strategies, focusing on students with exceptionalities and ELL.
Learning strategies such as the zone of proximal development, hands on learning.
Differentiated instruction
Cyber safety, DASA, SAVE/CARE seminars that allow for student safety.
Field placements have allowed me to observe and learn what works/what doesn't
Collaborating with peers is essential as ideas can be developed.
3. Provide us with an example of a lesson you taught. How did you integrate it with other
curriculum areas, address the CCLS, technology, student engagement and motivation? What
were the results of the lesson?
Math lesson integrated with Art.
The students were required to draw a picture of their favourite outdoor activity.
The students then were required to incorporate a colour pattern into their drawing.
The pattern could be however they choose (ABAB, AABB, ABBA)
Technology was used in the form of a video where the students were exposed to some
examples they could make reference to.
Students were engaged because of their free will to draw a picture of their choice and
include a pattern of their choice.
CAPSTONE PORTFOLIO EDU 693 3
The result were successful as the students had the opportunity to present their pattern
drawing to the students.
4. How will your knowledge of the current trends in education inform you as an educator in our
district/board/school?
Exceptional technology awareness and knowledge. Understand how to incorporate it into
a lesson.
Differentiated instruction while maintaining a learning environment that promotes
education for all students.
IEP awareness to ensure the students needs are met.
Ability to follow procedure and protocol of the district/board/school.
Willingness to learn and obtain new information.
Classroom management trends that focus on the students well being.
5. Why we should hire you instead of the other applicants we have interviewed?
I am a person who is passionate and goal driven.
Organized, can follow professional curriculum and standards.
Willingness to participate and organize extracurricular events such as sports teams.
I am young and willing to learn and develop.
I put the students first.
I am overall caring and genuine person that takes pride in everything I do.
A wide range of experiences in the education field.
Conclusion
Overall, I enjoyed the experience of using Weebly and Screen Cast O-Matic. I think these
are great tools for the classroom. I also found the interview process extremely beneficial because
it allowed me to look through all of my experiences from the ELED program at Medaille
College. It was a rewarding experience to look back on my development throughout the program.
Preparing for this interview process will only help me when it comes time for an actual interview
that could lead to potential employment.
CAPSTONE PORTFOLIO EDU 693 4
References
Cherry, K. (2020, April 28). How Vygotsky Defined the Zone of Proximal Development.
Retrieved from https://www.verywellmind.com/what-is-the-zone-of-proximal-
development-2796034
Cote-Lussier, C., & Fitzpatrick, C. (2016). Feelings of Safety at School, Socioemotional
Functioning, and Classroom Engagement. Journal of Adolescent Health, 58(5), 543-550.
Gordon, M. (2016). Why Should Scholars Keep Coming Back to John Dewey? Educational
Philosophy and Theory, 48(10), 1077–1091. doi: 10.1080/00131857.2016.1150800
Hagermoser-Sanetti, M., Williamson, K., Long, A., & Kratochwill, T. (2018). Increasing In-
Service Teacher Implementation of Classroom Management Practices Through
Consultation, Implementation Planning, and Participant Modeling. Journal of Positive
Behaviour Interventions, 20(1), 43-59. doi:10.1177/1098300717722357
Kaur, A., Noman, M., & Awang-Hashim, R. (2017). The role of goal orientations in students’
perceptions of classroom assessment in higher education. Assessment and
Evaluation in Higher Education, 2–12. doi:
http://www.tandfonline.com/action/showCitFormats?doi=10.1080/02602938.2017.13598
18
La Salle, T. P., Roach, A. T., & McGrath, D. (2013). The Relationship of IEP Quality to
Curricular Access And Academic Achievement For Students With
Disabilities. INTERNATIONAL JOURNAL OF SPECIAL EDUCATION, 28(1), 135–144.
Levykh, M. G. (2008). The Affective Establishment And Maintenance Of Vygotski's Zone Of
Poximal Development. Educational Theory, 58(1), 83–101. Retrieved from
http://lchc.ucsd.edu/MCA/Mail/xmcamail.2010_04.dir/pdflnTsye0CD4.pdf
Marzano, R., & Marzano, J. (2003). The Key to Classroom Management. Educational
Leadership, 6(1), 6-13.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:
research-based strategies for every teacher. Alexandria, VA: Association for Supervision
and Curriculum Development.
McKenna, M. C., & Stahl, K. A. (2015). Assessment for Reading Instruction (3rd ed.). New
York, NY: The Guilford Press.
CAPSTONE PORTFOLIO EDU 693 5
Shamina, E., & Mumthas, D. R. N. S. (2018). Classroom Management: Implications for Teacher
Preparation Programmes. Journal of Humanities and Social Sciences, 23(1), 41–44. doi:
10.9790/0837-2301034144
Sickander, A. (2015). John Dewey and His Philosophy of Education. Journal of Education and
Educational Development 2(2), 191-201.
Sideeg, A. (2016). Bloom’s Taxonomy, Backward Design, and Vygotsky’s Zone of Proximal
Development in Crafting Learning Outcomes. International Journal of Linguistics, 8(2),
158. doi: 10.5296/ijl.v8i2.9252
Timmins, A. C. B. (1996). Multiple Intelligences: Gardner's Theory. Practical Assessment,
Research, and Evaluation, 5(10). doi: https://doi.org/10.7275/7251-ea02
Webb, S., Massey, D., Goggans, M., & Flajole, K. (2019). Thirty‐Five Years of the Gradual
Release of Responsibility: Scaffolding Toward Complex and Responsive Teaching. The
Reading Teacher, 73(1), 75–83. doi: 10.1002/trtr.1799
Wiliams, M. K. (2017). John Dewey in the 21st Century. Journal of Inquiry & Action in
Education, 9(1), 91–102.