Relieved I didn't get the job

[Twofell]

NC because this might end up outing. Went to an interview for a leadership position last week.There were a lot of issues with the day, and a lot seemed thrown together last minute.

But worst was the interview lesson.
The kids had clearly not been prepped for what they were doing - they assumed we were supply. No seating plan was provided and I'm pretty sure the kids sat wherever they fancied. I still had kids walking in 15min into the lesson. No thought had been given to resourcing the lesson, or even informing us of the unusual set-up (the class is paperless - something that is not shared on the website, in the interview information or anywhere else). So we scrambled for paper and pens, the kids had never seen or used the fairly common AfL technique I'd prepped for, and worst of all, I was left alone with them for a few minutes at a time despite the lack of DBS. Their usual class teacher was off that day, no one stood in in their stead. So, naturally, the kids were misbehaving. Everything was new, different, and they thought they had a supply lesson.

The behaviour management of the class was then torn apart in the review. There were internal candidates, whose behaviour management was, naturally, shown much better. Together with other information I had gained during the day by speaking to the right people and being observant of what else was going on, I really should have pulled out, but there was a side of me wondering whether I could get a job regardless (first time I was interviewed for that type of position).

I was relieved when I got the call to say I didn't get it. I hung up and my first sentence was "Thank fuck for that".

That lesson alone was a huge indication that the school was going to be trouble, correct? Even though I objectively know I would have hated the thought of working there and every instinct told me to pull out, my ego is a bit bruised - partially because I'd been given the impression they really wanted me to apply, partially because I am still working with one of the people who interviewed me (different school, but they visit often and chat with me as part of their role) and partially because the lesson really was not good due to the kids' behaviour and that feels embarrassing.

Stick it in the f ck it bucket and move on. It wasn't meant to be, for a reason. You know deep down you would have been very unhappy there.

It can be embarrassing when interviews don't go to plan and you know you weren't able to show your true potential, for whatever reason, but don't let it dent your confidence. Most of us have been there. The biggest part of behaviour management is relationships:- knowing what works with what students, familiarity with the school policies etc. I can't imagine many can walk into a clearly difficult class and manage the behaviour to the best of their ability, upon the very first meeting. These things take time (you getting to know them, them developing respect for you etc). One bad interview lesson does not make you a bad teacher.

It sounds like you have a lot of experience - and if the kids did not behave for you - then that isn't necessarily a reflection on you. I actually think it's a reflection on the kids - but also - major safeguarding alert if they left you alone with the kids.

If the kids behaved like that but leadership was in the room - then that's really concerning.

But also - how hard would you need to work if you actually got the job?? I think actually most kids behave 'well' for new teachers and lessons - so if that was their 'well' I dread to think what would be happening later down the line.

Any school I've ever interviewed in where there were behaviour issues in the classroom during the interview lesson was trouble, and the staff themselves admitted that the behaviour system was work in progress. I'm not behaviour managing by force of personality (I know some can) but by relationships, consistency and by sticking to the systems in place.

But, given the complete lack of organisation for the lesson, I'm not sure my behaviour management during that lesson should be questioned. It's not like I wasn't attempting to deal with behaviour, it's that the kids knew I had nothing to actually go on. They were marginally listening whenever someone thought to actually walk in, but it honestly felt like they were supplying the lesson with a living, breathing body rather than judging whether I can teach. The lesson I was given was meant to assume prior knowledge, which was clearly also not there.

I would never stick an unfamiliar person in front of a tricky set (unless they were applying for head of behaviour - which I was not). I would prep the set beforehand to let them know what was happening. I would ensure a member of staff was in at all times. I would certainly ensure the person interviewing knew of any unusual arrangements (like a paperless classroom) and that basic resources were available (books/ paper/ pens - all of which either I supplied from the store I had at home or which I had to ask for when it became apparent that nothing was there).

Yes @Smeegall it wasn't the only unorganised part, but the one I was judged on the most harshly. A data task was asking for an action plan based on headlines only showing me English Language, not English Literature, while also giving me data on every other subject in the school - how can I put a full action plan together when half my data is missing? The data was also confusing unless you're familar with the groupings within the school and some important headline data for the school given its context was omitted.

On reflection, the whole day felt like it was set up for an internal candidate.

But my ego is still bruised. I have to face one of my observers again soon and I think they will now think less of me as a teacher, let alone the leader I am.