Interview scorecard template

After School Instructor interview scorecard

Evaluate After School Instructor candidates across 4 weighted areas: subject and technical command, how they actually teach, group management and safeguarding, and progress and communication. Subject and technical command leads at 30%, so check what they can actually teach or run, and whether they have current clearances and first aid. Use the rubric to compare role-specific evidence consistently.

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education coachingafter schoolchildcareeducationyouth programs
TL;DR
For subject and technical command, look for evidence the candidate has real activities they can run well plus current background clearance and first aid certification. For how they actually teach, look for evidence the candidate has concrete techniques for engaging tired children and adapts fast when an activity is not landing. Apply the written 1–5 anchors to every answer, record the evidence behind each rating, and use the factor weights to reach a consistent overall assessment.
Complete evaluation framework

What to assess and how to score it

Review the evidence signals before interviewing. Then use the anchored descriptions—not instinct alone—to choose the score that best matches each answer.

01
Evaluation factor

Subject and technical command

30% weight

Check what they can actually teach or run, and whether they have current clearances and first aid.

Evidence to listen for

  • Knows the material or discipline well beyond the level they teach
  • Holds the qualifications, licences, or certifications required, and they are current
  • Can answer an unexpected question honestly rather than bluffing
  • Keeps learning in their own field

Five-point scoring guide

1
Poor

Knowledge barely ahead of the learners; bluffs when asked something unexpected.

2
Needs Improvement

Adequate on the syllabus only; gaps show under questioning.

3
Satisfactory

Solid command of the material for the level taught.

4
Very Good

Depth well beyond the taught level; comfortable being asked anything.

5
Excellent

Has real activities they can run well plus current background clearance and first aid certification.

02
Evaluation factor

How they actually teach

30% weight

Test how they hold the attention of tired children at the end of a school day.

Evidence to listen for

  • Describes how they teach a specific thing, not their philosophy of teaching
  • Adapts when the first explanation does not land
  • Checks understanding rather than assuming it
  • Differentiates for varying ability within one group

Five-point scoring guide

1
Poor

Only philosophy, no method; one explanation and no plan B.

2
Needs Improvement

Delivers content but cannot adapt when learners are lost.

3
Satisfactory

Sound instruction; differentiation is limited.

4
Very Good

Multiple routes to the same concept, with real checks for understanding.

5
Excellent

Has concrete techniques for engaging tired children and adapts fast when an activity is not landing.

03
Evaluation factor

Group management and safeguarding

25% weight

Assess how they handle a disruptive child, and whether they know the safeguarding reporting route.

Evidence to listen for

  • Has a concrete approach to a disruptive individual and a whole group losing focus
  • Knows the safeguarding or duty-of-care obligations for this age group and setting
  • Escalates a concern through the right channel
  • Sets boundaries without becoming punitive

Five-point scoring guide

1
Poor

No behaviour strategy; unaware of safeguarding obligations.

2
Needs Improvement

Struggles with disruption; vague on duty of care.

3
Satisfactory

Manages a normal group; less confident with serious disruption.

4
Very Good

Confident group management with clear safeguarding awareness.

5
Excellent

Manages disruption calmly without punishment escalation, and knows exactly how to report a safeguarding concern.

04
Evaluation factor

Progress and communication

15% weight

Judge how they talk to a parent about a child who had a difficult afternoon.

Evidence to listen for

  • Measures whether learners actually improved, not just attended
  • Gives feedback that changes what someone does next
  • Communicates with parents, clients, or managers about difficult progress honestly
  • Records progress usefully

Five-point scoring guide

1
Poor

No sense of whether anyone improved.

2
Needs Improvement

Tracks attendance rather than progress; avoids hard conversations.

3
Satisfactory

Monitors progress; feedback is general.

4
Very Good

Measures progress concretely and handles difficult conversations well.

5
Excellent

Tells parents about difficult days honestly and constructively, without either minimising or alarming.

Evidence-led prompts

Interview questions for a After School Instructor

Use these prompts to surface evidence for the weighted factors above and compare candidates against the same role-specific criteria.

  1. 01

    What is your educational background, and how does it connect to the age group you would be working with?

  2. 02

    Do you have specific training or certifications related to childcare or after school programs, and when do they expire?

  3. 03

    Do you hold current first aid or CPR training, and is the pediatric component included?

  4. 04

    Do you have experience working with children with special needs, and what support plans have you worked from?

  5. 05

    How do you motivate children to participate and engage in activities at the end of a long school day?

See the complete After School Instructor question set
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