Interview Questions

Question 1

A department in one of your schools has been underperforming for several years. The Head of Department is popular but ineffective. What do you do?

Answer 1

1. Acknowledge the complexity
2. Gather information and evidence
3. Act supportively and collaboratively
4. Set clear expectations and timelines
5. Review and escalate if needed
6. Consider wider impact
7. Reflect and anchor in values

Question 2

How would you answer questions like this: “What would you do if a popular but ineffective leader was underperforming?”

“How would you respond if a school wasn’t improving despite interventions?”

“How would you handle resistance to change from a senior colleague?”

Answer 2

1. Acknowledge the complexity
2. Gather information and evidence
3. Act supportively and collaboratively
4. Set clear expectations and timelines
5. Review and escalate if needed
6. Consider wider impact
7. Reflect and anchor in values

Question 3

How do you support school leaders who resist Trust-wide initiatives or changes you are implementing?

Question 4

Tell us about a time you had to manage conflict between colleagues or schools. What was your approach and what was the outcome?

Answer 4

Situation: Curriculum booklets, FGCS wanted me on biology booklets
Task: Following a complaint I had to discuss this with Tahmina
Action: My approach use data, research and logic to to explain. explained using the Ofsted Science Analysis report why it would be better if I was supporting the physicist booklets since I was a physicist, put us below average
Result: Thamina decided to go along with this resulting in the physics team creating the most successful edition of the curriculum boolklets

Question 5

You’ve introduced a new curriculum model across schools, but outcomes haven’t improved in two of them. How do you respond?

Answer 5

✅ Structure to Answer:
1. Acknowledge the situation without defensiveness
“If outcomes haven’t improved, I would see that not as a failure, but as a signal to pause and investigate what’s happening beneath the surface.”

2. Analyse: Was it the model, the implementation, or the context?
   “My first step would be to understand whether the issue lies in the curriculum design itself, the quality of implementation, or specific local contextual barriers. I’d review delivery through observations, student work, feedback, and data.”
3. Engage local leaders directly
   “I’d meet with the school leaders and HODs to listen to their insights and concerns — are there issues around staffing, training, pacing, or assessment alignment? Resistance or misunderstanding could be a factor too.”
4. Adapt support, not the standard
   “Rather than abandoning the model, I’d adapt the support strategy — maybe through more targeted CPD, co-teaching, or planning clinics. Sometimes the model is sound, but the rollout needs differentiation based on readiness or staffing capacity.”
5. Maintain clarity on expectations and equity
   “While I’d be flexible with support, I’d stay clear that all students deserve access to the same ambitious curriculum, regardless of setting. The expectation doesn’t change, but how we get there might.”
6. Monitor and iterate transparently
   “I’d introduce short-cycle reviews to monitor impact of the adaptations and keep communication open across schools — especially sharing learning from schools where the model has worked well.”
7. End with leadership reflection
   “For me, this is what real leadership is — not just introducing strategy, but being willing to adapt, listen, and stay relentlessly focused on improving outcomes for all students.”

🧠 Panel is looking for:
Strategic thinking

Responsiveness without panic

Listening and diagnostic skill

Relentless focus on student equity and quality

Leadership humility and resilience