Hit: Interview questions and tips #2

[Patricia Hamilton <ForLfKlovr@AOL.COM>]

> Having gone through a number of interviews the past three months before
> landing a job, I can tell you one thing. Know Information Power. That will
> be a big help, especially in discussing your role as a teacher/LMS,
> administrator, collaborator, etc. Have a couple of lessons in mind you'd
> like to do-- I used something with Chocolate Fever and makes a collage of
> candy wrappers. If you have a portfolio, show it as examples of what you
> will do. It also makes the interviewer look at something else besides you
> the whole time. And have questions ready for the principal -- budget and
> how much, duty time, do you run the book fair or is that the PTA's problem
> and who gets the money, and ask what he looks for in an LMS. That will
give
> you a good idea about his serious/not serious approach to the program. I
> did that, and I learned a lot about principals. Some didn't have an answer
> for me or a good one. So I'm glad I didn't get that job.
>
> --------------
>
> Depending on the district and building cultures, you might want to realize
> that there could be a lot more than reading 'reading great stories to
> kids'. Our district Media Curriculum is very Information Literacy based,
to
> the extent that I spend about 90% of my class time on library and research
> skills.=A0 Probably read about 30% of the time to K and it goes down to 0%
in
> third up.
>
> Even if there isn't that strong a commitment to IL, there needs to be a
lot
> more preping the=A0 kids for the researching they will certainly hit in MS
> and HS.
>
> ------------
>
> Hi Barbara...Just wanted to say good luck on your upcoming interview!=A0 I
> recently had a committee interview with 9 staff members for an elementary
> library position--the principal later shared that although an experienced
> middle school librarian had also interviewed, the committee felt that I
> would be a much better "fit" for their school.=A0 (I'm new to the professi=
on
> after being a classroom teacher for 18 years).=A0 The reason she gave for=20=
my
> success at acquiring the position was my enthusiasm and genuine concern
for
> the kids and teachers.=A0 She said that even when someone asked a question
> such as "What checkout procedures would you implement?" I always came back
> to how it would best serve the kids.=A0 Apparently the middle school
> librarian was very knowledgable in managing a library, but she didn't
> convey her warmth or enthusiasm for the job.=A0 But of course, every
> situation is different.=A0 But elementary principals usually want someone
who
> is both competent and compassionate.=A0 Just remember to talk about how yo=
u
> want to impact students' learning, encourage a love of literacy,
> incorporate technology into everyday learning, etc.=A0 Reading Information
> Power is a great start.=A0 Well, better get back to my research paper
> that's due any day now.=A0 Good Luck!
>
> ---------------
>
> I wouldn't want to hire a person who talked more about "stuff" than kids
> and teachers or a person who talked about a media job as it was 20 years
> ago.=A0 =A0 But, since you're reading Information Power I thinkyou're on t=
he
> right track!=A0 =A0 And, talk about technology and leadership which is wha=
t
> principals are looking for.
>
> Good luck!=A0 Media is a great job!
>
> ----------------
>
> Barbara, please suppress your middle school and high school tendencies for
> at least a week.=A0 Elementary students are not that far behind many of th=
e
> secondary students in intellectual abilities.=A0 They however do like thei=
r
> teachers.=A0 Technology know how is needed in elementary schools.=A0 Many=20=
of
> our elementary classrooms have five or six computers and are using
programs
> like reading counts or AR.
>
> One question they might ask is why you would want to leave a math teaching
> job to become a librarian?
>
> -----------
>
> I can sympathize with you regarding the interview, however, if you are a
> research tech kind of person you are going to be miserable in an
elementary
> setting, take it from one who knows...... I am sorry if I burst your
> bubble....also if your heart is really at a different place the folks that
> are going to interview you will know........
>
>
> Don't mention salary and emphasize collaboration, standards, curriculum
> driven collection and developing a good rapport with the teachers and
> administrators.
>
>
> Good luck and again I am sorry for my rather frank note!!!
>
> -------------
>
> Congratulations! I recently interviewed for (and got) a position as a
> Middle School Library Media Specialist, so the process is fresh in my
mind.
> I'll try to tell you what happened in my case, to put your mind at ease.
>
> Hint #1: Clear your calendar the day of the interview, or the day before
if
> your interview is first thing in the morning. I took a personal day so I
> could gather my materials (and my thoughts), look over the State of
> Connecticut Technology Framework and Standards, read through "Information
> Power", search the archives of LM_NET, iron my clothes, etc. Visit the Web
> site of
> the district and the school where you will be interviewing. You will learn
> a lot from this about the philosophy of the school, its pay scale
> (maybe--and you won't be tempted to ask about it in the interview, which
is
> a tacky thing to do, in my opinion). I see you've done much of this
> already. YOU ARE PREPARED.
>
> Things did not go well for me at first. I got lost on the way to the
> interview and was still wandering around 10 minutes after the appointment
> was to begin (I almost cancelled at that point because I was so
> embarrassed). But I used my cell phone to call the school, explain the
> situation, and they guided me to the right place. Everyone was very
> understanding. Hint #2: Do a dry run beforehand,even if you think you know
> where you're going. Find a place to park, notice the
> traffic patterns, figure out how long it takes to get there and add 20
> minutes--better that you should be sitting in the parking lot for a few
> minutes, clearing your head, than frantically trying to get in the right
> lane to make a turn at the last minute. Get a cell phone and have it
handy.
>
> I was interviewed by a panel that included the school principal, a
language
> arts teacher, and two technology guys (this is a high technology school).
> Oddly enough, the Library Media Specialist was not one of the panel
> members--which can work to one's advantage if you think about it. While I
> can't say what you'll be asked, I noticed that the questions were pretty
> much what one would expect: How do you see the Library Media Center
fitting
> in with the school curriculum?
> How would you use technology in your job? Do you have a problem using any
> kind of equipment? What do you do to encourage literacy? How do you choose
> materials for a school library? Most of these questions I could answer in
> my sleep, but one question made me hesitate.
> Remember those Framework Standard I had looked over earlier in the day? I
> couldn't remember them. So I asked for a minute to formulate my answer,
and
> I very calmly stated that I couldn't quote them chapter and verse, but
that
> I saw my role as one that would encourage students to learn how to find,
> evaluate, and use information (and I hoped that was the gist of the
> Framework--it was). Hint #3: Be honest and don't be afraid to ask for time
> to phrase an answer. It's ok not to know everything. It's REALLY ok to
show
> that you know what to do when you don't know everything.
>
> I went to the interview equipped with some questions of my own. Again,
> these should be pertinent to your situation. Think about what you want to
> know about this school and school system and formulate a question or two
> based on that--What is the challenged book policy? or, What opportunities
> are there to help teachers integrate their curriculum with the use of the
> Library Media Center. I found that the interview was over before I was
able
> to ask any of my questions, although I did ask for clarification on a few
> points along the way during the interview. I foolishly took this to mean
> that they were not interested in hiring me. I was wrong: they called the
> next day and offered me the job. I met with the Superintendent of Schools
> the next day and had plenty of time to ask any questions I may have had.
> Hint #4: Don't expect the interview to follow a precise formula. You may
or
> may not be encouraged to ask questions. You may or may not meet with a
> panel of people. You may or may not be given a salary schedule right away.
> All you can do is be prepared, and you are, you are!
>
> Good luck to you. I hope this helps. Remember, every time you interview
for
> a position you gain experience in the process. You learn about schools and
> school systems. You do the "woulda-coulda-shouldas", analyzing every word
> you said and trying to pick up the nuances of what everyone said. I think
> the bottom line is: if you are the right person for the job, most
> likely you will get it. If you have a good feeling about the interview,
> it's probably for a good reason.
>
> Good luck to you, and let us know how everything turns out.
>
> -------------------------
>
> Just yesterday my director and I interviewed someone who "volunteered"
> information that she had been "set up" at her first job, and it was a
> really bad year.=A0 So, if you have a really bad year from your past, don'=
t
> volunteer that information.
>
> ------------------------
>
> One thing that might come up is how you might handle a discipline problem
> or deal with a student who is disruptive. My experience is that candidates
> who have familiarized themselves with building policy or at least indicate
> that they would act according to building policy in their dealings will
> score highest.
>
> ------------------------
>
> I remember interviewing a woman who when asked how she would manage all
the
> paperwork, administration connected with the job replied that she would do
> this during her prep hour! Silly thing!
>
> ------------------------
>
> We interviewed this spring.=A0 Enthusiasm goes a long way!
>
> -------------------------
>
> I hope you see the elementary program as more than just reading good
> stories to classes.=A0 I would suggest considering the total program as a=20=
3
> legged stool with one leg being the literacy/stories component but equally
> important are the other two legs of research skills and technology.=A0 Bei=
ng
> split between two schools adds a level of difficulty to integration of
> media center activities with ongoing class units of study, but it is the
> only way to have meaningful results.=A0 Isolated skills lessons do not
> transfer to application when needed.=A0 Given teh right structure and
> questions young students can grapple with major concepts.=A0 Don't sell th=
em
> short.
>
> -------------------
>
> The Career Center section of Monster.com is pretty good for this sort of
info.
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> You don't even have to go that far... simply scroll down to the end
> of *EVERY* message from LM_NET and you'll find the url for the
> archives,,, amongst other good information. <grin>. Please do that,
> since I'm leaving the end that came with this message attached..
> so you'll see two of them. <grin>.
>
>
> > Archives are at:
> > http://ericir.syr.edu/Virtual/Listserv_Archives/LM_NET.shtml
> >
> > I keep links to the lists I subscribe to on my homepage. Quick, easy
> > access.
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I remember the one I guess I flubbed up on--
> The library air conditioning has failed and the temperature is going to
> over one hundred and you have a group coming from a retirement housing
area.
> What will you do?
> ----------
> . It depends on the
> job of course, but as a school librarian applying, I would prepare for:
> 1. Why are you applying?/moving from school to public?
> 2. What do you see are the differences and similarities of the roles of
the
> two types of library?
> 3. What experience have you had with - reference questions, story reading,
> other programming things, teaching library skills?
> 4. What experience in dealing with the public?
> 5. Showing how familiar you are with children's literature - they'll be
> looking for range of reading ages as well as up to date titles, evidence
> that you read CYA literature yourself.
> 6. What experience you have with different age groups - because of course
> public libraries cover the whole range.
> -----------
> My first interview was for a library in xxxx, they asked the
> usual questions about philosophy, my stand on intellectual freedom, my
> knowledge of children's and ya books. Then, they wanted me to actually do
a
> story-time program while they pretended to be little kids.
>=A0=A0 Then was my xxxx interview. Again, questions about philosophy, I.F.
issues,
> how would I handle a parent who came in complaining about a book being
> inappropriate. Asked about my favorite YA authors. Then there were a few
> canned
> reference questions. One was on Genealogy from a librarian pretending to
be
> an elderly patron. One was pretending to be a little kid needing info on
> the state bird.
>=A0 =A0=A0 I had a nightmare interview in xxxx. Three women kept
> asking me the same few questions worded differently. Then they started
> asking if I knew my personality profile (you know, that
Introvert/Extrovert,
> Thinking/Feeling). Then, they sprung upon me the fact that I would have to
> take some written
> tests. The tests were those multiple choice. A brain teaser one, a math
> one, one
> asking me to list all the words beginning with "pre" I could think of,
then
> list words ending in "tion" , then words beginning with "pre" & ending in
> "tion."
> ---------
> Public Relations
> What are your established goals/objectives/priorities/strategies to
> be user friendly, readily available and pleasant to those entering
> the facility as well as on cordiality and helpfulness inside the library
> and among the public in daily living?
>=A0 =A0 =A0 =A0=A0 Explain your specific plans for keeping the community/pu=
blic
informed
> in regard to programs, activities, and free access for use of, the
> library on a continuous basis.
>=A0 =A0 =A0 =A0=A0 What are your specific plans to promote the library and=20=
its
programs?
>=A0 =A0 =A0 =A0=A0 What are your plans to orient the community and/or surro=
unding
area
> area as to the available resources of the library?
>=A0 =A0 =A0 =A0=A0 Will you be able to develop, maintain, and manage a budg=
et?
>=A0 =A0 =A0 =A0=A0 Will you be able to arrange facilities to ensure a user-=
oriented
environment?
>=A0 =A0 =A0 =A0=A0 What specific management plans do you have for the arran=
gement
> and circulation of resources?
>=A0 =A0 =A0 =A0=A0 Do you have and can you explain your plans for conductin=
g
> program assessment, analysis of data, and modification of existing
> programs for effective and full use of the facilities by the community?
>=A0 =A0 =A0 =A0=A0 Explain your management criterion for weeding of and tak=
ing
inventory
> of the collection?
>=A0 =A0 =A0 =A0=A0 Explain how you through management skills will support t=
he curricu
lum
> of the public school?
>=A0 =A0 =A0 =A0=A0 How do you plan to provide leadership and expertise in t=
he use of
in-
> formation and instructional technologies?
>=A0 =A0 =A0 =A0=A0 What are your plans in regard to maintenance and repair=20=
of
facilities?
>=A0 =A0 =A0 =A0=A0 What are your plans for providing expertise in evaluatin=
g, using
and
> managing the technologies in a wide variety of formats?
>=A0 =A0 =A0 =A0=A0 Explain your plans for participation in networks that en=
hance
access to
> outside resources.
> --------
> My mom is an administrator in a P.L.- often interviews
> potential librarians. She asks- what's your
> philosophy of public service to every applicant.
> --------
> the one that threw me was "What's on the NYT bestseller list
> now?" Seems innocent enough, but I realized my entire repetoire has to
> do with kids books. I don't even know the raging adult authors, except
> for the ones I see in the supermarket!
> ---------
> I remember from my youth services interview:
> -- Name favorite authors/ills (children AND adult)
> -- How would you handle a 5th grade boy looking for a good fiction
> read?
> -- What do you see as the primary purpose of X library?
> -- How would you handle misbehavior during storytime?
> -- Why do you want to work in X library's Y dept.?
> -- How would you handle a patron interview and help him/her find
> relevant materials?
> -- Views on censorship
> -- How comfortable are you/what is your level of expertise with
> technology?
> --------
> Were you interested in questions for a Reference Librarian generalist or a
> Children's Librarian, who would do Readers' advisory and programming? Were
> you interested in questions for Collection Development for adults or
> Children's or Young adults? Perhaps the collection development department
> position also requires experience in electronic acquisitions and there
would
> be questions concerning ordering with various vendors such as Baker &
> Taylor, Ingram, Bookmen, etc. Would the position require experience in
using
> electronic resources such as NoveList or FISonline?
> Our questions fit the position we have advertised. Some questions may be
> the common ones you would expect. Some are more specific type questions
that
> fit the need of the particular position. I can give you some examples for
a
> Children's/YA collection development specialist who also works on the
> Reference desk (which is the work that I do):
> "What could you offer a parent who wanted information for
> their Cub Scout den on finding the newspaper that was printed on their
> birthday?"
> "How would you begin to select materials for the juvenile
> 600s for a brand new library? Or for a burned/damaged library that has
some
> materials left but needs to be rebuilt?"
> "Can you give me an example of a recent project that you
> have completed and that you are particularly proud of the accomplishment?"
> This is where candidates can be rated on the magnitude of the project
and/or
> the planning and timeline involved. Building a regional library from day
> one with a budget of over $4 thousand dollars would give a candidate
plenty
> to talk about. However, candidates who have made a plan and timeline to
> rejuvenate a school library of 10,000 items with a limited budget of
$7,000
> would equally have plenty to say about the planning to the final
evaluation
> process.
>
> School librarians and public librarians are not so far apart. The emphasis
> should be on looking for the universal tasks (reference, public service,
> reader's advisory, and collection building) and translating them for the
job
> offered.
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I'd want to know if the library schedule is fixed or
flex.=A0 This would prepare you for how your time would
be organized.

I'd also ask about librarian inclusion on curriculum
teams and department meetings.=A0 This will give you
some idea of the current state of affairs.
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I don't know how things are in NC, but I can give you some advice from=20
my experience here in Iowa. For various reasons, I've had 3 jobs in the=20
last 4 years and so it seems like all I've done is look for a job.=20
First, don't get to excited if it doesn't happen right away or even if=20
you think you've got it nailed from the interview and then they don't=20
even bother to call back. Just keep going. I would go ahead and send out=20
resumes to the schools you think you'd be most interested in now, but=20
don't think that's going to take care of it. Schools sometimes seem like=20
they don't want it known they have a job open. Contact local schools and=20
ask how they advertise jobs. I've found schools that list jobs in the=20
paper, that list them only on the school webpage, that list them only on=20
Cityline (I don't know the generic term, its a phone service that local=20
organization pay to have information available when you call a central=20
number and enter a category number), and that only contact placement=20
offices at local colleges. Do you have any friends that work there? They=20
often post jobs internally first. Also, you have to keep calling places.=20
Many places don't even bother to let you know if a position is filled or=20
if they are still interviewing, etc. Finally, you may have to resubmit=20
information when a position actually opens. Some districts make you=20
reapply for each new position, even if it's basically the same thing.=20
Good luck!

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You should apply as soon as you see the ad in the
paper.=A0 Have your resumes all ready to go, and get
them in the mail the next day with your cover letter.=20
It shows that you aren't lazy and that you really want
the job.=A0 Do not send out letters and resumes to
districts that have no advertised.=A0 I learned that
districts throw unsolicited resumes out most of the
time.
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Ask the interviewers what role the library has played in the school in the
past and how they would like to see the library function in the future.=20
Then you can take off on that and=A0 talk about your skills in making this
happen.=A0 Its a good way to find out what they are looking for.

Also, ask about the budget, staffing.=A0 If they say that they are planning
to increase staffing, watch out- I know some librarians who were told this
in interviews and it never happened.=A0 Ask to see the=A0 library.=A0 If the=
 y
show it to you, they're interested in you, if they make some excuses, your
interview may not be going well.

Take samples of some of the activities you've collaborated on with
teachers, and if possible, get a couplereference letters from teachers or
use their names for references.
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I'd want to look at the collection. Check copyright dates on states,=20
science, countries.....ask about the budget for the collection. If the=20
collection is really old (1995 and earlier copyright for states and=20
countries) ask how much they'll budget to bring it up to snuff - ask for
10,000 and see if they blanch :)) - states series are 1000+ each - good=20
to have 3 sets on different reading levels....=20

Ask about scheduled versus flexible.
Ask about planning time for you. Who covers the center when you have=20
lunch and planning time?=20



Patricia Hamilton
MLS, East Carolina University
Greenville, NC
ForLfKlovr@aol.com

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