Industry Expert Interview with Janet Lorch, Assistant Professor, National Louis University

Janet Lorch is an assistant professor at the Chicago campus of National Louis University. She has extensive experience in urban school settings, having worked in Chicago and Evanston Public Schools as an artist-in-residence, classroom teacher, reading specialist, and trainer. Currently, she coordinates the Elementary Education Program for the Academy for Urban School Leadership. This interview captures her practical guidance for new teachers seeking classroom positions.

1. What do principals value most in new teachers? The top three characteristics

Janet emphasizes that principals most want to see strong professional dispositions. Curriculum and instructional strategies can be taught; basic attitude and approach cannot. She recommends focusing on three core qualities:

Positive outlook. Principals look for candidates who emphasize strengths, remain solution-oriented, and bring a “can do” attitude to the classroom and to collaborative work with colleagues. Positivity helps with classroom management, parent communication, and team dynamics.
Child-centered approach. During interviews and in practice, talk about student learning and student behavior rather than centering yourself. Describe what students are doing, how they respond, and how you support their growth. Demonstrating that your decisions are driven by student needs signals that you prioritize learning over personal convenience.
Professionalism. Use the language of the profession—terms that show you understand teaching as a reflective, evidence-based practice. Present yourself reliably by arriving early, dressing appropriately for the school environment, and following up after interviews with a brief thank-you message. Small gestures of professionalism matter.

2. Recommended reading to help land a teaching position

There is no single “magic” book that guarantees a job, since effective practice depends on the community and school context. However, Janet suggests new teachers engage with professional organizations and current literature relevant to the schools where they hope to work. A few widely used resources include:

Materials from professional organizations such as ASCD, which are especially useful for beginning teachers and often offer student membership rates.
Works addressing instruction and equity in high-poverty schools, including research and practical strategies tailored to those contexts.
Responsive Classroom resources for child-centered classroom management and community-building approaches.
Popular beginning-teacher guides like those by the Wongs for straightforward classroom tips and routines.
Doug Lemov’s Teach Like a Champion, which contains concrete teaching techniques—some are debated, but many beginning teachers find strategies like “100%,” “No Opt Out,” and “Cold Call” helpful to manage routines and increase student engagement.

Joining at least one professional organization and reading recent articles or books relevant to the schools where you will apply helps you speak knowledgeably during interviews and shows commitment to ongoing learning.

3. Advice on social media for new teachers

First, clean up any public profiles: remove unprofessional content and double-check privacy settings. Beyond that, use social media strategically to build professional knowledge and stay informed. Subscribe to education news feeds, local education coverage, and professional discussion groups to learn about policies, initiatives, and opportunities in your district. Be mindful about what you like, share, or comment on—colleagues and hiring leaders may review your activity, and online interactions shape perceptions of your professionalism.

4. How can new teachers gain more classroom experience to improve their odds of getting interviews?

Practical experience is vital, and options include volunteering, substituting, tutoring, or coaching. While these opportunities may sometimes be limited, expand your search beyond formal job listings:

Network broadly—reach out to friends, family, former employers, and community members who may have school connections.
Offer to help at neighborhood schools, after-school programs, or community centers where children gather; even short-term involvement builds relationships and credibility.
Volunteer to lead a club, assistant coach a sport, or tutor students—these roles let principals and staff observe your interactions with children and can create openings when positions arise.

Presenting yourself as a familiar, reliable presence in a school community makes it more likely that a principal will consider you when a vacancy opens. Keep demonstrating the three core qualities—positive, child-centered, professional—so you are memorable for the right reasons.

5. One key piece of advice for job-seeking new teachers

“Stay positive.” Janet stresses that attitude is one of the few things you control. Searching for a teaching job can become a full-time effort and be emotionally taxing; maintaining a positive outlook supports persistence and resilience. Be diligent in your search, but also prioritize self-care so you can approach each opportunity with energy and a constructive mindset. Positivity not only sustains you through the process but also reflects the disposition school leaders want to see in teachers.

For further reading and more interviews like this, consult reputable education publications and the websites of professional education organizations.