Questions for Head of Department Interview

How will we notice that you’re head of department?

• GCSE raw grades and value added scores will increase. However, it has to be accepted that this is a long term development and realistically it will take five years (ie a whole school cohort) to be able to fully recognise the impact of a new HoD.
• There’ll be a greater take up at GCSE, and a change in the calibre of students taking the subject, moving away from those who see it as a least worst option to those who actively choose the subject.
• We’ll have to take on an NQT in a couple of years to cater for increased numbers at GCSE and A level. ALternatively, the core members are supplemented by part timers who are supported by the HoD.
• ITT students will contribute to our professional development.
• Ideas and techniques of peer observation and support will become more acceptable and used in the department. The department will become teacher researchers and pioneer the latest developments in pedagogy with a strong focus on improving independent learning, group work and thinking skills.
• There will be fully planned schemes of work at KS3 which include plans for progression and assessment. These will reflect a commitment to teaching a diverse, inclusive History curriculum in line with the 2008 NC.
• Higher profile of the department – assemblies, displays, competitions, trips

How will you motivate your staff?

How will you improve the practice of your staff?

Ask the students what they think.

How could you improve our Value Added scores / raw grades at GCSE?

How could you improve take-up at GCSE?

How will you use pupil data to improve attainement?

Why do you want the job/why should we give you the job ? – Vision for the dept

What were the strengths and weaknesses of the lesson I taught in the morning or a recently taught lesson

How would I improve learning within the department

What would you do if a member of your dept was not following school/department policy?

As a matter of professional courtesy I would assume firstly that they felt there was some aspect of the policy that was threatening the learning of the students, or that they were having difficulty in being able to implement it, so I’d do my best to discuss the matter with them – to find out what their objections or difficulties were. It is highly likely that I would learn something from this discussion, which might solve the issue and improve the policy in question or offer some support. If this did not sort things out, if it turned out there were serious compentancy issues, or this person was merely being awkward, then I would refer the matter to my line manager, for advice or further action, after warning the person in question.