TEACHING INTERVIEW GUIDE

Mr GN. Shindume

Success in life involves proper preparation and planning. This is the personal interview guide designed
to guide novice teachers and graduate students in seeking for job. Since most of the interview
questions have no exact answers, you are requested to mend and amplify the content were possible.

TABLE OF CONTENTS
Introduction1
2
Type chapter title (level 3)3
Type chapter title (level 1)4
Type chapter title (level 2)5
Type chapter title (level 3)6

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Rules of interview

1. Be aware of what you’re communicating through your posture and stance.

2. Consider your way of dressing.
3. Smile to appear confident, friendly, and approachable.
4. Ask questions to sell yourself to and to learn more about the workplace to see
if the position and environment are a good fit for you.
5. Keep your answers brief and concise.
6. Include concrete, quantifiable data, avoid generalities.

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UNIT ONE: ORAL INTERVIEW

CHAPTER ONE
JOB KNOWLEDGE
This chapter presents questions and answers related to job knowledge (teaching).
Job knowledge (teaching) comprises of knowledge of pedagogy and practical
knowledge of the subjects majored. It is also involves intense knowledge about
teaching and learning in general.

Common questions and answers.

1. What are the main duties of a teacher?
[25]
o Teaching
o Classroom management
o Assessment and evaluation
o Planning
o Extra –mural activities
o General duties

Teaching
o Ensure learners understanding by:

 Using different teaching methods

 Using different teaching aids.

o Be responsible for quality teaching.

o Communicate clearly and effectively

o Adopt sound subject knowledge beyond grade/phase

Classroom management
o Create conducive learning environment.

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 o Keep attendance register.

o Keep personal record/file.

Evaluation and assessment

o Assess learner through setting of question papers and marking
schemes to aid their learning.

o Mark and give feedback to learners.

o Interpret and use test and exam results of learners for remedial
work and to improve specific aspects of teaching.

Planning

o Include planning and implementation of philosophy and policies of

Ministry of Education.

o Plan and develop schemes of work.

o Lesson preparation and delivery

Extra-mural involvement
o Participate in extra-mural activity at school.

o Supervise learners during activities.

General duties
o Lead by example

o Take responsibility for school equipment, such as books.

2. As a teacher, you need planning. Why planning in teaching and learning

and what are possible planning involved?
o Lesson planning
o Instructional planning
o Assessment planning

Lesson planning
A lesson plan is the daily preparation which guides the teacher on what they are
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going to teach in each lesson.

Importance of lesson planning

o It specifies the instructional outcomes.
o It provides a basis for determining the effectiveness of lesson activities.
o It provides a basis for modifying instructional methods.
o It provides a record of what has been taught.it assists in continuity.
o It is essential for a substitute teacher to carrying on.
Instruction planning
Instructional planning involves the actual plan of teaching and learning for each year.
Teachers should have instructional planners, known as scheme of work.

Importance of instructional planning

o Save time
o Reduce extraneous mistakes
o Help teachers to finish their syllabus on time.

Assessment planning
It is a plan on assessment in terms of its rationale and procedures of
implementation based on purposes, goals, mission, and objectives of that
institution.

Importance of assessment plan

o To have fair assessment
o To have valid assessment
o To have good quality assessment

3. What is the difference between curriculum, syllabus and scheme of

work?

Curriculum
A curriculum is the official policy for teaching, learning and assessment and gives
direction to planning, organizing and implementing of those aspects at school.
o A curriculum is what is taught in schools.

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 o Everything that is planned and enacted by a school.
o Curriculum is a set of subjects taught at a given school.

Syllabuses
A syllabus is a course description for a subject within the curriculum. A syllabus is an
official map’ of all school subjects.
Is a systematic selection and organization of subject knowledge from a specific area
of knowledge?
The syllabus shows
o The purpose of the subject - these are the rationale and aims which give the
reason for and direction of the course.
o The content of the subject - this is described in terms of themes and topics.
Objectives, defined in terms of what learning is intended to happen at the
level of a subject.
o Competencies are the significant cognitive operations, skills, attitudes and
values which all learners should be able to demonstrate, and which can be
assessed
o Assessment describes how learner achievement will be assessed and how
the course will be evaluated.

Scheme of work
A scheme of work is a detailed plan of teaching that is delivered from the syllabus.
o The scheme of work can be seen as the actual plan of teaching and learning
for each year.
o Each school or region will have a prescribed form of exactly how the scheme
of work should be.
o It normally includes times and dates.

1. What is the difference between learning objectives, basic competence

and lesson objectives?

Learning objectives
Those are statements that identify what the students should know (cognitive),
feel (affective) or be able to do (psychomotor) by the end of a module or

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 lesson.
o It is the learning intended to happen at the level of a subject.

Basic competence
o Those are the significant cognitive operations, skills, attitudes and
values which all learners should be able to demonstrate, and which can
be assessed.

Lesson objectives
o This is what the teacher want to achieve at the end of the lesson.

Briefly describe basic elements of the lesson plan.

o Teacher
o Subject
o Date
o Time
o Grade

o Theme
o Topic
1. Teaching and learning resources
2. Lesson Objectives
3. Basic Competencies
4. Presentation of the lesson
5. Monitoring of homework done
6. An appropriate short introduction:
7. Presentation of subject matter and learning activities
5. Assessment / Homework / Tasks / Exercises
Reflections:

2. What is the difference between formal and informal assessment

clarify your answers by giving some examples.

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Formal assessment
Those are procedures for gathering information about the learners that are created
with special thoughtfulness and care and should be closely matched to the basic
competencies in the syllabus.
o For example: short tests, quizzes, oral examinations, performance
assessment tasks, examinations, projects and portfolios.

Informal assessment
Procedures for gathering information about learning that a teacher frequently use on
the spur-of-the-moment (something done without planning) or casually during
classroom activities.
o For example: questioning a student, observing a student work,
reviewing a student’s homework, talking with a student and listening to
a learner during a presentation.

3. Why is assessment important in teaching and learning?

To learners:

o It certifies learner’s knowledge to advance to the next level.

o It evaluates learners’ strengths and weaknesses in the instruction.

o It motivates them.

o To find out whether learners need more instructions

o It provides them with feedback.

To the instruction:

o To determine effectiveness of instruction.

o To find out if a different instruction is required.

o To improve the instruction.

To parent and other stake holders

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 o To provide feedback to parents.

o To facilitate in decision making.

o To predict future performance/selection

4. What is Inclusive Education?

Process of addressing and responding to diversity of needs of all learners through
increasing participation in learning, cultures and communities, and reducing
exclusion within and from education.
o It involves changes and modifications in content, approaches, structures and
strategies, with a common vision which covers all children of appropriate age
range and a conviction that it is the responsibility of the regular system to
educate all children.
o Inclusive Education means ending segregation or the deliberate exclusion of
individuals or groups on the grounds of academic performance, gender, race,
culture, religion, lifestyle, health conditions or disability. Inclusive Education is
based on the understanding that all learners have the right to be educated
with peers, friends and family members, in their own neighborhood or local
community.

5. How do you understand Learner-Centered Education (LCE)

The learner
o The learner is an active, inquisitive human being, striving to acquire
knowledge and skills to master the surrounding world.
 The learner brings to school knowledge and social experience
from home, community and environment.
 This knowledge and experience is a potential that should be
utilized and drawn in teaching and learning.
 Learner - centered education takes into account that learners
are individuals with own needs, pace of learning and abilities.
 In the classroom, learning should clearly be a communicative
and interactive process. A learner – centered class should
therefore be productive, ordered, interactive, and enriched for
interests and enjoyment as well as for the maximization of the
learner’s potential.
o Learner-centered education sometimes requires that learners have
space to move around or work in small groups. This might be
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 challenging in overly large classes, and teachers will thus need to be
creative to ensure that teaching and learning is learner-centered.

Roles of the teacher:

o Facilitator
o Coo-learner
o Scaffold

Assessment
o However, it is intended that the curriculum be learning-driven, not
assessment and examination driven.
o Assessment and examination are to support learning.
o Diagnose and check what they know.

6. It is your responsibility to set April mathematics test. What are

materials involved and what exactly would you do?

o Mathematics syllabus.
 Specification grid general guidance only and illustrates where
particular objectives might receive most emphasis on the various
components.
o Mathematics scheme of work
 To indicate topic covered, learning objectives and basic
competences.
o Question papers for previous years
 To prevent replication of items.

Process of setting the paper

o Check the topic covered in the scheme of work.
o Look on at the specification grid to know the weighting for each
objective domain.
o Check the question papers to avoid replication of questions.
o Prepare a mark scheme or memorandum when you set a paper. This
will allow you determine the total marks of a question.
o Remember the role of verbs.
o Select the appropriate types of assessment tools to suit the material
being tested.
o Limit the choice options.
o Phrase questions clearly and unambiguously.

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 o Make sure the answer to one question is not found in another.
o Present relevant information or describe the context before posing
question.
o Questions should be presented on the same page where they begin.
o The marks allocated to each question should be shown clearly.
o The total marks allocated should depend on the facts and arguments
involved to answer the question.
o Be conscious of equity issues with regard to
race/gender/language/religion/sex/culture/ ethnic

7. It is your responsibility to moderate April Natural science test. What

exactly would you do and what are materials involved?

8. Responsibility of teachers involved marking learners’ work. When you

are marking learners work, what elements are you paying attention to?

o Marking should be done by the teacher in red ink.

o Read before marking.

o Teachers should pay special attention to:

 Overall neatness

 Handwriting

 Format and display.

2. Where do you see yourself in ten years?

o Schools prefer to hire teachers who plan to stay with them for a long time.
o You should try to convince us that you do not plan to leave soon, and a good
way of doing that is connecting your future with the school.
 I would be more advanced in my:
 Teaching pedagogies
 Knowledge of my staff members
 Knowledge of the school mission vision and objectives
 Knowledge of parents

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  Knowledge of the community at large
With that knowledge I am going to be great teacher who is:
 Widening knowledge
 Selfless and caring
 A role model leader
 Responsible teacher for the educational success of the young one.
3. What are your three greatest strengths?
 Communication and social skills.
 Patience, responsibility, tolerance.
 Ability to solve conflicts, emotional intelligence.
 Creativity and enthusiasm for teaching.
 Ability to explain difficult things in a simple way.
 Ability to connect with children (or with older students), on a personal
level.

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 CHAPTER TWO
SUPERVISION AND LEADERSHIP
This chapter present the supervision and leadership related questions and answers.
Supervision and leadership is self-explanatory. It is about the teacher being the
supervisor and the leader to enforce rules and control misbehaviour and to maintain
order at school.

Common questions and answers

2.1. Corporal punishment is prohibited by the Namibian educational policies.

What other ways would you use to minimise ill-discipline in your classroom?

o Classroom rules has to be understood and be well known by every learner.

o The relationship between I and learners has to be of mutual trust.
o The relation between I and the parents has to be constructive.
o Some naughty learners are sent to the disciplinary committee.
o Learners who are constant in behaviour are taken to the life skill teacher for
counselling.
o Reinforcement
o Punishment, sweeping the classroom or additional of school activities.
o Model good behaviour.

2.2. You noticed that some learners do not turn up to school. They end in
bush and return back home when it is time for the school knocking off. How
can you work out this issue?

2.3. Learning take place in the conducive learning environments. How can
you turn your classroom into a conducive learning environment?

Conducive classroom environment entrails:

o Physical space

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  Layout and arrangement of desks or tables. Desk and table
should not be fixed to allow for various seating arrangement.
Keep most disruptive learners closer to you to control them well.

 Visual impaired student should sit in front of the classroom to

help them see well.

 Wall display should be consist of learners work displays.

o Getting the student to cooperate?

 Clearly define rules and establish routine and transition, be

constant.

 Have the materials prepared to decrease unstructured time.

 Lead student by example

o Maintaining the classroom culture

 This is about atmosphere and quality of life in a classroom.

 Be caring and supportive.

2.4. When the school principal is not around, some learners jump out from
the classrooms, running around and make noise. How would you overcome
this situation?
o Communicate the matter to colleagues.
o Punish them to sense that not only the school principal hold position of
authority at school.
 This can be achieved by recording their names and let them stay
while others going home.
 They can also sweep the classroom.
o Emphasize the use of permission cards.

2.5. A teacher is a leader. What are the characteristics of the good teacher
as the leader?
o Honesty integrity
o Confident
o Inspire others
o Committed and passion

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 o Good communicator
o Decision makers
o Accountability
o Creative and innovative
o Empathy

2.6. You are the new teacher at our school. You need a good relationship
with your learners. How would you build this relationship and why is
important?

Ways on building relationship with learners.

o Know your learners by names, strengths and weakness.
o Teach with enthusiasm and passion.
 Introduce the lesson with enthusiastic and personate.
o Have a positive attitude.
o Incorporate humour in the lesson.
 Teaching and learning should not be boring.
o Be available to your learners for consultation.

Importance of this relationship.

o Improve academic success of learners because learners see their
teacher as partner rather than adversary.
 This will turn the classroom into a collaborative environment
where student can listen, communicate with both the teacher and
their peer.
o Prevent behaviour problems.
 Students feel that they are part of the group.
o Motivate learners.
 When student realise that their teacher really want best from
them, they try hard.
o Help student to get growth beyond academics, physical growth, spiritual,
moral growth etc.

2.7. Too much absenteeism in your class. How can you resolve this issue?

2.8. Why do teachers need to reflect after each lesson they teach?
o Determine whether the objectives of the subject were achieved.

o Assess use of resources in enhancing learners learning.

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 o Assess own competency on the subject knowledge.

o Evaluate the types of teaching-learning opportunities available for learners.

o Evaluate the assessment practices.

o Motivate of learners.

o Maintaining order and discipline.

How many operational files do every teacher should have and what do
teachers keep on those files?
o Preparation file

o Administration file

o Resource file

o Subject file serve as a source file

o Question Paper File

Preparation file

(Responsibility: Every Subject/Phase Teacher)

Content of the Preparation File

 The teacher’s personal time-table
 Syllabus for all the subjects taught that year (the latest editions)
 Schemes of work for all the subjects taught that year (neatly typed)
 Up-to-date daily/weekly written lesson preparation
 teacher’s commitment to PAAI

Administration File
(Responsibility: Every Subject Teacher)
Content of the Administration File
o Personal time-table
o the register class’s time-table
o time tables for tests/examinations

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 o official school calendar of the MoE
o register class list
o mark sheets with continuous assessment, test and examination marks
o Planning: PAAI. In this document management should set academic targets
to be achieved by every subject teacher

Policies:
o The Code of Conduct for Teachers
o The school’s internal Subject Policy for the subject(s) taught by the
teacher
o Teacher’s Manual/Guide for the subject (if applicable and practical)
o Copies of the National Standards and Performance Indicators
o The Teacher’s Self-Evaluation Instrument
o The Classroom Observation Instrument
o Meetings: minutes of staff, departmental, subject and cluster
meetings
o Circulars and reports from the MoE, Regional Office and Advisory
Teachers
Textbook control
o List of numbered textbooks in learners’ possession.
o Textbook inventory of register class

Resource File
Resource File
(Responsibility: Every subject teacher)
Content of the resources file
o Worksheets
o Projects, assignments, topic tasks, practical investigations, artefacts,
including marking criteria.
o Course material and workshop handouts.
o Information on compensatory teaching in the subject

Subject File
Subject File
(Responsibility: Subject Head)
Requirements of the subject File
· it should be planned systematically
· it should be at the school at all times as part of the school’s filing system
· it should be accessible to all subject teachers at all times
· it should be kept up to date on a continual basis

Contents of the Subject File

the National Curriculum for Basic Education

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subject Policies:
the National Subject Policy Guide for the subject (a NIED document)
the school’s internal Subject Policy
a copy of the completed Plan for Academic Improvement (PAAI) document
subject teachers’ information:
names and the grades they teach
timetables of teachers teaching the subject
personal information: qualifications and experience
latest syllabus(es) applicable to the subject/phase
schemes of work for all the grades (clean copy)
minutes of subject/departmental meetings
minutes of cluster meetings
Advisory Teacher reports
Subject-related circulars and correspondence
textbooks
list of textbook titles available in the school: used by learners; available to the
teachers as resource material
copy of relevant pages from Textbook Catalogue
inventory of other teaching and learning materials applicable to the subject
promotion marks for the last three years and an evaluation thereof
teacher’s Manual/Guide for the subject (if applicable and practical)
record sheet with dates, venues and names of teachers who attended workshops
Regulations for examinations and continuous assessment
Circulars and information related to the subject
Agriculture Budget
Workshops and in-service training
NSSC practical examination and address for examination equipment and materials
order
Quota list
Advisory Teacher and Teacher Resource Centre related matters
Inventory of Science equipment

Question Paper File

(Responsibility: Subject Head)
control sheet
table of contents
specimen papers and mark schemes and memorandums for at least three (3)
consecutive
years
question papers and mark schemes per grade/test/examination
marking grids/test specification grids (where applicable)
JSC/NSSC Examiners’ Reports, subject standards
Regulation of continuous assessment as stated in the syllabus
Regulation indicating the setting of examination papers, types of questions and
their
respective weighting.

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 CHAPTER FOUR
DECISION MAKING
Effective teaching and learning involves decision making by the teacher. Decision
making involves six steps as follow: Identify the decision, gather relevant information,
identify the alternatives, weigh the evidence, choose among alternatives, take action,
review your decision & its consequences.

Common questions

3.1. You are the new teacher at the school. You realized that most of
the useful teaching and learning materials are not available. How
can you go about this situation?

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 o List all the missing teaching and learning materials on the piece of
paper.
o Ask a colleague at you phase, to verify whether those teaching and
learning are really pending.
o Communicate the matter to the HOD.
o Continue teaching while waiting for the solution.
o You can improvise
o You can make use of the GOOGLE.

3.2. At our school there is poor performance in Mathematics. What can

you do as teacher to resolve this issue after your appointment?

o Make a research, why poor performance

o Plan appropriate actions, use diagnostic assessment to diagnose learning

defects.

o Use quality lesson planning and assessment tasks.

o Make collaborations with colloquies who teaches the same subject to get
suggestions on how to improve their performance.

o Visit some schools in your circuit which are performing best to learn their
ways of teaching and learning Mathematics.

3.3. After the principal departed for an agent meeting, the parent
approached you asking for the school principal with something
agent. How can you go about this situation?

o Refer the parent to the HOD.

o If no HOD, request the parent for five minutes to find out a colleague delegated
for this duty by the principal.
o If no delegate, ask the parent about the nature of the concern to see if you can
help.
o If it is not possible ask for the parent a phone number, to let him know when the
principal is back.

3.4. You were well prepared for the lesson. You presented the lesson
and learners are not catching up. What can you do next?

o Assess them to diagnose their learning defect.

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 o When you know the learning defects, reteach the lesson using
the appropriate teaching methods and teaching aids.
o Interrogate them to explain where they are struggling.
o Reflect after the lesson to see where you need to improve.

CHAPTER FIVE
PROBLEM SOLVING

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 4. Name three of your weaknesses.
 Over-friendly with students.
5. What is the biggest challenge in teaching?
 Students are the ones who don’t apply themselves .They don’t pay
attention and don’t seem to care about their future. It is these types of
students that I really try to reach out to.
 Teaching and learning materials

6. How do you understand team work?

o Teamwork means that people will try to cooperate, using their
individual skills and providing constructive feedback toward a defined
goals, despite any personal conflict between individuals.
7. What changes would you make at our school?
o Anything done at school is normally through team work.
8. What changes would make in your subject?
o Teachers can cause changes in the subject they teach.
For example:
 Science club to motivate learners to learn.
 Improvement on learners’ performance through using
different teaching methods.

9. Do you love working alone or as team?

o Teachers can work alone or as a team.
o Work such as lesson presentation, marking require no collaboration.
o Decision marking require collaboration with colloquies.

TEACHING METHODS

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 1. How do you integrate technology into your lessons?
o Using slide display in lesson presentation.
o Using video to facilitate concepts explanations.
o Noise mater to control noise level.

2. How do you develop self-esteem within students?

o Develop your own self-esteem.
o Get to know your learners.
o Build a relationship with them.
o Create a classroom culture that supports self-esteem.
o Develop children’s abilities.
o Use classroom activities to build self-esteem in all children

3. What are the purpose of classroom rules, what are the characteristics of
good classroom rules?
o The purpose of all school rules is simply to define the borderline between
what's OK and what's not in the classroom. To be effective, rules for
students should be simple, specific, worded clearly and stated in positive
terms whenever possible.

Characteristics of classroom rules.

o Rules should be brief.
o Rules should be stated in behavioural terms.
o Rules should deal with observable behaviour.
o Rules should be measurable.
o Rules must be enforceable.

What are your main classroom rules you might stipulate?

o Put your hand up if you want to speak / answer.

o Respect each other.
o Respect other people's property.
o Take care of our equipment.
o Use kind words.

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 o Finish our work on time.
o Treat people the way you would like to be treated.
o Always tell the truth.
o Keep the classroom tidy.

4. What are several effective ways to motivate students toward active

participation in the learning process?

o Praise

o Reinforcement

PROBLEM SOLVING

1. Two learners started fighting while you are busy presenting the lesson. What
would you do?

o To minutes is used to stop them fighting.

o If they are sit closer, separate them for that lesson.

o Summon them after lesson to your office.

o Worn them not to do so again

o Let them go.

o Next day, remind them about classroom rules.

2. A learner in your class who doesn’t do homework. What would you do?

o Investigate the matter by interrogating the learner.

o Explain the importance of doing activities

o If no change, inform the parents.

3. You see a student cheating on a test. What would you do?

o Take the paper and tear it off.
o You can let him proceed and subtract ten marks

4. You have noticed that a teacher on your grade level team is having a difficult time

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 with the instructional pacing and is behind in delivering the team-planned lessons.
She starts asking you for help. What would you do?

DECISION MAKING

1. Too much absenteeism and late coming which affect your lesson. What
would you do?

o Enquire the learners about the matter to investigate the issue.

o Motivate learners by discussing the importance of the school with

them.

o Talk to your colloquies about the concern.

o Talk about rules on late coming and absent seem.

UNIT TWO

WRITTEN INTERVIEW

Educational abbreviations

APHRC: African Population and Health Research Centre

COI: Classroom Observation Instrument

DEB: Data Entry Station

EFA: Education for All

EQUIP: Educational Quality Improvement Program

ETP: Education and Training Policy

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 ETSIP: Education Training Sector Improvement Programme

EU: European Union

FPE: Free Primary Education

GRN: Government of the Republic of Namibia

HED: Higher Education Diploma

HIV/AIDS: Human Immunodeficiency Virus / Acquired Immune-Deficiency

Syndrome

ICT: Information, Communication and Technology

INSTANT: In-service Training and Assistance

MBEC: Ministry of Basic Education and Culture

MBESC: Ministry of Basic Education, Sport and Culture

MESCHTE: Ministries of Education, Sport and Culture and Higher and Tertiary
Education

MDGs: Millennium Development Goals

MEC: Ministry of Education and Culture

NDP: National Development Plan

NESE: National External School Evaluation

NIED: National Institute for Educational Development

NSATs: National Standardized Achievement Tests

NSPI: National Standards and Performance Indicators

PAAI: Plan of Action for Academic Improvement

PEDP: Primary Education Development Program

PISA: Programme for International Student Assessment

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 SCS: School Clustering System

SDP: School’s Development Plan

SSE: School’s Self-Evaluation

TSE: Teacher’s Self-Evaluation

UNESCO: United Nations Educational, Scientific and Cultural Organization

UNICEF: United Nations International Children’s Emergency Fund

UPE: Universal Primary Education

USAID: United States Agency for International Development

WSDP: Whole School Development Plan

AIDS Acquired Immune Deficiency Syndrome

CBO Community-Based Organisation

CBR Community-Based Rehabilitation

CPD Continuous Professional Development

CRC Convention on the Rights of the Child (UN)

DAE Directorate: Adult Education

DATS Division: Diagnostic, Advisory and Training Services

DEE Disability Equality in Education

DF Directorate: Finance

DHE Directorate: Higher Education

DNEA Directorate: National Examinations and Assessment

DSPS Division: Special Programmes and Schools

ECD Early Childhood Development

EFA Education for All

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 EMIS Education Management and Information System

ETSIP Education and Training Sector Improvement Programme

HIV Human Immunodeficiency Virus

HQ Headquarters

IED Inclusive Education Division

IESC Inclusive Education Steering Committee

IMC Inter-Ministerial Committee

LSG/LSC Learning Support Group/Class

MoE Ministry of Education

MoHSS Ministry of Health and Social Services

NAMCOL Namibia College of Open Learning

NESE National External School Evaluation

NGO Non-Governmental Organisation

NIED National Institute for Educational Development

OVC Orphans and Vulnerable Children

PAD Directorate: Planning and Development

PQA Directorate: Programmes and Quality Assurance

RC Regional Council

RDE Regional Directorate of Education

RIECC Regional Inclusive Education Coordination Committee

RIEU Regional Inclusive Education Unit

SAFOD Southern African Federation of the Disabled

SB School Board

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 ToR Terms of Reference

UN United Nations

UNAM University of Namibia

UNESCO United Nations Educational, Scientific and Cultural Organisation

UNICEF United Nations Children’s Fund

7 SSE key areas are:

1. Provision of resources for the school.

2. Curriculum and attainment.

3. The teaching and learning process.

4. The school as a social unit.

5. Management and leadership of school and hostel.

6. Links with parents and the community.

7. Links with other schools and the region.

FOUR MAJOR NATIONAL GOALS OF EDUCATION:

1. Equity

2. Access

3. Democracy

4. Quality

1. Access (Make education accessible by all)

o Universal free basic education to all children in the country.

o Expand educational capacity by building more schools and more classrooms

to accommodate and ensure all the children find learning spaces/places.

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 o Ensure schools are adequately staffed by teachers.

o Ensure schools are located where they are needed, the question of distance?

o Address barriers that keep learners away from going to school. E.g. of barriers
are cultural practices and values e.g. looking after cattle, early marriages of
girls to older men, have special education for the learners with some
disabilities or move towards inclusive education,, address the issues of
school fees, emphasis the values and importance of education, reaching out
to marginalized groups etc.

o Do away with school segregation and discrimination.

o Address barriers to real learning: do away with memorization and repetition,

the rote learning.

o Address the issue of corporal punishment.

1. Equity (means Fairness and implies sameness)

o Ensure equitable access to schooling and its benefits.

o Do away with racial discrimination and segregation.

o Maintain equality of access meaning sameness.

o Have equal opportunities for all races, ethnicities, genders, abilities etc...

2. Quality Education

o Quality teaching and learning.

o Professional development programs to update teachers with the current

changes, knowledge and skills.

o Have supportive supervision and monitoring.

o Have necessary resources for schools to become best learning environments.

o Schools should have sufficient texts and instructional materials.

3. Democracy (broad democratic participation in education affairs)

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 o Make our schools democratic places where democracy is practiced.

o Teach the learners about their rights and responsibilities.

o Ensure teaching and learning is based democratic pedagogy of

constructivism/LCE.

o Broad participation in decision making process and the clear accountability of

the leaders.

o Active participation in the schools’ management and administration.

o Team work and collective efforts.

MISCONDUCT AND DISPLINARY ACTION

Misconduct
Unacceptable or bad behavior by someone in a position of authority or responsibility

Offence
An illegal act; a crime

Three types of offense

1. Minor offence

o Poor time management

o Carelessness

o Poor dressing style

Possible action to be considered

First offence: Verbal warning

Second offence: First written warning
Third offence: Final written warning
Fourth offence:

2. Major offence

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 o Theft

o Fraud

o Bribery

o Sexual harassment

o Racism

o Tribalism

3. Serious offence

o Illegal striking

o Abusing sick leave

o Sleeping in duty

o Repeated absence from work place on duty

o Using abusive languages

4. How do you make learning fun?

5. What do you do if the whole class is “not getting it”?

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6. How much homework do you assign and how often do you assign it? How do you
know this is a good amount?
7. How do you stay current in your field?

Interview Questions about Teacher Communication

1. How do you keep parents aware of their son’s or daughter’s grades?
2. What would you tell a parent if he or she was concerned about their kid’s grades?
3. What would you do if you received a note from a parent asking for their son to be
excused from last night’s homework because the student was too busy with
another activity?
4. What course of action would you take if a student says he or she is being abused
at home?

Teacher Interview Questions About Differentiating Instruction

2. How do you accommodate for a gifted student in your class?
3. How do you manage students with different mathematics abilities?
5. How do you feel about inclusive classrooms?

Questions about Classroom Management

3. How do you avoid misbehaviour altogether?
7. What are your classroom rules?
o

5. How would you handle a student who is a consistent behavioural problem?

6. Describe the components of an effective lesson plan.

7. How do you handle the different ability levels of students? How do you help

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 a student who is having difficulty?

8. How do you involve parents in the learning process? How will you inform
them of what’s going on in your classroom?

KEY TERMS

Individual Learning Support Plan

A long-term individual plan that can be made to identify key learning needs, learning
objectives and support measures for an individual learner in special needs education.

Mainstream Schools
In this document, this term refers to schools which, in a historical context, did not
make provision for learners with special needs, or made very limited provision,
without being fully inclusive. The goal is for all “mainstream schools” to be Inclusive
Schools.

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