Career Corner

I had an opportunity recently to talk to a group of student teachers at a local university. The questions that they asked were general and typical of those that I've answered in the past. One question, however, was timely and I think worthy of sharing in this blog. What should teacher candidates be doing to maximize their job search process for teaching positions if they are graduating mid-year?

First, the obvious advice for a December graduate is, to be prepared to substitute teach in the spring semester. In this current economy, school districts have a deep pool of substitute teachers. Many districts, however, will make a special effort to hire their current student teachers as substitute teachers because of their knowledge of the students, curriculum and the community. The biggest hurdle in pursuing this will be to address the requirements around your state's certification/license process as interpreted by the district. Substitute teaching may open doors if you are selected for long-term assignments. Some could even roll into regular positions for the next school year.

Another possibility would be to find regular teaching positions for the second semester. While it is true that school districts typically look for experienced teachers in these positions, you may want to concentrate on the district that you student taught in. In their eyes, you have experience in their district. You may also want to consider applying for classified or classroom support positions. It has been my experience that many teacher assistants are able to demonstrate their skills as potentially successful teachers and are eventually hired as teachers.

Finally, do exploit the advantage that you have as a teacher candidate for the next school year. You have the luxury of having a whole semester to commit time to the job search process. Completing on-line applications, taking the Gallup TeacherInsight, applying for a teaching license, researching district websites and attending job fairs all take time. You have an advantage over those candidates who will need to do this while student teaching in the spring semester. You can be the job applicant who has all the ducks in a row as positions get posted.

The teacher recruitment process is cyclical and is exciting for the first timer. It is equally exciting and energizing for those of us who experience it annually. We are looking forward to hearing from you.

Jack Kronser
Human Resources Director
Aurora Public Schools
Aurora, Colorado

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I apologize for this blog being offline for a few weeks. We were having some volunteer scheduling problems but are now back on track and eager to be of assistance!!

I wanted to start our comeback with a very timely article that appeared in last week's EdWeek. The lead sentence stated that "Two out of five of America's teachers appear disheartened and disappointed about their jobs." The article further elaborates, "The view that teaching is "so demanding, it's a wonder that more people don't burn out" is remarkably pervasive, particularly among the Disheartened, - they are twice as likely as other teachers to strongly agree with this view." They are also more likely to "voice high levels of frustration about the school administration, disorder in the classroom, and the undue focus on testing."

Based on a study conducted by researchers Jean Johnson, Andrew Yarrow, Jonathan Rochkind and Amber Ott and their subsequent paper, "Teaching for a Living: How Teachers See the Profession Today" the timing of this article perfectly coincides with the mid-term mark for those of you who are currently student teaching. Though the Disheartened group tended to have been older and taught for a longer period of time, their attitude towards teaching may be creeping into your thoughts, as a brand new teacher. So, at this stage of your professional training it is probably very wise to stop and check to see how happy you are with your decision to become a teacher?

In the survey, the researchers found "that teachers divided into three groups: the Idealists (23 percent), the Contented (37 percent) and the Disheartened (40 percent). Each of the groups has a distinctive set of attitudes and concerns that shape how they approach teaching and education reform." In which category would you currently place yourself?

If your answers to the two questions above are of concern to you, I strongly advise that you schedule a time to talk with a career counselor at your university Career Center. These individuals do not have a vested interest in talking you into or out of the teaching field, but rather, they will help you to sort out your own thoughts and feelings about your specific experiences and the profession in general. It is far better for you to wrestle with these thoughts now than it is for you to allow negativity to fester.
See your career counselor today and tell them the Career Corner blog sent you!!!

Curt Schafer
Director of Career Services
Texas State University

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Since I started working as a Career Counselor with student teachers three years ago, I knew I was in my element. As I began developing specific programming to help student teachers prepare for their first teaching position, it occurred to me that finding a teaching position can be competitive and for some student teachers a rude awaking once it comes time to start their job search. So what can students do to be better prepared and approach their job search with confidence and competence?

Preparation - Developing a well-organized resume, preparing a professional portfolio and practicing interview questions are a good start. In addition, identifying unique qualities that one can bring to the teaching profession such as, a study abroad, volunteering, fluency in a language, school involvement and real-life work experiences can help you stand out among other candidates.

Research - Selecting the area or schools that you would like to work for and exploring why you would be the best candidate for that school. Visit the school/districts website, talk with people you may know in the district and be sure that what they are looking for in a teaching candidate match with what you can bring to the profession.

Networking - Do you know an “insider” that you know who is teaching in a school/district that you are considering? Making connections, attending events related to the field, and letting everyone know you are looking for a job. Tapping into your network can assist in finding a teaching position. One word of CAUTION, do not ask people for a job, rather let people know that you have started your job search. You will be surprised of others that might have a lead or know someone who might be looking to hire teachers.

Professionalism - Dressing and acting like those you aspire to be is important. If you have not invested in a “power suit,” it will be important in helping you feel confident and prepared. Think conservative and remember you can always visit your Career Center for tips on dress.

Patience - Finding a teaching position takes time, and developing an action plan is important. If you do not find yourself teaching right away, make it a point to look for positions that will keep you connected and working with children in some way is recommended. Substitute teaching is a good idea! Having patience and staying positive are key elements in searching for your teaching position.

Eric A. Arellano
Career Counselor
University of Texas at San Antonio

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If you are facing the prospect of not being employed as a full-time teacher this fall, you should consider what alternatives you have to stay involved in education throughout the 2009-2010 academic year to improve your chances of landing a teaching job in the future.

Substitute teaching is probably the most obvious alternative. School administrators often regard subbing as a job audition. If you are able to prove to administrators that you can handle the tough job of being a substitute teacher, you are showing them your talents rather than just providing a resume and an application. Some teacher candidates are concerned, however, that a school district will want to keep a talented substitute teacher as a sub and will pass them up to hire other candidates for full-time positions. If you prove that you are an outstanding teacher, smart administrators will want to employ you full-time when they get the opportunity rather than take a chance that you will leave their district for another job elsewhere. If that becomes the case, they lose you as a substitute teacher and as a full-time teacher.

Unfortunately, some teacher candidates do just an adequate job (or worse) as a sub. Since many schools need substitute teachers, if you show that you are a mediocre sub, you may still be called for daily sub assignments because someone has to be in the classroom, but the district will find better candidates for full-time vacancies. If you choose to sub, take each assignment as a professional challenge to showcase your teaching talents.

There may be para-professional jobs available for you such as being a teacher’s aide. If you choose this route, work closely with the teacher or teachers you are assigned to demonstrating your professional capabilities. Don’t try to upstage the teachers or to usurp their authority. First gain their trust and respect and then look for opportunities to excel in the classroom with the welfare of your students being your highest priority.

Other options for you may be coaching, getting involved with extracurricular activities such as a school play, tutoring (either in the schools or in private firms such as Sylvan Learning Centers), or working for an online cyber school, an early childhood center, or an organization that runs programs for children such as a YMCA. You may find employment at a community college or pursue a graduate assistantship related to education if you choose to seek a master’s degree. If you do choose a graduate degree program, consider one that will earn you additional certifications making you more marketable in future job searches. Graduate classes also provide excellent networking opportunities with professors and with other students who may be employed as teachers.

If teaching is your passion, you need to stay involved in education somehow even though there may be higher paying jobs available outside of education. If you are not involved in education, you risk losing touch with teachers and administrators in the field who may serve as references, and you may have a hard time staying current with issues in education. A few years outside of education will be difficult to explain to administrators who will ask, “Why should I hire you when there are other candidates who have current, related experience in education?”

Stay involved in the field of education and gain additional experience, refine your teaching skills, and expand your professional network. Most likely, your efforts will pay off in a teaching job eventually.

--John F. Snyder,

Co-Director of Career Services,

Slippery Rock University of PA

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While a resume and cover letter are non-negotiable documents in the application process, a portfolio is an optional piece. Rarely will an employer request a portfolio, either in the initial screening or at the interview. So, if employers don’t request portfolios, why prepare one? Based on feedback from recent graduates and employers, here are some reasons to consider:

• The portfolio demonstrates organization and attention to detail.
• Bringing a portfolio to an interview implies motivation and passion for teaching.
• Creating and formatting a portfolio (either hard copy or electronic) demonstrates expertise with technical applications.
• The portfolio provides a concrete visual image of your strengths and accomplishments.

So, while prospective employers may never request a portfolio, the savvy teacher candidate can use this tool to set herself apart from other applicants as a highly motivated, competent and conscientious candidate.

After developing portfolios to meet course requirements, to document learning outcomes, and/or to satisfy accreditation standards, teacher candidates are often confused about the definition of a “job search portfolio.” What are the documents that a teacher candidate should include in a portfolio for prospective employers? While there is not an official list, here are some items to consider:

• Work Samples – lesson plan, worksheets, homework assessments
• Photos – pictures of students engaged in learning activities
• Letters of Recommendation – faculty, college supervisor, cooperating teacher, principal, co-teachers
• Student Work Samples – completed tests, projects, writing samples
• Awards/Honors – professional associations, community and campus organizations
• Quotes/Notes of Appreciation – from parents, students, and school staff
• Video Clip – a short demonstration of your student-centered teaching skills
• Credentials – resume, transcripts, clearances, teaching certificate (while your certificate is pending, obtain a “placeholder letter” from your college certification officer), etc.

Just as the content of a portfolio is open to your experience and job-hunting objectives, the format is open to your creativity and needs. For example, consider these approaches:

• Binder – The key to using this tool effectively is the organization! Use tabs, so that you can easily refer to a document as needed. Don’t expect the employer to have the time to review the full contents of your binder, however. Instead, at the interview, ask if you may reference a sample of your work when it relates to a particular interview question.
• Streamlined “Packet” – To supplement the application credentials you submitted, an “abbreviated portfolio” (less than 10 pages) highlights your experience with work samples and photos and may include quotes or other endorsements beyond the letters of recommendation the employer has already received.
• Brochure – A tri-fold brochure is a convenient way to highlight your strengths with photos, quotes, and other noteworthy information. The brochure works well as a creative tool at job fairs and networking events; also, some candidates choose to tuck it into follow-up thank-you letters as a creative reminder of their strengths.
• Electronic Portfolio – This format allows you to tailor content easily for particular employers. Also, the e-folio demonstrates technical expertise and presentation skills.

While an employer may never request a portfolio, the benefits of a well-organized portfolio include: accessible documents, visual examples of experience, demonstration of creativity and technical skills, and a concrete example of your passion and motivation to teach.

Fellow Bloggers: What is your experience? Teacher candidates and employers, what advice can you offer related to the development and use of portfolios?

Deborah R. Snyder
Associate Director, Education Career Services
Grove City College

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What may once have been an exciting indicator of a new technological era, the virtual job fairs of today have taken a more meaningful role in recruiting and employing qualified teachers. With current school budget cuts reducing the number of available positions and recruitment monies, virtual job fairs may be a more viable option for both employers and candidates. For candidates, virtual job fairs provide an opportunity to view and apply for positions all in one, on-line location, even from the comfort of their own home computers. For employers, virtual fairs are more economical, permitting school districts to post vacancies without the added travel expense to live events. Posting vacancies in online events is also much cheaper than the cost of placing ads in newspaper classifieds.

The concept of virtual job fairs was introduced about 10 years ago. Unlike on-site job fairs, interactions occur “on-line” rather than face-to-face between school districts and teacher candidates. School districts register, post their positions, and search resumes of teacher candidates that have indicated interest in their school district. Similarly, teacher candidates register, post their resumes, view the directory of all registered schools, and apply for teaching positions. Virtual fair communication options and the application process between candidates and recruiters include correspondence through email, phone, or postal mail.

As teacher candidates, here are some helpful tips in your use of virtual job fairs:

1. Prepare your Resume
An integral part of your participation in a virtual job fair will be your resume. When it comes to virtual job fairs, your resume is initially one of the only representatives of you and your qualifications. For this reason, you will want a well-written resume highlighting your specific qualifications as a teacher candidate. For help in this area, consider contacting your university’s career center. They have resources and knowledgeable staff able to assist you in the creation of a great resume.

2. Follow up with Employers
As when applying for most positions, it will be important that you follow up with the employer. If the employer has not contacted you within 7-10 days after you’ve applied, don’t hesitate to contact them by telephone or e-mail. Ask them where they are in their hiring process. Also, let them know of your continued interest in the position.

3. Keep Track
It is important in any job search to keep track of the what, where, and when of applying for a position. On a piece of paper, in a Word document, whatever works best for you, list the position that you have applied for, the names of who you contacted, and any correspondence you’ve had with that place of employment. This will be a reminder of positions you’ve applied to and when you need to follow-up.

4. Keep Checking
Remember that unlike live job fairs, virtual job fairs permit access over a longer period of time (i.e. several weeks or months). For this reason, it will be important that you keep checking the virtual job fair site frequently for new vacancy postings.

5. Not an End-All-Be-All
Finding a teaching position can be a long and trying process. Remember that although virtual job fairs are convenient and user-friendly, they should not be your only method of finding employment as a teacher. Your participation in virtual job fairs should be combined with attending on-site job fairs, networking, and searching job listings located in publications and on-line sites.

Having benefits for both employers and candidates, virtual job fairs provide opportunities for interactions between school districts and teacher candidates. Becoming familiar with the navigation of virtual job fairs will be important in your employment search. Used in conjunction with other tools, virtual jobs fairs can increase employment opportunities and the likelihood of landing a teaching position.

Kourtney Shick and Michelle Fetzer
Career Counselors
Slippery Rock University

Posted by AAEE at 2:47 PM | Permalink | Comments (0) | TrackBacks (0)

The lazy days of summer are upon us, but if you’re still searching for a teaching position for the fall, these summer days are probably filled with anxiety and fear. It’s not too late to find a fall job, so don’t give up! Below are a few summer job-search strategies:

1) Clean up from the spring. Review the list of applications you have sent out, and re-contact districts you have not heard from. Ask politely if they can give you an idea of their hiring timelines. Even a rejection notice will allow you to cross that job off and move on. If you applied to a district before they had a specific opening, contact them again to see if they have a better understanding of their needs for the fall; indicate your interest in any jobs that appeal to you and offer to send fresh or updated materials.

2) Follow the trail of openings. If someone else got the job you applied for, ask the district if and where their new hire was previously employed. If the person hired was teaching elsewhere, that district now has a vacancy that you can pursue.

3) Recheck the temperature on hiring freezes. If you were told in the spring that a district was under a hiring freeze, call to see if the freeze has been lifted or if the district knows when it might end.

4) Get the most out of the spring job fairs. Pull out the business cards, pamphlets, freebies, and employer directories you got at the job fairs you attended. Touch base with the recruiters you talked to and let them know you’re still attracted to their district. Review the employer directory to find districts that interest you now but that you didn’t get to talk to in person; contact their recruiters and let them know you were at the job fair.

5) Use your summer wisely. Combine job searching with volunteer or paid work that keeps your teaching skills fresh, provides you with professional development opportunities, and/or widens your skill set. Consider summer camps, tutoring agencies, substitute teaching, residential treatment/education programs, or even serving as a nanny. Keep your resume updated with these summer experiences.

6) Networking is still key. Did your classmates get great jobs? If so, ask them if their district has vacancies and which hiring personnel you should contact. Send your classmates a copy of your resume and cover letter in case they meet a district administrator who is still looking for teachers. If you find yourself wiling away the hours on Facebook, put those hours to good use by letting your friends, professors, and family know that you haven’t given up on looking for a fall teaching position. Also check out LinkedIn, a professional networking site much like Facebook, as a way to stay in touch and make new connections in a professional way.

7) Remember your p’s and q’s. Be courteous and considerate to everyone from secretaries to superintendents that you encounter during your job search, even if you don’t get the same treatment from them. Keep a record of the names of district personnel you meet, phone, or email. Send prompt thank-you notes to interviewers, recruiters, and people in your network who have been especially helpful. Even send thank-you notes to districts that mail you the dreaded “No Hire” letter after an interview to let them know you are still interested in any positions that may develop late in the summer. This is not the time to burn bridges. Strive to be impressive and professional in all of your job search interactions, because you never know where your next opportunity may come from!

Amanda Hoffman
Career Counselor
Slippery Rock University

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As an educator, I find it imperative and a sense of duty to the profession, to engage in constant professional development, educational growth, and personal learning. Life-long learning, after all, is what being a teacher is about. International teaching, with its built-in structure of constant professional development combined with working in a culture and society far removed from our own, opens new horizons with endless opportunities for expanding our minds.

Should you consider the path of international teaching, you will find excellent benefits packages. These usually include excellent salaries, travel stipends, and housing. The typical K-12 American School abroad often educates students who are family members of embassy employees or top business professionals. Working with these students is a productive and rewarding experience. As a teacher, your expectations of the students lie on excellence in language acquisition, academic achievement, college preparation and character development.

On a more personal level, there are the service opportunities for both teachers and their students to contribute beyond the classroom and school borders. Both you and your students travel a path of mental growth through learning to understand, support and give to underprivileged groups. Many underdeveloped countries experience enormous gaps between poverty and affluent communities. You will find that there are unlimited options and opportunities to participate in community service projects.

Society today faces many challenges; in return, students across the global spectrum face greater pressures. The entire world is challenged by complex issues including the rapid development of new technologies, changing local demographics, and the rising cost of living. As individuals, we are confronted with a need to better understand other cultures. International teaching offers you the opportunity to gain a different perspective of the world. This international experience and insight will enable you to guide students in accepting, respecting, and responding appropriately to diversity.
Moving abroad does have its challenges, therefore it is important to do sufficient homework and background study on the country, city, community and the school. When communicating with international school representatives, do not be shy - vigorously investigate what you personally need to know about the school, the teaching contract, the community, and the country you are considering. Get in touch with the teachers, parents and community members. Seek the advice of veteran teachers you meet at international job fairs. The following recruiting agencies are a few of the useful resources available to you: The University of Northern Iowa International Educator Placement Service (http://www.uni.edu/placement/overseas/), International Schools Services (http://www.iss.edu/index.asp), Association of American Schools in South America (http://www.aassa.com/index.asp) and Association of International Educators (http://www.nafsa.org/).

It was a privilege and unforgettable learning experience to spend four years teaching at Colegio Internacional de Carabobo in Valencia, Venezuela. The meaning of the ¨two-way road¨ of learning and development in a culturally diverse and foreign environment, combined with the high expectations of students in the college preparatory process, has brought a new dimension to my experience and understanding of being a teacher.

With all the challenges that international teaching can bring forth, the result is an incredibly rewarding experience. Whether you teach internationally for a few years or a lifetime, you will become a better teacher with insight into other cultures and a new appreciation of the worldwide educational system.

--Ingrid Beute,
Career Counselor,
Slippery Rock University of Pennsylvania

Posted by AAEE at 2:41 PM | Permalink | Comments (0) | TrackBacks (0)

The national newspaper USA Today recently ran an article about the coming tsunami in hiring teachers. I thought this was an interesting article since we are in the middle of a sharp downturn in the economy and there are layoffs in education. Many districts are cutting staff and laying off teachers, so how could this article be correct?

After browsing the article and pausing for a moment of thought I realized that this headline was correct. We will soon, maybe it will take a year or two, have a great need for new teachers. This will be a result of the delay in retirement for those who recently planned to retire but could not because their retirement savings were depleted by the stock market downturn. It will also be caused by the huge need to replace those teachers who were laid off this past year due to the lack of state funding for education.

The bright spot on the horizon of this problem will be the fact that in times of economic distress more people chose teaching as a career. Teaching is seen as more stable and less prone to the ups and downs of the business world. Hopefully this influx of new teachers will offset the outgo of those retiring from the teaching profession.

Bob Maxfield
Director
BYU-Idaho Teacher Career Services

Posted by AAEE at 12:16 PM | Permalink | Comments (0) | TrackBacks (0)

Does the law of supply and demand apply to teachers? The reason I ask this question is because we have a shortage of math, science, and special education teachers. Will schools eventually join the free enterprise system and reward teachers in these high demand areas with commensurate salaries from the non-teaching world? Recently I have seen signing bonuses for student teachers graduating in these fields. Will these bonuses continue for the career of the teacher?

The reason I mention this is twofold. First, I was visiting with an excellent junior high school science teacher who had been the teacher for my children when they were in school. He was taking classes to become a school administrator to increase his salary and unfortunately leave his position as a science teacher. He commented that if he were in industry he could make three times his teaching salary. Second, I worked at a university where the salaries of the engineering, math and science departments were forced to adapt to the real world. Too many of the faculty from these disciplines left on sabbatical to work with industry and were offered two to three times their salary. When they did not return the university took notice and was forced to accept the market value of their faculty.

Is this the reality for our school system? Is this the answer to our teacher shortage in these areas?

Bob Maxfield
Director
BYU-Idaho Teacher Career Services

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