Tell me about working with a special education teacher or support staff to meet a student's individual plan.

What the interviewer is looking for

• This question tests collaboration. Works with co-teachers, specialists and grade-level teams, shares resources, and supports colleagues.
• What to bring out: Regular communication, understanding and implementing accommodations, shared planning, tracking progress, and respecting each person's expertise.
• Expect a follow-up like: What would you do if you disagreed with a colleague about the student's support?

Another way it may be asked: A student in your class has an individualized education program. How did you work with others to support them?

A structure to follow: STAR, with the weight on Action and Result

1. Step 1

   Situation

   One or two sentences: where, when and what was at stake. Pick a real example you were close to.

2. Step 2

   Task

   What you personally were responsible for. Say "I", not only "we", so the collaboration you showed is visible.

3. Step 3

   Action

   The two or three things you did and why you chose them over the alternatives. This should be about half your answer.

4. Step 4

   Result

   What changed, in your own measure of it, and what you would do differently. Only use numbers you can stand behind.

This is guidance on shape, not a script. Use your own real experience and facts; never invent details to fill a gap. See the STAR guide and answer frameworks.

Common slips

• Describing what the team did without saying what you did.
• Choosing an example with no clear outcome, or one you cannot answer detailed questions about.
• Ending on the action and skipping the result and what you learned.

How to practise it

Write two bullet points for each STAR letter, then say the answer aloud in about two minutes.

Related questions

• How have you mentored a newer teacher or led learning for your colleagues?
• It's the first week of school. How would you set up routines and expectations in your classroom?
• Walk me through how you'd plan a lesson, from the goal to how you'll know students got it.
• A student keeps putting their head down and not participating. What would you do?
• Tell me about a time you adapted a lesson for students at very different levels in the same class.

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