May 19, 2013

School Administrators' Advice for Teaching Candidates (2012-13 Edition)

Throughout the course of the academic year, I sat down with several administrators and discussed the skills and qualifications that they are seeking in teaching candidates' applications. While answers varied slightly depending on the school administrator and the specific needs of their districts, below are common action steps they recommended for teaching candidates:

Your application must be complete. Failure to do so will eliminate your candidacy. Read and follow application instructions (e.g., required documents)
Update your application, so it reflects your current experiences.
• When completing your resume, include key information such as your certification, teaching experience, leadership/diverse experience, and technological skills
• Application materials should contain NO SPELING ERRERS
• Language used during application should be student-centered, focusing on the impact of your actions on others rather than simply stating what you did.
• Be careful with copy and pasting.... Address documents to the correct district
Do your homework, know information about the school districts, and demonstrate that knowledge by customizing your cover letter and resume accordingly.
• Descriptions should highlight key words such as desired skill sets.
Tell an authentic, consistent story about your experiences and philosophy as an educator rather than disconnected brief answers.
• Field experiences are appropriate to include, especially if the experience is unique.
• Highlight specific experiences, skills, and programs--avoid generic language and buzz words.
Positive references from administrators are very valuable (Develop rapport)
• Reach out to individuals (e.g., friends, family, teachers, and administrators), informing them about your job search.... You never know who may be able to help you!
(Refer to the May 8th and May 15th Networking Redefined Blogs)

Hopefully these insights give your application the competitive edge during the job search!
By Joel O'Brien
Marquette University Career Services Center
Milwaukee, WI

May 14, 2013

Networking Redefined Part II: Maintaining authentic relationships during student teaching, the job search, and beyond

Last week, I discussed strategies for building meaningful relationships with education professionals both during and after the job search. This week, I transition to focus on effectively presenting yourself to education professionals and maintaining professional relationships once they are initially established.

5. Be able to articulate your skills and experiences in terms that the school district values. Through doing research, you should be able to better understand the school culture and articulate your own experiences in a way that shows you have the desired skill sets listed in the job posting that would make you a valuable asset to the district. For example, if the school values technology and differentiated instruction make sure to incorporate specific examples that provide evidence of your knowledge and abilities during the conversation. It is important to focus on what you can do for a school district rather than focusing solely on the available employment opportunities.

6. Do not sell yourself short.... Always ask contacts if there is anyone else that they recommend contacting. Do not put all of your eggs in one basket. Even if a position looks promising, never assume that you are a lock for that position. During the job search and through a teaching career, one can never have too many quality contacts. With this being said, it is also important to not "burn any bridges" by gossiping or dismissing someone as irrelevant. You never know who you may end up working with someday or who may be able to assist you in future job searches.

7. Follow-up with contacts that you make, while establishing initial contact is important, staying touch is the most crucial part to building a relationship. Make sure to send a follow-up thank you note within 24 hours of meeting or talking with someone. This pertains to both informational and formal interviews. When writing a thank you note, make sure to personalize it based on information covered during your conversation rather than sending the same generic note out to everyone....Everyone likes to feel special! For instance, consider acquaintances who only contact you when they need something versus a reliable friend who you see on a regular basis and can depend on in both good times and bad. School administrators are similar in that they will be less inclined to remember you if a teaching position becomes vacant, if you only contact them once and they do not hear from you again.

In closing, while relationship building can require extra time through having conversations, sending emails, and writing thank you notes. This time will be well spent in terms of expanding your network, improving your chances of earning a full-time teaching position, and creating professional relationships throughout your teaching career.

Joel O'Brien
Career Counselor
Marquette University Career Services Center
Milwaukee, WI

May 08, 2013

Networking Redefined Part I: Building authentic relationships during student teaching, the job search, and beyond

When meeting with students, I have commonly observed a tendency of students cringing the second that I mention the word "networking". This negative perception of networking originates largely from the popular misconception that it's nothing more than fake, small talk. While some individuals perpetuate this stereotype, over the next two weeks I will present seven pieces of advice for building authentic relationships that will be helpful during the teaching job search and beyond.

1. Do your research about school districts before reaching out to administrators and teachers, so you can have specific questions and demonstrate that you are well informed and truly interested in the position.

2. Be yourself; be genuine when reaching out to others. Administrators can usually tell when someone is being fake or lying. Saying the right things without meaning them usually ends poorly, even if initially unnoticed by administrators and educators. When individuals are hired due to insincerely saying the right things, they quickly become discontent and burn out due to not being truly passionate and committed to the position.

3. Ask administrators and staff about their career path and work experience. One thing that almost everyone likes to talk about is themselves, use that to your advantage and gain insight into potential career paths and inquire about job searching best practices. Additionally, such conversations will help to build rapport and common understanding, especially with alumni from your college or university.

4. Resist the urge to talk solely about yourself. While articulating your experience is important, as I will discuss later, listening can be equally if not more important. When learning about a position and school district, make sure to also listen to what is not said by the contacts. Lastly, ask for contacts' professional opinion and offer them a copy of your resume, as it will allow them to gain a sense of your skills and interests. If they are impressed with your experiences, they will be more likely to speak on your behalf if a position becomes vacant and pass your information along to other contacts.

Joel O'Brien
Career Counselor
Marquette University Career Services Center
Milwaukee, WI

April 30, 2013

Where to Work: Public, Private, or Charter School?

Guest post by Molly Donovan.

So you've figured out that you want to teach. But do you know what kind of school is most appealing to you? There are over 130,000 K-12 schools in the United States--and over 3.7 million teachers who teach in them. You've heard people talk about public schools, charter schools, and independent schools--which of these educational environments is best for you?

Of course, there is no universal "right" choice. All three types of schools offer their own advantages. In making your decision, the first step is to understand what, exactly, constitutes a public, an independent, and a charter school--and what the differences in those environments mean for teachers.

A public school is one that is funded by public tax dollars and that provides free education to students based, most frequently, on where they live. Public school districts provide guidelines regarding curriculum formation and require that their teachers be state-certified. Their students are required to pass state-wide exams, and curricula tend to align with these standardized tests. Often, union-driven public schools pay teachers slightly higher salaries. In the United States, roughly 80% of K-12 schools are public.

The definition of an independent school is somewhat more nuanced. Often considered synonymous with the term "private school," an independent school is, in fact, a bit different. All independent schools are private, but not all private schools are independent (for example, a Catholic school would be considered a private school but not an independent school). Most basically, private and independent schools are privately funded, not subject to state regulations or the influx of publicly-collected funds. Independent schools, however, are distinct in that they are self-governed by their own boards of trustees.

Independent schools almost never require certification from their teachers, favoring instead a mastery of a particular subject and demonstrated interest and experience in working with children. They typically feature smaller class sizes, slightly lower pay, and a holistic teaching experience that weaves a teacher thoroughly into the tapestry of the school. Independent school teachers will likely be encouraged or required to be involved both inside and outside of the classroom, as coaches, dorm parents, or club advisers in addition to classroom teachers. Since they are self-governed, they strongly value community and culture, and their teachers help to promote the mission and values of the school.

The charter school movement, still quite new in the U.S. (as of 2010, charter schools comprised only five percent of public schools in the country), features a blend of public and independent school traits. Charter schools are publicly funded and require no tuition payment from their students. However, the guidelines that govern charter schools are more flexible than those of their purely public counterparts. These schools create and follow their own "charter." Charter schools are often located in inner-city areas and are intended to help supplement or replace failing public schools.

So which school type should you choose?

If you are looking to immerse yourself in the culture of a school, to live (perhaps) on campus, and to work often long hours as a teacher and a coach or adviser, then an independent school might be the ideal environment for you. You will likely devote less time to classroom management, and you might have the opportunity to teach a variety of different elective classes.

If the idea of giving back to a community excites you, then you might consider pursuing a role in a public or charter school. If you work in a charter school, you might enjoy more flexibility in curriculum planning and your daily work than your counterparts at a public school. You will be part of an experimental movement to determine what types of teaching are truly effective, particularly in disadvantaged areas. You will help first-hand in narrowing the ever-growing achievement gap that is magnified by social and economic stratification throughout the country.

In a public school, you could potentially earn a higher salary. If you are a new teacher, you might appreciate the structure that accompanies a publicly-funded and governed institution. Moreover, you might find the environment more democratic. Because the majority of schools in the United States are public, you will open yourself to more possibilities (however, you will be limited to teaching in the state and the subject in which you've earned certification). The possibility of earning tenure--and the job security that accompanies it--is an appealing aspect of public education, as is the opportunity to join a teacher's union and enjoy its benefits.

Ultimately, you will find the type of school that gels with your educational philosophy and your own career goals. In choosing your career path, you should try to answer the question, "which type of school feels like the right fit for me?" And remember--there is no "right" answer to that important question.

Molly Donovan is the Director of Communications at Carney, Sandoe & Associates (CS&A). CS&A is an educational recruiting firm that has served more than 1,500 independent, private, and boarding schools in 46 states and 26 countries.

April 25, 2013

How to Use Your Strengths to Land a Teaching Job

Guest post by Connie Rath. This post was originally published in the March 21, 2013 TopSchoolJobs eXPO

As a prospective teacher, you can distinguish yourself from a competitive applicant pool by understanding your own strengths and how to use them in the classroom to drive student achievement.

Here are three ways to use your strengths to secure a teaching position:

1. Evaluate your strengths.

A common misconception among prospective teachers is that candidates with the best academic records are the top candidates for teaching positions. However, many of the top teachers -- those who help students achieve gains each year -- likely struggled with their own academic coursework. The best teachers help their students achieve by knowing their own strengths and how to apply them in the classroom. Knowing their strengths gives these teachers the confidence and personal insight they need to craft the optimal learning experience for their students each day.

2. Explain how your strengths will contribute to helping your students grow.

The most attractive teaching candidates can clearly explain how their unique strengths help them meet their students' needs. If you have a strong drive for achievement, you can push a little more every day to find an additional way to help a student reach a new level of success. If you are a great relator, you can get to know your students and their interests so well that the students perform their best. If you are analytical, you may love to study data to diagnose what students need. If you excel by leading group discussions and taking charge of decisions, you can describe how you could manage a classroom more effectively than many other teachers. If you easily personalize attention with friends and coworkers, you can detail how you can individualize education for your students.

3. Set aggressive goals for yourself.

Create a plan about how you can be a high-performing teacher. Review the students you have helped become successful and imagine how you can do that for 25 or 200 young people. Be clear about how you will measure student growth. Be ready to be your own performance manager, because you may not have a helpful principal or mentor.

Connie Rath is the Vice Chairwoman and Dean, Gallup Education. Gallup experts work with leaders in education to hire and develop talented educators, identify the strengths of each individual student, and create engaging learning environments -- fostering long-term student success in the classroom and in future careers. Gallup has helped more than 8 million people discover their strengths.

April 23, 2013

Contracts: Considerations, Comparisons, and Concerns


You've been applying, interviewing, hoping and waiting. Finally...you have a job offer! All that hard work has paid off. The district is sending you a contract. What next? The immediate response is to accept the offer and end the job-search agony. Is that wise? Not without careful deliberation and scrutiny.

The first rule in accepting positions is to NEVER sign a contract without knowing its parameters. The second rule is to remember what other bloggers have warned: a contract is a binding legal document. Once you sign it, you are obligated to work for that district. Absolutely. No turning back. No second thoughts.

So...how do you know if you are getting a good deal? You may have never seen a contract, much less signed one. What should you consider, as you decide whether or not to accept an offer? Surprisingly, it's not just about salary. Contracts can address many facets of employment. Here's a guide to some potential contract components. Think about them as you evaluate your offer.

Salary (be sure to examine the district's salary schedule):
• Starting salary
• Highest salary on the schedule
• Number of lanes/steps (rate/means of progression)
• Method of disbursement (monthly, weekly, etc.)
Insurance:
• Name and type of plan
• Areas of coverage - e.g. medical, psychological, dental, life, disability, vision
• Cost to employee (amount withdrawn from paycheck)
• Options to add family members - and at what rate?
Education:
•Reimbursement for courses taken
• Choice of institution to attend...does the district have an agreement with specific institutions?
• Number and types of courses for which you can be reimbursed
• Grade requirements
Time Off:
• Vacation days
• Sick days (and provisions for long-term medical leave)
• Allowance for personal days/emergency leave days
• Provision for sabbaticals
Professional Development:
• Coverage of fees/costs - registration, organizational membership, materials
• Compensation for travel/meal/hotel
• Number and type of permitted professional activities
Retirement:
• Percent paid by the district
• Percent paid by employee
• Mandatory retirement age
• Earliest retirement age
• Conditions to be met for retirement
Other:
• Union dues
• Mentoring programs - do they exist, and, if so, for how long? Other parameters?

As you review the provisions of the contract, consider that you are potentially beginning a long, rewarding career with an excellent district. Make sure that the job offer and your own career goals are compatible. Once you have signed a satisfactory contract, don't forget to celebrate!

Dr. Dawn S. Jones
Assistant Director/Online Advisor, Career Services
Northern Illinois University

April 15, 2013

Where to Teach: Making a Wise Job Decision

It's your life. You'll spend an average of 6-7 hours a day in the classroom - and that doesn't count the endless hours at home devoted to designing lesson plans, grading papers, and creating projects. Deciding where to look for a teaching job is critical - but it can be confusing, scary, and frustrating. Let's face it: you can't all teach where you grew up or where you student-taught. Realistically, you're probably going to have to look at where the openings exist, if you're serious about landing a job in your field.

This means that you need to plan ahead. The right job can be exciting and rewarding, inspiring you to look forward to the start of each day. The wrong job, however, can make life miserable - even causing you to question the wisdom of your career choice.

Where is the best place to work? How do you determine where to apply? Consider the following elements in making your decision:
District Reputation and Quality: Research the district; talk with parents, students, teachers, secretaries. Look at the District Report Card. Who are the members of the Board of Education? How well does the board work with teachers and administrators? What are standardized test scores? What is the student/teacher ratio? How does the district rate in comparison to nearby districts?
• Administrative Policy: How much freedom will you have in the way you teach? Do building administrators support their teachers? Is there a mentoring program?
• Salary and Benefits: Is the package competitive with others in the area? How does the salary schedule recognize length of service? How large was the last salary increase? It's important to look beyond the starting salary.
• Location: How far will you need to commute? Will the route be difficult in adverse weather? Is affordable housing readily available? What are the community's greatest assets/deficits?
• Family Involvement in the Schools: What percentage of parents/guardians attended the last open house? Do parents resist or support educational innovations?
• Teaching Staff: What is the average age of the faculty? How many teachers have advanced degrees? What is the average number of years that teachers have been with the district?
• Budget: What supplies will you have to furnish yourself? How much input will you have in ordering materials?
• Curriculum: Do you support the curriculum? Is it current? How much voice do teachers have in curriculum planning?
• Innovations/Technology: What is the physical appearance/condition of the facility? How up-to-date is the technology?
• Obstacles: What are the major educational, economic and social concerns facing the district? What measures are in place to address these concerns?

The above factors can play an important role in helping you to make an informed choice about where to apply. They can also be an excellent source of questions to ask in an interview. Remember - teaching is not just a job, it IS your life!

Next week: Contract Considerations and Comparisons

Dr. Dawn S. Jones
Assistant Director/Online Advisor, Career Services
Northern Illinois University

April 08, 2013

Summer Jobs to Enhance Teacher Marketability

In this competitive teaching market, success is all about separating yourself from the pack. You can't just be a candidate - you have to be the best candidate. A summer job that will complement what you have been learning in the classroom is a great way to increase your value as a job applicant. Summer jobs can be useful in multiple aspects of your job search. Some of those are listed below.

Resume: The right job can make your resume "pop" and rise to the top of the applicant pile. It can help you to build a work history that makes the resume more interesting and varied.
Interview: You can gain solid experience to explain, when asked, "How you have demonstrated your passion for teaching beyond your academic requirements?"
Contacts: You're going to need, as references, people who have supervised your work with school-aged students. You may also meet people to include in your job-search network.
Confidence: The more experience that you can gain in working with children, the greater your confidence in facing students in the classroom. Consider the potential to exercise discipline, resolve interpersonal conflicts, and to engage in problem-solving.
Earnings: Okay, there are probably jobs out there with higher salaries, but none will have better value. Don't need the money? Consider volunteering (it looks especially good on that resume).

Here are 30 stellar ideas for summer work:
Outdoor
1. Summer camps - residential, day, and special interest camps
2. National, state parks and county parks/nature centers
3. Outward Bound
General Interest
4. Community park district programs
5. YMCAs
6. Community outreach activities
7. Scouting
Academic/Enrichment
8. Tutoring
9. Summer school programs
10. Language programs for ESL/ELL children
11. Children's museums
12. Library/summer reading programs and story hours
Social Service
13. Respite care (short term, temporary care of people with disabilities to give families a break from care-giving. Respite services may sometimes involve overnight care for an extended period of time.)
14. Big Brother/Big Sister programs
15. Hospitals: children's ward aides
16. Mentoring programs for at-risk children and adolescents
17. Social service agency and court service summer programs
18. Habitat for Humanity
19. Service trips - both in the U.S. and abroad
Child Care
20. Nanny programs
21. Day care centers
22. Before and after school programs during summer school
Entertainment
23. Disney internships (apply EARLY for these; they are only available while you are in school)
24. Amusement/theme parks
25. Water parks
26. Resort and cruise ship children's programs
Specialized
27. Religious programs (children's education, teen and pre-teen groups, nursery care)
28. Resident assistant and community assistant programs for university-based athletic camps
29. Special lessons: music, horseback riding, sailing, martial arts
30. Coaching for summer sports programs

Textbook proofreading or editing doesn't provide direct contact with students, but it can give you an inside perspective on education that other candidates won't have. If you are an English major or want to demonstrate your outstanding grammar skills, this might be just the job for you.

Don't know where to start? Contact your Career Services Department for tips and ideas.

Dr. Dawn S. Jones
Assistant Director/Online Advisor, Career Services
Northern Illinois University

April 03, 2013

Creating a "Stand-Out" Resume for the Job Search in Education

Recent reports predict the demise of the job resume and the rise of Twitter, LinkedIn accounts and video resumes - all in the service of expediency. Employers and job seekers may well be moving in that direction, but at this time, the professional resume is still required in most educational environments. Indeed, technology, such as the Appli-tracks job application system, is incorporated into the recruitment process. Within such systems, however, employers continue to request the professional resume. Consequently, job seekers benefit from focusing on how to make their resumes stand out among the possible 20, 200 or even 1,000 that are collected and reviewed by prospective employers for a limited number of positions.

To make resumes stand out, candidates need to attend to four very important elements: 1) ease of reading, 2) aesthetics, 3) adherence to standards 4) the "Umm!" effect.

Ease of Reading is simple to achieve. Select a readable font size and style - Arial, Calibri and Times New Roman are options. A font size of 11 or 12 minimizes eye strain for the employer. Take caution when selecting a smaller font because you simply cannot bear to omit any of your accomplishments or just to squeeze more onto the page. Ask yourself what good it does to pack it all in, when it is too much of a challenge to be read. Bullets to delineate sub-categories as well as the use of capital, bold and italics create easy to follow patterns for skimming to determine if your resume warrants further consideration. Resist the temptation to utilize a template. While simple to use, it is also restrictive and does not enable you to fully showcase the skills and experiences you have to offer.

Aesthetics relates to the overall appearance of the resume. This includes having adequate white space, choice of font and again, clear organization with simple bullets. Avoid the bullet that looks like birds flying. Remember that yours is a professional document; aesthetics does not mean including art work like school houses and a fancy alphabet. Prospective employers value your ability to articulate your skills, abilities and experiences, more than your ability to use clip art.

Maintaining Standards means including commonly expected elements of the resume such as placing degrees earned and work experiences in reverse chronological order, Indicating city and state of places you worked and schools you attend/ed should not be overlooked. A certifications' category is essential and indicates that you are or will be fully credentialed to teach; this category includes teaching certifications as well as additional relevant certifications such as CPR, First Aid and substitute teaching. Thinking on whether to include or not include an objective varies. Including an objective enables you to identify the environment in which you want to work (i.e.: secondary English or elementary science) as well as showcasing qualities or skills (i.e.: utilizing a student centered approach).

The "Umm" Factor causes the employer to stop and pay attention to what you have to offer; the employer connects with you on a meaningful level. Elicit this reaction by demonstrating that you speak the same language - the language of pedagogy. Indicate the strategies you use to achieve student learning in the classroom, the reading and math programs you use to achieve specific learning goals, while acknowledging your state's core competencies. Keep in mind that the dynamics of the classroom are an equation and that action must occur on both sides - the teacher and the students. So speak briefly about what you do (develop lesson plans, incorporate technology, utilize manipulatives, create learning centers, etc.) as well as the impact of what you do on students' learning. For example, "Enhance students' critical and analytical thinking skills by incorporating debate activities in the classroom and the establishment of a 12 member after-school debate club."
Although new forms of technology are being used during the job application process, the majority of companies continue to require a professional resume. By utilizing the aforementioned elements, ease of reading, aesthetics, standards and facilitating the "umm" reaction, your resume will certainly stand out in the Education job search process.

Nevolia Ogletree, Assistant Director
Ildi Koczan, Career Counseling Intern
Susan St. Amour, Career Counseling Intern
The Career Center
The College of New Jersey, Ewing, NY

March 25, 2013

How to Make a Great Impression at the Job Fair

For years, I hit the road with other School District Hiring Directors as we conducted the 'Meet and Greet' Job Fair rotation. These are grueling days of candidates putting their best forward and Directors searching for the best candidates for their schools. In the past few months, I have attended a couple of Job Fairs representing my University as a volunteer, no longer in the frenetic foray of the Director conducting on-the-spot interviews. This has been a wonderful opportunity for me to watch and to learn what makes the difference.

From my observer perspective, here are some tips to keep in mind:

• It seems obvious to present yourself in a professional light (dress, demeanor, etc.), but I have seen many candidates who didn't seem to get the memo! Wearing jeans and sunglasses in the Fair! Think of the message that sends to an employer!

Don't come across as too familiar. All Directors will wear name badges. This doesn't give you permission to become best friends and call them by their first names. I observed one candidate approach a district and call the women by their first names and address the men as 'Mr. ____'. It was noticed. Ouch!

• Have clean, easily readable resumes to hand to prospective employers. Be ready to succinctly highlight important elements on your resume: area of licensure, university or college you attended, any special experiences or training.

• Only pursue the districts or schools in which you are genuinely interested in teaching. At a Job Fair, the Director's time is limited and he or she has the mission of finding qualified teachers who will meet their needs. If you aren't willing to relocate, don't take the time of a Director from a district out of town, just for the practice of an interview.

• Finally, if you do get an interview, get the interviewer's business card, and send a thank you email or note within the following week in which you make specific comments regarding how you would be a benefit to their district. Make sure that your name is kept in the forefront.

This is the crazy season for job hunting. Best of luck finding the perfect fit!

Jeanne Gilbert
Assistant Professor
Student Teaching Services
Regis University, Denver CO

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