Most musicians walk into interviews already judging themselves—before they’ve said a word.
In fact, they’re so busy trying NOT to come across as “less than” that they stop being fully present.
When nerves pull you into scarcity thinking, you start believing that there’s a “right” answer to every interview question. And that if you don’t nail these, you lose.
But here’s what most employers are actually doing in an interview: they’re trying to figure out who you are. They’re asking questions because they want to see how you think, how you express yourself, how you handle challenges, and what you value.
Instead of staying guarded and trying to memorize “correct” answers in advance, keep in mind that…
Every interview question has a subtext.
It’s what the employer truly wants to know—it’s the question behind the question.
When you use empathy to tune into the employer’s underlying concerns, motivation, and perspective, you can better respond to the questions behind the questions being asked.
Below are 7 typical interview questions for teaching jobs and what’s behind them: what the employer REALLY wants to know.
#1 Why are you interested in working at this institution?
The question behind this is “Will you be a good fit with the culture of our organization?”
I always suggest to my clients—when applying for jobs and especially, when preparing for interviews—that they research the school and department online.
Read the institution’s mission statement and its profile of the students it serves. Check out any press releases about noteworthy events and achievements. Get clear on the school’s core values and what the administration is proud of.
Then, in the interview, demonstrate that you understand both the organization and the role, and use what you researched to explain why you’re energized about the prospect of working there.
#2 What is your greatest strength and weakness?
This isn’t a trick question. In how you answer, the employer is listening for self-awareness. Not perfection. Not your polished persona.
When I ran career and entrepreneurial offices at music schools, I interviewed dozens of musicians. When someone couldn’t name a real weakness, I worried they couldn’t admit faults or mistakes. We’re all human. We’re all works in progress.
Are you clear about what strengths and weaknesses are relevant to the position and how your behavior affects others? Are you working on your own growth? With whatever weakness you name, it’s always good if you can speak about what you’ve done to either address or overcome it.
#3 Why should we hire you?
The employer wants to know what you think are the essentials needed to succeed in the position. And how you view the specific contribution you’d make.
It’s best to name concrete skills. Give specific examples. Skip the subjective personality traits and qualities like “hard-working” or “passionate.” Don’t compare yourself to others.
#4 Tell me about a time when you faced a challenge with a student or a colleague and how you handled it . . .
This is a situational question designed to reveal how you handle confrontation, interpersonal issues, and stress. And what you’ve learned from the challenges you’ve experienced.
In other words, the employer wants to know how able you are to take responsibility for your actions and contribute positively to solving problems.
Of all the hires I’ve made over the years, there was just one I regretted. Later I realized the warning sign had shown up in the interview in the person’s answer to this very question. In their story, the problem was entirely the other person’s fault. They themselves were blameless. That was a tough lesson I learned as an interviewer about paying attention to red flags!
#5 How would you handle the situation if a student came to you with . . .
This is a hypothetical question. Here the employer is listening for sound judgment. Do you know when to seek assistance and alert the administration? Do you understand confidentiality and legal responsibilities?
If you’re unsure how to respond, it’s perfectly fine to say something like, “In a case where a student comes to me for help with an issue that’s beyond my expertise, I would tell them I’ll find out where they can get the right support and how I can help them move forward.”
And then, of course there are these expected questions:
#6 How would you recruit students to the program?
Here the employer wants to know whether you understand that just teaching well is not enough. Do you have creative practical ideas and the initiative to recruit successfully? Are you realistic about what this will take?
Give examples of how you’ve recruited students in the past, and share measurable results. For example, the percentage growth in your studio over X number of years.
With this question, employers are not looking for a revolutionary marketing plan. But they are interested in hearing how you would recruit, what you’d prioritize, and how you’ve done this in the past.
#7 Describe your teaching philosophy
One common mistake musicians make in this is leaning on clichés or generalizations. When you describe your teaching as student-centered, and how you really get to know each student and their goals, and how you tailor lessons to individual students, you’re saying what every candidate says. You need to dig deeper than this.
The other common mistake candidates make in responding is by focusing in detail on how they teach technique and which methodologies they follow. Most search committee members don’t play your instrument and you’ll lose them while you nerd out on these matters.
So it’s important to speak to larger educational aims beyond learning technique and repertoire. After all, not all of your students will become professional musicians.
What the search committee truly wants is a clear sense of your top priorities as an educator, and how these show up in your teaching, giving a few examples.
Writing a compelling teaching philosophy statement is every bit as difficult as describing it in an interview. Find more detailed help with this HERE.
The feedback you need to ace the interview
As we covered in earlier posts, the trick with doing mock interviews is to do these with an experienced mentor or coach. Someone who can give you pointed and specific feedback to help you improve.
In doing dozens of mock interviews with clients over the years, I’ve found that even well-qualified musicians can come across as lacking in self-confidence, self-awareness, and an understanding of the employer’s needs. But this can all be remedied.
I’ve found it helps to repeatedly hit the “pause button” in the middle of a mock interview and ask the client, “What did you think of that last answer you gave?” I’m looking to find out how aware they are of how they’re coming across. And then I let them know what I thought and suggest an improvement.
Typical comments given over the course of a mock interview might include:
- That answer was long and somewhat vague: what’s the essential point you want to make here?
- And can you back that up with a quick example from your teaching experience?
- Watch out: you’re using “up-speak”— your statements are sounding like questions. Try it again.
- It’s sounding better but what key experience did you leave out?
- Is that the blazer you’re planning to wear? It’s good but maybe re-think the color of your shirt—you look a little washed out.
- OK, let’s hear the questions you’re planning to ask the committee.
Everyone needs a reality check about the length of their answers, the organization of their points, the degree of specificity, and the impression they’re conveying through their choice of words, tone of voice, and body language.
So do your mock interviewing with someone who’ll give you specific points you can work on and improve. Not simply, “Just be yourself!” (My own father, an Associate Dean at a small state university told me that a zillion years ago when I asked him for advice on interviewing. It wasn’t helpful.) You deserve better than that.
What’s one interview question that still makes you uneasy? Start there.
And if you’re ready for clear, specific feedback on how you’re coming across in interviews, Let’s Talk.
Looking forward to it,
Dream Big, Plan Smart, Live Well
