October 2008 Archives

You start the year with high hopes. The interview went well, and the job (or student teaching placement) sounds ideal. Sometimes your expectations are realized, and the fit is perfect. Sometimes, though, it is not. How does this happen?

I wish that I could say that every job that LOOKS good IS good. Unfortunately, this isn’t always the case. What goes wrong? It may be one of the following:
• You looked at the job idealistically, rather than realistically. When we want something very badly, we tend to see only the highlights and overlook the drawbacks.
• You didn’t do enough preparation. Your research was not sufficient to reveal critical facts about the school/district.
• You didn’t give yourself enough time to think about the position and consider the offer before accepting it.
• You were not experienced in understanding employee benefits and salary schedules.
• Unexpected contingencies emerged – you were asked to take on courses you weren’t prepared to teach; you were expected to assume duties that were out of your realm of knowledge or interest.
• The interviewer’s intent was to impress you rather than to present an honest picture of the school and the position’s unique challenges.
• When you met the staff members, you found that there were some with whom you didn’t get along – and they have made your life miserable.

You’re now at a crossroads. You may feel like resigning on the spot. In most cases, though, it’s best to finish the year, with the intent of finding a more suitable job next year. Sometimes situations do surprisingly improve. Many of us also find that even the most adverse job can provide valuable experience. No matter what, you may find yourself back in the job market soon. How do you avoid making the same mistake again?
• Talk with a career counselor about your situation. Do a mock interview, so that you can learn to ask the right questions before accepting a position. Discover how to research schools and districts effectively. Practice talking about your current position in positive terms.
• Seek a mentor who can advise you in understanding school cultures – what to seek and what to avoid.
• Update your resume, so that you’re ready for the new recruiting season.
• Network. Get to know other teachers and administrators by attending conferences and workshops. Go to job fairs. Remember, however, to be discreet about job searching while you are still employed.
• Keep your eyes and ears alert to job openings.
• Seek counseling if you begin to feel emotionally overwhelmed.

Although your confidence may be shaken, try not to think of yourself as a failure. At times like this, you may begin to question your teaching competence, your personal worth, or your career choice. The reality is that we all make mistakes. It’s how we move on from those mistakes that matters most. Vow to do your very best to make your next job a shining success.

--Dr. Dawn S. Jones,
Online Education Adviser,
Northern Illinois University, on behalf of AAEE

Posted by AAEE at 11:59 PM | Permalink | Leave a comment | Recommend

As you begin to transition from your military service, there is a way that you can continue to “Be All that You Can Be,” and “Aim High,” and still “Be Part of the Action,” as you “Let the Journey Begin,” as one of “The Few, The Proud,” become a teacher.

If you are considering making a career change into the teaching profession, know that teaching is not just another job and that teaching is not for everyone. Teaching is a career in which you are able to make a difference in our youth and children, society and the world. Keys to a successful transition are getting organized, developing a plan of action, researching available programs and being persistent. Consider these strategies to see if teaching in the public schools is a good fit and potential career path:
• Volunteer your time to assist in school events such as athletics, Special Olympics, drama, science contests, and ethnic activities.
• Get permission to “shadow” a teacher for a day.
• Obtain a substitute teaching permit and experience a real classroom setting.
• Meet with teachers and school administrators to discuss the field of education and teaching.

Know that generally there is no “fast way” to become a professional, licensed teacher. Minimum requirements are a baccalaureate degree, specific academic major, professional education and pedagogy courses, field experiences, state level tests, and criminal background check.

Carefully consider the school and program in which to enroll, to ensure the program is accredited by The National Council for Accreditation of Teachers in Education (NCATE) or The Teacher Education Accreditation Council (TEAC) and is approved by the State in which the certification is issued. Alternate Routes to Certification (ARC) are appealing and get you through quickly, but may not be accepted by some school districts. Ask before you sign up for ACR type of preparation program.

State Troops to Teachers offices are a great place to start asking questions and, gathering program preparation information. The following website http://www.dantes.doded.mil/DANTES_WEB/library/docs/ttt/state_office_listing.pdf provides a listing of state offices. Financial assistance may be available to veterans if employed in a high needs school to assist with certification requirements. Pay back for the financial assistance is three years; again state offices can verify this information.

“Americans at their Best” Veteran Teachers!!!!!!

--Phyl Naffziger,
Placement Counselor,
Northern Illinois University, on behalf of AAEE

Posted by AAEE at 8:52 PM | Permalink | 1 Comment | Recommend

“When I was in high school, I made a really stupid mistake. I went to a party and all my friends were drinking, so I did, too. I had a curfew, and I knew that my parents would worry if I didn’t get home on time, so I drove – even though I shouldn’t have. I hit a car, and the investigating officer smelled alcohol on my breath. The bottom line is that I was charged with a DUI. It’s a felony in our state. My dream, since I was in third grade, was to be a teacher. Is there any way I can still get a teaching license? I’ve learned my lesson the hard way, and I know I’d be a great teacher.”

Recently I heard this story from a client, tears streaming down her cheeks. In Career Services, an unsettling trend is the increase in number of students who have committed felonies, but who desperately want to become teachers. Fingerprinting and criminal background checks ensure that felony convictions will be disclosed before a prospective teacher even gets to the classroom. The reality is that the path from felony to teacher licensure is likely to be steep. If you are someone who finds him/herself in this unfortunate circumstance, what can you do?

• Confer with your College of Education adviser to learn about program/university policies. Disclose your conviction before you invest hours in a program that you will be unable to complete.
• Research your State Board of Education’s regulations regarding felony convictions and teacher licensure. Some states prohibit any convicted felon from being licensed, whereas others base the decision on the type of felony committed.
• Be prepared to relocate to another state with less stringent regulations if you are determined to teach. Check individual State Board of Education websites to determine parameters.
• Talk frankly and honestly about the lessons you have learned. If you are able to be licensed, some district applications will give you the opportunity to discuss the circumstances of your conviction.
• Consult an attorney for valuable legal advice regarding your rights. Remember that there is a difference between an arrest and a conviction.
• Investigate alternative career options. Your heart may be in teaching, yet this may not be a realistic possibility. Talk with a Career Services counselor to determine what careers employ the same talents and skills (skill sets) required of a teacher. It’s hard to forsake an aspiration, but in a tight teaching market where districts have many candidate choices, being a convicted felon is likely to jeopardize your chances of being chosen.

It can be devastating to face the fact that a mistake that you made years ago might determine the course of your life. High school students are often oblivious to the long-term effects of their actions; in addition, many have already paid a huge financial and emotional price for their transgressions.

If this has been your experience, how have you handled it? I recommend that you gather all the facts that you can, then make the most informed decisions possible. Remember…there are plenty of people out there who are willing to help you.

--Dr. Dawn S. Jones,
Online Education Adviser,
Northern Illinois University, on behalf of AAEE

Posted by AAEE at 9:08 PM | Permalink | 6 Comments | Recommend

Burned out? Overwhelmed? Exhausted? Whether you’re a student teacher, new teacher or seasoned professional, you may find yourself overcome by stress at this time of the year. You never think twice about being there for your students and responding to their needs. But what about you? If you don’t take care of yourself, your job will become a burden and you’ll lose your effectiveness in the classroom.

Many teachers work to the point of physical and emotional exhaustion. The reality is that teachers are busy day and night; they are asked to take on many extra duties; they are exposed to germs and viruses daily; and they encounter normative life stresses from family, friends, students and parents. As a career counselor/family therapist, I’ve devised a few brief, easy ways to help even my busiest clients improve their lives.

1. Eat well. Fatty foods, sugar and carbohydrates – the foundations of fast foods – sap energy.
2. Exercise. Taking a daily walk will loosen muscles, reduce tension, and give your mind a chance to clear. Even 15-20 minutes of walking can improve your perspective.
3. Take a multi-vitamin. It supplies important nutrients while protecting your immune system.
4. Avoid over-use of coffee and alcohol. Coffee is a stimulant; alcohol is a depressant. Both may make you feel good briefly, but they can fray your nerves in the long term.
5. Organize your time – PLAN. Make lists – they do work! Prioritize your tasks. Eliminate those that are unnecessary.
6. Don’t over-commit: Learn to say NO. You aren’t Wonder Woman or Superman. You can’t do everything. People will respect you more if you are honest about what you are able to realistically accomplish.
7. Get regular rest. Lack of sleep will not only make you cranky – it will also open you to infection and illness. Establish a routine time for going to bed and getting up. All-nighters are counter-productive.
8. Rely on your mentor. If classroom pressures are wearing you down, or if you are facing difficult situations with your students, ask your mentor for suggestions on how to cope.
9. Develop your own informal support group. Peers can be great sounding boards. You can share ideas and solutions.
10. Avoid negative people. Being around people with pessimistic attitudes is depressing.
11. Avoid negative self-talk. Practice self-affirmation. Focus on what you do well. Compliment yourself!
12. Smile. It will make you feel better, and it will brighten the lives of those around you.
13. Separate yourself from work. Distance yourself from the town/city where you teach, and from your students and their parents. Establish a life apart from work.
14. Take/make time for yourself. A brief interlude is essential to your well-being. Spend 30 minutes each day doing something just for YOU. We all have our own special ways to fill this time. Ideas:
• Listen to music
• Meditate – clear your mind
• Journal – it’s a way to release your frustrations and record your memorable moments
• Practice relaxation techniques, such as guided imagery or muscle-stretching
• Read for a few minutes (I do this while I eat lunch)
• Commuting to work? Listen to a book on tape to help you decompress on the way home
15. Too much stress? Seek professional help. An hour of therapy per week may make a world of difference.

Take an inventory at the end of each day. Ask yourself what you have done for yourself that day. If you can’t come up with anything, you put yourself at a high risk for stress. You wouldn’t think of neglecting your students. Why neglect yourself?

--Dr. Dawn S. Jones,
Online Education & Health Advisor,
Northern Illinois University, on behalf of AAEE

Posted by AAEE at 10:21 PM | Permalink | Leave a comment | Recommend