Outside of writing the full charter school application, preparing for the interview with the review committee is one of the most stressful parts in the chartering process. This is the job interview of all job interviews, folks. It seems like a huge task, the applicant group sitting with the review committee around a table, needing to answer their questions on point. For some board members who may have expertise in banking or real estate, for example, they may have a hard time understanding the nuances of the instructional program. On the other side of that, educators may have a hard time fielding responses related to the budget over the five-year period or the impact of using a private facility instead of shared space. Either way, the committee needs to be comfortable with each other, be able to jump in and respond where appropriate and most of all, be confident with the panel and the team.

The New Dawn applicant group was at an advantage, as most of us had worked together in various stages on the PICCS program, which helps charter schools implement a series of tools to help drive performance forward for all students. With the experience and training in our PICCS school improvement engine, we were already aware of the strengths and weaknesses of the group, and we all took pieces of the charter that would showcase our strengths. We spent hours upon hours studying and building a “go-to closet” of resources that we could cite when responding to questions. For example, if a question came from the panel regarding our accommodation of the projected ELL population in the school, not only should any one of us be able to answer that question, but we should be able to cite curriculum and other resources to support our response. This meant studying a great deal of information over a very short period of time.

Slowly, we built out our sections of expertise. Each of us took our areas of expertise and worked on these elements, making notes, practicing answering questions with each other, and then having a conversation about our responses. Like following a Peer Review protocol, we each gave warm and cool feedback to increase our ability to respond and improve the level of ease in which we could answer questions in our field of comfort, and out of our field of comfort.

The New York City Charter School Center was so helpful in this regard. We scheduled a meeting with the center as a “mock interview.” The panel asked us very tough, very pointed questions, and if we did not respond in a way that completely answered the question, they would redirect and force a response out. After the question and answer period, the panel gave us feedback on every aspect of our responses. If you don't have such an ally organization in your area, then reach out to other charter schools that are already open and see if members of their founding team would be willing to hold a "mock interview" for you.

This process was extremely helpful! They critiqued our opening statement, the way we actually looked when we answered questions, and whether we smiled or showed we were nervous. They were even able to show us how to look confident when we might falter on a response. They advised us on where to sit (which of the panel should sit next to each other to show unity) and how to sit. It actually reminded me of a funny seen in Ocean’s 11, when Brad Pitt’s character is telling Matt Damon’s character to do all of these things in his performance with Andy Garcia, “Don’t say three words when two will do, don’t keep your hands in your pockets, don’t look away, he’ll think you have something to hide.” The depth to the feedback really gave our teams the ability to further prepare, and to prepare well. So thank you so much, once again, Charter School Center staff!

Having that vital feedback then gave us the chance to go to work. We made notes, we read the charter inside and out. We practiced with each other. The more you practice, the better you get at responding. It really gives you the confidence walking in to the real thing that you've “got this.” The other factor was the level of trust that our team had in each other. We all had each other’s backs. During the interview we would support each other, filling out answers when needed, and each of us had a chance to respond to the panel. Thanks to the rigorous mock interview we had with the Center, when we met our review panel, the entire meeting just flew by. We were able to answer the questions with ease, we were able to be comfortable with the panel (who were very inviting and supportive in their own right), and after it was all said and done, the panel warmly thanked each of us, noting the preparation we had brought to the table.

Just like the public meeting, there a few things to be absolutely ready for: 

• Treat your appointment like a job interview. DO NOT show up in jeans and a sweater. Suits only folks!
• Make sure you remember everyone’s name on your panel. People tend to make very silly mistakes when they get nervous. Write everyone’s name down by creating a very simple seating chart, so you can mention your reviewer or colleague by name when you need to speak.
•  Smile. It really shows confidence and ability.
•  Write the key words of the question down, and take your time responding. Showing that you are thoughtful and not just pulling information out of a hat so to speak will win points.
•  Make sure when you leave that you shake every reviewer’s hand and thank them. They spend a lot of time reviewing your application and your interview. Ultimately their feedback is the key in getting your application chartered.

It was quite an accomplishment for New Dawn making it through this process. We are lucky to have a close knit group of educators dedicated to building student achievement. We work together on various levels and share many of the same ideas on effective instructional practices. We took the time to be organized, to practice, and to be super prepared. In the end, all of these elements truly helped us be successful.

Next up…Hooray we’re chartered! Now what do we do?

The views expressed in Charter Notebook blogs represent the views of the authors and do not necessarily reflect the views or positions of the Center for Educational Innovation-Public Education Association or the U.S. Department of Education.