t evens speaks of the value of getting students ¡°to deconstruct the advertisement , see what they can offer to that school, and that situation, and then write the letter, do their CVs and criticize each other¡¯s.¡± Finally, they role play inte rviewer and interviewee.
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ª¥ This is sterling stuff, and Brookes students spend a couple of weeks on it. ¡°The better prepared students won¡¯t be thrown by nerves on the day, ¡±says Ms St evens. ¡°They¡¯ll have their strategies and questions worked out. ¡± She also sa ys, a trifle disconcertingly, ¡°the better the student, the worse the interviewee. ¡± She believes the most capable students are less able to put themselves forward. Even if this were tree, says Ms Stevens, you must still make your own case.
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ª¥ ¡°Beware of infernality,¡± she advises. One aspirant teacher, now a head of d epartment at a smart secondary school, failed his first job interview because he took his jacket off while waiting for his appointment. It was hot and everyone in the staffroom was in shirtsleeves but at the end of the day they criticized h is casual attitude, which they had deduced from the fact that he took his jacket off in the staffroom, even though he put it back on for the interview.
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ª¥ Incidentally, men really do have to wear a suit to the interview and women really cannot wear jeans, even if men never wear the suit again and women teach most days in jeans. Panels respond instantly to these indicators. But beware: it will not please them any better if you are too smart.ª¥  

ª¥ Find out about the people who will talk to you. In the early meetings they are likely to be heads of departments or heads of year. Often they may be concer ned with pastoral matters. It makes sense to know their priorities and let them hear the things about you that they want to hear.ª¥ 

ª¥ During preliminary meetings you may be seen in groups with two or three oth er applicants and you must demonstrate that you know your s