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 depth in the subject they will teach: current licensure or industry credentials, years of practice, and how they keep course content aligned with revised codes, standards, or exam blueprints.
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
Holds active credentials in the field, cites specific standard revisions they rewrote modules around, and teaches from recent practitioner experience.
02
Evaluation factor
How they actually teach
30% weight
Probe their andragogy with working adults: lesson pacing for evening cohorts, hands-on labs, case discussion, and how they build syllabi, rubrics, and CEU hour documentation in Canvas or Moodle.
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 concrete lesson structures for adult learners, shows syllabi and assessment rubrics built, and adapts delivery for hybrid or asynchronous cohorts.
03
Evaluation factor
Group management and safeguarding
25% weight
Assess handling of mixed-ability adult classrooms: absenteeism, dominant participants, workplace-sponsored students, plus mandatory reporting, Title IX, and accommodation requests routed through disability services.
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
Gives specific de-escalation and attendance interventions used, names accommodation and reporting procedures followed, and documents incidents through the proper office.
04
Evaluation factor
Progress and communication
15% weight
Look for evidence of learner outcomes: pass rates on certification exams, course completion and re-enrolment figures, evaluation scores, and reporting back to employers or accrediting bodies like IACET.
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 completion and exam pass numbers before and after their changes, and communicates progress clearly to students, sponsors, and program coordinators.
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