INTERVIEW QUESTIONS - ANSWERS FOR COMPUTER SCIENCE TEACHER

Question[1]: What are the main job duties and responsibilities of computer science teacher employee?  Answer[1]: computer science teacher responsibilities are to compile, administer, and grade examinations or assign this work to others; evaluate and grade students' class work, laboratory work, assignments, and papers; initiate, facilitate, and moderate classroom discussions; keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences; prepare course materials such as syllabi, homework assignments, and handouts; collaborate with colleagues to address teaching and research issues; plan, evaluate, and revise curricula, course content, and course materials and methods of instruction; maintain student attendance records, grades, and other required records; maintain regularly scheduled office hours to advise and assist students; advise students on academic and vocational curricula and on career issues; prepare and deliver lectures to undergraduate or graduate students on topics such as programming, data structures, and software design; select and obtain materials and supplies such as textbooks and laboratory equipment; participate in campus and community events; serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues; supervise students' laboratory work; compile bibliographies of specialized materials for outside reading assignments; participate in student recruitment, registration, and placement activities; act as advisers to student organizations; conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media; maintain computer equipment used in instruction; supervise undergraduate or graduate teaching, internship, and research work; write grant proposals to procure external research funding; provide professional consulting services to government or industry; direct research of other teachers or of graduate students working for advanced academic degrees; perform administrative duties such as serving as department head.

Question[2]: What are the skills required for computer science teacher employee in order to success in his work? Answer[2]: Teaching others how to do something, Talking to others to convey information effectively, Understanding written sentences and paragraphs in work related documents, Communicating effectively in writing as appropriate for the needs of the audience, Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.

Question[3]: describe the abilities you have in order to work with us as computer science teacher?

Answer[3]: I have the ability to communicate information and ideas in speaking so others will understand, read and understand information and ideas presented in writing, apply general rules to specific problems to produce answers that make sense, listen to and understand information and ideas presented through spoken words and sentences, speak clearly so others can understand you.

Question[4]: What are the knowledge elements you obtained from your education, training and work experience would support your computer science teacher career?

Answer[4]: The Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects, the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar, circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming, arithmetic, algebra, geometry, calculus, statistics, and their applications, the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.

Question[5]: How would you describe (needed computer science teacher or your) work style?

Answer[5]: My work style matching exactly what cashier job requires by: being honest and ethical, being reliable, responsible, and dependable, and fulfilling obligations, analyzing information and using logic to address work-related issues and problems, being careful about detail and thorough in completing work tasks, being pleasant with others on the job and displaying a good-natured, cooperative attitude. Question[6] Are you a flexible teacher? If so, explain how. Answer[6]: Yes I am a flexible teacher. I can deal very effectively with people and students from all backgrounds and socio-economic groups.  In teaching, I am completely aware that students have different learning rates and styles. Some are fast learners and some are slow learners, some learn best in auditory manner, others through actions or visual media. Still others have specific learning disabilities. I am flexible in the sense that I address these differences and make it a point to respond to their different needs. In my teaching, I make use of different learning strategies so that my instruction will be interesting and motivating to students.  I use lecture, discussion, hands-on activities, cooperative learning, projects, manipulatives, role playing, debates, reports, technology, and others. (Choose the ones appropriate to the subject and/or grade for which you are applying.) Question[7]  What did you find to be the most difficult aspect of student (intern) teaching? Answer[7]: For me, the most difficult part of student teaching is the limited contact hours with students within one class period (or day). When I teach, I have so much information that I would like to impart to my students that time flies by too fast.  I always go to my classes full of energy and armed with lessons which I believe will stimulate curiosity and spark understanding and new insights in my students. There is so much information that I need to present for them to have a comprehensive understanding of a concept. My challenge is to make sure that I structure my lessons so effectively that learning takes place in one class period (or day).  So I plan ahead to maximize every minute of my class period (or day). Question[8] What ways do you assess and evaluate students? Answer[8]:  In assessing students, I make use of different methods. I use formal and informal assessment procedures to promote social, academic, and physical development. The usual assessment that I use is written quizzes (case studies, discussions) and examinations. Throughout the semester, I also grade and assess students on their class participation such as recitations, reports, group activities, and seat work. I also assess and grade students based on their completion of assignments and timeliness in submission. I also use authentic/alternative assessments, in which the student shows they can perform a task, such as making a speech or writing a story. I like to use written, oral, and day-to-day assessments. Question[9] What will you do to modify your teaching to meet the needs of a gifted student? Answer[9]:A gifted student in the midst of the regular students can be a challenge in terms of addressing his or her particular needs and capabilities. What I will do is to modify his work assignments in expectation or length to fit his abilities. His tasks will require a higher level of understanding compared to the regular students. During class discussions, I can direct questions to him or her that require higher-level thinking skills. I also would encourage the gifted student to take a leadership role in group work so that his classmates can emulate and be inspired by him.   Question[10] What would your master teacher or cooperating teacher say about you? Answer[10]:  My master teacher would say that I am incredibly energetic in teaching because I love what I do! She would say that I am the type of person who also goes the extra mile to help my students learn and comprehend their lessons regardless of their abilities. She would say that I also try to teach values that are important in life, including the value of discipline.  Question[11] What are some of the trends, issues, and methodologies in education that relate to your specific curriculum area or grade level? Answer[11]:  Here are some trends, issues, and methodologies that relate to most subjects and grade levels. You might say: It seems that increasingly students have more information and knowledge than ever before due to access to the internet. A teacher has to be aware of what the internet is, how it can be used in positive ways, and how to protect students from negative influences on the internet. It can be a powerful learning tool for students. In addition, technology in general has changed education greatly. Using computers, videos, and other kinds of technology makes lessons more interesting and more fun. It also makes it easier to teach students with varying needs. A computer with internet access can open the world up to the classroom. An issue that is important is teaching to state standards. School time is limited and we must make the best use of it that we can, so I try to relate every lesson and activity to a grade level standard.  That keeps me focused on the overarching goal of improving education and helping children do better academically. One of the most important methodologies in my opinion is teaching through multiple intelligences.  Children learn in so many different ways.  I try to reach everyone by teaching through the senses, using visual, auditory, and sense of touch to impart information.  When possible, I try to include the senses of taste and smell, too! Question[12] Do you know what is going on in education today? Do you have a passion for the profession? In other words, do you stay current? Answer[12]: Here is a possible answer for this question. I love education. I think that it is imperative to be a lifelong learner when one is a teacher. I plan to continue my education by (fill in this blank with your own plans).   Technology continues to evolve into a strategic part of education. Tablet PCs and hand held devices are the newest gadgets on the market for students to use; the internet is an incredible resource.  Technology provides interactive, individualized learning experiences, increasing student engagement and efficiency – in safer and more secure schools. Multiculturalism and securing equal opportunities for all are important themes in education. And, of course, teaching to state standards to upgrade student academic progress is very important. Question[13] What is your classroom management plan? Answer[13]: My general classroom management plan is to make my classroom feel like a home to every student. I want them to feel valued, intelligent, safe, and comfortable. I want them to respect me, the teacher, and each other and to show that respect by treating everyone with kindness and caring. The class environment must be conducive to learning so I welcome everyone’s opinions and encourage and respect student differences. I try to understand the expectations of my students and make them aware of my expectations. I always make it a point to clearly communicate my expectations at the beginning of the school year. In this way, I ensure that the students and I are moving toward the same goal – learning for all. I establish firm, but fair and consistent discipline. I try to maintain a regular schedule each day.  If the classroom is well-managed and teaching is effective, the participants in this learning environment will learn, grow, and become responsible citizens.  Question[14] Do you enjoy teaching children?  If so, how would I know if I observed your class? Answer[14]: What I most enjoy in teaching is hearing my students explain, in their own words, what they learned in a particular lesson and watching them enjoy participating in a lesson. When you observe my class, you will see that I get my students engaged in our discussions and activities. You will see that my students actively participate in each lesson. I make sure that all of them have a chance to speak, express their thoughts, and share them with the class. I enjoy how their faces brighten every time I recognize their efforts to learn by saying, “Very good,” “That’s a great idea,” “Good job,” and other encouraging phrases. At the end of the lesson, you will hear the students explain what they learned.  Most of all, you’ll know that I enjoy teaching because the children in my class look happy. Question[15] How do you differentiate your teaching? Please provide a couple of examples. Answer[15]: My teaching is unique in the sense that while teaching approach is holistic, it is also inclusive and individualized. It is holistic because I not only share knowledge with my students, but I also elicit knowledge from them. For instance, when I was teaching mathematics, I didn’t simply teach formulas and methods of solving mathematical problems. I also explained to my students the value of understanding numbers and the great things we can use math for, such as the ability to think logically. I include all students in my lessons.  For those who have difficulty, I use cooperative learning, peer tutors, and re-teaching techniques. I attend to the individual needs of the students by modifying assignments. For example, when I had a group of gifted children in my class, I regularly gave them special assignments to work on that would stimulate higher level thinking skills and had them present their work to the class. Question[16] What can you contribute to our school community/teaching team? Answer[16]: I am the type of teacher who shares with my peers the classroom experiences that I have had, whether good or bad. I do this because I believe that this the best way for me and other teachers to improve our teaching. In this way, I get to share with them the best of my skills and, in return, they share with me the best of their skills. I also find that this is a very good way to learn how to handle situations that are difficult or unusual. The feeling of not being alone, but being part of a team of teachers, is what I can bring to the school.  This will help build morale and a great working environment.

Microsoft Office Excel 2003

Introduction:

Microsoft Excel is the most widespread program for creating spreadsheets on the market today. Spreadsheets allow you to organize information in rows and tables (which create cells), with the added bonus of automatic mathematics. Spreadsheets have been used for many, many years in business to keep track of expenses and other calculations. Excel will keep track of numbers you place in cells, and if you define cells to refer to each other, any changes made in one cell will be reflected in these referring cells. It sounds a bit complicated, but Excel makes it all a breeze.

Opening Excel:
Start >> Programs >> Microsoft Office >> Microsoft Office Excel 2003

Microsoft Excel will automatically open with a blank spreadsheet spanning many columns and rows. You will notice a number of toolbars with many more options included.

Standard Toolbar:

1. New:
   Create a new, blank spreadsheet
2. Open:
   Open a previously saved spreadsheet
3. Save:
   Save your current spreadsheet
4. Permission:
5. Print:
   Prints the current document.
6. Print Preview:
   Preview the potential print of the current document.
7. Research:
   Microsoft has enabled Information Rights Management (IRM) within the new version of Excel, which can help protect sensitive documents from being copied or forwarded.  Click this for more information and options.
8. Copy:
   Copies the current selection to the clipboard, which can then be pasted elsewhere in the document.
9. Paste:
   Takes the current clipboard contents and inserts them.
10. Undo:
    Undoes the last action in the document, reverting “back” a step in time.
11. Insert Hyperlink:
    Inserts a hyperlink to an Internet location.
12. AutoSum:
    A drop-down menu of available mathematical operations to perform.
13. Sort Ascending:
    Sorts the current selection in ascending order.
14. Chart Wizard:
    Opens the “Chart Wizard,” which will walk you through the creation of a chart / diagram using the currently selected information.
15. Microsoft Excel Help:
    Brings up the Excel Help window, which will allow you to type in a key-word for more information, or click anything on screen to directly bring up further information on that subject.
16. More Options:
    There are a variety of extra options you can call or add to the toolbar, such as Spell Check, Sort Descending, Cut, Redo, etc.  By clicking the triangle, you can access these options; at the same time, you can drag this toolbar outwards more to make more available space for these options directly on the toolbar.

Formatting Toolbar:

1. Font:
   Change the font of the selected cell(s)
2. Size:
   Change the font size of the selection
3. Bold:
   Put the selection in bold face
4. Italics:
   Italicize the selection
5. Underline:
   Underline the selection
6. Align Left:
   Align the current selection to the left
7. Center:
   Align the current selection to the center
8. Align Right:
   Align the current selection to the right
9. Merge & Center:
   Combine two selected cells into one new cell that spans the width of both and center the contents of this new cell
10. Currency Style:
    Change the style in which currency is displayed
11. Percent Style:
    Change the style in which percents are displayed
12. Decrease Indent:
    Decrease the indent of a cell by approximately one character
13. Border:
    Add or alter the style of borders to format a cell with
14. Fill Color:
    Select a color to fill the background of a cell with
15. Font Color:
    Select a color to apply to a selection of text

You now have a basic understanding of the toolbars, but still have a huge window of cells in front of you. What can you do with them? Cells can contain text, numbers, or formulas (don't worry about formulas quite yet). To refer to a particular cell, you call it by its column letter, and then by its row letter. For example, the cell in the uppermost left corner would be "A1." The current cell(s) will always be listed in the "Name Box," which appears on the left below the toolbars.

Navigating the Spreadsheet:
You can use the "Up," "Down," "Left," "Right," to move (one cell at a time) throughout the spreadsheet. You can also simply click the cursor into a cell). The "tab" button will move one cell to the right. The "Enter" button will confirm the entered information and move one cell down.
If you enter text or numbers that span further than the column allows, simply place your cursor on the line dividing two columns next to their respective letters, and drag to the right or left until the desired width is achieved. You can also double-click this dividing line to have Excel automatically choose the best width.

A Simple Spreadsheet:

This is what a basic spreadsheet may look like, keeping track of the grades for five students. As you'll notice, numbers automatically align to the right, while text automatically aligns to the left. Room has been allowed at the top and the left for column and row headings, which have been placed in bold.

Simple Formulas:

"92.67" was not entered as the contents for cell "E2." The "formula bar" has the following entered into it:
=(B2+C2+D2)/3
By following the normal order of operations, the contents of the three cells in parenthesis (B2, C2, and D2) are all added to each other, and then divided by 3. This gives an average of the three grades, which is then shown in the cell "E2" (where the formula was entered).
If you wanted to do the same for students 2 through 5, you would enter in similar formulas for each cell from "E3" to "E6" replacing the column and row numbers where appropriate.
An easy method to replicate formulas is to select the cell which contains the original formula ("E2" in this case), click the bottom right corner of the selection box, and drag down several rows (to "E6" in this example). The formula will be copied down in each cell, and will change itself to reflect each new row.

Insert Rows & Columns:
You may find that you need to insert a new, blank row where there isn't a blank row any more. To insert a new blank row, place your cursor directly below where you would like a new row. Select Insert >> Rows. To insert a new column, place the cursor in a cell directly to the right of where you would like the column. Select Insert >> Columns.

Sorting:
One of Excel’s powerful features is its ability to sort, while still retaining the relationships among information.  For example, let’s take our student grade example from above.  What if we wanted to sort the grades in descending order?  First, let’s select the information we want to sort.

Now let’s select the “Sort” option from the “Data” menu.

A new window will appear asking how you would like to sort the information.  Let’s sort it by the average grade, which is in Column E; be sure to set by “Descending” order.  If there were other criteria you wished to sort by as secondary measures, you could do so; let’s select “Then by” as “Grade 3” just for the practice of doing so (“Descending” order, as well).

Excel will sort your information with the specifications you entered.  The results should look something like this:

Cell Formatting:
You may notice that, by default, Excel will leave as many decimal points as possible within the cell’s width restraints; as you increase the cell’s width, the number of decimal points increases.

Select “Cells” from the “Format” menu.  A new window will appear with a wide variety of ways in which to customize your spreadsheets.

For example, if we wanted to set the percentages fixed to only two decimal points, you can make this selection under the “Number” category within the “Number” tab.  You can also set the formatting for things such as the date, time, currency, etc.

The “Font” tab will also allow you to change the default font used on the spreadsheet.  The other tabs provide even more ways to customize your spreadsheet and its appearance; experiment with the settings to see what works best for you.

Chart Wizard:
Excel allows you to create basic – to – intermediate charts based off of information and data within your spreadsheets.  Let’s create a column chart from the student grade data from before.  First, highlight the data.

Next, select “Chart” from the “Insert” menu.

A new window will appear asking which type of chart you would like to create.  For this example, let’s do a basic pie chart.  Select “Column” from the “Chart Type” on the left side, and pick the first sub-type on the right (a normal, 2D column chart).

Click “Next.”  In this window, you’ll be asked to select your “data range”; this is the area of your spreadsheet that you wish to generate a chart from.  Since you’ve already selected the area before, it should already be entered into the appropriate area.  “Series in” allows you to choose by which value you want to arrange the chart.  Let’s arrange it by rows; this will break it down by “Grade” (such as Test 1, Test 2, etc.) and comparing the student scores next to each other.

Click “Next.”  In step three you can give the chart a name (“Chart Title”), label the X and/or Y axis, etc.

Click “Next.”  The final step will ask whether you want the chart as an object in your current spreadsheet or in a new one; generally, you will place it within the same spreadsheet.

Click “Finish,” and your chart will appear in your spreadsheet!

Microsoft Office Word 2003: Collaboration

Introduction:
In your work, you may find that you need to create and edit text documents with another person, or with a group, or you may wish to create collaborative exercises for your class. Fortunately, Word takes into consideration this potential, and comes equipped with several features that make the group reviewing process easier.

Reviewing toolbar:
In order to edit and work in a collaborative setting, you should use the "Reviewing toolbar." You can bring this toolbar up by navigating to the “View” menu bar, and select “Toolbars” >> “Reviewing.” Once the toolbar appears, you will see a set of icons that you should start to learn.  Note that the toolbar contains many other buttons and options that may not immediately be available.  Depending upon which version of Word you are using, these icons may appear slightly different.

1. Display for Review:
   Choose which version of the document you wish to view for review.
2. Show:
   Choose which items you wish to have shown in your document while reviewing.
3. Previous:
   View the previous change.
4. Next:
   View the next change.
5. Accept Change:
   Accept the current change.
6. Reject Change / Delete Comment:
   Reject the current change, or delete the current comment.
7. Insert Comment:
   Insert a comment while reviewing.
8. Highlight:
   Highlight a certain section of the document; default color is yellow.
9. Track Changes:
   Toggle on/off the ability to track changes while working on a document.
10. Reviewing Pane:
    Open a new (large) window at the bottom of the screen that keeps track of all changes made to a document.

Commenting:
When reviewing someone else's work, you may find it useful to make annotations in the document without actually changing the document itself. It is also useful, for example, in reading drafts or grading online. To insert a comment, you must first select text with the cursor. When the desired text is highlighted, navigate to the menu bar and select “Insert” >> “Comment” (or click the “Insert Comment” button).

"Comment" areas will appear in the margin. Word will highlight the text you wish to comment on, and allow you to type in the comments regarding the highlighted text. Each comment you make will be numbered by Word, and appear in the “Comments” area in the margins.

To remove a comment, first click the “Comment” area, and click “Reject Change / Delete Comment” on the Revision toolbar.

More about Track Changes:
This feature allows you to keep track of the changes you make to a document while you edit or make suggestions for revisions. Make sure a document is open in Word. Go to the “Tools” menu and select “Track Changes.”

To change the highlight color and other formatting that Word uses to identify changes, go to the menu bar and select Tools >> Options, and then select the "Track Changes" tab.

In this menu, you can change colors, and other formatting options.  If you want to indicate deletions without revealing exact text, make sure you are in the "Track Changes" tab under Tools >> Options.  For example, as a way to alter the way Word displays the changes, in the "Markup" drop down menus under "Deleted Text," replace the default "strikethrough" formatting with # or ^. The character # or ^ will replace deleted text.


Merging Tracked Changes:
When you are working in a group in which a document is being revised and edited by several people, you may want to consolidate all the changes and comments made by others. Different reviewers will be modifying the same document. So, by merging tracked changes, you can merge all changes into the original document.
To merge track changes, you must make sure you have the original document open in Word. Then, go to the “Tools” menu and select “Compare and Merge Documents.”

Open a document that has changes in it that you wish to merge with the original document. Repeat this processes until you have merged all of the desired documents to the original documents. After you have merged all the tracked changes, you can review comments made by other people, and then accept or reject their changes.


Creating Master Documents:
In terms of collaborative work, master documents are an important concept to understand. A master document contains a collection of related documents, so you can use master documents to organize large documents. When working with a group, you can save a master document for the purpose of sharing it with others, so that different people can work on the document at the same time.
Open the document you want to save as the master document in Word. First, you must make sure you are in the "Outline View." To access this view, go to the “View” menu and select “Outline.”

Here, you must assign headings, since Word will recognize the headings as the beginnings of the subdocuments. To add a heading, select the desired text and select a heading option from there “Heading” drop-down of the Standard Toolbar. This will insert the heading, and Word will recognize it as a subdocument within a master document. When you save the master document, Word assigns names to each subdocument based on the text you use in the outline headings. You can also convert an existing document to a master document and then divide it into subdocuments, or you can add existing documents to a master document to make them subdocuments.

You can navigate through a master document by using the toolbar that appears when you are in the Outline view. The "Promote" and "Demote" arrows turns selected text into different types of headings, whereas the "Demote to body text" arrow removes the Heading attribute from text, turning it into standard body text. There are also buttons that allow you to create, insert and remove subdocuments. The "Lock Document" button allows you to make the document viewable, but not writable. You can make an area of a master document unlocked by expanding the subdocuments, selecting the desired subdocument, and an on the Outlining toolbar, selecting "Lock Document.”


Versioning:
When working with several people on one document, you may have the need to save multiple versions of the same document. This is helpful in situations where you may need to go back and refer to an older revision of a document, or if you need a backup of an old version of a file. Using versioning in Word will help you to accomplish such tasks.
To save the current version of a document, go to the “File” menu and select “Versions.” Click on "Save Now." In the text box "Comments on version," type in some text that will describe the currently save version of the document.

Please note that since you will, in essence, be saving versions of documents to be archived, you cannot go back and modify older versions. If you want to be able to go back and revise the document, then you should save it as its own separate document rather than a version.