Land Your Next Travel Teaching Job: The Pre-Interview Checklist
So you picked a company, found that recruiter who actually gets you, and even tackled those state teaching licenses. Now comes the stage that gives many teachers equal parts adrenaline and iced-coffee-level nerves: the interview. How does it work? Glad you asked.
First: tell your recruiter exactly what you want. I told mine I wanted elementary roles, preferred resource positions, but would consider self-contained if the classroom vibes were right. I scrolled listings daily like a bargain hunter at a flash sale; when something promising appeared, I emailed my recruiter for details. He also called whenever something popped up that seemed like a match. Pro tip: say yes to interviews that are slightly outside your wishlist. My favorite job now? I interviewed for a self-contained middle school slot and, through a kindly school psychologist who played career matchmaker, got steered toward an elementary opening the same day. Perfect fit. Serendipity loves a willing interviewer.
When your recruiter sends your resume, the school decides whether to interview you. Be FLEXIBLE. The faster you can meet, the fewer competitors you’ll have hovering like impatient seagulls. If they interview and fall in love with another candidate before you show up, they won’t wait.
Once interviews are scheduled, my recruiter sent a list of interview questions that were insanely helpful. Use those, but also craft your own so you’re sizing up the job as much as they’re sizing you up. Here are the questions I always ask as a SPED teacher — consider them your toolkit, not commandments:
Questions That Reveal What You Really Need to Know
What ages does this class/position cover?
Heads-up: in some states a “self-contained” room can span up to six grade levels (PreK–6). If you’re not used to juggling multiple curricula, expect your head to spin like a classroom globe.
What is the student maximum for this classroom/caseload?
Different states have different student to teacher ratios. Being prepared and knowing what the expectations are will help you determine if the position is a good fit for you.
What programs does your district use (grading, IEP writing)?
If it’s new to you, ask what training you’ll receive. No one wants to be thrown into an IEP system and pretend familiarity while internally screaming.
What curriculum does your district use?
I’m partial to I-Ready and National Geographic Reach for Reading, but some states don’t mandate a curriculum. Lovely if you’re a creative resource-maker; chaotic if you’re a push-in resource teacher trying to keep three kindergarten classes on the same page when they’re all doing different things. (True story: one school in Nevada tested my sanity.)
What personal support does the school offer new teachers?
Is there a mentor program (and does it include contract teachers)? A SPED coach? An instructional coach to help you navigate district protocols and new programs? Experienced contractors are sometimes assumed to have all the answers—don’t let that assumption cost you support.
Will I have access to required training?
Some districts are stingy about training contractors because they think you won’t return next year. But you might need Mindset/CPI training if you encounter behavioral challenges. It’s okay to want to feel prepared instead of plummeting into panic mode.
Are support personnel available in the classroom?
Know whether you’ll have a teaching assistant and how experienced they are. A good assistant can be classroom gold; a bad one can make you miss recess for entirely different reasons. If you’re a pull-out resource teacher, assistants are less common, but it’s still worth asking.
If you’re interviewing mid-year and you’re a SPED teacher, ask plainly: are there any IEPs currently out of compliance?
Walking into a new position only to discover you’re expected to write a stack of overdue IEPs in week one is a fast track to stress-town. Good to know ahead of time if your first few weeks will be paperwork marathons instead of student-centered classroom bonding.
Tailor additional questions to the role. I always sit down an hour before interviews and jot my questions down—handwritten, because it makes me feel like I’m doing something grown-up and organized.
During the interview, a school that doesn’t ask you questions is a RED FLAG. They should probe you to make sure you’re a fit—experience is great, but curiosity about you shows they care. I had two interviews where staff only “sold” the position and responded to my “Do you have any questions for me?” with “No, your experience speaks for itself.” I took the first one and learned the hard way. The second time I walked away.
After the Interview
After finishing the interview, call or email your recruiter with feedback. They’ll love you for it. Say whether you’re interested or not before the school even comes back with an offer—that helps everyone move faster and with fewer awkward follow-ups.
If they want you, the school signs a contract with the contracting company, then you sign with that company, and then onboarding begins—that thrilling paperwork treadmill. Here’s the small mercy: those interminable district training videos (suicide prevention, child abuse, etc.), often you’ll only need to do one through your company instead of the normal 25 you get with a district . Get your onboarding done ASAP so you can move on to the fun part: planning, packing, and (if relocation is involved) worrying about whether your plants will survive the trip.
Coming next: I just signed—now I’m FREAKING out. How do I find housing?
