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When Microsoft took a $900 million writedown on its Surface RT in 2013, it looked as if the laptop-tablet hybrid was yet another ill-fated experiment from the maker of Windows. Fast forward to today: The Surface brand is bringing in a billion dollars a quarter, is mostly well-reviewed, and has even gotten well-known Apple users to ditch their MacBook Pros.
Now, Microsoft wants to transform the narrative around the Surface. Instead of high-end and expensive, the company wants the Surface to be seen as affordable and accessible. Enter the Surface Go. It's small, light, and costs just $399, which puts it well within firing range of other small laptops like the Chromebook, or even the iPad. But lingering questions about the device point to an ongoing problem for Microsoft as a company: It doesn't yet have the ecosystem for the future of computing.
The Surface line has become a brand of its own. But there's no way around it: Surface products are expensive. Microsoft hopes the Surface Go's reduced price can tap into a whole new pool of customers. And the tablet appears to have some appealing qualities to make that happen. It is a fully functional 10-inch Windows computer that weighs under 2 pounds, even with its keyboard attachment. It has the signature Surface hardware quality, including a hinge that props up the tablet at almost any angle. It is also very thin; Microsoft advertises its ability to simply be popped into a purse. The Surface Go also features Windows Hello, which uses facial recognition to log users in. Notably, this is not supported by iPads. And while the $399 entry price tag is misleading — it doesn't include the keyboard attachment, an absolutely essential $99 add-on — $500 for a light, premium-quality computer is still pretty reasonable.
Strategically, then, this is Microsoft's answer to the idea that a $329 iPad or $300 Chromebook can be the computer for many people, particularly those who don't have $1,000 or more to drop on a laptop — think students, working families, or those in search of a secondary device. But perhaps the problem with the Surface Go is that while it strategically ticks all those boxes, its actual target audience remains a bit unclear. Chromebooks are still cheaper and more viable in the education category. The iPad, with its millions of apps and more refined interface, is a decidedly better tablet.
Windows 10 on the other hand, despite being praised as a desktop OS, was actually a step back from Windows 8 when it came to tablets. Its interface is still half-baked, far better at being used with a mouse and keyboard than with touch. And the evergreen app situation on Windows is still a problem. Never having had a successful mobile operating system, good Windows apps are few and far between.
Therein lies the challenge for the Surface Go. Despite it having solid hardware and a reasonable price, Microsoft simply doesn't have the app ecosystem in place to truly propel a 10-inch tablet-computer …read more
Source:: The Week – Business


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Nearby zip codes:
Public Health Jobs in San Juan (00909)
Other Public Health Jobs in San Juan:
Public Health Jobs
Public Health Jobs in San Juan (00909)
Other Public Health Jobs in San Juan:
. Public Health Job Opportunity detailed description –
(click here for specific address)
Diabetes Program Coordinator - Puerto Rico Public Health Jobs
Located in San Juan, PR. Jobs Details: At Least Four Year Public Health Program Implementation Experience. A Degree In Nursing Or Public Health Related Is Preferred....
Date posted: Fri, 30 Mar 2018 16:50:41 GMT
Employer: Project Hope
Senior Health Communications Specialist Public Health Local Job
Located in San Juan, PR. Local Job Details: Established Relationships Within Puerto Rico's Public Health Community, Experience In Public Health Communications, And Previous Experience Working In A Federal...
Date posted: Mon, 25 Jun 2018 16:34:41 GMT
Employer: Indeed
Public Health Analyst (extramural Resources) Public Health For Hire
Located in San Juan, PR. For Hire Details: Public Health Knowledge. Public Health Information Dissemination. As A Public Health Analyst (Extramural Resources) Bilingual-Spanish You Will Utilizes State...
Date posted: Thu, 12 Jul 2018 04:26:41 GMT
Employer: Centers for Disease Control and Prevention
Emergency Management Specialist Public Health Job
Located in San Juan, PR. Job Details: Public Trust - Background Investigation. And Supporting Public Health Emergency Preparedness Initiatives To The Full Range Of Natural And/or Man-made Disasters...
Date posted: Fri, 06 Jul 2018 21:57:43 GMT
Employer: usajobs.gov
Public Health/education Analyst (temporary) Public Health Job
Located in San Juan, PR. Job Details: Direct Public Health Or Education:. This Is A Temporary That Requires A Minimum Of A BA In Public Health, Education, Or Social Services (MPH/MA Preferred) And...
Date posted: Sat, 28 Apr 2018 14:35:31 GMT
Employer: Indeed


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"In Service to the Community"
Salem MA Police - 5:21PM Jul 15
We stand by our brothers and sisters from the @WeymouthPD today as they mourn the loss of Ofc. Michael Chesna. Ofc… twitter.com/i/web/status/1…
Salem MA Police - 6:07PM Jul 13
ICYMI The Miles Over The Moon Road Race is tonight starting at 8pm from the Bentley School. No road closures expec… twitter.com/i/web/status/1…
Salem MA Police - 8:59PM Jul 4
Multiple traffic lights in the downtown area have been placed on "flash" intentionally to reduce the impact from tr… twitter.com/i/web/status/1…
NPS K9 Oscar - 7:47PM Jul 4
Next work area. Supporting @SalemMAPolice & @SalemMaritime for the July 4th fireworks. #partnerships #findyourpark https://t.co/4rYHifTzrj
Salem MA Police - 3:55PM Jul 4
Follow us on here and Facebook for updates as the night goes along. Happy 4th of July!
Salem MA Police - 3:54PM Jul 4
As always if you have an emergency or see something suspicious dial 911. For any other problems (including firewor… twitter.com/i/web/status/1…
Salem MA Police - 3:53PM Jul 4
If your coming down for the fireworks tonight check this page on the City's website for details:… twitter.com/i/web/status/1…
The Mission of the Salem Police Department
The Mission of the Salem Police Department is to enforce laws, protect individual rights, lives and property and to arrest those in need of arresting, cite those who need citing, assist those who need assisting, in order to improve public safety for everyone, reduce crime in our community, and diminish the fear of crime. We will utilize problem-solving strategies that focus on crime prevention, dispute resolution, and foster enhanced communication, cooperation and involvement with the community. We will treat people with dignity and respect and deliver the highest standards of police service and assistance to all. We will do this with pride in our profession and with professionalism worthy of the badge.
- Report or Check Power Outages
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- Domestic Violence Information
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We are dedicated to using the philosophy and practices of Community Oriented Policing to increase the quality of life for Salem's citizens by working in cooperation with Salem's residents, businesses, educators, and government officials. We strongly encourage community involvement.
Terrorism Alerts
The Salem Police Department is committed to providing information to its citizens regarding current threats, security concerns and suspicious incidents.


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When asked by an analyst about Costco's "philosophy" on its $4.99 rotisserie chicken amid potential bird shortages, CFO Richard Galanti referred to past instances of keeping prices steady even at the cost of profits.
Perhaps inspired by Costco Wholesale's recent decision to buy olive oil from the land of Socrates, Barclays analyst Meredith Adler asked on Thursday what may have been the most profound question in the long history of earnings calls.
"What is your philosophy about chickens?" Adler asked during a call that followed Wednesday's release of Costco's earnings.
She was talking, specifically, about Costco's wildly popular $4.99 rotisserie chicken — and whether it will start charging more if the wholesale price of chicken soars amid a massive slaughter of U.S. birds due to the widespread epidemic of avian flu.
Turns out Costco does have a philosophy that would have been familiar to the ancient Greeks, who were also master traders: Keep 'em cheap.
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- Amazon announces plans for Spokane warehouse, first Eastern Washington outpost
- Spotting planes - and people - on a final wander around the Farnborough Air Show
- More people are buying a home — the biggest financial decision of their lives — sight unseen
"We'll have to see," chief financial officer Richard Galanti first said in answer to Adler's question. But he then proceeded to describe the Issaquah company's worldview, delving deep into its identity as an inveterate discounter of rotisserie chicken.
"I can only tell you what history has shown us: When others were raising their chicken prices from $4.99 to $5.99, we were willing to eat, if you will, $30 to $40 million a year in gross margin by keeping it at $4.99," Galanti said. "That's what we do for a living."
And it's what keeps people coming into the warehouse, where they can be tempted by that 72-inch TV. Costco sold 76 million chickens in fiscal year 2014 — nearly one for every one of its 78.7 million cardholders.
So far, the chicken problem remains theoretical. The price of chicken has barely budged despite the fact that some 40 million chickens and turkeys have been euthanized or succumbed to avian flu, according to the Associated Press.
The U.S. Department of Agriculture says that a whole bird in April cost about $1.05 per pound, up from 97 cents on average during the first quarter, but still 4.8 percent cheaper than a year earlier.


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We all have challenges in our professions, and it is okay to talk about them! The key is that we do not allow these situations to get the best of us. Begin by sharing your most challenging experience as a teacher. Express that you did not let the case to get the best of you. Instead, you turned it into something positive. Mention what you learned from that situation, and explain what you would do in the future if you found yourself in a similar position again.
"The most challenging experience for me in my teaching career was dealing with a parent who was always complaining about the things we did in the classroom. I was new to the school, and he wanted his daughter to be in the class of her former teacher. I called the parent for a sit-down and talked to him about the issues he had with me being the new teacher. I went over my credentials, complimented his child, and thanked him for his concern and involvement. In the end, he understood that his daughter will get new teachers now and then, and that was par-for-the-course in any school. He never complained after that, and we continue to have a great working relationship."
"The most challenging experience I have faced as a new teacher was with the faculty where I completed my internship. Unfortunately, it was very much a clique situation, and I did not gain the warm welcome that I was hoping. I made the most of the situation, kept my head high, soaking in all the knowledge that I could, and then moved on. What I learned is that I will always be warm and welcoming to the new teachers that come after me. I will do what I can to mentor and accept them, no matter how inexperienced they are."
"The school I worked for went through some significant budget cuts last year. We were severely struggling even to get new pencil crayons in the classrooms, and books for the library. A few teachers and I put our heads together and created a plan for a community fundraiser and silent auction. The parents in the community became more involved than I could have imagined, and we raised $15,000 for our school. With that money, we were able to give our students some incredible experiences they otherwise would not have had. I learned that when you ask, people will help and that there are always resources to go around, you have to look a bit harder than usual sometimes."
Show the interviewer that you continue to advance your learning and that you have a genuine interest in your working environment. What is something new that currently has your attention? Here is a list of things you can talk about: 1) a new hobby or sport you're passionate about 2) a new country or place traveled 3) a new dish you cooked or tried 4) an insightful book or TV show Show the interviewer that you're interesting, and always interested. Make some connections to your teaching and tell them how you've applied or plan to use what you've learned to reach your students, academically or otherwise.
"I recently watched a Netflix show called 13 Reasons Why which delves deeply and unabashedly into issues many teenagers deal with but are unwilling to discuss, such as suicide, and cyberbullying. One of the most interesting things I learned is that a teenager's hippocampus isn't yet fully developed, which is why they can interpret a negative remark or dirty look as lasting and eternal. It helps me to have more patience and empathy with my more problematic students as I realize there are plenty of issues beyond the surface that I might not be aware of."
"I have been a University student for many years now and am always reading. To switch things up, I recently started subscribing to a few different podcasts. My favorite at the moment is 'French Your Way' which is led by a native French teacher who teaches the language to her podcast students. I love the variety of things that I can learn just from tuning in!"
"I recently decided to take up more physical activity, since much of my day is sedentary. I have been going to yoga, spin, and boxing classes. I feel great and bring more energy to my classroom as of late."
The interviewer wants to know more about the passion that drives you to be an educator. If there was a person or an experience that inspired you to choose the path of teaching as a career, share your story. Discuss your passion for what you do by pinpointing the best parts of your day-to-day, as a teacher. Genuine enthusiasm is the key to a successful reply!
"I always go back to memories of my eighth-grade teacher. He had a lot of passion for his class and put his whole heart into his teaching. He spent time after school talking to the students and getting to know them. While his classes were challenging, the biggest influence he had on us was that he always encouraged us never to give up. I believe his influence is what initially sparked my interest in becoming an educator. I try to emulate this same level of care and consideration with my students now."
"When I first started University, I entered into general studies because I honestly did not know what I wanted to do. I met with a career counselor who performed a Meyers-Briggs personality test on me, to see if we could discover some of my potential interests. She started talking about the path of an educator, and I was hooked. After a few background checks, and some strings pulled, she was able to get me a 1-week volunteer placement at a local elementary school. At the end of that assignment, I knew teaching was my path. I am ever-thankful for her guidance and have never looked back."
"Growing up, both of my parents were educators; my mother, an elementary school teacher and my father, a high-school chemistry teacher. They loved their jobs and in fact, just retired a couple of years ago. The schedules worked well for them, and I was always so proud to see them helping people achieve their educational goals. I have been a teacher for fifteen years now and could not imagine doing anything else."
The interviewer would like to know what kind of attitude, and approach, you will bring to their school if hired. Having a positive philosophy when it comes to work is crucial, especially if you spend your days with impressionable young students. Talk to the interviewer about your belief in approaching work, and life in general.
"My philosophy, when it comes to teaching, is to never give up on my students. Everyone has their talents and strengths. Too often I see teachers giving up on a student because they didn't perform to expectations. But perseverance is key, and I've seen a transformation when a teacher is willing to spend time committing to a student and guiding them through a difficult learning curve."
"I believe that healthy study habits start at a very young age, and continue to develop as the student grows. My philosophy will be to teach my students HOW to study, HOW to maintain focus, and HOW to ask the right questions. With those tools at their fingertips, they will be able to achieve so much more."
"My teaching philosophy is that if the student can engage with the content, they will be successful. We lose the attention and interest of so many students because the curriculum is dull, and they cannot relate to it through their everyday lives. I am sure to incorporate today's technology, and social events, into my lessons to keep their attention. Maybe comparing some of the ancient monarchs to Beyonce is a bit unusual, but my kids listen up, and their grades reflect this!"
The interviewer would like to know the depth of your knowledge regarding their school and the demographic. The way you answer this question will help them to determine if you will be a good fit when it comes to their workplace culture. Do some research beforehand about the learning environment. For what is the school known? Is it rigorous and academically-oriented, or perhaps its known for its sports teams? Know what strengths the school offers in the district. Then, let the interviewer know precisely how well you believe you will fit in.
"I've always been interested in e-learning and alternative learning methods for students because I think this is where the future of education is. From my research, this school is very technologically advanced and uses smart boards and offers plenty online classes that students would not otherwise have the opportunity to take, such as AP French Language and Culture. I see that your school also provides students with laptops and promotes a paperless environment, which is a big part of my lifestyle as well."
"My interest in your school stems from the fact that I have lived in this community most of my life, and even spent a couple of my educational years attending here. Now that I have completed my degree in Education, I would be thrilled to carve a career for myself in the same community, and district, where it all began!"
"I have a few former colleagues who have made their way over to your school. Over the years I have heard wonderful things about your AP options as well as the supportive parent community. I would greatly compliment this positive reputation your school has created, by way of my strong reputation and tenure as a middle-school educator."
The interviewer would like to know which types of circumstances inspire you to be a fantastic teacher. Remember that time you walked away from a tutoring session feeling on top of the world? What made that experience so great? Perhaps a student had a significant knowledge breakthrough. Maybe you finally connected with a student you had been trying to build a relationship with for some time. Describe your most rewarding experience giving a little background on the situation and providing a solid explanation for why the experience was so satisfying.
"During my student teaching internship program at School ABC, I had been working with a student for a few weeks on algebra. He was having a hard time understanding the concept of letters in equations. I designed a funny poem to help him understand how to solve equations, and he had a breakthrough! The poem was the resource he needed, and he aced his next exam at school. It was so great seeing how excited he was to tell me about his exam score!"
"When I first entered my student teaching internship program I honestly didn't realize how much of a mentor I would end up being to these young students. I knew that teaching was similar to coaching; however, I didn't expect anyone to look up to me. It was so rewarding to have these kids ask for life advice like, 'How do you study even when your friends want to hang out?' and 'How did you choose the University that you wanted to go to?'. This experience has opened my eyes to precisely the example that I need to be for my students all through my future teaching career."
"The teacher that I completed my internship program under has been the biggest positive influence on my teaching career and is still a mentor to me. Meeting him was the most rewarding experience for which I could have asked. The semester that I spent watching him interact with his students, and elicit excitement into otherwise mundane lesson plans, was all the fire that I needed to start my career off right."
This question is two-fold. The interviewer is assessing your technique and ability to encourage and inspire struggling students. How can you help students improve academically? How can you support students personally in their learning?
"I had a student who wasn't showing much improvement in her test score after two months. During one of her diagnostic tests, her score even went down. Of course, she was discouraged and confused since she was doing all her homework. I spent a lot of time training her to work on the questions as precisely as possible instead of rushing to finish the test. I was excited whenever she would get just one or two more questions right and kept encouraging her throughout the progress. Another month later, she finally saw some notable improvements."
"I firmly believe there are many ways to learn. If I had a student who had difficulty learning a skill or concept, I would sit with them one-on-one to learn more about their style, what they like to do, and which lessons of mine they like the best. Education is not a one-size-fits-all solution, and I will have no problem tweaking my lesson plan to suit a variety of learners."
"Through my education career, I have worked with many students who needed formal assessments to label their learning style formally. I think this is a school provided tool that is often underutilized. I have had a few students placed on an individual learning plan, and I am happy to change my lesson plans to suit them. If a student is struggling, I will address it immediately. I never allow a student to slip through the cracks."
The interviewer would like to know if you have a valid method for teaching students with varying learning styles. Not all students are suited to take a two-hour long exam. Visual, auditory, and kinesthetic learners have different strengths and weaknesses. Think about your testing methods. Are your tests multiple choice, essay, or both? Do you have pop quizzes? Are there plenty of projects and research papers for students to have an opportunity to do well?
"I have several different ways of accessing my students' progress. At the end of the term, they can choose to do one big assignment that's worth 30% of their grade. This assignment could either be an exam, a research paper, or an alternative project which requires students to write a proposal. This method allows for different types of students to choose a style that they can benefit the most from or enjoy doing the most."
"While earning my Bachelor's Degree in Education, I learned a few interesting techniques when it comes to learning styles. I think a lot of kids are hands-on learners, so I plan to introduce technology to those who learn best that way."
"One thing I have learned, over my years of being a teacher, is that kids learn much better when they have the opportunity to move around and get rid of some of their pent up energy! I have created learning stations in my classroom where students have some 'free time' during the day to explore various stations and remain at the station where they feel they best learn. The stations they each choose also teaches me a great deal about their learning preferences. Some enjoy tactile-based tasks; some like to read - others, to write."
The interviewer wants to see how you can adapt to helping students who are at different learning levels and abilities. With this question, you'll want to demonstrate your ability to modify the same material to the learning styles and competencies of each student. Use a specific example, if you can.
"My teaching style is called differentiated instruction. I pace the section I'm teaching based on the student's ability and receptiveness. For instance, if a student has stronger math skills they typically tend to need more reading and writing assistance, so I spend more time working on grammar and brainstorming with them and breezing through the math section. I want to make them feel like the class is suited to their abilities rather than focusing on a curriculum that may not factor in their strengths and weaknesses."
"To the students with different abilities, it still essential for them to not feel singled out, and to fit in - being encouraged to show what they do have to offer. For that reason, I enjoy a collaborative classroom environment where students are encouraged to speak up, help each other, and do hands-on group projects together."
"Students learn in all types of environments, so I work to make sure that there are different workstations in my class - some better for concentration than others. Also when handing out a new assignment, I will give individual instructions for the students who need some extra guidance. I am always on the look-out for those students who need a nudge or additional care."
The interviewer would like to know how you organize your lessons. Think back to your student teaching lesson plans or what has worked in your past experiences. Typically, a good class starts with a game, warm-up activity, or discussion about the topic of the lesson you will be teaching. Then, you might do homework check or get started on the day's lesson. For example, include a reading passage, discussion questions, and a short quiz at the end of the assessment. Make sure to include some way to access whether students have understood the material.
"My typical lesson will include a mix of written and verbal tasks. I will usually start an English class by reading from our textbook, starting a class discussion, and then having the students partake in some independent writing time. This blend of all three tasks makes the class go by smoothly and keeps the students' attention. I can also more easily assess a student's progress based on their participation and their strengths based on how they respond to each teaching method."
"I think the best way to deliver a lesson is to include variety in the plan. I would like to build lesson plans that include quizzes, some physical movement, independent reading and writing time, as well as group discussions. Once I start working as a teacher, I plan to incorporate these teaching methods into most lessons."
"Over my ten years as an educator, I am confident that I have created excellent learning plans for students of all learning styles. I like to mix my lessons up so that nothing becomes stale or mundane. My lessons include incorporating outdoor time, field trips, guest speakers, group discussions, and more."
The interviewer wants to learn more about your level of experience with diversity in the classroom. Be open and honest with the interviewer sharing your experiences with students from culturally diverse backgrounds. The interviewer will use your response to understand better the training that should receive for their particular environment. Share your experiences working with students or children of different ethnic, religious, or socioeconomic backgrounds.
"I have been teaching students from various backgrounds ever since I started my career in education. One of the most memorable was when I worked with an Asian-American student whose parents had very high expectations of her performance. While I usually strive to inspire students to be more engaged in their studies, I spent a lot of hours after class talking to this particular student about stress and expectations management. She coped very well with the pressures and maintained a GPA that her parents were delighted to see. I can manage in diversity and, if you offer additional sensitivity training, I am happy to participate."
"During my student teaching internship program, I was placed at an inner-city school where most of the students came from lower-income homes. I noticed that the kids were taken care of well; however, many of these students needed to participate in the school's breakfast and lunch programs which truthfully, broke my heart. What I learned from this experience was the sensitivity that I needed to further cultivate for those who do not come from affluent families. I learned a lot about not taking my financial resources for granted, and to appreciate the small things like being able to run to Starbucks for a latte in the morning without worrying about the cost. I am very comfortable working in a diverse environment and welcome any exposure to the variety of situations that your school may bring."
"In my years as a teacher, I have worked with students from nearly all ranges of socio-economic status, gender identity, culture, religion and more. I firmly believe that a school should be a soft landing place for students of all backgrounds, and right now - especially for students in the LGBTQ community. We need to support those around us, no matter how different they are from us. Could you share with me how your school actively embraces diversity?"
The interviewer wants to know how tech-friendly you are and how you use technology to support your in-class lessons. YouTube is an excellent resource for short clips or explainer videos on the concepts you're teaching. Additionally, you can make use of PowerPoint to give your students bolded notes or integrate videos into your presentation. Even mentioning a simple app such as Quizlet that can help students with their vocabulary, or Prezi for students to make their presentations. If you don't have much experience using technology in your teaching, it's a good idea to do some research before your interview.
"I firmly believe in the use of technology in the classroom. In my school, each student has their laptop, and they also use a variety of apps and websites to complete projects and conduct research. I am currently teaching a few tricks on PowerPoint as they will have a large multi-media project due at the end of this semester."
"Embracing technology is vital these days, and I believe that it must be incorporated heavily into the school curriculum so that we set our students up for success. Trained on how to use a Smart Board, which I believe you have in nearly every classroom, I am confident with that type of technology. Overall, I am very tech-savvy and am confident in my ability to prep my students for life in a tech-focused world."
"Having seen technology change so much over the years, I am always looking for the next and greatest thing that I can introduce to my students. If kids do not have a strong tech-basis once they graduate, they will quickly fall behind in University and the world of gainful employment. For that reason, my current school asks that each student have a laptop and that we use particular programs and apps to get them used to the most common programs used in the workplace. I have fully embraced tech in the classroom."
The interviewer wants to know whether you adapt your lesson plans annually or if you keep them the same. This question is one you'll want to prepare for thoroughly beforehand, as it'll be difficult to answer on the spot. Think about what hasn't worked for your classes and what you did to change that. Areas of change could be: - Testing methods - Percentages required for tests - The scope of projects - Levels of group participation - Assessments - Changing the seating plan to fit learning styles
"Each year I make small tweaks to include the most news-worthy events as well as reflect the latest in entertainment and pop culture. Teens these days are celebrity obsessed, and what better way to keep their attention than to incorporate those interests. I also look for new apps to give them as learning resources, and those do change frequently."
"I think it's important to switch up lesson plans annually, or even when you see that something doesn't work well. It's important because students will often have shorter attention spans and they need to feel like most days offer something unique."
"Each year I will make changes to my lesson plans that include more recent news-worthy topics for group discussions. I also change up my tests every year, so there is no risk of test sharing with the upcoming grades. Also, I like to change my seating plans a few times per year to encourage my students to make new connections with students they may not have talked to otherwise."
The interviewer wants to know about your interaction with students, mainly how you work with students who find the traditional educational setting to be a challenge. Demonstrate to the interviewer that you're able to be patient and encouraging to students no matter their confidence level.
"One of my students scored well above his average on his test and was lower-level than the rest of the class. He was discouraged to see his score, but when we went through his score report together, we established a realistic goal for a 2-point improvement for the next test. I never asked him how many questions he got wrong, but rather, how many he got right, as he missed more than half the page. We only celebrated when he got another question right, and I always made sure to check with him that he did his best. At the end of the two-month course he made the average score and reached our target, and he was slated and signed up for more tutoring classes to keep pulling up his score."
"When a student lacks confidence I would take the time to show them the areas where they excel and encourage them to do more of that. Often, a student will learn a bit differently than the next, and it's important that a teacher embraces and encourages those differences."
"Every student needs an extra boost of confidence now and then. My encouragement as a teacher shifts on a daily basis. I want my students to feel like they can take over the world! For that reason, I incorporate a 'kudos' system in my classroom. At the end of every day, we get into a circle, and each student has to give a compliment to the student to their right. This activity ensures that every student leaves feeling on top of the world, no matter what their inner voice was telling them that day."
The interviewer wants to know more about your ability to create exciting lesson plans that keep the attention of your students. Think about a positive experience you had as a student with your teachers, or activities that were effective from your teacher training. For this response, it's a good idea to integrate technology or physical movement, anything that makes education fun in the confines of a classroom.
"My students love vocabulary hot seat. You separate the class into two teams and set up two chairs with their backs facing the board. Students take turns getting into the hot seat. You put a word or phrase or concept you've learned in class on the board, and the teams try to describe it to their teammate in the hot seat. Games are great to get the ball rolling again after a long class."
"I think that when I start teaching my high-school class, I would like to start the day with a New Yorker cartoon, something students look forward to every day. If the day starts consistently, but on a lighthearted note, I think the students would respond very positively. Also, these cartoons can spark some great discussions on politics and socio-economic issues."
"To keep my students engaged, I will often move them around. I like to put them in a conversation circle and have a Socratic-style discussion with them. I don't say much but let them work out the answers on their own."
The interviewer wants to know about your understanding of the public education system and the district in which you would be teaching. Refresh your memory with some research and stay up to date on the most current education changes and developments in your area. Has your region's public education offering been changing this year or in the past few years? What have been the trends, and what is the model? Although your answer is region specific, some general anticipated improvements could include: - Making courses available to remote areas through e-learning. - Offering cross-cultural interactions, and partnerships. - Focusing more or less on the importance of test scores. - Integrating more skills-based classes as a part of the national curriculum. - Offering larger budgets for public schools.
"In our district, I know that there are major struggles with budget cuts. If I had the power to change this, I would. I fully believe that public schools should be given more in the way of supplies, and opportunities for the students who attend."
"If I had the power to change anything within the public school system I would suggest a lesser focus on traditional testing and begin to incorporate methods for students who are less inclined to do well on a written test. New testing methods could include verbal testing or options that are more hands-on and technology-based."
"I firmly believe that the students in this district need further community-based opportunities and exposure. I would introduce a community outreach and volunteer program to the school district if given the opportunity. When we give back, everyone wins."
The interviewer would like to know how you adapt to students who are unfamiliar with the English language or come to your class as an ESL (English as a Second Language) student. This question addresses the level of extra care and supports you would be expected to provide students with this type of situation. Often, ESL students need much more after-class counseling or follow-up with their schoolwork. What other options can you think of to help the student integrate with the class and keep up with the homework? Prepare several strategies that accommodate non-native or non-English speaking learners in reading, discussion, exams, evaluations, and more. Here are some examples: 1) Pair a foreign learner with a friendly classmate who can help them with their work and adjustment outside of class. 2) Provide written and translated handouts for presentations. 3) Provide study questions, transcribed vocabulary lists or keywords lists. 4) Put students in groups or pairs and avoid having the foreign speaker working alone. 5) Provide one-on-one meeting opportunities and give the student constructive feedback.
"I have had a few ESL students in the past and accommodate them in any way possible. The most effective way that I have seen in the past is to partner them with another student fluent in English. This way, the students each learn something. How to coach, how to cooperate, how to embrace, and how to communicate with those different from us."
"I believe that the best way to accommodate non-English speakers and have them feel part of the student community would be for them to be able to teach something from their native language to their classroom as well. Diversity makes the world go round, and I would encourage all of my students to embrace that. To help the non-English students to learn quickly, I would also provide them with translation resources and a classroom buddy to help out."
"I will usually know ahead of time before a student arrives at my class, with lower level English skills. I like to prepare a few things for them including translation resources and a list of recommended reading for them to take home. I will often recommend tutoring after school as well as a few free, but useful community resources."
Think about your teaching style and personality surrounding management. Are you more hands-on or hands-off as a teacher? How passionate and active are you? Talk to the interviewer about your classroom management abilities and what has worked best for you in the past. This question is a great time to ask the interviewer if this school has preferences on classroom management techniques used in the classroom: Some good ideas for the classroom management: 1) Set management goals - rate students' performances as a class each day. 2) Never punish an entire class. 3) Show students it pays to behave - incentives usually work! 4) Establish routines. 5) Give students options.
"I'm a big proponent of keeping things predictable to manage my classroom. Before each class, I write down the day's schedule on the board so I can always go to the next thing when students are getting off-track and let them know what I intend to cover before class starts and ends. I also find this keeps me from being distracted by poorly behaved students, allowing me to stay on track with the lesson plan."
"My classroom management plan includes giving students options when it comes to how they like and need to learn. I feel that if they feel they are active participants in their education, they will be more engaged in the process as a whole. Could you share with me some of your school's preferences when it comes to classroom management and style?"
"I feel that an overall air of encouragement and positivity is the best way to manage a class, I have worked closely with my students over the years to ensure that they feel a classroom is a safe place for them to present ideas, questions, and concepts. When a classroom runs as a cohesive group, I feel that everyone gives their best."
Discipline varies widely across the board. For this question, it's important to consider the disciplinary culture of the school in which you are interviewing. While a strict approach may have worked for you in the past, the same method may not work for students of this school. Think about what has worked and failed in your disciplinary approach in the past. Do you lean more toward punishment, reward, or intrinsic motivation strategies? If you don't have much teaching experience, do some research on effective behavior modification methods as this is a question that's likely to come up in any teaching interview.
"I once had a class with 19 students, many whom were boisterous, disruptive, and uncooperative. None of them wanted to listen to me, a new teacher in their school. So I leveled with them and let them set their own rules as a class. This approach created a pact of accountability. Some of their rules were pretty fun, too - a sleeper would immediately get a photo taken of them, then posted on the class' private Facebook page, for instance."
"I have learned a bit about behavior modification while obtaining my Bachelor's degree in Education; however, I have much to learn and would love to hear more about your take on this topic. From what I know, it would be best to include the school districts' psychologist for severe issues. If the behavioral concerns were typical, I would call a meeting with myself, the Principal, and the parents of the student. From there, I would make a collaborative plan that involved accountability from all parties."
"I have created a few behavior modification plans in my education career and feel that the most effective plans are the ones where the student in question is directly involved in the plan. When the student feels accountable for their behavior, with direct consequences attached to not meeting expectations, I find that behavior plans are more effective."
The interviewer wants to know about your ability to work well with the parents of your students. As you know, some parents can pose a challenge if they have unrealistic expectations of their child, or are not involved as much as they should be in their child's educational success. As a part of your teaching job, you may be required to meet and talk to parents regularly, How do you interact with them? Is it a pleasant experience or do you dread meeting parents? The answer to this question will draw some light on how collaborative you are. Keep this answer positive, but don't exaggerate or be over-enthusiastic. A big part of communicating with parents is to be as open and constructive about their child's progress, and sometimes, these meetings can be uncomfortable. Be honest about difficult parents if you've had such an experience, and discuss how you overcame it.
"One time, I had to meet with a very disappointed parent whose child had seemingly stopped improving after almost a year's worth of additional tutoring. He wasn't too happy and demanded that I list out my teaching methods and what I was doing wrong because his child wasn't seeing any improvements. I had to prepare all of his score reports to explain that he had been improving a lot for over half a year but he was fatigued and busy at school, so he had plateaued. I finally recommended the students to take a few weeks off tutoring, and the parent was able to accept that idea."
"I understand that parent meetings can be challenging. Parents can get defensive about their child's behavior or be in denial about their children's struggles. In the end, both you and the parent wants what's best for the child. I will always speak honestly but empathetically to a parent about his or her child."
"One of my students this year would constantly disrupt class by distracting other students or refusing to participate or turn in homework. A few weeks after this behavior continued, I held a parent-teacher meeting and told the parent that while Amanda was bright and creative, I was concerned that she might be having some trouble focusing. The mom ended up telling me that she and her husband were going through a tough divorce. I realized that as a teacher, you only see one side of the student, but there are many sides to a story and it's important to be supportive of whatever at-home circumstance a student may be experiencing. We created a plan for her daughter that including visits with the school counselor, and her attention in class improved significantly, in a short period."
The interviewer wants to know how you take pride in your work. Think about some of the most defining points of your teaching career. Was it when that one student who couldn't pull his score up finally reached his target? When your student got into her dream school, or when you finally won over the rowdiest class you'd ever seen? Talk about these moments and how you feel about those accomplishments.
"I'm happiest when I see my students achieving their goals and stretching themselves when it comes to their perceived learning curve. I felt so proud when my student got into his dream school after studying and retaking the SATs for two years. I was happy when my music major student told me she learned a lot more about life than just the English course I taught her. I feel like I'm making changes in the lives of our future leaders."
"I believe what will make me happiest, as a teacher, is the fact that I have the opportunity to mold the future lives of impressionable young students. I am a natural encourager and look forward to the opportunity to show my students all the great things they are capable of."
"What makes me happiest as a teacher is the fact that I get to teach, and learn, all in one day. No day is the same, and there are so many amazing opportunities to learn new facts, new teaching methods, and take advantage of new resources."
Teachers are committed to educating students of all ages and preparing them for the world. This is an immensely satisfying job as you get to see your students' progress every day. A teacher's exact duties may vary depending on the type of institution they are working in and the age of the students they are teaching. In general, teachers create and teach age-appropriate lesson plans for their class, test students regularly, assess students' progress and prepare them for the next year's class.
The educational qualifications to become a teacher vary slightly depending on the age of the students you will be teaching. A high school diploma and relevant training may be sufficient to become a preschool teacher. High school teachers and postsecondary teachers at colleges are required to have a master's degree. A Ph.D. in the relevant field can give you the edge when applying for a college teacher's job. Teachers must love being in the company of children. They must also have strong problem-solving, instruction, interpersonal, communication, writing and creative skills.
At your interview for a teacher's job, the interviewing panel will ask you a wide range of questions to assess your suitability to the role. They will want to know why you chose to become a teacher and what are your strengths and weaknesses. Answering smartly and confidently will reassure the interviewers that you are the right candidate for the job. Are you looking for a place where you can find these answers listed? The best place to go to is Mock Questions.


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Featured Material
BOOK: Patton, M. Q. (2012). Essentials of Utilization-Focused Evaluation. Thousand Oaks: Sage Publications.
BUCH: Balzer, L. (2005). Wie werden Evaluationsprojekte erfolgreich? - Ein integrierender theoretischer Ansatz und eine empirische Studie zum Evaluationsprozess. Landau: Verlag Empirische Pädagogik.
BOOK: Patton, M. Q. (2008). Utilization-focused evaluation (4. ed.). Thousand Oaks: Sage Publications.
Evaluation Portal - Home
May 9, 2006 __about the author of this Portal
May 9, 2006 __about the author of this Portal
Home of the Evaluation Portal, where this link collection belongs to. You can find much more...
Research Methods Knowledge Base — English language
Personal homepage of Michael Scriven — English language
BUCH: Bader, D. (2005). Zur Evaluationsmethodik für großflächige integrative Naturschutzprogramme an Beispielen eines brandenburgischen Großschutzgebietes (Dissertation). Technische Universität Berlin. — German language
Better evaluation: article about "Developmental Evaluation" — English language
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English language journals with a special focus on evaluation, publishing their articles online and for free
African Evaluation Journal
The African Evaluation Journal publishes high quality peer-reviewed articles merit on any subject related to evaluation, and provide targeted information of professional interest to members of AfrEA and its national associations. This will encompass the following aims: - To build a high quality, useful body of evaluation knowledge for development: * Promote original, high quality and useful research on evaluation theories and practices in Africa, for Africa, by Africans, for the benefit of...
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Journal: Evaluation matters
Evaluation Matters—He Take Tō Te Aromatawai is an online, international, interdisciplinary journal published annually by the New Zealand Council for Educational Research (NZCER), in conjunction with the Aotearoa New Zealand Evaluation Association (ANZEA). Evaluation Matters—He Take Tō Te Aromatawai: - provides a forum for articles on evaluation and evaluative thinking, particularly within the context of Aotearoa New Zealand - engages in international conversations on evaluation - is...
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South Asian Journal of Evaluation in Practice (SAJEP)
The South Asian Journal of Evaluation in Practice is the first of its kind with a focus on the Practice of Evaluation in the South Asian region. It stopped beeing operational in 2013. It has been promoted as an interdisciplinary peer-reviewed journal that solicits contributions from academics as well as practitioners on research and practice of evaluation in South Asia. The journal facilitated contextual knowledge building as well as knowledge sharing on theory and practice of evaluation. A...
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Journal: Forum Qualitative Social Research (FQS) ** Zeitschrift: Forum Qualitative Sozialforschung FQS
FQS is a peer-reviewed multilingual online journal for qualitative research established in 1999. FQS thematic issues are published tri-annually. In addition, selected individual contributions and contributions to the journal's regular features FQS Reviews, FQS Debates, FQS Conferences and FQS Interviews are published as soon as they have undergone peer review. FQS is an open-access journal, so all articles are available free of charge. FQS is not explicitly an evaluation journal, but...
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Japanese Journal of Evaluation Study (JJES) ** 日本評価研究
The Japan Evaluation Society publishes "The Japan Journal of Evaluation Studies" in order to widely release evaluation studies and outputs of practical activities to domestic and international academic societies, interested individual and institutions, and contribute to the advancement and prevalence of evaluation practice. These issues can be downloaded from the Society's website. Published three times a year (once out in English). ISSN: 1346-6151 *****...
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Journal of Research Practice (JRP)
Journal of Research Practice (JRP) is a quality-conscious peer-reviewed journal, published online by Athabasca University Press (AU Press), Canada, in the open-access mode. The journal charges no subscription or pay-per-view fees to readers and no submission or publication fees to authors. It follows a rigorous editorial process to ensure quality and relevance of what it publishes. It also offers outstanding editorial support to authors. JRP already has a good track record and reaches a wide...
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Journal: Practical Assessment, Research & Evaluation (PARE)
Practical Assessment, Research & Evaluation (PARE) is an on-line journal supported entirely by volunteer efforts. Its purpose is to provide access to refereed articles that can have a positive impact on assessment, research, evaluation, and teaching practice. Manuscripts published in PARE are scholarly syntheses of research and ideas about methodological issues and practices. They are designed to help members of the community keep up-to-date with effective methods, trends, and research...
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Journal: The Evaluation Exchange
The Evaluation Exchange is a one-of-a-kind periodical that contains new lessons and emerging strategies for evaluating programs and policies, particularly those focused on children, families, and communities. Since it was launched in 1995, The Evaluation Exchange has become a nationally known and significant force in helping to shape evaluation knowledge and practice. We publish The Evaluation Exchange based on the belief that policies and programs must be grounded in continuous and...
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Journal of Multi Disciplinary Evaluation (jmde)
jmde's mission: The news and thinking of the profession and discipline of evaluation in the world, for the world. jmde is a peer-reviewed online journal published in association with "The Interdisciplinary Doctoral Program in Evaluation; The Evaluation Center, Western Michigan University" and is open for new ideas in evaluation. Published two times per annum. ISSN: 1556-8180
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A spring and fall BB shoot will be held. The upcoming fall shoot will be as described below. The 2018 schedule will be posted when known.
Fall Lucky BB Shoot, Sunday October 15th, starting at 1 PM, 12 & 20 gauge shells provided at $2 per round. Patterning from 12 to 1 PM. Ten shooters per round, closest BB to X on target wins $15 gift certificate. Open to the public. Trap shoot after BB Shoot depending upon interest. Note trap house #2 was reset to perform as expected including distance, height, etc.