Sample Lesson: Allows you to evaluate candidates’ planning, delivery and response to feedback. Advanced Preparation Sample Prompt Create a set of guidelines for the candidate (see example on the right), and define the characteristics of a good lesson (see lesson review sheet in appendix) E-mail the candidate with the guidelines (asking them to confirm receipt) at least 3 days before the interview. If the candidate is presenting to students, prepare the class’ teacher for the sample lesson Example: Please prepare a 15 minute mini-lesson on naming vegetables in Spanish for our 7th grade class. You will have access to a writing board. You’ll need to prepare any additional materials in advance. We’re focusing on the demo lesson because you likely have some experience with this component. They information we’ve been given is that principals are rejecting about 90% of people in the demo lesson. In an effective hiring process, you should only be inviting candidates to a demo lesson that show high-potential because it is a time-intensive selection component. We often hear principals say that one of the hardest thing about interviewing a candidate is that it’s so hard to tell what they’ll actually look like in the classroom. Using a sample lesson is a great way to actually see them.    You can give candidates generic lessons “create a lesson for 7th grade science,” but we find that you’re more likely to have your expectations met if you give them an exact topic to teach. Like all other activities, you will evaluate the candidate based on the competencies and indicators that you have identified.   Certainly, the principal can observe this, but we’d encourage you to include someone who is very familiar with the grade and content. Day of Interview Collect their lesson plan to assess preparation for the lesson as well as their delivery Ask candidate to discuss how they think they did and what they would change if they could Give at least one piece of critical feedback to see how the candidate responds. 1

Evaluating Sample Lessons Evaluating a Sample Lesson The demo lesson gives you an opportunity to assess candidates’ potential to lead student learning. You should see: Evidence of preparation Clear communication Accurate information Good time management Positive tone Attentiveness to class/listening skills Ability to adjust on the spot Creativity Did the candidate reach the stated objective? Was the candidate able to identify what worked and what didn’t and offer suggestions for improvement? How did the candidate interact with students? Were they in command, respectful and engaging? Did the candidate show evidence of good questioning techniques? Did the candidate attempt to incorporate different learning strategies or meet the needs of varied learners? If you choose to do a sample lesson, don’t automatically reject someone just because their lesson went poorly. Debrief the lesson with them, ask them why it went poorly and what they’d do differently. If it was THAT bad but you want to give them another chance, do. Let them teach it again. We all know that we have lessons that go badly no matter how much we prepare. If a teacher can learn from that experience and improve their performance, that is a powerful indicator that they will be successful. Sample lessons are HARD. It is extremely rare to see anything close to a “perfect” sample lesson. It can feel staged, it is high-stakes and pressure-filled, candidates are nervous. You should not be looking for teaching and pedagogical perfection in a demo lesson – you are looking for candidates who demonstrate a good understanding of the basics of teaching. The most important indicators from a demo lesson are what you get from a conversation about the demo lesson. Ask candidate to discuss how they think they did and what they would change if they could Give at least one piece of critical feedback to see how the candidate responds and ask how they would incorporate it if they were re-teaching.

Sample Lesson Evaluation Competencies Possible Indicators Teaching Ability Demonstrates appropriate knowledge of content and pedagogy Presents learning objective/goal Organizes lesson around beginning, middle, and end Breaks down concept/ideas into parts Content is accurate Demonstrates advanced preparation Monitors time Uses effective or relevant strategies Presents ideas in a coherent manner Classroom Management Indicates ability to deal effectively with negative student behavior Demonstrates ability to deal effectively with negative student behavior Conveys willingness to try multiple strategies or something new when faced with challenges School Fit Demonstrates skills and needs for development that can be a good fit for the school Interacts in a positive, respectful and appropriate manner with other candidates Uses appropriate tone Subject matter/materials suitable for professional setting Listens openly to student questions and responds appropriately