Role profile library
Predefined role profile
Secondary education teachers
The behaviours this profile measures, drawn from the great{with}talent job library and occupational research. Download the full competency-based interview guide to assess them.
The full interview guideCompetency-based questions, follow-up probes and a 1–5 rating form for each behaviour — ready to print or run on screen.
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Behaviours assessed — 5 priority competencies
1
Customer Focus
Builds effective customer relationships to ensure needs and expectations are understood. Understands the importance of the customer to the business, seeking regular feedback whilst being prepared to say no when needed.
Why this matters for Secondary education teachers: The Teachers' Standards centre on pupils — Standards 1, 2, 5 and 7 all turn on understanding pupils as individuals and adapting teaching to their strengths, needs, prior knowledge and progress. Customer Focus captures this directly: understanding what each pupil (and parent) actually needs from the teacher, and being prepared to advocate.
2
Technical Capability
Has the necessary knowledge, skills and proficiency to conduct their role. Demonstrates mastery in their area of technical capability. Stays up to date with advances in their field and commits to their continuous development.
Why this matters for Secondary education teachers: Standards 3 and 4 require deep subject knowledge, demonstrable expertise, and the ability to plan and teach well-structured lessons informed by that expertise. Technical Capability captures mastery in the discipline, staying up to date with subject and pedagogical developments, and bringing that expertise to bear on lesson design.
3
Personal Leadership
Takes responsibility for their own actions. Proactively takes on additional responsibilities and drives their own performance. Lives their own values, actively acknowledges and seeks feedback from others.
Why this matters for Secondary education teachers: Part 2 of the Teachers' Standards — personal and professional conduct — defines what makes a teacher trustworthy: integrity, dignity in pupil relationships, safeguarding, upholding public trust. Personal Leadership captures this: living one's own values, taking responsibility, and modelling the standards expected of pupils.
4
Collaborative Working
Looks to understand others’ perspectives and objectives. Respects different styles/approaches, whilst adapting their own style to enable them to work effectively with others.
Why this matters for Secondary education teachers: Standard 8 requires teachers to develop effective professional relationships with colleagues, communicate effectively with parents, and contribute to the wider life of the school. Collaborative Working captures the ability to coordinate and adapt across these relationships.
5
Organisational Skills
Establishes clear priorities and builds plans to ensure delivery on time. Works in a systematic manner and manages resources efficiently. Quickly adapts plans as circumstances require. Sees things through to completion.
Why this matters for Secondary education teachers: Standards 4 and 6 require structured lesson planning, sequencing learning, and accurate productive use of assessment. Organisational Skills captures the priority-setting, planning and systematic approach required — without it, subject mastery doesn't translate into pupil progress.