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Interviews:
What Principals Actually Ask (and How to Answer)
The 15 most common Australian teacher interview questions, sector-by-sector process differences, the STAR method, and how to prepare a teaching demonstration.
Information is general in nature. Interview processes vary by school, sector, and state. Always verify current requirements with your state education department or school directly.
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Teacher Job Interviews: What Principals Actually Ask
About this guide

This guide is for graduate and early-career teachers preparing for their first or second permanent role, CRTs transitioning to permanent employment, and mid-career teachers applying for new positions. It covers how Australian school interview panels work, the 15 most common questions across government, Catholic, and independent sectors, the STAR method with worked examples, Catholic school charism preparation, teaching demonstration structure, and a pre-interview checklist.

Contents
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Teacher Job Interviews: What Principals Actually Ask
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Section one
How teacher interviews work in Australia
Panels, state differences, and prohibited questions

Government school interviews follow a structured, merit-based process. You will typically face a panel of three to five people: the principal or their delegate, an elected teacher representative, and a parent (P&C) representative. Where relevant, an AECG or community representative also participates. The panel works from published selection criteria. Every question assesses how you meet those criteria. The interview is not the only consideration — your written application and referees are equally weighted. [Source: NSW DoE Merit Selection Procedure, 2025]

Prohibited questions (NSW): panels cannot legally ask about marital status, children, age, home ownership, credit status, sexuality, pregnancy, race, ethnic background, political affiliation, or trade union membership. You are entitled to decline to answer these. [Source: NSW DoE Merit Selection Procedure, 2025]

State-specific interview formats
State / Sector Format Key notes
NSW Government Panel (principal, teacher rep, P&C); 30–60 min Max half A4 per criterion; PDF via IworkforNSW (TALEO). [Source: NSW DoE, 2025]
QLD Government Pre-recorded video → school panel if shortlisted 3 questions; 2-min preview + 2-min response each. Verify format at teach.qld.gov.au. [Source: teach.qld.gov.au, 2025]
VIC Government Panel ≥3 members; criteria-based; ~45–60 min Criteria align with Ministerial Order 1388. Reference VTLM 2.0 to demonstrate currency. [Source: VIC DoE PAL, 2025]
All states — Catholic Principal + deputy; sometimes Diocese rep Includes charism and values questions — see Section 04.
All states — Independent Principal-led; often includes head of department No standardised procedure; culture fit and co-curricular contribution weighed heavily.
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Section two
The STAR method
Your framework for behavioural questions

Most Australian government school interviews use behavioural questions — "Tell me about a time when..." or "Describe a situation where...". The underlying assumption is that past behaviour predicts future performance. [Source: QLD DoE Recruitment Procedure, 2025] The standard way to structure answers is STAR.

S
Situation
Briefly set the scene — one or two sentences.
T
Task
What was required of you in that situation.
A
Action
What you specifically did. This is the core of your answer — give it approximately 60% of your response time.
R
Result
What happened as a result, ideally with something measurable.
Worked example: "Tell me about a time you adapted a lesson for a struggling student."
STAR answer — EAL/D student example
SituationMid-term in Year 7 English, I noticed one student producing significantly shorter written responses than classmates and disengaging during drafting tasks.
TaskI needed to understand whether this was a comprehension gap, a writing skills gap, or something else — and adjust accordingly.
ActionI had a brief one-on-one check-in during a group task. I found she was a recent EAL/D student anxious about spelling errors. I gave her a graphic organiser with the paragraph structure mapped out and a word bank for two weeks. I also adjusted my feedback to focus on ideas first rather than conventions.
ResultHer written output increased from two to five sentences per drafting session within three weeks, and she asked to present her work to the class by end of term.

Keep STAR answers to 1–2 minutes. [Source: SEEK AU, 2024] Prepare 8–10 versatile examples before your interview covering: behaviour management, differentiation, collaboration with colleagues, parent communication, assessment and data use, and professional learning.

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Section three
The question bank
Opener and professional practice questions
Opener questions

"Why do you want to work at this school specifically?" — the most important question in any teacher interview. Generic answers do not cut through. Spend 30 minutes before the interview on the school's website, Facebook page, annual report, school plan, and NAPLAN data. Find one specific thing — a programme, an initiative, a community value — that connects to something in your teaching. Reference it by name. For Catholic schools: name the founding order's charism and connect it to your practice.

"Describe your teaching philosophy." — keep to 60–90 seconds. Anchor it to student learning outcomes. Reference at least one Australian Professional Standards for Teachers (APST) domain — e.g., "I design from learning intentions and success criteria" maps to Standard 3.

Professional practice questions
"How do you differentiate instruction?"
Maps to APST Standard 1. Name specific strategies: tiered tasks, flexible grouping, graphic organisers, adjusted success criteria. Ground it in a real example.
"How do you assess and use data?"
Maps to APST Standard 5. Show assessment is ongoing — exit tickets, conferencing, mini-whiteboards. Explain how you act on findings and communicate with families.
"What does a great lesson look like?"
Describe a structure, not a topic. The I do / We do / You do model is well-regarded in government systems. Show how you check for understanding mid-lesson.
"Describe a lesson that didn't go to plan."
Interviewers want self-awareness. Choose a real example, name what went wrong, and explain specifically what you did differently next time.
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Section three (continued)
The question bank
Behaviour, collaboration, equity, and closing
Behaviour management questions
"How do you manage classroom behaviour?"
Use STAR. Show your approach is proactive (routines from day one), relational (trust with students), and consistent. Reference PBL (Positive Behaviour for Learning) if familiar.
"Tell me about a time you managed a challenging student."
Do not frame the student negatively. Focus on understanding the underlying cause and specific strategies used. Show you looped in colleagues, welfare staff, or parents where appropriate.
Collaboration and professional engagement
"Tell me about a time you collaborated with colleagues."
Maps to APST Standard 7. Show collaboration was purposeful and led to a change in practice — not just attending a meeting. Collaborative marking, co-designing a unit, or contributing to a data team.
"What professional development have you done recently?"
Be specific. Name the PD, what you took from it, and one concrete change you made to your teaching.
Equity and inclusion questions
"How do you support Aboriginal and Torres Strait Islander students?"
Demonstrate cultural awareness: relationships with community, embedding Indigenous perspectives in curriculum, working with the school's AEO. [Source: AITSL APST Standard 1.4]
"How do you cater for EAL/D students?"
Show familiarity with the EAL/D continuum and scaffolding strategies: visual supports, simplified instructions, sentence frames, collaboration with EAL/D staff.
Closing question

"Do you have any questions for us?" — always prepare two or three. Good options: "What does professional learning look like for new teachers here?", "What are the priorities in the school's current improvement plan?", "What does the onboarding process look like for someone starting mid-year?" Avoid asking about salary, leave, or supervision in a first interview.

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04
Section four
Catholic and independent school interviews
Charism, culture, and what to research
Catholic schools — the charism question

Every Catholic school belongs to a tradition founded by a religious order or congregation. That tradition — the school's charism — shapes its values, culture, and what it expects from staff. Panels assess whether you understand and can contribute to that charism, even if you are not Catholic. Before your interview: look up the founding order or congregation, find the school's stated mission, and identify one specific programme or value to reference in your answers.

Questions to prepare for Catholic school interviews
Q1What does teaching in a Catholic school mean to you?
Q2How would you contribute to our school's charism and Catholic identity?
Q3How do you integrate the school's values into your classroom?
Q4How would you approach leading prayer or a classroom liturgy?
Q5What is your understanding of Catholic Social Teaching?

If you are not Catholic: you are not expected to profess personal faith, but you must actively support the school's mission. An honest answer connecting your practice to a specific school value is stronger than a vague affirmation. Catholic Social Teaching pillars: human dignity, solidarity, care for creation, preferential option for the poor, subsidiarity.

Independent schools — culture and contribution
Why this school specifically?
Research the strategic plan, not just the homepage. Generic answers are immediately obvious and damaging.
Co-curricular contribution
Sport, music, drama, debating, outdoor ed — most independents expect staff to be involved beyond the classroom.
Extension and enrichment
How do you stretch high-achieving students? Independents ask this more often than government schools.
Mission and values fit
Read the school's strategic plan and annual report before the interview. Know the mission statement.
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Section five
Teaching demonstration lessons
Structure, timing, and what assessors watch for

Many schools — particularly Catholic and independent — ask you to teach a demonstration lesson, usually 10–20 minutes with real students or a simulated panel "class." Use the following structure.

1
Hook (2–3 min)
An engaging opener that activates prior knowledge or sparks curiosity. A question, an image, a short provocation.
2
Explicit instruction (5–7 min)
I do: model the skill or concept clearly and slowly.
3
Guided practice (4–5 min)
We do: students attempt with your support. Check for understanding mid-activity.
4
Closure (1–2 min)
You do briefly, or a formative check: exit slip, question to the class, verbal summary.
What assessors are watching for
Voice and presence
Do students at the back hear you? Do you circulate rather than stand at the front the whole time?
Responding in the moment
How you handle an unexpected student answer — this tests your thinking on your feet.
Learning intention visible
State or display your learning intention and success criteria at the start.
Student engagement
Involve every student, not just those who volunteer.

Choose a topic you have taught before, not a new one. Bring your own materials — do not rely on school resources you have not tested. Time yourself — running over is a visible flag to assessors.

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Section six
Before the interview
Preparation checklist
Research (day before)
What to bring
During and after
Eye contact with everyone
Speak to each panel member when answering — not just the principal.
It's fine to pause
"Can I take a moment to think about that?" — pause rather than ramble.
If you don't know, say so
"I haven't encountered that specifically, but I would approach it by..." — then explain your reasoning.
Ask for feedback
Government schools are often willing to provide feedback whether or not you are successful. This is the fastest way to improve.
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?
Frequently asked questions
Common questions from Australian teachers
1. What do government school panel interviews actually look like?
A panel typically has three to five people: the principal or delegate, an elected teacher representative, and a P&C parent representative. All panellists ask criteria-based questions. Duration is 30–60 minutes. The interview is one part of selection alongside your written application and referee reports.
2. What's the difference between a government school interview and a Catholic or independent school interview?
Government interviews follow a structured merit-selection process with a fixed panel. Catholic interviews include charism and values questions. Independent interviews vary by school and often emphasise co-curricular contribution and school culture fit.
3. How do I answer "Tell me about a time you handled a difficult student"?
Use the STAR method: briefly set the scene, state what was required of you, describe what you specifically did (bulk of your answer), and state the outcome. Focus on your reasoning and strategies rather than the student's behaviour.
4. What questions will Catholic schools ask about faith — and what if I'm not Catholic?
Catholic schools ask about the school's charism, how you would integrate values into your teaching, and how you would support students' spiritual development. Non-Catholic teachers are not expected to profess personal faith, but must actively support the school's mission.
5. Do I need to do a teaching demonstration and how should I prepare?
Not all schools require one, but many Catholic and independent schools do. Plan a 10–20 minute lesson: hook, explicit instruction (I do / We do), guided practice, and closure. Choose a topic you know well, bring your own materials, and time yourself.
6. How does the QLD government school pre-recorded video interview work?
Three questions; 2-minute preview + up to 2-minute response each. Total 15–30 minutes. Use Chrome (PC/Android) or Safari (Mac/iOS). Verify current format at teach.qld.gov.au before sitting it. [Source: teach.qld.gov.au, 2025]
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