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 command of calculus-based mechanics and E and M: ask how they teach rotational dynamics, Gauss's law, or RC circuits, and which AP units students historically fail.
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
Explains tricky topics like angular momentum or induction fluently, cites specific CED learning objectives, and names common student misconceptions precisely.
02
Evaluation factor
How they actually teach
30% weight
Probe daily practice: Modeling Instruction cycles, whiteboarding, Vernier or PASCO sensor labs meeting the 25 percent hands-on requirement, and how they train students on FRQ structure.
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
Describes a concrete lesson arc from phenomenon to derivation, plus deliberate FRQ practice using released College Board rubrics and peer scoring.
03
Evaluation factor
Group management and safeguarding
25% weight
Assess lab safety and classroom control: managing 30 students with projectiles, high-voltage demos, or lasers, plus mandated reporting duties during after-school review sessions.
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
Names specific lab safety protocols and supervision routines, and describes handling a disruptive or distressed student without losing instructional time.
04
Evaluation factor
Progress and communication
15% weight
Look for tracking evidence: unit test data, practice exam score distributions, AP pass rates they moved, and how they brief parents on a student trending toward a 2.
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
Quotes real score shifts across cohorts, uses item analysis to reteach, and describes candid, documented parent and counselor conversations.
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