Interview questions

Personal 1. Share with the panel two main  My experience

reasons why do you think you  My qualifications
are the best possible suitable  My leadership skills
candidate for the position you  My ability to adapt in a new place.
have applied for?  Projects I am involved in
 Committees that I manage or part of
2. Briefly explain your  My school is feeding 2 secondary
achievements in your teaching school.
experience in relation to the  Managed maths in my school and FED
post you have applied for? this school with best maths learners
which I believe in my 8 years in the
primary has equipped mould learners.
Post 3. Mention any 5 core duties of the  General administration
requirem post you have applied for.  Teach
ents  Personnel
 Extra and co-curricular
 Interact with stakeholders
 Communicate
4. Briefly explain means and ways  Communicate with stakeholder in the
to ensure that there is effective language they understand
communication between  Be transparent
stakeholders.  Do not be quick to judge but rather
understand what they value.
 Provide feedback to stakeholders
 Keep records
Policy 5. Define what is policy and explain  A course of action adopted by an
policy formulation steps. organization.
1. Agenda setting
2. Policy formulation
3. Adoption
4. Implementing
5. Evaluation
6. The chairperson of the SGB  Explain to the SGB member our
notices an educator who different roles. Management VS
constantly arrives late and Leadership.
reports the matter to as the  Explain the reasons the said member
deputy principal. How will on why he is late.
you handle the matter?  Monitor the situation that is reported
 Report to the relevant stakeholder
7. What do you understand  Mobilises stakeholders around the
about the QLTC? Mention school community.
any three non-negotiables  Composition- Chaired by SGB,
promoted by QLTC? principal, 1 union rep,
 Roles are to monitor the non-
negotiables:
1. Teachers in class
2. Teachers teaching
3. No neglect of Duty

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 4. No abuse of learners
5. Feedback is given
6. Children in class
7. Children are learning.
8. Seven critical outcomes  Being able to identify and solve
derived from the problems
constitution of SA and SAQA  Team work
underpin the kind of citizen  Organize and manage onself
the education and training  Collect, analyse, organize and critically
system aims to produce. evaluate data
Mention them.  Communicate effectively
 Use science and technology effectively
 See world as set of related systems
 Participate as a responsible citizen
Curriculu 9. Lesson plans, assessment First and foremost there are four phases
m programs and work of managing curriculum:
schedules are tools that a. Planning
assist managers to manage  Policies (CAPS)
the curriculum in schools.  ATP
Briefly explain how each tool  SPIP
is used by the deputy  Draw lesson Plans
principal to manage the  Attendance on workshops in order to
curriculum. improve on their lesson planning
b. Implementing
 Teachers are in class
 Timetable drawn from the subject
allocation
 Teachers assess and give Feedback
using the assessment programmes
c. Monitoring
 Post moderate lesson plans
 Collect books for SBA and ATP
checking
 Pre-moderate lesson plans
 Check curriculum coverage
 Intervene where necccessary and
provide curriculum support
 Ensure teachers attend workshops
D. Evaluate
 Monitor learner’s performance
 Use of learners
 Create SPIP
 Provide curriculum support.
 Invite Cis
 Team teaching

10. Curriculum management is First and foremost there are four phases
one of the key functions of a of managing curriculum:
deputy principal. Explain the d. Planning
management system of a  Policies (CAPS)

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 school and list atleast four  ATP
tools you will use to manage  SPIP
curriculum effectively.  Draw lesson Plans
11. Curriculum is the core  Attendance on workshops in order to
business of the school. improve on their lesson planning
Please share how are you e. Implementing
going to ensure effective  Teachers are in class
implementation?  Timetable drawn from the subject
allocation
 Teachers assess and give Feedback
using the assessment programmes
f. Monitoring
 Post moderate lesson plans
 Collect books for SBA and ATP
checking
 Pre-moderate lesson plans
 Check curriculum coverage
 Intervene where necccessary and
provide curriculum support
 Ensure teachers attend workshops
D. Evaluate
 Monitor learner’s performance
 Use of learners
 Create SPIP
 Provide curriculum support.
 Invite Cis
 Team teaching

12. Briefly explain with example  Pre-moderation means before and

the difference between pre post after.
and post moderation.  Lesson plans and assessment tasks
13. How are you going to use  Teachers data on what they are
SASAMS to effectively qualified to teach for allocation
manage the curriculum? purposes
 Generate Time Table to ensure
teachers are in class
 Statistics of learners to avoid
overcrowding and best allocate
learners classes
 Financial data about the school
 Rate of absenteeism amongs the
learners
 Monitor learner performance and
intervene where possible.
 Check if the school is still able to
achieve its goals and missions.
14. Mention 3 curriculum policy CAPS
documents you will use to NPPPR
manage the curriculum NPA
effectively?

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 15. How are you going to  Workshop and emphasise the
ensure implementation of importance
IQMS and CPTD at school to  Implement
improve curriculum  Collect workplans and monitor them
implementation.  Update records or keep records

16. Share with the panel how  Hear both side of the story
you managed and resolved a  Identify a problem
conflict situation previously  Give alternative solutions
at your school?  Chooses the best solution
 Reach consensus and maybe apologise
 Evaluate

17. Share with the panel the  Engage in their language

strategies that you are going  Maintain relations
to use to constructively  Give transparent presentations
involve the community in  Hold meetings
school programs?  Mention QLTC
 Give feedback
 Be consistent
 Use clear simple language
18. Conflict in a workplace is  Hear both side of the story
inevitable. Briefly how you  Identify the problem
would effectively manage  Explore alternatives
conflict between two  Reach consensus
teachers?  Shake hands to apologise
 Follow the best alternative
 Outline benefits
 Implement
 Evaluate/ monitor
19. Mention 3  Democratic- ideal style/popular
management/leadership  Autocratic-manage alone
styles and the context in  Leisure fair- ill discipline management
which each could be used. style
20. Briefly tell us how will  Concesus- consultation
manage each of these  Beauracratic- strictly manage by a
management styles. book.
21. Staff development is another Use of tools
of the post you have applied QMS
for. Explain how you will Give responsibilities
provide staff with
continuous development.
Resource 22. How will you use PFMA to  PFMA provides guidance on how to
manage manage school funds? manage the school funds
ment  Formulate sound school finance policy
 Follow proper channels of budgeting
 Managing assets of the school
 Follow proper channels of using funds
for emergency situations

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  Draft procurement policy
 Comply with any levy, tax, or pension
such as UIF and so on
 Guided on how to process financial
reports and annual reports
23. What is your understanding
of the 9 areas of basic
functionality of the school?
24. Your ideal school
(Presentation)
25. How will you make sure that
the school adhere to
COVID19 rules?
26. What will the school stand An experienced teacher
to lose if you are not Qualified teacher
appointed? Passionate teacher
A leader
A manager
27. What do you understand by Management is the planning,
management? implementation of plans, monitoring of
plans and evaluate them which happen
within the organization. Managers manage
processes that happens within schools.
28. Name four key to consider  Subject allocation
when doing the time table?  Contact time
 Starting time, breaks and knock off
 Policy
 Number of learners
29. How are you going to deal  Identify the problem
with demotivated staff?  Design programmes
 Mobilise funds
 Provide basic skills such as computer
literacy or programming that make
educators
 Motivational speaking
 Communicate programmes
 Ensure discipline amongst learners.

30. Curriculum is the core  Monitor curriculum (Lesson planning
business of the school, what moderation, curriculum coverage,
strategies are you going to Tracker and Planners)
apply to avoid under  Collect Data (SA-SAMS) learners
performance? attendance
 Workshop educators
 Allocate subjects correctly
 Provide curriculum support
 Finance the curriculum by providing
budget.

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31. QMS/CPTD are the tools to  Awareness
motivate teachers, how are  Work plans
you going to promote them?  Record
 Provide rewards
 Invite bodies such SACE officials or
district officials to motivate the
educators.
32. What is the difference act  An act is a product of a legislative
and the policy? Name two body such as SASSA, PFMA, EEA
acts and two policies.  Policy is a course an organization takes
to manage problems or avoid the in an
institution.
 Thin line- The Act provides for the
policy to be made.
33. How are you going to  Educate teachers about the SIAS policy
promote functionality SBST? Train teachers through trained district
or teachers with necessary skills to be
able to identify, screen and assess and
provide support to learners.
 Provide timelines for educators.
 Ensure the SBST committee is in place
and properly composed of the various
stakeholders within the community.
 Have a program of meetings
 Provide feedback on interventions
made
 Communicate with parents of the
affected learners.
34. What is the difference  Leaders: Ability and willingness to
between management and influence others to follow the vision of
governance? Name 5 duties the school. SGB
SMTs and SGB  Attainment of goals set by leaders
through planning, organization and
controlling. SMT
 SMT roles
1. Training
2. Monitoring
3. Support curriculum
4. Manage resources
5. Administration
 SGB roles
1. Create a constitution
2. Create a finance policy
3. Budget
4. Create code of conduct
5. Implement Budget
6. Govern
7. Care for infrastructure

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35. Mention 3 ways of
budgeting and briefly explain
each.
36. What will be your turn
around strategies to improve
discipline in both educators
and learners.
37. What role will you play as
the principal with regard to
the finances of the school?
38. What is CAPS and what
changes are you envisaging
in the implementation in the
foundation phase?
39. Can you briefly share with
the panel the duties of the
principal?
40. Mention any 5 Batho Pele  Consultation: citizens should be
principles and explain how consulted about their needs
will you use them to  Standards: all citizens should know
what service to expect
enhance service delivery at
our school.
 Redress: all citizens should be offered
an apology and solution when
standards are not met
 Access: all citizens should have equal
access to services
 Courtesy: all citizens should be treated
courteously
 Information: all citizens are entitled to
full, accurate information
 Openness and transparency: all
citizens should know how decisions
are made and departments are run
 Value for money: all services provided
should offer value for money

41. How will use extra-mural

activities to market the
school?
42. Our school is mostly
characterized by orphans,
how will you manage these
challenge?
43. Quality performance in a
school is a key indicator in
teaching and learning.
Explain this principle.
44. Once appointed as a deputy  Communicate
principal, how will you  Know my roles
ensure that your duties do  Know the principals roles as well

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 not overlap with that of a  Ensure the communication to the staff
principal? members is the same.
 Perform my assign duties
45. Name the standards of a 1. Leading the learning school
deputy in the current QMS. 2. Shaping the direction and
development of the school
3. Managing quality and securing
accountability
4. Developing and empowering self and
others
5. Managing the school as an
organization.
6. Managing human resource in the
school
7. Management and advocacy of extra
mural activities

46. As a deputy principal, how  Identify and scope

will you develop a policy  Draft, consult and finalise
regarding a particular area?  Approve and adopt
Explain the process of  Communicate
developing it.  Implement
 Evaluate
47. As school manager what do  Curriculum
you think you are expected  Human resource
to manage? Mention atleast  Physical facilities
three.  Finances
48. What do you consider as a  Educators
main resource in the  Learners
instituition. Mention atleast  Parents
three.  Visitors
 And support staff
49. What is the importance of  For quality assurance and curriculum
moderation teachers and coverage
learners activities?
50. Mention curriculum  Assessment programmes
management programmes  Class support programs
do you think of  Monitoring programmes
51. As a principal you are  Delegation of duties
accountable and responsible  Planning
for all the activities in the
institution. How will you
manage that?
52. Why do you think healthy  Labor peace
relationship amongst the  Unity
staff is important?  Trust
 Team work
53. Do think schools should have  Safe environment
a positive school climate? If  Communication is clear
yes, what are the  Allows critical thinking

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 characteristics of schools  There is routine
with sound culture of  Enables effective teaching and
learning and teaching? learning.
54. What do you know about Is a new system that recognizes teacher
continuous professional development activities
development system (CPTD)  By approving quality professional
development providers.
 Endorsing relevant developmental
activities
 Allocate PD points
55. Could you give us some Any relevant answer
highlights in your career that
Give experience
makes you think you should
be appointed.
56. Planning can be regarded as
one of the important task of
an educational leader. What
needs to be planned? The
process of planning?
57. How will you communicate
information to principal,
educators, learners and
parents?
58. How will you establish
harmonious relations if
appointed at this school?
59. Which is the supreme law of Constitution
the country?
60. Tell us about yourself?
61. Schools have good
improvement plans but
these plans are not achieving
the desired results. What
could be the challenge and
how could it be resolved?
62. Learner discipline is the
challenge for most schools.
Though schools have good
code of conduct. What could
be the challenge or shortfall
with regards to these code
of conducts?
63. What steps would you follow
in developing a
developmental programme
of a newly appointed
educator?
64. How helpful are QMS and
PMDS in the improvement of
service delivery?

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65. As the other principal of the
school, how will you help the
SGB to function to its
maximum potential?
66. Why do you regard yourself  Met requirement and qualifications
a suitable candidate for this  Experience
post?  In service training received
 Improved departmental performance
 And maintain the results.
67.  Proper monitoring eg developing
relevant tools
 Develop programmes eg schedules of
meeting
 Organize school based workshops and
peer teaching
 Drawing of curriculum policy
 Affiliation to associations eg AMECA,
SASTA
68. Dicipline  Choosing of classroom representative
 Classroom rules
 Establish period registers
 Class timetable
 Organize accolades for best learners

69. Interpersonal relations  Respect each other
 Trust
 Honesty and transparency
 Support learners and colleagues
 Be approachable
 Offer advice and criticism without
offending others
70. Stakeholders involved in the  SMT- leadership and management
running of the school.  SGB- governance of the school.
 Educators- Teaching and learning
 QLTC- Ensure quality teaching and
learning
 SBST- Wellbeing of learner support
71. Community involvement  Parents meetings
 Respect norms and customs of
communities
 Encourage strong between schools
and community
 Promote a very good image of
education within the community
 Have a good attitude to the
community
 Service the community across the
broad front

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