What do headteachers look for in job applicants?
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What do headteachers look for in job applicants?
When reviewing applications for teaching roles, I focus on several key qualities. Beyond basic requirements such as General Teaching Council for Scotland registration, the most critical question I ask myself is this: do they genuinely like children?
You’d be surprised how often applicants fail to highlight their connection with young people. Yet this is the first thing I look for, and it sets the tone for whether I read the rest of the application with enthusiasm.
To convey this effectively, applicants should, throughout their application, weave in references to building relationships, inspiring a love of learning and engaging meaningfully with children and adults alike. It’s crucial to demonstrate pride in pupils’ achievements, a commitment to nurturing the community, and enthusiasm for the teaching profession.
Teacher job applications: breadth and depth
Applications need to balance breadth and depth. Beyond listing qualifications and achievements, applicants should:
- Provide concrete examples of success: showcase specific accomplishments that highlight their impact on students and the school.
- Demonstrate an understanding of the role and community: applicants should speak as though they’re already part of the school, be familiar with its ethos, values and local context.
- Outline how they plan to grow in the role: show ambition and foresight, connecting personal goals to the school’s vision.
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It’s also easy to spot a generic, copy-and-paste application. While it’s natural to apply for multiple jobs, each application should reflect genuine effort and research. Applicants should understand the unique culture of the school and its community.
For example, Tiree High School differs from Oban High School (I am head at both), which, in turn, differs from, say, an independent school in Edinburgh. Understanding these nuances makes a strong impression, particularly in rural or culturally distinct areas.
Successful teachers are passionate about education as a whole, not just their own subject. I want to see evidence that they care about holistic development - supporting young people’s academic, social and emotional growth. Far too often, candidates focus solely on their subject and overlook the wider achievements necessary for students to thrive both in and beyond school.
Yes, subject expertise is crucial, as is understanding pedagogy and classroom management. But teaching goes beyond academics: it’s about recognising every child as an individual, understanding their varied levels of knowledge and skills, and ensuring their wellbeing. Strong applicants demonstrate an awareness of these aspects and an ability to foster positive relationships with their pupils.
Teaching may happen mostly in isolation but it’s a team effort. Applicants should highlight their ability to collaborate with departments and the wider school community. They should also be able to track and monitor progress not just at an individual or class level but also through department-wide and whole-school systems.
For instance, discussing tracking and monitoring can showcase your skills in understanding individual needs, implementing strategies for improvement and working collaboratively - all tied to a unifying theme of progress and development. This is merely one example of how you can use one question area to interweave a variety of knowledge and experiences, getting more value from a single answer.
Getting your interview right
These are all covered in the application form stage; the questions in interview will build on these. The interviews are an opportunity for the panel to tease out areas you have piqued an interest in, but are often mainly used as a character test. What are you like in real life? How will our young people and staff relate to you?
Interviews are just like a pupil going into the big hall for an exam: they create a different type of pressure, even fear. Just like the pupils, do your research and practise questions. Feel free to call the school beforehand and ask any questions you like or ask for advance reading. The school should be glad to send these to you.
Immediately before the interview, stand up and walk around as you wait to enter. And breathe - that will calm your heart rate, making you less flustered and more confident in your vocal delivery. Enter with a smile and a warm hello. The chair should put you at ease, explain the format, give you water and try to be calming. Then try and relax, be natural and be conversational in your answers while getting to point, with examples and with next steps.
Beforehand, practise in front of your partner, a friend or even a mirror. This is a presentation and performance test to a degree - like what you are expected to do in front of classes each day. Are you knowledgeable, well prepared and able to deliver confidently and enthusiastically? Do you give the panel confidence that you are a good teacher or good leader?
Don’t ask the obvious
At the end of the interview, you’ll be asked if you have any questions. Don’t ask any questions you should really know the answer to, like information that can be found in a school’s standards and quality report. Don’t ask the headteacher how they intend to carry out their vision over the next year or two - they are not being interviewed. Do ask questions about professional-learning opportunities or how the school could help you to find accommodation and so on, as these answers can’t generally be found in advance reading.
While interview questions vary, certain themes are consistent and can be prepared for:
- What skills and qualities make you an ideal candidate?
- How will you further our vision and values?
- How do you raise attainment or improve learning and teaching?
- How do you meet the needs of all pupils?
- How do you use quality assurance or self-evaluation for improvement?
For promoted roles, expect leadership-related questions. All responses should include a clear, well-structured answer and concrete examples of success, as well as a connection to the specific role and school.
Teaching is a challenging job that demands adaptability, resilience, humility and a sense of humour. Mistakes are inevitable, but how you learn and grow from them matters most. Throughout your application and interview, aim to show that you are: compassionate and professional; genuinely invested in young people’s care and development; and a good communicator who is reflective, approachable and forward-thinking.
Remember, schools are looking for people who are not just great teachers but also great contributors to their community - so prove you know the school.
While the school may be interviewing you, you are also interviewing the school. If the school does not welcome your initial contact or doesn’t help you in your preparation, this may be a concern.
Equally concerning would be if you felt grilled in an interview instead of coaxed to get the best out of you. Schools should be ambitious but equally they should be compassionate. If you don’t get that feeling, think twice about accepting any role - and don’t resign your current role without seeing the written offer.
Finally, remember, if you don’t get the job, don’t be too disheartened. You may be very good at your job but many others are, too. Just ask for feedback, take the advice you think best and try again - “Whit’s fur ye, will no go by ye.”
Peter Bain is executive headteacher of Oban and Tiree schools (covering both the secondary and primary sector) and past president of School Leaders Scotland
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