Interviews

Interviews provide valuable perceptual information about the strengths and weaknesses of a reading program (Rausch, 1992). Interview questions should reflect what is being looked for in the evaluation.

Foertsch (1998) provides the following example of a teacher interview developed for an evaluation project. Ample space should be provided to record responses to the questions asked.

District 31 Teacher Interview

Teacher Name:
Position at School:
School Name:
School Address:
Date:
Interviewer Name:

1. How would you characterize your philosophy of learning, reading, and instruction? Where would you place yourself on a continuum?

2. What is the most important thing (or things) kids need to learn in order to be good readers?

3. What criteria do you use to evaluate how well your students are learning?

4. What is your opinion of the reading program? What part of your reading program is the most enjoyable for you to teach?

5. Describe your progress reports.

6. What part or parts of your current reading program are easiest to implement? Which have been the hardest? Why?

7. If you could change anything about your program, what would it be? Why?

8. Do professional development opportunities support changing practice or maintaining a current knowledge base with respect to best practices?

9. What types of training and staff development would you like to have for yourself and others?

10. What type of test information would you like to receive, and how would you use it?

11. In what ways are the perceptions and involvement of parents and the wider community tied to the reading/ILA/Humanities program?

12. Is there anything else you would like to add about your program?" (pp. A8-A13)

References