tag:blogs.edweek.org,2009:/topschooljobs/careers/33 2009-11-03T21:52:25Z Members of the American Association for Employment in Education, a professional organization for college career-center directors and school district recruiters, provide career advice and discuss developments in the education job market. To ask for specific advice or suggest topics, write to careercorner@topschooljobs.org. Movable Type 4.31-en tag:blogs.edweek.org,2009:/topschooljobs/careers//33.10906 2009-11-03T15:03:00Z 2009-11-03T21:52:25Z

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...

AAEE 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 tag:blogs.edweek.org,2009:/topschooljobs/careers//33.10839 2009-10-27T14:36:44Z 2009-10-27T17:09:05Z

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...

AAEE 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 tag:blogs.edweek.org,2009:/topschooljobs/careers//33.10057 2009-08-12T19:07:50Z 2009-08-12T19:19:34Z

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...

AAEE 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 ]]> tag:blogs.edweek.org,2009:/topschooljobs/careers//33.9944 2009-08-01T18:36:46Z 2009-08-01T18:42:12Z

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...

AAEE Co-Director of Career Services,
Slippery Rock University of PA ]]> tag:blogs.edweek.org,2009:/topschooljobs/careers//33.9858 2009-07-23T18:24:06Z 2009-07-23T18:28:32Z

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...

AAEE 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]]> tag:blogs.edweek.org,2009:/topschooljobs/careers//33.9782 2009-07-16T18:47:41Z 2009-07-16T18:59:22Z

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...

AAEE 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]]> tag:blogs.edweek.org,2009:/topschooljobs/careers//33.9704 2009-07-09T16:58:19Z 2009-07-09T17:53:58Z

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...

AAEE 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]]> tag:blogs.edweek.org,2009:/topschooljobs/careers//33.9627 2009-07-01T18:41:52Z 2009-07-01T19:11:51Z

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...

AAEE 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 tag:blogs.edweek.org,2009:/topschooljobs/careers//33.9595 2009-06-30T16:16:11Z 2009-06-30T16:46:53Z

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...

AAEE 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 tag:blogs.edweek.org,2009:/topschooljobs/careers//33.9492 2009-06-19T20:42:40Z 2009-06-19T20:46:54Z

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...

AAEE 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 tag:blogs.edweek.org,2009:/topschooljobs/careers//33.9386 2009-06-12T17:02:49Z 2009-06-12T17:08:26Z

A few years ago I attended an AAEE (American Association for Employment in Education) national conference. The conference attendees were abuzz over a statement made by a recruiter. The statement was in essence that a teacher is hired because of...

AAEE A few years ago I attended an AAEE (American Association for Employment in Education) national conference. The conference attendees were abuzz over a statement made by a recruiter. The statement was in essence that a teacher is hired because of his or her personality. College and university faculty and career services personnel were very upset. How could someone think that a teacher was hired because of personality? What about the years of training and education? Didn’t those years of education mean anything? After pondering the idea of personality as the reason for hire I came to the following conclusion. Both the recruiter and the faculty were correct! The student was hired because of personality. The teacher had reached a certain level of expertise as defined by the completed level of education. That level of expertise was a given for each graduate. In other words, the knowledge needed to be a good teacher had been achieved through education, but the intangibles were defined by the person himself or herself. If this were not so the teachers that had the highest GPA would be hired and there would be no need for an interview process. This may be the reason that passing a Praxis test does not necessarily qualify someone as a good teacher. It does acknowledge a level of competency but it does not measure the level of a teacher’s compassion and care for students, ability to reach students, ability to nurture students, etc. This is also the reason that robots or computers do not teach classes. I believe that the hiring process still boils down to the handshake, the presentation, and the warm feeling that is generated by a personal connection. -Bob Maxfield, Director Brigham Young University - Idaho Teacher Career Services tag:blogs.edweek.org,2009:/topschooljobs/careers//33.9305 2009-06-04T20:57:19Z 2009-06-04T23:46:38Z

A few years ago a student came into my office to discuss his teaching career. He said, “I just finished student teaching. I graduate in two months and I hate teaching. What do I do now?” I was stunned. How...

AAEE A few years ago a student came into my office to discuss his teaching career. He said, “I just finished student teaching. I graduate in two months and I hate teaching. What do I do now?” I was stunned. How did this student get so far in his education without getting experience in the classroom to find out if he would be a good teacher? Was his teacher preparation program so rigid about his in-class studies that they missed the most important part of his education, real time in the public school classroom? How could the teacher education program better prepare this young man for the shock of having his own class? I have also met students who seemed groomed to be teachers, from their time in high school until their graduation from college. Their resumes were chock full of teaching experiences ranging from tutoring while in high school or college, volunteering with special needs students, working part-time as a para-professional aide during college, working for the after-school program, teaching in a summer school, and other excellent teacher preparation experiences. Why was there such a disparity in preparation between these students? Why was one student so unprepared for a career in education and other students so well prepared? Is it possible to prepare students for their careers in education by requiring or highly recommending volunteer work, part-time work, or summer work in a teaching setting while they complete their college education? Speaking at a career services conference, Jaime Escalante explained his philosophy on hiring teachers. He said he told his principals that when interviewing potential teachers they should ask what the candidates do in their spare time. If the interviewees say they go motorbiking or go bar hopping they should not be hired. If they say they volunteer at the local YMCA, work with their church youth groups, etc. they should be hired. The same is true of students graduating from college. They should have related volunteer or paid teaching experience to back up their choice of education as a career. They should NOT have student teaching as the only teaching experience on their resume. They should NOT have to realize after student teaching that they are not good teachers. Bob Maxfield, Director BYU-Idaho Teacher Career Services tag:blogs.edweek.org,2009:/topschooljobs/careers//33.9015 2009-05-07T22:51:50Z 2009-05-07T22:57:22Z

I wish that I had a nickel for every time that I have heard these words spoken by a non-traditional age college student as we begin a job search discussion. Education majors seem to be worse than others. Maybe that...

AAEE I wish that I had a nickel for every time that I have heard these words spoken by a non-traditional age college student as we begin a job search discussion. Education majors seem to be worse than others. Maybe that is due to the fact that the students in our PK-12 system typically range from ages 4-19 and the logical assumption that follows is that the farther from these ages you are, the less effective you will be relating to young students. Some people will even go so far as to assume that “older” teaching candidates may lack the energy to “keep up” with their students and the fast pace of a school environment. Well, if you are worried about employers having these assumptions, I have some good news for you. In the recently released Age & Generations Study—a research survey of 2,210 employees across the country conducted by the Sloan Center on Aging & Work at Boston College in 2007–2008- the results were quite illuminating, though not entirely surprising. Two of the study’s key findings are particularly noteworthy: 1. Older workers are more likely to have higher levels of engagement than younger workers. 2. Employees reporting better physical and mental health are more likely to have higher levels of engagement than those with poorer physical and mental health. I have found the first finding to be especially true of non-traditional age teaching candidates. The vast majority of these folks with whom I have worked have typically come to the realization that teaching is their passion and they are anxious to learn everything about the field and get to work. When that enthusiasm for teaching children and young adults is conveyed in the job search process, the candidate’s age becomes irrelevant to recruiters. In my experience the second finding is definitely applicable to non-traditional age teaching candidates, as well. Those who are in good physical and mental health, regardless of age, are more competitive in the search process, as that process can be grueling at times. This does not mean that everyone should immediately begin an IronMan/Woman training regimen. It does mean, however, that teaching candidates should pay attention to their states of physical and mental fitness. Recruiters translate energy, stamina and good temper in the various interview phases as capacity to handle the physical and mental rigors of managing a classroom environment over the course of an academic year. Age truly does not matter in the competition for teaching positions. I have seen 21 year old teaching candidates who presented themselves as though they were 81 and I have seen mid-life career-changers who possessed the zeal for teaching and the vigor of candidates who were half their age. My advice to both traditional age and non-traditional age teaching candidates is to be cognizant of the importance of engagement and health in your personal and professional development. They are traits that will help you get the job that you want and add to your satisfaction once you are there. tag:blogs.edweek.org,2009:/topschooljobs/careers//33.8939 2009-04-30T13:15:18Z 2009-04-30T13:33:23Z

I am fairly certain that most prospective teachers and even many first-year educators do not spend much time pondering the topic of tenure. Indeed, aside from possible mention in the introductory courses in education I would daresay tenure is considered...

AAEE I am fairly certain that most prospective teachers and even many first-year educators do not spend much time pondering the topic of tenure. Indeed, aside from possible mention in the introductory courses in education I would daresay tenure is considered germane to the actual training of teachers. I don’t think much about the topic, either, until I come across articles about its eminent demise. These articles appear to be occurring more and more frequently which is why all prospective and current teachers should increase their awareness and knowledge of tenure policies and laws. Whether or not you agree with the principles of tenure, you need to understand the history, as well as the current arguments, in order to know your present situation and speak intelligently on the topic. I encourage you to start your research with the current laws in the state in which you are searching for jobs or presently teach. That state department of education’s website and the school district’s human resources or professional development website should contain this information. If you have questions about these laws you owe it to yourself to ask for clarification. Think of this information as you would your car or home insurance policies. We tend not to read those in detail until something bad happens. That may not be catastrophic with your car, or even your home but with your job, it is definitely better to know your rights before dire situations arise. You must next proceed to the political arena and attempt to gauge the prevailing attitudes of elected officials, from your local school board members to state legislators and the governor, to our newly elected and appointed officials in Washington. For example, there have been very recent legislative actions in Florida, New York and Ohio that were designed to alter the tenure laws in those states. It is incumbent upon you as an educator, especially those of you teaching in those states, to know more about those efforts. I highly recommend that you regularly monitor EducationWeek and other reliable sources for developing trends on this topic. Obviously, it is in your best interest to know more about your own current and projected tenure status. Beyond that, however, it would be advantageous to the entire teaching profession for you to at least be prepared enough to intelligently respond to the question, “Will Teacher Tenure Exist in the Future?” If you are not, it is much easier for others to make it go away. tag:blogs.edweek.org,2009:/topschooljobs/careers//33.8882 2009-04-23T22:57:26Z 2009-04-23T23:08:38Z

I really enjoy the opportunity to interact with prospective students at our Admissions functions. One such encounter occurred last Saturday when I spoke with a high school senior (and her parents) who is planning to become an elementary school teacher....

AAEE I really enjoy the opportunity to interact with prospective students at our Admissions functions. One such encounter occurred last Saturday when I spoke with a high school senior (and her parents) who is planning to become an elementary school teacher. Since these chance encounters do not allow time for a deep exploration of the prospective student’s reasons for their choice of majors and careers, I just assumed that her motives were well-analyzed, her chosen field was well-researched and elementary education is an appropriate fit. I then moved quickly to making my points about future marketability in this arena. A study of the supply and demand data collected by the American Association for Employment in Education (which is available in AAEE’s annual “Job Search Handbook for Educators”) reveals an abundance of prospective elementary teachers in most parts of the country. A quick inquiry of your local districts will provide valuable feedback as to their balances of supply and demand at the elementary level, but in most cases, the story will be the same – landing an elementary teaching job is a very competitive process!! Aside from the common admonitions about good grades, relevant experiences, broadening your geographic preferences, etc., how do you go about increasing your marketability, particularly if you have legitimate geographic constraints? The answer to the above question may very well be “learn to speak the language.” The specific language would be the language most needed by your targeted districts. Many school districts across the country are having great difficulties locating and hiring bilingual teachers. They are trying to fill bilingual education program positions, as well as, hiring teachers who are bilingual for their regular classrooms. The former programs previously existed only in the states along the Mexican border and in many urban areas. That is no longer the situation. Schools across the country are becoming multicultural settings with students and their parents bringing multiple languages into the mix. You can easily discover the language needs of your targeted districts by simply asking an HR staff member to identify current and projected student population demographics. Once you have that information what do you do? The obvious answer, of course, is to master the needed language!! That may be easy for my high school friend who has a few years to prepare for the competition but what about those of you who are currently in the market for an elementary teaching position? The answer can be very close by or thousands of miles away. Nearby are the formal and informal resources on and around your college campus. The formal resources are foreign language courses that you can build into your curriculum if you are still pursuing your degree or take as post-baccalaureate credit if you have completed your degree. There may also be some non-credit courses taught through your university’s continuing education division. Informally, you may check out your university’s International Student Office to see if there are any students who might wish to provide a teaching/tutoring arrangement. International students are often eager to do so in hopes that you will reciprocate by assisting them with their mastery of English. In addition to your campus and community resources, there are opportunities to learn a language through travel/work abroad. Numerous language immersion programs are offered by universities and private entities. Since this travel may be pricey for a new college graduate, you may want to check out paid opportunities to teach English in a foreign country. These programs are usually short in duration and do not require certification in a subject area. You are hired just to assist the native students with their English skills. In return, you have an ideal opportunity to learn that country’s language. Your university’s career center contains a wealth of information on this topic and advisors there can provide valuable insights on the right path for you. As I told my high school senior/2013 elementary school teaching candidate last Saturday, it does not matter how you choose to acquire a second or third language, it just makes sense to do it. You’ll gain an incredible competitive edge!!! Curt Schafer Director of Career Services Texas State University