http://blogs.edweek.org/topschooljobs/careers/ 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. en Copyright 2008 Tue, 08 Jul 2008 22:06:45 -0500 http://www.sixapart.com/movabletype/ http://blogs.law.harvard.edu/tech/rss S.T.A.R. This is an acronym to use to help you with behavioral interview questions. Think of answering the questions like a short story. ST = situation or task; A = action you took; R = result of that action. If you are just graduating from college, think about situations from your student teaching experience, field experiences, and class work. If you get asked a behavioral question and you have never had an experience to fit that question, do NOT answer what you think you would do in that situation, because you truly don't know. If you cannot answer the behavioral question, then let the principal or HR recruiter know that you have never experienced what they are looking for but you believe it would take skills in _______. Never make up a story. Sample Behavioral Interview Questions: Tell me about a time when a lesson plan didn't go well and how you handled the situation. Describe a conflict you had with a student/parent and how you handled the situation. Tell me about a typical homework assignment in your class. Describe an experience where you identified a student's special needs and modified the lesson. Share an example of communication with a parent that helped you better understand a student in your classroom. Tell me about a specific instance when you collaborated with other colleagues and tell me the result of that collaboration. Describe a lesson plan that went very well and why you think it worked. Give an example of a time when you had to make a quick decision and the result that decision. As with any interview, you need to prepare before the interview. Assess yourself - know your skills, style, and what you have to offer the employer. Do your research - know about the school and school system and know what they are looking for in a teacher candidate. Also, prepare questions to ask the principal - always have a list of questions to pull out at the end of the interview. Behavioral interviews are used to select the best candidate. You should put much thought into the future of behavioral interviews...when you do something at work, or in school, that will demonstrate a competency to a prospective employer, that's the time to write it down. Time has a funny way of clouding our memories. If you write down the details of an event right after it happens you'll be able to be more specific. You might even consider keeping a journal. Diane Sledden Reed Assistant Director, Career Center University of North Carolina Wilmington www.edweek.org]]> http://blogs.edweek.org/topschooljobs/careers/2008/07/are_you_ready_for_behaviorial.html http://blogs.edweek.org/topschooljobs/careers/2008/07/are_you_ready_for_behaviorial.html Tue, 08 Jul 2008 22:06:45 -0500 Recently I was surprised to hear two different school districts in major cities advertising for “anyone with a bachelor’s degree” to apply to teach. The advertisements stated that the districts were desperate for teachers and could certify anyone with a bachelor’s degree. One district even said certification could be accomplished in only two Saturdays of preparation. I was shocked! How could someone with two days of preparation be the equivalent of a teacher who trained and studied for many years in college and was then mentored by a master teacher during a semester of student teaching? How could someone off the street be considered for such a role, especially during this time of “No Child Left Behind”? Is this an aberration or is this a thing of the future? If we are not able to fill our teacher roles with quality, qualified teachers will we resort to taking whoever is available? Has the demand completely outstripped the supply of certified teachers? I genuinely hope that this is an aberration. Historically when the economy has been strong students tend to leave the field of teaching for more lucrative careers. Now that the economy is softening we should see more students return to the teaching field. Also, there has never been a larger number of teachers facing retirement - especially early retirement. This has fueled the fire of teaching vacancies. There are other reasons that add to this predicament but they all add up to a glut of teacher vacancies and a shortage of teacher candidates. A student at a recent teacher fair told me he was shocked at how many recruiters asked, “What can we do to get you to teach at our school?” This is a far cry from the days of “scrambling for a job” and “taking what you can get.” Most districts agree the failure rate of new teachers is highest among these “quickee” certified teachers. These teachers tend to have more problems and need more supervision than traditionally certified teachers. I would assume that these are a stop-gap for our present supply and demand problem and soon we will return to a balance. Would it help if this issue were addressed by our state legislatures and federal governments? Will this problem continue if we do not back up “No Child Left Behind” with funds to reward all teachers as well as master teachers? Is this a problem that will work itself out or is there need for further discussion and action? Hopefully we can have discussions about this problem with our cohorts and our government leaders and agree on some solutions soon. Bob Maxfield Director BYU-Idaho Teacher Career Services http://blogs.edweek.org/topschooljobs/careers/2008/06/after_graduation_teacher_train.html http://blogs.edweek.org/topschooljobs/careers/2008/06/after_graduation_teacher_train.html Mon, 30 Jun 2008 16:07:40 -0500 This past May has been unusual for my office. I help place student teachers into the positions where they will student teach for the fall semester. In past years this has been fairly normal and fairly routine. The reason I have called this past month "unusual" is that four of the math majors I placed in student teaching positions for this fall were offered teaching jobs at schools other than where they were assigned to student teach. In other words these students will be teachers with their own classroom, their own discipline system, their own grading system, their own set of class rules without ever having student taught or for that matter without being certified or graduated from a university. The competition for math teachers has become so tight that schools are jumping the gun and hiring these students before they even student teach. As a university we are forced to give student teaching credit for the first semester of full-time, paid teaching. Is this the wave of the future for those teaching majors that are in high demand? Will special education teachers and science teachers see the same recruiting pressure in the near future? Will this pre-hiring of in-demand teachers return to sting these schools? Will these pre-hired teachers somehow gain the teaching skills and experience that comes from observing and mimicking a master teacher? Is this a short term solution to a long term problem? It is interesting to view this problem from both sides of the isle. On one side are schools who simply can not find competent math teachers and are willing to gamble on an unproven college senior to fill the need. On the other side are universities and state departments of education who are concerned that in the long term these quick hires will not receive the necessary training that only comes through student teaching with a competent teacher who gives excellent advice and feedback to the student teacher. There are examples to support both sides of the argument. One principal stated that his cooperating teacher simply put him in charge of the class on the first day of student teaching and it was a sink or swim situation. Luckily he learned to swim. A senior student who was hired as the teacher in lieu of student teaching recalled a few years later that he regretted the fact that his career suffered because he was not able to receive the feedback and recommendations available in student teaching. Many senior students feel they are capable and would like the opportunity to begin teaching immediately. Or maybe they simply want to be paid as a full-time teacher with benefits versus teaching under someone while paying tuition and fees. Is this just a symptom of the problem we currently have in education? Is there a need to recruit more students into the teaching field, especially the in-demand majors? Do we need to pay the math, sciences, and special education fields the equivalent to their non-education jobs? One science teacher lamented that he could double or triple his salary if he were in the "real" world. A university career services counselor said that his special education students were recruited by hospitals and health care services and paid much more than public schools could pay. These are some serious questions that we need to ask ourselves in this industry. There are no easy answers and there are no silver bullets. There are only serious discussions that should help our legislators and government find solutions to these concerns of public education. -Bob Maxfield Director, Brigham Young University - Idaho Teacher Career Services http://blogs.edweek.org/topschooljobs/careers/2008/06/hiring_teachers_before_they_st.html http://blogs.edweek.org/topschooljobs/careers/2008/06/hiring_teachers_before_they_st.html Mon, 23 Jun 2008 11:02:08 -0500 A student recently emailed my office asking for job placement statistics for the teacher education majors at our university. I am always at a loss to answer such a broad question because many factors go into what I am sure this student hopes is a simple answer. I once overheard a career services director of a major university answer the job placement statistics question by saying, "We have 100% job placement! All of our students eventually find a job somewhere." With that answer in mind I would like to give three main factors in successful job placement. First, is the graduate able to go to the job. If a student is able to go to the job, say for example move to a rural school or an inner city school, there is a much greater chance of finding a job. Second, what is the graduate’s major. Certain majors are much more in demand than others. For example math, science and special education are much more in demand than history, social studies or health. Third, did the student do a good job in student teaching. If student teaching evaluations are mediocre then the student will have a difficult time finding a job. I have yet to hear a principal say, “Send me the resumes of your mediocre teachers.” With that said, almost every education graduate has been able to find a teaching job IF they are able to relocate to the job, IF they have done well in student teaching, and IF they are willing to teach in subjects that may not be their favorite to teach. To all teacher education graduates, "Best of luck in your job search!" Bob Maxfield Director BYU-Idaho Teacher Career Services http://blogs.edweek.org/topschooljobs/careers/2008/06/what_are_the_job_placement_sta.html http://blogs.edweek.org/topschooljobs/careers/2008/06/what_are_the_job_placement_sta.html Mon, 09 Jun 2008 16:59:20 -0500 As a candidate for a teaching position, the search is only one part of getting in front of the classroom. Most people find the chase to be rather tiring, but the real work starts as a person signs a contract and makes a commitment to be in front of kids. Every teaching position in this nation is important. Every teacher is important for what they bring to the classroom. From the time you are hired, you need to know there will be paperwork and preparation. In today's business environment, the school district will have quite a bit of forms and materials for you. From the simple IT permission form to the selection of health insurance. All of these items will help make for a smooth transition as you approach the first day with kids. Many of the school districts will have an official new teacher orientation which may be anything from 1 day to 1 week. This can vary from knowing how to work within a school to knowing the curriculum that needs to be taught. The amount of preparation will vary on what level of competency the individual has. Besides knowing your physical environment, you will want to know your colleagues. Although the contract will specify specific work days, there will be more days needed to get ready. Getting in to the classroom, getting the textbooks, finding out what the routine will be all are things that are better known sooner as opposed to later. If the school district has a mentor/induction program, you will have a professional assigned to you so you can have that very personal contact. This is mandated in some states and is more voluntary in others. They should help in your growth so you can survive the stresses yet to come. The staff development offered will be beneficial, but when you sit down in the evening with a pile of papers to grade, you might think that another interference is going to make you quit. Your first year will be hectic, difficult, frustrating, and hopefully the best experience you will have. Remember, there are more than 60% of people who complete their teaching preparation who do not get jobs the first year. You have the job and you need to make the most of it. It will be more work than you ever dreamed, but you have to continue to remember why you got in to the profession. Students expect and at some age groups demand that you are on top of your game every day, every period, every class. Please don't disappoint. Good luck with this most important of jobs. It will be tiring but rewarding. You made it and now you get to practice the most satisfying and frustrating job that requires a college education. Teaching is so much more than standing in front of the class. Be prepared and be flexible. Doug Peden Executive Director of Human Resources Falcon School District Colorado Springs, Colorado http://blogs.edweek.org/topschooljobs/careers/2008/05/what_does_the_first_year_look.html http://blogs.edweek.org/topschooljobs/careers/2008/05/what_does_the_first_year_look.html Wed, 28 May 2008 13:20:04 -0500 Most candidates focus on several aspects of preparing for the interview—careful preparation of the resume and portfolio, a mock interview, and finding appropriate professional dress. However, there is also work to be done after the interview. Once you leave the site of the interview, the temptation is great to avoid thinking about it, to relax, to focus on the drive home with the promise that you will later sort things out. From my point of view, that’s a mistake. Each interview is a learning experience. Interviewing is not easy for anyone. Any situation that prompts us to think about what the interview entailed and how we handled it helps us to improve our interviewing skills. Here are some tips for action to take after the interview: • Go somewhere quiet (perhaps a coffee shop or a park) and write down who the members of the interview team were, where the interview was held, and how long it lasted. Note your initial feelings about how you think that the interview went. This approach will capture your first impression of your interviewing skills. • Make a list of the questions you were asked and the answers that you gave. This list will give you a solid perspective about how the interview was conducted. It will also provide you with questions that may show up at your next interview. • Make notes about what you wished you would have been asked and what you might answer differently the next time. This will be helpful if you interview again. • Consider if any questions/answers from your interview might prompt you to revise your resume to be more specific and marketable. • Think about whether you need to talk to a professional about this experience—perhaps a career counselor, a principal whom you feel comfortable asking about interviewing techniques, or a teacher who has recently (in the last year or two) gone through the hiring process. • Write a thank you note to the interviewer(s) within twenty-four hours of the interview. They notice such courtesies. Make sure that the note is as well proofread as your cover letter was! Dr. Becky Faber Assistant Director, Career Services University of Nebraska-Lincoln, on behalf of AAEE http://blogs.edweek.org/topschooljobs/careers/2008/05/followup_to_the_interview.html http://blogs.edweek.org/topschooljobs/careers/2008/05/followup_to_the_interview.html Fri, 23 May 2008 16:13:49 -0500 As you progress through the job search process, there may be offers that come from school districts at job fairs, over the phone, or at the end of an interview. School districts feel that once a candidate has agreed and accepted a contractual offer that the candidate will honor their commitment. I know what you are saying, "this was a really short post and why would a personnel director make such a simple comment." Well, the reason for this post is simple, I will agree. Candidates don't always honor their commitment. I would like to say that districts always do but that would be an oversimplification of the problem. I have been at job fairs and seen individuals walking around bragging that they had 3 or 4 intent letters or contracts. Now I know people like to hedge their bets, but this is pushing the limit of ethical behavior. School districts that offer letters of intent expect the candidate who accepts the letter to discontinue their search. Obviously, there are two sides to this story. If an individual is recruited or interviewed and is offerred a contract/letter, they should know what that means. Most contract law will talk about a duty to perform. Understand that when a school district makes a decision they are not planning to continue the search. Individuals need to start the process of transitioning in to the mind set and physical reality of the work that lies ahead. In our area because we have a dozen school districts within 15 miles of each other, we know when someone is playing a game or trying to play one district against another. This leaves a very bad taste and may hinder a persons ability to advance as time goes on. I know we attempt to track those offerred contracts/letters and we know who might resign or not show up for work. Being ethical in this process is the most professional thing you can do. If you are offerred a letter of intent, declining the letter won't create a bad situation for you. If you come to a district to interview and they offer you a contract, realize that the expectation is you will take it. Once again, "never apply/interview for a position unless you are willing to take that position." Nothing makes a district more frustrated than to do their work, get to the point of selection, and then the candidate says pass. The offer may not come your way again. Hence, the reason for the research and understanding of the district, school, student population, and community prior to your on site interview. We used to use a hand shake because that was a persons "bond". Those days have changed but as a candidate understand that the district has expectations. Those are that you as an individual are honorable and ethical. Please do not let us down! Doug Peden Executive Director of Human Resources Falcon School District Colorado Springs, Colorado http://blogs.edweek.org/topschooljobs/careers/2008/05/contract_ethics.html http://blogs.edweek.org/topschooljobs/careers/2008/05/contract_ethics.html Thu, 15 May 2008 15:38:45 -0500 Every graduate is eager to secure employment. Although most individuals don't prepare themselves very well. The preparation on the part of the individual will make the interview team much more understanding of what is being said and they can listen for passion and desire. Every interview is meant to be a showcase for a candidate. The truth is that employers are looking for something. I can't predict what that might be, but I know that there are going to be things that will make one individual stand out above the crowd. How can you be that person? First, what do you know about the school district, school, principal, demographics, academic success, social/economics? Sounds like a list that might keep the candidate up at night. You won't have to know the "inside scoop", but being familiar with the district goals, building goals, the leadership, the community and the roll you might play is essential for you to hit the mark. Next, do you know who is interviewing you? How will the interview be conducted? Are you going to be asked to teach a lesson? If none of this is clear, it is very permissable for you as a finalist to contact the school to seek out this information. Most of the time people come in and have no idea what to expect. As an example, I once interviewed for a position and there were 20 people in the room. There were people from the community who felt like they had a stake in the selection and I guess the administration agreed. It was somewhat intimidating. The same can be said for a twenty-something entering a room with a group of 50 year olds. Know what you are getting in to. Next, what kind of questions will be asked? You know they have your resume and may have already checked some references to attempt to get a quick glimpse of who you are and how you might fit in their school. There are many sources of questions for you to examine, but think about this. If the interview team wants to get to know you their questions should ask for you to describe things you have done. Not philosophy or textbook rehash. I almost always have individuals that I am interviewing get stuck and say "Wow, that is a hard question!" I don't feel that makes the person a bad interview, but it tells me they may not have thought about the question or the situation I was referring to. An example is "Can anyone fail your class if they come each day and are not a behavioral problem?" The answers are varied, but what I am looking for is what is the amount of investment you have in the individual. Do you really believe in differentiation and that all kids can learn and succeed? I will know after that question. Finally, if you have done your homework, you should have questions about the school and some of the things you will be getting in to as a teacher there. Do you understand class size and how 25 average and above kids might be fine although a class with emotional and behavioral issues might be tough with only 15 kids. Don't spend time on salary because that information is avaiable and it sounds like you are trying to negotiate. Don't dwell on referrals or problems because most states make that material available. Ask those questions that make it seem like you see yourself in the job and you are performing at a high level. Once again, the time up front will benefit you in search. Doug Peden Executive Director of Human Resources Falcon School Distirct Colorado Springs, Colorado http://blogs.edweek.org/topschooljobs/careers/2008/05/interviewing_from_the_employer.html http://blogs.edweek.org/topschooljobs/careers/2008/05/interviewing_from_the_employer.html Thu, 08 May 2008 20:52:02 -0500 For job seekers in the field of education, the spring of the year is a time filled with great anticipation. School districts around the country are moving in full swing to hire highly qualified staff for the upcoming school year. Having said that, the inevitable question is "what do I have to do to get a job?". One of the fundamental questions in today's electronic world is "what do you know about the school district where you want to apply?" With websites improving daily and in-depth information available on the internet, candidates need to do a thorough job of reviewing potential employers. Not all questions can be answered this way, but a general sense of what you are getting in to will probably come across. Seek more information by emailing specific schools or central offices to get things like timelines and job expectations. Read the advertisement closely to see if you fit the position. Finally, don't apply for positions that won't fit you. I have had many people tell me that you should not apply for a position unless you are willing to accept it. School districts are in competitive hiring with their geographic counterparts. To only look at salary or the age of a building, probably does not give you enough of a picture to make a decision. Be clear what it is that will make you happy. Is it student diversity, location, test scores, or something else? Once you have spent the time preparing you are now ready to enter the candidate pool. Doug Peden Executive Director of Human Resources Falcon School District http://blogs.edweek.org/topschooljobs/careers/2008/05/so_you_want_a_job.html http://blogs.edweek.org/topschooljobs/careers/2008/05/so_you_want_a_job.html Thu, 01 May 2008 12:11:00 -0500 We’re beginning to talk with excited clients who have actually been offered jobs. For you, that magic moment may be just around the corner. Will you be ready to make an informed job choice? While it might be tempting to immediately accept the first offer that comes along, careful consideration of each offer produces better results. Our office presents a workshop to prepare candidates to evaluate job offers, consider benefits, and make wise job choices. Here are some topics we cover: • How to Respond Initially Thank the employer for the offer. Ask for time to consideration. This demonstrates that you are taking the offer seriously, and that you want to make sure that you are making the best decision possible – for both you and the school. Be clear on when the employer expects a response. If you have had more than one interview (or if you have interviews scheduled in the near future), you may, out of fairness to all employers, need to ask for a reasonable extension. • What to Think About in Making a Decision Be sure you know what you want in a job. What are your non-negotiables – job factors that are so important that you cannot compromise on them? They could include the district’s reputation, the school’s location, curriculum offerings, rapport with staff members, salary level and benefits, or anything else that is essential to you in a position. We publish an Education Employment Guide that includes a salary/benefits worksheet and a checklist for considerations in accepting a teaching position. If you’d find this information useful, you can view it by going to http://www.niu.edu/CareerServices/educator/k12.html, then clicking on Education Employment Guide. The documents are on pages 31 and 32. • How to Make the Final Decision A tried-and-true way to make a job decision is the balance sheet. A balance sheet is simply a listing of the job’s positives and negatives. Make a list of everything that you like about the job, and make another list of the drawbacks – your hesitations. Compare the lists. Are the advantages enough to warrant acceptance? Are the drawbacks minor enough that you will be able to adjust to them? Talk with people who are important to you. Those in your “trusted group” may come up with questions or issues that you hadn’t considered. Sleep on your decision! Your unconscious mind will work through intricacies as you sleep. You might be amazed at the thoughts that come to you when you awaken. As always, if you need another opinion, consult with a counselor in your Career Services Office. • Rejecting a Job Offer You may decide that this is not the right position for you. If you do reject the offer, however, be sure to do so with diplomacy, grace, and kindness. Administrators talk with each other, and they share their impressions of candidates. You’ll want the impression that you leave to be positive. Somewhere down the line, you may end up wanting to work for the very district that you rejected this time. Remember that a contract is a legal, binding document. NEVER continue to look for positions after you have signed a contract. • Accepting an Offer Ask for a written copy of the job offer so that you can be sure of the exact terms. Write an acceptance letter, expressing your excitement at joining the staff and stating your understanding of the terms of the offer. Notify districts where you have interviewed (or will be interviewing) that you have accepted a position. Be sure, once again, to employ your best diplomacy. Inform your Career Services Office that you have accepted employment so that your name is removed from referral lists. Celebrate – enjoy the rest of your summer! --Dr. Dawn Jones, Online Education & Health Advisor, Northern Illinois University, on behalf of AAEE http://blogs.edweek.org/topschooljobs/careers/2008/04/evaluating_and_accepting_job_o.html http://blogs.edweek.org/topschooljobs/careers/2008/04/evaluating_and_accepting_job_o.html Thu, 24 Apr 2008 11:44:20 -0500 The end of the semester is drawing near. Student teachers are completing their final assignments, and some students (primarily special education, bilingual, math and science) have already signed contracts. If you are one of the many who do not yet have a job, use April and May wisely to ensure that you will be teaching in the fall. What should you be doing in April and May? Here are a few recommendations (many of which are based on material from AAEE’s Job Search Handbook for Educators) that we make to our students: • Ask your principal to conduct a practice interview with you and give you honest feedback after the interview. This will give you great interviewing practice; it will also help you to understand what qualities principals look for in candidates. • Since you can never have too much interviewing practice, contact your Career Services Office for another practice interview. It’s good to have multiple perspectives on your interviewing strengths and areas for improvement. • Revise your resume to reflect new student teaching accomplishments. A resume is always a work in progress – it should be updated as you add new duties and achievements. • Continue to monitor vacancies and apply for any that interest you. Vacancies may only be listed for a short time, so act quickly! • Inform your Career Services Office that you are still searching for a job. Counselors may have suggestions for what you can do to maximize your job search potential. • Attend remaining job fairs. Many career centers have copies of AAEE’s 2008 Job Hunter’s Guide that lists career fairs throughout the nation by months in which they occur. Your Career Services Office should also have notices of recently added or last-minute fairs. • After you have had an interview, follow up with a well-written thank-you letter. You may want to have a career counselor review it before you mail it. It’s also important to follow up with employers whom you’ve met at job fairs to let them know that you are still interested in working in their districts. • Keep in touch with administrators in districts where you have already applied. Phone calls, emails and personal visits to the school are the most effective ways of maintaining contact. Check on the status of the position and of your application. Don’t make a pest of yourself, though! • Take advantage of any opportunity to visit schools that interest you. Attend events sponsored by the schools, such as spring concerts, fun fairs, district open houses, or even school board meetings. • Vary your search methods. Don’t rely on just one method of looking. Use district websites, state websites, college/university job databases, independent websites for teaching jobs (Education Week’s TopSchoolJobs.org, for example), friends/neighbors/family with school district connections and even local newspapers. • If possible, increase the parameters of your job search. When I was looking for my first teaching job I sought out every high school within an hour’s drive from my home. My thought was that I’d rather be commuting to teach than riding my bike to waitress. Finally, don’t lose heart if you don’t yet have a job. Most first-year teachers are hired during the summer – June, July and well into August. I was hired in the second week of September for a position that arose when the school realized that it needed a teacher to diminish staff overload. Lots of things happen during the summer: budgets are determined, students enroll, and current staff members decide to take other positions. Surround yourself with positive, supportive people. Talking with people who tell you that you’ll never get hired will undermine your confidence and your ability to interview effectively. Have faith in what you can do, and don’t give up. --Dr. Dawn Jones, Online Education & Health Advisor, Northern Illinois University, on behalf of AAEE http://blogs.edweek.org/topschooljobs/careers/2008/04/its_april_where_is_your_job_se_1.html http://blogs.edweek.org/topschooljobs/careers/2008/04/its_april_where_is_your_job_se_1.html Thu, 17 Apr 2008 16:57:52 -0500 My title is “online advisor." The role is one that is still relatively unique, but it is rapidly gaining in popularity. Since most of our student teachers and alumni are NEVER on campus, we had to think of a way to bring our services to them. I advise education clients via a special email address (edresumes@niu.edu) that has been set up specifically for that purpose. Technology is a vital part of our lives. Electronic communication permits counselors to respond to your questions and also to review job search correspondence, such as resumes, CVs, cover/thank you letters, reference sheets, and responses to application questions, no matter where you’re located. There are many advantages to this flexible method of career counseling: • You send materials whenever it’s convenient – after student teaching, on weekends, late at night. • Location doesn’t matter. You can contact us from other cities, states, and even abroad. • Online communication is ideal for quick, short questions, when coming into the office is impractical. You can email right away – as soon as a question/issue comes to mind. • Counselor comments are easy to read; they can be saved and changes can be made at your convenience. • Counselors are able go through documents in a more thorough fashion – thus, they are more likely to catch problems. • When asking questions, you can go into as much detail as you want, taking time to compose your thoughts before transmitting. • You can send as many emails as desired, when it might be difficult for you to schedule multiple in-office appointments to resolve the same issues. • If you’re concerned about privacy, no one will see you coming to a counseling office (remember, though, that email is not always the most secure mode of communication). • Online communication is ideal for clients with disabilities who might find it difficult or impossible to physically get to the Career Services Office. • Communication is fast – you don’t have to wait weeks for an appointment. • Counselors have time to research and draw together resources to respond to complicated questions (relocation issues/contacts, information on specific programs of study, hiring statistics, supply/demand data). • The service is free. The process, of course, isn’t perfect. Counselors can’t pick up on nuances, such as your body language and voice tone, which are apparent in face-to-face meetings. The quick give-and-take of an in-person conversation is missing. And, of course, some issues aren’t appropriate for online counseling. Even so, online advisement fills a much-needed gap and extends the boundaries of the Career Services Office far beyond its physical location. If you need assistance with career-related issues, check with your Career Services Office to see what sort of online advisement might be available. --Dr. Dawn Jones, Online Education & Health Advisor, Northern Illinois University, on behalf of AAEE http://blogs.edweek.org/topschooljobs/careers/2008/04/cant_come_to_the_office_email.html http://blogs.edweek.org/topschooljobs/careers/2008/04/cant_come_to_the_office_email.html Thu, 10 Apr 2008 15:50:41 -0500 Spring is in the air, and summer is fast approaching. Summer – the time when every education student’s thoughts turn to…work-related experience. Have you found a summer job yet? As a career counselor, I always recommend that students start thinking about summer jobs early – setting the goal of finding the perfect position by the end of spring break. In reality, though, most students have other things in mind at that time of the year. It’s after break that they start thinking – and asking us – about their best summer job options. Education students are especially interested in using their summers as investments – honing their finest skills in working with children, while boosting the strength of their resumes. Face it: the market for teachers is highly competitive, and administrators are going to want to know what you’ve done in addition to your student teaching to demonstrate your commitment to the profession. I’ve talked with many students who want to do something career-related, but they don’t know where to begin. That has prompted me to draw up a list of potential summer jobs for soon-to-be teachers (and already-employed teachers, too) that will fit a wide range of abilities, interests, economic needs and teaching levels. Here is my list (which is by no means exhaustive): 30 SOURCES OF EXPERIENCE FOR STUDENTS PLANNING TO TEACH 1. Summer camps (anywhere!) – residential, day, and special interest camps 2. National, state parks and county parks/nature centers 3. Community park district programs 4. Volunteer tutoring 5. Respite care ("Respite" refers to short term, temporary care provided to people with disabilities in order that their families can take a break from the daily routine of care-giving. Unlike child care, respite services may sometimes involve overnight care for an extended period of time.) 6. YMCAs 7. Big Brother/Big Sister programs 8. Summer school programs 9. Nanny programs 10. Day care centers 11. Before and after school programs during the summer school 12. Disney internships (you have to apply EARLY for these) 13. Other amusement/theme parks 14. Water parks 15. Children’s museums 16. Outward Bound 17. Library (summer reading) programs and story hours 18. Religious programs (children’s education, teen and pre-teen groups, nursery care) 19. Hospitals: children’s ward volunteers 20. Mentoring programs for at-risk children and adolescents 21. Social service agency and court service summer programs 22. Community outreach activities 23. Language programs for ESL/ELL children 24. Scouting 25. Habitat for Humanity 26. Service trips – both in the U.S. and abroad 27. Resort and cruise ship child care programs 28. Resident assistant and community assistant programs for university-based athletic camps 29. Special lessons: music, horseback riding, sailing, athletics 30. Coaching for summer sports programs Once you’ve decided on the sort of job that sounds interesting, do a reality check to assess how it will fit with your special interests and talents. Talking with a career counselor might help you process where your gifts can best be used. The next step is actually landing the job. What sources can you use? You can talk to friends, family and teachers at your student-teaching site, some of whom may have had similar positions. You can make direct contact with organizations. And, of course, you can use your school’s Career Services Office. Most will have databases (Northern Illinois University uses a version of eRecruiting) of summer, temporary and part-time job listings. You can apply for many of the jobs online. Just be sure, as with any regular job, that your resume is updated. Don’t pass up the opportunity to use your summer productively - to build on your confidence and to gain great job-related experience. Who knows? It may be the best summer of your life! --Dr. Dawn Jones, Online Education and Health Advisor, Northern Illinois University, on behalf of AAEE http://blogs.edweek.org/topschooljobs/careers/2008/04/how_will_you_spend_your_summer.html http://blogs.edweek.org/topschooljobs/careers/2008/04/how_will_you_spend_your_summer.html Thu, 03 Apr 2008 15:42:56 -0500 Job Choices from the National Association of Colleges and Employers (NACE), which many career centers have for distribution. Job Choices has excellent samples of all the types of letters one would use in a job search, so if you do not have a copy, contact your local university career center for a copy. We have a local resume-writer who posts flyers on our campus and offers to write letters, including thank yous, for a fee. Ignore those. You are an educator; show your potential employer that you understand the etiquette and know how to write your own. --Kent McAnally, Director of Career Services, Washburn University, on behalf of AAEE]]> http://blogs.edweek.org/topschooljobs/careers/2008/03/thankyous_matter.html http://blogs.edweek.org/topschooljobs/careers/2008/03/thankyous_matter.html Fri, 28 Mar 2008 17:13:35 -0500 Students preparing for careers in education are often exposed to the latest technology in universities and are urged to help soon-to-be employers learn about and engage with new technologies once on the job. Knowing about the latest technology is certainly important, not simply from a classroom standpoint, but also for knowing what our students are experiencing and engaging with outside the classroom. My first exposure to Second Life came at the annual conference of the National Association of Colleges and Employers in New York last summer. I was amazed at what I learned about Second Life and similar virtual worlds. All kinds of statistics were tossed out about the percentage of young persons who were involved with virtual-world systems and avatars. When I returned to my office in good old Kansas, my office staff members were as blissfully unaware of Second Life as I. I did encounter a couple of colleagues who had some familiarity with it. The whole concept is a little creepy to me; perhaps it is just a little more sophisticated than my comfort level. Members of Second Life and similar virtual worlds create "avatars," virtual representations of themselves, which populate the virtual world. One can create an avatar in one's own image, or in whatever image one imagines oneself. Avatars may have the ability to fly. Avatars may have jobs in the virtual world. Avatars may purchase "land" in the virtual world, even their own islands, and build "structures." I understand that some universities are conducting classes in these virtual worlds. [I am painfully aware that I am an old fogey. My main question is, "Why?" And I'm sorry: "Because it's there" is not sufficient for me.] Most of the teacher preparations educational institutions in our state have career fairs or interview days to which candidates from outside our institutions are invited. These events provide face-to-face contact between job candidates and any number of potential employers. Granted, transportation and lodging costs become factors for candidates from outside the state or from remote areas. Further complicating the situation in Kansas is the fact that there is a large part of southwestern Kansas that has no four-year colleges. In that case, travel for recruiters is costly and problematic. Traditionally, this is also a geographic area to which candidates are not widely attracted. On March 4, 2008, the Kansas Educational Employment Board (KEEB), which is a web-based recruitment program sponsored by the Kansas State Department of Education, conducted a virtual education career fair to be hosted on Second Life. Ten school districts from the state participated, conducting real-time "visits" (similar to electronic "chat" or messaging) with candidates via their avatars. According to the demo video on the website, "approximately 9" candidates participated. You can get more information about the fair and watch the demo video at http://www.kansasteachingjobs.com/page_add.cfm?PID=16. Now that the dust has barely settled from the first Second Life virtual career fair, KEEB has two more fairs coming up - one for the entire state and the other only for the southwest Kansas region. I am not sure whether the KEEB fair on March 4 was a real "first," but it was certainly a first for our area. Knowing the technology exists may be important. But is this something that will catch on? Will there be a time when candidates outnumber districts? Or was the first experience a predictor of success? Are our future teachers using Second Life? Future iterations will, of course, answer these questions. But in my mind the burning question remains: Why? --Kent McAnally, Director of Career Services, Washburn University, on behalf of AAEE http://blogs.edweek.org/topschooljobs/careers/2008/03/a_new_type_of_career_fair.html http://blogs.edweek.org/topschooljobs/careers/2008/03/a_new_type_of_career_fair.html Wed, 19 Mar 2008 15:52:42 -0500